active

GRAMMAR
TEACHER’S GUIDE

Penny Ur

Contents Series
How is grammar best taught andEditor: Penny Ur2
learned?
Teaching ‘mixed level’ classes 6
Using Active Grammar in the Classroom 10
 How is grammar best
taught and learnt?
Explicit teaching
This series is based on the principle that the best way
to help a student learn the grammar of English as a
second or foreign language at school or university is to
provide examples of the grammar in context, followed
by explanation, practice and testing. All this is ‘explicit
teaching’: you are actually teaching your students about
the grammar, rather than just exposing them to it and

active hoping they’ll pick it up. That doesn’t mean that general
communicative experience of the language is not

GR AMMAR
important as well, of course it is, but it is not enough.

with answers
In our mother tongue (L1), we just pick up the grammar
as we go: hear and use it in natural communicative
A1-A2 LEVEL 1
situations with parents and other speakers around us,
C D- R O M
I Fiona Davis and Wayne Rimme
r and gradually get more and more proficient. Some
Series Editor: Penny Ur
N

people would say that this should work for an additional

CL
U D ED

language learnt at school or university as well, but

it doesn’t. This is partly because the first language
inevitably interferes. Learners naturally perceive the
new language through the ‘spectacles’ of the language
they are used to and produce new language forms that
are based on how they’d say the same thing in their
own language. For example, if they’re used to inserting

active adverbial expressions before a direct object in their own

language, they are likely to do so in English as well – for

GR AMMAR example ‘She plays well tennis’ – unless and until they
find out that in English this doesn’t work, and you have
with answer
s
to say ‘She plays tennis well’.
CD-RO
B1-B2
LEVEL 2 A more important reason why it’s better not to rely on
M

your students intuitively picking up English grammar

IN
CL
U DED

Fiona Davis
and Wayne Rim
Series Editor mer
: Penny Ur is that it simply isn’t efficient: it demands an enormous
amount of time, compared to the actual learning
achieved. A child learning his or her L1 has hours, days
and years of exposure to the language, and can take
his / her time in listening, experimenting, correcting
and finally acquiring the grammar. A child or teenager
studying English in school in a country where English
is not spoken outside the classroom usually has only
three or four lessons a week for eight years or so, and

active just doesn’t have the time for such gradual ‘natural’
acquisition. It is much faster and more efficient if we

GRAMMAR with answers

take the obvious short cuts: explain the rules to our
students and then provide them with opportunities
to practise. And we can work according to a rational
C1-C2 LEVEL 3
syllabus: make sure that they learn the most common
C D- R O M
I
Mark Lloyd and Jeremy Day
grammatical words and structures first and the less
N
CL

Series Editor: Penny Ur

U D ED

© Cambridge University Press 2011 2

important ones later, so that they can express what they Form, meaning and use
want to say as soon as possible. There are three main components to any grammar
It is, of course, important also to provide plenty of explanation: form, meaning, and use in context.
purely communicative reading, writing, listening and The form includes things like spelling rules (e.g. the
speaking in a general English course. But the best way, rules for spelling of the -ing form of the verb), when to
I believe, to teach grammar to students of English as add suffixes (e.g. third person s in the present simple), or
an additional language is to provide explicit grammar how to form more advanced tenses or constructions (e.g.
teaching: examples, explanations, practice, tests. the present perfect). You need to teach these carefully at
The following sections provide more detailed guidelines the early stages of the explanation. Meaning is, perhaps,
on each of these. ultimately more important: but you can’t teach the
meaning of something if you don’t know what it looks
Providing examples and sounds like.

Before starting to explain, it’s important to let students The meaning includes things like the difference
read or hear some examples of the target grammatical between the present perfect and the past, or the
feature in a text. They need first to understand what meaning of the comparative form of adjectives. Note
it means, and start getting a feel for how it’s used and that you sometimes need to invest quite a lot of work
what it sounds and looks like. This jump-starts the explaining such meanings – but not always. It depends
learning process, and will be a good basis for later on the feature you’re explaining. The meaning of the
explanation of the underlying rules. You could provide present perfect, for example, is quite difficult to explain
the initial examples simply by drawing attention to a and understand: although the students’ L1 may have
sentence out of a text you are reading with the class, similar forms, it doesn’t have any with an exactly parallel
or by correcting a mistake made by a student, or by meaning, so you need to spend some time making sure
providing sample sentences or phrases you have made students understand it. The comparative of adjectives,
up yourself. In the books in this series, such examples on the other hand, is likely to have an exact equivalent
are provided through short texts at the beginning of the in the students’ L1, and you don’t need to explain its
units. You can go on to use these texts also, incidentally, meaning very much, if at all: in this case, it’s the form
for vocabulary expansion and reading-comprehension which needs most attention.
practice as well as content-based learning (‘CLIL’). The use of the target feature in context is worth
drawing students’ attention to, as it can prevent them
Explanation from using it later in contexts where it clearly doesn’t
Good grammar explanations ‘belong’ from the point of view of style or formality
A good grammar explanation needs to be: level. Students need to know which of two similar
usages is the more common (e.g. should is more common
True: providing a reliable description of how the than ought to, especially in questions and negatives), or
grammatical feature works in context in speech and which is likely to be used in informal conversation and
writing. which isn’t (e.g. in relative clauses that is more informal
Clear: in clear language, avoiding complicated than who/which), or which is more polite (e.g. ‘Could I
grammatical terms. talk to you, please?’ is more polite than ‘Can I talk to
Given in stages: the basic rule provided first, and you, please?’).
later exceptions or more complicated additions Deductive and inductive process
provided later.
Explanations can be simply provided by the teacher
Simple: each bit of explanation should be short and or book, as described above. This involves ‘deductive’
to the point, without going into too much detail. teaching and learning: the students are taught a rule and
Exemplified: illustrated by simple examples of the then apply it in practice. Another possibility is ‘inductive’
grammatical feature in full sentences or phrases, process: the students try to work out the rule on their
showing how the rule works in practice. own based on a series of examples. Most teachers
and learners tend to prefer the traditional deductive
method: it’s simpler, clearer and, at least in the short

© Cambridge University Press 2011 3

term, time-saving. Working inductively, students may Practice
fail to understand the rule from the examples, which can
The functions of practice
be demotivating, or – worse – come up with a mistaken
rule, which may confuse and mislead the class. However, Practice exercises have two main functions.
more advanced and mature students sometimes enjoy First, they simply provide more opportunities for
the challenge of working out rules from examples, and reading, hearing, saying and writing the grammar in use.
the very process of discovery – if successful – is likely to They thus increase learners’ awareness of how it works
lead to better learning. In such cases, however, the rules in the context of single sentences or whole texts.
the students come up with do normally need confirming
and sometimes adding to by the teacher or textbook. Second, and, I think, more importantly, they give students
experience of using the grammar themselves successfully,
Contrast with L1 and thus help them gradually ‘automatize’ their
It can be very helpful to students to contrast English knowledge of it. In other words, the more times learners
grammar with that of their L1. This is particularly true use the grammar successfully in different contexts, the
when there are some significant differences between more they get used to ‘doing it right’, and the more likely
their L1 and English which the students might not they are in the future to use such grammar on their own
notice on their own, and which can lead to mistakes. The without consciously having to refer to a rule every time.
present perfect is a classic example: students might not The old proverb ‘practice makes perfect’ expresses this
notice that this form is used in sentences with since or function. This saying shouldn’t, of course, be taken too
for; so it’s helpful to draw their attention to the fact that literally: if they do lots of good practice exercises, as
in a sentence like ‘We have lived here for ten years’, their defined in the following section, learners may not achieve
own language would use the present tense, but English perfection: but they will certainly get a lot better!
uses the present perfect. Another example is the placing
Good practice
of the adverb, mentioned previously. A useful strategy
here is to translate the English sentence literally, word Good grammar practice is characterised by the following
for word, into the L1 … sounds funny, but look, this is features: quantity and variety; success; interest;
how English does it! meaningfulness; personal application.

In general, learners can avoid a lot of mistakes if they are The first requirement is that the exercises do in fact
made aware of the differences between how their own provide a large quantity of practice! One exercise is
language expresses something and how English does. not enough, nor are four or five items to an exercise:
you need much more. Sheer quantity, not just quality,
Grammatical terminology of practice is a significant contributor to progress. But
For more advanced students, it can be useful to teach these exercises also need to be varied: to allow students
and use grammatical terminology, like relative clauses, to work on both form and meaning, both meaning and
when explaining grammatical points. Teachers of young use in context, and to use the grammar in a variety of
learners, in contrast, will probably avoid grammatical contexts for a variety of purposes. This is partly because
terms, and prefer to stick with simple explanations, different learners learn in different ways, and we need
maybe in the L1. Adolescent intermediate students to cater for these different learning styles; but also in
are somewhere in the middle: they can cope with more order to cover as many aspects as possible of the target
abstract thinking than young learners, and a few simple feature’s form, meaning and use.
items can help you to explain grammatical points more
Success is a less obvious, but important, feature of good
clearly. It’s probably worth making sure they understand
practice. What we want is that our students should
basic terms such as word, sentence; tense, past, present,
get it right, so that they can get lots of experience of
future; noun, adjective, verb, pronoun; singular, plural;
correct and appropriate use of the grammar. Getting
question, negative.
it wrong and being corrected can help raise awareness;
but it is only using the grammar successfully to make
meanings, lots and lots of times, that will contribute
to students’ own intuitive ‘feel’ for the correct forms
and the ‘automatization’ I mentioned earlier. Exercises
therefore shouldn’t be difficult, and shouldn’t set traps
for students to fall into.

© Cambridge University Press 2011 4

Interest, of course, is vitally important for various Testing
reasons: to raise motivation to engage with the exercise,
At some point we have to test our students to see how
to promote enjoyment of the learning process, and
far they have managed to master each feature. The main
to make sure that students maintain attention and
point of such testing is to find out whether, or how
effort. The exercises therefore need to be based where
much, more work is needed, or if we can now just move
possible on interesting topics, based on real-world
on to the next unit. This can be done very quickly and
information or on ‘fun’, stimulating ideas that appeal to
informally: in a classroom, the teacher often just elicits
teenagers. More importantly, they need to utilize varied,
a sentence or two from students to see if they can get
challenging tasks that will arouse interest even if the
it right on their own. Alternatively, formal written tests
topic itself is routine.
can be used.
Exercises should in general have meaningfulness: the
Tests are, obviously, necessary at some point. But they
student should have to understand what the questions
should be seen as a means, not an end. A large amount
mean in order to answer them. This doesn’t mean,
of time and effort invested in written tests leads to
incidentally, that there is never any place for any drills
various undesirable outcomes: over-emphasis on
that can be done mechanically. Some forms – irregular
teaching grammar through the exercise items that will
past tenses, for example – need to be learnt by heart,
be used in the test; allowing students to be satisfied
and it can be really useful to drill them, in rather the
with getting the forms right (as this is what is usually
same way as learning multiplication tables by heart can
tested) rather than investing time in using them to
later help you solve real mathematical problems. But in
make their own meanings; focus on getting good grades
most cases learning will be best if the students actually
rather than really knowing the grammar in order to
understand and produce meanings in response to a task.
communicate; waste of time (i.e. less time available for
This doesn’t necessarily involve imitating ‘authentic’
teaching and learning more language).
communicative situations. It could mean simple tasks
like matching questions to answers, or choosing the A test should, therefore, be a brief stage in the teaching
most appropriate ending for a sentence … provided that of grammar, allowing teachers and students to ‘take
all the cues given need to be understood, and that the stock’ from time to time of how well the learning is
student also understands the responses he / she is giving progressing, before continuing to further learning.
and why they are right.
Finally, there is the aspect of personal application. It’s
P.S.: flexible timing and use
important for students to have opportunities to use the The various components listed above can all, I believe,
target feature actively (note the title of this series!) to make a positive contribution to good grammar learning
understand and make meanings, to ‘say their own thing’ in the context of a school- or university- based course
and not just produce some kind of pre-determined text. for teenage learners. However, they don’t all have to be
This means that there should be at least some tasks that used necessarily in the order laid out here; they don’t all
invite meaningful responses made up by the students even necessarily need to be used!
themselves. Some examples of these are free sentence
If, for example, you are fairly sure your students know
completion, for example, open responses to suggestions
all about a particular grammatical feature well – they
or cues, or performance of a communicative task
may have learnt about it in a previous class – you might
that elicits the grammatical feature. This is the main
not bother to explain at all, but go straight into practice.
function of the MY TURN! activities in these books.
Or if you see that they are using it excellently, but feel
Only through engaging with tasks using the target
they should learn about some exceptions or detailed
feature will students achieve a feeling that they have
associated usages, you might only explain and not
made the grammar their own and be able to use it to
practise. Or you might use a test early on, to check first
communicate and express their own ideas.
what needs explaining and practising and what doesn’t.

© Cambridge University Press 2011 5

 Teaching mixed-level
classes
Definitions backgrounds. In discussion or information-gap activities,
you have many more different experiences and cultures
What is a ‘mixed-level’ class?
to draw on. Finally, there is some evidence that the
What we term a ‘mixed level’ class should rather be difficulties actually help teacher development: teachers
called a ‘heterogeneous’ class: ‘heterogeneous’ means rise to the challenge and actively search for and find
‘of mixed kind’, not just ‘level’. Because heterogeneous original solutions to the various problems. They thus
classes are of different kinds of people, varying all increase their own professional expertise much more
sorts of different ways: ability and intelligence (or than if they were teaching an ‘easier’ class.
intelligences), personality, age, gender, interests,
expectations, levels of motivation, attitudes, socio- Practical principles: some things
economic background, linguistic and cultural
background, personal life-experience, learning habits
that can help
and learning strategies. The problems we have in We could, of course, solve most of the problems listed
teaching this kind of class are, it is true, mostly linked to above by preparing individualized or differentiated tasks
coping with the different levels of proficiency: but we and materials for different groups and individuals within
should be aware of the other differences as well. the class: but, for most of us, this solution is simply not
practicable: we don’t have either the time or the money
Any class is more or less heterogeneous. Some, however,
available to do so.
are very much so, and it’s here that the problems arise,
complicated in the case of large classes, by the sheer So in this section I’ll suggest a series of practical
number of different students with whom the teacher principles (general guidelines that are the basis for
needs to interact. practical techniques), which require little preparation:
they mostly involve ‘tweaking’ ready-made textbook
Problems
tasks, or the design of new activities that can be simply
The central goal of the teaching of any class is how to and easily planned and administered. Such practical
provide learning opportunities for all its members: it principles don’t claim to provide complete solutions for
just becomes far more difficult to achieve this goal when any of the problems listed earlier: but they do perhaps
the class is heterogeneous. We have to address such provide partial solutions, and go some way towards
ongoing pedagogical issues as how to: improving learning for the members of such classes.
pace the lesson; Hence the cautious heading of this section.
decide what level to address; The principles can be divided into three headings:
select or design suitable materials; 1 Keeping students motivated: providing for varied
cope with different interests and learning styles. and interesting lesson content.
Then there is the fact that inevitably at some times 2 Reaching the individual: finding ways to allow
we are neglecting the needs of some part of our class, each student to engage with learning activities
which means that some students may become bored and according to his or her own needs or preferences,
alienated, leading to problems of unruly behaviour and and using peer teaching to provide more learning
classroom management. opportunities.
Finally there is the issue of assessment: should we
3 Providing for learning at different levels: designing
assess by some external norm, or should we assess each
activities to allow all students to respond to the
individual according to his or her effort and progress?
same activity in different ways according to their
Advantages own needs and abilities.
There are, however, some advantages to such classes.
Keeping students motivated 1: Variation
Heterogeneity offers various educational advantages:
students are learning in a social group that is, as it were, In a heterogeneous class we can’t possibly be actively
a microcosm of the surrounding society, rather than in a teaching all of the students all of the time. There will
limited social group of people like themselves: they get be times when we are, for example, doing individual
to know and learn to work with students from different work and thus neglecting the students who like to

© Cambridge University Press 2011 6

work in groups – or vice versa. At other times we may for exercises. However, there is always the problem
be neglecting our more advanced students in order to that what is interesting for one student may not be so
spend time to helping the others to catch up. We can’t for another. Also, it is, unfortunately, all too easy to ‘kill’
avoid such things: nor should we. And we can’t always an interesting topic by using a boring task. Fortunately,
use the ‘heterogeneous’ tasks suggested later in this however, the converse is also true: the most boring topic
section. What we can do is make sure that we allot time can be made interesting by using it as the basis of a
and attention to the different groups of students in our stimulating task. It’s usually the task not the topic which
class in a balanced way, by varying our teaching in the maintains interest in doing an activity in the classroom.
following ways.
Any grammatical structure is, in itself, not very
1 Level of demands. Sometimes use more demanding interesting. With time expressions with since / for
texts and tasks, at other times easier ones; for example, we could just give students a set of time
and similarly, sometimes work at a faster pace, expressions with since / for and basic facts, and ask them
sometimes more slowly. to construct sentences combining them. But the exercise
becomes much more interesting if we provide personal
2 Type of classroom organization. Some students
facts and ask the students to say how long these have
really like working with their classmates; some like
been true for them: for example, how long they have
working alone; yet others prefer to be taught directly
known their best friend, or how long they have been at
by the teacher. We need, therefore, to vary types
this school (or university). See, for example, MY TURN!
of interactional organization to allow for all three
in Unit 14, Level 1.
types of preferred learning styles. There is no general
advantage to group work (though it’s been very In this case the interest is based on personalization (on
‘fashionable’ in recent years!), or to individual work; which I will have more to say later); but there are other
and there is nothing wrong with a teacher-fronted task-design features which also help to provide interest.
lesson (though again, this has been ‘out of fashion’). Here are some main ones:
Each has its advantages and disadvantages for any
1 Game-like features. The provision of ‘rules’ or
given learning objective; and it’s important to allow
limitations, as well as a clear, achievable goal
students who like learning in different ways each to
together tend to result in a ‘fun’ challenge, the slight
have a chance to work in their preferred mode.
rise in adrenalin which is the source of the pleasure
3 Mode / Skill. Some students are more visually in a game. Asking students how much of a given
oriented and prefer using the written language; some exercise they can do in exactly five minutes is one
more oral / aural and prefer using the spoken. Some example: the time-limit induces a sense of ‘positive
function better when being active and productive, stress’ and challenge, which results in interest even
so like to be speaking and writing; others are more for those students for whom the task is relatively
reflective and receptive, so prefer listening and easy. Or you can ask students to recall as many
reading. Again, it’s a question of finding a balance, sentences as they can from the exercise they’ve just
of selecting or designing classroom activities in done: the limitation here is that they can’t ‘peep’ to
different ways at different times. find out the answers. This is obviously much more
interesting than asking them to do the exercise again
Keeping students motivated 2: Interest
from the book.
Inevitably, as mentioned above, we shall sometimes be
working at a speed or level inappropriate for some of the 2 The use of higher-order thinking skills is another
members of the class: the problem then is that some of contributor to interest. Just filling in obvious answers
them will become bored and cease to participate, or – doesn’t involve much thinking or challenge. But
even worse – start misbehaving. The trick is to try to keep asking students to do such things as to think about
them all motivated, so that even if the task may not be what they would do in a given situation (as in MY
suitable for some of the students from the point of view TURN!, Unit 37, Level 2), or to predict outcomes (as
of level, mode or interaction style they will continue to in MY TURN! Unit 19, Level 1), involves creative or
attend to it and do it because they find it interesting. logical thinking, and is far more interesting than the
standard gap-fills, matching exercises or sentence
An interesting topic helps to start with; hence the completions that demand no more than knowledge
emphasis on content-based learning (CLIL) in these of the grammatical forms and meanings.
books and the use of ‘fun’, unusual or dramatic contexts

© Cambridge University Press 2011 7

3 Entertainment. Anything which is aesthetically Reaching the individual 2: Personalization
pleasing (a good picture, a song, a poem), or Personalization is not only a way to attract interest,
humorous (a joke, a cartoon), or dramatic (an extract as described above: it’s also a very basic aspect of
from a movie, a story) – can keep students interested. task-design in heterogeneous classes, since it provides
Such items are consistently provided in these students with opportunities to express their individual
books with the first text, and sometimes also with tastes, experiences, opinions, and so on. This aspect
exercises. See Exercise B Unit 55, Level 1. is provided for mainly in the MY TURN! section of
4 Visual stimuli. The visual is normally the most the units, where students are often asked to write
powerful of all the senses; a visual stimulus attracts sentences that are true for them, or to relate to their
attention and interest and prevents attention own experiences or opinions. See MY TURN! Unit 30,
wandering elsewhere. It is therefore important not Level 2.
only to have pictures as mentioned above, but to Reaching the individual 3: Collaboration
vary the design of the texts themselves: have clear,
Allowing students to work together on completing
colourful and varied fonts and backgrounds, as
a task gives scope for peer-teaching, and allows
throughout these books.
monitoring of the work of individuals even if the teacher
5 Open-ending. Again, this is something about which can’t reach them all: students learn from one another
I shall have more to say later. The principle is that and are enabled to perform the task better as a result
a ‘closed-ended’ question is boring because the of the collaboration. A variation is to allow students to
answer is one single pre-determined right answer. If do a given exercise, and then exchange to let each other
a question demands lots of possible ‘right’ answers approve answers or correct mistakes. The final joint,
then the exercise becomes much more interesting: collaborative result is likely not only to be of a higher
partly because these often demand higher-order level than the individual one, but also gives a feeling of
thinking skills and creativity, but also because when achievement, and solidarity within the group.
used with the full class, student responses are
Providing for learning at different levels 1:
unpredictable, and often original, quirky, or amusing.
Open-ending
See MY TURN!, Unit 10 Level 3.
Open-ending is the design, or adaptation, of activities
Reaching the individual 1: Individualization so that any one cue invites a large number of equally
Individualization is not the same as personalization: acceptable responses rather than one ‘right answer’. The
we are not talking here about finding a space for the result is that students can use more, or less, advanced
expression of the student’s whole personality, but rather language in their answers, according to their level. Most
about individualization of instruction: strategies which of the MY TURN! exercises are like this: but some other
enable students to learn at their own pace and level exercises here also allow for open-ended responses. See
even within a conventional teacher-led exercise. Here Exercise C Unit 22, Level 1.
are two simple ideas:
The majority of exercises in these books are closed-
1 Start wherever you like. In a conventional exercise ended: but they can often easily be adapted to make
with numbered items, give students a minute or two them open-ended by, for example, deleting the possible
to read through the exercise, then invite them to raise alternatives to a gap-fill or sentence completion exercise
their hands and answer any one of the items they like: so that students can fill the gaps with whatever they like
they don’t have to start at the first. This allows weaker (as long as it makes sense and is grammatically correct!);
students to go first for the easier items, and in general or by deleting one of the columns in a ‘matching’
allows more choice and flexibility. exercise and inviting students to invent the ‘matches’
2 Set time, not quantity. Instead of saying ‘Do exercise themselves.
6’, tell students: ‘Do as much as you can of exercise 6 Providing for learning at different levels 2:
in five minutes’. The same can be done for homework: Compulsory and Optional
‘Work on this task for twenty minutes’ rather than The principle here is the provision of a compulsory
‘Finish this task’. The slower-working students will do ‘core’ task which is easy enough to be accessible
less, faster-working ones will do more, but all will be and successfully done by all members of the class,
working according to their own pace and ability. together with an extra task which is longer and more

© Cambridge University Press 2011 8

challenging, but explicitly defined as optional. In this
way, all members of the class can succeed at the basic
task, while there is enough extra content to keep the
more advanced or faster-working students busy and
challenged at a level appropriate to them. The choice is
thus in principle not between ‘success’ and ‘failure’ but
between ‘success’ and ‘more success’.
Almost any classroom task to be done by individuals
can be adapted to accord with this principle. The key
phrase to add to the instructions in order to implement
this principle is at least: ‘Do at least five of the following
questions’; ‘Make at least five suggestions’ – implying
‘more if you can’! (See MY TURN! Unit 7, Level 3).
Sometimes an extra task can be added, with the
instruction if you have time: ‘Finish this exercise for
homework; if you have time, do the next one as well.’

To summarize
Teaching mixed-level classes is a challenge, and there are
no easy, complete solutions. But there are some simple
techniques that can help:
1 vary activities to cater for different learning styles
and levels;
2 make them interesting, so that more advanced
students won’t be bored by lower-level activities;
3 ‘individualize’ activities to offer choice in order or
number of items to be done;
4 ‘personalize’ activities to allow room for self-
expression of different individual learners;
5 encourage collaboration, to take advantage of
possibilities of peer-teaching and peer-learning;
6 give activities an ‘open-end’, to create opportunities
to respond at different levels;
7 design tasks with a clear, easily-achieved success level
plus further optional extensions for faster or more
advanced workers.
Many of the practical tips provided in the section
‘Using Active Grammar’ suggest how to adapt the texts
and exercises of these books based on the guidelines
outlined above.

© Cambridge University Press 2011 9

 Using Active Grammar

This section provides some practical guidance on how to 4 you feel grammar isn’t so important, and that it is
use Active Grammar: how to integrate the books within worth spending more time on communicative tasks
your main course programme, as well as how to use the or vocabulary expansion.
specific components (the texts, the explanations and tips,
Should I have whole 45-minute lessons devoted
the exercises, MY TURN!, My Test!, and the Review
to grammar, or divide up lesson time between
units).
grammar and other things?
How to use the books in a general At A1-A2 level and working with young adolescents, I
would recommend dividing up the lesson and doing two
English course at school or or three different kinds of activities in the course of a
university 45-minute period, rather than devoting a whole period
How much time should I allot to working on to a single learning objective (whether this is grammar, or
grammar with the books in courses which are work on a reading text, or anything else for that matter).
aimed at general proficiency in English? Older adolescents and adults are likely to be able
That depends on a lot of things, which I’ll come to in a to cope with longer periods of time devoted to one
moment. In my own teaching context, where I have four learning objective; but even these students, in my
lessons a week and the students have little if any contact experience, appreciate some variation of topic and
with the language outside my classroom, I allot about activity within a single teaching period. I would
a quarter of my teaching time to grammar teaching. recommend in general not spending more more than 20
The rest of the time goes on teaching vocabulary and minutes to half an hour on grammar.
occasionally pronunciation, and a lot of communicative If you are introducing a new grammar feature, then
work on reading, listening, speaking and writing. put this at the beginning of the lesson, when students
But you may want to do a lot more grammar work, or a are freshest and most receptive to new material. Then
lot less. move on to communicative tasks, or vocabulary work,
or whatever. If you are doing exercises, then these can
More if:
come later, after the beginning of the lesson, perhaps,
1 there’s an exam coming up, in which your students has been devoted to reading or discussion. Just remind
are largely assessed on the correctness of their students briefly of the rule(s) and then spend 10 or 15
grammar. minutes on practice exercises.
2 your students expect you to teach a lot of grammar, Having said that, you may wish occasionally to spend the
and respond well to it. whole period on a grammar unit. The material in these
books is varied enough so that the students are unlikely
3 your students’ parents and / or the school / university
to get bored; and the units include reading, speaking and
set great store by correct grammar, and expect you to
writing practice within them.
teach it thoroughly.
What if Active Grammar is my only textbook?
4 you yourself feel grammar is very important, and
Can I use it as a coursebook?
worth spending time on.
Yes, but it would need supplementing.
Less if:
These books include reading texts and exercises,
1 communicative ability is the declared aim of the which can be used as a basis for vocabulary as well as
course, and this aim is supported by the students, grammar teaching, as well as discussion; and the MY
parents, principal, and colleagues. TURN! exercises are also often bases for group- or class-
2 students will therefore be assessed on their discussion activities as well as free or guided writing.
communicative ability, and will be penalized very So you would need to make sure that you are focusing
little, if at all, for inaccurate grammar. on reading, vocabulary, and practice of conversation
and writing as well as grammar as you work through the
3 your students themselves want to use English
units.
for practical communication purposes, and aren’t
interested in correct grammar.

© Cambridge University Press 2011 10

But you would need to supplement with further Most of the texts are content-based pieces, providing
materials in these areas, particularly vocabulary real information about varied and interesting topics: see
expansion exercises, extensive reading and listening for example Units 1 and 2, Level 1, whose texts relate
texts. Some sources for these are given in the to linguistics and literature respectively. Occasionally
‘Supplementary materials’ section of the Bibliography. they are simply stories or dialogues with no particular
content base, but designed to relate to situations or
Can the students use the books for self-access?
topics relevant to teenagers’ own experience: see Unit
There are in fact self-access editions of the books 1, Level 2 and Unit 25, Level 3. Note that the items
available, with answer keys at the back of the books. But highlighted in the text can be found with explanations in
if you’re using the standard classroom editions, then you the glossary at the end of the book.
can use the exercises for self-access work, print out the
answer keys from the website, and let students look at How can I introduce the text?
them as necessary. You can do this either by placing the Where the text is information-based, and before
answer keys in an accessible place in the classroom, or students have had a chance to read it, you might provide
by keeping them with you, and distributing them as and ‘teasers’ that awake their interest in what the text is
when requested. about and invite them to think about what they already
know about its content. In some cases you can ask them
cambridge.org/elt/activegrammar
the comprehension question at the bottom of the text;
ask them to guess the answer and then verify as they
The text
read. Or ask them to guess some of the facts given
(‘How many people would you guess speak English in the
world today?’ in Unit 1, Level 1); or simply ask what any
1 Word class and word order
In the world today
students already happen to know about the topic.
Where the text is not topic-based, there are various
In the world today, people speak around 2,700 different languages. other options for providing a ‘teaser’: read out a sentence
More than 750million people use the English language. or two from a dialogue and ask students to guess who
But only about 350
million people speak it as a first language.

About 885 million people speak Chinese as their first language.

is speaking or to whom: for example, in Unit 21, Level 1
someone says: ‘Could we go on a safari in South Africa?’
About 80% of the information on the world’s computers is in English.
– What kind of a person is speaking? To whom? If it is a
There are 26letters in the English alphabet. The sentence
The quick brown fox jumps over the lazy dog uses all 26 letters. story, read aloud the beginning and get them to guess
how it continues or ends: for example, in Unit 12, Level
? Underline the correct option: English is the first language of around 350 / 750 / 885 million people in the world.
Answer: 350 3 you might read them the first sentence of the story:
Word class and word order ‘This guy was walking along a mountain road one stormy
1 A noun can be singular (e.g. world) or plural (e.g.
computers, people).
5 A verb can refer to the past, present or future.
Examples of verbs are: night …’ and ask them to guess what happens next. Then
Examples of nouns are: speak, jump (actions)
man, girl (people)
fox (animals)
be, like, stay (states) add the next few words … ‘he heard a noise’, and see
computer, letter, language (things) 6 An adverb can describe a verb, an adjective or a whole
what they come up with. Or provide a few key words (a
2 Be
world (places) sentence. Examples of adverbs are:
success (qualities) carefully, slowly (adverbs that describe a verb)
Are you my son?
2 A pronoun can replace a noun.
very, extremely (adverbs that describe adjectives)
however, sometimes, luckily (adverbs that describe
good way of introducing new vocabulary!) and get them
to predict the content: for example, write up the words
Examples of pronouns are: sentences)
I, me, you, she, him, it, we, them
7 A sentence usually contains a subject (S) and a verb (V).
3 An adjective describes a noun.
Examples of adjectives are:
The
He (S)King
won (V).
visits the prince (or
Williams (S) was (V) the winner.
is he the poor boy?
). party, damage, expensive, teenager, parents, awful and get
quick, brown, first, different, good Kinteam
Our g: I don
(S) is ’tplaying
und (V) in the big stadium.
erstand! Are you my
students to guess what the content of the story in Unit
The Prince and the
Pauper
(1881) is a book
by Tom
: No, I’m son?
4 Adjectives usually come before the noun.
Twain. The book
Mark 8 Many sentences not an
contain a prin
object
ce,(O).
I’mIn poo
these
is about r.
a first language NOT a language first
two boys, Tom
They are 15 year
and Edward.
s old but
their lives are very
King: Are
sentences
She (S)
very old!
the word
youorder
sure?is SVO.
won (V) the race (O).Your clothes are not 67, Level 1 is going to be.
Adjectives have no plural form. different.
different languages NOT differentsTom is a poor boy but
languages Tom: The
9 Adverbs whichy’re
describe
not amy verb usually come at the end
clothes.
Edward is a princ
e. They ofEdw ard’s clothes. He’s poo They’re
a sentence.
change places by
mistake My brother speaks English r now.
quickly.
6 so Edward is a poor King: Oh no! This is
and Tom is a princ
boy terrible! Is it true?
Tom: Yes, it is. I’m real

67
e. The old
You aren’t my father, ly sorry, King Henry.
King, Henry VIII,
but he is Edward’s
is not well
father you’re my King. Reported speech
and he wants to
the truth …
know She said she would never have a party again.

? Underline the correct option: Edward is Henry’s father / brother / son. Sophie Brown’s 18th birthday party was really bad. A radio station told listeners that
there was going to be a party the next day, so many teenagers thought the party
Answer: son

was open to everyone. The teenagers caused 30,000 euros of damage to the Browns’
Be expensive house. One teenager said he didn’t know Sophie but he liked parties.
Sophie said that she felt terrible and that she would never have another party
1 Use be to give and ask 6 There is a full form and a again. Her father told reporters that he was thinking of getting the radio station
statement ✓ negative ✗
for information. short form. to pay for the damage. Sophie’s mother said she couldn’t understand why the
I’m Tom. I am ➜ I’m. I am (’m) I am not (’m not) teenagers wanted to damage their lovely house. We tried to talk to Sophie again today
The story isn’t true. but her father says she is not talking to reporters any more.
In conversation, the You / We / They are (’re) You / We / They are not
Is he in England?
short form is more
2 Use be with ages.
common.
He / She / It is (’s)
(aren’t / ’re not)

He / She / It is not (isn’t / ’s not)

? How old was Sophie?
‘They’re not my clothes.’ Answer: 18
Two boys are 15 years
old. In writing, the short Reported speech
form is used mainly with question ? short answer ✓✗
1 We can talk about what people said or thought by using reported speech. 4 The verb in the reported speech does
3 Use be and a / an with pronouns, not nouns. Sophie said that she wanted a party. not need to change if the information
Am I …? Yes, I am.
jobs. The old King is not well, is still true or relevant now.
No, I am not (’m not).
She’s a teacher. he’s sick. 2 If the verb of saying or thinking is in the present, there is no change of Sophie told me that she is 18.
Are you / we / they ...? Yes, (they) are. tense for the words reported.
© 4Cambridge
Use be to describe the
weather. University Press 2011 No, (they) are not
(aren’t / ’re not).
Her father says that she is ill. 5 That often links the verb of saying or
thinking to the reported speech. That
11
It’s cold.  See Units 25 and 32 3 When the verb of saying or thinking is in the past, can be left out, especially in speaking
for more information Is he / she / it ...? Yes, (he) is. the verb in the reported speech usually moves and informal language.
5 Use be to talk about on be in questions. No, (he) is not (isn’t / ’s not). into the past. She said that she wanted a big party. /
time and place.
What’s the best way of ‘doing’ the text? You can pre-teach, of course, particularly if you spend
I’ve found that the most learner-friendly way to present a little time discussing the meanings of the new
the text for the first time is to read it aloud myself as vocabulary as in the last ‘teaser’ suggested above. But
clearly and expressively as I can while the students research indicates that it’s usually better to explain it as
follow: I explain any problematic vocabulary as I go. you go, in context, and then review later.
Then they can read it again themselves to check they’ve As regards the rarer vocabulary, words you think
understood, and ask any questions they need to. the students are unlikely to need for their own
Only if you’re pretty sure that the text is nearly all communication, just explain and move on. But it’s
within the vocabulary level of the students, should you important to teach more thoroughly words or expressions
invite them to read it on their own first without any you think are common, useful and should be learnt. Put
help. If there are lots of words they don’t know, they them up on the board, get students to write down and
won’t be able to get the gist. If your students know learn them, and make opportunities for review later.
95%–98% of the text i.e. only four to ten words in our How do I know which words are more common?
texts are unknown, then they might be able to manage. You can usually just rely on your own intuition! But if
If they know less, then they are unlikely to be able easily you want a more objective assessment, then try using
to understand the main ideas on their own, and will just ‘Lextutor’ (www.lextutor.ca/vp/bnc/).
get frustrated and demoralized by being asked to try.
Type the text into the box provided and click on
A third possibility is to read the text aloud as a listening ‘Submit’; the version that appears at the bottom of the
comprehension activity, while students have their books next webpage shows the most common thousand words
closed – simplifying or explaining as you go, if necessary. in blue, and the next thousand in green: it is, in principle,
This is a good idea if it’s a dialogue, or story, or another these words that your students should know, or learn,
type of easy-to-grasp passage; it’s not appropriate for at this level. Less common words are shown in other
the denser, more content-packed texts, which really colours, according to a given key.
need to be read as well as heard.
But note that ‘Lextutor’ doesn’t show common multi-word
A fourth method is to ask students to read the text aloud, expressions, which are just as important to teach as single
one after the other, round the class. This is probably a words: those you’d have to notice and teach yourself.
less effective method. Two problems here: first, learners’
reading aloud is much less clear and easily understood Also, there might be words you want to teach in spite
by the rest of the class than yours is; second, a student of the fact that they’re less common: because they’re
who reads aloud is necessarily focusing on his / her own relevant or interesting for your students, for example, or
decoding and pronunciation, and has proportionately because they’re similar to words in the students’ L1.
less attention to spare for comprehension – which is, What’s the best way of explaining the meanings
surely, the main objective. However, in some teaching of new words?
contexts it’s the convention to ‘read round the class’ like
In many cases there’s a picture or brief explanation
this, and some students really like it, so you may feel you
supplied with the text; but if not, then I’d say the most
have to do it sometimes even though you’re aware of
straightforward and efficient way is just to give the
the disadvantages. At least make sure that this kind of
L1 equivalent. If you don’t know their L1, but it is a
reading is done only after you’ve been through the text
monolingual class, see if you can get one of the students
once and know that the students understand it, not as
to translate.
‘sight reading’.
For a multilingual class, try to explain using synonyms,
Should I teach the new vocabulary? Pre-teach?
opposites, definitions, examples, drawings or mime. Or
More difficult items are highlighted in the text, and tell students simply to look it up in their dictionary!
students will be able to find explanations of them in
the glossary at the end of the book. These are usually How should I check text comprehension?
items that are needed for this particular context, but are If your students can answer the comprehension
(particularly in Levels 1 and 2) well beyond the range question, that’s a pretty good indication they’ve
of lexical items appropriate for students at this level of understood. If you want to be more thorough, then
proficiency. You probably will not, therefore, need to the easiest and most reliable way is probably to ask
teach such items for active knowledge. your students to summarize in their own language (or

© Cambridge University Press 2011 12

possibly in English) what the text was about. This is Or, you might get something partially true, in which case
likely to be volunteered by your more confident and / or you can say: ‘OK, that’s a good start, let’s check it out
advanced students: but it’s helpful for the others to hear with the explanation in the book’.
it as well, as an opportunity to back up or correct their
Any ideas on follow-up work on the content of
own understanding.
the texts?
Can I ask students to translate the text into L1? Well, it depends what kind of text it is. Here are some
Sure. Translation is a very good way of checking ideas.
comprehension, and a lot of students enjoy doing it. The
A factual text
only problem is that it can be much more time-consuming
than the comprehension tasks described above, and you (Most of the texts in the books provide factual
can get side-tracked into long debates about which is the information, formatted in different ways.)
precise translation of a particular phrase or word. If you A useful exercise is to ask students to check out the facts
can keep it short, confine yourself to rough equivalents given in the text, by research on the Internet, or asking
and not worry about precision or style, then fine. anyone they know who might be knowledgeable on the
It’s particularly useful to get students to translate the topic. Such tasks are important for the fostering of a
bits that illustrate the grammatical point that is the critical approach; they carry the message that you should
focus of the unit, to raise their awareness of what these always double-check your facts, don’t take anything for
mean in context. granted just because it appears in print.

How else can I use the highlighted grammatical Another follow-up, based on the above: can they find out
features in the text? any other interesting associated facts and share them
with the class?
A third suggestion: is there anything in their own
5 Present continuous
She’s wearing a bright yellow dress. experience which is relevant to the information given
in the text: illustrates it, or casts doubt on it, or adds
le?
you looking for Nico
Mark: Hi, Monica. Are
k, hi. Yes, we’re waiting for her at the
party. further dimensions?
Monica: Mar ready?
mobile. Is she getting
She isn’t answering her
Mark: No, she isn’t. She’
s lying on the sofa . Dialogues, monologues, short emails, chats
now.
ica: Are you serio us? Ever yone’s arriving
Mon
Mark: She isn’t feeling well . (See Units 6 or 21, Level 1)
t time. Diego’s
e. We’re having a grea
Monica: That’s a sham dancing. That
and some people are
play ing his new guit
strange girl Bianca is
ar
here too. She’s wearing
you
a bright
listening ?
After you’ve been through the text once or twice, tell
n hat. She’s … Are
yellow dress and a gree
a min ute … Nico le is coming now …! the students to re-read it one last time, then close their
Mark: Wait
? Who is ill? a Mark b Monica c Nicole See you there, Monica.
Answer: c
books: challenge them to recall any of the utterances.
Write everything they can remember up on the board.
Present continuous
1 The present continuous describes
a temporary activity in progress
statement ✓ negative ✗ Then tell them to open their books again, to see which
These can be used as a ‘springboard’ for the grammar
at or around now.
She is lying on the sofa now.
I am (’m) working I am not (’m not) working
You / We / They are (’re) working You / We / They are not (aren’t / ’re not) working
bits they didn’t remember: check these are understood.
explanation that is coming up. Make sure students have
past present future
He / She / It is (’s) working He / She / It is not (isn’t / ’s not) working (Actually, this technique can be used with any text, but
understood the meanings ?
of the the target
I’m reading this book at the
moment.
✓✗
grammatical
question short answer it’s best for dialogue-type ones.)
Am I working? Yes, I am.

features highlighted in the text (possibly by translation,

Mark is speaking on the phone.
No, I am not (’m not).
Are you listening?
Are you / we / they working? Yes, (you) are.
as suggested above) and then you can ask them ‘What
2 Make present continuous
statements with am / is / are +
No, (you) are not (aren’t / ’re not).

-ing form of the verb. Is he / she / it working? Yes, (he) is.

do you notice about these bits? What do they have in
I am watching TV.
Monica is washing her hair.
No, (he) is not (isn’t / ’s not).

common? Any comments?’. Do this if you’re fairly sure

We are drinking coffee. If a verb ends in -e, drop the -e.
dance ➜ People are dancing. NOT ... danceing
3 Make negatives, questions and
there are students in the class who can provide some
short forms like this:
I am not watching TV.
If a verb ends in one vowel and one consonant, double the consonant.
stop ➜ The train is stopping. NOT … stoping

reasonably acceptable answers; because if they can’t

Is Monica washing her hair?  See page 182 for more spelling rules.
A: Are they drinking coffee?  See Units 6 and 18 for more information on the present continuous.
B: Yes, they are.

answer,
14 or answer wrongly, the result is to discourage,
or, even worse, actually confuse the class. But if you
get good, clear generalizations from students, you can
accept them and then just use the following explanation
in the book as a quick confirmation and reinforcement –
or even skip it completely!

© Cambridge University Press 2011 13

Health or educational recommendations News reports
(See Unit 18 or 44, Level 2) (See Unit 9, Level 1 or Unit 34, Level 3)

18 Multi-word verbs 2: phrasal verbs

Throw away the remote control.
9 Past simple 2: regular past forms
She lived in a tree.

Julia Hill lived in a tree from December 1997 to

Are these the 6 best ways to get fit ? December 1999. She stayed in the tree because she
didn’t want people to cut it down. Some people liked
her. Some people called her a criminal . We asked
Surprise your friends and tidy up. It uses a Julia, ’Why did you decide to do it?’ Julia replied,
lot of energy to pick up all those clothes ‘It seemed the right thing to do. They didn’t need
from under the bed.
to cut the tree down. I told them not to do it but
Do you like chocolate? The good news is, they didn’t listen to me. I believed I was right.’
you can still have chocolate! But why don’t
you put on your trainers and run to the shop
to buy some? ? Underline the correct option: Julia lives / doesn’t live in a tree today.
Answer: doesn’t live

Don’t ask your parents to pick you up. Past simple 2: regular past forms
Walking home with your friends is fun and
1 Use the past simple for past actions, states and general truths. 4 Past time expressions, e.g. yesterday,
gets you fit. I phoned Julia yesterday. last (night / week / year), (a few minutes

Put your alarm clock outside your bedroom

Brainstorm in class the kinds of questions a television
Did you stay at the party long last night?
Once people didn’t believe the world was round.
/ two months / 10 years) ago, are
sometimes used with the past simple.

door. When it goes off, run and turn it off … interviewer might like to ask the main person, or people,
2 The past time could be recent or distant.
She didn’t arrive yesterday.
Did you clean the car last weekend?
before it wakes everyone else up! We finished one minute ago. Colombus discovered America 500
who appear in the report. years ago.

You don’t have to take up a new sport to Spelling

get fit. Just include sport in your weekend. Is past present future

Then either discuss what the answers might be or,

When a verb ends in -e, add -d.
there a swimming pool near you? Find out die ➜ died
The Chinese invented paper. love ➜ loved
and go with your friends.
more interesting (but also more challenging), ask one
3 Add -ed to make the past simple (regular) for all persons. Use did not
and the infinitive without to to make the negative and use did to make
When a verb ends in a consonant (b, t, m,
etc.) and -y, delete the -y and add -ied.
Are you someone who is always changing a question. We usually say and write didn’t instead of did not in
or two of the more confident students to assume the
copy ➜ copied
informal situations, e.g. an email to a friend. try ➜ tried
the TV programme? Why don’t you throw
When a verb ends in a single vowel (a, e,
away the remote control ? And then get
role of these characters (or do so yourself), and ask the
✓ ✗ statement negative i, o, u) and a single consonant, double the
up to change the TV programme every ten I / You / He / She / It / We / They started did not (didn’t) start last consonant.
minutes … stop ➜ stopped
rest of the
?
students to interview
question ✓✗
them: the interviewee short answer
prefer ➜ preferred

improvises answers.
 See page 182 for more spelling rules.
Did I / you / he / she / it / we / they start? Yes, (I) did.
1 Do you do any of these things?
? 2 Which do you think is the best way of keeping fit?
No, (I) did not (didn’t).

78
General knowledge quizzes or questionnaires,
24

puzzles
Ask students if they agree with the recommendations
here. If they don’t, why not?
Can they link any of the recommendations to their own
34 Make, do and get
Do you get angry?
Are you a good friend?

experiences? Read our questionnaire and answer the

questions.
e Your friend uses your phone and makes
a lot of calls. Do you get angry?
maybe

a You get a text message from a friend. yes no maybe

Do you reply immediately?
Can they add any recommendations of their own? yes no maybe f Do you always get your friends a
present on their birthdays?
b Your friend has made a cake, but it yes no maybe

Literature / Movies
no

tastes horrible. Do you tell him or her?

yes no maybe
no friends.)
yes

0–12 = You’re NO FRIEND! (and soon you’ll have

(See Unit 8, Level 1 or Unit 27, Level 2)

c Your best friend has done something need, too.)
really stupid, and tells you about it. Do it’s a good idea to tell your friends what you
you tell your other friends? friend, and you always think of others first. (But
yes no maybe
13–23 = FAITHFUL FRIEND. You’re a good

Find out if any of the students have read the book or

are lucky to know you.
KEY: 24–28 = You’re a GREAT FRIEND! Your friends
d You helped your friend do her home- maybe 3, no 3
work, and she gets a good mark. Do
seen the play or movie.
0, maybe 0, no 5; e yes 3, maybe 3, no 5; f yes 5,
you tell the teacher? 0, maybe 3, no 5; c yes 0, maybe 0, no 5; d yes
yes no maybe
Find out your score! a yes 5, maybe 3, no 0; b yes

Can they add any more information to that given in the ? What do you think? Are you a good friend?

text? Recommend it to other students? Make, do and get

1 Use make to talk about producing something. 4 Get can have different meanings. Use get + object to

If they have not yet read or seen it, then invite them to make a cup of coffee, make a cake, make a meal mean ‘receive’ or ‘obtain’. You can get:

(See Unit 40, Level 2 (quiz), Unit 34, Level 1

When we say who we are making it for, we can say:
a bad / good mark

predict what happens next or how the story ends, based

a letter
I made my dad a cake. OR I made a cake for my dad.
some milk from the shops (= buy)
(questionnaire) or Unit 42, Level 1 (puzzle))
She makes them lunch. OR She makes lunch for them.
a present

on the information given in the text.  See Unit 37 for more verbs with two objects.

2 Use do to talk about work and activities (which often

a text message

A fairly obvious follow-up to this type of text is to

5 Use get + adjective to mean ‘become’.
end in -ing). You can do: angry cold late
an exam the shopping better dark older

challenge the students to provide their own answers,

exercise
(your) homework
the washing
the washing-up
bigger

6 We can use get in other expressions. You can get:

then discuss them in class.
3 Make and do are used in a number of expressions.
You can make:
on / off (a bus)
up
dressed
to (= arrive)
back (= return) lost
the bed a mistake a plan sure a bus / train (= travel on) married
a decision money a phone call a promise
friends a noise
tip We say get to school but get home (without to).
You can do:
your best nothing well / badly

84

© Cambridge University Press 2011 14

The next step could be to ask each student (or pair of What about timing? Should I always do the
students) to devise at least one more similar question explanations as they come in the books – after
(and note for themselves the right answer, if there is one). the text and before the exercises?
These can be exchanged immediately to be answered by This is probably the most usual and convenient order;
other students, or taken in and compiled into another but there are other options.
quiz / questionnaire similar to that in the book.
You might, for example, if you’re fairly sure your
The explanations students can cope, start on the exercises with the class
immediately after reading the text. In that case, use the
Can you give me some ideas as to different explanations as a ‘fall-back’ strategy: if a student makes
ways to use the explanations? a mistake, go back to the explanation to show how and
To start off with, you don’t necessarily need to use the why the mistake has been made, and ‘re-teach’ that
explanations at all. You may feel your students already particular feature.
know the rules pretty well, and you’re just using the
Or do the exercises first, and then go back to the
books to review or consolidate, to ‘mop up’ things
explanation to raise awareness of the rules underlying
they’re still tending to get wrong in spite of a theoretical
the target features.
knowledge of the rules. In these sorts of situations you
might skip the explanation altogether, and just come If I use the explanations as they stand, should I
back to particular items if you find students are making read them out myself, or ask students to do so?
errors in the exercises that you want to explain. In principle, read them out yourself, or paraphrase. You
Alternatively, use the explanations selectively. Look read better and more clearly than they do, you can stop
through them yourself before the lesson, and pick up to clarify things as necessary, or explain difficult words
any particular items there that provide new information, as you go. As I wrote above relating to the reading
or that you think it’s important to remind your students aloud of a text: a learner reading aloud not only conveys
about. And skip the rest. meanings less well than you do, he or she also will be
concentrating on the decoding and pronunciation, and is
10
If, however,They
you wantspoketo worklanguages.
Celtic more thoroughly and
Past simple 3: irregular past forms
systematically, then go through the items one by one,
likely to have less attention to spare for comprehension
– which is the top priority here.
making sure they are understood.
sh come from?
Note that if you share, or know, the students’ L1, it can
Where did Engli
Another possibility is to take the grammatical features be very helpful, particularly at lower levels, to translate
Old English he on þa duru eode
as they come up in the text and ask Modern students
English he went to
to the explain
door
as you read. That makes the explanations optimally clear
as much as they can on their own, supplying yourself
s like Welsh.
The ancient Britons spoke Celtic language
The Romans made Britain a colony in
didn’t become the language of the common
43 AD but Latin
people. Not and comprehensible, and often saves time that can then
only things they’ve forgotten tomany mention,
of the ancient Britonsor correcting
feel happy with a new language.
knew Latin and they didn’t
be invested in practice or further examples. At higher
if they get it wrong. In this case,Intheyyou are
the 5 century AD, using
the Romans lefttheBritain because
had problems at home. The Angles, Saxons
th
and Jutes
levels, students should be able to cope with most of
t. They brought
explanations only as a back-up, to confi
their own Germanic rm,
languagecorrect
then went to England from the continen
s. These language s or
became
the explanations in English: but even in these classes,
Old English. The story of English began.
supplement students’ suggestions. occasional quick explanations in the students’ L1 can
? True or False? English is a Latin language.

make things clearer and save time.

Answer: False

Past simple 3: irregular past forms

Do I need to teach grammatical terminology

1 Many past simple verbs do not end in -ed. They have
present past present past
irregular forms. For negative and question forms, use
did and the infinitive without to. be was / were know knew
The Romans made Britain a colony.
They didn’t feel happy.
Did they speak Latin?
become
begin
became
began
leave
make
left
made like ‘present continuous’?
bring brought mean meant

statement ✓ negative ✗
buy
come
bought
came
pay
put
paid
put
It isn’t absolutely essential: you can explain most of the
You sang. You did not (didn’t) sing.

She told her brother. She did not (didn’t) tell her
do
eat
did
ate
say
see
said
saw grammatical points in simple language. And this may
get got speak spoke
brother.
give gave take took well be preferable if you are working with younger or
go went tell told
beginner classes. But as you progress, the terminology
The army went The army did not (didn’t) go
have had think thought
home. home.
hear heard

question ? short answer ✓ ✗ becomes more and more useful. (And it helps a lot if
 See Appendix 1 for a list of irregular verbs.

they already know and understand concepts like noun,

Did I / you / he / she / it / Yes, (I) did.
we / they sing? No, (I) did not (didn’t).

verb etc. in their own language.)

26

© Cambridge University Press 2011 15

At this level, I would suggest first teaching the following So how do I use them?
terms: You can, of course, just discuss them as you are going
word past noun singular question through the explanations, drawing students’ attention to
them as if they were just another item to be explained.
sentence present verb plural negative
future pronoun statement Alternatively – and this is how I often use them myself
adjective – use them as independent ‘fillers’ in a lesson which is
not necessarily devoted to grammar. They are normally
adverb
‘autonomous’ bits of useful information so I can introduce
Then teach more terms, like present continuous, as you one or two if I have a few minutes to fill in at the end of
find you need them in specific units. the lesson, or at a point of transition from one activity to
another. Being both brief and in clear contrast to what
What are some ways of making sure that the
has gone before, the tips are likely to attract student
explanations have been understood?
attention and result in a useful bit of learning, as well as
One strategy is to ask students to provide further
contributing to variation of the lesson routine.
examples for any particular target explanation point, to
add to the examples provided in the book. The exercises
Another, more time-consuming but more thorough, is The main aim of the exercises is to check if the
to ask them to write down later, possibly in their own students have understood and can apply the
language, what the rules are and some examples. They explanation, right?
should do this, however, with books closed, so that they
No, not really. What the exercises aim to do is mainly
really have to think on their own, basing their writing on
to consolidate (not ‘check’) the knowledge students
their own comprehension and not on mindless copying,
have acquired theoretically throughcomethe explanations.
or translating,
tip from the book. 6 Adverbs of place and movement usually at the end.
Hardly and lately aren’t the same as hard and late. The
Mostfunction
adverbs ofof practice
time can come isattothe
provide learners
beginning or end. with
Hardly
Then get them means ‘almost
to compare not’.
their Lately with
results meanseach
‘recently’.
richHow experience using
does the moon staythe target feature successfully
up? (place)
I’ve hardly
youseen you lately
are…any
where have you been? or
other, and consult if there uncertainties andIt meaningfully,
keeps moving forwards. (movement)
so that they become used to doing
I’m going to try the experiment tomorrow. OR
substantial differences between their versions. so,Tomorrow,
and absorb the grammar
I’m going to … (time) into their own language
2 Many common adverbs are not formed from adjectives,
e.g. just, soon. We can also use many prepositions as system as practical ‘knowing how’ to use it, rather than
The tips adverbs, e.g. up, down and around.
7 Most adverbs of degree, e.g. very, quite, absolutely,
theoretical ‘knowing that’. All this works in rather the
extremely, roughly, approximately, so and too, come
Why doesn’t the moon just fall down? same way as you learn to drive
What’s the difference between the ‘tips’ and before the adjectives, quantifiers and well
otherby lots of practice
adverbs
Adverbs ending in -ward(s) describe directions,
the numbered items in the explanations? driving, or learn to perform skilfully on stage through
that they describe.
e.g. downward(s), forward(s), onward(s), upward(s), … could
plenty ofshoot the arrow
rehearsal. Sosowefar don’t
that ... want to ‘test’ them, as
The tips are basicallyoutward(s),
backward(s), ‘micro’ points of grammar; the way
inward(s). ... absolutely no air.
It keeps moving forwards / forward. your question implies; we want to give them lots of
particular words behave grammatically, or how to avoid The adverb enough comes after adjectives or adverbs.
We can make adjectives ending in -ward. opportunities to ‘get it right’, over and over.
common errors, or usefulcurve
The downward expressions
of the arrowand idioms.
You couldn’t shoot the arrow far enough.
NOT
This … enough
is why it’s far.
important that the exercises are
Position of adverbs appropriate to the level of the students and not too
3 An adverb can come at the beginning, middle or end
tip We can use the adverb right before a preposition.
difficult; designed so that they are likely to succeed in
of the sentence. If it comes at the beginning, there is It means absolutely.
usually a comma after it. producing acceptable responses.
Imagine standing right at the top of a mountain.
Apparently, the Earth looks beautiful from the moon.

Practice
8 Some adverbs describe a whole sentence. Whole-
tip Don’t put adverbs between verbs and objects. sentenceAadverbs include:
Read each sentence a, then complete sentence b with a C Make at
It won’t hit the ground immediately. actually suitable adverb.
generally meanwhile using th
NOT It won’t hit immediately the ground. apparently honestly obviously adverb f
basically 1 a They have a healthy diet.
hopefully therefore
eventually b They eat healthily . (un)fortunately
however
If it comes in the middle, we put it before the main verb, could
2 a I had a bad diet when I was a student.
or after be or the first auxiliary verb. There is usually no Whole-sentence b adverbs
I ate normallywhen comeI was
at thea student.
comma. beginning of3 the
a sentence,
I like eating usually followed
fish because it isbyquick
a to cook.
That is basically how the moon stays up. comma. Other bpositions are also possible.
I like eating fish because you can cook it .
If it comes at the end, there is usually no comma. 4 athere’s
Apparently, goingsister
My little to beisa noisy
full moon
when tonight.
she eats.
OR There’s going
b My to little
be a full moon
sister eatstonight, apparently.
.
It will soon start to curve downwards.
OR There’s5 apparently
a It was easy goingtoto bethe
find a full moon tonight.
restaurant.
In negative sentences, middle position adverbs usually b Weusually
Maybe and perhaps found thecome restaurant
at the beginning .
come before negative auxiliaries like don’t. 6 a My
without a comma. friend prepared
Probably, certainly, the meal butand
definitely he was very slow. 1 Rudo
I probably won’t understand anything. possibly usually My friend
b come in theprepared the mealcommas.
middle without . 2 Leon
© Cambridge University on the plates, he was very 16
bothPress 2011are possible, but with a a When
Maybe we7 could go to hetheput the food
cinema tonight. 3 Rock
Sometimes positions
change of meaning. NOT Maybe, wecareful.
could go ... 4 Carl
b He put
John will definitely the food
be coming on us.
with the plates very . 5 The B
 1 aThey have a healthy diet.
bThey eat healthily .
could
2 aI had a bad diet when I was a student.
bI ate when I was a student.
3 aI like eating fish because it is quick to cook.
bI like eating fish because you can cook it .
4 aMy little sister is noisy when she eats.
bMy little sister eats .
5 aIt was easy to find the restaurant.
bWe found the restaurant .
6 aMy friend prepared the meal but he was very slow. 1 Rudo
bMy friend prepared the meal . 2 Leon
7 aWhen he put the food on the plates, he was very 3 Rock
careful. 4 Carl
Are all the exercises the same level? So here are some tips.
b He put the food on the plates very . 5 The B
No. On the whole, they get more difficult as they go on: 6 Pelé
B Complete the sentences using adverbs made from the 7 Garry
so Exercise A will normally be the easiest, Exercises D or adjectives in the box.
E the most difficult (I’ll come to MY TURN! later). The Make se
idea is that as students get better and better at ‘doing’ careful early far fast good happy hard them in
immediate late sudden
the grammar, they can cope with increasing challenge. Example
1 My class has studied very hard for our exam.
So should I work through all the exercises with 2 Where is the hotel? Do we have to go ?
my class? 1 3 My
Translate. dog loves
Explain thewater, he will swimin L1 if it’s a for
instructions
hours.
Not necessarily, for several reasons. monolingual class whose language you know. At
4 I never go on motorways – I don’t like driving In your n
lower levels, this is probably
. the easiest and quickest people a
First, you may find in some cases there are simply more
way to get them started on doing
5 My aunt lives in Japan. She theJapanese
speaks exercise. 1
than you need. The students may know the target now.
More advanced students should be able to cope
grammar already and not need so much practice: so it’s 6 Please drive through the village.
with English instructions
7 It’s only on their
six o’clock. Why own,
did you get upparticularly
so
worth just doing one or two of the exercises on the page
if you’ve reviewed the? most common instructional
and then moving on to a unit where you want to invest My friend
phrases8with theminvited me to stay
in advance and4I below).
(see said ‘yes’ 4
more time and effort. .
2 Use the9 sample walkingThe
We wereitem. first
in the parkitem
when of the exercise
a man
Second, there is a very wide variety of types of exercise shouted at us.
is always ‘done’ for you, use it to show the students
in these books. Obviously not all will suit all teachers 10 He left home and had to run to work.
what they are meant to do. Then perhaps get them to
and all students: so feel free to skip the ones you feel 1
suggest the answer to the next item, before inviting
are inappropriate for the class or don’t suit your own
teaching style. My test!
them to do the rest on their own.
3 Explain carefully, then get students to paraphrase
Third, you may simply not have time. Personally, I rarely, Circle the correct option.
or translate. It’s a good idea. to aget students to b her food quickly
if ever, manage to cover all the material I would like to 1 She always eats her food quick
repeat2the instructions
Wash your hands in their own words: that
before cooking. way b careful
a carefuly
in a course: it’s a matter of making (sometimes tough!)
you’re sure they’ve understood, and the less able c well
3 She cooks really . a good b goodly
decisions: which bits am I going to omit in order to make 4 They worked very in the kitchen. a hard b harder c h
students in the class have an extra opportunity to
time for the higher priorities? 5 He speaks when he’s excited. a sillily b sillyly c in a s
grasp how to do the exercise.
On the other hand, you may find exactly the opposite:
4 Make sure the students have learnt useful
that the exercises in a unit don’t give enough practice,
‘instruction’ vocabulary in advance. This is a good
your class needs more. More on this later.
investment not only for these books but also for
Any tips on presenting the initial instructions other English textbooks they may use now or in
how to do the exercise? the future. It’s worth spending some time at the
It’s crucial that the students understand the instructions beginning of the year teaching such vocabulary: two
before they start, so it’s worth investing some effort to or three new words or phrases each lesson, reviewing
make sure they are clear to everyone. If they haven’t the ones you’ve taught previously each time. Within
understood properly, a lot of time can be wasted on a couple of weeks, they should have a useful basis for
confusion and rewriting. On the other hand, you don’t understanding instructions alone, and you’ll find you
want to spend too much time on preliminaries: the main can challenge them to read them on their own and go
thing is the exercise itself, so if you spend a lot of time straight into the exercise. (If they aren’t sure they can
explaining, that’s time taken away from the practice itself. always ask you!)
Teach first the grammatical terms listed above, under
Explanations, point 4, which come up quite a lot
in exercise instructions: word, sentence; tense, past,
present, future; noun, adjective, verb, pronoun; singular,
plural;statement, question, negative. Some useful further
vocabulary to teach for instructions is listed below. Start
by teaching the phrases.

© Cambridge University Press 2011 17

 So how can I exploit the exercises in the books
Phrases Words
to give added practice? Just doing them again is
Complete the sentences / table answer correct boring ...
Circle / Underline the correct complete use,
Various ways. Here are some to start off with:
form / option using
Put the words in order circle true 1 Recall and share. When the class has finished doing
an exercise, tell them to close their books and try to
in brackets underline false
see how many of the sentences they can remember
Turn … into change mean, and write out. They don’t have to remember the
meaning exact wording: just more or less what the sense was
Write sentences / reasons table option and how the target grammar was used in each. When
Make sentences appropriate form they have had five minutes to do this, let them share
An appropriate form possible dialogue in groups and see how much they can remember all
… means the same as … rewrite without together. Optionally, elicit all the items they can
remember and write them on the board. Then open
more than one answer is text add
the books, and let students check what they forgot.
possible / both are possible
in your notebook insert cross out What they are doing here is in fact re-doing the exercise,
but with added challenge and effort of memory that
at least
adds interest and gives some point to the review.
What if the exercises don’t provide enough 2 Add a word. Having done the exercise once, invite
practice for my class? students to do it again; but this time they have to
You will find extra exercises in the ‘Review’ sections and provide the answer to each item adding one or two
in the CD-ROM accompanying the books. extra words – on condition that the whole sentence
still has to make sense. One advantage of this
technique is that each sentence can actually be ‘done’
several times, since different students will have
different ideas which words to add.
A variation of this is to require students to delete one
or two of the words: but still, the sentence has to make
sense. Or to change a word.
3 Add items. Challenge students to compose more
similar items (questions, sentences) of their own.
This is probably best done as pair work. Give them
ten or fifteen minutes to compose their new items,
providing them with new vocabulary as they need
it. Each pair can then read out its compositions and
challenge the rest of the class to answer them; or, if
you have time, take in all the new items and combine
So there is no lack of extra exercises available to you them into a new exercise which you can print out
through Active Grammar! for the class to do the next day. But it is really the
But perhaps it is just as useful to look at how the composition of the new items rather than the
exercises on the practice page of the unit can be answering which provides the practice.
extended to provide extra ‘engagement’ and review of 4 Ask for more answers to each item. If the exercise
the target features, without going elsewhere to look for is already open-ended (no one right answer, but a
more. See next question. variety of possibilities), then demand at least three
possible answers to each item, not one. Or as many
as they can think of! A single item of one of the
more creative exercises can produce a board-full

© Cambridge University Press 2011 18

 of interesting, original and sometimes humorous If an exercise is too difficult, how can I make it
responses, that provides an enormous amount of easier?
extra practice: particularly suitable for a mixed-level 1 Shorten it. If the exercise consists of a list of items,
class. If it isn’t open-ended, perhaps change it to tell the students to do only the ones they easily
make it so … which makes it a lot more interesting understand, in any order they like, using one of the
to do. See the question on making exercises more procedures suggested above. That’s it. Later, if you
interesing below. wish, explain and do the rest yourself. (But you don’t
What different ways are there to use the have to!)
exercises in class? 2 Prepare. Go through the text of the exercise,
The simplest and most conventional way to do exercises explaining or translating (with the help of the
like these is what’s called IRF: Initation, Response, students where appropriate), but without actually
Feedback. The teacher states which exercise and which eliciting answers. Then, when the text is thoroughly
item is to be done, and calls on the class to volunteer understood, invite them to actually do the exercise.
answers (‘initiation’). Students raise their hands, and This is particularly appropriate for exercises based on
one of them is nominated to answer, which he / she full texts rather than separate numbered items.
does (‘response’). The teacher then gives feedback in the
3 Do it yourself. Tell the students this is a difficult
form of approval (if it’s right) or correction (if it’s wrong)
exercise, you’re going to show them how to do it. Then
(‘feedback’), moves on to the next item and does the
talk them through it, supplying the answers yourself
same again, until the exercise is finished.
(but welcome any contributions from the class!).
The problem with this procedure is that at any one point When you’ve finished, challenge them to go back to
in the lesson, most of the students are not in fact doing the beginning and recall all the answers on their own,
very much, and may not be ‘engaging’ with the exercise writing in as many as they can. This is a particularly
at all. And many of them are probably getting bored. good idea when the answers are ‘open-ended’: no
Here are some variations. one right answer, but building on students’ individual
creativity. You could, of course, provide them with the
1 Write it first. Ask the students to write the answers sample answers in the Answer Key as examples: but
in first, and then elicit answers through IRF. This it’s much better if you provide your own, particularly if
ensures that all the students do all the exercise, and you can introduce a personal note!
enables you to go through the answers much more
quickly, as the exercise is already familiar to the class. If an exercise is too easy, how can I make it
more challenging?
2 Write it then self-check. As above, but instead of
1 Add items. Get students to compose additional
you eliciting the answers from the students, simply
items, or continue the story / text (see above). You
provide the answers for them to self-check: write
can also prepare further items yourself, if you have
them on the board, or have them on paper available
time.
to individuals as they finish. Then deal with any
problems that have come up or possible alternative 2 Ask for explanations. Tell students they not only have
answers. to supply the right answers, but also explain why
these are right, in terms of the underlying rules.
3 Do it in groups. Tell students to get into pairs or
groups and do the exercise together. They call you 3 Delete the word box. If there are items to choose
over if there are any items they have a problem with, from a ‘box’, tell students to ignore them and supply
or in order to check that they’ve got it right. their own suggestions as to how to complete
the given sentences. Similarly, if a clue is given in
For more variations for specific objectives, see more
brackets at the end of the sentence, tell them to
questions and answers below.
ignore this, and complete with something else.
Another advantage of this is to change closed-ended
(one-right-answer) cues into open-ended ones (lots of
right answers); so the students can suggest as many
answers as they can to fill each blank space in the
exercise.

© Cambridge University Press 2011 19

4 Delete the second column in a matching exercise. 5 ‘Open-end’ it! If the questions demand one right,
Tell students to ignore, or cover up, the right-hand pre-determined answer, that can be rather boring.
column in a matching exercise, or the sentences that You can make exercises ‘open-ended’ by using one of
are supposed to match pictures, and suggest their the following strategies:
own ways of completing the left-hand column or
1 In a ‘gap-fill’, tell students they should not use the
their own captions to the pictures. If you do this,
given items to fill the gaps, but may insert any
however, you need to stipulate that their answers
they like. Same for multiple choice.
must use the target grammatical feature.
2 In a ‘matching’ exercise, tell students to ignore
How can I make the exercises more interesting?
the right-hand column, and complete the items in
The exercises vary a lot: so try to go for the ones you the left-hand column any way they like (provided
know your students would find more interesting to do it uses the target grammar!). Or vice versa: delete
(MY TURN! for example), and skip, or go very quickly the left-hand one.
through, the ones your students would find less relevant
or interesting to them. But you can raise motivation 3 In a sentence completion, delete the second half
even to do ‘boring’ exercises by strategies such as the of the sentence, and tell students to finish it any
following. way they like.

1 Let them choose … which exercise to do. Tell the Can you give me some more ideas for checking
class to scan through the exercises, and decide which answers, other than just eliciting orally from
two exercises they would like to do, and which they individual students round the class?
wouldn’t. Discuss their choices and their reasons for In principle, if you’ve explained well and selected, or
them, and then do the exercises the class as a whole adapted, the level of the exercise so that it suits the
has decided they prefer. level of your class then they should have got most, or
all, of the answers right – which is the main point of the
2 Let them choose … which items to do. Tell the class
exercises (see the first question in this section).
to read through the exercise: they are allowed to do
only six of the items given: each student, or pair of If you’re pretty sure that this is so, then it is mainly
students, decides which six they choose, and compare a matter of confirming right answers rather than
which ones other students have chosen. Then do correcting wrong ones. And it can be a bit of a waste of
the ‘top six’ items. Discuss why some items were time to go round the class reading out the questions and
unpopular (and answer or elicit answers to them as answers (see my criticisms of ‘IRF’ above).
you do so!). Here are some alternatives:
3 Set a time limit. Tell the class they have ten minutes 1 Self-access checking. Provide the answers written
to get through an exercise: how much of it can they out somewhere accessible: on your desk, for example,
do in the time? Let them work in pairs or threes, and or attached to the board. Then, as students finish one
make the starting point clear and dramatic: ‘Don’t exercise, they come to check their answers and then
start yet, only when I say ‘Go’. Ready … GO!’ Give proceed to the next, applying to you only if they have
them exactly ten minutes and then shout ‘STOP! a different answer from the one given and want to
How much have you done?’. This can, of course, be know if it’s wrong or an acceptable alternative.
made into a pair or group competition. Or, next time,
try it again with a different exercise of similar format 2 Peer-checking. Students do the exercises on their
and see if they can ‘break their record’ (and get all the own; anyone who finishes raises his or her hand,
answers right as well!). and looks around for another student who has also
raised his / her hand. They get together to compare
4 Change it! Challenge them to do a particular answers; again, they only apply to you if there’s a
exercise, but when they write the answer they have problem they can’t solve between them, or want
to take out one word, or insert one extra word, or your reassurance that they’ve thought of acceptable
change one word from the original item. Other alternative answers.
students then identify what the change was. They
can make the meaning as absurd as they like, as long
as it is grammatically correct.

© Cambridge University Press 2011 20

3 Collaborative filling in and checking. Students work of all the students in the class to all the items, unless
in pairs or threes, working through the exercises you want to spend the entire lesson on it! So you’ll need
together and agreeing on the right answers. They to be selective: allow only two or three answers to each
then check with you, or send a representative to look question, and make sure that as far as possible different
at a ‘self-access’ source to make sure their answers students contribute each time.
are right. If the latter then, as usual, they will apply
The peer-work / peer correction can still be used, as
to you in cases of uncertainty.
suggested above: students listen to, or read, each others’
4 Just tell them the answers. If students have done responses and decide together if they are acceptable or
the exercise individually or in groups, or using the not. They can always ask you if they are not certain.
‘time-limit’ idea, then simply read out the answers
Another option is to tell students to get together in
when they’ve finished so they can tick off their own
groups of three or four, share their answers, and then
right answers or write in corrections. Students ask
each group selects one or two of the responses to each
questions only if they have mistakes they don’t
item to tell the rest of the class: the funniest, or the
understand, or want to suggest alternative answers.
most interesting. Then have a ‘sharing’ session in the
5 Take in the books to check. This is the most time- full class. This can be really fun, as students enjoy each
consuming strategy, and you can’t do it every week. other’s original productions, and also results in a large
But it is important to take in students’ books every amount of both exposure to and production of the
so often and check for yourself how they are doing: target grammatical feature.
write in ticks for correct answers, add approving
But if I let them work together, or correct each
comments, and / or, if there are a lot of mistakes,
other, or correct themselves through self-access
advice as to what they should be looking out for.
– how do I know whether they got it right on
It’s good for class morale, and gives you a chance to
their own or not? How do I give a grade?
relate to students individually – which is not always
possible during lesson time, particularly if you have The answer to both questions is: you don’t.
large classes. But that’s not the goal of checking answers to practice
exercises anyway.
2 We speak Russian. ✓ Your question relates to testing, where it is really
3 She’s a strange woman. ✓ important to know that a student has been working
alone and has earned whatever grade it is. This isn’t
4 My aunt drives very badly. ✓ testing: it’s practice, which is a whole different ball
5 They live in this street. ✓ game. The point of practice is the successful experience
of getting it right, not the earning of grades. And
6 He has two brothers. ✓ anything which increases the amount and quality of this
Well done successful experience is good!
Checking exercises is done not for the sake of
assessment, as in a test, but for goals such as: to reassure
students that they are indeed ‘doing it right’ and
Most of your ideas above apply only if there are
reinforce their knowledge; to correct them if they are
‘right answers’; what about the exercises where
getting it wrong so that they can avoid similar mistakes
there are lots of possible answers? How do you
in the future and, incidentally, by the repetition of the
check then?
right answers, to give them yet another bit of exposure
The most straightforward and conventional way to to the correct forms. Nothing to do with grades or
do this is simply to elicit various suggested answers objective assessment.
round the class and approve or correct as you go. This
is more interesting than ‘IRF’ because the answers Some of the exercises will need to be done for
are not predictable, and because the responses come homework, right? Any tips on this?
much faster than in the conventional teacher-student Right. You can’t possibly get through all the exercises in
‘ping-pong’. The disadvantage is that it is still very time- class; even if you decide to omit some exercises as less
consuming: there’s no way you can hear all the responses appropriate for your class, your students will only get
enough practice if they do some also for homework.

© Cambridge University Press 2011 21

It’s important to select exercises for homework that encourage it: they are more likely to get the exercises
you are sure the students will be able to do successfully right, and will get through more material.
on their own. Some strategies to ensure successful
How useful is it to correct their mistakes? Even
homework completion are the following:
if I correct something today, it often doesn’t
1 Begin in class. Make sure the instructions are seem to have any effect, they make the same
understood, and do, or explain, the first item or two mistake again tomorrow.
in class, so you are quite sure everyone knows what There’s been quite a lot of research on this point. Some
the task is. people say there’s no point in correcting at all, it just
2 Do the whole exercise orally in class first. If you are demoralises and doesn’t result in better learning. And
not sure if some of the students will be able to cope we’ve all had the experience you describe of repeatedly
with the exercise on their own, then tell them to put correcting a particular feature, only to have the
down their pencils, and just talk them through the mistake come up again and again afterwards. But some
exercise, eliciting possible answers, without allowing corrections are implemented and used by students to
them to write anything down. This is particularly help them avoid mistakes later; and often corrections
useful for those exercises which have ‘open’ answers, are only taken on board after they’ve been made several
but works well also with the ‘closed’ ones. Students times: i.e. the effect is cumulative.
then have a good idea of what is expected, and will In other words, if there’s even a slight chance that the
be more likely to complete it successfully at home. correction will raise students’ awareness and help them
3 Limit by time, not by quantity of work to be eventually get it right, then it’s probably worth doing,
completed. Instead of telling the students that in principle. Or in other words: correcting is, on balance,
they have to complete, say, exercises A, B and C for more productive than not correcting! Note also that if
homework, tell them that you expect them to work you ask students, most of them will tell you that they
for at least half an hour at home: they should do as want to be corrected; and most teachers also see it as
much as they can in half an hour (or 20 minutes, or part of their professional responsibility.
45 minutes – whatever is appropriate for your class). There may, however, be some cases where we should
If they wish, they may do more than that, but they deliberately refrain from correcting: when, for example,
don’t have to. The advantage of this instruction is a less confident student is at last expressing himself /
that this allows all members of a mixed class to work herself fluently (in response to a MY TURN! task, for
at their own speed; each individual does as much as example) and we don’t want to interrupt or disturb him
he / she is able, rather than being asked to do either or her. But there’s no ‘rule’ about this: it’s a matter of
too much or too little, as very often happens with a professional judgement, when it’s appropriate to correct
‘fixed’ homework assignment. and when not.
It’s important to check their homework as soon as In general, if the main target of a task is grammar
possible after they’ve done it; see a previous question practice, then probably nine times out of ten we will
for some ideas on checking. respond to a mistake by correcting it.
But if I give exercises for homework, won’t they Doesn’t correction have the effect of hurting
just copy from one another? students’ feelings or demoralising?
We have to make a distinction here between mindless As I wrote above, most students are aware of their
copying – which obviously doesn’t result in much need to be corrected. It’s up to you to make sure that
learning – and helping each other to get it right, which the correction is made supportively and without any
can result in excellent learning. One of the differences implication that the student is silly or inferior in any
between testing and providing practice, is that a test way. They need to be aware that making mistakes is a
is always done individually, whereas practice may very natural and integral part of language learning.
often be collaborative.
Having said that, many students come to the classroom
If the emphasis is on successful experience, and the with a fear of making a mistake and ‘losing face’; they
students don’t get grades for their homework, then the may be reluctant to contribute an answer to an exercise
temptation to copy is much less. If students ask if they because of this fear. This is, of course, not your fault, but
can work together on their homework, then agree, even let’s look at some things you can do about it.

© Cambridge University Press 2011 22

1 Find an opportunity to raise awareness of the 2 Explain. Stop the exercise for a minute or two and
function of error correction. Just give a little and explain why the utterance is wrong, and what it
talk (possibly in L1) about how important it is to should be.
make (not avoid!) and correct mistakes in language
3 Translate into mother tongue. If there is a parallel
learning, and how this is inevitable and natural,
in the L1, then showing how funny the parallel
and not something to be ashamed of. Give some
mistake would sound in the L1 is a very effective
examples of mistakes you benefited and learnt from
way to draw students’ attention to the nature of the
in your own language-learning experience.
mistake. Then elicit the right version, as in 1 above.
2 Deliberately praise a student who makes a
How about getting other students to correct
mistake. ‘That was an excellent example of a slip
someone who has just made a mistake?
I’m sure lots of other students need to learn about –
thanks, Hans! Now, let’s see …’ Probably not such a good idea: a survey I did once
with students indicate that they strongly prefer being
3 Acknowledge the correct part of the answer as well corrected by the teacher. This is not necessarily because
as drawing attention to the mistake. ‘ “Did they they feel embarrassed or distressed at correcting / being
wanted to go …” Right, Katharina, you make a question corrected by their classmates, but rather because they
in the past with ‘Did’, correct. But notice that ….’ rely more on the teacher to make the right correction.
4 Be aware that sometimes we should not correct. And if the exercise is done in writing: what’s
When a shy or inhibited student has at last said the best way of correcting?
something, we may prefer not to correct but just to
In the same survey I’ve just mentioned, most students
encourage and support.
said that they prefer the teacher to write in the correct
What’s the best way of correcting a grammar form, not just underline the wrong one. At first I thought
mistake in oral work? this was just because they’re looking for an easy option
Let’s start with the worst way. The worst way is simple and didn’t want to make the effort to work out the right
‘recast’: the student says something wrong (‘she going’), one themselves. But in a later question, they also said
you simply repeat it correctly (‘she is going’). The reason that they thought the teacher should require them to
why this is the worst way is that research1 indicates this rewrite a correct version later - which indicates that they
is the kind of oral correction that students ‘notice’ least aren’t so lazy after all!
and learn from least. Sometimes this is just because they Probably, then, the best answer is a compromise:
may not notice the correction at all, and simply think underline, or mark with a cross, those items which you
that the teacher is repeating (i.e. approving) what they are pretty sure the student can self-correct; and for
said. In other cases they may notice it, but because it is other errors, write in the correct version. In any case, it
so quick and fleeting they don’t pay sufficient attention can be a very useful exercise to get them to write out
in order to learn from it. again those items they made errors in. Or, a week later,
It appears that to make sure that oral correction has an provide them with a ‘clean’ copy of the exercise and
optimum effect, you need to make sure that the student challenge them: ‘Last time you did this exercise, you
who made the mistake (as well as other students in the made a lot of mistakes: let’s see if you can do it with
class) has noticed and paid attention to it. Some ways to (almost) no mistakes now!’
do this are:
1 Elicit the correction from the student. Just stop him /
her and repeat the mistaken utterance with a doubtful
intonation, or slight frown, or even say frankly: ‘No,
Carlos, that was wrong, can you correct it?’

1
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form
in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.

© Cambridge University Press 2011 23

 MY TURN! So it’s a sort of optional extra, right?
What’s the difference between MY TURN! and No. I think it is just as important as the other exercises
the other exercises? – maybe even more so. Learners won’t really master the
grammar satisfactorily just by doing masses of form-
Basically, it has the same function as the other exercises:
focused exercises: they need to have experience of using
to provide the students with opportunities to produce
it successfully in order to create their own discourse and
meaningful samples of the target grammar feature in
their own meanings. That’s what will help them integrate
order to consolidate their learning and make their use of
knowledge of the grammar into their own acquisition
the grammar more ‘automatic’.
system, and that’s what the MY TURN! tasks provide.
But in this case, it is assumed that they can already
On the same principle, general communicative tasks
make correct responses in more structured exercises,
are also good for grammar! While working on speaking
when
of these verbs into the their attention
C Complete is focused
Layla’s letter usingon
the‘getting it right’. Now
correct present
or creative writing activities, find opportunities to
it. they need to try forms
simple to doofthe same
the verbs again, when they are
in brackets.
3 enjoy focused more on meanings, and when they are using the
encourage students to use recently-learnt grammatical
6 say Every morning I 1 make (make) features. And draw their attention to similar items
grammar to ‘say their own thing’.
9 try breakfast for my brother and me. within reading or listening passages.
2
I (walk) to school with my
So there are no ‘right answers’ in most MY TURN! tasks:
brother. We 3 (see) the same two What are some good ways to use MY TURN?
students havegirls.
t. Use the correct to They
findalways
ways4 of expressing (say) themselves
‘hello’.
in
in the box.
response to aI 5task, using the target grammar feature in A lot of the suggestions given earlier on how to use the
(feel) lonely sometimes, but I
show study order
visit to create personalized
really messages
like my new school. The schoolrelating to their ‘core’ exercises in the unit will work also for MY TURN!.
6
own situations, opinions, (have) a very
questions, good library. tastes,
experiences,
f around 80 million. 7
A recommended procedure is to ask students first of all
My brother (go) to primary
Cairo. friends and family, needs or wants. Sometimes
school. He always 8
the tasks
(wear) his to do the task for homework. Then, in the next lesson,
m the Greek word
are not overtly personalized,
old red coat. My mother but
9 nevertheless elicit
(go) to they can share with friends in pairs or small groups, to
creative
Egypt every year. ideaswork
that are
early themorning.
in the students’
She 10own initiative, not compare their different answers (and help each other
s from a night market.
amids.
imposed by the books.
(work) very hard.
correct mistakes, if any).
Thank you for the card. You 11
e the pyramids of Giza.
o If the
Egyptian MY TURN!
(write)is togood
very be done
letters. in a notebook or orally, A variation on this is ‘find a partner’: students go round
then studentsWrite
canagain
make soon!
the responses as long or as short the class comparing their responses with those of
Love, Layla
as they like. others, and trying to find other students who have at
least one identical response to their own. They find as
many as they can, and then in a full class session report
My turn! which ‘partners’ they found, and for what responses.
In your notebook, write present simple statements How can I check if the answers to MY TURN!
about your school morning. are correct?
1 Every morning I have breakfast with my family.
2 I always … Some suggestions as to how to check open-ended
3 You never … exercises like MY TURN! are provided above. But be
4 My teacher …
5 The school …
aware that even if not every mistake is corrected, this
6 My friends sometimes … is not a disaster! The number of correct sentences
7 We … produced will far outnumber the incorrect ones, and will
still provide valuable personalized practice, even if a few
errors have slipped through.

hey walks b She walk c He walks

a go b gos c goes
er rains b It never rain c It’s never rain
Layla have b Layla haves c Layla has
a study b studys c studies
My Test! answers: 1c 2c 3a 4c 5c

Present simple 1 11

© Cambridge University Press 2011 24

 D Complete this postcard with the
wice a week. MY TEST! present simple or present continuous Tell them that their actual score will remain private:
eakfast every morning? of the verbs in brackets. they don’t need to tell anyone else how many they got
What’s MY TEST! for?
t go skiing.
[AW 6.2 + Photo 6.1: realia
Hi, Rita, wrong.
three languages.
MY TEST!
of both sides has a different,
of a postcard I1 and complementary,
’m having (have) a lovely time infunction
g the way.
from
with picture on photo side
of the exercises.
Manchester town centre/
Manchester. The weather is nice and warm today,
The exercises have the job of So how do I find out and use the results of MY
ourite song. the sun 2
ood?
landmark visible sticking out
providing
from behind students with lots of opportunities
handwritten side 3
(shine) and everyone
of reading, TEST?
with text below:]
(wear) T-shirts. Our teacher
’m crying / cry.
writing, saying and hearing is great. 4
He the grammatical (come)feature
from in With smaller classes, you can check individual students’
Manchester too but he 5
various contexts in order to amass successful
(not speak) English with an accent. We experience scores privately, with them.
6
of doesn’t
because the tourist usingknow
it. The MY TEST! on7 the(study)
Italian. otherthree
handhoursisinjust
the a
With larger ones, ask them to do the test, check the
because her mother is from Paris. morning and (go) on excursions
check as to whetherin the basic form
the afternoon . Now I 8 and meaning of the
(sit) in right answers, and note down their own scores. There
in Mozambique.
and I’m wet. target grammar hasa in
caféfact been
on King mastered.
Street. I 9
(not are then various ways you can proceed.
think) a king really 10 (live) here!
– please phone With
later. the exercises, students
How are you? 11can’t immediately(work)
check
at school. this summer? Write soon.
With some classes (particularly young adult or academic
their answers unless you supply
Love, Julio them with an answer classes) you can simply ask them to let you know
B: Yes, I’m in the shop.
B: No, I downloadkey,
themand the focus is on the process of working through themselves whether they feel they need more work on
the exercise, rather than the outcome in terms of ‘score’.
from the Internet.
this grammatical item or not, without forcing them to
MY TEST! is accompanied by an answer key, so students
It’s Sunday.
can immediately check and give themselves a score.
My turn! tell you their scores. This can be done publicly: ‘How
I’m a student. many of you feel that we need to do more work on this
You are on holiday. In your notebook,
B: She’s reading.The information you and write the
a textstudents
message to getyour from
friend. MY
point? Can you raise your hands? How many of you
B: She’s a student. feel that you’re OK on this point and would like to start
TEST! will enable you and them to decide whether
Describe what you are doing and what you more
are wearing. Tell your friend what you do working on something else?’ If you feel that this would
explanation
e verbs in the box in the present and / or practice is needed, or whether you
every day and what you like / don’t like.
me are negatives or questions.
can progress to the next unit. be embarrassing or entail a loss of face for some students,
Example: I’m lying by the pool. I swim every day.
understand wait wear then just ask them to write you private notes: ‘I feel I
need more work on this grammar / I feel I know this
these instructions.
me.
ity.
My test! grammar’. In this case, they can feel free to add any further
information to you about their own learning needs.
h you. Circle the correct option.
any help? 1 The tourist for the Eiffel Tower. You might, however, feel that such a process would be
a is looking b look c are looking
a coat. 2 He has a map, but he it.
inappropriate for a class of adolescents, and you really
today. a isn’t understanding b doesn’t understand need to know individual scores. In such classes, it may be
a piano up the stairs. c isn’t understand better to take in their books and simply note down the
3 A: a car? B: Yes, but I never drive in Paris.
m? a Are you have b Do you have results.
. c Are you having
for me? 4 When we are in Paris, we always by And if I do want to test them for assessment
metro. purposes and give them a grade?
a are go b are going c go
. 5 It is often sunny in Paris, but today it . In that case, MY TEST! is not an appropriate vehicle.
a are rain b is raining c rains
Not only can they easily access the answers, but also it
is very short and limited in scope, so only gives a broad,
My Test! answers: 1a 2b 3b 4c 5b

Present continuous and present simple 17 general evaluation of how well they have mastered the
How do I use it? grammar: enough to decide whether you need more
work, but not really a fair basis for a grade.
Simply let students fill in the answers in class, and then
immediately check themselves and give themselves a If you want to give a more formal test, I suggest you use
score. the tasks provided in the Review units: see below.
But surely if they have the answers there on
the page, they can easily cheat.
They can; and they might, if the test is used for a mark
that afterwards goes towards some kind of final grade.
But if the aim of the MY TEST! is made clear to them –
that it’s not to give them a grade, but to see if we need
to do more work on this item or not – there is no point
in cheating, and they are likely to ‘play fair’.

© Cambridge University Press 2011 25

 Review If I give a test like this, then what do I do about
students who finish early? Or who don’t finish?
How do you recommend using the Review pages? It’s important to make the basic test one which you are
The Review pages provide extra practice of the features fairly sure all your students will be able to complete,
focused on in the preceding units: they have no texts or so that the second possibility is less likely. So you may
explanations. want to make it shorter and not include everything in
the Review page.
They are optional: you may prefer not to use them at all.
Then mark one or more of the other exercises as an
The exercises can be used exactly the same way as you
extra, optional part of the test. It’s best to choose the
used the exercises in preceding units: see above for
more difficult exercise(s) for this.
some ideas.
If you are using option 1 above, then just tell the
But you may also want to use the Review units as tests
students as they finish to go on to whichever exercise(s)
or as a basis for a grade.
vw
you’ve selected as the optional extra; if you are using
option 2, then add the extra exercise(s) at the bottom of
the piece of paper (‘test sheet’), making sure that it is /
R1 Review: present simple and present
continuous they are clearly marked ‘optional’.

A Complete the sentences with the correct form of the verb. C Change the statements into negatives and the
This way the faster-working students will have
Be careful with spelling.
1 My sister plays (play) tennis every week and
negatives into statements.
1 I’m very good at sports, but I don’t like
something to do as they finish the ‘core’ test; and
watches (watch) tennis matches on TV.
always
2 Look at that cat! It (run) very fast. I think
watching sport on TV.
I’m not very good at sports, but I like
watching sport on TV.
the slower-working ones will have a better chance of
it (try) to catch that bird.
3 My uncle (work) in a factory. He
(fix) broken computers.
2 My brother plays the guitar, but he isn’t very
good at singing.
finishing.
4 The baby (cry) again. She always

But then how do I give marks for the extra bits?

(cry) when she’s hungry.
5 Look! Everyone (have) a great time at 3 We are very happy. Our team is winning.
the party. Some people are (dance), and
some (chat).

How do I use Review pages as tests?

6 Mark usually
but he
(study) very hard for exams,
(not study) tonight.
4 Ann and Robert like London and they’re
planning to stay there.
The basic test should be marked out of 100, so that even
He (make) a model.
someone who hasn’t finished all the optional material
Select three or four exercises from the Review
7 Alice really
end. She
(not want) her yoga course to
(say) it’s great. 5 Lucy is very good at dancing.
8 Daniel (have) an easy life. He just We enjoy her shows. can get a high grade. The optional bits get up to 20%
page which you wish to use as a basis for testing.
(relax) all day and (go)
to parties at night.
‘bonus’ points, awarded and written separately.
Alternatively, use the entire Review page; but then make
B Underline the correct verb: be or do.
6 Marcus is playing a computer game at the
moment. He plays computer games every
night.
at least one exercise ‘optional’ (see question 3 below).
Chris: Hello?
Sue: Hi Chris. It’s Sue. 1Are
/ Do you at home?
7 That song is very good. I want to listen to it
Chris: No, 2I’m not / I don’t.
again.
Then choose one of the following options:
I’m on the bus. Why?
Sue: 3Are / Do you have my
Biology book?
8 Tony doesn’t eat hamburgers. He doesn’t eat a
Chris: Your Biology book? I
1. Use the Review page as it stands. But if you’ve
think I have it but 4I’m
not / I don’t remember where. Just a moment … no, it
lot of meat.

decided not to include all the exercises in your test,

5
isn’t / doesn’t in my bag.
6 9 Joanna has a swimming competition next week,
Sue: Is / does it on your desk at home?
so she is practising very hard today.
Chris: Ah, yes. Sorry. 7Are / Do you need it?
make sure the students know which to do and which not,
Sue: Yes, I do. We have a big Biology test tomorrow. 8I’m
not / I don’t understand Biology, so I need to study.
10 I don’t go to school by bus – I walk. So I don’t
and which are optional.
Chris: No, you 9aren’t / don’t. Mrs Williams 10isn’t / doesn’t
at school this week. She’s ill.
have time to read magazines on the way.

Sue: Really?
Chris: Yes. So the test 11isn’t / doesn’t tomorrow. It’s next

2. Give the Review exercises on a piece of paper, and

Thursday. You 12aren’t / don’t need to study tonight.

issue
20
as individual test sheets.
In either case, decide in advance how many marks will
be alloted to each section (exercise), and how the whole
grade for the test will be calculated: it’s important for
students to know this information, before they start.

© Cambridge University Press 2011 26

 Bibliography

Reference grammars Books of activities and exercises for practising

Biber, D., Conrad, S. and Leech, G. (2002) Longman’s grammar.
Student’s Grammar of Spoken and Written English, Murphy, R. (2004) English Grammar in Use, Cambridge:
Harlow, Essex: Pearson English Language Teaching Cambridge University Press
This grammar is based on analysis of various corpora: A very reader-friendly series of explanations and
interesting mainly to students of linguistics or very practice exercises, for all levels.
advanced learners.
Ur, P. (2009) Grammar Practice Activities (2nd Edition),
Carter, R. and McCarthy, M. (2006) Cambridge Grammar Cambridge: Cambridge University Press
of English, Cambridge: Cambridge University Press
A useful set of interesting and ‘fun’ grammar
Less academic, and lighter and cheaper than the activities which can be used to supplement this book.
Cambridge Grammar of the English Language:
Holmes, V. L. and Moulton, M. R. (2001) Writing Simple
probably more suitable for teachers and learners.
Poems, Cambridge: Cambridge University Press
Huddlestone, R. and Pullum, G. K. (2001) The Cambridge
Grammar practice through writing simple ‘pattern
Grammar of the English Language, Cambridge:
poems’: some delightful ideas.
Cambridge University Press
Supplementary materials (other than grammar)
A scholarly and in-depth description of English
Grammar. Vocabulary

Parrott, M. (2010) Grammar for Englsih Language Redman, S. (2003) Vocabulary in Use, Cambridge:
Teachers (2nd edition) Cambridge: Cambridge University Cambridge University Press
Press Simple explanations and lots of interesting exercises
An excellent reference for teachers which identifies for vocabulary expansion and practice.
typical student errors in different areas of grammar. Ur, P. (forthcoming) Vocabulary Activities, Cambridge:
rd
Swan, M. (2005) Practical English Usage (3 Edition), Cambridge University Press
Oxford: Oxford University Press A new set of interesting and ‘fun’ activities for
An excellent resource for practising teachers; vocabulary expansion and practice.
very user-friendly and practical. Listening
Methodology books on teaching grammar Rost, M. (1991) Listening in Action, New York: Prentice
Hinkel, E. and Fotos, S. (eds.) (2002) New Perspectives Hall
on Grammar Teaching in Second Language Classrooms, Some varied listening activities at different levels.
Mahwah, New Jersey: Lawrence Erlbaum
Ur, P. (1984) Teaching Listening Comprehension,
Various interesting articles on different aspects of Cambridge: Cambridge University Press
grammar teaching.
Some ideas for providing listening comprehension
Larsen-Freeman, D. (2003) Teaching Language: from practice.
Grammar to Grammaring, Boston: Heinle
Speaking
Sensible and teacher-friendly guidance on effective
teaching of grammar Klippel, F. (1992) Keep Talking, Cambridge: Cambridge
University Press
Ur, P. (1996) A Course in Language Teaching, Cambridge:
Cambridge University Press. Ur, P. (1981) Discussions that Work, Cambridge:
Cambridge University Press
Overall methodological guidance for the language
teacher, including substantial sections on topics Both these books provide a number of practical and
relevant to grammar teaching. interesting activities for promoting conversation and
discussion in English in the classroom.

© Cambridge University Press 2011 27

Reading
Grellet, F. (2004) Developing Reading Skills (2nd Edition),
Cambridge: Cambridge University Press.
An excellent guide to teaching reading skills.
Bamford, J. and Day, R. (2004) Extensive Reading
Activities for Teaching Language, Cambridge: Cambridge
University Press
A collection of more than 100 classroom activities
providing teachers with engaging ways to
incorporate extensive reading into classrooms.
Writing
Budden, J. (2009) Teen World, Cambridge: Cambridge
University Press
Levy , M. and Murgatroyd, N. (2009) Pairwork and
Groupwork, Cambridge: Cambridge University Press
Both these books provide activities designed for
teenagers and include writing and other skills based
tasks.
Palmer, G. (2004) Writing Extra, Cambridge: Cambridge
University Press

© Cambridge University Press 2011 28