Monday, 4 August 2014

Improving your speaking



Assessing speaking ability is often difficulty as it always runs the risk of becoming very subjective and it somehow depends on objectives, levels and needs and often on one’s expectations.
“How can I improve my spoken English?”  
Let’s get what I think a few facts straight :
Adult learners aim at speaking English the way they do in their own language. It’s important to point out that this is a fairly unrealistic goal in many cases for a number of factors: age and cultural aspects of languages being two of them.
Age is a limiting factor because it’s been proven that the older we get, the harder it gets to learn grammar and syntax of foreign languages. It does not mean that we lose the ability to learn, it’s just we’ll never speak as native speaker. Most of what we produced is influenced by our L1 mental patterns. 
 Plus as I said above, there are cultural differences in the way we communicate and express ideas. Your culture too influences the way you speak a foreign language, how you understand the world. And thirdly, there is also the fact that if learners struggle to perform well in English is often down to the way they  express ideas in their mother tongue sometimes failing to give a coherent, and a clear line of thought. In an over simplistic statement, I’d say hat if you are too shy, as a personality trait, this shows in how you speak English (or any foreign language for that matter).  
Needless to say, that this varies from languge to language depending on their origin and similarity to the target language, and also on how many languages the learner can speak and a number of other factors. 
These ideas are meant to encourge people to really put it time and effort and be realistic about their learning. I often see people who lose heart because they have unrealistic views on the speed learning takes place. Improving one’s speaking skills in a foreign language as an adult takes commitment and effort. It just doesn’t happen only by speaking for the sake of speaking AND it is mainly when there’s a very real need for the language that our brains and abilities switch to real-learning-and-processing mode. Therefore, not until your mind and body are aligned with the idea that you really need to learn, will you do it.  

Views? Ideas?

Thursday, 22 May 2014

Robin Walker 's material.
http://englishglobalcom.wordpress.com/downloads/
lots on pronunciation, which for me is a basic part of my teaching as I understand learning a language as a two way thing: producing but also understanding.
Thanks Robin

Monday, 19 May 2014

For those who like art and the history of Great Britain, The Seven Ages of Britain offers a cool insight in fairly clear English for a good upper-intermediate student and advanced. You can find it on youtube.
Happy learning

slang words

http://www.bbc.com/news/magazine-27405988

Monday, 28 April 2014

New challenge:
A Brazilian student. A doctor who specialises in Developing countries diseases.
I've done a bit of reseach to see what may be the problems Portuguese face when learning English as a foreign language and the truth be told, they are pretty much the same as those of Spanish, both language being of Romance origin.
So, I'll find out whether she aims at fluency over accuracy and proceed accordingly.
Yet, as one of my main concerns with my learners is about pronunciation as a two-way thing: better awareness of sounds means better undersdanding as well as production- I'll have to explore this in this Brazilian L1 context and find out how aware she is of that and what her previous experience is.
http://www3.telus.net/linguisticsissues/pronunciation.html

Monday, 10 March 2014

past simple or past continuous? estuve o estaba?

Muchos de vosotros confundís estuve con estaba cuando habláis en inglés. Vamos a verlo: “Ayer estuvimos hablando de ella.” Vale, el verbo es una perífrasis de dos palabras. Una “estar” y el verbo en gerundio. I was talking/speaking. Qué fácil! Claro como el agua. Pues no. Yo os pongo otra pregunta: decidme como decir en inglés “ayer estábamos hablando de ella (cuando apareció)”. También tenemos el “estar” y el verbo en gerundio. Pero es lo mismo “estuvimos” que “estábamos”? No exactamente, ¿verdad? Y para más inri, hay el “ayer, hablamos con ella” y el "hablábamos mucho con ella".

Pues la explicación es fácil pero no necesariamente lo es el entenderlo para nosotros. No nos podemos fiar siempre de traducir palabra por palabra. Vuestros cerebros procesan el be y el ing. Perfecto. Pero no se tiene interiorizada la idea que el past continuous (was/were+Ving) hace referencia a un momento concreto en el tiempo, especificado más o menos explícitamente en algún momento de la conversación. De ahí la famosa frase que se da siempre “I was having a bath when the phone rang”. Hay la idea de cuando una acción quedo interrumpida, de algún modo, por otra que indica este “momento concreto. Es como “ qué estabas haciendo ayer a las 7 de la tarde? V. que hiciste ayer? El “estuve hablando se refiere a un momento super concreto o no? No verdad? Pues no va con “be+ing” sino como un simple past simple. Yesterday I spoke to her. Como el “Ayer hable con ella”. ¿Por qué los dos iguales?, porqué en inglés no se diferencia este matiz que en castellano sí. El “estuve hablando” como más relajado, menos al grano. Si se quiere indicar esta cualidad pondríamos el “away” detrás del verbo pero esto merece otra entrada.

Todos los verbos “past” ya sea simple o continuous indican una acción acabada en un momento del tiempo ya acabado. Todos. Es igual si es past simple o continuous or perfect for that matter. Esto hay que tenerlo claro. Luego, disgintuismos entre la idea de en un momento concreto o en general. Si es general, si nada interrumpe a nada o al menos no lo mencionamos... usamos el past simple que tal como indica...es simple porque solo tienen una sola palabra. También podríamos hablar del hábito.. antes hablaba mucho con ella. Pero aquí pasamos un poco al “used to” porque puede referirse al hecho que ya no. I used to speak to her often. Si no es el caso, este “hablaba” también es un simple past simple. O sea que para el past simple inglés tenemos: estuve hablando, hablé y hablaba. Vaya tela, no?

En catalán la cosa se complica más porque el equivalente del past simple inglés tiene dos palabras: vaig parlar (hablé / I spoke), vaig estar parlarnt (estuve hablando/ I spoke), estava parlant (quan va arribar) ( estaba hablando / I was talking ), abans parlava amb ella... O sea, a veces se puede confiar en traducir palabra por palabra y otras no. Hay que saber cuándo, y creo que es importante ser consciente de las similitudes y diferencias respecto a nuestros idiomas.

Se podría continuar hablando del present perfect pero hay otra entrada (en inglés) sobre éste, y ya nos salimos del tema.

ps.el talk y el speak los vamos a dar por muy parecidos, o sea que el uso el verbo es sí que se use es lo de menos. Como si cambiamos el talk por go, eat or read.

Monday, 3 February 2014

holistic approach to understand better spoken English



Some ideas to improve your overall comprehension of oral English, and little by little, your own production:
Learn in a holistic way, the best way I can think of is to:

-          Learn in chunks and train your ear to identify how these chunks sound as a sequence of sounds as opposed of just a group of words
-          Study collocations
-          Be aware of how your brain will work out the little grammar words almost unnoticeable to the untrained ear by familiarising yourself with the sequence of sounds.
-          Become aware of things, identify them and then little by little you’ll produce them yourself (hopefully :-))
-          Learn the pronunciation of each sound but remain flexible, open-minded as different varieties pronounce vowels differently.
-          Be aware that sounds are influenced by what’s next to them, notice the position of your tongue when you pronounce n in thin and think and thing.
-          Identify the different parts of the language learning help you understand language as a whole. ?
-          Learn to identify sounds that you mispronounce, how a native speaker pronounced certain words / phrases and learn to accept that it may difficult for you to actually speak like a native at an adult age. But we can train the ear to identify sounds. It’s not easy but not as hard as it may appear.
-          Listen, transcribe and repeat with supervision at first, repeat on your own, read and repeat. Identify sounds and minimal pairs.
-          Be aware that, just like in Spanish, if you change a sound, you change the word. You change the stress of a word and you may potentially change the word too. Unlike Spanish, you change the stress of a sentence or on a word within a sentence and you give the sentence a different meaning/emphasis.
-          In some cases, just one sound and we have the past or the present of a tense/sentence. Learn to identify it and pronounce it. (-ed is often pronounced as t or d)
-          Identify patterns of letters and their most common pronunciation but never take this for granted. Spelling is so common in English because pronunciation is so unreliable. Homophones, minimal pairs... if you know if the word is a noun, adj, verb, etc , your brain will make a quicker connection to the right meaning, provided you know the word.
-          Learn as much vocabulary as you can. You won’t necessarily understand something if you don’t know the word or expression. You’ll brain may make a connection to something it has stored.
-          Get rid of the idea of one word=one meaning. Words are concepts and can be translated in different ways into different languages depending on their understanding of the world. In how many translations can you think of “meet” into Spanish, and German and French?  And of the word dejar in Spanish into English? For an example of what i mean, go on www.visuwords.com

Monday, 13 January 2014

(ideas) on importance of pronunciation



Pronunciation

"you don't have to sound like a native speaker but..." 
Pronunciation is not only a matter of you being understood when producing words. It is also a question of you understanding when spoken to. It’s a two way issue. If you are aware of sounds and how English works phonetically speaking, it makes it easier for you to understand. It’s not only a matter of pronouncing though, it’s important to know vocabulary and to understand how grammar works that you’ll lead you to a greater comprehension.
You explain something so the other understands and acts accordingly. But you have to understand as well. If you catch certain sounds you’ll be more accurate and if you are accurate your message will be clearer to understand or at least you’ll reduce the chances of misunderstandings because of pronunciation, at least. If you catch the sounds you’ll find it easier to produce them too, and consequently, if you produce them, and you are more easily understood, your confidence will grow. For example, the pronunciation of the regular past, in many cases is just a matter of a t sound. Only the t sound (if there’s no time reference) indicates the past tense! So it’s important to train the ear to identify it and produce it.

Another important thing is to speak slowly. Speaking fast does not hide mistakes or proves that your command of the language is good. Speaking fast you may end up getting the person confused, which is not the aim of communication!
Then again, it’s also important to note that if you are going to interact with mainly non-native speakers there are items below which may become a little less important to tackle in-depth. Yet, should you speak to native speakers, it’s worth mentioning that those native speakers who are not used to speaking to non-natives speakers will hardly ever express their lack of understanding and they simply nod. So, you are never sure if they got your message in full or not. Whereas native speakers who are used to working/speaking with people with your accent will certainly find it a touch easier.


  1. Sound awareness 42 sounds: Look at the pdf doc with a comparison of the letters (of the alphabet) and actual sounds that English, French, Italian, Spanish and Catalan have. Objective: become aware that English pronunciation and therefore understanding and producing it can be hard for languages of Latin origin. Spanish has 26 letters and 27 sounds, Catalan ...27 letteres and 32(?) sounds amongst them the schwa, the most common sound in English, French also has more sounds than letters,... Which makes or should it easier to discriminate and produce more accurate English in terms of phonetics only. The fact that Spanish has fewer sounds explains why Spanish-only speakers find English hard to understand and produce intelligible output- among other reasons.

  1. Watch the Introduction videos from bbc learning English, pronunciation tips. Listen to them at least twice.
You don’t have to learn the symbols but it’s useful and not hard. As the lady says, many of the symbols are the same as the letters.  Learn to associate a sound to a symbol to become aware of little differences between very similar sounds.  In Spanish for example: cajón, cojón. Note that if you change the sound, you change the meaning!

  1. Symbols look scary but try the Quizzes tab for fun and you’ll discover that they are intuitive and you can draw patterns of use. Do the quizzes twice or more. It’s fun and easy to use.

Vowels v consonants ?

  1. Sounds:  learn, cup cap, etc. Carefully read and listen to the sounds and videos from the ppt doc provided.

  1. –es, -ure word document. Use www.howjsay.com and www.wordreference.com   
  2. Schwa and weak forms
  3. Past ed
  4. Ea spelling and sounds
  5. Minimal pairs
  6. Connected speech
  7. Learn to identify –er at the end of word as most times –er means :
-          Verb + er =  Noun. The person (or thing) that + meaning of verb
                               Ex. Teach – teacher, recruit-recruiter, cook-cooker
-          Adjective + er =Adjective. More , comparative adjective
                       Ex. Simple- simpler, big- bigger, easy- easier, common- commoner   (+than)
-          Other with no suffix: sister, brother, etc.

It’s just a little schwa sound. 1 little sounds together with other grammatical information to help you figure out the words category.  Become aware of the grammar to help the brain make you understand the word.
-           
  1. Ea in spelling can be tricky:
  2. Oo
  3. ou

Monday, 2 December 2013

Saying numbers in English

Numbers are found in prices (35€), dates, fractions, maths formulae, financial reports, telephone numbers, etc. Numbers are everywhere! That's how important they are. We say the same figure , say 2010, differently depending if it's a time, a year, a price, a code so learn not just the numbers but how to say them (and their associated prepositions if necessary!).

People all levels seem to have a lot difficulties with numbers, whether it is when saying dates or with fractions or long numbers. Here is a compilation of material that you, if you are one of these people, might find useful.

Numbers
See them, hear them + lots of useful info.
Number+ teen     number +ty
Thir teen                    thir ty

Saying long numbers:
very easy, same order as in your language
Watch and learn:                                    J
Three hundred and thirty three thousand three hundred and thirteenquin número és?
In British English we use and afterhundred”. We pronounce it very quickly like in Guns ‘n roses, the musing band from 1990s!
 
Dates
In English, we can say dates either with the day before the month, or the month before the day:
We write:
1st Jan, 2001 or Jan 1st, 2001… and    1 Jan, 2001 or Jan 1, 2001
We say: The first of January / January the first.
Remember to use ordinal numbers for dates in English even if we do not write it.
(The first, the second, the third, the fourth, the twenty-second, the thirty-first etc.)
Years
For years up until 2000, separate the four
numbers into two pairs of two:
1965 = nineteen sixty-five
1871 = eighteen seventy-one
1999 = nineteen ninety-nine
For this decade, you need to say "two thousand and —-" when speaking British English:
2001 = two thousand and one
2009 = two thousand and nine

Large numbers
Divide the number into units of hundreds and thousands:
400,000 = four hundred thousand (no
s plural)
If the number includes a smaller number, use "and" in British English:
450,000 = four hundred and fifty thousand
400,360 = four hundred thousand and three hundred and sixty  

Fractions, ratios and percentages
½ = one half
1/3 = one third
¼ = one quarter
1/5 = one fifth
1/ 6 = one sixth
etc
3/5 = three fifths
1.5% = one point five percent
0.3% =
nought / zero point three percent
2:1 = two to one

Saying 0
Depending on the context, we can pronounce zero in different ways:
2-0 (football) = Two nil
30 – 0 (tennis) = Thirty love
604 7721 (phone number) = six oh four…
0.4 (a number) =
nought point four / zero point four
0C (temperature) = zero degrees

Talking about calculations in English
+ (plus)
2 + 1 = 3 (two plus one equals/is three)
- (minus / take away)
5 – 3 = 2 (five minus three equals two / five take away three equals two)
x (multiplied by / times)
2 x 3 = 6 (two multiplied by three equals six / two times three equals six)
/ (divided by)
6 / 3 = 2 (six divided by three equals two)

 

Monday, 11 November 2013

I am reaching the conclusion that teaching vocabulary at advanced levels if they are not going to be exposed to it is just a bit frustrating. For them , they are not going to get many chances of acquiring it and they probably want more feeling of progress than just learning new expressions. Grammar will help them understand more, and with effort, you can actually get them to use it in an undersatable way.


We are at a stage where people have been exposed to a considerable amount of English.
Vocabulary is key.
The latest example is of somebody who says… dots meaning points. Ununderstandable nearly.
We can share this dots  based on our eHIS   
People are not aware that words don’t just have one meaning, one translation.


desensenyar i reensenyar i reaprendre
es el que s'ha de fer amb angles als meus adults
we insist on teaching structures and words which students will very unlikely use. Not because they lack the ability but because culturally it's just too different. they don't relate to them.
their brain uses whatever pattern it has and whatever is simpler to retrieve.
that's considering they are not exposed to real English and by real i mean British or American english, or Australian.

ensenyar angles avui en dia es desensenyar el que saben o creuen saber.
desensenyar mal habits de parla i escriptura

i tall that to vicky