Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

I’m very proud to be one of the TeachingEnglish associates, a group of wonderful English teachers from around the world. Each month a series of topics is posted on the ‘blogs‘ section of the British Council TeachingEnglish site, which everyone is invited to write about, including you! Here are the topics for February 2015, and anyone is welcome to join in. If you haven’t tried blogging before, why not give it a go? To inspire you, the associates offer their takes on the topics.

My contribution for February is about teaching pronunciation to advanced students.

My students hard at work on the pronunciation activity

Click here to read it: ‘Advanced Pronunciation’. It’s based on an activity I’ve used successfully with a few classes, and there are some general tips too.

If you do choose to join in, why not share the link here so that others can read your posts?


Comments on: "Advanced pronunciation (TeachingEnglish blog associates)" (5)

  1. Hi Sandy, your ‘big reveal’ post and the one on ‘learner motivation’ are my favourites. 🙂
    Here is my Feb. 2015 post:


  2. Hi Sandy
    Loved your pron post! And I liked that you focused on understanding — rather than producing — such features of rapid pronunciation. I think this is often the bigger problem and more urgent priority, yet one that is often forgotten. Many (perhaps most?) learners nowadays won’t need (or necessarily want) to sound like native speakers of English when they themselves speak, but if they’re not prepared to listen to a wide variety of pronunciation features in others’ English, they’ll be in trouble! It’s like you say, sometimes it’s as simple as raising awareness of what’s happening–then a lightbulb comes on and decoding others’ rapid speech isn’t such a daunting task any more.


    • Thanks for that Laura. I also think it’s important to make it clear to students that even if some people do want to sound like native speakers, very few people ever achieve that goal and it requires an awful lot of work to get there!
      As with everything we do, a lot of the work is in making things less daunting – bit by bit, we’ll get there.


  3. Hi Sandy, thanks for the reminder on how important it is to do intensive listening practice that’s very much developing those bottom-up skills which are so easily overlooked in class. I remember doing something similar to this on my DELTA and the students came back with positive feedback much like yours.


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