Prosody over Accent

I hear it from students all the time. “I need to get rid of my accent” or “I need a real English accent.” There’s even a whole cottage industry of people “teaching” real accents. The argument for a “real native English accent” is easy to refute. Start with the fact that a lot of those “real native accent” videos are taught by people who aren’t technically native speakers. So which is it? Do you want a “real native accent” or not? I was just watching a video series by a Nigerian gentleman with so many comments about how he […]

Read More

The Drama-Based Approach to Teach Communication

I’ve produced a short look into the Adrift book, and the way it uses the drama-based approach to teach communication skills. If you’re not a video person, you can also read my summary. But I do recommend checking out the video, to see inside the actual book. One of my favorite activities to make students aware of how much communicating we do with intonation, body language, and facial expressions is to have them read a short script of a scene. Then we watch the scene. Looking at the words on the page, devoid of delivery, is a very different experience. […]

Read More

Are You Teaching the Hidden Grammar of Conversation?

We’re excited to a brand-new series, Adrift, a four-episode video drama and accompanying coursebook for learners created by Chasing Time English for C1+/advanced language learners. The videos (available for free on the Chasing Time English site) provide engaging input for natural language as well as demonstrating how body language, gesture, facial expression, and voice are used to communicate non-verbally. And the story line will get students talking as if it were their new favorite TV show: A man wakes up in a mysterious room. An unknown agent interrogates him about his last job, a job that went wrong, unbeknownst […]

Read More

Conversational Moves

So many speaking materials focus on micro-language: application of a grammatical form, pronunciation of a syllable, maybe memorization of a useful phrase. But students do not get much scaffolding for a macro-approach that integrates larger elements of language such as longer turns, or whole sections of a conversation with a particular purpose or theme. Richard Swales talked about analyzing written work in terms of rhetorical moves, or places where we start new sections with a new objective. We can apply the same analysis to conversations, showing students different ways we perform conversational moves such as, starting a conversation, engaging in […]

Read More