See or she? - common problems for Cambodian learners of English

Cambodian learners of English as a foreign language are prone to struggle with certain specific aspects of pronunciation and grammar, due to lack of equivalent features in the Khmer language. There are other more general problems to overcome when using Western-oriented study materials due to cultural differences. I will describe the specific difficulties I have experienced here.

Like learners from other Asian countries, Cambodian learners struggle to produce certain sounds. The main difficulties are with fricative consonants (those that are pronounced by forcing air between two parts of the mouth, for example the bottom lip and teeth). The /ʃ/ sound (sh as in sheep) does not exist in the Khmer language and so learners will tend to produce /s/ instead. Likewise, they will be unfamiliar with the sounds /θ/ and /ð/ (soft and hard th as in thing and this) and tend to pronounce them as /t/ and /d/ respectively. The /v/ sound also causes trouble, and Cambodian learners will tend to produce /w/ instead. Finally the /ʒ/ (as in television) is hard for the learners to produce.

In addition to individual phonemes causing general pronunciation problems, final consonants or clusters of consonants tend to cause difficulty. For example, learners generally don't have a problem pronouncing /ʧ/ at the start of a word (like the ch in cheese) but will have trouble with it at the end of a word (such as beach). This is due to a feature of the Khmer language, where the final consonant in a word is only partially articulated (similar to British English 'dropping' of the final /t/ in words such as beat). As a result, learners may not fully pronounce final consonants, or may drop them altogether.

The other main area of difficulty with pronunciation is linking between syllables. Cambodian learners tend to define each individual syllable quite sharply, leading to a staccato pronunciation. For example, the Cambodian learner's natural inclination will be to pronounce 'going' as /gəʊ ɪŋ/ rather than /gəʊwɪŋ/. In addition, the English language's variable and sometimes sing-song intonation can sound strange to the learners who are used to a narrower range of modulation.

English grammar poses a particular problem to Cambodian learners, much like speakers of other Asian languages whose structure is completely different from that of English. Many features of English and other European languages simply have no equivalent in the Khmer language. For example, there are no definite or indefinite articles; verbs do not conjugate according to gender or number; tenses are indicated by context or by adding time words; and there are no plural forms for nouns. Subject pronouns can be omitted if the context makes it clear who the subject is, and possession is generally indicated by using the personal pronoun after the noun. As a result, a sentence such as "Yesterday stay house I" would be grammatically correct if translated word-to-word back into the Khmer language. In writing, the final 's' is often omitted from plurals, possessives and third-person singular verbs; however it is hard to know whether this stems from pronunciation difficulties or grammar difficulties. Learners may alternatively hypercorrect by adding 's' where it is not needed.

Apart from pronunciation and grammar, there can be difficulties when trying to use Western-oriented study materials with Cambodian learners. The most obvious problem is that the material in Oxford/Cambridge textbooks is often culturally irrelevant, dealing with topics or situations which are completely alien. The material in certain textbooks assumes prior knowledge about historical figures or events which are only widely known to a Western student base, so a pre-lesson explanation needs to be done before the material can actually be used. What we might assume is 'general knowledge' may be completely new to the learners. This may be because Cambodian society is fairly insular and does not have a strong 'reading culture'. As another result of this, learners may find it very challenging to read fiction or longer texts.

To conclude, Cambodian learners understandably have various different types of difficulty with the English language. However, awareness of the problem is part of the solution, and the problems can be successfully overcome with care and attention on the part of both teacher and student.

British Royal Family Tree (free printable worksheet)

This is a printable standalone worksheet that contains all the information learners need to complete the British Royal Family tree.

For the "research project version" with no accompanying text, click here.

Lead in with pictures of members of the British Royal Family, eliciting their names and relationships to one another, and then hand out the worksheet. Students can complete it individually or in pairs.

Follow up with a quiz to revise family words, for example: Who is Prince Harry's aunt? Who is Prince Philip's mother-in-law?

Click here to get the FREE pdf

(Links open in Google docs, no sign-in required, you can then download, save, and print as required.)

No, not, neither, none: revision for intermediate ESL students (free printable worksheet)

By special request from my students I made a revision sheet for no, not, neither, and none.

No, not, neither, none

No means “not any” and is used before nouns.

There is no water on the Moon.

I can’t write.  I have no pencil.

Snakes have no legs.

None means “not one” of a group of things, or “not one part” of a whole thing.

It is a pronoun which can be the subject or object of a sentence.

None of the mangoes looked good enough to eat.

None of the bread was eaten / We ate none of the bread.

It can also be used as a short answer.

Q. How many bananas are left?  A. None.

Neither means “not one” of two things.

I had two projects, but I completed neither of them.

Neither of my parents wear glasses.

Not makes a verb negative.

I do not like dogs.

I have not been to China.

There aren’t any students in the classroom.

My breakfast disaster

Fill the gaps with no, not, none, or neither

One day I got out of bed and went into the kitchen to make breakfast.  I had (1) ____ slept very well, so I wanted to make coffee first.  But when I looked in the cupboard, there was (2) ____ coffee left!  Then I looked for tea, but there was (3) ____ of that either.  So I opened the fridge to look for something to drink, and guess what?  There was (4) _____ milk and (5) _____ juice.  There was (6) ____ even any water.  There were two bananas left, but (7) ______ of them looked good enough to eat.  Who had eaten everything in my fridge?  It was (8) _____ me!  Getting annoyed, I went to the shop near my house but (9) ____ of the staff were there.  Finally I went to a café and ordered banana pancakes and coffee, with (10) ____ milk and (11) ____ sugar, just the way I like it.  Later I told my friends about my terrible morning but (12) ____ of them were interested.

Click here to get the worksheet FREE

Link opens in Google documents and you can then download, print or save as required

Telling tales #1: Adverbs and adjectives

If verbs and nouns are meat and bread, adverbs and adjectives are sauce and pickles. To get my students to spice up their narrative sandwiches I decided to go way back to basics and practice placing adjectives and adverbs. This worksheet could really be adapted for any level by providing more complex sentences and encouraging more sophisticated vocabulary. Sky's the limit!

Start by brainstorming adverbs and adjectives. Students can show you what they already know, and you can take the chance to feed in new words.

Students progress to adding adverbs and adjectives to simple sentences.

Happy sandwich-making!

Click here to get the worksheet FREE
(Links open in Google Docs and you can then download, print, or save as required)

Passive vs active voice (free printable worksheet)

When I first introduced the passive to my pre-intermediate Cambodian students, their initial reaction was to look at me as if to say, "You're telling me English has another tense? Why, teacher? Why?"

They're definitely warming to it now... I think.

The Oxford textbook that we use tends to jump in at the deep end with grammar points. While the passive may be a breeze for speakers of languages that form it in the same way (eg. French or German), it will understandably take a bit more work for speakers of languages that have no such thing.

To bridge the gap, I made a handout that explains how the passive is formed and what it is used for.

It progresses to some guided practice in the present tense.

Click to get the worksheet FREE

Link opens with Google documents, you can then print or download as required

Present perfect continuous: a no-prep mingle activity

When teaching a grammar point it's important to think "When do I actually use this structure in real life?". The present perfect continuous often appears in ESL textbooks in contrived contexts such as "Why are your eyes red? - I've been crying!"... which honestly I don't think I've ever said in my life.

Being in a new town and a new job, I've found myself having the same conversation over and over. Within a few minutes the conversation generally runs to "I work at the language school - Oh, how long have you been working there?"

Teaching this usage of the present perfect continuous prepares students to have a natural, normal, real-life conversation. What could be better?

Procedure

First, have each student take a small piece of paper and write the following items. Stress: not your own name and workplace but a made-up one.

Name Place of work Small number

Example:

Sopheak Hospital 3

Take the papers in, shuffle and redistribute. Model the conversation:

"Hello, what's your name?"

"My name's..."

"Where do you work?"

"I work at the..."

"How long have you been working there?"

"I've been working there for X years!"

Now the students mingle around the classroom to practice the questions and answers using the cues on their paper. To give a motivation for speaking to everyone, challenge them to find someone who works in the same place as them. Obviously this may or may not happen depending on what the students have written, but they will have to speak to everyone to find out!

Happy mingling!

Do you need to be confident to be a teacher?

I think most people are neither complete introverts nor extroverts, but fit somewhere along the scale and share characteristics with both. I'm typically somewhere in the introvert camp (maybe about 35-40, where 0 is completely introverted and 100 is completely extroverted). It definitely used to hold me back. How can I do X, Y or Z career when I'm not as out-there as everyone else? Luckily I've found that with teaching, confidence is gained with experience, a little introversion actually helps, and techniques can fill in the gaps.

You don't need to have a booming voice.

As long as all the students can hear you, you don't need to have a deafening voice. This will vary according to the size of your classroom and the ambient noise, but normally your speaking voice needn't be a shout. When you need to get the class's attention, shouting can add to the noise and doesn't always help. Use alternative attention-getting techniques such as clapping, shushing, or raising your hand and clicking your fingers.

You don't need to be able to talk for half an hour straight.

In a modern EFL classroom, the teacher is not a lecturer but a facilitator. Yes, some speaking is required, but too much TTT (teacher talk time) is seen as counter-productive. The teacher is not in the spotlight all the time. Your job is to get the students to do as much of the work as possible!

You don't need to know everything in the world.

Students will ask you unexpected questions. Sometimes you won't know the answer off the top of your head and that's fine. There's no shame in having to look something up, and willingness to do some research sets a good example for your students.

Some introversion can be a good thing.

Quiet puts forward that introverts have a longer concentration span and are a more able to work alone than their extroverted counterparts. Teachers certainly need the self-powered perseverance to create a good lesson plan and source materials. I would say that a degree of introversion is actually essential for a teacher.

On the other hand, you do need some people skills.

It's important to be able to empathise with learners and establish a good rapport with them. The learners need to have some respect for you, and this may mean that you have to be assertive at times. Luckily, you can learn techniques to keep control without feeling like you're acting out of character. Ultimately, a gentle personality combined with effective classroom management can create a calm, productive classroom environment.

In all, don't be put off teaching just because you've been labelled as 'shy' by other people. By focussing on the learner and having enthusiasm for what you do, you can be an effective teacher whether you are naturally outgoing or not.

British Royal Family Tree - research project (free printable worksheet)

This is a research-project type worksheet where learners are provided with the family tree template and then use the Internet to fill in the information.

Click here for the standalone version with accompanying text.

Lead in with photos of Royal family members and elicit a small section of the family tree to the board. Then let the learners loose on the computer room, or their smartphones or iPads.

Early finishers can colour in the title or decorate the blank spaces, then display the completed trees on the wall.

Click here to download the FREE pdf.

(Links open in Google Drive and you can then download, save, print, and use as required)