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

Posts tagged ‘pronunciation’

Memorisation activities

I put together this selection of memorisation activities for a CELTA course at LangLTC in Warsaw and thought it would be a good idea to share the activities here too. The activities can be used:

  • after error correction
  • to help students fix bits of new language in their heads before they need to produce it at a later stage in the lesson
  • to exploit decontextualised sentences, for example from a gapfill
  • to improve students’ confidence with bits of language
  • as learner training – once they’ve learnt them, a lot of the activities are things they can try themselves or with fellow students, without needing a teacher to set them up

They are taken from various wonderful people I’ve worked with in the past, plus a couple of my own ideas. If you think there are any that should be credited differently, please let me know. It would also be great if you could add your own ideas for activities in the comments. Enjoy!

Draw your sentence

Aims: To exploit students’ creativity. To personalise language.

Use this after students do a controlled practice exercise or study a new set of vocabulary.

  1. Students fold a piece of A4 paper into 8 boxes and put small numbers in the corner, like so:
1 2 1 2
3 4 3 4
  1. On the left half of the paper only (which should have 4 boxes), they illustrate four of the sentences/words in any way they choose, one per box. They shouldn’t write the sentence/word.
  2. Everyone puts the original sentences/words away.
  3. Give them the paper from another group. On the right-hand side of the paper, they should write the corresponding sentence/word.
  4. The original group corrects their answers and gives them feedback.

Mini books

A more high-tech version of ‘draw your sentence’, via Luke Raymond. Use this video to help you make your book:

  1. Page 1 (the front cover) shows the target word/sentence. Each student should have a different item.
  2. The book is passed to student B who draws a picture on page 2 to represent the target language.
  3. Student C looks at the picture and writes the word/sentence they think it is on page 3, without looking back to page 1. They fold the book so page 3 now becomes the front cover.
  4. The process is repeated until the book is finished.
  5. Much hilarity ensues as the students see the way the language has been illustrated and how it has changed throughout the book.

Students love the ‘Chinese whispers/telephone’ nature of this game 🙂

What do you mean you didn’t read the sentences?

Via Olga Stolbova

Aims: To encourage students to notice context. To make them aware of gaps in their language.

Use this after students do a gapfill exercise.

  1. Check the answers by writing them on the board (just the answers, not the complete sentence).
  2. Students put away the original exercise.
  3. They look at the answers on the board and have to recreate the original sentences. Expect protests! 🙂 Encourage them to write whatever they can remember, even if it’s just isolated words or phrases.
  4. If they’re really struggling/When you start feeling sympathetic, give them one minute to look at the exercise without writing anything, then close their books again and continue to work on reproducing the sentences.
  5. Students compare their recreated sentences to the originals. What were the differences?
  6. Optional extra evilness: put away the sentences you’ve just rewritten. Now say them all to your partner./Write them all again. You can also do this at the end of the lesson when they’ve done other things in between.

If students are depressed that they can’t remember everything, tell them you don’t expect this. I normally say that I want them to remember about 80% of the sentences immediately (with some effort), and about 50% by the end of the lesson, once we’ve done a few other things and they’ve had time to forget. It can be useful to show them the forgetting curve too.

Vocabulary revision game

Via Anette Igel

Aim: To revise vocabulary covered in previous lessons.

  1. Give each group a stack of small pieces of scrap paper (about 1/8 of A4 in size).
  2. They should write the English word/phrase on one side, and put either the translation, definition or example sentence on the other side. The game can also be played with word/vocabulary cards if this is something you use with your students.
  3. To create counters, rip one piece of small scrap into coin sized pieces. They write a letter or draw a symbol on each to indicate which is theirs. Alternatively, they can use any small item they can find (e.g. a paperclip, pen lid, etc).
  4. The final thing they need to prepare the game is either a coin, or a scrap paper ‘coin’, which can be made by folding another small piece up into a tight square, then writing ‘heads’ on one side and ‘tails’ on the other.
  5. The words should be arranged in a circle to create a game track. All of the counters should be placed on the same word to start.
  6. One player flips the coin. Heads = 2, tails = 1. To help them remember which is which, H has two legs, T has one leg. They move 1 or 2 spaces around the circle. When they land, they can do one of two things:
    1. If the word/phrase is face up, say the translation, definition or example sentence.
    2. If the translation/definition/example sentence is face up, say the word/phrase.
  7. In either case, if they are correct, they turn the card over and stay there. If they are wrong, they turn the card over and go back to where they started the turn.

The winner is the person who has moved furthest around the circle at the end of a specified time.

Back translation/Reverse translation

Aims: To help students notice differences between L1 and L2. To help them notice gaps in their language.

  1. Select one sentence per pair or ask students to choose one. Sentences could be from controlled practice exercises, tapescripts, reading, sentences produced by students…
  2. Each pair translates their sentences from English into L1. For multilingual groups, they work alone.
  3. Either: give the sentence to another pair immediately (if they share a language) OR take sentences away and return them to the same person/pair in the following lesson.
  4. Students translate the L1 sentence back into English.
  5. They then compare their English version to the original, and notice any differences. The teacher’s job is to point out whether the students’ English version is still acceptable, and to help them understand any mistakes or differences in meaning. Though it obviously helps, you don’t need to speak L1 to do this activity.

This could also be set up as a mingle activity. Student A says their L1 sentence, student B says it in English, then student B says their L1 sentence and A says it in English. If they get it wrong, the ‘L1’ student should say ‘No, try again.’ until they get it right. My students seem to get a lot out of this, especially with language that differs structurally from Polish, like verb + gerund/infinitive.

Drill, drill, drill

Aims: To improve student confidence before speaking. To help students internalise the language.

There are hundreds of ways to drill new language.

  • Point at words/flashcards, moving rapidly between them and returning to problem words often.
  • Whisper, shout, go slow, speed up, say it like an old lady/Arnold Schwarzenegger, be happy/excited/sad.
  • Boys and girls, call and response (e.g. half say question, half answer).
  • What’s missing? Students close eyes/turn around. You remove one or more flashcards/words.
  • Disappearing text (good for dialogues): start with the whole dialogue on the board. Gradually remove parts of it, either a line at a time or leaving behind key words, with students repeating it multiple times.
  • Key word drills (good for functional language): draw a table with numbered cells. Put one word from each sentence in each cell e.g. for the phrases How about going to the cinema?  What about seeing a film? Let’s watch a film. you could have:
    1. How    2. What    3. Let
    They say the phrase from memory. They can test each other by saying the number and their partner saying the sentence. Removing the words (but not the numbers!) increases the level of challenge. Follow up: can you remember all the phrases without looking?
  • Mingle: students have one picture/word each. They mingle, show their paper to their partner who has to say the correct word/phrase. To add challenge, they swap after each turn.
  • Circle drill: pass a flashcard around the circle. Each person says it in turn. You can also turn it into a dialogue e.g. Receiving student: What’s the weather like today? Passing student: It’s sunny. To add challenge, time the class to see how long it takes to pass around the whole circle, then repeat faster.

Some important things to remember are:

  • Make sure students know the meaning of the language before the drill.
  • Choral > group > individual. Don’t put students on the spot too early.
  • Model language naturally: you need to sound like a stuck record. It’s easy to overstress when correcting.
  • Keep the pace up. Add variety wherever possible. For example, can they drill it in pairs and listen to each other?

Mini challenges

Many of these can be done as pairwork after a teacher demonstration. Some are useful for fast finishers too.

  • Say all of the new vocabulary/sentences from the exercise as fast as you can to your partner.
    You can do this before drilling as a test, so that you only drill language students struggle with.
  • Can you remember the word/sentence before X on the list?
    If students really struggle, give them 1 minute to look and remember before doing the exercise.
  • How many of the words from the page can you write alone in two minutes? Compare with a partner.
    This can be at the end of a lesson after lots of work with the language, or at the start of the next class.
  • Mistake sentences: read the sentence with a mistake and students correct it.
    Mistakes could be false friends, articles, tenses (especially ones where connected speech confuses)…
  • Pause sentences: read a sentence but pause in the middle of the collocation. Do students know what comes next?
    Good for improving the ability to predict upcoming language when listening. 


Quizlet is an easy-to-use website which allows you to create lots of activities for the price of one – add some vocabulary and you immediately have about 6 games, plus the ability to print flashcards for lots more. For a full guide to how to use Quizlet and create your own content on there, plus links to level-specific groups, see – it’s a bit out-of-date as the site has changed it’s layout, but most of what’s on there still holds. If you have at least 6 devices (phones, tablets etc) in your classroom, you can also play Quizlet Live – my students absolutely love it!


Quizlet Live with a room of 40+ teachers

Quizlet Live with a room of 40+ teachers in Kazakhstan

What are your favourite memorisation activities?

IATEFL Glasgow 2017: Listening and pronunciation

Since I did an assessed lesson based on listening for my Delta, I’ve been interested in finding out more ways to help my students develop their listening skills. I even did a presentation on it myself at IATEFL Harrogate 2014, heavily influenced by John Field’s Listening in the Language Classroom [affiliate link]. Richard Cauldwell’s book Phonology for listening: Teaching the stream of speech [another affiliate link!] has also been very useful in helping me to understand why it can be so difficult for learners to decode fluent connected speech. I was therefore very pleased to be able to attend presentations given by both John and Richard during this IATEFL. The other presentations summarised in this post were from the Forum on Listening.

Listening attentively

Still my favourite listening picture…

I haven’t tried to summarise Jane Setter’s plenary on intonation for two reasons: 1. I couldn’t get it all into tweets, 2. to fully appreciate the intonation differences, you really need to watch/listen to it yourself!

You can also watch an interview with Jane recorded after the plenary.

I definitely feel like I understand intonation and how to teach it much better now! Sue Swift also wrote about the plenary at ELT Notebook.

Listening: ways out of the fog (John Field)

John started by telling us that he has been ‘worrying about listening for the last 34 years’.

The typical comprehension approach starts with pre-listening and activating schemata, something that doesn’t reflect real life. We also don’t pre-teach vocabulary in real life, so it’s counter-productive in training. The next step is to set questions to target listening, then play the recording, check answers, and replay key sections (providing answers as we go). However, this approach doesn’t actually train learners to become better listeners.

(not a great picture, I know, but it shows why the student thought the answer to a question was ‘crack’, when in fact it was ‘nature reserves’ – they misheard the word ‘attract’ in the stream of speech)

John thinks that we can get a lot more out of the comprehension approach. We should forget about activating schemata and pre-teaching vocabulary, as these don’t happen in real life, though we should quickly introduce students to the context and the number of speakers, as they would normally know this, e.g. two people talking on a bus.

It isn’t usually the script that causes the problem, it’s the recording. The item writer is not involved in the recording. Tasks also need to be carefully thought out, as we give away in writing a lot of what’s in the recording, and encourage test-wise strategies, rather than strategies for general listening. To improve their approach, the teacher needs to prepare the listening in detail – using the script WITH the recording. What’s perceptually difficult?

There should be a first play for SS adjust to speakers’ voices, listening globally without the pressure of questions, and without using questions to guess in advance what they’re likely to hear. If you’re going to use questions, set them before the second listen, so that they don’t interfere with the learners’ perceptions the first time they hear the text. Check and DIAGNOSE reasons for learners’ answers, then replay parts identified by you AND students as perceptually difficult. Transcribe short sections, especially if they are particularly problematic. Listeners are individuals, each with their own problems with a recording, and these change over time and with experience. If you can afford it, provide a listening centre where listeners can work on their own problems individually. Give learners a transcript at the end of the lesson and ask them to listen again. Set listening homework. Though my students almost never do it – I need to have more engaging tasks and clearer developmental reasons for them to do it!

Do we need better materials? YES! New writers often don’t have a clear idea of what a skills approach is. Materials should take pressure off the teacher, guiding them, and focussing on the difficult parts of the recording. Field suggests open-ended questions, so the class can talk about possible answers. Sometimes you could use short clips with a single question, instead of the more normal long excerpts with multiple questions. You could also embed oral questions in the script rather than written questions to stay within the same modality (so have the speaker ask a question, then pause for answer).  Materials should demonstrate a better understanding of the processes that underlie successful listening and design questions to target them.

We also need to understand better what it is we’re actually teaching! When you listen you:

  1. decode sounds
  2. search for words
  3. parse (grammar)
  4. construct meaning
  5. construct discourse

Sometimes context makes us distort the phonemes we think we’ve heard to make it fit the context. To handle the speech signal, we have to adjust to speaker’s voice (pitch, speech rate etc), then match the set of squeaks/buzzes we hear to the sound system of English. But do phonemes really exist? They are so variable, maybe they don’t. This echoes Richard Cauldwell – see below. To handle words, we have to divide connected speech, recognise spoken word forms, link them to what’s know about the topic. To parse, we must hold in our heads the words which have already been said, recognise grammatical patterns, and work out the word’s sense in it’s co-text. To construct meaning, we have to put what we’ve heard into a wider context, interpret new information in relation to this, infer information the speaker has taken for granted, and link words like he/she/it to what they refer to. This is followed by putting it into wider discourse (I couldn’t keep up at this stage!) There’s an awful lot going on!

How does this knowledge help us? An expert listener does these things automatically, but L2 listeners need lots of effort to do each of these things, so it can be hard for them to form the ‘big picture’ of what they’re listening to. Up to about B1, learners have to give a lot of attention to decoding at word level, limiting their ability to tap into wider meaning (I’ve definitely found this with Polish). Strategy instruction should therefore mainly be done with lower-level learners to equip them with the fact that they often can’t make wider sense of what they’re hearing. Strategy training helps them with real-world situations and to compensate for gaps in text. Lower-level learners needs process training and strategies training to fill in gaps.

You can use the same audio, but vary the task to target any of the five levels of listening.

We should also vary the levels of our strategies instruction:

A syllabus for listening: less top-down! More bottom-up (Richard Cauldwell)

Richard relishes fast, messy speech and tries to find ways to help learners understand it. His CoolSpeech app was an ELTons 2013 winner for digital innovation, and he is currently in the process of writing a follow-up to Phonology for listening: Teaching the stream of speech [affiliate link] which will provide a clear syllabus for listening for language teachers to work from.

All words have multiple sound shapes. Decoding is the skill of recognising words in the sound substance (or ‘fog’ in John Field’s words). The sound substance is the acoustic blur of speech, which exits the mouth, travels through the air, and hits the ear. It’s what exists before perception.

Richard uses a metaphor for different speeds and qualities of speech. The greenhouse is the place for citation forms. In the garden, sounds touch each other gently through the basic rules of connected speech. In the jungle, wild things happen and all bets are off. He argues there are different goals for pronunciation (clarity/intelligibility) and listening (understanding fast, messy, authentic speech).

Teachers tend to brush the mess of sound under the carpet, so even CPE Grade A students have ‘can’t do’ listening points. Every word has a ‘word cloud’: a range of possible word shapes in fluent speech, of which the citation form is the least likely.

The examples of ‘and’ above were all taken from a single conversation, with only one instance of it even vaguely approaching the citation form.

Here are just some of the changes which can happen in fluent speech (in the jungle):

  • Consonant death: this can appear in many ways e.g. that changes to ‘at
  • d’eth drop: anenatwasat– no ‘th’s (instead of and that was that)
  • B-drop/B-soft – often happens with adverbs e.g. superbly – the ‘b’ can be lost or very soft
  • Smoothie: when diphthongs/long vowels change to just one of their elements: like > læ

There were a lot more, but I just couldn’t keep up!

To help student, we need to delve below the word that is meant to the sound substance itself – what sounds were actually produced. Field and Thorn both advocate using short clips to help students focus (see ‘the bathtub experiment’ below too). Audacity is the best tool to help you break up the stream of speech.

Try this activity: replace the ‘i’ with each of the vowel sounds in the image. This helps students to prepare for different possible ‘shapes’ and accents:

Or take a phrase for a walk in the jungle, and give your students an earworm to take home with them:

The earworm should be short term, memory length, annoying, and stick in their head to prepare them for perception. I sometimes wake up with words or phrases like this in my head from foreign languages.

Have students listen along with an audio, and when they get to the most important part of it (the ‘wave’), get them to speak along with it (‘ride the wave’):

If you’d like to find out more, have a look at Richard’s website.

After the conference, I noticed that Richard shared Tubequizard as a link on his handout – it’s an excellent way to help students to focus on connected speech.

Adventures in listening: the bathtub experiment (Marie Willoughby)

Marie teaches students who attend full-time classes at IH London. She finds her students only get so far with listening before they begin to disengage. Sheila Thorn inspired Marie to start trying different ways of approaching listening in the classroom, and after listening to an episode of the The Moth podcast, she realised she had the perfect material to use, talking about a man who sailed across the English Channel in a bathtub. The only problem was that it was 17 minutes long! Marie decided to break it into a series of mini episodes, each with a cliffhanger. She then used these over a series of lessons.

Marie found that the best texts to use as episodes have a clear narrative, but are outside normal experience. In this case, pure sound is better than video, as students are more invested in understanding what they’re hearing, and will therefore try harder to apply the decoding strategies. If they have pictures to help them, they don’t need to work so hard to apply the strategies. Once she had the episode, she asked two questions: What stops them underrstanding? What will help them understand later?

First, they always listened with no task, then worked together to co-construct the text with other students. They then moved on to focussing on a particular decoding strategy, which students were then able to apply in later lessons. By using short excerpts in small chunks you have time to pause and get students to consider the language in  more detail. For example:

  • Decode past perfect v. past simple when listening, first as a gapfill with a section they were familiar with, then listening to the next part of the story and saying what they heard.
  • Say why a speaker would choose one particular phrase, or why they would repeat it.
  • Listen to his description of a problem. Draw it on mini whiteboards.
  • The storyteller talked about English/French attitudes to each other, so Marie asked them to research it, after which the students understood the jokes better.
  • Vocab was a problem, especially familiar words in a new context, so she got students to listen and complete a sentence, then think about the meaning.

What are the benefits of using an ‘adventure in episodes’? There’s no need to reset context or activate genre knowledge each time. Prediction is a natural part of listening to such a story. The students were really motivated to find out what happened next. Intensive decoding work really bore fruit – they were invested in doing detailed intensive listening work. It also developed their autonomy.

I really like this idea, especially for summer school or 121 lessons, though I think it could take quite a lot of work to prepare. It reminds me of my French teacher introducing us to the French musical version of Roméo et Juliette, with us listening to one song each week and trying to follow the story. You could also use the BBC Short Cuts or Listening Project podcasts. Of course, once you have it for one adventure, they don’t date much, so you should have it for the future. If teachers share this kind of thing on blogs, you could have examples to draw from. If you choose to do this, please share the link below!

Listening using smart devices: effects on student interaction and autonomy (Clive Shaw)

The conventional classroom layout has speakers at the front, but Clive wanted to know what happens if we change where students/teachers are in the room. If the teacher is in control, it’s not easy to monitor, and students don’t have much of an opportunity to work on their own listening strategies. It’s also difficult for students to transition from the controlled environment of the classroom to the unguided environment of the lecture hall (Clive works in EAP – I think this is true all the time, and this prompted by IATEFL Harrogate presentation).

Clive investigated how listening from a smartphone changed the dynamic, encouraged autonomy and gave students the opportunity to employ strategies. He designed the materials based on two sources: taken from YouTube or by creating his own recordings. To get the recordings to the students he used TubeChop for YouTube and Audioboom for his own recordings, then a link shortener (my preferred one is Recognising that these took longer to prepare than coursebook audio, Clive deliberately selected easy-to-prepare tasks, for example two-column notetaking.

The biggest difference in the classroom was the seating plan:

Each group had one phone, and the weakest student was normally in control of it. Clive found out that students became more aware of listening strategies they employed when using smartphones. Students were more able to use context/syntax to decode problem areas as they could play it again as many times as they wanted to. Students were also encouraged to make their own decisions about when and how to review extract.

I’ve always played with seating arrangements, but it had never occurred to me to do it with listening extracts before. This seems like a great way of helping mixed-ability groups in particular, and also helps students to get used to background noise when listening, something we don’t do enough of.

Tweets from other sessions

Here’s Pete Clements’ summary of the above session.

One day I’d like to actually see Mark Hancock present! This year it was about accents:

Laura Patsko’s session on how to give feedback on learners’ pronunciation was one I was sad to miss, but luckily Cambridge recorded it, so I’ll be able to catch up. Here are some tweets to give you a flavour of it:

Things I learnt in Torun today

Today I had the pleasure of attending the annual International House Torun Teacher Training Day, which consisted of pizza, twenty small workshops divided into four slots of five sessions each, a break with more pizza and some yummy Torun gingerbread, a walk to a local hotel, a plenary with Adrian Underhill, and a Q&A session with various experts, of which I am now apparently one 😉


Here are some of the things I learnt:

  • Growth mindset should be influencing the feedback I give students and trainees, by focussing on effort and process/strategy, rather than natural talent and results. James Egerton gave us examples like ‘You concentrated hard on my last comments, so well done.’
  • Yet‘ is really important in feedback, as it implies that something is achievable. Consider: ‘You haven’t learnt much Russian.’ and ‘You haven’t learnt much Russian yet.’ It turns out that even Sesame Street know the power of ‘yet’!
  • The reason the sentences ‘They just don’t have a language learning brain.’ and ‘You must be really good at learning languages.’ annoy me so much is probably because they imply a fixed mindset, whereas even before I had a term for it, I always believed that anyone can do anything with some degree of success if they have the motivation and put in the time.
  • I think it could be a very good idea to have a CELTA input session on mindsets very early in the course. I wonder what influence that would have on trainees’ ability to accept feedback?
  • It doesn’t matter how many times I see Kylie Malinowska do the elephant story, it’s still enjoyable, and I still can’t keep up! I discovered that it comes from Drama with Children [affiliate link] by Sarah Phillips.
  • There are at least 15 things you can do after doing a dictation when students have put the paper on their heads to draw the picture you describe. Before today I only ever got them to describe it to each other. Though the only one I can remember without asking Kylie for the slide is battleships!
  • Using MadLibs with children is actually incredibly useful, as it encourages them to solve problems and notice when language doesn’t fit, but also appeals to their love of the ridiculous. I’d always thought they were a bit pointless before!
  • You can bring language from a student’s family and friends into lessons through things like doing surveys, doing project work, writing biographies, sharing photographs or doing show and tell. Dave Cleary explained that even if students do these in L1 at home, they’ll bring them to class in L2, and they’ll have a real reason to use the language.
  • A great activity for playing with language is to take a photo of a famous person the students know, and get them to finish sentences like ‘He’d look really great/silly with…[earrings, a long ponytail, etc.]
  • Telling students the story behind an idiom, whether real or made up, can help them to remember the correct wording, and maybe also the context where you’re most likely to use it, according to Chris McKie.
  • There is a Hungarian idiom meaning something like ‘Let’s see what happens’ which translates as ‘The monkey will now jump in the water’.
  • Adrian Underhill may have been talking about the pronunciation chart for a long time, but he still considers it to be outside the mainstream of ELT.
  • He’s incredibly passionate about it, and it’s very entertaining and engaging to be taught to understand the chart by him. I knew bits and pieces about how it fit together and how to teach it before, but I now understand it in a lot more depth.
  • All pronunciation can be boiled down to four core muscle ‘buttons’: lips (spread and back or rounded and forward), tongue (forward or back), jaw (up or down) and voice (on or off). This helped me to understand how I produce some sounds in English in more depth, and even one in French that I managed to learn but had never been consciously aware of how to produce!
  • If he was a cheese, Adrian would be some form of blue cheese – he went into a lot more depth about this, and I’m glad I didn’t have to answer that question!

Thanks to Glenn Standish and the IH Torun team for organising such an enjoyable day. Lots of ideas to think about, as always!

How professional development is structured where I work (TeachingEnglish blog associates)

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! 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.

Teaching English Associates names word cloud

My contribution for April is a description of the way that professional development is set up at International House Bydgoszcz. I’m always looking for suggestions to improve our CPD programme, so please let me know if you have any good ideas.

Questions you can ask to reflect on a lesson (TeachingEnglish blog associates)

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 October 2015, focussing on planning lessons and courses. 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 October is a set of questions you can ask yourself after a lesson to help you reflect on what happened. Can you add any to the list?

Road in Utah, USA

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

Highlights from my teaching story (TeachingEnglish blog associates)

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 September 2015, some of which are to celebrate World Teaching Day, 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 September includes some of the highlights of my teaching life – a random collection of moments showing how I’ve evolved as a teacher.

Road in Utah, USA

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

Exploring cultures (TeachingEnglish blog associates)

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!

My contribution for June is about accent and identity, looking at my feelings about my own accents.

Group of students with speech bubbles.How do you feel about your accent? Do you think it’s influenced by your identity?


Reclaiming attention and exploiting smartphones (TeachingEnglish blog associates)

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 May 2015, and anyone is welcome to join in. If you haven’t tried blogging before, why not give it a go? All you need to do is register on the Teaching English site and then you can start your blog through your profile there. To inspire you, the associates offer their takes on the topics.

My contribution for May is about reclaiming attention and exploiting smartphones.

Colouful speech bubbles

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

Exploring cultures (TeachingEnglish blog associates)

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 April 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 April is about exploring cultures in the classroom, based on a particularly memorable class I taught in Newcastle.

Group of students with speech bubbles.

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

IATEFL Manchester 2015: The ones I missed

For various reasons, not least the sheer size of the conference, there were various talks I missed during IATEFL. Thanks to the power of the internet, I’ve managed to catch up with some of them through tweets, videos and/or blogposts. Here’s a selection of them:

The ear of the beholder: helping learners understand different accents – Laura Patsko

Laura’s talk was on at the same time as mine so I wasn’t able to watch it. I know it started with her ‘having a cold’ to demonstrate how we can make meaning evefn when the sounds we hear don’t correspond with our expectations, and I’m intrigued to hear more about her suggestions. She’s shared her presentation, and hopefully there will be a video of at least some of it soon!

Here’s one of her tweets from another point in the conference:

Fostering autonomy: harnassing the outside world from within the classroom – Lizzie Pinard

Lizzie‘s talk was also in the same slot as mine and Laura’s – so many possible times and they put us all on in the same one! Lizzie has written a lot about autonomy on her blog, and demonstrated it with her own Italian learning. The aspect of learner training is key when trying to encourage autonomy, and is one I’m sure Lizzie’s presentation would have helped me with. Thankfully, she’s blogged about it as has Olga Sergeeva, but it’s not quite the same as hearing it first-hand. I’m hoping the gods of IATEFL shine on all three of us next year and put us on at separate times!

Where are the women in ELT? – Russell Mayne and Nicola Prentis

As with last year, the talk which Russ was involved in is one of the ones which seems to have taken on a life of its own after the conference. Nicola and Russ picked a subject which is another very important discussion point, after Russ tackled the myths of EFL in 2014. [Original text (see comments for why I’ve kept this) As with last year, Russ’s talk is the one of the ones which seems to have taken on a life of its own after the conference. He has a way of picking subjects which are very good discussion points, and this year he was ably assisted by Nicola Prentis.] Their talk immediately followed my own and was in a tiny room, so I knew it was wishful thinking to believe I might get in, but I tried anyway. A whole group of us were waiting outside, disappointed. Last year Russ’s talk was officially recorded (content is currently being updated on the IATEFL 2014 site), and Russ and Nicola have recorded their own version this year – thank you! This area is one of particular interest to me, being a woman and in ELT as I am. 🙂 Through the Fair List, I’d become aware of the fact that plenary speakers at conferences are often men speaking to a room full of women, which seems odd. As I understand it, Russ and Nicola were questioning the fact that men feature dispropotionately at the ‘top’ of the ELT profession, despite it being a female-dominated one in general.

They did an interview about it which you can watch as a taster:

Here are two of the blog posts which were triggered by their talk, both of which have fascinating discussions in the comments which are well worth reading:

  • He’s not the Messiah, he’s a very naughty boy! Steve Brown highlights the amount of time that the ‘big’ names highlighted in Russ and Nicola’s talk have been at the top (something which they mentioned in their interview too)
  • P is for Power: Scott Thornbury questions the balance of power in the ELT profession, not just in terms of gender, but also covering native/non-native speakers and the socio-economic circumstances that teaching takes place in.

Russ and Nicola have also set up their own website to examine gender equality in ELT, with a lot more information about their research. At other points in the conference there were tweets about increasing the number of non-native speakers visible at conferences and in the global community.

Walk before you run: reading strategies for Arabic learners – Emina Tuzovic

I saw Emina speaking about helping Arabic students with spelling at IATEFL last year, and she subsequently very kindly wrote a guest post summarising her talk for this blog. I’m hoping to encourage her to do the same again this year, as her ideas are very practical and deal with areas which there isn’t much coverage of in the literature I’ve read.

People, pronunciation and play – Luke Meddings

Luke shared a couple of his ideas in an interview:

I really like Luke’s focus on playing with language, which is something I’ve become more and more interested in.

Olga Sergeeva went to Luke’s talk and wrote a summary of the whole thing, although she admitted it was difficult because they were laughing too much!

Tools, tips and tasks for developing materials writing skills – John Hughes

John has shared his slides, which gives me a taster of the tips he has for developing these skills. I think the most important idea is to ‘develop a materials radar’, which echoes what Ben Goldstein and Ceri Jones talked about in their presentation on using images at the MAWSIG PCE.


Mike Harrison talked about using Vine to make short videos, and Shaun Wilden and Nikki Fortova looked at apps on the iPad to do the same.
Here’s an idea from Nicky Hockley to use a mobile phone to practise past continuous:

If you’re considering whether to use technology in your class or not, this handout could be useful:

Random tweets

These are things which I retweeted because they made me think. I’m sharing them here to make sure I don’t forget those thoughts and to see what you think. They’re loosely grouped into topics where possible.

Student abilities
Memory and engagement

These link back to Joy Egbert’s plenary.

Materials design and the importance of editors

An opportunity for anyone wanting to get into materials design?

This looks amazing!

…and on Twitter!

And if you decide to self-publish:


Patsy’s accompanying blogpost is available on the OUP blog.

Empowering teachers

Yes, yes, yes to all of these!

Training and professional development

(Hoping the rate of sickness at IH Bydgoszcz doesn’t go up when I take over as DoS!) 😉

About language

Other people’s blogging

Lots of people were blogging throughout the conference. You can find a full list of all of the IATEFL Manchester registered bloggers on the ManchesterOnline site.

IATEFL Manchester Online 2015 registered blogger

As always, Lizzie Pinard was very prolific, and has helpfully indexed all of her posts. Apart from the plenaries, I only went to one of the same talks, so there’s a lot to catch up on! Olya Sergeeva also has an index of the posts she wrote about the sessions she went to, including some which I’ve linked to above. Tyson Seburn wrote about his bite-sized takeaways from the conference. Jen McDonald summarised the talks she saw in short paragraphs. The British Council had a number of roving reporters at the conference, one of whom was David Dodgson.

IATEFL online

Apart from the many sources I’ve mentioned above, there is, of course, the wonderful resources that is IATEFL online, full of interviews and recorded sessions, at least some of which I hope to find the time to watch at some point in the future. Are there any you would particularly recommend?

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