Category Archives: Pronunciation

Learning English through Music


Written by - Laila Al-Sbeinati @lailasbeinati
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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 →

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Come Again: You Said What?


Written by - Guest Contributor
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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 →

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Thank You for the Music!


Written by - John Stevens
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Have you ever noticed that when ABBA sings they don’t sound Swedish? Country singer Mel Tillis, a chronic stutterer, lost his speech impediment when performing. There has to be something that happens to your voice when you sing. That’s why I often use music in the classroom.

 

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!

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Mouth-selfies Make Pronunciation Real


Written by - Guest Contributor
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Most EFL teachers savour a ‘teachable moment’ where, by plan or serendipity, some magic happens. Let me tell you a story about one of mine.

During the 7 years I taught in the Middle East, all teachers lamented the prevalence of mobile phones in the classroom. Sometimes, even, multiple phones during exams had to be removed from students under the protests of “We’re just sharing teacher….honest…..just sharing.”

Phones were a problem.  And as so often happens, problems are the source of an inspiration.  One day I got all 24 of my 17-19 year old male students around in a circle of desks and got them to explain to me, in English of course, all the features of their many varieties of mobiles or cells. All the new terms and features were written Continue reading →

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Making Room for Conversation


Written by - Guest Contributor
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Carving out more in-class time for student-centered conversation in the past year has had my students progress more quickly as they spent more time speaking, rather than just studying the language. Confidence and experience are essential for developing fluency, and in a safe environment, students’ overall progress can improve significantly. Since doing this in my class, I’ve seen an increase in the quality and quantity of my students’ interactions with each other, and I’ve also learned that they’re interacting at a higher level within their communities.

When adding conversation time in the classroom (which is great for those multi-level classes too), it’s important to have stimulating topics from which interesting questions can be created. I like to choose topics that boost student engagement and that are based on current news events, hot topics such as the latest technology gadget, or seasonal/cultural themes. You may need to tread carefully around Continue reading →

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Lost in Translation


Written by - Gwen Zeldenrust @gwenzeldenrust
Language learning concept with a message in a bottle "Can't spea
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Have you ever seen the movie Lost in Translation?  The main character, played by Bill Murray, has some strange experiences while working in Japan.  The situation seems almost surreal to someone who has not experienced Japan.  However, if you’ve ever lived there, what happens to him is not all that extraordinary.  After having been exposed to a bit of Japanese culture, what happens to him seems closer to everyday life.  Culture has a big impact on our activities and our perceptions of what is happening.  How much impact, then, does culture have on something as integral as communication?

It is very difficult to teach Canadian communication norms.  Most people who have been raised in Canada aren’t even aware that the language structures they use may carry a different meaning when literally translated, simply because the meaning of the expression has been internalized.  Often we think our expressions are logical.  Continue reading →

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She Went Out With Newman? How Seinfeld Helps Teach Pronunciation!


Written by - John Stevens
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Like many of you, I have taught pronunciation from some books. You know, the ones that have the schematic diagrams of where the tongue is supposed to go. I’ve even seen some teachers have mirrors in their classroom so the students can see the acrobatics going on in their mouth. Does this method work? I suppose so, but I find it really boring. I know it isn’t fun for the students because it certainly isn’t fun to teach. One day, I decided to try something different. I don’t think this would work for lower level students, although I would like to try.

I really am a fan of Seinfeld. What I like about the characters is that they are over the top when they deliver their lines, even more than most comedies. I thought I would experiment with a scene from this TV show to see how it would work with my students. Continue reading →

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Get-to-Know Activities in the Language Classroom


Written by - Cecilia Aponte-de-Hanna

 

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October is here and most of us teachers have completed our get-to-know activities. However, if our classes happen to be a continuous intake LINC or ESL setting, it may mean having to repeat these activities more than once. In addition, in some classrooms, we might even have students who have remained with us. In other classroom settings, English for Academic Purposes (EAP) – for example – students might be advancing seven weeks at a time. However, no matter what classroom setting we are in, it is important that everyone feels comfortable and welcome. One way to do this is by spending time with get-to-know activities. These activities do not need to be the same every time. We might not necessarily want to plan for the usual “Hi, my name is ____________,and I am from _____________, and my first language is ___________________,” drill, drill, drill, and stop there. For example, the well-known table name cards activity could be modified according to students’ language level: Continue reading →

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Pronunciation, Speaking

About Misplacing Stress

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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 →