Sometimes students come up with great ideas for learning! When I taught a couple of pronunciation classes at our local community college a few years ago, I was struck by the students’ use of their phones in class – not so much as a distraction or a deterrent to learning, but as an aid to help them produce accurate speech. The primary advantages I observed are that the phone can provide individual feedback at the touch of a button and that it is available for practice outside the classroom as well. Continue reading
If you can’t hear a sound, it is very difficult to reproduce it. Our students hear stressed syllables, which would be okay, except in English over 60% of our syllables are unstressed, and we often forget to teach them how to listen for those unstressed syllables.
English spelling compounds the problem. Continue reading
Do you have some go-to activities that you use for multiple teaching points? I have a few. I think it’s reassuring for students to see activities they recognize. They feel confident when they know what to do, and they can focus on the point being taught instead of learning the rules of a new game (ahem, I mean “learning activity”). It also doesn’t hurt that reusing ideas and materials reduces teacher prep time. For these reasons, here are three of my favourite flexible activities. Continue reading
Pronunciation is often jokingly referred to as the Cinderella of language teaching (Brinton, 2012). In many classrooms, it just doesn’t seem to get much attention. Continue reading
We all want our teaching to be interesting and effective. I regularly reflect on my teaching practice, and try to consider each of the following aspects of lesson planning*, particularly for grammar and pronunciation lessons. Let me share some tips that help me improve my lessons, and perhaps you will find an idea you could use.
Presenting the point
First, remind yourself of the scope of the lesson; know the needs and abilities of your students, and the time frame and focus of your class session. Aim not to overwhelm your class with too much information, but also not to under-interest your students with too little challenge. Continue reading
The Great Vowel Shift – it sounds like a superhero, but it’s actually a villain.
No matter what language you speak, music has a universal tongue, wouldn’t you agree? Its power in bringing people together, no matter what language they speak, is priceless. So, if music has the ability to unite us, why not use it in the classroom to help your students learn English?
I have my kids to thank for inspiring this post, partly due to their love of watching Daniel Tiger’s Neighbourhood every day. You find inspiration everywhere.
On the show they sing the lesson of the day repeatedly throughout each episode. It sticks in your head and is really catchy, and the nice thing is that the lessons are useful for children in helping to problem solve or deal with certain emotions that may arise out of unpleasant situations. Continue reading
Diane Ramanathan has been a LINC Home Study instructor with The Centre for Education and Training since Feb 2014. She is also a part-time professor for the TSL program at Algonquin College.
Transcript: Continue reading
Imagine if someone said something overtly sexual or crude to you. What would your reaction be? Disbelief? Shock? Anger? Now imagine that the speaker is your ESL student. Of course, your response has to be different.
Sometimes because of pronunciation or improper word usage, ESL students inadvertently say or write the most shocking things. A while back, one of my students wrote this in a peer review (a student response to a student assignment, in this case an essay): “Your hooker is not very appealing and is unlikely to attract the reader.” Of course, he meant hook. What a difference two letters can make. This situation was easier to deal with because the student had not uttered this sentence aloud to the class. I took him aside and explained the meaning of the word, resulting in him blushing quite a bit.
Sometimes students mispronounce words such as sit, beach, can’t etc. I deal with this issue Continue reading
In June, we were working on noun/verb contractions. One student said he had difficulty with “that’ll.” I had everyone sing “That’ll Be the Day”, and as quick as you can say: “Buddy Holly ”, his problem was solved!