1

Grammar

Language Systems Language Skills

Grammar Receptive Productive

Lexis

Phonology

Discourse

ACCURACY
(the use of correct forms)
FLUENCY/
COMMUNICATION
(to speak at a natural speed)

What’s Grammar?
FLUENCY/ COMMUNICATION
Grammar describes how we combine, organise and change words and parts of words to make meaning. We
use rules for this description.

Grammar =

Analyse the following statement:

I am having a meeting tomorrow.

Form: __________________________________________________________
Function: ________________________________________________________
Parts of Speech: __________________________________________________
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Grammar Structures

What’s the difference between the following sentences?

Form Meaning/ Use

a) He’s flying to London tonight. _____________________ ______________________________

He’s flying to London. _____________________ _______________________________

b) I’ve been to San Francisco twice. _____________________ _______________________________

I’ve just been to San Francisco. _____________________ _______________________________

c) He stopped to say hello. _____________________ _______________________________

He stopped saying hello. _____________________ _______________________________

d) If I get the job, I’ll get married. _____________________ ________________________________

If I got the job, I’d get married. _____________________ ________________________________

e) Why don’t we go to the movies? _____________________ ________________________________

We love movies, don’t we? _____________________ ________________________________

Form

Use
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Grammar Forms

Verb Forms
Present Forms Past Forms Future Forms
Present Simple Past Simple Future Simple
Present Continuous Past Continuous Future Continuous
Present Perfect Past Perfect Future Perfect
Present Perfect Continuous Past Perfect Continuous Future Perfect Continuous
Idiomatic Future (GOING TO)

Present forms and use

Form Use
1. Tense:____________________________
I love dancing.
I get up at six o’clock.
The bus leaves at two o’clock.
I have a daughter.

2. Tense:__________________________
I am writing a report at the moment.
I am having dinner with Mat tomorrow.
She’s taking English this semester.
3. Tense: _________________________
I have never eaten snake.
I have just called him.
He has worked for the company for three years.
4. Tense: _________________________

I have been waiting for hours.

Structural approach: ______________________________________________________________________

TIP:

Check the glossary and revise the grammar forms.

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Functions

Look at these sentences. What’s the intention of the speaker?

With whom and where would you use these phrases ?

 Let’s eat out!

 We are having dinner at Samborn’s tonight. Why don’t you come with us?
 Would you like to go to a restaurant?
 I would be very pleased if you could join us for dinner.

Exponent

Functions depend on ____________________ and ______________________.

Levels of formality
(register)

Appropriacy

Examples:

Functions Exponent Context Grammar

Advising You should go to the doctor. Two friends talking Modal verb should
If I were you I’d go to the doctor. about health problems Second conditional
Predicting It’s gonna rain
It might rain

Disagreeing I don’t agree with wearing uniforms.

I think wearing uniforms is absurd.

Describing likes I’m keen on classical music

I love rock
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Grammar forms and use test

I. Match the tenses to the use
Tense Use

It is used to describe…
1.Simple Present
______ life experiences.
______ routines.
2.Present Continuous ______ temporary actions.
______ recent past actions.
______ likes and dislikes.
3. Present Perfect ______ ongoing actions.
______ timetables.
______ settings.
4. Present Perfect Continuous ______ fixed future arrangements.
______ general truths.
______ actions that happened at an unstated time in the past.
______ to put emphasis on the duration of an action that started in the past and continues in the present.
______ for changing or developing situations.
______ for actions that started in the past and continue up to the present.

II. Underline the function which does NOT describe the use of the structure.

1. Simple past is used to describe…

a) a finished action.
b) a past action that happened before another past action.
c) a sequence of past actions.

2. We use the past continuous to…

a) describe two simultaneous past actions.
b) to describe the atmosphere, setting in the introduction of a story.
c) to describe an action which was finished in the past and whose result was visible in the past.

3. We use the past perfect …

a) for an action which was in progress when another action interrupted it.
b) for an action that happened before a stated time in the past.
c) for an action which finished in the past with visible results in the past.

4.The past perfect continuous …

a) puts emphasis on the duration of an action which started in the past and finished in the past before another past action.
b) describes an action which lasted for some time in the past and whose result was visible in the past.
c) describes a sequence of past actions.

III. Choose the correct structure and write it on the line.

Simple future be going to future continuous future perfect

1. We use it to describe sudden decisions, promises and offers __________________________

2. We use it for an action which will be in progress at a stated future time, for an action the will definitely happen in the future as a
result of a routine or arrangement. _____________________________
3. We use it for plans, intentions, or ambitions we have for the future.______________________
4. We use it for predictions based on what we think, believe etc.___________________________
5. We use it for predictions based on what we see._____________________________________
6. We use it for actions that will be finished at a stated time in the future ____________________
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IV. Look at the following sentences what type of conditional are they? And what’s the use?
Sentence Type Use
If I had known him well,
I wouldn’t have married

If she gets home, I’ll tell her.

When it rains, the roads get slippery

and dangerous.

If I were you, I wouldn’t go.

V. Look at the underlined clause. Write MC for main clause, SB for subordinate clause, CC for condition clause, R for
result clause; REL for relative clause, TC for time clause.
1. When my mother arrived, my father was cooking. _______
2. Unless we leave now, we won’t be on time _______
3. If we go to San Francisco, we’ll spend a lot of money. _______
4. The girl who is wearing a red dress is my friend’s girlfriend._______
5. When my mom called, I was doing my homework _________
VI. Match the following columns.
1. The subject of the verbs usually does or causes the
action_______ a) reported speech
2. The actual words that someone says______ b) active voice
3. Something is done o happens to the subject of the c) indirect question
verb.__________ d) tag questions
4. The words that someone uses when they are telling e) passive voice
someone what somebody else asked______ f) direct speech
5. When somebody’s words are reported by another
person._______
6. A phrase which is added at the end of a sentence to check
if the other person agrees with the statement.__________
V. Read the text and write on the lines the number of the corresponding tenses.
John has always travelled (1) a lot. In fact, he was (2) only two years old when he first flew (3) to the US. His mother is (4) Italian
and his father is (5) American. John was born (6) in France, but his parents had met (7) in Cologne, Germany after they had been
living (8) there for five years. They met (9) one day while John's father was reading (10) a book in the library and his mother sat
down (11) beside him. Anyway, John travels (12) a lot because his parents also travel (13) a lot.
As a matter of fact, John is visiting (14) his parents in France at the moment. He lives (15) in New York now, but has been visiting
(16) his parents for the past few weeks. He really enjoys (17) living in New York, but he also loves (18) coming to visit his parents at
least once a year.
This year he has flown (19) over 50,000 miles for his job. He has been working (20) for Jackson & Co. for almost two years now.
He's (21) pretty sure that he'll be working (22) for them next year as well. His job requires (23) a lot of travel. In fact, by the end of
this year, he'll have travelled (24) over 120,000 miles! His next journey will be (25) to Australia. He really doesn't like (26) going to
Australia because it is so far. This time he is going to fly (27) from Paris after a meeting with the company's French partner. He'll
have been sitting (28) for over 18 hours by the time he arrives!
John was talking (29) with his parents earlier this evening when his girlfriend from New York telephoned (30) to let him know that
Jackson & Co. had decided (31) to merge with a company in Australia. The two companies had been negotiating (32) for the past
month, so it really wasn't (33) much of a surprise. Of course, this means (34) that John will have to catch (35) the next plane back to
New York. He'll be meeting (36) with his boss at this time tomorrow.
present simple __________________________________ future simple ____________________________________
present continuous ______________________________ idiomatic future _________________________________
present perfect _________________________________ future continuous _______________________________
present perfect continuous _______________________ future perfect_____________________________________
past simple _____________________________________ future perfect continuous __________________________
past continuous _________________________________
past perfect ____________________________________
past perfect continuous ___________________________
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PARTS OF SPEECH
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PARTS OF SPEECH

I. Write the function of the part of speech and their classifications.

Nouns:_________________________________________________________________________

Maria girl child children bananas cheese

New York city cat cats apples milk

love staff homework The lady in red

freedom team swimming pool The man with the hat

Pronouns :_______________________________________________________________________

I me mine myself who

You you yours yourself that
He him his himself which

Adjectives:______________________________________________________________________________

bald handsome beautiful more beautiful the most beautiful never-ending

white boring tall taller the tallest home -made

this, that, these, each, every, either, some, any, no, little, which, what, whose my, your, his, her,
those neither few our, their

Verbs: __________________________________________________________________________

play make bring run be can

like do hit sleep do will
have must

Seem love jump Get in

Look remember cut Put on
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Adverbs:_________________________________________________________________________

beautifully often yet there where where…?

well sometimes still here

definitely almost We`ll certainly do well on the IELTS if we practice.

probably quite

Prepositions: ____________________________________________________________________

at, beside, after, during, towards for with like by

between for, until to through without as

Conjunctions: _ __________________________________________________________________________
Coordinating: joining words, word groups, etc., of the same rank.

And but for either,

also however therefore whether

Subordinating: Words that are used to connect dependent clauses to independent clauses in a sentence

when because although if, unless, that

before since while provided that so

Determiners: __________________________________________________________________

the, a my, your, his… this, that, these, those some, any, less…

Interjections:__________________________________________________________________

ah! er… oops! oh! wow!

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PARTS OF SPEECH

I. Write down the part of speech for each type of words mentioned below.

Words that end with -dom, -ity, -ment, -er, -or, -sion, -tion, -ness, -ance, -ence, or -ist (for
example, "sincerity," "excitement," "happiness")

Words that end with -ly (for example, "painfully," "softly," "loudly")

Words that end with -ive, -en, -ic,- al, -able, -y, -ous, -ful, or -less (for example, "comical,"
"reliable," "homeless")

Words that end with -en, -ize, -ate, -ify, or -fy (for example, "soften," "realize," "satisfy")

Words that show where something is located or when something happened

Words that connect phrases, words, or clauses

Words that modify or describe verbs

slowly, gently, tomorrow

terrify, stiffen, utilize

wisdom, commitment, dancer

joyful, delicious, helpless

II. Use prefixes and suffixes to make new words. What parts of speech are they?

1. active ability

III. Look at these sentences. Circle the underlined word with a different grammatical function.

1. She told us it was raining there.

2.The pool was made when they were young , so they don’t remember it.
3. She studied Chinese for her job but she made a very slow progress so she gave up.
4. The young woman wrote reluctantly the romantic story.
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LEXIS

I. Match the definitions with the correct terms.

1. _____Individual words or sets of words that have a specific meaning. A. Word family
2. _____Meaning that describes the thing or idea behind the vocabulary B. Antonym
item. C. Collocation
D. Compound noun
3. _____Imaginative meaning that comes from , but is different from
E. Denotation
denotation F. Figurative
4. _____Two o more words together that have meaning as a set. Meaning
5. _____Words that often occur together. G. Lexical set
6. _____Words with same or similar meaning. H. Register
7. _____Words with opposite meanings. I. Lexis
8. _____Groups of words that belong to the same topic area. J. Prefix
K. Suffix
9. _____Group of letters added at the beginning of a word.
L. Synonym
10. _____Group of letters added at the end of the word.
11. _____A group of words that are related to each other by their root or
base word
12. ____ The formality or informality of the language used in a particular
situation.

II. Match the examples with some of the concepts of the previous task. There are two extra concepts.
Knowing a word means knowing...
____ The place where one lives, ___house, flat, etc
esp. with one’s family

___n (C,U); v, adv

____ homeless
Home
__ /həʊm/ /////7

___ living room, bedroom, bathroom, etc. ___ go home, at home, back home

___ homesick, homework, home-made

___ New Jersey is the home of professional basketball.

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LEXIS

(Definition of love from the Cambridge Advanced Learner's Dictionary)

2.
1.
3.
love verb ( LIKE SOMEONE ) /lʌv/ [T]
to like another adult very much and be romantically and sexually attracted to them, or to have
strong feelings of liking a friend or person in your family . Last night he told me he loved me.
love verb ( LIKE SOMETHING ) /lʌv/ [T] to like something very much
4. I absolutely love chocolate; He really loves his job.
[+ -ing verb] I love skiing.
Love it or hate it, reality TV is here to stay.
would love= used, often in requests, to say that you would very much like something
5. I'd love a cup of coffee if you're making one.
[+ to infinitive] She would dearly love to start her own business.
I'd love you to come to dinner some night.
US I'd love for you to come to dinner tonight.
love noun ( LIKE SOMEONE )
/lʌv/ [U] the feeling of liking another adult very much and being romantically and sexually
6. attracted to them, or strong feelings of liking a friend or person in your family
"I've been seeing him over a year now." "Is it love?"Children need to be shown lots of love.
INFORMAL How's your love life (= your romantic and/or sexual relationships) these days?
[C] a person that you love and feel attracted to
He was the love of my life.
7. She was my first love.
[as form of address] UK INFORMAL used as a friendly form of address
You look tired, love.
8. That'll be four pounds exactly, love.
[U] INFORMAL (ALSO love from , ALSO all my love) used before your name at the end of letters,
cards etc. to friends or family
See you at Christmas. Love, Kate.
be in love = to love someone in a romantic and sexual way
I'm in love for the first time and it's wonderful.
They're still madly in love (with each other).
9. fall in love (with sb) =to start to love someone romantically and sexually
I was 20 when I first fell in love.

love-rat noun
/ˈlʌv.ræt/ [C] UK INFORMAL
a man who has had a secret sexual relationship with someone who is not his wife or girlfriend.
This word is usually used in popular newspapers.
(Definition of love-rat noun from the Cambridge Advanced Learner's Dictionary)
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LEXIS

I. Look at these words or sets of words what do they have in common? Write the concept on the line.

a) satisfy, unsatisfied, dissatisfying, satisfaction _________________________________

b) unbelievable, disagree, careless, careful _________________________________
c) do something well- a water well _________________________________
d) mail, male; main-mane; board-bored _________________________________
e) “hold your horses”; “a piece of cake” _________________________________
f) a busy day, a brilliant idea, fast food _________________________________
g) Good morning; Merry Christmas _________________________________
h) get in, go through, keep on, _________________________________
i) television, library, foundation _________________________________
j) exit, embarrassed, smoking _________________________________
k) flat- apartment; crisps-chips _________________________________

II. An important approach to teach vocabulary.

The Lexical Approach is based on the idea that language is made up of other structural elements besides what
we traditionally think of as grammar.

The Lexical Approach focuses not on individual words but on clusters or chunks of words

Chunks can be: ______________________________________________________________

III. Types of activities to practice vocabulary. Complete the table with the main objective of using these
activities

Objective Type of activities

- Spelling Word soup, puzzles, unscrambled words, intensive reading, labelling
- Lexical sets Odd-one-out; intensive reading, word pool, mind maps
- Denotations Matching words with meaning, words with opposites or synonyms
- Personalize/recycle Language Categoratising, ranking, graphic organisers
- Practice and Produce Language Games (pictionary);
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Phonology

I. Match the meanings with the correct word or phrase.

DEFINITION TERMS
______1 A set of phonemic symbols which show (in
A Connected speech
writing) how words are pronounced.

_____2 All words joined to make a connected stream of B Diphthongs

sounds.
C Intonation
_____3 ….are pronounced with less energy.

_____4 Combination of two vowel sounds. D Monophthongs

_____5 In sentences, some words have the main stress. E Phoneme

_____6 Part of the word which we say with greater
energy. F Phonemic script

_____7 Pattern of stress G Phonemic symbol

_____8 Represents only one phoneme
H Phonology
_____9 Single vowel sounds
I Rhythm
_____10 The movement of level of the voice; the tune of a
sentence or a word or group of words.
J Sentence stress
_____11 The pronunciation with greater energy.
K Stress
_____12 The smallest unit of sound that has meaning.

_____13 Word distinguished by only one phoneme. L Unstressed or weak syllables

_____14 The study of the sound features used in a M Word stress

language to communicate meaning. In English these
features include phonemes, word stress, sentences N Minimal pair
stress, and intonation.
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Voicing, Manner And Place Of Articulation

I. Voiced consonant sounds Unvoiced consonant sounds

II. Places of articulation

III.
Bilabial Labiodental Dental Alveolar Palatoalveolar Palatal Velar Glottal

III. The manner of articulation

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Practice

I. Identifying consonant sounds. Write the correct phoneme.

chip ship pleasure

thin mother
choose shoe television
thumb together
champagne measure
thick although
sugar
path
information

joke yellow circus buzz

juice use sir zoo
Jess yes bus prize
giant

fire thing
telephone living
laugh English

II. Write the first sound and last sound of these words.

First sound Last Sound

1.phone ______ 1. sing ________
2.sugar ______ 2.fish ________
3.thumb _______ 3.was ________
4.chalk _______ 4.judge ________
5.character _______ 5.myth ________
6.gun ________ 6.match _______
7.very ________ 7.mash ________
8. than ________ 8.face _________
9.won ________ 9.talked _______
10.right ________ 10.cat ________
11.ceiling _________ 11.listened ________
12. cello _________ 12.puzzle ________

II. Write the first phoneme of these minimal pairs. Why are they called minimal pairs?

ship chip
shell sell
yet jet
day they
mass mash
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VOWEL SOUNDS

SHORT VOWELS

LONG VOWELS

DIPHTHONGS


Websites:
http://www.cambridgeenglishonline.com/
http://club.telepolis.com/phonetics/indexa.html
http://www.btinternet.com/~ted.power/phonetics.html
http://davidbrett.uniss.it/phonology/transcription%20exercises/index_of_transcription_exercises.html
http://www.esl-galaxy.com/
http://www.esltower.com/
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Vowels

A vowel sound which is unstressed or weakened

Schwa

Vowels vs. Schwa. Look at the following words, underline the stressed syllable and write the phonemic
transcription of the word

August _________________ cheaper _______________

cactus ________________ lover _______________

worker _________________ bitter _______________

I. Match the words with the corresponding vowel sounds.

1. textbook A) / / / /

2. tango B) / / / /

3. technique C) / / / /

4. teenage D) / / / /

5. toothache E) / / / /

6. traffic F) / / / /

7. tiptoe G) / / / /

8. trailer H) / / / /

9. treatment I) / / / /

10. trousers J) / / / /
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Stress and Intonation

I. Put the words in the correct column.

pilot lumberjack musician designer fisherman cowboy

II. Stress in sentences

Stress timing can help speakers communicate meaning. Learners need to be made aware of the fact that the way they say
something can affect its meaning. Listen to the sentence below with the stress on different words.
You can hear that the meaning changes.
 I asked you to buy me a bunch of red roses.
 I asked you to buy me a bunch of red roses.
 I asked you to buy me a bunch of red roses.
 I asked you to buy me a bunch of red roses.

http://www.teachingenglish.org.uk/articles/connected-speech

III. Write the meaning of the following

Stress Meaning
a) Cynthia wanted to buy the red dress. not the red blouse
b) Cynthia wanted to buy the red dress. ________________
c) Cynthia wanted to buy the red dress. ________________
d) Cynthia wanted to buy the red dress. ________________
e) Cynthia wanted to buy the red dress. ________________

IV. Intonation
Intonation is sometimes referred as the music of the language and we use it as the oral equivalent to written
punctuation. Complete the chart with the type of sentences and the type of intonation.

It’s closely related t o stress. The movement is either upwards (a rise) or downwards (a fall)
Example Type of sentence Intonation
We are studying phonology Declarative
Where do you work? WH Questions
Are you a teacher? Yes/No Questions
Do you want coffee or tea? Multiple Question
Do it! Imperative
I love it! Exclamation
English pronunciation is difficult, isn’t it? Tag Question
You are going to use the phonemic charts Tag Question
aren’t you?
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Receptive Skills

Real life use of You do it to… Reading Reading Classroom

strategies strategy Activities
Looking at headlines and Activate schemata predicting Exploiting pictures
pictures

Reading a movie review Get a general idea Skimming/reading Jig saw reading
for gist

Looking for a phone For specific information Scanning T/F exercises

number in the internet - Names
- Numbers
- Facts, etc.
Reading a prescription, a For specific details Jumbled text
recipe or a manual to set - Process Reading for details
up a device. - Medical prescription (connectors,
- Recipe, etc. tenses)
Finding a new word in Understand concepts Guessing concept Class discussions
Spanish while reading an from the context
article.

Completing a crossword Develop intensive reading Analyze Cloze texts.

puzzle (inside the classroom) grammar/lexis

Reading a novel Develop extensive reading Reading for Using readers.

(outside the classroom) pleasure

Reading a political article Understanding meaning between Inferring/unders- Open questions

whose author indirectly lines tanding implied
criticizes a person. information

Talking about what you Get/give an opinion Critical reading Class discussions
liked about a book you
have read.
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Analysing Reading Subskills

I. Look at the following text. What subskills will students develop through each activity?

New Headway English Course, Liz and Joan Soars, Oxford

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TYPES OF READING EXERCISES

I. What kind of exercises are these? What is the aim of each exercise?
1. Read the paragraph and then select the main idea.
The frog sat on the side of the pond. He was very still. His green color made him hard to see. A bug flew near him. His
tongue zipped out, and he gobbled it up. Then the frog was still again. He waited for the next bug.

The main idea in this passage is:

Frogs are green.
Frogs eat bugs.
Frogs do not move.
Frogs live in ponds.

2. Fill in the blanks to put the group of sentences in order. The first step is numbered for you.

I don't want pizza again for a long time.

1 I ate ten pieces of pizza.
Later that night, I got sick.

I felt very full.

3. Read the paragraph and answer the questions.

Long ago, animals could talk. A golden lion roamed the African plains. He rested on a big, flat rock. A large bird soared in the
sky.
"I wish I could fly like that bird," the lion said. "Maybe if I run fast, I can leap into the air!" The silly lion tried all day. He wore
himself out. Then he gave up. "Why did I want to fly?" he asked. "All the fun is here on the ground!"

Who is this story about?

What does he want to do?

4.Cut It Out

Matthew and Nicholas were fighting. First, they were yelling at one another. Next, they started hitting one another. Then they began
pushing each other. "Cut it out, you two," their mom said. "If you don't stop, I'll send you each to your room."Cut it out means
__________________.
continue
stop
laugh out loud

What are the principles behind the teaching of reading?

1. Reading is not a passive skill.
2. Students need to be engaged with what they are reading.
3. Students should be encouraged to respond to the content of a reading text not just to the language.
4. Prediction is a major factor in reading.
5.Match the task to the topic.
6. Good teachers exploit reading texts to the full.
 Listening 32

What makes listening difficult ?

Written language in English Spoken language in English

Permanent?

How is meaning
conveyed?

What does it
consist of ?

Supporting
material?

How is it
organised?

Grammar and
Vocabular y

Listening
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TKT EXERCISES LISTENING AND READING

Do we listen to everything in the same way?

 Listening for gist To get a general idea

 For detail Physical descriptions, sequences, recipes, etc.

 For specific information Names, dates, colours, etc.

 For attitude Recognizing mood or intention

 Intensive listening Analyze lexis/grammar (in the classroom)

 Extensive listening For pleasure (out of the classroom)

TKT practice task

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
Instructions A reading for specific
1 Find all the expression related to feelings. ______ information
2 Read the text. Decide which is the best heading for it. ____ B reading for detail
3 Read the article to find out exactly how the video game works.______ C reading for gist
4 Finish reading the story at home.______ D intensive reading
5 Read the poster to find the dates of Peter´s, Sam´s and Willy´s
E deducing meaning from
birthdays.______
context
F extensive reading

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.

Instructions Ways of listening

1 .Watch the video to see how the woman looks. A listening for gist
How do you think she feels?_____ B understanding body language
2. Listen to each pair of words. Say if they are the same or different.____
C listening for individual sounds
3 .What town does Jim live in? listen and find out._____
4 .Listen to the description of the boy and girl and draw them.______ D listening for detail
5 .Listen and underline the word in the sentence that the speaker says E listening for sentence stress
most strongly._______ F extensive listening
6 .Listen to the story and decide what is the best title for it.______ G listening for specific
information
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Speaking

What’s speaking ?

Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols,
in a variety of contexts" (Chaney, 1998, p. 13)

I. What is it involved in speaking? Analyse the following examples of spoken texts.

What do the students need to develop? What does that involve?

Let’s go to the I was wondering if you ss need to develop.. It involves….

movies! would like to have lunch to
discuss the project.

I hamburguer I would like to

and I water of have a cheese
lemon. sandwich and a
coke, please.

I …mmm want
to…speak con.. no Can I talk with Mr.
mmmm with… Mr. Jones in the
Advertising
Jones …please.
department ?

II. Communication also involves non verbal- symbols. How do we know if they are
communicating ? Complete the mind map.

III. What strategies do we use to keep communication (interaction) going ?

 35

Speaking activities

Communicative activities used to help students Examples of activities

develop..
Controlled practice activities

Free practice

TKT Practice

I. For questions 1 -5 , match the speaker’s words with the speaking sub-skills that he is talking about
listed A-F. There is one extra option which you do not need to use.

Speaker’s words Subskills

1 Sometimes I hesitate a lot or speak extremely slowly.
2 I always try to make eye contact with people when I speak to them. A connecting your ideas
3 You often need to use polite language when you meet people in formal situations. B interacting
C pronouncing
4 I was so tired that I made lots of mistakes in my grammar.
accurately
5 It’s quite difficult to speak with the right accent, so they often don’t understand me.
D using language
accurately
E speaking fluently
F using language
appropriately

II. For question 1-7 match the activities with the teaching focuses listed A,B or C
Teaching focuses

Activities
1 Identifying particular phonemes in conversation on audio cassette.___ A appropriacy
2 Practice in speaking at a natural speed.______ B fluency
3 Practice in greeting people informally._____ C connected speech
4 Identifying main stress in short dialogues on audio cassette.______
5 Practice in speaking without hesitating._______
6 Practice in using exponents of formal invitations._______
7 Practice in using intonation to show surprise.________
 36

Writing
I. Complete the mind map with the writing subskills

Writing

II.Process writing activity . http://esl.about.com/od/writinglessonplans/a/processw.htm

Look at the following lesson plan. Write the steps of the procedure

Encourage learners to write in their journal at least a few times a week. Explain the idea of process
writing, and how mistakes aren't important at this stage. If you are teaching higher levels, you can vary
this by stating that mistakes in grammar and syntax on material not yet covered aren't important, and
that this will be a great way to review material covered in past levels.

Start this activity by modeling the first journal entry as a class.

Ask students to come up with various themes that could be covered in a journal (hobbies, work-related
themes, observations of family and friends, etc.). Write these themes on the board.

Ask each student to choose a theme and write a short journal entry based on this theme. If students do
not know a particular vocabulary item, they should be encouraged to describe this item (for example: the
thing which turns on the TV), or draw the item.

Students write their journal for the first time

T collects the journals the first time in class and do a quick, superficial correction of each student's
journal
Ask students to rewrite their work based on your comments.

Before handing in their journals, ss read what they have written or give it to someone else to read it to
check it for the last time.
 37

Correction code

SYMBOL MEANING EXAMPLE

S Incorrect spelling I recived your letter.

W.O. Wrong word order We know well this city.

Always I am happy here.

VT Wrong tense If he will come, it will be too late.

C Subject and verb do not agree Two policemen has come.

The news are bad today.

Gr Grammar mistake We want that you come.

That table is our.

W Incorrect word I’m constipated I’ve got the flu.

/ Something has been left out They said was wrong.

He hit me on shoulder.

[ ] Something is not necessary It was too much difficult.

?M Meaning is not clear The view from here is very suggestive.

NA The usage is not appropriate He requested me to sit down.

P Punctuation Whats your name

He asked me what I wanted?

 38

TKT EXERCISES

I.For question 1-6, match the speaker’s words with the speaking sub-skills that he is talking
about listed A-F. There is one extra option which you do not need to use.

Subskills

A Punctuating correctly
B Planning
C Forming letters
D Linking
E Using the appropriate layout
F Paraphrasing
G Proof-reading

I.Coursebook instructions
____1.Put your hand in the air and write d-o-g with your finger.
____2. Tick the correct place in this letter for the address of the receiver and put a cross in the
correct place for the date.
____3. This letter has no commas, full stops. Put them in the correct place.
____4. Join these pair of sentences by using the best conjunction.
____5. Look at this list of ideas for compositions. Number them in the order you would like to
write about them in your composition. Check your work for language mistakes after your have
finished writing.

II.For questions 1-6 , match what the writer does with the writing sub-skills listed A G. There is
one extra option which you do not need to use.

____1. Before I start, I write down as many ideas as I can.

____2. I organise my main points into different paragraphs in note form.
____3. I start writing, developing my main points.
____4. I re-organise what I have written to make my ideas clearer
____5. I give it to someone else to ask for his/her opinion.
____6. I give my work a final check for accuracy.

Writing sub-skills
A Using a model
B Drafting
C Peer-evaluation
D Brainstorming
E Planning
F Re-drafting
G Proofreading
39
 40

LEARNER NEEDS
Personal Needs
AGE
People of different ages have different needs, competences and cognitive skills. According to Steven Pinker,
‘acquisition is guaranteed for children up to the age of six, is steadily compromised from then until shortly after
puberty, and is rare thereafter´ (Pinker 1994), and that this applies not only to the acquisition of the first language
but also to EFL or ESL.

Some people say that because teenagers are unmotivated and uncooperative they are poor language learners, and
there are others who think that adults learning is affected by previous learning experiences and the effects of ageing.
However, much also depends upon individual learner differences and motivation.

Young Children up to the age of nine or ten: As a result :

 They respond to meaning even if they don’t  Teachers should provide a rich diet of learning
understand individual words. experiences to encourage their students to get
 They often learn indirectly rather than directly. information from various sources.
 They generally display an enthusiasm for learning
and curiosity about the world around them.  Teachers should include individual and group
 They have a need for individual attention and work.
approval from the teacher.
 They are keen to talk about themselves.  Teachers need to plan a range of activities for a
 They have a limited attention span, they lose given time period.
interest after ten minutes or so.(10 year-old 30
minutes)  Activities such as puzzles, making things,
 Their understanding comes not just from drawing games, physical movements and songs
explanation, but also from what they see, hear, should be included.
touch and interact with.

Adolescents : As a result :
 One of the key issues is the search for individual  Teachers need to do what they can to bolster
identity. their students self esteem, and be conscious,
 Peer approval may be more important for them always, of their need of identity.
that the teacher’s attention.
 They can cause discipline problems but in the case  Students must be given tasks which they are
they caused them, they would be happier if such able to do rather than risk which humiliate
problems did not exist. them.
 If they are engaged they have a great capacity to
learn, a great potential for creativity , and a  Teachers must engage students with material
passionate commitment to things which interest that is relevant and involving (use of humanistic
them. teaching).

 Teachers´ job is to provoke intellectual activity

by helping them to be aware of contrasting
ideas and concepts which they can resolve for
themselves.

According to Hebert Puchta and Michael Schratz having problems with teenagers is the result of teacher’s failure
to build bridges between what they want and have to teach and their students worlds of thought and experience.
(1993:4)

Bibliography
 Neuro Linguistic Programming
 http://iteslj.org/Techniques/Lile-Motivation.html
 Spratt, Pulverness, Williams, The TKT Course, 2007 Cambridge University Press
 Harmer Jeremy, The Practice of English Language Teaching 2001, Longman
 41

Adults As a result :
 They can engage with abstract thought.  Teachers must be aware that adults will often
 They have a whole range of life experiences to be prepared to stick with an activity for longer
draw on. than younger students.
 They have expectations about their learning
process, and may already have their own set  Teachers need to involve their students in
pattern of learning. more indirect learning through listening,
 Tend to be more disciplined. reading and communicative speaking and
 They often have a clear understanding of why they writing. They can also learn consciously.
are learning and what they want to get out of it
 Their previous learning experiences may have  Teachers must encourage their students to
predisposed them. They can be critical. use their life experience in the learning process
 They may have experienced failure or criticism at too.
school which makes them anxious and under
confident to learn a language.  Teachers need to minimize the effect of past
 Many adults worry that their intellectual power learning experiences, giving them achievable
may be diminishing with age. activities.

 Teachers also need to listen to students

concerns and suit their learning styles.

The learner’s age is one of the characteristics which determines the way in which an individual approaches second
language learning. In fact , several studies support the hypothesis that there is a critical period for attaining full
native-like mastery of a second language. However, the motivation and individual differences in aptitude are also
important determining factors for L2 learning.

Discussion
Gender

__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
Background
__________________ __________________
Education at home __________________
Academic Level __________________
English learning Background Cultural
Background __________________ __________________
__ __
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__ __ __ __
 42

Motivation

Extrinsic motivation is caused by any number of outside factors. For example, the need to pass an exam, the hope of
financial reward, or the possibility of future travel.
Intrinsic motivation, by contrast, comes from within the individual. Thus a person might be motivated by the
enjoyment of the learning process itself or by a desire to make themselves feel better.
Sources of motivation
 The society we live in
 Significant others
 The teacher
 The method

Teacher can help students to become intrinsically motivated

There are many ways teachers can help their students become intrinsically motivated. Krashen writes of a mild level of
anxiety, or "low affective filter" in the classroom and in the whole learning environment (Cerny), the attitude the
student has towards the learning environment, the teacher, the material, and towards him/herself all affect this level
of anxiety (Bantjes). A student will find it difficult to perform in a stressful environment.
According to Jeremy Harmer there are three areas that teachers’ behaviour can directly influence students continuing
participation:

1.- Goals and goal setting

Motivation is closely bound up to the person’s desire to achieve a goal. A distinction needs to be made between long
term goals and short term goals.
Long term goals: __________________________________________________________________
_________________________________________________________________________________
Short term goals : __________________________________________________________________
_________________________________________________________________________________

2.- Learning environment

The physical appearance and the emotional environment of the lesson are very important to keep the students’
interest.
We can decorate the most unattractive classroom, or play music or sometimes work outside to change the pace.
Teachers can establish a good rapport by creating a supportive, respectful and cooperative environment to suit
student needs, depending on their learning styles, interest, etc.

3.- Interesting classes

Teachers need to provide the students with a variety of subjects and exercises to keep them engaged.
William T. Lile suggests to use proper instruction, and methodology, relevant material, meaningful for the students
(personalising activities).
 43

LEARNING STYLES

Keith Willing

Convergers
Students who are by nature solitary, who prefer to avoid groups, who are independent and confident with
their own abilities. They are analytic and can impose their own structures on learning. They tend to be cool
and pragmatic.

Conformists
Students who are conformists prefer to emphasise learning ‘about language’ over learning to use it. They
tend to be independent of those in authority and are perfectly happy to work in non-communicative
classrooms, doing what they are told. A classroom of conformists is one which prefers to see well-organised
teachers.

Concrete learners
Though they are like conformists, they also enjoy social aspects of learning and like to learn from direct
experience. They are interested in language use and language as communication rather than language as a
system. They enjoy games and group work in class.

Communicative learners
They are language use orientated. They are comfortable out of class and show a degree of confidence and
willingness to take risks which their colleagues may lack. They are much more interested in social interaction
with other speakers of the language than they are with analysis of how language works. They are perfectly
happy to operate without the guidance of a teacher.

Individual variations
Neuro-linguistic programming: According to practitioners of Neuro-linguistic programming (NLP), we use a number of
’primary representational systems’ to experience the world. These systems are described in the acronym ‘VAKOG’
which stands for Visual (we look and see), Auditory (we hear and listen), Kinaesthetic (we feel externally, internally,
or through movement), Olfactory (we smell things), and Gustatory (we taste things).
Most people, while using all these systems to experience the world, nevertheless have one ‘preferred primary
system’ (Revell and Norman 1997: 31). Some people are particularly stimulated by music when their preferred primary
system, responds most powerfully to images. The extension of this is that a visual person is also likely to ‘see’ music.
The VAKOG formulation, while somewhat problematic in the distinctions it attempts to make, offers a framework to
analyse different student responses to stimuli and environments. Dede Teeler, for example, suggests that kinaesthetic
students behave differently when introduced to the Internet as a language learning tool from predominantly visual
learners. The latter need a demonstration of what to do before leaping into Internet tasks, unlike their kinaesthetic
colleagues who just get on and do it. (Teeler 2000: 60-61) VAKOG also indicates that some students will gain most
from the things they hear, whereas others need to see things. This suggests that purely oral presentations of language
will be most appropriate for some individuals in a group, while visual material and written text may be more effective
for other students. The implications of the olfactory and gustatory systems have not been explored in language
teaching so far, however
 44

MI theory

MI stands for ‘Multiple intelligences’, a concept introduced by the Harvard psychologist Howard Gardner. In his book
Frames of Mind, he suggested that as humans we do not possess a single intelligence, but a range of intelligences
(Gardner 1983). He listed seven of these: Musical/Rhythmic, Verbal/Linguistic, Visual/Spatial, Bodily/Kinaesthetic,
Logical/Mathematical, Intrapersonal and Interpersonal.

TYPE LIKESTO IS GOOD AT LEARNS BEST BY

Linguistic Read, write, tell stories Memorising names, places, Saying, hearing and seeing words
Learner ‘The word dates and trivia
player’

Logical/Mathematical Do experiments, figure Maths, reasoning, logic and Categorising, classifying, working
Learner things out, work things out, problem solving with abstract
‘The questioner’ work with numbers, ask patterns/relationships
questions, explore patterns
and relationships

Spatial Learner Draw, build, desing and Imagining things, sensing Visualising dreaming, using the
‘The visualiser’ create things, daydream, changes, mazes/puzzles, mind’s eye, working with colours
look at pictures, watch reading maps, charts and pictures
movies, play with machines

Musical Learner Sing, hum tunes, listen to Picking up sounds, Listening to rhythm, melody,
‘The music lover’ music, play an instrument, remembering melodies, music
respond to music noticing pitches/rhythms,
keeping time

Bodily/ Kinaesthetic Move around, touch and Physical activities, Touching, moving, interacting
Learner talk, use body language (sport/dancing/acting) with space, processing knowledge
through, bodily sensations

Interpersonal Learner Have lots of friends, talk to Understanding people, Sharing, comparing, relating,
‘The Socialiser’ people, join groups leading others, organising, cooperating, interviewing
communicating,
manipulating, mediating
conflicts.

Intrapersonal Work alone, pursue own Understanding self, focusing Working alone, individualised
Learner interests inward on feelings/dreams projects, self-paced instruction,
following instincts, pursuing having own space
interests/goals, being
original.
45
46
 47

The Role of Error

ERROR A beginner student saying: “My brother is more big than you”

Definition

SLIP: An intermediate student who has a hangover saying: “We go dancing yesterday. I met a gorgeous
girl”

Definition

Why do errors occur?

“My brother is small.” _________________________
“I´m more small than your brother.” _______________________
“My big sister is embarrassed, she is going to have a baby.” __________________
Students who learn English as a second language already have a deep knowledge of at least one other
language, and where L1 and English come into contact with each other, there are often confusions which
provoke errors in a learner’s use of English. (Harmer, The Practice of English Language Teaching, Longman)
.

“También tengo una pedita café, se llama

Brandy.”

Cuidado porque
no cabo.
Se dice no quepo.
“Es que no sepo
hablar todavía”

Si los niños rasguñan,

los gatos garruñan?
 48

The Role of Error

“I drived to Mexico yesterday.”

“She is more nice than Susan.”

When second language learners make errors, they are demonstrating part of the natural process of
language learning.

Errors are part the students’ interlanguage, that is the version of the language which a learner has at any
one stage of development, and which is continually reshaped as he or she aims towards full.(Jeremy Harmer,
the Practice of English Language Teaching, Longman)

How do you decide whether the student has made an error or

made a mistake?
In teaching EFL, it is common practice to distinguish between mistakes and errors. A mistake can be thought
of as a slip of the tongue or the pen. The student is able to correct it himself, either completely unprompted or
with the guidance of the teacher or other students. Native speakers make mistakes all the time, even though
the correct form is usually known.

An error is much more deeply ingrained. The student might:

 Believe what he or she is saying or writing is correct;
 Not know what the correct form should be;
 Know what the correct form should be, but not be able to get it right.

Errors are usually produced regularly and systematically, so be on the lookout for frequent errors. Asking the
student to try again is often the best way of helping you decide whether the incorrect form is an error or a
mistake.

Error correction is usually thought of as relating to the form of the language but obviously students can say
something incorrectly if they choose an inappropriate thing to say on a particular occasion, or because they
have misunderstood the meaning of something when they listen to or read a text. Generally, you should
consider an error that shows the student doesn´t understand the meaning of the language as more serious
than one where the student is not able to produce the correct form.
49
50
 51

Approaches to language teaching

ORIGINS OF APPROACHES

BEHAVIOURISM
Behaviourism is based on conditioning. Conditioning is the result of a three stage procedure: stimulus, response and
reinforcement. According to Skinner in his book Verbal Behaviour (1957), the baby needs food, so he cries and food is produced.
Later the infant produces one or two word utterances to produce the same effect , and because words are more precise than
cries, he learns to refine the words to get exactly what is wanted.
Example: Audiolingual Methodology depended on stimulus, response and reinforcement.
Controlled practice is also an example of the influence of Behaviourism while teaching a language.

REACTIONS TO BEHAVIOURISM
Noam Chomsky attacked Skinner’s Theory (1959) by analyzing the following question:
If all language is learnt behavior, how come children and adults say things that they have never heard before?
Chomsky theorised that all children are born with a “black box” or a “language acquisition device” which allowed them to
formulate rules of language based on the input they received.
He argues that there are universal principles of grammar that we are born with. This idea explains similarities in the developmental
order in L1 acquisition as well as L2 acquisition.

THE ACQUISION ARGUMENT

During the 1970’s, Stephen Krashen made the distinction between learning the language and acquiring it. In Krashen’s words
“Learning results from formal instruction , typically in Grammar , and is of limited use for real communication. Acquisition,
however, is a natural process by which the first language is picked up, and by which other languages are picked up solely
through contact with speakers of those languages.”
Rod Ellis suggested that communicative activities might be the switch that took language from the learnt to the acquire store. (Ellis
1982)
The acquisition argument influenced popular methodology, especially the Communicative Approach and the Task Based Learning

NOTICING
Richard Schmidt (1990) said that unless the students notice the new language, he or she is unlikely to process it, and therefore the
chances of learning it and being able to use it are slim. This suggestion modified the view of Krashen who argued that
comprehensible input (with no necessary noticing) was enough for acquisition to take place.
In Steven Pinker words , students depend on their “ considerable intellects” (1994). Then one of the teacher’s main task is to make
them aware of language as an alternative to teaching it.
In this approach, often referred as “consciousness -raising”, the teacher does not expect students to produce the language
immediately but instead makes them aware of certain of its features . This awareness will help their acquisition of the language so
that when they need to use it, the knowledge thus gained will help them to produce it accurately and fluently.

THE AFFECTIVE VARIABLE

The psychologist Abraham Maslow suggested that self-esteem was a necessary “deficiency need” which had to be met before
cognitive needs could be engaged with.
According to Krashen, the benefitial value of comprehensible input depends on the students being relaxed, feeling positive and
unthreatened. If they are not, the affective filter is raised and blocks the input from being absorbed.

How can teachers ensure that students’ affective filter is lowered? The psychologist Carl Rogers suggested that learners needed to
feel that what they were learning was personally relevant to them , that they had to experience learning rather than being taught
and that their self- image needed to be enhanced as part of the process (Rogers 1994).

DISCOVERING LANGUAGE

The development of our conceptual understanding and cognitive skills is a main objective of all education. The process of
exploration leads to genuine understanding (Lewis 1986). The things we discover for ourselves are absorbed more effectively than
things we are taught.
Instead of explaining, teachers should expose students to examples and allow them under guided activities to work out by
themselves how language is used.
 52

 ORIENTATIONS TO L2 TEACHING

INDUCTIVE Students work out the rules for themselves using the
Learning language.
Approaches DEDUCTIVE Students are taught the rules and given all the information
they need about the language.

STRUCTURAL/ LINGUISTIC
 Based on structure of language and contrast s between languages.

 Isolated grammatical and syntactic elements to teach inductively or deductively

in a predetermined sequence.

 Often involves “learning about the language” in order to learn the language.

AFFECTIVE APPROACHES
 Based on concepts adapted from counseling and social psychology.

 Focused on the predispositions of the learner that enhance or inhibit learning.

COGNITIVE APPROACHES
 L2 objectives selected according to concepts and techniques that facilitate
generalization about the language, rules that apply.

 Focus on students learning styles.

 Competence vs performance in the language.

FUNCTIONAL/ COMMUNICATIVE APPROACHES

 Language structures selected according to their utility in achieving

communicative purpose.

 Focus is on transmitting & receiving their message.

 53

METHODS AND APPROACHES

Traditional Methods

Grammar Translation
 Foreign language study is seen as a mental discipline, the goal of which may be to read literature in its original form or
simply to be a form of intellectual development.
 It’s focused on analyzing or studying the grammatical rules of the language, usually in an order roughly matching the
traditional order of the grammar of Latin, and then to practise manipulating grammatical structures through the means of
translation both into and from the mother tongue.
 The method is very much based on the written word and texts are widely in evidence.

The Audiolingual Method

 Based on the principle that language learning is habit formation (Behaviourist models of learning), the method fosters
dependence on mimicry, memorization of set phrases and over-learning.
 Grammar taught inductively. Structures are sequenced and taught one at a time.
 Repetition Drills are used to form habits. Successful responses are reinforced; great care is taken to prevent learner errors.
 Student errors prevented & correct forms reinforced.
 There is abundant use of language laboratories, tapes and visual aids.

METHODS IN THE 70’S 80´S

Total Physical Response (TPR)

 Based on the theory that the memory is enhanced through association with physical movement. It is also closely
associated with theories of mother tongue language acquisition in very young children, where they respond physically to
parental commands.
 Uses psycho-motor systems to teach vocabulary & sentence forms
 Students not forced to speak until ready
 Command forms used to convey information
 Supports kinesthetic learning style.

Suggestopedia

 Based on the power of suggestion in learning. A positive suggestion would make the learner more receptive and stimulate
learning.
 Makes use of music, a comfortable and relaxing environment.
 Language presented through “a concert reading” the teacher would read a text accompanied by classical music. After a
second concert using a less striking piece of music learners would have internalized large chunks of language.
 Relationship between the teacher and the student that is akin to the parent-child relationship.
 Unlike other methods and approaches, there is no apparent theory of language in suggestopedia and no obvious order in
which items of language are presented.
 54

The Silent Way

 Based on the idea that learning is facilitated when the students discover and create the language.
 Learners interact with physical objects (Cuisenaire rods) and resolve language construction for themselves.
 A teacher models the sounds while pointing to a phonemic chart or to an arrangement of Cuisenaire rods , students
reproduce the sound or sentence formation and teacher indicates (silently) if he is correct. Finally students combine the
element creating new language.
 Teacher always indicates by using gestures or expressions.

The Community Language Learning (CLL)

 Based on the theory that working in community, students affective filter is lowered.
 Students work in circles , and it is up to them to decide what they want to talk about.
 A counsellor or a knower stands outside the circle providing or correcting the language. Example: A student says what
he wants to say in his own language. The knower can give the equivalent in English for them to use.
 When students feel more confident, they can be put in lines for pairwork discussion.

Presentation, Practice and Production ( PPP)

 Teacher presents a situation which contextualises the language to be taught.

 Students practice the language using accurate reproduction techniques such as choral repetition, individual
repetition and cue-response drills. The practice is very controlled or restricted.
 Finally students make sentences on their own, using the new language. They can produce language in a less
controlled or freer practice using their own words.

P P P
THE COMMUNICATIVE APPROACH OR COMMUNICATIVE LANGUAGE TEACHING (CLT)

 The goal of language teaching is the learner’s ability to communicate in the target language.
 The content of a language course includes semantic notions and social functions, not just linguistic
structures.

P
 Students regularly work in groups or pairs to transfer (and, if necessary, negotiate) meaning in
situations where one person has information that the other(s) lack.
 Students often engage in role-play or dramatization to adjust their use of the target language to
different social contexts.

P
 Classroom materials and activities are often authentic to reflect real-life situations and demands.
 Skills are integrated from the beginning; a given activity might involve reading, speaking, listening, and
perhaps also writing.
 The teacher's role is primarily to facilitate communication and only secondarily to correct errors.
 55

NEW TRENDS IN ELT

TKT TASK-BASED LEARNING TBL
 The lesson is focused on the task not the structure.
 The students are given a task and only when it has been completed the teacher discusses the language that was
used and corrects the language used by the students.
 There are three basis stages: the pre-task, the task cycle and the language focus.
 In the pre-task the teacher explores the topic with the class, and may highlight useful words or phrases, helping
students to understand the instructions.
 During the task, students perform the task in pairs or small groups while the teacher monitors from distance , then
they plan how to tell the rest of the class what they did and how it went, and finally they report on the task either
orally or in writing and compare notes.
 In the language focus stage, students examine and discuss specific features of any listening or reading text which
they have looked at for the task and the teacher may conduct some practice of that specific feature of the
language.

TKT THE LEXICAL APPROACH

 Language consists of lexis, not grammar.
 Much language consists of multi-word 'chunks' (multi- word units, collocations, fixed expressions)
 A central element of language teaching is raising students' awareness of, and developing their ability to 'chunk'
language successfully.
 Collocation is integrated as an organizing principle within syllabuses.
 Receptive skills, particularly listening, are given enhanced status.

HUMANISTIC TEACHING
 Students are encouraged to make use of their own lives, experiences and feelings in the classroom.
 Activities are designed to make students feel good and remember happy times whilst at the same time practicing
grammar items.
 The use of this approach to teach will depend on how comfortable teachers and students are about working with
real lives and feelings.

TKT TEST TEACH TEST

Presenting grammar via Test Teach Test (TTT)
TTT involves teacher starting the lesson with a ?test?, to see how much the student knows or doesn’t know. This test is
really a discovery stage rather than what could be perceived as an intimidating test. It can be conducted in pairs or groups to
help reduce the test perspective.

Stage 1 Test
- Gap sentences can be used, or more communicative methods such as students expressing life experiences related to the
grammar point. The teacher observes what is known and not known, making a list of problem areas for later clarification.

Stage 2 Teach
- The teacher reviews all the questions with the correct answers. The common mistakes are given focus, with additional
example sentences given and elicited. This stage is basically a clarification of meaning, form, and pronunciation.

Stage 3 Test
- The final stage is the second test. The second test is a practice session based on what the teacher has explained and
clarified. Test two practice activities can involve students writing and speaking the language points taught using material
they create, or it could be material that contains the wrong grammar which needs to be corrected.

This method places grammar somewhat in disguise, making it somewhat more palatable for particular students. No single
method should be used exclusively, but a combination of methods will help ensure a dynamic classroom environment.
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Presenting and Practicing The language

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Testing

What could it Objective or

Task test? Subjective?
1. The learner looks at a simple picture story, then tells the Speaking Subjective
story to the teacher.
2. The learners listen to a recording describing the 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 act out
parts at a railway station.
4. The learners answer some simple questions about
themselves orally.
5. The learners complete blanks with the correct form of the
verb ‘to have’.
6. The learners choose the correct words for some pictures and
write them under the pictures.

7. The learners read out a scripted dialogue in pairs.

8. The learners research and write about a topic.

9. The learners write a crossword for other students.

10. The learners find errors in a list of sentences.

KINDS OF TEST DEFINITION

To evaluate the ss knowledge (generally, before
DIAGNOSTIC starting a course)
To place ss in a course, according to their
PLACEMENT language level.
To evaluate the ss’ learning progress during each
PROGRESS period of the course.
To evaluate the ss’ learning of the whole course.
ACHIEVEMENT
To evaluate the ss’ language level; it’s
PROFICIENCY administered by an external institution.