efl

Correcting pronunciation errors from Thai speakers of English

There are plenty of posts online explaining typical pronunciation errors from Thai speakers of English. Most seem accurate, and are a good starting point if you don’t have a copy of Swan’s Learner English to hand. (more…)

Developing into a materials writer

Here are a few general tips for skills to develop if you’d like to write for publishers or big teaching organisations.

This is not a ‘How to become….’ post. You can find good tips about how to actually get into materials writing here and here. Also there are more general tips here. (more…)

Teaching pronunciation: contractions

Contractions often come up as a pronunciation point in our Elementary level lessons. My students don’t have much trouble with ‘I am’ becoming ‘I’m’, but contractions with ‘you are’, ‘we are’, etc seem a bit harder to produce. I feel that if learners are struggling to produce it that’s one thing, but struggling to notice a contraction might be more problematic with regards listening. Context would help a lot anyway (especially with present continuous given Ving would follow), but I’m (contraction) trying out a few things to get learners noticing contractions more, and noticing whether or not they are actually producing contractions themselves!

This was my attempt the other day. The class have already done quite a bit on contractions, so I thought I’d test where they were. I made a load of cards with sentence on like these:

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Etc. Nothing special. Students read a sentence to their partner and followed the instruction whether to use a contraction or not. Their partner guessed – ‘contraction’ or ‘no contraction’. To my surprise, genuinely as I thought they were pretty good at recognising these, they got a lot wrong!

We did a bit of drilling again, and students looked through the cards and tried to say each phrase in both forms (with/without contraction). Students tested each other again, but this time they chose whether or not to use a contraction themselves. Recognition improved – we eventually narrowed down the problem to the use of ‘You are/You’re’ which the students were really struggling with.

It’s nothing great, just some drilling and noticing. It was useful though. It was nice to hear students even at Elementary level trying to give reasons why they felt something wasn’t a contraction when there was ambiguity…

‘No, you still say two words. ‘You are’. Not one word. It’s more like one word. More like ‘YOUR’ – Y-O-U-R.’

Fair description I thought, especially for the level.

Feature image: imgur.com

I’m writing a series of short posts in response to Martin Sketchley’s blog challenge. You can view his new blog here.

Highlighting success criteria to young learners

This post explains simple coding you could use to help learners notice key features of a model text. I know this type of stuff is common in primary schools, so I’m not trying to reinvent the wheel. It’s just not something I’ve come across much in an EFL context, so thought I’d share what I tried last week.

A few months ago I set my YLs the task of writing a film review. In building up to the task we’d highlighted key features of film reviews, looked at text layout, covered useful language to include, etc. Post-task, the learners completed a self- and peer-assessment sheet like this:

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It’s fine. I mean, it did the job. However, using a tick sheet was limited as it wasn’t clear that learners really understood each category! I should have got them to note down examples of each category from their partner’s text, that would prove they understood.

Last week’s task was to create a poster for a fundraising concert. During the prep students consolidated their knowledge of some key features to include in their own poster by annotating the model in their workbooks:

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This is not everything that they needed to include, but it’s a start…

They ended up with a model text looking like this:

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text copyright British Council

When the students completed their own posters I got them to do a similar process – annotate their own work. I still used a checklist, but this time they highlighted where these features appear in their own text – or their classmates did so as peer correction.

This doesn’t have to be done as colour coding – it could be as symbols, numbers, etc. If learners are really precious about their work you could just use post-its or something.

In an EFL context, this makes it really clear to me that learners know what to include in a text and that they understand new terms that we’ve covered. I only see my classes once a week, but I think they’ll remember this task and it can be used effectively in future lessons. Well, I hope so!

Do you use any techniques like this? Please comment and share your own ideas.

Feature image by Alina Oleynik from the Noun Project

Recent whiteboard work

I mentioned a few whiteboard tips this time last year. I should probably follow my own advice, because my recent whiteboard work has been a bit shoddy.

I’ve been taking some pictures of my recent boards. I won’t post them up in full – I’m embarrassed that I actually make quite a few spelling mistakes. I’m working on that.

Here’s a snippet of one though… this made me chuckle. It must have been an interesting gap year this student was having…

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Haha!

Among the abundance of scribbles and poor organisation, I have come across a few useful things. Obviously, if you’re taking pictures of your own board then you consciously try to make things neat or clear – some of these are recent things I’ve tried out so do let me know if you think they’re a bit rubbish!

Marking opposites

I’m surprised I didn’t mention this in my first post. I do this quite a lot though.

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I observed a teacher years ago who used that ‘not equal to’ sign to show opposites. I’m not sure it’s right but I’m now in the habit of doing it and students know what I mean!!!

Marking affixation

I normally do this to raise awareness of word building patterns. What do you think?

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Drawings

I’m getting better. Paul Millard would be pleased.

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Please share any tips you have, I’m always looking to improve my whiteboard work 🙂

For more tips, check out this awesome board from Anthony Ash.

I’m writing a series of short posts in response to Martin Sketchley’s blog challenge. You can view his new blog here.

Classroom games – Dobble!

Dobble is a great card game for quick thinking and bit of new vocabulary. I trialled it during a ‘fun and games’ social club last week and it went down well. Actually, the students enjoyed it so much that they invented their own variation of the rules!

The game looks like this:

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It’s just a load of cards. However, each card always shares a matching symbol with any other card. Here’s one way to set the game up (for 4 players). See if you can notice the matching symbol on each card:

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There are plenty of ways to play the game, but all involve either trying to get the most cards or losing all of your cards. You must call out the matching symbol before you win (or give away) a card. Of course, a flaw in the game is that you could easily lie as it’s fast-paced, but who would do that…?!

Our social club is quite relaxed. The students just looked through the cards and identified symbols they couldn’t explain. I taught what was needed…

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We played 3 or 4 variations of the game which were lots of fun, although the students kept ganging up on me! Then the group decided that they could think of some more interesting rules. These slowed the game down, but led to plenty more language use as first they had to explain the rules to me, then we needed some process language rather than just the name of each object:

A: Have you got a clover?

B: No, I haven’t…

 

A: I think you’ve got….

Etc

(pronunciation of weak forms and contractions was a good point to come from this)

Overall this was a fun game for the classroom, the students definitely got something out of it. There are 55 cards so you could easily break things up into smaller games between teams in a young learner class. It would be a good reward or break time game (if your students aren’t still glued to Pokemon Go).

I’m writing a series of short posts in response to Martin Sketchley’s blog challenge. You can view his new blog here.