complement because it adds information about the subject), and adverbial (‘in here’ - called adverbial because it further exemplifies the verb). The elements have to go in the right order for the sentence to work. If we tried to say ‘*It here in warm is’, the sentence would not work. In the same way, we have to be careful about the types of words we can put in the slots (subject, verb, etc). We can’t, for example, put an adjective or an adverb in the subject slot (‘*stealthily is warm in here/inhospitable is warm in here’), or a verb in the adverbial position (‘*It’s warm go’). However, there are some changes we are allowed to make to our sentence elements, and these will alter the meaning of the sentence. For example, a simple element-order change (subject-verb -> verb-subject) will make our sentence into a question (‘Is it warm in here?’). Unlike the example we have used so far, some sentences only have two elements, subject and verb (e.g. ‘He laughed’, ‘They disagreed’, ‘It rained!’). Verbs such as these which don’t take an object are called intransitive. Some verbs can be either transitive (i.e. they do take an object) or intransitive, e.g. ‘She opened the door/The door opened. The one sentence element we have not mentioned so far is the object, exemplified in sentences such as ‘He opened the door, ‘He entered the warm room. Once again, the sequence of sentence elements is crucial, so we cannot say ‘*The room entered he’. But the situation is complicated by the fact that some sentences have two objects, a direct object and an indirect object. Direct objects refer to things or persons affected by the verb, e.g. ‘He sang a song, ‘Pizarro conquered Peru', ‘She loved him. An indirect object refers to the person or thing that (in one grammarian’s phrase) ‘benefits’ from the action, e.g. ‘He sang me a song’, ‘She painted him a picture’, ‘I gave a ring to my girlfriend, ‘Why should we pay taxes to the government?'.
We will consider the parts of speech in terms of the noun phrase, verbs, adverbs and prepositions, and discourse. The noun phrase A noun phrase may consist of just a noun (‘John’) or a pronoun (‘he’, ‘they’). The noun may be preceded by a determiner (‘this woman, ‘a man). There may be one or more adjectives before the noun (‘a young woman’, ‘a handsome old man’), and the noun may be post- modified in some way (e.g. ‘a woman with a computer’ ‘the man wearing a hat’). Nouns The way nouns behave depends upon a number of grammatical and morphological variables. Countable and uncountable A distinction needs to be made between countable nouns and uncountable nouns. As their name implies, with countable nouns you can ‘count’ what the words refer to (e.g. ‘apple’, ‘table’, ‘horse’, ‘cottage’, ‘novel’) and therefore you can make them plural (‘apples’, ‘tables’, etc), but you can’t count what uncountable words refer to (e.g. ‘furniture’ and ‘comfort’) and you can’t make them plural - we can’t say ‘*two furnitures’, ‘*eight comforts’). part of speech description examples (words) examples (sentences, etc) noun (noun phrase) a word (or group of words) that is the name of a person, a place, a thing or activity or a quality or idea; nouns can be used as the Rachel New York book sense walking stick town hall Rachel arrives tomorrow. I love New York. I recommend this book. I can’t get any sense out of her. I don’t need a walking stick.
determiner definite article indefinite article possessives demonstratives quantifiers the a an my, your, etc. this, that, these those some, many, few, etc. The composer of that theme tune A beautiful new daughter An appalling mistake My secret life Look at those buildings. Few people believed him. conjunction a word that connects sentences, phrases or clauses and so but Full of energy and ready to go I lost my mobile phone, so I couldn't call you. It’s great but i can’t afford it. EXAMPLES The weather is terrible today, (uncountable) He hasn’t got much money, (uncountable) She’s got a lot of friends to help her through this, (countable) I’ve only got a few coins in my pocket, (countable) A number of words are sometimes countable when they mean one thing but uncountable when they mean something different. For example, the word ‘sugar’ is uncountable when we say ‘I like sugar’, I’d like some sugar’, but countable if we say ‘One sugar or two?’ (where ‘sugar’ = spoonful/cube of sugar). Plural nouns, singular verbs There are some nouns that appear to be plural, but which behave as if they are singular - you can only use them with singular verbs, e.g. ‘Darts is a game played by large men’, ‘The news is depressing’.
Collective nouns Nouns which describe groups or organisations (e.g. ‘family’, ‘team’, ‘government’) are called collective nouns. They can either be singular or plural depending on whether we are describing the unit or its members. We can say ‘The army are advancing’ or ‘The army is advancing’. This choice isn’t usually available in American English, however, where you would expect speakers to use singular verbs only. Some collective nouns are formed by making adjectives behave like nouns and in this case they are always plural, e.g. ‘The poor live in terrible conditions’, ‘The good die young’. Whether a noun is countable, uncountable, plural or collective affects the construction of the sentences it occurs in. Uncountable nouns are used with singular verbs, and quantifiers like ‘much’, a lot of’ and ‘some’. Countable nouns, on the other hand, are used with singular or plural verbs and with words like ‘many’. Compound nouns We are used to nouns being one word. But English also has many compound nouns, constructed from more than one word, e.g. ‘walking stick’, ‘cherry tree’, ‘town hair, ‘boyfriend’. Not all compound words are nouns, however. We can also have compound adjectives, for example, ‘fair-skinned’, ‘neat-looking’. Pronouns There are three basic types of pronoun: personal pronouns, reflexive (personal) pronouns and relative pronouns. Personal pronouns Personal pronouns arc T, ‘you, ‘he’, ‘she’, ‘we’ and ‘they’ - and ‘it’ which isn’t really personal at all! Not only do they have these subject realisations, however,
Adjectives can have comparative forms (‘big - bigger’, ‘nice - nicer’, ‘noisy - noisier’, ‘young - younger’) and superlative forms (‘biggest’, ‘nicest’, ‘noisiest’, ‘youngest’). Sometimes this change is indicated by the addition of ‘-er’ and ‘-est’, sometimes with an additional spelling change (e.g. ‘biggest’, ‘noisier’), sometimes not (e.g. ‘younger’, ‘youngest’). With longer words, we use ‘more’ (‘more colourful’, ‘more enjoyable’) and ‘most’ (‘most colourful’, ‘most enjoyable’), A few adjectives have their own comparative and superlative forms which do not conform to these patterns (e.g. ‘good - better - best’, ‘bad - worse - worst’). Adjective sequence When we use a string of adjectives, there is a generally accepted sequence. size colour origin material purpose noun the small purple German silk evening gown the large () () wooden () crate Notice that if only some of the categories are present, the order is usually retained, e.g. ‘the large wooden crate’. Adjective and preposition Many adjectives are followed by specific prepositions, e.g. ‘interested in’, ‘keen on, ‘happy about’, etc. Adjectives as nouns We can use some adjectives as if they were nouns, e.g. ‘the blind’, ‘the poor’, etc. (see also collective nouns on page 66). Adjective or adverb? Some words can be both adjectives and adverbs, depending on whether they modify nouns or verbs. When we say ‘I had a late lunch’, ‘late’ is an adjective,
‘Your brother is upstairs’, ‘I love it here’, ‘What’s happening?’, ‘I’m not missing that plane’. Past ‘Eleanor said goodnight’, ‘She cried’, ‘Her parents were packing their suitcases’. Simple This is the base form of a verb (e.g. ‘walk’, ‘do’, ‘run’) often inflected to agree with the subject (‘He walks’, ‘She does’, ‘It runs’) or to indicate time and tense (‘They walked’, ‘It was done’ ‘He ran as fast as possible’). Continuous Continuous verbs (also called progressive) are formed by adding ‘-ing’ to the base form and using it with the verb ‘to be’, e.g. ‘She is writing a letter’, ‘She was looking out of the window’. Present and past verb forms can therefore be described as present simple or present continuous, past simple or past continuous. We can summarise these verb forms in the following table. simple continuous present John is in the kitchen. I love it here What’s happening? I’m not listening past She said goodbye. He cried. She didn’t buy a new cellphone He was waiting at the gate. They weren’t listening Participles There are two participle forms in English - present participles, e.g. ‘taking’, ‘talking’, ‘happening’, ‘going’, and past participle's, e.g. ‘taken’, ‘talked’, ‘happened’, ‘gone’.
until that point in the future (e.g. ‘If he wins the gold medal this year, he will have won it five times in succession’). As with past verb forms, there are both simple and continuous perfect verb forms as the following table shows. simple continuous present perfect I’ve read his new book. They haven’t arrived yet. I’ve been reading his new book. They haven’t been travelling for long. past perfect He had studied English as a child. I had never worked with a robot before. He had been waiting for about half an hour. They hadn’t been talking for more than a minute when... future perfect I’ll have finished this homework by tomorrow. By this time next year, I wilt have been to the gym about 160 times. In August we’ll have been living here for twenty-six years. When you get back, I’ll have been working on this chapter for six hours. Active and passive Another distinction to be made about verbs is that between active and passive. Active sentences have a subject (S), a verb (V) and an object (O), e.g. A scene of utter chaos confronted her. If we flip things around, however, starting with the object (and, in effect, making it the subject) we get a passive sentence, e.g.
‘You’re eight years old,’ she snorted. ‘That’s old enough to know better. If you don’t stop growing soon, it’ll be too late.’ ‘Too late for what, Grandma?’ ‘It’s ridiculous,’ she went on. ‘You’re nearly as tall as me already.’ George took a good look at grandma. She certainly was a very tiny person. Her legs were so short she had to have a footstool to put her feet on, and her head only came half-way up the back of the armchair. ‘Daddy says it’s fine for a man to be tall,’ George said. ‘Don’t listen to your daddy,’ Grandma said. ‘Listen to me.’ ‘But how do I stop growing?’ George asked her. ‘Eat less chocolate,’ Grandma said. ‘Does chocolate make you grow?’ ‘It makes you grow the wrong way' she snapped. ‘Up instead of down.’ Grandma sipped some tea but never took her eyes from the little boy who stood before her. ‘Never grow up,’ she said. ‘Always down.’ ‘Yes, Grandma.’ ‘And stop eating chocolate. Eat cabbage instead.’ ‘Cabbage! Oh no, I don’t like cabbage,’ George said. ‘It’s not what you like or don’t like,’ Grandma snapped. ‘It’s what’s good for you that counts. From now on, you must eat cabbage three times a day, Mountains of cabbage! And if it’s got caterpillars on it, so much the better!’
■ made a distinction between deductive approaches (‘explain and practise’) and inductive approaches (‘discovery’ activities), where students find things out for themselves. ■ detailed various ways of explaining meaning- including mime, gesture, listing, translation, using pictures, etc. ■ looked at various ways of organising controlled practice, including drills and choral and individual repetition. ■ discussed freer practice, where students use ‘new’ language in a more creative way. ■ detailed lesson sequences for teaching grammar, pronunciation, vocabulary and functions. In each case we have shown ‘explain and practise’ sequences as well as more ‘discovery’ focused examples. ■ identified slips, errors and attempts as three different kinds of student mistake, and discussed why students make such mistakes. ■ looked at different ways of correcting students, such as echoing, reformulation, using a student’s peers, etc. We have stressed that we need to be especially sensitive about how we correct. ■ ended by saying that praise (when it is merited) is also an important part of teacher feedback. Chapter 7. Teaching reading - Reasons for reading - Different kinds of reading - Reading levels Reading skills - Reading principles response
DIANA:... thousands of people watching... INTERVIEWER: Watched by... DIANA:... by millions. It is huge. Everybody watches it. You have more people watching them in India than you’d have them watching the Wimbledon finals or something, you know, or the Olympic Games or something. Yeah. Umm and your biggest fear is ‘I should not go blank’ because you’re asked questions on stage and yeah, you can just freeze. PRESENTER: But Diana didn’t freeze. In front of a huge worldwide audience she heard a voice announce that Miss India, Diana Hayden, was the new Miss World. DIANA: Oooh you feel numb. The... you know, it’s it’s a saturation point. It’s too much for you to digest that your grin is stuck on your face. It was stuck on my face for weeks. I would position that crown in such a way that as soon as I opened my eyes I would see my crown. I did that for weeks. Ha ha. It was such a great feeling. You just, you’re just grinning and you are just numb. If that’s what euphoria is, you know, umm you, you can’t speak very clearly. You speak but you’re just so excited you’re tripping over your own words, and immediately there was a press conference on stage itself and it’s like ooh ooh ooh because you go from being nobody, a regular person. That’s not fair. It’s not a nobody. You go from being a regular person to being in every newspaper around the world and everyone knows. It went from going in a bus with 87 other girls to ‘and Miss World is Miss India’ to a stretch limousine, with bodyguards, where the heads of the company moved out of the presidential suite and Ị took over and chaperones and that’s what it was tike since then. You sit in the cockpits for take-offs and landings. You’re treated like a queen you, you know, you have private planes, and all these flights and umm the red carpet and it’s just Lights! Camera! Action!
■ discussed the reasons for using listening in the classroom. These include the effect on the students’ acquisition of good pronunciation and other speaking habits. We also need to expose students to different varieties of English, and different kinds of listening. ■ identified the difference between intensive (detailed) listening and extensive listening, saying that in the case of extensive listening students should listen to things they can more or less understand, mostly for pleasure. ■ talked about the difference between live listening and prerecorded extracts, saying that whereas live listening allows students to interact with speakers, they cannot do this with speakers on audio tracks. Nevertheless, the latter provide ample opportunities for hearing speakers of different language varieties. ■ said that students need to hear people speaking in different genres, and that while we want them all to hear authentic English, at lower levels this may not be feasible; nevertheless, the language they hear should be as much like the ‘real thing’ as possible. ■ discussed the fact that students need to be able to deploy different skills for listening in order to understand general meaning or, alternatively, to get specific details. ■ provided six principles for listening: listen as often and as much as possible, preparation is vital, once may not be enough, students should be encouraged to respond to the content of the listening, not just the language, different listening stages demand different listening tasks, good teachers exploit listening texts to the full. ■ looked at three listening sequences showing how preparation is a major part of the sequence, and showing how listening leads on to follow-up tasks. ■ offered a range of other listening genres and activities.
Class profile There are 13 students in this group, 5 men and 8 women. Most of them are between 16 and 25 years old. They have had little exposure to spoken English. They have had few opportunities to speak English Timetable fit This is the second week of the course. Ss are being taken from a very basic level to the ability to manage simple conversation such as: asking about names, talking briefly about occupations, greeting, asking and giving phone numbers, describing people, talking about locations, informal phone conversations, and talking about current activities. In this class they will produce y/n questions with be, they will practise the vocabulary related to the family, which was introduced in the previous class, and they will be introduced to numbers and to the irregular form of the plural. Ss will also be provided with practice related to the new structures. Terminal objective(s) 1. Ss will review the vocabulary learned in the previous lesson. 2. Ss will learn new vocabulary and grammar. 3. Ss will learn to say thank you. TIME STAGE AIM ANTICIPATED PROCEDURES AND SOLUTIONS PROBLEMS MATERIAL 13’ Warm up Review the adjectives learned in the previous lesson in a meaningful context P: Ss might have a hard time filling in the slips. S: circulate a lot during the activity and check if Ss are on the right track. P: Ss might make mistakes during the practice. S: encourage to correct themselves. 1. tell Ss they have to fill in the chart with their idea of place, where it is and what it is like. 2. distribute the handout to Ss. 3. give then time to fill it in. 4. encourage each S to talk to another 3 Ss. 5. at the end, Ss report their findings as to what place they would like to go on their holiday. T X sss Individual Cocktail Slips for Ss to fill in 10' Introduce personal items P: Ss might not understand meaning of a new piece of vocabulary. S: encourage Ss to explain the 1. give Ss the poster with the pictures and Ss to match the slips with the names of the items. 2. work on the pronunciation of each of the items group T X ssss Individual Poster Slips Glue
0 1 2 3 4 5 Grammar Vocabulary Pronunciation Coherence Fluency This kind of scale forces us to look at our student’s speaking in more detail than is allowed by an overall impressionistic mark. It also allows for differences in individual performance: a student may get marked down on pronunciation, but score more highly on use of grammar, for example. As a result, the student’s final mark out of a total of 25 may reflect his or her ability more accurately than a impression will do. But we are still left with the problem of knowing exactly why we should give a student 2 rather than 3 for pronunciation. What exactly do students have to do to score 5 for grammar? What would make us give students 0 for fluency? Subjectivity is still an issue here (though it is less problematic because we are forcing ourselves to evaluate different aspects of the students’ performance). One way of trying to make marking scales more objective is to write careful descriptions of what the different scores for each category actually represent. Here, for example, is a scale for assessing writing, which uses descriptions: 5 Exemplary 4 Strong 3 Satisfactory 2 Developing 1 Weak Ideas / Content Original treatment of ideas, developed from start to finish Clear, interesting ideas enhanced by Evident main idea with some supporting details. May Some attempt at support but main topic may be too general or Writing lacks a central idea; development is minimal or non
focused topic with relevant, strong supporting detail appropriate details. have some irrelevant material, gaps in needed information. confused by irrelevant details existent, wanders. Organization Effectively organised in a logical and interesting way. Has a creative and engaging introduction and conclusion. Structure moves the reader smoothly through the text. Well organised with an inviting introduction and a satisfying closure Organisation is appropriate but conventional. There is an obvious attempt at an introduction and conclusion. An effort has been made to organise the piece, but it may be a ‘list’ of events. The introduction and conclusion are not well developed. A lack of structure makes this piece hard to follow. Lead and conclusion may be weak or non existent. Voice Passionate, compelling, full of energy and commitment. Shows emotion and generates an emotional response from the reader. Expressive, engaging, sincere tone with good sense of audience. Writer behind the words comes through occasionally. Pleasant but not distinctive tone and persona. Voice is appropriate to audience and purpose. Voice may be mechanical, artificial or inappropriate. Writer seems to lack a sense of audience. Writing tends to be flat or stiff. Style does not suit audience or purpose. Word Choice Carefully chosen words convey strong, fresh, vivid images consistently throughout the piece. Word choice is functional and appropriate with some attempt at description; may overuse adjectives and adverbs. Words may be correct but mundane; writing uses patterns of conversation rather than book language and structure Word choice is monotonous; may be repetitious or immature Limited vocabulary range. Sentence Fluency High degree of craftsmanship; control of rhythm and flow so the writing sounds almost musical to read aloud. The piece has an easy flow and rhythm with a good variety of sentence length and structures The writing shows some general sense of rhythm and flow, but many sentences follow Many similar sentence beginnings and patterns with little sense of rhythm; sounds choppy to read No real sentence sense – may ramble or sound choppy to read aloud.
c) flag d) pick e) shadow f) twist g) They’re off. h) I don’t want to miss her. i) It’s a goal. j) They’re watching a DVD. 2. What time is the present continuous referring to in the following sentences? a) They’re living in Singapore, b) He's always leaving his keys behind, c) They’re meeting up in ten days or so. d) So there I am. It’s ten o’clock on a cold winter evening - about a year ago - and I’m waiting for the bus when suddenly... e) It’s no use talking. I’m not listening, OK! What different tenses could you use to mean roughly the same thing in each case? C. Parts of speech (page 64) 1. Read the following extract and then complete the chart on page 200 with at least two words from the text for each part of speech. Matilda said goodnight and set out to walk home to her parents’ house, which was about an eight-minute journey away. When she arrived at her own gate, she saw a large black Mercedes motor-car parked outside. She didn’t take too
“I know about you,” he said. “You do?” I asked. “Yes. You’re the player with the double bass.” “Without the double bass,” I said. “Yes,” he laughed, “but we’re looking for it.” “Will you find it?” i asked. “I hope so.” He isn’t cold at all, I thought. He’s very nice. I like him. Then, suddenly, he changed. “Now, I have some questions for you.” “Why?” I asked. “That is not an intelligent question, I think,” he said, “someone has died. We always ask questions.” “So you think I’m stupid, do you?” I was angry and very, very tired. “No, of course not. I am very sorry,” he said. I looked into his face. He really was sorry. “Forget it!” I said, “I’m just tired.” “Yes, so am I,” he laughed, “now, can I ask you some questions?” TEXT B South America is one of the most beautiful places in the world. It is a lot bigger than Europe and two times bigger than Australia. The Amazon River is 6,448 kilometres long but it isn’t the longest river in the world. The Nile in Africa is 6,695 kilometres long. South America has got the biggest rain forest in the world (in Brazil) where twenty per cent of all the world’s trees grow. It’s also got the world’s driest desert - the Atacama Desert in Chile.
- irritability, grumpiness REM & Non-REM • REM stands for Rapid Eye Movement. That’s the time we dream, when we sort out all the memories, thoughts and feelings in our head. Non-REM is often called Deep Sleep • without REM people become forgetful, irritable and less able to concentrate. • deep sleep provides us with physical and mental recovery Things not to do in bed (according to sleep experts): • eat • read • watch television • work • drink caffeine • smoke cigarettes • have alcohol (It interferes with REM sleep. It can make you tired and irritable the morning after the night before.) Canadian sleep researcher Harvey Modofsky, at the Toronto Western Hospital took blood from sleeping people and he found that sleeping bodies were fighting infection better than those that were awake and in a recent study of 9,000 adults in the UK, those who slept between six and a half and eight and a half hours a night were more healthy than those who slept less. a) What level do you think it might be suitable for? b) What kind of comprehension tasks could you do with it?
f) private language school C 1. Some of the possible advantages and disadvantages of the different age groups - from a teacher’s point of view - are: Advantages Disadvantages Children • Respond well to individual attention • Curious about almost everything • Respond well to involving activities • Have an unlimited acquisition potential (depending on age) • Shortish attention span • Inability to deal with abstract thought • Ability to forget languages as quickly as they acquire them (depending on age) Adolescents • Developing capacity for abstract thought • Understand the need for learning • Largely untapped creative potential • Passionate commitment • Search for identity can make them awkward • Need for self-esteem can make them awkward • Peer group is highly influential Adults • Wide range of life experiences to draw on • Good at application to learning • Fear of failure • Previous (negative) learning experiences • (Sometimes) out of the habit of classroom learning
Name cards on the desk • Clear • Creates nice formal-but- friendly atmosphere • Need good stiff paper/ cardboard • Difficult to see in a big classroom • They get knocked off desks Not using students’ names • Takes pressure off the teacher • All students treated equally • Students want the T to ‘know their names’ • Encourages T pointing • Makes the class less personal • May look as if the T doesn’t care Students always say their names when they ask a question or when you ask them to do something • Takes pressure off the teacher • Lots of repetition of the students’ names so everyone gets to remember them • Makes classroom interaction very unnatural • Makes the classroom seem a bit military • Students think the T can’t remember names (!) Write notes about appearance/attitude, etc against the students’ names in the register • A very good way to remember who students are • Makes us concentrate on different student identities • Difficult to think of something to say about every student • Takes up a lot of space/ messes up register
• Two heads are better than one! • Easy to organise. • It depends who individuals are paired with Solowork • Allows SS to work at their own pace. • Less stressful than whole- group ‘performance’. • Quiet • Doesn’t necessarily help group solidarity. • More work for the teacher 2. a) G b) G c) W/S d) w/p e) S f) w g) P h) p i) s j) w Chapter 4 A Some of the many differences are:
Mother tongue Second/foreign language • Massive exposure to language. • The mother tongue is a bonding language. • Input usually very comprehensible (‘motherese’ is subconsciously designed for babies and children and usually highly effective). • Input is ‘rough-tuned’ rather than selected precisely - so it’s rich in acquisition terms. • Focus usually on activation rather than study (though parents do correct children and, especially, involve them in repetitive routines which look a little like study). • Language is generated by need (the baby/child’s) and the positive aspect of human-human interaction. • Massive positive reinforcement of language production (the baby/child gets what it wants/a [positive] reaction). • Exposure is often limited to lessons only. • Language is often carefully selected - and can therefore be poor in terms of acquisition potential, but highly appropriate in terms of learning. • The comprehensibility of the input depends on the teacher’s skill. • Teachers help students to focus precisely on important language issues. • Teachers can control the amount of input. • Depending on age, students have the experience of Li acquisition to help them with the second language. • L1 and L2 contrast can be both insightful but (sometimes) confusing. • There is not the same 1-1 contact between the knower (mother/teacher) and the student (or child) C a) PPP b) Audio-lingualism
is the best show I’ve ever attended (= in my whole, whole life), This is the best show I’ve ever attended (= not the best one I’ve ever seen, e.g. on the TV, or heard, e.g. on the radio, but the best one I’ve actually been to) c) She’s decided she loves you (= nobody else has decided but her), She’s decided she loves you (= she took the decision), She’s decided she loves you (= not anyone else, but her), She’s decided she loves you (= she doesn’t like you, she actually loves you), She’s decided she loves you (- she thought it was someone else, but actually it’s you) B 2. a) This refers to a (present) temporary state of affairs. b) This refers to a pattern of repeated actions which is in some way irritating, c) This refers to an arrangement that has already been made for the future, d) The present continuous is being used here to tell a story in the past - but by using present tenses it has a special immediacy. e) This is slightly ambiguous. It either refers to a present temporary state of affairs or it might mean ‘I’m not going to listen. C 1. Noun: Matilda, parents, house, journey, gate, Mercedes, motor-car, etc Pronoun: she, we, I, you, etc Adjective: eight-minute, large, strange, better, lousy, etc Verb: said, walk, arrived, saw, take, were, etc Adverb: home, frantically, in half an hour, etc
Preposition: at, outside Article: a, the Conjunction: but, and D 1. a parent, journey, gate, motor-car, place, scene, hall, object, etc b notice, clothing 2. a) all categories of noun can go here b) countable noun c) singular countable noun, uncountable noun, collective noun d) plural countable noun, collective noun e) singular countable noun, uncountable noun 3 a) adjective order (It should be ‘big red French plastic designer chair’.) b) word order (It should be ‘He washed himself’.) c) position of ‘often’ (It could be 'Often I like to play tennis’ or ‘I like to play tennis often’.) d) we don’t use an article when expressing general concepts (It should be ‘I love nature’.) e) the wrong particle is attached to the verb (It should be Tm crazy about French films’.) f) the clause is in the wrong place and there’s no relative pronoun (It should be ‘The lady who sat down beside me was beautiful’.)
B Advantages of using authentic listening texts at any level Disadvantages of using authentic listening texts at any level • Motivating (because it’s the real thing). • Gives students exposure to real language use Instead of concocted examples.' • There’s a much greater variety of authentic listening texts. • Students respond in different ways; authentic listening may bring some of them on very quickly. • Demotivating (because students can’t understand it). • Speed, accent and colloquialism may make it inappropriate. • Complex speech patterns (in regional. variety informal conversation) may not be useful for students of international English. • May not have repetition of language patterns/lexis, which makes some material very good for study activities. • Not geared or designed for a specific audience of language learners Chapter 11 A Use the coursebook extract? -> Yes -> No change -> Change -> Add
contexts for learning are the situations in which learning takes place (e.g. whether students are studying in a school or are the recipients of IN-COMPANY TEACHING; whether they are learning EFL or ESOL; whether they are learning in a classroom or in a virtual learning environment. continuous assessment happens when teachers mark a student’s work at frequent intervals and use the marks to build into that student’s final results. Different from an EXIT TEST, where a final exam determines a student’s grade. In some continuous assessment schemes, students build up a PORTFOLIO of their work, continuous recording takes place when the teacher keeps a continuous record not only of the students’ work but also their participation in lessons, etc. -> CONTINUOUS ASSESSMENT controlled practice is practice where students are expected to concentrate on specific language items, often in the context of CUE- RESPONSE DRILLS. controller is a role in which the teacher is in charge of what is going on - for example, when he or she is conducting a DRILL, getting all the students to listen to an audio track or discussing ERRORS that he or she has heard in a COMMUNICATIVE ACTIVITY. cooperative activity - one where students have to work together to make it succeed, copyright is the protection given to someone’s written work so that it may not be copied or PLAGIARISED. corpora/computer corpora - a formal plural of CORPUS. corpus/language corpus - a large collection of written and spoken material (taken from books, magazines, notices, conversations, radio programmes, etc) which is put onto a computer hard disk and which is then available for language research through the use of concordancing software,