Personal Alphabet with Yarns

Step 1 – Introduction

• Name round : Lerners introduce themselves.

Step 2 – Getting to know the alphabet and sounds

• Educators hand out a printed version of the alphabet to each learner.
• While educators read the alphabet aloud to demonstrate native pronunciation, learners follow along, repeat in chorus, and mark the letters/sounds they find unfamiliar or difficult to pronounce.
• Variation: Instead of the whole alphabet on one sheet, flashcards with letters connected to simple, international words can be used (e.g., names of countries).
• Everyone identifies their personal “tricky sounds.”
• Educators give examples of similar sounds in English (or other familiar languages like French).
• Practice these tricky sounds as a group (chorus), using examples where the sound appears at the beginning, middle, and end of words.
• Card game: Place letter cards on the table. Educators say sounds aloud, and learners grab the card with the corresponding letter.

Step 3 – Mingling with fruit names – optional

• Each learner draws a card with a fruit name and picture.
• Learners walk around reading the word (hiding the picture) until they find their partner with the matching fruit.
• This is a whole-group mingling activity that supports early reading practice, especially useful for beginners.
• Fruit names are chosen because they are common, practical vocabulary learners are likely to encounter in daily life (shops, markets).
• Once everyone finds their partner, they sit down together.

Step 4 – Alphabet Poem – optional

• Educators introduce a playful alphabet poem in which each letter is associated with an animal or object.
• Each learner gets a few lines from the poem.
• Learners study their line, identify the key sounds, and listen as educators present the poem (ideally with two facilitators).
• When learners hear their line, they raise their hand and then repeat it together with the group.
• At this stage, individual repetition is avoided to keep the activity safe and playful.

Step 5 – Alphabet Lotería – optional

• Pairs from the previous “fruit game” work together.
• Each pair receives a Lotería board (4×4 squares), with each square showing a picture representing one of the sounds from the alphabet poem.
• Educators read out lines from the poem randomly. Learners place a small object (e.g., bead, bean, button) on the corresponding picture.
• The first player to complete four in a row (horizontally, vertically, or diagonally) wins and can shout a fun signal word (in the Mexican game it is Lotería, in Hungarian we used Aranyalma (Golden Apple).

Step 6 – Making a personal alphabet

• Each learner gets a piece of cardboard (half of an A4 works well). Educators guide learners to make small cuts along the top and bottom edges to create a frame for weaving.
• Use yarns and ribbons of different textures and colors. Learners associate sounds with materials: “What would the sound [a] feel like as a yarn?”
• Learners can choose yarns for each letter, or focus only on vowels and sounds they find tricky.
• A large selection of colors and textures is provided to stimulate creativity and multisensory learning.
• During weaving, educators support with pronunciation practice: they say aloud words containing the sounds learners are working on, repeat them together with learners and provide one-on-one help. If – best case – several native speakers are present, they can circulate to assist with both pronunciation and practical weaving.

Step 7 – Sharing creations

• Learners show their finished woven pieces to each other.
• They briefly explain their choices (e.g., why they chose certain colors or textures for particular sounds).
• This step connects personal creativity with language learning and creates an opportunity for group reflection.

Step 8 – Final recap and feedback

• Educators invite participants to share what they learned, what they found easy or difficult, and how the activity helped them engage with pronunciation.
• Encourage reflection on how connecting sounds with multiple senses (hearing, sight, touch) supports memory.
• Collect suggestions for improvement and ideas for how learners might continue practicing tricky sounds at home.