 I don't have any PowerPoint displays to do at all. I better do it all on flashcards. And I'm just going to do my notes and everything on flashcards. And I thought, I wonder what the room will be like. Will there be a whiteboard? So you can put, well, everything was on flashcards today. And that is the nice thing about flashcards, to start off with, is that if you don't have technology, if it breaks down, you've always got this. And they can stay in folders. You can put them into the little plastic inserts. I used to actually laminate them, but I felt that they were more valuable if you just put them in a plastic insert. Because if you have it on both sides, you can't separate it, if it's in a thing. So I've started now using that a lot. Also, I wasn't really quite sure. I am very keen on pronunciation. I'm sure some of you all know, mainly because of my own pronunciation. But I have looked into it quite a lot. So I'm just wondering how many people in here, I don't mean to shame or anybody or say, well, you're not doing it. There are people I know that are doing lots of things on pronunciation, but there are many, many different ways of doing it. One way that I'm getting into quite a lot of them in it is Phonics, because I was asteroid for group of SM publishers, all for their children's books. So that's been really great. And we use loads of flashcards for that. But I have also used that for adults. So just very quickly, I'll hold these up. So there are three different ways that we teach pronunciation. And you're doing it. I know you are doing it. And one is the alphabet. We're all using the alphabet, obviously, to read it. And so on. But the alphabet really is only good for writing and spelling. It's not good for reading. It's certainly not good for pronunciation. And if you look at the vowel sounds alone, we have five vowels. It's the Latin alphabet, grand. But any other language that comes in and uses the Latin alphabet, how do they pronounce A-E-I-O-N-U? And it's really hard, especially the E and the I. I don't know how to use it. How do you say the E? Do you have the, do you have, what are your vowels, house? We have seven of our sounds, many more of our corresponding letters in Greek. So we have five different E's. There you go. Oh, great. So it's just like us. Like the letter A has got about seven different sounds alone. OK, so then you have phonics. Now, does anybody, you are actually using this in school. I know you are, but you realize it or not when you're teaching. Because anytime that you say like maybe a word like eight, E-I-G-H-T, you'll be saying, oh, it's pronounced exactly like the word eight as opposed to eight. So that's phonics when you do that. You're selling out the letters. And phonics is used for reading. And it's used mostly with children. And back 100 years ago, I was actually taught it in Canada. They were well ahead. And maybe because that's why I've gotten into it so much. Because oh, I know that. I know how to do this. But I didn't realize at the time. So, and I really, for a while, I wasn't really into anything. Phonics is my specialty. And I think this is the only thing that really works 100%. Really and truly. And when I first saw it, I really didn't want to learn it. I thought, no, I'm a native speaker. I can just say it and they can listen and they can repeat it. Fine, but as you know, it doesn't work. So, currently as well, I'm actually learning Russian. Because I know, like I've done a lot of languages so it's not 100%, but I can get work away from my way around them. But I had got the gift two and a half years ago of a little grandson and I am just charmed out of my tree. And for the fact also that he is now a bilingual baby. Hello, thank you God for that wonderful gift like a grandchild and bilingual. So, I'm having great fun watching him now and watching him form sounds with his mouth. I think that's what I'm doing. That's exactly what I'm teaching. And he is just so amazing to watch. So, I have brought you lots of little gifts today. Now I don't know how many of them you'll need, but I will show you some though. So, I'm seeing that it's Christmas. Just to get the entrance going here. No, no, no, no, sell, sell, sell, sell these, this thing. This is, so this is now phonics, or sorry, phonetics. And so, let's just say that we're just doing a flash cards. They're very good for teaching, but you can also summarize them as well. So, this sound here, does anybody know what this one is? Ah, okay. Okay, somebody said A, very good. That's this, okay. If we took this here, that's A, but when you have the diagonal lines, we said that's telling you it's a sound. So, this is the problem with the Latin alphabet in English. We have the letter A, A, B, C, D, but that's the name of the letter. It's not the actual sound. However, the letter A is a sound, is one sound for the letter A, but there are six others. Okay, so this is A. Now, if anybody knows, I've seen me doing stuff before, I'm so nervous, I'm shaking, I'm freezing cold. That's what it is. That's why I got my big scarf on today. I'm trying to be really quick. Peter said to me, have you got 57 slice days? No, I don't have any slice, I've got flash cards. He said, have you got 57 flash cards? And I said, he's right. But I'm just prepared for all problems, any questions. I'm always well-prepared, you know? Okay, so, when I was doing the phonetics, I devised a way of teaching it really, really easy instead of the whole first and then diphthongs and then consonants, which is so boring. I was boring myself while I was teaching it. But I do this to people, you know? So, I tried to devise a way that they could build off the sounds and make it just a little bit more meaningful. The first one I did was I, E-Y-E. Now, that was ground for phonetics. But the phonics people said, that's not very child-friendly. It's not very user-friendly. That is, the word E-Y-E is a tricky word. So, they're all into tricky words with phonics people. So, I thought, okay then. Another problem we have with language learners is that a lot of them don't use the articles. So, I know myself with Russian families now, trying to get them to say the A word first. So, I thought, okay, let's throw everything out and start again and make phonetics run alongside with phonics and I've actually done it. My life is that sad. This is what I do with my weekends, free time. It's all on this. But anyway, somebody's gotta do it. Okay, so let's start with the letter, the sound A and it's the word A as well. Okay? Now, just in case, does anybody teach phonics to young children? Do any of you have weak children at home that are coming home? My daughter's not here either. There you go. All right, so she will be exactly the same sound, but in phonics they do that one. But it's the same word and the same international symbol. Okay, same phonetic symbol. So, that's the only difference. And I also think too, it's a fun thing and to teach weak children it's much easier to teach them that, you know, to write that than that. So, that's the only difference. Okay? So, the next sound is this one. Okay? And now the thing is, instead of teaching in isolation, I add it to the sound before. Makes an another little article that's often left out by some English language learners. The next sound, I'm really fast here, but it's easy. It's not so bad. D, okay? And log, behold, if we add that to a, and we get the word, yay! Another really good handy word to know in English. Is that there? Is that on the list? And then, next sound. And if we add that now to a and in, we get and, okay? So, this is what I'm trying to do. And also, and adding the word and and as well, I can remember being taught that way back in Caltech, you know, very early on. But I've also used color coding as well, because sometimes when you look at the phonetic symbols in the dictionary, you think, okay, which one goes with which letter? So, I can move it up with that little device and it's working fine. This sound here is in, okay? For next, we'll have this one, we use the letter. So, if you add that to a sound before, you get the word in. Just gonna do a couple more here, just to let you see where it's going. This sound, you're brilliant. Add that too. In, we get bin, woohoo! What are we gonna have for the next word? Pin. Yay! Woohoo! So, that's the first unit of the new course for phonetics and phonics. Now, what you can then do, help your students learn them. I'll just read this quickly, because we don't have time for everything, but have you ever played the game memory or fish? No? Oh, okay. So, I did this one time in a class of Chinese students, a homie girl who was so quiet the whole time. What you do is you put the flash cards face down on a table, and then you turn one over then, the other one trying to find the match. So, you're trying to find, I just maybe number them, and then you turn them over, and then you have to keep turning them until you find the match for that, which would be eh, okay? So, that is a great way to do it. Now, you can do it on the floor, you can do it on tables, or you can line them up on the board and get the people then to get the students to call out a number and turn it over until they're all turned over. Okay, that's one. Then when you do that, it really, really starts getting it into their heads. They start learning it, it starts cementing it in. And then you can do things like introduce new words that you haven't taught them yet. And a good way of doing this as well is dividing the class of the two. So, if we go, there's one half, there's the other half, you can be phonics, you can be phonetics team. So, then, because if you actually put them into teams as well, it makes it more competitive. What's this word? Okay, this team gets the point because they said it first. Okay, now we're paying attention. What about this word? Okay, let's hear that again. Sorry, this team gets the point. It's good. There you go, good. Good, you see how that works? As soon as she saw the phonetics, which is obviously down, she got it. It's in our team. You're definitely winning, okay? Further down the line we've got Fatma and I've got a really cool little illustration for him. Oh, did you see that? I'm sorry. Of course you would do it, you know, very discreetly without being in a hurry, but you get the idea. So, it's got a lot of interest in the class and when you start introducing a bit of competition, everybody gets in a little faster. Okay, how are we going for time? One minute. I've still got 50 flashcards to go. Hey, do you know this game? My forward pen. I've got one. Oh, great. Okay, so out of the sounds that we've done so far, okay, can somebody call me a sound, not a letter. Very good. Come on, quick, quick. Tit. Out. It's two words. Oh. No, no, no, no, no, no, no, no, no, no, no, no. Mm. If anybody was walking past this, we'd probably want your goddess to go on in there. Come on, we're dead. We're close, we've only got a few seconds left. Mm? Dead. Mm, mm, mm, mm. Mm, mm, mm, mm. Oh, mm, mm. Did you say mm? Yeah, like, mm, mm. All that you can do with games like that. And even though, all right, we all played them as kids, but thank god that you're all getting a never-ending break.