nyms
For teachers
I said it on the way in and I'll say it again here, because it matters more to you than to anyone: nyms does not replace you. It cannot. What you give a student — the right correction at the right moment, in front of them — is not something a website does.
What a website can do is the repetition, the complementary part. The hours of practice that should happen somewhere, that you have no time for in class, and that most students never do because nothing makes it worth doing…. And it’s no fun. That is the half nyms takes. It’s fun with nyms.
Four things:.
This is the whole argument and everything else is detail. A class that practices between lessons arrives at the next one further along, and the difference is visible from the front of the room within a few weeks.
Every chapter in the library has a teacher's sheet: the CEFR level, the timing, the objectives, the mistakes your class is about to make, and a sequence to follow. Written, not generated. There is a sample below.
Not a demonstration account. The Lexicon, the recordings, the games, the courses, the Master Classes — everything a paying learner has, for your own use.
On you. Students appreciate who made them better, and so do the people around you. That is the recognition — it follows from the first item on this list, and it isn't something nyms can hand you directly.
Some of what is here was built for you rather than for your class — and if you teach English without having been born into it, this is the part that is yours.
The words English actually runs on, the most frequent ones, taken one at a time. Your students need to recognise them, manipulate them and write them. You need to know them well enough to answer the question nobody warned you about.
Everything behind a single keyword: its opposites, its synonyms, the concepts it carries, its core meanings, its etymology, with notes on grammar and on how it is used now. These are taught directly by Mark Levinson, and they are written for advanced learners and for teachers — which, on this page, is the same person.
Seven courses, B1 to C2, taught by Mark or taught to teachers who then teach them. This is where your own English gets faster rather than merely more correct — and speed, in front of a class, is most of what confidence is made of.
Custom courses, taught directly by Mark Levinson or taught to teachers. B1–C2
Real material from the Lexicon, for a single adjective. There is one of these for every keyword.
wonderful adjective · A2 · formidable
Why?A learner needs a word to be usable. You need the whole picture behind it — where it came from, what it excludes, which of its near-neighbours are not interchangeable with it — because you are the one who will be asked. That is the difference between a dictionary and a Master Class.
Chapter 31 of Getting Good and Getting Better: “on, over, under, above, below”. Sixteen questions, and this behind them.
One guide for the learner, one sheet for you. Both already exist, for every chapter in the library.
Why?A Sunday evening is the honest test of any teaching material. You open the chapter and you find the level, the timing, the objectives, the errors your class is about to make, and a sequence to follow — already written, in French, by someone who has taught it. That is the preparation you don't do again.
There is no price on this page and no form to buy anything. Tell me what you teach and who you teach it to, and we'll work out what makes sense.
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