Activities in the course


Standard EFL activities Many activities in the course will be familiar to EFL/ ESOL teachers. There is a wide variety in order to provide for different learning styles and needs, and to motivate students and raise interest. These activities include:


• pairwork • group work • information-gap activities • multiple matching • gap fill • comprehension questions • multiple choice • true/false


activities are for individual study and have clear keys. Therefore, the following exercise types recur:


• Match • Put into groups • Tick in the correct column • Number in order • Complete with words from a box • Complete from own ideas/knowledge • True/False • Transformation, e.g., positive to negative


Teaching tips


• ordering words or sentences • practising conversations • role play


Activities on the four skills


Students are also introduced to the kind of activities they will need for their further studies:


• listening to talks • adding notes to hand-outs of slides • taking notes • giving short talks • using topic sentences • identifying the subject of sentences • using mind maps for note-taking • using diagrams to predict content of texts • portfolio work • using dictionaries • writing a short description of a process


The Teacher’s Book


This Teacher’s Book aims to demystify ‘academic’ English so that even if you have never taught it before, the straightforward suggestions given for each activity are easy to follow. Always read through the notes for a lesson before the lesson, and make sure that you understand the flow, and why certain activities are proposed.


The Workbook


There are three double-page spreads for each unit, each offering approximately one hour of classroom or homework activity. Each page in the workbook generally follows one spread from the Course Book. A limited amount of pairwork is provided throughout, but most


Drilling At many points throughout the Teacher’s Book, you will find the instruction Drill, e.g., Drill the words, or Drill the sentences. This single word involves a range of activities, as listed below. It is not necessary to do all the activities every time you encounter the word, but you should certainly do some of them each time. The aim of drilling is to bring students up to a reasonable speed and accuracy of production of spoken forms. Here are some activities which can be used as part of drilling:


Choral Individual


This is really the same as listen and repeat and is usually the first stage of drilling.


The teacher invites individual students to repeat; make sure this is done at random. If a student makes a mistake, ask another student to have a go, and then return to the original student for another attempt.


Back chaining Because of intonation patterns, particularly the fall to the final sound in sentences and Wh~ questions, or final fall–rise in Yes/No questions, it is often best to get students to repeat from the end of the sentence rather than the beginning, e.g.: If the target sentence is: The man was born in Italy in 1700. … you drill it like this: T:


Ss: in 1700 T:


T–Ss


in 1700 (with falling intonation) in Italy in 1700


Ss: in Italy in 1700 T: was born in Italy in 1700 Ss: etc.


Where the item to be drilled is, e.g., question and answer, you give the prompt and the whole class gives the answer.


Half and half As an extension of T–Ss, divide the class in half – one side says the first part, e.g., the question, and the other side says the second, e.g., the answer.


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