Lesson Plan: Raiche – Drive

I have never taught a lesson based on a song. Yes, for real. However, this song just got so deeply under my skin that I had no choice but to create a lesson plan for it. It is quite meaty because there is a lot to unpack and explore but it is a very engaging and inspiring lesson. At least that is what I think 😀

Lesson Details

Level: B2+-C2

Format: groups (could be adapted for 121); online / offline

Duration: 90′

Materials: access


Continue reading “Lesson Plan: Raiche – Drive”

PSLLT 2021

As some of you know, instead of attending the IATEFL conference, I ended up attending the 12th Annual Pronunciation and Second Language Learning and Teaching conference. This was not planned at all and I learnt about this conference one day after the registration had been supposedly closed, but the organisers were kind enough to let me register and attend. To make a long story short: this conference literally blew my mind, gave me an understanding of what my next CPD step should be (will be announced later), and pushed me to start planning how I am going to re-design my pronunciation course.

Below are short summaries of some of the talks I attended yesterday and the day before yesterday (I simply cannot summarise all of them!).

1) Foreign language learners’ views and attitudes towards the type of label used in perceptual training: phonetic symbols vs. keywords
If you ever wondered, which is better – phonetic symbols, keywords, or something else (e.g. pictures) – here is the answer: more students prefer phonetic symbols, so it is definitely worth teaching them. The use of keywords only will most likely confuse them and create a double cognitive load because, as we all know, letters do not equal sounds. I usually use phonetic symbols + keywords to create a stronger link. You could also try using pictures, e.g. flags, geometric shapes, etc.
Another thing to try is the Color Vowel Chart developed by Karen Taylor and Shirley Thompson. I have not used it with my students but it seems to be pretty popular among ESL/EFL teachers in the U.S. and Canada.

2) Whose input matters? The influences of various input sources in adult L2 phonetic learning
The aim of this research was to see if adult learners actually differentiate between teacher’s pronunciation and other L2 learners’ pronunciation, and which they prefer as a model.
A fake language was used. Participants were exposed to 3 models: teacher, students, and test (teacher and student). Different voices were used to ensure reliability. For the test model, they had to decide which pronunciation is better based on the knowledge of how these words sound when produced by a teacher or student.
Results: Participants showed a preference for the teacher talker pronunciation. This means that not only are they sensitive to various phonemic features (in this study, aspiration), but it also matters who produces target words. For us teachers it means that we have to be aware of what kind of pronunciation model we give to our students (does not come as a surprise, right?).
Personally, I think that aspiration, for example, is an important feature and should be practised and acquired by students as it enhances intelligibility because in fast speech, an unaspirated /p/ can sound very similar to /b/. However, as for /th/ sound, it seems that more and more people nowadays do not articulate it as clearly as they kind of should. Some speakers pronounce it as /f/ and /v/, some go for /t/ and /d/ or /s/ and /z/. As Dan Frost said, when middle-class women in their 20-s stop using these interdental consonants, we will know that /th/ is officially dead, and this might happen even earlier than we think!

3) Talks about teaching prosody: Put prosody first and Using lip synching to teach L2 prosody
These two talks introduced great ways of working on prosody which is usually the most crucial point in acquiring a more intelligible L2 pronunciation, especially if we talk about learners whose L1s are syllable-timed. One of the activities was very similar to what I do with my students, but it was using phrases instead of numbers, so I will definitely give it a try! Another activity focussed on students doing regular lip-synching exercises to better understand how rhythm in stress-timed languages works. They would start with slower songs and slowly progress towards faster ones. I have never tried anything like that with any of my students and am excited to actually try and see how it goes. These talks also made me think that I do not focus on prosody as much as I should (probably due to the fact that my students are mostly Russians, and Russian is a stress-timed language). I do have one Japanese student and several French and Italian students, so I already know who my guinea pigs are going to be 😀

4) Multiple talks about the use of visual feedback in pronunciation training
Research has shown that students are likely to improve their pronunciation faster if they can see their speech; for this, we can use software like Vowel Viewer, Audacity and Praat (I am already working on this). Unfortunately, to be able to use these tools effectively, you need some advanced knowledge and understanding of lab phonology, which is, obviously, not taught to CELTA and Delta candidates (so a degree in Linguistics/Applied Linguistics will be of great help).

I officially pronounce PSLLT conference the best conference I have attended in 2021!

Image source: https://brocku.ca/psllt-2021/

My Top-10 Resources for Teaching Pronunciation Physically and Visually

I am a strong advocate of the physical approach to pronunciation teaching. I mean, how can you pronounce a sound if you have no idea about what’s involved in the process? Articulation comes first, and only then it is followed by imitation. So if you want to teach pronunciation physically and visually, here is the list of 10 invaluable resources for you to use:

  1. Introduction to Articulatory Phonetics: Vowels and Consonants.
    These are two short but informative videos aimed at teachers and linguistics students that give you insight into how vowels and consonants are articulated.
  2. Seeing Speech
    This is a product of collaboration between researchers at six Scottish universities, including my alma mater, Edinburgh University. The sounds on this website are visualised in three different ways: MRI, ultrasound, and animation. This is a great tool to use in class.
  3. SPAN: Speech Production and Articulation Knowledge Group
    This is a project similar to the one above. Some differences are: MRI only; separate words and sentences are recorded as well.
  4. Tools for Clear Speech and Sounds of Speech
    These are two different resources for animated versions of English IPA sounds. Both of them are using American English, which means that some vowel sounds are missing though.
  5. Interactive Pronunciation Animations
    This one is good for introducing the sounds of British English to young learners. Funny cartoons contextualise each sound and make it memorable.
  6. English Club’s Learn English Pronunciation
    This page offers a range of resources, from an interactive phonemic chart to various pronunciation games, that will keep your students engaged.
  7. The Sounds of English
    This is basically a ready-made British English pronunciation course on YouTube. Not a single sound is missing! What I like the most about these pronunciation videos is that they focus on contrasting sounds and minimal pairs as well. Can be used both in class and at home.
  8. Pronuncian.com
    Good for practising minimal pairs and getting ready-to-use lessons on American English pronunciation.
  9. Youglish.com
    This is an amazing website that lets you listen to the pronunciation of whole sentences, not just single words. You can search for any phrase, e.g. a famous movie quote or just some common everyday expression, and listen to all possible pronunciations. Other resources you can use for this purpose are TubeQuizard and Playphrase.me (the second one is limited to three phrases per search).
  10. Tongue Twister Database
    I personally think that tongue twisters are a great way of practising pronunciation, from single sounds to the features of connected speech to stress and rhythm. This is probably the biggest tongue twister database out there.
  11. BONUS! A 15-minute morning pronunciation practice with the amazing Hadar Shemesh. As someone who is taking singing classes and studied drama and acting (for a short while though), I know that your vocal apparatus needs to be warmed up before you can use it fully. This video introduces a range of exercises for the muscles involved in speech articulation. A tip from me: don’t resist yawning – it’s unavoidable!

Know any other useful resources? Give me a shout, and I’ll add them to the list 🙂
Have a question? Get in touch, and I’ll help you out 🙂