I got my first teaching job in 1984, working at a large boy's secondary school in El Obeid, Sudan. This experience made it very clear to me that there's a lot more to teaching English than just being able to speak the language!
Students find a path from top left to bottom right. They may only pass through a hexagon if the word has stress on the first syllable. Notice that all the words are 2-syllable nouns. Some of them may be cognates in your students' L1, but the stress may be different! More pronunciation ideas?
Sometimes, you plan your lesson backwards. You find something you really want to use in class and so you plan your lesson around it, even though it doesn't really fit in with where you're up to on the curriculum. Maybe it's a song. Maybe it's a great text. Maybe a video clip off the internet, or some new technological innovation.
In 2017 English Pronunciation in use got a new look. The new cover design comes along with a new approach to audio - instead of being on a set of four audio CDs and a CD-ROM, the audio is now a free online download. This makes the whole package much more affordable and is published alongside the 2012 second edition of this best-selling pronunciation title, already in full colour and with a new section on understanding fast, authentic speech.
There is a video of this lecture recorded at TESOL Spain, Bilbao below. Pronunciation is just as important for listening as for speaking. In this workshop, we will see how to help learners to understand authentic English by focusing on pronunciation. Specifically, we will look at features of connected speech, intonation, and accent.
'Say please!', children are often told, after saying something like 'Give me a biscuit'. If they ask why, they may receive the explanation, 'Because it's polite'. We English teachers sometimes do the same.
Procedia Social and Behavioural Sciences 3 (2010) 24-27
In this article, we will look at the difference between extrinsic and intrinsic motivation, and why extrinsic motivation alone is not satisfactory for learning in the long run. It is suggested that although students may embark on learning for extrinsic reasons, a more intrinsic motivation can be developed in the classroom.
This is a short story which illustrates how too much extrinsic motivation can kill off intrinsic motivation. Bear this in mind when you try to get your students' attention with lines like, "Pay attention - this is in the exam!". If you do this, you may be killing off any intrinsic interest they might have had for the stuff you are asking them to pay attention to.
The tasks, texts and activities in English Result Upper-intermediate have been desgined to take a strong B1-level students to B2 on the Common European Framework of Reference (CEFR, see ma
English Result Intermediate is designed to take a strong A2 level learner to B1 or B1+ on the Common European Framework of Reference (CEFR) scales. The core syllabus (see Resources bel
