Listening to word sounds different

We have written a series of posts about phonological awareness. This is the ability to hear and tell the difference between sounds both in isolation and in words.  You can read our other posts about listening to sounds, rhyme and syllables.

listening-to-sounds-in-words

Once a child can tell the difference between two sounds consistently, you can move on to listening for sounds in words.  Do make sure you have gone through Helen’s post about listening for speech sounds first before moving onto words.  This is  a harder skill and normally starts to develop between the ages of four and five years old.  So don’t worry if your pre-schooler finds it tricky.

Being able to work out what sounds are in a word, needs the child to be able to segment or pull apart the sounds in a word.  For example they need to work out that car has a ‘k’ and an ‘ar’ sound it in.  When children first learn a word, they remember it as a chunk and have to work out that it is actually made up of different sounds.  This skill is key for spelling words and the opposite of blending sounds together that is needed for reading.

I work with a number of children at junior school (7-11 year olds) who are finding these skills hard.  There is an obvious and often significant impact on their literacy sills.  These children will need extra support and practise to gain confidence in these skills.

Below is an outline of how to teach this skill.  If you are going to work on this please make it fun!  Play games, take turns and mix in words your child finds easy as well as the ones they find hard.  Also with all the ideas below, we are saying the words and sounds.  We are not linking them to the written letter yet as this makes the task harder.

How can we help a child work out what the first sound in a word is?

  • One of the main ways we can help a child work out what sounds are in a word, is by saying the word slowly for them.  You will need to introduce the idea and say we are going to listen to first sound/ the sound at the start of the word.  Then you can say a word slowly for them e.g. sssssssea.  If they can’t identify the ‘s’ sound, say the word again and then comment, I can hear that snaky ‘s’ sound, listen ssssssea.
  • If your child is finding it hard to identify the first sounds in words, try using words with long sounds at the beginning as it is easier to elongate them.  Think of words that start with s, f or sh.  Then once your child understands what we are asking them to do, move onto other sounds at the start of words.
  • It can also help if you start with shorter words.  If you give your child a long word they may well identify some of the other sounds instead.

Once your child understands the task you could try some variations.

  • Try saying 2 words to your child or show them 2 pictures. For example fish and fox.  Then you can ask them if the words start with the same sound.  At first you may need to talk about each word and say it slowly so they can identify the sound.  Then you can compare the sounds and decide if they are the same.
  • You could show the child two pictures e.g. the sea and a cup.  You can ask them to find them the one that starts with a ‘s’.  At first you may need to say the words out loud for you child and talk to them about the first sounds before they can identify which pictures starts with a specific sound.
  • There is a great app by I can do apps called Starting Sounds.  This has a number of levels to work through and great pictures to support the child.

Something else to try:-

  • Some children find it tricky to identify the first sound in a word, but may well be able to identify the final sound in words.  If you have worked on the first sound for a while and your child is finding it tricky, you could try sounds at the end.  Again we want to slow down the word and start with short words.  Words with long sounds at the end may well be easier.  For example mouse, dice, leaf.  Remember to elongate that last sound to help your child hear it.

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1. Complete the housework activities with the verbs below.

clean     cook     do (x2)     go     load / unload     set     tidy     wash

 …………………… my bedroom

 …………………… dinner

 …………………… the dishes

 …………………… the washing

 …………………… to the supermarket

 …………………… the table

 …………………… the dishwasher

 …………………… the house

 …………………… the ironing

Answer

1 tidy   2 cook   3 wash   4 do   5 go   6 set

7 load / unload   8 clean   9 do

Listening Strategy 1

In English, you cannot always predict how a word sounds by looking at the spelling. Learning how words are pronounced will allow you to understand them when you hear them.

2. Read Listening Strategy 1. Look at the underlined letters in the words in the table. Put the words below in the correct group.

at     break     bus     can     cool     find     foot     France     good     in

jeans     June     know     month     mother     music     park     pool

print     right     run     so     steak     teach

Spelling

Sounds like

Sounds like

oo

school

look

1…………………

2…………………

3…………………

4…………………

a

father

grandson

5…………………

6…………………

7…………………

8…………………

i

wife

Italy

9…………………

10…………………

11…………………

12…………………

o

go

son

13…………………

14…………………

15…………………

16…………………

ea

eat

great

17…………………

18…………………

19…………………

20…………………

u

university

mum

21…………………

22…………………

23…………………

24…………………

Answer

1 cool   2 pool   3 foot   4 good   5 France   6 park

7 at   8 can   9 find   10 right   11 in   12 print

13 know   14 so   15 month   16 mother   17 jeans

18 teach   19 break   20 steak   21 June   22 music

23 bus   24 run

3. Circle the word with the different vowel sound.

1   a   book      b   soon      c   cook      d   wood

2   a   car      b   cat      c   bag      d   am

3   a   big      b   sit      c   child      d   is

4   a   one      b   phone      c   come      d   love

5   a   ruler      b   student      c   computer      d   Sunday

Answer

1 soon   2 car   3 child   4 phone   5 Sunday

Listening Strategy 2

Some words sound similar, but have very different meanings. Being able to detect the small difference in pronunciation will help you to understand them when you hear them. Use the context to help you too.

4. Read Listening Strategy 2. Circle the word you hear.

1   a   and              end

2   a   match         much

3   a   park            pack

4   a   let               late

5   a   eat              it

Answer

1 end   2 match   3 park   4 late   5 it

5. Listen to a dialogue between a teenager and her mother. Are the sentences true (T) or false (F)?

 Anna is happy to unload the dishwasher.

 Anna’s brother loads the dishwasher every evening.

 Anna thinks her brother isn’t tidy.

 Anna’s mum wants her to cook dinner.

 Anna’s mum can’t help Anna with maths.

 Anna’s brother isn’t at home.

Answer

1 F   2 T   3 T   4 F   5 F   6 T

Transcript

Anna   What’s for dinner, Mum?

Mum   Steak, chips and peas … Anna, can you unload the dishwasher, please?

A   Oh, Mum, can you ask Luke? I’m busy with my maths homework. It’s very difficult.

M   Anna, it’s your job to unload the dishwasher every day. You know Luke loads it after dinner.

A   I know, but I tidy my bedroom every day. But is Luke’s bedroom tidy? No, it isn’t! And I clean the bathroom. But where are Luke’s clothes? On the bathroom floor!

M   Now, Anna, that isn’t very nice. This isn’t about Luke. I want you to help me in the kitchen. I’m busy and I’m tired and I need your help. I cook dinner every day, and I hate cooking!

 OK. Sorry, Mum. I’m just worried about my maths homework. I can’t do it.

M   Well, let me cook dinner first, then I can help you with your homework. Or Luke can help you this evening. He’s good at maths.

 OK. But where is Luke?

M   He’s with Dad.

 And where’s Dad?

M   At the supermarket!

6. Look at the pairs of words. Are the underlined sounds the same or different? Tick the correct answers.

Same

Different

1

please

clean

2

unload

supermarket 

3

bedroom

cook

4

bathroom

maths

5

nice

tired

6

worried

clothes

Answer

1 same   2 different

3 same (bedroom can also be pronounced ˈbedruːm)

4 different   5 same   6 different

Extra exercises

Strategy

Before you listen, underline the key words in the questions and think about what the speakers might say about these things.

1. Read the Strategy. Then read the exam task in exercise 2 and underline the key words in the questions (A-G). Match A-G with the examples 1-7 below.

 music, sport, cinema

 how to cook, play the guitar, speak French

 slowly, quickly, in a rush

 teacher, doctor, journalist

 Candy Crush, chess, Fallout 4

 straight, wavy, curly

 friendly, patient, sensible

Answer

1 E   2 G   3 C   4 D   5 A   6 B   7 F

2. Listen to six people talking about who they are like in their family. Match speakers 1-6 with A-G. There is one extra sentence.

Speaker 1

Speaker 2

Speaker 3

Speaker 4

Speaker 5

Speaker 6

A   enjoys playing the same game as someone else in their family.

 has the same hair as someone else in their family.

 moves like someone else in their family.

D   has the same job as someone else in their family.

 looks like someone else in their family, but they have different interests.

 has a similar personality to someone else in their family.

G   learns from someone else in their family.

Answer

1 C   2 B   3 F   4 E   5 A   6 G

Transcript

1   People often say I’m like my grandfather. They say we’ve got the same walk. My grandfather always puts his hands in his pockets when he walks, and so do I. Apart from that, I can’t see the similarity.

2   I look more like my mum than my dad. Her hair is grey now, but it’s still curly, like mine. We’ve both got the same blue eyes and the same nose too. People say I look like her when she was young.

3   Yeah, I think I’m most like my dad. He’s very patient, and so am I. We don’t often get angry about things – we try to laugh instead. We’re both very tall – and very good looking, of course!

4   I often go out with my cousin, Sarah, and most people think that we’re sisters. We look quite similar, I suppose, because we’re both quite small and thin. She doesn’t like sport though, and I do.

5   I’ve got an older brother, but we don’t look anything like each other. He’s got fair hair and I’m dark, and we’ve got completely different personalities. But we both love playing chess!

6   I’m more like my aunt than my mum, really. My aunt’s a fantastic cook, and I like cooking too. I often watch her when she’s in the kitchen and then I make the same thing at home – delicious!

By
Last updated:

April 9, 2023

Add Variety to Your English Practice by Listening to Dialects

Dialects are the ways a language is spoken in specific areas or among specific people.

They may have a different way of pronouncing some words or sounds, or use phrases other people don’t.

English is the same way, and it’s spoken in England, America, Australia, Ireland and a few others, all with their own dialects

Someone from New York sounds very different from someone from Texas!

Contents

  • Why It’s Important to Learn the Right English Dialect
  • Choosing an English Dialect
  • Why Listen to English Dialects?
  • Websites for Listening to English Dialects Online
    • International Dialects of English Archive
    • Dialect Blog
    • British Library
    • Speech and Accent Archive
    • LibriVox
    • Sound Comparison
    • FluentU
  • English Dialects in TV Shows and Movies
  • Podcasts and Audiobooks


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Why It’s Important to Learn the Right English Dialect

When you’re learning English, you have to decide how to learn. Should you watch an American TV show like “Friends,” or use the learning materials from the British Council?

In other words, do you want to speak like a Hollywood movie star from California or a posh scientist from Great Britain like Benedict Cumberbatch from “The Imitation Game?”

Your decision can make a big difference, even if you don’t realize it at first.

Different dialects can have different…

  • Spelling
  • Common phrases
  • Differences in speech (pronunciations and accents)

Sometimes, they even have completely different words for the same things!

Now that you see how important this decision is, you probably have another question: How do you choose a dialect?

Choosing an English Dialect

It all depends on why you’re learning English.

Are you planning to move to or study in an English-speaking country? Are you hoping to get a job with native English speakers? Or do you just want to be able to communicate online in English?

Think about your reason for learning English, and it will be much easier to pick a dialect.

If you just want to use Facebook or Twitter in English, you can learn any dialect you like.  Online, it doesn’t matter as much. (Even some native English speakers use terrible English grammar and spelling online!).

But if you’ve been applying for jobs in England, you probably want to learn about British spelling and pronunciation. If you know what part of England you want to go to, even better! There are many different accents and ways of talking in just this one little island country.

Why Listen to English Dialects?

Lucky for you, there are lots of different resources you can use to hear how people speak all over the world. Hearing the different ways of speaking can be very interesting. It can also be very useful.

Here’s why:

  • It can be difficult to understand a dialect if you aren’t familiar with it already.
  • Listening to people talk English naturally teaches you how people actually speak, and not just how they’re “supposed” to.
  • You can feel more confident about how you speak English from listening to the different ways English is spoken around the world.

You’re ready to start your trip through different English dialects and accents! Read the suggestions below for some great websites, TV shows and podcasts that will help you learn dialects.

Websites for Listening to English Dialects Online

International Dialects of English Archive

listen to english

The International Dialects of English Archive (or IDEA) is a website with a huge amount of recordings from all over the world. IDEA recorded people reading a short story that was written specifically for hearing the different ways people pronounce sounds in the English language.

On IDEA, you can listen to dialects by country, residence (where someone lives), gender or age. You can hear native English speakers of all kinds. You can even hear how someone sounds when they’re born in one place but move to a different place later. Browse around and learn about all the wonderful ways people speak English!

Dialect Blog

listen to english

The Dialect Blog looks at how people speak in areas of America, England and Ireland. You can find a specific area you’re interested in and find out what kind of dialect that area has.

The explanations may be difficult to understand for anyone who isn’t a linguist (someone who studies languages), but it’s a great place to find out what makes each dialect different.

For example, you can learn that people from New England (the Northeastern states of America) often don’t pronounce the “r” sound at the ends of words. So the word “car” sounds more like “cah.”

The blog also has links to examples of the accents in use, so you can hear the differences between all the dialects.

British Library

listen to english

The British Library has a great collection of recordings from different parts of the country. Each recording has people talking the way they normally talk, so you get to hear phrases used in everyday conversation.

Every recording also has some explanation about what makes that dialect unique. So if you’re not sure what to listen for, reading the explanation can help you hear the differences in speech.

Speech and Accent Archive

listen to english

If you’re more interested in American or Australian dialects, you can find them in the Speech and Accent Archive. Here, you can listen to the accents of people all over the world as they speak a phrase.

To hear people from a specific area, you can browse by region. To explore further, you can also browse by language.

LibriVox

listen to english

So far, you’ve heard how native English speakers pronounce their English. But what about people who learned English as a second language? How you speak English has as much to do with where you’re from as where you live now.

The “Celebration of Dialects and Accents” on LibriVox is a collection of 35 voices reading a passage. It lets you hear people speaking English with different accents. You can hear native English speakers from various countries, but you can also hear accents from people who are English learners.

Sound Comparison

English is a Germanic language—it’s part of a group of languages. Other Germanic languages include German, Dutch and Yiddish. Sound Comparison is a fun website that shows you how different (or similar) English is to other Germanic languages.

It’s interesting to hear how one word can sound so different in languages that are closely related. Choose a word. Then, move over a bubble on the Sound Comparison map to hear the word spoken by someone in that area. They might sound different, but can you also hear the similarities?

FluentU

To hear many different English dialects, FluentU has real media clips from many English-speaking countries. These fun media clips are movie trailers, music videos, news reports and many others. The videos also have learning tools to help you understand what the native speakers saying.

For example, the subtitles and transcripts are helpful if you can’t understand an accent. The subtitles are also interactive. This means you can click on any word to see its meaning and example sentences or listen to the pronunciation.

English Dialects in TV Shows and Movies

The above websites can help you hear different dialects, but they are limited to short samples. If you really want to hear a dialect used naturally, try watching TV shows and movies from the area you’re interested in.

“Friends” (which we mentioned above) is good for the New York accent. Nancy Donovan on the show “30 Rock” has a Boston accent.  New York and Boston are actually very close to each other, but with very different pronunciations!

You can find a list of shows and movies with different American accents on TV Tropes.

“Downton Abbey” is great for hearing proper British accents. You can hear that the difference comes not just from location but also social status (how much money and what kind of job you have).

A show set in today’s time, like “The IT Crowd,” is even better. This show has more realistic and modern speech, and it also has different dialects. (One of the characters is Irish, for example).

Many shows mix dialects and accents. The great drama “Lie To Me” has a main character who is British, for instance.

The similarly excellent show “Leverage” has characters from all over the world. In this show, you can hear accents that range from the American South to Britain.

Keep in mind that some actors use fake accents. One example is Gillian Anderson (famous for the X-Files). She’s American, but uses a thick British accent in the Netflix show “The Fall.” Fake accents can be fun to try to copy. But if you want an authentic (real) dialect, you can check where an actor is from on IMDb.

Podcasts and Audiobooks

If you listen to podcasts or audiobooks to learn English, you can probably find a reader who uses the dialect you’re interested in.

To hear a smooth British accent, you can listen to books read by Stephen Fry. For an excellent American narrator, try Ron McLarty. You can hear him read “Inherent Vice” by Thomas Pynchon.

Some audiobooks even have more than one reader. A good example is Philip Pullman’s “The Golden Compass.” This audiobook is read by the author, but also has a separate person reading what each character says.

Podcasts are another great way to hear different dialects. The speech on podcasts tends to be more natural and conversational. To listen to Australian dialects, you can look around the Oz Podcasts website. For a list of British podcasts, check out the British Podcast Awards.

Podcasts can be about anything, so you can easily find one that interests you. Maybe you like hearing about interesting facts, like on 99% Invisible. Or you can even hear a podcast about horses. There are many lists of excellent podcasts you might love. There’s one you can look at from Entertainment Weekly.

Now you know a lot more about how English is spoken all over the world.

Which dialect are you most interested in listening to?


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A big well done and high-five to you for practising all sounds in English — all vowel and consonant sounds examples given above. Now you will have a better idea of which consonants and vowels in English you find challenging.  

Perhaps you found the length challenging for some of the vowel sounds. Perhaps there were some consonant sounds that you are not confident with. This learning is VERY important first step — the step of building your awareness of how you are making English consonant and vowel sounds. 

I created this page to help people learning English pronunciation and people who want to improve their English accent. You can use the recording tool and information above to listen to, record and practise all the sounds in English — each and every English vowel sound and each and every English consonant sound.

Some of them might be different to what you think!

Listen carefully.  

English has a lot of sounds! Many languages have WAY fewer vowel sounds than English. As a non-native English speaker, it’s likely that you have difficulty with some vowel and consonant sounds because they don’t exist in your first language.

With the tools above you’ll be able to:

— listen to audio of all the English vowel sounds and consonant sounds
— record and check your pronunciation of English vowel sounds and consonant sounds
— revise the IPA International Phonetic Alphabet for each sound
— practise your pronunciation of English vowel and consonant sounds

If you found this page on English consonant and vowel sounds helpful, you might like to check out:

 — more practise and a video on English Vowels IPA Examples.  
 — more practise and a video on English Consonants IPA Examples.
 — improve and practice English word stress & rhythm

For more help with speaking English more clearly, or speaking English more like a native speaker, join one of our full, tailored online courses. See our English Pronunciation Course List. 

Our online courses will help you speak clearer English and will give you the practise you need to correct your English vowel and consonant sounds. You’ll master English word stress, sentence stress, weak vowels and all areas of English pronunciation with Speech Active. Our courses are tailored specifically for speakers of your first language.

Thanks for making the most out of this page on listening to and pronouncing all the English sounds.  Now you know more about the different types of all the sounds in English — vowels and consonants. We hope that this practice page has helped you improve your pronunciation and articulation of English vowel and consonant sounds!  It’s a good idea to repeat the listen and repeat exercises for each vowel and consonant sound above. Each time you repeat it, you’ll improve your awareness and listening skills.  

Keep up the great work!

x

Georgie and the Speech Active Team

Reading, listening, speaking and writing.

As a language teacher, I’m supposed to tell you that they’re all equally important (a bit like not having a favourite child).

Between you and me, I have a favourite. One that’s more important than the others, at least for most people.

Listening.

If your main reason for learning a language is to have conversations, the best way to train yourself is by listening to lots of conversations.

Yet it also happens to be one of the most frustrating skills to master.

You might understand quite a bit when you see the words written down or hear them spoken slowly and clearly. But when natives chat at 100mph and mush their words together, it can feel impossible to keep up.

Luckily, with the right strategies, you can train yourself to understand. In this in-depth guide, I’ll show you how to tune your ears into the language you’re learning so you can follow what native speakers are saying.

We’ll cover:

  • Why listening helps you speak a foreign language better.
  • The common problems that stop you from understanding (and how to fix them).
  • 3 techniques to help you keep up with fast and unclear speech: Deliberate, Binge and Passive.
  • How to find the right listening resources.
  • Should you use subtitles? A science-based answer.
  • How to stop panicking and start understanding (+ other useful mindset stuff).

Why should I do more listening in a foreign language?

When you improve your listening skills, you’ll understand native speakers better – a fundamental skill for speaking a foreign language.

But listening has another benefit: It helps you learn how native speakers talk.

Of course, if your aim is to have conversations, you’ll also need to practice speaking. But one of the coolest things about listening is that it helps with your speaking skills. The more you listen, the more you’ll find that the right things “pop into your head” when you need them.

Listening helps you get the grammar right

Time for a little experiment. Let’s say you’re a native English speaker and I ask you which of the following is correct:

  • Last year I went to London
  • Last year I have been to London

Which would you choose?

Most native English speakers instinctively feel that the first sentence is right. They can’t tell you why, but they use it correctly even though they don’t know the rule.

When you listen a lot in a foreign language, you’ll pick up grammar without spending so much time memorising the rules. You’ll just know because it “sounds right” – a bit like in your native language.

This happens to me all the time. For example, German has several ways to say “the” (including der, die and das), which can be confusing for learners. But I know that Germans say das Foto. Why? Is it because I memorised it in a list of “das” words?

Nein.

It’s because I’ve been watching a certain reality TV show (*Cough* Germany’s Next Topmodel) where they talk about photos a lot.

Listening in a foreign language

One of my guilty pleasures is Germany’s Next Top Model. I’ve picked up lots of German grammar just by hearing certain structures being used over and over.

This doesn’t mean you should totally ignore grammar, but it does mean that you can pick up a lot relatively painlessly by listening as much as you can.

Listening helps you learn native-sounding expressions

Languages are full of little expressions that don’t translate logically. Look at the literal translations of the phrase “we’re nearly there” in different languages:

Italian: We are almost arrived (Siamo quasi arrivati).
Spoken French: One is almost arrived (On est presque arrivés).
Spanish: Already, we almost arrived (Ya casi llegamos).

Every language has thousands of little expressions like these and the best way to learn them is by hearing them in natural situations (either in real life, or via TV/films etc.)

Listening is a great way for busy people to learn a language

Just in case you needed another reason to increase the amount of listening you do in a foreign language, it’s the busy learner’s best friend. All you need is a smartphone and some headphones and you can listen as you go about your day without it taking up any extra time.

What if I don’t understand anything?

Have you ever felt a frustrating gap between your listening and reading abilities in a foreign language? When you see something written down (or if someone says it very slowly), you can follow what’s being said, but when they speak at normal speed… woosh! 

Straight over your head.

If you understand when you have the words in front of you, it’s not a comprehension problem. The problem must be sound-related – your ears aren’t tuned into the foreign language yet.

There are 2 reasons this can happen.

Problem #1. The words sound different to how you expected

When you were born, you had a super little polyglot brain that could hear sounds in all the world’s languages.

As you grew up, your brain adapted to your native language by zooming in on sounds that were important and filtering out the ones that weren’t. This is good because it helps you understand your first language better, even in unfavourable conditions, like over a crackly phone line or in a noisy pub.

But it means that when you listen to a second language as an adult, your ears play tricks on you. They make you think that the sounds in a foreign language are similar to your native language when actually they’re different.

Listening in a foreign language

Your ears are tuned into your native language. This is good because it helps you understand in tricky listening conditions, like over a crackly phone or at the pub. But it makes it harder to hear sounds in a foreign language.

Problem #2: You haven’t practised enough

At school, I hated Spanish listening exercises.

I remember feeling nervous before the teacher pressed play and the panic that set in as I missed everything that was being said. Then the self-flagellation – if I couldn’t do the class activity, I assumed the problem was me.

Now I’ve managed to learn Spanish at home on my own, I know what the real problem was.

In Spanish class, we listened to a 2-minute audio, twice. This means I was listening to Spanish for around 4 minutes a week. It’s not surprising that my listening skills weren’t very good!

When it comes to listening in a foreign language, one of the biggest challenges is the speed – to keep up with native speakers, you have to get faster at understanding.

The best way to get faster at something?

Practice.

To recap, there are two main reasons why you might find listening difficult in a foreign language:

  1. The words sound different to how you expected.
  2. You need more practice.

In the rest of this blog post, you’ll learn how to adapt to new sounds in the language you’re learning and get more practice (even if you don’t have much time) so you can understand native speakers more easily.

How to improve your listening in a foreign language

To train your listening in a foreign language, we’re going to use three different techniques.

1. Deliberate listening
2. Binge listening
3. Passive listening

Let’s get into it.

#1. Deliberate listening

Deliberate listening is all about the details. It’s a process that helps you identify what’s stopping you from understanding native speakers and fix it.

It draws from deliberate practice, a technique pioneered by psychologist Anders Ericsson, whose research suggests that you can become highly skilled in just about anything by following the 3 Fs:

  • Focus: Break the skill down into parts you can practice repeatedly
  • Feedback: Analyse your practice attempts and identify your weakness
  • Fix-it: Come up with ways to address your weaknesses so you can do better next time.

You can apply this technique to improve your listening in a foreign language. Let’s learn how.

Deliberate Listening Method 1: Dictation

In a classic dictation activity, you listen to the audio and write down what you hear. A deliberate listening dictation takes this one step further by analysing your mistakes so that you can fix them.

To get started, you’ll need some audio in the language you’re learning as well as a written version of the audio, such as a transcript or subtitles. If you need help finding these, see the next section: Where to Find Resources.

Step 1: Listen to a sentence and write what you hear. YouTube videos are ideal because you can skip back 5 seconds which makes it easy to listen to the sentence several times.

Quick tips for listening with YouTube videos:

  • Press the spacebar to play and pause.
  • Press the back arrow key to skip back 5 seconds.

Step 2: Did you understand everything? If yes, repeat step one with a new sentence. If no, look up the part you didn’t understand on the transcript/subtitles and identify the problem that stopped you from understanding.

Are there words or grammar you’re not familiar with? If yes, take a moment to look up the meaning of the word or investigate the grammar. If you think you’ll come across these words/grammar points a lot in future, make an effort to learn them so that you’ll understand them next time.

Did the words sound different to how you expected? If yes, how? Sounds often change in fast speech. For example, in French, Je ne sais pas becomes j’sais pas. Accents can also make things trickier, for example, in Mandarin Chinese, people from Beijing sometimes pronounce the “sh” sound as “r”.

Listen carefully to the part that caused you trouble and repeat a few times. In what way are the sounds different from how you expected? Keep these differences in mind so you’ll be more likely to understand when you hear them next time.

Here’s an example of this technique in action.

Dictations help you find the gaps in your listening knowledge and fix them. In this exercise, I couldn’t hear “eso” (that). After reading the subtitles and comparing them to the audio, I realised that the native speaker said it very quickly, so it just sounded like “s” between two words.

Deliberate Listening Method 2: Skipping

The skipping method is similar to the dictation method but requires a bit less effort – for times when you can’t be bothered to go all in! Instead of writing down what you hear, you’re just going to use your ears.

Step 1: Listen to the audio. When you get to a part that you don’t understand, skip back and listen several times.

Step 2: If you still can’t figure out what’s being said, consult the transcript or subtitles. Then follow the rest of step 2 from the dictation method.

  • If it’s a vocabulary or grammar problem, look it up.
  • If it’s a sound problem, listen several times and focus on the sounds. In what way are they different to how you expected? Keep this in mind for future listening.

Deliberate Listening Method 3: Shadowing

This is a variation on the technique developed by polyglot professor Alexander Argüelles. It’s a little like the dictation method, but instead of writing, you say what you hear.

Step 1: Listen to the audio and copy the speaker – try to lay your voice over the speaker’s as closely as possible.
Step 2: When you find a bit that trips you up, stop talking.
Step 3: Skip back a few times and listen to that part as closely as you can.
Step 4: If you still can’t understand, consult the transcript or subtitles.

  • If it’s a vocabulary or grammar problem, look it up.
  • If it’s a sound problem, listen several times and focus on the sounds. In what way are they different to how you expected? Keep this in mind for future listening.

Step 5: Go back to the tricky part and talk over it again, trying to mimic the new words/sounds you’ve learnt.

Here’s an example of this technique in action.

#2. Binge listening

While deliberate listening is about listening as carefully as possible, binge listening is all about listening as much as possible.

If you want to understand native speakers in the language you’re learning, it’s important to practise a lot. The more you practise listening, the faster you’ll be able to keep up.

Look for some long-format listening (like podcasts or TV shows) and listen as much as you can. Here are some examples of how you can fit listening into your day.

  • Listen to a news podcast as you eat breakfast
  • Listen to an audiobook in your car/on your way to work
  • Listen to a podcast as you do chores in the house: ironing, cleaning the bathroom, washing the dishes etc.
  • Watch YouTube videos in the language you’re learning while you’re procrastinating online
  • Watch a film or TV series in the evening.

The best thing about this kind of listening is that it doesn’t have to take any extra time out of your day – listening to a podcast while you’re walking to work or washing the dishes is easy even during busy times.

Listening is the busy language learners best friend. As long as you have a pair of headphones, you can squeeze in language learning throughout the day without it taking up any extra time – even if you’re on a boat!

To get the most out of binge listening, look for materials that are:

1. At the right level

The ideal materials are ones where you can get the general gist of what’s going on, even if you don’t understand all the details. There should be new words and expressions, but not so many that you have to interrupt your listening every few seconds to look in a dictionary.

For lower levels, start with materials that have been simplified for learners. Here’s a list of listening materials you can use:

Beginner to intermediate:

  • Audio files from a learner textbook
  • Podcasts for learners
  • TV programmes for learners
  • YouTube channels for learners
  • Audiobooks for learners

Intermediate onwards:

  • Audiobooks and podcasts for native speakers (start with simple ones, like biographies or nonfiction).
  • YouTube channels for native speakers.
  • TV programmes.
  • Films (don’t worry if you find these difficult, that’s normal even at high levels!)

More advice on where to find these in the next section: where to find resources.

2. Relevant to the skills you want to learn

If your aim is to have informal conversations with people, then talk shows, soap operas and reality TV are ideal because they will help you pick up grammar and vocabulary to talk about everyday stuff.

On the other hand, if you want to pass an oral exam, then it’s probably better to listen to news programmes and documentaries because they’ll help you learn how to speak in a more formal register.

3. Something you like

Listening in a foreign language is like cracking a code. It takes effort to decipher the unfamiliar sounds and understand the meaning.

When you don’t like what you’re listening to, you won’t feel motivated to crack the code because you don’t care about the message on the other side.

On the flip side, if you choose materials you like, you’ll be motivated to put in the work because you want to know what they’re saying. Also, as you’re going to be spending a lot of time doing it, you might as well pick something you enjoy!

If you like listening to the news in your native language, look for ways do this in the language you’re learning. If travel or photography is your thing, try and find podcasts about these topics. If you’re a reality TV addict or a Netflix fan, can you find some series in the language you’re learning?

Related posts

5 smart ways to learn a language by watching TV and films

How to learn a language at home (even if you’re really lazy)

To subtitle or not to subtitle?

Foreign language films and TV shows are tricky to understand in a foreign language, even at very high levels (so don’t worry if this is still a struggle for you!)

Subtitles can be a really handy tool, as long as they’re in the language you’re learning. Avoid subtitles in your native language – it’s too tempting to read them without making an effort to understand the foreign language.

When it comes to subtitles in the language you’re learning, while most people agree that they can help you learn a language, some worry that they’re not good for listening skills because you end up reading most of the time.

But research suggests that watching TV with subtitles still improves your listening skills. So if you prefer subtitles, feel free to keep using them!

#3. Passive listening

With passive listening, you just let the language wash over you without understanding what’s going on.

If you’re at a beginner to intermediate level, this could happen a lot when you try listening to materials for native speakers. It could also happen when you have the radio on in the background.

For learning to happen in a foreign language, you need to be able to follow the gist of what you’re hearing – it can’t happen through osmosis. For this reason, passive listening is probably the least effective of the 3 techniques, so you should focus most of your energy on the first two: deliberate and binge.

That said, passive listening can be handy sometimes, for the following reasons:

  • Being surrounded by the language helps you build a personal connection with it, which boosts motivation.
  • Getting used to not understanding everything is a good skill to have, it means you won’t panic so much when you hear the language in real-life situations.
  • It can help you get used to the rhythm and intonation of the language.

Improve your Listening in a foreign language: Where to Find Resources

Now you’re ready to start listening more in a foreign language, you’ll need some stuff to listen to! If you’re learning French, Spanish, Italian, Russian or Mandarin, you might find these posts useful:

The 17 best tools for learning French: from beginner to advanced

The 11 best tools for learning Spanish: from beginner to advanced

The 38 best Italian learning tools: from beginner to advanced

The 15 best tools for learning Russian: From beginner to advanced

The lazy person’s guide to learning Chinese

Here are a few other handy resources which are available in lots of different languages.

Easy Languages

One of my favourite resources for training yourself to understand native speakers is the Easy Languages YouTube Channel. The presenters go out into the streets and ask passersby interesting questions like “What’s the most embarrassing thing you’ve ever done?”

The answers are usually entertaining and the format gives you an example of natural speech, as well as a sneak peak into the culture of the language you’re learning.

The videos have subtitles in the language of learning and smaller subtitles in English so you can go back and check bits you didn’t understand. I like to cover the English ones up with a bit of folded paper to make sure I don’t cheat and read those ones first!

Here are links to some of the most popular languages:

  • Easy Spanish
  • Easy German
  • Easy French
  • Easy English
  • Easy Russian
  • Easy Polish
  • Easy Croatian
  • Easy Korean
  • Easy Brazilian Portuguese

The “Extra” series

If the US Sitcom friends and your school textbook had a love child, it would be the Extra Series. This educational sitcom follows the story of four young friends who share an apartment and is available in 4 languages: English, Spanish, German and French.

It’s cheesier than cheese, but if you can get past the hammy acting and over the top dialogues, it’s a really handy listening resource for beginner to intermediate levels.

Slow podcasts

Nowadays, there are lots of podcasts with slow-read audio to help learners understand better. Their websites often come with transcripts (look for links in the show notes/comments) which are handy for checking bits that you couldn’t make out in the listening. Here are a few I’ve found on iTunes and YouTube.

  • German: Slow German, Langsam Gesprochene Nachrichten
  • Mandarin Chinese: Slow Chinese, Mandarin Corner
  • Korean: Talk to me in Korean slow series
  • Russian: Slow Russian from Real Russian Club

There is also the News in Slow series, which is available in French, Spanish, Italian and German.

A little word of warning – “slow” materials are a fantastic stepping stone to help you get used to listening in a foreign language, but try not to rely on them too much. The unnatural speed means that they don’t give you much chance to practice keeping up with normal native speech.

Coffee Break Season 2

The Coffee Break Podcasts are fab at any level, but season 2 and upwards are particularly good for improving your listening skills. Over the course of the series, Mark Pentleton and his team tell stories based on conversations, which are read at a clear yet natural pace. Once they’ve read the story, they go into key vocabulary and grammar points to help you understand the dialogues in depth.

Season 2 is available in French, Spanish, Italian and German.

Viki

If you’re learning an Asian language like Mandarin, Korean or Japanese, check out Viki.

They have a “Learn mode” with interactive, dual-language subtitles where you can click on a word you don’t know and get the definition. As with Easy languages, it’s a good idea to cover up the English subtitles with a bit of paper so you don’t get tempted to cheat and read them first!

In Learn Mode, you’ll also find very user-friendly commands so you can skip back and listen to phrases you didn’t understand several times (a bit like on YouTube).

Viki.com is an amazing resource if you are learning Mandarin, Korean or Japanese. It has interactive subtitles that you can click on to see the meaning of a word, and the controls make it easy to skip back and listen to tricky sentences several times.

Skills that will help you listen in a foreign language

Now you’ve got the techniques and the resources, let’s talk quickly about personal skills that will help you deal with the challenges of listening to a foreign language.

Skill #1: Tolerate ambiguity

When you’re listening in a foreign language, you’re going to spend a lot of time not getting stuff – that’s normal. If you have a tendency to get frustrated when you don’t understand things, you’re going to make life unnecessarily difficult for yourself. Accept ambiguity as a natural part of language learning and you’ll be able to remain calm and keep moving forward.

Skill #2: Have a growth mindset

People with a fixed mindset convince themselves that they can’t do something because they’re not good at it. People with a growth mindset recognise that all skills are hard at the beginning – they know that if they keep practising, they’ll make progress.

Learning to listen in a foreign language is all about perseverance. Stick with it and you’ll get there!

Skill #3: Be an observer

Get into the habit of observing native speakers – which words, phrases and sounds do they use? The more you observe native speakers, the more you’ll be able to make educated guesses about what they’re likely to say in certain situations, which will help you follow conversations more easily.

What Next?

Listening in a foreign language can be a pain in the ear sometimes, but with the right kind of practice (and perseverance), you can do it!

Think about a typical day and decide:

  • When can you squeeze in some deliberate and binge listening?
  • Which resources are you going to use?

Keep chipping away at it and in a few months, you’ll understand native speakers much more easily.

Do you have any other strategies for improving listening that I didn’t mention in this guide? Or can you add any more good resources to the list? Let us know in the comments!

You are here

Introduction

In this first unit of the module on listening, we will illustrate a few activities that you can use in your classroom to improve your students’ listening comprehension by making them understand differences in pronunciation. As an English teacher, you might already be familiar with the phonetic symbols for sounds in English. If you are not, you can refer to any good English dictionary (e.g., Oxford/Cambridge/Longman’s Advanced Learners’ dictionaries) that contains a pronunciation key. This will help you become familiar with phonological information about English sounds, which in turn will enable you to devise classroom activities to develop your students’ listening skills. As you are perhaps aware, the pronunciation of English words differs according to which part of the word is stressed, which vowel is long or short, which words in a sentence are pronounced in their weak forms and so on. To be able to understand and respond appropriately to spoken English, JSS students need to be aware of such distinctions when they hear English being spoken. The activities in this unit will focus on giving students opportunities to hear pronunciation differences in appropriate contexts, so that they can use these skills for real-life listening. At this level, we strongly recommend that you do not teach your students the phonological symbols, because this kind of technical knowledge will not help them in actual communication situations. Instead, you can use your technical knowledge to design pronunciation tasks for classroom practice.

Unit outcomes

Upon completion of this unit you will be able to:

Outcomes

  • help your students recognise differences in English pronunciation stemming from vowel length (i.e., between long and short vowel sounds),

  • give your students practice in recognising the difference in meaning in words that are pronounced with different stress when used as different grammatical words,

  • familiarise your students with the use of weak forms of English words, and

  • design activities to give your students pronunciation practice in a specific context.

Terminology

Terminology

L1 (First language):

The language acquired at birth, normally informally.

Phonetic symbols:

The symbols developed by the International Phonetic Association to represent each distinct sound found in human languages, such as vowel and consonant sounds.

Phonological:

Referring to the sounds of a particular language (e.g., the vowel and consonant sounds of English).

Weak forms:

The unstressed forms of structure/function words like auxiliary verbs, pronouns and articles in an English utterance.

Teacher support information

You might know teachers who do not think there is any need to teach listening skills. This is unfortunate because people actually engage in more listening activities than they engage in reading for the purpose of extracting, understanding and evaluating information. Listening skills will develop only when students have an opportunity to hear English being spoken in natural contexts. Because a child’s home environment may not offer such a context, it is important to include classroom activities where students can listen to samples of oral English that represent or recreate real-life uses of English. In the Resource sections, listening passages are provided for you to read in a normal conversational style or to play on an audio or video player.

Case study

Case study

Mr Audu is an English teacher in a JSS in Nigeria. When he began teaching a new group last year, he realised that his students did not understand the English spoken on the radio. They tuned in only to music channels, and skipped other programmes on the radio. He also noticed that the students only watched the pictures on TV and were unable to understand what was being said. He decided that he had to do something to help his class to develop an interest in listening to news, and other programmes, both on radio and on TV. He also decided that he needed to develop his students’ interest in listening as he wanted to improve their reading abilities. He realised that there were no materials available. There were textbook passages for teaching reading comprehension but none for teaching listening comprehension. He decided to try out his own strategies.

Mr Audu, who was not confident about his own speaking skills, decided to practise his oral skills at home and tried to ensure that:

  • his reading speed was at a normal conversational pace,

  • his pronunciation was accurate, and

  • his voice level and tone were modulated to make his speech intelligible.

He also selected some recorded material from the Teachers Resources Centre. However, first he had to:

  1. Adjust the seating arrangement so that each student could hear the recording clearly.

  2. Adjust the volume of the audio system to a comfortable listening volume.

  3. Minimise the effect of background noise that might interfere with the sounds while the tape played.

After ensuring that these problems were taken care of, he made exercises for his students to complete while and after listening to the recordings. The students found this new learning resource interesting, and after a month or so of practice, their teacher found them spending more time listening to radio and TV broadcasts and entertainment programmes in English.

Points to ponder

  1. Do you think it is important to teach your students to practise listening, since they already hear you speaking English in every class?

  2. Have you used the audio player in your class to give your students pronunciation practice? How did you deal with background noise?

Activities

Activity 1: Distinguishing sound differences

Activity 1

Second-language speakers of English often confuse the pronunciations of the long and short vowel sounds of English. Some of these differences are found in ship and sheep, full and fool, gull and girl and so on. Students can usually recognise or pronounce these words correctly when spoken in isolation. However, when they hear the same words in a specific context, they are often unable to distinguish the difference in pronunciation. This sometimes leads to poor comprehension of spoken English.

In this activity, you can make students conscious of the differences between words that have long and short vowels between the same consonant sounds. Before the students do the activity, play the text in Resource 1 once (or read out the transcript) and have a general discussion about the story. Then give them a sheet like the one below, and tell them to circle the word they hear as they listen to the text for a second time. For example, the first word they will hear is sleep, and the second one slipped.

  1. a) sleep      b) slipped

  2. a) sleep      b) slipped

  3. a) bit           b) beat

  4. a) bit           b) beat

  5. a) lip           b) leaped

  6. a) lip           b) leaped

  7. a) sheep     b) ship

  8. a) sheep     b) ship

  9. a) peel        b) pill

  10. a) peel        b) pill

To give your students more practice in distinguishing sound differences, you can make similar activities with other comparable sets of words. Some examples are long /u:/ and short /u/ sounds (book and food), /^/ and /ɜ:/ sounds (hull and hurl), /e/ and /ei/ sounds (get and gate) or /^/ and /a:/ sounds (bun and barn), etc. You can create short passages containing examples of the same sounds (as in Resource 1) or use several pairs of sounds in the same passage to make it resemble real-life contexts. This exercise will help them recognise the sounds when they hear them in contexts outside the classroom and will improve their comprehension of spoken English.

Activity 2: Recognising differences in word stress

Activity 2

Like other languages, English has a fixed stress pattern for words containing more than one syllable. This means that a particular syllable in a word is said with more force than the others. For example, the word example is always pronounced with stress on the second syllable (ig-ZAM-pl), while the word pronunciation has the stress on the fourth syllable (pro-nunt-si-EI-shun). Sometimes, the same word has a different pronunciation according to whether it is used as a noun, adjective or verb. For example, the word present is pronounced with the stress on the first syllable when used as a noun (PRE-zent), and on the second syllable when used as a verb (pri-ZENT).

This activity should help students notice these differences in stress when the words are used in a specific context. Before you begin the activity, take the students through the list of words below by putting them up on the board and pronouncing them with the correct stress each time. For the activity, have the students listen to the passage in Resource 2 (you can say them aloud or use the audiotape), and underline the part of each highlighted word (i.e., the syllable) that is stressed. Here are the words for the board.

PRE-sent (Noun)      pre-SENT (Verb)

RE-cord (Noun)        re-CORD (Verb)

OB-ject (Noun)          ob-JECT (Verb)

PRO-duce (Noun)     pro-DUCE (Verb)

AB-sent (Adjective)   ab-SENT (Verb)

RÉ-sumé (Noun)       re-SUME (Verb)

CON-duct (Noun)      con-DUCT (Verb)

Activity 3: Recognising the use of weak forms

Activity 3

As you are no doubt aware, English is a stress-timed language — that is, in a sentence, the stress falls at regular intervals. This gives spoken English its own definite rhythm, and sometimes this rhythm poses a problem for listeners who do not have a similar rhythm in their own language. One feature of English rhythm that commonly causes problems in comprehension is the use of weak forms. For example, when pronounced in isolation, auxiliary verbs or articles such as would, have or a are said with the vowels in their strong (normal) forms — /wud/, /hæv/, /ei/. But in utterances, these are pronounced in their unstressed, weak forms — /d/, /v/, /ǝ/, as in the sentences below:

  • We’d like to see the principal, please.

  • I’ve missed classes the whole of last week, you know!

  • It’s a hit!

In classrooms, teachers usually speak to students slowly, articulating each word carefully for ease of understanding. While this is a good strategy when explaining a concept, it does not give students exposure to the “real” English that they will encounter outside the classroom. In this activity, you will be able to give students practice in understanding English spoken at normal conversational speed, when weak forms are used. Before you begin the activity, have class discussions on contracted forms of verbs. (You can also refer to Activity 2 of Unit 2 in Module 6 — Communicative Grammar for a discussion of contracted forms.) This discussion is meant to refresh your students’ knowledge of the use of contracted forms in informal English. You can, for example, have students complete the following exercise in pairs. You can also ask them to add similar words to the list. In Column 2, write the full form of the contraction in Column 1.

Column 1: Contracted form Column 2: Full form
I’ll  
I’m  
Haven’t  
Don’t  
She’ll  
We’ve  
You’ll  
I’d  
You’re  
He’s  

Have a class discussion on how these contracted forms are the written versions of the weak forms of the verbs, and how people use these weak forms in informal conversations. If the students are to easily understand what people say in conversations, they must become familiar with this special feature of spoken English.

For the activity, tell your students that they will listen to a conversation (Resource 3a) twice. The first time they will just have to listen with attention. The second time, they will have to fill in the blanks in the passage (Resource 3b) with the full forms of the words that they hear.

To give your students more practice, you can put them in groups of four (i.e., to make two pairs). The first pair will prepare a dialogue similar to the one in Resource 3a, and have a conversation. The other pair will have to write down the words that are said in their weak forms. The pairs then repeat the activity; the second pair writes their dialogue, and the first pair completes the task.

Unit summary

Summary

In this unit, we looked at a few important aspects of spoken English that JSS students need to be familiar with. The skill of listening improves only when students have regular exposure to the spoken form of the language. Also, practising pronunciation of words in isolation does not help much, as in conversations people tend to speak faster and use certain conventions like weak forms, for example. To enable students to understand spoken English, you should use activities involving providing answers both while and after listening.

Reflections

Reflection

  • Which activity was relatively easy for you to use in class?

  • Which activity was easier for the students to do?

  • What kinds of activities could you design for pronunciation practice?

Resources

Resource 1: Pat and The Sheep on Noah’s Ship

Resource 1

This transcript of a short story shows the difference in pronunciation between the short /i/ and the long /i:/ sounds of English. You can play the audio version or read it at a normal conversational speed to the class for the activity. The text should be read twice, with the students being asked just to listen the first time. Before reading the text for the second time, announce that they should do the activity while they listen.

Transcript

“Mummy, Mummy, wake up!” shouted Patricia.

Sally yawned and stretched. “Will this child ever sleep?” she thought. Suddenly she heard a thud. “Oh, no!” thought Sally, “Pat must have slipped again!” “Mummy!” she heard the child scream. Her eyes flew open to see milk poured all over the bed. Her daughter was trying to fill the spilt milk back into the bottle. Sally bit her tongue to stop herself from shouting. “I think I’m going to beat her up now!” muttered Sally to herself. But before she could say anything, Pat ran straight into Sally’s arms. Sally noticed that her daughter had a cut on her upper lip. Sally leaped off the bed quickly and ran down to the bathroom to get some antiseptic. She returned to find Pat standing beside her bed looking at her. In one hand she held her broken milk bottle and in the other she carried a storybook. Sally suddenly realised why her daughter had come to her. It was 7.00 a.m. “Mummy, please tell me the story of the black sheep on Noah’s ship!” she pleaded. Sally laughed. How easily the child had forgotten about her fall and her hunger! Sally quickly peeled a banana, fed it to Pat and popped a headache pill in her own mouth. “She really is a sweet and clever child,” thought Sally. She must remember to tell her husband about this morning’s events!

Audio

Resource file

  • http://www.youtube.com/watch?v=Kk3DvdsTj_k

This audio recording can also be found on the DVD, in the following location:

  • ScriptsModule1Unit1Activity1Resource1AudioPat and the Sheep on Noah’s Ship.mp3

Resource 2a: Allen’s announcement (transcript)

Resource 2a

Allen: Good morning, everybody! Please pay attention to this announcement.

Amina: Wait a minute! I don’t think everyone’s here — Ricky is absent, and so is Sheila.

Allen: Well, I can’t hold the announcement just because they choose to absent themselves from work! There’s good news for us — there’s a present for you if you present the record of last week’s activities accurately. The video guys will record the best presentation! And the boss wants the best presenter to submit his or her résumé at my desk so that your promotion can be processed!

Amina: I don’t object to getting a promotion, but what is the object of carrying it out like this?

Allen: We’ll come to that in a while. All right, guys! Who will conduct today’s session? Remember, there’ll be marks for good conduct as well!

Amina: Let’s not forget that we have to produce a good report at the end of the day.

Allen: True. And after that everyone’s been ordered to resume work — no holiday, guys!

Audio

Resource file

  • http://www.youtube.com/watch?v=El-Zkeia9u8

This audio recording can also be found on the DVD, in the following location:

  • ScriptsModule1Unit1Activity2Resource2AudioAllen’s Announcement.mp3

Resource 2b: Allen’s announcement (worksheet)

Resource 2b

Underline the part of the word (the syllable) that is stressed in each word you hear.

  1. Ab-sent

  2. Ab-sent

  3. Pre-sent

  4. Pre-sent

  5. Re-cord

  6. Re-cord

  7. Re-sume

  8. Re-sume

  9. Ob-ject

  10. Ob-ject

  11. Con-duct

  12. Con-duct

  13. Pro-duce

  14. Pro-duce

Resource 3a: Practising weak forms (transcript)

Resource 3a

Teacher: Kenny, why haven’t you been in class all week?

Kenny: Sorry, Teacher. I’ve been unwell.

Teacher: Well, I’ll have to mark you absent for the whole period.

Why don’t you get a certificate from your doctor?

Kenny: She’s out of the country at the moment, Teacher.

I’m going to ask her to write one when she comes back next week.

Teacher: We’ve finished three chapters in the last few days, so you’ll have to finish your homework for all of them.

Kenny: I’d like to meet you after class, Teacher, if you’re free.

Teacher: I’m sure we can arrange something, Kenny. Meet me after class at four today.

Kenny: Thank you, Sir. I’ll bring my father along. He’s been wanting to meet you to discuss this.

Audio

Resource file

  • http://www.youtube.com/watch?v=AKsf5-V9mII

This audio recording can also be found on the DVD, in the following location:

  • ScriptsModule1Unit1Activity3Resource3aAudioPracticing Weak Forms.mp3

Resource 3b: Practising weak forms (worksheet)

Resource 3b

Teacher: Kenny, why ______ you been in class all week?

Kenny: Sorry, Teacher. I ______ been unwell.

Teacher: Well, I ______ have to mark you absent for the whole period. Why ________ you _______ get a certificate from your doctor?

Kenny: She ______ out of the country at the moment, Teacher. I ______ going to ask her to write one when she comes back next week.

Teacher: We ______ finished three chapters in the last few days, so you ______have to finish your homework for all of them.

Kenny: I ______ like to meet you after class, Teacher, if you ______ free.

Teacher: I ______ sure we can arrange something, Kenny. Meet me after class at four today.

Kenny: Thank you, Sir. I ______ bring my father along. He ______ been wanting to meet you to discuss this.

Teacher question and answer

Feedback

Question: In the class we read English lessons aloud to the students before making them read these themselves. Is this not enough to help them learn good pronunciation?

Answer: Listening to the teacher read out a lesson in English is an effective means of giving students exposure to good pronunciation. However, the English textbook may not have enough instances of the language spoken in real life, as in the form of conversations. Students need exposure to the kind of informal English spoken in the real world, not just the language of stories and poems. Lessons should therefore be supplemented with activities that require students to listen to other, more natural instances of language use because this is what will prepare them to respond appropriately to people outside the classroom.

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