Pete at ELT Planning recently wrote a very honest and reflective blogpost about Correcting pronunciation errors from Thai speakers of English. Generally, I think pronunciation is one of the areas of teaching which suffers the most from a disconnect between theory and practice. So this sort of reflection is really refreshing. In the spirit of reflective practice, I would like to share my thoughts on t/d/ɪd and s/z/ɪz, and chart how my approach to this one phonology point has changed over the years and with different learners.
The first time I t/d/ɪd-ed
I distinctly remember the first time I taught this pronunciation point. I was doing after-school tutoring with a teenager in Sicily before I had my CertTESOL. We categorised the words in a table headed t/d/ɪd, said them a few times and went on to do some conversation. Not bad for a first attempt, and both I and the learner enjoyed it.
Building on the basics
I got my CertTESOL and taught t/d/ɪd countless times again in London, Cagliari, Melilla and Bournemouth. I gradually built up a bank of fun activities for my predominantly teenage learners at that time. I still use many of those activities now, like pronunciation maze, odd one out and tic-tac-toe.
Literally reflecting on t/d/id here. Thank you super-shiny whiteboard.
At first, I’d squeeze t/d/ɪd into a short slot in a lesson where I’d ambitiously attempt to review the past simple all in one go as I’d been taught on the CertTESOL: engage, study and activate, including meaning, form, pronunciation. Later on, Read More
If you’re looking for something novel to catch learners’ attention at the start of a reading lesson, this is it…
Jigsaw reading is truly deserving of its place as a classic TESOL activity. It’s an uber-communicative activity, involving reading, speaking and listening with a collaborative goal. Let’s look at the usual procedure to make sure we’re all on the same page…
Preparation. Teacher (or a nominated learner) finds a relevant text, makes one copy per group of learners and cuts it up so that each learner has one section of the text. Ideal texts for this are ones which are organised by subheadings.
Procedure. Each learner reads their piece of the ‘jigsaw’ and remembers what it says. They then place it face down and take turns to summarise their piece of the jigsaw to their group. Collectively, the group achieves some shared outcome with the information, such as answering questions, discussing the information, completing a table, ranking or ordering the information, etc.
(Alternatively, you could give each learner different texts, as opposed to sections of the same text, eg. each learner reads a holiday advert, describes it to the group and finally make a group decision about which holiday to go on.)
Last year I experimented with some slightly different ways to break up the text into pieces of the puzzle. ‘Sabotaging’ the text was one of my favourites… Read More
I started teaching primary students around 4 – 5 years ago when I came to Thailand. I would often find myself exhausted after teaching 4 hours of primary classes. I soon realised that I was making my life harder than it needed to be. Co-teaching, reflecting on my own teaching, taking the (now defunct) CeltYL course and observing other teachers helped me see this more clearly.
So here is a short questionnaire to get you thinking about your classroom routines. The solutions to some of these situations may sound obvious, even patronising, so please take them with a pinch of salt. The point is that half the time we don’t even realise we’re doing something the hard way in the YL classroom, because it becomes a routine or habit.
Of course, it’s possible to go too far the other way and not put enough energy into lessons. But the courses of action suggested below aren’t just being lazy, they’re things that conscientious teachers can do to both relieve stress AND do what’s best for their learners 🙂
Click on the answers to see if you guessed right and see an explanation. There may be more than one correct answer.
1. You are giving instructions to the class but several students are still talking among themselves. Do you…
…continue giving instructions as you were?
It’s unlikely that everyone will hear and concentrate on the instructions like that.
…raise your voice so that everyone can still hear your instructions?
You’re going to have a sore throat by the end of the day!
…stop giving instructions and wait for those students to finish talking.
That will work and saves your voice, too, but be careful not to waste too much time like that! Alternatively, you could walk over to them silently with your hand in a stop gesture or dock a point from their team if your a points person.
This is the first of what I hope will be a lighthearted series of variations on classic TESOL activities.
Backs to the board is without doubt my #1 go-to vocabulary activity as a warmer, filler, or end-of-lesson revision game, and I’m sure it is for many other teachers, too. Here’s a reminder of the classic set-up (if you know it well, just skip to the twist): Read More
I started this blogging thing a couple of months ago. I’m still not sure what to write about, so I cast my mind back to some of the most useful blog posts I have read over my teaching career. First lessons with a new bunch of learners sprang to mind immediately. And as luck would have it, it’s the start of a new academic year for many teachers 🙂 So here’s my comprehensive take on first lessons.
It’s often difficult to know what to do in a first lesson. Maybe it’s your first lesson in a new school. Maybe the learners all know each other already, but not you. Maybe you feel like you need to get started on the course book immediately, or maybe your course books aren’t arriving for another month! Whatever the case, I think it’s always worth ringfencing the first lesson to do some (not necessarily all) of the things in this post…
Unit 1: Present simple, present continuous and present habits; present perfect simple and present perfect continuous. Unit 2: Past simple and past continuous; Past perfect simple and past perfect continuous…
That’s the coursebook that I’m currently using with my teenage General English class. Needless to say, it follows a very structural syllabus. It has other bits – the four skills, vocabulary and some pretty good life skills bits, but on the whole, it all seems like a pretext for those Big Grammar points.
Don’t get me wrong, I’m not against grammar, but I do agree with Lightbown and Spada’s ‘Get it right in the end‘ position on language acquisition – primary focus on meaning with focus on form in meaningful contexts. To cut a long story short, let’s just say the treatment of grammar in this coursebook…
- …isn’t very relevant to my learners’ motivations, needs or level
- …won’t necessarily make learners more communicatively competent
- …is given too much emphasis in the syllabus
When I first started teaching, I wouldn’t have known what to do with it. I DIDN’T! I still remember my first week of summer school, struggling through a unit on the Present Perfect… those poor students!
So what do I do now?
Read the rest of my blog post on British Council’s TeachingEnglish website.
Featured image adapted from: Compressor and jackhammer for drilling rock preparatory to shooting explosives, Lassen National Forest, California and hood_19948r . For more information on images on TESOLtoolbox, see Imagery.
This is part of a series of posts on teaching functional language. I’ll be referring to and expanding on my post Teaching functional language: Staging, so you might like to have a look there before reading!
So we’re looking at Exposure in functional speaking lessons. Actually, lot’s of what I’ll say here is just as applicable to a vocabulary or grammar lesson, too.
To start off, let’s break down what we’re talking about here. Learners are going to listen to a short stretch of English and… Read More