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Stress (Linguistics) Noun Adjective Phoneme Adverb

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Te c Course MarySpratt ;, U;..JIVERSITY uf CAMBRIDGE .. w Alan Pulvel'ness ~ (, ~ () L 1 X;l I1l Il1;UIU n~ English for Speakers of Other languages Melanie Williams Contents Introduction Module 1 Part 1 Part 2 Language and background to language learning and teaching Describing language and language skills Unit I Grammar Unit 2 Un it 3 U n it 4 Unit 5 Unit 6 Unit 7 Lexis 5 10 Phonology 13 UnitB Speaking Functions 17 Reading Writing 21 Listeni ng Unit 11 The role of error UIlII 12 DiHercnccs between II and L2 learning Unit 13 Learner dlaraclcristics Unit 14 Leamer needs 'w1odule 2 Pa rt 1 30 34 Background to language learning Unit 9 MOljvation Unit 10 Exposure and focus on form Part 3 26 38 41 44 48 52 57 Background to language teaching Unit 15 Prescn tal ion tectlOiqucs and ioaoductory activities Vn.il 16 Practjcc activitks and tasks for lan guage and skills development Unil 17 Assessment types and tasks 71 TKT Module I Practice test 75 61 66 lesson planning and use of resources for language teaching Planning and preparing a lesson or sequence of lessons Unl! 18 Unll 19 Uni t 20 Unit 21 IdentHying and selecti ng aims Identi fying the dHfcrenl components or a lesson plan Planning an individual lesson or a sequence of lessons Choosing assessment activities 86 91 96 10 2 Part 2 Module 3 Part 1 Selection and use of resources and materials Unit 21 Consulting reference resources to help in lesson prepilration Unil 23 Selection and liSt' of cour"Sebook materials Unit 24 SeJection and use of supplementary materials an d ;](.1ivilit-s Unit 25 Selection and usc of aids 110 114 119 TKT Module 2 Practice test 124 Managing the teaching and learning process Teachers' and learners'language in the classroom Uni t 26 Using language appropriately for a range of classroom functions Unit 27 -Identifying the functions of learners' language Unit28 Categorising !carners' mistakes Part 2 106 Classroom management Unit 29 Teacher roll's Unit 30 Grouping sludems Unit 3 1 Correcting learners Unit 32 Giving [eedback 134 138 141 [45 148 152 156 TKT Module 3 Practice test 160 Sample TKT answer sheet Exam lips for TKT Answe r key for Follow-up activities Answer key furTKT praClire tasks Answer kc)' for TKT practice tests Alphabetical list of terms Unil by uni t list of terms Phonelnic symbols Acknowl<:dgemcl1ts 168 169 171 176 177 178 182 187 188 Introduction What is the Tea ching Knowledge Test (TKT)? The Teaching Knowledge Test (TKT) is a lest developed by Cambridge I:.SO L for teachers of Engli~h to speakers or other languages. TKT tests ctIndidales' knowledge of concepts related 10 language. lcll1guossible run '3 Find three gramrnatil:al Struoures in }'our coursebook and complete [his [able. Term REFLECTION Wh,1t do you think these learners' comments mean? Do YOli agree with them? Why'!lwhy nOt? I Lcaming gramm,1r doesn't help me \0 speak English with English -speaking people. 2 learning grammar rules is rcally useful. but leaming gramm3licalle.nm bn't . 3 I didn't need to learn grammar when Ilearnl my firs! language. DISCOVERY ACTIVITIES Find out which reJcrence materials art' available in )'our schoOl to help you with grammar. Which arc mosl usdul'! why? 2 Compare IL'I!n) What does each of these selS of words have in common? Are they synonyms. antonyms. lexical sets, compOlmds, collocations. words witb prdixes or words wilh suffixes? A rabie, cbair, ;;ofa, bcd, bookcase, ches1 of drawe.rs, desk Bold-young. bright-dark. lo ud-quiet, fasi-slow, first-last , long- shari C a straigh t road, a briHi main stress and falls on words which are nOt so important [Q the mcaning as the word wilh main stress. Oll1(.' r words in the selllence arc unstressed. Por c.xampie. in 'She came home J..a.u: last night' or 'I can't understand a .ll1!.Id he S.lYS·, The words with the main slress arc the underlined one5, the words with secondary Stress would probably be mme, home, last, lIight and am't, understand, says. and \ht' unstres!>ed word<; .fhe and [, fl, hr. Main and secondary stress a re usually on content words ratller than structural words. Conh:1Jt words ed in quickly. ' This slress('~ that sll(' ran towards lhe sea and not. lor example, away from it. Changing the sm:ss of a sentence changes its meaning. L()ok at these examples: The girl ran to the sea andjUIDj>ed in quickly. (i.c. not anotberperson) The girl ran h ) the ~ andjuflll>ed in quickly_ (i.e, nO( to any olher place) The girl ran to thc sea and jumped in QUickly. (Le. not in any Ot her way) Semenc!! Stress Is a characrerisric of connected speech. i.!'. spoken language in which all the words jOin to make a connected stream of sounds. SOIllt:: OlllCr charatlcristic"s of mnllt!cted speech are contractions and vowel shorte.ning in unstressed words and syllabks, e.g. the schwa sound /';)/ in potatO Ip~te ll:)U 1 or l.ondonIlA nd;:,n / . These characteristics help to keep th(' rhythm (pattern of stress) of speech regular. The regular beat falls on the main Stress. while the weaker syllables ,lOd words are made shoner to keep to the rhythm. Try saying the SCntetlcts above and b(~ating ou t a regular rhythm on your hand as you say them. lntonation is another important part of pronunaation. It is the movement of thc l~vel of the voice, Lt::. the tllnc ora sentence or ,1 group of words. We lISC intonation to express cmolionsand altitudes, to emphasise or make less importam particular things we 3re saying, - ::; -.: ::~. Key conce pts and t he langua ge classroom • Learners Or-English need to be able to understand a wide variety or accents in English. as English becomes mOre and more a global language. • As prolllU1ciation communicates so much of Oll f meaning. produ cing sOllnds in eajil'lg REFLECTION J Whm are the easiest and most difficulT things for you abollt reading in English? 2 Whailleiped you most to read English well when you were a Icamer? DISCOVERY ACTIVITIES I Look a\ one text in your coursebooK . What text type is it? What reading subsk,ills do iL'i exercises and aaivities focus on? Is the text Lole.rcst il1gand at Ibe righl1evel for tile learners? 2: 3 4 S Write YOUT answers in yourTKT ponlolio. Exchill.lgc. ideas wilh colleag\les .alxiut books l)rmagazincs io English thaI. you have-enjoyed. Teach a reading lessoll. PLU your plan (lnd your mate.rials In yourT..KT poniolio. Lndude some commC1l1S ab~)lJl. what was successful/ nOI successful and why. Also comment on how }'Qu w6uld improve uw lesson next time. Look aTl.hdc wcbsill"S: ilup: llwww. lcilrncnglish.org.u k for reading text s-and actlvirics for primary·age learners Imp:llkids.myslcrynet.com for mystery SLOricS to read and solve hllp:llwww.thencwsports. news and music for tee.ns. Use the TKTGlossfII)! \0 find themeaning ollbese terms: deduct meolli119from comext. prediaiofl, lexl structure. topic-semel/ce. Thjuk abollt how lhesc terms cOLlld influence YQur leadliog. TKT practice task (See page 176 for answers) For questions 1-5, match the instructions with the ways of reading listed A·F. There is one extra option which you do not need to use. Ways of reading A B C o E F 1 2 3 4 5 reading for specific information reading for detail reading for gist Intensive reading deducing meaning from context extensive reading Instructions Find all the words in the story about pets. Read Ihe text. Decide which is the best heading for it. Read the article 10 find out exactly how the machine works. Finish reading the story at home. Read the poster to find the dates of Annie's, Sam's and Julie's birthdays. Un it 6 Writing What is writing? Writing is otle of lh c four laoguage ski.11s: reading, wTiting. listelling and spl.'aking. Writing and speak ing are product ive skills. That means they involve producing language rather than receiving it. Very simply. we call say thaI wri ting involvl'S communicat ing c1 message (something [0 say) by mak ing signs on a page. To write we need a message ,md someone to communicate it to. We also need to be able to form !cUtIS and \·\lords, and 1.0 join these together to make w()rds. sentences or a series oj selllCllCCS that link together to communicate Ihal message. Key co ncepts What holilc. Writing involves several s u bs kills. Some o f th ese arc related to a ccura cy. i.e. using the correct forms of language. Writ ing accu rately involves spelli ng correctl y. fa n n ing leiter" co rreCTly, wri ling lcgibl)'. pu nct uating corrca ly. using correct layouts, choosing the right vocabu lary, usi ng grammar correclly. join in g se.1ltCIlCCS corrcCll y ilnd usi ng paragraph." correctly. But w riting iSIl't j USI abou t accuracy. It is a lso about having a message and communicat ing il successfully 1.0 oiller people. To do tbis, we need 10 have enough ideas. organ ise them well and t'"'(prcss them in an appropriate style. Unit 6 WritIng The table below is from a writi.ng syllabus for primary-school dlildrcn. The column on the left loruscs on aCt1.uacy. and the cohunn on the right focllse's on COmmunication. • Shov.mg an understanding that letters can be combined to form words. and producing letter shapes, Including capitallerters, correctly • using Imual capital letters and full stops to indicate sentences • Employing a range of connectIVes to express sequence (e.g. next. then) • completing simple poems and rhymes With some language support and based on models • Expressing your 0'NI1 expenence by supplying labels for your own draWIngs • Ma!C~? which? Listening forgisl I detail I specific information I atritude? EXlcnsivt' Iisll'ning? OISCOVEIlY ACTIVITIES 1 Find SOnll' sui tablt' listening activities in your coursebook. 00 lhem wi th your learne.rs, and ,l,en alter the lessoll. com plete th iS table in YQurTKTpOrtfolio: What the leorners found easy and why What wl.)u ld yvu (It) Whot the learners found difficult and why dirfcrclllly if yc..n~ taughllhesc a(tjvjties again? 2 For more information aboullistcning skills and listening act ivities. fl'ad Chaple r 10 of HOII/To Teach English by Jeremy Hanner. Pearson Education [ld 199$. 3 Look althese \vcbsi lt's for lyrics for songs and ideas for how (Q use dlC!m in class: hltp:llwww.cslp..nylanu.comJlcachers/nov/music.hlmandhup:lllVww.lyrics.com and al Ihissi lC for all kinds or listening oppOTluni[fes and aaivities: J.UjJ:llwww.l]io. h .llanLc.l ll/ rna r/ listcn.h 1m 4 Use the TKTGlossary (0 lind IJ1(' meaning of these Icnm: dl1>'e10P skills, in/i!r(l/umdtor mood. ... .................................................................... ...................................... TKT practice task (Su p(lge /76 for a/lswers) For questions 1-6, match the instructions with the ways of listening listed A-G . There is one extra option which you do not need to use. 1 2 3 4 5 6 Instructions Watch the video 10 see how the woman looks. How do yOU think she feels? Uslen to each pair of words. Say if they are the same or different. What lown does Jim live in? Uslen and find out. Uslen to Ihe description of Ihe boy and the girl and draw Ihem . Uslen and underline the word in the sentence thaI the speaker says most strongly. Usten to the story and decide what is the best title for it. Ways of listening A listening for gist B understanding body language C listening for individual sounds o listening lor detail E listening for sentence stress F extensive listening G listening for specific information ..... -_ ...................................................................................................... 33 Unit 8 Speaking What is spea king? Speaking is a p rod uctive skU!, like writing. It involves using speedl to express meanings to other people. Key concepts Tick the things on this list which people often do when they sI.'Jeak. pronounce words 2 answer questions 3 lise intonation 4 ask for clarification andlor explanation 5 correCllhemselves 6 take part in discussions 7 change the contclll andlor styit' of their speech according to how their listener responds 8 greet people 9 plan what they will say 10 smiJe 11 ask for and give information 12 respond appropriately 13 persuade 14 sian speaking when someone else stops 15 tell stories 16 use fully accurate grammar and vocabulary 17 use tenses 18 take pan in conversaTions We usually do all these things when we speak except 9 and 16. Speaking does nOt allow us time to do these except in formal speaking such as making speeches. Here is a list of the categories thallhc other points a re examples of: • • • • • • grammar and vocabulary (17 ) functions (2, 4. 6, 8. II , 12. 13. i s) features of connected s peech (.1. » appropriacy (12) body Innguage (10) illteraaion (5, 7,1 4, 18). [nteraction is Iwo-way communica tion that involves using language and body language 10 keep our Jisli:=ner involved in what we are saying and to check that they understand Oll r meani ng. Examples of these interactive strategies are: making eye COntaa, using faci al expressions, asking check questions (e.g. 'DO you understand?'), clarifying your meaning (e.g. ' ! lUean .. :, ' Wha t rm trying losay is .. :), confirming wlderstanding (e.g. '1ll1ll', 'right' ). We speak \\<~ilh Ouency a nd accuracy. Fluency is speaking at a normal speed, without hesitatiOn. repetition or self-correction, and with smooth LIse of connected speech. Accuracy in ~,;.k lngis the use of correct fo rms of grammar, vocabulary and pronu nciation . Un it 8 Spe~klng When we speak. we usc different aspect's of speaking depending on lhe type of speaking we are invulved in. If yo u go to a shop to buy some swcelS and ask the shopk<."eper 'How mu('h? ', then leave after he/she replies. you don't use many of them. U you go to the bank to as).. Thl!' bank manager to lend you $500,000, you will probably need tu use maJlY more. If rou ~at lC5 1 '2-3 /fJr rllJ)"I1'~' m Look at tbese descriptions of three learners. How might their kamer charaCleristks inOuence how they like to learn and how successful they arc at learning English'? Name Personality leamjng English learning English Quiet. Sociable, Confident, pr.1ctical Loves carlOOns. Wants to travel to USA. Not' English. Likes hislory and Wams English foc his fmure None Four years al schoolleaming songs, listening 10 storieS and playing games. Fourteen years al Sd1001. Learn t lots of grammar. 2 Look a t these classroom activiti es and at the lisl 01 learn ing styles on page 52. Match the activiti es w itj] tile learning styles they are most ~uitable for. A B C D E reailing a text slowly and careful ly before answering questions playing a learn funni ng game writing in groups discussing how to improve pronunciation a rter a spea,ki ng task listening to stories F w riting new vocabulary into an exercise book G w riting a composit ion on your own H a speaking fl uency activity Do you think all these activities are su itable for both adults' and young children's classes? 55 Module 1 REFLECTION What is your lc.:arning style? 2 What snatcgies do you usc/ havc yOll lIsed to help you learn English? 3 What is your past experience of learning English? DISCOYBRY AcnV1TIES 1 Observe fWO 01 your learners next week and work OUI which learn ing slyie(s) they have. Write a description df tbeir leaming slyle/51 and pUI ilin yourTKT ponfol.io. 2 Look at the qu estionnaires on lcaming slyies on tbe:sc wcbsilCS~ llltp:llwww.ncsu.edu /reldcr-public/ ILSpage.hlm l http:// www.vark-leam.(.."Om!english/page.asp?p=qucstiOnnaire Use them to discover yOllr learning Stylte. Also, a.re they - or any parr ollhem -su.itahle for giving 10 your leame.rs? 3 Use tbe TKTGlo.'!sary 10 fi nd Ihe meaning or these terms: attelltioll span, learner train iI/g. self-access cmtre. TKT practice task (Sf e page 176 for amwcrs) For questions 1-7, match what the learner does with the learning strategies listed A-D. You need to use some options more than once. Learning strategies A B C D 1 2 3 4 5 6 7 56 taking risks getting organised judging your own performance working with others What the learner does The learner collects new vocabulary on cards and then sorts the cards into topics. The learner paraphrases to say something beyond his level of language. The learner guesses an unknown word from the context. The learner compares a recent composition with an old one, to see if she has made progress. The learner decides to buy a dictionary for use at home. The learner solves a problem with his classmates. The learner records herself reading aloud and then listens to the recording to see if her pronunciation is good. Unit 14 Learner needs What are learner needs? When a learner learns a foreign language he or she has various kinds of needs which influence his/her learning. They are personal needs, learning needs and future professional needs. Meeting these learner needs is pan of being a good teadu;,[. Key concepts Can you think of any learner n('(:ds thaI your learners have? The diffe.rent kinds Of learner needs are shown in Ihis table: lEARNER NEEDS Where the needs (orne from Kind of needs age Personal needs gender cultural background Interests educational background motivation learnIng styles Learning needs past language learning experience (Future) professional needs learning gap (Le. gap between the presenr level and the target level of language proficiency and knowledge of the target culture) learning goals and expectations for the course learner autonomy availability of time language requirements for employment. train ing or education (based on ' What do tl:i1chers really Wilnt [rom coursebooks?' b}' Hitomi Masuha ra in M~ttrill/$ Dewlopmefll in UmguQg,' TMc/ling, ed. Brian Tomlinson, Cambridge University Press 1998) We can see from the table thaI differen llearners have dHferent needs. This means they need to be laughl in different ways and learn different thi.ngs in the English classroom. 57 Modulel Key concepts and the language teaching classroom Adults or older teenagers with specific professional. general or academic goals for learning English need courses thai meet the ir needs. Rere. for example, is a range of different kinds of professional, genera l an d academ ic English courses. Notice the differences there arc between them. I A four-week int e nsive course on exam stra tegies for wking a university entrance exam . 2 A series of one-to-o ne lessons ove r eight weeks 011 busint:ss presel1taliOIl ski lls. 3 A six-month course for future tourisls focusing on speaking and listening for sodal and daily survival English. 4 A yea r-long course on writing academic essays and reading academic books and articles. 5 A shan summer COUf5C in the UK lor teenagers. i.nvolving lots qf sporLs. trips to [Ourist Sites and chan ing with English teenagers. 6 A once-a -week course for a small group of accountants held in (he learners' company, a large acco untancy nnn , on English fo r accountants. 7 A fou r-week o nline COUf5C on writin g business leiters i.n English. You ca n see tha t to meet thl! future needs of learners these cOllrses vary in length_ frequ e ncy. class size, language skiU focused on. type uf English_ teaching methods and activities. Lea rners at primary or seconda ry school may oot yet have professional or aca demic needs, but they do have personal a nd learning needs in English. Meeling these needs presents the (eacher with v comprehension tasks _ post-task activities Example!: A listening skills lesson Lead-in: discussi ng the IOpic of the listening (lnd learning any itnponam new vocabulary --- Comprehension tasks: list,e ning to the recorded cOllversation and answe.ring multipll'choice gisl questions about it - . listening to the conversation again and completing a form wilh specific infonnatioD • Post-task aCtivities: brief disctlssion of the topic of Ihe conversation. You can sec that the comprehension activities (for listening or reading) start with fOCUSing on more general levels or comprehension berore moving on to subskiJIs that .require paying more detailed 11r specificattcn tjon to the text . Example 2: A topic-based lesson which develops several skills l.ead-in: speaking about the topic and doing related language work --> Tasks: listening 10 (i recording about the topic - reading a text ahOUlthe LI)pic - . Post-task activities: disCliSSitl ~ the topic andlor fOCllS on the language of the topic ....... writing a oomposilion about lht' topic. See Unirs 18 and 20 fOf planning activities for lessons and Unlt26 for language useful to the reocherfar {arrying our activities. 68 UnIt 16 Practice actillitles and tasks for language and skills dellelopment FOLLOW-UP ACTIVITIES ()(',' PIJ!Jc 173 I.lr ilHfll'frs) WhaT do These activities ailllTO develop? PU1Them into the corred column. I Communication A B C D B P G H I J K IAccuracy choral drilling of pronunciation rOlc-play dictation di scussions gap- fill exercise story writing (Oll),ing words repealing new words describing picllIres learning conversations by hC: rJUllll(julllbled I'iaures, labelfill.IJ, priori/isillg, prtljea wo,*. 69 70 Modulel ............. .......................................................................................... TKT practice task (Ste pdge 176 forallswm) For questions 1-7, match the descriptions with the teaching activi1ies listed A·H. There is one extra option which you do not need to use. Teaching activities A problem solving B a role-play C labelling D choral drilling E form filling F agame G a survey H project work Descriptions 1 The teacher says a word and asks all the learners to repeat iltogether. 2 The teacher puts learners in pairs and asks one of them to act as a lost tourist asking the way, and the other as a local person giving directions. 3 The learners use maps to work out the best way to get from X to Y. 4 The learners listen to a tape and complete a timetable. S The learners ask aU their classmates their opinion about something and then note it down. 6 The learners go to the local museum, the library and the Internet to find out about dinosaurs. They then make an exhibition of wall posters about them. 7 The learners choose names of objects from a list and write the names under pictures of the Objects. ............................................................ ........ ................................... -0 Unit 17 Assessment types and tasks What are assess men t types and tasks? Assessment means judging learners' performance by collecting information about it. We assess learners for differen t reasons, using different kinds of tests (types) to do so. Assessment tasks are the methods we use for assessing learners. We can assess learners informal1r or fomlaHy. Informal assessment is when we observe !eam~rs to sec how well iJ1CY are doing something and then give them comments on their performance. Formal assessment is when we assess learners lhrough teSts or exams and give their work a mark or a grade. Key concepts List all the reasons you can think of lor assessing learners. There are several reasons why we might want to assess learners: 2 3 4 5 At lhe beginning of a course we migbt give them a lest to find Qut whal they know and don't know. This is called a d iagnostic test. Til e infomlation from lhe assessment belps us decide what to teach and which learners necd help in which areas of language. Wben learners go to a langu,lge school or evening classes. lhe sellOol may want to know wha l level the learners are. so lhcy give them a lest. This is called a placement test. We use the information [rom a placement lest to deddc whal level of class the learners should go into. Alter we have finished teaching a pan of a coursc we may want to nnd OUt how well learners have learnt it. This is called fornl ative assessmenLIf we use a tcst for this purpose it is called a progress test. We use the information from formative assessmcnr 10 dedde if we need to contiuue lead-ling this area or not, and to give learners feedback on their !jtrengths and difficulties in learning in this area. Allhe end Of a teml or course, we may assess learners to sec how well they have learnt the contents of the whole course. This kind of assessment is called achievement or summative tcsting. Learners usually receive a scorc or mark from this kind of testing and :;ometimes feedback on their performance. Sometimes learners take tests to see ho'v" good they are at a language. This kind orlest is called a proficiency test. The contents of the test arc 1101 based 011 a course or syllabus that the learner has followed. Learners Gill also assess themselves (selI-assessment) or one another (peer assessment) , They usually do this infonnally 'w1th dlCcklisls \0 gUide Ill{"I11. The reason for using bOlh of these kinds of assessment is to belp learners to understand tbeir language lise and performance beuer, and so become more autonomous, Tbere a.re many diflerent asscssmcllI tasks. e,g. gap-fill, multiple-choice questions, true/false questions, ordering, correCiing mistakes, laking pan in interviews, conversations or role-plays, writillg tellers or compositions. dk1atiOIl . There afC some imponal11 differences between these tasks: 71 Mod ule l • Some tasks arc like tasks we liSt: outside the classroom to communicate. e.g. a conversation. an interview, a leIter, reading a leaflet for prices. These tasks lest communicat ion ski lls, • Some taskS, e.g. gap-fill, Icst the accuracy of language use . We do 110\ use them to commun icate, and they do not test communication skills. • Some task!;, SUdl as gap-fill or choQsing between pairs o£ sounds. just lesl one thing, e.g. Icamers' knowledge of the past lense, or their ability to distinguish between so unds. • Some tasks, such as a oornposition or a conve rsation, tesl many things rogethcr. A com posit ion, for example. tests spel ling. handwriting. punctuation. gramma r, vocabulary. organisalion of ideas and fluency of writi ng. A conve.rsation call lest pronuncialion, a ppropr iacy, accuracy. fluency and interaction. • The a nswers 10 some kinds of assessment tasks are easy to mark l)c.cause they arc either right or wrong, e.g. in multiple-choict'. true/false, gap·fitl aJld dictation tasks. These are called objective tests. • Marking some kinds of tasks, c.g. compositions, role-plays, stories, illlerviews, involves judging many things toget.her. e.g. for writing: spelling. handWriting, PUllduation, gramma r, vocabulary. organisation of ideas. nuency of writ ing. The learner may do some of these things well but others poorly. The Oiark we give 10 the learnt'f:>' answers in these kinds of tasks depends on our j udgeme.nt. These tasks arc ca lled subjective tests. • Anothe r kind of assessment method is: a portfolio. This b a colleCtion of learners' work, which the learner creates him/herself. or with the teacher, d uring d course. Oflen it also contains {'OllllTIents on tht: work wrillen by the learner or classma tes. Portfolios can be Llsed for fOOlla! or in fo rmal aSS{'SSmenL • Some in forma l assessment methods are: observing learners' spoken or written work and answers to comprehension tasks: keeping notes 011 the learners' performance; asking learners Lo complete sc.lf- ur peer-assessment sheets. We often use informal assessment methods to assess areas such as attitude and cHon, panicularly with young learne rs and tee.nagers. infomlal assessment is often followed up by feedback to Ihe l~arncrs on the stre ngths and weaknesses of lhcir per[orm,l l1cc. and suggestions for how to improve. Key concepts and the language teaching classroom • Assessme nt can affect what w~ leach. Il(lw we leadl an d our lea rners' motivation for Icaming. It is very imponam lortesrs to have a gOOd influence 011 leaching and learning. • Some assessmen t tasks are easy ro write and to mark. But do they rellea. w hat we a rc tcaching and what learners need to usc the language for? We should nOlusc a particular testing rncthodjust because it is easy to use and easy to mark. • To rea!l y reflect the level of learne.rs' learn.ing, the content a nd me thods 01 progress and achievement t.ests should reflect Ihe content a nd methods of our 1eadling. • Feedback 10 learn ers on what they got right orwrong, their strengths and weaknesses, and what they can do to improve. is very impurta m. Tluuugh feedback, asseSSIIlGI1I helps learning. • Informal assessmen t is often much more suitable for asseSSing young learners than formal assessment. This is because their ways of thi n.king and learning aIC based on experiencing and com municating. See Unit 21 for including assessment In leaching and Units 28, 31 and 32 for cOTTenlng learners' work ond giving feedback. 72 Unit 17 Assessment types and tasks FOLLOW-UP ACTIVITV (St( PiJlj( J"] J I:', mmwrs) Here are ten assessment tasks. Can you name them and say what the y aim to (CSt? The learner looks at a siluple picture slory, then tells the story to the teadler. 2 The learners listen !O a recording describing Ule appearance of a girl. Then they complete a picture of the girl by drawing her. 3 Learners take part in a speaking activity in which they ad out parts. 4 The learners answer some simple q uestions aboulihemsdves ()rally. 5 The learners complete blanks with ule correct form of the verb to "avt!. 6 The learners choose the correct Ivords for some pictures, and '¥Tile them under rhe pictures. 7 The learners repeat words after the teacher. 8 The learners research and wri te about a Wpic. 9 The learners rin in sheeLS about their own progress. 10 The teacher keeps notes on learners' difficu!Lies with the area beillg Taught. then discusses rhem with the learners. REFLECTION How was your English assessed at school? Did assessment help you learn English? 2 Which arc beller assessments 01 a learner's -English: tests Ibat focus on communication or tests [ha l focus on accuracy? ) w!1idl is more belpful [0 [caching and learning: infomml or fonnal assessment? DlSCOVERV ACTIVITIES I Look back to UU' reasons for assessmentOll page 71 . Whidl kinds Of assessment la_k e place in your ~chool? 2 Look al a [eSl from your eomscbook. Dcdde on its purpose. Does it usc objective or subjcc,live tasks? Docs it foeus on accuracy or communication? Does it match wha! and h ow you leach? 3 Think or olle of your classes.Wh for every lesson. and we may not always give It:arnt'~ hOmeworkl 92 Unit 19 Identi fylng the different components of a lesson plan Key concepts and the language teaching classroom Look carefull y al lhis t!.xampJc of pan of a Jesson pla n w hich aims to introd uce and praaise language for giving advice. Tbe.n read the pointS below. Timing Procedure Subsidiary aims 5 minutes Ask students WIlo they ask for advice jf they have a problem. Warmer/lead·in: to get students talking Elnd ImroduCe the topic 10 minutes DiScuss ryprcal problems for young people; eliCIt language to ask for and give actvice. To create context TO revise modal auxiliary verbs To eliclVintroduce vocabUlary Magazine picnJres \Nhiteboard Teacl1er WIlole class 5 minutes ShO'w headlines for students to guess the content of letters to the advice page in To get srudems OHP Teacher whole class PhotOCopies of six problem page letters lSlgroupWl,Jrk a teen magallr1€ 15mmutes Students read dillerent mlni·texts, then summarise the coment of the letters. Aids and materials Pairwor1c: ready for reading Topredlctcontenl To use students' own knO'Wledge To check predlctloos Intensive reading To Introduce the structure'lf t were you,I'd, .. Interaaio.- Lk-::~ I 200 group work (new groups) • When we ma ke a lesson plan, we need to ask ourselves how the procedures we have planned wUl help 10 achieve our aims and to make sure there are strong connections be\.ween the dilferelll stages. • We also need to consider variety, i.e. how we can use different activi ty types, la nguage skills and int eraction panern s. Learners of all ages need di ffesent activities in a lesson, bU I this is espcda ll y impo nant for younger learners. • During Ille lesson we should leadllhc learners, nm Ihe lesson plan! We must be prepared, if necessary, to dlangc ou r plan while we an' tcaching. If we have a clea r plan, Wl' will be more aware of what we are changing and why. We can include some dillercn\ possibilitks in a lesson plan, c .g. an extra activi ty to use if learners-take less time than expected 10 complete a task, and this can help if we are n01 slire how well pans of lhe plan will work. Sec Unit r8 for identifying and seleerlng alms and UnIt 20 for plonnlng on Indlv/duollesson oro sequence of lessons. 93 Module2 FOLLOW-UP ACTIVITY (5Ufllfle 17; fOrltl'~~"fn/ Some of the leacher's nOles for this: lesson plan are missing. Put th e nOtes A-E in lht, COrreCt places in the plan. Lesson plan heacimgs Teacher's notes Timetable fit 1 MaIn alm(SJ 2 suDSldlary 8lm(Sj Personal aim!s) , AssllmptlOns 5 Students can already form tenses accurately Anticipated language problems 6 Students may use present tenses Possible soIutJon 7 Procedures 8 A B C o E 3 To lISten fordetaH to a mooel story To enable student s to use past tenses accurately and put evenls in order in simple narratives Students listen to the model Story, then in groups. pla.n and write their own SlOries Usc gestures to remind srudents 10 use. past ten ses To follow on from work on past tenses and to prepare for the storytelling prOjea To make sure Ihat board writing is dear and readable REFLECTION Think about lhese comments from teachers. Which do you agree with and why? 1 Written lesson plans are helpful when you first Slart leaching, but experienced teachers don't need them. I plan all my le5sons in m y head. 2 Lesson plans don' t help me teach because I always try to respond [0 learners' needs during [ile lesson. 3 Writing a lesson plan is the important thing. I always have a written plan. but 011("11 I don 't look at it while r'm teaching. 94 Unft 19 Identifying the different components of a lesson plan DISCOVERY ACTIVITIES TTy out different ways of writing lesson plans -c.g. in columns. on cards-IO find out wh ich style suits you best. Have a louk at Chapter 8 (' Why did I do it like this?') of Children LeamiJlg F.llglish by Jayne Moon. Macmillan 2000, for some usdul examples. 2 In your TKT portfolio. collect examples o f plans you write for different kinds of lessons. Also wrile comments on wh. Whill dn yOlI Think might bt: the ad va otagel; an d dba(iva illages vf eodl scheme? week 3 Sc/Jeme A .. Grammar • Vocabulary SchemeS ~ Grammar revIsion (past tenses) • Vocabulary (free time activities) Practice exercise • (from coursebook) SchemeC • Class discussIon of advantages and disadvantages of living In the city • Revise and extend vocabulary • Focus on comparative and superlative adjectives and adverbs; practice exercise • listening • Speaking Check vocabulary · Reading ·· Speaking(emails) - fluency • Reading: personal stories: '. week 4 activities WeekS Reading · Writing · Week 6 .. Test students order sections of text • Focus on text organisation • Writing: students' own stories Peer correction (where students correct one another) listening: song - group transctiption • Grammar game (snakes and ladders) to revise work on comparatives and superlat ives Pronunciation practice: focus on j.,j · · revision: work · Quick from Weeks 3 and 4 Listening (e.g. holiday · story) Grammar focus · · (reported speech) · Writing (report of Story) • Speaking (role-play) • Review of grammar and topic · Feedback • Group work: producing sections of tourist brochure for students' town A scheme 01 work helps us plan a sequence of lessons in the beSt way to cover the school sylla bus or the units of a coursebook in m<.' lime available. It also helJ>S us (0 think about what w(' want to achieve and what materials we mjght need. It also helps us to indude enough variety across our lessons. Teacher and learners need clear aims beyond the single lesson and 97 Module 2 need 10 see how lessons are linked to each other. 1·lere are some of the main advantages and disadvan tages of t.he three sdlemes of work on page 97: Scheme A Advanrages Leaves teacher free to respond to ledrners' needs. S Quite detdlled. Some sense of direction. C Very detailed. Gives very clear sense of direction. Disadvantages Gives no detdils of whdt will happen In these lessons and so does not remind the teacher of generdl dims orwhat materials to prepare. Probably the most useful of the three schemes of work. Not too much detail or too little, but the tedcherwjll probably need to return [0 it and add more detail week by week to turn It Into a set of lesson plans. Difficult to predict several weeks ahead exactly what learners' needs may be, so the teacher will need to return frequently to the scheme of work and change it If necessary. You ( quick and fas t-moving or slow and reflective -- individual, pairs, groups, whole class -> productive or receptive -> non-demanding or requiring effort and concentration -- changing from one language point to another; from one subject to another mood -> light or serious; happy or sad: tense or relaxed exciting or calming dctivities --> 'stirring' (lively and active) or 'senling' (quietening down) pace interaction pattern skill level of difficulty conten t {adapted £rom A Courst U/ wlIZ9ua;)c Teachbl!1 by Penny Ur. Cambridge University Press 1996) 98 Unit 20 Planning an Individual lesson or a sequence of lessons • learners may welt require morc frequent revision than the coursebook provides. A sdleme of work is a good way to make sure thai we recycle language (Le. liSt' it again) and include regular revision activilies during a sequence of lessons . • Coursebook lInil<; are often arranged around a specific topic (slIcil as spon or relationships I which may b(' a useful way of linking together a sequence of lessons. This kind of sequence gives us the dlance to devdop panicu!ar areas o f vocabulary, but learners may fed Ihatlhe lessons are repetitive, so we need plc.nty of variet y Of texts and tasks. See Units 5-8 for skills-bosed lessons. Unit 18 for Identifying and selecting alms and unlr 19 for identifying the different components afa lesson pion, FOllOW-UP ACTIVITIES (Sl'~ 1'.7.11t' 174 JiJr I1ItHWrl) The lesson summaries 1-6 below are pan of a scheme of work 10 introduce and practise lallguag:e for describing people, clothes and places. Complete the scheme of work with the correct SWlUnaries (A. B or C) for lessons 1,5 an d 6. A Project work: gro ups prepare poster displays (magazine photographs) Writing: descriptions of people and places (further practice of functional language) B Listening: descriptions of people Present new vocabulary and check pronunciation: lexical sets for describing people (flashcards and board drawings) Writing: descriptions of students in class C Video (TV police drama): focus on descriptions of people Role-play in pairs: police interviews (practice of new language) __ whole-class correction Scheme of work I ................. .............. ...................... ......... ............... .................... .......... ....... ....... 2 Reading: descriptions of clothes (from teenage magazine) Vocabulary: dictionary work Writing: descriptions of people and clothes .... peer correction (palrwork) 3 vocabulary: descriptions of places and peopie (photographs) Practice exercises (coursebook) Speaking: describe-and-draw activity (pairwork) Writing: descriptions of places drawn in speaking activity 4 Vocabulary: pictures of people, clothes and places Grammar: comparative and superlative adjectives Practice exercises (coursebook) Speaking: general knowledge quiz (whole class) 5 ............... ... .... .. ......... ............. ........ ... .... .... .. .. . ... .. ..... ................. ......... .. .... . .. . . 6 ................. ..... ........... ...... ..... ...... .... ....... ............ ....... ................. . . ... . . . . . .. ..... . •• Module 2 2 In the sdlcme of work in Activi ty I, which lesson or lessons: A hasJhave a variety of pace? B use(s) different imeTaoion panems? C pradise{s} receptive skills? D pracrise(s) productive skills? E increase(s) the level of difficulty? F has/have a dlange of lopic? G has/have a change of language focus? 1:1 is/arc lively and act ive? I is/are calm and quiel? REFLECTION Think aboul lhesc comments from teachers. which do you agree wilh and why? 1 The coursebook gives me everything I need 10 plan a sequence of lessons. 2 If I do a scheme of work, I don'l have 10 spend so much lime planning individuallessuos. 3 I want to respond 10 my learners' needs [rom lesson to lesson. A scheme of work SlOpS me from doing Ihal. DISCOVERY ACTIVlTIES 1 Design a sdlcme of work for your ne.).1 few lessons. Then summarise lhe aims of your sequence orlcssons as a handout for leamersor a pOSler lor the dassroom wall. PUI a copy in yourTKT portfolio. 2 601' some very practical ideas on planni ng. look lIt Chapter 7 of Plannin9 Ll!s~·ol1s alld (;curses by Tessa Woodward, Cambridge University Press 200 1 and PlaH/lillg Classwork: A Task-based APpror1t'h by Sheila Estaire and J avler Zan6n, Macm illan 1994, 3 Project work is-a good way of planning a motivating sequc.ll ce of lessons wilh plenty of variety. For ideas 00 ptanningprojcCL work and some good examples, have a lookal this websire: 1m p:/ / www.teachingenglish.org.uk/think/melhodology/projecl_work .sblIn.1 4 Use (be TKT Glossan" 10 find lhe meanings o f ulese lenns: ,l}lIided distovs impOrtant ror learners lO know when we are assessing them informally. 5 We can sometimes usc games ami quizzes for infornlal assessment. 6 The methods we usc for formal assessmellt are always different from those we usc for inrormal assessment . .. Mod ule2 descriptions of different levels of skill. These may be general descriptions of speaking or writing. or they may give separate descriptions of diffcrent s ubsk ills. Here are two examples for speaking. They are designed IO assess a wide range of ability. Example J 5 Speaks very wcll- very few errors. 4 Speaks qui te wcl1- some crrors, but message is always dear, 3 Has som e ditnCLIllies in speaking - frequent errors and 110t always dear, 2 Has serious problems in speaking -on ly very limited abiJi ty 10 communicate. Almost u,nable lO communicate. Example 2 Accuracy Grammatical and lexical accuracy extremely high. Fluency Spea k.s fluently without hesitation or search lng for words. Very clear: stress and Intonation help to make meaning clear. 4 Qui te accurate: some errors. but meaning is always clear. Some hesitation and sometimes has to search for words. Generally clear; reasonable control of stress and Intonation. 1 Frequent errors: meaning Is not always clear. Quite hesitant: limited range of vocabulary and structures. Frequent errors; not always clear enough to understand. 2 Very frequent errors; difficulty in making meaning clear. Extremely hesitant; very limited range of language available. Very frequent errors; often very difficult to understand. 5 Pronunclorlon Almost unable to communicate. I See Unit 17 for assessment types ond casks. FOLLOW-UP ACTIVITY (5Cl' page 17"'·1 for flIl.lWt"f),J Read the following statements and decide whether they are true (T) or false (F). We can use homework tasks lor inlorma\ assessment. 2 Objcdive tests have many different possible answers, and this makes them difficult to mark. 1 4 5 6 \04 In th e best fonnallCStS leamers shou ld only have 10 do a few differenT tasks. [(.'s important lor learners to know when we arc assessing them informally. We can sometimes use games and quizzes for informal assessment. The methods we lise for formal assessmen t arc always different from those we lise for informal assessment. Unit 21 Choosing assess ment. activities REFLECTION Think aboUl these comments from teadlcrs. Which do you agree with and why? 1 1 don't have lime: for informal assessment. I'm lar too busy teaching. 2 Most o! my assessmc.nt is informal. It'S mudl better than forma! testing as a way of finding Qut whal my learners can do. 3 My learners have regular lests. so I don't need 10 do much informal assessmc.m. DISCOVEHY ACTIVITIES Look at Ihe next Ihree Ilnits in your coursebook. Wharopportunilie.. an~ thert:' for infomlal assessment? In YOul" TKT ponfolio, keep a record of th{' assessment rasks you use. 2 Por. detailed inforrnation on ways 01 carrying out informal assessment, bave a look al Chapters 1 a nd 2 of Assessment by MiChael Harris and Paul McCann, Mac;miJlan 1994 and 'Classroom AsSt'SSnll!lIt" by Pal11in~ Rea·Dickins. Chapler I I in Teaching alld Learning ill the Lallguage Classroom by Triaa Hedge, Oxford University Press 2000. 3 A language poniolio is a very good way of learners keeping a .record ollheir own progress. An example- is-downloadable free, together with a TeaclJer's Gl.!idc. Irom: http://www. nace I [.0 rg.u k/ resou rees/pu b_0 [I/porrfol io. h nn TKT practice task (See page 176 for answers) For questions 1·7, match the instructions for the assessment tasks with the assessment aims listed A-H. There is one extra option which you do not need to use . Assessment aims A 8 C o E F G H 2 3 4 5 6 7 to assess oral fluency to assess accurate pronunciation to check knowledge of vocabulary to check grammatical knowledge to assess writing skills to check awareness of stress to check knowledge of functional exponents to assess gist reading skills Instructions for assessment tasks Use the notes to make complete sentences. Put the verbs into the correct form. Choose the correct heading for each paragraph. Reply to the advertisement, explaining why you are the best person for the job. Find the words in the text which match the following definitions. Discuss the problem with your partner and try to find the solution. Choose the most appropriate response for each of the following situations. Usten and underline the word that the speaker says most strongly. ..................................................... ........................................................ 105 Part 2 Unit 22 Selection and use of resources and materials Consulting reference resources to help in lesson preparation How do we consu lt reference resources? Rc.it.'.rence resou rceS arc all the sources of informa tion abOLit language and about tcaching that we can refer to for help in lesson preparation. They inclllde rererence maleria ls. such as dl<.lionarics and grammar books, books and articles about methodology in teachers' lllaga7j nes, t.he teach er's book accom panyi ng a cou rsebook thai contains answers and Icach ing ideas, and wcbsilcS on tlie Imcrncl. Reference resources Ulay also include people. for example. the Head of Department or colleagues who leach roreign languages or olher suhjects. We consult reference resou rces by knOwing where we can find the in formatiOn we need and bow 1.0 find it. Key concepts List as man)' rcason<; a<; }'()U c.1I1 think of for making usc of refe rence resources. When we arc plalming a lesson. there are man}' reasons fo r using reference resources. Some of the main ones are as follows: Chrckil19 the/ann and tise o/grammatical structures Some grammar books arc wrinen for (eachers. with very deta iled explanations. Others. designed for learnl'rs a l diIIcrcnt levels, use simpler language to give cssentia,J inrormation abou t grammalica l structures. Grammar books for learners can help us to see what information our learners need about grammatica l SlTUctures and CiIJ] provide llS with su itable ways of desclibing o r explaining grammar. The easiest books LO use are those organ ised in alphabetica l order, or which have a deTailed index or table of contents. Some gramma r books also include practkc exercist:s, which teachers (a nd learners) often rind usdul. Checkil1g lite spelling. prollullciation (Iud use of lexical items The 1110St lIsl'ful dictionaries for te-achl'rs LO use th (,Jnselvcs arc advanced learners' dktionaries, which include exam ple sentences. as well as infomlation about the fo rm and use of word!>. Most of these arc also ava ilable on CO-ROM and online on publis hers' websites. Bilingual dictionaries (wh ld1 ex plain the meanings of words in the learner'S own languag('). including electronic dictionaries. are useful when learners are looking for it word that Lh ey don't know in English. Bli t these didionaries lIsuaUy give very lin Ie informa tion about how 10 usc a word. so it's a good idea for learners to check the words they find in a monolingual d.ictionary (Le. Olle thai explains till' meanings of words in the language learners are learning). Learner dictionaries, like learner grammar books. call help teadlers 10 find the most sui table ways o f defining words and giving examples of their usc. 106 Unit 22 ConsultIng reference resources to help In lesson preparation Developin9 yourolVlI ullderstandillg o/lal1guage There arc a number of books for teadlers which aim to increase ollr language awareness lour understanding of how language \\Iorks) and our awareness of how to teach language. Thl'}' often illclude tasks that we can do by ouc;elves or with a colleague and detailed explanations and commt"nts as weH as answers. Amicipatillg leamers' diffiO/lties Reference materials about learners' errors can help us antlClpal(' particular language problems that our [earners might have. Many difficuhics with vocabulary or grammar are the rc...'Stllt of interference from Ll. Books or anides about specific differences between the learner's LI and English can help to explain these probJern~. Lookillg/or new approaches to teachinglessotls and newdassroom aaivities If we are looking for nt'w approaches or activities, or if we want to give our l(,arners something different from thei r courscbook. there is a wide range of supplementary materials (Le. materials you can lise in addition to or instead of your courscbook), focusing on grammar, vocabula ry and particular skills. There are also very man}' teacher's resource books with ideas and materials for all kinds of lessons. Some of these provide a wide range of adivitics for extra grammar or com municative I)ractice, for example. while others focus on a particular IfPC' oI classroom aClivity, Stich as dictation or storytelling. Most of these books have very dear indexes, giving in formation about timing, preparation, level. etc. There is also a growing number of tree websites with articles for teachers 011 different teaching topics. Finding om how to use lhe material ill your coursebook Teacher's books provide suggestions about how to use the material in the courscbook. Even if tht' lesson planning ideas in the teacher'S book do not suit a parlicuJar teaching situation, it is stlll userul to look at these suggestions, as it may be possible to adapt them. Some tea cher's books include different possible ways of planning a lesson, as well as explanations of answers 10 exerdses and extra resources (Le. things teachers can use to suppOrt their tcaching in the classroom), stich as homework tasks and activities for further practice. Getlin9 advice ahow paniC/dar lessons or reaching materials Colleagues who have taught at the same level or used the same teaching materials may be able offer Ilsdul advice. As wi th the stlggestions in teacher's books, a colle<1gue's approach may not slIilllS, but may hdp us tu think abo ut our Own planning. 1.0 Key concepts and the language teaching classroom • Some grammar books and dictionaries may con lain clearer explanations o r examples. So when checking a language item, we sbould try to took at morc than one reference resource. • Language changes. as new words appear and people StOp using some older words. GranUllaticalusage, to(}, changes slowly over time. One way 10 kct'p up 10 date is to me the mOSt recently published grammar books and dictionaries. • Dictionaries on CD·ROM have many extra feamres, such as praaice aaiviljes, collocation sea rches and audio recordings of pronunciation. 107 Modute2 • We can learn a weal deal from other teachers' experiences. Many reachers' magazines include' regular an.ic;les by teachers describing successful lessons they have taught . • It may be easier to visit websites than t.o find t11e books and articles we need. There arc many sites on the. lntemet w here we can rind lree resources SUdl as lesson plans, worksheets (pages with task" and exercises on them that a teacher gives ro learners during a lesson) and ideas for leaching. Some sites also offer simple programs for making dassroom resources, such as crosswords and gap-fill c-xerciscs. The best way LO find tbest" materials is LO visit one of the sites that has lists of links to usei'ulteaching resources on the Internet. fOLLOW-UP ACTIVITY Try to rind resources 1-10 below. Then dedde which type of resource (A-D) they are. A-Z of HI/gUsh Grammar nnd Usage by Geoftre)' leech. Pearson Education Ltd 2001 2 Cambridge Leamer'S Dictionary, Cambridge University Press 2001 3 Disalssiolls Tltat Work bV Peony Ur, Cambridge University Press 198\ 4 Planning[rom Lesson 10 Lesson by Tessa Woodward and Selll Lindstromberg, Pearson Educa(ion ltd 1995 5 hltp:llwww.ntthvilmi.netlhut/LmgHelp/Grammar 6 Workil1,q with Words by Ruth Gairns and Stuan Redman, Cambridge University Press 1986 7 http: //www.prcschoolrainbow.org 8 Motivari1l9 High-Level Learners by David Cranmer, Pearson Education Ltd 1996 9 Five-Minule Activities by Penny U r and Andrew Wright Cambridge University Press 1992 10 htrp:Jrwww.pu.zzlemaker.com A language reference resources B ideas fur planning lessons C resources for teachers and learuc.rs producing t heir own ma te.riaJs D materials for very young learners REFLECTION What were tJ lC reference resources you ttsed when YOll were studying English? Do they still help you? 1 What arc the rcierence resources you lise most oftcn when prepaJing lessons? In what ways do they help you"? 3 If you had t.o go and leach in a place with very few resources, wbidl three reference books would. you take will) you? 108 Unit 22 Consulting reference resources to help In lesson preparation DISCOVERY ACTIVITIES 1 In yourTKT portfoliO, ke~p a record of the reference reSOurces you use. Make notes of the source (tide and author, website airs, compare your li.'\t of ideas for sla ying healthy. Then agree on lhe six mOSt useful ideas. Next. get together w ith another pair and decide on a group List 01 the six best ideas. Put t.hese ideas io order accordiJtg 10 their usefulness. 2 Describe the picture to your panner so tbat s/he can draw il. when you have finished. compa rc your pictures and discuss the reasons for les. 8 Correa the tcxt so that it matches the inlom1atioll in the picture. 9 Write tile nex t pa rt ot the story o n lh" compuler. When you havc I1 n ished. move 10 the next computer and continue the story yOll see on ule screen. lO Go to the blClckboard and rllb out o ne word in the sentence, so Ihat the words that arc left on the board still form a correct sentence. U nit 24 Selecrlon and use of supplementary materials and activit ies REFLECTION Tbink about lht:sc COllllllCnlS Irom teachers. Which do you agree with a nd why? I There's more than enough material in my coursebook . I don't have time to use suppl ememalJ materials. 2 My stltden ls gel bored Ivith lhe S:r-/ noun [C] 1 the action of entertaining other people by dancing, singing, acting or playing music: a performance of Arthur Miller's play 'The Crucible ' 0 She gave a superb performance as Lady Macbeth. 2 MAINLY UK INFORMAL a performance an action or behaviour that involves a lot of attention to detail or to small matters that are not important: Cleaning the oven is such a performance. 0 What a performance! Please stop shouting! 3 repeat performance when an event or a situation happens again: The police hope to avoid a repeat performance of last year, when the festivities turned into rioting. (from the Cambridge Advanced Leamer's Dictionaty) Extracts from the dictionary entry ~ /p;d:):JnJ Here is anoth er exa m ple of a learner's writing. Look at the underlined words and decide whidl symbol in tbe correction code you would use fo r each one. In tne. past. peopte, lAsed. w b-o..vel. on b-o.i.n or an toot.. Now b!:J w.r . I like. b-o.i.ns . Tro.i.n o.re. vetH conforto.bt.e. o.nd.!P'" friwd..s . P!.o..ne.s a ICilcher usc in a lesson? EvelY tcacher changes rQI~ during a lesson. These roles will be appropriate to the Iype of lesson, acrlvitics. lesson a ims and the level and age of the lcamcI"S. Al different limes we may. for example. act .15 a planner. an infonner. a manager. a parent or friend. or a m onitor. For example. when leamers arc doing a ro le-play, one role we have L~ 10 make SUfe thai they are doing what we want them 10 do. This is called monitoring. When we presem new language 10 th~ class, uur rote is 10 illform and explain 10 our learners. Hcre are some rolt's leachers ohen usc. Role The reacher: 1 Planner prepares and thinks through the lesson In detail before teaching It so that It has variety and there are appropriate activities for the different learners in the class. , Informer gives the learners detailed information about the language or about an activity. 1 Manager organises the learning space. makes sure everything in the classroom is running smoothly and sets up rules and routines (I.e. things which are done regularly) for behaviour. 4 Monitor goes around the class during Individual. pair and group work activities, checking learning. 5 Involver makes sure all the learners are taking part in the activities. 6 Parent/Friend comforts learners when they are upset or unhappy. 7 DiagnoStician is able to recognise the cause of learners' difficulties. 8 Resource can be used by the learners for help and advice. 145 Module 3 ThCrC are certain roles that we usuaJly use at certain stages of the lesson. For example, we are planners before the lesson and may be monitors during group work and pairwork acLivities. Sometimes we take on more than one role at the same. Lime. Po r example, we might monitor and explain if -a pair of learners is having problems with an activity: we monilOr 1O sec how well Ihey arc dOing and we t!xplain 10 help them do better. There are various names for the different roles of the teacher. The ones above are very common. Key concepts and the language teaching classroom We need to choose teacher roles which are appropliate to thl:! age and level of Ihe learners, rhe stage of the lesson and Ihe purpose of the activity. This means we ne.ed to think about our roles whl:!n we are planning lessons and be ready 10 use different roles during Ollr lessons . • The correct choice of appropriate teacher roles will help ollr lessons run more smoothly and will make learning and teaching morc effective . .. 50nw roles are more suitable for young learner classes than for adult classes, e.g. parent or friend . • Our roles change at diffe.rent stages of our teaching; Before tbe lesson - We are pla nners of (JUT materials to make sur(' that the lesson is suitable for the learners and for the learning purpose. - We are also diagnosticians of Our learners' problems. During Ule lesson - When we are presenting new language or new vocabulary to the learne rs, we are informers. - Wben we are selting up a ctiviti es, we arc managers. - When learners are doing aa'ivilies, we arc monitors, diagnosticians, managers and a resource. - When there are problems with discipline, \ve arc managers and someLimes a parent or a (dcnd. Afte! the lesson - When we think about how successful the Jesson was, what ule learners understood and were able to do and what they had problems with, we are diagnosticians and planners. We look at our scheme of work 10 check if lhe next lesson is appropriately planned. II fOllOW-UP ACTIVITY (5l.'i' PrJ/fl' t 7.111J1' I1IlIWI'H) Here are some examples of teacher language at different stages of a lesson. What do y ou think is the teacher's role In each one? Teacher t.o a pair of leamers doing pairwork: 'How are you doing? Is everytl1ing OK?' 2 Tearucr to the whole class: ' We add er lOmake the comparative [arm of one-sy!lable adjectives.' 3 Teacher to a young learner: 'Docs your finger burt? LeI me have a look.' 4 Teacher 10 the whole class: ' Right. everyone sland lip and turn La face your partner: 5 Teacher to tbe whole class: 'I Think I know wby you are havlng problems: 146 Unit 29 Teacher roles REFLEC"nON Thin k aOOm these comments from teachers. Whid, do you agree with and why? 1 I like m y class 10 be organised and I like to be in control. I thi nk my main roles are to infonn .md man age. ThaT'S what the leamers want. 2 f belleve that my role is 10 enable the learners to learn fo r i.hem selves, so 1 involve everyone and fry nOt to control the learners and t he alliviti es too much. 3 J teach young child ren. Mosl of the time I am more a pa rent thall a tead1cr. BlIt. in m y opi nion, the most impon am teacher role.s arc planning a1)(1organising, espeaally witb d lildren. DISCOVERY ACTIVITIES J Think aboUJ a lesson you have ta ugbt recendy. Wh ich of tb e teacher roles disrussed above do y Oll think you used in the lesson? W htch teacher roles do yOll thin k were missing froll) your lesson? Can you rb ink Qf limes iu t b~ lesson w)Jen they ulight have been suitable? 2 For ideas on how different teachers manage their dassrooms. have a look at section 2 ill Chapter I oLLeaming Teachin!:J by Jim Scrjvener, MacmiUan 1994 . J Choose a worksh eet which ~ appropriat,e lor one of your classes from lilis website: wwws mic.be/smi('5022/teach erhandouts.h lm us~ if with m e class and then w ri te in yourTKT ponlo lio w hich teacher roles you adopted for the activit)' and w hy. What effect did fh ey have on the IC'amers aod the lesson ? Had you used them before? Will you use them again? TKT practice task (See page 176 for (/nswers) For questions 1-5, match the descriptions of the teacher's roles with the roles listed A-F. There is one extra option which you do not need to use. Roles A B C D E F an informer a monitor a diagnostician an involver a planner a manager Descriptions of the teacher'S roles Before the lesson, she is ... .. .. .... when she thinks about and prepares what she is going to teach. She is .... ......... when she presents new language to learners. She is ... .... ...... when she organises group work or pairwork activities. She is .............. when she goes around the class and helps learners when they are working on activities. 5 She is ........ ... ... when she encourages all the learners to take part in the activities . 1 2 3 4 ................................ ... ........... ...... .. ... ... ................................................. 147 Unit 30 Grouping students How do we group stu dents? Grouping studcnlS is lIsing dirferenl ways to organise our s!udcms when uley are working iII the classroom. We usually organise them to work in differem ways during each lesson. The groupings we choose depend on the type of activily, the students and the aim of the activity. Key concepts Wbat are the different ways we grour studenl s in the c\clssroom? There arc twO different ways in whidllhe teacher can group students in the classroom. The first is when she chooses paniclltar interaction pauerns for the sLUdenTs. i.e. ways in which students work logetber and wit h the wacher in class. They include open d(lss, group work. pairwork and individual work. and the teacher to studcnl(sj and student(s) to lcadler. In this table you Gill sec examples of dilferent interanlon patlerns. Teaching purpose: Whyi' Review students' knowledge of vocabulary and/or structure and the topic or context AcUviry: Whar? Brainstorming Check students' understanding of new vocabulary Give students practice In sc;mn lng Bingo game Interoctlon pattern: How? 1 Groups: students to students (55 - . 55) Feedback: students to teacher (55 - 1) whole class: teacher to students 2 (T .55) ReadIng and filling In a chart 1 2 Individuals Pairwork: student to student (5 .... 5) In our lesson plans we usually use shan (omlS for showing imeraction patterns. (or eXv~ hoiid.o.y. (AU- fo.m~ w""to) ~ 15 • 16 17 F < 111 .12. L 'IOP.f'fI,JI1 , I t;: ., . , , 0 ~ , , 40 o " 42 c.'tr!~'i c • ,, 19 21 22 o• o • 41 • 43 A 18 20 38 39 • '1 • ·" , 44 45 46 47 48 :. R..r .f. r , ~ • • , a • "I~JJ 11 6' ~ rQ.~f-GH 70 " f ~ !'I G If t;:c~.t'} I- t' , .1 E' 4. n • 50 , 51 t11 J;f 67 68 ... 0$ t,tn E E , 72 n ~ 7' 80 C! f • f ,, , , n • , 73 78 r 1 ':PffQH, 71 74 75 76 77 , , 34 35 • 5 168 U , 55 26 Rub out any answer YOtJ wish to charoge with an ef'B5er. •" 53 54 A , • • • - - -- ---- ---•• •• •• •• •• •• •• •• ••• •• •• •• •• • • - - Exam tips for TKT • Tb\~ TKT ICSI is divided into three modules which can be laken separately or Togerber. • Each module conta ins 80 questions. • Tbe task types used in TKT are: matching, mu.ltiple choice, sequencing (i .e. pUl!ing Ihingsin th t'" righl order), categorising errors (i.e. puning IJu;,m into gruups) and finding the odd m1e OUI. • Each module lasts 80 minutes. Before rite exam I Know and unde.rstand the necessary ffi.T terms and concepts well. Read the rclevam parts of Ihis book, do the Follow-up and Discovery activities and think about the paims in the Reflection sections ..Doing lhis will give you confidence and familiarity w ith the sllbjca. 2 Look at the list o[ tefms in lhis bOOk and in the TKTGlossary (Imp:l/www.cambridgeeso!.org/TKT). Make sure YOllllnderstand tllem, because they might -appear in the exam. 3 Don't just learn the meaning of the tem1S. Think about the ideas behind the terms and what they mean for Teaching and learning, TOO. 4 00 some TKT practice tests 10 help you get ramiliar with the task types, and get used to working within the time limit. Remember thai the number of questions in each module is fixed at 80, There is one mark for each question. 5 Have a good night"s s lcep before the tCSt! 169 Exa m t ipstorTKT Dllrill9lhe exam I Don't worry aOOm your English. Remember lhal TKT docsn'\ ask you 10 speak, listen 10 or wrile English. Youjusl need 10 read the lest and shade (make darker) with a pendllellers (e.g. A. H, C, D) on your answer sheet. There is a sample amwcr she('\ on page 168. 2 Quick ly skim through the whole test when YOll receive it 10 gCI a general idea of ils conlcnl. The layout ofTKT is clear and simpit': and all the task IY1~ are of sim ilar kind:.. "3 Work through the leSI from question I to question 80 if you ca n . In this way, you won'l forgel 10 do any questions. BLlt. if you really can'l answer a quest ion, leave ii, pm a cross against it in the tllilrgin all your qllestion paper, and come back to it when YOLi have completed the olhers. 4 Read each quest jon very carefu.lIy - both the inSlnlCtions and the questions. Make sure that you understand exactly w hal you need to do and that YOllll ndersli1 nd each question. 5 Sometimes the tasks contain eXira options. Make sure you sec and understand this informa tion. [1 makes a difference to how YOli answer, 6 When you answer ma tching tasks, tick each option when )'OU arc confident it is the right answe.r to a question . Tb is helps you 10 see which options are left for the other questions. 7 Don't forget 10 transfer your answers to the answer sheel and make sure you have answered the question you mean to answer. For example, don' t write your answer 10 qucslion 20 in Ihe place lor answer 19, and don't shaue ieller A when you mean to shade Ic-ucr B, 8 In the matching tasks, if yOll fcclunsure of an answer to one question, go to lil(' nl'''1 question, then the next. ete. You may rind that. at the end of the task. the answer to your problem qUC5tion then lx'comes clear. 9 Oon'l spend 100 long o n anyone pan of The test. If yOIl do, yOll will <;poil your chances on the o ther pans of The tcst. Divide your time equally across all the questions. Leave five minutes at liTe end o f the ICSt to check your answers . 10 If yOLL are gett ing 100 worried to answer properly. take a very shOrt break. Rela x. Good luck! 170 Answer key for Follow-up activities Unit I 110UIIS: box, walk. \I'd!, waler verbs: box, I\'alk. dmde, 'Wllt'r adjt'cdvcs: )'(J/III!/i'r, wtll, dn¥r adverbs: well dcumninc:rs: aff prCl'll..lSitiuns: durin!) pronllun.\: \w. hmd/ conjunctions: btcoIIsr. IhOll9h UNIT 4. I Possible O/lSWirs' Introdudn)! yoursell A My name'S X. B I'mX. C Lei me introduce mysel f -I'm X. D Call mcX. Suggesting wow N.B. Slln1C of these words mn operate as diflcrem parts or speech, e.g. box and W/ller (an lJe verbs, IV/Ilk C.1n be a !loun. well can he an adjective, all can l>c aren15 • The child is Seltin~ individUdl attention. • The learning lime is nOllimitcd. The child is interacting with his parents. • The child is enjoying coUlOlunicating and interacting. • TIle parents can rt"spend to the child's inte.rests and needs. • Tht! alOlosllhere is relaxed. 172 Teacher with class • Learners GUillot get much indh'idual attention. TIle bell will ring after e.g. 30 minutes and end the lesson. • TIl~ wacher is lelling Ihe learners ')olJletbing. There may be no interaction. • The pupils may not be t"IlJoying the lesson. • TIle. teacher cannot easily respond to each leamer's intercsts and nccd~. 2 P(fSjiblt' QIl511-\'TS; For Fatima, B is probably the best, !x'cause in Ihis way She could pick up English thro ugh playing. U she went [0 England, she might Icel lonely and IOSI. Doiug lOIS ufhomcwork would IHobably nOi (')(pose her to much language or help her use it, bUilt cuu ld help her under~tilnd and remember things learnt In class and make her [eel more con.liden l. It is hard 10 know what might be best for Rlcardo,.Is we dOIl't know how he prefers to learn, the Jevt"J of his mOTivation orthe time he has availahle for1c .. ming. A ur C lIught hc.hest, or a combination ofthese. Billa)' hdp him (0 understand grammar rules bUl won't giv(: him any practia.> in communic.lIion or learning vocabula ry. UNIT 13 Possiblt mlswtn·. As a refl&1:ive young learner who sct'ms intcrested in Tht target allill res of ~lIg!isll, Pablo might leam well by readIng can OOIl books in Engli~h, and looking at websites aOOlll Travelling in the USA. In class, he may [ike time 10 think before he answt:rs. J[ his motivation continucs, then in the right drCUl1lstances he could be., succcssfullearncr of English. Pdin seems!O h.,ve" problem with tllll!ivation. She might respond welt If1 IC.1ming in a conullunicmive classroom which has loIS of pair and group wurk. Her teaChCfcould try and find OUt why she is notluterested in English. 11t!r mQtivation needs to improve to make her [earning successful. Chen seems to be very wcil motivaTed. He w~1uld probably respond well to studying lbe English he needs in order [0 teach, to individual work and posSibly to grammar, He seCJJlS likely to besucccssful In his leaming if he has enough lime tolcam. Answer key for Follow-up activities 2 Possiblt Q//SIWr1: A re OeClivc B kinaCSlhclieor group C group o r visual D refiooive E auditory Fvisual or individual G visual or individual Ii impulsive These 3ct.ivilies could also be usefu l for Olher ki nd:. ol1camers clcpcndiJlN on the karuCI:5' age, learning needs and holV lh l:' anivilics are carried QUI in class. All tht.'St" activities could bt· ciUricd OUI wil b bQlh ch ildren's and adulls' classes, depending on Ihe charnCle r n ll he class. SomeaciuiLS, Ihough, miglll 001 lVam 10 do team running ganws, and discussing pronundaliOTl willl a class nf dlild.rcn mU SI he done in a very pl'aClicaiway. UNIT 14 I 2 Possible atl.l"lwn: A: SI>t'aking, wril ing B: reading. lislelun g. 2 Possible answrn: A age: imerests B It'arninggall C learnjngstyle D iIllCt!:SIS, languagt' requircmellls fo r future. professional nl.'«is E ia.ng uagegap, future proressionalneeds and lecnding nn Ihe instruClions for the anivity. If they ask the learners 11) use only cenain language, Ihey aim at accuracy. 173 Answer key for Follow- up activities UNIT 20 I Lesson I:B Lesson S:C Lesson 6:A 2 A va riery of pace: ksso ns 5 (video. role -play) and (j (project wo rk, Writing) B different intcractionl>ara tion; e:q>ressing opinions, COtll parative aujccl.ivcs. 2 [merm ccliat,{, u pwards; Qrill fluen cy pra ctice; little or no prepara tio n; prq )oSitions of place, re pOrTed speech. 1 An y level; Ji~t ening, speaking a nd writi ng: teache r provides text; n o particular lilliguage. 4 Any level; dictIona ry pmClice, explo ring coUoca tions and connOlOltions; teacher provid5 words; no particular language. S Intern1l'diatt' upwards; oral flue ncy practice; no prel>aration; question fom ls. expressing opinions, past lenses. 6 Any level; dictjonary practice. extending vucabulary; no prepara tion; no partioliar language. 174 UNIT 27 I A asking fO r repetition B disag reeing C saying goodbye D asking fo r clarification E asking (o r an 0 1.11111011 F agrceing G oIlcring an o piniOn H greeling 2 A making a suggestion n checking meaning C greeting D agreeing UN IT 28 o n Iprepl w rO L1g p rcposilill n (uYI Train arc ~ wro ng ag reement (Tra ins are) confonablc ~ w ro n g spelling (com fortab[e) can [0 tcad []] tOO man y words (can readl we re IT] wrong tellSe (arc) UN I T 29 Possiblt allswtn: 1 monitor 2 informer 3 pacem and friend 4 manager 5 diagnostidan Answer key for Follow-up activities UN I T 30 2 A I play tennis on Fridays. Activit)' 6. hUera ru(nl pa n~m : Pai rs. Purp()~e: 10 gel leamers to check thClr answers wit h each Olller ~rore lJH:yshow their drawings 10 Ihe [cachero Activity 7. Interaction pilllern: whole class. PU'lJOS": [0 dlcek Il'ilTllCrS' ability \(J idrll[ily the colours and HJ lise the tilrge! SlrllCI I)re 10 talk «OOLl! )heir pictu re. ACti vity 8. InlcraClion paHeTll: whok class. PU'l)o,)se: to give learners the OI)I>onunity 10 lalk meaningfully ,1boulli1e Story ancltheir resp()nst: t() il. A whole-class discussion al this stage is a good balann' for the palr and individual work ea rlier in the lesson. UNIT 3 1 Possible IlIInwrs: Now Past B [played tennis on Frida}'. Now . • Now • = play lennis UNIT 32 Focus Purpose I Behaviour Praising a learnerl learners and showing them yOIl haw: l1oli<'ed an improv('rnt~nl. 2 Language, idt'as Tclling the kamer theCl" a probkm and giving I)Jlpommities tor peer feedback. Future B Cinderella was dandng with the prince wllt'n the clock SImek midnight. NolY Pas! Future 3 Behaviour, altitude Praising a kamer} learners for [he Wily Ihey ••• • =Sl rike Future • I A Cindercl l., d,l nced with the princl' when the clock struck midnight. PaM Future I helped olher learners in tbe class. • = dance 4 Progre s~, and ideas hmguage Praising a learnerl learners (or we mUSt recent \\'ork done but telling them Ihal earlier work needed more carelul dlccking. ]75 Answer key for TKT practice tasks UN IT IC2E3D4F5G6A 30 lA 28 3A4C SB6C 2 lF2B3A4ESD 31 18 2A 3C4A 50613 3 lB1C384A5C 32 lB2C3C4CSB •, IOl( )B4FSA 6 lC2E3A405B6G 7 ID1C3G4DSE6A 8 l e28 3A 4C 58 6A 7C 9 IA2G 3D4B5C6H7E ID2A3G4B5E6C \0 lA 1C)C4C58 11 IC2A}A4B5C6A7B 12 IA lA)A 48 SB6C 7A 8A 9C 13 IB2AJA4C5B6D7C I. 11-l2D3G4E5C6A7B 1, IE2C384A5F6G 16 lD1B3A4ESG6H7C 17 JE2A3D41'SC 18 IG lA 3D 48 5C 6F 7H 19 11:I2E)F4B506A7C 20 I02A 3E4C 58 21 ID2H 3E4C5A6G7P 22 1I1 1A3P4E5B6D7C 23 I e 2A 3F 4E 58 60 711 24 l E2A 304f5C6G 2' 1B 2G 3E 40 'i ii 6A 7F 26 IA2BK413'5A 27 1A2(3A4858 2. ID2E384A5G6C 2' IE2A1F48SD \76 Answe r key for TKT practice tests TEST I TEST) lB2D3A4ES( le2A 3B4G 5E617D8F 6C 78 SA 98 lOA 9G JOC I IF 12A 130 14E I SS J lD 12F I3A 14G 158 16C 16A 17C 18B 19A20B 17A I Ra 191UOC21B22B21B24C 2J B 22C 23B 14C 2M 2SE 2M 27F 28B 29G 30C 26B 27F lSD 29A 30e JIE l2B 33F 34 0 3SC ), Ie 32A 33B 34f 35E 360 37A J8B 39G 40C 36C 37F 3SA 39B 400 41e 4 1A 43E 4413 45P 46D 47P 480 49£ 50A 41B42C 4 3A 44H4 5C 51A 52C 53B 54A 55A 46A47B 4 8C49B50A S6C S7R S8A 59A 608 sse 61C61F63B64A65D SIA S2B 538 54A 56F 57 A 58H 598 60G 6 11, 620 6lC 66A 678 68C 698 70A 7lC 728 7lA 74A 7SB 64e 658 66C 678 68C 69C 76C77A78F79E 80B 70B 7 1D 72C 7JA 74E 7SF 76D 77E 78G 798 BOA TEST 2 I A 21 3D 48 5G 6H 7F Be 9E IOC liE 120 IJIl 148 15F 16F 17A IBE 19B 200 2 [E 22B 23C 24£ 250 26C 27A 2SB 290 lOP 31A 32B )3E 34C 3583613 37A lSC 39C 40A 41 E 42A 4}[) 44G 4 5C 46147H 48B 49F soc 5 J E SUI 53B 54(; 55A 56B 57C 580 59C 60C 61 B 620 6JD 64 C 65A 66F 67A 6SG 698 70A 7 1D 72F 73E 74E 75C 76F77A 78E79D80C 177 Alphabetical list of terms All these tenus are related 10 English language teaching (ElT). They appear in lhe TKTGlossary compiled by Cambridge ESOLand are first defined and discussed ill this book un the page gh'cn below. Terms in italics are given but 110t defined on the page mCllIioned. aCcuracy 26 achieve aims 87 adlicvcmcnt leSt 71 acquisition (noun), acquire (verb) 4j active/passive l'oice 8 aaivity-based teaming 51 activity book J J 0 adapt 110 adjective 6 adverb 6 affix 12 aid 119 aim 86 3111idpate languubskill ((xl sln/Clure! topiCSfmtnre Unil 6 accuracy l)rainSlonn COl/elusion draft edit note-taking paragraph process IVn·1il19 productive skill proof-read skill subskill summary Unit by unit list of terms Unit 7 aUlhcmic COllneCled speech context develop skills extensive lislcning fada l expression gcslUre infl!r attitude or mood intonation lislen for alliwde listen for detail [iSleo for gist listen for spedHc information meaningfl11 receptive skill skill stress subskill Unit8 accuracy appropriacy ask for clarification conncCled sJ)Cech controlled practice fadal e)'1>ression fluency function interaClion interactive st rategies intonation lead-in productive ~kil1 Unit 9 goal learner autonomyl independence motivation personalise selI-confiden ce targcllanguage cuhurt· Unit 10 acqu iSition (noun ), acquir(' (verb) learning slrategy learning slyle paraphrase communicative approach exposure focus on form sdfaccess WIlTi grammar-translation method Unit 14 feedback goa l interaCtion pick up silent period Unit II coglfitive developmental e rror error ignore (errors) interference interlanguage LI L2 overgencra lisation slip visua l (lcc1rllcr) interaction pattern learner alltonOm}' learning strategy lcarning style motivation pace skill Un it 15 choral drll1 conCept qucstion context conlexlualise controlled praCtice Unit 12 definitioll aaivity-based feaming elidt freer practice context deduGive feaming icebreaker e: language laboratory /elifler Icxical sct lexis main aim mime monitor overhead projectOr phont.:mic chan phonemiC symbol predicting present procedure puppet fCtufe ignore «('rrors) intonation peer correction phonemic symbol sel f- corrCdion slip time lin c Uniln Unit }O aim brainstorm cbart context dominant feedback group dynamics interaction pal1ern leamingstyle mixed abili ty fole-pla y sca n wamler autonomous Icedback rormal assessment ger sludenlS' allenlion informal assessment monitor 1ll0livaie 01l/!-IO-One praise recycle sealillg arrangement skill Phonemic symbols Here is a lisl o f ph onem ic symbobi taken from {he IPA (Intcmalional Phonetic AJph.lbcll which show the sounds of British English. VOWEL SOUNDS Short vowels , as in ph c as in wei Long vowels as in see as in arm " "' re as in cat A as in run " asas inin saw o as in hot 3: u as in "' as in her 100 P UI , as in a go Diphthongs c, as in day ao as in my as in au as in au as in 10 .15 in eo as in as in " boy low how near '" poo r dS as in Q as in 0 a<; in as in general ha ir CONSONANT SOUNDS b as in bee d as in d o r as in fal 9 ,15 in go n as in p as in as in s as ill as jl] , n ose p en rcd sun e hang thai thin a~ J as in yel l en v as in vat S in ship as in measure k as in k ey as in led w as in wei If as in chin 7. h as ill h al f as in zip m as in m ap 187 Acknowledgements The authors would like to thank all Ihe people who reviewed a draf, of these materials: Mick Ashton Philip Prowse Jon BUll Laura Renan Heather Daldry Amanda Thomas Monica Mabel Galllml'i ScotrThornbury Clare Harrison Frances Watkins Their conunems were very helpfu1. OUf special thanks to our editor, Bngi! Viney, for all her help and SliPPOrt. 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