Introduction
Where downloadable PDFs are available, this is indicated in the summary tables at the beginning of the unit and lesson, and in the relevant exercise with an in-text reference.
Comparing answers in pairs and small groups
A frequent instruction in the Teacher’s Book is to set for individual work and pairwork checking; sometimes this includes checking in small groups. T is type of checking provides all students with a chance to explain how and why they have arrived at their answers. T is is not possible if the teacher immediately goes through the answers with the whole class. Peer checking in pairs or small groups can also give students more confi dence in asking about parts of the activity which they have not understood.
Confirmation, correction and giving feedback
Many activities benefi t from a learning tension, i.e., a period of time when students are not sure whether something is right or wrong. T e advantages of this tension are:
• a chance for all students to become involved in an activity before the correct answers are given
• a higher level of concentration from the students (Tension is quite enjoyable!)
• a greater focus on the item as students wait for the correct answer
• a greater involvement in the process – students become committed to their answers and want to know if they are right and, if not, why not
In cases where a learning tension of this type seems desirable, the teacher’s notes say Do not confi rm or correct (at this point).
For all activities, some type of feedback should be provided to the students. Suggested answers are provided in the Teacher’s Book, which also indicates whether this feedback is best provided orally or visually.
In providing feedback, eliciting possible answers from the students is a valuable activity. It can help to identify common mistakes or misunderstandings and give students a greater sense of involvement. Students may be reluctant to engage with this process initially, but over time they can gain more confi dence in suggesting possible answers. Small-group activity can help with this process, since answers suggested by a group leave the individual less exposed.
A very common form of visual feedback is for the teacher to display a table or other incomplete text, completing it by eliciting answers from students. In many cases,
facsimiles of the text, table or activity have been provided in the online resources to enable ease of working and feedback. Suggestions for how these resources can be used are included for the relevant activities.
T e complete transcripts for the listening exercises are supplied at the back of the Course Book (as well as in the Teacher’s Book). T ese can provide a valuable form of feedback: you could end all listening lessons, or individual activities, by referring students to the transcript so that they can read the text while the aural memory is still relatively clear. T is could become a standard homework after a listening lesson. Listening again while reading the transcript can also be very valuable.
Pronunciation
T e course places considerable emphasis on identifying stress patterns in words and phrases. Word stress has considerable implications for both listening and speaking. Students should be made aware of the important role word stress has in English and of how recognizing stress can help them to identify words or phrases when listening. T ey should be aware that incorrect placement of stress when speaking can mean that they are not understood. T e Course Book contains many activities to improve recognition of word stress. Teachers are encouraged to ensure that students can pronounce words correctly, particularly when these are used in activities. To help with this, stress marks and phonetic transcriptions are provided for target vocabulary throughout. T e online resources also include audio recordings of much of the target vocabulary; these can be played in class as a model or used by students independently. Wherever an activity is accompanied by an audio recording, this is indicated in the summary tables at the beginning of the unit and lesson, and in the relevant exercise with an in-text reference.
Highlighting grammar
T is course is not organized on a grammatical syllabus and does not focus on grammar specifi cally. It is assumed that students will have covered English grammar to at least IELTS 5 in their EAP/general English course. However, at times it will be necessary to focus on the grammar, and occasionally the grammar is a main focus (for example, changing active to passive or vice versa when paraphrasing).
To highlight the grammar: • focus students’ attention on the grammar point
• present an example of the grammar point visually to the class
• ask a student to read out the sentence/phrase
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