• demonstrate the grammar point in an appropriate way (e.g., numbering to indicate word order; paradigms for verbs; timelines for tenses)
• remind students of the example if they are making mistakes
Exploiting specifi c resources
Use of visuals T ere is a considerable amount of visual material in the Course Book. T is can be exploited in a number of ways:
• to stimulate discussion – especially in the case of the large images on the opening spread of each unit
• before an exercise, to orientate students, to activate relevant schemas and to prompt some relevant vocabulary
• during the exercise, to remind students of important language
• after the exercise, to help with related work or to revise the target language
Vocabulary Bank and Skills Bank
Each unit has clear targets in terms of vocabulary extension and in terms of skills development. Resources for these are provided in the Vocabulary Bank and Skills Bank at the end of each unit. T e Teacher’s Book indicates when students could be referred to these during a lesson. However, students can also be referred to these at the beginning of a unit or for revision when a unit has been completed.
