Video timeline00:00 The problem
00:57 Introduction
01:33 Tip 1
02:28 Tip 2
03:28 Tip 3
04:30 Summary
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Video transcriptAnna was feeling brave.
Today, she’d decided to do a bit of pronunciation work.
She pulled up the phonemic chart, pointed at the screen, and said with confidence:
“OK, everyone—let’s look at this sound: /ɪ/. Like in bit. Ready?”
The response?
Some students squinted.
One said,
“Miss… what’s that letter?”
And one leaned forward, very seriously, and said,
“Is that Russian?”
Anna messaged me later, half-laughing, half-panicking:
“Jo, should I even be using the phonemic chart? Is it worth it? I think I just scared them!”
Excellent question and if you want to know what Anna found out, keep watching.
Quick intro in case we haven’t met. I’m Jo Gakonga. I’ve training teachers on CELTA and MA TESOL courses for over 25 years and I run a website at ELT-Training.com, where I make video-based resources to help English teachers build confidence and keep growing. If that sounds like your cup of tea, like and subscribe. I post a new video every week.
So, what’s the deal with phonemic symbols?
Should we teach them? Avoid them? Only pull them out on special occasions?
Here’s what Anna found.
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First—phonemic symbols are a tool. Not a rule.
They can be brilliant for pronunciation.
But only if your learners are ready for them.
Some students love the logic of the chart and in some countries they’re taught in school so learners are really familiar with them.
Others take one look and feel like they’re back in algebra class.
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Jo’s Tip: Know your learners. If they’re familiar with the symbols from school or exams, go for it. If not, ease them in gently.
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Next—start small.
Anna realised she didn’t need to teach the whole chart.
She just needed to teach the useful bits.
Top of the list? The mighty schwa /ə/
She introduced it like this:
“You know how in English, we eat half the word when we speak? This is the sound we use. It’s lazy. It’s everywhere.”
And they got it.
Suddenly the ‘a’s in banana weren’t all the same sound.
And teacher wasn’t /ˈtiː.tʃer/ anymore—it was /ˈtiː.tʃə/.
And she could use it to show how words have a weak form in connected speech.
Where are you going?
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Jo’s Tip: Teach schwa. It’s the single most useful sound your learners will meet.
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Finally—she used the symbols to support, not overwhelm.
She didn’t make them transcribe entire dialogues or memorise the chart.
She just popped a few key symbols on the board when they were helpful- especially for sounds they found difficult.
/θ/ and /ð/ for think and this
/ɪ/ and /iː/ for ship and sheep
And symbols to help where the spelling is misleading – like cough or chemist or through.
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Jo’s Tip: Use phonemic symbols selectively. Highlight tricky sounds, don’t flood them with the full IPA. A week later, Anna messaged me:
“Jo! One of my students spotted a schwa in a word and explained it to the class. I was so proud! 😄”
Love that.
So, if you’re wondering whether to use the phonemic chart in your lessons, here’s the short answer:
- Yes… but only when it’s useful
- Start with key sounds (especially schwa!)
- Use it as a tool, not a test
- And help learners see the benefit, not just the symbols
And if you want more ideas like this- little tweaks that make a big difference- pop over to my website. Or check out The Next Step programme: low-pressure, supportive CPD that’s full of practical tips, just like these.
Link’s below—hope to see you there!
