Category Archives: Speaking

Teaching Blog: Can you pronounce the English alphabet?

Teaching Blog: Can you pronounce the English alphabet?

This week I decided to hold a spelling bee with my classes. I’ve always liked the idea of spelling bees – in fact, I just like the phrase ‘spelling bee’, although I have no idea what relevance a bee has to spelling. (Yes, I could google it. OK, so I did!)

Despite being 14-15 years old and having studied English for, on average, probably eight years, I thought it would be very unlikely that many (any?) of my Polish secondary school students would be able to pronounce all the letters of the English alphabet. Why? Because in the evenings I teach adults and in general they can’t either. There must be a point early on in the learning process in Poland where the students learn the alphabet, but whether they return to it or not seems to be a moot point.

Teaching Blog: Can you pronounce the English alphabet?

The two word sets that I used for the quiz. Easier (l) and more difficult (r)

Procedure for a 45 min. class:

  1. Register and question: ‘Who can write the English alphabet?’ SS (student/s) came to the board and wrote it – invariably incorrectly. We went through the errors. We said the alphabet together. SS generally sang it too (to the tune of ‘Twinkle, Twinkle, Little Star’). I highlighted problematic letters, e.g. the vowels A E I O U, and also G/J, Q, V, and so on. (10-15 mins)
  2. I wrote ten words on the board (20 for higher-level groups), checked and translated them, then asked the SS to practise spelling them – then there would be a quiz. SS were supposed to practise spelling the words in pairs or groups of three. Not all groups did this, so in those cases I fast-forwarded to the quiz. (5-10 mins)
  3. Quiz: SS sat in teams of 3-4. ROUND 1: I asked one SS from the first team to stand up and spell a word from the list, e.g. JOURNEY. If they got it right, their team got 1 point. If not, I asked the next team to spell the same word. If they got it right, they got 1 point, and I asked the following team to spell a different word. ROUND 2: When I had heard all the words spelled correctly (by a trial and error process of SS correcting their wrong answers by listening to others’ right answers), I erased the 10 words from the board and SS had to answer from memory. Of course, this proved harder, but it was possible for most SS thanks to the previous round. ROUND 3: Time-permitting we played a third round, where the words were my choice and SS had to answer from their knowledge. I chose fairly familiar words like ‘computer’, ‘window’, and ‘chair’ – things that were in the round around us. With three rounds the quiz could expand or contract to fit the remaining time and the ability of the SS. The quiz continued for as long as 25 minutes, with SS building up points. The players in the winning team got a good mark (6) as winners of the quiz.

What worked?

  • Compared to previous weeks (e.g. escaping from a desert(ed) island last week) this week’s concept was very simple: can you spell 10 words correctly? The answer was generally a resounding ‘No!’
  • I ensured that the set of ten words in each group (easier and harder – see above) contained all the letters of the alphabet, so that each letter would get an airing. They were also fairly easy/familiar words, so not a lot of pre-teaching was required.
  • In general I enjoyed being the quiz master. There was a lot of pleasure in the tension of waiting for a SS’s next letter, for example: ‘Spell QUEUE.’ ‘Q – U – E – ‘… would they get it right? I sensed other people enjoyed this too. We were willing them on to get it right. Unfortunately, most of the time, they did not.
  • I quickly realised that this was more of a diagnostic lesson – a lesson where we established that there was a problem with matching the shape of letters to specific sounds. The errors were typical for Polish learners of English, and things that I have heard time and again during eleven years of teaching English in Poland: A, E, and I mixed up; c and s mixed up; short e (egg) instead of long ee; g and j mixed up; ‘ha’ instead of H; ‘key’ instead of K; missing Q, ‘air’ instead of R; and missing V or ‘fow’, like in Polish. No surprises, but I was shocked at the scale of the problem. During the first stage of the lesson – writing and saying the alphabet – I tried to use mnemonics, e.g. U sounds like ‘you’, Y sounds like ‘why’, Q sounds like ‘queue’, I = I (me), and so on. It was too little too late. We didn’t scratch the surface with learning the alphabet. It was just a diagnostic lesson – we found out that the need was there! I advised SS to learn it at home in their own time.
  • In some groups over-competitive SS tried to ‘throw’ other competitors by suggesting the wrong letters. I let them do it to an extent because it made the student who was spelling focus and think all the harder.

Challenges:

  • I created a PPT file to use to go through the alphabet with the SS. You can download it here: The English Alphabet (Powerpoint), but as time went on I realised that it was unnecessary and better to get SS to write the alphabet on the board and see their errors right from the beginning. Similarly, I made physical cards with the ten words on at two levels (see above), but it was quicker for me to simply write these words on the board. We had more time for the quiz, without trying to set up the projector and PPT and hand out the cards.
  • Even fairly innocuous words like CHAIR posed serious problems for the SS in terms of spelling. In fact, listening to SS spell CHAIR was particularly painful because every letter posed a problem:

C – pronounced S
H – ‘What is it?’
A – pronounced I
I – pronounced E
R – pronounced ‘air’

  • A few higher-level groups asked: ‘Why do we need to do this?’ ‘I want to see whether you know the alphabet.’ Some SS felt a bit sniffy, as if this was too easy and basic for their level. In the end I was proved right by most SS’s results in the quiz. I explained that it’s a basic skill and that they should know this at their level. I gave the example of filling in forms in the UK, since many of these SS may well be spending time working or studying there. ‘It’s so you don’t get the wrong name.’ One student, Dawid, protested: ‘But it’s normal name – Dawid.’ ‘OK. Can you spell it?’ ‘Yes. D-A-W-A-D.’
  • Towards the beginning of one lesson the SS’s form tutor poked his head round the door to check that some SS had arrived. He quickly noticed that we were saying the alphabet, with the letters on the board. ‘What are you doing?’ he asked, slightly suspiciously. ‘We’re testing whether the students can pronounce the English alphabet.’ ‘And can they?’ ‘That’s what we’re going to find out.’ ‘Hmm,’ said the teacher, and left. I understand that learning the alphabet is most associated with children’s lessons, but experience told me that they would benefit from this ‘reminder’ – and I feel that most of them did. Later I found the teacher and mentioned the results: that almost none of the students could spell all of the words correctly with the alphabet. We talked about what could be done. The problem is that when you’re tied to the course book (as he is) pronouncing letters doesn’t come up again after the first few lessons at beginner level.
  • The lesson time (45 mins) passed fairly quickly with this format. It was a nice simple lesson to run – without any technology or handouts (as in YATCB Method) – and it did feel like a change from doing the setup > preparation > presentation model of the previous few weeks. However, during the quiz I had to wonder whether it wasn’t a little bit, er, dull, compared with those previous lessons.
  • I feel it was worth doing – to diagnose the problem – but the question now is how to build on it and ensure they learn to say the alphabet. Perhaps I can return to it during future lessons and do a five-minute quiz, rather than spending a whole lesson on it.

See also:

Lesson 1.1 Alphabet

FREE Podcast – Learn the English Alphabet – with Matt Purland

FREE Video Class! Why Learn English with Music?

FREE Video Class! Why Learn English with Music?

Wondering how and why we should learn English with music? Watch this great video from Next Step English to get some invaluable tips!

You can view all of their videos here.

Further study:

On Speaking: Enhancing student interaction in the classroom

On Speaking: Enhancing student interaction in the classroom

On Speaking: Enhancing student interaction in the classroom


— Read on www.cambridge.org/elt/blog/2018/05/24/on-speaking-enhancing-interaction/

9 Essential Political Idioms in American English

9 Essential Political Idioms in American English

Guest post by Jennifer Renart from Next Step English.

If YOU would like to write a guest post on PurlandTraining.com, please do get in touch!

When students ask me about how to improve their English, one of the things I always recommend is watching the news in English. And you can’t watch the news without running into some common political idioms. Do you know what a spin doctor is? How about a fishing expedition? Keep reading to learn 9 essential idioms about politics in American English, complete with FREE infographic!

Political Idiom 1: Strange Bedfellows

When we say that two people, organizations, etc. make strange bedfellows, we mean that they form an unusual or unexpected political alliance. A sort of political odd couple.

via GIPHY

In the United States, the two main political parties are the Republicans and the Democrats. They are usually adversaries (= they usually oppose or compete with each other), so if a Republican and a Democrat worked together on an issue, we would say that they were strange bedfellows.

Example sentence: Did you hear that Randy Republican and Dorothy Democrat are working together on this new immigration bill? Talk about strange bedfellows!

Political Idiom 2: Lame Duck

This is a political idiom that you often hear after an election. A lame duck is a politician or a government that doesn’t have much real power because their period in office will end soon and their successor has already been elected. We most often use this idiom to talk about the US President, although it can apply to other politicians, too.

Presidential elections in the US take place in early November, but the newly elected president doesn’t start his term until January. The previous president is considered a lame duck from election day until the new president starts. Everyone knows they’re on their way out, so it’s difficult for them to get much accomplished. 

Example sentence: He was hoping to accomplish more during his last days in office, but he’d overestimated how much he could get done as a lame duck.

Political Idiom 3: Spin Doctor

When you spin something, you present information in a particular way, especially one that makes your ideas seem good or your opponents’ ideas seem bad.

So, what’s a spin doctor?

A spin doctor is someone who spins for a living! A spin doctor is someone whose job it is to present information to the public about a politician, an organization, etc. in the way that seems the most positive.

All US presidents have spin doctors. In current American politics, Kellyanne Conway is often referred to as President Trump’s spin doctor.

Example sentence: I’m not interested in the soliloquizing of spin doctors. What are the facts? The plain facts?

(Soliloquize = (usually disapproving) to give a speech about your thoughts, as if you were a character in a play speaking directly to the audience, instead of engaging in a conversation.)

Political Idiom 4: Politically Correct

You probably know that PC can refer to your desktop computer, but did you know that it has a political meaning, too? PC is a short way of saying ‘politically correct’.

If speech or behaviour is politically correct, it makes a deliberate effort not to offend a particular group (or groups) of people.

Political correctness is a hotly debated issue in the United States. On the one hand, it’s obviously wrong to make fun of the disabled or use racial slurs. On the other hand, some people become so worried about being politically correct that they worry that filling their eyebrows might be cultural appropriation. And my sister’s friend actually told her that it was offensive for her to practice yoga because she has European ancestry, not Asian ancestry. (In case you’re wondering, my sister has not quit yoga.)

In the United States, we have people who hate political correctness so much that they behave in offensive ways on purpose. And we have people who are so politically correct that they’re just obnoxious. Luckily, most people live somewhere in the middle.

Is political correctness an issue in your country? Tell us in the comments below!

Political Idiom 5: October Surprise

This American political idiom specifically refers to elections. So, what is an October surprise?

An October surprise is any news event orchestrated or damaging information released in the month before an election, deliberately timed in the hopes of affecting the outcome of the election.

Example sentence: Things look good now, but we need to be prepared for an October surprise. Anything can happen in the final days before an election!

Political Idiom 6: Witch Hunt

These days, you can’t escape this political idiom in American news. It seems to be everywhere on Twitter and other social media!

So what is a witch hunt? A witch hunt is a politically motivated, often vindictive investigation that feeds on public fears.

This popular idiom comes from a dark period in European and American history when people believed that witches were the cause of bad things happening in society. People began accusing members of their communities of witchcraft, and many of those people were executed on the basis of irrational evidence.

This idiom became popular in American politics during the McCarthy Era, when hundreds of Americans were aggressively investigated for potentially being Communists.

Example sentence: No reasonable person could think this investigation was actually after truth or justice. It’s a total witch hunt. 

Related: Are you hungry for more idioms? Check out our latest idioms here!

Political Idiom 7: (To Commit) Political Suicide

Committing political suicide means doing something unpopular that will likely lead to the end of your career as a politician.

Example sentence: I know you think these activists are idiots, but you can’t say that publicly. It’s political suicide!

Political Idiom 8: Fishing Expedition

When you go fishing, you dip your line into the water and hope that something bites. You might not catch a fish right away, but if you keep at it, you know that you’ll probably catch something eventually.

So, what is a fishing expedition? It’s a political and legal idiom that we use to describe an investigation carried out without any clearly defined plan or purpose, in the hope of discovering useful negative information about someone.

Example sentence: These document requests can’t possibly lead to the discovery of relevant information! You’re on a fishing expedition, and I think the judge will agree with me!

Political Idiom 9: Red Tape

I saved the best for last!

Have you ever been frustrated by endless paperwork when you need to do something with the government? Then you have been a victim of red tape!

Red tape refers to official rules that seem more complicated than necessary and prevent things from being done quickly.

This is something that I personally love to complain about. Curse you, red tape!

via GIPHY

…which is why, of course, I love the girl described in Cake’s ‘Short Skirt, Long Jacket’! (Jump to 1:32.)

I want a girl who gets up early.

I want a girl who stays up late.

I want a girl with uninterrupted prosperity,

Who uses a machete to cut through red tape!

Example sentence: You want us to start construction next week? Think again, buddy! We’ve got at least 6 months of red tape to get through first, and that’s if we’re lucky.

Political Idioms Infographic

I hope you enjoyed learning these popular political idioms. Here’s an infographic to help you remember them! Check out more great infographics for learning English here!9 Essential Political Idioms in American English


Jennifer from Next Step English

Jennifer Renart from Next Step English

Jennifer founded Next Step English so she could help advanced English learners master the vocabulary that native speakers don’t expect them to know. Vocabulary that will make native speakers think, ‘Wow! You really know English!’

In her free time, she loves hiking, playing Bananagrams, and binge-watching British murder mysteries.

You can check out her website, or interact with her on Twitter, Pinterest, or YouTube.

‘Happy learning, English nerds!’ 👊🤓

Teaching Blog: How do you Escape from a Desert Island?

Teaching Blog: How do you Escape from a Desert Island?

Last week my students crash-landed in the middle of the Pacific Ocean and swam for their lives from sharks until they reached a desert island. As luck would have it, a (watertight) container washed up on the shore beside them. It contained fifteen useful items from the plane (see picture below):

Teaching Blog: Could You Survive on a Desert Island?

Laminated page with the fifteen items

knife
mirror
mobile phone
tent
rope
newspapers
sun lotion
fishing net
chocolate
axe
magnifying glass
toilet paper
compass
drinking water
map

Each group had to select six items and explain why they had chosen them over the other items. They also had to say what happened to them at the end of their story, i.e. escape, get rescued, make a new life on the island, or…

Well, that was the setup for the lesson! (They didn’t really crash-land in the Pacific Ocean. If they had, I’m sure our lessons would have been cancelled.) This was my take on the classic team-building problem-solving game.

Procedure for a 45 min. class: (14-15 year olds):

  1. I set the scene in as dramatic a way as possible (involving plane noises, explosions, and swooping hand gestures), then outlined the task, as above.
  2. I gave each group a laminated page with the items on (see above). We checked they knew what they all were and the name of each item.
  3. I explained that there were no right or wrong answers, but they had to justify their choices. I stressed: ‘It’s YOUR story. The island and what happens is up to you. Use your imaginations.’
  4. I explained that their basic aims were: FIRST – escape from the island; SECOND – survive.
  5. SS (students) were allowed to use dictionaries and phone translators, as usual.
  6. After the register and setup (10 mins), and preparation time (15 mins), it was time for the presentations (20 mins). Each group went to the front and presented their choices and their story. I asked questions, e.g. ‘Why this?’ / ‘Why not that?’ and so on. I asked SS about unusual items they had chosen, e.g. the mobile phone or the chocolate, which were both not popular choices. I also asked about life on the island: ‘Have you met any other people on the Island? Can you describe what you can see? How do you feel? What happens…?’ and so on.

Various attempts at putting a brief version of the instructions on the board:

Teaching Blog: Could You Survive on a Desert Island?

Board instructions 1

Teaching Blog: Could You Survive on a Desert Island?

Board instructions 2

Teaching Blog: Could You Survive on a Desert Island?

Board instructions 3

Extension ideas:

  • SS could add drawings and sound effects, if there is time.
  • Role play key moments in the story.
  • Make and edit a film with phone video recorders.
  • Create a competitive version where you assign a value to each item – from low to high – and SS get points for their choices. The ones with the most points win. This would need a rejig of items to make it more difficult – more useful items and fewer low-value items.

There is lots of scope for using creative skills. The lesson could easily have lasted 90 minutes.

Homework:

  • SS write up a diary with x entries, e.g. Day 1, Day 2, Day 8, and Day X (the day their story comes to a head).

What worked?

  • It was another topic that engaged the SS from the outset, and a fairly simple activity compared with previous presentation tasks. The lesson plan worked like a charm and the planning and preparation time that I put in at the weekend paid off big-time. The lesson time flew by but it was really important to keep strict timing so that we could hear everybody’s presentation. On a couple of occasions we ran out of time and I had to hear the last presentation during the break-time.
  • It was a manageable task with an interesting theme that allowed for SS’s use of imagination, for example, one group imagined ‘cannibals’, another an island full of women, while one student wanted to cut the twelve plastic bottles in half and hang them upside down to (somehow) collect the moisture from the air.
  • It was a nice easy class for me to manage. I did the introduction, then SS worked in pairs or threes and I could monitor casually; then we had the presentations; then the lesson was over.
  • I could use the Q&A element as a filler by asking more questions, or ask fewer questions, depending on how the time was going. So, if there were still ten minutes of lesson to go but only two more presentations, I would ask both groups more questions to fill the time.
  • We had fun with the Polish word for axe, which is siekiera, and pronounced almost the same as the name of the popular singer Shakira.
  • It was interesting to see what each group had chosen, and what they valued. I was surprised that the water was so popular, because it could only be used once. There were only six litres, so a three-strong team would only get two litres each. Still, many groups valued it above items such as the tent, and thought they would get some use out of the plastic bottles too (as above), e.g. as containers; for catching fish/insects; for making a raft with floats, and so on.
  • We had a few discussions about boiling seawater. I didn’t think it was possible and it forced me to look it up online and discover that it would be possible to distil it by boiling it and collecting the condensation. However, I don’t think the SS had the right tools to be able to do this – pans, glasses, cups, and so on. Still, it was a moot point!
  • For those who tried to escape by raft or boat I challenged them – do you think you would get far by raft or boat in the middle of the Pacific Ocean? It would depend on the location. As I had said, it was their story, so some SS managed it because they imagined their island to be fairly close to Hawaii. I thought their best chance of escape would have been to use the mirror and signal for help; there were bound to be helicopters and planes out searching for survivors. Some SS groups preferred to stay on the island and many thought death would be their outcome: ‘We all died’ came the fairly defeatist statement from some groups. Of all the possible outcomes… However, a few SS realised that if they died on the island, or were eaten by sharks, they wouldn’t have to invent much of a story. One group of three guys began their story: ‘We found a knife and killed Kacper for meat, because we were tired of hearing about Martyna [his ex-girlfriend]! Then we killed each other.’ Me: ‘How did you do that?’
  • However, this lesson provided a breakthrough in terms of the problem of getting the SS to speak English during the lessons. As I got used to doing the lesson plan (13 times over the course of one week!) I realised that the longer I sat with the groups while they were preparing, the more they would have to speak English; also, the longer time I allowed for presentations, the longer I could do the Q&A sessions, where again SS had to speak to me in English. As the lessons went on I allowed less time for setup and prep and much longer for the presentations. This really felt like a significant breakthrough, and it is something I will do again in the future.

Challenges

  • If I did this lesson plan again, I would definitely rethink the items. There are too many ‘weak’ items, like the chocolate, the sun lotion, the toilet paper, the newspapers, and the mobile phone, so many groups ended up choosing more or less the same six most useful items, i.e. the knife, axe, net, rope, magnifying glass, and water. There need to be mainly strong items to choose from, so there is more variety and more deliberation/explaining to do. That’s something to improve the activity for next time, but it didn’t spoil the lessons.
  • Early on I realised I had to explain what some of the items were. The mirror was mistaken for a frame a few times, and one group thought the newspapers were towels!
  • In the initial lessons, SS read out short stories, with a list of items usually at the beginning. I decided to ask them questions to try to break up the prepared answers and get some spontaneous answers. This ended up working really well.
  • There is a gap in the narrative / break in the logic, which none of the SS mentioned or seemed bothered about: why, if the washed-up container had fifteen items in it, did they have to choose only six. The task relies on selection, but why only six things from fifteen?! Nobody asked! Why were these fifteen items together in the container anyway? I remembered the mnemonic: KISS (keep it simple, stupid!). But it began to bother me. I didn’t find a suitable narrative. It would have to be that another person – from the plane or from the island – was limiting the number of items to six. Thankfully it didn’t matter! The SS accepted the activity for what it was and ran with it.
  • This lesson was a hard sell at 8am on a Thursday morning! It didn’t help when three students walked in late at intervals as I was trying to go through the setup…

Overall this week’s lessons were really fun. Being able to do this lesson plan with thirteen of my eighteen groups was really rewarding. The lesson plan was solid but it definitely improved as we went along, and can be improved in the future.

As a postscript, during one of the final lessons with this plan I finally realised that the term ‘desert island’ might have given all the groups the wrong impression! In Polish ‘desert’ is pustynia – like the Sahara Desert – while deserted is ‘opustoszały’ (abandoned/desolate). One student asked me in the penultimate lesson – ‘Is the island just desert?’ ‘No,’ I explained. ‘Desert island really means deserted island. The island can be big, with trees and lakes. It’s up to you. It’s about your imagination!’ I could have kicked myself: how I had potentially made it harder and more confusing for them because of the language barrier, and by assuming they know what the cultural concept of a ‘desert island’ is. What I had in my head was apparently completely different to what they might have been imagining. More planning required!

## Please let me know if you try this lesson and how it goes! Click here to contact me. ##

10 Levels of Politeness in English

10 Levels of Politeness in English

Imagine the scene: a young couple arrive home after a long day at work. One of them is hungry. There are many different ways to get what you want in English, but being polite will probably be the most effective way. But how polite should you be? Look at the following levels of politeness, and decide which level is the most acceptable:

↑ MORE DIRECT ↑

1. Dinner!

2. Make dinner!

3. Make dinner, please.

4. Can you make dinner, please.

5. Could you make dinner, please.

6. Could you possibly make dinner, please.

7. Could you possibly make dinner, please, if you have time.

8. Could you possibly make dinner, please, if you have time – if you don’t mind.

9. I was wondering whether you could possibly make dinner, please, if you have time – if you don’t mind.

10. Sweetheart – I was wondering whether you could possibly make dinner, please, if you have time – if you don’t mind.

↓ MORE POLITE ↓

Answer: Level 5 or 6 would be fine in this situation, while Levels 1-4 are too direct and may sound rude. In general, English ears hate to hear the imperative voice (giving orders). Levels 7-10 are maybe too polite and too formal for a young couple who know each other well, especially considering the context is making dinner at home. As you can see, the more words and clauses in the sentence, the more polite it becomes.

Source: EnglishBanana.com ESL Blog

Image: https://pixabay.com

How to Make the Transition between Informal and Formal Speech Fun, Clear, and Memorable

How to Make the Transition between Informal and Formal Speech Fun, Clear, and Memorable

How to Make the Transition between Informal and Formal Speech Fun, Clear, and Memorable
— Read on englishwithjennifer.wordpress.com/2018/05/04/how-to-make-the-transition-between-informal-and-formal-speech-fun-clear-and-memorable/

Idiom of the day - Don’t keep sticking your oar in!

Idiom of the day – Don’t keep sticking your oar in!

To ‘stick (or put) your oar in’ means to interfere or try to have your say in somebody else’s life. It means to offer unwanted help or opinions to somebody who really wishes you would ‘keep your nose out’.

Imagine if you were happily rowing along in a rowing boat, pulling both oars yourself, but then your passenger produced their own oar and stuck it into the water to try to help take the boat in a different direction.

For example:

Rob: My Uncle Mark keeps trying to tell me which universities to apply for. It’s so annoying! I wish he wouldn’t keep sticking his oar in.