working with song lyrics: true or false

I am not a great fan of gap-filling tasks to go with songs. If what we are intending is to test understanding or train students’ ears, songs do not make the best listening material, as syllables are sometimes oddly lengthened to best suit the phrases. In addition, one has to deal with the actual “backgroundContinue reading “working with song lyrics: true or false”

making students pronounce “-ed”

As a veteran English teacher I still struggle to understand what makes pronunciation of regular -ed difficult for Spanish speakers. I am not sure if this equally applies to speakers of other languages but it makes my ears bleed when a student reads or says “called” (phonemically transcripted as ” ‘kɔ:lɛd “). Why is that?Continue reading “making students pronounce “-ed””

categories game with skeleton texts

Here is a vocabulary-slash-writing activity that is based on the popular game Scattergories. In the unlikely case that you are not familiar with the game itself or the nature of it, play the short video below. And here is how the activity unfolds. Write this on the board (or display on a screen) for theContinue reading “categories game with skeleton texts”