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Tongue-twister is a phrase or sentence that is difficult to say, usually because of alliteration or a sequence of nearly similar sounds. The goal is to repeat it as many times as possible and as quickly as possible without mistakes and stumbling.

Tongue-twisters are an excellent resource to practice pronunciation and they also develop speech skills.

We invite you to try some of these tongue-twisters and practice your pronunciation by yourself or with your students. Have a great fun in your class!


Here’s our selection of the best English tongue twisters (part 1):

1. Black back bat

2. Red Buick, blue Buick

3. Peggy Babcock, Peggy Babcock, Peggy Babcock

4. Celibate celebrant, celibate celebrant, celibate celebrant, …

5. Send toast to ten tense stout saints’ ten tall tents

6. There those thousand thinkers were thinking how did the other three thieves go through.

7. Elizabeth’s birthday is on the third Thursday of this month.

8. This is the sixth zebra snoozing thoroughly..

9. If Stu chews shoes, should Stu choose the shoes he chews?

10. How many cookies could a good cook cook if a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies.

11. Mr. Tongue Twister tried to train his tongue to twist and turn, and twit an twat, to learn the letter “T”

12. We’re real weird rear wheels.

13. Fresh French fried fly fritters

14. Three short sword sheaths.

15. I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won’t wish the wish you wish to wish.

16. Any noise annoys an oyster but a noisy noise annoys an oyster more.

17. A big bug bit the little beetle but the little beetle bit the big bug back.

18. If Freaky Fred Found Fifty Feet of Fruit and Fed Forty Feet to his Friend Frank
how many Feet of Fruit did Freaky Fred Find?

19. Her whole right hand really hurts.

And the list could go on and on… feel free to share more with us!
See you next week for a second list!

The team of Educaingles would like to thank all of the teachers who attended to the International Educational Material Show, Interdidact, which took place in Madrid, March 3-5, 2011.

Many teachers, who visited our stand have discovered or rediscovered the wide range of digital resources Educaingles provides. We also demonstrated how to incorporate our resources with the Interactive White Board (IWB).


10 am: Booth opens at 2011 Interdidac show


Presentations of Educaingles’s digital resources go on


Videos, animations and infograhics perfectly adapted to the use of the Interactive White Board


Many teachers have been able to discover our educational resources.
Let’s meet again in 2 years time at the next Interdidac show!

Are your students able to achieve their desired foreign language skills? Do they know their CEFR levels?

Here’s a helpful explanation and a self-assessment grid for students to evaluate themselves.

What is the CEFR?

The “Common European Framework of Reference: Learning, Teaching and Assessment” is the result of a linguistics study carried out by experts from the Council of Europe. Published in 2001, the aim of the document was to help teachers to describe the levels of proficiency required by existing tests and examinations in order to facilitate the comparison between different qualification systems. Using this study, the Council of Europe created a framework of common reference levels.

A consensus was reached in the number and nature of the levels needed to organize the field of language learning.

The levels

The scheme proposed in the Common European Framework of Reference proposes an initial division into 3 broad levels:



These six levels correspond to the classic division into basic, intermediate and advanced levels.

This simple global scale makes it easier to explain the levels to non-specialists and provides a point of reference for teachers and curriculum planners.

Proficient User:

C2
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

C1
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.


Independent User:

B2
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Basic User:

A2
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

A1
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

For the learner, a detailed version of this general view can be seen in the Self-Assessment Grid which shows the main skills found in each of the six levels.

To ease the teacher’s research, Educainglés implemented a practical search engine to find easily the resources which best fit the level and interests of their students.

Not only can teachers search for resources using keywords,categories, academic subject or resource type but also by CEFR levels