ELT thoughts, news and updates

Following last weeks post featuring a box set on the price/prize minimal pair, here's a box set on the bean/bin distinction. Again, one person is the speaker and says one of the phrases. His/her partner is the listener and says which they understood - A, B, C or D.

This pair of sentences could almost be phrasal homophones (oronyms), except for the differences in punctuation. They play with the fact that the sound bite 'call Dan' is identical to the sound bite 'called Anne'. There are also two meanings of 'called' (to phone or shout out to someone or to be named), which make the pair of sentences rather confusing!

There is something missing at the heart of the listening component in most ELT course materials. They fail to dig deep into the actual raw material of the skill – what Richard Cauldwell calls the ‘sound substance’.

Happy to see a review of our website in IATEFL Voices Issue 253, by Jennifer St.John of the University of Ottawa. Here are a few excerpts

Sixth in the series Accent through the keyhole. Scroll down for the mp3 podcast version.

Why are you illustrating this post with a picture of a mouthless face?

Fancy an accent tattoo? Fourth in the series Accent Through the Keyhole. Scroll down for the mp3 podcast download.

Speech sounds are just neutral, aren’t they? So how can there be a ‘bad boy’?

This is the second in the blog/podcast series Accent Through the Keyhole: small views of big pictures. Scroll down for the mp3 podcast.

ACCENT THROUGH THE KEYHOLE: small views of big pictures. This series of posts looks at key questions relating to accent and English teaching by focusing on specific instances and generalizing out from them. Check out the podcast too - it's at the bottom of the page...     

ELT materials writing is a creative process, and the prospect of creating something from nothing on an empty white page can be quite daunting. But the materials writer has to do just that, and moreover, do it within very tight constraints. For instance, if you are writing a narrative for ELT purposes, it must not only be engaging as a narrative, but it must also be useful as a learning tool.