Here’s a simple idea for introducing recipes. Put these QR codes up around the room:
I sometimes hear from DipTESOL trainees who are finding it hard to get to grips with phonology. Common problems include: (more…)
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…)
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:
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.
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:
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:
This is not everything that they needed to include, but it’s a start…
They ended up with a model text looking like this:
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