"How much wood would a woodchuck chuck if a woodchuck could chuck wood?"
I usually demonstrate the tongue twister, see if they can guess any of the meaning, explain the meaning, then get them to repeat after me for pronunciation. As this is for my JHS 3rd graders, I have not included katakana. Next, they practice individually for a few minutes before reading it together aloud. Finally, I ask for any brave volunteers to read it as fast as they can to the class. To get them amped up and competitive, I time them and write their results on the whiteboard - they love that!
If you don't have access to a screen then write it on the whiteboard with the little pictures above the different "wood"s to help them understand.
Files:
I love this tongue twister. I was thinking about doing it this year with the woodchuck song as a timer.
I was wondering if I should also try to teach the answer or throw it in at the end.
'A woodchuck could chuck as much wood as a woodchuck could chuck if a woodchuck could chuck wood'
Like this a lot. Nice way to introduce a fun tongue twister. Will try it as a warm up.