Etk Task File Sectionf Unit100-Merged

100 100 Topics and themes
Revise
1 For questions 1–9, match the first halves of sentences about planning a
sequence of young learner lessons with their completions A–I. AK
1 Organising a sequence around a topic or a theme does not mean
2 Planning a sequence of lessons around a topic or theme allows us to bring
3 The way we plan a sequence of lessons will depend
4 Topic-based teaching is
5 We can make a topic web to
6 We can plan a sequence of lessons by organising everything
7 We have to decide how many lessons
8 We may want to introduce facts about the wider world in order
9 When planning a sequence of lessons based on a topic or theme we have to
consider what
A a form of soft CLIL (Content and Language Integrated Learning).

B activities and language learning opportunities we are going to include.
C around a topic or theme.
D help us see how different areas of the curriculum can be included in a sequence of
lessons.
E in a lot of cross-curricular content.
F on the developmental stage the children are at.
G that we have to do the same thing in every lesson.
H to develop the children’s intercultural understanding.
I we can give to a topic or theme.
Research
2 Choose one of the following topics and make a topic web which includes
language possibilities in areas such as maths, geography, expressive
arts, cooking, biology, climate, culture etc. Use coursebooks and the
internet to help you.
• Communication today and in the past
• Milk
• Music
• The history of particular peoples (e.g. The Aztecs, The Ottoman Empire)
• Transport
Reflect
3 What is your opinion of topic-based planning? How useful is it in

comparison to planning individual ‘stand-alone’ lessons? AK
ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD

2012
101 101 Assessing young learners
Revise
1 For questions 1–9, match the descriptions with what they are describing
A–J. There is one extra option that you do not need to use. AK.
A Can-do statements
B Continuous assessment
C Fill in
D Formative assessment
E Information-gap activities
F Learner language profile
G Portfolio assessment
H Proficiency test
I ‘Sudden death’ test
J Summative assessment
1 These help students (and teachers) to describe their ability to use language.
2 This is a kind of test item where students have to write words where there is a
blank in a sentence or paragraph.
3 This is the kind of evaluation which tells us how good a student is, and whether
they match a certain pre-decided level.
4 This is the name for a kind of test where 100% of a student’s final grade depends
on one exam.
5 This is the kind of testing that takes place bit by bit over a semester or a year.
6 This is the kind of testing we do when we want to see how the students are getting
on so we can help them to do better.
7 This is the kind of testing we do when we want to see what the students have
achieved.
8 This is the kind of testing where we look at examples of work that the students
have been collecting over a semester or a year.
9 This is where we describe a student’s ability in detail.
Research
2 Look at examples of test material for young learners of English (e.g. a

public exam, a school exam, test material in a coursebook or a test
which you have written).
Look at each section in detail and decide what is being tested and what
students need to know in order to be successful.
Reflect
3 Some people think that young learners are tested too much in state
school systems. Other people believe that testing is important in order to
know how well the education system works. What is your opinion? AK

2012
102 102 Introducing CLIL
Revise
1 For questions 1–7, choose the best option (A, B or C) to complete each
statement. AK
1 When we teach content and language together all the time we call it …
A soft CLIL.
B hard CLIL.
C translanguage CLIL.
2 When we teach some lessons based on content we call it …
A soft CLIL.
B hard CLIL.
3 When we teach CLIL in more than one language we call it …
A soft CLIL.
B hard CLIL.
4 The main difference between CLIL and general English teaching is that
with CLIL …
A we organise lessons on the basis of languages other than English (LOTE).
B we organise lessons on the basis of content, not language.
C we organise lessons on the basis of language, not content.
5 One of the main purposes of CLIL is to …
A use language to learn rather than learning it to use later.
B learn language so that we can use it later.
C learn content so that we can use language.
6 The 4Cs of CLIL are …
A content, college, cognition, co-education.
B children, college, curriculum vitae, co-education.
C content, communication, cognition, culture.
7 In CLIL lessons students should …
A collaborate with each other in pairs and groups.
B learn about scaffolding.
C learn languages other than English (LOTE).
Research
2 Do the following task.

1 Choose a topic from: biology, geography, maths, music or sport.
2 Decide how old the students are.
3 List what you think students should learn about in a 60-minute lesson.
4 Find or write a text about it.
5 List five items of language that you would need to teach.
Reflect
3 What is your opinion of Content and Language Integrated Learning

(CLIL)? What advantages and disadvantages can you think of? AK

2012
103 103 The language of CLIL
Revise
1 For questions 1–7, match the descriptions with the terms A–G.
A BACS (Basic interpersonal communication skills)
B CALP (Cognitive academic language proficiency)
C Collocations
D Content-compatible language
E Language function
F Translanguage classroom
G Content-obligatory language
1 These are phrases etc. that we use when we want to express a purpose (like
clarifying, agreeing, suggesting, etc.).
2 These are words that are often used together as if they were a single phrase.
3 This is language we use to discuss a topic (including hypothesising, comparing,
evaluating etc.) in the CLIL classroom.
4 This is the kind of language that is often useful when we are talking about a
specific topic but which is also useful for language use in general.
5 This is the language we use to communicate with other people in a CLIL
classroom.
6 This is where two languages are being used to talk about a CLIL topic.
7 We have to use this language when we are talking about a specific topic – because
otherwise we wouldn’t be able to talk about the topic!
Research

1 Choose a CLIL topic in science, music, geography, history or maths.
2 Make a list of 10 content-obligatory words or phrases that students would have to
learn to study the topic.
3 Make a list of at least two grammatical structures that students would need to be
able to talk about the topic.
Reflect
3 What kind of language do you think students are most likely to

remember after doing a CLIL lesson or lessons – content-obligatory
language or content-compatible language? Why?

2012
104 104 Genre in CLIL
Revise
statement. AK
1 Before students do experiments we want them to __________ about what will
happen.
A interpret
B hypothesise
C label
2 When we want students to write CLIL texts they must first look at examples of the
__________ they are going to write in.
A coherence
B genre
C visual organisers
3 We can get students to explain things using __________ to show facts, figures,
statistics etc. as well as just written text.
A maps
B visual organisers
C genre
4 We call the choice of topic vocabulary and the tone of a piece of writing …
A genre.
B register.
C hypothesis.
5 It is important for student writing to be __________ so that we can follow the order
of their thinking.
A subject specific
B coherent
C hypothetical
6 When students are looking at examples of a genre they should study not only the
text, but also the __________ so that they know what the genre looks like.
A visual organisers
B headlines
C layout
Research
2 Choose a particular genre (e.g. a formal letter, a recipe, a sports report, a

wiki entry, an information leaflet, a newspaper column). Then answer the
following questions about it.
1 Who is it written for?
2 Who is it written by?
3 What is the structure of the text? (e.g. Does it have a headline? Does it have
different paragraphs? What function do the paragraphs have?)
4 Does it use any visual material?
5 What type of language does it use?
Reflect
3 In your own life, what kind of genre writing do you do? (Think about
shopping lists, emails, lesson plans etc.)
Which of these would be useful for CLIL students to learn how to do?

2012
105 105 Using visual organisers
Revise
1 For questions 1–9, match the statements by teachers with the diagram
types A–J. There is one extra diagram type that you do not need to use.
AK
A Bar chart
B Cycle
C Line graph
D Pie chart
E Quadrant
F Storyboard
G Table
H Tree diagram
I Venn diagram
J Word map
1 ‘I drew pictures to show what order things were going to be filmed in.’
2 ‘I used a cake-shaped diagram to show the percentages of different things.’
3 ‘I used a circular-shaped diagram to show a typical sequence of events.’
4 ‘I used a diagram to show who was who in the company – from the most senior
person to the people at the ‘bottom’ of the company.’
5 ‘I used different-size rectangles to show the number of different things.’
6 ‘I used overlapping circles to show what was different and what was the same
about two things.’
7 ‘I used this diagram to show how words (and categories of words) are connected to
each other.’
8 ‘I used this to separate things into different columns.’
9 ‘I used this to show how prices rose and fell over a period of time.’
Research
2 Look at articles in magazines, in print newspapers or on the internet.

Look especially for international news, financial news, sports news etc.
How many visual organisers can you find? Which is the most common
type?
Reflect
3 What visual organisers (if any) do you use in your daily life? How would
these be useful to you if you were learning a language?
How would you choose which visual organisers to introduce to your
students?

2012
106 106 Materials and resources for CLIL
Revise
statement. AK
1 _________ syllabuses usually grade language in terms of grammar and vocabulary.
A General English
B CLIL
C ESP
2 __________ materials focus primarily on content.
A General English
B CLIL
C ESP
3 __________ materials usually focus on the language necessary to talk about a
particular subject.
A General English
B CLIL
C ESP
4 When we simplify or adapt texts for CLIL we should keep __________ language.
A content-specific
B content-obligatory
C interesting
5 When using material from the internet or from general English coursebooks, we
may want to reorder __________ or make them more comprehensible.
A rubrics
B words
C grammar
6 When students stand up to talk about CLIL subjects to their classmates they may
want to use __________ to show what they are saying.
A dictionaries
B presentation software
C grammar books
7 When teachers bring in __________ students get to see the objects and things that
are being talked about.
A IWBs
B realia
C grammar books
Research
2 Find a piece of technical writing about a topic you are familiar with. It can
be anything from music to geography, from drawing to fishing – or any
other topic you like.
Rewrite it for low level students, but make sure that you keep the
content-obligatory language that they will need for it to be a success.
Reflect
3 There are many CLIL resources for teachers and students – from books
to dictionaries, from realia to data projectors. In your opinion, what is the
single most important resource in the CLIL classroom?

2012
107 107 Teaching CLIL
Revise
1 For questions 1–9, complete the sentences with words and phrases from
the box. AK
genres groups higher-order thinking skills (HOTS) positive encouragement
lower-order thinking skills (LOTS) plenary scaffold schemata
subject-specific vocabulary
1 At the end of a lesson it is a good idea to organise a _______________ session in

which we summarise what has happened.
2 One of the reasons for pre-reading tasks is to activate the students’
_______________ – in other words, their existing knowledge of the topic and the
language.
3 Pairwork and/or having students work in _______________ are good ways of
getting students to cooperate.
4 We can ask students to look carefully at different written and spoken
_______________ so that they understand how typical ‘texts’ are constructed.
5 We can encourage students to develop _______________ by asking open-ended
questions with questions words such as why and how.
6 We can _______________ tasks for students by organising the tasks in small steps
that the students are able to achieve, rather than giving them the whole task without
any support.
7 When students are looking at a CLIL-focused text we will draw their attention to
_______________ so that they can understand it.
8 When we ask students yes/no questions or ask them to transfer information to a
diagram etc., we are getting them to use _______________.
9 When we give feedback in a CLIL lesson we need to offer _______________ as
well as suggesting corrections.
Research

1 Find a photograph of one of the following:
a modern building, a zoo, a musical event, a form of transport/transport scene, a
recreation area in a city (e.g. a park).
2 Decide on a student level (beginner, intermediate, advanced, etc.) .
3 Write three LOTS (lower-order thinking skills) questions and three HOTS (higher-
order thinking skills) questions about your picture.
4 Use them with students – or, if that is not possible, with colleagues/friends. How
much information and/or discussion did your questions provoke? Would you use
them again?
Reflect
3 How useful do you think it is for students to learn about (and try to
adopt) learning strategies? How useful would you find learning
strategies if you were learning something?

2012
108 108 CLIL activities
Revise
1 For questions 1–10, match the descriptions with what they are
describing A–J. AK
A Cognition skills
B Communication skills
C Puppets
D Recycling
E Scaffolding
F Content-obligatory language
G Survey
H The 4Cs
I Venn diagram
J Word map
1 We can get students to do one of these so they find out what people think and do.
2 We can get students to make one of these to help them separate things into
different categories and types – and suggest more examples in each category.
3 We can use a photo to help students to study the content of the lesson, to practise
communication, to think about what they are seeing, and to talk about different
cultures.
4 We can use one of these to show what is the same about two things and what is
different.
5 We can use these with younger learners so that they feel comfortable talking and
interacting with them.
6 We do things for students in small stages, offering support at each stage until they
can do the task by themselves.
7 We make sure that students know this because it is absolutely necessary for the
topic.
8 We try and encourage these so that students get better at thinking about things.
9 We try and encourage these so that students learn how to share ideas and opinions
with other people.
10 We use this so that students see the same language again and again – after they
have first been introduced to it some time before.
Research

1 Choose two similar but different things (e.g. two similar animals, musical
instruments, sports, etc.).
2 Find out as many facts as you can about the pair of things you have chosen.
3 Make a Venn diagram to show similarities and differences with and between your
two things.
Reflect
3 The example activity ‘Life on the edge’ in Unit 108 is described as being
for ‘older’ children. What ages (including adults) would you be happy to
use it with and why?

2012
109 109 Planning CLIL
Revise
A Cognitive skills F Magic moments
B Differentiation G Plenary feedback
C Language exponent H Timings
D Learning aims I Unforeseen problems
E Learning outcome J Warmer/icebreaker
1 These are things that happen even though we didn’t expect them, and which make
us change our plan because they need to be dealt with.
2 These are times when we change what we had planned to do because the students
do or say something good and we want to follow the direction they have taken.
3 These are what students possess when they can think appropriately about the
content they are studying, and about the best ways of understanding and explaining
it.
4 These are what we have to consider when we wonder how many activities we can
‘fit’ into a lesson.
5 These are what we plan that our students will achieve.
6 This is an example of a structure or function etc. that we want the students to focus
on.
7 This is the kind of activity we sometimes do to ‘get the lesson going’ and to create
a good atmosphere.
8 This is what happens when we give our reactions about what has happened in an
activity to the whole class.
9 This is what we expect that the students will have achieved at the end of an activity
or a lesson.
10 This is when we try and offer a variety of activities etc. for various individuals in
the group.
Research
2 Find a CLIL lesson in a coursebook, on the internet, or from one of your

colleagues.
1 Identify the lesson aims.
2 Identify the content-obligatory language.
3 Identify (if they are there) cultural elements, or procedures directed at cognitive
skills.
4 Look for timings.
5 See if there are opportunities for differentiation.
Would you like to teach the lesson? Would you be able to cover
everything in the suggested time?
Reflect
3 How easy is it to plan for lesson outcomes? How sure can you be that
the outcomes you predict will be the outcomes that actually happen?
How do you feel about your answers to this question?

2012
110 110 Assessing CLIL
Revise
statement. AK
1 We can use __________ to help test markers to grade more objectively.
A content-obligatory language
B support strategies
C assessment scales
2 We use __________ assessment when we want to measure how well students have
learnt (or know) something.
A summative assessment
B formative assessment
C assessment scales
3 We use __________ assessment when we want to use it to help our students
improve in the future.
A summative assessment
B formative assessment
C assessment scales
4 We can use __________ to help students when they are involved in formative
assessment tasks (but not when the assessment is summative).
A assessment scales
B support strategies
C examples
5 We call tests where students can consult sources and look things up (including,
perhaps, their notes) …
A formative assessment.
B portfolio assessment.
C open-book exams.
6 We can do a __________ for each student to say how competent they are at using
language.
A learner language profile
B can-do statements
C assessment scales
7 When we know that a test is testing only what has been studied (or what the
students should know or be able to do) we say that the test has …
A examples.
B reliability.
C validity.
Research
2 Find an example of CLIL test material (e.g. in a CLIL coursebook, on the

internet, from a school). Look at each section in detail and find out the
following.
1 What is being tested (content and/or language).
2 What students need to know in order to be successful (content and/or language).
Reflect
3 What do you think of ‘open-book’ exams? Do you think they help us

measure students’ ability effectively or not?

2012
ANSWER KEY
A Language
1 What’s in a sentence?
Exercise 1
1D 2J 3F 4B 5G 6I 7A 8C 9H 10 E
Exercise 2
Adverb: cheerfully
Adjective: pleased, exciting
Conjunction: but
Definite article: the
Indefinite article: a
Noun: teacher, book, story, students
Preposition/Prepositional phrase: into, at the back
Pronoun: she, that
Quantifier: a few
Verb: got, read, started, quietened down, made, was, didn’t enjoy
Exercise 3
1A 2C 3B 4A
Exercise 5
It may help students and teachers to know the names of the parts of speech so that the
teacher can say things like Look at the verb in the sentence, or Can we use plural verbs
with nouns like furniture and sugar? In other words, it can be a useful way of explaining
things quickly.
2 How we use clauses
Exercise 1
1D 2A 3C 4F 5 B (There is no relative clause.)
Exercise 2
1C 2B 3A 4C 5B
Exercise 4
Sentence 1 is probably appropriate for advanced students because it uses infrequent
vocabulary such as set out, failed to arrive and appointed time. The grammar construction
is also quite complex. Sentence 2 might be appropriate for intermediate students – that’s
the level where they often study contact clauses. Sentence 3 is appropriate for elementary
students because it uses simple vocabulary and simple sentence structure.
3 Asking questions
Exercise 1
ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD 2012

1D 2C 3B 4F 5A 6E 7D 8B 9G 10 A 11 F 12 B
Exercise 2
1C
2 W (Why are you arriving so late?)
3C
4 W (Have you ever been to Brazil?)
5C
6C
7 W (You like this music, don’t you?)
Exercise 4
Students need to be able to make (and use) well-formed questions – they will be lost
without this ability. However, they also need to be aware of more spoken and informal
question making, probably from quite low levels onwards. We do not need to teach them
to do this necessarily, but they need to see/hear informal question-making in action.
4 Introducing verbs
Exercise 1
1B 2B 3A 4C 5A 6B 7B
Exercise 3
It is a good idea to introduce imperative verbs in beginner and elementary classes. Firstly,
this gets the students used to common verbs which they can then use easily (without
having to worry about verb form, tense, etc.). Later they will find it easier to use these
base form verbs to make new tenses and verb forms. Secondly, we can use imperative
verbs for TPR-like activities. As students get more advanced we will introduce more
complex verb forms and expressions.
5 Verb tenses (form and meaning)
Exercise 1
1 DT 2 DT 3 ST 4 DT 5 ST 6 ST
Exercise 2
1 future 2 present 3 past 4 past 5 present 6 future
Exercise 4
Most teachers usually introduce students to the present simple to describe present states (I
live in Cambridge) and habits (I get up at 6.30 every morning). Perhaps the most useful
future form is going to (It’s going to rain, I’m going to buy a new watch) because it can
be used for predictions and plans, both definite and indefinite. However, it is also a good
idea to teach will so that students can say things like If it rains, I’ll get wet.
6 Aspect
Exercise 1
1F 2G 3D 4C 5E 6B 7A

Exercise 2
1G 2C 3B 4F 5E 6D 7A
Exercise 4
It is impossible to generalise 100%, but it is probably safe to say that most people don’t
use the future perfect (both simple and continuous) very often, whereas we use the
present simple and past simple/continuous a lot. The present continuous is in use for both
present and future reference. The present perfect is very common in British English, less
so in American English. The past perfect is used when we tell stories, and also in
constructions such as reported speech. The conclusion, therefore, is that all of these verb
forms should be mastered by students by the time they reach the beginning of B2 level,
with the exception of the future perfect, which can be left until a bit later.
7 Teaching verbs (and adverbs)
Exercise 1
1D 2I 3H 4F 5B 6C 7A 8J 9E 10 G
Exercise 3
Everyone has their favourite way of teaching verb forms and tenses. The most important
thing is to find something that is both memorable and which explains and shows the
meaning and use of the language that is being introduced.
8 Auxiliaries and modals
Exercise 1
1B 2G 3E 4F 5C 6D 7A
Exercise 2
1C
2 W (They can’t play the piano. / They do not play the piano.)
3 W (You must wear proper clothes.)
4 W (He wants to help you. / He can help you.)
5 W (I shouldn’t arrive late, should I?)
6C
Exercise 4
Many of the things we are allowed or expected to do can be expressed in English in terms
of modality using modal verbs, e.g. You can stay up for another half an hour, but after
that you must go straight to bed. Of course there are many other ways of saying the same
thing, e.g. Half an hour more and then it’s bed for you! or I’ll allow you to stay with us
for another half an hour, but after that I insist that you go straight to bed, but modal
verbs are an attractive and fairly economical, neutral way of expressing the same kinds of
meaning.
9 Multi-word verbs and phrasal verbs
Exercise 1
1C 2A 3B 4A 5A 6C 7C

Exercise 3
Phrasal verbs are a ‘speciality’ of the English language, used more often by British
English speakers than by speakers of other varieties of English. However, all languages
use language metaphorically so even if other languages do not have the same kind of verb
+ participle constructions, they often use metaphor to express similar meanings.
10 Verb complementation
Exercise 1
1A 2A 3B 4A 5B
Exercise 2
1 She said the lesson was about to end.
2 She says she’ll be here in a minute.
3 She asked if I could substitute her lesson the next morning.
4 He told his students to be quiet.
5 He suggested that they look the word up in a dictionary.
Exercise 4
Frequent English speakers do report conversations a lot and use a mixture of He told me
that ..., He said that ... as well as using direct speech, He said, ‘I don’t know ...’, etc. A lot
depends on who we are speaking to. In informal conversation things such as He’s like ...
and He goes ... are quite common, but we don’t use them in more formal situations.
11 Introducing adverbs
Exercise 1
1D 2C 3G 4E 5F 6A 7B
Exercise 2
1C
2 W (I don’t usually enjoy doing homework. / Usually I don’t enjoy doing homework.)
3 W (I do my homework in the evening.)
4 W (I always find English spelling difficult.)
5C
6C
Exercise 4
Adverbs allow students to say more about how, when, how often, etc. something is done.
However, if students overuse them in English, it can sound quite irritating. In this way
adverbs are similar to adjectives – the best thing to do is to use them sparingly.
12 Introducing nouns
Exercise 1
1F 2D 3A 4C 5G 6B
Exercise 2
1G 2F 3B 4D 5C 6E 7A

Exercise 4
Students get English countable and uncountable nouns confused. It is important that we
explain how they work – especially how they collocate with singular and plural nouns
and quantifiers. But they also need to know, of course, that the same noun can sometimes
be both countable and uncountable.
13 Articles
Exercise 1
1a 2 The 3X 4X 5 the 6a 7X 8 an, a
Exercise 2
1E 2B 3G 4A 5C 6F 7D
Exercise 5
Clearly articles are very important. An is not as common as the and a because there are
fewer nouns which start with a vowel (or vowel-like sound) than there are nouns which
start with a consonant. Clearly we need to teach the and a/an early and constantly –
especially for those students whose home language doesn’t use articles in the same way.
14 Quantifiers
Exercise 1
1C
2C
3C
4 W (Everybody has problems …)
5C
6 W (I didn’t get much sleep …)
7C
8C
9 W (Most children …)
10 W (Many people …)
11 C
12 W (There was so much noise …)
Exercise 3
Most teachers think that it is easier to focus beginner students’ attention on some basic
facts rather than telling them too many things all at once. That is why beginner students
are often taught that we use some in affirmative sentences, and any for negative sentences
and questions. This is, of course, only partly true and so we have to make sure that
students know that we are only telling them part of the story.
15 Introducing adjectives
Exercise 1
1 (more/most) agreeable, (more/most) disagreeable
2 (more/most) comfortable, (more/most) uncomfortable

3 (more/most) fair-skinned, (more/most) fair-haired, fairer/fairest, unfair (unfairer,
unfairest)
4 (more/most) intelligent, (more/most) unintelligent
5 (more/most) polite, (more/most) impolite
6 happier, happiest, unhappy (unhappier, unhappiest)
Exercise 2
1 It is the freshest, most delicious food I have ever tasted.
2 It was an important, terrifying, life-changing experience.
3 It’s a big, unfriendly, cold English classroom.
4 She bought a fast, new, red convertible car.
5 She wore a new blue, red and green Mexican scarf.
16 What comes after nouns?
Exercise 1
1 Graciela is an experienced teacher from Puebla in Mexico. (prepositional phrase)
2 She teaches at a school which was started by her friend. (relative clause)
3 The school is in a freshly-painted building in the middle of an attractive park.
(prepositional phrase)
4 Last week a student gave her some homework covered in little drawings.
(participle phrase)
5 It was a letter explaining why she liked studying at the school. (participle phrase).
Exercise 2
1C 2C 3A 4B 5B
Exercise 4
Students probably mix up -ed and -ing adjectives for a number of reasons. Partly it is
because they are both adjectives and so difficult to tell apart, and also because the
difference in the morphemes is very detailed. It may come from a confusion with their
home language. Or, in some cases, it may just be an accidental ‘slip’.
17 Teaching the noun phrase
Exercise 1
1B 2F 3A 4D 5G 6C 7E
Exercise 3
Games and puzzles are extremely useful for language practice and language work.
However, we need to remember that not everyone enjoys these kinds of activities. We
should monitor how students in a group react so that we know how often to use/not to use
games and puzzles.
18 What words mean
Exercise 1
1C 2A 3B 4A 5B 6B 7A 8B

Exercise 3
When students are learning new words it usually helps if they learn other words which the
words are related to. That’s why we tend to introduce words for different kinds of fruit,
for example, together. And it is why we will probably teach ill and well together.
However we need to use our common sense. Too many related words will overload our
students’ brains.
19 How words are formed
Exercise 1
1H 2D 3B 4F 5E 6G 7C 8A
Exercise 2
1 hopeless 2 brunch 3 easy-going 4 impolite 5 personality 6 sax player
7 skyjack 8 killjoy
Exercise 4
Whenever we introduce new language we have to use our common sense. When we
introduce the word happy to elementary students, for example, it makes sense to
introduce unhappy as well. But we probably won’t introduce happiness, unhappiness,
happily, unhappily at the same time because we think that introducing all possible
adjectives, nouns and adverbs might be a bit too much for students at this level. So the
answer to the question When should we do this? is that it depends on the level of the
students. We will introduce as much complexity as we think they can handle.
20 Collocation and lexical phrases
Exercise 1
1A 2C 3D 4B 5C 6D 7B
Exercise 2
1 Not really possible (it should be fast food)
2 Possible
3 Not really possible (it should be black and white)
4 Possible
5 Possible
6 Not really possible (it should be do the dishes)
7 Possible
Exercise 4
The collocations we teach will depend on the students’ level and what they need. For
example, we might teach heavy rain and raining heavily to elementary students, and
heavy defeat and heavy cold to intermediate/upper intermediate students, but we would be
less likely to teach heavy artillery or trees being heavy with fruit to students who had not
reached advanced level at least.
The main thing to remember is that when we introduce new words, we need to include the
main combinations that they occur in. So when we first introduce asleep we will, of
course, teach fast asleep because it’s such a common collocation. It is a good idea to look
at a good monolingual learners’ dictionary to see what the most common collocations are.

21 Metaphor, idiom, proverb and cliché
Exercise 1
1 proverb 2 cliché 3 simile 4 idiom 5 metaphor
Exercise 2
1B 2C 3C 4B 5A 6C
Exercise 4
It makes sense to teach really common metaphors and proverbs, but we have to be careful
that they are not (a) too old-fashioned, or (b) too complicated, or (c) too tied to one
culture – because in the end we want our students to learn English that will help them in
the world, and not just one small part of it!
22 Meeting and remembering words
Exercise 1
1C 2A 3B 4D
Exercise 2
Arousal and affect: 1, 2, 6
Cognitive engagement: 3, 5
Repetition of encounter: 4, 7
Retrieval and use: 8, 9
23 The phonemic alphabet
Exercise 1
1 teacher
2 classroom
3 university
4 young learner
5 pairwork activity
6 lesson plan
7 further education college
8 please be quiet
9 data projector
10 interactive whiteboard
Exercise 2
1 /skuːl/
2 /ˈstjuːdnt/
3 /ˈɡruːpwɜːk/
4 /ˈblækbɔːd/
5 /fəʊˌniːmɪkˈtʃɑːt/
6 /ˌsiːjuːˈleɪtə/

Exercise 4
Everyone has a different reaction to the phonemic alphabet. Many students with mobile
devices can listen to the pronunciation of words, so perhaps they don’t need phonemic
symbols. Yet if everyone knows what the symbols mean it is easy to highlight
pronunciation issues and identify problems. For teachers too, it is very useful to know
exactly what words sound like and be able to use the ‘shorthand’ of phonemic
transcription.
24 Where sounds are made
Exercise 1
1D 2C 3B 4E 5F 6A
Exercise 2
1 Alveolar fricative: sun
2 Alveolar plosive: good, torch
3 Centring dipthong: wear
4 Closing dipthong: enjoy
5 Dental fricative: three
6 Labio-dental fricative: fair
7 Lateral: cool, lovely
8 Mid vowel: burn, leg, torch
9 Open vowel: hard
10 Velar plosive: cool, good
Exercise 4
Some students feel most comfortable when things are explained to them – they want to
know ‘why’. Some students just like to listen until they can hear a new (or different)
sound, and some like to see what is going on. The problem, of course, is that we cannot
show them a lot of what is happening in the mouth and throat. Good teachers use as many
different ways as possible and watch which are most effective for their different students.
25 Sounds in combination
Exercise 1
1D 2E 3C 4B 5A
Exercise 2
1B 2E 3A 4C 5D
Exercise 4
Although students can get by perfectly well without using contractions, they will actually
sound more fluent if they can use them. They certainly need to be able to understand them
when other fluent speakers talk to them.
26 Stress
Exercise 1

1 Two-syllable noun: blackboard, export, present, student, table, teacher
2 Two-syllable adjective: clever, noisy, perfect
3 Two-syllable verb: export, perfect, present (Table can be a verb too, but the stress is on
the first syllable.)
4 Compound noun: blackboard
5 Stress on penultimate symbol: application, apprehension, interactive, pathetic
6 Stress on pre-penultimate symbol: aristocracy, duplicity, phonology
Exercise 2
1B 2D 3C 4A 5E
Exercise 4
Although it is important that speakers use both correct English sounds and stress, it seems
that stress is more important for general understanding. Sometimes, even when speakers
get sounds wrong, we can understand what they’re saying because of the context. But
when their stress is very different from what we are used to, then they can be very
difficult to understand.
27 Intonation
Exercise 1
1A 2B 3A 4B 5B 6A 7C
Exercise 3
Many teachers find teaching intonation extremely difficult. In such a situation the best
that we can do is to let students hear lots of examples of people asking questions,
sounding surprised, expressing fear, etc. Each time they do that, we can ask them how
they know that the speakers are surprised etc. And when we introduce new language we
can exaggerate the intonation so that students get a clear idea of how things should sound.
28 Teaching sounds
Exercise 1
1C 2A 3D 4B 5H 6F 7G
Exercise 3
Many problems that second-language English speakers have with sounds come from two
or three distinct causes. Firstly, some languages do not have some of the sounds that
English does. Secondly, some sounds in English are like (but not the same as) sounds in
another language, and speakers can’t hear the difference. Thirdly, some people just have
more trouble than others making specific sounds.
29 Teaching stress and intonation
Exercise 1
1I 2 WS 3I 4 SI 5 WS 6 SS 7 SI 8 SI
Exercise 3
Almost all children have to read aloud at some stage in their school careers – whatever
subject they are studying. It can sometimes be quite fun, but mostly it’s rather boring –

and back then, when we were asked to do it, we probably didn’t read very well! Unless of
course we had a chance to practise what we were going to read before we did it. On the
whole, therefore, it may be a good idea not to get students to read aloud texts they have
never seen before, unless we are doing it to diagnose students’ strengths and weaknesses.
30 Language functions
Exercise 1
1C 2E 3F 4H 5G 6D 7B 8A
Exercise 2
1E 2A 3H 4D 5 G/H 6 F/H
Exercise 4
The problem with organising syllabuses as a list of functions is that it is very difficult to
decide which language exponents to use. How would we decide which way of inviting
was the best to introduce first, and subsequently? Nowadays, functional material appears
in most syllabuses, but only as one element of many others (grammar, vocabulary etc.).
31 Written and spoken English
Exercise 1
1 WL 2 WL 3 SL 4 SL 5 WL 6 SL 7 SL 8 WL
Exercise 2
NOTE: It is possible to punctuate this conversation in various different ways. However a
‘neutral’ version might look like this:
A: What have you got in that bag?
B: Various vegetables: potatoes, carrots, onions, cabbage.
A: You’re going to cook?
B: Yes.
A: I don't believe it!
B: Come on, I’m not that hopeless – even if you think I am.
A: OK, sorry.
Exercise 3
When I arrived at Bangkok airport I couldn’t find anyone waiting for me. I went to the
information desk and asked for help. ‘Who are you expecting?’ said the woman behind
the counter. ‘Someone from my company,’ I answered. Just then Sam walked up. ‘Sorry
I’m late,’ he said, ‘I got caught in the traffic.’
Exercise 5
Teachers should teach language which students need. This means that if students are
likely to use English on social networking sites or for messaging, for example, then we
should help them to use appropriate language to do this.
32 Genre
Exercise 1
1A 2F 3C 4D 5G 6B 7E

Exercise 3
When students are studying for a specific purpose it means we should try to select
appropriate genres. For example, Business English students might need to study letter and
email writing, report writing and reading, interpreting graphs and tables, etc. The best
way of finding out what genres to teach is to get experts in the field to tell you what
genres are most important, and to ask the students themselves what type of written
material they will need to read and write.
33 Register
Exercise 1
1C 2A 3A 4C 5B 6C 7A 8B
Exercise 3
One of the main reasons why we speak more or less formally is to do with the situation
we are in or who we are talking to. Even when buying a ticket at a railway station our
language may be fairly formal because we do not know the person we are talking to. In
the family we tend to use informal language unless we are talking to an older family
member we admire or when we actually want to create distance.
34 Cohesion and coherence
Exercise 1
1 E (a few days after)
2 B (it)
3 D (even though)
4 C (teacher, students, boards, books)
5 A (he)
Exercise 2
2, 6, 5, 3, 1, 4
Exercise 4
We can teach cohesion from the moment we start asking students to use more than one
sentence. For example, we can give them sentences like The man met the woman in the
evening and they have to come up with ‘continuation’ sentences such as He …, She …, It
…, etc. We can get students to focus on coherence whenever they read a multi-sentence
text. After reading any text, we can ask students to find cohesive devices and sequences.
We can jumble up the sentences of a text and ask students to put them back in order, or
we can draw their attention to how a text is structured

ANSWER KEY
B Background to language teaching
methodology
35 How people learn languages 1
Exercise 1
1L 2A 3L 4N 5A 6N 7A
Exercise 1
1D 2G 3A 4H 5B 6F 7I 8E 9C
37 Students make mistakes
Exercise 1
1C 2B 3B 4C 5A 6B
38 Learning at different ages
Exercise 1
1 YL 2 YL 3 T (A) 4 T (A) 5T 6A 7T 8 YL (T, A) 9 YL (T, A)
10 A (T) 11 T (YL) 12 YL
39 Student-centred teaching
Exercise 1
1A 2G 3D 4C 5E 6B 7F
40 Learner characteristics
Exercise 1
1A 2H 3B 4I 5E 6C 7G 8D 9J 10 F
Exercise 2
VAKOG = visual, auditory, kinaesthetic, olfactory, gustatory
41 Different contexts, different levels
Exercise 1
1A 2C 3B 4C 5A 6A 7C

Exercise 4
The main difference between general English and ESP is that whereas the former has a
general syllabus which is appropriate for just about anybody, ESP students look mostly
only at topics and language which are appropriate for their particular interests. In other
words, general English students will have texts and activities which are general in nature
and varied in content. ESP lessons, however, will have texts which are especially relevant
for the purpose and less general topics. The activities might mirror what students are
likely to do in their professional lives, whereas general English activities are, by their
nature, more ‘general’!
There is no reason why teaching techniques should be significantly different, however.
42 Large and mixed-ability classes
Exercise 1
1 differentiation
2 homework
3 organised
4 mixed ability
5 stage
6 praise
7 tasks
8 correct
Exercise 3
There are two opinions about streaming. One is that it is a good thing. If we know how
‘good’ students are, it makes sense to teach the good ones all together and the less able
students in a different group. That way we can change the speed and style of our teaching
(and the materials we use) to suit the particular ability level we find in front of us.
However, some people believe that if students are all educated together, and if it is the
responsibility of all to make sure that everyone succeeds, then everyone benefits – the
weaker students are ‘pulled up’ by the better students, the better students benefit from
having to explain things to their weaker classmates.
In reality, of course, most classes are mixed ability to a certain extent, so the teacher has
to work out ways to satisfy all their students.
43 Motivation
Exercise 1
1 B (T) 2 D (S) 3 E (S) 4 C (T) 5 F (S) 6 A (T) 7 H (T) 8 I (S) 9 G (S)

ANSWER KEY
B Background to language teaching
methodology
Exercise 1
1L 2A 3L 4N 5A 6N 7A
Exercise 1
1D 2G 3A 4H 5B 6F 7I 8E 9C
Exercise 1
1C 2B 3B 4C 5A 6B
Exercise 1
1 YL 2 YL 3 T (A) 4 T (A) 5T 6A 7T 8 YL (T, A) 9 YL (T, A)
10 A (T) 11 T (YL) 12 YL
Exercise 1
1A 2G 3D 4C 5E 6B 7F
Exercise 1
1A 2H 3B 4I 5E 6C 7G 8D 9J 10 F
Exercise 2
VAKOG = visual, auditory, kinaesthetic, olfactory, gustatory
Exercise 1
1A 2C 3B 4C 5A 6A 7C

Exercise 4
The main difference between general English and ESP is that whereas the former has a
general syllabus which is appropriate for just about anybody, ESP students look mostly
only at topics and language which are appropriate for their particular interests. In other
words, general English students will have texts and activities which are general in nature
and varied in content. ESP lessons, however, will have texts which are especially relevant
for the purpose and less general topics. The activities might mirror what students are
likely to do in their professional lives, whereas general English activities are, by their
nature, more ‘general’!
There is no reason why teaching techniques should be significantly different, however.
Exercise 1
1 differentiation
2 homework
3 organised
4 mixed ability
5 stage
6 praise
7 tasks
8 correct
Exercise 3
There are two opinions about streaming. One is that it is a good thing. If we know how
‘good’ students are, it makes sense to teach the good ones all together and the less able
students in a different group. That way we can change the speed and style of our teaching
(and the materials we use) to suit the particular ability level we find in front of us.
However, some people believe that if students are all educated together, and if it is the
responsibility of all to make sure that everyone succeeds, then everyone benefits – the
weaker students are ‘pulled up’ by the better students, the better students benefit from
having to explain things to their weaker classmates.
In reality, of course, most classes are mixed ability to a certain extent, so the teacher has
to work out ways to satisfy all their students.
43 Motivation
Exercise 1
1 B (T) 2 D (S) 3 E (S) 4 C (T) 5 F (S) 6 A (T) 7 H (T) 8 I (S) 9 G (S)

ANSWER KEY
C Teaching language and language skills
44 Introducing new language 1
Exercise 1
A7 B3 C4 D6 E1 F5 G2
Exercise 3
PPP is especially useful for the language that students study at lower levels. The use of
situations which the students can understand, and sentences with simple language which the
students have a good chance of repeating successfully make PPP very useful here. At more
advanced levels, however, we can ask students to look for examples of the language we
want them to study and then discuss/analyse them because students will be able to
understand what we are saying.
45 Introducing new language 2
Exercise 1
1C 2F 3I 4A 5D 6E 7B 8G
Exercise 3
When we use TPR with beginner students we can start with simple instructions such as Go
to the door, Give your book to the person behind you, etc. When students are at a higher
level we can ask them to do things such as Show me how you would react if you saw a snake
in your bathroom, etc. When we use TPR with children we often play games like ‘Simon
says’ where teachers only respond to instructions if we say Simon says stand up, etc.
46 Researching language
Exercise 1
1 computer search engines
2 language corpora
3 mine texts
4 research tasks
5 discovery puzzles
6 dictionaries
7 grammar book
8 accidental meetings
Exercise 3
Many students prefer to have things explained to them rather than try to discover rules for
themselves. This is usually because this is what they are accustomed to. You may be the
same! However, discovery activities make students think and this is good for them. If
students are helped by the teacher to work in this way, many of them get to like it and feel
comfortable with it.

47 Repetition and drilling
Exercise 1
1E 2G 3C 4B 5A 6D 7F
Exercise 3
Choral repetition is very useful to help students in a group ‘get their tongues around’ a new
structure. It is enjoyable and helps them to learn stress patterns etc. and to say things
successfully without being exposed individually. It is very good for re-focusing students’
attention too. However, it is probably less appropriate the higher the students’ level is. At
higher levels, teachers tend to only get choral repetition of occasional words that need
special pronunciation practice. It is also extremely difficult to get efficient choral repetition
of long sentences.
48 Practising new language 1
Exercise 1
1F 2B 3E 4A 5D 6G
Exercise 1
1F 2D 3A 4E 5C 6G 7B
Exercise 3
As with any other class activity, games will satisfy some students, but not all. Some
students do not particularly like games (though most probably do!). Our job, as teachers, is
to ‘keep our eyes open’ and not overuse games if/when we see that some students do not
enjoy them. The same is true when we consider the students’ age. Most children like games
whereas some adults find them too childish. However this is not always the case, and if we
choose the right kind of game (perhaps modelled on a popular TV or radio show) adults can
have a good time. But even then we have to be aware of the students who are not
enthusiastic game players.
Exercise 1
1 communicate
2 information-gap activity
3 bits
4 share
5 chart
6 jigsaw reading
7 extracts
8 show
9 describe and draw
10 pairs
11 piece of paper
12 draw

13 find the differences
14 information-gap activity
Exercise 3
The most obvious worry about information-gap activities is that students fail to understand
what they are supposed to be doing. Perhaps they don’t realise that they are not allowed to
look at each other’s material; perhaps they don’t know what they have to do and say. To
stop these problems we have to give clear instructions, and, where possible, demonstrate the
activity before the students do it. While the activity is going on we will need to constantly
monitor the pairs and groups to make sure that everything is being done in the right way.
51 Teaching speaking 1
Exercise 1
1C 2B 3C 4A 5C 6B 7B
Exercise 3
We often use our inner voice in a foreign language when we are thinking about what we
will say and how we are going to say it. This happens when we are on our way to the store,
or when we are about to make a phonecall or see someone. It helps us to move the language
we need to the front of our brain. In the same way, students may appreciate being given
time to think things through before we get them to speak.
Exercise 1
1B 2H 3E 4F 5G 6D 7C 8A
Exercise 3
Some students are reluctant to speak because either they don’t especially like speaking
anyway (they are not very extrovert) or because they are frightened of making mistakes.
They may also be slightly frightened by the people who do all the talking! One way of
dealing with this is to prepare students well before a discussion takes place. We can also
give students counters which they have to ‘spend’ – each time they speak they put a counter
into a ‘pot’ until they run out of counters.
Exercise 1
1F 2I 3C 4B 5A 6G 7D 8E 9H
Exercise 3
Every presenter has their own ideas about what is or is not comfortable for them, so the
answers to these questions are bound to be very personal. What it suggests is that when we
are dealing with students we need to help each one of them find their own style, rather than
imposing one presentation style over another.
54 Teaching reading 1
Exercise 1

1 graded readers
2 drop everything and read
3 comprehensible input
4 bottom-up processing
5 top-down processing
6 intensive reading
7 specific information; scanning
8 extensive reading
9 skimming; gist
Exercise 3
Many teachers complain that since their students do not read that much in their own
language, it is extremely difficult to get them to read in English. But if reading is such a
good thing for language learning, we probably need to keep trying to encourage them to do
it. Firstly, we need to tell them how good reading is. Secondly, we need to show them where
they can get good reading material that will interest them (and which they will understand).
Thirdly, we will allow them to choose what they read. Fourthly, we will reward their
reading with praise and, perhaps, extra grades. Finally, we will get them to tell their
classmates what they have been reading – saying what the best bits are etc. None of this
guarantees that students will read, but we have at least tried our best.
Exercise 1
1 pictures
2 predict
3 text
4 topic
5 questions
6 first
7 paragraph
8 buzz groups
9 pictures
10 charts
11 text
12 jigsaw reading
13 text
14 extracts
Exercise 3
What students need to understand is that they can get a clear idea of a text from a variety of
sources even before they start reading the actual words of the text. For example, with novels
we can look at the title and at the cover design to give us some idea of what the novel might
be about. We can look at the ‘blurb’ on the back or inside cover, and it’s worth seeing if
there are any quotes from critics to help give us an idea of what the book is about. With
articles on the internet pictures, headlines and, say, the first paragraph all help us to predict
the content, and this helps us to deal with the difficulty of reading later. It’s the same with
magazines. They often carry pictures, headlines and summarising first paragraphs. The main
thing is that if students read intelligently they will be able to understand far more than they
thought possible.

Exercise 1
1C 2G 3F 4B 5I 6A 7D 8E 9H
Exercise 3
It would be very common (though not necessarily the case) if you were asked to do a lot of
intensive reading and not much extensive reading at school. It is also likely that you might
not have spent that much time on prediction exercises, text mining, etc.
One of the best ways of deciding what to do as a teacher is to reflect on our own learning
and decide what were the best/worst things about it – and use those reflections to help us
decide what to do in our own teaching.
57 Teaching writing 1
Exercise 1
1 accuracy
2 the writing process
3 planning
4 handwriting
5 nuts and bolts
6 respond
7 final version
8 draft; review; edit
9 audience
Exercise 3
What we know is that when/if we send emails without reviewing them, we often wish we
hadn’t! We are much more likely to review letters before we send them, of course, but even
when we social message (with Twitter, for example) it is extremely unwise to do so without
checking spelling etc. first. When teaching process writing, it is a very good idea to remind
students of this – and get them to reflect on their own writing lives in their first language –
as a way of persuading them to take care when writing English.
Exercise 1
1E 2F 3H 4A 5D 6B 7G 8C
Exercise 3
The word writing obviously means something quite different now from what it did. Often
(but not always) we are likely to be using a keyboard on computers or mobile devices. This
suggests that handwriting is not so important. However, people still need to fill in forms,
write greetings or formal letters etc. and so students need to be able to do this in English.
They also need to be able to write in different styles and registers, for example to be able to
differentiate between messaging, informal and formal emailing.
Exercise 1

1E 2A 3B 4H 5C 6F 7G 8D
60 Teaching listening 1
Exercise 1
1C 2A 3A 4B 5C 6B
Exercise 3
We often only listen once for, say, a station announcement, or something that someone says
to us in conversation. However, if we like a song or a radio programme we can often listen
to it again. Nevertheless, in our first language a great deal of listening is a ‘one-off’ affair.
With students this makes little sense, since any listening text (just as with reading) is a
treasure trove of language which we can ‘mine’ and students can listen and re-listen to learn
more about how things are said and what they sound like.
Exercise 1
1 listen
2 predict
3 questions
4 answers
5 topic
6 think
7 words or phrases
8 classroom
9 questions
10 pre-teach vocabulary
11 pre-teach
12 topic
13 predict
14 extract
15 live listening
16 pairs and groups
Exercise 3
Listening is difficult in classes because, especially without visual clues when we use
recorded listening, students have to get their understanding just from the words they hear.
Sometimes they find the speed of the voices difficult and/or the quality of the audio
unsatisfactory. We need to do all we can to make the experience as successful as possible.
This involves using the kinds of prediction exercise mentioned in Unit 61, and ensuring that
everyone can hear clearly – doing all we can to make the classroom acoustically
appropriate. Above all, we should tell students that we understand the difficulty they have
and help them with clues, transcripts, explanations and re-playings of the audio tracks to get
as much from the recordings as possible.
Exercise 1

1E 2B 3I 4C 5G 6F 7H 8J 9D 10 A
Exercise 3
One of the things teachers may want to do is to select video clips that they themselves
enjoy. They will also want to think about the kind of things that students will like. We
probably won’t get our classes to watch video clips that are too long, and we will want to
use clips that have enough language in them (rather than being just visual) to make it worth
our students’ precious time.
63 Using poetry
Exercise 1
1C 2B 3A 4B 5C 6B 7A
64 Using music and drama
Exercise 1
1 jumbled lines
2 lyrics
3 blanks
4 fill in
5 words and phrases
6 predict
7 song
8 tracks
9 desert island
10 a piece of music
11 drama
12 excerpt
13 stress
14 before
15 after
16 scene
17 mime
18 classmates
Exercise 3
People are different! Music can play a very important part in language learning, but some
students just aren’t that keen. It’s the same with drama. The job of the teacher is to find out
how individual students respond to these things so that he/she can act accordingly. Just
because students are not that keen on drama doesn’t mean we can’t use it, but we need to
make a special effort to enthuse the more reluctant ones and show them the benefits of what
we are doing.

ANSWER KEY
D Managing learning and teaching
65 Teacher roles
Exercise 1
1B 2A 3C 4I 5H 6F 7D 8E 9J
Exercise 3
In many cases, the majority of time spent by teachers will be in the role of controller. It is
generally true to say that teachers who only act as controllers do not have much luck in
sustaining student motivation over a long period of time, unless they are amazingly
charismatic. Part of a teacher’s skill is being able to switch in and out of the different
roles he or she can use.
66 Teachers and students
Exercise 1
1C 2A 3B 4A 5B 6B 7C
Exercise 3
It seems important for students to respect their teacher. Liking a teacher cannot be enough
to sustain motivation over a long period (though it is obviously better than not liking the
teacher).
Although a teacher is always, to some extent, playing a role (or roles), nevertheless
students appreciate seeing the ‘real’ person from time to time.
67 Where students sit
Exercise 1
1E 2A 3H 4B 5I 6F 7D 8C
Exercise 3
Different students have different preferences. Some do not like working in pairs as much
as we might expect. They prefer to work on their own, or they like listening to the
teacher. Others, on the contrary, do really well in pairs and groups.
We need to explain to students why we are asking them to work together, and we need to
be very aware of the different preferences that different students have.
68 Teacher language
Exercise 1
1 STT
2 teacher talking time
3 less
4 more
5 practice
2012
6 comprehensible input
7 language
8 acquire
9 acquisition
10 roughly-tuned
11 intonation
12 level
13 instructions
14 demonstrate
15 voice
16 audible
17 shout
18 discipline
19 clearly
20 stage
Exercise 3
Some teachers talk more than others! And as we have said in Unit 68, TTT is not all bad!
However, if lessons are completely full of the teacher doing all the talking – especially in
a language-learning lesson, then something is clearly wrong. The balance of TTT and
STT will vary, depending on what the activity is, but it is obvious that 100% TTT will be
unhelpful for students.
69 Giving instructions, checking meaning
Exercise 1
A5 B3 C1 D4 E7 F8 G6 H2
Exercise 3
A lot depends on exactly what the activity is. Sometimes, however, instructions may be
too complex to give all at once, and then it is better to give the instructions in parts. One
of the best ways of thinking about this is to wonder what we, personally, would prefer if
the instructions were being given to us.
70 Classroom moments
Exercise 1
1J 2A 3D 4C 5H 6B 7G 8I 9E
Exercise 3
Each teacher has their own way(s) of quietening down a class. For example, a teacher in
Indonesia recently described his ‘call and response’ method. The teacher says Hello and
the students have to reply Hi and quieten down. It seems to work – for him.
71 Discipline
Exercise 1
1A 2B 3C 4B 5C 6A 7C
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Exercise 3
Different groups exhibit different behaviour problems. In some cultures, the most difficult
problem may be students who use silence and a lack of cooperation as a discipline
‘weapon’. In other contexts, rowdiness and cheekiness can be the kind of problem that
teachers dread. Whatever the problem, the way we react matters enormously. Teaching is
a job, so the way we deal with problems has to be cautious, professional and firm.
However we feel, we have to look as if we are in control!
72 Giving feedback
Exercise 1
1A 2C 3A 4B 5C 6B
Exercise 3
We all respond differently to being told we are doing something wrong. Many speakers of
a foreign language feel offended when someone corrects them so when we teach we have
to be extra careful about the choices we make for the individual students. It is not easy!
73 Correcting speaking 1
Exercise 1
1H 2D 3I 4A 5E 6F 7C 8B 9G
Exercise 3
It might be a good idea to ask students the question in Exercise 3 – the more we talk with
students about teaching and learning, and what suits them, the more involved they
become in the learning process.
Our answer to this question does also depend on who the teacher is and how they actually
carry out the correction. For example, some teachers can just use facial expression to
show something is ‘wrong’, but with other teachers the same expression seems sarcastic.
74 Correcting speaking 2
Exercise 1
1A 2C 3A 4B 5C
Exercise 3
We often talk about people being ‘glass half full’ or ‘glass half empty’ people, i.e.
optimists or pessimists! It’s a bit like that when we think of ourselves and how much
criticism (critical or not) we appreciate. We can get easily offended if our ‘critics’ get it
wrong. It’s the same with students. Teachers need to be acutely aware of how much
criticism their students are prepared and ready to accept.
75 Correcting writing
Exercise 1
1G 2H 3A 4E 5D 6I 7F 8C 9B
Exercise 2

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1E 2F 3H 4D 5I 6B 7A 8C 9G
Exercise 4
Just as with spoken correction, people like different things! It makes sense, therefore, to
sometimes ask students how they would like you to correct their work. This means that
we probably won’t always correct in the same way. Perhaps, in a small class, we can keep
a record of which students prefer which kind of correction – and correct accordingly!
76 Homework
Exercise 1
1 students
2 learner autonomy
3 homework
4 portfolios
5 poems
6 workbooks
7 online learning platform
8 written
9 recording
10 code of conduct
11 choose
12 grades
13 task
14 homework record
15 word limits
16 mark
17 promptly
18 overload
Exercise 3
There is no real answer to this question. It is certainly true (as we make clear in Unit 76)
that homework is a good thing. But it is equally true that if children have to do too much
of it, it loses any benefits it might have.
Finding the right balance as a teacher is essential. It is also just as important for teachers
to choose homework tasks that the children have a chance of enjoying and becoming
involved in.
77 Using the L1
Exercise 1
1E 2G 3F 4H 5B 6I 7D 8C 9A 10 J
Exercise 3
Different people have different preferences, of course. But we have to take into account
that the overwhelming majority of English teachers in the world are not native speakers –
and they do very well! Native speakers may have some credibility, precisely because they
are native speakers. But they can never show that they too had to learn English just as the
students have to do.
Should a native speaker be able to speak the students’ L1? If he or she can’t, then the
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classroom will have to be English only – and that has all the advantages or, more likely,
disadvantages that are discussed in Unit 77.
78 Teacher development
Exercise 1
1C 2G 3F 4A 5I 6E 7H 8D 9B
Exercise 3
As we say in Unit 78, many teachers suffer from temporary burnout at various stages of
their careers, and they deal with it in different ways. Some change the school they work
at, or try and teach at a different level. Some take a break for a semester. Some try to
make changes in another areas of their life, and some try something new to keep them
engaged and motivated. The main thing to remember is that temporary burnout will pass
– and the more ‘proactive’ we are, the quicker that will happen.

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ANSWER KEY
E Planning, resources and assessment
79 Planning lessons
Exercise 1
1K 2C 3G 4H 5I 6B 7J 8A 9F 10 D 11 E
Exercise 3
We all have different ways of ‘imaging’ what we do. The most important thing is for a
lesson to have some kind of an identity, so that both teachers and students can feel that
they have experienced something special. And if you can’t feel that when you attend a
lesson as a student that’s rather sad!
80 Planning sequences
Exercise 1
1B 2C 3B 4A 5B 6C 7A 8C
Exercise 3
If we plan a series of lessons based just on the language that students are going to learn,
we may find it difficult to come up with content (topics and themes) to match the
language. But if we base a sequence of lessons just on the basis of topics and themes or
on a balance of activities, we may struggle to make it fit with the language we would like
students to look at. What we have to do instead is play a kind of three-dimensional chess
match – mixing and matching topics, themes, language and activities so that one thing
leads on from the last thing. We can tie a sequence of lessons together with threads of
language, topic and activities. It’s worth doing!
81 Using coursebooks
Exercise 1
1G 2H 3E 4B 5A 6F 7I 8J 9C
Exercise 3
Some people like coursebooks more than others! And some coursebooks are much more
useful than others. Many students and teachers react (positively or negatively) to the way
a coursebook looks – the pictures, the layout etc. But the most important thing, perhaps, is
whether students and teachers can look back at the book to help them with their revision.
A lot depends too on what topics and themes are included and whether the language
explanations (and practice opportunities) are clear and helpful.
82 Using dictionaries
Exercise 1
1F 2B 3G 4J 5H 6A 7I 8C 9E
Exercise 3

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Modern dictionary use depends on what kind of dictionaries students have access to. If
they are using very basic bilingual dictionaries, they will just look up translations for
words (and often make mistakes because of it). But if they are using good monolingual
learners’ dictionaries (MLD), they may get a lot more information. A good classroom has
a set of such dictionaries available for use.
It is always better if students have their own dictionaries, and now that many dictionaries
are provided as Apps or exist electronically, it is a lot easier to persuade students to
always have them in class.
83 Supplementary materials and activities
Exercise 1
1 exam practice books
2 teachers’ resource books
3 mixed-ability classes
4 websites
5 supplementary materials
6 graded readers; extensive reading
7 activities
8 games
9 learning outcomes
10 coursebook
Exercise 3
Some people really enjoy doing puzzles or taking part in games. Others, however, do not.
It is interesting to think which kind of person you are.
Many ordinary games that people play for fun can be adapted for use in a foreign-
language lesson. The important thing is to try and make sure that the students get some
kind of language benefit from the activity, i.e. that they learn or practise something
worthwhile.
84 Teaching without materials
Exercise 1
1 M- 2 M+ 3 M+ 4 M+ 5 M- 6 M- 7 M+ 8 M- 9 M-
Exercise 3
Some students love coursebooks. They like the pictures, the topics, the language work
and the feeling that they are learning unit by unit. They like the fact that when they get
home they can look at the book and revise what they have been learning.
Other students, however, find coursebooks unimaginative and boring, and would much
prefer to learn just by talking with their teacher and doing interesting things in the
classroom.
Which are you?!
85 Classroom technology 1
Exercise 1
1H 2A 3J 4E 5D 6I 7C 8F 9G

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Exercise 3
Almost all classroom technology can be made to be useful in some way or other.
However, when teachers talk about this they almost always say that a board of some
description is the most important piece of technology in a classroom. Teachers and
students can write on it, draw on it, stick things to it, hang things from it, etc.
Interactive whiteboards and computers hooked up to data projectors are also extremely
useful. They can sometimes go wrong of course, and demand a good electricity supply –
and when the internet is involved, good broadband connection.
Exercise 1
1C 2B 3A 4A 5B 6A 7B
Exercise 3
Good teachers have always been able to use the technology they need – whether that
is/was the blackboard, flashcards or the overhead projector. Modern technology is no
different really. We need to feel comfortable with it – somehow!
We can’t be expected to be computer marvels. That is the computer expert’s job. But we
need to keep up to date with the technology that is most useful for (and used in) our
teaching situations.
However, good teaching is about much more than technology. It is about the relationship
that teachers have with their students and the teacher’s ability to help the students to
learn.
Exercise 1
1B 2F 3C 4J 5A 6D 7I 8E 9H
Exercise 3
Studying online is now extremely attractive for many people. It is often cheaper and more
convenient in terms of transport, cost etc. You can study in your own time and do as
much work or as little as you want when you want.
However, for many people being in a classroom with others is much pleasanter because
there is human contact and you can talk to each other face to face. A lot depends too on
whether you have self discipline – in other words, whether you can persuade yourself to
study or whether you need a classroom teacher in front of you to make it happen!
88 Assessment and testing
Exercise 1
1C 2A 3B 4A 5C 6B 7C
Exercise 3
Each of us is different. Some like final tests which decide everything, others don’t. Some
people just seem to do well in final tests, others don’t.
It probably makes sense to mix final testing with some form of continuous assessment.
However, continuous assessment can often mean more work for the teacher, so we may
want to look at ways of getting students to help etc.

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89 Test items and how to teach them
Exercise 1
1B 2A 3J 4C 5F 6D 7H 8G 9E
Exercise 3
Some indirect test items are quite difficult to write. You have to make sure only one
answer is possible, for example, or try to be sure that the alternatives in a multiple-choice
item are worth putting there. On the other hand, writing a good direct item – which really
tests a students’ ability to DO something in English in a valid way – is also challenging.
It is often easier to grade indirect test items because (usually) only one answer is possible,
whereas when we grade direct test items we have to take many things into account at the
same time.
Indirect test items can tell us about our students’ knowledge of grammar and vocabulary.
The big question is whether they tell us about the students’ ability to USE language. Most
people believe that direct test items are better for that.
90 Marking and grading tests
Exercise 1
1 reliability
2 objective
3 subjectively
4 assessment criteria
5 assessment scales
6 reliable
7 grade
8 scorer training
9 reliable
10 indirect
11 overlay
12 computers
13 scorers
14 peer evaluation
15 can-do statements
Exercise 3
One of the best ways of trying to get scorers to use assessment scales accurately is to
‘double grade’ – that is two different scorers grade the same piece of work. We can also
organise meetings where a group of teachers grade a selection of students’ work and then
compare and discuss the grades they have given. This can be part of the training that
people get/ when they first start to use assessment scales.

2012
ANSWER KEY
F Teaching young learners
91 Describing young learners
Exercise 1
1B 2E 3A 4H 5G 6F 7I 8C 9D
Exercise 3
Educators need to come up with some general guidelines for child development so that
they can see if a child is developing normally for someone of their age. Such information
also helps in the development of syllabuses, curriculums and how we assess if the stages
have been ‘reached’.
However, we do always have to remember (as Unit 91 makes clear) that such descriptions
can only ever be general – a particular child may develop more quickly or slower than the
norm – and that child development does not always proceed at the same steady speed.
92 In the language classroom
Exercise 1
1C 2A 3B 4B 5A 6B 7B
Exercise 3
In many classrooms in the world students (even young learners) have to sit in rows.
Although this is not ideal for the kind of activities and routines that are described in Unit
92, we can still get students to work in small groups by turning to the people behind them.
We can use colour-coded worksheets and materials for differentiated groups. We can
have some students stand up or raise their hands instead of having runners.
Above all, we need to be very clearly organised so that students know what they are
expected to do. If we want them to come to the front, for example, we must have clear
procedures for this.
And even though students are sitting in rows we must try and find a way to let them move
sometimes – by standing up and sitting down at least – to release some of their pent-up
energy.
93 Movement, games and special friends
Exercise 1
1A 2F 3G 4I 5H 6D 7E 8B 9J
Exercise 3
We know that children learn through play and active participation. Games are part of that,
of course, and as it says in Unit 93, learners often do not realise they are learning as they
play.
However, it is worth remembering that not all children like games as much as everyone
else; that some people are better ‘gamers’ than others. Not only that, but we need to ask
ourselves exactly what the games we are using are for. What happens in the game? Is
there any real learning potential, or are they just ‘fun’? In other words, just as with all
other activities, we need to think carefully about how and why we use games.

2012
We also need to consider colleagues and other students when we get students to play
games. How noisy will they be? How much disruption will they cause (moving chairs and
tables etc.)? Will the children become over-excited?
We are not suggesting teachers should not use games – of course not. But when we
decide to use games, we need to think carefully about why and how.
94 Chants, rhymes and songs
Exercise 1
1 songs, rhymes and chants
2 classroom
3 rhythms
4 sounds
5 do the actions
6 move their arms
7 counting chant
8 songs
9 words or phrases
10 word or phrase
11 pictures
12 in order
13 round
14 conduct
15 softer
Exercise 3
Just because we are not very confident about singing ourselves, this does not mean we
can’t use songs with young learners!
We can find recordings of the songs we are going to use, and listen to them carefully
before we take them into the lesson. We can think about what we want students to do
with the songs, and practise how we can ‘conduct’ them if they sing along with the
recording. Even if we do not want to sing ourselves, we can have great fun encouraging
the students to sing along and/or do the actions to go with the words and music.
We can also invite colleagues to come to the class and do a song with our learners.
95 Language teaching with young learners
Exercise 1
1L 2J 3G 4C 5E 6A 7K 8B 9F 10 H 11 D
Exercise 3
Mime is extremely useful when we want to explain words or actions. We can show
almost anything and young learners are usually interested in what we are doing. Mime
can work really well too in game activities such as charades (where competitors have to
mime the name of a book, a play or a film).
If we get students to mime actions and the other students have to guess what they are
doing, the kids often really pay attention.
Mime also helps students to build ‘mental pictures’ of the words and sentences that they
are learning.

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96 Young learner listening
Exercise 1
1D 2H 3F 4B 5E 6J 7A 8I 9C
Exercise 3
Reading aloud to children is one of the most important things that parents can do for their
children. When children hear the same story again and again they hear the same language
again and again – and become familiar with sounds and intonation and stress. Reading
aloud also helps to make a bridge between the world of the family and the outside world.
Stories allow children to experience exciting and sometimes difficult themes in a safe
environment. Above all, read-aloud stories encourage the development of a child’s
imagination as the children visualise what they are hearing.
When teachers read stories in class they are doing the same as parents do when they read
to their own children – and the activity has the same advantages. But now we have moved
out from the enclosed safety of the family to a slightly wider and more social world. The
reading circle is a shared experience and that is part of its charm and benefit.
There are other differences too, of course, between reading to our own child and reading
to a class of children. We usually read to our own children in a home language – whereas
in a language lesson we use the target language. And we can choose books especially for
our own individual child, whereas with a group we select a book that will please a larger
number of children.
97 Young learner speaking
Exercise 1
1C 2A 3A 4C 5A 6B 7B
Exercise 3
The most important with young learners is to get them to speak and to try and express
themselves in English. Over-correction may get in the way of this. However, when we are
using roleplay or when students are talking to and with puppets, we may ask them to say
something again ‘more clearly’. In drama activities we may give them the correctly-said
lines when they are rehearsing and we will help them say things with appropriate
pronunciation, intonation etc.
98 Young learner reading
Exercise 1
1C 2G 3I 4H 5E 6J 7A 8F 9D
Exercise 3
When children read aloud one-to-one to the teacher or to another trusted adult, they get to
try out their own reading ability with the support and help of the listener. They make
sound-spelling connections. They can act out the words as they read. But, above all, they
can get help to understand what they are reading when they need it.
When we hear a child read aloud one-to-one we can gain some understanding about how
well their reading is progressing and what they still have difficulty with. As a result, we
can show them how to say words, and explain certain pronunciations etc. We can give
them individual help and attention – and above all, confidence.

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99 Young learner writing
Exercise 1
1B 2A 3B 4B 5B 6C
Exercise 3
It is true that writing is increasingly done via a keyboard of some kind. However, there
are also times when handwriting is very necessary and especially appropriate. For
example, we write greetings card messages and postcards by hand. Many birthday party
invitations etc. are also done in handwriting. And anyway, even if students always use a
computer (or smartphone) keyboard, they need to recognise the letters. Learning how to
make handwritten letters helps students to learn what they are and how they are formed.
100 Topics and themes
Exercise 1
1G 2E 3F 4A 5D 6C 7I 8H 9B
Exercise 3
The advantage of topic-based planning is that learners are not faced with something
completely new every lesson. There are connections between different lessons and it can
feel comfortable when everything is related in some way.
On the other hand, some people think that a topic web can be limiting, and prefer to plan
a sequence of lessons based on lesson threads – making connections between one lesson
and another, but not necessarily between all lessons in a sequence. This means that
(perhaps) we can include a greater amount of variety.
A lot will depend on factors such as what kind of school the young learners are studying
in, how old they are and how many hours a week they study. Good planning means
having variety, engaging topics and some kind of progression as learners move from one
lesson to another. Topic-based sequences are just one way of achieving this.
101 Assessing young learners
Exercise 1
1A 2C 3H 4I 5B 6D 7J 8G 9F
Exercise 3
Many government education systems test children at various ages. They say they need to
do this in order to know how well the education system (in general) works. The danger of
too much testing, of course, is that teachers (and students) are always focused on tests –
and the way students are taught reflects this. And that’s not necessarily a good thing.
On the other hand, testing does give us information. And testing can be very motivating
for both teacher and students. The secret is not to over-test students and to make the tests
as much like real-life language use as possible. We should also teach so that the students
will have good enough language ability to do well in the test, rather than just teaching
them how to pass the test itself.

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ANSWER KEY
G Content and Language Integrated Learning
102 Introducing CLIL
Exercise 1
1B 2A 3C 4B 5A 6C 7A
Exercise 3
For some people, CLIL offers new possibilities of success in school systems where
children have not achieved as much as they should have in the past when they were
students of general English. However, other people worry that studying in a foreign
language is not necessarily good for the students’ learning of the content – the foreign
language gets in the way. There is, too, the added problem that teachers need to be
proficient both in the subject and in the foreign language – and will need training to
deliver learning in new and innovative ways.
Nevertheless, where CLIL works (and it does), teachers, parents and students are very
enthusiastic. They say the children are more motivated and score highly on language and
content tests. Where language teachers and content teachers share lessons and planning it
can be very exciting. A lot depends on the support that CLIL teachers get and the
resources (financial and otherwise) they are given.
103 The language of CLIL
Exercise 1
1E 2C 3B 4D 5A 6F 7G
Exercise 3
It is difficult to say exactly what different students will remember (and anyway they often
remember things which the teacher did not think were especially important). But content-
obligatory language is probably especially memorable if the students have become
engaged with the topic (content). As a result, they tend to remember the names of things –
the topic vocabulary they have to use to describe/explain the content. Every time they
think of the topic they will need to (and can) remember how it is described in English (or
whatever language CLIL is taking place in).
104 Genre in CLIL
Exercise 1
1B 2B 3B 4B 5B 6C
Exercise 3
It is interesting to think about our own writing and to think about how much of it ‘obeys’
genre rules – whether it is in our formal writing, our texting (SMS messaging) or our use
of social media.
Some of the things that students do regularly (e.g. texting, social media) may not be that
helpful in their CLIL studies. But it is a good idea to bring their own genre habits to their
attention, since this will help them analyse and understand what is expected of them when
they write a scientific text or a geography description etc.

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105 Using visual organisers
Exercise 1
1F 2D 3B 4H 5A 6I 7J 8G 9C
Exercise 3
Many of us use visual organisers of some kind in our daily lives. For some people this
means putting items of a shopping list in different columns. For others it means drawing
mind maps to take notes or to remember things. Sometimes we make flow charts to help
explain what we are talking about. In our professional lives we may use others too.
A good CLIL teacher will introduce visual organisers to his or her students when they are
useful and appropriate for the content that is being studied. For example, when they need
to separate and classify things they may use tables to characterise different items.
However, when they are comparing two things which share similarities (even though they
are different) then a Venn diagram may be the most useful visual organiser.
Students need to know how to interpret visual organisers and how to use them to explain
what they want to say.
106 Materials and resources for CLIL
Exercise 1
1A 2B 3C 4B 5A 6B 7B
Exercise 3
The answer to this question will depend to some extent, of course, on what content you
are teaching and what age the students are. Most teachers, when asked to say what the
most important classroom resource is, choose some form of board (whiteboard,
interactive whiteboard etc.), since being able to demonstrate things visually is a key
component of a teacher’s skill. In today’s CLIL classrooms, combining a good board with
the ability to search online (and perhaps project internet images) is vitally important too.
107 Teaching CLIL
Exercise 1
1 plenary
2 schemata
3 groups
4 genres
5 higher-order thinking skills (HOTS)
6 scaffold
7 subject-specific vocabulary
8 lower-order thinking skills (LOTS)
9 positive encouragement
Exercise 3
It is certainly a good idea for students to think about how they learn although some
people find this easier than others of course – as a moment’s refection will tell us. The job
of the teacher is to continually encourage students to think about the best ways of doing
things in the hope that at least some of them will benefit from this.
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108 CLIL activities
Exercise 1
1G 2J 3H 4I 5C 6E 7F 8A 9B 10 D
Exercise 3
In some ways we might say that the picture of the boy in the garbage dump is appropriate
for any age. The issues it raises (about inequality, the treatment and lives of children, the
‘disposable’ society and how we dispose of waste) are universally important and
endlessly challenging.
The important thing, then, is to work out how to use a picture like this appropriately for
different groups of students. We can use both LOTS and HOTS activities with any age
group, but the one thing we should never do is ask students things which are either too
challenging or too young for them. In other words, we have to be careful that we don’t
make things too ‘obvious’ even where the students’ language level is fairly low.
Pictures like this can be a powerful stimulus for learning across the curriculum, but we
need to plan carefully how we are going to use them.
109 Planning CLIL
Exercise 1
1I 2F 3A 4H 5D 6C 7J 8G 9E 10 B
Exercise 3
It is almost impossible to say what the learning outcomes of a lesson will really be for
each individual student (even though it is a good idea to try!). Even if we do exactly what
we had planned to do in a lesson, students may not learn (or ‘hear’) what we wanted them
to. And if unforeseen problems and magic moments occur, we may have to change what
we had planned to do.
However (and in spite of this), it is a good idea to have some idea of what we want to
happen, and aim for that. If we tell students what we expect the outcomes to be, and if we
summarise what has happened at the end of the lesson, then there is a better chance that
the students will have achieved what we had hoped for them.
110 Assessing CLIL
Exercise 1
1C 2A 3B 4B 5C 6A 7C
Exercise 3
Everything depends on what we want to test. If we are interested in knowing if students
can remember things, then open-book tests will not be appropriate. If we want to see how
students will use their own cognitive (and communication) skills when remembering
things, then open-book exams may not be appropriate. But if we are interested to know
how students can use reference materials, or interpret information they already have, then
open-book exams may help us to find that out.
The potential danger with open-book exams, of course, is that students will spend too
much time consulting the reference material/notes that they have with them rather than
responding to the test question or task.

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1 What’s in a sentence?
Revise
1 For questions 1–10, match the words in italic in the text with the parts of
speech A–J. AK
A Adverb F Noun
B Adjective G Prepositional phrase
C Conjunction H Pronoun
D Definite article I Quantifier
E Indefinite article J Verb
(1) The teacher (2) walked cheerfully into the (3) classroom. She got a (4) small book
(5) out of her bag and started to read a story. (6) Most of the students quietened down
(7) immediately (8) and that made her pleased. (9) It was (10) an exciting story, but a
few students at the back didn’t enjoy it!
2 Find at least one more example for each part of speech in the text. AK
3 For questions 1–4, choose the best option (A, B or C) to describe each
sentence. AK
1 She teaches English.
A subject, verb, object
B subject, verb, complement
C subject, verb, adverbial
2 He teaches for three hours every day.
A subject, verb, object
B subject, verb, complement
C subject, verb, adverbial
3 He feels tired in the mornings.
A subject, verb, object, adverbial
B subject, verb, complement, adverbial
C subject, verb, adverbial, complement
4 The teacher gave the students a book.
A subject, verb, indirect object, direct object
B subject, verb, direct object, indirect object
C subject verb, adverbial, object
Research
4 First choose three parts of speech you would like to focus on. Then look
at a text in English and find as many examples of each part of speech as
you can.
Reflect
5 How important is it for teachers to know what the parts of speech are
called? How important is it for students to know what the parts of
speech are called? AK

2 How we use clauses
Revise
1 For questions 1–5, match the sentences with the types of clause A–F.
There is one extra option that you do not need to use. AK
A Concessive clause D Reason clause
B Conditional clause E Relative clause
C Purpose clause F Time clause
1 He went to bed early because he was feeling very tired.

2 He still felt tired the next morning in spite of his long sleep.
3 He decided to go running in order to make himself feel better.
4 By the time he had finished his run he felt better.
5 He would have run for longer if he hadn’t felt so tired.
2 For questions 1–5, look at the beginning of the sentence and decide
which continuation (A, B or C) is not possible. AK
1 She’s the woman
A that I saw yesterday.
B I saw yesterday.
C yesterday I saw.
2 He’s the teacher
A that works in my school.
B works in my school.
C who I met last week.
3 Nino’s the student
A which I took away in class.
B whose cellphone I took away in class.
C who kept texting in class – so I took away his cellphone.
4 My favourite lesson, ______ , is about butterflies.
A which I taught yesterday
B that I always enjoy teaching
C I love it
5 If I hadn’t stopped for a coffee
A I couldn’t have texted you.
B I will be on time.
C I would have been on time.
Research
3 Read an English text (or listen to some English) and write down any
sentences which have the words if or unless in them.
Are they first, second, third or zero conditional sentences? If not, what
verb forms do they use in each clause?
Reflect
4 What is the lowest student level – elementary, intermediate or advanced

– that you would use the following sentences with? Why? AK
1 Although he set out early he failed to arrive at his destination at the appointed time.
2 He’s the man she wants to marry.
3 He left home early but he arrived late.

3 Asking questions
Revise
1 For questions 1–12, read the dialogue and match the words and phrases
in italic with the grammatical terms A–G. You will need to use some of
the options more than once. AK
A Affirmative sentence E Subject question
B Contracted form F Tag question
C Negative sentence G Yes/no (closed) question
D Object question
Kim: The school term ends next week. Hooray!

Sarah: (1) When are you going on holiday?
Kim: (2) I’m not sure. We (3) haven’t decided on a date yet.
Sarah: (4) You’re leaving it a bit late, aren’t you?
Kim: Yes, (5) I suppose we are.
Sarah: (6) Who’s going with you?
Kim: A couple of friends.
Sarah: (7) Where are you going?
Kim: (8) We’re thinking of Vietnam.
Sarah: (9) Didn’t you go there two years ago?
Kim: Yes, but (10) I really want to go again.
Sarah: (11) You really liked the place last time, didn’t you?
Kim: Yes I did. I (12) can’t wait to go again.
2 For questions 1–7, decide whether the questions are correct (C) or
wrong (W). If they are wrong, re-write them so that they are correct. AK
1 What are you doing tomorrow?
2 Why you are arriving so late?
3 I’ll see you tomorrow, right?
4 Have you ever to Brazil been?
5 When am I going to arrive? About ten o’clock.
6 What have you been doing for the last few hours?
7 You like this music, aren’t you?
Research
3 In English we show that we are asking a question either (a) by changing

the word order of affirmative sentences or (b) by using rising intonation.
Do languages you know make questions in the same way?
Reflect
4 In spoken English, we can make an affirmative sentence or even just one

word into a question using questioning intonation.
At what level should we tell students about this, and how should we
explain the difference between this sort of question and well-formed
questions? AK

4 Introducing verbs
Revise
statement. AK
1 Lexical verbs can have a whole range of meanings and we can use them on their
own in sentences. They are also called
A auxiliary and modal auxiliary verbs.
B main verbs or full verbs.
C imperative and regular verbs.
2 Can, must, will, should, might, may and could are all
A states of mind verbs.
B modal auxiliary verbs.
C lexical verbs.
3 In the sentence You must open your eyes! Open is
A a transitive verb.
B an intransitive verb.
C a multi-word verb.
4 Phrasal verbs are
A phrases which have verbs in them.
B verbs with phrases in them.
C multi-word verbs with idiomatic meaning.
5 Irregular verbs are
A verbs which do not add -ed for past tense endings. They show the past tense
differently.
B verbs which do not add a morpheme.
C verbs which behave differently in different sentences.
6 The base form of a verb is
A always an imperative.
B the verb without any morpheme added to it.
C a verb in the present tense.
7 Morphemes are
A ways of saying what verb tense we are using.
B small units of meaning such as the third person singular -s of the present simple.
C the -ed ending for the past tense.
Research
2 Find a short text in English, e.g. a page from a novel, a newspaper or

magazine.
1 Underline or list all the verbs you can find.
2 Decide whether the verbs:
(a) are transitive or intransitive;
(b) describe states, states of mind, actions or events;
(c) are regular or irregular;
(d) are auxiliary or modal auxiliary verbs.
Reflect
3 How important are imperative verbs in the classroom for (a) the teacher
and (b) the students? Is it better to use imperative verbs or to find some
other way of asking students to do things? AK

5 Verb tenses (form and meaning)
Revise
1 In the following pairs of sentences 1–6 decide whether the verbs in italic
refer to the same time (ST) (i.e. present, future, past) or different time
(DT). AK
1 (i) My friend teaches at a primary school in Belo Horizonte.
(ii) In the story he goes on holiday to Rio de Janeiro.
2 (i) I’m seeing my friend tomorrow.
(ii) I’m watching a video of my friend on television. Can I call you later?
3 (i) We’re going to watch a movie in the afternoon.
(ii) We’re watching a movie in the afternoon.
4 (i) We travel to Prague on December 28. I am looking forward to it.
(ii) We travel to Prague every winter.
5 (i) The conference starts next week.
(ii) The conference is going to start next week.
6 (i) I hope it doesn’t rain.
(ii) I hope it won’t be raining.
2 For questions 1–6, decide whether the sentences refer to the past, the
present or the future. AK
1 I’ll bring the book if I remember it.
2 I wish my students didn’t have so many pronunciation difficulties.
3 That Thursday he comes into the staff room and when he sees me he goes white
with shock.
4 If my student hadn’t made some grammar mistakes, I would have given him an A
grade.
5 I’m reading a really good book about teaching English. It’s fantastic.
6 I’m going to a conference about language teaching. I hope it’s good.
Research
3 Find English language newspapers in print or online. What verb forms

do they use to talk about the future, the present and the past?
Reflect
4 When teaching at lower levels (a) what meaning of the present simple
would you teach first, and (b) which version of the future might you
introduce first? Why? AK

6 Aspect
Revise
1 For questions 1–7, match the verbs in italic in the sentences with the
names of the verb forms A–G. AK
A Past continuous E Present perfect continuous
B Past perfect continuous F Present perfect simple
C Past perfect simple G Present simple
D Present continuous
1 Anne’s been a teacher for two years.

2 He doesn’t like marking homework very much.
3 I’m not teaching at the moment because it’s the weekend.
4 Melissa hadn’t finished the lesson when the bell rang.
5 Paul’s been having piano lessons for the last few weeks.
6 The students had been working hard so she let them leave early.
7 She was still teaching when the bell went.
2 Now match the grammatical descriptions 1–7 with the names of the verb
forms A–G in Exercise 1. AK
1 Base form of the verb + -s for the third person singular
2 Had + base form of the verb + -ed
3 Had + been + base form of the verb + -ing
4 Have + base form of the verb + -ed
5 Have + been + base form of the verb + -ing
6 Verb to be + base form of the verb + -ing
7 Verb to be in the past + base form of the verb + -ing
Research
3 Look at two or three texts in English on the Internet, in a magazine or in

a newspaper. Underline (or write down) examples of the following:
1 continuous verb forms
2 simple verb forms
3 perfect forms
Which seem to be the most common?
Reflect
4 Look at the following verb forms. Which do you use often, sometimes or
hardly ever in English? What does that tell you about when to teach
them? AK
Future perfect continuous Past simple
Future perfect simple Present continuous
Past continuous Present perfect
Past perfect continuous Present perfect continuous
Past perfect simple Present simple

7 Teaching verbs (and adverbs)
Revise
1 For questions 1–10, match the activities with the verb forms and adverbs
they are designed to teach A–J. AK
A Used to
B Adverbs
C The future
D The passive
E Past continuous
F Past perfect
G Past simple
H Present continuous
I Present perfect
J Present simple
1 Students discuss how batteries are made.

2 Students discuss various characters’ recent activities.
3 Students look at pictures and say what people are doing in them.
4 Students look at events that happened before other events in the past.
5 Students read a story and then put in extra words and phrases to say how people did
things and when, etc.
6 Students talk about activities for next week and next month.
7 Students talk about life and customs one hundred years ago.
8 Students talk about the habitual actions of various people.
9 Students talk about what was happening at a particular moment in the past.
10 Students tell stories by putting various events in order.
Research
2 Look at a coursebook for teaching English. Find as many examples as

you can where verb forms are introduced and taught. What is the context
in which they are introduced? Are any of these contexts similar to the
ideas in Unit 7?
Reflect
3 Which verb form would you (or do you) enjoy teaching most? What is the
best situation or procedure you can think of to do it? AK

8 Auxiliaries and modals
Revise
1 For questions 1–7, match the sentences with the functions A–G. AK
A Asking someone to do something
B Commenting on something good in the past
C Describing ability
D Expressing unhappiness about past actions
E Giving out a rule
F Offering help
G Talking about past certainty
1 You should have seen her. She’s really funny.

2 He can’t have been your teacher. He’s too young.
3 You must finish the test in the next ten minutes.
4 Can I be of service, madam?
5 I can speak Spanish.
6 You might have told me.
7 Will you please be quiet.
2 Sentences 1–6 were written by students. Decide whether they are correct
(C) or wrong (W). If they are wrong, re-write them so that they are
correct. AK
1 You must arrive on time.
2 They do not can’t play the piano.
3 You must to wear proper clothes.
4 He wants to can help you.
5 I shouldn’t arrive late, do I?
6 I couldn’t have got here any earlier.
Research
3 Choose two modal verbs and look them up in a dictionary.

1 How many different meanings do the verbs have?
2 What typical functional phrases do the verbs occur in?
Reflect
4 Think of an organisation you belong to, the school you work at, or the
'rules' of the house where you live. How would you be able to express
what is allowed, not allowed, approved of or not approved of using
English modal verbs?

9 Multi-word verbs and phrasal verbs
Revise
1 For questions 1–7, choose the best option (A, B or C) to describe the
verb in italic. AK
1 The students asked him a word which he didn’t know so he had to look it up in a
dictionary.
A Intransitive phrasal verb
B Transitive inseparable verb
C Transitive separable verb
2 The projector in the classroom broke down so he had to use the board.
3 She had to look after the class because their regular teacher was off sick.
4 Watch out for that student in the back row. She sometimes behaves very badly.
A Two-particle transitive phrasal verb
5 In the middle of her lesson one of the students dropped off – fell fast asleep!
6 One of his students made up a word and it sounded OK so he let him use it!
7 Her students were doing a test so she had time to catch up on her marking.
A Transitive separable verb
C Two-particle transitive separable verb
Research
2 Look at a coursebook for teaching English. Decide what level it is and

then find out if it teaches any phrasal verbs.
1 Does it teach them by verb (e.g. run into, run over, run out of), by particle (look
into, run into, etc.) or just as a collection of vocabulary items (run into, put off, set
out, etc.)?
2 What is your opinion of what you have found?
Reflect
3 In English we use phrasal verbs to say things like Prices went up and I’m
not going to put up with it anymore. How would you translate both
sentences into your first (or another) language?
Does that language have anything similar to English phrasal verbs? If
not, how do speakers of the language express some of the more
common meanings that English phrasal verbs have, such as run over,
look into, look after, put off, etc.?

10 Verb complementation
Revise
1 For questions 1–5, decide which option (A or B) best follows the

underlined verb. AK
1 After she finished (A) teaching (B) to teach she went home.
2 I forgot (A) to turn off (B) turning off the iron! I hope the house is not on fire!
3 She put off (A) to mark (B) marking the homework because she was tired.
4 She suggested (A) that her student work harder (B) her student working harder.
5 He enjoys (A) to go (B) going to the cinema.
2 For questions 1–5, re-write the sentences using reported speech. AK

1 ‘The lesson is about to end,’ said the teacher.
She said ________________________________________
2 ‘I’ll be there in a minute,’ said the teacher on the phone to the woman in the
meeting.
(In the meeting): She says ________________________________________
3 ‘Can you substitute my lesson tomorrow morning?’ she asked me.
She asked ________________________________________
4 ‘Be quiet!’ he said to his students.
He told ________________________________________
5 ‘You can look the word up in a dictionary,’ he said.
He suggested ________________________________________
Research
3 Write down a short conversation that you have had in the last two days.
Write it in English and as a dialogue, e.g. YOU: Would you like to come
to the cinema? YOUR FRIEND: What’s on?
1 Change the dialogue into reported speech, e.g. I invited her to the cinema. She
asked me what was on.
2 Give your reported speech to an English-speaking friend or colleague. Can they
change it into the same dialogue that you wrote at the beginning?
Reflect
4 Choose one of the following tasks. AK

1 Does your first language (if it isn’t English) have the same kind of reported speech
system (where you change verb tense and pronouns, etc.) or is it completely
different? What problems might the differences/similarities cause for students who
share your L1?
2 Think (if you are a frequent English speaker) how often you have used reported
speech in the last few days. What verb forms/grammar did you use?

11 Introducing adverbs
Revise
1 For questions 1–7, match the words and phrases in italic in the text with
the grammatical terms A–G. AK
A Adjective
B Adverb of degree
C Adverb of manner
D Adverb of place
E Adverb of certainty
F Frequency adverb
G Adverb of time/Time adverbial
Maureen had a plan to change her school’s placement tests. She talked about it to the
other teachers (1) in the staff room. She explained her new idea as (2) carefully as she
could. (3) Later that evening she went home and found her husband in front of his
computer. He was (4) definitely too busy to cook dinner so she did it, even though she
doesn’t (5) usually cook. It was a very (6) late meal, but her husband liked it (7) a lot.
2 Sentences 1–6 were written by students. Decide whether they are correct
(C) or wrong (W). If they are wrong, re-write them so that they are
correct. AK
1 Sometimes I really love studying English.
2 I don’t enjoy doing usually homework.
3 I do in the evening my homework.
4 Always I find English spelling difficult.
5 I do my homework very carefully.
6 Frequently I forget my homework and the teacher is unhappy.
Research
3 Find an English language newspaper on the Internet. Read an article that

interests you. How many adverbs or adverbial phrases can you find?
What kind of adverbs are they? How common do adverbs seem to be,
based on your research?
Reflect
4 How could using adverbs help students to ‘sound better’ in English, and
what are the dangers of overuse, do you think? Do you use a lot of
adverbs in English?

12 Introducing nouns
Revise
1 For questions 1–6, match the words in italic with the types of noun A–G.
There is one extra option that you do not need to use. AK
A Collective noun
B Adjective used as a collective noun
C Compound noun
D Countable noun
E Plural noun
F Proper noun
G Uncountable noun
1 Karmelija is a teacher.
2 She walked into the room carrying her bag and a pile of books.
3 The class looked at her enthusiastically.
4 She switched on the data projector.
5 ‘I have news for you – and it is not good,’ she said.
6 ‘The rich are getting richer and the poor are getting poorer.’
2 For questions 1–6, match the words in italic in the text with the types of
pronoun A–G. AK
A Demonstrative pronoun
B Object pronoun
C Possessive adjective
D Possessive pronoun
E Reflexive pronoun
F Relative pronoun
G Subject pronoun
When Karmelija walked in the sitting room (1) she realised that something was wrong.
The computer (2) which she had left on the table was turned off, but she was sure that
she had left (3) it on. Of course she always argued with her son about it – he said it
was (4) his, but she pointed out that since it was (5) her money that bought it, it
belonged to the family. He said that he was going to buy a laptop (6) himself, just as
soon as he had the money. (7) ‘That’ll be the day!’ she told him.
Research
3 Look at any three pages of a monolingual learners’ dictionary.

1 How many nouns can you find?
2 What information can you find about the nouns’ grammar?
3 How many compound nouns can you find?
Reflect
4 Does your first language (or another language you are familiar with) have
countable and uncountable nouns in the same way as English? How
easy do you find it to teach countable and non-countable nouns? AK

13 Articles
Revise
1 For questions 1–8, complete the sentences with the, a, an, or X (=

nothing). AK
1 Tim had _____ teacher at school who used to make him laugh a lot, so he decided
to become a teacher.
2 _____ teacher who Tim remembers best was his Spanish teacher – he was very
inspiring.
3 We call people like Tim _____ native speaker teachers because English is their
home language or mother tongue.
4 Tim has just arrived in Beijing to teach English so he needs to learn _____
Mandarin.
5 He has already visited _____ Great Wall of China twice.
6 He got a good teaching job even though he does not have _____ university degree.
7 But many people think that you don’t need to be university trained to teach _____
children.
8 Tim teaches lessons which last for _____ hour and _____ quarter.
2 For questions 1–7, match the beginnings of famous English proverbs

with their endings A–G. AK
1 A fool and his money
2 A friend in need
3 A rolling stone
4 A stitch in time
5 The customer
6 The grass is always greener
7 The proof of the pudding
A saves nine.
B is a friend indeed.
C is always right.
D is in the eating.
E are often parted.
F on the other side of the fence.
G gathers no moss.
Research
3 Find the meaning of the proverbs and sayings in Exercise 2.
4 Find as many English-language newspaper and magazine articles as you

can (in print or on the Internet). How many articles can you find in their
headlines? Are you surprised? What is your explanation for this?
Reflect
5 According to some research, the is the most commonly-used word in

English. A is the sixth most common word in English, but an is not one
of the most common 100 words (although it is in the top 1000). What
conclusions for teaching can you draw from this? AK

14 Quantifiers
Revise
1 For questions 1–12, decide whether the sentences are correct (C) or
wrong (W). If they are wrong, re-write them so that they are correct. AK
1 A lot of people came to the first lesson of the year.
2 Can I have some more sugar, please?
3 Every day is a new adventure.
4 Everybody have problems trying to learn to speak correctly.
5 Few teachers enjoy really noisy classes.
6 I didn’t get many sleep last night.
7 I’ll have just a little milk, please.
8 I’ll try any new method of language teaching if it will help me have success.
9 Most of children study at least one language at school.
10 Much people do not find language learning easy.
11 Not many people find language learning easy.
12 There were so much noises at the lecture that I couldn’t hear the speaker.
Research
2 Choose any three quantifier + noun/pronoun examples from Unit 14 (e.g.

a few of them, any books, enough stars, etc). Write them between
quotation marks (i.e. “any books”) into an Internet search engine such
as Google and see what sentences they occur in. Write down the three
most interesting examples.
Reflect
3 When you teach some and any to beginners, would you tell them about
all the ways they are used, or just some? Why? AK

15 Introducing adjectives
Revise
1 Make as many different adjectives and adjective forms (including

comparative and superlative forms, affixes etc.) as you can from the
following five adjectives. AK
1 agreeable
2 comfortable
3 fair
4 intelligent
5 polite
6 happy
2 Correct sentences 1–5 by putting the adjectives in an appropriate order.

AK
1 It is the most delicious I have ever tasted freshest food.
2 It was an important terrifying experience life-changing.
3 It’s an English cold big unfriendly classroom.
4 She bought a convertible new fast red car.
5 She wore a Mexican blue red and green new scarf.
Research
3 Find an article in English on the Internet or look at an extract from a

book. Read three paragraphs. How many adjectives can you find? If they
come before a noun, are they ‘by themselves’ or is there more than one
adjective there?
Reflect
4 We often ask students to personalise language in the classroom and

adjectives can be useful for this. Do the language task below. What value
does it have in the classroom? How could you adapt the prompts in this
task to suit the interests of students you know?
What three English adjectives would best describe:
1 you?
2 your best friend?
3 learning a language?
4 teaching a language?

16 What comes after nouns?
Revise
1 For questions 1–5, put the words in order to make correct sentences.
Then decide whether the sentences include a prepositional phrase, a
relative clause or a participle phrase. AK
1 an / experienced / from / Graciela / in / is / Mexico. / Puebla / teacher
2 a / at / by / friend. / her / school / She/ started / teaches / was / which
3 a / an / attractive / building / freshly-painted / in / is / middle / of / park. / school /
The / the
4 a / covered / drawings. / gave / her / homework / in / Last / little / some / student /
week
5 a / at / explaining / It / letter / liked / school. / she / studying / the / was / why
2 For sentences 1–5, match the words in italic to the grammatical terms A–
C. You will need to use some of the grammatical terms more than once.
AK
A Participle
B Gerund
C Adjective
1 Most teachers feel very fulfilled when a lesson goes well.

2 Learning a language can be very frustrating sometimes.
3 Philip enjoys teaching advanced students.
4 Teaching is one of my favourite activities.
5 Walking into a new class at the beginning of a semester can be quite scary.
Research
3 Look at a coursebook for intermediate (or above) students of English.

Search through the reading texts and find the nouns. Can you see any
participle phrases, propositional phrases or relative clauses which
follow them?
Reflect
4 All over the world students often mix up the two participles and say
things like I am boring when they mean to say I am bored. Why do you
think they do this? AK

17 Teaching the noun phrase
Revise
1 For questions 1–7, match the activities with the language they are
practising A–G. AK
A Articles
B Comparative adjectives
C Countable and uncountable nouns
D Noun phrases
E Possessive pronouns
F Prepositions
G Superlative adjectives
1 People compare different people and things.

2 People say where things are.
3 Students decide whether they need to use the or a in sentences.
4 Students describe things using articles, adjectives and clauses, etc.
5 Students do a general knowledge quiz about the most impressive natural features in
the world.
6 Students put words in different categories depending on whether they take singular
or plural.
7 Students talk about people’s belongings without mentioning the people’s names.
Research
2 Look at a few coursebooks for teaching English, ideally at different

levels. Find exercises which teach or practise elements of the noun
phrase.
1 What exactly are they focusing on?
2 What kind of activities do they use (games, information gap activities, etc.)?
Reflect
3 What games or puzzles can you think of that appear in newspapers and
magazines (e.g. crosswords, spot the difference, etc.)? What language
do they practise? Which of them do you think students you know would
enjoying doing? AK

18 What words mean
Revise
1 For questions 1–8, choose the best option (A, B or C) to describe the
words in each sentence. AK
1 After the restaurant meal last night John felt really ill and Jo was really sick too.
A Sick and ill are antonyms.
B Sick and ill are superordinates.
C Sick and ill are synonyms.
2 John had a really rich dish last night but Jo’s was fairly plain.
A Rich and plain are antonyms.
B Rich and plain are synonyms.
C Rich and plain are homonyms.
3 He’s a really chubby baby.
A Chubby probably has a negative connotation.
B Chubby probably has a positive connotation.
C Chubby is a compound word.
4 He’s a really chubby, middle-aged teacher.
A Chubby probably has a negative connotation.
B Chubby probably has a positive connotation.
C Chubby is a compound word.
5 I like to eat a banana for breakfast, but my partner prefers grapefruit.
A Banana and grapefruit are hyponyms.
B Banana and grapefruit are co-hyponyms.
C Banana and grapefruit are compound words.
6 On a cold winter’s evening I like to sit in front of the fireplace with a nice mug of
hot chocolate.
A Fireplace has a negative connotation.
B Fireplace is a compound word.
C Fireplace is a synonym.
7 She wrapped up the toy bow and arrow for her son’s birthday in silver paper and
tied it with a silver bow.
A Bow and bow are homonyms.
B Bow and bow are synonyms.
C Bow and bow are antonyms.
8 All the rooms in the house – the dining room, the sitting room, the bedrooms –
were painted white.
A House is a hyponym of rooms.
B Rooms is a superordinate with hyponyms bedroom, dining room, etc.
C Rooms is a co-hyponym of dining room.
Research
2 Find the following words in a monolingual learners’ dictionary : book,

run, see.
1 How many different meanings does each word have?
2 Are there any synonyms or antonyms listed?
3 Is the word commonly used in phrases? Which phrases?
Reflect
3 When students are learning a new word, how useful is it for them to learn
related words and meanings (such as synonyms, hyponyms, etc.)? AK

19 How words are formed
Revise
1 In questions 1–8, match the underlined words (or parts of words) with
the technical terms A–H. AK
A Morpheme
B Suffix
C Blend word
D Prefix
E Shortened word
F Word family
G Compound word
H Root word
1 unteachable
2 unteachable
3 unteachable
4 teach, teaches, teaching, teachers, teachability, teachable, unteachable
5 plane
6 hovercraft
7 smog
8 teaches
2 For questions 1–8, make new words using the word or words in italic.
AK
1 When we have no hope, we say that it is _______________ .
2 When people have a large breakfast at lunchtime, we call it _______________ .
3 When someone is easy to get along with, we say that they are _______________ .
4 When someone is not polite, we say that they are _______________ .
5 If someone is a charming person, we can say they have a charming
_______________ .
6 When we want to use a shortened form of saxophone player, we say
_______________ .
7 If a hijack takes place in the sky (on a plane), we can call it a _______________ .
8 We call someone who seems to kill the joy in any situation a _______________ .
Research
3 Create word families for four or five words using the table below.
Adjective Adverb Noun Verb
Reflect
4 When we introduce words, is it useful to show students all the different

grammatical/word formation possibilities for that word? When should we
do this? AK

20 Collocation and lexical phrases
Revise
1 For questions 1–7, match the phrases with the grammatical terms A–D.
You will need to use some of the grammatical terms more than once.
AK
A Collocation
B Fixed lexical phrase
C Lexical chunk (stem)
D Semi-fixed lexical phrase
1 Fast asleep
2 I’d rather you didn’t …
3 See you later.
4 That’s beside the point.
5 Do you fancy coming to …
6 Have a good time!
7 You must be joking!
2 For questions 1–7, decide if the collocations in italic in the sentences are
possible or not really possible. Re-write the not really possible
sentences. AK
1 Eating too much rapid food is really bad for you.
2 I haven’t made the bed yet.
3 I prefer looking at white and black photographs.
4 I tried to wake him but he was sound asleep.
5 I’ll just have a quick shower.
6 Isn’t it your turn to make the dishes?
7 He was in a really bad mood.
Research
3 In a monolingual learners’ dictionary, how do you know when words

form part of collocations or lexical phrases? Find at least three examples
of each.
Reflect
4 How many collocations and lexical chunks can you think of (quickly) in
English? At what levels would you teach these to students? AK

21 Metaphor, idiom, proverb and cliché
Revise
1 For questions 1–5, complete the sentences with words from the box.
AK
cliché idiom metaphor proverb simile
1 A bird in the hand is worth two in the bush is an old English _______________ .
2 If I hear the _______________ He’s as sick as a parrot one more time I will
scream!
3 She fought like a tiger is an example of a _______________ .
4 Some British people use the _______________ kick the bucket when they actually
mean ‘die’.
5 You are the light of my life is a _______________ .
sentence. AK
1 I was very sorry when she _____ school.
A dropped away from B dropped out of C dropped from
2 The staff room sometimes seems like a real war _____ – people just keep on
arguing.
A place B filed C zone
3 The wind _____ through the trees.
A shouted B talked C roared
4 Unless you have a heart of _____ , you will cry at that movie.
A rock B stone C metal
5 When he saw his neighbour’s new car he was _____ with envy.
A green B yellow C purple
6 Why don’t you ask Steve. He’s a wise old _____. He’ll know the answer!
A giraffe B elephant C owl
Research
3 We use parts of the body to make metaphors, for example, Give me

some elbow room. Using a dictionary, find ‘body-related’ metaphorical
phrases or idioms for the words head and heart. Do other languages that
you know use head and heart in the same way?
Reflect
4 In English (especially in British English) we use topics such as colour,

weather, body parts and war in metaphorical phrases such as I’m feeling
blue, ‘Hold your tongue,’ he thundered, put your foot in it, They’re
battling it out for first position, etc.
How important is it for students to learn these metaphorical phrases, or
or to learn proverbs such as A stitch in time saves nine (= it’s always
better to do things now rather than leave them till later)? AK

22 Meeting and remembering words
Revise
1 For questions 1–4, match the descriptions with the technical terms A–D.
AK
A Arousal and affect C Repetition of encounter
B Cognitive engagement D Retrieval and use
1 We want students to meet words they have been learning again and again.
2 We want students to engage with words emotionally as well as intellectually.
3 We want students to think about the words they are studying.
4 We want students to try and use the words that they know.
2 Put the activities 1–9 in the column that suits them best. AK
Activities for Activities for Activities for Activities for

‘arousal and ‘cognitive ‘repetition of ‘retrieval and
affect’ engagement’ encounter’ use’
1 Students are introduced to some new words in a poem that we think will ‘move’
them emotionally.
2 Students are shown a list of words. They have to say which they would put in their
suitcase (= I want to keep it and use now), which they would put in the fridge (= I
will probably need the word later), and which they want to put in the dustbin (= I
don’t want or need this word).
3 Students fill out a chart listing all the different word forms in a word family.
4 Students have been studying tourism. They read some more tourism brochures.
5 Students have to put a list of personality adjectives on a line which stretches from
horrible to lovely.
6 Students have to say which their favourite word (from a list) is.
7 Students read a story which uses many of the words they have been studying
recently.
8 Students role-play someone going to a tourism office. They have to make a
booking for a holiday.
9 Students tell a story which will probably provoke them to use many of the words
they have studied in recent weeks.
Research
3 Study a unit from a coursebook for teaching English. Find three words in
the unit that relate to the unit topic and see how often they are used.
Look at the next unit and the one after that. Are the words used again?
Reflect
4 We often remember words best when we are emotionally engaged with

them for some reason, e.g. because of how they sound, what they mean,
where we ’met’ them, etc.
What are your favourite words in English? Do you know why you like
them so much?

23 The phonemic alphabet
Revise
1 For questions 1–10, write the words and phrases in normal script. AK
1 /ˈtiːtʃə/
2 /ˈklɑːsˌruːm/
3 /juːnɪˈvɜːsətiː/
4 /jʌŋˈlɜːnə/
5 /ˈpeəwɜːkækˌtɪvətɪ/
6 /ˈlesnplæn/
7 /ˌfɜːðəedjʊˈkeɪʃnkɒlɪdʒ/
8 /ˌpliːzbɪˈkwaɪət/
9 /ˈdeɪtəprəˌdʒektə/
10 /ˌɪntəræktɪvˈwaɪtbɔːd/
2 For questions 1–6, write the words and phrases in phonemic script.
AK
1 school
2 student
3 groupwork
4 blackboard
5 phonemic chart
6 see you later
Research
3 Look at English dictionaries (a) in paper form, (b) on mobile devices, and
(c) on the Internet.
1 What information do they give about pronunciation?
2 How is the information given?
Reflect
4 In your opinion, how important is the phonemic alphabet for (a) teachers
and (b) students? Has it helped you as a learner (if you have learned
English as a second or foreign language)? AK

24 Where sounds are made
Revise
1 For questions 1–6, match the descriptions with the technical terms A–F.
AK
A Alveolar ridge D Plosive
B Dipthong E Velum
C Fricative F Vocal cords
1 A consonant sound when the air forces two parts of the mouth to suddenly
separate.
2 A consonant sound when air is forced between two parts of the mouth – but
without causing them to spring apart.
3 A sound which starts with one vowel and ends with another.
4 The flap at the back of the throat (also called the soft palate).
5 The flaps of skin/muscle in the throat; they vibrate when they are closed together.
6 The part of the mouth behind the top teeth.
2 Put the words in the box into the correct group 1–10, according to
whether they contain the sound that is being described. Some words can
go in more than one group. AK
burn enjoy fair cool good hard leg lovely sun three torch wear
1 Alveolar fricative
2 Alveolar plosive
3 Centring dipthong
4 Closing dipthong
5 Dental fricative
6 Labio-dental fricative
7 Lateral
8 Mid vowel
9 Open vowel
10 Velar plosive
Add two more words to each group.
Research
3 Using a dictionary and your own knowledge of English, list 20 words

beginning with the letter c. How many different sounds are there for c?
Reflect
4 If you were learning a new language, which of the following would be

most useful for you? AK
1 Listening to your teacher making sounds.
2 Looking at a diagram like the one in Unit 24.
3 Having the teacher demonstrate with her mouth & pointing, etc.

25 Sounds in combination
Revise
1 For questions 1–5, match the descriptions with the technical terms A–E.
AK
A Assimilation
B Contraction
C Elision
D Juncture
E Linking sound
1 Where two words join together – and we sometimes don’t know where the ‘join’ is.
2 We put an extra sound between two vowels to make it easier to go from one to the
other.
3 We miss out unstressed sounds/syllables when saying a word.
4 We miss out sounds when using auxiliary verbs, making two syllables into one.
5 We change a sound so that it becomes similar to (or the same as) a sound next to it.
2 Which of the terms A–E in Exercise 1 are demonstrated by the groups of

words and phrases 1–5 below? AK
1 /aɪˌwɪʃaɪdˈnəʊn/ /aɪmˌʃɔːjɔːˈraɪt/
2 /juːwɑːˈraɪt/ /aɪjəˈɡrɪwɪðˌjuː/ /ˌjesaɪjˈæm/
3 /bæŋk/ /ɡʊɡˈkɔːl/ /ˈhæŋbæɡ/
4 /ˈprɒblɪ/ /ˈsekrətrɪ/ /dɪfrənt/
5 /ˌaɪsˈkriːm/
Research
3 Using a smartphone, an MP3 recorder, or any other recording device,

record a short conversation with someone who speaks English. Can you
hear any examples of assimilation, contractions, elision, juncture or
linking sounds?
Reflect
4 Many teachers spend a lot of time teaching students how to contract

verbs forms such as I wouldn’t’ve done it if I was you or They’ll be here
in a minute. Is this time well spent? AK

26 Stress
Revise
1 Put the words in the box into the correct group 1–6. Some words can go
in more than one group. AK
application apprehension aristocracy blackboard clever export duplicity
interactive noisy pathetic perfect phonology present student table
teacher
1 Two-syllable noun (stress on first syllable)

2 Two-syllable adjective (stress on second syllable
3 Two-syllable verb (stress on 2nd syllable)
4 Compound noun
5 Stress on penultimate syllable
6 Stress on pre-penultimate syllable
2 For questions 1–5, match the sentences with the most appropriate
replies A–E. AK
A No, in my opinion it was 'really interesting.
B No, in my opinion it 'was really interesting.
C No, in my opinion it was really 'interesting.
D No, in 'my opinion it was really interesting.
E No, in my 'opinion it was really interesting.
1 So the film wasn’t very interesting, then.

2 Well other people think it was rubbish!
3 So the film wasn’t very exciting, then.
4 So the film was only a little bit interesting.
5 So you’re saying it’s a fact that the film was interesting?
Research
3 Look up the following words in a monolingual learners’ dictionary. Read

the phonemic transcription and/or listen to the audio. How are the words
stressed, and why are they different?
dictionary advertisement controversy research
Reflect
4 When speakers of English as a second language talk, which is most

important so that people will understand them: individual sounds or
stress? AK

27 Intonation
Revise
statement. AK
1 We use the word __________ to describe when the pitch of our voice changes to
add meaning to the words we are saying.
A intonation
B pitch
C stress
2 We use the word __________ to describe how high or low the sound of someone’s
voice is.
A stress
B pitch
C intonation
3 We use the word __________ to say when we place emphasis (volume and speed)
on a syllable.
A stress
B pitch
C intonation
4 We use the phrase __________ to describe the part of a phrase where the pitch
changes.
A fall-rise
B tonic syllable
C tag question
5 We often use __________ intonation to show that we have finished a ‘turn’.
A rising
B falling
C fall-rise
6 We often use __________ intonation when we are asking questions which expect
the answer yes or no.
A rising
B falling
C fall-rise
7 We often use __________ intonation when we are unsure of what we are saying.
A rising
B falling
C fall-rise
Research
2 Find a dialogue in an English coursebook, or record a short

conversation in English, or record yourself/a colleague using typical
English phrases, e.g. greeting someone, requesting, expressing
surprise, etc. Write down the words you hear and then mark the
intonation, using arrows like the ones in Unit 27.
Reflect
3 As a teacher of English, how easy do you/would you find teaching

intonation? Can you tell the difference between fall-rise, falling and
rising tones?
Based on your answer, what’s the best way for you to teach intonation?
AK

28 Teaching sounds
Revise
1 For questions 1–7, match the groups of words with the types of exercise
A–H they are designed for. There is one extra option which you do not
need to use. AK
A Minimal pairs
B Odd one out
C Same letter, different sound
D Same sound rhymes
E Same sound, different letters
F Sounds and grammar (third person singular etc.)
G Tongue twister
H Weak or strong
1 cat cart wail want wall

2 bit dip kill ship whip beat deep keel sheep weep
3 cigarette desire die fire forget great hate ice lie quartet
sigh twice yet
4 back battle cat luck pack
5 I can play the piano.
Can you help me with this?
People can sometimes be very helpful.
I can do anything you want.
I can’t help you right this minute.
6 asked dived faded sighed talked wanted
7 Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked
If Peter Piper picked a peck of pickled peppers
Where's the peck of pickled peppers Peter Piper picked?
Research
2 Choose one of the texts from Units 1–28, or write a short paragraph in
English using as many different sounds in English as possible.
Using an audio device (MP3 player, mobile phone, etc.), record a second-
language speaker of English reading the paragraph.
Listen to the recording carefully. What sounds, if any, does the speaker
make ‘mistakes’ with?
Reflect
3 Which sounds in English do you (if you a second-language English

speaker) or students that you know find easiest and most difficult? Why
is this? AK

29 Teaching stress and intonation
Revise
1 Read the descriptions of exercises 1–8 and decide whether they are
teaching/practising: word stress (WS), sentence stress (SS), intonation
(I), or stress and intonation (SI).
1 Students listen to some sentences. They have to say if the speakers are making
statements or asking questions.
2 Students compare nouns which can also be verbs (and vice versa).
3 Students hear the same sentence said in different ways and they have to say
whether the speaker is surprised or not.
4 Students learn a poem and then practise how to speak it really well.
5 Students have to put the following words in three different groups:
apprehension settlement aspiration determination manuscript affiliation
6 Students hear the same sentence said in different ways and they have to say which
part of the sentence the speaker wants to emphasise.
7 Students hear sentences and questions said with nonsense words. They have to
identify which sentences and questions are being ‘said’.
8 Students study the script from a play and think about (and then practise) how to
speak it well.
Research
2 Look at a coursebook for teaching English and find the exercises which
teach or practise:
(a) word stress
(b) sentence stress
(c) intonation
Which are there more of: a, b or c?
Reflect
3 Think back to when you were at school. How often (if at all) were you
asked to read aloud? How often did it happen? How did it feel? Do/would
you do the same with your students, and why?

30 Language functions
Revise
1 For questions 1–8, match the sentences with the language functions
A–H. AK
A Agreeing
B Asking for clarification
C Disagreeing
D Giving an opinion
E Inviting
F Offering
G Requesting
H Suggesting
1 I can’t go along with you there.

2 D’you fancy a film tonight?
3 I’ll do it if you want.
4 Might a bigger screen work better?
5 I was wondering if you would look at my lesson plan.
6 I wouldn’t use that coursebook if I was you.
7 What exactly do you mean by that?
8 Yes! Absolutely!
2 For questions 1–6, match the phrases in italic in the dialogue with the
language functions A–H from Exercise 1. There may be more than one
possible answer. AK
A: (1) Would you like to come round this evening?
B: (2) Yes sure.
A: (3) We could watch the documentary on TV.
B: (4) No thanks.
A: (5) Well, how about you come up with a plan?
B: (6) I’ll bring my iPad, shall I? I’ve got a great film I’d like you to see.
Research
3 Choose a language function and list as many ways as you can think of
for performing it. Which would be appropriate for beginner, intermediate
or advanced students?
Reflect
4 It would be possible to design syllabuses that listed language functions

rather than grammar. Unit titles would be things like Requesting,
Offering, Suggesting, etc. This has been done in the past. What is your
opinion of syllabuses like that? AK

31 Written and spoken English
Revise
1 For questions 1–8, decide whether the sentences and phrases are more
writing-like (WL) or speaking-like (SL). AK
1 I am in receipt of your communication.
2 I would like to start by describing the process.
3 Omigod
4 See you later
5 With best wishes
6 Wow! Fantastic!
7 You OK?
8 gr8 2cu last nite
2 Punctuate the following conversation. AK

A: what have you got in that bag
B: various vegetables potatoes carrots onions cabbage
A: youre going to cook
B: yes
A: i don't believe it
B: come on im not that hopeless even if you think I am
A: ok sorry
3 Punctuate the following paragraph. AK

when i arrived at bangkok airport i couldn’t find anyone waiting for me i went to the
information desk and asked for help who are you expecting said the woman behind the
counter someone from my company i answered just then sam walked up sorry im late
he said i got caught in the traffic
Research
4 Look at a social networking site that you are familiar with such as
Facebook, Twitter, Google+, etc. What is the proportion of ‘writing-like’
writing and ‘speaking-like’ writing?
Reflect
5 Do you think students need to be taught to write ‘speaking-like’ language

(e.g. for Skype chat)? AK

32 Genre
Revise
1 For questions 1–7, match the extracts with the genres A–G they are most
likely to occur in. AK
A Advertisement
B Business letter
C Email
D Novel
E Poem
F Tweet
G Exam
1 Fly Blue Sky Airways – it’s the only way to travel!

2 RT@builderman having a gr8 time at circus. Better without animals!
3 Hi Karen
Great to hear from you. Glad you are OK.
I was wondering – do you fancy coming for a quick meeting next Tuesday at 11?
We could go through the agenda for the meeting.
Wbw
Kate
4 Time passed slowly that week. It always does when you are feeling out of sorts.
But if I had known what was coming, I would have been happy with the pace of
things.
5 Answer questions 1 and 2 before attempting the rest of the paper.
6 I am in receipt of your communication of December 16th .
7 If you chase the bird
As it slowly turns
Wing feathers out like crampons
And the rolling flutter of its tail;
Research
2 Look at as many English advertisements as you can on the Internet, on

billboards or in magazines.
1 What grammatical patterns and features commonly occur in the advertisements?
2 Which words of phrases occur in more than one advertisement?
Reflect
3 Choose a level (from beginner to advanced) and then a group of

students who are studying for a specific purpose (e.g. business, nursing,
academic purposes, etc.).
What written genres do you think they might need to study? How would
you decide what genres to get them to study? AK

33 Register
Revise
1 For questions 1–8, choose the best option (A, B or C) to describe each
statement. AK
1 This is when one person only is speaking.
A Mode
B Dialogue
C Monologue
2 This is a combination of activity and topic.
A Field
B Tone
C Mode
3 This is the language we use when the situation expects us to be respectful, or when
we don’t know the other person well.
A Formal
B Mode
C Informal
4 This is when we write a shortened form of a word or phrase.
A Ellipsis
B Tone
C Abbreviation
5 This describes whether we are talking on the phone, writing emails,
communicating via smoke signals, etc.!
A Informal
B Mode
C Topic
6 This is language we use when we are unsure of information or the people we are
talking to.
A Formal
B Informative
C Tentative
7 This a combination of topic, tone and mode.
A Register
B Formal
C Abbreviation
8 This is vocabulary that is not very commonly used.
A Informal language
B Low frequency language
C Literary language
Research
2 Look at an intermediate (or above) coursebook for teaching English.

Find as many dialogues as you can in the book.
How formal is the language in the dialogues?
Reflect
3 List ten recent speaking events that you were involved in. How formal or
informal was the language you used in each event? What determined
how formal you were? AK

34 Cohesion and coherence
Revise
1 For questions 1–5, match the sentences with the cohesive devices A–E
they include. AK
A Anaphoric reference
B Cataphoric reference
C Lexical cohesion
D Linkers
E Time adverbials
1 A few days after Paul and Emma met, love was in the air.
2 It was after a few years’ teaching that they thought of it – setting up a school of
their own.
3 Paul and Emma wanted to start a school even though starting a school would be
difficult.
4 Paul had always wanted to be a teacher in a classroom with students and teachers
and boards and books and all that kind of thing.
5 Paul started teaching when he was in his early twenties.
2 Put the sentences in the correct order to make a paragraph. AK

1 He replied that they all wanted to wish her a happy birthday, and then they all
started to sing.
2 When she walked into the classroom she realised something was wrong.
3 She asked him what he wanted to say.
4 She enjoyed that.
5 She got out her books and was about to start when one of the students put up his
hand.
6 The students were all sitting there quietly and no one said a word.
Research
3 Look at any English text you can find – in a book, a magazine article or
on the Internet. Find examples of anaphoric, cataphoric and exophoric
reference. Can you identify a lexical set or lexical fields?
Reflect
4 When would you normally ask students to focus on coherence and

cohesion and why? AK

Revise
1 For questions 1–7, decide whether the statements describe acquisition

(A), learning (L) or noticing (N). AK
1 ‘I’ll never forget all the lists of characters! They gave us a test every Friday. But
even though I am not Chinese I can write pretty well, thanks to that.’
2 ‘I was born in Japan – my parents are Japanese – but I went to the USA when I was
about four because my father got a job there. I did all my primary education there.
Some people think I sound like an American!’
3 ‘In my school in Turkey the teacher used to stand at the front of the class and
explain grammar rules and we wrote down what he said in our notebooks. My
English grammar is good thanks to him! At least I think it was thanks to him.’
4 ‘It was only after the first two lessons that I managed to hear what the teacher was
saying – hear the different sounds and words. That’s when I started to learn!’
5 ‘Yeah, well after I left university in the UK I worked on a farm in Cuba for ten
months and I kind of picked up quite a lot of Spanish. Not many of the people there
spoke any English.’
6 ‘At first when I listened to the radio, it just sounded like noise. But gradually I
started being able to tell different sounds and combinations of sounds – and that’s
when I started getting the language, I think.’
7 ‘I fell in love with a really great Polish guy. We’re married now. Yes, my Polish is
pretty good! I just kind of picked it up.’
Research
2 Interview someone who speaks more than one language.

1 What languages do they speak?
2 Did they acquire or learn their languages? How do they know?
3 Which was the best way for them to ‘get’ a language?
Reflect
3 Think of the language(s) that you studied at school.

1 Did your teacher use methods that focused on learning, or did he/she try and
promote acquisition?
2 What did you do to help yourself get the language?
3 What one thing most helped you to get the language successfully?
4 What was the thing you liked most about language learning at school? What was
the thing you liked least?
If/when you next ‘get’ a new language, how would you most like to get it?

Revise
1 For questions 1–9, match the descriptions with the terms A–I. AK
A Audio-lingual methodology F Scaffolding
B Behaviourism G Task-based learning
C Comprehensible input H The communicative approach
D Grammar translation I Target language
E Eclecticism
1 A method which is sentence-based and where students compare two languages.

2 Teaching is not organised around grammar and vocabulary, but instead on things
that the teacher asks the students to do.
3 A teaching approach that relied on behaviourism – and so was based on repetition.
4 Students are given chances to use the language in the classroom. Their success is
judged on how well they achieve their objectives using the language.
5 A psychological theory which suggested that learning is based on habit formation
(and that habits are formed through our responses to certain stimuli).
6 The support that teachers can give to students to help them learn.
7 The language that the students are studying.
8 When teachers use techniques etc. from a number of different approaches and
methods.
9 Spoken or written language which students can understand even if it is above their
own language production level.
Research
2 Using your knowledge of your own country, complete the chart below.
Child learning their home Teenager/adult learning a
language language at school
How many hours exposure do
they get to the language a
week?
Where do they get their input
from?
How do they get a chance to
practise the language?
What reasons do they have
for speaking and ‘getting’ the
language?
It takes a child a few years to master their home language; how long
might it/should it take a classroom learner?
Reflect
3 Imagine you are going to learn a new language and you can choose one
teacher from a list of four (see below). Which one would you choose and
why?
1 Ms Grammar Translation 3 Mr Communicative Approach
2 Ms Audio Lingual 4 Mr Task-based Learning

Revise
statement. AK
1 When language learners make mistakes because of their first language, we call
these mistakes …
A developmental errors.
B overgeneralisation.
C interference errors.
2 When language learners take a rule they have learnt and use it with everything –
and make mistakes because of this – we call it …
A developmental errors.
B overgeneralisation.
C interference errors.
3 When students make mistakes because they are trying to say something they have
never tried to say before, we call these mistakes …
A slips.
B attempts.
C errors.
4 When we correct all the mistakes that students make because we want them to
concentrate on language form, we call this …
A slips.
B fluency work.
C accuracy work.
5 When students make mistakes because they are not thinking carefully enough, we
call these mistakes …
A slips.
B attempts.
C errors.
6 When students make a mistake by putting the wrong word with the wrong word,
we call the mistake …
A a word order error.
B a collocation error.
C a word formation error.
Research
2 Record or write down two minutes of speech by a non-native speaker of

English (or write down some typical things that they say). Find examples
of the following:
1 collocation errors
2 word order errors
3 addition errors
4 developmental errors
Reflect
3 If you were learning a foreign language, which would be more important

for you: to be a fluent speaker or to be an accurate speaker? And what
about writing? How important would that be for you?

Revise
1 For questions 1–12, decide whether the following advice to new teachers
would be especially appropriate for teaching adults (A), teenagers (T) or
young learners (YL). There may be more than one possible answer. AK
1 Change activities frequently.
2 Combine learning and play.
3 Discuss the best ways of learning so that students can learn how to learn.
4 Encourage students to take responsibility for their own learning and not leave
everything to the teacher.
5 Encourage students to work on developing their own opinions and to use their
powers of analysis to think critically.
6 Plan clear, short-term goals so that even if students find it difficult to return to
learning, they can have frequent success.
7 Even though they are still often child-like, treat them as if they were grown up.
8 Use puzzles.
9 Use songs.
10 Use student interests and past life experience to help you decide what to teach.
11 When there are discipline problems, always behave in the same way. Students will
trust you more because of it.
12 Don’t try to explain abstract grammar rules.
Research
2 Interview people you know who are teachers using the questions below.
1 What age group(s) do you teach?
2 What do you like about teaching that age group?
3 What special things do you have to think about for that age group?
4 What do you find difficult about teaching that age group?
Reflect
3 If you could choose which age group to teach (this might mean changing
the age group you actually do teach), which would it be and why? Use
the chart to help you come to a decision!
Good points Less attractive things

Teaching young learners
Teaching teenagers
Teaching adults

Revise
1 For questions 1–7, match the descriptions with the terms A–H. There is
one extra option that you do not need to use. AK
A Agency
B Learner training
C Personalisation
D Recycling
E Self esteem
F Translation
G Outcome
H Homework
1 It is a good idea if students ‘take charge’ of their own learning – in other words,
they make some decisions about what they are going to learn and how they are
going to do it.
2 Teachers like to know what the possible/probable result of their teaching will be.
3 Teachers try to make sure that students use the language they have been studying
on various occasions after they have studied it.
4 Teachers often get students to use the language they are learning to talk about
themselves.
5 Teachers think that students, especially teenage students, need to feel good about
themselves.
6 Teachers often talk to students about what the best ways of learning are so that
students can choose how to study for themselves.
7 Teachers can use the students’ L1, and have them go from that to English and back
again.
Research
2 Look at an English language coursebook and find when and how often
they do the following:
1 build in revision tasks and exercises
2 allow students to talk about themselves (personalisation)
3 offer learner training
Reflect
3 Think about when you were at school (both primary and secondary).
1 How much control (agency) did you have over your own learning – either in small
ways or in big ways?
2 How concerned were your teachers with the students’ (you and your classmates)
self esteem? How did you know they were? How did you know they weren’t?

Revise
1 For questions 1–10, match the classroom activities with the intelligences
A–J that they are designed for. AK
A Bodily-kinaesthetic
B Emotional
C Existential
D Interpersonal
E Intrapersonal
F Linguistic
G Logical-mathematical
H Musical
I Naturalistic
J Spatial
1 Students have to move around the classroom to find a partner.

2 Students write a story based on a song or a theme tune from a movie.
3 Students watch a video clip and try to work out how the character is feeling, and
how they would feel if they were in the same situation.
4 Students do a project about global warming.
5 Students work on their own to read a text and answer questions about it.
6 Students discuss different religions.
7 Students read about the theory of relativity.
8 Students work together to solve a problem/make a decision.
9 Students work together to design an ideal classroom.
10 Students are given a discovery grammar exercise where they have to work out
grammar rules.
2 What does VAKOG stand for? AK
Research
3 Look at either a coursebook unit, or the lesson plans on pages 251–256

of Essential Teacher Knowledge. Choose two activities and decide which
intelligences they are most appropriate for, and which elements of
VAKOG they promote.
Reflect
4 Decide which element of VAKOG is strongest for you – which stimulates

you most. Make a list of language learning activities which would be
most appropriate for you and people like you.

Revise
statement. AK
1 Most students in the world study __________.
A general English
B business English
C English for academic purposes
2 Students at university often study __________ to help them with their courses.
A general English
B business English
3 Some teachers teach __________ in the companies (in-house) where the students
work.
A general English
B business English
4 When students work with a subject and the language to describe that subject, both
at the same time, we call it __________.
A English for academic purposes
B English for specific purposes
C CLIL (content and language integrated learning)
5 We call it __________ when students have a special reason (like nursing,
engineering, etc.) for learning English.
A English for specific purposes
B business English
6 Teachers worry about __________ when students think that they are not learning
anything new.
A the plateau effect
B one-to-one teaching
C the Common European Framework of Reference for Languages
7 Before we decide what to teach in an English for specific purposes class it is a
good idea to do __________.
A can do statements
B the Common European Framework of References for Languages
C a needs analysis
Research
2 Look at two English language coursebooks from two different levels (e.g.
elementary and advanced).
1 How different is the language they teach?
2 How different are the topics they include?
3 How different are the reading texts they offer in terms of length, language, etc.?
4 How different are the activities which the students are asked to do?
Reflect
3 How would you select the topics and language you were going to teach if
your students were studying either (a) general English or (b) English for
specific purposes? AK

Revise
1 For questions 1–8, complete the sentences with words from the box.
AK
correct differentiation homework mixed ability organised pace praise
stage tasks
1 Teachers use the word __________ to explain that they try to treat students as
individuals, not as a group – and so they offer them different activities, exercises or
treatment.
2 In large classes it is useful to have a good system (which the students know) for
collecting and giving back __________.
3 One of the most important things about teaching large classes is for teachers to be
extremely __________.
4 One way of teaching __________ classes is to give different students different
texts.
5 Teachers use the word __________ to talk about a part of the lesson (rather than
the lesson as a whole).
6 Teachers need to give each individual student a chance for success so that they can,
if appropriate, __________ them.
7 When teaching mixed ability classes one thing teachers can do is to give students
the same text, but with different __________.
8 When teachers __________ students they should vary the way they do it for
different individuals.
Research
2 Research what the term large class means in different contexts.

1 Find out what large class means in different education sectors (private, state,
primary, secondary, university) in your country.
2 Find out what large class means in different education sectors (private, state,
primary, secondary, university) in other countries.
What does the term large class mean to you?
Reflect
3 In many schools, children are streamed – that is to say they are

organised in ability groups. Sometimes this is done by subject (e.g.
maths), sometimes by general ability. Sometimes teachers stream
students within a class.
What is your opinion of streaming? Is it a good thing, or is it better to
teach students at different levels all together? AK

43 Motivation
Revise
1 For questions 1–9, match the comments with the subject they are talking
about A–I. Then decide whether the comment was made by a teacher (T)
or a student (S). AK
A Achievement
B Affect
C Agency
D Attitude
E Instrumental motivation
F Integrative motivation
G Intrinsic motivation
H Level of challenge
I Substitute teacher
1 For me the way the students feel about learning is really important, so I try to make
them feel relaxed and comfortable.
2 I like our teacher. He is professional and he thinks of the best ways of teaching us.
3 I really want to pass the public exam so that I can get a better job.
4 I want my students to make some of their own decisions about learning.
5 I want to learn English because I admire Americans and their culture a lot.
6 If students fail all the time they will not become motivated. We need to help them
to be successful.
7 If you make lessons too easy or too difficult then students will become less
motivated.
8 Our teacher was sick so Ms Lopez took our lesson today.
9 The reason that I like learning English is because I just like learning for its own
sake!
Research
2 Interview friends and colleagues who are learning something. (Perhaps

they are taking a teacher training course, learning a language or learning
a new hobby, etc.)
1 How do they (would you) describe their motivation? What kind of motivation is it?
2 What keeps them motivated to continue with what they are doing?
3 How important is the teacher they have (if they have one) in all this?
Compare the answers you got from different people. What are the
similarities and differences?
Reflect
3 Using the terms from Unit 43, how would you describe your own
motivation for reading Essential Teacher Knowledge and completing
these exercises? How similar or different is this motivation from when
you were motivated to study in the past?

44 44 Introducing new language 1
Revise
1 Number the teaching and learning stages A–G in order (1–7) to make a
PPP sequence. AK
A The students make sentences of their own using the language they
have been learning.
B The students repeat the teacher model in chorus.
C The students repeat the teacher model individually.
D The teacher chooses individual students and suggests which of the
sentences they have previously repeated they should now say.
E The teacher introduces a situation using pictures.
F The teacher models more sentences and the students repeat them.
G The teacher models sentences.
Research
2 Look at a unit from a coursebook for teaching English and find two
sections that teach language.
1 What language is each section introducing?
2 What procedure do the sections follow: PPP or something else?
3 If you find a PPP sequence, identify the presentation, practice and production stages
of the sequence.
Reflect
3 Think about the following questions. AK

1 When would you use a PPP sequence to introduce language?
2 When would you not use a PPP sequence to introduce new language?
3 What factors (e.g. the students’ level, the language, etc.) do your answers to questions
1 and 2 depend on?

45 45 Introducing new language 2
Revise
1 For questions 1–8, match the descriptions with the terms we use for them
A–J. There is one extra option that you do not need to use. AK
A Dialogues
B Lexical approach
C Mime
D Situation
E Stories
F Task-based learning
G Test-teach-test
H Texts
I Total Physical Response
1 We can act out words and situations without using any words.
2 We can get students to do things, and they learn by finding or being given by us the
language they need to do these things.
3 We can give instructions that the students have to obey by standing up, sitting down,
etc. and then they can give instructions to their classmates.
4 We can show students examples of two people talking to each other and get the
students to learn the things they are saying.
5 We can show students what is happening/happened (with pictures, a story or a
description) and get students to use language about it.
6 We can use true or imaginary events to contextualise language.
7 We focus more on teaching words and phrases than on teaching grammar.
8 We give students a chance to use the language first and then we teach them what they
had difficulty with before they use the language again.
Research
2 Look at a coursebook for teaching English and find examples of the

following ways of introducing new language.
1 Stories
2 Situations
3 Dialogues
4 Reading texts
5 Task-based learning
Reflect
3 If we use Total Physical Response, what kind of instructions might be

appropriate for (a) beginners, or (b) intermediate students? How
appropriate is TPR for children and for adults? AK

46 46 Researching language
Revise
the box. AK
accidental meetings computer search engines dictionaries discovery puzzles
grammar book language corpora mine texts research tasks
1 People can look for a lot of things with _______________ such as Google, and we
can use them to search for the way that language works too.
2 Students can look at _______________ on their computers to see how a word
behaves in sentences and phrases.
3 We can ask students to _______________ by finding examples of interesting
language in them.
4 We can give _______________ as an alternative to correction (i.e. we can tell them
to look up the language they have tried to use in a grammar book or dictionary).
5 We can give students _______________ where we offer them examples of language
and ask them to work out what the rules are for using that language.
6 We can ask students to look up words in _______________ to see what other words
or phrases they collocate with.
7 When students are unsure how language works, they can consult a _______________
to check on things like rules and syntax.
8 When students have had _______________ with language they do not know or
understand, they can bring the language to class for discussion.
Research
2 Find out as much as you can about which words collocate (go together)
with the four words below. Use dictionaries, a search engine such as
Google, or any other source (such as asking other competent language
speakers). Where do you find the most useful information?
sprained
broken
clenched
twisted
Reflect
3 As a language learner yourself, which do you/would you prefer: having

rules explained to you (with examples), or looking at language and trying
to work out the rules for yourself (with the teacher’s help, of course). What
are the reasons for your choice? AK

47 47 Repetition and drilling
Revise
1 For questions 1–7, match the classroom extracts with the terms A–G.
AK
A Back chaining E Individual repetition
B Choral repetition F Nomination
C Cue-reponse drill G Question and answer cue-
D Half chorus response drill
1 T: He was having a bath … Henry.

S: He was having a bath.
2 T: Question … time … Clare.
S: What’s the time?
T: Answer … Daniel.
S: Six o’clock.
3 T: (holds up a flashcard with a picture of someone playing football) … Maria.
S: She’s playing football.
4 T: He was having a bath … everybody.
SSS: He was having a bath.
5 T: Earlier
SSS: Earlier.
T: Come earlier.
SSS: Come earlier.
T: I’d have come earlier.
SSS: I’d have come earlier.
T: Known, I’d have come earlier.
SSS: Known, I’d have come earlier.
T: I’d known, I’d have come earlier.
SSS: I’d known, I’d have come earlier.
T: If I’d known, I’d have come earlier.
SSS: If I’d known, I’d have come earlier.
6 T: OK, everyone on this side is John, and everyone on the other side is Mary. So
let’s start the dialogue.
7 T: Who’s going to answer this time. Er … Tomoko?
Research
2 Practise ‘backchaining’ the sentences below. Stand in front of a mirror

and backchain each sentence, using gesture etc. to beat time.
1 When the doorbell rang he was having breakfast.
2 Later that day he took his bicycle to be repaired.
3 It took him longer than he had expected to walk home.
4 When he got home he felt good because he had taken some exercise.
Reflect
3 When are repetition and drilling useful – in terms of level, language, etc.?
As a learner would you enjoy repeating in chorus? Would it be different
if you were (a) young or old, (b) a beginner or more advanced, (c) in a
large class or a small class? AK

48 48 Practising new language 1
Revise
1 For questions 1–6, match the teacher’s instructions with the activities
students are being asked to do A–G. There is one extra option that you
do not need to use. AK
A Dictation
B Dictogloss
C Information-gap activity
D Matching activity
E Sentence pictures
F Running dictation
G Shouted dictation
1 ‘Each group … send one person to the front. They should read the first line of the
text and then go back to their group. They tell the group the sentence and the group
have to write it down. Now each group sends a new student to the front …’
2 ‘I’m going to read you a short paragraph. Don’t try and write down what I say.
Later you can try and re-construct the paragraph.’
3 ‘I want you to look at this for 45 seconds … OK, now write sentences about what
you saw. How much can you remember?’
4 ‘I’m going to read something and you must write down exactly what I say.’
5 ‘I want you to join the half-sentences in column A with their correct endings in
column B.’
6 ‘OK … so try and hear what the person on the other side of the room is saying and
write it down. Only listen to that one student – not to all the others!’
Research
2 Look at a coursebook for teaching English. How many examples of the

following types of matching activity can you find?
1 Matching sentence or phrase halves
2 m=Matching words and meanings
3 Matching lines (e.g. questions and answers) from dialogues
Reflect
3 Did you teachers make you do dictations when you were at school? If
they did, think about the following questions.
1 What was the purpose of the activity?
2 Did you enjoy it?
3 How useful was it for what it was supposed to do?
How do you feel about using dictation for teaching English?

2012
Revise
1 For questions 1–7, match the descriptions with the activities A–G. AK
A Backs to the board
B Charades
C Class quiz
D Find someone who
E Sentence stems
F Story chain
G Twenty questions
1 One student makes a sentence. Another student adds his or her own sentence to the
first sentence. A third student adds a third sentence to the first two. A fourth
student … etc.
2 Students walk around the room (they mingle) asking each other questions so that
they can fill in charts with the names of people who answer yes.
3 The group can see a word, but one student cannot. The group has to give the
student information so that he/she can guess what the word is.
4 Students have to complete statements about themselves. Their classmates ask them
about their statements.
5 Students ask each other questions about a topic or topics. They compete against
each other to see who can get the most correct answers.
6 This is based on yes/no questions – the person who guesses the answer with the
fewest questions is the winner.
7 A student acts out the title of a book, film, TV programme, etc. without using any
words. That student’s team has to guess what the title is.
Research
2 Think of games and quizzes that you are familiar with from the radio or
TV. Which of them might be useful in a language class? How would you
adapt them?
Reflect
3 What is your opinion about using games in language learning

classrooms as (a) a teacher, and (b) a learner? What is the relationship
between the students’ age and the appropriacy of using games? AK

2012
Revise
1 For questions 1–14, complete the text with words and phrases from the
box. You will have to use one phrase twice. AK
bits chart communicate describe and draw draw extracts jigsaw reading
find the differences information-gap activity pairs piece of paper share
show
We use information-gap activities because they encourage students to

(1) _______________ with each other – they give students a reason to talk. The basic
idea of an (2) ________________ is that two (or more) students have different
(3) _______________ of information. In order to complete the task, students have to
(4) _______________ their bits of information. In this way they can complete a
(5) _______________ or build up the complete picture.
One of the most popular types of information-gap activity is (6) _______________.
Different students are given different texts or different (7) _______________ from the
same text – by sharing their texts they can reassemble all the information. However,
they can’t (8)_______________ their texts to each other – they have to share all the
information by speaking about it.
Another popular type of information-gap activity is called (9) _______________.
In this activity, students work in (10) _______________. One student has a picture
and the other student has a blank (11) _______________. The student with the picture
tells the other student what is in his/her picture, and the other student has to
(12) _______________ the same picture.
We can also give two students a picture each – the pictures are similar, but not 100%
the same. They have to (13) _______________ between the two pictures.
In fact, just about anything can be made into an (14) _______________!
Research
2 Look at a coursebook for teaching English and see if it contains any

information-gap activities. (Usually you will find one half of the activity in
the main unit, and the other half of the activity at the back of the book.)
1 What are the activities designed for, i.e. what will the students be practising?
2 How effective do you think the activities are?
Reflect
3 What potential dangers are there – what might go wrong – when using
information-gap activities in the classroom? How would you deal with
them? AK

2012
51 51 Teaching speaking 1
Revise
statement. AK
1 One of the best ways of provoking retrieval and use is through …
A learning and repeating.
B pronunciation exercises.
C communicative speaking activities.
2 When individual students are asked questions by other members of the class for a
fixed period, we call the activity …
A a communicative speaking activity.
B the hot seat.
C pronunciation practice.
3 We should encourage students to develop their __________ so that they can
practise language even when no one else is there.
A pronunciation
B listening ability
C inner voice
4 When we get students to speak and we try to insist on the language they should
use, we call it a …
A practice activity.
B communicative activity.
C pronunciation activity.
5 We can dictate __________ to the class. The students complete them and then they
can read out what they have written.
A words
B paragraphs
C sentence stems
6 Each number has a different topic. When a student throws the __________ they
have to speak about the topic for that number.
A picture
B dice
C piece of paper
7 A discussion where students can decide what they want to say and what language
they want to use is called a …
A practice activity.
B communicative activity.
C simulation.
Research
2 Interview a few people who speak more than one language about their
second/foreign language using the questions below.
1 Are you a confident speaker of your second/foreign language?
2 When are you most comfortable and least comfortable speaking that language?
3 What is your biggest fear and your biggest pleasure in speaking another language?
Reflect
3 Think about when you speak a foreign language. When and how do you
use your inner voice? How does it help you? Do you remember using
your inner voice when you were learning the language?’ AK

2012
Revise
1 For questions 1–8, match the descriptions with the activities and roles
A–H. AK
A Buzz group E Prompt cards
B Formal debate F Prompter
C Panel discussion G Pyramid discussion
D Participant H Reaching a consensus
1 For this kind of discussion there is someone to ‘propose a motion’, someone to

‘oppose a motion’, people to support them, and an audience who ask questions and
make comments. The audience votes for or against the motion at the end.
2 A group of students discuss a situation or problem and have to agree together what
to do about it.
3 Sometimes we can give students these to give them ideas about what to say – what
opinions they can express, etc.
4 Sometimes, when students can’t think of what to say, or the discussion slows
down, or students can’t think of the words, teachers have to act like this.
5 Students start in pairs. Then the pairs talk to other pairs. Then the groups of two
pairs talk to another group of two pairs, and so on.
6 This is the role some teachers take in discussions when they talk together with the
students and give their own opinions, etc.
7 This type of discussion is when four or five students talk about a topic as if they
were experts on the subject (as in some TV programmes).
8 We use this type of activity when pairs or groups of students have quick
discussions about something, for example a topic they are going to read about.
Research
2 You are going to analyse a group discussion.

1 Choose a situation which you can ‘listen in to’, ideally a group discussion in a
language learning classroom. If you can’t do this, try to listen to a group of people
talking in a language that is foreign to most of them. If that isn’t possible, you can
listen to a group of friends or colleagues talking.
2 If you can, record part of the discussion. If you can’t, just keep a note of what
happens.
3 Record how many people there are in the group. Give each individual a name or a
letter.
4 Make a mark (e.g. a tick) against an individual’s name/letter every time that person
speaks (and if possible how long they speak for).
5 Have a look at your results. How effective was the discussion? How much variety
was there between how much each person spoke?
Reflect
3 When students take part in classroom discussions in a foreign language,

some students speak a lot, some are reluctant to speak and others
hardly speak at all. What are the reasons for this, do you think? How can
a teacher make things better? Can you think of one idea to try and make
everyone speak? AK

2012
Revise
1 For questions 1–9, match the descriptions with the activities A–I. AK
A Oral presentation F Taking time away
B Poster presentation G Truth and lies
C Roleplay H What happens next
D Story reconstruction I Simulation
E String things together
1 Students have to tell a story a number of times and each time they tell it they have
to do it more and more quickly.
2 Students imagine they are in a particular situation. They have to act and speak as if
they were in that situation.
3 Students imagine they are in a particular situation. They have to act and speak as if
they were in that situation, but they pretend to be someone else.
4 Students stand in front of graphics, pictures etc. and explain what they show or are
demonstrating.
5 Students tell each other about something, often using presentation software such as
Powerpoint.
6 Students tell each other things. The students who are listening have to decide which
things are correct, which not.
7 Students are given different pictures. Then the pictures are taken away and the
students have to work out how the pictures are connected.
8 Students are given a selection of pictures. They have to use them to tell a story.
9 The teacher shows a video clip to the students and then pauses it halfway through.
Students have to make predictions about the rest of the clip.
Research
2 Look at some coursebooks for teaching English and find examples of

simulations.
1 What language do you think the simulations will produce?
2 How relevant or appropriate do you think the simulations are to the students they
are designed for?
3 Do you think the simulations would be better with or without the students having a
role? In other words, would they be better or worse off as themselves?
Reflect
3 Think of oral presentations you have made or might have to make in the
future and consider these questions. AK
1 How do you feel about doing a presentation? Very nervous? Quite nervous? Not
very nervous? Why?
2 If you made a presentation to a large group of people, would you prefer to read out
your presentation, use notes, or do it from memory? Why?
3 If you had to make a presentation to a large group of people, would you use
presentation software to show things? If so, what kind of thing would you show?
Based on your answers to questions 1–3 above, how would you help
students to make presentations?
2012
54 54 Teaching reading 1
Revise
the box. AK
bottom-up processing comprehensible input drop everything and read gist
extensive reading graded readers intensive reading scanning skimming
specific information top-down processing
1 _______________ are books written especially for students at different levels.

2 DEAR – when we get everyone (including the teacher) to read at the same time –
stands for _______________.
3 Extensive reading gives students _______________ – provided that they can more
or less understand what they are reading.
4 Some students find it difficult to read for gist because they insist on
_______________ – trying to understand every word in front of them.
5 We ask students to do _______________ when we get them to try and read for gist
without trying to understand every single word.
6 We usually ask students to do _______________ in the classroom so that they can
concentrate on the text.
7 When students read for a particular piece of information we call it reading for
_______________. We use the word _______________ to describe this.
8 When students read for pleasure, often outside the classroom and in their own time,
we call it _______________.
9 When we get students to read a text quickly so that they get the main ideas, we call
it _______________. It is also referred to as reading for _______________.
Research
2 Find some English language graded readers to look at, either by visiting
a book store, a school or by visiting the websites of publishers.
1 How many graded readers can you find?
2 What kind of books are they: factual, original fiction, re-told classic stories, etc.?
3 Which of them would you yourself like to read?
4 If you can, read an extract from one of the graded readers. What do you think of it?
Will students be able to understand it at that level?
Reflect
3 Think of a group of students (decide on their age, level, reasons for

learning English, etc.). AK
1 What reading do they (probably) do in the different parts of their daily life
(professional, educational, personal)?
2 How likely is it that they read ‘for pleasure’ in their personal lives (i.e. extensive
reading)?
3 What implications does this have for teaching reading to these students of English?

2012
Revise
box. You will have to use two of the words or phrases more than once.
AK
buzz groups charts extracts first jigsaw reading paragraph pictures
predict questions text topic
We can ask student to look at (1) _______________ before they read a text. They can
(2) _______________what they are going to read. This helps them to ‘get ready’ for
the (3) _______________, and reminds them of the things they know about the
(4) _______________. Sometimes we can get students to read (5) _______________
about the text before they read the text itself, and this too helps them to predict what is
coming.
There are other things we can do: for example, we can get students to read the
(6) _______________ sentence or (7) _______________of a text and ask them to
guess what comes next. We can put students in (8) _______________, tell them what
the topic of the text is, and ask them to talk about what they expect in the text.
When students are reading the text they can do things such as put
(9) _______________ about the text in order. They can also transfer information from
the text into (10) _______________. We can ask them to say whether they like the
(11) _______________ or not.
We can ask students to do (12) _______________. That is where each of them gets a
different part of the text and they have to work out the whole (13) _______________
by talking about the different (14) _______________ they have read.
Research
2 Choose one of the following tasks.

1 Find three texts that you could use with students of English at intermediate level or
above. What prediction activities could you ask students to do so that they are
well-prepared to read the text?
2 Look at one or two coursebooks for teaching English. Make a list of the ‘before
reading’ exercises you find. How many different types are there?
Reflect
3 What advice could you offer to students to help them predict the content
of a English language novel or magazine/news article? AK

2012
Revise
1 For questions 1–9, match the first halves of sentences with their
completions A–I. AK
1 Find parts of the text which
2 Get into groups and act out
3 Get into groups and discuss
4 Get into pairs and
5 I want you to match the vocabulary definitions
6 I want you to imagine that you are an expert about the topic of the text
7 I want you to tell the story of the text
8 Look at the numbers in the text and
9 Look through the text and find sentences
A and have to answer questions about it.

B compare your answers to the questions.
C contradict the following statements.
D from the different points of view of the characters in the story.
E decide what they refer to.
F the main opinion in the text.
G the scene in paragraphs 3 and 4 of the text.
H which have the word if in them.
I with the words in blue in the text.
Research
2 Find an English language text from a newspaper or magazine or on the

Internet that you could use with upper intermediate or advanced
students.
Look carefully at the language (grammar, vocabulary, etc.) in the text.
What is worth mining?
Reflect
3 When you were learning a foreign language in school, what kind of

reading did the teacher ask you to do? How useful did you find it? What
other kinds of reading would you have liked to do to help you become a
better reader? AK

2012
57 57 Teaching writing 1
Revise
the box. AK
accuracy audience draft edit final version handwriting nuts and bolts
planning respond review the writing process
1 _______________ is more important in writing than in speaking since we cannot

change things once they have been finalised.
2 _______________ involves various stages such as planning, reviewing and editing.
3 Before starting to write, people often go through a _______________ stage.
4 Even in the digital age, _______________ is still important because people judge
you by it.
5 It is important for students to master the _______________ of writing.
6 When teachers are looking at students’ work during the writing process, they
should _______________ to what the students have written, rather than correct.
7 When we have edited our drafts we can write our _______________.
8 When we have written the first _______________ of some writing we need to
_______________ it so that we can _______________ it.
9 When we write we have to think of the _______________ we are writing for.
Research
2 Look at as many coursebooks for teaching English as you can and

answer the following questions.
1 How much writing practice is there? Is there writing in every unit?
2 Does the writing practice ask the students to be involved in the writing process, or
does it just tell students to write something?
3 Are the writing exercises focused on teaching the skill of writing or do they appear
to be designed mainly for language practice?
Reflect
3 Do you follow the stages of the writing process as described in Unit 57

when you write the following?
1 An email
2 A letter
3 A story, article or homework assignment
4 A tweet or other ‘social message’
5 An exam
What do your reflections about this tell you about how you might teach
students to do the same kinds of task in English? AK

2012
Revise
1 For questions 1–8, match the teacher instructions to the activities A–H.
AK
A Contributing to a wiki
B Expanding a sentence
C Re-writing controversial sentences
D Story circle writing
E Text messaging
F Using music for writing
G Writing instant sentences
H Writing postcards
1 ‘Arrange where and when you are going to meet using your mobile phones.’
2 ‘As you listen, write down what comes into your mind – words, phrases or
sentences.’
3 ‘Look at the pictures and write messages as if you were there.’
4 ‘Take it in turns in your group to type a new sentence for the story you can see on
the screen.’
5 ‘When you have written your first sentence, pass your piece of paper to the person
on your left.’
6 ‘Write down the following sentence: The woman was walking down the street. In
groups, using more words, make the sentence as long as you can.’
7 ‘As quickly as you can, write down three sentences about places in the world you
would like to visit.’
8 ‘In your groups you must agree on a new version of the sentences I have given
you.’
Research
2 With colleagues, friends or students, try the following activity.

1 Choose a topic.
2 Write as many sentences about the topic as you can in two minutes.
Who has managed to write the most? What did everyone think of the
experience?
Reflect
3 What does the word writing actually mean? How has it changed in the
last 50 years? What kind of writing should students of a foreign
language be asked to do? Why? AK

2012
Revise
1 For questions 1–8, match the student descriptions with the activities
A–H. AK
A Blog
B Coherence
C Genre analysis
D Journal
E Online learning platform
F Portfolio writing
G Spidergram/wordmap
H Wiki
1 ‘You can do all your writing and submit it there and the teacher can read it and
give you feedback. Of course you need to be connected!’
2 ‘You can write about anything you want and anyone can come and have a look at
it. You hope that people will leave comments about what you have written.’
3 ‘You have to get your ideas in order because if you don’t the reader won’t be able
to understand what you are trying to say.’
4 ‘You go to a site where anyone can change the content, and you can add your own
comments and definitions – things like that.’
5 ‘You look at a piece of writing and try to work out who it was written for, what
language is used and what its main purpose is.’
6 ‘You write a variety of pieces of writing – anything from letters to descriptions to
messages and emails – and you keep them together in a folder (or online). They
show your progress over a semester or a year.’
7 ‘You write a word or an idea in the middle of the board and then you create a kind
of picture – showing in a kind of diagram how many other words or ideas can be
connected to it.’
8 ‘You write down your thoughts, feelings and experiences. It’s a way of keeping a
record of what has been happening – and it helps you to think about what has
happened.’
Research
2 Using a search engine such as Google, search the Internet for blogs
about English language teaching. Think of some phrases you can type
into the search engine such as ‘English language teaching blogs’, and
then try each of them out.
1 How easy is it to find what you are looking for?
2 Which blogs look the most useful for you?
3 Can you find any student blogs?
Reflect
3 If you wrote a blog in a foreign language, would you like a teacher to

look at what you had written? If so, what would you like them to do
(respond, correct, etc.)?

2012
60 60 Teaching listening 1
Revise
statement. AK
1 We say that it is __________ when the speakers we are listening to are in the
classroom in front of us.
A recorded listening
B intensive listening
C live listening
2 We say that it is __________ when the students listen via some kind of audio
device.
C live listening
3 We call it __________ when students listen by themselves, usually outside the
classroom, and often for pleasure.
A extensive listening
C live listening
4 We call it __________ when students listen to (usually) short sections in the
classroom and investigate meaning and language etc.
C extensive listening
5 Students can study English in __________, where each one is ‘plugged’ into a
separate fixed audio device or computer.
A classrooms
B a studio
C a language laboratory
6 We should get students to listen to different listening __________ so that they
become familiar with different types of listening ‘events’.
A jigsaw listening
B genres
C tracks
Research
2 Interview some students of English using the following questions.

1 Do you listen to English outside the classroom?
2 What do you listen to?
3 Do you think it helps you? How?
4 If you don’t listen to English outside the classroom, why not?
Reflect
3 Make a list of four types of listening you do in your normal life in your
first language and note whether you listen once or more than once.
Why? What is the difference between them?
How might it (or should it) be different for students who listen to the
same kinds of thing in a foreign language? AK

2012
Revise
box. You will need to use three of the words or phrases twice. AK
answers classroom extract listen live listening pairs and groups
pre-teach pre-teach vocabulary predict questions think topic
words or phrases
When we ask students to (1) _______________ to something, we can get them to

(2) _______________ what they are going to hear. For example, we can give them a
number of (3) _______________ and get them to guess what the
(4) _______________ will be. We can show them pictures about the
(5) _______________ of the listening as a way of getting them to
(6) _______________ about what they are going to hear. We can also give them
(7) _______________ from the text and ask them to think about what they will listen
to. And if we can bring a visitor to the (8) _______________, we can tell students a
little about them before they arrive, and then ask students to prepare themselves to
meet the visitor by thinking of (9) _______________ they want to ask.
We have to decide if we are going to (10) _______________ that students may need
when they listen. The best solution is to (11) _______________ only the words and
phrases that they will really need in order to understand the (12) _______________ of
the listening.
Another way of getting students to (13) _______________ what they are going to hear
is to play them a short (14) _______________ from the audio recording and ask them
to guess what comes next. We can also give the class a (15) _______________ lecture
and stop at various intervals. In (16) _______________ students have to ‘re-construct’
what we have said.
Research

1 Look at a coursebook for teaching English and find examples of prediction
activities.
2 Find something that you would like a friend or a student to listen to or watch (e.g.
an audio recording, video clip). Think of a prediction exercise which will help
them to guess a lot (but not all) of what they are going to hear. Try it out. Does it
work?
Reflect
3 Students often think that listening is very difficult in class. Why do you
think this is, and what do you think teachers can do to help them? AK

2012
Revise
1 For questions 1–9, match the descriptions with the activities and
materials A–J. AK
A Disappearing dialogues
B Graded readers
C Guess what happens next
D Mining listening texts
E Mobile devices
F Speech phenomena
G Storyboards
H Transcript
I Video clips
J Extensive listening
1 Students can listen to podcasts and watch videos on these, wherever they happen to
be.
2 Students can choose one of these (at a level they feel comfortable with) and then
listen to recorded audio versions of them.
3 Students can watch these and do a variety of activities with them.
4 Students watch a video clip but the teacher stops it before the end.
5 The pictures that people draw to demonstrate what they are going to film.
6 The way that people talk – hesitations, ‘mistakes’, etc.
7 The written version of what someone says – written exactly as they say it.
8 When students listen on their own, often for pleasure and usually away from the
classroom.
9 When students listen to some audio material and look for language that is
interesting to focus on.
10 When the teacher writes a conversation on the board and then gradually removes
words so that students have to remember a little more each time.
Research
2 Make a transcript of a short conversation in English you have either

recorded or which you take from a podcast or a video clip.
1 How easy is it to capture exactly what was said?
2 How long does it take to transcribe speech in this way?
3 How useful is what you have transcribed for a student of English? What would you
ask them to focus on?
Reflect
3 Many teachers use video clips in the classroom which they find online
from sites such as Vimeo and YouTube. AK
1 Would you like video clips to be used in class either (a) as a student or (b) as a
teacher?
2 What kind of things would you look for when selecting which kinds of video clip
to use?

2012
63 63 Using poetry
Revise
For questions 1–7, choose the best option (A, B or C) to complete each
statement. AK
1 We can get students to __________ in poems which are written or projected onto
the board.
A predict
B shadow speaking
C fill in blanks
2 One way of getting students to speak poetry well is to get them to do __________,
where they try and speak along with a ‘good’ poetry speaker.
A predicting
B shadow speaking
C blank filling
3 We can use ___________, where students work in groups to put poems in the right
order.
A poetry re-ordering activities
B information-gap activities
C buzz group activities
4 We can put one copy of a poem at the front of the class and then get students to do
a __________, where students from different groups send someone to read a line
and then tell it to the rest of their group.
A poetry re-ordering activity
B running dictation
C poetry frame activity
5 We can give students __________ which they complete to make their own poems.
A wordless
B information-gap activities
C poetry frames
6 Before we ask students to speak out loud we can give them the opportunity to
__________ their poems – to see what saying them feels like.
A brainstorm
B mumble
C frame
7 We can give each student a different poem. They have to compare and contrast
what they have read. This is a kind of __________ activity.
A information-gap
B poetry frame
C running dictation
Research
2 Find at least two poems that you could use with a group of intermediate
students. What makes the poems appropriate and usable? (Think about
issues such as length, language, topic, etc.) What activities could you
use with these poems?
Reflect
3 Did your teachers ask you to learn poems when you were at school? Can
you remember any of the poems by heart? How do you feel about having
had to learn poems? Do you think it is a good idea for students of
English to learn poems? What do you think are the benefits?

2012
64 64 Using music and drama
Revise
box. AK
after a piece of music before blanks classmates desert island drama
excerpt fill in jumbled lines lyrics mime predict scene song stress
tracks words or phrases
There are many things we can do with music. For example, we can give students
(1) _______________ and the students have to put them in order as they listen to the
song. We can give students the (2) _______________ from the song with some
(3) _______________ instead of words. The students have to (4) _______________
the blanks as they listen. We can give students some (5) _______________ from the
songs and ask them to (6) _______________ what the song will be about.
We can ask students to tell us about a (7) _______________ they like and explain why
it is so important to them. We can ask students to say which six (or seven or eight etc.)
(8) _______________ they would take to a (9) _______________, or we can play
them (10) _______________ and ask them to say what colour, mood or temperature it
has – and who they would like to listen to it with, and where.
We can use (11) _______________ for teaching too. For example we can get students
to practise acting out an (12) _______________ from a play, concentrating on
(13) _______________ and intonation. We can ask students to decide on their own
adverbs of manner for the way each speaker says their lines. We can ask students to
speculate about what happened (14) _______________ the play started or what will
happen (15) _______________ it has finished. Some teachers ask students to read a
(16) _______________ from a play and then tell their classmates what happened in
their own words. We can also ask students to (17) _______________ scenes from a
play and their (18) _______________ have to guess what is happening.
Research
2 Teachers often use songs for teaching grammar or vocabulary because

the lyrics can contain many examples of a grammar item etc. For
example, Eric Clapton’s song ‘You look wonderful tonight’ contains
many examples of the present simple.
Think of your favourite songs with English lyrics (or search on the
Internet). Find songs which contain lots of examples of a particular
grammar point and which would be appropriate for use in teaching.
Reflect
3 Think about the following questions. AK

1 What is your attitude to music? Do you like to listen to music while you are
working? Do you enjoy singing?
2 Do you like taking part in or watching drama?
How different would your answers be if the context was language

learning? In other words how would you feel as (a) a teacher or (b) a
student about using these things in class?

2012
65 65 Teacher roles
Revise
1 For questions 1–9, match what the teacher says with the teacher roles
A Controller
B Editor
C Evidence gatherer
D Comprehensible input provider
E Feedback provider
F Organiser
G Participant
H Prompter
I Resource
J Tutor
1 ‘I think you would make your text more interesting if you gave some more
examples of what you are talking about.’
2 ‘OK, I’d like you all to pay attention while I explain the task we are going to do.’
3 ‘Don’t worry about me. I’ll just make some notes about what I hear.’
4 ‘You can come and see me if you have any questions.’
5 ‘Well, why don’t you tell him how you feel at this point? You could say “I don’t
really agree with you” – go on!’
6 ‘Would everyone please get into groups of three ... you, you and you. You have to
compare your answers to the questions ... Who can repeat my instructions?’
7 ‘I just talk at a level where my students will more or less understand the meaning
of what I am saying.’
8 ‘Well done Nihal. That was really good.’
9 ‘Negip, why don’t you come up to the front so that we can discuss your progress
while the others are getting on with the task.’
Research
2 Look at a coursebook for teaching English and find two speaking

activities. Decide what roles the teacher needs to ‘play’ at the beginning,
during and after the activities.
Reflect
3 Think back to when you were at school (or about periods in your
education that you can remember well) and think about the two teachers
that you remember best. Make a ‘percentage chart’ for each teacher
using the roles in Exercise 1 above, i.e. decide what percent of the time
they acted as controller, etc.
What roles were they most successful with, do you think? AK

2012
66 66 Teachers and students
Revise
statement. AK
1 The relationship between teacher and students is often called …
A motivation.
B praise.
C rapport.
2 The desire to do something (which keeps us engaged in a task) is called …
A motivation.
B praise.
C rapport.
3 All students like __________ but it must be for something they have done well.
A motivation
B praise
C homework
4 When we tell students that they have done well, we also need to give them a future
__________ so that they know what to aim for.
A goal
B praise
C homework
5 We can make __________ where we put examples of good work from all the
students.
A a goal
B an achievement folder
C an evaluation chart
6 One of the most important things to do to create and maintain rapport is to
__________ students.
A discipline
B respect
C like
7 When we __________ students we should be careful about how we do it. We do
not want them to be upset.
A praise
B motivate
C correct
Research
2 Interview as many people as possible using the following questions.

1 How often have you been praised in the last 48 hours?
2 How much do you like/would you like to be praised in your daily life?
3 What do you think of as ‘good’ praise and what is ‘meaningless’ praise?
Reflect
3 Think about teachers you have had (or about yourself as a teacher) and
consider the following questions. AK
1 Which is more important: to like your teacher or to respect your teacher?
2 How much should a teacher ‘be themselves’ when teaching in a classroom?
3 Can you think of one example of a teacher respecting their students and one
example where a teacher did not respect their students?
2012
67 67 Where students sit
Revise
1 For questions 1–8, match the descriptions with what the terms A–I. There
is one extra option that you do not need to use. AK
A Communicative speaking activities
B Groupwork
C Inner and outer wheels
D Learner autonomy
E Mandatory participation
F Pairwork
G Sociogram
H Solowork
I Whole-class grouping
1 All the students in the group have to take part whether they like it or not!
2 Groupwork is especially useful for these.
3 Some students appreciate quiet time in class and the chance to think for
themselves.
4 This is good for activities like story circle writing and story reconstruction, etc.
5 This is the way that students are organised when we do things like take the register
or give general explanations.
6 We get students to work together in groups of two.
7 We want students to be able to take some learning decisions for themselves.
8 When students sit in this way they can change the pairs they work in very quickly.
Research
2 Look at a unit from a coursebook for teaching English and make a list of
all the different activities. Decide whether (you think) they are designed
for the whole class, groupwork, pairwork or solowork. Then make a pie
chart (see Essential Teacher Knowledge Unit 107) to show how often
they are all used.
Reflect
3 Think of yourself as a language learner. Put the following ways of

working in order of preference.
• Listening to/talking to a teacher
• Working in pairs
• Working in groups
• Working by yourself
What reasons can you give for your order? What does this make you
think about teaching students and how you would group them? AK

2012
68 68 Teacher language
Revise
box. AK
acquire language audible clearly comprehensible input demonstrate
discipline instructions intonation acquisition less level more voice
teacher talking time roughly-tuned shout stage STT practice
We talk about the difference between student talking time (which is often shortened to
(1) _______________) and (2) _______________ (which is shortened to TTT). In
general, teachers should talk (3) _______________ and students should talk
(4) _______________ – since it is students who need the (5) _______________, not
the teacher. However, we need to remember that teacher talk is a good source of
(6) _______________. In other words, if the teacher talks in (7) _______________
which students more or less understand – and this is an important teacher skill – then
this will help them to (8) _______________ language.
What kind of input is the best for student language (9) _______________? Well, for it
to be effective it should be (10) _______________ input. This means that teachers will
think about the speed and (11) _______________ of what they are saying and they
will use their teacher instinct to get the language (12) _______________ just right.
Teachers need to think carefully about what they are going to say when they are
giving (13) _______________ because students must understand what they are
supposed to do. One way of making sure they know what to do is to
(14) _______________ activities so that they can see what to do.
We need to think carefully about how we use our (15) _______________. We need to
be (16) _______________ even at the back of the class, whether we are speaking
quietly or loudly. It is not a very good idea to (17) _______________, especially if we
have (18) _______________ problems in the lessons.
We need to speak (19) _______________ to mark the phases of the lesson. Students
need to know that we have finished one lesson (20) _______________ and are about
to move on to the next.
Research
2 Observe an English lesson or search on YouTube etc. for some English

language teaching clips. Transcribe two minutes of teacher talk.
How appropriate is the teacher's use of language for the age and level of
the students they are talking to?
Reflect
3 Choose one of the following tasks. AK

1 Think of two lessons you have taught recently and say what percentage of time
you, the teacher, were talking. How do you feel about this? Was it the same for
both lessons?
2 Think of a teacher you remember well from your educational experience. How
much did they speak in their lessons? Looking back, how do you feel about this?

2012
69 69 Giving instructions, checking meaning
Revise
1 Read the instructions A–H for a ‘Describe and draw’ activity, and put
them in the correct sequence 1–8. AK
A Student B, you must draw the picture that student A has. A will
tell you what is in their picture and you can ask questions.
B Good. Now that you are in your pairs, I want one person to be
student A in each pair, and the other person to be student B.
C I would like you to get into pairs.
D Now I am going to give A a picture. Here it is.
E Off you go!
F OK. It’s time to stop. A and B, show each other your pictures.
How similar or different are they?
G The most important thing is this: B, you must not look at A’s picture.
H Will you two work together, please? And you two, and you two …
Research
2 Using the Glossdex, find an information-gap activity or a game in

Essential Teacher Knowledge.
1 Think about how you would give instructions to students so that they could do the
activity.
2 Write down the instructions that you would give.
3 Try the instructions out on a colleague or a group of students. How successful are
your instructions?
Reflect
3 Which do you think is more effective: giving all the instructions for an
activity before it starts, or feeding in instructions bit by bit as the activity
progresses? AK

2012
70 70 Classroom moments
Revise
1 For questions 1–9, match the descriptions with the actions and activities
A Code of conduct
B Counting backwards
C DEAR
D Grading excuses
E Shouting
F Raising our arms
G Summarising
H Taking the register
I Talking quietly
J Warmers
1 Teachers use these to get a lesson off to a ‘good’ and happy start.
2 Teachers want students to agree about what good behaviour means in the class so
they get the students to help write one of these.
3 Teachers can ask the rest of the class to evaluate the reasons which students give
for being late.
4 Teachers get everyone to stop what they are doing and read.
5 Teachers keep a record of who has come to the class and who hasn’t.
6 One way of quietening down a class is to say Ten, nine, eight … etc.
7 Teachers can end a lesson by saying what has taken place in that lesson.
8 When teachers do this, they hope students will quieten down and listen.
9 It is not a good idea to do this because it just adds to the noise level in the class.
Research
2 Look at some coursebooks for teaching English, teacher’s books or

search the Internet, and find five warmer activities. List them in order of
(a) which you would prefer to use as a teacher and (b) which you would
prefer to do as a learner.
Reflect
3 Can you remember how teachers tried to quieten down the class when
you were at school? Who was the most/least effective teacher?
Which of the various 'quietening down' techniques in Unit 70 would you
feel comfortable using? Which would you not like to use? AK

2012
71 71 Discipline
Revise
statement. AK
1 If we can, it is always better to talk to students with discipline problems …
A in private.
B in front of the class.
C in front of the school director.
2 It is probably a good idea to __________ a student who is behaving badly.
A get too close to
B maintain eye contact with
D physically challenge
3 It often helps to create __________ so that students know what we expect and what
is not permitted.
A bad behaviour
B punishment corners
C a code of conduct
4 Students with low __________ look for approval or attention from the teacher and
the other students.
A hopes
B self esteem
C grades often
5 When reacting to discipline problems, teachers should always ...
A focus on individual students.
B treat different students differently.
C treat all students the same.
6 When students fail they often become …
A demotivated.
B motivated.
C amused.
7 When we discipline a student it is a good idea to …
A use sarcasm.
B only talk about what they did.
C talk about how they can behave better in the future.
Research
2 Find out about the following forms of punishment (e.g. when/where they
were or are used). Then decide if you approve or disapprove of these
kinds of punishment and compare your opinions with a colleague.
1 Corporal punishment 5 Standing in the corner
2 Detention 6 Suspension
3 Exclusion 7 Writing ‘lines’
4 Missing break
Reflect
3 Think of an educational context you know well or think back to when you
were at school. What are/were the main causes of discipline problems?
Does/did this vary from age to age or from culture to culture? What are
the best ways of dealing with discipline problems? How much does it
depend on the character of the teacher? AK
2012
72 72 Giving feedback
Revise
statement. AK
1 When students are involved in __________ work we often use evaluative feedback.
A accuracy
B fluency
C commenting
2 We can use __________ to make sure that students keep speaking.
A acknowledgement
B evaluation
C follow-up questions
3 Instead of correcting, we can __________ what students have said so that they hear
the best way of saying something.
A reformulate
B comment on
C follow up on
4 We can use questioning __________ to show that we want students to say more or
to clarify what they have said.
A praise
B intonation
C fluency
5 It is important to __________ what students have said or they may think we are
ignoring them!
A reformulate
B correct
C acknowledge
6 It is important to __________ of what students say and write and not just say
whether it is correct or not.
A evaluate
B comment on the content
C respond to the grammar
Research
2 When you make mistakes in conversation in a foreign language, would

you like:
1 to be corrected at the moment you make the mistake?
2 to be corrected sometime later?
3 not to be corrected at all?
Now give these options to as many other people as possible. What

percentage of people chose each option?
Reflect
3 How do you feel, in your normal life, when someone corrects or

contradicts you about information you are giving? Would your answer
change if people were correcting your language use, especially in a
foreign language?
What does this make you feel about correcting students? AK

2012
73 73 Correcting speaking 1
Revise
A–I. AK
A Accuracy
B Communicative speaking activities
C Facial expression
D Re-teach some grammar
E Reformulation
F Repeat a word or part of a sentence
G Retrieval and use
H Rising intonation
I Students correct each other
1 By using our voice to do this we can show surprise or puzzlement.

2 If many of the students are making the same kind of mistake, we may have to do
this.
3 If we make this happen appropriately (so that students don’t offend each other
when doing it), it can help the cooperative feelings in the group.
4 PPP (presentation, practice and production) is one procedure which generally
encourages this.
5 Sometimes we just do this – rather than correction – so that students can hear the
right way of saying something.
6 We can do this so that students know where they have made a mistake.
7 We can just do this (without saying anything) to show that we would like students
to try and say something again.
8 We don’t usually over-correct during these because we want to provoke students to
use as much language as they can.
9 When students are motivated to take part in a fluency activity they get practice at
this.
Research

1 Using dictionaries and the Internet, find as many meanings for the word correction
as you can. Which one best matches the activities described in Unit 73?
2 If you can observe a lesson (face-to-face, on a DVD or online), note down every
time the teacher corrects mistakes. How often does he or she do this? How many
different kinds of correction technique does he or she use? Which do you like best?
Reflect
3 Which correction technique from Unit 73 would you like a teacher to use
when correcting you? Does it/would it matter who the teacher was?
AK

2012
74 74 Correcting speaking 2
Revise
statement. AK
1 When students are doing a communicative speaking activity we can __________
on what they are saying so that we can comment on it later.
A eavesdrop
B correct
C think
2 When we give feedback ‘after the event’ we should concentrate just as much on the
__________ as on the form of what students say.
A grammar
B pronunciation
C content
3 When students are doing a communicative speaking activity we can use
__________ so that they hear a correct way of saying something.
A reformulation
B correction
C eavesdropping
4 When we reformulate what students say during a communicative speaking activity,
we usually __________ them to repeat what they said correctly.
A expect
B do not expect
C insist on
5 During a communicative speaking activity the way we react when students make
mistakes is often more like __________ than direct teaching during an accuracy
stage.
A correction
B evaluation
C scaffolding
Research
2 Interview as many people as possible. Tell them to imagine that they are
learning a foreign language. Which of the following teachers would they
most like to be taught by in their conversation lessons?
• Ms/Mr Chatter – They love to take part in the conversation all the time, just like
one of the students.
• Ms/Mr Corrector – They correct everything all the time – in a nice way, of course.
• Ms/Mr Witness – They just listen to what’s going on without making much
comment.
• Ms/Mr Eavesdropper – They listen to what’s going on and later, when the
conversation is over, they give you some feedback.
Reflect
3 If you gave a speech in a foreign language, would you like people to give
you feedback? Would you prefer praise or criticism? In what
proportions?
What does this make you think of how you might give feedback to
students? AK

2012
75 75 Correcting writing
Revise
1 For questions 1–9, underlined the mistake(s) in the sentences and match
them with the types of mistake A–I. AK
A Concord F Too informal
B Punctuation mistake G Word order
C Something missing H Wrong verb tense
D Something not necessary I Wrong word
E Spelling
1 I would do never something like that.

2 I arrive late to class this morning and the teacher was angry.
3 The news are very depressing.
4 It is very important to do homwork often.
5 You must not to arrive late to class.
6 It was impossible to do the exercise, but I managed in the end.
7 Good morning Mr President. You OK?
8 Do you want speak to me?
9 This is not a good Idea.
2 For questions 1–9, match the symbols with the types of mistake A–I from
Exercise 1. AK
1 S 6 P
2 F/l 7 C
3 T 8 ⁁
4 { } 9 WO
5 WW
Research
3 Find some writing in English from a speaker of English as a second

language – either from your students, or from someone you know (and
who is prepared to help you!).
Practise using the correction code. How easy is it to know which type of
mistake the writer has made?
Reflect
4 If you were studying a foreign language and you had to do some

homework, how would you like the teacher to ‘mark’ it? Think about the
following options.
1 All mistakes identified, but no grade
2 A grade, but no mistakes identified
3 A grade with a comment about content
4 Comments about the writing, but no grade
What are the reasons for your choice? AK

2012
76 76 Homework
Revise
box. AK
choose word limits code of conduct grades homework record task
homework written learner autonomy mark online learning platform poems
overload portfolios promptly recording students workbooks
Homework is important because it helps (1) _______________ remember what they

have learnt in class. It is also good for (2) _______________ because the students are
working on their own.
There are many different things that students can do for (3) _______________. For
example, they can write texts to be put in their (4) _______________ or they can learn
(5) _______________ by heart. They can do their homework in their
(6) _______________ or they can submit it on an (7) _______________.
Homework doesn’t always have to be (8) _______________. For example, students
can give us a short video or audio (9) _______________ and we can mark that.
If we want to encourage students to do homework, we can include it in a
(10) _______________ so that students know they are expected to do it. We can allow
them to (11) _______________ what homework they would like to do, and we can
give them (12) _______________ just for completing their (13) _______________.
It helps if the teacher keeps a (14) _______________: parents can say that they know
their children should do (or have done) their homework.
When we give students homework tasks we should set clear (15) _______________ so
that we do not have to (16) _______________ too much. Sometimes we can get
students to mark each others’ work.
We should always give homework back (17) _______________, and we must
remember not to (18) _______________ students if we want to keep them enthusiastic
about doing their work.
Research
2 Talk to either a student of English or a child you know who is in school

and find out the following information.
1 How many pieces of homework they have been asked to do in the last two weeks.
2 What kinds of task they have been asked to do.
3 Which homework they have managed to finish and which they haven’t.
4 Which homework they have enjoyed most.
Reflect
3 Any parent who goes to a meeting at their child’s school knows that
parents have very different views on how much homework is
appropriate. Some say their children have to do too much; some say
their children don’t do enough.
Which ‘side’ are you/would you be on? AK

2012
77 77 Using the L1
Revise
A Code of conduct
B Comprehensible input
C Direct method
D Grammar translation method
E Multilingual classes
F Native speaker teachers
G Rapport
H The students’ L1
I The target language
J Translation activities
1 It is difficult to use the students’ home languages in this context.

2 The use of the students’ L1 can help us to create this.
3 They often cannot speak the students’ L1.
4 This is useful for explanations and for helping students with problems.
5 This is what students get a lot of in lessons where the students’ L1 is not used.
6 This is what the students are hoping to learn.
7 This method compared sentences in two languages.
8 This was the first time that students were taught exclusively in the target language.
9 We can include L1 policy in this so that everyone knows what the rules are.
10 We can use these to help students compare their language with English.
Research
2 Imagine that you are the academic manager of an evenings-only

language school. You want to find out about student preferences. Ask as
many people as you can which of the following teachers they would
most like to study with.
• Teacher A – Only uses the target language.
• Teacher B – Mostly uses the target language, but for practical issues, e.g. school
announcements, sometimes uses the students’ L1.
• Teacher C – Uses the target language, but regularly uses the students’ L1 to explain
things, translate words and phrases, and talk to students.
Reflect
3 If you were learning a foreign language, would you prefer your teacher to
be a native speaker of the language, or someone who shares your own
L1 but who also speaks the target language very well?
If you chose ‘native speaker’, would you prefer it if that person did or did
not speak your L1? AK

2012
78 78 Teacher development
Revise
1 For questions 1–9, match the teachers’ comments with the topics A–I.
AK
A Action research
B Becoming a learner
C Burnout
D Peer observation
E Filming a lesson
F Too many contact hours
G Attending a webinar
H Writing a blog
I Writing an article for a teachers’ magazine
1 ‘I guess I just lost interest and enthusiasm for teaching for a while. I felt very
depressed.’
2 ‘I sat at home and ‘went to’ one of these. The speaker was great and there were lots
of other people ‘there’ commenting on what was going on. Hooray for
technology!’
3 ‘I seem to spend every waking moment in the classroom. It’s just too much.’
4 ‘I’ve started thinking of questions I want to get answers to. Then I try things out in
class to see if I can get those answers.’
5 ‘It was a great idea. Lots of people have told me that they read it. I have subscribed
myself now, and enjoy reading what other people have written.’
6 ‘It was a shock. I never realised I looked like that. But I learnt a lot from it.’
7 ‘Since I started to do this I have been able to express my thoughts and, more
importantly, a lot of people have commented on what I have said.’
8 ‘When I saw Peter teaching I got all kinds of new ideas about how to do things.’
9 ‘Ever since I started my Russian lessons I have started to see things from a
different angle.’
Research
2 Spend some time in front of your computer and complete the following
tasks.
1 Find and make a list of magazines, journals, etc. about teaching English as a
foreign language (you can google ELT, ESOL, etc.).
2 Find and make a list of teacher conferences around the world. Which would you
most like to go to?
3 Look for ‘IATEFL online’ to give you an idea of what an international conference
can be like. (You will find video and other material on the site.)
Reflect
3 Have you ever suffered from ‘burnout’ – as a teacher, as a student or in

any other activity? How did you get out of it? If it happened again, would
you tackle it in the same way? AK

2012
79 79 Planning lessons
Revise
1 For questions 1–11, match the extracts from a lesson plan with the
lesson plan headings A–K. AK
A Activities G Language exponents
B Additional possibilities H Personal aims
C Aims I Procedures
D Anticipating difficulties J Timetable fit
E Class description K Timing
F Interaction pattern
1 15 minutes
2 By the end of the lesson the students will have a better understanding of typical
narrative text structure.
3 He didn’t understand what she had said.
He hadn’t realised that she was coming.
She didn’t recognise the picture he had taken.
4 I want to try and be more effective in helping students who are working in groups.
5 I will start by asking students what they did at the weekend …
6 If some students finish first, I will give them …
7 In previous lessons students have studied different narrative tenses. In future
lessons they will be asked to co-construct and later write their own stories.
8 Students will write stories in small groups (story circle).
9 SSS <–> SSS (SSS is a symbol for a small group of students.)
10 Students may find it difficult to understand the relationship between the different
verb tenses …
11 There are 25 students in the class, aged between 17 and 20 (18 female, 7 male).
Research
2 Talk to as many teachers as you can and find out the following
information.
1 How many ‘contact hours’ they have per week (contact hours = time in the
classroom).
2 How many hours preparation they do a week.
Does it make a difference to the amount of preparation if the teacher is

(a) new or (b) experienced?
Reflect
3 Imagine that you have to plan a lesson. Which of the following

metaphors will best describe your plan and why?
• A story • A journey
• A piece of music • Something else
• A recipe
Think of the last lesson that you attended (either as a student or a
teacher). How would you describe that lesson? AK

2012
80 80 Planning sequences
Revise
statement. AK
1 Many teachers use metaphors to help them think about …
A lesson stages.
B lesson shapes.
C topics and themes.
2 Some teachers use __________ to plan a sequence of lessons.
A lesson stages
B lesson shapes
C topics and themes
3 We need to give students opportunities to __________ their knowledge, using any
and all of the language they know.
A study
B activate
C engage
4 If students are not emotionally __________ in learning, they are far less likely to
be successful.
A engaged
B stressed
C coherent
5 When we plan – taking into account grammar, vocabulary, functions, skills,
pronunciation etc. – we produce a …
A lesson stage.
B multi-syllabus.
C topic and theme.
6 ESA is a way of describing …
A the correct order of lesson teaching sequences.
B PPP.
C the elements for any teaching sequence.
7 We can think of lesson outcomes as …
A short-term goals.
B long-term goals.
C topics and themes.
8 A __________ is the list of language etc. which teachers and students follow.
A curriculum
B course
C syllabus
Research
2 Choose a coursebook unit and select two activity sequences (e.g. a

dialogue sequence, a reading sequence etc.). Describe the sequences in
terms of Engage (E), Study (S) and Activate (A).
Reflect
3 When planning a sequence of lessons, what should we use as an

organising principle – language, topics, activities, or a mix of all three?
AK

2012
81 81 Using coursebooks
Revise
A Blended learning
B Companion website
C Differentiation
D Learner styles
E Materials-free teaching
F Pilot material
G Recycle
H Rubrics
I Supplementary material
J Teacher’s guide
1 It is important to do this so that students get ‘repetitions of encounter’ with what

they have studied.
2 These have to be written clearly so that students know exactly what to do.
3 Some teachers do this because they are not very keen on coursebooks etc.
4 These often provide extra material and allow students to post their homework.
5 Some teachers mix work from a paper coursebook with online teaching and
learning material.
6 It is always a good idea to do this before we make a final decision to definitely use
a new coursebook in an educational institution.
7 Many teachers use workbooks, activity books and DVDs as well as the main
coursebook they are using.
8 You can find a lot of advice here about how to use the coursebook that you and
your students are following.
9 Good coursebooks provide this to help individual students.
Research
2 Look at a coursebook for teaching English and answer the following

questions.
1 What skill is most often included: reading, listening, speaking or writing?
2 How many examples of a PPP sequence can you find (if any)?
3 Look at the publisher’s catalogue for the coursebook. What extra components
(teacher’s guide, DVDs, companion website etc.) does it have?
Reflect
3 Think about coursebooks for teaching English you use or have used in
the past. What did you like most about them? What did you like least
about them? How useful were they? AK

2012
82 82 Using dictionaries
Revise
1 For questions 1–9, match the descriptions with the terms A–J. There is
one extra option that you do not need to use. AK
A Antonym
B Bilingual dictionaries
C Definitions
D Examples
E Headwords
F Monolingual dictionary
G Monolingual learners’ dictionary
H Synonym
I Target language
J Thesaurus
1 A dictionary designed for native/competent speakers of a language.

2 A dictionary designed so that people can see word meanings etc. in two different
languages.
3 A dictionary in English for students.
4 A type of dictionary which gives many words which have similar meanings.
5 A word which has a nearly identical meaning to another word.
6 A word which has an opposite meaning to another word.
7 The language which students are studying.
8 The way in which the meanings of words are explained.
9 The words which are listed as having separate meanings in a dictionary.
Research
2 Think of six words which students of English that you know (or can
imagine) would find difficult. Look the words up in two or three different
bilingual or monolingual learners’ dictionaries. How similar are their
entries for the words? How different? As a result, decide which
dictionary you prefer.
Reflect
3 How often did you use foreign-language dictionaries when you were at
school and how did you use them?
How have things changed since then for students of English? AK

2012
83 83 Supplementary materials and activities
Revise
1 For questions 1–10, complete the sentences with words and phrases
from the box. AK
activities coursebook exam practice books extensive reading games
graded readers learning outcomes mixed-ability classes websites
supplementary materials teachers’ resource books
1 Many students prepare for public tests by using _______________.

2 Many teachers get lesson ideas from _______________, which include many
teaching ideas.
3 Many teachers use supplementary materials in _______________ where different
students need different types of activity.
4 Teachers can go to _______________ on the internet and find lesson plans and lots
of teaching ideas.
5 There are many _______________ (such as workbooks, practice books etc.) that
students and teachers can use.
6 We call books such as novels and fairy stories which have been specially written
for students _______________, and most teachers believe that using them for
_______________ is very good for language acquisition – especially when
students enjoy and understand what they are reading.
7 We need to be sure that _______________ which we decide to use do not take too
long to organise – otherwise we waste time.
8 We should remember that some students like _______________ but others do not
enjoy them as much, especially when they have a competitive element.
9 When we use supplementary materials and activities we need to know what the
_______________ will be for what we have chosen.
10 Many teachers like to bring in their own materials and activities to supplement the
_______________ that they are using.
Research
2 Go to a bookshop (or to a bookseller’s website) or look at a catalogue

from a large English language teaching publisher, and answer the
following questions.
1 How many categories of supplementary materials (excluding dictionaries) can you
find?
2 Which category is the biggest (i.e. has the most titles)?
3 Which book would you most like to use as a language learner and as a teacher?
Reflect
3 Consider the following questions. AK

1 Do you like playing games, doing puzzles etc.?
2 What is the game you like playing best?
3 Could the game be used in any way in an English-language lesson?
4 How would you have to change it to make it appropriate for language learning?

2012
84 84 Teaching without materials
Revise
1 For questions 1–9, decide whether the statements are more in favour of
using materials (M+) or more in favour of teaching without materials (M-).
AK
1 ‘It is good when language occurs naturally in class, i.e. when it emerges because of
the conversations that the teacher and students are having.’
2 ‘Some of the topics that people have thought of are really engaging, especially
when they are illustrated with good photographs and audio material, for example.’
3 ‘Some students are good at conversation but others are not, so this may not be good
for them.’
4 ‘Students like having something to use for revision after the lesson is over –
something which helps them to see what they have achieved and how much more
there is to do.’
5 ‘The best moments for learners are when teachers reformulate and recast what the
students say in the lesson.’
6 ‘The students’ lives are far more interesting than anything you will find in
published materials.’
7 ‘Some students like to work individually by studying what is in front of them.’
8 ‘The teacher can base his or her lesson on the lives of the students or on his or her
life.’
9 ‘You can teach and learn just by having a teacher and learners in a class. Nothing
else is necessary.’
Research

1 Look at a dictionary, a grammar book or a coursebook and find five phrasal verbs.
2 Use them to make sentences about yourself – sentences which you could use with
students.
3 Decide what level the students would have to be to understand your sentences.
4 Give your phrasal verbs to a colleague or friend. How easy is it for them to make
sentences like yours?
Reflect
3 Imagine that you were a student and your teacher asked you (and your
classmates) if you would prefer to have a coursebook or to learn without
one. What would you say, and what reasons would you give for your
answer? AK

2012
85 85 Classroom technology 1
Revise
1 For questions 1–9, match the descriptions with the equipment and
activities A–J. There is one extra option that you do not need to use.
AK
A Blackboard
B Computer
C Data projector
D Drawing stick men
E Flipchart
F Interactive whiteboard
G Overhead projector
H Tablet computer
I Video clips
J Whiteboard
1 These are becoming more and more popular because they are not as heavy as
laptop computers.
2 This is still the most useful piece of classroom technology in the world – especially
where there is no electricity.
3 You write on these with marker pens and you can use different colours.
4 This is useful because you can write and draw on it and then tear off the page
which you have written on.
5 This is very useful to show actions, expressions etc. even if the teacher is not a very
good artist.
6 We can show students these and they can analyse the language or talk about what
they see.
7 You attach one of these to a computer so that everyone can see the writing or the
images.
8 You can write on these (so that everyone can see) and also show images or texts,
play audio tracks etc.
9 You use transparencies with these. They were very popular and are still used in
some places.
Research
2 Make a list of all the classroom technology in Unit 85. Talk to teachers
you know and find out the following.
1 Which are available for them to use on a regular basis (if they want to)?
2 Which are used most often by the teachers?
Reflect
3 Imagine that you were forced to teach using only one of the technologies
mentioned in Unit 85 (board, flipchart, overhead projector etc.) but that
you could choose which one to have.
Which item would you choose and why? AK

2012
Revise
statement. AK
1 We can use __________ to show word order and stress etc. (Students can move the
different shapes around.)
A flashcards
B dice
C cuisenaire rods
2 We can hold up different __________ and the students have to say what the
pictures show.
A strips of paper
B flashcards
C cuisenaire rods
3 We can ask students to write the __________ of an object or an animal for creative
writing practice.
A biography
B email
C dialogue
4 We can put information on __________ and give different ones to different
students for information-gap activities.
A cards
B flashcards
C cuisenaire rods
5 __________ is an information-gap activity where one student in a pair has a picture
and the other doesn’t.
A Story telling
B Describe and draw
C Prediction
6 We can put the lines of a poem on different __________, which the students have
to re-order.
A strips of paper
B cuisenaire rods
C dice
7 One of the best ways of explaining meaning is to bring __________ into the
classroom. All we have to do is hold it up or point to it and they understand
immediately.
A cuisenaire rods
B realia
C a learning ball
Research
2 Make a list of the technology and items described in Unit 86.

Talk to teachers or students that you know. How often were the different
items used in the last week?
Reflect
3 Some people believe that good teachers have to be familiar with (and
able to use) modern technology. Do you agree? Is that part of being a
‘good’ teacher? AK

2012
Revise
A Avatar
B Blogs
C Companion website
D Corpus
E Live streaming
F Podcasts
G Social networking
H Virtual learning environment
I Webquest
J Webinar
1 Some people write these on a regular basis as a kind of diary and to tell everyone
else what they are doing.
2 These are audio recordings which anyone can download from the web.
3 These are places on the internet which are designed for users of a coursebook and
have lots of extra material etc.
4 These are seminars which are given by a speaker at his or her computer and are
broadcast (and attended) online.
5 This is a character you invent for yourself and can use in computer games or in
Second Life etc.
6 This is a huge computer database of language – where novels, newspapers, books,
audio examples etc. are stored.
7 This is an activity where students search for information on the internet in order to
complete a particular task.
8 This is when lectures and conferences are broadcast on the web as they are taking
place.
9 Teachers can give lectures, set up discussions and receive and grade cyber
homework on these.
Research
2 Think of three words you want to investigate. Find language corpuses on

the internet (e.g. ‘BNC corpus’, ‘corpus of contemporary American
English’, ‘Lextutor’) and type in one of your three words. What
information does the corpus give you and how does it give it to you?
Reflect
3 What are the advantages and disadvantages of studying online (with a

computer or mobile device)? How do these compare to studying face to
face in a group? AK

2012
88 88 Assessment and testing
Revise
statement. AK
1 If we only want to find out how well our students have done we use __________
assessment.
A formative
B informal
C summative
2 If we want to evaluate people so we can decide how to help them in the future we
use __________ assessment.
A formative
B informal
C summative
3 An entrance test (to decide what level class a student should go into) is
__________ test.
A an achievement
B a diagnostic
C a proficiency
4 When we want to see if students have learnt what we have been teaching them in
the last two weeks or a month etc. we give them __________ test.
A an achievement
B a diagnostic
C a proficiency
5 When students take an exam to see if they are at a particular level (often in a public
exam) we call it __________ test.
A an achievement
B a diagnostic
C a proficiency
6 When we get students to collect examples of their work over a period of time and
use that for evaluation we call it __________ assessment.
A formative
B portfolio
C placement
7 If a test item tests things that the students are not supposed to know because they
are not on the syllabus they have been studying, we say that item is not …
A reliable.
B continuous.
C valid.
Research
2 Talk to teachers and find out the following information.

1 How many tests their students do in a semester/year.
2 Who sets the tests and who grades them.
3 What happens to students if they fail the test.
Reflect
3 Some students seem to do very well in ‘all or nothing’ tests, but others
feel that they don’t do their best.
What about you? Would you prefer to be graded on an ‘all or nothing’
final test, or using continuous assessment? Why? AK
2012
89 89 Test items and how to teach them
Revise
A Cloze test
B Gap fill
C Indirect test items
D Jumbled sentences
E Mock exam
F Multiple-choice items
G Proofreading
H Sentence transformation
I True/false items
J Washback effect
1 Each sentence has a blank where students have to write the correct word.
2 In the text every sixth or seventh word is a blank which students have to fill in.
3 Most teachers decide how and what to teach on the basis of the content of the tests
their students are going to take.
4 Students show that they know language by doing such things as completing
sentences or putting words in order – rather than using the language in a proper
task.
5 Students have to choose between options A, B, C (and D).
6 Students have to put sentences in order to make a coherent sequence.
7 Students have to re-write a sentence using a word that is given to them. Their
sentence has to mean the same as the original one.
8 Students have to read sentences and find where the mistakes are.
9 Students take an exam which is just like the one they are going to take in order to
get some practice.
Research
2 Look at a test which is used in a school you know, or one that you have
taken recently, or one that someone you know has taken recently.
1 How many questions does it contain?
2 How many different types of test item can you find?
3 What is being tested in each question?
Reflect
3 Compare direct and indirect testing by answering the following

questions. AK
1 Which are easier to write? Direct or indirect test items, in your opinion?
2 What do indirect test items tell you about a student’s ability to use English?

2012
90 90 Marking and grading tests
Revise
box. You will have to use one word twice. AK
assessment criteria assessment scales can-do statements computers grade
indirect objective overlay peer evaluation reliability reliable
scorer training scorers subjectively
It is really important to mark tests properly. Scorer (1) _______________ is one of the
key issues here. It is difficult for most people to be (2) _______________ in their
judgments – most of us tend to mark (3) _______________ unless we have some
training or unless we are given proper (4) _______________. This often takes the
form of (5) _______________, where there is a description of what the students
should be able to do for each task. That way, we know which mark to give.
A good test has to be (6) _______________. This means that if different people grade
the same test, they will all give it the same (7) _______________. So everything we
do – using assessment scales, giving (8) _______________ etc. – is because we want
to be sure that the tests are (9) _______________ in this way.
Of course it is easier to design reliable material for (10) _______________ test items
where only one piece of language is tested at a time. With multiple-choice items, for
example, we can use an (11) _______________, which you put over the questions so
that you can see at a glance if the student’s answers are correct. Multiple-choice items
are now frequently marked by (12) _______________.
Not all tests have to be marked by teachers or (13) _______________.
In (14) _______________ students grade each other’s tests. Students can also see how
good their English is by using (15) _______________ to see what they are capable of.
Research
2 Find the Common European Framework of Reference for Languages

(CEFR) on Wikipedia or some other internet site and do the following
task.
1 Choose speaking, reading or writing (or, if you are using Wikipedia, the first,
second or third bullet points for each column).
2 Write the descriptions for each level on different pieces of paper, but don’t say
what level they are describing.
3 Give the pieces of paper to teachers you know. Can they put them in the right order
from A1 to C2?
Reflect
3 Even when teachers use assessment scales, scorer reliability is not

guaranteed. What can be done to make marking and grading more
reliable when more than one person is involved in grading a test? AK

2012
91 91 Describing young learners
Revise
1 For questions 1–9, match the first halves of sentences with their
completions A–I. AK
1 By the time children reach the formal operational stage they
2 Children (especially up to the age of about seven) enjoy
3 Egocentrism is the first stage in child development,
4 Scaffolding is what teachers do to
5 Self-esteem is important if
6 The zone of proximal development (ZPD) is a concept first
7 Vygotsky thought that children use play
8 We describe children up to the age of four
9 Young learners are very good
A as described by Piaget.
B are able to think in abstract and hypothetical terms.
C as very young learners.
D at imitating the intonation of their teachers.
E being praised.
F introduced by Lev Vygotsky.
G learning is to take place.
H support young learners when they are doing tasks.
I to help them understand abstract thinking.
Research
2 Using a search engine such as Google or books in a library, find out as

much as you can about the following subjects.
• Jean Piaget
• Piaget’s stages of cognitive development
• Lev Vygotsky and the zone of proximal development (ZPD)
• Maslow’s pyramid
Reflect
3 How useful is it to give general descriptions of children at different ages,

do you think? How accurate are such descriptions? AK

2012
92 92 In the language classroom
Revise
statement. AK
1 Movement and physical manipulation are good for __________ learners.
A visual
B older
C kinaesthetic
2 Teachers should take care to use __________ input.
A roughly-tuned
B finely-tuned
C technical
3 Teachers should encourage young learners by using appropriate …
A roughly-tuned input.
B praise.
C stories.
4 Because they see and hear the same language again and again, __________ are
really useful in young learner classrooms.
A songs
B stories
C pictures
5 We can teach __________ to young learners so that they become part of the
language of the classroom.
A typical classroom phrases
B roughly-tuned input
C the L1
6 When teaching young learners it is sensible to focus on …
A accuracy rather than meaning.
B meaning rather than accuracy.
C correction rather than fluency.
7 We can make __________ for different classroom activities.
A different tables
B designated areas
C groups
Research
2 What do young learner classrooms look like? Using the photos in

Essential Teacher Knowledge, classrooms that you know, or photos that
you find online, find examples of the following.
• Classrooms with designated areas
• Classrooms where children are seated in rows
• Classrooms where children are seated in small groups at tables
Which is your favourite photo? Why?
Reflect
3 In many classrooms around the world children have to sit in rows. How
‘child-friendly’ is that? How can we make such situations more child-
friendly? AK

2012
93 93 Movement, games and special friends
Revise
A Avatars
B Birthday line
C Board game
D Cards
E Chants
F Games
G Living clock
H Movement
I Pairwork and groupwork
J Puppets
1 Older children may enjoy using these ‘new identities’ when they create
conversations and play games online.
2 Students often don’t realise that they are learning when they take part in these –
they just have fun.
3 Students tell the time with their arms.
4 These are helpful for encouraging young learners to work together.
5 This is important because young learners should not be expected to sit still all the
time.
6 We can put pictures on these which the children can use for games like Snap or to
say what the pictures show.
7 We can use these so that students all speak at the same time – and in rhythm. They
are good for stress practice.
8 We can use this to get students to stand in a different order. This helps us to make
new pairs and groups.
9 Young learners enjoy talking to these, and using them to talk to the rest of the
class.
Research
2 Talk to friends, colleagues and children and make a list of children’s

games, especially ones that use language in some way. Then consider
the following issues.
1 How old (or young) children need to be to play the games.
2 Which are the most common/the most popular.
3 How useful the games might be for language learners if they were done in English.
Reflect
3 Teachers of young learners use games a lot. How comfortable are you
with this? Are games always a good idea? Do they have any
disadvantages? AK

2012
94 94 Chants, rhymes and songs
Revise
box. AK
classroom conduct counting chant do the actions in order move their arms
pictures rhythms round softer songs songs, rhymes and chants sounds
word or phrase words or phrases
Teachers of young learners have always known that using (1) _______________ can
be great fun and very useful in the (2) _______________. They help students
understand the stress and (3) _______________ of a language. When students speak
or sing themselves they can get used to making the (4) _______________ of the
language.
We can do many things with chants and rhymes. For example, we can get students to
(5) _______________ of the chant – they can (6) _______________, stand up or sit
down. If we use a (7) _______________, students leave the group one by one (where
each time something – a person or an animal – leaves the scene).
(8) _______________ are also very useful in young learner teaching. We can give
different students (9) _______________ from the song. Each time an individual
student hears their (10) _______________ they have to stand up. We can give students
(11) _______________ which tell the story of the song and they have to put them
(12) _______________ as they listen to the song. Students can sing a
(13) _______________, where they all sing the same song, but they start at different
times. It can also be great fun to ask individual students to (14) _______________ the
class singing. They can make the song faster, slower, louder or
(15) _______________.
Research
2 Find as many songs for young learners of English as you can. You can
look in cousebooks, use a search engine or ask friends and colleagues.
Find out the following.
1 What kind of songs and rhymes/chants are used.
2 What songs are very common.
3 How many songs from Unit 94 you can find in other places.
What is your favourite song for young learners?
Reflect
3 What advice would you give to teachers who are not that confident about
using songs with young learners? How could you encourage them to
use songs if they were reluctant? AK

2012
95 95 Language teaching with young learners
Revise
describing A–L. There is one extra option that you do not need to use.
AK
A Chorus G Same or different
B Disappearing dialogue H Snake
C Formal operational stage I Song
D Mime J Spaghetti (ball of string) pictures
E Puberty K Stress
F Puppets L Wordsearch puzzle
1 Students have to find words in one of these.

2 Students have to follow lines to match words and pictures.
3 This is an activity where students have to compare themselves (and their lives)
with someone else’s (a puppet, for example).
4 This is often thought of as the last part of a child’s intellectual development.
5 This is the stage where children grow and change – and become capable of
thinking about abstract concepts.
6 This is when students say words, sentences or even dialogues together.
7 We can ask students to demonstrate this by getting them to write words where
some part of the word is bigger than the rest of the word.
8 We can gradually remove the words so that students have to remember everything
from memory.
9 We can use these for students to talk to, or to make dialogues between two of them.
10 We can write a series of words on a picture of one of these. The students have to
separate the words to find out how many there are.
11 We use this to demonstrate an action or event without using any words.
Research
2 Look at teaching materials for young learners (including coursebooks,

workbooks and online material) and find out the following.
1 What age and level the materials are for.
2 Whether any of the activities described in Unit 95 of Essential Teacher Knowledge
are included (e.g. wordsearch).
3 What other game-like activities are used to practise language.
4 How frequent the use of games is.
Which is your favourite activity from the ones you have found?
Reflect
3 Consider the following questions. AK

1 Why is mime useful in a language learning situation?
2 Have you seen (or used) mime in a young learner classroom? How useful was it?
3 How do/would you feel about using mime with young learners?

2012
96 96 Young learner listening
Revise
A–I. There is one extra option that you do not need to use. AK.
A Book cover
B Describe and draw
C Interactive whiteboard
D Listening
E Mime actions
F Reading circle
G Runner
H Stories
I Text
J Total physical response activities
1 You need to do a lot of this if you want to be able to speak a language.

2 Young learners love it when these are told and retold.
3 At the end of the day the students all sit and listen to a story from the teacher.
4 One student has a picture. His or her partner has to make the same picture without
looking at the original.
5 Students can do this while they listen to the story that the teacher is reading.
6 Students do things the teacher tells them to do – and then the students tell each
other what to do.
7 We can show students this so that they predict what the story we are going to read
them is all about.
8 We read one of these and the students have to stand up or sit down when they hear
their word.
9 You can find this on the wall of a classroom and you can see videos on it, write on
it, show pictures on it and be connected to the internet.
Research
2 Look at a coursebook (or other materials) for young learners. Find out
the following.
1 What age the materials are designed for.
2 How much time is given to listening.
3 How many of the listening activities feature songs, rhymes and chants.
4 What students are asked to do when they listen.
What is your opinion of the listening material you have been looking at?
Reflect
3 What are the advantages of reading aloud to children? Is it the same

when parents read to their children and when teachers read to learners?
AK

2012
97 97 Young learner speaking
Revise
statement. AK
1 Students can throw a __________ around the room. When the child catches it he or
she has to speak.
A puppet
B book
C soft ball
2 We can give the __________ to a child and the other students can ‘interview’ it.
A puppet
B book
C soft ball
3 We can ask a student to choose a __________ and the other students have to ask
yes/no questions to find out what it shows.
A picture
B puppet
C book
4 When we __________ stories that the students are trying to tell, we help them, bit
by bit, to put the story together.
A write
B make
C scaffold
5 We can get students to make the stories they have heard into __________, where
they take different parts.
A dramas
B songs
C stories
6 We can get our learners to __________ a visit to a store, a restaurant or a zoo.
A have
B roleplay
C write
7 We can get students to write or design __________ so that they can find out who
likes what (for example) in the class.
A pictures
B questionnaires
C dramas
Research
2 Look at a coursebook for young learners and find out the following.
1 What age and level the materials are designed for.
2 What speaking activities there are.
3 Whether there are any drama or roleplay activities.
4 Whether the materials use any puppets or ‘special friends’.
What do you think of the activities you have found?
Reflect
3 When young learners are speaking how much should we correct what
they say, do you think? What is the best kind of correction? AK

2012
98 98 Young learner reading
Revise
A–J. There is one extra option that you do not need to use. AK.
A Big books
B Chorus
C DEAR
D Dialogue
E Extensive reading
F Morpheme cards
G Reading aloud
H Reading corner
I Story
J Word cards
1 Drop everything and read.

2 If we give students a chance to choose the sentences they want to use and then give
them some time to practise before they do it in public, this can be really useful.
3 Students can read this and then put pictures in order based on what they read.
4 This is a good place for students to relax, use their imaginations and get involved in
stories.
5 This is the name we give to reading for pleasure – and taking some time to do it,
often on our own.
6 We can ask students to match these with pictures to help them recognise word
shapes.
7 We can use these in reading circles so that everyone can see the pictures clearly.
8 We can use these to help students understand word endings and affixation.
9 We can write this up line-by-line on the board. Students can look at it to help them
put words and phrases in order to make the same thing.
Research

1 Look at as many children’s storybooks in English as you can and answer the
following questions.
1 What age are the books written for?
2 Are the books written for children who have English as a first language, or are
they designed for children who are learning English?
3 How could the books be used in a young learner classroom?
2 Go to publisher websites on the internet and find graded readers written especially
for young learners of English.
1 How many different levels and ages are provided?
2 Which reader looks most interesting to you?
Reflect
3 In many schools, young learners get to read aloud in one-to-one

sessions with the teacher or a teaching assistant. How important is this,
do you think? What are the benefits for (a) the learner, and (b) the
teacher? AK

2012
99 99 Young learner writing
Revise
statement. AK
1 When we use __________ we ask students to write down what we say.
A dictogloss
B dictation
C process writing
2 When we use __________ students write down paragraphs that we have previously
said more than once (and they have listened to).
A dictogloss
B dictation
C process writing
3 It is useful for students to have a __________ where they can write down new
words and phrases that we show them (or that they find).
A coursebook
B copybook
C picture book
4 We can ask students to keep a __________ where they keep examples of their
work.
A book
B portfolio
C cupboard
5 We can get students to write similar paragraphs, poetry etc. based on __________
that we give them.
A ideas
B models
C words
6 When they are a bit older, we can ask young learners to keep __________ in which
they write about things they have done.
A copybooks
B coursebooks
C journals
Research
2 Look at a young learner coursebook and, if possible, the workbook and

online material that goes with it. Find out the following.
1 What age(s) the materials are designed for.
2 How much writing there is in the materials.
3 What kind of writing is included (e.g. copying, sentence writing, process writing or
something else).
4 How many opportunities there are for students to write creatively.
What is your opinion of the writing material you have been looking at?
Reflect
3 In an age of computers, smartphones and tablets, how important is it, do

you think, to get students to have good handwriting in English? How
much time would you spend making sure that they can form English
letters correctly? AK

2012

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100 100 Topics and themes

A a form of soft CLIL (Content and Language Integrated Learning).

3 What is your opinion of topic-based planning? How useful is it in

ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD

2 Look at examples of test material for young learners of English (e.g. a

ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD

2 Do the following task.

3 What is your opinion of Content and Language Integrated Learning

ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD

2 Do the following task.

3 What kind of language do you think students are most likely to

ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD

2 Choose a particular genre (e.g. a formal letter, a recipe, a sports report, a

ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD

2 Look at articles in magazines, in print newspapers or on the internet.

ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD

ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD

1 At the end of a lesson it is a good idea to organise a _______________ session in

2 Do the following task.

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2 Do the following task.

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2 Find a CLIL lesson in a coursebook, on the internet, or from one of your

ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD

2 Find an example of CLIL test material (e.g. in a CLIL coursebook, on the

3 What do you think of ‘open-book’ exams? Do you think they help us

ESSENTIAL TEACHER KNOWLEDGE | PHOTOCOPIABLE | COPYRIGHT PEARSON EDUCATION LTD

2 How we use clauses

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5 Verb tenses (form and meaning)

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7 Teaching verbs (and adverbs)

8 Auxiliaries and modals

9 Multi-word verbs and phrasal verbs

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16 What comes after nouns?

17 Teaching the noun phrase

18 What words mean

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19 How words are formed

20 Collocation and lexical phrases

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22 Meeting and remembering words

23 The phonemic alphabet

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24 Where sounds are made

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29 Teaching stress and intonation

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31 Written and spoken English

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34 Cohesion and coherence

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35 How people learn languages 1

36 How people learn languages 2

37 Students make mistakes

38 Learning at different ages