| ESL students often develop sticking points or plateaus | | | | enabling learners to develop their budding language |
| in learning English. To work past the difficult phases, | | | | skills. In addition to practice in class, assign listening |
| teachers can try these classroom tested techniques | | | | “homework”. Listening is such an important |
| which work with all age groups. Do not be afraid to | | | | part of learning a language. If your students have |
| introduce some game playing to your adult students, | | | | access to the internet, have them visit a website you |
| particularly if you are teaching evening classes for | | | | have picked out and play a particular podcast or short |
| working students. Introducing short, active periods to | | | | video you have selected. They can listen as many |
| breakup the textbook subject matter reawakens | | | | times as they wish. Their job is to tell you what the |
| (literally) tired students and freshens their interest and | | | | podcast or video was about. Another way to |
| motivation in the class. Here you will find methods and | | | | achieve the same type of practice is to provide them |
| ideas for working through particular sticking points, | | | | a “mystery” phone number. You pick a phone |
| increasing vocabulary recall speed, and spelling, | | | | number which is answered by an automatic answering |
| pronunciation, and listening skills. | | | | machine which gives callers menu options. Have your |
| Tongue twisters. Alliterative phrases where every | | | | students write down what the automated message |
| word starts with the same letter can be a fun and | | | | stated. Again they can listen as many times as |
| useful way to practice clear pronunciation and | | | | needed until they know what was said and your |
| enunciation. “Peter Piper picked a peck of pickled | | | | student does not need to speak to anyone, so they do |
| peppers”, “Sally sells seashells at the | | | | not need to feel apprehensive for that reason. The |
| seashore”, and other tongue scrambling phrases | | | | next time you meet, your students can reveal what |
| make a delightful break to text book work. Introduce | | | | the “mystery” number was all about. |
| a new tongue twister once a week. Search the | | | | Buzzing with excitement. Counting and numbers are |
| internet using the keyword “tongue twisters” to | | | | very important skills in any language. Practice |
| find lots of possible tongue wriggling phrases. | | | | numbers by having students form a circle, introduce a |
| R and L for Asian speakers. Asian speakers often | | | | number sequence, and have the students state the |
| struggle with producing the correct sounds for the | | | | next number in the sequence as they work around the |
| letters “R” and “L”. Listening to you say | | | | circle. Start with straight counting, then do simple |
| the letters over and over does not do the trick. The | | | | sequences like odds, evens, 5’s and 10’s. |
| easiest way for them to pick up the correct | | | | When your students are comfortable with simple |
| pronunciation is to show them the physical difference | | | | sequences, play the game “Buzz”. Announce |
| in the production of the sound. Have your student | | | | the “Buzz” number at the start of the |
| watch where your tongue is placed in your mouth as | | | | sequence. Each time a student gets a number which |
| you say these letters. Point out that to make the | | | | includes the selected number; they say “Buzz” |
| sound for the “L” the tongue goes to the roof of | | | | and play proceeds to the next player. For example if |
| the mouth; for the letter “R”, the tongue stays | | | | the “Buzz” number is 2, then players would say |
| down. Make sure your students are close enough to | | | | “Buzz” for numbers like 2, 12, 20, and so on. |
| you to see the difference in the action of the tongue. | | | | The goal of the game is to get as far along the |
| Just whisper. Interestingly, whispering is a very | | | | sequence as possible before a mistake is made. |
| effective way of enabling students to enunciate more | | | | Building natural speaking rhythm. A very common |
| clearly. Students who are having difficulty | | | | situation for speakers learning English is the application |
| pronouncing words or letters correctly often benefit | | | | of the speaking rhythm of their native language to |
| from trying to say the same phrase or letters in a | | | | English. The result is heavily accented English with |
| whisper first. We naturally make a more conscious | | | | unusual speaking patterns. There are a couple of |
| effort to form the letters more carefully when we | | | | techniques which will help foreign language speakers |
| whisper. Whispering also softens the pronunciation | | | | gain the rhythm and stress patterns of English. The |
| slightly so differences like those between the letters | | | | first is to introduce nursery rhymes. One per class |
| “j” and “g” become more distinct. | | | | session or so will provide a break in the more |
| Play hangman in class. Plan your class time to include | | | | regimented language practice and give the students a |
| a 5 minute session of a modified version of the game | | | | chance to listen to the natural rhythms of English. |
| “Hangman” to improve vocabulary and spelling. | | | | Nursery rhymes are short, easy to memorize, and can |
| Choose words from a previous class. Draw blanks | | | | be said in a cadence which helps students both |
| for each letter and then set a limit to the number of | | | | pronounce words more clearly and hear the natural |
| guesses. As your students state their guess letters, | | | | breaks between words. Another technique is to use |
| record the correct letter guesses on the blanks you | | | | a call and response exchange between the teacher |
| have drawn and the incorrect guesses off to the | | | | and students. An example would be: |
| side. The goal is for the students to guess the | | | | Teacher - How long does it |
| correct word before they run out of the allotted | | | | take? |
| number of guesses. As your students gain familiarity | | | | Students - It takes a long time. |
| with the game, select a different student to run the | | | | Teacher - How long does it take? |
| game each time you play. Call the student up and tell | | | | Students - It takes a long time. |
| them the word. Then let them take it from there. | | | | Together - It takes a long, long |
| | | | time. |
| Make it apply. If you have adult working students, | | | | Hymns, marching cadence calls, some popular songs, |
| practice the vocabulary of their professions. Include | | | | poems, or other rhyming sequences can be adapted |
| practical everyday situational vocabulary as well like | | | | for this use. Teachers can write the phrases on the |
| check writing terms and spelling out numbers, | | | | board to help students learning new call and response |
| driver’s manuals, and forms they might have to fill | | | | exchanges. Clapping to keep the rhythm is also |
| out to apply for a job, visa, bank account, and so | | | | beneficial in this exercise. |
| forth. Students are highly motivated by being able to | | | | Applying these techniques as you work with students |
| handle daily living language. | | | | will make your classes fun, challenging, and, best of all, |
| Exposure is key. Just as with so many other skills | | | | successful. |
| we learn, exposure and practice are critical for | | | | |