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SPRATT Mary - English-For-The-Teacher PDF

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SPRATT Mary - English-For-The-Teacher PDF

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Alvaro Alvizuri
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© © All Rights Reserved
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, nglish | ee oyend el Teacher A language development (eorbractc VES AO CAMBRIDGE TEACHER TRAINING AND DEVELOPMENT Scare oe Lec Vere COUAY PULTE Te OTN Gere __UK PdF MU Brno CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore Cambridge University Press ‘The Edinburgh Building, Cambridge CB2 2RU, UK wwwcambridge.org Information on tle: www.cambridge.ory/9780521426763, © Cambridge University Press 1994 “This book is in copyright. Subject to statutory exception, and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1994 13th printing 2005 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library Library of Congress Cataloguing in Publication data Spratt, Mary English for the teacher: a language development course/Mary Spratt p. cm. (Cambridge teacher training and development) ISBN 0 521 42676 6 (pbk.) 1, English language ~ Study and teaching - Foreign speakers. 2. English language Textbooks for foreign speakers 3. English teachers Training of. 4, ‘Teachers, Foreign 1 Tide. II, Series PEI128.A2S67 1994 93-34970 428',007 — de 20 cr ISBN-13 978-0-521-42676-3. paperback ISBN-10 0-521-42676-6 paperback ISBN-13 9784 ISBN-10 0. 521-42677-0 cassette 4267-4 cassette | Part 1 Part 2 Part 3 Part 4 Part 5 Contents ‘Thanks Acknowledgements Map of the book Introduction Introductions Unit 1 About communication Unit 2 About language learning Unit 3. About you Inside the English language classroom Unit 4 Talking about coursebooks Unit 5 Talking about lessons Unit 6 Talking about relationships Development Unit 7 Teacher development Unit 8 Student development Unit 9 Personal development Being a teacher Unit 10 Job satisfaction Unit 11 Organising your time Unit 12 A teacher’s character Wider issues Unit 13 Trouble in the classroom Unit 14 Gender and the classroom Unit 15 Your free time Tapescripts Answer key vi vii viii 14 22 29 37 44 53 63 72 80 88 95 102 110 117 124 137 vi Thanks ‘The author would like to thank Ruth Gairns and Brigit Viney for all their support and advice on the project. Thanks too to Sue Ellis and to those who undertook the reading and piloting of the project. Finally, many thanks to Margaret Callow of the Bell College, Saffron Walden and those Bell College students who contributed so helpfully to the ‘Student Language’ section of this book. Acknowledgements The authors and publishers are grateful to the authors, publishers and others who have given their permission for the use of copyright material identified in the text. While every endeavour has been made, it has not been possible to identify the sources of all material used and in such cases the publishers would welcome information from copyright owners. Photographs and illustrations ‘Adrian Warren/Ardea London Ltd. for pic.1 on p.73 Ardea London Ld. for pic.2 on p.7; P. Mortal Ardea London Led for pic.3 on p.7; Guzelian Photography for pies. 1 and 2 on p.223 Tony Mortison/South ‘American Pictures for pic.3 on p.22; Kreugee/Zefa for pic-4 on p.22; Newcastle Chronicle and Journal Ltd. for pic.1 on p.37s Guzelian Photogeaphy for pic.2 on p.373 Zefa for pies. 3 and 4 on p.37; Guzelian Photography for pic.1 on p.63; John Gittings for pic. 2 on p.63; Zefa for pic.3 on p.63; Jeremy Pembrey forall pics. on p.69; Al Francekevich/Zefa for p.88; Mary Evans Picture Library for pics.1 and 2 on p.95; Guzelian Photography for pic.3 on p.95; David Cummings/Eye Ubiquitous for pie on p.95; Milton Road Infants’ School, Cambridge for p.102; David Cummings/Eye Ubiquitous for p.i10; Nigel Luclehurst forall pies, on p.115; Zefa for p.120, Text extracts ‘Times Educational Supplement for the article on p.8 ‘Young gain most from exchanges’ © Tim Newspapers Led, 22.3,915 Macmillan Publishers Ltd, for the adapted extract on p.19 from C.L.L (Community Language Learning) ~ A Way Forward? by Rod Bolitho in ELT Documents 113; George Weidenfeld & Nicolson Ltd. forthe adapted extracts on pp. 22-4 and 127-8 from Teachers by Frank E. Hugger; Longman Group Ltd. for the questionnaire on pp.31-2 from Malting the Most of Your Textbook by Neville Grant; Newspaper Publishing for the article on p.38 “Teaching with a magie touch’ © The Independent on Sunday 23.3.90s The British Council for the articles on p.42 ‘About Englane?, ‘Role plays? and ‘Describing people - games and activities’ which appeared in The British Council Newsletter for Portuguese Teachers of English March 1986 and Spring 1990 and for the exteact from the article on p.49 ‘People are like that? which appeared in Fur Press December 1990; Mary Glasgow Publications Led. for the adapted article on pp.54-S ‘Teacher development explained’ which appeaced in Practical English Teaching June 1990 © Mary Glasgow Publications Led., London; IATTEEL for the conference progeamme on p.59; ‘The University of Edinburgh for the extracts on pp.64-5 from The Best Years edited by J.M. Hughes; Options for the quotations on p.69; The National Exhibition of Children's Art for the poems on p.74 "Memories of a vegetable’ and ‘An old woman’ from Cadbury's Fifth Book of Poetry; Pieta Monks for the article on p.81 ‘A tale of two teachers? which appeared in The Teacher (the official journal of the National Union of Teachers) Jan/Feb. 1993; British Sel, Genoa, Italy for the advertisement on p.83 ‘EFL teachers’; ‘Walker & Walker forthe advertisement on p.83 ‘Emigeate/Work abroad’; David English House for the advertisement on p.83 ‘Japan’; VSO and LGR. Advertising for the advertisement on p.83 ‘Time for a change and a new challenge?’; Buckswood International School for the advertisement on p.85; Maggie Drummond for the article on p.89 ‘A day jn the life of a teacher’ which appeared in Options October 1990; Serpent's Tal, 4 Blackstock Mews, London, N4 2BT for the extract on pp.96-7 fcom Forties Child by Tom ‘Wakefield © Tom Wakefield 1980; Central Bureau for Educational Visits and Exchanges for the advertise ‘ment on p.100; Routledge & Kegan Paul for the extract on p.103 from Troublesome Children by Irene Casparis Sunday Times Magazine for the extract on pp.104-S from ‘Just another day at Jefferson High’ by Russell Miller © Times Newspapers Ltd. 29.3.92; Sue Surkes for the extract on p.106 from ‘Sarcasm ~ the Jowest form of discipline’ which appeared in the Times Educational Supplement 17.3.89s Mary Glasgow Publications Ltd. for the extract on p.107 from ‘Classroom discipline’ which appeared in Practical English Teaching December 1989 © Mary Glasgow Publications Ltd., London; Barbara Monda for the article on p.108 “What makes a good English teacher? which appeared in Fun Press December 1992; Newsweek for the article on p.114 by Barbara Kantrowitz and Pat Wingert and forthe illustration on p.114 © 24.2.92 Newsweek Inc. All rights reserved, Reprinted by permission; Express Newspapers ple forthe article on .120 ‘Playaholic’s frantic fun courts death’ the Sunday Express 23.6.91; A.M. Heath for the adapted extract on p.124 from Apes, Men and Language by Eugene Linden; Radio Telefis Eireann for the extracts and recordings on p.126; Peter Maingay for the extract and recording on p.129 © Peter Maingay; Martin Brown for the adapted article on pp.131-2 ‘Nothing wrong in the state of Denmark’ which appeared in The Teacher Spring 1990. Drawings by David Downton and George Taylor. eres nguage Part 2: rere Part 4: Being a teacher er Ee Map of the book 1 ‘About communication ‘About language learning About you Talking about coursebooks Talking about lessons Seating a deco of ermuicaton tptent ng: a radio documer Fain: enowspaor at WWatng tr tepyng to atersement ‘Speaking: a dscussion of language leaning itening: a teenagers opinions about language leering Aeading. an EFL journal article Wilting! alter toa fellow language learner ‘Speaking: a personal conversation Listaning: to four waters Feeding: an entract fam a book iting a short autobiography ‘Speaking: a dlsoussion of coursebooks Listening: a discussion among teachers Feeding: @ questionnaire Wiiting: a coursebook eviow ‘Speaing a discussion of what makes @ good lesson Listening: a discussion among teachers Feeding: @ nawspaper article Waiting a description of a lesson Student development 6 Talkin sationships Speaking poten song — lass seating ng about ionships Listening: a teacher describing her work relationships eating ltr, poons anda dalogle ‘Wing aetro anew class 7 Teacher developmen Speaking making join doin witha pare Listening: an EFL conference talk Reading: an EFL magazine article Writing a eter to a teacher trainer ‘Speaking: a dscussion of student development [tenga teenagers views on what students need ftom teachers Reading sort pieces by teenagers Writing a ote toa rind describing your school 12 13 Personal development Speaking: a role play about emigration Listening: a woran’s philosophy of ie Fading: pooms Wiring @leter toa friend about plans Job satisfaction’ Organising your time A teacher's character Trouble in the classroom Gender and the classroom Your free time Speaking a ol play about a job application iistoning: a teacher describing an exchange trip Reading 2 teaching magazine article Writing a loter inquiring bout ajo Speaking: asking a partner about work iistening a teacher describing her working day Reading: @ magazine article \Witinga letter to pentriend about your teaching day Speaking: @ roleplay about a job inteviw Listening: teacher ecruitment manager Reading extact from an autobiography Writing: a eter of reference Speaking @ discussion of how to work with ‘problem? students Listoning: an EFL conference tak Reading extract from an educational psychology book Writing: an EFL magazin article Speaking a discussion of gender Liptoning: five-year-old talking about boys and gis Racing: a magaeine article Writing: a magazine article ‘Speaking. a discussion about fee time Listening: four people describing tei ree timo Reading: a newspaper article ‘Writing: fist eter toa penfrend EE Map of the book Components of communication Teaching and learning activities ‘The past simple, past perfect and past continuous tenses Description of a teaching situation Used to and would for past habits Coursebook description and evaluation ‘The past simple tense contrasted with the present perfect tense Classroom activities The perfect tenses Relationships and feelings Relative clauses Teacher development and teacher training Indirect comman Teachér and learner behaviour The secand conditional Adjectives of attitude Teaching activities Personal plans, intentions, predictions and certainties ‘Terms and conditions of work Comparatives and superlatives of adjectives Teaching duties and activities Questions “Character description The third conditional “Classroom discipline and classroom The definite article management Character adjectives Tag questions and indirect questions Classroom behaviour Free time activities Stress Some madal verbs ix Map of the book fe Agreeing and disagreeing Introducing a listening activity Introductions parr Expressions of hesitation, self-correcting, rephrasing, stopping interruptions Showing interest, sympathy and admiration Introducing a conversation lesson Introducing a reading activity Changing the subject Introducing a writing activity Introducing ideas,agreeing, clarifying, coneluding Preparing for a speaking activity Inviting opinions Giving instructions for homework Making suggestions and expressing preferences Introducing a true/false listening activity Asking for clarification Introducing a grammar activity ear Expressing plans, predictions and cert Introducing a role play Expressing uncertainty and enthusiasm Introducing pronunciation work ‘Asking questions Introducing pair work Being a teacher 2 Asking questions Introducing a vocabulary activity 13 Introducing opinions Introducing pair correction Checking agreement Introducing a gap-filling activity ea eee | Linking ideas in a conversation Introducing a discussion activity Map of the book Assessing oral communication Assessing written work Useful/enjoyable activities Teaching/learning techniques Assessing oral communication The value of talking about yourself in class Assessing written work The ideal coursebook Assessing written work Classroom activities Assessing oral communication Relationships at schoo! Assessing written work Teacher development Assessing written work Encouraging student development Assessing oral communication Assessing written work Job satisfaction Using rola play Assessing oral communication Activities needing organ Assessing oral communication Activities suitable for your students Assessing written work ‘Assessing oral communication ‘Assessing oral communication Evaluating lessons Discrimination in the classroom Teaching through topics Introduction Who is this book for? English for the Teacher is a language improvement course for teachers of English as a Foreign Language whose first language is not English. It focusses particularly on the language that teachers need for use in the classroom, for talking and reading about their work and for furthering their studies in English as a Foreign Language. It can be used by in-service or pre-service teachers, by teachers attending courses or by teachers studying on their own. What is the level of this book? Generally speaking, this book is intended for teachers whose language is at good intermediate or a more advanced level, However, as teachers often have more varied language-learning histories than many students of general English, this book has a more open approach to level than many coursebooks used by these students. What are the aims of this book? The primary aim of this book is to provide teachers with a means for developing and extending their use of English with particular emphasis on English related to teaching, It focusses on the English needed in the following area * in the classroom for studying the teaching and learning of English as a Foreign Language for participating in teacher development and teacher-training courses for making work-related contacts for taking part in work-related discussion For example, it contains reading and listening texts related to topics such as language learning, talking about lessons, organising your time, student development and gender in the classroom. It also contains sections that focus on the language of classroom instructions, and others that look at how to assess students’ oral and written language. FO Introduction The book also aims to: * provide teachers with opportunities to read about, discuss issues related to teaching and learning * allow teachers to be learners and have the opportunity, through reflection on the learning methods they use, to better understand their own teaching and learning styles © allow teachers to evaluate the benefit for their own students of different learning activities and approaches to learning * allow teachers to feel more confident in their use of English. isten to, reflect on and What is in this book? Parts English for the Teacher contains fifteen units which ate organised into five parts, according to the following broad themes: * Introductions Inside the English language classroom Development Being a teacher Wider issues. ‘These themes have been chosen as being central to most teachers’ work and as representing subjects which teachers are frequently involved in discussing, feading, thinking about or following up in other ways. Through these themes the book aims to bring in and explore language of particular relevance to language teachers, Units and sections ‘The units are topic-based and focus on subjects such as: teacher development, coursebooks, a teacher’s character, Bach unit is self-contained, and includes the following sections in varying order * Starter activities © Listening Reading Speaking Writing Grammar Student language Classroom instructions Conclusions. Introduction ‘These sections have been included in the book on a systematic basis in order to provide regular and integrated coverage of the four language skills, opportunities for the study of the language system, and ways of developing teaching-related language, as well as awareness and evaluation of teaching methodologies. Each section develops out of the previous one, and consists of an integrated sequence of activities. The aim and content of each section is described below. STARTER ACTIVITIES This section, which occurs at the beginning of each unit, is designed to stimulate discussion of the new topic and relate it personally to the reader, - SPEAKING, READING, WRITING, LISTEN G The main focus of each of these sections is obviously the relevant language skill. Each skill is, however, treated in an integrated way and contains activities that bring in other language skills and a focus on language subskills. GRAMMAR The structures chosen as the focus for each of the grammar sections have been selected as representing areas that are central to language use and that can also be problem areas. The approach is generally an exploratory one that asks readers to rely on and activate their prior knowledge. This approach has been adopted in preference to one which is more explicit in presenting information about grammar. This is because, unlike many EFL students, the readers of this book will normally have studied these grammatical points before and probably do not need to be presented with information about them. Opportunities to reflect on and work out rules of grammar, as well as apply them, can be more valuable for these readers, STUDENT LANGUAGE The activities used in these sections of the book vary considerably in that sometimes they concentrate on grammar, sometimes on pronunciation, sometimes on overall impression, etc. The purpose of this section is to provide readers with an opportunity to examine their attitudes to student error, the value and role of error and also how and when to correct students. While doing this, they will also often have opportunities to work on language accuracy, CLASSROOM INSTRUCTIONS Classroom instructions form a major part of teacher talking time in a classroom, yet often the language of these instructions is not taught. Teachers have to pick it up or work it out as best they can, This section provides an opportunity for a systematic focus on classroom language. Each section provides a set of instructions that could be used to introduce one of the activities in the unit. The activities that have been chosen represent ones that are very common in the EN NN NN See Introduction classroom, e.g. introducing a reading activity, giving instructions for homework, introducing pair work. The instructions are presented as a cloze test; the words that have been removed are usually prepositions, particles, articles, demonstrative pronouns or key lexical items. In this way readers are given the opportunity to concentrate on the linguistic accuracy of instructions. Readers are then asked to give the same instructions in their own words, if preferred, so that they can extend the accuracy practice to their own use of language. CONCLUSIONS This section always contains two activities: Teaching-related vocabulary and Reflections on teaching (see below). Activities A wide variety of activities is used to focus on the four language skills. These include classifying, prioritising, true/false, selecting, listing, giving definitions, matching, note-taking, role-play, consensus discussion, opinion-gap activities, letter and article writing and many others. These activities have been chosen to provide variety and to allow the skill to be focussed on in the most authentic or appropriate way, e.g. work on subskills such as pronunciation, reading for specific information, listening for gist, etc. Examples of regularly occurring activities are: TALKING POINTS This activity occurs regularly as the final part of the exploitation of a reading or listening text. It is presented simply as a list of discussion points which can be talked about in groups or pairs or in whole-class discussion. There is no need to discuss all of the points. In other words, the Talking points are intended to be used flexibly. LANGUAGE FUNCTIONS In most units there is an activity which focusses on particular language functions, e.g. advising, giving and asking for clarification, changing the subject. This activity is designed to provide teachers with the chance to meet, study and use language which is often colloquial and very common in spoken language, yet not often presented in grammar books. It is an important ingredient of classroom language and its appropriate and fluent use contributes considerably to the naturalness of language. TEACHING-RELATED VOCABULARY This activity occurs in the Conclusions section at the end of each unit. Its aim is to allow for recall and extension of the topic-related vocabulary that has occurred in the unit. Introduction REFLECTIONS ON TEACHING This activity also occurs at the end of each unit. It poses questions about the topic or learning activities of the unit. It gives readers an opportunity for reflection on the value of the topic or activities to themselves and to their own students; in other words it provides moments to reflect on the content of the unit and on the extent of its learning value, Authentic texts The Reading, Listening and Student language sections are structured round authentic texts, The written student texts are all taken from students’ homework, classwork, or articles or stories submitted to school magazines. The students? oral Ianguage comes from recordings of students carrying out classroom activities. Other texts also cover a large range of text types. For example, the reading texts include articles from magazines and newspapers, extracts from novels and autobiographies, advertisements, poems, letters and conference programmes. The listening texts include conversations, talks and interviews with people of varying ages, nationalities and backgrounds. The texts developed in the productive skills sections of speaking and writing also have an authentic focus. Readers are asked to write letters of various kinds, articles, book reviews, etc. and to engage in discussions and conversations. Reference material By way of reference material the book includes: + Tapescripts of all the materials on the cassette, i.e. the listening texts and oral student language for assessment. * An Answer Key which provides the answers to all the objective tasks in the book. It does not give answers to questions which depend on judgement or experience. How to use this book The units the Map of the Book on pages viii~xi shows the detailed content of each unit. Use this to decide what to do next. Although the units are grouped thematically each one works independently, so you can use the book in a variety of ways. e * Work through the book from beginning to end. # Select units in accordance with your particular needs and interests * Concentrate on particular sections across units, e.g. Student language, Classroom instructions, Grammar. Pe Introduction z Notes for teachers using the book alone Teachers working alone will be able to carry out the great majority of the activities in the book, and use the Answer Key to get feedback on their progress on objective tasks. The instructions to some activities ask readers to work in pairs or groups, or to compare and discuss answers. These are useful classroom activities, but they do not prevent the reader working alone from using them in part at least. Choose those parts of each activity which you feel you can carry out by yourself. Even speaking activities can be done alone. Talking aloud to yourself can do much to develop yout confidence, fluency, pronunciation and accuracy. Notes for trainers How you use this book and what you choose to use in it will depend very much on the interests and needs of the group of teachers you are working with. The book has been designed so it can be used flexibly on a dip-in basis at unit level. The sections and activities are more closely linked and, with the exception of the Starter activities, Student language, Classroom instructions and Grammar sections, lend themselves more to sequential treatment. This book is about both language improvement and issues related to teaching, One or both of these strands can be emphasised in a lesson or actoss a series of lessons. In its informal approach to issues related to teaching, the book can provide a useful tool in teacher development and an introduction to and general familiarisation with methodology. In order to involve participants on your courses further in this book and in their exploration of language and methodology, you may find it useful to ask them to bring in supplementary materials, e.g. magazine articles, examples of their own students’ language, transcripts and recordings of their own classroom instructions. English for the Teacher has been piloted in various parts of the world with a range of different teachers, The author would like to thank them and all those teachers with whom she has worked during her career for the many enjoyable and thought-provoking hours she has shared with them, Cambridge, UK June 1993 Symbols indicates that the activity is accompanied by material on the cassette. indicates that answers to the activity are provided in the Answer Key. About communication Starter acti ies 1 Look at the pictures. Do you think these animals are communicating? What might they be saying? 2 Look at the list below and tick those things which humans use to communicate with each other. Then compare your answers with a partner, style of dress body posture 4 gestures 2 fluency listening hair style facial expressions & vocabulary accurate use of language structures —_ behaviour 1 eye movements ¥ accent 3 In your opinion, which of the items in the list above contribute most to communication? Number the five most important (1 = most important). Then compare your answers with a partner. 1 About communication 2 Reading 1 If your students of E of English went on f an exchange t Eneli i your Sh ge trip to an English- ue fora "mont, which aspect of their communication aes prove most? Choos: i v Bese se map on Chote from the list below and then accent accuracy in se of language struc vocabulary other ec) oe (please specify) 2 Now read the article below which reports re indin; guage i al 0 orts research findings on the langua; benefits of exchange trips for teenagers. Does it confirm your opinions? 8? from exchanges Young gain most Younger pupils benefit most from exchange lan- guage trips to France, a research project has con- cluded. It confirms that all pupils’ performances in French improve as the result of an exchange trip, writes Diane Spencer. Dr Kate Seager from the School Examinations and Assessment Council carried out a three-year study of just cover 100 pupils to test their French language skills fol- lowing cross-Channel visits. Five groups were aged 17 to 19 and five were in the 13 and 14 age band, Visits lasted between nine days and a month, Dr Seager was able to report on accent, accuracy, fluency, vocabulary and lan- guage structures. She found that the average overall improvement in language performance of most of the pupils tested after one ‘month’s stay was between 20 and 25 per cent and after the shorter stay it was 13.5 per cent. “However, a longer stay did not always result in a higher improvement in all linguistic aspects tested. The fluency of improvements’ in both age ‘groups in the use of vocabu- lary and adjectives: about 38 per cent for both age groups for adjectives and in vocabu- lary, 17 per cent for the older students for the short stay and 49 per cent for the young ones after a month. But there was less success with accent: only a 4.5 per | cent average improvement. More than two-thirds 17- to 19-year-olds who had stayed nine days had improved by about 19 per cent whereas for those stay- ing a month the improvement was about 15 per cent. “Younger pupils showed & greater improvement in accu racy, between 21.5 and 25 per cent, than older ones who improved by 13.6 per cent after nine days and 19 per cent after a month, She noted ‘dramatic retained the same score after the visit, ‘indicating that the accent acquired when first Jearning the language is, for the most part, retained”. “At a time of an acute shortage of modern language teachers, it is important not to compromise on the accent of any teacher, but above all the teacher who introduces the language,” commented Dr Seager. (from The Times Educational Supplement) 7 About communication 3 Look at the words below. ab Look athe word slow Puta dot(*) above the sessed saben ech a) exchange‘trip _e) _fluenc ) y i) im b) performance~ —f)_ vocabulary i adjectives c) accent g) structures on te d) accuracy h) average Now check your answers with the cassette and repeat the words. Explain the meaning of (a) - (j z — (j) toa partnes group of intermediate students. For example: en ‘A: What does X mean? B: Well, . 4 Read the article again a yw whicl gain and comple! is ; iplete the chart below which summarises the Number of pupils tested Just over 100 Number of groups in study ‘Age range of groups 1 Oe. 4 Amount of overall language improvement after stay of: * one month Y * less than one month ices Improvements in: * fluency * accuracy * vocabulary » * accent ° 5 Talking points Talk about one or two of the points below with a partner or partners. Do any of these research findings surprise you? Why do you think accent seems prove less than other asj ink accent seems to improve | other asp% ts of What benefits might you yourself get out of an exchange trip? Discuss the benefits of any exchange trips you have heard about 1 About communication 3 10 Writing: A letter 1 Read the advertisements below for student exchange trips. Which would be best for your students? Why? Discuss the reasons for your choice with a partner, | My students and 1 would very much like to set up a penfriend scheme with students from ) Scotland and then arrange an exchange or visit programme. They are aged 13-14, and we live in a beautiful, sunny and historical town in Portugal. The people here are also very }} friendly. Pedro Alvarez, Rua de Misericordia 55, Evora, Portugal I work with adult students of English. We are very interested in making contact with other adult learners to make friends, exchange ideas and information and also arrange exchange visits. Carmen Perey, Calle Oriental 102, Punta Arenas, Chile | 1m a teacher of English to primar; students aged between 7 and 11. I'd like to make contact with a UK primary teacher so | that our students could exchange letters and | visits. | Ursula Seitl, Bajesy - Zs u 29, Budapest, Hungary 2 Now write a letter replying to the advertisement that interests you most, or write your own advertisement. Student language: Assessing oral communication 1 You are going to listen to a conversation between two students: a Japanese woman and a Spanish man. Listen and find out the subject of their conversation and their general level of English. 2 Listen again and complete the chart opposite. Give each student a score for their ability in each aspect of communication { 0 = poor, 1 = fair, 2 = good, 3 = excellent). Then discuss your assessments with a partner, 1 About communication . Japanese Spanish | woman man You Pronunciation (sounds, stress, intonation) Vocabulary Accurate use of language structures Graromge Fluency If you were these students’ teacher, what aspect of communication would you try and help them with most? Why? Discuss. Complete the last column of the chart with an assessment of your own ability to communicate in English. Which of the aspects of communication listed here would you most like to improve? Discuss your language needs with a partner, Listening 1 You are going to listen to an excerpt from a documentary programme about two characters called Booee and Bruno. Listen and find out why the title of the programme is Communication with a Difference. Listen again and complete the summary of the excerpt below. Boose and Brung are two () sninn.» They ‘speale using a language called which is a (0) language. It contains (d) wisi. cheremes and “Of its own. The chimpanzees have been taught Ameslan as part of an (f) smnmn t0 see if language is (g) ‘..8.. to humans, Another chimpanzee, Ally, has been taught (h as well as Ameslan. Because of the linguistic successes of the chimpanzees some scientists are now wondering whether the reason why chimpanzees don’t speak is (i) iu rather than neurological. 3 Do you think that chimpanzees can communicate in the same way as humans, or is language unique to humans? Discuss with a partner. 11 1 About communication 1 About communication 6 Speakin | ‘OK, now this time we're going to listen (a)... the excerpt again but in P 9 | grocer deuall (want) sires (0 the sumieiry of the excerpts you listen. OK? That's right, fill (d) .u.i.. the blanks in this passage. 1 Read the statements below about communication. Put a tick next to those 1 k you agree with and a cross next to those you disagree with. ‘Now, before you listen again, (e) .u.24! you read the summary to make (f stir you understand it and to know what you're listening (g) there are any words you don't understand, just (h)

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