Last Spring, as I was sitting listening despondently to students mangling stress, I decided to give up on words, and create a sound pattern that was so visually simple, they’d be compelled to listen.
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.
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 →
Want something for lower-level ESL students that is fun and informative?
When I taught benchmark one classes, I did something that increased their vocabulary by about 100 words in a month or so. It was also fun. It’s not a very original idea. In fact, I borrowed it from my days as an occasional teacher when I had to teach kindergarten.
In many kindergarten classes, they have show and tell. A child brings in an object in a bag, and the rest of the students have to guess what it is by asking questions. I decided to do this with my ESL class.
We sat down and thought of all of the properties that might be associated with an object, things like shape, size, colour, age, and material. I got poster paper for each attribute, and then had them make one for each. They supplied me with the words, and I Continue reading →
The topic of syllable stress in English is a difficult concept to teach, learn, or understand. Often it is an error that is not addressed at all. Why do teachers minimize it and learners avoid it? Why are researchers baffled by it? The rules to English syllable stress are unfathomable. Oh, there are rules, but when these rules are put together, there would be enough to write a one-thousand page book in very small font. Obviously a matter this complex is very difficult for everybody to comprehend and creates quite a cognitive load when we try to process stress rules that have been learned explicitly.
Researchers at the Max Planck Institute for Psycholinguistics have discovered that stress usually only affects the comprehension of a word if the quality of the vowel is also affected. What does this mean? I for one have witnessed numerous times in English and French classes how misplaced stress causes a second-language speaker to be misunderstood. Continue reading →