Tag Archives: pronunciation

Cheeky Phonemes

Posted on October 24, 2015 by jonnyingham

Many teachers find the phonemic chart a little overwhelming, whether they be newly qualified teachers, trainees on a teacher training course such as the CELTA or Delta, or even very experienced teachers. There can be no better place to start … Continue reading →

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My one-to-one student just wants to chat

Posted on May 3, 2015 by jonnyingham

So, after planning a lesson tailored to the needs of the individual student, all they seem to want to do is have a chat. You start to wonder if it is worth planning the lesson at all.   Then there’s … Continue reading →

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Tweaking your Boardwork

Posted on February 23, 2014 by jonnyingham

What do you do with the vocabulary that comes up in a lesson? Where do you write it on the board? Many teachers keep an incidental vocabulary column at the side of the board and this can have many advantages. … Continue reading →

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Riverbank

Posted on February 10, 2014 by jonnyingham

Also known as a board jump, this versatile activity can liven up grammar and get students up out of their seats in a controlled TPR practice activity. This is good for language points which have two (or three) options to … Continue reading →

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Kaboom!

Posted on February 1, 2014 by jonnyingham

This activity is variously known as kaboom, earthquake and typhoon, perhaps depending on which staffroom or hemisphere you are teaching in. It’s a good staple for kids courses; it’s gone down well whenever I’ve used it, even with adults. It’s … Continue reading →

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M/F/P – Meaning, Form and ?

Posted on January 24, 2014 by jonnyingham

When analysing language and presenting it to students, we are often told on teacher training courses that we need to look at three areas: meaning, form and pronunciation (m,f,p). In many language lessons I have observed, the ‘p’ is the … Continue reading →

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50/50 correction: My favourite error correction technique

Posted on January 15, 2014 by jonnyingham

A simple but effective technique for on the spot ‘hot’ correction. Look at these example classroom interactions: Student: I /laɪked/ Paris very much. Teacher: You /laɪked/ or /laɪkt/? Student: /laɪkt/ Student: I have never ate Chinese food. Teacher: ate or eaten? … Continue reading →

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