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The Pronunciation Blog - Adrian Underhill's Pronunciation Site

The Pronunciation Blog - Adrian Underhill's Pronunciation Site
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Using students' first languages in the classroom Summary: Using students' first languages in the classroom Whether it is better to use the students' first language (L1) in class or have an English-only policy is something that has been much debated and that has seen many changes of fashion over the years. It seems, therefore, that the only sensible reaction an individual teacher can take to this controversial subject is to neither accept nor reject the use of L1, but simply to search for an ideal level of its use in each individual class- maybe changing its use as the class progresses in level or changes in other ways. Here are some tips to help you spot if you have found your own perfect level of L1 use in your classes and how to adjust the level if you haven't reached that point yet. Possible signs that there is too much L1 in your classroom 1. Possible signs that you could usefully have more L1 in your classroom 1. Other signs that you might not have the balance of L1 use in class right 1. 1. Copyright © 2008 Alex Case

English Profile - English Vocabulary Profile The English Vocabulary Profile offers reliable information about which words (and importantly, which meanings of those words) and phrases are known and used by learners at each level of the Common European Framework (CEF). Cambridge University Press is making the A1-C2 English Vocabulary Profile available free of charge to teachers and educationalists around the world for the time being. Click on the buttons below to use the EVP: Note that some plugins, e.g. 'adblock' can make the 'Advanced search' section disappear and will need to be disabled for this functionality to work properly. The English Vocabulary Profile contains information about phrases, idioms and collocations as well as the words themselves. The EVP forms an invaluable reference source for anyone involved in syllabus design as well as materials writers, test developers, teachers and teacher trainers.

Connected speech Recently however, there has been a shift of focus towards the other systems operating within phonology, which may be more important in terms of overall intelligibility. What connected speech is How this affects native and non-native speakers Aspects of connected speech Working on weak forms Conclusion What connected speech is "English people speak so fast" is a complaint I often hear from my students, and often from those at an advanced level, where ignorance of the vocabulary used is not the reason for their lack of comprehension. When students see a spoken sentence in its written form, they have no trouble comprehending. Why is this? The reason, it seems, is that speech is a continuous stream of sounds, without clear-cut borderlines between each word. How this affects native and non-native speakers As native speakers, we have various devices for dealing with indistinct utterances caused by connected speech. How many words do you hear? Vanessa Steele How many words do you hear?

Error Correction 1 Therefore the aim of this article is not to be prescriptive, but to highlight some key areas. It is in 2 parts. In the first part we look at ... Attitudes to error correction Categorising errors A model for correcting writing The role of planning Practical techniques / ideas for correcting writing Attitudes to error correction Attitudes to error correction vary not only among teachers but also among students. The fact that English is their second language and great emphasis was placed on correctness at their teacher training college. As for students, we not only have to consider their age but also their approach to learning. Categorising errors We can categorise an error by the reason for its production or by its linguistic type. What's the reason for the error? To be sure about the type of error produced by a student we need to know where the student's interlanguage is (the language used by a student in the process of learning a second language). What type is it? 1. What type is it? 1.

Checking Understanding Analysis of the language consists of two sub-stages, often known as highlighting and concept checking. Highlighting is taking the model sentence and showing, telling or eliciting what the problems are in terms of form, function, and phonology. Concept checking is checking the understanding of difficult aspects of the target structure in terms of function and meaning. Concept checking is vital, since learners must fully understand the structure before any intensive practice of form and phonology is carried out. Ways of checking understandingConcept questionsSome examplesLearning to construct concept questionsConclusion Ways of checking understanding Concept checking is normally achieved by the use of a set of questions designed to ensure comprehension of the target language, raise awareness of its problems, and to indicate to the teacher that the learners have fully understood. The question 'Do you understand?' Time lines to establish tenses. Target sentence: Look! Yes/no questions.

English Profile - English Grammar Profile The English Grammar Profile allows us to see how learners develop competence in grammatical form and meaning, as well as pragmatic appropriateness, as they move up the CEFR levels. This provides us with typical, world-wide grammar profiles for each level. Like vocabulary, grammatical forms often have more than one meaning. For example, the modal verb 'may' can be used with various meanings at different levels. Weak possibility: "The weather may be hot." Formal permission: "May I borrow your bike?" 'May well': "You may well find that this is not the case." 'May as well': "We may as well go home." Watch Mike McCarthy's introduction to the EGP below, originally featured on Cambridge English Teacher: How to access the EGP The EGP is available as a free, online resource. Feedback If you have any comments about the English Grammar Profile, please let us know through our online form.

Asking questions Questioning is crucial to the way teachers manage the class, engage students with content, encourage participation and increase understanding. Typically, teachers ask between 300-400 questions per day, however the quality and value of questions varies. While questioning can be an effective tool, there is both an art and science to asking questions. Every question demands a response (except in the case of requests and suggestions), so that questions inevitably generate communication. However the quantity of questions asked needs to be considered in relation to general time constraints and the need to keep teacher talking time to a minimum while maximising learner contributions. Types of questions Purposes of questions Effective questioning Conclusion Types of questions There have been a number of typologies and taxonomies of questions. Display questions. What does ..... mean? Referential questions. What do you think about .....? Purposes of questions Effective questioning Conclusion Conclusion

Working in pairs and groups The advantages of pair work and small group work Gives learners more speaking time Changes the pace of the lesson Takes the spotlight off you and puts it onto the children Allows them to mix with everyone in the group Gives them a sense of achievement when reaching a team goal Teaches them how to lead and be led by someone other than the teacher Allows you to monitor, move around the class and really listen to the language they are producing Pitfalls and how to avoid them You could lose control of the class. How to set up pair and group work Be sure to fully explain the procedure before splitting the class up. Activities which lend themselves to pair work Roll the ball This can be used to practise any language that requires a question/answer pattern. Activities which lend themselves to group work Posters Used to practise categorizing skills, reviewing colours and names of toys. The advantages of pair work and small group work Pitfalls and how to avoid them You could lose control of the class.

A Task-based approach This article also links to the following activity.Try - Speaking activities - Task-based speaking - planning a night out Present Practice ProduceThe problems with PPPA Task-based approachThe advantages of TBLConclusion Present Practice Produce (PPP) During an initial teacher training course, most teachers become familiar with the PPP paradigm. A PPP lesson would proceed in the following manner. First, the teacher presents an item of language in a clear context to get across its meaning. The problems with PPP It all sounds quite logical but teachers who use this method will soon identify problems with it: Students can give the impression that they are comfortable with the new language as they are producing it accurately in the class. A Task-based approach Task -based learning offers an alternative for language teachers. Task The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.

IELTS UNLOCKED | Samples, tips, and tricks to beat the IELTS Test Teens classroom rules posters - Smart white These posters are designed to be used on your classroom walls with teenage learners aged from 13 years old. This distinctive Smart white poster will appeal to teenage learners and comes with speech bubbles completed giving five key classroom rules: Try to use EnglishListen to your teacherParticipate in all activitiesRespect your classmatesArrive on time Classroom activity We also have a version of all our posters with blank speech bubbles for you to use with your class. Ask them to work in pairs and fill in the blank speech bubbles with their own ideas about what they think the five golden classroom rules are. Our posters are designed to help you in the classroom and remind your students about how to behave in class. Download and print your own poster below. Have a look at our other poster themes below and try our Badge Builders.

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