This instructional guide focuses on teaching consonant clusters, specifically 'str' and 'tw', to EFL learners, outlining challenges they face and effective teaching strategies. It provides a structured lesson plan with objectives, activities for different age groups, and emphasizes the importance of engaging exercises and corrective feedback. The guide also stresses reflection and assessment methods to enhance the learning process.

1. An instructional guide to
teach consonant-clusters
(designing a pronunciation lesson)
Shan Ali Hussein

2. Table of contents
Why do EFL learners face challenges?
Including, objectives, explanations, activities, feedback
01
02
03
Consonant clusters.
Teaching and learning process.
Reflection and Reviewing

3. Consonant clusters
01
Sequences of two or more consonant sounds that
appear together within a word, without any
intervening vowels.
At the beginning of words: "sm" in "smile“
In the middle of words: “dm “ in “admire "
At the end of words: "sts" in "twists"

4. why do EFL learners face
difficulties?
• Lack of Similar Structures in the Native Language
(Gass & Selinker2008)
• Lack of Exposure and Immersion
(Krashen, 1985)
• Articulatory Challenges and Motor Skills
(Ladefoged, 2006)
• Teaching Methods and Materials
(Celce-Murcia, Brinton & Goodwin, 2010)

5. Consonant clusters in Kurdish
/haft/ CVCC (seven)
/mard/ CVCC (generous)
/frosht/ CCVCC (sold)
/garm/ CVCC (hot)
 “ Kurdish permits consonant clusters, but it does
not allow more than two consecutive consonants in
the initial and final position of the word.”
(Hasan, 2009)

6. "str“ as in strength, "tw“ as in twist
/strɛŋθ/ /twɪst/
The objective of the lesson:
By the end of the lesson, students will be able to “Articulate words
containing the 'str' and 'tw' clusters in spoken language.“
Objectives are specific and they are usually teachers’ goals
(Barany,2019)

7. Learning outcomes
 Objectives are how you get somewhere but learning outcomes
are proof that you have arrived. (Barany, 2019).
 Objectives and learning outcomes should be SMART

8. The main stages of a typical pronunciation lesson.
(Jack C. Richards, Diane Larsen-Freeman, and Adrian Underhill)
Modeling & repetition
Application in context
Reflection & assessment
Warm-up
Phonetic exercises

9. Tips to plan activities and Exercises:
 For young learners, focus on simple words and fun activities.
 For older learners, introduce more challenging words and
activities like tongue twisters and telling stories.
 For learners who need extra help, provide additional
support, such as individual instruction or manipulatives like letter
tiles.

10. REMEMBER!
• Keep the activities fun and engaging.
• Provide plenty of practice opportunities.
• Differentiate the activities to meet the
needs of all learners.
• Celebrate the learners' success!

11. Warm-up, activities, and practices:
Warm-up:
 Tongue twisters [Strawberry shortcake, short and
sweet, how many straws could we eat?], [Two tiny tigers
tied tight in a tangle, teasing and tattling, a terrible tangle!]
 Story-telling, read a short story or poem with plenty of
"str" and "tw" words. Encourage the learners to identify and
clap when they hear the sounds!

12. In a bustling school, Emily, an enthusiastic and striving student
with a strong passion for exploration, stumbled upon a dusty chest
filled with intriguing treasures. Among the forgotten artifacts, she
discovered an ancient map leading to a mysterious world. Eagerly,
Emily shared the exciting news with her two best friends, Tim and
Stacey. The trio, known for their strong bond, embarked on a quest,
navigating through twisted paths and confronting formidable
creatures with strength and wit. Along the way, they encountered a
strange twist that tested their resolve. Despite the challenges, their
friendship remained strong, and the triumphant trio returned to
school with tales of adventure, inspiring their classmates with stories
filled with strength, twists, teamwork, and wit.

13. After warming up,
• Begin by revisiting the concept of consonants.
• Engage the students in a phonetic drill.
• Visual Aids.

14. Activities for young learners:
 Picture Scavenger Hunt, students are given a list
of words with specific consonant clusters, such as "str" and "tw," and they
must find corresponding images that represent each word.
 ( stripes, twelve, string, twenty, two)

15. Hide pictures around the classroom containing words
with "str" and "tw." Learners can search for the
pictures and say the words aloud when they find
them.

16. Role plays, incorporating role plays into the teaching of
consonant clusters "str" and "tw" can be an engaging and effective
strategy.
- Contextual Application
- Authentic Communication
- Increased Motivation
 Restaurant Scene
 News Reporter and Interviewee

17. Sing a Song, is a valuable and enjoyable instructional
tool. (Leaver & Shekhtman, 2002)
• Auditory Discrimination
• Memory Enhancement

18. while an activity serves as a broader term encompassing various
interactive learning experiences, practice specifically refers to
focused, repetitive exercises designed to reinforce and
enhance a particular skill

19. Practices for young learners:
 Simon Says.
- stomp your feet three times
- twirl around three times
 Hot Potato.
Pass a toy around the circle while playing music. When the music stops,
whoever is holding the toy says a word.

20. Activities for young adults:
 Minimal Pairs: straw/draw, twin/win
 Tongue Twister Tournament.
 Debate Club

21. Practices for young learners:
 Rhyming Relay
 Story Spin

22. Remember to,
Include authentic materials, like audio
recordings or videos that exemplify the
target pronunciation feature.

23. Explanation
- focus on both the individual sounds and their
combination. Articulation of “str”,
Individual Sounds:
-The "s" sound is voiceless and produced by forcing air
through a narrow channel between the tongue and the
roof of the mouth.
. The tip of the tongue is close to the alveolar ridge
-The “t” sound is a voiceless stop sound, produced by
blocking the airflow and then releasing it.
The "r" sound is a voiced, liquid sound produced by
vibrating the vocal cords while maintaining a relatively
open oral passage.
.The tongue is positioned close to, or may lightly touch,
the alveolar ridge.

24. Explanation
- focus on both the individual sounds and their
combination. Articulation of “str”,
Combination in 'str’:
-In "str," the "s" "t" and “r” are combined at the
beginning of a syllable.
-The "s" acts as a voiceless onset, and the "t" follows as
a voiceless stop.
- the "r" is a voiced, liquid sound produced by vibrating
the vocal cords while maintaining a relatively open oral
passage.
Examples:
"Street" (/striːt/)
"Stripe" (/straɪp/)
"Strong" (/strɒŋ/)

25. Articulation of “tw”,
In "tw," the "t" and "w" are combined.
The "t" serves as a voiceless onset, and the
"w" follows as a voiced glide, creating a
distinctive cluster.
Examples:
• "Twist" (/twɪst/)
• "Twelve" (/twɛlv/)
-The "t" sound is a voiceless stop sound.
-The "w" sound is a voiced, labio-velar
approximant produced by rounding the
lips and bringing them close together
while voicing occurs.
Individual sounds : Combination of “tw”,

26. Also, REMEMBER TO
Observe and monitor their
pronunciation, give corrective
feedback, and encourage self-
assessment.

27. Feedback
- Use a Positive Sandwich Approach!
Example of Positive Sandwich:
"Great job on the /str/ cluster in ‘strawberry' – your pronunciation is
quite clear. Now, let’s refine the /str/ cluster in 'street.' Pay attention to
the 'str' combination and try to make it as smooth as you did with
‘strawberry.' I believe with a bit of practice, you'll master it effortlessly.
Keep up the positive effort you've shown in class!"

28. Reflect and
review

29. Assessment including Self-assessment, and peer
assessment
- Summarize the key point by doing a Mind Map.
- Do a Gallery Walk.
- Recording, or peer review recording
- Incorporate Technology
- Reflective journals
- "Thumbs Up/Thumbs Down" Reflection.

30. Thank you, and happy learning!