7 tips for teaching English to beginners

ɫèAV Languages
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Teaching beginners can be daunting, especially when it’s a monolingual group and you know nothing of their language, or it’s a multilingual group and the only common language is the English you’ve been tasked with teaching them. Nevertheless, not only is it possible to teach beginners only through English, but it can also be one of the most rewarding levels to teach. To help you succeed in setting your learners firmly on the path to increasing proficiency, here are seven tips for teaching English to beginners.

1. Keep instructions clear and simple

When addressing a class of students, especially ones you’ve just met, it can be tempting to explain activities in your politest language. After all, no one likes to be rude. However, a student who has only a few words of English, if any at all, won’t appreciate the courtesy of (or even understand), “OK, so now what I’d like you all to do, if you don’t mind, is just to stand up for a moment and come to the front of the class. Oh, and please bring your book with you. Could we all do that?”

Instead, make instructions crystal clear by using as few words as necessary, gesturing whenever possible, and breaking down a series of instructions into smaller units. If you want to be polite, ‼𲹲” and “thank you” will do. “Everybody – take your book, please. Stand up. Now, come here, please. Thank you.”

2. Let them listen first

Your students will likely want to start practicing speaking from the get-go. However, it takes a while for one’s ear to acclimatize to the sounds of a new language, and not everyone will be so keen; don’t pressure students into speaking before they’ve had lots of opportunity to listen to you using it (which doesn’t mean you should just be rambling on at the front of the classroom – with beginners more so than with other levels, you really have to consider what you say and grade your language accordingly).

3. Drill, repeat, drill, repeat, drill…

Beginners need lots of repetition and drilling, especially as they get to grips with the sounds of their new language. It might seem boring to go over the same sentences again and again, but it is necessary. When practicing a new sentence, try back-drilling, breaking the sentence down into manageable units and then building it back up, working backwards from the end to the beginning; this helps ensure that your intonation is natural and that you get elements of connected speech right. For example, break down “Would you like a cup of tea?” as follows:

tea > cup of tea > like a > like a cup of tea > Would you > Would you like a cup of tea?

4. Establish classroom language early on

Classroom language – Can you speak more slowly? What do we have to do? I don’t understand. What does… mean? How do you say… in English? – is usually associated with , but it also helps with adult beginners. No matter how friendly and relaxed you make your classroom atmosphere, can still be daunting, especially when you feel you’re not entirely following what’s going on, or that you might be called on to say something that you don’t feel ready to say. It’s much better to equip students early on with classroom language that will help them navigate the lesson smoothly.

5. Avoid metalanguage

There’s no point in students knowing the terms past simple, irregular verb or adverb of frequency if they can’t use the actual structures or words they refer to. Don’t tell them how to say something: show them. Give as much context as you can (visual prompts work well).

Furthermore, make sure you check they have understood by asking questions that test their comprehension – never ask “Do you understand?” as:

a) many people are reluctant to let on that they haven’t understood and will pretend instead that they have

b) a student may think they have understood when in fact they haven’t.

6. Don’t forget that your students are fluent in their own language(s)

This may seem trivial, but it’s all too easy when listening to somebody speaking broken English to forget that behind the errors and the mispronunciation is a person with cogent thoughts, no doubt articulate in their first language, attempting to communicate their opinions or ideas.

As teachers, we not only have to be patient and proactive listeners, alert to the reasons why specific errors are being made while filling in the gaps in less-than-perfect communication, but we also have to steer clear of adopting the 'Me-Tarzan-You-Jane' approach to teaching, degenerating the very language we are aiming to teach.

Rather than degrading our language, we have to grade it carefully to keep it comprehensible while maintaining its naturalness, rhythm and spirit, ensuring all the while that, as far as possible, we actually converse with our students and listen to what they have to say. After all, even from the very first lessons, from the ‘A’ in the alphabet and the ‘am’ of ‘to be’, communication is the goal.

7. Prepare well, prepare a lot, keep them talking

Even though teaching beginners entails progressing slowly and recycling and repeating language many times, that doesn’t mean recycling the same activities, especially not during one lesson. Ensure you have a range of activities to use, and don’t go into class without having first carefully thought through how you are going to introduce a new language, how you will check that the students have understood it, how you will practice it, and how you will deal with potential misunderstandings. The possibility for confusion at this level is much greater than at higher levels, and sometimes even harder to disentangle.

Also, remember, unlike with higher levels, you can’t rely on conversations developing simply because the students don’t yet have the linguistic resources to engage in anything other than simple exchanges (though in time, they will). This means that the onus will largely be on you to keep them talking.

Finally, enjoy this level. Although in many ways the most challenging level to teach, it can also be one of the most satisfying. Seeing your learners go from knowing nothing to knowing a few words to knowing a few sentences and structures to being able to hold rudimentary conversations can be incredibly rewarding. If they enjoy their initial exposure to the language, and feel confident and inspired to continue, then you will have helped pave the way to their further success.

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  • A group of friends sat outside smiling and talking

    Lesser-known differences between British and American English

    By Heath Pulliam
    Reading time: 5 minutes

    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English isitalicized.

    1.Footballerandfootball player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.I dzܱ’t care lessandI could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.”

    “Oh, I didn’t know you were interested in tabloid news.”

    “I’m not! I just said I didn’t care about it.”

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.”

    “Ugh! What I mean is that I dzܱ’t care less. Happy?”

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.Anticlockwiseand counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.The prefixesanti- andcounter- mean similar things.Anti- means against, andcounter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.Buying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.Haveand take

    Have and take are used often before nouns like shower, break, bath, rest and nap.In the U.S., peopletakeshowers andtakenaps, while in the U.K., peoplehaveshowers andhavenaps. Another example of this is how Americanstakea swim and Britshavea swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7.Quite

    This word is spelled the same in both American and British English, but means something different. In the U.S.,quiteis typically used as an intensifier, like the wordvery.In the U.K., it’s normally used as a mitigator, like the wordsomewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call themtracksuit bottomsand Americans call themsweatpants. What about a lightweight jacket that protects from wind and rain?Brits might call this ananorak(derived from the Greenlandic word), but Americans would call it awindbreaker. Both variants also useraincoatfor this article of clothing.

    9.Torchandflashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light.What Brits are referring to when they use the wordtorchis aflashlight (AmE), a small, battery-run electric lamp.

    10.’t and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. ’t, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. ’t, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.”

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.”

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here.Some of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American.Although each dialect from across the pond seems very different, they have far more similarities than differences.

  • A group of students sat together in a library around a laptop smiling

    Forgetting to remember – What active recall is all about

    By Heath Pulliam
    Reading time: 5 minutes

    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    Almost everyone has studied for a test at some point in their life. Have you ever studied a lot for a test and still not received a great grade? Probably so. This is because not all study methods are created equal. Just because you’ve ‘studied’ doesn’t necessarily mean that the material has stuck in your brain.

    Some common study methods don’t do as much as you might think. One technique, however, stands out for its efficiency and effectiveness. It’s called active recall, and it’s regarded by many as the best way to study.

    What is active recall?

    In short, active recall is the process of pulling information from your brain without prompts. The idea is that when you force yourself to remember something, you memorize it much faster than you would by only reading material or passively studying.

    When you’re taking a test and you’re not sure about an answer, you search your brain for the answer; that’s active recall. The action of trying to remember is what essentially crystallizes the information in your head for the long term. Multiple study methods use active recall or the action of searching your brain for an answer.

    Active recall forces you to pull information from your mind. It’s not just for doing well on tests but also for long-term retention.

    Active recall is praised for its effectiveness, but it is also mentally taxing. Attempting to recall things that are not in the front of your mind is tiring, which is part of why some opt out of using it.

    Dr. Cal Newport, author of Deep Work, says:

    “It’s almost like you have a pseudo-photographic memory when you study this way.”

    Passive and active study

    Most people are taught to study, but less about how to study. People end up using passive study techniques, like rereading material or rewatching lectures. Although not particularly effective, studies show that reading and rereading notes remains university students’ most common study method. (Dunlosky, 2013).

    These methods might feel like effective studying but aren’t really helping much. Yes, passive study methods such as reading, highlighting, or watching can help, but can also give you a false sense of understanding.

    With these methods, when the time comes to retrieve the information, you struggle to recall it because it is not in your long-term memory.

    The first step to becoming excellent at studying is understanding how important active study methods are, such as flashcards, practice testing, or practice teaching – all methods that use active recall.

    Spaced repetition

    If you’re researching study methods, you’ve probably encountered the term spaced repetition. This technique can be incorporated into active recall study methods, primarily flashcards.

    Spaced repetition involves reviewing information at increasingly longer intervals in order to improve long-term memory. You are using this technique when you learn something, so review it a day later, then a week later and then a month later. It helps fight your brain’s natural process of forgetting things.

    Combining spaced repetition with active recall is always a recipe for successful study.

    So, what methods can you use to employ active recall in your study sessions?

    Summarize what you know

    The simplest way to practice active recall is to try to remember the material actively. To do this, read or reread some material, then take some time away—take a walk, snack break, or whatever you like to do to take a break.

    During this break, try to replicate in your mind as much about the topic from scratch as if you had to teach about it. Don’t be discouraged if you have trouble remembering; part of the learning process is forgetting material and then remembering it.

    When using this for language acquisition, make up relevant sentences and translate them into your target language. What type of vocabulary were you learning? What grammatical structures were new to you?

    Take a mental note of which elements you were able to remember and which ones gave you trouble.

    When finished, go back to the material and review. Were you able to remember things? Whether you could or not, you’ve helped yourself. Your attempt to remember is you practicing active recall.

    When you do successfully remember something, you’ll realize that it is locked in your long-term memory. This method is as simple as it is productive.

    Teach a friend

    Similar to mental summarizing, after studying, find a friend and do your best to explain the topic to them. Language learning could involve explaining how a new grammar pattern works in your target language or taking sentences and phrases and translating them to a friend.

    As a teacher, your best lessons are the ones where you know the material inside and out. If you can effectively explain and teach someone about your target language, you are that much closer to mastering the information yourself.

    Flashcards

    Flashcards, especially when combined with spaced repetition, are the king of study methods for language acquisition.

    Between all that they can be used for, they are especially good for language learning, no matter what part of the language you’re studying. This is one of the best ways to learn sentence structure that does not mirror your native tongue, conjugations for speedy use and general vocabulary.

    I have found that using a spaced repetition-based flashcard program is the best way to study a language. This way, you don’t have to schedule a bunch of paper flashcards manually.

    Among the most popular programs for language learners is Anki. Anki is a spaced repetition flashcard program. With it, you create your cards and the program schedules them at increasingly longer intervals. It is also used widely among students studying for large tests, like medical and law exams.

    To make the best flashcards, make them yourself. Downloading a big set of flashcards for your target language is tempting but not particularly helpful. Instead, after each study session, make a few flashcards yourself covering the new vocabulary/grammar you’ve just learned about.

    One more thing: do not use multiple-choice answers for your cards. Active recall happens when you produce information without prompts or assistance.

    Personally, I use flashcards every day to learn Spanish through . This program has a learning curve, but the payoff makes it worth it.

    Test yourself

    The goal of studying for a test is to be able to answer questions about a topic or, even better, know the material for real-world application. As stated earlier, active recall happens during testing, so why not use this form of active recall before testing?

    Use your materials to make a mock exam in this method, then take it. Through actively remembering to answer each question, the ones you get right will stick in your brain. Review the questions that you dzܱ’t remember and retake the test focusing on them.

    While not particularly complicated, these tips and methods’ effectiveness comes from their use of active recall. As you forget information and pull it from the depths of your memory, you solidify it for yourself.

    Forgetting plays an important role in learning something for long-term memory.

    Now, get to studying; how are you going to use the power of active recall in your routine?

    References

    Dunlosky, J. "Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology." Association for Psychological Science, 2013, 1-6