RIASSUNTO Harmer Fifth Edition

Riassunto "The Practice of

English Language Teaching"

by Jeremy Harmer, 5th Edition
Didattica Pedagogica
Università degli Studi di Parma
155 pag.
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SUMMARY: THE PRACTICE OF ENGLISH LANGUAGE TEACHING, JEREMY HARMER, 5TH EDITION
1. The world of English language teaching

TESOL (teaching English to speakers of other languages) is not one single profession. There are many
different ways to teach English and places where it is taught - from the general English of many school
classrooms around the world, to the more specialised worlds of business English or English for academic
purposes (EAP). And the language itself is not one ‘thing’ either; constantly evolving and being used in more
and more diverse situations.
1.1 Who speaks English?
It is likely that there was a time (in the early Middle Ages) when English was spoken almost exclusively by
English people living in what is now England. Even then, however, there will have been outsiders who
wanted to learn the language so that they could communicate with native speakers. At that time, English
already constituted an amalgam of many different language strands, but the developing language didn't
stay where it had started. It migrated through conquest and trade to other countries, such as the USA,
Canada, Australia, New Zealand, the West Indies, the Indian subcontinent, parts of Africa and Asia and
many other corners of the globe. And it didn't stop there. It has morphed and spread to other countries and
populations, too, until it has become one of the world's main languages of international communication
and commerce.
Braj Kachru, more than three decades ago, proposed a 'three circles' view of English in the world, where
the 'inner circle' comprised countries such as the USA, the UK,
Australia, etc. These were countries where English was the national
language (and the mother tongue of most of its users). Kachru
suggested there were about 320-380 million English speakers of this
kind (Kachru 1985). In the ‘outer circle' Kachru included 150-300
million speakers from countries such as India and Singapore, where
there was a long history of English use, and where local varieties of
the language have developed. Finally, Kachru proposed an
‘expanding circle', where English is a dominant foreign language. This
expanding circle included countries as diverse as China, Sweden,
Turkey and Argentina.
Of course, when we are discussing English 'speakers', we first have to decide what 'speaking English' means.
If we were to include everyone who is learning English at beginner levels (as well as those who are
competent speakers), we would get a very different figure from the total of people who speak English at
upper-intermediate level – the B1 or B2 level (Common European Framework of Reference) or 51-67
(Global Scale of English). Moreover, the English that is spoken around the world is not necessarily always
the same kind of English, as we shall see – and that has implications for language teaching.
1.1.1 Varieties of English
There is more than one version of English, of course. In the south of England, many people speak ‘standard
southern English' (SSE), the variety of British English which appears in many coursebooks and exams for
learners of English. But if you travel north, you will find English that is clearly not standard southern English;
similarly, in Scotland, Wales or Northern Ireland, many people speak other different varieties of the same
language. There are, of course, plenty of similarities of grammar, lexis and pronunciation and, in most
cases, a mutual intelligibility, but there are also significant differences in terms of language construction
and pragmatic use. And in England itself, different regional areas have clearly identifiable language
varieties.
Variation of a similar kind is found on a far bigger scale in the USA, of course. We might identify General
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American (GA) as a kind of US equivalent of standard southern English - one which, like its British
counterpart, is also used in teaching and examining all over the world. But anyone who has ever been to
North America (or who has watched US and Canadian movies) must be aware of the many and varied
regional and ethnically diverse Englishes which are present all over the North American continent. And so,
even in native speaker countries, many language varieties coexist.
As we have said, teachers, exam boards and materials writers generally opt for one of two 'inner circle'
varieties - GA or SSE - but these varieties, too, show differences of grammar, vocabulary, pronunciation and
spelling. In most cases, though, these varieties are remarkably similar and almost always mutually
understandable.
Outside the inner circle' versions of English, the situation is equally fascinating. First of all, there are
recognisable and well-established 'outer circle' varieties such as Indian or Singaporean English. Secondly,
where English is becoming a language of inter-country communication in, for example, South East Asia
(Indonesia, Thailand, Vietnam, etc.), it is arguable that a recognisable new form of Asian English may be
emerging. And finally, we need to be aware of the enormous number of speakers of English who speak it as
a second or additional language. The chances are that these people will not be speaking English with
'natives', but instead with second-language English speakers from other countries. This, incidentally, is now
the reality in many large urban areas in 'inner circle' countries where a significant number of inhabitants
may not have English as a home language and may be speaking to other English speakers who use a variety
of different Englishes.
English as a lingua franca (ELF): this is another and more widely-used name for what is sometimes called
English as an international language (EIL). ELF is English used as 'a means of communication between
people who come from different language backgrounds … not a language variety in the traditional sense of
the term' (Jenkins 2012: 487). ELF speakers seem to be very ‘accommodating', jointly ensuring that
communication is successful in a way that might horrify native-speaker examiners who demand accuracy
based on native-speaker norms. When Barbara Seidlhofer studied ELF conversations, she found a number
of ‘deviations' from native speaker norms. Typical features of ELF speech included:
1) frequent failure to use the third person singular of the present simple (e.g. She look very sad),
2) the use of the relative pronouns who and which interchangeably (a book who, a person which),
3) adoption of all-purpose questions tags such as isn't it? Or no? (where native speakers typically used
more grammatically-based options such as He could have been more careful, couldn't he?),
4) the pluralising of nouns which are considered uncountable in some native speaker varieties (furnitures,
advices) (Seidlhofer 2004: 220).
Elsewhere, Jennifer Jenkins noticed that most ELF speakers do not differentiate between strong and weak
forms (of words such as to, which can be pronounced /tu:/ or /tə/) and that they substitute voiced and
voiceless /// and /0/ with /t/, /s/ and /d/ (think becomes sink or tink). This may be because /ð/ and /0/ 'do
not occur in the majority of the world's languages' (Jenkins 1998: 122).
ELF is not so much a variety as a process of accommodation, which, though it may have some recurring
features, is in constant flux as its speakers interact with each other. As Andy Sewell suggests, 'adopting an
ELF perspective on teaching does not mean that norms and standards are no longer required, but that
these are mutable concepts and that learners need to be introduced to language variation when they are
ready' (Sewell 2013: 7).
1.2 Who learns English, and which variety do they learn?
English is studied at schools, colleges, universities and private language institutes. For children and young
adults, this is usually because English is on the curriculum, or because they need to learn it in order to study
at an English-medium college or university. On the other hand, where adults make a choice to study
English, they may do so for a variety of reasons. Perhaps they want to travel, perhaps they want to use
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social media in English, perhaps they want to get involved in online gaming or perhaps they are going to live
in an English-speaking country.
For many years, a distinction has been made between learning English as a second language (ESL) and
English as a foreign language (EFL). ESL learners are often immigrants to an English-speaking country and
need the language in order to communicate with local people. ESL classes may not focus exclusively on
general English, but may instead concentrate on things they need to do in the society they are living in,
such as filling in a form for a driving licence or describing symptoms at a doctor's surgery. The curriculum
(and the topics and activities they take part in) may mirror the lives they are leading outside the classroom.
EFL students, on the other hand, often do not have the same priorities. If they are studying in their own
country, they may not need to know how to fill in a US tax form or apply for a mortgage in Australian
English, for example. They may wish for a less culture-specific form of the language, and less obviously
situated activities and tasks.
The EFL/ESL distinction is less easy to sustain than it once was, however. In the first place, immigrants may
use their English to talk to other ESL speakers, rather than communicating with native speakers. Secondly, a
lot of English takes place in cyberspace, where students may have very specific reasons for wanting to use
it. Indeed, we might well think of them as internet ESL speakers because for them, the internet is an
English- speaking country'. In a world where English is, as we have seen, so widely used, maybe everyone is
an ESL student!
1.2.1 General English and ESP
General English is taught all over the world as a school subject, with no specific purpose in mind, except
that language learning is thought to be good for learners, and English is a language that is worth learning.
Typically, syllabuses for general English courses are organised in terms of the grammar and vocabulary to
be taught, together with pronunciation elements and language skills work (listening, speaking, reading and
writing).
However, many people do have clearly identifiable reasons for learning English. Perhaps they want to work
as nurses in a hospital in an English-speaking country, or perhaps they need to learn the English that is used
by pilots and air-traffic-control employees; maybe they wish to work as lawyers, or they wish to study
science and technology. In this case, they will be learning English for specific purposes (ESP). Such students
have a clearly defined academic, professional, learning or vocational need, and this will influence the
language they study and the syllabus they follow.
Experts have identified many different kinds of ESP, including EST (English for science and technology) and,
importantly, English for academic purposes (EAP). EAP students typically need to develop their skills in such
areas as referencing, essay structuring, note-taking and making presentations, etc.
How do teachers know what to teach in an ESP course? One way of doing this is to conduct a needs
analysis. Ideally, this will involve having an understanding of the situations the students are in or are likely
to be in and the language events, genres and items this involves.
Designers of ESP courses, then, try to pin down (through various forms of needs analysis) exactly what the
students will need to do in and with the language, and this will determine the content and syllabus of the
course.
Good course designers find out, where they can, not only what others say is needed, but also what the
students themselves say their needs and wants are because ‘learners do want and appreciate the
opportunity to express their views about their course and wish to exercise some degree of control over the
way the course proceeds' (Davies 2006). We might go further and suggest that what students need and
what they want are not necessarily the same thing at all.
1.2.2. Business English
The teaching and learning of business English (BE) is now commonplace, partly due, of course, to the role of
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English as a lingua franca and its predominance in international commerce. However, as with all ESP, there
are a number of issues which BE teachers and materials designers have to confront. Where, for example, do
the lessons take place, and what stage of their business lives have the students reached? Some BE lessons
take place at secondary school, whilst others are designed for university students of business. Some BE
study takes place in-company, when teachers go to the offices where their students are working. Lessons
here may involve business role-playing so that the students can put what happens in the lesson straight
into practice in the workplace.
Clearly, the content of BE lessons will depend on whether the students
are studying for some future life of business or whether they are
currently in work in a business environment. If the latter, we may
conduct a detailed needs analysis to find out what happens in the
student's office and what that student needs to do.
In reality, however, many BE coursebooks look remarkably like general
English coursebooks. They have the same kinds of exercises as their
general English equivalents, although the vocabulary and contexts reflect
business environments. Which is the best approach? As with all ESP, it
will depend on who the students are and what they need and want.
Having made our decision, we can plot a course on the axes of a language
and business quadrant (see Figure 2).
1.2.3 Content-based language teaching (CBLT) and CLIL
The aim of language teaching is that the students will learn a language, whereas in content teaching, the
content is the most important thing. When content is taught in an L2 (the target language) the idea is that
the language will be learnt as well. It's as if with content as the focus, the language comes along to join the
party, and the students will learn it as it occurs.
To some extent, this is similar to ESP, except that the term content-based language teaching (CBLT) is
usually used to describe the study of academic subjects rather than as a way of talking about language
study for a particular professional purpose.
CBLT comes in many forms. At its most content-driven, it is likely to include total immersion, where the
students do all their studies in the target language. At the other end of the spectrum - language-driven
teaching - the focus is on the language, but the course includes specific content, in a more deliberate and
organised way than in some general English courses. Entirely English-medium instruction is a form of total
immersion, but in bilingual schools some teaching will take place in the students' first language (L1) as well.
There are 'halfway houses', too, such as theme-based language teaching, where a major organising
principle for a scheme of work is content-based topics and themes.
Does CBLT work? Various results suggest a high rate of achievement. For example, the immersion
programmes that started in Canada in the 1960s and still go on today (where young English-speaking
learners are taught for a large part of the time in French) suggest that 'students achieve success in subject
matter learning ... they achieve high levels of comprehension in French and can express themselves both
orally and in writing on topics related to academic subjects' (Lightbown 2014: 16). But there are doubts
about their levels of grammatical accuracy and their pragmatic competence in French, even after many
years of study.
CLIL (content and language integrated learning), a European variant of CBLT, mixes the specific language
they need to express that content at the same time. In other words, whereas in general English lessons, the
syllabus selects the language to be taught and someone then looks for content to exemplify that language,
in CLIL lessons, content is selected and then CLIL planners look for the precise language which will enable
the students to understand and talk about that content. Thus, the students may have to learn technical
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words and structures that would never normally be included in a general English lesson at that level.
In this way, the teaching of language is integrated into the teaching of the content and takes place
alongside it. That is because some language in CLIL is content-obligatory language: you have to learn it if
you want to talk about the content.
CLIL experts also identify three other Cs, namely communication (students have to be able to communicate
content, and to be able to communicate with each other), cognition (students need to develop their
thinking skills) and culture (students need to be able to relate content to the culture in which it is
embedded and to be able to understand their own culture through comparison with other behavioural
norms). In the area of cognition, CLIL practitioners refer to HOTS (higher order thinking skills) and LOTS
(lower order thinking skills). In simple terms, a lower order type of question might be What is this? or How
many of these are there? whereas a higher order kind of question might be Why is this like it is?, What
causes there to be so many of these?, etc. Higher order skills are a form of critical thinking.
One issue that marks CLIL out from some other approaches is the tolerance of the students' L1 in the
classroom. In some cases, content teachers can explain concepts in the students' L1 before language
teachers teach the same students how to deal with (and talk about) the content in the L2.
CLIL enthusiasts claim high levels of success, suggesting that students with average abilities achieve higher
levels of skill than they have typically achieved in traditional classes. Others report that teachers'
experience of CLIL has been very positive.
Just as with CBLT, in general there are varying degrees of CLIL, from entirely CLIL-centred curriculums
('hard' CLIL), to single lessons which are content-centred ('soft' CLIL).
So why don't all schools use CLIL or some other form of CBLT? Well, in the first place, and most importantly,
CLIL may well demand a very special kind of teacher - someone who is equally at home with content
teaching and language teaching (and has the linguistic abilities to match), and this may well imply spending
a lot of time and money to train or retrain teachers from both disciplines.
An alternative is to get subject teachers who work in the target language to work with language teachers.
The language teacher can prepare the students for the content that they will work with, or help them with
difficulties they have experienced. However, such coordination demands significant organisation, financial
support and, crucially, a willingness to cooperate.
Other people have worried that the L2 acts as an extra barrier to the students' content learning, especially
where teachers are not totally confident in their own L2 language use.
1.3 Who teaches English?
English is taught in countries all over the world, and to students from as young as three or four right
through to people in old age. Simple mathematics will tell us that there are simply not enough native-
English-speaker teachers (NESTS) to meet that demand. On the contrary, in the vast majority of contexts,
English is taught by non-native-English-speaker teachers (NNESTS), people who have the language as a
second or additional language. And yet, despite this obvious fact, there is still, for some people, a belief
that the 'best' teachers of a language are native speakers. This is the belief that Adrian Holliday calls native-
speakerism, and which he describes as 'a pervasive ideology within ELT, characterized by the belief that
"native speaker" teachers represent a "Western culture” from which spring the ideals both of the English
language and English language teaching methodology' (2006: 385).
It is certainly true that in some situations, people still seem to believe that NESTs are the ideal. Some of
these people are the native-speaker teachers themselves: for example, white British teachers who rely on
their ethnicity to prove their efficacy. But it is not just the teachers. Many students (and parents of
students) have the same beliefs, and, as a result, it is still the case, in some situations, that NESTs,
sometimes unqualified, can walk into jobs where they are preferred over their NNEST colleagues.

There are native speakers of languages whose ability to use those languages is significantly inferior (or less
developed) than that of some second-language speakers of those same languages. Native speakers will
almost always be more fluent, but some second-language speakers may have more highly-developed
vocabulary inMcertain areas, or an ability to discuss certain topics, such as literature or philosophy, in more
depth and with greater facility. And if multilingual and non-native English users outnumber their native
speaker counterparts so significantly, it is difficult to see why those native speaker varieties should
dominate the world of English language teaching anyway.
And then there is the issue of teaching ability. Perhaps we should
describe teachers on a continuum of target-language proficiency
and professional preparation (Pasternak and Bailey 2004) and
forget about their ethnicity or country of origin (see Figure 3).
In certain circumstances, too, a teacher's inability to
communicate effectively in the students' L1 (because they have
only recently arrived in the country they are working in, for
example) has a positive rather than a negative effect in much the
same way as multilingual classes provoke inter-student
communication in English. Some students like having NESTs and
this can be motivating for them - even if, as we have said, there
are no good reasons for this preference. Interestingly, the same students often have difficulty
differentiating between native-speaker and non-native-speaker accents. In some situations, too,
professional interactions between NESTs and non-NESTs can be very beneficial (Carless 2006: 335). But in
the end, the most important thing about good NESTs is that they are 'good' at the language and 'good' at
teaching.
Non-native-speaker teachers, however, have many advantages that their 'native' colleagues do not. In the
first place, they have often had the same experience of learning English as their students are now having,
and this gives them an instant (even if only subconscious) understanding of what their students are going
through. Where they teach a group of students who speak their own native language, they are able to
maximise the benefits of L1 and L2 use.
Non-NESTs are frequently considerably more familiar with local mores and learning styles than visiting
native speakers are. And anyway, on the basis of numbers alone, as we have seen, they are the people
delivering ELT in most cases. In the end, just like their NEST colleagues, the most important thing about
good non-NESTs is that they are 'good' at the language and 'good' at teaching.
2. Describing the English language

When texting first became widespread, there were people who became alarmed at the bad effect this
might have. Children and teenagers (especially) became more and more creative at using language,
language abbreviations and short cuts. Education journalist Judith Burns, reporting on research by Wood,
Kemp, Waldron and Hart (2014), writes that far from having a bad effect on their language development,
texting can boost children's spelling and grammar' (Burns 2014).
The history of texting is like the history of language itself. Language is always evolving and changing and
while some people celebrate this, others are less sure. Texting and other more recent additions to the
language would be decried by, for example, prescriptive grammarians, even if, in the end, there is nothing
anyone can do to stop language change. In the world of language teaching, we should be less concerned
with language tradition and more interested in pedagogic grammar - that is, what people actually say and
write in different situations.

Pedagogic grammar books describe the language as it is, because that is what will help students and
teachers most.
2.1 What we want to say
No words have genuinely fixed meanings: the words we use and what they actually mean in the context we
use them, are not the same thing at all. There is no one-to-one correspondence, in other words, between
form and meaning.
2.1.1 Form and meaning
Meanings can vary according to a particular pragmatic purpose. This point is well exemplified by the
different ways we have of expressing the future in English. Among the many alternatives on offer, we might
say I will arrive at eight o'clock (a simple statement of fact), I'm arriving at eight o'clock (= that's the
arrangement I have made), I'm going to arrive at eight o'clock (= that's my plan) or I arrive at eight o'clock
(= that's on the itinerary). Each of these constructions indicates futurity, but each means something slightly
different, as we have shown.
If we take one of the grammatical constructions used to construct a future sentence, the present
continuous (I'm arriving at eight o'clock), another startling phenomenon becomes apparent. In our
example, the statement refers to the future, but if we say Look at John! He's laughing his head off at
something, the present continuous (sometimes called progressive) is referring not to the future, but to a
temporary transient present reality. A third possible meaning of the present continuous is exemplified by a
sentence such as The problem with John is that he's always laughing when he should be serious, which
describes a habitual, not a temporary action. And we can even use the present continuous to make a story
about the past more dramatic, e.g. So I'm sitting there minding my own business when suddenly this
guy comes up to me....
This same-form-different-meanings situation is surprisingly unproblematic for competent language users
since the context (situation) and co-text (lexis and grammar which surround the form, such as eight o'clock,
Look at John, etc.) usually resolve any ambiguity.
The choice of which future form to use from the examples above will depend not only on meaning, but also
on what purpose we wish to achieve – even though we may find it difficult to interpret her meaning.
2.1.2 Purpose
Many years ago, the philosopher J L Austin identified a series of verbs which he called ‘performatives', that
is, verbs which do what those same words mean. Thus, if a speaker says I promise, the word promise itself
performs the function of promising.
The idea that language performs certain functions is not restricted to the kind of verbs Austin mentioned,
however. It's cold in here might, in certain circumstances, perform the function of a request to the other
person in the room to close the window.
One major result of this interest in purpose was to lead linguists to propose a category of language
functions, such as inviting, apologising, offering and suggesting. Thus Would you like to come for a coffee?
performs the function of inviting, etc.
The study of functions and how they are realised in language has had a profound effect upon the design of
language teaching materials, making language purpose a major factor in the choice of syllabus items and
teaching techniques.
2.2 Appropriacy and register
A feature of language functions is that they do not just have one linguistic realisation. Thus, when we
attempt to achieve a communicative purpose (such as getting someone to accept an invitation), we have to
choose which of these language forms to use. Which form, given our situation, is the most appropriate?
And the same is true, of course, in our choice of language in letters, emails and text messages, where we

select language according to the purpose we wish to achieve and who we are communicating with.
Six of the variables which govern our choice are listed below:
• Setting
• Participants
• Gender
• Channel (spoken vs written language)
• Topic
• Tone (formal/informal, polite/impolite)
Language is a social construct as much as it is a mental ability. It is important for our students to be just as
aware of this in a foreign or second language as they are in their own.
2.3 Language as text and discourse
Although, as we shall see, grammar and vocabulary are vital components of language (as are the sounds of
English in spoken discourse), we also need to look at language at the level of text and discourse (that is,
texts which are longer than phrases or sentences).
2.3.1 Discourse organisation
In order for collections of sentences or utterances to succeed effectively, the discourse needs to be
organised and conducted effectively. In written English, this calls for both coherence and cohesion.
For a text to be coherent, it needs to be in the right order - or at least in an order that makes sense.
However coherent a text is, however, it will not work unless it has internal cohesion. The elements in that
text must cohere or stick to each other successfully to help us navigate our way around the stretch of
discourse. One way of achieving this is through lexical cohesion, and a way of ensuring lexical cohesion is
through the repetition of words and phrases. We can also use interrelated words and meanings (or lexical
set chains) to bind a text together.
Grammatical cohesion is also achieved by tense agreement; if the writer is constantly changing tense, it will
make the text difficult to follow. Writers also use linkers, such as and, also, moreover (to show an point),
however, on the other hand, but (to indicate contrast) or first, then, later (to show sequencing in time).
These features are also present in spoken language, which shows many examples of ellipsis (where words
from a written-grammar version of an utterance are missed out without compromising the meaning of
what is being said). The following two lines, for example, were spoken in a British pub:
A: Another round?
B: Might as well.
Another round? is probably an elliptical version of the question Shall we have another round? (a round is an
order of drinks for everyone in the group), and Might as well is an elliptical version of the sentence We
might as well have another round.
For conversational discourse to be successful, the participants have to know how to organise the events in
it. They need to know, for example, how and when to take turns, that is, when to interrupt, when to show
they want to continue speaking or when they are happy to ‘give the floor' to someone else. In order to do
this successfully, they need to be able to use discourse markers effectively. These are the spoken
equivalent of the linkers we discussed previously. Thus, phrases such as anyway, moving on and right are
ways of beginning a new thread of the discussion (or sometimes of closing one down); D’you know what I
mean? OK? and Right? are ways of encouraging a listener's agreement and Yeah But and OK ... (said with
doubtful intonation) are ways of indicating doubt or disagreement.
Finally, in order for conversations to proceed successfully, we need to be sure that the participants are
playing the game according to the same rules. Thus, for example, if speaker A asks a question, he or she

expects speaker B to give an answer. This example of cooperation is at the heart of the cooperative
principle (Grice 1975) which states that speakers should:
1) make their contribution as informative as required,
2) make their contribution true,
3) make their contribution relevant,
4) avoid obscurity and ambiguity - and be brief and orderly.
Of course, these characteristics are not always present and we frequently excuse ourselves for disobeying
these maxims with phrases such as At the risk of simplifying things,… or I may be wrong, but I think….
One other factor in successful spoken discourse is the way speakers use intonation.
2.3.2 Genre
One of the reasons we can communicate successfully, especially in writing, is because we have some
understanding of genre. One way of describing this is to say that a genre is a type of written organisation
and layout (such as an advertisement, a letter, a poem, a magazine article, etc.) which will be instantly
recognised for what it is by members of a discourse community, that is, any group of people who share the
same language customs and norms.
Textual success (our ability to write texts that do the job we want them to do) often depends on the
familiarity of text forms for writers and readers of the discourse community we are writing for, however
small or large that community might be. And so, when we teach our students how to make oral
presentations, write emails, blogs - or even, in some contexts, letters - or to produce language in any other
kind of recognisable genre, we will want them to be aware of the genre norms and constraints which are
involved in these types of writing and speaking. Once they have absorbed this information, we can expect
them to be able to write or speak in that genre using formats, layouts and language in the way the genre
suggests. However, there's a danger here, too. We need to make sure that we are not promoting
straightforward imitation but, instead, making the students aware of the possibilities and opportunities.
One way of doing this is to show them a variety of texts within a genre, rather than asking for slavish
imitation of just one type.
Whatever text we are constructing or co-constructing (as in a conversation, for example, where speakers
together make the conversation work), the sentences and utterances we use are a combination of
grammar, morphology, lexis and, in the case of speaking, sounds – and it is to these elements of language
that we will now turn.
2.4 Grammar
Grammar can be partly seen as a knowledge of what words can go where and what form these words
should take. Studying grammar means knowing how different grammatical elements can be strung
together to make chains of words.
Syntax: system of rules which says which order different elements can go in.
Morphology: the study of the way words are formed – and can change their form in order to express
different meanings.
When we construct sentences, we are constantly making choices about, for example, singular or plural,
countable or uncountable, present or past, transitive or intransitive, and about exactly which words we
want to use. Grammar is concerned with the implication of such choices.
As far as possible, our students need to understand at some level (consciously or unconsciously) what these
implications are. They need to be aware of rules. The problems arise, however, when the rules are complex
and difficult to perceive. Perhaps our greatest responsibility, therefore, is to help our students develop
their language awareness: their ability to spot grammatical patterns and behaviour for themselves.
2.4.2 Some important grammatical concepts

The grammar of any language has a number of features and complexities. Some of the things that learners
of English need to be aware of include:
• Sentences and clauses: when we string ideas together, we use main and subordinate clauses. That
last sentence has one of each.
Relative clauses are those that attach themselves to main clauses, usually with a relative pronoun
such as who, which, that, etc.
Conditional clauses are those where the subordinate clause suggests a condition, e.g. If I don't get
to talk to you tomorrow (condition), I may as well give up (result). Conditional clauses can express
certainty (If it rains, I'll get wet) or degrees of hypotheticality. We can also talk about reason clauses
(He fell asleep because he was tired), purpose clauses (He exercised every day in order to lose some
weight) and time clauses (By the time you read this, the game will be over), amongst others.
• Verbs: we have already seen in 2.1.1 how the same verb form (the present continuous) can have
several different meanings, and how we can express futurity in a number of different ways. But
when we talk about the present continuous, we are describing not only the time we are discussing,
but also the aspect - continuous - of the verb. Aspect is the way that speakers explain the situation
they are talking about. When and how we teach them is a discussion for another time, but the main
point is that our students need to be able to deploy tense and aspect successfully.
Some verbs, such as love, drive, play and cheer, are referred to as main (or lexical) verbs because
they carry meaning on their own, whereas others, such as be, have and do, are called auxiliary
verbs because they usually help main verbs in sentences like I didn't see her, I haven't eaten my
lunch and She's arriving in five minutes.
There is one class of auxiliary verbs (called modal auxiliary verbs) which are worth noticing. These
verbs - can, could, may, might, must, shall, should, will, would and ought to - don't take the third
person singulars in the present simple, we don't put to before the infinitive verbs that follow them
and they don't have an infinitive form.
• Nouns and noun phrases
• Adverbs and adjectives: Adverbs are words like quickly, happily and angrily which modify verbs.
Adverbial phrases perform the function of adverbs in sentences like He arrived at midnight.
Adjectives, on the other hand, are words like beautiful, happy and angry, which modify
nouns (a beautiful song, a happy moment, an angry exchange).
Whereas adjectives tend to be used before nouns (as in the examples above) or on their own as
subject complements (She was sad), adverbs and adverbial phrases can occur in a number of
positions, including the beginning of a sentence or at the end. We don't usually put an
adverb between a verb and its object. Frequency adverbs, such as sometimes, often, etc. often go
in the middle of sentences before lexical verbs and after auxiliary verbs.
Adjectives and adverbs can be modified to make comparative and superlative forms.
This quick summary of some issues of grammar is hardly comprehensive, of course.
2.5 Lexis
There is more to a word than just its meaning. Lexicographers know these things is that they use huge
language corpora for their investigations. This allows them to computer-search a massive collection of
books, articles, audio recordings, etc. and see words in lines of text where it is clear what comes before and
after the word they are looking at. This will tell them what other words co-occur frequently with their
search word.
What words mean and how they co-occur are the subjects we will now discuss.
2.5.1 Word meaning
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The least problematic issue with vocabulary, it might appear, is meaning. We know that table means a thing
with three or four legs which we can write on and eat off and that book is a collection of words between
covers. But, of course, the situation is more complicated than this. Both words have many different
meanings, quite apart from those already mentioned. We can eat off a table, or we can table a motion at a
conference.
The point is that the same collection of sounds and letters can have many different meanings. As with
multi-meaning grammatical forms, this polysemy is only resolved when we see the word in context. It is
understanding the meaning in context that allows us to say which particular meaning of the word is being
used in this instance.
What a word means is often defined by its relationship to other words. For example, we explain the
meaning of full by saying that it is the opposite of empty; we understand that cheap is the opposite of
expensive. Such antonyms reinforce the meaning of each word in the pair – though, of course, because a
word can be polysemous, it may have more than one antonym.
Words can also have synonyms - words that mean exactly or nearly the same as each other. We say that
bad and evil are synonymous. Once again, much will depend on the context in which the words appear. Yet
in truth, it is very difficult to find real synonyms.
Another relationship which defines the meaning of words to each other is that of hyponymy, where words
like banana, apple, orange, lemon, etc.
are all hyponyms of the superordinate
fruit, and they have a co-hyponomous
relationship with each other. Fruit itself
is a hyponym of other items which are
members of the food family. We can
express this relationship as shown in
Figure 2.
Part of a word's meaning, therefore, concerns its relations with other words, not only in terms of antonymy
and synonymy, but also in terms of how it fits into the vocabulary hierarchy.
One final point should be made about word meaning, namely that what a word means is not necessarily
the same as what it suggests - or rather that words have different connotations, often depending on the
context they occur in. Thus, the word chubby has a very positive connotation when it is combined with
baby, but it suddenly becomes somewhat negative in tone if it is combined with middle-aged English
teacher.
2.5.2 Extending word use
Words don't just have different meanings, however. They can also be stretched and twisted to fit different
contexts and different uses. We say that someone is in a black mood (very cross) or someone is green
(naïve), yet we are not actually describing a colour. In such contexts, black and green mean something else.
Such metaphorical use of words allows us to move beyond their purely denotational use (where a word
only describes a thing, rather than the feelings or ideas it suggests). It helps us extend our range of
expression and interpretation, allowing us the opportunity to explain our feelings about things in a way that
creates readily available images.
Some metaphors become fixed into phrases, which competent speakers recognise at once, even though
the meaning of the phrase is not decipherable from any understanding of the individual words. We all know
that She kicked the bucket means she died and that He has bitten off more than he can chew means that he
has attempted something that is too difficult for him. If someone says I've got him eating out of my hand,
we understand the metaphor, but it is not original; it is a common expression, an accepted idiom.
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Speakers of (especially British) English often use phrasal verbs such as put off (a meeting) look into
(something) or take up (a new instrument). These are multi-word verbs whose meaning is not recoverable
if we only understand the individual words in isolation.
The metaphorical and idiomatic use of words and phrases is not always popular, however.
2.5.3 Word combinations
Although words can appear as single items which are combined in a sentence, we have seen that they can
also occur in two-or-more item groups.
Word combinations (also known as collocations) have become the subject of intense interest in the recent
past, in part spurred on by discoveries from language corpora. Collocations are words which co-occur more
often than just by chance, and which language users, through custom and practice, have come to see as
normal and acceptable. It is immediately apparent that while some words can live together, others cannot.
The way in which words combine collocationally and in larger chunks has led people to talk about lexical
phrases. Such phrases are often part of longer memorised strings of speech. Lexical phrases or language
chunks are like pre-fabricated building units. Words can be 'fitted together' to make phrasal verbs,
collocations and compound words, such as traffic lights, walking stick and workshop (where two words join
together to form one vocabulary item); they can also be used to construct functional phrases (by the way,
on the other hand, if you see what I mean), idiomatic or fixed expressions (a close shave, an only child, in
love) and verbal expressions (can't afford to, not supposed to, don't mind).
What we are saying is that sometimes we use words in grammatical frames, but at other times we produce
prefabricated chunks as if they were single lexical items. We might go further, and suggest that someone's
ability to use lexical chunks, with no inappropriate pauses between their various constituent parts, is one of
the defining characteristics of their fluency in the language.
2.6 The sounds of the language
When we are speaking, we construct words and phrases with individual sounds, and we also use pitch
change, intonation and stress to convey different meanings.
We will look at five pronunciation issues: pitch, intonation, individual sounds, sounds and spelling, and
stress.
2.6.1 Pitch
One of the ways we recognise people is by the pitch of their voice. The pitch we use is a device by which we
communicate emotion and meaning.
2.6.2 Intonation
On its own, pitch is not very subtle, conveying, as we have seen, only the most basic information about
mood and emotion. But once we start altering the pitch as we speak (e.g. changing pitch direction), we are
able to convey a much subtler range of meanings. The music of speech, that is the intonation we use, is a
crucial factor in speaking.
One of the uses of intonation is to show the grammar of what we are saying. For example, if the pitch of
our voice falls when we say clock in the following sentence, this indicates that we are making a statement:
↘
You'll arrive at eight o'clock
Notice that the pitch direction changes on one syllable (clock). We call this the nucleus of the tone unit (I'll
arrive at eight o'clock). A tone unit is any collection of sounds/words with one nucleus.
We could, however, use the words to mean something quite different grammatically, as
in this example:
↗
You'll arrive at eight o'clock
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The rising tone now indicates that this is a question, and the fact that eight is the nucleus shows that this is
the information in question. Utterances are often made up of more than one tone unit, e.g.:
↘ ↗
You'll arrive at eight o'clock, okay
Once again, the rising tone on kay indicates that this is a tag question, asking the listener to confirm the
speaker's choice.
Intonation is also used to convey attitude.
Finally, intonation plays a crucial role in spoken discourse since it signals when speakers have finished the
points they wish to make, tells people when they wish to carry on with a turn (i.e. not yield the floor to
another speaker) and indicates agreement and disagreement. Thus a falling tone at the end of an utterance
indicates that the speaker has finished their point, whereas a rising tone suggests they wish to keep going.
In this context, falling tones are sometimes called proclaiming tones and are used when giving new
information (or adding to what has been said) whereas fall-rise tones (↘↗) are called referring tones and
are used when we refer to information we presume to be shared with our listeners or when we want to
check information.
2.6.3 Individual sounds
Words and sentences are made up of sounds (or phonemes) which, on their own, may not carry meaning,
but which, in combination, make words and phrases. Standard southern English (SSE) has 47 phonemes.
Competent speakers of the

language make these sounds by
using various parts of the mouth
(called articulators), such as the
lips, the tongue, the teeth, the
alveolar ridge (the flat little ridge
behind the upper teeth), the
palate, the velum (the soft tissue
at the back of the roof of the
mouth, often called the soft
palate) and the vocal cords (folds)
(see Figure 4).
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2.6.4 Sounds and spelling
Whereas in some languages there seems to be a close correlation between sounds and spelling, in English
this is often not the case. The sound /ʌ /, for example, can be realised in a number of different spellings
(e.g. won, young, funny, flood).
Words can change their sound(s), too, and this is not indicated by the way we spell them.
Other changes occur when sounds get close or slide into each other in connected speech: sometimes
elision takes place where sounds 'disappear' into each other. Sometimes assimilation takes place, where
the sound at the end of one word changes to be more like the sound at the beginning of the next. Thus the
/d/ at the end of /bæd/ becomes a /g/ when placed next to a word starting with /g/, e.g. /bæg gai/ (bad
guy.
2.6.5 Stress
British and American English speakers often differ in where they place the stress in words.
Thus ballet in British English is stressed on the first syllable (bal), whereas in American English, the stress
usually falls on the second syllable (let).
Stress is the term we use to describe the point in a word or phrase where pitch changes, vowels lengthen
and volume increases. In a one-syllable word like dance, we know which syllable is stressed since there is
only one. In multi-syllable words there is often more than one stressed syllable (e.g. singularity,
information, claustrophobia). In such cases we call the strongest force the primary stress and the weaker
force the secondary stress.
Words are often not pronounced as one might expect from their spelling.
It is worth noticing, too, that when a word changes shape morphologically, the stressed syllable may shift
as well.
Stress is vitally important in conveying meaning in phrases and sentences.
2.7 Speaking and writing
There are many features of speech that are not available in writing, such as intonation and stress. We
frequently use ellipsis when we speak; present verb forms outnumber past tense forms by a factor of 2:1;
speech has a grammar all of its own; and we use modals such as will, would and can in very speech-specific
ways.
It is also noticeable that speakers often start sentences and then abandon them.
Listeners in conversations are not just passive recipients of other people's words. We use interjections and
other words to indicate support, and to show that we are listening. We use echo questions to keep the
conversation going or to check that we have understood, and we employ response forms to acknowledge
requests and points made.
None of these features occur in writing (unless we are providing written transcripts of spontaneous
speech). Indeed, a major difference between speaking and writing is that whereas the former is often co-
constructed and, as we have seen, messy, 'pure' writing tends to be well-formed and pre-organised. It is
precisely because conversational speech occurs in real time that it is unplanned, and this fact accounts for
many of the features we have discussed above. When internet chatting takes place in real time, it veers
towards co-constructed dialogue and away from any written communication that either woman might have
constructed on her own.
Of course, there are major differences between the language of informal conversation and the language of
a prepared lecture. The latter is likely to be more similar to written language (because it has been planned
and put together in a writing-like way).
Face-to-face speakers have a number of features to help them indicate attitude, intimacy, etc. These
14

include intonation, tone of voice and body movement. Writing cannot use these, of course, but it has its
own range of signs and symbols, such as:
• dashes
• exclamation marks
• new paragraphs
• commas
• capital letters.
The vast majority of grammatical items and words are just as 'at home' in informal speech as they are in
writing. They are not different systems, but rather variations on the same system.
2.8 Paralinguistics
Paralinguistic features fall into two broad categories: those that involve the voice and those that involve
the body.
2.8.1 Vocal paralinguistic features
There are many ways in which we choose how we say things, depending on the situation we are in,
irrespective of the sounds, stress or intonation we are using. For example, we can decide how loud or soft
we wish to be (volume): whispering suggests a desire for secrecy, whereas shouting suggests either anger
or determination. Whether or not these tones of voice (different from the tone units of intonation - see
2.6.2) are voluntary or involuntary, they convey intention and circumstance.
2.8.2 Physical paralinguistic features
We can convey a number of meanings through the way in which we use our bodies. The expressions on our
faces, the gestures we make and even proximity or the way we sit, for example, may send powerful
messages about how we feel or what we mean. It is worth remembering, at the outset, that the feelings
and meanings we convey in these ways are often expressed differently in different cultures. Thus, for
example, the way many British or American people nod and shake their heads to indicate no and yes is
almost diametrically opposite in some Greek and Indian cultures, and the different ways that people use
their bodies to express anger and insult, for example, deserve a study all of their own.
Appropriate proximity to other speakers is highly culture-bound, too, but, for example, in many situations
we only get close to people we wish to engage with, whether because of anger, love, intellectual empathy
or affection. Our body posture can convey attitude, too; a lowered head and downcast eyes suggest a wish
(or need) for disengagement.
A feature of posture and proximity that has been noted by several observers is that of echoing. An example
of this sometimes occurs when two people who are keen to agree with each other find that unconsciously
they have adopted the same posture, as if in imitation of each other. When it occurs naturally in this way,
echoing appears to complement the verbal communication, whereas when such imitation is carried out
consciously, it often indicates some form of mockery.
Paralinguistic features such as tone of voice, gesture and posture are all part of the way we communicate
with each other in face-to-face encounters. When teaching, we can draw our students' attention to this,
particularly when we are using video material.
3. Issues in language learning

All children acquire a language as they develop. Indeed, many children around the world acquire more than
one language, and by the age of six or seven are speaking as confident bi- or trilinguals.
As far as we can see, children are not taught language, nor do they set out to learn it consciously. Rather,
they acquire it subconsciously as a result of the massive exposure to it that they get from the adults and
other children around them. Their instinct – the mental capability we are all born with - acts upon the
15

language they hear and transforms it into an ability to speak it. It's that simple.
Or perhaps it isn't quite that simple. For example, if we consider the language exposure that children
receive, we find that it is a special kind of language. People don't speak to two- and three-year-olds in the
same way that they speak to adults. Instead, they (parents especially) use exaggerated intonation with
higher pitch than is customary. This conveys special interest and empathy. They simplify what they say, too,
using shorter sentences and fewer subordinate clauses. They choose special vocabulary which the children
can understand, rather than more sophisticated lexical items which they would not. And even before
children can themselves speak, parents act as if they were taking part in the conversation. So, in a sense,
children are being taught rules of discourse, even though neither they nor their parents are conscious of
this. Parents - and other adults – do not choose the simplified language or exaggerated intonation
consciously, either. It is usually done subconsciously, so if you asked most people exactly how they speak to
children, they would not be able to say on what basis they choose words and grammar.
Finally, children have a powerful incentive to communicate effectively. Even at the pre-word phase of their
development they have an instinct to let people know when they are happy, miserable, hungry or alarmed.
The more language they can understand – and especially speak - the better they can function.
All of this is bound up with the age of the child and what happens to us as our brains develop and grow.
That instinctual ability to absorb language and context and to transform them into an ability to understand
and speak 'perfectly' doesn't usually last for ever. However, at around the time of puberty, children start to
develop an ability for abstraction, which makes them better learners, but may also make them less able to
respond to language on a purely instinctive level.
What researchers into second language acquisition (SLA) want to know is whether the processes that help
young children acquire their first language (or ‘own' language or 'mother tongue') are the same as those
which help people to learn subsequent languages.
3.1 What research offers
We cannot 'see' learning and so we try to find metaphorical parallels' to explain what we think is
happening. The problem, of course, is that theorists don't necessarily agree, whether their insights come
from classroom research or from profound beliefs about what is going on.
As a result, ‘Educators who are hoping that language acquisition theories will give them insight into
language teaching practice are often frustrated by the lack of agreement among the “experts” (Lightbown
and Spada 2013: 121).
What should teachers do with the differing accounts of learning success that research offers them? One
possibility is just to ignore it completely and go on teaching as before. However, that would be unfair, not
only on the students, who might not always respond to ‘as before' teaching, but also on the teachers
themselves, who benefit hugely from constant questioning and investigation about what they do.
3.1.1 The mind is a computer
When the linguist Noam Chomsky wrote his famous review of Verbal Behavior (a book by B F Skinner which
suggested that behaviourist theories could account for language learning), he posed a version of the
following question: If all language learning is habit-formed, how can we say things that we never heard (or
practiced) before? (Chomsky 1959). An answer to this is that language cannot just be the result of endless
language we use is the result of an innate human capacity – a set of linguistic principles common to all
human beings. Whatever language we end up speaking, there is some kind of universal grammar (UG)
programmed into all of us. All a person's brain needs to get language acquisition going is input. This will
then be processed by some kind of language acquisition device' (LAD) – a kind of human computer. Perhaps
this mixture of a universal grammar activated by language input could account for child language
acquisition. But could it be a model for second language learning, too?
In the early 1980s, the American linguist Stephen Krashen seemed to be following this line of thought by
16

suggesting that input was a sufficient condition for language acquisition to take place. In his input
hypothesis (summarised in Krashen 1984), he claimed that language which we acquire subconsciously
(especially when it is anxiety free) is language we can easily use in spontaneous conversation because it is
instantly available when we need it. Language that is learnt, on the other hand, where ‘learnt' means
taught and studied as grammar and vocabulary, is not available for spontaneous use in this way. Indeed, it
may be that the only use for learnt language is to help us to monitor (check) our spontaneous
communication; but then the more we monitor what we are saying, the less spontaneous we become! In
Krashen's view, therefore, acquired language and learnt language are different both in character and effect.
Krashen saw the successful acquisition by students of a second language as being bound up with the nature
of the language input they received. It had to be comprehensible, even if it was slightly above their
productive level. He called this comprehensible input i + 1 (that is, information the students already have
plus the next level up), and the students had to be exposed to it in a relaxed setting - when their affective
filter was lowered. This input is roughly-tuned (rather as parent-child language is subconsciously
moderated, as we saw above) and is in stark contrast to the finely-tuned input of much language
instruction, where specific graded language has been chosen for conscious - explicit - learning, or where
teachers draw the students' attention to language that they meet. Roughly-tuned input aids acquisition,
Krashen argued, whereas finely-tuned input combined with conscious learning does not.
3.1.2 Explicit and implicit knowledge
Language learning (because of the language acquisition device in our heads, perhaps) is implicit and does
not demand conscious attention (except for the monitor function). However, there is a problem with such
implicit language learning, according to Zoltán Dörnyei, because 'while it does such a great job in
generating native speaking L1 proficiency in infants, it does not seem to work efficiently
when we want to master an L2 at a later stage in our lives' (Dörnyei 2013: 163).
In other words, while comprehensible input may lead to some progress, 'students may reach a point from
which they fail to see further progress on some features of second language unless they also have access to
guided instruction' (Lightbown and Spada 2013: 107).
Focus on form versus focus on forms
Commentators have made a difference between a more general focus on form and a focus on forms. The
former occurs when students direct their conscious attention to some feature of the language, such as a
verb tense or the organisation of paragraphs. It can happen at any stage of a learning sequence as the
result of intervention by the teacher, or because the students themselves notice a language feature. It will
occur naturally when students try to complete communicative tasks (and worry about how to do it - or how
they did it) in task-based learning, for example, or it might happen because the teacher gives feedback on a
task the students have just been involved in, giving 'guided instruction' to help the students' explicit
knowledge of some features of language. It may happen in negotiated interaction when students ask for
clarification or confirmation.
A focus on forms, on the other hand, occurs when teachers focus on grammar items one by one. Many
language syllabuses and coursebooks are structured around a series of language forms, and one of the chief
organising principles behind a course may be learning these forms in sequence.
Some commentators have argued passionately that focus on form - which grows incidentally out of
communicative tasks - is significantly more effective than focusing on language forms just because they are
there.
There are two opposing views on the practice of teaching forms one by one: either it is important because
students need to learn them, or, on the contrary, having course designers and teachers decide on the
sequence of learning in the abstract, rather than allowing the learners to address the forms as they are
learning may violate some kind of natural order of acquisition. Furthermore, this approach may deny the
17

importance of language which emerges (comes up naturally) during the learning process.
Noticing
One way of focusing on form that has attracted a considerable amount of attention (and is now firmly
established in discussions about language learning) was described by Richard Schmidt as 'noticing'. He used
the term to describe a condition which is necessary if the language which a student is exposed to is to
become language 'intake', that is, language that he or she absorbs and understands (Schmidt 1990). Unless
students notice the new language, they are unlikely to process it, and therefore the chances of learning it
(and being able to use it) are slim. According to Schmidt, and based to some extent on his own learning of
Portuguese, second language learners notice a language construction if they come across it often enough
or if it stands out in some way. One way of coming across it, of course, is through guided instruction - that
is, if teachers draw their attention to it. But learners are quite capable of noticing language features for
themselves (as Schmidt did) on an advertising billboard, in a TV programme or a newspaper or, for
example, in what someone in a convenience store says to them every time they go to buy some milk.
For noticing to be effective, language items have to be salient, i.e. they have to stand out. As a result,
students are more likely to notice them.
3.1.3 Language is forming habits
Behaviourism, the theory that underpinned Skinner's Verbal Behavior had a profound effect on theories of
language learning, in particular in the appearance of the audiolingual method. A basic tenet of
behaviourism is that (good) habits can be acquired through conditioning. Thus, in a classic experiment,
when a light goes on (the stimulus), a rat goes up to a bar and presses it (response) and is rewarded by the
dropping of a tasty food pellet at its feet (the reinforcement). If this procedure is repeated often enough,
the arrival of the food pellet as a light comes on: it has learnt a new behaviour. In the same way, Pavlov's
famous dogs ‘learnt’ to salivate when a bell was rung because they expected food.
Translated into the language classroom, constant repetition seemed to be a way of teaching language
behaviour. Students were given a cue (stimulus) and responded. Success (and/or the teacher's good
opinion) provided the reinforcement. Provided this was done often enough, good language habits would
result. 'Often enough' meant drilling – having the students repeat phrases and sentences either in chorus or
individually. The more they did this, the better!
Drilling appeared to fall from favour, especially, as we shall see, with the arrival of the communicative
approach. It was seen as mindlessly repetitive, and there were 'numerous strong criticisms of the idea that
habit-forming by itself offers a full explanation of how languages are learned - it fails to allow for the role of
the human mind in learning, of consciousness, thought, and unconscious mental processes' (Hall 2011: 65).
As a result, discussions of drilling faded from books and articles, and even though teachers still used it - in
some cases, perhaps, far too much - it was not considered genuinely useful by many theorists. Instead of
memorisation, recitation and choral responses, Clare Kramsch reminds us, communicative language
teaching 'has put a premium on the unique, individual and repeatable utterance in unpredictable
conversational situations' (Kramsch 2009: 209).
It is perhaps a pity that drilling should have become quite so stigmatised because of all activities in the
classroom, the oral drill is the one which can be most productively demanding on accuracy. Instead of
rejecting it as a classroom technique, we should do our best to make sure that it is based on 'quality
repetition' (Gilbert 2008): instead of being designed for rote-learnt habit formation, it should take its place
as a truly useful form of practice. Identifying good practice, therefore, will help us to understand how
drilling (and other practice techniques) can be rescued and refashioned.
According to Clare Kramsch, 'utterances repeated are also resignified' (2009). When actors deliberately say
lines in repeated performances, they give them new meaning every time, and their ability to do so is
dependent on exactly the kind of mindful breaking things down into their constituent parts that we have
18

discussed so far. Diane Larsen-Freeman worries that drilling (in audiolingual teaching) 'didn't necessarily
require students to use language meaningfully' (Larsen-Freeman 2013: 194) and so it was not mindful. For
her, instead of straightforward repetition, we should provoke successive 'iterations', where we say the
same thing - or a variation of it - to express slightly different meanings.
For drilling to be truly effective, then, it has to involve more than mere repetition. Once what is to be
drilled has been broken down into its constituent parts, we have to find ways of making it mindful and
deliberate. Perhaps we can:
• gradually disappear' parts of lines that are being repeated (as in ‘disappearing dialogues', where
the students read a dialogue and we gradually erase words until they are doing it from memory);
• ask our students to write drill lines down (rather than speaking them) to vary the mode.
• use 'fluency circles', where the students have to say the same thing to a number of their
colleagues, one after the other;
• use 'shouted dictation', where half the class have to dictate individual sentences to the other half
of the class at the same time. The resulting noise means that each student either says or listens to
the same thing many times, and for a reason;
• use chain drills, where the students have to build a story using the focus language, e.g. If he stays in
bed, he will miss the bus. If he misses the bus, he'll get to work late. If he gets to work late, he'll get
the sack. If he gets the sack etc.
If we want our students to achieve automaticity (i.e. they can say things automatically, without having to
think about how to do it), repetition and practice will help. In the early stages, that may well involve
straightforward repetition, often in chorus to give the students initial confidence. But as soon as possible,
we need to move to more deliberate and meaningful ways of practising language.
Some commentators find value in repetitive games and play, because one of the functions of repetition is,
of course, to memorise language items. Rather than using bland content for this, 'memorizing texts with
high salience, such as songs, poems, jokes, advertising slogans, can be both enjoyable and relevant, leaving
the material available for incorporating in future “real” communication' (Maley 2013: 147).
3.1.4 Language is communication
Once upon a time, teachers prioritised grammar and translation, almost to the exclusion of student
speaking – though the fifteenth-century scholar Johannes (Jan) Comenius recommended using imitation
instead of rules to teach a language. However, even with the arrival of the direct method and
audiolingualism, speaking was mostly limited to repeating prescribed language. What was needed instead,
it was argued (especially in the second half of the twentieth century), was a way of teaching that allowed
the students actually to use language in order to communicate, rather than merely repeating what they
were told to.
Many years ago, when Dick Allwright and his colleagues were teaching students who were about to study
at universities in the UK, he hypothesised that ‘if the language teacher's management activities are directed
exclusively at involving the learners in solving communication problems in the target language, then
language learning will take care of itself' (Allwright 1979: 170).
This was a reflection of the idea that, provided students had exposure to language, and then had the desire
and need to use it, they would find the means to do so. As a result, such communication would cause them
to 'get' the language. This idea puts the learners firmly centre stage and suggests that genuinely
communicative activities are what are mostly needed. In such a scenario, language focus happens as a
result of communication (focus on form) rather than being taught from the start ('get it right from the
beginning').
Others see a more precise value in communication - especially spoken communication. For Merrill Swain,
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'comprehensible output (a clear echo of Krashen's input) 'pushes learners to process language more deeply
(with more mental effort) than does input (Swain 1995: 126). The very act of communicating, in other
words, is a cognitive learning experience.
Some are sure that it is the actual nature of the communication which affects successful learning. The key
component, in this view, is cooperative interaction between speakers and, especially, the way they
negotiate meaning between themselves. This is the collaborative talk that learners 'engage in when they
experience linguistic problems' and which helps them not only to resolve these issues in target-like ways
while they are talking, but also to remember the solutions and use them independently in their own
language at a later date' (Ellis 2014: 42). Interestingly, this type of negotiation has an echo in the
accommodating' behaviour which speakers of English as a lingua franca (those who use English to
communicate with other non-native speakers) have been observed to display (see 1.1.1).
3.1.5 Language is grammar; language is vocabulary
The order in which things are taught is not necessarily the order in which they are learnt. There is some
suggestion that (following on from theories of a universal grammar - see 3.1.1) there is some ‘natural order'
of acquisition which ‘does not appear to be determined by formal simplicity and there is evidence that it is
independent of the order in which rules are taught in language classes' (Krashen 1985: 1).
The grammar syllabus is also focused mostly on what is 'teachable', that is, on items which are easy enough
to explain and for which the students are ready. But it tries to teach more ‘difficult' items, too, even though
the article system in English is both complex and abstract and notoriously difficult to teach and learn. Thus,
learners may be better off learning about articles via exposure in the input.
No one has mapped out a generalisable natural order for all learners. Secondly, we can't tell whether - even
if we could describe a natural order in detail - things would have to be taught in that order, and what effect
such teaching might have on the students' learning of the items in that order. Finally, we cannot say for
certain that even if a language item is taught before the students are 'ready for that item, it won't,
nevertheless, be available for them when they get to notice it again (see 3.1.2). We have to be aware of
how difficult our students are finding things and we have to be ready to help them with language which
emerges naturally in lessons. It also suggests that we need to consider the concept of students being
‘ready' for something (which is reflected in Krashen's i+1 position and, from a social-constructivist
perspective in discussions of the Zone of Proximal Development). As teachers, we also need to be ready for
language that emerges in our lessons, and be able to help our students to notice it and focus on it. Another
issue has attracted a considerable amount of attention here, and that is whether grammar and its list of
'high priority' items is what we should be focusing on. Words group together in collocations and lexical
phrases (or chunks) and this formulaic language competence is directly linked to automatized, fluent
language production. The fluent speaker of a language deploys these chunks automatically.
Thus, according to Rod Ellis, 'It may pay to focus on these (and more generally on vocabulary) with beginner
learners, delaying the teaching of grammar until later (Ellis 2014: 33).
When theorists drew our attention to the work of philosophers such as Austin, it was to remind us that
language is used for doing things - that it has a purpose (see 2.1.2). This gave rise, towards the end of the
twentieth century, to syllabuses of language functions, which challenged, for a moment, the supremacy of
grammar lists. These meaning-focused items prompted students to study and practise dialogues for
apologising, suggesting, agreeing, etc. and were included in teaching materials.
Although the grammar syllabus still dominates the way that many people think about language learning -
despite some of the doubts we have raised here - syllabus designers have become increasingly aware of the
need to focus on vocabulary and the way that words cluster and chunk together, and on the purpose of
these chunks within an act of communication.
3.1.6 The role of other languages (translation)
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The idea that the only language that teachers and students can use in the foreign language classroom is the
one they are learning came about because of the direct method's insistence on the use of the target
language. And perhaps it came about, too, because teachers from English-speaking countries were
travelling the world teaching people whose first language they themselves could not speak. Perhaps it was
also the result of a methodology grounded in the problems and advantages of teaching classes where the
students have a mixture of first languages (in countries such as the UK, the USA, Canada and Australia). In
such situations, English becomes not only the focus of learning but also the medium of instruction. But for
whatever reason, there is still a strong body of opinion which says that the classroom should be an English-
only environment.
One reason for this point of view might be that using the L1 as a convenient option deprives students of
important learning opportunities. It is certainly true that the more the teacher and the students use the L1,
the less they will have a chance to hear (and experiment with) the language they are supposed to be
learning. That is presumably why so many schools and colleges have an English-only' policy. This is based on
a belief that it is good for the students and, crucially, that it will lead to more successful and faster learning
than a blend of English and a judicious use of the students' L1 would, and that the resultant English
'atmosphere' will help to breed a cultural identity and positive identification with the language.
Perhaps, however, the reverse might be true: it may be that by not allowing the students to use their L1 at
all in their English class, we might make them feel resentful and uncomfortable and worse, we might deny
them techniques that will help them learn English. The use of the mother tongue does seem to be a
humanistic and learner-centred strategy, with the potential to support student learning, but at the same
time involving a risk of failing to encourage target language practice and communication.
Those who advocate using L1 in the classroom do so for a variety of reasons, the first of which is that the
students will translate anyway in their heads. It takes a high level of ability and familiarity before anyone
reaches the thinking and dreaming' in a foreign language stage. Secondly, students will, at times, use the L1
in the class whether the teacher wants them to or not and an English-only policy, either in individual
classrooms or in entire institutions, is a well-intentioned but sometimes misguided attempt to deal with
this problem. It would, instead, be far better to try to identify times when L1 use is acceptable and when it
is not. Thirdly, it was suggested more than half a century ago that learning is greatly enhanced when
students compare and contrast the way the target language works with the way they do things in their first
language. This view was discredited at the time, partly because it was misrepresented, and it became
deeply unfashionable.
It is worth pointing out that where the teacher speaks the students' L1, it helps to be able to use the L1 to
discuss things with lower-level students, especially where delicate classroom management issues are
concerned. However, a danger is that teachers start to overuse the L1 and, as a result, English exposure
suffers. What we need, perhaps, is some kind of an L1 'code of conduct' for teachers:
• Acknowledge the L1: it makes no sense to deny the importance of the students' L1 in their L2
learning. We can also allow the students to relax and have 'stress-free-own-language' breaks for a
minute or two.
• Use appropriate L1, L2 activities: we can use sensible activities which maximise the benefits of
using the students' L1 (translation exercises, specific contrasts between the two languages in areas
of grammar, vocabulary, pronunciation or discourse).
• Differentiate between levels: while it may make sense to use the students' L1 for explanations and
rapport-enhancement at lower levels, this becomes less appropriate as the students' English
improves.
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• Agree clear guidelines: students need to know when mother-tongue use is productive and when it
is not.
• Use encouragement and persuasion: we can encourage our students to try to speak English (and
remind them why it is important for them).
3.1.7 Learning is about people
So far, we have considered issues of language and more or less psycholinguistic and cognitive notions of
how languages are learnt. But people are more central to the learning enterprise than methods or theories
or research findings or systems of education. Education (whether language learning or anything else) is
about self-actualisation and personal growth. It is these concerns that should be the focus of classroom
practice.
A number of ‘designer methods’ emerged in the second half of the 20th century and these espoused a
humanistic approach to language learning. What made these methods humane or humanist was the central
role they give in teaching and learning to learners' feelings, both emotional and aesthetic; to social
relations, including friendship and cooperation and to self-actualization that pursues a path towards
individuality.
A concern with the students' feelings is at the heart of the teacher's desire to create good ‘rapport' - that
positive relationship between the students and their ‘coach' and between the students themselves. The
same concern is central to our decisions about when to give corrective feedback, for example, and how to
do it for each individual; it helps us to decide what we might ask our students to talk about and how much
we might expect them to reveal about themselves.
We know that affective engagement (how people feel) helps students to remember things like new
vocabulary, etc.), and we know that people learn better when they feel positive about it. How much we
want to ask them to reveal about their inner selves is less clear, however.
3.2 Making sense of it all
It seems as if we can come to some tentative conclusions about the minimum conditions which will help
language learning succeed.
1. Students – except, perhaps, young learners - benefit from some explicit knowledge about
the language. Guided instruction will help them to gain such knowledge.
2. Students will only understand and learn things if they pay attention to those things
and focus on them.
3. Practice does make perfect, but only if it is 'deliberate', meaningful practice.
4. Students need a chance to try out (activate) the language they have been learning.
5. Students tend to learn well when they interact with others.
6. Grammar is not 'the only game in town'
7. Language often emerges (when students are ready for it). This may be at a different time
(and in a different place) from the abstract grammar syllabus sequence that is being
followed. Teachers need to be able to take advantage of such emergent 'moments'.
8. Students will always compare the language they are learning with their own language' or
L1. They will be tempted to use their own language, too. It makes sense for us to
acknowledge and use this appropriately, but also to avoid overuse.
9. Teachers should do their best to foster the students' positive self-image as language
learners and to be sensitive to their feelings and learning preferences.
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4. Popular methodology
4.1 Approach, method, procedure, technique
• Approach: people use the term approach to refer to theories about the nature of language and
language learning. These provide the reasons for doing things in the classroom and the reasons for
the way they are done.
An approach describes how language is used and how its constituent parts interlock – it offers a
model of language competence. An approach also describes how people acquire their knowledge of
the language and makes statements about the conditions which will promote successful language
learning.
• Method: a method is the practical classroom realisation of an approach. Methods include various
procedures and techniques (see below) as part of their standard fare.
When methods have fixed procedures, informed by a clearly articulated approach, they are easy to
describe. However, if a method takes procedures and techniques from a wide range of sources, it is
more difficult to continue describing it as a ‘method'.
• Procedure: a procedure is an ordered sequence of techniques. A procedure is a sequence which can
be described in terms such as First you do this, then you do that .... Smaller than a method, it is
bigger than a technique.
• Technique: a common technique when using video or film material is called silent viewing. This is
where the teacher plays a video with no sound so that the students can try to guess what the
people in the video are saying. Silent viewing is a single activity rather than a sequence, and as such
is a technique rather than a whole procedure.
4.2 Three and a half methods
Before the 19th century, many formal language learners were scholars who studied rules of grammar and
consulted lists of foreign words in dictionaries. But in the 19th century, moves were made to bring foreign-
language learning into school curriculums, and so something more was needed. This gave rise to the
grammar-translation method.
• Grammar-translation: these methods did exactly what the term says. Students were given (in their
own language) explanations of individual points of grammar, and then they were given sentences
which exemplified these points. These sentences had to be translated from the target language (L2)
back to the students' first language (L1) and vice versa.
In the first place, language was mostly treated at the level of the sentence only, with little study,
certainly at the early stages, of longer texts. Secondly, there was little if any consideration of the
spoken language. And thirdly, accuracy was considered to be a necessity.
• The direct method: this method arrived at the end of the 19th century. It was the product of a
reform movement which was reacting to the restrictions of grammar-translation. Translation was
abandoned in favour of the teacher and the students speaking together, relating the grammatical
forms they should be learning to objects and pictures, etc. in order to establish their meaning.
Whereas, in grammar-translation, language is learnt deductively (that is, the focus on rules is
conscious and deliberate, and from an understanding of these rules language can be produced), in
the direct method, grammar is learnt inductively (that is, the students discover the rules from
exposure to the language).
Dialogues were frequently used to exemplify conversational style. It was considered vitally
important that only the target language should be used in the classroom.
• Audiolingualism: when behaviourist accounts of language learning became popular in the 1920s
and 1930s (see 3.1.3), the direct method morphed, especially in the USA, into the audiolingual
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method. Using the stimulus-response-reinforcement model, it attempted, through a continuous
process of such positive reinforcement, to engender good habits in language learners.
This method relied heavily on drills to form these habits; substitution was built into these drills so
that, in small steps, the student was constantly learning and, moreover, was shielded from the
possibility of making mistakes by the design of the drill.
Much audiolingual teaching stayed at the sentence level, and there was little placing of language in
any kind of real-life context. A premium was still placed on accuracy; indeed, audiolingual
methodology did its best to banish mistakes completely. The purpose was habit-formation through
constant repetition of correct utterances, encouraged and supported by positive reinforcement in
the form of teacher praise or the simple acknowledgement - because the drill continues - that the
student has got it right. When students are really concentrating on a drill, their practice will
certainly be 'deliberate' - which is a good thing but whether it will be meaningful and mindful is
quite another (see 3.1.3).
A British variant on audiolingualism was referred to as the oral-situational approach. Again, spoken
language had primacy. Nothing should be said before it was heard, and nothing should be read or
written before it was spoken. As with audiolingual methodology, grammar structures were graded
and sequenced for the students to learn, but unlike audiolingual teaching, language items were
introduced in situations such as ‘at the post office', 'at the hospital', etc.
4.3 Communicative language teaching
Communicative language teaching (CLT – or the communicative approach as it was originally called): one of
the principal strands of CLT was a shift away from a focus on how language was formed (grammar and
vocabulary, etc.) to an emphasis on what language was used for.
Pioneers such as David Wilkins in the 1970s looked at what notions language expressed, what
communicative functions people performed with language (Wilkins 1976) and what purpose language
served (see 2.2). The concern was with spoken functions as much as with written grammar, and ideas of
when and how it was appropriate to say certain things were of primary importance. Thus communicative
language teachers taught people to invite and apologise, to agree and disagree, alongside making sure they
could use the past perfect or the second conditional. It was even possible, by identifying what people
actually did with language in their jobs, for example, to produce communicative syllabuses listing, in minute
detail, the language events and utterances that students would need (Munby 1978).
The other major strand of CLT - and what marked it out from more 'traditional methods - centres around
the essential belief that if 'language is communication', then students should be involved in meaning-
focused communicative tasks so that 'language learning will take care of itself'. Activities in CLT typically
involve students in real or realistic communication, where the successful achievement of the
communicative task they are performing is at least as important as the accuracy of their language use.
Thus, for example, role-play and simulation (where students act out real communication in a classroom
setting) became very popular in CLT.
Communicative activities were seen as being the polar opposite of more traditional procedures, such as
explicit language teaching, the kind of repetition that audiolingual teaching promoted or even procedures
like PPP. In communicative activities, the students had a desire to communicate something and a purpose
for doing it. As a result, they were focused the content of what they were saying or writing and used a
variety of language rather than focusing on a particular language form. The teacher would not intervene to
stop the activity, and the materials he or she relied on would not dictate what specific language forms the
students used, either. Such activities attempted to replicate (or mimic) real communication.
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Non-communicative activities Communicative activities
no communicative desire a desire to communicate
no communicative purpose a communicative purpose
form not content content not form
one language item only variety of language
teacher intervention no teacher intervention
materials control no materials control
Figure 1 The communication continuum
Major coursebook series started to reflect a significant shift away from an emphasis on the pattern drills of
audiolingualism and structural situationalism towards a richer diet of interesting topics for language skills
training, communicative activities, and sections devoted to language in use. While all this was going on,
however, tests continued to focus on discrete language items. For this reason, it was often difficult for
teachers to convince their students that communication was a good and realistic aim, and this may have
accounted for the use of more traditional procedures, even where teachers wished to be 'communicative'.
Luckily, many (but not all) popular exams have become significantly more communication-oriented in the
last few years and so, perhaps, teaching does (and will) reflect this.
Zoltán Dörnyei wants a 'principled communicative approach' which should 'offer learners ample
opportunities to participate in genuine L2 interaction' (Dörnyei 2013: 16), but which also includes focus on
form, controlled practice and 'declarative input', i.e. explicit focused language items. Perhaps this is an
expression of where CLT is now situated; a meaning-focused approach to language use which can,
nevertheless, include (and welcome) explicit focus on language study where it is most needed and
appropriate.
4.3.1 Teaching ‘unplugged'
In 1995, a group of film-makers led by the Danish director Lars von Trier drafted the manifesto of the
Dogme 95 Film-makers' Collective, in which they pledged to rescue cinema from big budget, special-effects-
dominated Hollywood movies. They wanted to return to core values, using no artificial lighting, no special
effects, etc. This prompted Scott Thornbury to write a short provocative article suggesting that ELT needed
similar rescue action, notably a return to a materials- and technology-free classroom in which language
emerges as teachers and students engage in a dialogic relationship (Thornbury 2000). He, too, called these
suggestions for teaching 'Dogme'. Thornbury, along with Luke Meddings, codified this view of appropriate
language teaching as 'teaching unplugged'. They wanted to challenge ‘an over-reliance on materials and
technical wizardry in current language teaching. The emphasis on the here-and-now requires the teacher to
focus on the actual learners and the content that is relevant to them' (Meddings and Thornbury 2009: 6).
Dogme ELT, in their description, has the following features:
• It is conversation-driven, that is to say, interactive talk in the classroom drives procedures, and this
interaction takes place not only between the students, but also between the students and the
teacher, whose primary role is to scaffold the language that occurs, taking advantage of these
‘affordances’.
• It is purposefully materials-light, so that Dogme teachers respond to their students' needs and
interests (and texts), rather than bringing in pre-packaged material such as coursebooks.
• It focuses on emergent language, rather than following a prescribed syllabus. Dogme teachers work
with learner language, and view learner errors as learning opportunities. The role of the teacher, in
this view, is to respond to the language that comes up, interacting with the students, and helping
them to say what they want more correctly and, perhaps, better.
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This view of teaching and learning not only differs markedly from a syllabus-based view of grammar and
vocabulary learning (3.1.5), but is also firmly rooted in an appreciation of collaborative interaction (see
3.1.4).
Critics of these Dogme principles have worried that:
• this kind of dialogic model might favour native speaker teachers (see 1.3);
• it is extremely difficult to countenance in large classes;
• syllabuses are necessary organising constructs, and materials such as coursebooks, in particular, are
highly prized by teachers and students alike for a variety of reasons (4.9);
• teaching involves more than talking.
There is no doubt that unexpected and unplanned language emerges during lessons and presents the
teacher with 'magic' or Dogme moments. These provide ideal opportunities for teachers to draw the
students' attention to features of language which are suddenly apparent, and to work with them through
whatever kind of ‘guided instruction' is appropriate. Whether teaching unplugged offers more than such
moments in the form of an approach - or even perhaps a method - is less certain.
4.4 Task-based learning
Task-based learning or TBL is sometimes referred to as task-based instruction (TBI) or task-based language
teaching (TBLT). It is, according to David Nunan, the realisation of CLT philosophy (see 4.3).
Task-based learning makes the performance of meaningful tasks central to the learning process. It is
informed by a belief that if students are focused on the completion of a task, they are just as likely to learn
language as they are if they are focusing on language forms.
In a very early example of TBL, after a class performed some pre-task activities which involved questions
and vocabulary checking, they asked and answered questions to solve a problem, such as finding train-
timetable information. Although the present simple may frequently be used in such an activity, the focus of
the lesson was the task, not the structure. The language grew out of the task rather than the other way
round.
In one version of TBL the students are given a task to perform, and only when
the task has been completed does the teacher discuss the language that was
used, making corrections and adjustments which the students' performance of
the task has shown to be desirable. This is similar to the 'boomerang'
procedure
we will discuss in 4.7. However, as Jane Willis herself made clear, task-based
methodology is, in fact, considerably more complicated than this. She
suggested three basic stages: the pre-task, the task cycle and the language
focus (see Figure 2).
• The pre-task stage: in this stage, the teacher explores the topic with
the class and may highlight useful words and phrases, helping the
students to understand the task instructions. The students may hear a
recording of other people doing the same task.
• The task cycle stage: during this stage, the students perform the task in pairs or small groups while
the teacher monitors from a distance. The students plan how they will tell the rest of the class what
they did and how it went, and they then report on the task, either orally or in writing, and/or
compare notes on what has happened.
• The language focus stage: in this stage, the students examine and discuss specific features of any
listening or reading text which they have looked at for the task and/or the teacher may conduct
26

some form of practice of specific language features which the task has provoked and offer ‘offline
correction'.
What TBL actually means in practice, then, varies considerably, depending on who is talking about it. And
another difficulty lies in attempts to say exactly what a task is. Criteria to describe these activities will not
provide us with a watertight definition of what constitutes a task, though Virginia Samuda and Martin
Bygate seem more prepared to stick their necks out and say that a task is a holistic activity which engages
language use in order to achieve some non-linguistic outcome while meeting a linguistic challenge, with the
overall aim of promoting language learning through process or product or both' (Samuda and Bygate 2008:
69), but even this definition seems somewhat broad could, perhaps, embrace a large number of different
activity types.
Critics of TBL have raised a number of concerns about its overall applicability.
In the end, it is indubitably the case that having the students perform meaning-related tasks is good for
language processing (see 3.1.4) and for giving them opportunities for trying out language (and getting
feedback on their language use), but whether a programme based exclusively on such tasks is appropriate
(and where it might be appropriate) is open to question.
4.5 The lexical approach
As we saw in 3.1.5, a major point of discussion has always been whether grammar or vocabulary is the most
important area of language to focus on. The lexical approach, discussed by Dave Willis (1990) and
popularised by Michael Lewis (1993, 1997), was one attempt to answer this question. It is based on the
assertion that 'language consists not of traditional grammar and vocabulary but often of multi-word
prefabricated chunks' (Lewis 1997). These are the lexical phrases, collocations, idioms, fixed and semi-fixed
phrases which form such an important part of the language (see 2.5.3). Lewis proposes that fluency is the
result of acquisition of a large store of these fixed and semi-fixed pre-fabricated items which are 'available
as the foundation for any linguistic novelty or creativity'.
A lexical approach would steer us away from an over-concentration on syntax and tense usage (with
vocabulary slotted into these grammar patterns) towards the teaching of phrases which show words in
combination, and which are generative in a different way from traditional grammar substitution tables.
Typical tasks include asking students to add intensifiers to semi-fixed expressions and getting students,
once they have read a text, to underline all the nouns they can find and then to underline any verbs that
collocate with those nouns. Word-order exercises can be adapted to focus on particular phrase
components. Elsewhere, however, Lewis suggests that exposure to enough suitable input, not formal
teaching, is the key to increasing the learner's lexicon', and that ‘most vocabulary is acquired, not taught.
Recently, there has been a reassessment of the lexical approach - or at least of lexical teaching. Dellar and
Walkley (2015) believe that there are many patterns in the lexis that are generative to at least some
degree, and, as a result, they want to teach lexically'. Ivor Timmis suggests that rather than trying to adopt
an entire lexical approach, we should, instead, adopt a lexical dimension' where 'raising awareness of
collocations and chunks is arguably one of the most important things a teacher can do' (Timmis 2008: 7). In
other words, we can learn phrases as chunks and only use the 'grammar' in them to make new phrases
when and if that is appropriate.
4.7 Four old humanistic methods
Four methods, developed in the 1970s and 1980s, are often considered together. While, individually, they
are almost never used exclusively in 'mainstream' teaching (even if they ever were), in different ways their
influence is, perhaps surprisingly, considering their age, still felt today.
• Community language learning: in its classic form, a 'knower' stands outside a circle of students and
helps them say what they want to say by translating, suggesting or amending the students'
27

utterances. The students' utterances may then be recorded so that they can be analysed at a later
date. Students, with the teacher's help, reflect on how they felt about the activities.
• Suggestopaedia: this was developed by Georgi Lozanov, and is concerned, above all, with the
physical environment in which the learning takes place. Students need to be comfortable and
relaxed so that their affective filter is lowered. Students take on different names and exist in a
child-parent relationship with the teacher (Lozanov called this ‘infantilisation'). Traumatic topics are
avoided, and at one stage of a three-part procedure, the teacher reads a previously-studied
dialogue to the accompaniment of music (preferably Baroque). During this phase there are also
several minutes of solemn silence and the students leave the room silently.
• Total physical response: a typical TPR lesson might involve the teacher telling the students to pick
up the triangle from the table and give it to me' or 'walk quickly to the door and hit it. When the
students can all respond to commands correctly, one of them can then start giving instructions to
other classmates. James Asher believed that since children learn a lot of their language from
commands directed at them, second-language learners can benefit from this, too. Crucially, in TPR,
the students don't have to give instructions themselves, until they are ready.
• The Silent Way: one of the most notable features of the Silent Way was the behaviour of the
teacher who, rather than entering into conversation with the students, said as little as possible.
This is because the founder of the method, Caleb Gattegno, believed that learning is best facilitated
if the learner discovers and creates language, rather than just remembering and repeating what has
been taught. In the Silent Way, the teacher frequently points to different sounds on a phonemic
chart, modelling them before indicating that the students should say the sounds. The teacher is
then silent, indicating only by gesture or action when individual students should speak (they keep
trying to work out whether they are saying the sound correctly) and then showing when sounds
and words are said correctly by moving on to the next item. Because of the teacher's silent non-
involvement, it is up to the students - under the controlling but indirect influence of the teacher -
to solve problems and learn the language. Typically, the Silent Way also gets the students to use
Cuisenaire rods (wooden blocks of different colours and sizes) to solve communication problems.
Some of the procedures employed in these four methods may strike us as being (or having been) outside
the mainstream of classroom practice, or even somewhat eccentric. Nevertheless, in their own ways, they
contain truths about successful language learning. Community language learning, for example, reminds us
that teachers are in classrooms to facilitate learning and to help the students with what they want to say. It
uses translation for this purpose and it focuses on the students as people. Suggestopaedia's insistence on
lowering the affective filter reminds us how important affect is in
language learning. Nor is there any doubt about the appropriacy of
getting the students to move around in lessons, as in TPR. For
students with a more kinaesthetic inclination, this will be especially
useful. Finally, getting the students to think about what they are
learning and to rely on themselves demands cognitive activity, where
close attention to language by individual students has a beneficial
effect on the learning process (see 3.1.2).
4.7 A procedure (presentation, practice and production)
PPP procedure: Presentation, Practice, Production. The teacher
introduces a situation which contextualises the language to be taught.
The language is then presented. The students practise the language,
using accurate reproduction techniques such as choral repetition
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(where they repeat a word, phrase or sentence all together with the teacher 'conducting') and individual
repetition. Later, in a production phase, the students use the new language to make sentences of their
own.
Despite its frequent and regular use, the PPP procedure, which was offered to teacher trainees as a
significant teaching technique from the middle of the 1960s onwards (though not then referred to as PPP)
does have some drawbacks. It is highly teacher-centred and seems to assume that students learn in
‘straight lines' – that is, starting from no knowledge, through highly restricted sentence-based utterances
and then going on to immediate production. But of course, language isn't quite that tidy, as we saw in
3.1.5, and anyway, in one view, it reflects neither the nature of language nor the nature of learning. In
response to these criticisms, many people have offered variations on PPP and alternatives to it. As long ago
as 1982, Keith Johnson suggested the 'deep-end strategy' as an alternative (Johnson 1982), where by
encouraging the students into immediate production (throwing them in at the deep end), you turn the
procedure on its head. The teacher can now see if and where the students are having problems during this
production phase and return to either presentation or practice as and when necessary after the production
phase is over. A few years later, Donn Byrne suggested much the same thing (Byrne 1986), joining the three
phases in a circle (see Figure 3). Teachers and students can decide at which stage to enter the procedure.
A different trilogy of teaching sequence elements is ESA (Harmer 2007). E stands for engage - because
unless the students are emotionally engaged with what is going on, their learning will be less effective. S
stands for study and describes any teaching and learning element where the focus is on how something is
constructed, whether it is relative clauses, specific intonation patterns, the construction of a paragraph or
text, the way a lexical phrase is made and used, or the collocation of a particular word. Crucially, in this
model, study may be part of a ‘focus on forms' syllabus (see 3.1.2), or may grow out of a more
communicative task where the students' attention to form is drawn to it either by the teacher or through
their own noticing activities. A stands for activate and this refers to any stage at which the students are
encouraged to use all and/or any of the language they know. Communicative tasks, for example, (see 4.3)
are designed to activate the students' language knowledge. But students also activate their language
knowledge when they read for pleasure or for general interest. Indeed any meaning-focused activity where
the language is not restricted provokes students into language activation.
ESA allows for three basic lesson procedures. In the first, 'straight arrows' (see Figure 4), the sequence is
ESA – much like PPP. The teacher engages the students by presenting a picture or a situation, or by drawing
them in by some other means. At the study stage of the procedure, the meaning and form of the language
are explained. The teacher then models the language and the students repeat and practise it. Finally, they
activate the new language by using it in sentences of their own.
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A ‘boomerang' procedure, on the other hand, follows a more task-based or deep-end asking them to do
something like a written task, a communication game or a approach (see Figure 5). Here, the order is EAS;
the teacher gets the students engaged before on what happens there, the students will then, after the
activity has finished, study some aspect of language which they lacked or which they used incorrectly.
'Patchwork' lessons (see Figure 6), which are different from the previous two procedures, may follow a
variety of sequences. For example, engaged students might be encouraged to returning to more activating
tasks, after which the teacher re-engages them before doing activate their knowledge before studying one
and then another language element, and then returning to more activating tasks, after which the teacher
re-engages them before doing some more study, etc.
What the Engage-Study-Activate trilogy has tried to capture is the fact that PPP is just a tool used by
teachers for one of their many possible purposes. PPP can be extremely useful in a focus-on-forms lesson,
especially at lower levels, but is significantly less relevant in a skills lesson, where focus-on-form may occur
as a result of something the students hear or read. It is useful, perhaps, in teaching grammar points such as
the use of can and can’t, but has little place when students are analysing their own language use after
doing a communicative task. Nevertheless, a look at modern coursebooks and teaching material shows that
PPP is alive and well, but in the context of a wide range or another all over the world, it is also the case that
students are exposed to many other techniques and procedures.
of other techniques and procedures. And while it is true that PPP is still used in one form
4.8 Which method? What approach?
With so many suggestions about how we should teach, it is hard to know where to turn and what method,
if any, to choose. Most teachers and educational institutions, however, are far less prescriptive than this.
Instead, they tend to examine a range of different methods to see what they have to offer.
4.8.1 What teachers do
Most teachers tend to pick and choose from what is around. They are eclectic in their choices of what to do
in the classroom. And yet, as we saw in 3.1, good teachers are constantly interested in what research tells
them and in the methods that have been advocated. Whatever teachers do, they have to have some idea
of what their students will achieve as a result of it, and subject this projected outcome to rigorous enquiry.
That is why describing aims in lesson planning is so important, and why doing action research (exploring
what actually happens in our classrooms) is such a good idea.
4.8.2 Post-method and learning culture
Perhaps teachers are doubtful about methods because sticking to only one set of prescribed procedures is
no longer relevant. That is because, in the thinking of many, we have reached a 'post-method' phase.
Looked at this way, taking a method into class is actually limiting since it gets in the way of teachers and
students learning how to learn together. What is needed is not alternative methods, but an alternative to
method. Instead of one method, Kumaravadivelu suggests ten 'macrostrategies', amongst which are
‘maximise learning opportunities, facilitate negotiation, foster language awareness, contextualise linguistic
input, integrate language skills, promote learner autonomy and ensure social relevance' (Kumaravadivelu
2001, 2006). The quality of life in any classroom is much more important than instructional efficiency.
Teachers should determine and understand the classroom quality of life. Then they should identify a
learning puzzle (find something that is puzzling in class - e.g. why certain things happen or don't happen
when teaching students), reflect on it, gather data and try out different ways of solving the puzzle,
reflecting at each stage on what happens in order to decide what to do next.
Stephen Bax points out that methodology is just one factor in language learning. Other factors may be
important, and other methods and approaches may be equally valid. His solution is for teachers to do some
kind of 'context analysis' before they start teaching so that they can develop their own procedures from the
range of methodological knowledge and techniques they have available to them. They then reflect on and
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evaluate what has happened in order to decide how to proceed. This is important as it can counteract the
tendency of teachers to impose their own methodological views onto any class, even when they do not
know they are doing this.
Methodological 'culture clashes' are easy to observe when the students and their teacher have markedly
different cultural backgrounds. Potentially, however, they take place whenever teachers and students
meet, wherever they are from. Everyone has views on how learning takes place (as we have seen) and
everyone has been heavily influenced by their previous learning experiences except, perhaps, for the very
young. Teachers have 'ingrained patterns in the way they teach, or, even if they don't, they may have
developed ways of doing things as a result of training courses and continual professional development.
These may not always suit the students they are working with. That is why it is so important to observe the
students' progress and get their feedback on what they are experiencing. If we do this, we may make a
'bargain' with our students which comprises some kind of negotiated middle position between what we
and they think about learning or, perhaps, about how to tackle a particular activity. If we do not do this kind
of bargaining', and instead go on teaching the way we have always done, we may miss the chance of
inhabiting an optimal learning (and teaching) 'zone' for our students.
Good teachers examine methods (and the history of methods) to see how far these agree with their own
beliefs. The most important thing for any teacher is to know why they are doing things in lessons.
Classroom activity that we initiate should be based on the fact that we believe the procedure we are using
will achieve a certain outcome because, with the benefit of our theoretical knowledge and our observation
and experience, it agrees with how we think people learn languages best. Using a procedure without that
belief makes no sense.
Many teachers and methodologists talk about principled eclecticism. This means, in its most rigorous
incarnation, having theories about how people learn, and transforming these theories into beliefs about
which elements from the methods that have been suggested classroom practice, in many institutions, is the
coursebook.
4.9 Coursebooks and other materials
For many teachers, decisions about what to teach are heavily influenced by the coursebook they are using.
Not only do coursebooks offer a syllabus that teachers are expected to follow, but, more importantly, they
have strong suggestions about how this syllabus should be taught.
4.9.1 For and against coursebook use
Many institutions use the syllabuses in coursebooks (sequences of grammar, vocabulary and skills, etc.) as
their organising principle, and they base courses and tests around progress through these materials. For
many, this is a huge relief, given the time pressures they are under and the worry about the kinds of
decisions that they might otherwise have to make. For others, however, coursebooks represent a block to
creativity – because they feel that the best lessons should be centred around the 'students in the room'
(see 4.3.1) rather than being so heavily influenced by mass-produced material brought into the classroom.
Such people try to use coursebooks as little as possible - if at all. Somewhere in between these extremes,
many teachers use coursebooks from time to time, but supplement them with their own ideas and other
material that they find.
Arguments in favour of coursebook use include the following:
• They are carefully prepared and offer a coherent syllabus and satisfactory language control.
• They are often attractively presented.
• They provide lively and interesting material, topics and texts.
• They are very useful for the students to look at again to remind themselves of what they have been
studying.
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• Pedagogic artifice (e.g. some of the less realistic examples that preoccupy some commentators) is
perfectly justified as a stage in the process of becoming a competent user of another language,
although it can not end there.
• Good Teacher's Books which accompany many coursebooks suggest a variety of procedures to help
teachers use the materials effectively and appropriately.
• Modern coursebooks can come with a variety of extras, including DVDs and (especially) companion
websites which offer more texts and videos, practice exercises and test material. Furthermore, they
can keep track of the students' participation and homework - and process grades, etc. - all of which
takes some of the load from the teacher's shoulders.
Arguments against the (over)use of coursebooks include:
• They impose learning styles which may not suit a particular group teaching procedure, and this may
not be in the best interests of the students.
• They often rely on PPP (presentation, practice and production - see 4.7) as the default teaching
procedure.
• They stifle some teachers' creativity because completing coursebook material becomes more
important than real classroom communication.
• They are often bland (to avoid any possible offence or cultural inappropriacy) and therefore
uninteresting.
• They are not about the students' current interests.
• They have an unrelenting format. Units are always laid out the same way. This can be very
unmotivating.
• They are boring.
• In a world where the students can find anything they need or want on the internet using their own
devices, a static pre-constructed body of material is simply out of date.
4.9.2How to use coursebooks
It is perfectly possible for a teacher to use a coursebook in the way that its writers have suggested - and in
the sequence they have planned. The contents of the book will have been the result of careful thought and,
hopefully, of trialling, reporting and piloting (where the material is tried out in different classrooms).
Most teachers, however, bring their own personalities, choices and abilities to bear on the material they
are using. In the case of the coursebook, there are a number of ways of doing this:
• Omit things that don't fit. If we find things in the book which are not appropriate for our students,
or things which we don't think are necessary, we can simply leave them out.
It is especially important to make sure that material that has been omitted is not the focus of
subsequent testing.
Before deciding to omit a section of a coursebook unit, however, we need to think about whether
we can, instead, adapt it to make it more appropriate for our needs and those of our students (see
below). If we can, this will often be a better alternative than leaving some out altogether.
• Replace things with our own choices We often find sections of a coursebook unit which we are not
very keen on (perhaps because we worry that they are not clear or they won't excite our students'
interest and engagement - or perhaps they don't excite us either!). However, the content of these
sections (the language or skills work, for example) is important and we don't want to miss it out.
Omitting the section, we realise, is not an option.
In such cases, we can replace what is in the coursebook with material (and activities) which we
think will work better for us and our students. However, if we do this, we need to be sure about the
original intention of the material we are replacing. If it was introducing or practising some specific
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language, then we need to find our own preferred material which deals with the same language. If
it is practising certain listening skills (for example), then we need to replace it with material that will
practise those same skills, even though the actual details will be different.
We can't replace too much material for the same reasons that omitting a large percentage of the
coursebook is inappropriate (see above). But where we know of a better text which is focused on
the same topic as the one in the coursebook, or where we have our own favourite way of
introducing some specific language, we would be foolish not to use it.
• Adapt and add things Perhaps the best way of using coursebook material is to adapt what we find
there so that we make the contents come alive for our students, whilst at the same time reassuring
them that the material is useful and can be used for revision, etc.
4.9.3 Using coursebooks more effectively
If it is the case that most teachers use a coursebook more than once, then it is important to take advantage
of this fact. When we have taught a coursebook unit (or section of a unit), we will want to reflect on how
we felt about it or how we might do it better. We might want to remember what particular problems we
had and make a note of them so that when we come to use the same material again, we have some
warning of what we are in for.
One way of doing this is to make notes in our own copies of the book or the Teacher's Book. Perhaps we
can put sticky notes on the relevant pages, or we can keep a special notebook, in much the same way that
teachers who write reflective journals record their experiences and think about how to change' them.
Where more than one teacher is using the same book at the same level, they may want to share their
experiences about what works and what is more problematic.
4.9.4 Choosing coursebooks
Perhaps the best way of choosing a coursebook is to make statements about what we are looking for, and
to use these statements as a checklist by which to measure different books. If we know what we want, we
will be better equipped to recognise it when we see it.
The areas we may wish to consider when deciding what coursebook to choose
include the following:
• Price and availability
• Layout, design and ease of use
• Instructions
• Methodology: if we have strong beliefs about language learning, it will be easy to see if the
materials we are looking at match our beliefs.
• Syllabus: we need to check the syllabus to see that it agrees with our views of what the students
should be learning, or with any external syllabus that we have to follow.
• Topics (and content): we have to see if we can realistically hope that our students will be engaged
with the topics and the content that the coursebook contains. More important than this, perhaps,
is whether the material is culturally appropriate for our learners. Cultural inappropriacy is easy to
spot when materials refer to foods, drinks, actions and lifestyles that certain societies find
unattractive or unacceptable, but it is sometimes less easy to spot when methodological
procedures bring with them cultural assumptions, or where points of view clash with the classroom
reality.
• Teachers' guides and teacher support
There are three other things to say about choosing coursebooks. The first is for us to ask around and try to
find other people with experience of using the materials that we are interested in. This will often give us
important information and guide us in our evaluations.
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Secondly, one of the best ways of knowing whether a coursebook is going to work is to pilot it with one or
two classes before adopting it throughout a school or institute. If we teach with the material and keep the
records, we will have some real evidence on which to base our 'yes or no' decision.
Finally, when we have two or three possible coursebooks to choose from, it is a good idea to show them to
the kinds of students who are likely to use them and get their feedback about which they might like best.
Even where such evaluation is somewhat superficial (probably because of time), it will give us yet more
information to help us make our decision.
4.9.5 Designing our own materials
Some of the best materials that teachers take into class are their own. Often these are designed to add to
what is in a coursebook, but they can also be replacements for what is there. The best 'home-grown'
materials are made when teachers cannot find anything which satisfies them for the purpose they have in
mind, and so, as a result, they design their own activities and exercises.
When we are designing our own material, we need to consider a number of questions, which include:
• What will it achieve? We have to be sure about exactly what we want our students to
achieve.
• Does it pass the TITO test? One of the key considerations with any activity or any set of materials, is
whether they pass the TITO (time in time out) test. We need to be sure that the amount of time we
spend using the material in class - and the benefits of using it - justifies the time we spend
preparing and making it.
• Will it be easy to use?
• Can I use it again?
• Will it engage the students?
4.10 Looking forward
It is possible, given the pace and scope of technological change, that the provision of English language
teaching is about to change for ever.
• Data analytics and adaptive learning
• Personal mobile devices in the classroom
• The flipped classroom. Further changes in direction are offered by the 'Flipped classroom' (where
teaching is done online and classroom activity concentrates on practice exercises).
• Improvements in translation software. As translation software improves - and it is improving -
perhaps it will no longer be necessary, some argue, to speak other languages at all since machines
can do it all for us.
5. Being learners
Learning a language involves, for our students, challenges to their cognitive abilities, their self-esteem and,
frequently, their social skills. It is thus vitally important to know how our learners feel, what they need and
what helps them to be successful.
5.1 The age factor
The age of the students in front of us will be a major deciding factor in how we teach them and what we
ask them to do. People of different ages have different needs, competences and cognitive skills.
One of the most common beliefs about age and language learning is that young children learn faster and
more effectively than any other age group. However, as we shall see, this is not always true of children,
even in that situation; indeed, the story of child language facility may be something of a myth.
It is certainly true that children who learn a new language early have a facility with the pronunciation which
is sometimes denied older learners. However, apart from pronunciation ability, it appears that older
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children (that is, children from about the age of 12 and through adolescence) actually do better as language
learners than their younger counterparts, given the right circumstances.
It is not being suggested that young children cannot acquire second languages successfully. As we have
already said, many of them achieve significant competence, especially in bilingual situations. But English is
increasingly being taught at younger and younger ages, and while this may have great benefits in terms of
citizenship, democracy, tolerance and multiculturalism, for example, such early learning does not always
appear to offer the substantial success often claimed for it - especially when there is ineffective transfer of
skills and methodology from primary to secondary school.
The relative superiority of older children as language learners may have something to do with their
increased cognitive abilities, which allow them to benefit from more abstract approaches to language
teaching. It may also have something to do with the way they are taught or, quite simply, the number of
hours that are given to English at the different ages. What this suggests is that if we really want young
learner teaching to be successful, we will have to think carefully about our goals for the learners, the
amount of time we can give for the enterprise, and the type of educational experience we wish to give
them. Singing songs and doing arts and craft work in the English class may be extremely enjoyable for
younger learners, but unless there is enough time to expand on it for appropriate linguistic development, it
may not be enough for successful acquisition.
Lastly, we need to consider the ‘critical period hypothesis' (CPH). This is the belief (first proposed by
Penfield and Roberts (1959) and popularised by Lennenberg (1967)) that there is a 'critical period' for
language learning, which ends sometime around puberty. This belief would seem to be supported by the
observation that older children, and others post-puberty, generally seem to have greater difficulty in
approximating native-speaker pronunciation than young children do - although this may sometimes be a
deliberate (or even subconscious) retention of their cultural and linguistic identity. But the idea that there
is an optimal age for language learning becomes less tenable when, as we have seen, older children show
themselves to be effective language learners. Nor is there evidence to suggest that post-pubescent learners
in general are necessarily ineffective language learners. Anyway, they have compensatory mechanisms
such as their ability to think about what they are doing and use their developed intellectual skills to
understand how language works – and these have nothing to do with any critical period.
5.1.1 Young learners
Jean Piaget suggested that children start at the sensorimotor stage, and then proceed through the intuitive
stage and the concrete-operational stage before finally reaching the formal operational stage, where
abstraction becomes increasingly possible. Leo Vygotsky emphasised the place of social interaction in child
language development. He suggested a Zone of Proximal Development (ZPD) where children are ready to
learn something new, provided such new knowledge is 'scaffolded' (i.e. introduced in stages in a helpful
way) by a ‘knower' (someone who is more knowledgeable than the learner and who, thus, can provide
scaffolding).
The term young learner encompasses children from about three years old to the age of about twelve.
Clearly, therefore, it would be foolish to make generalisations since children's cognitive and emotional
faculties change dramatically over that period. As well as this, individual children have different characters
and rates of development. Despite individual variation, we can perhaps make some useful distinctions
between two groups:
Younger children, from five upwards: Older children, from ten and above:
• are enthusiastic about learning. • are making sense of the adult world around
• learn best through play and other enjoyable them.
activities. • can tell the difference between fact and
• use everything in the physical world for fiction.
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learning and understanding things. • have (sometimes strong) views about what
• use language skills without analysing why or they like and don't like.
how they use them. • ask (a lot of) questions.
• like to do well and enjoy being praised. • are able to work solely with the spoken
• have lively imaginations. • word, without always needing the physical
• cannot, sometimes, tell the difference world to help.
between fact and fiction. • can make some decisions about their own
• have a short attention span. learning.
• will talk (and participate) a lot if they are • can understand abstract concepts and
engaged. symbols, and can generalise.
• often do not understand the adult world, • have a strong sense of what is right and fair.
but they don't say 'I don't understand'.
• are very good at imitating people - so they
pick up the teacher's intonation, etc.
• cannot decide what to learn by themselves
(or how to do it).
• are self-centred and like playing by
themselves.
• are comfortable with the idea that there
are rules and routines for things.
Despite the obvious difference between these age groups – and the fact that no one single child will
perfectly fit the descriptions we have given – we can make some recommendations about younger learners
in general.
In the first place, good teachers at this level need to provide a rich diet of learning experiences which
encourage their students to get information from a variety of sources. They need to work with their
students individually and in groups, developing strong relationships. They need to plan a range of activities
for a given time period, and should be flexible enough to move on to the next exercise when they see their
students getting bored.
Teachers of young learners need to spend time understanding how their students think and operate. They
need to be able to pick up on their students' current interests so that they can use these to motivate the
children. And they need good oral skills in English, since speaking and listening are the skills which will be
used most of all at this age. The teacher's pronunciation - their level of 'international intelligibility' - will
have an important effect here, too, precisely because, as we have said, children imitate it so well.
Once a decision has been taken to teach English to younger learners, there is a need for highly skilled and
dedicated teaching.
We can also draw some conclusions about what a classroom for young children should look like and what
might be going on in it. First of all, we will want the classroom to be bright and colourful, with windows the
children can see out of, and with enough room for different activities to be taking place. We might expect
the students to be working in groups in different parts of the classroom, changing their activity every ten
minutes or so.
Because children love discovering things, and because they respond well to being asked to use their
imagination, they may well be involved in puzzle-like activities, in making things, in drawing things, in
games, in physical movement or in songs. A good primary classroom mixes play and learning in an
atmosphere of cheerful and supportive harmony. And, in common with their lives outside the classroom,
the young learners will have access to (and use) various computer and mobile devices.
5.1.2 Teenagers
It seems that many of the outward signs of physical change that adolescents undergo are mirrored inside
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the brain, where significant developments are also taking place.
One of the changes that occurs is the (temporary) phenomenon of 'synaptic pruning' of the frontal cortex.
This is the part of the brain where rational decision-making takes place. During the process of readjusting
its functions and processes, the adolescent's limbic system, where emotions and 'gut reactions' occur,
appears to have undue prominence. One result of this, amongst others, is that teenagers experience
intense emotion, which overrides the more rational pre-frontal cortex reasoning.
Teenagers get bored by activities that last too long, or by slow-paced lessons. They may have some
problems with authority (especially if they have problems at home), have a highly developed sense of what
is right and fair, and get irritated if they do not see the reason for activities.
Adolescents also have huge reserves of (temporary) energy: they often have passionate attachments to
interests such as music and sport; and they are frequently deeply involved in and with the lives of their
peer group.
This passion can also extend to causes they believe in and stories that interest them. They can be extremely
humorous – teenage classrooms are often full of laughter – and very creative in their thinking. As they
develop, their capacity for abstract thought and intellectual activity (at whatever level) becomes more
pronounced. Far from being problem students (though they may sometimes cause problems), teenage
students may be the most enjoyable and engaging to work with.
Successful teachers of teenagers make every effort to be fair, and they deal with disruptive their activities
short and fast-paced.
A key ingredient of successful teaching for this age group is to make what we do relevant to the students'
lives. They may not understand the importance of studying languages, but if we can relate what we are
doing - and the topics we concentrate on – to their own, we can hope for their genuine engagement in
what is happening in the classroom. Although adolescents are perfectly capable of abstract thought, we
might want to say that in general if what is being taught does not have a direct connection to their real
lives, they simply switch off.
Involving teenagers in decisions about what they are doing is likely to encourage their engagement.
5.1.3 Adults
Many adults go to school even though they may feel embarrassed or self-conscious being in a language
class at an older age. But this sense of embarrassment is by no means always present.
Adults are likely to be more critical and demanding, and ready to complain to the teacher or the institution
if they feel the teaching is unsatisfactory.
As we shall see, there is a difference between younger adults and older 'senior’ learners, who may have
specific features which are worth paying attention to. However, as with all other groups, chronological age
is not necessarily the deciding factor since individuals can vary so dramatically. The following
generalisations may help us think more carefully about adult learners.
Adults have many advantages as language learners:
• They can engage with abstract thought.
• They have a whole range of life experiences to draw on.
• They have expectations about the learning process, and they already have their own set patterns of
learning.
• Adults tend, on the whole, to be more disciplined than other age groups and, crucially, they are
often prepared to struggle on despite boredom.
• Adults come into classrooms with a rich range of experiences which allow teachers to use a wide
range of activities with them.
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• Unlike young children and teenagers, they often have a clear understanding of why they are
learning and what they want to get out of it. Many adults are more able to sustain a level of
motivation by holding on to a distant goal in a way that teenagers find more difficult.
However, adults are never entirely problem-free learners, and they have a number of characteristics which
can sometimes make learning and teaching problematic:
• They can be critical of teaching methods.
• They may have experienced failure or criticism at school, which makes them anxious and under-
confident about learning a language.
• Many older adults worry that their intellectual powers may be diminishing with age. They are
concerned to keep their creative powers alive.
• Adults are more likely to miss lessons than younger learners for a variety of reasons.
• Even when adults are successful at learning grammar and vocabulary – and dealing with language
skills – they ‘may still experience significant difficulty mastering pronunciation and oral fluency'.
Whilst it is simply not true that 'senior' learners cannot work as effectively as younger learners,
nevertheless we do slow down as we age in our response to auditory stimuli, and older learners sometimes
react more slowly than their younger counterparts. Senior learners are not especially good at responding to
instructions and, crucially, that in many cases speaking and listening cause them the most stress. We need
to include a variety of recycling activities to help our learners' short-term memory retention, andm use
pairwork and groupwork for peer support. We need to build on (and celebrate) the students' prior
knowledge, but that importantly we need to find texts that “speak” to our students in terms of being
relevant and accessible to them.
5.2 Learner differences
Any group of learners is made up of individuals. It is clear that they are not all the same. For example, they
have different personalities, interests and perhaps learning styles. We might say, too, that students from
different cultures and educational backgrounds have different expectations, which sometimes clash with
each other, and, more importantly, perhaps, with the way the teacher organises the learning.
One line of investigation into the differences between individual students, pioneered in the 1960s, was the
suggestion that some people had an aptitude for learning (the ability to learn quickly) which was more
highly developed in them than in others. Aptitude tests attempted to measure this, but have been
discredited, partly because quickness of learning is only one as motivation. Furthermore, testing someone's
aptitude seems to suggest measure of success, and also because it can, anyway, be affected by many other
factors, such as motivation.
The problem with these tests is that they have no predictive power about the kind of contact individuals
will have with a foreign language, the kind of learning experiences they will have, or the students' need to
learn it. The fact is that many different people with extremely divergent levels of general education and
cognitive skills seem to be able to learn languages remarkably well, given the right circumstances. And it is
these circumstances that aptitude tests are unable to measure.
5.2.1 Learner styles
Students employ a range of strategies for learning. Using metacognitive strategies they mentally regulate
actions or behaviours such as planning what to do or thinking about - and monitoring - their foreign
language use. They use social strategies to collaborate with their fellow students and others and their
affective strategies are behaviours that allow them to adjust their feelings, beliefs and attitudes. Students
use their strategic competence either consciously and deliberately or unconsciously and automatically to
further their processing while they are learning and performing SFL (second or foreign language) tasks.
When these strategic competences combine with the learners' feelings, motivation and preferences, we
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end up with learner styles.
Many commentators are highly sceptical about the value of this kind of description for methodological
decision-making, attempts to describe different learner preferences of one kind or another have been
made, and these have had a significant effect on materials design and on discussions about teaching.
What, then, are some of the variables that have been suggested?
Perceptual preferences: each of us reacts to a range of sensory input. In the world of NLP (neuro-linguistic
programming) these are described as Visual (relating to what we see), Auditory (relating to what we hear),
Kinaesthetic (relating to movement), Olfactory (relating to our sense of smell) and Gustatory (relating to
our sense of taste). Most people, while using all these systems to experience the world, nevertheless have
one 'preferred primary system'.
Personality factors: perhaps we are more extroverted or more introverted. If the former, the theory goes,
we are much more likely to speak out and collaborate with others than introverted learners who are
reluctant to do either.
Multiple intelligences (MI): in his book Frames of Mind, Howard Gardner suggested that we do not possess
a single intelligence, but a range of intelligences' (Gardner 1983).
Initially, he listed seven of these: musical/rhythmical, verbal/linguistic, visual/spatial, bodily/kinaesthetic,
logical/mathematical, intrapersonal and interpersonal. All people have all of these intelligences, he said,
but in each person one (or more) of them is more pronounced. This allowed him to predict that a typical
occupation (or ‘end state') for people with a strength in logical/mathematical intelligence is that of the
scientist, whereas a typical end state for people with strengths in visual/spatial intelligence might well be
that of the navigator – and so on. Gardner has since added an eighth intelligence, which he calls naturalistic
intelligence (Gardner 1993) to account for the ability to recognise and classify patterns in nature; Daniel
Goleman has added a ninth: ‘emotional intelligence' (Goleman 1996). This includes the ability to empathise,
control impulse and self-motivate, and the term emotional intelligence has entered common usage when
describing, especially, people who appear not to have it, i.e. someone might be said to ‘lack' emotional
intelligence.
How we process things: there are many descriptions of the different ways that people apparently process
information. Rosenberg (2013) makes a difference between 'global’ learners (those who ‘perceive material
in a holistic manner) and 'analytic' learners (those who ‘tend to remember specifics and work best alone, as
groupwork could be perceived as distracting'). Differences have been suggested, too, between 'field-
sensitive’ learners (who prefer to get information in context) and ‘field-insensitive' learners (who are happy
to get information in the abstract). Then there are, apparently, ‘inductive' learners (who want examples
first) and 'deductive' learners (who prefer to start with rules and theories and then apply them to
examples). And so on.
There is little evidence to show any correlations between individual learner differences and different levels
of success.
Many of us have some 'ingrained patterns' in the way we teach. If there is a mismatch between these
'patterns' and the way our students prefer to study, it may make it more difficult for them to learn
successfully.
Instead of trying to pigeonhole student characteristics, it would be much better to encourage the students
themselves to think about what they respond to successfully so that they can choose the strategies and
activities which best suit them – and which they like most.
However, because the idea that there might be a clash between teacher style and learner preference does
have a ring of truth about it, thinking about different learners might provoke us into considering our own
teaching habits and, as a result, it might encourage us to consider carefully, our 'ingrained patterns'
through the eyes of our students. When that happens, something will have been achieved.
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5.3 Motivation
Motivation is a state of cognitive arousal which provokes a decision to act, as a result of which there is
sustained intellectual and/or physical effort' so that the person can achieve some previously set goal
(Williams and Burden 1997). Jane Arnold adds an affective element to her definition: ‘the basic idea can
generally be reduced to the state of wanting to do something enough to put out the effort necessary to
achieve it. There tends to be a mixture of the cognitive (setting goals) and the affective (mobilizing the
energy to reach them)’ (Arnold 2013).
5.3.1 Understanding the nature of motivation
Writers on motivation make a difference between extrinsic and intrinsic motivation. Extrinsic motivation
comes from outside the learners themselves and may, for example, be provoked by the need - or the desire
- to pass an exam, or by the fact that the learner has a trip to a foreign country and needs to get their
language up to a communicatively efficient level. Intrinsic motivation is described as ‘passion for learning'
and a 'sense of competence while performing challenging tasks'. Students who are intrinsically motivated
are driven by a desire to succeed in class and by what happens in the lesson. As we shall see, teachers have
considerably more power to influence intrinsic motivation than its extrinsic cousin.
For Zoltán Dörnyei (2014), there is also a relationship between the students' views of themselves, and
themselves as speakers of the language they are learning. But instead of allying this to some perceived
notion of target-language values as Gardner had suggested, Dörnyei proposes a three-pronged view of
motivational factors. He suggests that motivation is provoked by:
1) an Ideal L2 self: the person that the learner would like to be in the language they are learning. The gap
between this and their actual self is something that the student wants to close. This ‘self-image' has to be
plausible and sufficiently different from the current self as to make it identifiable. Crucially, this ‘self-image’
is seen by the learner as not comfortably within his or her reach, but has to be ‘fought for';
2) an Ought-to L2 self: these are the attributes that learners believe they ought to possess to avoid any
negative outcomes;
3) the L2 learning experience: this is the result of the learning environment and is affected by the impact of
success and failure, for example. If this is true and if the learner's self-esteem is a vital element for success,
then a lot of our effort will be directed at nurturing our learners' view of their L2 self and at making the
classroom experience a way of supporting this.
If all our students were highly motivated, life would be considerably easier. But frequently they are not.
5.3.2 What affects motivation?
Students' attitudes are influenced by a number of people and places. Most important of these for younger
learners, perhaps, are their families' attitudes to the learning of foreign languages. If such learning is seen
as a priority in the household, then the student is likely, more often than not, to reflect these attitudes. But
if language learning is uninteresting to the family, then the student will need to have their own strong
feelings in order to counter this.
The students' peers will also affect their feelings. If language learning is seen as an important and
prestigious activity by the other students around them, they are far more likely to view the activity
positively than if their colleagues think the whole exercise is unnecessary.
For older students, the influence of family is, perhaps, less likely to affect their feelings. But the attitude of
the people around them will have a strong bearing on how they feel. In a country where foreign-language
speaking is seen as something positive, there is clearly a much greater chance that students will be pleased
to be learning. Conversely, societies where foreign languages are seen as largely irrelevant can have a
negative effect on any individual's desire to learn - or, more importantly, their ability to sustain that
motivation.
Younger students have a natural curiosity, and this can greatly affect their initial motivation. But as we get
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older, previous learning experiences can have a strong impact on how motivated we are likely to be, and
can have a progressively corrosive effect upon that curiosity. The belief that we can or cannot learn
languages is extremely powerful and can either spur us forward or hold us back.
5.3.3 What teachers can do about student motivation
Motivation is not the sole responsibility of the teacher. But it is something that we can have a profound
effect on.
Affect: clearly, based on what we have said so far, feelings and emotions have a lot do with how motivated
or unmotivated a student is. This is why it is so important to help to students create the 'vision' of their
ideal L2 self, and to remind them of this as often as appropriate. The teacher has the double task of
ensuring that the ability to speak the language is attractive and, importantly, explaining that if they are
willing to work, they can reach their goals.
The really important thing to remember is that if and when our students become motivated, this feeling
does not necessarily last, unless we do our best to sustain it through which maintain our students' self-
esteem.
Achievement: one of the most important tasks a teacher has is to try to match what the students are asked
to do with the possibility that they can actually achieve it. Such goal-setting is a vital skill.
Achievement is most commonly measured through grades of one sort or another, but these can have a
baleful effect on student motivation if they are carelessly awarded, or if the students are frequently failing
to achieve the grades they desire. One of the ways of improving the situation is to make the grades
transparent, with clear success criteria, so the students know what they are aiming at. Grades need to
reflect effort and improvement as well as just numerical achievement. The whole grading environment will
be greatly improved (in motivational terms) when there is continuous assessment (perhaps portfolio
assessment) as well as the more usual tests and exams.
Activities: what we actually ask the students to do will have a considerable effect on their intrinsic
motivation. One of the keys to sustaining student motivation is to make the materials and activities
we are using relevant to our students' lives and interests.
Attitude: however ‘nice' teachers are, the students are unlikely to follow them willingly unless they have
confidence in their professional abilities. Students need to believe that we know what we are doing. This
confidence in a teacher may start the moment we walk into the classroom for the first time - because of
the students' perception of our attitude to the job. Aspects such as the way we dress, where we stand and
the way we talk to the class all have a bearing here. Students also need to feel that we know about the
subject we are teaching. Consciously or unconsciously they need to feel that we are prepared to teach
English in general and that we are prepared to teach this lesson in particular.
Agency: Agency describes our ability to have control in our lives and,
through our own thinking and will, to effect change in the way we
live. We should be equally interested, however, in things done by
the students, so that they become, like the agent of a passive
sentence 'the thing or person that does'.
5.4 Levels
If we are to select appropriate
their level of proficiency in a significantly more sophisticated way
than merely saying beginner and advanced.
5.4.1 From beginner to advanced
When people talk about beginners, they frequently make a
distinction between 'real' and 'false' beginners. The former are
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those students who have absolutely no knowledge of English at all, whereas ‘false beginners' know
something, but not enough to really say anything. Students who start as beginners progress to the
elementary level, and then to intermediate before they make it all the way to advanced. However,
intermediate is usually subdivided into lower- and upper-intermediate, so that a student who is at a good
upper-intermediate level is very close to being considered as an advanced student. These levels are
summarised in Figure 2.
5.4.2 The CEFR levels

The Common European Framework of Reference (CEFR) was the result of collaboration between the
Council of Europe and the Association of Language Testers in Europe (ALTE). It proposes a six-level frame of
reference to describe what students at the different levels are able to do. Originally designed to take
account of the plurality of languages within Europe (the levels are equally applicable to any language), the
CEFR has become widely referenced in many different parts of the world.
The six levels of the CEFR are A1 (breakthrough or beginner), A2 (waystage or elementary), B1 (threshold or
intermediate), B2 (vantage or upper-intermediate), C1 (effective operational proficiency or advanced), and
C2 (mastery or proficiency). They do not all describe equally long stretches of ability (which has led some to
come up with labels such as B1+, etc.) but what makes them special is that they are described not in terms
of linguistic elements, but instead in terms of 'can do' statements, which describe what people are able to
do with the language. The students themselves can work out their own levels based on these can do'
statements (written in their mother tongue, but referring to the language they are learning), and they can
use these statements (and many other can do' statements which have found their way into coursebooks
and learning programmes) to see what they have learnt and what still remains to be done. The ‘can do'
statements offer the exciting prospect of the students being in charge of their own progress – a key feature
of learner autonomy.
Since the arrival of the CEFR, publishers, in particular, have tried to peg the six levels to the more traditional
categories of beginner, intermediate, etc. (see Figure 3).
5.4.3 Other frameworks of language proficiency

Various organisations have attempted to refine and expand the 'can do'statements from the CEFR. These
include the British Council/EAQUALS Core Inventory, which aims to show how the CEFR levels can be used
to guide course design and teacher decisions. The English Vocabulary Profile (EVP) from Cambridge
University Press says which words are used by learners at the different levels of the CEFR and is thus a
useful lexical resource for students and teachers. The Cambridge English Scale is a sophisticated 230-point
scale, aligned with the CEFR, which gives candidates for Cambridge exams a more sophisticated reading of
their results and their language abilities than previous descriptors.
The Global Scale of English includes 'can do' statements for general English, but there are separate
inventories, too, for academic English, professional English and young learners, as the following examples
show:
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Academic English:
[Listening] Can distinguish facts from opinions in a simple, straightforward lecture, (GSE 57; high B1)
[Reading] Can recognise organisational patterns within a complex academic text. (GSE 78; C1)
[Speaking] Can use basic markers to structure a short presentation. (GSE 47; B1)
[Writing] Can begin an essay with a strong thesis statement. (GSE 74; high B2)
Professional English:
[Listening] Can understand who a telephone call is intended for. (GSE 37; high A2)
[Reading] Can understand the main information in the agenda for a work-related meeting. (GSE 46; B1)
[Speaking] Can hold a work-related telephone conversation, using standard expressions. (GSE 46; B1)
[Writing] Can write a simple work-related email to colleagues. (GSE 39; high A2)
Young Learners:
[Listening] Can follow short, basic classroom instructions, if supported by gestures. (GSE 23; A1)
[Reading] Can find relevant Internet texts on specific topics and extract the most important information,
eg for school projects. (GSE 51; B1)
[Speaking] Can briefly say what they think will happen next in a simple story or play. (GSE 41; high A2)
[Writing] Can write basic factual descriptions of animals (eg, habitat, abilities), with support. (GSE 36; A2)
What the Global Scale of English and other measuring schemes show is that there is a huge appetite (also
evident in labels like beginner and intermediate and in the CEFR levels) to try to quantify knowledge and
ability so that course designers, coursebook writers and, most importantly, students have a benchmark
against which level can be assessed.
5.5 Learner autonomy
One of the goals that many teachers would aspire to is that their students should become autonomous
learners.
Some have argued that promoting learner autonomy is very culturally motivated and is unattractive in
some cultures where, perhaps, adherence to group norms and respect for authority are highly prized.
However, autonomy is a universal capacity. What differs between learners and perhaps even societies is
not the capacity for autonomy but the ways in which autonomy is realized.
A moment's reflection, however, will remind us that in learning, as in many other facets of life, some
people are more capable of being autonomous than others.
5.5.1 Learner training/strategy training
The strategies that students use to help them learn and remember may have a significant impact on their
success or lack of it. It would make sense, therefore, to show our students what good learner strategies are
like and then to help them to employ them.
Learner journals: reflection is a key component in learner and strategy training and having students write
journals is one way to provoke such reflection.
Strategy training: different learning strategies (and discussions about learner autonomy) can help students
to become better learners. Examples of the strategies offered include how to listen and read in different
ways, using contextual clues, the value of organising and grouping words, prediction, self-monitoring, etc.
What may work for one learner may not be effective for another. A less prescriptive approach might be to
offer the learners a “menu” of learner strategies and invite them to experiment until they find the ones
that best suit them.
Goals and processes: some teachers go further than encouraging their students to choose strategies (and
reflect on their choices). Their aim is to get their students to think about their learning processes and plan
their ‘learning campaign' accordingly.
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5.5.2 Autonomy tasks
One way of allowing students to rely on their own resources and learning potential – and on each other - is
by setting tasks which ask them to take responsibility for their own learning.
One answer to the question of how to encourage learner autonomy is simply to give the students tasks that
they really want to do, especially when they care a lot about the finished product. A lot will depend on who
our students are - both in terms of their age and level - and also on how big our classes are.
5.5.3 Open learning, self-access centres and student 'helpers'
We can get our students to learn by themselves through 'open learning' and self-access centres. Instead of
everyone doing the same thing at the same time, the students can choose what to do and, crucially, do it
on their own. We can also get the students to help each other.
Open learning
Open-learning approaches are characterised by self-determination, independence and the following of the
learners' own interests. They give the learners some degree of choice in what, when, where, with whom
and how they learn. In open learning, the students are given a number of tasks to choose from and they
can evaluate their own success in these tasks. They do the tasks on their own (although the teacher is on
hand to help if and when necessary) and they do as many as they think they need.
One way of organising open learning is to give the students a collection of exercises and activities, all of
which they have to do, but in any order they choose. But this is not real open learning and soon the
students realise how little freedom they have and become frustrated. Laura Bergmann gave her students a
wide range of activities which they could select from in order to be able to meet - to their own satisfaction -
a variety of ’can do' statements. Such can do' statements could be tied to linguistic items or functions so
that the students themselves decide when they have reached their goal, and keep going until they are
satisfied that they can do these things. As the students cease relying on the teacher to drive their learning
forward, they experience their own agency.
Open learning - as is the case with a lot of primary teaching around the world - relies on the classroom
having a number of different areas for different learning activities. Thus, for example, there might be a
computer corner, a speaking area, a listening area, etc. The main thing is that the students should be able
to move around and change places, depending on what they want to do because open learning also means
open classrooms. There's no reason in this way, of course, but getting the students to be genuinely
responsible for their own learning is greatly enhanced if they can move from area to area.
Self-access centres
When open learning becomes institutionalised, learning institutions often create self-access centres (SACs).
These are places where the students can go to study on their own. They can read books, do grammar
exercises, listen to audio material or watch videos. The design of self-access centres - and the ways they are
administered - will have a direct bearing on their success or failure. We need to make sure that the physical
environment is appropriate for our students. We have to decide if we want to provide areas where they
can work (and talk) together, for example. We have to think about how people will move around the
centre, and predict which will be the most popular sites. We will want to provide lighting and decoration
which is conducive to relaxed study, without making the area so relaxing that the students fall asleep.
Another important consideration will be the systems we use for classifying material and getting the
students to navigate through the different possibilities on offer. This applies to computer sites (such as
coursebook companion sites, etc.) which offer self-directed learning material just as it does to the kind of
physical learning centres we have been talking about.
Material should be clearly signposted. The centre or website should offer pathways' that the students
might want to follow so that when a student finishes an activity, they might read: Now you have done this
scanning exercise, you might want to try X, which asks you to read a text in a different way. You can then
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compare your reactions to both reading approaches.
In order to make sure that SACs or computer sites are fulfilling their functions of allowing the students to
work and study on their own, we need some process of evaluation, some way of measuring whether or not
they are effective.
A checklist for computer-based self-access materials would look somewhat different, of course. We would
be unlikely to talk about chapters and indexes or tables of contents. Instead, we would be concerned with
issues such as menus, ease of navigation, interactivity and whether or not (and in what form) answers or
hints were provided on the screen. But whatever kind of checklist we make, we will want to design a
questionnaire, list or table which allows us to measure whether the material we are asking our students to
access is navigable.
Many of the things that students can do in open learning or in self-access centres can be done by the
students working alone and online. As a result, it might be tempting to think that there is no value in special
centres, for example. But what open learning organisation and self-access centres offer, when they work
well, is a teacher or learning coach to offer advice and give help when needed. More than that, the fact that
the students go to a different (special) place may provide motivation that working on their own sometimes
fails to provoke.
Student 'helpers'
The 'different place that students can go to in Cory McMillen and Kara Boyer's classes is a 'student help’
desk. They create an 'expert's corner', where different students (not the teacher) dispense advice about
writing and reading tasks. This allows us as teachers to challenge our own authority by giving some of it
away. Not all the students in their groups are keen on consulting their peers in this way and so the teacher
(whose time has been freed up by the 'experts’) can work with the reluctant ones. Nevertheless, overall,
the effects have been highly beneficial and, especially, the number of incidents of misbehaviour has been
reduced.
Michelle Worgan uses students as teachers for short periods of time at the beginning of lessons. The
individual student chooses how to present material to the class and the other students actually feel less
intimidated about speaking out when the teacher is their classmate.
5.5.4 Provoking student choice
If students are always doing what, and only what, they are told to do, there is very little chance for them to
become truly autonomous. Real autonomy presupposes student agency (see 5.3.3) and students can hardly
be said to have taken this responsibility for (and control of) their actions if they are always doing what
someone else wants and orders them to do.
A weak form of agency is letting the students decide if they want to be corrected during an activity, for
example. A stronger form suggests that the students can, for once, be in the driving seat, deciding where to
go and what route to take.
This kind of student involvement in decision-making might seem too exaggerated for some, especially in
institutional contexts. But if, for example, we are teaching one-to-one, it would be crazy not to encourage
the student to co-negotiate the syllabus and the content of the lessons. What we have to do is to see if
there is any way to let classes have their say, too, whether in small (weak) or big (strong) ways. Discussing
syllabus, content and methods with classes is in itself an empowering activity for the students, and will help
them to come to personal understandings of learner strategies (see 5.5.1).
Another important way of promoting student involvement in course decisions is to ask them how they feel
about their course of study.
Students are far more likely to be motivated when they feel they have agency. One way of giving them such
agency is to allow them to choose (in smaller or bigger ways) what they will do, whether this is in terms of
methodology, syllabus or topics to be used in the classroom.
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But there are other choices they can make, too, such as what homework to do, what books to read, or what
'outside the class' activities they want to take part in.
5.5.5 Outside the classroom
Just because our students are not in the classroom, it does not mean that they cannot go on learning on
their own - the whole point, after all, of learner autonomy. We can show them how to continue working
and studying on their own by suggesting a number of techniques.
When the students have discussed or read about a topic that has interested them in class, we can suggest
that they find out more information about the topic on the internet or through any other source.
Replaying or planning conversations in our head (in whatever language) is something that people often do.
If we can remind our students about it, and encourage them to do it in English, they will have hours of
practice' that they could never have in the classroom.
Students can get hold of songs they like. They can listen to them a couple of times and then write down
words and expressions they think they hear. They can find the lyrics and listen and follow, or try to
translate them (or have them translated). Students can record themselves experimenting with language -
giving a speech, for example - and play it back to themselves. They can notice where they are having
problems and record it again and again.
Students who are motivated can watch hours and hours of YouTube videos and English language TV
programmes. They can join and set up social media groups, take part in online games and do their best to
find English language speakers to interact with both on and offline.
All of this is common sense, of course, and students who are natural autodidacts will do some or all of it
anyway. But for the vast majority of our learners who perhaps lack the strong self-motivation of the truly
self-directed learner, our job is to remind them constantly of things they can do and places where they can
interact with the language, whether this involves extensive reading, listening to the news in English, or
reading English language newspapers online, for example. It will be a lot more effective if we give time for
our students to bring what they have learnt to our lessons and/or if we have a special time for them to
bring and share vocabulary they have come across. This could be the precursor of a 'lexical database'.
A promising development in out-of-class learning has been the arrival of data-driven adaptive learning (see
11.1.1). There already exist, for example, learning platforms and apps where students can learn vocabulary
so that, depending on how they respond to computer prompts to remember words, the software decides
what they should do next. The software, with complete neutrality, can identify how often the students
access the site or practise certain words, for example, and automatic decisions can then be made
accordingly. This kind of technology is already incorporated into many companion websites that accompany
coursebooks and may, increasingly, be the main organising principle for materials development. As
software power increases, so the possibility arises that students can indeed learn outside classrooms and
take responsibility for their own learning outside the lesson. That, at least, is the dream of many big
corporations. Yet history is full of attempts to bypass classrooms and real teachers and have people learn
on their own. These have only been partially successful whether they used vinyl records, tapes or now
online processing. It is true that many people have traditionally signed up for self-learning in the hope of
early and easy success, but many of them have also failed to continue because self-motivation is difficult to
sustain.
A much better scenario is for teachers to incorporate work on such platforms into their suggestions about
what their students can do outside the classroom. By pointing their learners to sites that can help them
practise and learn, teachers can show how increased learning power can be in their own hands. That is,
after all, what companion websites for coursebooks are currently designed to do. Proponents of the
'flipped classroom' would see this kind of out-of-class learning as the 'teaching element of a course so that
the classroom would then be the location where real language practice and discussion could take place.
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5.5.6 Homework
One of the most common types of 'outside-the-class' activity is homework. Many teachers think it is a good
idea because it gives the students a chance to do more study and practice than the limited hours of face-to-
face classwork provide.
Homework can give students opportunities for revising classwork, practising language items, preparing for
the next lesson, working on written assignments, doing investigative work or just about anything else that
teachers or they themselves might want. Nevertheless, it is often thought to be unpopular with students.
Homework is an activity in which students rely on themselves, and it can promote and build
up learner autonomy.
Nevertheless, homework is definitely problematic. Whilst everyone may agree on its desirability (even if
only grudgingly), it is frequently not enjoyed by either the students or the teachers who have to mark and
grade it. Furthermore, homework compliance (i.e. whether students actually deliver the homework they
are asked to) is at best, in the experience of most teachers, variable.
If you leave assigning homework to their last minute in class, if you collect homework and don't return it (or
return it late), if you assign homework irregularly, then it is much more likely that students will reciprocate
in a like manner. There are four other considerations that might make a difference, too.
Select engaging homework tasks: it is tempting just to assign a few exercises from a workbook for student
homework. There may be nothing wrong with this, but the danger is that such a task will fail to interest
many learners. It would be much better to find enjoyable things for them to do, such as finding three
internet sites which deal with a recent class topic and having the students bring in what they have found in
the next lesson; they can work on songs they like, or write their own impressions of things; they can
individually select three expressions they have learnt recently, look them up and then write three test
items for their colleagues to do in a subsequent lesson. The possibilities are endless.
A key to student engagement with homework is to involve them in discussions about it. Perhaps we could
give them a questionnaire which investigates their views on the efficacy of homework. They could discuss
this with their colleagues and with the teacher. An even bolder move is to get the students to talk about
what homework tasks they themselves would find most useful and would like to do. Student choice is a
powerful motivator and when students do homework that they themselves have suggested, their
involvement is likely to be far greater – and so is their compliance
Quality not quantity: many students are under a lot of pressure. Secondary school learners, for example,
are often asked to do homework by many of their different subject teachers, and this can be overwhelming
for them. There are two things we can do about this. First of all, we can consult with our colleagues who
teach other subjects and try to draw up a realistic timetable so that our students are not swamped by
constant homework demands. Such consultation is not easy, but it is important. Secondly, we should
remind ourselves that good short homework tasks are better than long unmotivating ones.
Compliance measures: one of the ways that we can try to ensure that all the students do their homework is
to ask them to keep a homework record, where they write down what they are supposed to do, and then
indicate when they have done it. With younger learners, we can ask their parents to check this homework
record and show when it has been completed. We can also set homework tasks by sending emails or, if the
students are using a learning platform such as Moodle or Canvas, for example, homework tasks can be
assigned and dates specified for when the work has to be submitted online. Grading homework helps, too.
If homework compliance is part of the students' overall score, then they are far more likely to deliver
homework than if it is not.
Different responses: homework is a problem for teachers, too. Grading homework can take for ever, and
we usually have to do it at the end of a long day when we are not at sometimes ask our students to
evaluate each other's work, and we can also be selective all in the mood. We should not always have to
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'burn the midnight oil'. We can write or say, or indeed give feedback to everyone, always. Having checked
compliance the way we respond. We do not have to make comments about everything that the students
(see above), we can then look at a sample of the class's work (we will, over time, make sure we see
homework from every individual in the class), or only respond to some of what they have done.
5.5.7 All in the mind
Benjamin Bloom was in charge of a working party in the USA discussing referred to as 'Bloom's taxonomy'
(Bloom, Engelhart, Furst, Hill and Krathwohl 1956). Bloom's taxonomy is closely associated with the
concept of critical thinking. We know, for example, that people know things, comprehend things and apply
what they know. But at some kind of higher level', they analyse what they know, synthesise their
knowledge and evaluate it. If the first three of these processes may be called 'lower-order thinking skills’
(LOTS), especially in terms of CLIL (see 1.2.3), analysing, synthesising and evaluating are ‘higher-order
thinking skills' (HOTS). In simple terms, LOTS give us answers to the question What? but HOTS are more
interested in Why?
What is important for student development in any subject) is to get the students to think critically about
what they are doing and experiencing. Critical does not mean negative; what it does mean is that we should
interrogate what is happening to find out what we think about it. This seems to be especially important in
the modern world, where information is being beamed at us constantly and where one of the things we
need to be able to do is to separate fact from fiction. This is part of digital literacy, of course, but it is also a
vital skill in other areas of our lives. As a result, it is highly appropriate in a language classroom, both for the
learning of language itself, and also to help students think for themselves; it is a key element of learner
autonomy. There are many ways in which teachers can encourage critical thinking in the classroom.
John Hughes, for example, suggests that when students read a text, we should ask them which sentences
report a fact and which give an opinion (Hughes 2014).
Debating was one of their most successful classroom activities because the students had to collaborate, but
also think of arguments and counter arguments to make their case and rebut others' (Yang and Gamble
2013: 409).
When we ask our students 'why' and encourage them to question the texts and topics they come across -
not to mention the materials they use and the activities they are involved in - we are not only promoting
greater autonomy of thought and action, but actively encouraging 'critical thinking'. This offers the
potential for enhancing students' learning experiences and increasing academic achievement, as well as
providing indispensable skills for an ever-changing world.
6. Being teachers
One way of looking at the teaching-learning process is to see it in terms of ‘instructional scaffolding'. This
concept, developed by Jerome Bruner in the 1950s, accounts for the way in which children learn things.
Typically, a parent (or other caring adult) will 1) make the child interested in the task, 2) break the task
down into small steps, 3) keep the child focused on the task and, finally, 4) show the child other ways of
doing the task. Scaffolding becomes a very powerful metaphor when it is allied with Leo Vygotsky's
suggestion that children have a zone of proximal development (ZPD). This is where they are ready to do a
new thing – but with guidance, rather than being able to do it on their own. Despite the fact that Vygotsky
died in 1934 (and his work was largely unknown in the West for many years after that), people still refer to
the ZPD as a key feature in successful learning. Instructional scaffolding, then, takes place when the
learners are ready to learn the new thing because they are in the zone of proximal development, for 'what
the child is able to do in collaboration today, he will be able to do independently tomorrow' (Vygotsky,
1987). The question, of course, is whether this view of learning in children is applicable to all ages.
Zoltán Dörnyei and Tim Murphey see the business of teaching as the exercise of group leadership (Dörnyei
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and Murphey 2003). It is our role as group development practitioners that really counts, they suggest. One
of our principal responsibilities, in other words, is to foster good relationships with the classes in front of us
so that they work together cooperatively in a spirit of friendliness and harmonious creativity. But how can
this best be achieved? Dörnyei and Murphey suggest that 'a group conscious teaching style involves an
increasing encouragement of and reliance on the group's own resources and the active facilitation of
autonomous learning that is in accordance with the maturity level of the group' (2003). When teachers and
classes first meet each other, they suggest, the students expect leadership and direction. This gives them a
clear focus and makes them feel secure at the same time. But as classes develop their group identity,
teachers will want to relax their grip and foster more democratic class practices where the students are
involved in the process of decision-making and direction-finding.
Two things need to be said about this view of the teacher's craft. In the first place, being democratic and
letting the students participate in decision-making takes more effort and organisation than controlling the
class from the front. Furthermore, the promotion of learner autonomy (where students not only learn on
their own, but also take responsibility for that learning), is only one view of the teaching-learning
relationship, and is very culturally biased (see 5.5). In some situations, both teachers and learners (and
society in general) may feel more comfortable with a more 'inspirational’ leadership style, and while this
might not suit the preferences of some, especially methodologists, it is highly attractive to others.
It is worth pointing out that being a 'democratic' teacher (one who shares some of the leadership with the
students) is simply one style of teaching, informed by strong beliefs, of course, but nevertheless only one
way of doing things. Some teachers are effective when teaching in this way, but others may find it more
difficult. Finally, we need to consider what kind of a persona a teacher should have in the class. Some
people, for example, think that teachers should keep themselves aloof from their students and erect some
kind of professional 'wall' between themselves and the people they teach. We have to develop a teacher
persona, whether this means just being authentically ourselves, or whether, on the contrary, we want to
make a difference between 'me' and 'me-as-teacher'.
6.1 Qualities of a good teacher
Good teachers are knowledgeable about their subject and about the craft of teaching. Good teachers also
convey a passion for what they are teaching, and for their students’ learning and achievements. Good
teachers are creative and flexible and fair, treating everyone equally. Goof teachers show respect for their
students, too.
One of the things that effective teachers frequently do is to build a good rapport with their students and
between the students themselves.
6.1.1 The magic of rapport
Rapport, according to the Longman Dictionary of Contemporary English is the 'friendly agreement and
understanding between people'. In teaching terms, this definition works well, but perhaps there is
something more, too. When teachers establish good rapport in a classroom, the level of respect, humour
and safety is almost palpable, and though it is difficult to describe exactly what is going on, even a casual
observer of a class where there is good teacher-student rapport would agree that there is something
special about the relationship between the people in the room.
In classes with good rapport, anything is possible because the students think their teacher a good teacher.
They trust the teacher to be even-handed, and they know that they will be listened to with interest. This
means that, as soon as possible, teachers should get to know who their students are because, as an eleven-
year-old once said, 'a good teacher is someone who knows our names' (Harmer 2007). But this is not
always easy, especially where teachers have a number of fairly large classes.
There are several things we can do to make learning our students' names easier:
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• Have the students sit according to a seating plan.
• Have the students put name cards on the desk in front of them.
• Have the students wear name badges.
• Write notes about the students (what they look like, etc.) in the class register.
• Study the register before going into a lesson to try to fix the students in our heads.
• Take a photo of the class and attach a name to each student.
• Have the students always say their names before they say anything in a lesson.
Rapport is vulnerable, of course, to moments when the students behave badly, and the way we react to
incidents like that will determine whether the rapport we have established can survive.
Many people enter the teaching profession almost by accident and find, almost by chance, that it suits
them. It is then a process of learning how to teach and reflecting on what happens through a process of
continual professional development (CPD).
There are things we can do to try to ensure that good rapport is created, however: being welcoming and
encouraging and remembering positive things about the students, showing, by our facial expressions and
by the way we pay attention to our students, that we are fully engaged in what they are saying and doing. A
lot depends on exactly how we respond to what our students say and do.
6.1.2 Inside the classroom
Once inside the classroom, teachers have to 'think on their feet'. This has traditionally been called
'reflection-in-action' (Schön 1983, Murphy 2014), but in reality, thinking on our feet is what teachers do all
the time. We make decisions about what to do next on the basis of what is happening at that very moment.
According to Richard Gabbrielli, teachers' actions ‘are informed by thought, and as a direct consequence of
this, it is vital for teachers to understand their own thought processes in order to make sense of their
classroom practice (Gabbrielli 2012). He calls this 'interactive decision-making'. It is true that in any one
lesson, teachers frequently have to make snap decisions about what to do next. That is why we have to
keep our eyes and ears open all the time and why, for example, when we make a lesson plan, we have to
treat it as a 'proposal for action' rather than as a blueprint to be slavishly followed.
There are no hard and fast rules about where teachers should position themselves, although it is clear that
they have to be aware of what is acceptable and agreeable, not only to the society that the lessons are
taking place in, but also to the particular classes in front of them. A good rule of thumb is to ask ourselves
how we would feel if our teacher behaved as we are doing, and the second is to try to see ourselves
through the students' eyes. Issues of proximity and position are exactly the kinds of thing we can
investigate through filming ourselves or through action research.
6.2 Roles that teachers 'play'
We are called upon to assume a number of different roles in the classroom, depending on what we hope
our students will achieve and also on what they actually do.
Controller. Sometimes, when we are taking the roll/register, giving the students information, or telling
them what to do next, we act as a controller. This is the typical role of the transmission teacher – what we
called at the beginning of this chapter the ‘sage on the stage' - and, though it may be necessary for some
organisational and informational work (because teachers do need to explain things sometimes!), and
because whole-class teaching does have a number of advantages, it would be unfortunate if this was the
only role we took on. But of course it is not.
Monitor and evidence gatherer. When our students are involved in a communicative task, for example, we
will want to keep an eye on what is happening. Partly, this is to make sure that the students are doing what
they are supposed to be doing (and if they are not, we can refocus their attention to keep them ‘on task’),
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but it is also so we can gather information about what they are saying. This may help us to decide how
much feedback to give them, or whether to offer ‘offline' correction.
Prompter and editor. Some of the time, teachers act as prompters, encouraging the students to keep going
and suggesting what they can do next. At other times, we seem to take on the role of editor - suggesting
changes to student writing or the presentations they are preparing. The feedback we give them in such
circumstances is entirely different from correction, since its purpose is to make suggestions and help the
students to write or speak better, rather than telling them what they have got wrong.
Resource and tutor. When they are not sure how to say or write something, students can use us as a
resource, asking for information or guidance. And if we are lucky and have the time, we can act as tutors to
individuals in the class, helping them while, perhaps, the rest of the class is involved in a groupwork task or
individual writing. Tutoring becomes far easier in one-to-one teaching, but even where we have larger
classes, the chance to give single students - or a pair or small group - our undivided attention to help
them with their work is invaluable.
Organiser/task-setter. One of our most important roles is that of organiser or task-setter. This is where we
do our best first to engage the students with the task, and then to explain clearly what we would like them
to do. It is important to give instructions clearly, step by step, and, where appropriate, it makes sense to
demonstrate the activity (using a student or students) to make clear what everyone has to do.
One of the biggest problems that teachers face is deciding when to stop an activity. That is why it is a good
idea to come to lessons with additional material. But whether we have extra material for the early finishers
or not, we have to decide when to stop all the groups working. We don't want to leave the students too
long, so that they get bored, but we don't want to make them finish too early so that they feel frustrated.
Perhaps the old adage that it is better to leave people 'wanting more' applies in this situation, too.
The final task of the teacher-as-organiser is to organise feedback on the activity, and here we need to
decide whether to focus on the achievement of what the students were asked to do, the content generated
during the activity (the points that were made, the ideas that came up, etc.) or the language that they used.
This is where our earlier monitoring will have been helpful.
It is often a good idea to ask the students to summarise what they did in the task (how they reached
decisions, etc.) and if we ask them to number themselves randomly (without telling us who is which
number), we can pick a number out of the blue and ask that student to provide the summary. The students
will know that we are not choosing a particular student, since our selection is made by chance, and, thanks
to this, anyone may have to do the summarising.
It is important not to make language the only important feedback topic.
In the end, teachers are (or should be) facilitators – helping their students to achieve their goals, whether
by coaching them, teaching them or tutoring them.
6.2.1 Talking to students
The person the students hear speaking English most often is likely to be their teacher. He or she is, in many
circumstances, almost the only English voice that the students are exposed to.
Teachers speak to their students in a number of different ways and for a number of different reasons.
Providing comprehensible input. All the incidental language of the classroom, such as the way we greet our
students, ask about their weekend or comment on things they say and do, is part of the rich language they
hear around them. Such 'comprehensible input’ is vital for triggering language acquisition and, in a similar
way to that in which parents talk to their children, is subconsciously 'rough-tuned' by experienced teachers
so that the students can understand what is being said to them, even if they themselves couldn't produce
the same language.
Conversing with the students. One of the claims of approaches such as teaching unplugged (see 4.3. 1) is
that students learn most effectively in dialogue with others; especially their teachers. In such a view, it is
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the struggle for meaning - the negotiation of meaning - that provokes genuine language understanding and
learning. And, of course, when teachers are involved in this dialogue, the students should be getting the
best kind of language exposure possible in their situation.
Modelling language. When we are teaching new language, we frequently give our students language
models which they imitate, at first probably through choral and individual repetition. This is certainly true
in the PPP model we discussed in 4.7. Modelling language is a skill that is an important part of a teacher's
repertoire. We need to sound both natural and, at the same time, extremely clear, so that our students can
hear all the constituent sounds and parts of what we are modelling. Without this, the students will have
little chance of being able to repeat what we say.
A typical example of modelling occurs when a teacher introduces the students (at lower levels) to two
characters in a dialogue. He may draw two faces on the board and have the students give them a name. He
then speaks the lines that the characters say, standing in front of each character in turn, and animating his
performance with as much enthusiasm and exaggeration as the dialogue merits. It is important not only to
be clear, but also to make the sound of the language in such a situation interesting enough to keep the
students engaged in it.
Reading aloud. Many teachers have their students read an unseen text aloud line by line. But teachers read
aloud, too, especially, but not exclusively, with young learners. Reading aloud is a wonderful skill and, when
done with conviction and commitment, has the power to enrapture children and adults alike. It goes
without saying that teachers should rehearse, by themselves, the passages they are going to read so that
they can make them as enticing as possible.
Giving instructions. When teachers set up activities or tasks, they have to tell the students how the activity
works and what they have to do. Giving instructions is not an easy skill and is sometimes unsuccessful
because teachers give too much information, or too little, or get it all mixed up. Teachers should be brief,
clear and positive when giving instructions. We might add that instructions will never be successful unless
the teacher has got the whole class to pay attention to what they are going to say. To make the procedure
work efficiently, we need to think of 1) what the students have to know, 2) the order in which they need to
know it and 3) the most efficient way to give it. Rather than talking away at terrific speed, it is much better
to make short, clear statements with pauses after each one so that the students have time to absorb what
is being said. We can repeat each statement more than once. To make sure that the students have
understood what we are saying, we can ask check questions such as So what do you do next, Ari? or ask a
student to explain the instructions in their own language. As with any other activity, it may be appropriate
to do a demonstration of the activity with a student so that the whole class can see how it works.
6.2.2 The teacher as a teaching 'aid'
Teachers can act as teaching 'aids' and there are two main ways of doing this.
Using mime. We can act out almost any word, action or feeling we want our students to understand. We
can, for example, show what boredom means by shrugging our shoulders. We can mime opening a window
or opening the lid of a jar. We can mime saying hello or waving goodbye, and we can use mime to tell a
story which the students then have to guess. In this way, we try to elicit the language that we want them to
think about. We can, of course, show the meaning of more concrete words such as short and tall, big and
small, wide and narrow.
Using expressions. Although facial expressions are both personal and, to some extent, culturally influenced,
nevertheless we can use facial expressions to show being sad or being afraid, or, in a more 'teacherly' pose,
to show that we are unsure what a student means.
Using gesture. We frequently use gesture for classroom management or to help explain meaning. For
example, we can use an inclusive 'drawing everyone in' movement of both arms to indicate when we want
the class to come back to working as a whole group after pairwork. We can hold our arm up and wait for
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the students to notice and raise their arms in reply as a prelude to quietening down the room. There is one
gesture we need to use with caution, and that is pointing. When we use a finger to point at a student, it can
sometimes seem rude. It is probably best to use a more inclusive gesture such as an open hand, palm
upwards, to indicate who we want to speak or participate.
6.3 What teachers do next
At the beginning of a teaching career, most teachers are excited and enthusiastic. The challenge is to try to
combine what they know whilst, at the same time, trying to use that knowledge to help the students to
learn.
For most people at the beginning of their careers, these challenges are extremely exciting and totally
absorbing. But they can be quite daunting, too, and, as the years go by, the pressure can become quite
intense. And when things get too stressful, through whatever combination of circumstances, many teachers
experience what is often referred to as 'burnout': that state where enthusiasm for the job, investment in
planning and interest in the students seem to drain away.
Two things need to be said about 'burnout'. The first is that teachers are not the only people to suffer from
it, and secondly, it is important to recognise that over a long career many people will go through burnout
‘stages' - periods of time where they lose their natural energy and willingness to participate. The question,
then, is to find out whether these stages are life-changing (by which we mean that people leave the
profession) or whether they are temporary and can be overcome by what teachers themselves decide to do
about them.
Teacher burnout can have many causes. Perhaps we are obliged to teach too many 'contact' hours in a
week; perhaps classroom conditions, such as overcrowding and poor ventilation or lighting get us down;
perhaps we feel a lack of support from the academic management of our school; perhaps we are simply not
paid enough; perhaps our students constantly give us a hard time; or perhaps we just get a little bit bored
by the apparently constant repetition of the same classroom routines and events.
Of course, burnout may have other causes entirely, and may have more to do with a teacher's personal life
than what they are experiencing at work. But whatever the reason, it is - to use an old metaphor - the
spectre at the teacher feast, and we need to have some weapons to fight against it.
Perhaps the most effective answer to these feelings of disengagement is to be involved in a continual cycle
of professional development. In this view, initial teacher training is just the start of a lifelong process of
constant challenge and renewal, and if we want to remain engaged and ‘fresh', we need to be constantly
refreshed by things we do ourselves, by working with (and talking to) others, and through other activities.
And the point is that if we are involved in CPD (continuous professional development), we may neutralise
teacher burnout before it has even had a chance to show its face. CPD is a fundamental part of a teacher's
ongoing professional growth. Professional development experiences and moments can have beneficial
effects in all aspects of a teacher's life.
Teacher development is an integral part of the life of good teachers, and by development we mean a sense
of inquiry, a willingness to embrace adventure and the sure knowledge that there is always something new
and interesting just around the corner, if only we know where to look.
6.3.1 Teachers on their own
Readjust your life. Many years ago, Linda Bawcom suggested taking control of our own lives by making lists.
The idea is to write down a list of things that we do in our professional lives they are in our lives. At the very
least, such a process makes us focus on how our teaching lives are and how they could be.
Douglas Williams suggests that teachers should talk themselves out of any demotivation they might be
feeling by reminding themselves that, amongst other things, they should value their contribution, they
should not take all the blame for a bad lesson and they should look for the positive aspects of the job not
the negative ones. His recommendation is: 'if a student complains about your class, don't sulk about it and
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hold a grudge; respond positively by talking to them one-to-one and finding out the root of the problem
(Williams, D 2014). Every teacher, at some point, will have some student or other complain about them in
some way. It is one of the most difficult moments any of us face, but it is bound to happen as teaching is
such a personal occupation and there is always the possibility that a clash of personalities will provoke such
a complaint. Somehow, we have to stop ourselves from being too downcast when this happens; instead we
must try to get to the bottom of what is going on so that, where feasible, both we and the student can
change what we do just enough to make things better. In the end, many complaints vanish in the mist once
we talk to our students about what is bothering them.
Become a reflective teacher. Teachers reflect on what they are doing all the time when they are teaching.
Such reflection-in-action' is what helps us to decide what action to take in any given classroom situation.
But there are other kinds of reflection, too, and these are just as vital, if not more so. It is frequently the
case that busy teachers come rushing out of the classroom with their heads full of what has just happened,
but because of the pressure of time - and because everyone needs a break - they don't get a chance to
reflect properly on events in the lesson, apart from the 'corridor thoughts' we have as we go from one class
to another. This is a pity, for it is when we think carefully about what has happened - when we try to
analyse which bits of a lesson went well and which bits didn't go so well - that we arrive at insights about
how to make changes to what we are doing so that our lessons can be even more successful.
For some teachers, this involves making notes after a lesson, sticking post-it notes into their coursebooks
(so that if they use the same material again they will do it better), or perhaps contributing to a staffroom
collection of suggestions for how to use a particular coursebook. The main thing is to keep a record of
thoughts about what happened in the past, together with thoughts about how it might happen better in
the future. Some teachers keep a journal – a diary – in which they record their lives as teachers. This
is not for everyone, but when it works, the results can be extremely life-affirming.
Use video and transcripts. One of the most effective ways of getting feedback on our teaching is to film our
own lessons. The benefits of seeing ourselves in action are many. It gives you, said an idea of what the
students might be seeing, and so it makes one anticipate their reaction to different things that one does.
Watching a video of a lesson is an ideal way to help us think about how we have taught, because we can
see it in front of us.
Another possibility, which can be very revealing, is to transcribe parts of a lesson that we have recorded in
some way.
Transcription takes a lot of time, so we should make sure that we do not use more than, say, a five-minute
sequence (and even that may be too much).
Undertake action research. Action research is the name given to the kind of experimentation that teachers
do for themselves in order to try to make things happen more effectively. Suppose, for example, that we
have just read an article about using music as background for student discussion tasks in which the author
says that she wants to create a’ friendly café' type of atmosphere, rather than have the students try to
speak as if they were in a silent library, and that this ties in with preoccupations we have about our
students' nervousness about speaking. We might decide to ask our colleagues what they think before, then,
trying out speaking activities both with and without music in the background. When we have done this, we
can write our own observations about what happened - for example, did the students speak more
enthusiastically with or without the music - whilst, at the same time, asking the students what they thought
and eliciting suggestions from them about how to make things work better in the future. Those suggestions
might well provide the next cycle of action research, as Figure 5 makes clear.
Action research is the concept behind the 'experimental lesson' which some teacher training qualifications
encourage. When we are involved in our own research of this kind, we can learn a lot, and, if we are lucky,
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have good fun doing it.
Ask the students, As we have already suggested, asking our students how they feel about what happens in
our lessons is one way of learning more about what works and what does not. Whether or not it is part of
an action research cycle, we always learn more about how to teach by getting our students involved.
It is true that it can feel risky to get the students to say what they like and don't like, but provided that we
are prepared to talk to them about their opinions, this can only be beneficial, both because it will show our
students that we care, but also because it will help us to understand the students' reactions better.
One way of canvassing student opinions is to ask them at prescribed intervals (say at the end of a week or a
fortnight) to write, for example, what they would have liked less of and what they would have liked more
of. Getting them to write down these thoughts is important because if we discuss the matter in open
session, some students may dominate the discussion and, as a result, we may get a skewed version of the
class's opinions.
Another way is to give the students a list of the topics or activities they have worked on and ask them to
rate them in terms of which they liked best.
It is important to remember two things, however. Firstly, what we learn from one class may not necessarily
be the same as what we would learn from a different class (though it might be) and secondly, we can't
please all of the people all of the time. In other words, almost no lesson will satisfy everyone. But at least if
we have an idea of what our students are feeling, we have some information on which to base our future
decisions.
Beware the comfort zone. Many people talk about the comfort zone as a bad place to be! When we discuss
teaching, we use the expression to mean things that we do in lessons which are easy, safe and enjoyable -
and which expose us to little or no risk of failure. These are, perhaps, the teaching routines we have always
used and which always (or almost always) work. The danger, of course, is that if that's all we ever do, we
run the risk of becoming one of those teachers that students recognise as being competent, perhaps, but
ultimately unexciting. Staying in the comfort zone can be bad for us, too, since it may dull our appetite for
innovation, experiment and risk - all of which are very good at making us feel more alive - and it may stop
us becoming aware of different possibilities which could enrich our teaching lives.
Breaking rules brings risks with it, but risks create tension and excitement, characteristics which are absent
in the comfort zone.
Learn something new. One of the best ways of re-energising ourselves is, perhaps, to learn something new.
This is both to make ourselves feel better but also because, as Sue Leather suggests, 'If you stopped
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learning as a person and as a teacher, what kind of model would that be for your students ... we can't hide
who we are when we are in the classroom’ (Leather 2011: 59).
Read professional literature. One of the great things about the world of English language teaching is that
people are constantly writing about it! If we want to stay in touch with what others are thinking - and what
they have done in their classrooms – the very best way of doing this is to read a range of the journals and
magazines that are published regularly, both in print and online. Together with the many books that are
produced about how teaching takes place and about how language 'works', these journals and magazines
offer a constant and renewing resource of ideas and suggestions which will enliven the life of any teacher
and help to keep them interested both in what they are doing and in what other possibilities are available.
Write about teaching. One of the best ways of consolidating our thoughts about what we do is to try to
write about it. When we try to put our thoughts into words in a way that other teachers will understand,
we find ourselves thinking about what we do in a completely new light. It makes us think not only about
how we do something, but also, perhaps more importantly, about why we do it. Writing a blog or an article
for a teacher newsletter, magazine or journal is the most perfectly reflective thing we can do. And it has the
added advantage that if and when we are published, we will have something that we have done in
the public domain.
6.3.2 Teachers with others
Development is almost always more powerful - and more effective - when it involves other people. We
often think more clearly and coherently when we are trying to explain what we feel to someone else. We
often find that other people think or feel things that surprise us and make us see old issues and problems
with new eyes.
Using video together. In 6.3.1, we saw how useful it was to see ourselves on video. In the Netherlands,
Rosie Tanner went a stage further, using what she called 'video coaching' to work with her colleagues.
Tanner sees video coaching as ‘client-centred’ in that the teachers had to come to her with a request for
help. If they did that, a camera was put in the back of the classroom and a lesson was filmed. The film was
then given to the teacher, who selected a short section (probably not more than two minutes) that they
wanted to focus on. The teacher and (in this case) Rosie Tanner sat and watched the video clip and
discussed what they saw (Tanner 2007). Tanner is clear that the teacher/client should do most of the
talking. What seems to happen, then, is that this very short excerpt can provoke the most extraordinary
thinking about what that teacher is seeing in their own teaching. The teacher will often, as a result, gain
valuable insights into how to make changes for the better.
Counselling. We all need a sympathetic ear from time to time, and teachers are no different. But what
teachers tend to be looking for, perhaps, is a sympathetic professional ear, where we have the chance to
discuss our feelings and preoccupations and where we can be sure that we are listened to intently. The
most important thing about a counselling model of this kind is what Julian Edge calls ‘non-judgmental
discourse' (Edge 2006). Just as with co-counselling, the job of the listener/understander is not to challenge
what the speaker is saying but, instead, to ask questions to make sure they are understanding correctly.
The purpose of the encounter, in other words, is for the speaker to have a chance to vocalise what they are
thinking with a genuinely sympathetic listener to help them through it. For, when we put our thoughts into
words in this way, we frequently arrive, like Rosie Tanner's video-coaching 'clients', at our own answers to
some of our preoccupations.
Book groups and other teacher 'get-togethers'. Quite apart from counselling, getting together with other
teachers can be an incredibly useful way and tragedies. Sometimes, these get-togethers may be organised
by the academic management of the school or department where the teachers work, and this is fine,
provided that the teachers themselves have some input into what happens and what is which is collegial,
easy to organise and has no prescribed outcome.
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However such groups are organised - and whatever the agenda - the important thing is that teachers get to
share their experiences and thoughts about teaching. There is no reason why a group cannot decide to get
together completely independently of any academic management, and in such circumstances, any topic is
appropriate for the group - from what to wear when teaching, to how to deal with complaints, and
anything in between.
PLNs and the virtual world. The kind of get-togethers we have been discussing above suggest that people
meet face to face but, of course, this is not absolutely necessary if everyone is satisfactorily hooked up to a
good broadband connection on whatever device they are using. With the arrival of Twitter and Facebook,
people started to talk about their PLNs (personal learning networks) where information and opinions could
be shared at the drop of a hat between people who weren't even in the same time zone, let alone in the
same city or country. A simple way of doing this is to post a comment with a link to a website on Twitter or
Facebook (or equivalent) so that everyone can see it. Frequently when this happens, people (people who
get to see their tweets or Facebook postings) can see it, too.
The blogosphere. Many teachers find the blogosphere to be a perfect place for development. Here, people
from all stages and positions in the world of English language teaching can post their thoughts on topics of
current interest. This can, in itself, be the fuel for personal development: we read what others have written
on their blogs much as read articles and books about teaching. However, blogs really come alive when
people leave comments about what the blogger has written. The blogger will then reply, and various other
commentators may well come along and join in the conversation.
6.3.3 Different ways of observing and being observed
Being observed can be extremely stressful, especially because teachers frequently don't know why they are
being observed - except that observation is part of what happens in a school. There is frequently no teacher
involvement before the observation, and the relationship between the observer and the person being
observed is frequently unequal, too. Moreover, observations are often so rare that they become over-
important and therefore intimidating.
Another problem occurs when the observer and the ‘observee' settle down later to talk about the lesson.
On many occasions, the conversation is so broad and wide-ranging that when, some time later, the teacher
tries to remember it, they find that they can't remember a lot of what was said.
The more we become used to having people in our classrooms, the less alarmed we will be when the next
visitor pokes their head round the door, and the more chances there are to develop by talking about our
lesson with the various observers.
Observations for teacher education courses such as the Cambridge DELTA or CELTA (or other similar
teacher qualifications) are different, of course. They have their own rules and regulations and fall outside
the scope of this discussion of teacher development. But in-service observation (which is different from
that used in teacher-education courses) should be mostly about development, rather than evaluation, if it
is to have any real benefit - both for the observe they are watching is good enough to receive their
certificate or qualification, but in-service observation has a different focus. It is firstly to check that things
are going OK, but more importantly, it is to help the teacher to improve and grow in the profession.
Before and after. Where possible, teachers need to feel comfortable enough to invite observers into their
classrooms, especially where they could do with some advice about teaching a new level or about dealing
with a difficult classroom dynamic. But even where the invitation does not come from them, they should be
consulted on when and where the observation will take place, and, if possible, they should be able to say
which classes they would prefer to be observed with, and which they would not.
As important as being observed is what happens when it is over. The feedback session
really matters.
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Observers can use `authoritative' modes of discourse where they prescribe what should be, inform the
observee about their knowledge, or confront the observee about what they think is problematic and needs
discussing. According to Heron, observers can also use 'facilitative' discussion modes: cathartic (where
observes are allowed to talk about what they feel and discharge negative feelings such as anger and fear),
catalytic (where the observer leads the observee to their own self-evaluation by enquiring into areas that
seem critical), and supportive (where the role of the observer is to raise the observee's self-esteem and
assure them that their work is appreciated).
Teachers (observees) see the observer as a source of information regarding potential areas of improvement
in their own teaching. On the other hand, the observers' preference for the catalytic intervention type
shows they favour teacher "self-reflection" and "discovery” as a method of development.
One way, perhaps of bridging the authoritative-facilitative gap is to allow the teacher who has been
observed to write their own reflection on their lesson and then, when the observer has had a chance to
read it, to use that writing as the basis for the discussion.
The observation focus. One of the problems with observation as a development tool, as we have suggested,
is that observers tend to talk about absolutely everything that has happened in a lesson, pulling every last
minute to bits. But there is an argument that such a procedure is counter-productive since the teacher who
has been observed is unlikely to remember very much at all. It is very difficult to develop on all fronts as the
result of an observation. It would be much better to concentrate on one or two areas rather than thirty-six!
A way round the 'all or nothing' approach is for the observer and the observee to agree on one thing and
one thing only that they are going to discuss. Suppose, for example, the teacher is going to use a game in
the lesson. It would be a good idea for both the observer and the observee to discuss the characteristics of
good games in language teaching. This can be a wide-ranging discussion, trying to pin down exactly what
games are for. The observer later goes to the lesson and observes a game – and in the discussion they have
some time afterwards, the only thing they need to talk about is whether the teacher's game matched the
characteristics they had both previously identified. It is impossible for such a procedure not to yield
significant new insights for both the observer and the observee into the topic they have chosen. On
another occasion, they could decide to focus on only one particular teaching technique - for example,
correction – and discuss if and when the teacher used it and what the reasons for this were. Again, this
could lead to a hugely developmental conversation.
Who observes who? So far, we have only talked about observation in terms of a superior (say, a director of
studies) working with one of their teachers. We have stressed that, done people who can get in on the act,
too. Partly because directors of studies can't possibly in the right way, such observations can have
developmental benefits. But there are other people should be involved, too, such as senior teachers and
other members of staff whom observe everyone, all on their own, regularly, in a big language school or
department, other the academic management trusts. That way, at least, there is some guarantee that
teachers are getting what they deserve, i.e. regular observation with the chance to discuss their teaching
before and afterwards.
The most important thing, however, is to see peer observation as different from the events we have been
talking about so far. Peer observation is not so much about the observed teacher. Instead it should focus on
the observer and what they get out of it. For when we go and observe a teacher, however many times we
have been in other people's lessons and however many teachers we have watched, we will almost always
see something we have never seen before – or at least a new variation on something we thought we knew.
We are the ones who get the greatest benefit from the encounter - although, of course, it would be absurd
(and rude, too) not to talk about what we have seen with our observed colleague.
Peer observation comes into its own, though, when the observer turns into a kind of Robin Hood figure. A
popular fictional character of English folklore, the outlaw Robin Hood was renowned for robbing the rich
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and giving the money to the poor. That's what peer observation should be like. To get the best results from
it, our Robin Hood observers should pass on to their other colleagues the wonderful riches they have
'stolen' from the lesson they have watched. In this way, the whole observation process becomes a process
of sharing good ideas around. As a result, everyone gets a chance to be in contact with new ideas, not just
Robin Hood. Such ‘reflective peer observation' is empowering for everyone who is involved in it - and it
may require the school or department to help both with the observations themselves (in terms of time and
money) and also in the setting up of teacher seminars where the Robin Hoods can share their riches.
6.3.4 The big wide world
There are teachers' organisations all over the world, almost all of them staffed by volunteers who are
elected by their members, although the bigger ones may have some professional paid staff. The more
successful teachers' associations organise annual conferences as well as smaller, often regional, seminars.
People often give presentations on topics that we haven't given much attention to before but which, when
we attend their sessions, interest us with a whole new area to think about. When we go to presentations,
we also get to hear what other attendees think, too, in the question and answer sessions that usually take
place at the end. We soon find people we think are on our wavelength and whom we want to talk to.
In fact, talking to people is perhaps the main reason for going to such events. When everyone has listened
to the same presentation, they often head out to the coffee break. And it is precisely in such breaks that
discussions about what people think (about what they have just heard) take place. These coffee-break
conversations are the moments where we work out, in conversation with others, what we think about what
we have heard, and this thinking is yet another form of reflection on what it is to be a teacher.
Conferences can be extraordinarily expensive to attend in person, of course, and difficulties with taking
time off and getting to where they are taking place can prevent many people from participating. But it is
increasingly possible to join them online. In addition, some organisations (publishers, schools, etc.) now
offer webinars, where anyone who is online can connect to a webinar site and watch a presenter (speaking
to their computer camera) give a presentation. At the same time, in another part of the screen, they can
see the presenter's PowerPoint slides. What makes webinars even better is that most webinar platforms
have a chatbox where anyone attending can type their reactions and comments and questions as they are
listening and watching.
7. Class size and different abilities

Many teachers worry about two particular teaching contexts: large classes and classes where students have
a variety of ability levels. This is not only because of the potential effects on learning success (or failure)
that these situations might have, but also because mixed-ability classes and very large groups pose
particular challenges in terms of class management.
7.1 Class size: two extremes
A typical class size in a lot of primary and secondary education around the world comprises some 30-40
students. Some might think this is a fairly large class, but size is relative. We will consider two extremes:
large classes and teaching one-to-one.
7.1.1 Large classes
Many commentators talk about large classes as a problem, and it is certainly true that they present
challenges that smaller classes do not. How, for example, can we give the students personal attention?
How can we get them interacting with each other? What can we do to make organization smooth and
effective?
Be organized. The bigger the group, the more organized we have to be, and the more we need to know
what we are going to do before the lesson starts. It is much more difficult to change tack or respond to
individual concerns with a large class than it is with a group of four or five students.
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One aspect of organisation that is especially appropriate for large-class teaching is telling the students what
is going to happen in a lesson and summarizing what has happened when it has ended. We can do this by
showing a board plan of the lesson to come, and ticking off the different stages as they are achieved. We
can write on the board a summary of what actually happened and we can give one orally.
Establish and use routines. The daily management of a large class will be greatly enhanced if we establish
routines that we and our students recognise straightaway.
A major issue when dealing with large groups is how to attract students’ attention and quieten everyone
down. It is important that they should recognise the ‘quiet now’ sign we give them.
Use a different pace for different activities. In small class – or in one-to-one teaching – it is not difficult to
vary the pace of what we do on the basis of how the students are reacting. However, it is far more difficult
in large groups and we will need to be more careful about how we organise different activities with them. If
we are conducting drills, we may be able to work at quite fast pace, but if we are asking the students to
think about something, we will want to slow the pace right down.
Maximise individual work. The more we can give students individual work, even in a large class, the more
we can mitigate the effects of always working with a large group ‘as a whole’.
Use the students. We can give the students a number of different responsibilities in the class. Students can
take the register (under our supervision) or organise their classmates into groups.
We need to chose our student ‘leaders’ very deliberately, and we will then monitor their performance very
carefully. However linguistically able a student is, we will not want to use them if they consistently offend
their classmates or if they panic when we ask them to perform a task. As far as possible, we will try to give
all the students some responsibility some of the time. Even where students are not doing extremely well at
their language learning, there may be tasks they can perform, such as handing out worksheets. This will not
only be useful for us, but may give them some satisfaction, too, and this may affect their motivation very
positively.
Use worksheets. One solution is for teachers to hand out worksheets for many of the tasks which they
would normally do with the whole class, if the class were smaller. The students can then use these
worksheets, perhaps in pairs and groups. When the feedback stage is reached, the teacher can go through
the worksheets with the whole class – and all the students will get the benefit.
Use pairwork and groupwork. In large classes, pairwork and groupwork play an important part since they
maximise student participation. We can ask our students to think (individually), then pair up with a
colleague, before the pairs share what they have done with other pairs and groups. When using pairwork
and groupwork with large classes, it is important to make the instructions especially clear. That is why
established routines are so important.
Use choral repetition, choral reaction. Having the students repeat or speak in chorus a screen behind which
"quieter" students can hide and build up their confidence. This is especially true in large classes, where the
learners may feel uncomfortable speaking individually and their colleagues may not enjoy listening to them
either!
Use the room. Big classes often (but not always) take place in big rooms. Frequently, the chairs are
arranged in rows and cannot be moved. However, there is usually some space either in front of or to the
side of these rows and, where possible, we should see if we can use this 'open space' for standing-up pair
and group activities for example.
In big rooms, we need to do our best to ensure that what we show or write can be seen and that what we
say or play to the whole class (from an audio track or film clip) can be heard. This is especially true if we use
the board or presentation software such as PowerPoint, Keynote or Prezi. We have to make any pictures or
text we use visible to the people at the back of the room as well as to those nearer the screen.
Use the size of the class to your advantage. Big classes have disadvantages, of course, but they also have
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one main advantage – they are bigger, so humour is funnier, drama is more dramatic and a good class
feeling is warmer and more enveloping than it is in a small class.
Very few teachers choose to have a large class: it can make the job of teaching even more challenging than
it already is. However, some of the suggestions above can help to turn the teaching of large classes into an
extremely rewarding experience, both for the students and the teacher.
7.1.2 Teaching one-to-one
One particular teaching context is that of an individual student working alone with a teacher over a period
of hours or weeks in what are often referred to as 'private classes'. Such one-to-one teaching is extremely
popular, especially for business students. But it is also ideal for students who cannot fit into normal school
schedules or who are keen to have that we may be called upon to play a number of roles.
One-to-one lessons have considerable advantages over classes with two or more students. In the first
place, whereas in a class an individual student only gets a part of the teacher's attention, in a private lesson
the teacher is focused exclusively on one person. In such circumstances, too, the student has opportunities
to do all the student speaking, rather than only receiving a fraction of the total speaking time. Even more
importantly than this, both teacher and student can tailor the course to exactly what is appropriate for that
one student, rather than having to reach a compromise based on what is suitable for a class as a whole.
This has enormous advantages, not only for the designing of a programme of study, but also in terms of the
student's learning preferences and what kind of stimulus they respond to best (see 5.2.1). One-to-one
students also often get greatly enhanced feedback from their teachers.
One-to-one teaching allows teachers to enter into a genuinely dialogic relationship with their students in a
way that is considerably less feasible in a large class situation. At its best, one-to-one teaching gives both
participants a wonderful opportunity to get to know - and work with - someone new.
Nevertheless, one-to-one teaching is not without its drawbacks. The intensity of the relationship makes the
rapport (or lack of it) between teacher and student vitally important. Some students find the constant
requirement to participate exhausting, and for teachers, too, the pressure can be relentless without, for
either of them, the possibility of pairwork or groupwork to take the focus off individuals.
Some teachers find individual students difficult to deal with - sometimes simply because they don't like
them very much - and the same can be true of a student's feelings towards the teacher. Some private
students are lacking in confidence or untalkative for other reasons. Students and teachers can often
become tired and sleepy in one-to-one sessions because the dynamic of a crowded classroom is missing.
Some individual students can be very demanding and constantly expect more and more from their teacher.
And some students seem to expect a private teacher to do all the work for them, forgetting that one-to-one
learning demands just as much, if not more, from the student as it does from the teacher.
The teacher needs to focus as much on the interpersonal side of the relationship as the pedagogical
aspects. It is difficult to be prescriptive about one-to-one teaching, especially since so much will depend on
exactly who the people involved are, but the following guidelines are almost always appropriate:
Make a good impression. First impressions count with classes of any size, but are especially important when
teaching one-to-one. With no class to help create an atmosphere, the way the student perceives the
teacher at their first encounter is of vital importance.
A good impression is created by the way we present ourselves in terms of our appearance) and how we
behave during the first lesson. It is also affected by how we prepare the room for our lesson. We need to
decide how we want the room to be laid out.
Be well-prepared. One of the most important ways of creating a good impression is to show the student
that we are well-prepared and that we have given thought to what we are going to do in the lesson.
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Find out who the student is. One of the most important parts of the one-to-one teacher's job is to find out
who the student is, how they feel about learning, and what they need. At the same time, the student will
want to find out who the teacher is and what they are like.
Give explanations and guidelines. When we first meet one-to-one students, it is important to explain what
is going to happen, and how the student can contribute to the programme they are involved in. It is
important to lay down guidelines about what they can expect the teacher to do and be, and what the
teacher expects of them.
Be flexible. One-to-one lessons provide enormous opportunities for flexibility for the stated above. If a
student is beginning to get tired, for example, it is not difficult to suggest a two-minute break involving
getting up and walking around. If a planned topic is failing to arouse the student's interest (or the
teacher's), it is relatively easy to switch to something else, or to ask the student whether they would like to
approach the topic in another way.
Adapt to the student. One of the great benefits of one-to-one lessons is that we can adapt what we do to
suit a particular student's preferences and learning style.
Adapt the place. In one-to-one teaching, we can change where we stand or sit without causing the kind of
chaos that sometimes takes place with large classes. Students can go to the window, sit in a different chair,
or we can go to the cafeteria, for example. We can go further, too, and base classes on trips to town,
through the countryside, or at a place of work (or some other location) which the student wants to be able
to function in using English. The point here is that, unlike with larger classes, we can change the class
environment whenever we and the student want. We have to make sure, of course, that they are happy
about this.
Listen and watch. Adapting to students can only take place if we are extremely observant teachers need to
listen just as much as they talk-indeed, the balance should always be in about how individual learners
respond to different activities, styles and content. But we can also ask our students to tell us how they are
getting on, what they need more or less of, and what they would like. Our ability to be flexible means that
getting such feedback (and observing our students) can help us to amend our plans to suit specific
individuals.
Don't be afraid to say no. One-to-one teachers should not be afraid to say no in two specific situations.
Firstly, the personality match with a student is sometimes, unfortunately, completely unsuccessful.
Normally we can get over this by being extremely professional, maintaining a distance between ourselves
and the student, and letting the content of our lessons drive matters forward successfully. Sometimes,
however, things just don't work. In such rare situations, teachers should be prepared to terminate the
classes (if they are working for themselves) or expect that the institution they work for will make
alternative arrangements for themselves and the student.
7.2 Managing mixed ability
Many teachers worry about the fact that they have students in their classes who are at different levels of
proficiency. In private language schools and language institutes, we try to make this situation manageable
by giving students placement tests so that they can be put into classes with people who are at roughly the
same level as they are. Within other school environments, students are often streamed, that is, regrouped
for language lessons accordingto their abilities. In other situations, however, such placement and streaming
is not possible and so teachers are faced with individuals who have different language knowledge, different
learning speeds and different learning preferences. There is particular concern for the needs not only of
students who are having difficulty at the lower end of the scale, but also for 'gifted' students. And even in
placed and streamed classes, we will still have a range of abilities in front of us.
The response to this situation is to view the teacher's role with a class in terms of differentiation which in
its simplest form, is where teachers adapt their approach for different students so that the entire class have
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the chance to perform to the best of their ability. In a differentiated classroom, there is a variety of learning
options designed around the students' different abilities and interests. We may, for example, give different
students different tasks. Perhaps we could give them different things to read or listen to. We could respond
to them differently.
7.2.1 Working with different content
One way of working with students at different levels and with different needs is to provide them with
different material, tailoring what we give them to their individual needs.
Another way of offering different content is to allow the students to make choices about what material
they are going to work with. This is desirable as an attempt to provoke learner autonomy (see 5.5.4), but it
also means that the students (who know a lot about what they are capable of) can choose material that will
help them most.
Choice can also be offered in terms of the topics students discuss or work with.
Giving students different content is an ideal way to differentiate between them. Nevertheless, it is
extremely problematic in large classes. Not only does it involve considerably more teacher preparation time
than non-differentiated content (because we will have to search out a range of different exercises and
materials for different individuals), but giving feedback to students in class becomes a lot more complicated
when we are responding to a number of different tasks than it is when we are giving feedback about one.
However, content is only one area where we can differentiate between individuals.
2.2.2 Different student actions
Give different students different tasks. We might ask all our students to look at the same reading text, but
make a difference in terms of the tasks we ask them to do in response to it.
Give the students different roles/levels of support. Within a task we can give the students different roles.
Challenge early finishers. If all the students are doing the same tasks with the same content, some may well
finish earlier than others. This can be problematic because the early finisher is on the way to becoming a
discipline problem. The slow learner never finishes anything and gets demoralised. It is therefore
imperative to take the early finishers into account when we deal with the difficulty of mixed-level teaching,
while at the same time allowing the slower ones the satisfaction of completing a task successfully. We need
to be able to offer early finishers extension tasks to reward their efforts and challenge them further.
Encourage different student responses. We can give our students exactly the same materials and tasks, but
expect (and accept) different student responses to them. The more proficient students have a clear but
high target to aim for, but everyone, including those who are not so able, have something purposeful to do,
even though they may not write as many sentences as their more able colleagues. In response to a reading
text, we can give our students a number of tasks but know that not all of the students will complete all of
them.
Identify student strengths (linguistic or non-linguistic). One of the ways we can make linguistic brilliance,
but instead allow the students to show off other talents they have, a virtue of different student abilities is
to include tasks which do not necessarily demand linguistic brilliance, but instead allow the students to
show off the talents they have.
7.2.3 What the teacher does
Although there are many occasions when we work with the students in our lessons as one big group, there
are others when we may want to put them in different (smaller) groups depending on their different
abilities. But whether we are working with the whole class, with smaller groups or with individuals, we will
treat different students differently.
Responding to students. During lessons, we frequently have to respond to our students, giving them
feedback about how they are doing, or acting as a resource or tutor. In such circumstances we always try to
tailor our response to the particular individual we are dealing with. When we are working with individuals
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in mixed-ability classes, we may want to think more carefully about the questions we ask and to whom.
When we ask for a response, and before nominating a particular student, it makes sense to wait for a bit so
that everyone has a chance to think about what they might say.
Being inclusive. A big danger for students in mixed-ability classes is that some of them may get left behind
or may become disengaged with what is happening. If we spend a lot of time with the higher-level students
in a class, the students who are less linguistically able may feel that they are being ignored and may
become demotivated as a result. If, on the other hand, we spend all our time with the students who we
think need our help more than others, the higher-level students may feel neglected and unchallenged. Such
students can quickly lose interest in the class and develop an attitude which makes them difficult to work
with. The skill of a mixed-ability teacher is to draw all of the students into the lesson.
Flexible groupings. We can group our students flexibly for a number of tasks.
7.2.4 Special educational needs (SENs)
It is highly possible that teachers will find themselves teaching classes which include students with special
educational needs (SENs). All the issues of mixed-ability teaching that we have discussed so far are thrown
into sharp focus when we have students in our lessons with some kind of learning difficulties, sometimes
referred to as learning disabilities, though this term may be controversial.
Special educational needs can take many forms. Dyslexia is remarkably common (although the term
represents a wide spectrum of differing abilities). Some students show clear patterns of Attention Deficit
Disorder (ADD) or autism, have memory problems or find listening, writing or speaking especially difficult.
Then there are students who are visually or hearing impaired.
Such characteristics are usually long-term and can affect many aspects of a student's life but - and we need
to be very clear about this - they do not stop students learning English (or any other language). However,
we do need to try to identify what difficulties particular students have so that in the challenging
environment of a class, perhaps a large one, we can do our best to provide the most appropriate learning
support.
What, then, should English teachers do when they find students with SENs in the classroom?
The first thing is ‘Don't panic!'. It may take a little time for you and your student to adjust to each other, but
with mutual cooperation, you will find a way. Such mutual cooperation also means consulting colleagues
and other experts to see if they can help and, also, adopting some of the ideas and techniques which we
will discuss below.
Learners are learners. The first secret of SEN teaching, perhaps, is to make sure that SEN students are not
thought of as somehow 'strange' or defined by their special characteristics. In the end they are, like all the
other students in our classes, learners. A major responsibility we have, then, is to see that, as far as
possible, we minimise the problems that such students face and, as with all differentiation, we do the best
we can so that all our students can achieve their highest learning potential. We have to look for each
individual student's strengths, not their weaknesses, and make the most of those.
Find out what is going on. The first stage in helping someone with learning difficulties is to identify the
problem. With younger learners, problems may emerge gradually, but by the time we start teaching older
children, we will hopefully know something about their educational needs. In such situations, we will rely
on previous reports and, wherever possible, on the knowledge and advice of colleagues.
We will, of course, pay special attention to those students whose abilities seem to be outside the ordinary.
We can keep a record for individual learners, making notes which will help us to plan work for their
particular needs. With the students themselves, we can, where appropriate, investigate actual learning
behaviours and try to get them to tell us what happens when they try to answer questions about a reading
text, or describe to us what is the most difficult thing about remembering what they have learnt. Finally, we
can give the students tasks to try to identify exactly what causes problems and assess how long it takes
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them to complete these tasks.
Be inclusive. Our teaching should be a mixture of (where possible) individual coaching and inclusion.
Inclusion is important both for the student who may be experiencing difficulty, but also for the other
students in the class, especially where they are young learners.
Calm and safe learning environments. For many students, uncertainty can be very unsettling. Clear and
transparent routines may have a calming effect in such cases. If the students already have anxiety and react
poorly to surprises and sudden challenges, then knowing what is due to happen (because they have
experienced it before) promotes a sense of security and safety.
Although routine can be seen as stifling for some learners and in some situations, it has huge benefits for
the kinds of students we are talking about.
Security also means giving added support to students who are especially anxious because of their worries
about what they can or can't do. This means, for example, giving them extra preparation time if they are
going to speak, and maybe allowing them to use cue cards to help them. It means being careful of
techniques like reading aloud which some students find extraordinarily stressful.
Memory tricks. Some students have problems remembering things. They will be helped greatly by the kind
of previewing and summarising that we talked about above. For them, constant reviewing and recycling of
vocabulary and grammar will be especially important, expressions they have learnt, and somewhere near
the beginning of the next lesson we can suggest that they use different ways of doing this.
Be enabling. One of the most obvious ways of assisting students with (especially physical) they can be
included. If people have hearing problems, we need to make sure that they are as near as possible to the
sound source (e.g. speakers). If they are partially sighted, we will our best to provide A3-size versions of
texts that other people are working with or use extra-large font sizes when we project texts onto a screen.
We can make minor adjustments to the way we do things so that activities which involve the students
mingling in the middle of the room can take place with students with reduced physical abilities being
seated rather than walking around.
Multi-sensory experience. A common solution to some of the difficulties students face - such as dyslexia
and memory problems - is to offer them multi-sensory experiences. We can, for example, highlight difficult
parts of words by using different colours. We can get younger learners to write words and letters in sand.
We can use pictures to show particular sounds and combinations of sounds, and diagrams to show stressed
syllables. We can ask the students to write words ‘in their mind'. We can give individual students words and
then ask them to join other students who have words with the same sound. If the students are having
trouble with reading or sequencing, we can cut a text into strips and have them manipulate these into the
correct order.
When students have SENs we should use anything we can (including kinaesthetic movement, pictures,
diagrams, colours and any other sensory means) so that they have additional things to hang onto which can
help them to be successful language learners.
A word of warning, however. Overuse of colour, movement and other sensory experiences can be just as
unhelpful as their underuse. Some dyslexic students, for example, find cluttered pages, where text and
photographs are mixed together, especially difficult to cope with, while this has less impact on others.
Teachers have to gauge what level of extra support in this area will be useful and appropriate. Personalising
learning is the key.
Personalise. In order to help students with SENS, we have to try to make things especially appropriate for
them as individuals. The first step in doing this is to assess what they are having trouble with. We can use
our powers of observation to help us do this, of course, but we will also want to ask the students to explain
to us what they are having special difficulties with. We can ask them what the five most difficult things
about listening are, for example, and contrast these with the five easiest things. We can use the same kind
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of questioning for any other learning area or skill. We can also ask these students to react to the learning
experiences they have had, both in our lessons and in lessons they have had before they joined our class.
Avoid unnecessary distractions. We have said that overuse of multi-sensory techniques can be difficult for
some students to cope with. This is especially the case if they find paying attention difficult in the first
place. For such students, we will want to remove as much distraction as possible so that they can focus on
what they are supposed to be doing.
Focus is greatly enhanced if we minimise outside factors. We can try to quieten obtrusive noise by shutting
windows and doors, and we can pull blinds down on the windows so that what is happening outside is not
distracting.
One of the reasons that students may have trouble focusing is that some tasks are too open-ended, both in
terms of the activity itself, and the time they are given to do it. It will help a lot if we give clear time limits
for an activity and stick to them. We can also ask the students how much time they think they need and use
that to help us organise a task.
If we offer our students a measure of responsibility, this will often be the spur for them to concentrate on
what they are doing. Not only this, but it may improve their self-esteem. This may be especially important
for students who understand that they are having difficulties and, as a result, have very little confidence.
One way of getting the students back ‘on task' is to give them a complete break. A quick burst of physical
activity will often clear their heads and allow them to re-focus. Perhaps they can get up and stretch, turn
round, etc. Or, if it is feasible, they can leave the classroom, perhaps to run around the playground or just
to fetch a glass of water.
Scaffolding. Scaffolding is the name given to a particular concept of learner support which involves breaking
tasks down into their component parts. For students who have difficulty in understanding what they are
supposed to do - or find it difficult to stay on task' - we can try to identify a number of ‘do-able' chunks so
that they move from one 'success' to another. When they are involved in each of these mini-tasks, we can
support them and help them move onto the next stage. The best approach, therefore, is to go from stages
that the students can do fairly easily to the next, slightly more difficult, stage, and then from there to
another more difficult stage, etc.
7.2.5 Realistic mixed-ability teaching
In an ideal classroom, we would have time and the opportunity to work with individuals as individuals all
the time. However, this is extremely difficult with large classes, and especially problematic when teachers
see up to nine different classes of students in any one week. Planning for significant differentiation in such
a situation is a far more daunting prospect than building differentiation into lessons for a class we see all
day every day (in a primary school, for example).
The degree to which we are able to differentiate between individuals depends on the physical situation in
which their learning takes place. If we teach in overcrowded classrooms, it will be difficult to set up
different corners in the room where different students can go to perform different tasks. On the other
hand, if the school is equipped with a well-stocked self-access centre, where the students can go and work
individually on a range of materials which are available there, then it will be much easier to build individual
learning programmes into the curriculum. If different students can have access to different computers in a
lesson (or have their own mobile devices), they can be doing different internet-based tasks. However, with
only one computer this will be more difficult (yet even here, of course, we can have different students
going to the computer at different times).
While we recognise the need for differentiation, we need to be realistic about how we can achieve it - and
how much differentiation we can achieve. Responding differently demands great sensitivity to our
students, but it is physically possible, whereas handing out 25 different worksheets to different students or
pairs of students presents us with greater problems. Perhaps it makes sense, therefore, to concentrate
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more on the kind of flexible tasks we have described above, rather than spending all our time trying to
produce a never-ending collection of different materials. When considering differentiation, therefore, we
need to work out what is possible and what is not.
We need to remember, too, that there are times when we want to teach the class as a whole. This may be
because we want to build or reinforce the class's identity or it may be because we believe that everyone in
the class should learn the same thing or be offered the same information. As with so many other areas of
learning and teaching, we do the best we can in the circumstances in which we find ourselves.
Finally, it is worth pointing out that learner training and the encouragement of learner autonomy is the
ultimate achievement of differentiation. If we can get individual students to take responsibility for their
own learning, they are acting as autonomous individuals, and differentiation has thus been achieved.
8. Feedback, mistakes and correction

When our students say or write something, we usually respond in some way to what they have done. The
right kind of formative feedback is one of the greatest contributors to student success.
There are many different ways of responding. We can, for example, give the students comments either on
what they have said or written (the content) or on the form (how they said or wrote it). Sometimes we
might respond to what our students say with praise on encouragement. At other times, when a student
makes a mistake, we offer correction.
8.1 Giving supportive feedback
Many classroom exchanges between teachers and students look something like this:
Initiating move Teacher: What did you do yesterday?
Response Student: I saw my brother.
Feedback (follow-up) Teacher: Good.
This typical IRF (initiation-response-feedback) sequence appears to include, at the end, the teacher's
evaluation of what the student has said. Such summative feedback (where the comment is about
something that has happened) is in contrast to formative feedback, where teachers hope that what they
say will help their students to do it better in the future.
Targeted praise is extremely beneficial if delivered in the right way, however, and Wong and Waring
suggest different phrases such as OK and All right delivered with a non-final intonation; these will, perhaps,
have a better effect than the conversation-killing Very good, especially if the teacher makes clear what the
praise is for. But praise is not the only possible feedback.
Indeed, the best kind of teacher follow-up may be those responses which are reactions to the content of
what the students have said and which, perhaps, move the conversation forward. For example, we can
show our students that we have listened with interest to their words, by repeating what they have said, by
commenting or by asking follow-up questions. Perhaps we can reformulate what they have said to
show/check that we have understood them, or we can ask them for clarification. These follow-up moves all
reinforce the dialogue between teacher and students, but asking for clarification goes further because it
forces the students to think more carefully about what they are saying. Wong and Waring describe teacher
follow-up moves like as pursuit questions which give the student an opportunity to support or defend his
or her answer and to display confidence that what he or she has just said is correct or on target.
8.2 Students make mistakes
Julian Edge suggested that we can divide mistakes into three broad categories: 'slips' (that is, mistakes
which the students can correct themselves once the mistake has been pointed out to them), 'errors'
(mistakes which they can't correct themselves - and which, therefore, need explanation) and ‘attempts'
(that is, when a student tries to say something but does not yet know the correct way of saying it). Of
these, it is the category of 'error' that most concerns teachers, though the students' ‘attempts' will tell us a
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lot about their current knowledge – and may well provide chances for opportunistic teaching. Our response
to student mistakes will depend on which kind we think they are making.
L1 'interference'. Many students who learn English as a second language already have deep knowledge of
at least one other language. Where that L1 and the variety of they are learning come into contact with each
other, there are often confusions which provoke errors in a learner's use of English.
Developmental errors. What seems to be happening is that the child starts to 'over-generalise’ a new rule
that has been (subconsciously) learnt, and, as a result, even makes mistakes with things that he or she
seemed to have known before. Later, however, it all gets sorted out as the child begins to have a more
sophisticated understanding, and he or she goes back to saying went and came while, at the same time,
handling regular past tense endings.
Foreign language students make the same kind of developmental errors as well. This accounts for mistakes
like ‘She is more nicer than him’ where the acquisition of more for comparatives is over-generalised and
then mixed up with the rule that the student has learnt that comparative adjectives are formed with an
adjective + -er. Errors of this kind are part of a natural acquisition process.
When second-language learners make this kind of error, therefore, they are demonstrating part of the
natural process of language learning. Such developmental errors are part of the students' interlanguage,
that is, the version of the language which a learner has at any one stage of development, and which is
continually reshaped as he or she aims towards full mastery. Especially when responding to errors, teachers
should be seen as providing feedback and helping that reshaping process, rather than telling students off
because they are wrong.
8.3 Correction decisions
When a student makes a mistake, we, as teachers, have to make a number of decisions. The first of these is
to decide whether the mistake itself needs correcting. If we think it does, our next decision is whether now
is the right time to do it, or whether we should wait till later. Finally, we have to think about who is the best
person to make that correction: the student themselves, the teacher, or maybe even the student's peers
(his or her classmates).
8.3.1 What to correct
Among the many incorrect language features that students can produce are, for example, grammar
mistakes, pronunciation mistakes, vocabulary mistakes, register mistakes or any combination of these.
When this happens we have to decide if it is worth pointing out the mistake, and this will partly depend on
whether we think the student has made an error or a slip. If it is the latter, we hope that just by having us
point out that something has gone wrong, the students may be able to correct themselves.
If our judgement is that the error is more deep-seated, then we have to decide if we want to spend time, at
that moment, explaining something to try to cure the problem. When students make more than one
mistake, we have to decide which of these we want to focus on. It seems sensible to choose the ones that
are either related to the language point the students are supposed to be working on, or that make the
communication unsuccessful.
If we correct every single error that our students make, there may be very little time for anything else!
Furthermore, we want to encourage our students to activate their language, whether in speaking or
writing, and over-correction may well get in the way of this.
8.3.2 When to correct
Many teachers make a distinction between accuracy and fluency. In accuracy work, the focus is on language
forms. This is true for the presentation stages or for controlled language practice.
Fluency work, on the other hand, is taken to mean the stages in a lesson where the students are focusing
more on the content of what they are saying, and where they are doing their best to communicate as
effectively as possible.
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The general assumption is that whereas correction in accuracy is a ‘good thing', interrupting students who
are engaged in communicative activities is less attractive. There are two reasons for this: firstly, it might
interrupt their 'flow', and secondly, the act of communicating in itself helps the language learning process.
A solution is to use ‘offline' correction, that is, working on errors after the activity has finished.
One possible solution is to offer 'gentle’ correction during fluency work. What this means is that we may
help the students to understand what is going wrong or prompt them to say something better, but we will
not treat this as an opportunity for accuracy work (and have the students repeat correct utterances, for
example). Instead, we will use our intervention as a way of helping them communicate better.
8.3.3 Who corrects and who should be corrected?
When students make mistakes, it is often teachers who correct them. However, we are not the only ones
who can do this. In the first place, students are often capable of correcting themselves once a mistake has
been pointed out, although this may depend on whether they have made a slip or an error.
Students can also be corrected by their peers, if and when they are unable to correct themselves.
8.3.4 What to do about correction
Giving feedback and correcting students is not a simple matter. The variables we have discussed (of
mistakes, activity, student personality, etc.) make it a highly sophisticated and personal issue. That is why it
is so important for us to be constantly aware of how effective our correction techniques are, and
how they are received by our students. Of all the elements that make up classroom practice, correction is
perhaps the one that most merits teacher reflection and action research. And because it is so personal, we
may well want to ask the students what they feel about it and what they would like us to do - and to use
this information to inform our teaching behaviour.
8.4 Correcting spoken English
8.4.1 Online (on-the-spot) correction
On-the-spot correction is generally more suited to speaking activities where the focus is on accuracy.
First, we indicate that something isn't quite right. This may be enough to make the student ‘think again' and
self-correct. Such self-correction often has a greater effect on uptake (the student's subsequent ability to
use the language item correctly) than teacher correction.
We can show incorrectness in a variety of ways. For example, we can say Again? when a student makes a
mistake, and accompany this with a quizzical facial expression. The rising intonation we use will indicate,
too, that we are questioning the correctness of what they have said.
We can be more explicit than this and say, That's not quite right. Can you try again?
8.4.2 Offline (after-the-event) correction
If we decide not to intervene with correction during communicative and fluency activities - though we may
still prompt and participate – then we will have to do it afterwards.
One of the problems of giving feedback after the event is that it is easy to forget what students have said.
Most teachers, therefore, write down points they want to refer to later, or other forms of categorisation to
help them do this.
We can also record the students' language performance with audio or video recorders.
Another alternative is to put the students into groups and have each group listen or watch for
something different. We might, for example, want to give an overall assessment of an activity, saying how
well we thought the students did in it, and getting them to tell us what they found easiest or most difficult.
We can put some of the mistakes we have recorded up on the board and ask the students first if they can
recognise the problem, and then whether they can put it right. In such cases, it is not generally a good idea
to say who made the mistakes since this may expose the students in front of their classmates. Indeed, we
will probably want to concentrate most on those mistakes which were made by more than one person.
The purpose of 'after-the-event' correction is, of course, for the students to improve in the future, and
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common error lists, for example, are designed so that the students think about them (in order to avoid
them) when they next speak.
8.5 Giving feedback for writing
We have to decide whether to give feedback on the content of what our students have written or whether
it is the form of what they have written that should occupy our interest.
In the end, it may depend on whether we are giving feedback on a finished product – in which case, our
feedback may be summative – or as part of a writing process – in which case, it may be formative (designed
to help the students to do better in the future).
8.5. Giving feedback in process writing
If our intention during the writing process is to help the students to produce, ultimately, a better final
product, then we may want to think of what we are doing as responding or prompting rather than
correcting. How can this best be done?
Process writing involves the students drafting and editing the writing they do - rather than going straight
for a final product in one writing activity. Although not without its problems, getting students involved in
the writing process has the best chance of making them better writers in English.
It might be a good idea to experiment by using content-based feedback, and at other times directing our
responses toward the students’ accurate language use.
When we intervene in the students' writing process, our principal task (whether we focus on form or
content) is to respond to what the different in both tone and manner from offering correction on a finished
written 'product', students are trying to say and offer them suggestions about how to say it better.
8.5.2 Using correction symbols
One of the most popular ways of correcting written work (when it is submitted on paper) is the use of
correction codes to indicate that the students have made mistakes. These codes can be written into the
body of the text itself or in the margin. Different teachers use different symbols.
Using correction codes and symbols may not always be effective, however. If students are to benefit from
the use of correction symbols, they first need to know what we mean so that they can do something about
it. This involves training them to understand the process.
Once our students have had a good chance to get to know how to use correction symbols, we can start to
use them when looking at their work. Finally, symbols do not always have to flag up mistakes. Teachers use
ticks, smiley faces and other approving' marks to indicate that the students have written well. Such positive
feedback is always welcome; however, our students need to know exactly what is being referred to, and
also to believe that they deserve it.
8.5.3 Alternatives to correction symbols
There are other ways of giving feedback to students when they submit written work, apart from using
correction symbols, many of which require less training or metalinguistic knowledge on the part of the
students.
One possibility is to leave comments on a student's work, either at the end of the piece or in the margin.
When work is submitted online, we can use annotation software to put comments at the side of a
document or, sometimes, insert them in the text using a different colour. Such comments may offer praise
and criticism or sometimes reformulated rewrites. However, a problem for teachers sitting at home, for
example, and reading a student's work, is to know what the student was actually trying to say.
We frequently find ourselves having to guess what the student was trying to say and then having to base
our corrections on those guesses. But if we haven't guessed correctly, then our corrections won't have the
desired effect.
The ideal situation, of course, is to be able to sit down with the student in individual conference and go
through his or her work face to face. In that way we can ask our point out mistakes, offer correct forms,
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suggest improvements and discuss the content. Although this is time consuming, it is sometimes possible if
we can find other things for the rest of the class to do while we are offering this kind of tutorial service.
8.5.4 Letting the students in
Students can self-correct, and this is extremely powerful. We can also encourage our students to self-
monitor by getting them to write a checklist of things to look out for when they evaluate their own work
during the drafting process. Icy Lee (2010) suggests that teachers and students together should decide on
the criteria that should be used for writing correction. These criteria can then be turned into descriptive
statements (or rubrics) to be used on a feedback form.
Whatever we do, however, it is extremely important that our students should know, before they write,
what kind of feedback they are to be given. Without such knowledge, they have no way of knowing how
they should write.
We can also suggest that students give feedback to each other. Such peer review has an extremely positive
effect on class cohesion. It encourages the students to monitor each other and, as a result, helps them to
become better at self-monitoring, James Muncie suggested a further advantage, namely that whereas
students see teacher comments as coming from an expert, as a result of which they feel obliged to do what
is suggested even when we are only making suggestions, they are much more likely to be provoked into
thinking about what they writing if the feedback comes from one of their peers.
8.5.5 What happens next
Written feedback is designed not just to give an assessment of the students' work, but also to help and
teach. We give feedback because we want to affect our students' language use in the future as well as to
comment upon its use in the past. This is the formative assessment we mentioned briefly at the beginning
of this chapter. When we respond to first and second written drafts of a written assignment, therefore, we
expect a new version to be produced which will show how the students have responded to our comments.
In this way, feedback is part of a learning process, and is most assuredly not a waste of time. Our reason for
using codes and symbols is the same: if our students can identify the mistakes they have made, they are
then in a position to correct them. The feedback process is only really finished once they have made these
changes. And if the students consult grammar books or dictionaries as a way of resolving some of the
mistakes we have signalled for them, the feedback we have given has had a positive outcome.
When setting writing tasks, then, we should not only think about how long it will take us to mark them, but
also how much time we will need to give the students to rewrite what is necessary.
8.5.6 Burning the midnight oil
For students, the sight of their work covered in corrections can cause great anxiety. For teachers, marking
and correcting take up an enormous amount of time. The situation is the same today, whether we correct
on paper or online. Both teachers and students deserve a break from this drudgery.
There are a number of ways of improving the situation. These include:
Selective marking. We do not always need to mark everything. If we do, it takes a great deal of time and
can be extremely demotivating. It is often far more effective to tell the students that for their next piece of
work we will be focusing specifically on spelling, or specifically on paragraph organisation, or on verb
tenses, for example. We will have less to correct, the students will have fewer red marks to contend with,
and while they are preparing their work, they will give extra special attention to the area we have
identified.
Don't mark all the papers. Teachers may decide only to mark some of the scripts they are given - as a
sample of what the class has done as a whole. They can then use what they find there for post-task
teaching with the whole class. If we do this, we have to make sure that over a period of time everyone's
work has its turn 'in the spotlight'.
Involve the students. Teachers can correct some of the scripts and students can look at some of the others.
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Peer correction has extremely beneficial results.
If we allow our students to help decide what writing tasks they have to do, they are likely to enjoy their
writing more, and there is a strong possibility that we will enjoy grading their work more, too. We can offer
them alternative possibilities, such as writing a letter, an article, a blogpost or a speech, or we can get them
to suggest what they themselves think would be useful and appropriate.
9. Managing for success

Behaviour breakdown – or just a lack of general discipline - is a topic that concerns most educators. Poor
student discipline can take many forms; overt behaviour, such as shouting, asking to leave the room,
muttering rude remarks, chewing gum, fighting others in class, questioning the teacher's competence, and
covert behaviour, such as not paying attention, arriving late, talking instead of writing, clicking pens and
dropping things, sighing noisily, leaning back or riding on chairs, etc
9.1 Why problems occur
When students come to class, they bring with them their own personalities and their own learning
expectations. Their behaviour will also be influenced by their current circumstances and by what happens
in the lessons. There is always, as well, the possibility of interpersonal tensions between students and
between students and their teacher.
Students' personalities are closely bound up with their levels of self-esteem. Self-esteem is influenced by a
large number of factors. At the most basic level, it is very difficult to feel good about ourselves if we are not
safe, or do not have food to eat or warmth or shelter. But once we have all those, we can still be both
positively and negatively influenced by the people around us and by the experiences we have.
The family. Students' experiences in their families have a profound influence on their attitudes to learning
and to authority. Sometimes, indiscipline can be traced back to a difficult home situation. Sometimes,
home attitudes to English, to learning in general, or even to teachers themselves can pre-dispose students
to behave problematically.
Learning experiences and expectations. Previous learning experiences of all kinds affect students'
behaviour. Their expectations of what will happen can be coloured by unpleasant memories of unhappy
classroom experiences, and their behaviour can sometimes be the result of what they were previously
allowed to get away with.
Students' learning expectations are also powerfully affected by the learning culture they are operating in.
Approval. A student's self-esteem may result partly from the way the teacher behaves. Children seem to
thrive on teacher approval and they are not alone. Where that approval is lacking, their incentive to behave
well- that is to comply with the norms of the group - is often compromised.
Students also look for approval from their peers.
What the teacher does. A lot will depend on how we, as teachers, behave in class.
If the students see the teacher as unprepared and uncertain about what to do in their lessons, and if they
are not given interesting things to do, they are likely to lose interest. If they lose interest, their incentive to
maintain their level of concentration is lessened, and if that happens, they are more likely to become
disconnected from what is going on. That is when problem behaviour often manifests itself. If teachers
arrive at the classroom door without a clear idea of what they are going to do, the chances of things going
wrong are greatly increased. A good plan is likely to result in better, more engaged behaviour than a
chaotic one.
If they see us as decisive, effective and fair, they will be far less likely to be disruptive in the future, and the
chances of their learning successfully are enhanced.
Success and failure. Success is a powerful agent for the sustaining of a student's motivation. If they achieve
identifiable goals, our students are likely to remain engaged with what is going on. Part of a teacher's job is
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to make sure that the students recognise their achievements, however small those achievements actually
are. If students do not see any evidence of their own success, but are presented constantly with failure,
then their incentive to behave within the limits set by the teacher and the group is greatly reduced.
External factors. Students can be tired. The classroom is sometimes too hot, too cold or too noisy. Many
students find themselves learning in large classes and rooms too cramped and with insufficient materials.
By being conscious of external factors, we can decide how to act - whether to use activities that stir
(demand high energy) or settle (calm down) our students.
9.2 Creating successful classrooms
9.2.1 Behaviour norms
School and classroom groups have their own norms of behaviour. Some of these are stated explicitly by a
school. Some are laid down by the school and the teacher; some seem to spring up from within the group
itself.
If classes behave according to norms which have been laid down or picked up – or informally arrived at -
then it makes sense for teachers to become personally involved in the teacher to say what behaviour is or is
not permissible. Whether or not the students agree with these rules, they are obliged to obey them.
However, these rules (or norms of behaviour) will always be the teacher's rules rather than the students'.
None of the members of the class (except for the teacher) has had any agency in their creation. They have
no ownership of these norms, but are expected to acquiesce in them.
It is worth thinking about how we can get the students' active There are three things we need to bear in
agreement with such norms; for if we do so, they are far more likely to adhere to them rather than feel
they have been coerced into obedience.
Norms need to be explicitly discussed. We need to discuss the rules with a class, explaining what they mean
and why they are there. We might give the students a handout describing the kind of behaviour we expect
from them. Perhaps we can have a poster or wallchart which lists the rules so that we can refer to it
whenever necessary.
Norms can be jointly negotiated. If we really want our students to 'buy into' a set of rules or norms of
behaviour, we will go further than just explaining them. We will actively negotiate what should go into our
list with our students by creating a jointly agreed code of conduct. The code (a kind of contract between
teacher and students) could include details about classroom behaviour, discuss how often homework is
expected, or establish norms of learner autonomy.
When a teacher and students have divergent views about what is acceptable and what is not, we should
take the students' opinions into account and try to work with them. However, ultimately we will have to be
firm about what we are prepared to accept.
We can say to the students that since they agreed to the code, they themselves have responsibility for
maintaining it.
Norms need to be reviewed and revisited. Just because we have discussed a code of conduct at the
beginning of a term or semester, it does not mean that our job is done. When the students step outside the
norms of behaviour, we need to be able to remind them of what we agreed on. This will be made much
easier if there is a copy of the code (say on a poster or wallchart) which we can refer to.
When the class starts behaving in ways that are not especially appropriate, we will discuss the situation
with them and get their agreement to come up with new norms to cover this new situation.
9.2.2 Teaching for success
The rapport we establish with our students is crucial to effective teaching and learning. Without good
rapport, creating an appropriate group atmosphere and identity is extremely difficult. But there are other
things, too, which we can do to ensure a positive class atmosphere.
Be consistent. When and if we have established a code of conduct, we need to follow it consistently so that
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the students know what to expect and what is expected.
Establish routines and procedures. Students take great comfort from procedures they understand and
routines they become accustomed to.
Know what we do and what we are going to do. We need to show our students that we know what we are
doing, and part of this involves the students recognizing that we have come to class with a clear idea of
what the lesson will be like – that we have given the lesson some forethought.
Plan for engagement. Students who are interested and enthusiastic do not generally exhibit problem
behaviour. When we plan our classes, therefore, we need to think how we can engage the students in a
reading or listening text before starting detailed work on it: we need to do our best to introduce topics that
are relevant to our students' experience.
Prioritise success. One of our most important tasks is to try to make our students successful. If things are
too difficult, students become demoralised. What we will try to aim for, instead, are tasks, than-average
chance of success. Getting the level of challenge right is a major factor in activities and goals which
challenge individual students but at which they can have a better-effective classrooms.
Treat everyone equally. In any dealings with members of the class, the class has to see that we treat
everyone in exactly the same way, irrespective of who they are. We should not show obvious favouritism or
appear to hold a grudge against particular students. Everyone should be included in what we do; no one
should be left out.
9.3 Dealing with problems
Despite all our best efforts to create successful learning environments, things sometimes get out of hand
and students start behaving in inappropriate ways or challenging the teacher. The way we react in such
situations will not only determine how serious the event becomes, but will also influence the attitude of
the whole class in terms of their future adherence to the group norms to which they have agreed.
Act immediately. It is vital to act immediately when there is a problem, since the longer any type of
behaviour is left unchecked, the more difficult it is to deal with. Indeed, unchecked behaviour may get
steadily worse so that where it could have been deflected if it had been dealt with immediately, now it is
almost impossible to deal with. Immediate action sometimes means no more than 'wordless interventions'.
Keep calm. In many students' eyes, teachers who have to shout to assert their authority appear to be losing
control. Teacher shouting raises the overall level of noise in the classroom, too. And if students see that we
are flustered, we may already have begun to lose control.
Get close. One way of lowering the temperature is for the teacher to approach the student so that they are
close. But this does not necessarily mean standing over them in a threatening way or having a kind of face-
to-face staring match. It is probably better to sit down next to them, if we can, or kneel down so that we
are at their level.
Talk in private. Even better than getting close in the classroom is discussing a student's behaviour in private
and talking about how to improve it. This is not always possible, of course, but disciplining a student in
front of his or her classmates will not help that student's self-esteem at all. Ideally, we will try to deal with
problem behaviour with the student after the class, or at least privately in a one-to-one situation, perhaps
at the teacher's desk. If, however, we have to deal with the situation in front of the whole class, the more
private we can keep it – by speaking quietly and approaching the student - the better.
Focus on the behaviour, not the student. We should take care not to humiliate an uncooperative student. It
is the behaviour that matters, not the student's character. Though it may sometimes be tempting to make
aggressive or deprecatory remarks, or to compare the student adversely to other people, such reactions
are almost certainly counter-productive: not only are they likely to foster hostility on the part of the
student and/or damage their self-esteem, they may also be ineffective in managing the situation.
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Take things forwards - or sideways Where a simple look or brief comment is not sufficient, we need to think
carefully about how we respond. It is always better to be positive rather than negative. It is usually more
effective for a teacher to say Let's do this, rather than Don't do that. Our objective will be to move on to the
next stage of an activity or to get a new response, rather than focusing on the old one. In extreme cases,
we may decide to change the activity altogether in order to take the steam out of the situation and allow
the students to refocus.
Use clearly agreed sanctions. The students need to know what the penalties are for bad behaviour. They
need to be aware that if X happens, Y will follow.
Use the class. When things are getting badly out of hand we can get the class to discuss the situation and
reach some consensus about what to do next. We can use the inappropriate behaviour to renegotiate the
class code of conduct or we can, perhaps, have them role-play similar situations, or come up with 'good
teacher/bad teacher' responses as part of an amusing awareness-raising activity. Use colleagues and the
institution It is no shame to have disruptive students in our classrooms. It happens to everyone. So when
there's a problem, we should try to work out exactly what it is and why it is happening and then consult our
colleagues, asking them for guidance. When the problem is threatening to get beyond our control (for
example, a pattern of disruption which continues for a series of lessons), we would be well-advised to
talk to coordinators, directors of studies and/or principals. They should all have considerable experience
of the kind of problems being faced and will be in a position to offer the benefit of their expertise. We
should also add that in the case of young learners and teenagers, getting in touch with parents and carers
and involving them in discussions of what to do can be incredibly productive since such exchanges not only
help us to understand what is going on, but also help the student to work with the family to change their
behaviour.
10. Seating and grouping students

There is no real limit to the way in which teachers can group students in a classroom, though certain
factors, such as overcrowding, fixed furniture and entrenched student attitudes may make things
problematic.
10.1 Whole-class teaching
When people think of teaching and learning, they frequently conjure up a picture of students sitting in rows
listening to a teacher who stands in front of them. For many, this is what teaching means, and it is still the
most common teacher-student interaction in many cultures. Though it has many limitations, whole-class
grouping like this has both practical advantages and disadvantages.
Advantages of whole-class grouping
• It reinforces a sense of belonging among the group members, something which we as teachers
need to foster. It is much easier for mstudents to share an emotion such as happiness or
amusement in a whole-class setting.
This kind of ‘pulling together' will be greatly enhanced by 'class-centred teachers', who help to
create a higher proportion of classes that function in a cohesive manner.
• It is suitable for activities where the teacher is acting as a controller. It is especially good for giving
explanations and instructions, where smaller groups would mean having to do these things more
than once. It is an ideal way of showing material, whether in pictures, texts, audio or video. It is also
more cost-efficient, both in terms of material production and organisation, than other groupings
can be.
• It allows teachers to ‘gauge the mood' of the class in general (rather than on an individual basis); it
is a good way for us to get a general understanding of student progress.
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• It is the preferred class style in many educational settings where students and teachers feel secure
when the whole class is working in lockstep, and under the direct authority of the teacher.
Disadvantages of whole-class grouping
• It favours the group rather than the individual.
• Many students are disinclined to participate in front of the whole class since to do so brings with it
the risk of public failure.
• It may not encourage students to take responsibility for their own learning.
• It is not the best way to organise communicative language teaching. Communication between
individuals is more difficult in a of 30 or 40 (or more) than it is in groups of four or five. In smaller
groups it is easier to share material, speak quietly and less formally, and make good eye contact.
10.1.1 Seating whole-group classes
There are many different ways of seating classes when they are working as a whole group. One of the most
common is to have the students seated in
orderly rows (see Figure 1) whether these
are straight - as in the picture - or curved.
There are considerable advantages to
orderly-row seating. The teacher has a clear
view of all the students and the students
can all see the teacher. Lecturing is easier
with such a seating arrangement as it
enables the teacher to maintain eye contact
with the people he or she is talking to.
Orderly rows allow the teacher to work
with the whole class. Some activities are
especially suited to this kind of
organisation, such as explaining a
grammar point, watching a video DVD
or a PowerPoint (or other computer-
based) presentation, or using the
board. It is also are focused on a task
at the same time, the whole class gets
the same messages. It is often useful
when the students are involved in
certain kinds of language practice. If all
the students easier to create a good whole-
class dynamic when the students are sitting as
one group - rather than many - in orderly rows.
Two other common seating arrangements are
circles and horseshoes (see Figure 2). These are
especially appropriate for smaller groups (i.e.
fewer than 20 students). In a horseshoe, the
teacher will probably be at the open end of the
arrangement since that may well be where the
board, overhead projector and/or computer
are situated. In a circle, the teacher's position - where the board is situated - is less dominating.
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Classes which are arranged in a circle make quite a strong statement about what the teacher and the
students believe in. With all the people in the room sitting in this arrangement, there is a far greater feeling
of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe
shape, where the teacher is often located in a commanding position but, even here, the rigidity that comes
with orderly rows, for example, is lessened.
With horseshoe and circle seating, the classroom is a more intimate place and the potential for the
students to share feelings and information through talking, eye contact or expressive body movements is
far greater than when they are sitting in rows, one behind the other.
In some classrooms, the students sit in groups at separate tables (see Figure 3), whether they are working
as a whole class, in groups or in pairs. In such classrooms, you might see the teacher walking around
checking the students' work and helping out if they are having difficulties - prompting the students at this
table, or explaining something to the students at that table in the corner.
A huge advantage of separate tables is that groupwork is easy to arrange. Indeed, such an arrangement
means that groupwork is likely to be far more common than with other kinds of seating. Separate table
seating is especially useful in mixed-ability classes, where different groups of students can benefit from
concentrating on different tasks.
Separate tables are more difficult to teach to' in whole group activities, depending of course, on the size of
the room and the group. It is also important to bear in mind that the students may not want to be stuck
with the same three or four students for ever.
Frequently, we may want to change student seating during a lesson groups, or from rows to circles, etc.
10.2 Students on their own
At the opposite end of the spectrum from whole-class grouping is the idea of students on their own,
working in a pattern of individualised learning. This can range from students doing exercises on their own in
class, to situations in which teachers are able to spend time working with individual students, or when the
students take charge of their own learning in self-access centres or other out-of-class environments. Such
individualised learning is a vital step in the development of learner autonomy.
If we wish our students to work on their own in class, we can, for example, allow them to read privately and
then answer questions individually; we can ask them to complete worksheets or do writing tasks by
themselves. We can give them worksheets with several different tasks and allow individuals to make their
own decisions about which tasks to do. We can hand out different worksheets to different individuals,
depending on their tastes and abilities. We can allow our students to research on their own or even choose
what they want to read or listen to - especially where this concerns extensive reading.
Advantages of individualised learning
• It allows teachers to respond to individual student differences in terms of pace of learning, learning
styles and preferences.
• It is likely to be less stressful for the students than performing in a whole-class setting or talking in
pairs or groups.
• It can develop learner autonomy and promote skills of self-reliance and investigation over teacher-
dependence.
• It can be a way of restoring peace and tranquility to a noisy and chaotic situation.
Disadvantages of individualised learning
• It does not help a class develop a sense of belonging. It does not encourage co-operation in which
the students may be able to help and motivate each other.
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• When combined with giving individual students different tasks, it means a great deal more thought
and materials preparation than whole class teaching involves. When we work with individual
students as a tutor or resource, it takes much more time than interacting with the whole class.
10.3 Pairs and groups
There are all kinds of reasons why teachers ask students to work in pairs and groups. Partly, it is because it
maximises student talking time (STT) and minimises the danger that teacher talking time (TTT) will
dominate. Apart from increased opportunities for practice, pairwork and groupwork help to create class
rapport and encourage cooperation. Learners have a chance to be more autonomous than in whole-class
groupings.
10.3.1 Pairwork
In pairwork, the students can practise language together, study a text, research language or take part in
information-gap activities. They can write dialogues, predict the content of reading texts or compare notes
on what they have listened to or seen.
Advantages of pairwork
• It dramatically increases the amount of speaking time any one student gets in the class.
• It allows the students to work and interact independently without the necessary guidance of the
teacher, thus promoting learner independence.
• It allows teachers time to work with one or two pairs while the other students continue working.
• It recognises the old maxim that 'two heads are better than one', and, in promoting cooperation,
helps the classroom to become a more relaxed and friendly place. If we get our students to make
decisions in pairs, we allow them to share responsibility, rather than having to bear the whole
weight themselves.
• It is relatively quick and easy to organise.
Disadvantages of pairwork
• Pairwork is frequently very noisy and some teachers and students dislike this.
• Students working in pairs can often veer away from the point of an exercise, talking about
something else completely, often in their first language.
• It is not always popular with students, many of whom feel they would rather relate to the teacher
as individuals than interact with another learner who may be just as linguistically weak as they are.
• The actual choice of paired partner can be problematic, especially if students frequently find
themselves working with someone they are not keen on.
10.3.2 Groupwork
We can put our students in larger groups, too, since this will allow them to do a range of tasks for which
pairwork is not sufficient or appropriate. Thus, the students can write a discuss an issue and come to a
group decision.
In general, it is possible to say that small groups of around five students - but perhaps no fewer - provoke
greater involvement and participation than larger groups.
Advantages of groupwork
• Like pairwork, it dramatically increases the talking opportunities for individual students.
• Unlike pairwork, because there are more than two people in the group, personal relationships are
usually less problematic; there is also a greater chance of different opinions and varied
contributions than in pairwork.
• It encourages broader skills of cooperation and negotiation than pairwork, and yet is more private
than working in front of the whole class.
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• It promotes learner autonomy by allowing the students to make their own decisions in the group
without being told what to do by the teacher.
• Although we do not wish any individuals in groups to be completely passive, students can,
nevertheless, choose their level of participation more readily than in a whole-class or pairwork
situation.
Disadvantages of groupwork
• It is likely to be noisy (though not necessarily as loud as pairwork can be).
• Not all students enjoy it since they would prefer to be the focus of the teacher's attention rather
than working with their peers. Sometimes, students find themselves in uncongenial groups and
wish they could be somewhere else.
• Individuals may fall into group roles that become fossilised, so that some are passive whereas
others may dominate.
• Groups can take longer to organise than pairs; beginning and ending groupwork activities,
especially where people move around the class, can take time and can be chaotic.
10.3.3 Ringing the changes
Deciding when to put the students in groups or pairs, when to teach the whole class or when to let
individuals get on with it on their own will depend upon a number of factors:
The task. If we want to give the students a quick chance to think about an issue which we will be focusing
on later, we may put them in buzz groups, where they have a chance to discuss or 'buzz' the topic amongst
themselves before working with it in a whole-class grouping. However, small groups will be inappropriate
for many explanations and demonstrations, where working with the class as a whole will be more
appropriate.
Variety in a sequence. A lot depends on how the activity fits into the lesson sequences we have been
following and are likely to follow next. If much of our recent teaching has involved whole-class grouping,
there may be a pressing need for pairwork or groupwork.
The mood. Crucial to our decision about what groupings to use is the mood of our students. Changing the
grouping of a class can be a good way to change its mood when required. If the students are becoming
restless with a whole-class activity - and if they appear to have little to say or contribute in such a setting -
we can put them in groups to give them a chance to re-engage with the lesson. If, on the other hand,
groups appear to be losing their way or not working constructively, we can call the class back as a whole
group and redefine the task, discuss problems that different groups have encountered or change the
activity.
10.4. Organising pairwork and groupwork
10.4.1 Making it work
Because some students are unused to working in pairs and groups, or because they may have mixed
feelings about working with a partner or about not having the teacher's attention at all times, it may be
necessary to invest some time in discussion of learning routines. Just as we may want to create a joint code
of conduct, so we can come to an about when and how to use different student groupings.
One way to discuss pairwork or groupwork is to do a group activity with the students then, when it is over,
ask them to write or say how they felt about it. Alternatively, we can initiate a discussion about different
groupings as a prelude to the use of groupwork and pairwork. We can also ask them to list their favourite
activities and compare these lists with their classmates. We can give them statements about pairwork and
groupwork that they have to agree or disagree with, or have them complete a questionnaire on the subject.
When we know how our students feel about pairwork and groupwork, we can then decide as with all action
research, what changes of method, if any, we need to make.
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We might decide that we need to spend more time explaining what we are doing; we might concentrate on
choosing better tasks, or we might even, in extreme cases, decide to use pairwork and groupwork less
often if our students object strongly to them.
10.4.2 Creating pairs and groups
Once we have decided to have the students working in pairs or groups, we need to consider how we are
going to put them into those pairs and groups - that is, who is going to work with whom. We can base such
decisions on any one of the following principles:
The students choose. A key consideration when putting students in pairs or groups is to make sure that we
put friends with friends, rather than risking the possibility of people working with others whom they find
difficult or unpleasant. Through observation, therefore we can see which students get on with which of
their classmates and make use of this observation later. The problem, of course, is that our observations
may not always be accurate, and friendships can change over time.
Perhaps, then, we should leave it to the students, and ask them to get into pairs or groups with whoever
they want to work with. However, letting the students choose in this way can be very chaotic and may
exclude less popular students altogether so that they find themselves on their own when the pairs or
groups are formed.
Grouping by ability. We can create groups where all the students are at the same level. This kind of
streaming gives us the opportunity to go to a group of weaker students and give them the special help they
need, but which stronger students might find irksome. It also allows us to give different tasks to different
groups, with the stronger students having more challenging tasks to perform. However, some of the value
of cooperative work - all students helping each other regardless of level - may be lost.
Successful differentiation through grouping occurs when we put individual students together for individual
activities and tasks, and the composition of those groups changes, depending on the tasks we have chosen.
An alternative is to create groups with a mix of weaker and stronger learners. In such groups, the more able
students can help their less fluent or less knowledgeable colleagues. The process of helping will result in
the strong students themselves being able to understand more about the language; the weaker students
will benefit from the help they get.
Chance. We can also group students by ‘chance' - that is, for no special reasons of friendship, ability or level
of participation. This is by far the easiest way of doing things since it demands little pre-planning, and, by its
very arbitrariness, stresses the cooperative nature of working together.
A problem can occur, though, with students who always sit in the same place since it means that they will
always be in the same pairs or groups. This could give rise to boredom over a prolonged period.
The task. Sometimes, the task may determine who works with whom. For example, if we want students
from different countries in a multilingual group) to compare cultural practices, we will try to ensure that
students from the same country do not work together (since that would defeat the object of the exercise).
If the task is about people who are interested in particular leisure activities (sport, music, etc.), that might
determine who works with whom.
Changing groups. Just because we put students in groups at the beginning of an activity does not mean that
they have to stay in these same groups until the end. The group may change while an activity continues. For
example, the students might start by listing vocabulary and then discuss it first in pairs, who then join
together to make groups of four who then join together in groups of eight - or even sixteen. A longer
sequence may start with the teacher and the whole class before moving between pairwork, individual work
and groupwork until it returns back to the whole-class grouping.
Think-pair-share. Think-pair-share is a way of moving from individual (silent) thought to pairwork, where
individuals share their thoughts, before finally, the pairs share their conclusions with the whole class
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Gender and status. We need to remember that in some contexts, it may not be appropriate to have men
and women working together. Similarly, when grouping students, we may want to bear in mind the status
of the individuals in their lives outside the classroom. This is especially true in business English groups
where different tiers of management, for example, are represented in the group. We will need, in both
these scenarios, to make ourselves aware of what is the norm so that we can then make informed decisions
about how to proceed.
10.4.3 Procedures for pairwork and groupwork
Our role in pairwork and groupwork does not end when we have decided which students should work
together, of course. We have other matters to address, too, not only before the activity starts, but also
during and after it.
Before. When we want our students to work together in pairs or groups, we will try to ensure that they feel
enthusiastic about what they are going to do. They need to be very clear about the procedures we want
them to follow, and they need to be given an idea of when they will have finished the task.
The success of a pairwork or groupwork task is often helped by giving the students a time when the activity
should finish - and then sticking to it. This helps to give them a clear framework to work within.
The important thing about instructions is that the students should understand and agree on what the task
is. To check that they do, we may ask them to repeat the instructions, or, in monolingual classes, to
translate them into their first language.
During. While our students are working in pairs or groups, we have a number of options. We could, for
instance, stand at the front or the side of the class (or at the back or anywhere else) and keep an eye on
what is happening, noting who appears to be stuck, disengaged or about to finish. In this position, we can
tune in to a particular pair or group from some distance away. We can then decide whether to go over and
help them.
After. When pairs and groups stop working together, we need to organise feedback because, perhaps, the
task is not the main purpose; what is important is the debriefing afterwards. We want to let them discuss
what occurred during the groupwork session and, where necessary, add our own assessments and
make corrections.
Where pairwork or groupwork has formed part of a practice session, our feedback may take the form of
having a few pairs or groups quickly demonstrate the language they have been using. We can then correct
it, if and when necessary, and this procedure will give both those students and the rest of the class good
information for future learning and action. Where pairs or groups have been working on a task with definite
right or wrong answers, we need to ensure that they have completed it successfully. Where they have been
discussing an issue or predicting the content of a reading text, we will encourage them to talk about their
conclusions with us and the rest of the class. By comparing different solutions, ideas and problems,
everyone gets a greater understanding of the topic. We may also want to ask the students to reflect on the
ways they worked and arrived at their final decisions.
10.4.4 Troubleshooting
When monitor pairs and groups during a groupwork activity, we are seeing how well they are doing and
deciding whether or not to go over and intervene. But we are also keeping our eyes open for problems
which we can resolve either on the spot or in future.
Finishing first. A problem that frequently occurs when students are working in pairs or groups is that some
of them finish earlier than others and/or show clearly that they have had enough of the activity and want
to do something else. We need to be ready for this and have some way of dealing with the situation. Saying
to them OK, you can relax for a bit while the others finish may be appropriate for tired students, but can
make other students feel that they are being ignored.
When we see the first pairs or groups finish the task, we might stop the activity for the whole class. That
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removes the problem of boredom, but it may be very demotivating for the students who haven't yet
finished, especially when they are nearly there and have invested some considerable effort in the
procedure.
One way of avoiding the problems we have mentioned here is to have a series of challenging task-related
extensions for early finishers so that when a group finishes first, we can give them an activity to complete
while they are waiting. When planning groupwork, it is a good idea for teachers to make a list of task-
related extensions and other spare activities that first-finishing groups and pairs can be involved in.
Awkward groups. When students are working in pairs or groups, we need to observe how well they interact
together. Even where we have made our best judgements - based on friendship or streaming, for example -
it is possible that apparently satisfactory combinations of students are not, in fact, ideal.
In such situations, we may need to change the pairs or groups. We can separate best friends for pairwork;
we can put all the high-status figures in one group so that the students in the other groups do not have to
defer to them. We can stream groups or reorganise them in other ways so that all group members gain the
most from the activity.
If we do not change the group, we can try to ensure maximum participation from each of its members by
giving different roles to each person, such as chairman/woman, recorder (who writes down what is
happening), language monitor, agent provocateur (who argues for more), etc.
11. Technology for learning

11.1What is on offer?
There is almost no end to the equipment that teachers and students can use in the classroom.
Boards. Perhaps the most common feature of any classroom is the board. Blackboards (which are
sometimes green) are used in combination with chalk, while we use marker pens to write on the shiny
surface of whiteboards. We use similar pens, too, to write on flipcharts, with their large tear-off pieces of
paper.
Interactive whiteboards (IWBS) - sometimes called smartboards - have changed things considerably since
their introduction some years ago. They can be written on with special interactive pens or, in some models,
merely with the fingers. They can be connected to the internet or have software (such as coursebook
material) embedded in the (computer) device to which they are attached. As a result, they can, amongst
other things, show imported/included pictures and photographs; they can broadcast video and audio
material: things that have been written on the board can be saved digitally; and pictures, diagrams and text
can be dragged around the board with fingers or the interactive pens.
Projection. A common projection solution for many teachers and learners is to have a stand-alone projector
which can be connected to a computer or mobile device, such as a tablet computer. In this way, anything
that is seen on any of those devices (documents, pictures, videos, etc.) can be projected onto a wall or a
screen.
Audio devices. Most audio material is, nowadays, broadcast from computers, from mobile devices including
MP3 players, or from IWBs - where audioscript extracts can, for example, be highlighted so that only part of
the audio is played. Some teachers still use CD players, though these are less convenient and less easy to
manipulate.
Mobile devices. Teachers and students are increasingly making use of the mobile devices that so many of us
use in our ordinary lives outside the classroom. Thus, mobile phones and tablet computers can be
harnessed for teaching and learning purposes - whether the students are doing exercises, watching or
listening to things, communicating with each other or playing games. The main advantage of these devices
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is that many students already have them (which is why we can ask them to bring their own devices), and
that they can, as their name suggests, be carried around.
Cards, dice, rods and puppets. Classroom teachers have always used smaller teaching and learning aids to
help students study languages. For example, flashcards (with words or pictures on them) can be held up for
the students to see. There will always be a place for ‘realia' (actual objects, such as fruit - real or plastic –
keys, watches, or even stones!) in class. For many students, especially in the early stages of learning, the
sight of real things is immensely reassuring.
Dice are often used in games, and some teachers use Cuisenaire rods (small pieces of wood of different
lengths and colours) to show things such as sentence order or sentence and word stress. Cuisenaire rods
are often used in conjunction with Silent Way teaching.
Teachers of young learners often use puppets for dialogues, and to help their students develop empathy
and explore issues. Children often find it easier to express themselves if they are talking to (or pretending
to be) puppets.
11.1.1 Internet connectivity
When classrooms (and students) have internet connectivity, many exciting possibilities are opened up,
whether the equipment being used is a central computer (perhaps linked to an IWB), a number of different
computer terminals, or the mobile devices which the students have brought to their lessons.
Video communication. Platforms like Skype, FaceTime or Adobe Connect, for example, allow people to
communicate while seeing each other in real time. This can be extremely useful for student-to-student
communication, but also (and perhaps even more productively) for individual coaching between a teacher
and a student.
Apps and websites. There is a wide variety of apps available for smartphones and other mobile devices,
some of which have been designed specially for language learning. However, many non-language teaching
apps can also be used for learning.
There are countless language practice websites, and many language courses have special sites, such as
electronic homework sites, where the students can do practice activities and take tests related to the
coursebook they are using - and where the teachers can track their students' progress without having to do
a great deal of marking because the software does it for them.
Virtual worlds. Some educational institutions have held lessons in virtual worlds such as Second Life. In such
worlds, the students are represented by avatars, who can move, speak and interact with other students'
avatars.
Gaming. Although not designed for language learning, gaming is now taken seriously by educators. In the
world outside the classroom, many people worry about the long hours that young people spend at their
screens and game consoles, often, it appears, to the detriment of their social interactions. Some educators
are convinced that, on the contrary, gaming is very good for learning. This is because it is goal-oriented and
people learn as they progress through a game's different stages - being rewarded as they do so; because it
includes aspects of repetition, but demands flashes of creativity; and because it develops cumulative
knowledge.
Data analytics and adaptive learning. In the marketing world, digital software allows systems to track an
individual's progress and preference - what they buy, where they go, and how long they spend there. This
data is what corporations use to try to ensure that they target people with advertisements which match
individual preferences and lifestyles.
In exactly the same way, computers can measure when a language student does an exercise or task online,
how long it takes them, how often they repeat it and what they find most difficult (or easy). That way the
program they are using can decide what they should do next, tailoring everything to that individual
student's needs. Welcome to the world of 'adaptive learning'.
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11.2 Technology issues
Because all classroom equipment and technology costs money - and takes time to use (and to learn how to
use) - we need to be clear about some of the issues that surround the adoption of anything new, so that we
can come to sensible conclusions about whether or not to adopt it, and how to incorporate it into our
teaching if we do.
11.2.1 Digital divides
Marc Prensky, some time ago, coined the terms digital native (to describe someone who grew up in a
digital age) and digital immigrant (to describe someone who was already alive when the digital revolution
happened and so had to learn how to use what it had to offer). Such immigrants, especially in education,
Prensky claimed, were letting down their young students because 'Digital immigrant instructors, who speak
an outdated language struggling to teach a population that speaks an entirely new language' (Prensky
2001).
For Marc Prensky, the dominant factor was age - and the point where people first came into contact with
digital technology. But there are two other dualities which are, in today's world, perhaps more important.
Visitors and residents. Digital visitors are people who access the digital world from time to time when they
have a need for it, but who are not permanently hooked up to their computers or mobile devices. Digital
residents, on the other hand, are people who spend a lot of their time living and interacting online and who
view the social interactions and relationships they encounter there as being important.
Haves and have-nots. Twenty-five years after the invention of the world wide web, its inventor, Tim
Berners-Lee, suggests that access to the internet (and the web), 'is far from available to all. Research
suggests that more than 60 percent of the world's population do not use the web at all? (Berners-Lee
2014).
There have been many attempts to address this particular digital divide. Such initiatives are rare, however,
and the fact remains that the digital world is not inhabited by all, although exponential growth in
connected mobile phone usage is changing web access dramatically.
11.2.2 Digital literacy
Just because most children (depending, of course, on the societies they are born into) grow up in a digital
world, it does not mean that they will become digital experts. They are surrounded by books, too, but not
all of them will become successful readers and writers, unless they are helped to learn how to do and
appreciate these things – that is, unless we help them to become literate.
Literacy is not confined to being able to read and write. In a digital age there are other literacies, too, that
we must acquire if we want to operate successfully on the internet and with the devices which have
become ubiquitous in many parts of the world. Even the apparently simple act of searching on the internet
can be greatly enhanced if people do it in a more sophisticated and effective way.
11.2.3 Who does what?
Much of contemporary discussion about what we do in the classroom contrasts a seemingly older tradition
of transmission teaching with a more modern emphasis on learner autonomy. This is one of the reasons
why pairwork and groupwork are used so often in language learning classrooms. We want to be sure that
our students do more than just listen and react to teacher commands.
Such concerns are just as important when using classroom technology as they are in other aspects of our
teaching. When using any technology - old or new – we have to be conscious of exactly who is doing what.
For example, in the past, it sometimes seemed as if the only person who used the board was the teacher. A
board which is always and only used by the teacher appears to be a piece of technology which has been
commandeered for transmission teaching only. But of course, students can use boards, too: they can write
on them, stick things on them, draw on them, etc. With IWBs/smartboards, they can drag objects around
and, sometimes, control what they are doing from their desks, using wireless keyboards, mice and clickers.
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When students are using mini-whiteboards or mobile digital devices, they can be in control of what they
are doing, and they can work in pairs or groups to do this. When planning a lesson which will include
classroom technology of whatever kind, we should think carefully about who we want to put in the driving
seat, and then match the technology to that decision.
One of the things that modern digital technology allows for is 'multimodality' – that is, the use of a range of
different devices, software and online platforms. Thus, for example, students may be reading from a book,
planning a video, watching instructions on YouTube or setting up a website in which, perhaps, they embed
the video they have just made. Their ability to do this is part of the digital literacy. As teachers, however,
we need to try to ensure that these various tasks are shared equally so that real collaboration takes place.
11.2.4 Six questions
With so much technology and so many new software options available, it is sometimes difficult for
teachers, directors of study and curriculum planners to know how to make choices. Almost everything
sounds wonderful, and there is a temptation, sometimes, to think that all teaching and learning problems
can be resolved with the purchase of a new piece of hardware or a change over to some new software
powered procedures.
The issue for decision-makers (or anyone trying to decide what to choose for their own teaching or
learning) is that many of the new technology solutions which are offered and updated on an almost daily
basis are, indeed, very attractive. However, to adopt any one of them would require (sometimes
significant) investment and, at the very least, time to learn how to make best use of it. It is not just a
question of being seduced by something which looks wonderful and exciting, however. Before committing
money or time to something that has appealed to us, we need to be very clear headed about what we are
doing and why.
We need to try to think rationally and constructively about buying or using new classroom equipment of
any kind, and the following six questions highlight some of the considerations that should apply. These
questions are relevant not just to new technology, of course, but also to any new methodology, procedure,
coursebook or program that is offered to teachers.
Question 1: What is the pedigree?
We need to know where a new idea or piece of equipment comes from. Do its originators
have a good (educational) track record in the field?
Question 2: Who benefits?
If we adopt this new methodological procedure or buy this new computer or IWB, who will be the
beneficiary of our investment (of time or money)? If we can be sure that our students will benefit, then it
may be worth using or buying it. The same would be true if we could say with certainty that teachers would
really benefit by having their workload reduced, for example, or because their professional abilities or
quality of life would somehow be enhanced. There is no point in spending large amounts of money (which
could be better deployed elsewhere, perhaps) unless we are convinced that our or our students' lives will
be changed for the better by what we are proposing to acquire.
Question 3: Why is this the best way to do this?
The really big question we have to ask ourselves is whether the thing we are considering has a justifiable
claim to be something special.
Question 4: Does it pass the TEA test?
If teachers are expected to adopt a new procedure or use a new piece of technology, it needs to pass the
'TEA' test. T stands for training. Unless teachers and students are given training opportunities to try out the
'new thing', its introduction and use in the classroom will fail. E stands for the whole area of equipment. We
need to be sure that the new procedure or hardware, for is properly supported technologically. We have all
heard (or experienced) situations where the installation of large new digital systems has been bedevilled by
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software glitches and by qualified professionals. Finally, A stands for access. If we have to take the students
down a long corridor to a computer room that has to be booked three weeks in advance, then the whole
idea becomes less attractive.
These considerations apply equally if the students are using their own mobile devices. We need to be sure
that they all have appropriate devices and that, where necessary, they can afford to use them for some of
the tasks we are asking them to do. If, however, our students do not all have their own devices, we need to
be sure, at least, that they can all be near enough to someone else's device to take part in the activity.
Question 5: What's the TITO ratio?
TITO stands for "time in, time out'. We have to ensure that the time spent setting up the equipment we are
going to use – or getting the students to access a website or an app on their smartphones or tablets – is in
proportion to the time the students spend benefiting from the activity. In other words, we don't want to
spend 20 minutes getting something ready, only to find that the activity only takes three minutes to
complete.
Question 6: How can I make it work?
After reading questions 1-5 above, it may seem as if we are suggesting that teachers should be somewhat
sceptical about new ideas and technologies, and that, in general, we should reject the new in favour of the
old. However, this is far from the truth and instant rejection is just as deadening as instant acceptance can
be careless. We might go further and say that teachers do their students a greater service by embracing the
changing and exciting world that they live in. Failure to do so may deny their students the best kinds of
learning experiences.
Before rejecting any new idea or equipment, therefore, we should ask ourselves how we can make it work
for us and for our students. We need to look at the ‘best-case scenario' and use that to evaluate what we
are being offered, not only in a cynical, but also in a positive light. That way, we have a chance of judging its
real worth.
11.3 Using classroom resources
In this section, we will look at some of the areas where technology (especially the digital kind) can be
useful. Most of these categories apply to the non-digital world, too.
Showing things. We can show (and ask our students to show) things using a variety of resources, ranging
from the humble blackboard to presentation software such as PowerPoint, Keynote and Prezi. Depending
on their skill (and on the task itself), we may sometimes expect them to provide multimedia presentations
using text, graphics, illustration, video and audio.
Students can take pictures on their mobile devices and show them to their colleagues. Perhaps we can ask
them to take pictures from unusual angles for their classmates to speculate about (guessing what the
object or place is, for example). They can make quick videos using their smartphones about just about
anything and these can be shown to the rest of the class.
Sharing things and collaborating. We often encourage our students to work together because we believe
that such cooperation promotes successful language learning. The impact of digital tools on student
collaboration is often highly beneficial.
In the digital world, the students do not have to be physically present to collaborate, of course. From the
privacy of their own rooms they can also share information on wikis.
Information can be added to and amended, and students can even write stories with each other. Teachers
can get their students to collaborate in Twitter and Facebook groups - or, indeed, groups can provide an
effective and accessible medium for students to use the L2 outside social interaction with group members.
Watching and listening. With video channels like YouTube and Vimeo, and any number of audio sites, there
is almost no limit to what students (and teachers) can find on the internet.
Practising things. Where students once relied on notebooks and workbooks to do practice at home, there is
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now a wide range of digital alternatives. Practice can take the form of ‘cyber homework' (essentially
electronic versions of the earlier paper-based workbooks). Students can also go online to access additional
reading or to take tests. Data analytic technology can track their use of these websites – and which
particular areas they go to.
Authoring things. The digital world has greatly expanded the students' potential for authorship. Some
teachers have their students write, and respond to, each other's blogs. They post their thoughts and
experiences on blogs, and their classmates can leave their comments and responses.
Researching things. The web is, of course, extremely useful for finding things out, from the time of the train
we need to catch, to the latest news from factual information on sites like Wikipedia, to information about
how to play the guitar, from discussions of recent brain research, to all the celebrity gossip anyone could
ask for. It is useful for language students because it is such a rich language resource.
Most of the big publishers now have free online dictionary sites for students of English.
Linguists and dictionary makers make use of language corpuses (or ‘corpora'). These are huge collections of
texts (written and spoken) which can be searched electronically to investigate how language works. Using
concordance software, a search provides a KWIC (key word in context) display where the search word or
phrase occurs in the middle of the screen in a list of the many and various sentences containing that word
that are in the corpus. We can then look at the words that come immediately before and after the key
word to identify collocations, etc.
Some teachers have their students look at language corpora because they feel they demonstrate the raw
nature of language, providing unfiltered and unsanitised samples which are otherwise vetoed by
coursebooks and publishers.
Even without using concordancing software, however, students can research language using any of the
popular internet search engines.
Students can complete projects using the internet to find the information they require
11.4 Blended learning, flipped classrooms and beyond
11.4.1 Blended learning
Student access to our digital world has led some to talk about the 'connected classroom'. We can do many
of the things we have always done inside the classroom, but we also have the option of going beyond the
classroom without necessarily moving from our seats. To put it another way, we can mix the inside and
outside learning worlds in what is usually referred to as blended learning.
The idea of a blend is that the teacher (and students) work with an interconnected mix of books, classroom
presentation and activities, and digital resources (whether in the form of online material or embedded in
apps). In this increasingly common scenario, the work that is done in class is supported, sometimes
previewed (or flipped), practised and revised online.
Lessons are still being taught all over the world without the kind of blending we have been talking about
and many of them are extremely successful, as they have always been. But the ability to direct the students
to other resources for research, preparation, practice and input - and to mix or blend these resources with
coursebooks and other in-class materials - gives the teacher a much broader and more varied 'palette' to
work from than ever before.
We, as teachers, should consider carefully where online material contributes (and blends) most
appropriately with the other things that are happening in class and use it then, rather than just using it
‘because it is there'.
11.4.2 The flipped classroom
One suggestion for a reshaping of the relationship between the classroom and the outside (online) world is
the flipped classroom. If we turn the traditional scenario on its head, so that the homework (and the
practice that goes with it) takes place in the lesson, but the input is offered at home (or, at least, in the
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students' own time), then there is far more chance, in class, for the students to get the individual attention
of the teacher while the practice is taking place because he or she will spend less time on teaching input.
So, for example, we might have the students watch a video at home about the topic we have chosen (the
use of water around the world, for example) and then we would spend subsequent lesson time discussing
the issue and working with the language that is used in the video.
The attractions of the flipped classroom are especially evident when we consider CLIL-based curricula. In
such situations, content-rich subjects such as history, physics classroom and the teacher can then
concentrate on having the students talk about the geography can be flipped so that students get 'up to
speed’ with the content outside the classroom and the teacher can then concentrate on having the
students talk about the content when the class comes together in school. For language learning, teachers
can make their own videos (or find examples online) explaining how different items of language operate.
11.4.3 SOLEs
Self-organised learning environments (SOLES). They try to find the answers to ‘big questions' such as 'do we
have a soul?' (Mitra 2014b) and they do this collaboratively.
Understandably, this proposal - and the idea of teachers being dispensable - has been met without
instruction.
1.5 Learning online
Some students have no alternative but to study online (because they cannot attend group lessons). They
have a number of options for this, ranging from private lessons using Skype (or any other
videoconferencing tool) to one of the many online internet courses. The best of these have appropriate
material and access to individual tutors (probably using Skype). There are also others which take the
students through a range of electronic exercises and, based on data analytics, tailor the material to the
learner. Some courses are taught exclusively online using platforms such as these, while others blend the
use of these platforms with face-to-face teaching.
A more recent development has been the arrival of MOOCs (massive open online courses), which offer free
training and are sometimes provided by prestigious universities. When they were first introduced, some
saw them as a way of offering free prestige education for all, but that early euphoria has been tempered by
high drop-out rates, and the equivocal response of many academics, so that a growing number of
educators are saying that MOOCS may not be ready for a cap and gown.
We should also mention the growth of webinars - online talks/seminars which can be attended, in real time
(thus synchronously) by anyone anywhere in the world, provided that they have internet connectivity.
Webinars can also be recorded so that people can watch them later.
Typically, people who attend a webinar see the speaker on video or hear them on an audio feed. They can
also see any slides which the speaker uses (and which the speaker controls from his or her own computer).
12. Planning
12.1 Planning paradoxes
There is a great variety in the amount of time that different teachers devote to planning their lessons, and
the ways in which they do it. Occasionally, though, teachers arrive at the door of the classroom with very
little idea of what they want their students to achieve - and, as a result, run the risk time to think carefully
about the needs of their class. At its worst, such a lack of planning of an unfocused lesson, which may
demonstrate to the learners that they have not taken the lead to poorly-organised and unsuccessful lessons
and sometimes, as a consequence of this, disruptive behaviour on the part of the students.
Some people, however, think that detailed lesson plans are a barrier to responsive teaching since they
restrict the teacher's (and the students') ability to deal with the unexpected.
Here, then, is a paradox. Planning is thought to be good because it helps us to decide, especially in school
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settings and with large classes, what we are going to do. It is also good because students appreciate
knowing that their teacher has thought carefully about what would be best for them. But over-zealous
planning - and especially a plan's over-zealous execution - may be stultifying. What would happen, for
example, if we stuck rigidly to our plan, and then a 'magic moment' arose.
The same kind of situation occurs when we suddenly become aware of a problem we had not anticipated.
Perhaps we had assumed our students knew some particular language structure, but it becomes clear as
the lesson progresses that they do not. Perhaps we find that they are in need of some vocabulary input in
order to complete a task, and it might make sense to stop and provide it for them before going on - even if
this had not been our intention. At this point, we will have to make a decision about whether we should
continue, or whether we should stop and deviate from our original intentions.
A regular feature of many teachers' lives is being observed, often by academic superiors or as part of a
teacher training course. The occurrences we have been describing (magic moments and unforeseen
problems) pose special challenges in such situations, but we have to assume that the observers will be
open to the teacher's ability to react and will applaud their ability to address what is happening as it
happens.
In the light of everything we have been discussing (and the paradoxes we have identified), it might be
better to view a lesson plan as a 'proposal for action' rather than as a rigid procedure. In this way, we are
much more likely to serve the needs of the students in front of us than if we slavishly follow a procedure
which isn't quite working as it should. There has to be a trade-off between the plan itself and the action we
take. If we plan too assiduously, we may restrict our ability to improvise, but if we don't plan enough, we
may not know where we want our students to go.
A further paradox arises in the process versus product discussion – whether we plan a lesson so that some
end point will be achieved (the product) or whether we focus instead on the processes that will take place
in the lesson, leading perhaps, but not necessarily, to an intended outcome.
12.2 Thinking about lessons
Teachers do not plan lessons in a vacuum. They do so in the context of who they are teaching, where they
are teaching, what materials and technology they have available, and, crucially, what they themselves
believe about the learning and teaching process.
Teaching contexts. English is taught in many different contexts and situations around the world. An
important distinction has been made between EFL (where students learn English as a foreign language for
international communication in multiple settings) and ESL (where they learn English principally in order to
live successfully in the English-language environment where they are living). Clearly, our planning will vary,
depending on which of these situations we are working in. We will also think about planning very
differently, depending on whether we teach general English or English for specific purposes. CLIL (content
and language integrated learning) demands a different kind of planning as well.
Syllabus and curriculum. A syllabus is the list of language or other content that will be taught on a course
(and the order in which these items should be taught). It is different from a curriculum, which expresses an
overall plan for a school or subject. Over the years, course planners have come up with a variety of
different syllabus types: grammar syllabuses (a list of items such as the present continuous, countable and
uncountable nouns, comparative forms, etc.); functional syllabuses list language functions, such as
apologising, inviting, etc. and situational syllabuses are based around events, such as ‘at the bank', 'at the
travel agent', 'at the supermarket, etc. There has been talk, too, of lexical syllabuses, and syllabuses based
on lists of tasks in task-based learning (TBL) Courses. Where teachers are using CLIL (content and language
integrated learning), syllabuses are often organised by content. What most planners and coursebook
writers try to provide, therefore, is a kind of 'multi-syllabus syllabus', an interlocking set of parameters for
any particular level or point of study, which includes not only the categories discussed above, such as
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grammar and vocabulary, but also issues of language skills and pronunciation.
Who the students are and what they need. Lesson planning is based not only on the syllabus designer's (or
lesson planner's) understanding of how language items (or tasks, topics, etc.) interlock, but also on our
perception of the needs and wants of the students.
If we are working in one-to-one teaching, we have the advantage that we can design a programme of study
based entirely on one student's needs and learning preferences - and as we have seen, this may be an ideal
situation for what has been called ‘unplugged' teaching. We can do this by asking the student what he or
she wants or expects from the lessons, and we can then modify what we had intended to teach accordingly.
The materials and technology available. More than ever, there is now a great disparity in what is available
for learners and teachers in different educational settings.
Teacher beliefs, approaches and methods. Teachers plan lessons on the basis (consciously or
subconsciously) of the theories and approaches which they believe will be efficacious for their students'
learning.
The coursebook. For many teachers, decisions about what to teach are heavily influenced by the
coursebook they are using. Most coursebooks have a carefully graded syllabus of grammar, vocabulary and
pronunciation, together with a list of language skills to be covered.
12.3 Designing lessons
There is a difference between a formal written lesson plan and the thinking that goes into it a kind of 'pre-
planning' stage, where ideas about what we might do come to us.
Lesson shape and feel. Teachers often have an idea of what they would like the lessons they are going to
teach to be like, or to feel like. Sometimes this is expressed in metaphorical terms, and people talk about
lessons as a symphony, a TV programme, a story or a film; climbing a mountain, a football game, a
conversation, consulting a doctor, etc. or a meal.
Lesson stages. Many pre-planners think in terms of lesson stages and how to move between them. Should
they use a warmer or an icebreaker to start a lesson? As their name suggests, these are activities used to
animate a class at the beginning of a lesson – sometimes called stirrers in young learner teaching. Perhaps,
by using our lesson shape metaphors, we can then think how to move from one stage to the next, and
when we have thought about that, we can then think about how to end a lesson by summarising what has
gone on, or by using a settler (to calm young learners down).
Grouping students for different activities. When we start visualising future lessons (before we get down to
the business of actually making a plan), we often begin by making a kind of mental inventory of the kind of
activities we want to include. Perhaps we think it might be a good idea for the students to be working in
pairs to compare answers to a reading comprehension exercise. Perhaps we think that they should work
alone to do an internet search as part of a webquest or some other web-based project. We may have an
idea that we would like the students to work in groups to do a writing circle activity or have a discussion. All
of these classroom management issues will be at the back of our minds when we think, in general terms,
about what our lesson might look like.
When we have thought about what our lesson might contain, we might start to put together a sequence of
activities. We will have other ideas floating around our heads, too, and we make a note of these in case we
can use them later, or use them instead of some element of our sequence which may not be appropriate
once the lesson is underway.
12.4 Making a formal plan
Different teachers plan to a greater or lesser extent.
However, for many others, a more formal plan is either desirable or necessary. Many teachers who are
going to be unavoidably absent provide lesson plans for the teachers who are going to substitute for them.
Others find creating a formal lesson plan vital stage in thinking carefully about what and how they are going
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to teach. And sometimes the organisation they work for expects formal lesson plans to be made and about
what may happen in between.
12.4.1 Background elements
A formal plan is an absolute necessity when teachers are in training, and working for a teaching
qualification. As part of the examination, their teaching will be observed, and there is always a requirement
for them to detail the procedure they intend to follow. The plans that are developed for such situations will
be somewhat different, of course, from the plans we might make for our day-to-day lessons.
Although different training schemes may have different specific lesson plan requirements, certain elements
are almost always present, and it is to these which we now turn (though for CLIL lessons, something
different is usually expected).
Aims Perhaps the most important element of any plan is the part where we say what our aims are. These
are what we hope the outcomes of our teaching will be - the destinations on our map. They refer not to
what the teacher will do, but what we hope the students will be able to do, know or feel more confident
about by the end of a lesson (or lesson stage) that they were not able to do, know or feel confident about
before. A lesson will often have more than one aim. When teachers state aims, they are predicting what
they think the outcomes could be for their students. The students, however, may take away other things
from the lesson, quite apart from what was intended. Even though we state what we think the desired
outcome of a lesson should be, there is no absolute guarantee that the students, having gone through the
lesson, will see things the same way, either consciously or unconsciously!
Class profile. A class description tells the reader of the plan who the students are, and what can be
expected of them. It can give information about how the class and the individuals in it behave.
Assumptions. Some trainers and training exams like teachers to list the assumptions on which the lesson
will be based. This means saying what we assume the students know and can do.
Personal/developmental aims. Some trainers and teaching schemes ask teachers to list their personal aims
for the lesson as a way of provoking some kind of development and reflection. Personal aims are those
where we seek to try something out that we have never done before, or decide to try to do better at
something which has eluded us before. Thus a personal aim might be In this lesson I am going to try to give
clearer instructions, especially when I get the students to read the text.
Skill and language focus. Sometimes we say what language and skills the students are going to be focusing
on in the aims that we detail.
Timetable fit. We need to say where this lesson fits in a sequence of lessons - what happens before and
after it. An observer needs to see that the teacher has thought about the role of this lesson within a longer
programme.
Potential learner problems and possible solutions. Formal plans often predict potential pitfalls and suggest
ways of dealing with them. They also include alternative activities in case it is necessary to divert from the
lesson sequence the teacher had hoped to follow. When listing anticipated problems, it is a good idea to
think ahead to possible solutions we might adopt to resolve them. Where we need to modify our lesson
dramatically, we may choose to abandon what we are doing and use different activities altogether. If our
lesson proceeds faster than we had anticipated, on the other hand, we may need additional material. It is,
therefore, sensible, especially in formal planning, to list additional possibilities.
Success indicators. Some institutions ask their trainees to list how they will know whether or not their
students have been successful. A success indicator might be that the students can confidently produce
unprompted sentences about what people should have done.
12.4.2 Describing procedure and materials
The main body of a formal plan lists the activities and procedures in that lesson, together with the times we
expect each of them to take. We will include the classroom technology/materials, etc. that we are going to
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use and show the different interactions which will take place in the class.
Teachers detail classroom interactions (i.e., who will be working and interacting with whom) in different
ways. Some planners just say groupwork, or teacher working with the whole class.
However we can use 'symbol' shorthand as an efficient way of giving this information.
Most trainers and most teacher exam guidelines expect the teacher being observed to attach to their plan
copies of the material which they are going to use, and to say where it comes from. Some trainers also like
their observed teachers to submit a board plan, showing where and how they will write things up on the
board. This has the advantage of making us think carefully about what the students will see so that we can
use the board as effectively as possible. Where we use PowerPoint (or Keynote or Prezi, etc.) or IWB
resources, most observers would expect to receive a copy of these, too.
12.5 Planning a sequence of lessons
There are many other situations in which we may need to produce plans for a much longer sequence (e.g. a
week's work, a month's work, a semester's work, etc.).
Sometimes we will do this so that we ourselves have an idea of how the course will progress. Frequently,
the institution which teachers work for requires such long-term planning and asks to know what the
learning outcomes will be for a week, month or semester. Sometimes, of course, the institution supplies its
teachers with the syllabus, but in this section, we are concerned with situations where it does not. When
planning a sequence of lessons, there are a number of issues we need to bear in mind.
Reacting to what happens. However carefully we plan, in practice, unforeseen things are likely to happen
during the course of a lesson, and so our plans for that lesson are continually modified in the light of these.
The same is true, but on a larger scale, when we plan a scheme of work for a sequence of lessons. We will
have to revisit our original series of plans continually in order to update and amend them, depending quite
on what has happened in previous classes. Instead of a one-off proposal for action, we now have an
overarching map, which we may have to redraw, sometimes quite substantially, when we find out what has
been taking place.
Short and long-term goals. However motivated students may be at the beginning of a course, the level of
that motivation may fall dramatically if they are not engaged or if they cannot see where they are going - or
cannot sense when they have got there.
In order for students to stay motivated, they need goals and the potential for success in achieving them.
While a satisfactory long-term goal may be 'to master the English language’, it can seem only a dim and
distant possibility at various stages of the learning cycle. In such circumstances, students need short-term
goals, too, such as the completion of some piece of work or some part of the programme, and rewards,
such as the personal satisfaction of being able to say yes to 'can do' statements, achieving some
communicative goal, succeeding in small staged progress tests, or taking part in activities designed to
recycle knowledge and demonstrate acquisition.
When we plan a sequence of lessons, therefore, we need to build in goals for the students to aim at. We
need to match these goals to communicative tasks, end-of-week tests, or major revision lessons. That way,
we can hope to give our students a staged progression of successfully met challenges.
Thematic content. One way to approach a sequence of lessons is to focus on different thematic content in
each individual lesson. This will certainly provide variety, but it may not give our sequence of lessons much
cohesion or coherence. It might be better, instead, for themes to carry over for more than one lesson, or at
least to reappear, so that the students perceive some overt topic strands as the course progresses. With
such thematic threads, we and our students can refer back and forwards, both in terms of language -
especially the vocabulary that certain topics generate - and also in terms of the topics we ask them to
invest time in considering.
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Language planning. When we plan language input over a sequence of lessons, we may want to propose a
sensible progression of syllabus elements, such as grammar, lexis and functions. We will also want to build
in sufficient opportunities for recycling or remembering language, and for using language in productive skill
work. If we are following a coursebook closely, many of these decisions may already have been taken, but
even in such circumstances we need to keep a constant eye on how things are going, and, with the
knowledge of 'before and after', modify the programme we are working from when necessary.
Language does not exist in a vacuum, however. Our decisions about how to weave grammar and
vocabulary through the lesson sequence will be heavily influenced by the need for a balance of activities.
Activity balance. The balance of activities over a sequence of lessons is one of the features which will
determine the overall level of student involvement in the course. If we get it right, it will also provide the
widest range of experience to meet the different learning styles of the students in the class.
Skills. The balance of skills depends to a large extent on the kind of course we are teaching. Some students
may be studying principally to improve their speaking and listening. Others may need to concentrate on
reading and writing. But many general English courses are designed to involve students in all four skills.
Although we don't want to inflict anarchy on our classes, we do want to make sure that with skills, as with
other areas, such as activities, etc., we are not too predictable.
12.5.1 Projects and threads
Some lesson sequences may, of course, be devoted to longer project work where, for example, the
students are working on putting together an English language video. In such a case, we will try to ensure
that a good balance of skills, language, activities and thematic strands is achieved throughout the time in
which the students are working on the project. A good project of this kind will involve the students in
reading, discussion, writing (with language input) and, possibly, oral presentation.
However, where the students are not involved in a long-term project, we can still build threads and strands
into a sequence. These are the varied connections of themes, language, activities and skills which weave
through the sequence like pieces of different-coloured thread. They should have sufficient variety built into
them so that they are not numbingly predictable, but, at the same time, students and their teachers should
be able to trace the threaded elements so that some kind of a loose pattern emerges. Planning a sequence
of lessons is somewhat like creating a tapestry, but, perhaps, a tapestry full of light, variety and colour,
rather than some of the darker heavier works which can be found in old houses and museums.
2.6 Planning CLIL lessons
Because CLIL (content and language integrated learning) focuses on content, cognition (critical thinking
skills), communication, culture and learner training, CLIL lesson plans usually look somewhat different from
other types. They may include some or all of the following features.
Content. This includes not only teaching objectives (what the teacher aims to do), but also learning
outcomes (what the learners will get out of it).
Cognition. Here, the lesson planner details what the teacher will help the students to think about.
Culture. Here, the CLIL planner says what cultural awareness training is included in her lesson.
Communication. Here, the teacher will say what language the lesson will focus on and whether this is for
communication (sometimes called BICS – basic interpersonal communication skills) or related to the
content (sometimes called CALP – cognitive academic language proficiency: what language will be used for
and about the content).
Basic competences. Here, the teacher may detail what learner training is included in the lesson to help the
students improve their study skills, such as making use of prior knowledge, collaborative learning, reflecting
on learning and self assessment, etc.
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13. Teaching language construction
13.1 Studying structure and use
The language study which is discussed in this chapter comprises a focus on the structure and use of
language forms, particularly in the following areas:
• the morphology of forms
• the syntax of phrases, clauses and sentences
• vocabulary, including the meanings of words, their lexical grammar
• the meanings and functions that phrases and sentences can convey
• pronunciation
• spelling.
13.1.1 Language study in lesson sequences
The role of language study depends on why and when it occurs. It may, for example, form the main focus of
a lesson.
In other circumstances, language study may not be the main focus of a lesson, but may be only one
element in the lesson sequence, in which case a decision will have to be taken about where the study
activity should be placed in the sequence.
One approach (often taken by materials writers) is for the students to study language in a variety of ways,
explore a topic and then use what they have learnt to perform a task related sequence.
A third option is to study forms after the students have performed a task. This usually happens as a form of
language repair, when the task has shown up language problems – or when the students might have found
the task easier if they had been able to produce certain language forms which they did not use at all.
These three options suggest that rather than always focusing on study in 'straight arrows' sequences, we
will often find that 'boomerang' or 'patchwork' lessons are more suitable.
As a result, we get our students to focus on language items which we had not anticipated including. Such
opportunistic study may happen because a student wants to know how some element of language is
constructed or why it is constructed as it is. It might take place because completely unforeseen problems
present themselves; we might suddenly become aware of the chance to offer the students some language
which up till now they haven't been able to use but which – if they are now exposed to it - will significantly
raise the level at which they are performing the task.
Opportunistic teaching - studying language which suddenly comes up' – exposes the tension between
planning lessons in advance and responding to what actually happens. When used appropriately, the
relevance and immediacy of opportunistic language study may make it the most memorable and effective
kind of language study there is, especially in 'unplugged' teaching.
Many study activities (especially in coursebooks) have tended to follow the PPP model. But at other times,
such 'explain and practise' sequences may be entirely inappropriate. Instead, we may want to encourage
our students to discover or notice language (with or without our guidance) before we ask them to use it. At
other times, we may ask them to research language as part of an ongoing lesson sequence. We may also
wish to preface a study exercise with activities which show us how much of the language in question is
already known, or we may interleave language study with other elements in patchwork' sequences.
13.1.2 Choosing study activities
We will frequently decide how and when to have our students study language form and use on the basis of
the syllabus and/or the coursebook, since it may offer an explanation and an exercise that we are happy to
use almost unchanged. However, some of these sequences may not suit the particular styles and progress
of our learners, and may thus need adjusting or replacing in some way. We may want to try out new
activities, or we may wish to avoid using the same kind of activity day after day.
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We have to be confident that it will engage our learners successfully.
Following planning principles. When deciding how to have our students study language that we have to
think about the activities which the students do before and after this study session so that we do not simply
repeat the same kind of activity again and again. We need form, we need to bear general planning
principles in mind. This means to offer a varied diet of exercises when studying language construction, both
because individual students may have different learning preferences, and also because we want help them
to sustain their motivation.
Assessing a language study activity for use in class. When assessing an activity designed for the study of
language form, we need to decide how effective it will be when we use it in class. It should justify the time
we will need to spend on it both before and during the lesson.
We need to believe that the activity demonstrates meaning and use clearly, and that it allows opportunities
for a focus on (and practice of) the construction of the language form.
One way of evaluating any activity is to apply the TITO (time in and time out) test. To 'pass' this test, the
time we spend setting up and explaining an activity has to be in a decent proportion to what we get out of
the activity. We need to be sure that the activity achieves its desired aim – that it is efficacious. Finally,
we need to judge whether the activity is appropriate.
Evaluating a study activity after use. Once a lesson is over, we need to evaluate the success of the activity
or activities which focused on language form. We can do this either formally or informally. This is one
reason why we should keep records of our classes and why we should conduct our own action research.
13.1.3 Known or unknown language

Unless we are teaching real beginners, each individual student will have some degree of linguistic
knowledge and ability in English. In addition to this, individual students learn at different speeds and in
different ways. These two facts, taken together, explain why so many classes can rightly be described as
‘mixed ability'.
If we are not sure whether or not our students know the language we are about to ask them to study, we
will need to find this information out. If we do not, we risk teaching the students things they already know
or assuming knowledge they do not have.
One way of avoiding teaching already-known language is to have the students perform tasks and see how
well they use the language new. A less elaborate technique is to attempt to elicit the new language forms
we wish them forms in question, before deciding whether we need to introduce these forms as if they were
to study – or which are set out in the syllabus or coursebook as the next items to focus on. If we find that
our students can produce them satisfactorily, we will not want to demonstrate or explain them all over
again; getting the students to reproduce the new language accurately through the use of repetition and
drills will be a waste of time. If elicitation is unsuccessful, however, we have good grounds for treating the
language forms as genuinely new and proceeding accordingly.
13.2 Explain and practise
Commentators have described an “explain and practise' approach to teaching language, construction as a
deductive approach, even though this term seems somewhat unhelpful. In a deductive approach, the
students are given explanations or grammar rules and then, based on these explanations or rules, they
make phrases and sentences using the new language. Explain and practise sequences are usually PPP-like,
or what we have called ‘straight arrows'.
13.2.1 Explaining things
During the explanation stage, we will need to demonstrate both meaning and language construction. There
are many ways to do this.
Explaining meaning. One of the clearest ways of explaining the meaning of something is to show it. For
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actions, we can use mime. We can also use facial expressions and body language to explain the meaning of
sad, happy, frightened, etc.
We can use pictures to explain situations and concepts. We can use diagrams, too. Many teachers use
timelines to explain time, simple versus continuous verb forms and aspect.
If we can't show something in one of the ways mentioned above, we can describe the meaning of the word.
We can do this by defining the word, by using synonyms and antonyms or by saying what kind of thing a
word is.
If describing meaning isn't appropriate, we can list vocabulary items to explain concepts. We can also use
check questions (also called concept questions) to make sure the students have understood correctly.
One way of making meaning absolutely clear, of course, is to translate words and phrases. Sometimes this
is easy; all languages have a word for book. Sometimes, however, it is more complex: many languages do
not have an absolute equivalent for such things as the English phrase devil-may care attitude and
translating idioms such as pull the wool over someone's eyes means having to find an L1 equivalent, even
though it may be constructed completely differently.
The trick of explaining meaning effectively is to choose the best method to fit the meaning that needs to be
explained. In actual fact, most teachers use a mixture of some or all of these techniques. However, check
questions are especially important since they allow us to determine if our explanations have been effective.
Explaining language construction. One of the most common ways of explaining language construction is to
model sentences and phrases.
13.2.2 Practice (accurate reproduction)
During the practice - or accurate reproduction - phase of an explain and practice sequence, we will first get
our students repeating the new language, before then moving on to practice it.
Repetition. Repetition can be either choral or individual. When we use choral repetition, we get all the
students to say the new word or phrase together.
For choral repetition to be effective, it is important to start the chorus clearly (so that everyone gets going
at once) and to help the students with the rhythm by 'conducting’ the chorus, using arms and hands to
show where stress occurs, etc. Choral repetition can be invigorating.
When we think the students have been given sufficient repetition time in chorus, we may ask for individual
repetition.
It is worth remembering not to nominate students in an obvious order since this will make the activity
predictable and, as a result, will not keep the students on their toes.
One form of individual practice which some teachers and students find useful is for the students to say the
word or phrase quietly to themselves, 'mumbling' (or ‘murmuring') it a few times as they get used to saying
it.
Drills. If we feel that the students have done enough repetition of a phrase or phrases (or if we don't think
such repetition is necessary), we may organise a quick cue-response session to encourage controlled
practice of the new language.
Cues can also be verbal or non-verbal. Cue-response drills are an efficient way of getting the students to say
the new language in a way that can be invigorating and challenging. If we think they need more controlled
practice of this type, we can put them in pairs and ask them to continue saying the new words and phrases
to each other. Perhaps they can take turns miming one of the actions or showing/drawing pictures of
painting, fixing, mowing, etc. so that they are, in effect, conducting cue-response drills of their own.
13.3 Meet, need and practise
We have to allow our students to bring language to the classroom - language they may have 'met' on the
street (if they are in an ESL setting), or on the TV or internet, or in an article they have come across. If they
want to know what something means, or how some language item functions, for example, then this will be
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an ideal opportunity for good learning, since that interest is a powerful contributor to the possibility that
they will remember that language.
Perhaps the most effective learning situations arise when students really want or need to say something.
That need is a powerful driver for memory, and if we can help them to understand how to say something
they really want to say, they will learn the language they need more 'deeply'. This was an underlying
principle of community language learning and informs the discussions around 'unplugged' teaching.
When students learn language in this way, they still need opportunities to practise it, and we will provide
these.
13.4 Discover and practise
In a so-called inductive approach, things are organised somewhat differently from the ‘explain and practise'
sequences we have looked at above. Instead of having meaning and construction explained to them, the
students see examples of language and try to work out how it is put together. Thus, for example, after they
have read a text, responded to the meaning and given their personal reactions to it, we can ask them to
find examples of different ways in which things are compared in the text and work out how and why they
are used. This 'boomerang-type' lesson is especially appropriate where language study arises out of skills
work on reading and listening texts.
If we want our students to understand how speakers in informal conversation use certain phrases as
delaying tactics, we might-after letting them listen and respond to someone speaking spontaneously - get
them to listen again, but this time reading a transcript of what is being said.
Many people think that the language they understand in this way is more powerfully learnt (because they
had to make some cognitive effort as they uncovered its patterns) than it would have been if they were
told the grammar rules first and didn't have to make such an effort. However, not all students feel
comfortable with this approach and would still prefer to have things explained to them. A lot will depend
on their level. It is generally easier for more advanced students to analyse language using discovery
procedures than it is for complete beginners. The 'boomerang' sequence is often more appropriate with
students who already have a certain amount of language available to them for the first activation stage
than it is with students who can say very little.
Discovery activities are especially useful when the students are looking at the construction of specific
language for the second or third time. When we ask them to look at the use of different past tenses in a
story and to work out how they are used and why, we assume that they know the individual tenses.
When the students have discovered the language construction features they have been looking for, we may
get them to use them either as accurate reproduction or immediate creativity. If this is a second or third
visit to a particular area of language, however, accurate reproduction may be unnecessary (and
inappropriate). Instead, we will encourage the students to try to use the language for themselves. Of
course, if they can't do this - or if they have failed to discover what they were looking for – we may have to
explain things all over again.
13.5 Research and practise
An alternative to the approaches we discussed above (but which is, nevertheless, a combination of all of
these) is to have the students do language research on their own. For example, if they are working on how
we use our bodies to express meaning, we could give them a number of collocations and tell them to use
them in sentences, or perhaps ask them to talk about what the actions mean. However, it might be far
more memorable for them if we asked them to do the work themselves. We could ask them to consult a
dictionary, looking up both the verb and the various parts of the body to see if they appear to collocate. We
could get them to access a concordance of various words such as arm, teeth, shoulders, etc. to see what
collocations turn up. Or we could encourage them to use an internet search engine to see if collocations
work. When students research language, they are far more likely to remember what they find out than if
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they sit passively and are given words. The more we can encourage them to do this, the better. Language
research is more likely to be effective at higher levels.
14. Teaching grammar

Grammar teaching sometimes happens as a result of other work the students are doing - for example,
when they study language in a text they have been reading or listening to, or when a grammar problem
presents itself unexpectedly in the middle of a lesson and we feel we have to deal with it on the spot.
Grammar teaching may grow directly from the tasks the students are performing or have just performed as
part of focus-on-form approach.
At other times, however, we may rely on the coursebooks we are using to help us teach grammar, or we
plan in advance what grammar we wish our students to be studying. Most teachers have their own
favourite grammar presentation and practice activities and will often use these when they want their
students to study a particular piece of grammar.
Grammar can be introduced in a number of ways, or we can show our students grammar 'evidence' and ask
them to work out for themselves how the language is constructed. We will also want to provide
opportunities for our students to practise different grammar points, and we may want to use games to
make such practice more engaging.
14.1 Introducing grammar
The following activities represent a range of possibilities (some simple, some more elaborate) for
introducing new grammar. Only one of them will be reported in this summary.
Example 3
Disappointment
Aim: the students will be able to tell others about present and past conversations
Activity: reporting phone conversations (an 'explain and practise' sequence)
Language: reported speech
Age: teenage and above
Level: intermediate [CEFR B1] GSE 43-50
This sequence teaches students the differences between reporting speech as it happens and reporting
things that were said in the past.
• Show the students a picture of two young men
walking down the street. One of them has a
mobile phone clamped to his ear. He looks
really happy. The other is listening to him with
a look of resignation on his face. If you can't get
hold of a picture, draw two faces on the board
(see Figure 4) and mime what follows.
• Get the students to give the young man on
the phone a name (for example, Jack). Ask them
who Jack is on the phone to and elicit, perhaps,
that he's talking to a girl he met in the school
canteen. That's why he's looking so happy. Ask
the students what the girl is saying to lack and
elicit sentences like You're really nice, I'll see you
this evening, I like your jacket, Your friend gave
me your number, I've got two tickets to a concert,
you can come with me.
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• Now ask the students what Jack is telling his friend as the conversation goes on (point to the
picture which shows him covering the mouthpiece of the phone), and elicit and model sentences
like She says I'm really nice, She says she'll see me this evening, She says she likes my jacket, etc.
Make sure that the students understand that Jack uses the present (says) because he's reporting
the conversation as it happens. Make sure they also understand how you changes to I.
• Get some students to suggest more of the girl's sentences and have their classmates pretend to be
Jack and report the conversation.
• Tell the students that it is a few hours later. Jack is back at his house looking really glum (see Figure
5). Explain that he went to the concert to meet the girl, but she never turned up. His mother asks
him What did she say again? Elicit and model sentences such as She said I was really nice, She said
she would see me this evening, She said she liked
my jacket, etc. Ask the students why the verb
say is in the past (because Jack is talking about a
past conversation) and what effect that has (is
becomes was, will becomes would, like becomes
liked, etc.). Write this up on the board to help the
students (see Figure 6).
As a follow-up, get the students to pretend to be having conversations with other people and to report
what they say in the present, in the same way. Later, they can report the conversation in the past.
14.2 Discovering grammar
In the following example, the students are encouraged to work out for themselves how language forms are
constructed and used. They then go on to do exercises using the language they have uncovered. It is highly
possible that they have seen the language before, of course, but this may be the first time they have
studied it properly.
Example 5
Tough calls
Aim: the students will work out how hypothetical conditionals are made so that they can use them to
comment on a story
Activity: saying what you would have done ("discover and practise' sequence)
Language: conditionals
Age: young adult and adult
Level: upper-intermediate (CEFR B2) GSE 59-66
The following teaching sequence is from Speakout Upper Intermediate by Frances Eales Steve Oakes
(Pearson Education).
• The students first read three texts about people who had to make difficult decisions ('tough calls').
In one case, a climber had to decide whether to go to the rescue of some other climbers. In
another, a mother had to decide whether to inform the police about her son's crime. In the third, a
couple had to decide whether to cash in a winning lottery ticket that they found. They have to
match headlines to the stories, match statements with the stories, and discuss who had the most
difficult decision to make.
• Ask the students to look at the following sentences (from the texts) and underline all the verbs.
1. If I were in the same situation, I'd find it difficult to turn my son in.
2. If she hadn't saved the receipt, we might never have recovered her money.
3. If I'd been paying attention, I wouldn't have dropped the ticket.
4. If he had left them there, they wouldn't be alive now.
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• Ask the students to decide 1) whether the sentences refer to real or imaginary situations, and 2) if
they refer to the past, the present, the future or both.
• The students (perhaps in pairs) then do the following activity:
The students now complete an email with the correct form of the verbs in brackets.
• The students work in pairs and compare their answers.

• Working in groups, the students decide what they would have done in Nick's situation.
We can ask the students to work out rules for all sorts of grammar patterns: we can show them
comparative adjectives and adverbs and ask them to work out how they are formed. We can show them a
number of sentences where there are several adjectives before a noun. Can they work out how we
generally order adjectives when they come before a noun?
14.4 Grammar games
Many games from television and radio (and games that people play at home in their everyday lives) can be
adapted for classroom use. The following example, however, show how we can design games especially for
our learners. The idea is that it will engage the students and encourage them to use the target structures
with enthusiasm.
Example 12
Ask the right question
Aim: the students will be able to think of questions to elicit particular answers (and so practise a variety of
question forms)
Activity: grammar activation game
Language: questions (especially wh- questions)
Age: older children and above
GSE
Level: elementary plus [CEFR A2+] GSE 36-42
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This game, which is suitable for all levels, forces the students to think carefully about the exact construction
of the questions they are asking. It can be done in pairs, as a team game, or by individual students standing
in front of the whole class.
• Prepare a set of cards with words or phrases on them (see Figure 14).
• Have the students sit in two teams: Team A and Team B. Put the pile of cards face down
between the teams.
• Ask a member of Team A to pick up the first card, but not to show it to anyone else. This student
has to ask the members of their own team questions until one of the team members gives the
exact answer that is written on the card.
• Count the number of questions that are asked. That is Team A's score (so far).
• Repeat the procedure, but this time with a student from Team B. Once again, count the number of
questions. That is Team B's score so far.
• Keep going like this until it is time to finish the game – when everyone has had a go, when the cards
have run out or when you sense that the level of enthusiasm is fading.
• Count up the total score of each team. The team with the lowest score wins.
15. Teaching vocabulary

In 13.2, we saw some of the many ways we can explain meaning, and when teaching vocabulary, this is a
major part of the teacher's craft. A major reason for reading texts in class is to give the students new
language input. And whenever we ask our students to read or listen, we will want them to notice how
words are used. That is why when students read a text, we will often ask them to do exercises such as
matching words from the text with their definitions. However, at other times we will set out to introduce or
practise a specific area of vocabulary, and the example activities in this chapter show various ways in which
this can be done.
15.1 Introducing vocabulary
In this section, we will look at ways of introducing new vocabulary, rather than practising it. However, even
practice activities may sometimes involve language presentation.
Example 2
Natural features
Aim: the students will learn words to describe natural (geographical) features
Activity: identifying and categorising words
Age: young adult and above
Level: elementary (CEFR A1/21 GSE 30-35
In the following sequence, based on Jetstream Elementary by Jane Revell and Mary Tomalin (published by
Helbling Languages), the students will learn words for natural features so that they can describe their
favourite places or the places they want to visit.
• Tell the students to look at the following words.
Beach cliff desert forest hill island mountain park
pyramid reef river sea square waterfall wood
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• Say the words or play a recording of the words being said. Have the students repeat the words
correctly in chorus and individually. It does not matter much at this stage if the students do not
understand the words. The important thing is that they should be familiar with the look and sound
of the words.
• Ask the students to tick the words that they can see in the following photos.
• Check the students' answers. (They should have ticked beach, desert, island, mountain, pyramid,
reef, river, sea and waterfall.) Notice that this is a form of elicitation. We want to know which of the
words the students know.
• Go through the words. Explain the meaning of those that are not in the photos (cliff, forest, hill,
park, square and wood). You can do this by using pictures, by drawing on the board (a few trees for
wood, a square, a round hill versus a tall mountain, etc.), by explaining (a wood is around 100 to
1,000 trees; a forest is 10,000 to 100,000 trees).
• Get the students to look back at the word list. They should underline the words that have a
connection with water and circle those that are often high.
• Now ask them if they know what and where the places in the picture are (the Niagara Falls –
Canada/US, the Great Barrier Reef - Australia, Machu Picchu - Peru and the Pyramids - Egypt). The
class vote on their favourite place.
• Now ask the students to describe their favourite place from the pictures, saying what it is, where it
is, etc. and using the words we have introduced.
• Ask the students to describe their favourite places in reality (or places they want to go to).
This kind of straightforward presentation of words has included clear visual clues for meaning and, by
asking students to categorise words (water words, high words) helps them think about what they are
learning, even at this level. Such categorisation is useful when students first meet new words.
15.2 Practising vocabulary
In the following lesson sequences (here, only one), the aim of the activity is either to have the students use
words that they more or less know – but which they need to be prompted into using - or to get them to
think about word meaning, especially in context.
Example 7
Microbes, bacteria and viruses
Aim: the students will make and name biological diagrams
Activity: 'describe and draw' information-gap activity
Level: beginner [CEFR A2] GSE 30-35 and above
The following CLIL activity from Dale and Tanner (2012) uses a popular speaking activity (‘Describe and
draw') in the service of content vocabulary practice. 'Describe and draw’ is always effective for practising
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the vocabulary that students need in order to tell each other what to draw. It works because there is an
information gap between the two students, which they can only 'fill' by sharing information.
• Tell the students to sit in pairs: A and B.
• Tell them you are going to give them each a piece of paper, but they must not show it to their
partner.
• Give the following paper to • Give Student B the
Student A in each pair. corresponding material.
• Student A must draw bacteria and viruses; Student B draw microbes. They do this by listening to
their partner and asking questions about each other’s diagrams.
• When the students have finished their drawings, they can compare their versions and see how well
they have completed the task.
• Ask the students to come to the front and describe bacteria, microbes and viruses.
15.3 Vocabulary games
There are many games which are appropriate for use with collections of vocabulary items.
Sometimes, games which are not designed especially for language students work equally well in our
lessons. These include 'Pictionary' (where players have to draw words, which their team then have to
guess), 'Call my bluff’ (where Team A give three definitions for a word – two false and one true and Team B
have to guess what the correct definition is) and 'Charades’ (where players have to act out the title of a
book, a play or a film).
Example 11
Backs to the board
Aim: the students will listen especially carefully for words that they have to choose; the students will enjoy
working with words
Activity: choosing word cards competitively
Age: any
Level: elementary plus [CEFR B1] GSE 50
In the following game, the students have to explain the meaning of a word or phrase to one of their team
members so that he or she can guess what the word is.
• Put the students into small teams. In each team, one member sits with their back to the board.
• Explain that you will write a word or phrase on the board. Each team has to explain the word or
phrase without using it, and the student with their back to the board has to guess what the word is.
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• Write a word or phrase on the board. The teams explain to their colleagues what the words mean.
The first person with their back to the board who guesses the word correctly gets a point for their
team.
• Tell the teams that a new team member should now sit with their back to the board. Make this
change for every new round.
• At the end of the game, the team with the most points is the winner.
The game can be made more formal in structure if the students with their backs to the board have to get
their information by asking yes/no questions only, e.g. Is it more than one word? Can you find it in the
house?
Backs to the board is especially effective if the teacher puts up words and phrases which the students have
recently studied.
15.4 Using dictionaries
Dictionaries come in many shapes and sizes. Students can have them as apps on their mobile devices, they
can access them online or have paper dictionaries in their classrooms or homes.
Good learner dictionaries, whether they are monolingual (MLDs) or bilingual (where words are listed in the
L1 and translated into the L2, and vice versa) explain the different meanings of a word, how it is used and
how it is pronounced, either using phonemic symbols or offering an audio clip of the word being spoken.
Figure 10 Entry for research from the Longman Dictionary of Contemporary English
However, as Figure 10 shows, they also offer a lot more than this:
• They offer British (unmarked) and American (labelled with the $ symbol) pronunciations of the
words.
• They say how frequent a word is (for example, 'S2' means that it is in the top 2,000 words in spoken
English; 'W1' means that it is in the top 1,000 words of written English).
• They point out that the word occurs in the academic word list (‘AWL').
• They say what part of speech a word is (uncountable noun).
• They show other uses (we can use the plural noun researches in formal English).
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• They give examples.
Good dictionaries will also give collocation information such as verb
collocations (do/carry out/ undertake research), adjective collocations
(scientific research, medical research, historical research, etc.),
collocations with nouns (research project, research findings, research
team, research student, etc.) and phrases (field of research, a body of
research, etc.).
Sometimes, dictionaries like this also offer thesaurus information (that is,
groups of words with similar meanings - see Figure 11).
With so much useful information, it is a pity that some students don't use
dictionaries as much as they might (although some do use them, but
inappropriately - see below). One of our tasks, therefore, will be to show
our students what modern dictionaries have to offer.
15.4.1 When students use dictionaries
Although, as we have said, some students are reluctant to use their dictionaries, others want to check the
meaning of words all the time. This even happens when, for example, the teacher or some other student is
in the middle of saying something and had hoped for everyone's full attention.
Students need to know when dictionary use is appropriate and acceptable and when it is less useful or even
undesirable. It is a good idea to talk to them about how, for example, it is worth trying to read a text for gist
(and guess the meaning of some unknown words) before later, perhaps, using dictionaries to check the
meaning of words they do not know. They also need to understand that if they overuse dictionaries when
they should be listening, they lose the benefit of hearing English spoken naturally – and the opportunity
this gives them to practise their listening skills. However, we should also be sympathetic to the students'
desire to understand every word, since most people speaking a foreign language often want to do this.
The best way to resolve this dilemma is to come to some kind of bargain with the students.
This will involve the students agreeing when they will and won't use dictionaries. This, together with our
use of dictionary activities, will ensure successful and appropriate dictionary use in our lessons.
15.4.2 Dictionary activities
The following activities are designed both to train students in how to use dictionaries and also to get them
to use dictionaries as part of normal classroom work. In order to do this, we will, of course, need to tell
them how useful dictionaries can be for language improvement. But this will not be enough unless we also
familiarise them with dictionary information, and then include dictionary use as one of our normal
classroom activities.
Example 12
Listen
Aim: the students will understand what they can find out from dictionary entries
Activity: matching categories to dictionary entries
Age: young adult plus
Level: intermediate and above (CEFR B1] GSE 43-50
The main aim of dictionary training is to make sure that the students know what is in a dictionary and
where to look for it. This is so that they will feel comfortable accessing dictionary information and will,
therefore, use dictionaries more often.
• Tell the students to look at the following questions. Can they answer them without looking up any
information? Tell them not to answer the question How do you know? in each case.
How do you pronounce listen? How do you know?
Is listen a noun, a verb, an adjective or an adverb? How do you know?
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Is listen a common word in spoken and written English? How do you know?
What words usually come after listen? How do you know?
What is a common use for listen in speaking? How do you know?
• Now tell the students to look at a dictionary entry for listen (see Figure 12). This time, they should
answer the question How do you know? by finding the relevant part of the dictionary entry. They
can do this individually, in pairs with a book or a mobile device, or in groups sitting around a
computer monitor.
• Go through the answers with the class, perhaps projecting the dictionary entry onto a screen or
whiteboard, so that you and the students can indicate clearly where all of the information can be
found.
It is important to do training activities like this on a frequent basis – until we are sure that our students
know exactly how to use dictionaries. We should make the activities short and, where possible, relate them
to what is happening in the lesson. We will want to be sure that the students understand all the riches that
a dictionary has to offer. For example, we could get them to look at the dictionary entry for the verb pick
and find out how many phrasal verbs you can make with it. We can ask them where the object goes in
phrasal verbs with pick. In all cases like these, the important question (for training purposes) is How do you
know?
15.5 Keeping vocabulary notebooks and cards
Many teachers suggest that students should keep their own vocabulary notebooks, where they record the
words they meet. We suggest that they should write down the words and phrases they think they want to
remember. They should include definitions of the words, examples of the words in sentences - some of
them taken from texts and dictionaries, and some that they have made up. They may also want to include
other information, such as the part of speech (noun, verb, adverb, etc.), collocation information, other
words in the same family (e.g. decide, decision, decisive) and perhaps a translation.
Joshua Cohen (2014) suggests that students should keep small cards (see Figure 13). On one side, they
write the word in English. On the other side, they write a translation in the middle, a definition in the top
left hand corner, collocations, pronunciation and part of speech in the top right-hand corner, an example
sentence in the bottom left-hand corner and, perhaps, in the bottom right hand corner, they draw a picture
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to help them remember what it means.
However, it may be that students need teacher intervention of some kind to help them decide what words
to put in their notebooks and what kind of information to record.
16. Teaching pronunciation

Pronunciation teaching not only makes students aware of different sounds and sound features (and what
these mean), but can also improve their speaking immeasurably. Concentrating on sounds, showing the
students where they are made in the mouth, making them aware of where stress falls in words and phrases
and how intonation works – all these things give extra information about spoken English and help them
students achieve the goal of improved comprehension and intelligibility.
Helping students to be aware of pronunciation issues will be of immense benefit, not only to their own
production, but also to their understanding of spoken English. Indeed, we might want to say that one of the
goals of pronunciation teaching is to develop the students' listening 'brains' so that they pay attention (and
thus understand) how things are, and should, be said.
16.1 What is good pronunciation?
For some people, good pronunciation means being able to speak exactly like a native speaker and there
are, indeed, some students who aspire to this. There is nothing wrong with such an aspiration, of course,
but it does raise a number of issues.
In the first place, as we saw in 1.1.1, native speakers speak a wide range of different varieties of English.
Most coursebooks in use around the world take GA or SSE as their main model, and most coursebook audio
material uses these varieties. However, the greatest influence on the students' own pronunciation is most
likely to come from their teacher, whose pronunciation may not match these varieties. If we add into this
mix the fact that most speakers of English are less likely to talk to native speakers than they are to other
speakers of English as a second or additional language, then the question of what constitutes good
pronunciation becomes quite complicated.
The most important thing about the way we speak English is that we should be intelligible. If intelligibility is
the goal, then it suggests that some pronunciation features are more important than others. Some sounds,
for example, have to be right if the speaker is to get their message across, though others may not cause a
lack of intelligibility if they are used interchangeably, or if some other similar sound is substituted for them.
In the case of individual sounds, a lot depends on the context of the utterance, which frequently helps the
listener to hear what the speaker intends. However, stressing words and phrases correctly is vital if
emphasis is to be given to the important parts of messages and if words are to be understood correctly.
Robin Walker (2010, 2014) is one of those who suggest that we might move towards teaching a ‘lingua
franca core'. This would mean concentrating only on the sounds and pronunciation that really matter for
effective communication when, for example, two speakers of English with different first languages speak to
each other. The corollary of this is that we might pay less attention to, for example, less 'important' sounds
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that those speakers of English as a lingua franca (ELF - see 1.1.1) seem to ignore. If they want to sound like
native speakers (which Walker calls Goal 1), they need to be accurate in their use of all the pronunciation
features of a native-speaker English variety - including the finer distinctions we mentioned above. If they
are learning English in order to communicate mostly with native speakers (which he calls Goal 2), their
teachers may need to prioritise almost all native speaker pronunciation features so that they do not sound
too 'foreign' and therefore feel uncomfortable. However, if their goal is international intelligibility
(interacting, in typical ELF conversations, with mostly other non-native speakers who may be significantly
more accommodating and tolerant of different varieties – Walker calls this Goal 3), then it may make sense
to concentrate on things that really matter (such as consonant clusters in initial and middle positions, or
sentence stress), but worry less about things like intonation and the schwa.
The attempt to prioritise suggests that rather than teaching everything with equal emphasis, we should
concentrate on those things that are a) most important, and b) that we, as teachers, are most comfortable
with.
16.2 Pronunciation problems
Two particular problems occur in much pronunciation teaching and learning.
What students can hear. Some students have great difficulty hearing pronunciation features which we want
them to reproduce. This may be because their mother tongues do not use sounds which English does. Or it
may be because, for example, their mother tongue uses a particular sound which is ‘halfway' between two
sounds in English.
There are two ways of dealing with this: in the first place, we can show the students how sounds are made
through demonstration, diagrams and explanation. But we can also draw the sounds to their attention
every time they appear on a recording or in our own conversation. In this way, we gradually train the
students' ears.
What students can say. All babies are born with the ability to make the whole range of sounds available to
human beings. But as we grow and focus in on one or two languages, we seem to lose the natural ability to
make some of those sounds.
Learning a foreign language often presents us with the problem of physical unfamiliarity (i.e. it sometimes
seems physically difficult to make foreign language sounds using particular parts of the mouth, tongue or
nasal cavity). To counter this problem, we need to be able to show and explain exactly where sounds are
produced.
The intonation problem. For many teachers, the most problematic area of pronunciation is intonation.
Some of us (and many of our students) find it extremely difficult to hear 'tunes' or to identify the different
patterns of rising and falling tones. In such situations, it would be foolish to try to teach them. And we may
feel that intonation training (especially where the model is native-speaker driven) is not that important.
However, the fact that we may have difficulty recognising specific intonation tunes (or that we doubt the
importance of native speaker intonation) does not mean that we should abandon intonation teaching
altogether. Most of us can hear when someone is surprised, enthusiastic or bored, or when they are really
asking a question rather than just confirming something they already know. One of our tasks, then, is to
give our students opportunities to recognise such moods and intentions, either on an audio track or
through the way we ourselves model them. We can then get the students to imitate the way these moods
are articulated, even though we may not (be able to) discuss the technicalities of the different intonation
patterns themselves.
The key to successful pronunciation is first to have the students listen repeatedly so that they notice how
English is spoken - either on audio or video or by their teachers. The more aware they are, the greater the
chance that their own intelligibility levels will rise when they themselves try to speak clearly.
16.3 Phonemic symbols: to use or not to use?
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It is perfectly possible to work on the sounds of English without ever using any phonemic symbols. We can
get our students to hear the difference, say, between sheep and cheap or between ship and sheep just by
saying the words enough times. There is no reason why this should not be effective. We can also describe
how the sounds are made.
However, since English is, for many students, apparently bedevilled by a lack of sound and spelling
correspondence, it may make sense for them to be aware of the different phonemes, and the clearest way
of promoting this awareness is to introduce the symbols for them.
There are other reasons for using phonemic symbols. Paper dictionaries usually give the pronunciation of
headwords in phonemic symbols. If students can read such symbols, they can know how the word is said
even without having to hear it. Of course, digital dictionaries usually have audio recordings to demonstrate
pronunciation. However, despite the increasing popularity of these, paper dictionaries are still used
extensively around the world. Moreover, it is not always appropriate to play digital audio tracks.
When mistakes occur and both teacher and students know the symbols, it is easier to explain what the
mistake is and why it has happened. We can also use the symbols for pronunciation tasks and games.
Some teachers complain that learning symbols places an unnecessary burden on the students. For certain
students this may be true, and the level of strain is greatly increased if they are asked to write in phonemic
script. But if they are only asked to recognise, rather than produce, the different symbols, then the strain is
not so great, especially if they are introduced to the various symbols gradually, rather than all at once.
16.4 When to teach pronunciation
Just as with any aspect of language - grammar, vocabulary, etc. - teachers have to decide when to include
pronunciation teaching in lesson sequences.
Whole lessons. Some teachers devote whole lesson sequences to pronunciation, and some schools
timetable pronunciation lessons at various stages during the week. Though it would be difficult to spend an
entire lesson working on just one or two sounds, it can make sense to work on connected speech,
concentrating on stress and intonation, over some 45 minutes, provided that we build variety into our plan.
Thus, we could have the students do recognition work on intonation patterns, work on the stress in certain
key phrases, and then move on to rehearsing and performing a short play extract which exemplifies some
of the issues we have worked on.
Making pronunciation the main focus of a lesson does not mean that every minute of that lesson has to be
spent on pronunciation work, of course. Sometimes, the students may work on listening skills before
moving to the pronunciation part of the sequence. Sometimes they may look at aspects of vocabulary
before going on to work on word stress and sounds and spelling.
Discrete slots. Some teachers insert short, separate pronunciation ‘slots' into lesson sequences. Over a
period of weeks, they work on specific phonemes, either separately or in contrasting pairs. At other times,
they spend a few minutes on a contrast between two or more sounds, or on stress patterns.
Such separate pronunciation slots can be extremely useful, and provide a welcome change of pace and
activity during a lesson. Many students enjoy them, and they succeed precisely because we do not spend
too long on any one issue. However, pronunciation is not a separate skill; it is part of the way we speak.
Even if we want to keep our pronunciation phases separate for the reasons we have suggested, we will also
need times when we integrate pronunciation work into longer lesson sequences.
Integrated phases. Many teachers get their students to focus on pronunciation issues as an integral part of
a lesson. When our students listen to a recording, for example, one of the things which we can do is to
draw their attention to pronunciation features on that recording. If necessary, the students can work on
sounds that are especially prominent; they can imitate the way people speak on the recording, for example.
Opportunistic teaching. Just as teachers may stray from their original plan when lesson realities make this
inevitable, and may teach vocabulary or grammar opportunistically because it has 'come up', so there are
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good reasons why we may want to stop what we are doing and spend a minute or two on some
pronunciation issue that has arisen in the course of an activity.
16.5 Pronunciation and the individual student
We frequently work with the whole class when we organise pronunciation teaching. We conduct drills with
minimal pairs or we have all the students working together on variable stress in sentences. However,
as we have seen, pronunciation is an extremely personal matter, and even in monolingual classes, different
students have different problems, different needs and different attitudes to the subject. In multilingual
classes, of course, students from diverse language backgrounds may have very specific concerns and issues
to deal with.
One way of responding to this situation, especially when we are working with phonemes, is to get the
students to identify their own individual pronunciation difficulties, rather than telling them, as a class, what
they need to work on.
It is vitally important when correcting students to make sure that we offer help in a constructive and useful
way. This may involve us showing the students which parts of the mouth they need to use, providing them
with words in their phonological context, and offering them continual opportunities to hear the sounds
being used correctly.
16.6 Pronunciation sequences
The areas of pronunciation which we need to draw our students' attention to include individual sounds
they are having difficulty with, word and phrase/sentence stress, and intonation. But students will also
need help with connected speech for fluency and with the correspondence, or lack of it, between sounds
and spelling. All of these areas are touched on in the examples below.
One technique which is useful for a number of different pronunciation issues is often called 'Odd one out'.
For example, we can ask the students to say which is the odd one out in the following words: calm, calf,
cat, laugh (cat - because all the other words have the vowel sound /a/).
16.6.1 Working with sounds
We often ask our students to focus on one particular sound. This allows us to demonstrate how it is made
and show how it can be spelt.
We can ask the students to look at a paragraph and underline any words with a particular sound. This
reinforces their understanding of sound-spelling relationships, and, at the same time, takes advantage of
the natural sub-vocalisation that all readers use when they read. There are many other ways of teaching
and practising different sounds, as the following examples show.
Example 2
Rhyming pairs game
Aim: the students will have an enjoyable time finding rhyming words
Activity: pick a card and say a word
Age: young learners and above
Level: any
English has many words that rhyme - that is, the latter part of the words share the same sounds (e.g.
fight/light), especially vowel sounds. We use rhymes when designing minimal pair exercises, and in this
sequence we use rhyming to play an enjoyable pronunciation game.
• Take a number of blank cards (say, 24). Write a word on each. In total, there should be twelve pairs
of rhyming words (e.g. ball/fall, long/song, sew/go, etc.).
• On the other side of each card, write a number (from 1 to 24).
• Stick the cards to the board with the number side showing (or lay them out on a table).
• Put the students in teams, A and B.
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• Team A chooses a number. They take the card for that number and read the word. The class
decides if they are saying that word correctly.
• Team A now chooses another number and takes the card for that number. They say the word. If the
word rhymes, they keep both cards. If the word they have chosen does not rhyme, both cards are
put back with their numbers showing.
• Now it is Team B's turn.
• At the end of the game (when all the pairs have been found), the team with the largest number of
pairs is the winner. The game can also be played in small groups.
16.6.2 Working with stress
Stress is important in individual words, in phrases and in sentences. By shifting it around in a phrase or a
sentence, we can also change emphasis or meaning.
It is assumed that when students meet new words in class, the teacher will mark the stress of those words
(using a consistent system of stress marking). Another common way of drawing our students' attention to
stress issues is to show where the weak vowel sounds occur in words (rather than focusing on the stressed
syllables themselves). We can draw attention to the schwa /ə/ in words like /klu:ləs/ (clueless).
However, we can also focus on stress issues in longer phrases and in sentences, as the following two
examples demonstrate.
Example 5
The absent-minded booking clerk
Aim: the students will be able to use contrastive stress to make their intentions clear
Activity: ordering tickets
Level: elementary and above (CEFR B1] GSE 43
In 2.6.5, we saw how the place in a sentence where we place the stress really matters – because it indicates
to the listener what the new (or important) part of the message is. The following sequence helps students
to become aware of this and to practise it.
• Tell the students that they are going to book tickets for the cinema or the theatre. They want to do
this by phone or in person (we must assume that an automated booking system is not available).
• Tell them that they want to book three tickets for Thursday at three o'clock and elicit what they
should say until you get I'd like two tickets for Thursday at three o'clock. Have the students practise
saying the sentence like this:
I'd like three TICKets for THURsday at three o'CLOck, please.
• Now explain that the booking clerk keeps making mistakes and has to be corrected. Do this by role-
playing the ticket clerk yourself, e.g.
A: I'd like three tickets for Thursday at three o'clock, please.
B: Two tickets for Thursday at three o'clock.
A: No, I want THREE tickets for Thursday at three o'clock.
B: Oh, I'm sorry. Three tickets for Thursday at three o'clock.
• Explain that the customer has to stress the important part (i.e. where the clerk made the mistake
and has to be corrected).
• Model and practise the dialogue with the students.
• Put the students in pairs. In each pair, A is the customer and B is the clerk. B makes mistakes about
the number of tickets, the day and the time. The customer has to correct them, shifting the stress
each time.
• Listen to some pairs and make final corrections.
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We can do the same exercise in a range of different contexts. For example, in a restaurant, a waiter can
misunderstand the order, e.g. Fish soup, Madam? No, I said fish PIE, etc. or with invitations someone can
mishear, e.g. I'd love to come to the cinema… No, I said 'Would you like to come to the THEAtre?', etc.
16.6.3 Working with intonation and stress
We need to draw our students' attention to the way we use changes in pitch to convey meaning, to reflect
the thematic structure of what we are saying and to convey mood.
Example 7
Interested, surprised or bored
Aim:the students will learn to identify a person's attitude from their intonation
Activity: listening and speaking
Level: elementary and above [CEFR B1] 11 GSE 50
For some students and teachers, the technical aspect of intonation (identifying whether the speaker uses a
high falling tone, a low falling tone, a fall-rise or a rising tone) seems confusing. However, recognising how a
person feels through the sound of their speech (intonation) is somewhat easier.
In the following sequence, it will help to have a recording of the mini-conversations. (You could ask a
colleague to help you make your own audio track.) If you don't have a recording, you can get the students
to read out a's part and do the reactions yourself,
• Tell the students that they are going to hear someone respond to what they are told with the word
really. They should try to guess whether the speaker is interested, surprised or bored.
• Play the students the following audio track (the second speaker's attitude is given in brackets).
A: I've just passed my driving test.
B: Really? (surprised)
A: I've just seen a fantastic film.
B: Really? (bored)
A: I've just read a very interesting article in the paper.
B: Really? (interested), etc.
• Go through the answers with the students. Stop the audio at each Really? so the students can hear
it well. Imitate the sound yourself.
• Ask the students what the difference is in the way that the second speaker says the word (when
bored, the voice starts on a low pitch and falls; when interested, the voice starts at a normal pitch
and rises, whereas when the speaker is surprised, the voice starts fairly high and gets a lot higher).
• Tell the students to write real or imaginary sentences about things they have done recently.
• Ask them to read out their sentences. React with interest, boredom or surprise, using the word
really. The students have to say which reaction it is.
• Now get the students to read out their sentences again. This time, other students reply with the
word really, and the rest of the class have to say whether they sound bored, interested or
surprised.
This kind of activity gives intonation a human face', rather than making it a technical topic.
16.6.4 Sounds and spelling
Although there are many regularities in English spelling, the fact that there is no one-to-one
correspondence between letters and phonemes causes many problems for some learners.
Example 10
Looking for rules
Aim: the students will be able to work out a sound-spelling rule
Activity: spelling discovery
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Level: intermediate and above [CEFR B1]
• Tell the students to look at the following two lists.

A B
centre certain cap can
nice fence cup coffee
city cycle crack coin
policy bicycle call café
decide cinema come cost
succeed cease custom could
• Have the students say the words to each other in pairs and then individually. Make sure they say
them correctly.
• Ask them if they can see what the rule is which decides which pronunciation will be used.
You might have to prompt them by suggesting that they look at the letter which follows the c. So,
for example, when c is followed by /e/ (centre), /ai/ (nice), /i:/ (cease) or /I/ (city), it is pronounced
as /s/, but when followed by other sounds, it is /k/.
• This kind of discovery approach to sound and spelling rules allows the students to become aware
that English spelling is not quite as random as they might think.
16.6.5 Connected speech and fluency
Good pronunciation does not just mean saying individual words or individual sounds correctly. The sounds
of words change when they come into contact with each other. This is something we need to draw our
students' attention to in our pronunciation teaching so that, at the very least, they can recognise what they
hear when listening to naturally flowing speech
We can adopt a three-stage procedure for teaching students about features such as elision and
assimilation.
Stage 1: comparing. Start by showing the students sentences and phrases and have them pronounce the
words correctly in isolation. Then play them a recording of someone saying the sentences in normal
connected speech (or say them yourself). Ask the students what differences they can hear.
Stage 2: identifying. Have the students listen to recordings of connected speech (or say the phrases
yourself), and ask them to produce a full written grammatical equivalent of what they hear.
Stage 3: production. Whenever modelling and teaching phrases and sentences, give the students the
connected version, including contractions where necessary, and get them to say the phrases and sentences
in this way.
Fluency is also helped by having the students say phrases and sentences (such as the ones used in stages 1-
3 above) as quickly as possible, starting slowly and then speeding up. Getting students to perform dialogues
and extracts from plays - if we spend some time coaching them - will also make them aware of speaking
customs and help them to improve their overall fluency.
17. Teaching language skills

Teachers tend to talk about the way we use language in terms of four skills – reading, writing, speaking and
listening. These are often divided into two types. Receptive skills is the term used for reading and listening,
skills where meaning is extracted from the discourse. Productive skills is the term for speaking and writing,
because for these skills the students actually have to produce language themselves.
There is some concern about separating skills in this way, especially since they are seldom separated in real
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life. It is certainly the case that when we speak or write we are producing language, and no one would
argue with the idea that language activation takes place when we are doing this. But reading and listening
also demand considerable language activation on the part of the reader or listener. We cannot access
meaning unless our brains are fully engaged with the texts we are interacting with. In other words, we have
to think to understand, using any or all of our language knowledge to get meaning from what we are seeing
or hearing. But in any case, whether we are reading or speaking, we often mix what we are doing with
other skills.
17.1 Skills together
It makes little sense to talk about skills in isolation since, in meaningful communication, people employ
incremental language skills not in isolation, but in tandem. When we are engaged in conversation, we are
bound to listen as well as speak because otherwise we could not interact with the person we are speaking
to. Clearly, therefore, if skill use is multi-layered in this way, it would make no sense to teach each skill in
isolation - although we will, of course, have moments when we focus more on one skill than any other.
17.1.1 Input and output
Receptive skills and productive skills feed off each other in a number of ways. What we say or write is
heavily influenced by what we hear and see. Thus, the more we see and listen to (comprehensible) input,
the more English we acquire, notice or learn. This input takes many forms: teachers provide massive
language input, as does audio and video material both inside and outside variety of reading texts both in
the classroom and, if they are so minded, when they read the classroom, whether from TV and radio or
from the internet. Students are exposed to a variety of reading texts both in the classroom and, if they are
so minded, when they read extensively away from their lessons. They may also interact with other English
speakers inside the classroom and outside.
But students get other input, too, especially in relation to their own output. When a student produces a
piece of language and sees how it turns out, that information is fed back into the acquisition process.
Output - and the students' response to their own output – becomes input.
Such input and feedback can take various forms. Some of it comes from ourselves, whether or not we are
language learners. We modify what we write or say as we go along, based on how effectively we think we
are communicating. Feedback also comes from the people we are communicating with. In face-to-face
spoken interaction, our listeners tell us in a number of ways whether we are managing to get our message
across. Teachers can, of course, provide feedback, too, not just when a student finishes a piece of work, but
also during the writing process, for example, or when, acting as a prompter or as a
resource, they offer ongoing support.
17.1.2 Integrating skills
In order to replicate the natural processes of skill-mixing, it makes sense to integrate different skills. That is
why so many learning sequences are more like the patchwork' model rather than following the straight
arrows' or 'boomerang' lesson types.
Speaking as preparation and stimulus. We often ask our students to discuss a topic as a way of activating
their schemata or engaging them in a topic that they thoughts and feelings about a topic. Frequently, too,
speaking is part of a longer planning sequence.
Texts as models. Especially where the students are working with genre-focused tasks, written and spoken
texts are a vital way of providing models for them to follow. One of the best ways of having our students
write certain kinds of report, for example, is to show them some actual reports and help them to analyse
their structure and style.
Productive work should not always be imitative, of course. But students are greatly helped by being
exposed to examples of writing and speaking which show certain conventions for them to draw upon.
Texts as preparation and stimulus. Much language production work grows out of texts that students see or
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hear. A controversial news article or blog post may be the springboard for discussion or for a written
riposte.
Integrated tasks. Frequently we ask our students to listen to something (a recorded phone conversation,
for example) and take a message or notes. We might ask them to prepare a spoken summary of something
they have read, or read information on the internet as preparation for a role-play or some other longer
piece of work.
Almost any speaking activity is bound to involve listening, of course, but sometimes when students are
involved in some kind of collaborative writing they will be speaking, listening, writing and reading almost
simultaneously. Indeed, task-based learning, or even just working on a single task, is almost predicated on
the idea of skill integration, since it is usually impossible to complete a task successfully in one skill area
without involving some other skill, too.
Skill integration also happens when students are involved in project work, which may well involve
researching (through reading or listening), speaking (e.g. in discussions or when giving a presentation) and
writing (e.g. submitting a report).
17.1.3 Language skills, language construction
Work on language skills is often a precursor to work on various aspects of language construction. As we saw
in 13.4, we often ask our students to look at texts and discover facts about language for themselves. But
whether they are trying to work out an element of construction, or whether we are explaining things that
occur in written and spoken texts, it makes considerable sense to use anything which the students read as
data for them to work on. For example, if we take the following text, we can see how it can be used to look
at a range of different language points. There is always some aspect of language that can be drawn from it.
17.1.4 Integrating skill and language work
Many effective learning sequences will offer both skill integration and also language study based around a
topic or other thematic thread. Example for an intermediate level:
Stage 1 The students complete the following questionnaire about how they respond to physical
appearance. This involves them in reading and speaking.
1 When you first meet someone, what do you look at first?
a their hair b their face c their eyes d their mouth
e the clothes they are wearing f something else (please specify)
2 Which of the following will make you think most positively about someone
(choose one only)?
a they are well-groomed
b they are well-dressed
c they have a good physique
d they look interesting
3 Think of two people that you find very attractive. Can you describe them?
4 Think of two people whose appearance you find unusual or striking. What is the unusual/striking
thing about them?
In pairs (or groups), the students discuss their responses to the questionnaire.
Stage 2 The students now read the following text from a novel, written some years ago, about a Cantonese
couple living in London, where Chen works in a Chinese restaurant.
Working in the fields Chen had once had a physique which had been lean, tanned, and sinewy;
now it was almost impossible to see the outlines of his ribs for the plump flesh which clothed
them. Not that he was chubby, just prosperous, as he was careful to explain to Lily.
On Lily there were two opposing views. Chen did not think she was pretty. She had a long, thin,
rather horsey face, and a mouth that was too big for the rest of her features, and she smiled too
frequently for a woman. She had a largish bust, and her hands and feet were a fraction too big to
be wholly pleasing to her husband. It was her face, though, which really let her down (Chen had
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decided), being over-full of expression, particularly her bright black eyes which she had a habit
of widening and narrowing when listening to something she found interesting. Probably there
was too much character in her face, which perhaps explained the lack of Cantonese male
interest
better than any particular wrongness of an individual feature or their relationship to each other.
Westerers found her attractive, though. Lily was unaware of this but Chen had noticed it with
great surprise. That was if second glances and turned heads on the street were anything to go
by.
From Sour Sweet by Timothy Mo (Abacus)
Stage 3 The students answer comprehension questions about the text before discussing Chen's views of
Lily's appearance. They talk about whether or not beauty is a cultural concept.
Stage 4 The students look for any language in the text which describes physical appearance. This leads on
to a study section where they first discuss whether words like thin, slim, skinny, fat, stout or chubby have
positive or negative connotations, and then go on to say whether words like lean, sinewy, handsome,
pretty, well-built and plain can be applied to men, women or both.
Stage 5 The students rewrite the text from Sour Sweet as if Chen really approves of his wife's appearance.
Stage 6 The students write physical descriptions of well-known figures. The class has to guess who they are
writing about.
Stage 7 The students listen to a dialogue about a police line-up before role playing police officers taking
witness statements based on descriptions of people they have supposedly seen committing a crime.
17.1.5 Top-down and bottom-up
A frequent distinction is made between top-down and bottom-up processing. It has been said that in top-
down processing, the reader (or listener) gets a general view of the reading or listening passage by, in some
way, absorbing the overall picture. This is greatly helped if their schema allows them to have appropriate
expectations of what they are going to come across. In bottom-up processing, on the other hand, the
reader or listener focuses such things as individual words, phrases or cohesive devices, and achieves
understanding by stringing these detailed elements together to build up a whole.
17.2 Receptive skills
17.2.1 A procedure for teaching receptive skills
A typical procedure for getting students to read a written text or listen to a recording involves what we
might call Type 1 and Type 2 tasks. Type 1 tasks are those where we get the students to read or listen for
some general understanding or response, rather than asking them to pick out details or get involved in a
refined search or analysis of the text. Type 2 tasks, on the other hand, are those where we get the students
to look at the text in considerably more detail, maybe to prompt more detailed responses, to gather
specific information or to analyse language. Moving from the general to the specific by starting with Type 1
tasks and going on to Type 2 tasks works because it allows the students to get a feel for what they are
seeing or hearing before they have to attack the text in detail, which is the more difficult thing to do.
Lead-in. The procedure for teaching receptive skills generally starts with a lead-in. This is where we engage
the students with the topic of the reading and we try to activate their schema (plural schemata). Our
schema is the background knowledge we have of the world, the topic under consideration, the linguistic
context that such a topic usually provokes, etc. The job of the receptive skills teacher, therefore, is to
prompt the students to get in touch with that knowledge or schema. They can then predict what a text is
likely to be about, and what they are going to see or hear. We can encourage this kind of prediction by
giving them various clues, such as pictures, headlines or book jacket descriptions. We can give them a few
words or phrases from the text and ask them to predict what these might indicate about its content. We
can instigate a general discussion of the topic or ask the students to make their own questions for what
they are going to read about. Whatever alternative we choose, the point is that prediction is extremely
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useful if we want our students to engage fully with the text.
Comprehension/response task. Once the students are ready to read/listen, we set some kind of a
(comprehension) task so that they will read or listen in a general way – trying to extract a mostly general
understanding of - or response to - what, superficially, the audio or written text is all about.
Reading/listening. The students then read or listen to the text in order to complete the task that has been
set, and then the teacher directs feedback. Here we may suggest that students go through the answers in
pairs or small groups. This is partly so that they get more opportunities to work together, and partly so that
when we go through the answers with the class, individual students do not get exposed as having failed at
the task.
Text-related task. Sometimes, teachers set a text-related task immediately after this Type 1 task has been
completed. A text-related task is any kind of follow-up activity, and might be either a more detailed
response to the content or a focus on aspects of language in the text. If the students have not completed
Task 1 successfully, we may let them read or listen again and repeat the task. Once we are satisfied that
Task 1 has been completed successfully, we will often get the students to look at the text again for a Type 2
task, in which they are required to examine it in more detail. The comprehension cycle is repeated and then
we involve the students in text-related tasks.
17.2.2 The language issue
What is it that makes a text difficult? The critical issue is quite simply the number of unfamiliar words which
a text contains.
If readers and listeners do not know half the words in a text, they will have great difficulty in understanding
the text as a whole. To be successful, they have to recognise a high proportion of the vocabulary (maybe as
high as 95%) without consciously thinking about it. Of course, both sentence length and the percentage of
unknown words play their part in a text's comprehensibility.
When students who are engaged in listening encounter unknown lexis, it can act as some kind of a barrier
which almost stops them in their tracks, and, unlike reading, there may be no opportunity to go back and
listen to the lexis again. Comprehension is gradually degraded, therefore, and unless the listeners are able
to latch onto a new element to help them back into the flow of what is being said, the danger is that they
will lose heart and gradually disengage from the receptive task since it is just too difficult.
Texts that are way beyond our students' comprehension level will probably demotivate them.
It is obvious, however, that the more language we expose our students to, the more they will learn, so we
need specific ways of addressing the problem of language difficulty. These could include pre-teaching
vocabulary, using extensive reading/listening, and considering alternatives to authentic language.
Pre-teaching vocabulary. One way of helping our students is to pre-teach vocabulary that occurs in a
reading or listening text. This removes at least some of the barriers to understanding which they are likely
to encounter.
However, if we want to give the students practice in what it is like to tackle authentic reading and listening
texts for general understanding, then getting past words they don't understand is one of the skills they
need to develop. By giving them some or all of those words, we may be denying them that chance. We
need a common-sense solution to this dilemma: where the students are likely to be held back unnecessarily
because of three or four words, it makes sense to teach them in advance. Where they should be able to
comprehend the text despite some unknown words, we will explain to them that they should try to
understand the general meaning of the text, and that we will look at the meaning of individual words once
they have done their best to read in this general way.
Extensive reading and listening. Most researchers like to make a difference between extensive and
intensive reading and listening. Whereas the former suggests reading or listening at length, often for
pleasure and in a leisurely way, intensive reading or listening tends to be more concentrated, less relaxed,
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and often dedicated not so much to pleasure as to the achievement of a study goal.
Extensive reading and listening frequently take place when students are on their own, whereas intensive
reading or listening is often done with the help and/or intervention of the teacher.
Extensive reading has a number of benefits for the development of a student's language, especially where
the students are reading material, such as graded readers, which has been written for their specific level.
The benefits of extensive reading are echoed by the benefits of extensive listening: the more students
listen, the more language they acquire and the better they get at listening activities in general. Whether
they choose recordings of passages from textbooks, recordings of simplified readers, other listening
material designed for their level or podcasts of radio programmes which they are capable of following, the
effect will be the same.
Provided the input is comprehensible, they will gradually acquire more words and greater schematic
knowledge which will, in turn, resolve many of the language difficulties they started out with.
Authenticity. Because it is vital for students to get practice in dealing with written text and speech where
they miss quite a few words but are still able to extract the general meaning, an argument can be made for
using mainly authentic reading and listening texts in class. After all, it is when students come into contact
with 'real' language that they have to work hardest to understand.
Authentic material is language where no concessions are made to foreign speakers.
Authentic material which has been carelessly chosen can be extremely demotivating for students since they
will not understand it. Instead of encouraging failure, therefore, we should let our students read and listen
to things they can have a chance of understanding. For beginners, this may mean roughly-tuned language
from the teacher, and specially designed reading and listening texts from materials writers. However, it is
essential that such listening texts should approximate authentic language use. The language may be
simplified, but it must not be unnatural.
Authentic material can be used by students at fairly low levels, however, if the tasks that go with it are well-
designed and help the students understand it better, rather than simply showing them how little they
know.
17.2.3 Comprehension tasks
A key feature in the successful teaching of receptive skills concerns the choice of tasks that we ask our
students to perform on (and with) the text. Sometimes, such tasks appear to be testing the students rather
than helping them to understand. Reading and listening are, of course, perfectly proper media for language
and skill testing. Nevertheless, if we are trying to encourage our students to improve their receptive skills,
testing them will not be an appropriate way of accomplishing this. Sometimes texts and/or the tasks which
accompany them are either far too easy or far too difficult. In order to resolve these problems, we need to
use comprehension tasks which promote understanding, and we need to match text and task
appropriately.
Testing and teaching. The best kind of tasks are those which raise the students’ expectations, help them
tease out meanings and provoke an examination of the reading or listening passage. Unlike reading and
listening tests, these tasks bring them to a greater understanding of language and text construction. By
having our students perform activities such as looking up information on the internet, filling in forms on the
basis of a recording or solving reading puzzles, we are helping them become better readers and listeners.
Appropriate challenge. When asking our students to read and listen, we want to avoid texts and tasks that
are either far too easy or far too difficult. As with many other language tasks, we want to get the level of
challenge right: to make the tasks difficult but, nevertheless, achievable.
17.3 Productive skills
17.3.1 A procedure for teaching productive skills
A key factor in the success of productive skill tasks is the way teachers organise them and how they
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respond to the students' work.
Lead-in. In the lead-in stage, we engage the students with the topic.
Task. When we set the task, we explain exactly what the students are going to do. At this stage, we may
need to demonstrate the activity in some way.
Monitoring. Once the students have started, we will monitor the task. This may mean going round the
class, listening to the students working and helping them where they are having difficulties. With writing
tasks, we may become actively involved in the writing process as we respond to the students' work and
point them in new directions.
Feedback and follow-up. When the activity has finished, we give task feedback. This is where we may help
the students to see how well they have done. Finally, we may move on from the task with a task-related
follow-up.
17.3.2 Structuring discourse
In order for communication to be successful, we have to structure our discourse in such a way that it will be
understood by our listeners or readers. In order for writing to be successful, it has to be both coherent and
cohesive. Coherent writing makes sense because you can follow the sequence of ideas and points.
Cohesion is a more technical matter, since it is here that we concentrate on the various linguistic ways of
connecting ideas across phrases and sentences. Wuse language features such as pronouns, lexical
repetition and synonymy to refer to ideas that have already been expressed. We can also use various
linkers, for purposes such as addition (also, moreover), contrast (although, however, still), cause and effect
(therefore, so) and time (then, afterwards).
Conversational discourse, on the other hand, often appears considerably more chaotic. This is partly
because it is "jointly constructed" by however many people are taking part. In order for this construction to
be successful, the participants need to know how to take turns and what discourse markers, for example,
they can use to facilitate the smooth progression from one speaker to the next. Such structuring devices
include language designed to buy time, and quite specific organising markers, such as firstly, secondly or
even and as if that wasn't enough. Spoken English also has its own grammar, which is, in some cases,
somewhat different from its written equivalent.
Successful communication, both in writing and in speech, depends, to some extent, on knowing the rules.
Thus, competent speakers know how and when to take turns, just as successful writers in a particular
discourse community know the differences between accepted norms for writing emails, business letters
and Facebook posts and blogs. And there are more general sociocultural rules, too, such as how men and
women address each other, whether there is any difference between talking to people of the same age or
people who are considerably older, and finally, how to perform certain common speech events such as
agreeing, inviting, suggesting, etc.
We are not suggesting that students need to speak or write language exactly like a British or Canadian
person (for example), especially given our comments about the many varieties of English (including English
as a lingua franca) in 1.1.1. Nevertheless, sociocultural rules of various English language discourse
communities exist in the public consciousness (even though they change over time) so that obeying them
or purposefully flouting them become acts of belonging or rejection.
17.3.3 Interacting with an audience
Part of our speaking proficiency depends upon our ability to speak differentially, depending upon our
audience and upon the way we absorb their reactions and respond to them. Part of our writing skill
depends upon our ability to change our style and structure to suit the person or people we are writing for.
17.3.4 Dealing with difficulty
When speakers or writers of their own or of a foreign language don't know a word or can't remember it,
they may employ some or all of the following strategies to resolve the difficulty:
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Improvising.
Discarding.
Foreignising. This won't work if the listener doesn't have any idea what the word means, and may even give
the wrong impression where speakers of Romance languages, for example, use false cognates by mistake
so that the word they say has a distinctly different meaning in the L2 from the one they intended.
Paraphrasing.
As teachers, we should encourage paraphrasing and improvising as more useful techniques than discarding
thoughts or foreignising words blindly, since in the latter case, this will either be ineffective or may, as we
have seen, give the wrong information altogether.
17.3.5 What to do about language
Learners engaged in a productive task can become very frustrated when they just do not have the words or
the grammar they need to express themselves. Sometimes, of course, they can research language they
would like to use, but this can make writing a spontaneous speech. There are a number of steps we can
take which will help our students achieve success:
Supply key language. Before we ask our students to take part in a spoken or written activity, we may check
their knowledge of key vocabulary and help them with phrases or questions that will be useful for the task.
However, where speaking is concerned, we should remember
that language which the students have only just met for the first time (whether grammatical, lexical or
phrasal) is often not available for instant use in spontaneous conversation; more exposure and practice is
usually necessary before people can use new language fluently. We use it instantly in communicative
activities. Instead, we need to plan in advance.
Plan activities in advance. Because of the time lag between our students meeting new language and their
ability to use it fluently, we need to plan production activities that will provoke the use of language which
they have had a chance to absorb at an earlier stage.
Language production activities which fall at the communicative end of the communication continuum are
not just practice activities, however. They are designed specifically to generate student output, which
firstly, forces the students to process language knowledge as they speak and secondly, gives them effective
feedback on their performance and knowledge. As we have already seen, one of the strategies which
foreign language speakers need to develop is the art of getting round language problems in
communication, and many of the speaking tasks we ask our students to do will make them do just this.
17.4 Projects
Frequently, teachers ask their students to work on assignments that last for longer than, say, 45 minutes or
one or two lessons.
17.4.1 Managing projects
Projects can be organised in a number of different ways, but they generally follow the same sequence:
Topic choice and briefing. Projects start when the teacher or the students (or the two in combination)
decide on a topic. Sometimes, the students may bring their own ideas; sometimes, the teacher may offer a
list of possible topics; and sometimes, the teacher ask all the students to do the same project.
Once the choice has been made, a briefing takes place in which teacher and students define the aims of the
project and discuss how they can gather data, what the timescale of the project is, what stages it will go
through and what support the students will get as the work progresses.
Idea and language generation. Once a briefing has taken place, what happens next will depend on how
teacher-directed the project is. If the students have come up with their own topics, this is where they will
start on the process of idea generation. They have to decide what is going into their project. They need to
make a plan about what they have to find out, and think about where they can find that information.
If, however, the teacher is directing the project very carefully, the students may be told what they are
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looking for and where they are going to find it.
Data gathering. Students can gather data from a number of sources. They can use internet search engines,
consult books or watch videos. They can design questionnaires in order to interview people. They can look
at texts for genre analysis or watch television programmes and listen to the radio or podcasts.
Planning. When the students have got their ideas, generated some topic-specific language and gathered
the data they require, they can start to make a plan of how the final project will be set out.
Drafting and editing. If the project has a final written product, a first draft will be produced, consisting
either of sections or the whole thing, which fellow students and/or the teacher can look at and comment
on.
The result. Finally, the goal at which the whole project has been aiming has been reached.
Consultation/tutorial. Throughout the lifetime of a project, teachers will need to be available as tutors,
advising, helping and prompting the students to facilitate progress. Such consultations and tutorials will, of
course, focus on how the project is progressing.
Projects may not be appropriate in all circumstances (principally, perhaps, because of the time which
teachers and students have at their disposal). However, if they can be worked into the curriculum, they can
prove to be an effective tool for skills integration. They require detailed planning and idea generation and
encourage the students to gather data. At the end of the whole process, the students have work they can
show proudly to their colleagues and friends, perhaps by means of detailed and effective multimedia
presentations.
18. Reading
To get the maximum benefit from their reading, students need to be involved in both intensive and
extensive reading. Intensive reading is often (but not exclusively) teacher-chosen and directed. It is
designed to enable the students to develop their ability to read for a number of different purposes, such as
getting the general meaning of a text (the gist) - sometimes called skimming, finding specific details that the
reader is looking for – sometimes called scanning, or understanding what is behind the words (inference).
We will want to give our students a variety of texts and reading purposes. This is not so much because they
need to acquire such reading skills (they may, after all, have them in their own language), but because they
need to have these experiences in English.
Extensive reading has a different focus, since the intention is to get the students to read as much as
possible, usually away from the classroom. We believe that by doing this, they will improve their knowledge
of vocabulary, grammar, spelling and punctuation.
At the beginning, learners will be mostly concerned with bottom-up processing where their main aim is to
understand the meaning of. It is only later that we will involve them in more top-down processing, such as
reading for inference or gist – see above.
18.1 Intensive reading
Comprehension questions can be used so that the emphasis is on teaching reading, rather than testing it.
The first way of doing this is to get the students to read the questions before they read the text and
speculate on what the correct answers might be. This will help activate their schema and get them in the
right frame of mind to read. It will also give them an idea of how to read and what to look for.
When the students have read the text, it is a good idea to have them go through the answers to the
questions in pairs or groups.
When we get the students to say what they think the answers are, we can ask them to refer to the part of
the text (sentence, phrase or paragraph) which helped them to decide. In that way, we ensure their
engagement with the text.
There are, however, various other ways that we can ask our students to interact with reading texts, and
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these may be just as effective (or even more so) as the comprehension questions we have discussed so far.
Encouraging student responses. The more that the students bring of themselves to the task of reading a
text, the better. One of the most important ways of encouraging student engagement with a text is to ask
them whether they like it and why - or why not. Not only will this make the students read the text with
their hearts' as well as their minds, but it will also be a clear indication (for us about how well they have
understood what they dislike and why.
Transferring information. One way of having the students demonstrate their understanding of texts is by
asking them to transfer the information they see to other media.
‘Interrogating' the text. Texts which express opinions or which contain contentious information - and many
types of fiction - can be used to promote critical thinking.
Using reading as a springboard. When our students have read a text, we can use it as a springboard for any
number of follow-up activities and text-related tasks. Perhaps they can conduct a debate about the issues
raised. They might want to role-play the characters mentioned in the text, or write a letter in response to it.
18.1.1 The vocabulary question
It has often been said that students need to know about 95 percent of the words in a text in order to be
able to understand it easily. Even if this figure is somewhat exaggerated, the fact that the students need to
know a majority of words if they are to read successfully has implications for extensive reading. It suggests
that we might want to recommend graded readers, for example, at a lower rather than a higher level for
many of our students.
In coursebook texts (and other reading that we ask students to do), it is unlikely that we will be able to
meet that 95 percent figure for all of our students. And if that is the case, we will find ourselves facing a
common reading lesson paradox: teachers encourage their students to read for general understanding,
without worrying about the meaning of every single word; the students, on the other hand, are desperate
to know what each individual word means. Given half a chance, many of them would rather tackle a
reading passage with a dictionary in one hand and a pen in the other, and write translations all over the
page. It is easy to be dismissive of such student preferences, yet there is something rather strange about
asking our students to read for meaning whilst denying them the ability to access that meaning! Clearly,
we need to find some accommodation between our desire to have the students develop particular reading
skills and strategies (such as the ability to understand the general message without understanding every
detail) and their natural urge to understand the meaning of every single word.
One way of helping students to deal with challenging texts is to pre-teach some of the vocabulary they
need. If we want our students to acquire strategies for dealing with authentic text (where there may be
unknown words), then pre-teaching will not help.
Where we ask our students to read a text without any lexical pre-teaching, however, it makes sense to give
them an opportunity to discover the meaning of vocabulary they have found difficult. Thus, for example,
we will allow and encourage them to ask about words they found in the text which they did not understand
- or they can consult dictionaries. But, of course, this process could take up a considerable amount of time,
so we need to reach some kind of bargain with our students so that meaning explanations and searches do
not become completely unmanageable. There are three ways of doing this:
Time limit. We can give a time limit of, say, five minutes for post-reading vocabulary enquiry, whether this
involves dictionary use, language corpus searches or questions to the teacher.
Word/phrase limit. We can say that we will only answer questions about five or eight words or phrases.
Meaning consensus. We can get the students to work together to search for and find word meanings. To
start the procedure, individual students write down five words from the text they most want to know the
meaning of. When they have each done this, they share their list with another student and come up with a
new joint list of only five words. This means they will probably have to discuss which words to leave out.
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Two pairs join to make new groups of four and, once again, they have to pool their lists and end up with
only five words. Finally (perhaps after new groups of eight have been formed – it depends on time and the
atmosphere in the class), the students can look for the meanings of their have decided on.
18.1.2 Analytical reading (text mining)
One of the main reasons that language learners read is to improve their lexical and grammatical
knowledge. This may be achieved through repeated extensive reading. But it can also happen when we
mine texts for new language or language use which we think our students should pay attention to.
We can ask the students to read any text they encounter analytically. We can, for example, ask them to find
any past tense verbs in the text and tell us how they are used and formed. We can direct them towards any
lexical cohesion in the text and ask them to explain how it works, or we can get them to find particular
words and phrases. We can also, of course, analyse how paragraphs are constructed or discuss issues of
punctuation.
When we ask our students to write within a distinct genre, we often ask them to analyse texts in order to
help them to write appropriately within that genre. They can look at the layout of the texts, the particular
words and phrases that they use, and the cohesive devices which are typically used to hold such texts
together.
Text mining usually takes place after the students have read for comprehension, or have given some other
kind of response to a text. With short texts, the students can discuss why the words are put in the order
they are, examine the agreement of subject and verb (for example), or talk about whether the text gets its
message across even though it is short.
18.2 Reading aloud
In classrooms all over the world, students read aloud from their textbooks. It is one of the oldest and most
common procedures that teachers use. Many students enjoy the activity and, for the teacher, it is a way of
making the class quiet (usually). The students, at least those who are reading, are generally highly focused
on the task.
But there can be problems. When reading aloud is organised so that the students, in sequence, read
sentences from a text that they have not seen before, the results are usually highly unsatisfactory. The
students often stumble over unfamiliar words and read with a lack of confidence and enthusiasm. It can be
extremely boring, and, worst of all, they usually know they are doing it badly, and so do their colleagues.
This is a pity, because reading aloud can actually be incredibly useful, and can help with the links between
sounds and written forms that are the basis for successful comprehension. Furthermore, it can be a way of
increasing the confidence of weaker students by giving them a chance to get their mouths around a
continuous flow of correctly-formed, meaningful English, which they are not yet so good at doing in
spontaneous speaking. If they manage to do this well, they will see that they can speak English better,
perhaps, than they had thought.
For it to be really successful, the students need to see what they are going to read aloud before they are
asked to do so. They should read the sentence or paragraph to themselves and think about how they would
say it. We should give them a chance to mumble/vocalise it so that they can 'feel' how it sounds. Perhaps,
then, they can rehearse what they are going to read in pairs or small groups, and only when they think they
know where to place the stress, how to pronounce the words and what intonation to use, will we ask them
to read individually in front of the whole class.
One way of encouraging students to read aloud with enthusiasm - and after having a chance to practise - is
to ask them to choose their favourite sentence from a text they have just read. We can make reading aloud
even more involving by letting the students first hear the passage being read by the teacher (or on an audio
track). They can follow in their books, marking stressed syllables, putting in pauses for breaths, etc. And
then, they can read along with the teacher or the audio in a technique sometimes called ‘parallel speaking'.
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Gradually, the audio is faded out, so that by the time they are reading on their own, they can do so with
confidence and ability.
When we read aloud to our students, we need to do it with passion and commitment. If the students see us
doing it with enthusiasm, they are far more likely to make an effort to do the same themselves than if we
read in a lacklustre way.
Before leaving the topic of RA, we should point out that getting students to read aloud with material that
they have never seen before has one particular use, and that is as a diagnostic tool. When students try to
read a sentence or paragraph aloud, the intonation they use, and where they place nuclear stress, can give
us a clear indication of where they do not fully understand what they are saying. Reading aloud is
frequently and effectively used in this way, especially with young learners.
18.3 Extensive reading
Extensive reading often takes place outside the class and has traditionally been encouraged not for
language study so much as for practising reading, having a pleasurable experience and gradually acquiring
language. The more students read, it is believed, the better they get, not only at reading, but also at
vocabulary recognition, spelling, writing and even pronunciation, since even experienced readers
subvocalise what they read - that is, 'say the words in their heads.
Extensive reading materials. Students can read whatever they want to read for extensive reading, of
course, just like anyone else. At higher levels, they will probably want to read books written for a
competent English-language-speaking audience, but at lower levels this would clearly not be appropriate.
Instead, we can offer them graded readers. Graded readers are books written (or adapted) especially for
language students at different levels. At their best, they tell powerful stories, even in the simplest language.
Ideally, we will have a library of such texts at all levels for the students to choose from. They can do this on
the basis of topic, genre and level. The fact that they themselves make the choice will greatly enhance their
motivation to read. Extensive reading, in this view, is the reading of lots of easy, enjoyable books, and we
know that the more the students do this, the better their reading and their English in general will become.
Extensive reading tasks. Despite our wish that our students should enjoy reading and be motivated to do a
lot on their own, not all of them get the reading habit. Some do, indeed, read more and more (and their
English visibly improves as a result), but others do not. Perhaps this is because promoting extensive reading
for pleasure almost guarantees its status as an optional extra on a par with a keep-fit class.
One way of encouraging our students to read is to ask them to keep a record of what they read and when.
We might ask them, for example, to fill in a simple form for read; we might have a comment sheet on the
inside cover of every book.
Talking about books. Many teachers boost their students' motivation to read by organising book clubs or
‘literature circles'. When the students have read a book or books, they get together and talk about what
they have read. Perhaps they all discuss the same book. Perhaps different groups can read different books
and then, when a specific group has discussed their book, they can tell the other groups about their
discussions. Discussing books after they have been read does not just help to motivate the students,
however. It is also a way of helping them to remember what they have experienced and encouraging them
to use words and phrases from the text as they discuss its content.
Extensive and intensive. At the University of Swansea, in Wales, Neil Evans and his colleagues have moved
away from the idea that student choice is necessary for extensive reading to be effective (Evans 2013). He
and his colleagues assign a book to the class and work with that. Jez Uden tells the story of two young male
students who were forced, under protest, to read romantic fiction in a reading group because that was the
genre of the only available books (Uden 2013). To their surprise, they enjoyed the books immensely and
asked for more in the same vein. Neil Evans and his colleagues blend out-of-class reading for pleasure (from
a text selected by the teacher) with more intensive-like in-class reading. They certainly hope that the
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students will read their assigned graded reader with enjoyment, but they also ask them to discuss the
contents, talk about the plots and analyse the grammar and vocabulary.
Extensive reading is important because we want our students to read as much as they can.
18.4 Reading sequences
The following reading sequences involve a range of activities (only one here): the students engage with full
texts in order to understand their overall meaning; they use prediction to activate their schemata; they use
what they have read to create their own writing; and they take part in puzzle-like activities to reassemble
texts. These activities represent, of course, only a fraction of the many ways in which reading can
be approached with classes of students.
Example 1
AKA Diaz
Aim: the students will be able to use their powers of prediction and their schemata to help them
understand a text
Activity: reading to confirm expectations
Skills: predicting; reading for gist; reading for detailed comprehension
Age: adult
Level: upper-intermediate [CEFR B2]
In this example, the students predict the content of a text, not from a picture, but from a few tantalising
clues they are given in the form of phrases from the passage they will read.
• Give each student in the class a letter from A to E and tell them all to close their eyes. Ask all the
students with the letter A to open their eyes and show them the word lion, written large so that
they can see it. Then ask them to close their eyes again and this time, show the B students the
phrase racial groups. Show the C students the phrase paper aeroplanes, the D students the word
tattoos and the E students the word guard.
• Put the students in groups of five, each composed of students A-E. By discussing their words and
phrases, each group has to try to predict what the text is about. Go round the groups, encouraging
them and, perhaps, feeding them new words and phrases like cage, the tensest man or moral
authority, etc.
• Finally, when the groups have made some predictions, ask them whether they would like to hear
the text that all the words came from, as a prelude to reading the following text aloud, investing it
with humour and drama and making the reading dramatic and enjoyable.
'This is it,' Rick said, in a cheerful voice. Through the windows of the classroom I could see the men.
They were not in their seats; instead they were circling the room restlessly, like lions in a cage.
‘Is there going to be a guard in the room while I teach?' | asked. I realized that this was something
that should have been straightened out earlier.
Rick looked at me with deep concern. ‘I’ll come by a bit later, see that you're OK,' he said.
I walked through the door into the classroom. My students barely looked human. The desks were
arranged in no special order, except that some of the men had got into racial groups. Many of them
were smoking, and under the glare of the lights I could see their tattoos. One man with a pointed
beard and a long mane of black hair circled behind me and around the other side of the desk. He
was easily the tensest man I had ever seen. I thought of telling him to sit down but wondered what
I would do if he refused so I kept the suggestion to myself. I placed my leather bag on the desk and
faced the class. Nobody paid any attention to me. The conversation grew louder. I wanted to cut
out and run. I had volunteered for this?
Every teacher has these moments of panic. We worry about rebellion: our moral authority lost, the
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students taking over. I had a teacher in high school, a Miss Hutchinson, who after taking roll would
turn towards the board and be followed by an avalanche of paper aeroplanes and spitballs,
sometimes even the bodies of students flying forward, an impromptu riot.
I unpacked my bag and began the roll. A few names down, I called out 'Diaz.'
No answer. 'Diaz,' I said again.
‘Ain't my name,' a man in the front row volunteered.

'Why did you answer?' I asked.
‘I'm here under another name,' he said. 'An alias. I could tell you my real name, but then I'd have to
kill you.'
'We'll count that as "present",' I said. Several members of the class laughed: at least that slowed
down the conversation. I finished the roll and handed out the syllabus for the class. I read it aloud
and when I got to the end I looked up. ‘So any questions?' I asked. The paper trembled in my hand.
‘Yeah, I got a question.' AKA Diaz raised his hand. 'I want to know what the *&!* it means.’
From Maximum Security by R O'Connor in the literary magazine Granta (no 54 1996)
• Get the students to read the text for themselves and to answer the following detailed
comprehension questions:
True, false, or probably (not)?
a The class is in a prison.
b There's a guard in the classroom.
с Robert O'Connor had offered to teach the class.
d There are white, black, Hispanic and Asian students in the class.
e The class has students of both sexes.
f Robert O'Connor was frightened.
g The men threw paper aeroplanes at the teacher.
h The men wanted to take the class.
I Diaz is the man's real name.
j AKA means 'also known as'.
k The class was going to be a great success.
• Before moving on to work with the content of the text, it is a good idea to take advantage of the
language in it to study some aspects that are of interest. For example, how is the meaning of would
different in the sentences I... wondered what I would do if he refused and a teacher ... who ....
would turn towards the board ...? Can the students make sentences using the same construction as
He was easily the tensest man I had ever seen (e.g. He/She was easily the (superlative adjective +
noun) I had ever (past participle)) or I could tell you my real name, but then I'd have to kill you (e.g. I
could ..., but then I'd have to ...).
• The discussion possibilities for this text are endless. How many differences are there between
Robert O'Connor's class and the students' own class? How many similarities are there? How would
they (the students) handle working in a prison? Should prisoners be given classes anyway, and if so,
of what kind? What would the students themselves do if they were giving their first English class in
a prison or in a more ordinary school environment?
Part of this sequence has involved the teacher reading aloud. This can be very powerful if it is not
overdone. By mixing the skills of speaking, listening and reading, the students have had a rich language
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experience, and because they have had a chance to predict content, listen, read and then discuss the text,
they are likely to be very involved with the procedure.
19. Listening
19.1 Skills and strategies
In some coursebooks, students are asked to listen to spoken texts and then, as with reading texts, answer
comprehension questions. These are often multiple-choice questions, true/false statements, questions
asking what, when, how many, etc. Some commentators believe that comprehension exercises like this are
of limited benefit to the learners, even though they may be easy to use and convenient for classroom
management. Others worry that such questions may test the students, rather than teach them listening.
We need, perhaps, to think of other ways of helping our learners, as well as considering how we can use
the usual comprehension questions in a creative way.
One suggestion is to give the students practice in sub-skills, such as listening for gist, listening for specific
information or listening for inference. But in a sense, it is argued, we all listen like this in our own mother
tongue, and there is no reason to suppose that we are not able to transfer these skills to the task of
listening in a foreign language. However, it is clear that when people are learning foreign languages, they
do come up against difficulties which they don't normally experience.
Another approach is to help the students acquire effective strategies to deal with the task of listening, and
many people see this as the key to listening success. Strategies we might encourage our students to use
include:
• thinking about the topic of the listening before it begins and activating what they already know
about it
• identifying what the typical issues associated with a topic might be when the listening is a dialogue,
thinking about what people typically say in such situations
• predicting the kind of vocabulary they are likely to hear taking notes of key words while listening to
aid memory.
Rather than train students in specific listening strategies, many commentators suggest that the students
themselves should think about what 'works' for them and what doesn't.
A sensible position on listening strategies and listening skills seems to be that firstly, we should encourage
our students to think carefully about their own listening experiences because, for many, this may help them
to approach the task more effectively. Secondly, however, we should give our students as much listening
practice as possible. We should ask them to listen for different things (such as specific information), too,
since it will be good practice for real-life encounters.
19.1.1 Top-down listening
We use 'top-down' to describe an approach where the students first attempt to understand the overall,
general meaning of what they are listening to or reading. Although for many students, especially at lower
levels, top-down processing may be hampered by their bottom-up' problems (i.e. not understanding
individual words and phrases), understanding the main message of what we are listening to (or identifying
the bits of information that we need) is the key to success. How, then, can we approach this task?
Using prediction. Students are often anxious when listening activities take place. One of our jobs, therefore,
is to try to put them at their ease. This will be greatly helped if we give them a chance to predict what they
are going to hear, so that a) they can get ‘in the mood' for it, and b) so they can activate their schemata
(that is, their background knowledge of the topic, the type of language event they are going to listen to,
and the language that is associated with it).
Sometimes we may pre-teach vocabulary - or at least let the students see words and phrases that they will
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encounter when they listen. This will help them to predict the content of what they will hear, and may also
remove any barriers to comprehension that such words and phrases would otherwise create. However, if
we pay too much attention to this, the students may concentrate exclusively on these words and phrases
and miss other things that they should be listening for.
As with reading, an important technique with coursebook comprehension questions is to get the students
to look at them before they listen, so that they can speculate on what the answers may be and, therefore,
what they are likely to hear in the audio.
Getting the general idea. One of the ways of increasing our students' listening confidence is to ask them
just to try to identify the general idea of what is being said – the main purpose of the communication.
Maintaining attention. Students need to maintain their focus as they listen, even when the words are
rushing past and they are struggling to keep up. One way of doing this is to give them interesting tasks to
focus on while they are listening. These may involve listening for the main purpose of what the speakers
are saying, listening for inference, filling in forms, drawing pictures of what they hear, following directions
on a map, etc.
Multiple listening. If students are to improve their listening skills, they should have the opportunity to listen
to the same thing as often as is feasible. Each time they hear an audio extract again, and with the right
guidance, they will almost certainly understand more, and their knowledge of how words and phrases
combine into a coherent text will be enhanced. One of our tasks, therefore, might be to design a range of
activities that ask our students to return to the audio more than once.
We need to be careful, however. If we ask the students to listen to something that, after more than one
listening, they have lost interest in, our good intentions will have been in vain.
Working together. It is important to allow students to work together to discuss what they have just listened
to.
19.1.2 Bottom-up listening
Bottom-up processing happens when listeners concentrate on understanding individual words as a way of
understanding the whole.
We need, especially at lower levels, to help our students recognise different sounds, words and features of
connected speech. We need them to be able to separate the words out in connected speech, so that they
know where they begin and end. This means giving them many opportunities to hear the same things again
and again, and focusing on the spoken features that cause them trouble. We can do this in a number of
ways.
Dictation. We can dictate sentences which have features that we want our students to get used to. They
have to write down the sentences they hear. We will read the sentences as many times as the students
need to hear them so that they get maximum listening practice. They can then compare what they have
written with their colleagues to enhance their understanding of the words and sounds. We can also use
dictogloss - a procedure where we read a short text and the students write down as many words as they
can. It is not a dictation because we don't expect them to write down every word we say. After each
reading (probably two or three), they write down more words, and compare what they have written with a
partner. Later they try to recreate the text we have read to them, again working with a partner.
Micro listening. Whereas in top-down processing, we often want our students to hear longer listening
passages, it is also useful for them to listen to small phrases and elements that cause them problems in
order to help them become better at bottom-up processing. The more they do this, the easier they will find
it when they encounter these elements in longer listening texts.
Audio ‘concordances' and other helpful recordings. We can use recording software such as Audacity to
record short sentences and then, by cutting and pasting, have them repeated again and again on the audio
track. The students will then experience a kind of listening drill. We can also record audio ‘concordances'
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where we say a number of sentences, all of which contain the same word or phrase – or examples of
assimilation or ellipsis, etc.
Narrow listening. We can have our students listen to a number of short listening texts on the same theme
or topic or in the same genre. The more they do this, the more they will hear the same words and phrases
cropping up again and again.
Transcripts. Another effective way of helping our students is to allow them to read transcripts of what they
will listen to or have listened to. This will help them with many of the issues we have discussed, including
separating words out from a stream of discourse.
19.2 Extensive listening
If students really want to get better at listening, they will need to listen to a lot of texts. We will not have
time for them to do enough of this in class, so clearly they will need to do some of it on their own. This is
extensive listening, the spoken version of its written equivalent.
Listening responses. One way of keeping students motivated is to ask them to fill in report forms which we
have prepared, asking them to list the topic, assess the level of difficulty and summarise the contents of
what they have listened to. We can, as with extensive reading, have them write comments on, for example,
a Facebook site we have created, or on cards which are kept in a separate comments box, or in a listening
record book. The purpose of these or any other response tasks is to give the students more and more
reasons to listen.
Listening and reading. One of the ways of helping students to get better at listening is to help them to read
a written transcript of the text, either before or during the listening experience. This is especially useful at
lower levels, where they will be struggling with associating sounds and words.
19.3 Live listening/recorded listening
There are many different sources of listening for language students. Principal among these, of course, are
their teachers. Teacher talk can take the form of chat and giving instructions, or more formal speaking, such
as storytelling and reading aloud. Students also listen to (and talk with) each other. If they are living in an
English-speaking country, they have a chance of listening to the language all around them. And in most
classroom settings, they also make use of pre-recorded audio material.
19.3.1 Live listening
A popular way of ensuring genuine communication is live listening, where the teacher and or visitors to the
class talk to the students. This has obvious advantages since it allows the students to practise listening in
face-to-face interactions and, especially, allows them to practise listening 'repair' strategies, such as using
formulaic expressions, repeating up to the point where a communication if the speaker confirms the
rephrasing. Students can also, by their expressions and demeanour, indicate if the speaker is going just to
the sound of the person's voice, but also to all sorts of prosodic and paralinguistic clues.
Live listening can take the following forms:
Reading aloud. An effective activity is for the teacher to read aloud to the class, provided that this is done
with conviction and style. This allows the students to hear a clear spoken version of a written text, and can
be extremely enjoyable if the teacher is prepared to read with expression and passion.
Storytelling. Teachers are ideally placed to tell stories, and these provide excellent listening material. At any
stage of the story, the students can be asked to predict what is coming next. Because retelling stories is a
powerful way of increasing language competence, and because it also provokes effective repetition, we can
get the students to tell the stories they have heard again. We could, perhaps, ask them to do this from
different angles and different points of view. They can also role-play scenes from the stories they have
heard.
Interviews and conversations. One of the most motivating listening activities is the live interview, especially
where the students themselves think up the questions. Students listen keenly for answers they themselves
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have asked for – much more so than for answers to other people's questions which they have been asked
to adopt. Where possible, we should have strangers visit our class to be interviewed or to talk with the
students. If we can't bring visitors to our class in person, we can invite them, perhaps, via Skype (or some
other video link). And if we can't do that, we can also be the subject of interviews ourselves. We can take
on a different persona to make the interview more interesting or choose a subject we know about for the
students to interview us on.
19.3.2 Pre-recorded audio
Many teachers use pre-recorded audio material when they want their students to practise listening skills.
This has a number of advantages and disadvantages.
Advantages of pre-recorded audio
• Different voices. Without pre-recorded material, the students will only hear the teacher's voice.
There's nothing wrong with the teacher's voice, of course, but if the recorded material allows them
to do so. They can hear different accents.
• Availability. Pre-recorded listening material is readily available everywhere.
• Repetition. The great advantage of pre-recorded material over live listening, of course, is that you
can play it again and again.
• Specially-produced materials. There is a wide variety of audio material which has been designed
especially for students of English as a foreign or second language.
• Transcripts. Transcripts are available for a lot of specially-made audio, and studying these in
conjunction with listening to the audio itself can be extremely useful.
Disadvantages of pre-recorded audio
• Acoustics. In big classrooms with poor acoustics, the audibility of recorded material often gives
cause for concern.
• All together. In classrooms where only one audio track is being played, everyone has to listen at the
same speed, a speed dictated by the recording, not by the listeners. Although this might be seen as
an advantage in that it replicates the situation of radio, or listening to a formal lecture, for example,
it is less satisfactory when the students have to take information from the recording.
• Interaction. Students can't interact with the speakers on an audio track in the way that they can in
face-to-face conversations, and they can't see the speakers either, unless they are watching video.
• It's unnatural! Having a group of people sitting around, all listening, at the same time, to audio
material coming from speakers does not reflect typical or everyday listening behaviour.
Who controls the listening?
• Students control stop and start. Some teachers allow their students to be 'in control when they
listen to pre-recorded audio.
• Students have access to different machines. If we have the space and resources, it is a very good
idea to have the students listen in small groups, with a different audio device for each group.
19.4 Using film and video
We can also have our students watch (and listen to) film clips online (on YouTube and Vimeo, for example)
or from a DVD.
There are many good reasons for encouraging students to watch while they listen. In the first place, they
get to see 'language in use'. This allows them to see a range of paralinguistic behaviour. Film allows
students entry into a whole range of other communication worlds: they see how different people stand
when they talk to each other (how close they are, for example), what kind of facial expressions and
gestures they use or how people greet each other (by bowing, shaking hands, embracing, etc.). The
unspoken rules of behaviour in social and business situations are easier to see on film than to describe in a
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book or hear on an audio track.
Filmed extracts can be used as the main focus of a lesson sequence or as parts of other longer sequences.
Sometimes, we might get our students to watch a long video (a talk on a film), but at other times, they will
watch much shorter clips (anything from 30 seconds to five minutes).
19.4.1 Viewing and listening techniques
Silent viewing (for language). The teacher plays the film extract at normal speed but without the sound. The
students have to guess what the characters are saying. This will give them practice in identifying gesture
and body language which is, after all, part of communication. When they have done this, the teacher plays
the extract with the sound so that they can check to see if they guessed correctly.
Silent viewing (for music). The same technique can be used with music. The teacher shows a sequence
without sound and asks the students to say what kind of music they would behind it and why. When the
sequence is then shown again, with sound, the students can judge whether they chose music conveying the
same mood as that chosen by the film director.
Freeze frame. At any stage during a video sequence, we can ‘freeze' the picture, stopping the participants
dead in their tracks. This is extremely useful for asking the students what they think will happen next or
what a character will say next.
Partial viewing. One way of arousing the students' curiosity is to allow them only a partial view of the
pictures on the screen. We can use pieces of card to cover most of the screen, leaving only the edges on
view. Alternatively, we can put little squares of paper all over the screen and remove them one by one so
that what is happening is only gradually revealed. Trying to work out exactly what is going on with such
partial viewing encourages the students to contextualise the language they are hearing - and this forces
them to listen very carefully.
Fast forward. The teacher presses the play button and then fast-forwards the DVD or video so that the
sequence shoots past silently and at great speed, taking only a few seconds. If the class is watching online,
the teacher can use the mouse pointer to move the viewing frames forward rapidly. When it is over, the
teacher can ask the students what the extract was about and whether they can guess what the characters
were saying.
Pictureless listening (language). The teacher covers the screen, turns the monitor away from the students
or turns the brightness control right down. The students then listen to a dialogue and have to guess such
things as where it is taking place and who the speakers are. Can they guess their age, for example? What do
they think the speakers actually look like?
Pictureless listening (music). Where an excerpt has a prominent music track, the students can listen to it
and then say - based on the mood it appears to convey - what kind of scene they think it accompanies and
where it is taking place.
Pictureless listening (sound effects). In a scene without dialogue, the students can listen to the sound
effects to guess what is happening.
Picture or speech. We can divide the class in two so that half of the class faces the screen and half faces
away. The students who can see the screen have to describe what is happening to those who cannot. This
forces them into immediate fluency if they are to ensure that the non-watching students can understand
what is going on, and is an effective way of mixing reception and production in spoken English. Halfway
through an excerpt, the students can change round.
Subtitles. There are many ways we can use subtitled films. If the subtitles are in English, the students will
benefit from seeing and hearing the same thing. If the subtitles are in the students' L1, we can play the
video clip without sound and ask the students to predict (from the subtitles) what the English version will
be.
Videotelling. We can ask the students to predict what they are going to see, based on clues we give them.
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We can then use their predictions to build up a story, which we use to introduce language. Next we show
them the video clip to see if it matches their predictions and then have them tell the story of what they
saw.
19.5 Listening (and film) sequences
In the following examples (here, only one), the listening activity is specified, the skills which are involved
are detailed and the way that the listening text can be used within a lesson is explained.
Example 8
Different season, different gender
Aim: the students will reflect on what they have seen/heard
Activity: making changes to a script and acting out a new version
Skills: watching for gist; interpreting text
Level: lower-intermediate and above (CEFR A2+] GSE 40
In this activity, the students first watch a film clip and the teacher makes sure that they understand it. They
do any language work which may be appropriate. They then think about how the film clip would be
different if various elements were changed. Doing this not only helps them understand more about the
language being used and how it would change in different circumstances, but also leads them to insights
into language and behaviour in general.
• Show the students a film clip. Make sure they understand it, and do any work on language that may
be necessary.
• Ask the students to watch the excerpt again. This time, they have to imagine how the scene could
be different. If, for example, the excerpt clearly takes place in the summer ask them to imagine
what would happen if it were taking place in an icy winter. Or, if the excerpt takes place in rain,
how would it be different in bright sunshine?
• Get the students to discuss the differences in pairs or groups, talking about everything from what
the characters might wear to how they might speak and how they might behave.
• Ask the students to recreate the scene, incorporating their changes, and have them it act out.
An interesting variation on this is to ask the students how the scene would be different if the participants
were of the opposite gender. Would a conversation between two women be different if the women were
changed into men? How might an invitation dialogue they have just watched change if the gender of the
participants were reversed? The responses to these questions are often revealing (and amusing). What the
students say will depend a lot upon their age and culture, of course, and there is always the danger of
sexism. But where teachers handle the activity with finesse and skill, it can be very successful.
19.6 The sound of music
Music is a powerful stimulus for student engagement, precisely because it speaks directly to our emotions,
while still allowing us to use our brains to analyse it and its effects if we so wish. A piece of music can
change the atmosphere in a classroom or prepare students for a new activity. It can amuse and entertain,
and it can make a satisfactory connection between the world of leisure and the world of learning in the
classroom. Some teachers, for example, like to put music on in the background to make their students
more relaxed about speaking or to help them write creatively. Indeed, one of the methods we looked at
from the 1970s (Suggestopaedia - see 4.6) had background music as a central part of its design. However, it
is worth remembering that not everyone is keen to have music in the background at all times, and even if
they are, they may not necessarily like the teacher's choice of music. It makes sense, therefore, to let the
students decide if they would like music in the background, rather than just imposing it on them (however
well-intentioned this imposition might be). We should allow them to say what they think of the music we
then play, since the whole point of playing music in the first place is to make the students feel happy and
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relaxed.
In class, we can play film music and get our students to say what kind of film they think it comes from. We
can get them to listen to music which describes people and say what kind of people they are. They can
write stories based on the mood of the music they hear, or listen to more than one piece of music and
discuss with each other what mood each piece describes, what ‘colour' it is, where they would like to hear
it and who with.
One of the most useful kinds of text for students to work with, of course, is song lyrics, especially where the
song in question is one which the students are very keen on. The lyrics to most commercially-produced
songs are readily available online. However, songs can present a problem, particularly students like at any
particular time and which songs, very popular last week, have suddenly gone out of favour!
20. Writing
20.1 Literacies
In the past, people tended to view someone as literate if they could manipulate a set of discrete, value-free
technical skills which included decoding and encoding meanings, manipulating writing tools, perceiving
shape-sound correspondences, etc. which are acquired through formal education. However, this view has
changed radically in the last few years, so that now literacy is seen as significantly more complex, located as
it is in social contexts and, increasingly, in the online world, where digital literacy is vitally important.
However, in different domains of life there are different literacies, and it is the exact nature of these which
seems to matter.
Filling in a form certainly suggests literacy at one level, but if the same person is incapable of putting
together an appropriate letter of application, then they are demonstrating a lesser standard of literacy than
someone who can not only write a letter of application, but also construct a short story or write a complex
report. In the Christian world of the middle ages, for example, sacred texts were all written in Latin and
were only available to people with prestige and, therefore, a prestigious kind of literacy. The same was true
in other parts of the world with different language and writing systems. Not that much has changed,
perhaps, since in world terms we might well say that being able to use information technology successfully
is a mark of a kind of literacy still denied to the majority of the world's population.
The concept of genre is highly bound up with literacy of this kind, in that different written genres perform
purposes for specific discourse communities. In foreign language teaching, therefore, we need to decide
what kind of writing we expect from our students, and, therefore, what kind of literacies we are asking
from them. This is especially important when students are studying English for academic purposes (EAP);
the actual discipline and the level they are studying for will determine how ‘literate' they should be.
20.1.1 Handwriting
Around the world, many language exams are still taken by candidates using pens and pencils, and we
generally write notes, postcards, memos, journals, etc. in handwriting. It is unlikely that handwriting will
become obsolete, at least not in the immediate future.
Many students whose native language orthography is very different from English have difficulty forming
English letters and may have to be taught exactly how it is done. This may involve showing them which
direction the writing strokes go in. Later on, we can get our students to write words and sentences,
showing them, with the help of solid and dotted lines and little circles how tall letters should be.
Handwriting is a personal issue. Students should not all be expected to use exactly the same style, despite
copying exercises. Nevertheless, badly-formed letters may influence the reader against the writer,
something which is undesirable whether assessed in a test or exam. We should, therefore, encourage
students with problematic handwriting to improve.
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20.1.2 Spelling
Although incorrect spelling does not often prevent the understanding of a written message, it can adversely
affect the reader's opinion. All too often, bad spelling is perceived as a lack of education or care.
One of the reasons that spelling is difficult for students of English is that the correspondence between the
sound of a word and the way it is spelt is not always obvious. A single sound (or, more correctly, a single
phoneme) may have many different spellings (paw, poor, pore, pour, daughter, Sean), and the same
spelling may have many different sounds (or, word, information, worry, correspond). When students work
on different phonemes, therefore, we need to draw their attention to the common spellings of those
phonemes. We should also get them to look at different ways of pronouncing the same letters (or
combinations of letters) or have them do exercises to discover spelling rules. When students come across
new words, we can ask them what other words they know with the same kinds of spelling or sounds. When
they listen to recordings, they can study transcripts and/or copy down sections of the recording.
An issue that makes spelling difficult for some students is the fact that not all varieties of English spell the
same words in the same way. To help make things clear, we should get our students to focus on a particular
variety of English (British or American English, for example) as a spelling model for them to aspire to.
But we should also make them aware of other spelling varieties, drawing their attention to dictionary
entries which show such differences.
One of the best ways to help students improve their spelling is through reading, especially extensively. We
can also draw their attention to spelling problems and explain why they occur.
20.1.3 Layout and punctuation
Different writing communities (both between and within cultures) obey different punctuation and layout
conventions in communications such as letters, emails, reports and publicity materials.
These are frequently non-transferable from one community or language to another. Such differences are
easily seen in the different punctuation conventions for the quotation of direct speech which different
languages use, or the way in which many writers use commas instead of, or as much as, full stops -
although comma overuse is frowned on by many English language writers and editors. Some punctuation
conventions, such as the capitalisation of names, months and the pronoun I, are specific to only one or a
few languages. Though punctuation is frequently a matter of personal style, violation of well-established
customs makes a piece of writing look awkward to many readers.
Different genres of writing are laid out differently. To be successful as writers in our own or another
language, we need to be aware of these layouts and conventions and use or modify them when
appropriate to get our message across as clearly as we can.
20.1.4 Text construction
If students are going to write successfully, they need to know about how written text is put together.
This involves understanding about coherence, which means
understanding how to put a text together in a comprehensible way
– that is, in an order that makes sense.
When learners analyse texts in a specific genre, one of the things
they will do is to track the sequence of arguments and ideas they
find there. But they also need to understand how cohesion works
and how to deploy cohesive devices. This involves understanding
how we build up lexical chains in a text by using the same words,
related words and synonyms, etc.; how we substitute pronouns and
phrases for things already mentioned; and how we build tense
agreement. If our students are to be successful writers, they need
to understand all this.
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20.2 Approaches to student writing
20.2.1 Process and product
In the teaching of writing, we can either focus on the product of that writing or on the writing process itself.
Many educators, however, advocate a process approach to writing. This pays attention to the various
stages that any piece of writing goes through. By spending time with the learners on pre-writing phases,
editing, redrafting and finally producing a finished version of their work, a process approach aims to get to
the heart of the various skills that most writers employ - and which are, therefore, worth replicating when
writing in a foreign language. Indeed, it might be possible to argue that editing and redrafting are even
more important when we are writing in a foreign language than when we are writing in our first language.
In its simplest form, a process approach asks the students to consider the procedure of putting together a
good piece of work.
Perhaps, it is better to see writing as a kind of process 'wheel', where writers move both around the
circumference of the wheel and across the spokes. And even when they have written what they think is the
final version of their work, they may still, at the last moment, go back and replan or revisit stages they had
thought they had completed.
One of the disadvantages of getting students to concentrate on the process of writing is that it takes time:
time to brainstorm ideas or collect them in some other way; time to draft a piece of writing and then, with
the teacher's help, perhaps, review it and edit it in various ways before, perhaps, changing the focus,
generating more ideas, redrafting, reediting, and so on. This cannot be done in fifteen minutes. The various
stages may well involve discussion, research, language study and a considerable amount of interaction
between teacher and students and between the students themselves, so that when process writing is
handled appropriately, it stretches across the whole programme. Not all students see this as a good thing.
Many will find it difficult to give enough time to the process and would rather finish a piece of writing
straightaway. And there are times when process writing is simply not appropriate, either because
classroom time is limited or because we want the students to write quickly, for example as part of a
communication game.
In longer pieces of writing, the writing process is at least as important as the product, and even in exam
writing tasks, the students' ability to plan (quickly) and later extremely important.
20.2.2 Genre
Writing within a discourse community is very genre-bound. In other words, writers frequently construct
their writing so that people within that discourse community will instantly understand what kind of writing
it is.
When teachers concentrate on genre, the students study texts in the genre in which they are going to be
writing before they embark on their own work.
This approach highlights three essential features of genre writing: firstly, writers have to think carefully
about the context they are writing for (and in). Secondly, they need to identify the audience they are
writing for, and thirdly, they have to look at how typically effective examples of writing in the genre are
constructed. When they have done this, they are in a position to create their own writing within a genre.
There are some worries about adopting a genre approach to writing. Firstly, if students only see one model
within a genre, we are in danger of encouraging them to be slavish imitators of someone else's writing
style, rather than creative language users in their own right. Secondly, by focusing on the product, they may
lose sight of the processes that are necessary for effective writing.
In the first place, students need to see many different example texts from the same genre. This means that
they will see a variety of language and design features. If the genre is advertisements, for example, we will
show our students many different kinds, and they will then be able to tease out the similarities and
differences between them. Of course, at lower levels this may well be impractical, and so imitation may,
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after all, be a useful first stage, designed as much to inform as to enforce adherence to strict genre rules.
Secondly, the analysis of genre-writing and the way that we respond to it - giving the students chances to
rewrite and rework their efforts – makes it perfectly compatible with a process approach.
20.3 Creative writing
The term creative writing suggests imaginative tasks, such as writing poetry, stories and plays. Such
activities have a number of features to recommend them. Chief among these is that the end result is often
felt to be some kind of achievement. Students frequently take great pride in what they have done, which is
sometimes not so apparent in less 'creative' writing activities.
Creative writing also provokes the kind of input-output circle we described in 17.1.1.
In order to bolster the product pride' that students may feel when they have written creatively, they need
an audience for what they write.
There is always a danger that students may find writing imaginatively difficult. Having nothing to say they
may find creative writing a painful and demotivating experience, associated in their minds with a sense of
frustration and failure. A lot will depend upon how we encourage them. It is also important not to expect
whole compositions from the very start. We need, instead, to ‘build the writing habit', providing students
with motivating, straightforward (short) tasks to persuade them that writing is not only possible but can
also be great fun.
20.4 Writing as a collaborative activity
Teachers and students can take advantage of interaction with others to make writing a cooperative activity,
with great benefit to all those involved. Collaborative (cooperative) writing works well, whether the focus is
on the writing process or, alternatively, on genre study. In the first case, reviewing and evaluation are
greatly enhanced by having more than one person working on a text, and the generation of ideas is
frequently more lively with two or more people involved than it is when writers work on their own.
20.5 Building the writing habit
Some students are extremely unconfident and unenthusiastic writers. There may be many reasons for this:
perhaps they have never written much in their first language(s). Perhaps they think that they don't have
anything to say and can't come up with ideas.
Whatever the reason, we need to help such students build the writing habit so that they recognise writing
as being a normal part of classroom practice and they come to writing tasks with as much enthusiasm as
they do other activities.
Building the writing habit can be done with a range of activities. We can promote instant writing by
dictating half a sentence which the students have to complete quickly. We can get them to write three
Don't sentences for a new school. We can get the students to respond to music.
One way of making our students feel comfortable about writing is to build writing 'fluency’ into our lessons
by asking them to write as much as they can at a moment's notice and for a given length of time. Such
'quickwrite' activities help to make writing a normal part of classroom activity, but also, for many students,
improve their writing range and speed.
Patterns and schemes help students to write with more confidence, especially at lower levels. Giving the
students some kind of simple structure to write in provides the same type of support that every writer gets
when, instead of finding themselves in front of a blank screen, they are given parameters and constraints
within which to write.
Pictures can provide stimulation for activities which help to build the writing habit. The students can
describe pictures or write descriptions of a wanted man or woman so that their colleagues have to identify
that person from a group photograph. They can write postcards based on a picture we give them, or create
an interview with a portrait, say, from 200 years ago.
There are many writing games, too, such as story reconstruction activities, where the students have to
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build up a story from a set of pictures, each of which only one of them has seen. We can put our students
into 'story circles', where they create a story together in groups.
The greatest incentive for students to write is when we give them interesting and enjoyable tasks to do. We
must make sure, however, that we give them enough information to do what we have asked. We will want
to make sure that they have enough of the right kind of language to do the task. We may need to give our
students ideas to help them complete the task, too. Sometimes we may dictate half-sentences for them to
finish so that they do not have to come up with too much information of their own. Sometimes we will feed
in ideas to a student or students as they do a task.
20.6 Writing-for-learning, writing-for-writing
We need to make a distinction between writing-for-learning and writing-for-writing if we are to promote
writing as a skill.
Writing-for-learning is the kind of writing we do to help our students learn language or to test them on that
language. Thus, if we say Write three sentences using the 'going to' future, our aim is not to train the
students to write, but rather to help them remember the going to future.
When we ask our students to design a good magazine advertisement, however, we are doing this so that
they may become good at writing advertisements. When we get them to write a narrative, it is their ability
to write a story that counts, not just their use of the past tense.
If we are to build the students' writing skills (as opposed to building their writing habits or getting them to
write for language practice), we will have to use such writing-for-writing tasks as often as is appropriate.
20.7 The roles of the teacher
Although the teacher needs to deploy some or all of the usual roles when students are asked to write, the
ones that are especially important are as follows:
Motivator. One of our principal roles in writing tasks will be to motivate the students, creating the right
conditions for the generation of ideas, persuading them of the usefulness of the activity, and encouraging
them to make as much effort as possible for maximum benefit. This may require special and prolonged
effort on our part for longer process-writing sequences.
Resource. Especially during more extended writing tasks, we should be ready to supply information and
language where necessary. We need to tell the students that we are available to assist them, and we
should be prepared to look at their work as it progresses, offering advice and suggestions in a constructive
and tactful way. Because writing takes longer than conversation, for example, there is usually time for
discussion with individual students or students working on writing tasks in pairs or groups.
Feedback provider. Giving feedback on writing tasks demands special care. Teachers should respond
positively and encouragingly, especially to the content of what the students have written. In process
writing, the feedback we give is designed to help the students to improve on earlier drafts - to refine what
they want to say so that they can say it better.
When offering corrective feedback, teachers will choose what and how much to focus on, based on what
the students need at this particular stage of their studies and on the tasks they have undertaken. We may,
of course, involve the students in decisions about what we should give correction on.
20.8 Writing sequences
In the following examples (here, only one), the writing activity is specified, together with its particular
focus.
Example 3
The genre analyser
Aim: the students will be able to write a review of a film or a play
Activity: analysing reviews; writing a review
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Level: upper-intermediate and above (CEFR B2) GSE 59-66
In this sequence - which will probably last for more than one lesson - we want our students to write reviews
of plays, concerts or films they have seen, and to do this in a way which is appropriate for the kind of
audience that there are writing for. The sequence depends on reviewing a number of different examples of
the same writing genre.
• Tell the students they are going to read a series of reviews of films (or plays, etc.). Introduce them
to the 'genre-analysing' kit. Tell them they are going to use it to read reviews of films.
REVIEWERS' GENRE-ANALYSING KIT
Answer the following questions about the review you are reading:
MEANING
What is being reviewed?
Does the reviewer like it?
What, if anything, was especially good about the thing/event being reviewed?
What, if anything, was especially bad about the thing/event being reviewed?
Who, if anybody, deserves credit for their part in it?
Who, if anybody, should be criticised for their part in it?
What, if anything, does the thing/event remind the reviewer of?
CONSTRUCTION
How is the headline/caption constructed?
What does each paragraph contain, and how are the paragraphs sequenced?
What grammar and lexis are used to show approval?
What grammar and lexis are used to show disapproval?
• Put the students in groups and get them to choose a film they would like to read about. Ask them
to go to film sites on the internet to read reviews of the film: all they have to do to find these is
type ‘(name of film) review' into a search engine. (If you have no internet connection, you will need
to bring in film reviews that you have found in magazines, etc.)
• Tell the students to make notes to answer the questions which the genre-analyser asks on the
content and construction of the review.
• All the students now watch a film or perhaps (because it is shorter) an episode from a TV series.
Ideally, they will do this at home (so as not to take up too much class time), but if you don't have
confidence that they will do this, then do the viewing in class.
• While watching the film or TV episode, the students should, individually, make notes about such
items as the plot, the characters, the performances, the music, the cinematography and the special
effects.
• In pairs or groups, the students compare the notes they have made.
• Tell the students to write the first draft of their reviews, using language - if appropriate - from the
reviews they read previously.
• While they are writing, go round, encouraging and helping. If there is time, read the full drafts and
give constructive feedback on each one.
• Get the students to write their final version (either in class or at home), and later, when all the
reviews have been read, the class can vote on the best one.
20.9 Dictation activities
Dictation (where the teacher reads a text and the students write it down) has been around for centuries,
and it has its uses. For example, it forces the students to make useful connections between sounds,
spellings and words. In a low-technology environment, it is a way of having the students record
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information, or of writing down instructions, tasks, etc. And, of course, it can be a useful testing device.
However, variations of basic dictation can also be extremely motivating and enjoyable - and because the
students have to focus closely on what they are hearing, dictations are very beneficial for language
learning.
Example 9
Piano piece
Aim: the students will enjoy playing a competitive game which forces them to understand, remember and
write down a poem
Activity: running dictation
Focus: writing for fun; concentrating on writing correctly
Age: any
Level: pre-intermediate and above [CEFR A2] UGE 30-35
In the following sequence, the students dictate lines of a poem to each other. They have to produce an
exact copy of the poem. The activity has a competitive, game-like quality which will make them concentrate
and think fast.
• Put the students into small groups. Each student needs a blank sheet of paper and something to
write with (or they could use mobile devices).
• Put an A4 copy of the following poem on a table at the front of the classroom. It should be the
same distance from all the groups. You may need to put copies of the poem in different parts of the
room if that is not possible.
A man bought a piano for his wife
which she constantly tunes
and polishes. He says her hands and fingers
are less flexible than once they were
which is depressing.
She came home and she found it there,

a big surprise. Its brown respectability
dominates the room. He watches her straight back
and fumbling fingers in the evening city, lit
by brakes and klaxons.
Peter Hedley
• Explain that each group must send a representative (a runner) to the front of the class to read the
first line of the poem, memorise it, and then run back to their group and dictate it. Demonstrate
the action so that everyone knows exactly what to do. Explain that a second runner from each
group will do the same for the second line of the poem, and so on. The aim of the game is to see
which group is first to have the whole poem written 100 percent correctly.
• Start the activity. Help the students and make sure they only read (and dictate) one line at a time. If
they forget some of it, they can go back and check. Monitor the groups, encourage them, hurry
them up, etc.
• Now a second (and then a third) runner goes to the front and reads the second and third) line to
take back to their groups and dictate.
• When one group has written the whole poem, stop the activity. Get that group to write the poem
on the board. Do the other groups agree that it is correct?
We can, when the running dictation has finished, ask all the students to write down, in complete silence,
what the poem means for them - however flippant or profound their response is. They can, for example,
write nothing if they feel like it. When they have done this, they stand up, still in silence, and go round
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reading what other people have written. The effect of writing and silence in this way can be dramatic and
enjoyable.
20.10 Portfolios and journals
Many educational institutions and teachers get their students to keep portfolios (or e-portfolios) of
examples of their written work over a period of time. These can be used for assessment, since judging
different pieces of student work written over a period of time is seen by many people to be fairer than
'sudden death' final tests, where student grades depend entirely on an end-of-course exam. However,
using portfolios is a somewhat controversial alternative to this and not without its problems.
Portfolios are also used as a way of encouraging students to take pride in their work; by getting them to
keep examples of what they have written, we are encouraging them to write it well and with care.
One particular version of a language learning portfolio is the European Language Portfolio (ELP) from the
Council of Europe (www.coe.int/portfolio). Closely related to the Council's own CEFR levels of achievement,
it was intended to develop learner autonomy and to foster plurilingualism and intercultural awareness and
competence. Learners keep, for themselves, a record of their own language learning, recording their
progress and achievements. It has three separate elements:
Language passport. In the words of the ELP homepage (see above), in a language passport, the language
learner can 'summarise his/her linguistic and cultural identity, language qualifications, experience of using
different languages and contacts with different cultures’. The language passport is intended to reinforce
the students' pride in their language(s) profile. It is a statement, in a language learning context, of the
reality and importance of multilingual identities.
Language biography. Learners can set learning targets for themselves and record and reflect on their
language learning experiences. They can use the CEFR 'can do' statements to evaluate their own language
proficiency.
Dossier. This is where the students keep examples of their work - projects, reports, diplomas, PowerPoint
presentations, etc. The students indicate whether this work was done individually or with other students.
The ELP, and other portfolio schemes which will no doubt follow - where students use level descriptors to
measure their own progress - encourage learners to reflect carefully on what they are learning.
Of course, journals don't have to focus exclusively on learning. They can be about anything at all, and many
students derive great benefit from writing them. If, however, we encourage our students to write in this
way, we probably need to negotiate the terms on which we will respond to their writing. Do the students
want us to read their journals, for example, and if they do, what kind of comments do they expect from us?
Should we only respond to the content of what they write, or would they like us to point out written errors
that they have made?
21. Speaking
Teachers use a variety of activities to get their students speaking in class. Their choice of such activities will
depend on who the students are, how enthusiastic they are about speaking and what kind of speaking they
need to practise.
21.1 Spoken language
Helping students perform competently in spoken English is one of our main goals. This will involve helping
them to understand how spoken English functions, and giving them opportunities to acquire conversational
strategies.
Spoken English grammar. Spoken English has a grammar which marks it out as different from its written
equivalent. For example, instead of asking a full grammatical question such as Would you like some coffee?,
we often just say Coffee? Such ellipsis is a common feature of speech. We use a variety of phrases, such as
well, you know, sort of and umm, to buy ‘thinking time'. We frequently use grammar in speech which would
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be unacceptable in writing.
Thanks to corpus linguistics and the various spoken corpora that have been collected in recent years, other
features, too, are now better understood than they were. So far, however, two teaching solutions to the
phenomenon of spoken grammar have been suggested. In the’ passive knowledge approach' (Mumford
2009), students listen to competent speakers and study transcripts of what they say. This, at least, makes
them aware of the kind of speech phenomena we have been discussing. Alternatively, we can actually
teach spoken grammar: our students can learn how to use 'buying time' language and how to make 'tails'
and two-step questions. However, some people believe we should concentrate on the core language that
coursebook dialogues tend to focus on.
Lexical phrases and adjacency pairs. We know that the ability to use lexical phrases (e.g. see you later, back
in a sec, I'll be back in a minute, etc.) is an important component of fluent speech.
Moreover, many functional exchanges work well because they follow a set pattern. One such pattern is the
adjacency pair (Cook 1989). Someone who approaches you and says Nice day, isn’t it? expects a paired
expression such as Yes, lovely, isn’t it? If we say D’you fancy a coffee? the adjacency pair is either Yes,
please or No, thank you.
We will want to make sure that our students recognise and learn as many of these lexical phrases and
adjacency pairs as possible.
Conversational strategies. Many speakers of a foreign language suddenly find themselves unable to find the
words they need to carry on a conversation. Perhaps they are unaware of what they should say next in a
certain situation. We need to help our students to be able to use phrases such as Would you mind
repeating that? or I don't quite understand what you mean by that (or, at lower levels, phrases like Sorry? I
don't understand). Students need to be able to use repair strategies.
'Listenership’. Successful conversation does not just depend on good speakers. The interaction between
speakers and listeners is what makes it work well. In conversations, being a good listener (having good
listening skills) is as important, then, as being able to talk.
To be good listeners, students need to show that they are paying attention and helping the conversation
forward. They can do this with body movements, eye contact and short phrases such as Umm, Yes, Really? I
see what you mean, etc. They also need to know how to take or withhold turns – how to interrupt, keep
the subject, allow interruptions, invite comment, etc.
We can give our students role cards, asking them to intervene in conversations with phrases they have
prepared. We can also teach them to show by their attitude that they are engaged by what the speaker is
saying or that they are disengaged and bored. This will lead to a fruitful discussion about how to help a
conversation along.
21.2 Students and speaking
Getting students to speak in class can sometimes be extremely easy. In a good class atmosphere, students
who get on with each other, and whose English is at an appropriate level, will often participate freely and
enthusiastically if we give them a suitable topic and task. However, at other times, it is not so easy to get
students going. Maybe the class mix is not quite right. Perhaps we have not chosen the right kind of topic.
Sometimes it is the organisation of the task which is at fault.
But a problem that occurs more often than any of these is the natural reluctance of some students to speak
and to take part. In such situations the role(s) that teachers play will be crucial.
21.2.1 Reluctant students
When trying to speak a foreign language, most people can be placed somewhere on a cline between desire
(to speak) and fear (of appearing foolish, of losing face'). The job of the teacher is to move the students
towards the desire end of that cline by helping them to overcome any natural shyness they might feel and
by making them feel good about speaking.
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Making students feel relaxed. Because students do sometimes feel anxious about speaking, we will do our
best to create a relaxing environment when we ask them to speak. We want to lower what has been called
their affective filter; this is the barrier which results from anxiety, and which gets in the way of successful
communication.
Matching level and task. One of the reasons, perhaps, that students become nervous and reluctant is that
we sometimes ask them to do more than they are capable of. It is especially important with speaking
activities to set tasks at a level that the students are comfortable with.
Using pairwork and groupwork. We frequently conduct ‘question and answer' speaking activities with the
whole class. This can be quite intimidating for some learners and tends to favour the more confident
students. That is why using pairwork and groupwork is so important. Not only does it give everyone a
chance to speak - even the shy students – but it is less pressurised for many people.
Preparation. We sometimes seem to expect our students to speak fluently with no warning, but this can be
difficult for those who are nervous or need time to gather their thoughts. Students will perform much
better if they have the chance to think about what they are going to say and how to say it. This may involve
just giving them quiet time to think in their heads about the words they will use. Having students use their
‘inner voice' like this is, anyway, something we should encourage in our students, and not just for speaking-
task preparation.
Sometimes, when students are thinking about what to say for a debate or a presentation, we might allow
them to do this in their L1 because it will be easier for them to articulate their initial ideas in this way. As a
result, their eventual presentation in English may well be more effective. However, a lot will depend on our
attitude to the use of the students' L1 in the classroom.
Including fluency activities. Despite what we have said about preparation, a different way of making our
students feel more relaxed about speaking is to include quick 'instant’ fluency activities in every lesson. If
we do this, the students soon get used to them and gradually start to feel more confident about speaking.
It makes sense to emphasise fluency as a goal over a shorter period (say, four weeks). The students can
then be involved in ‘quickspeak', ’quickwrite' and ‘quickread' activities for short bursts every day during
that period. The more we include short enjoyable bursts of fluency type activities in our lessons, the more
accustomed our students will become to speaking at a moment's notice. However, we have to judge when
such activities are appropriate and when, with more substantial tasks, the students need preparation time.
Adopting appropriate teacher roles. The roles we take on when our students are speaking will have a
bearing on where they feel they are on the desire-tear cline that we mentioned above. We will often find
ourselves prompting the students - giving them encouragement and feeding in words and phrases they
might need to keep the conversation going. Sometimes it may help if we are participants in a speaking
activity ourselves.
As feedback providers, we have to decide how and when to offer feedback and correction during speaking
activities. Should we intervene when a student says something incorrectly in a communicative activity, or
should we wait until later and offer offline correction? Too much correction may push our students back
towards 'fear'. Too little may mean that we miss ideal opportunities for work on language.
Mandatory participation. In a conference presentation many years ago, William Littlewood bemoaned the
presence of ‘social loafers' when groups do a task, that is, students who sit back and let everyone else do
the work (Littlewood 2004). How, he wondered, could he ensure that all the students were equally engaged
in a task? He called one of his ideas 'numbered heads': in each group of four, for example, the students are
asked to assign a number from 1 to 4 to each member, without telling the teacher who has which number.
At the end of an activity, the teacher indicates a group and a number (1-4) and asks that student to report
on what happened. Neither the teacher nor the students knows who will be called and, as a result, all the
students have to stay on-task. Other techniques, such as fluency circles, also demand participation from all
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the students if they are to work.
Mandatory participation also lies at the heart of jigsaw reading activities and story-circle writing since both
these – and other similar activities - only work when all the students take part.
21.3 Speaking repetition
Repetition is a key ingredient in successful language learning. This is especially true of speaking practice;
each time the students have a chance to say the same (or similar) things, they get extra opportunities to try
language out, refine what they are saying and, especially, feel increasingly confident about what they are
saying.
One of the ways of prompting repetition is to get the students to take, in turns, different parts in a
dialogue. We can also ask them to tell the same story from different points of view. Or we can get them to
tell the same story first in four minutes, then in two minutes, then in one minute as a way of making them
think quickly and efficiently about what language they need to use.
A different kind of repetition involves the students in learning how to ‘speak well’ by reciting poems and
speeches. They can do this by first reading, analysing and listening to the text being well spoken before,
after a considerable amount of individual practice, ‘performing' their poem or speech for the group or the
class online. This is similar to the procedure we outline for reading aloud.
One kind of task repetition which is extremely effective (but which takes a lot of time) involves the students
recording what they say and then transcribing it. When they come to repeat the task (after checking the
transcripts and correcting errors, etc.), they almost always perform better on this second attempt.
21.4 Speaking activity types
21.4.1 Acting from scripts
We can ask our students to act out scenes from plays and/or their coursebooks, sometimes filming the
results. We often ask students to act out dialogues they have written themselves.
Playscripts. It is important that when students are working on plays or playscripts, they should treat it as
'real' acting. In other words, we need to help them to go through the scripts as if we were theatre directors,
drawing attention to appropriate stress, intonation and speed. We can ask them to decide on adverbs
(anxiously, quietly, passionately, etc.) to describe how their lines should be said - so that when they are
said, they will have real meaning. By letting the students think about and say their lines repeatedly before
they give their final performances, we ensure that acting out is both a learning and a language producing
activity.
Dialogues. Students can act out coursebook dialogues or dialogues they write themselves, and, just as with
other scripts, they need to have opportunities to practise before they are asked to do so. In order to
address some of the concerns about the absence of phenomena that we expressed in 21.1, we can ask our
students to extend/amend coursebook dialogues in order to make them sound more natural.
We can have them exaggerate intonation and gesture, etc. to make the activity more enjoyable and, in
order to practise the same dialogue more than once, we can have them say their lines in different ways
(whispering, shouting, happily, miserably, etc.) and get them to change roles each time they repeat the
dialogue.
21.4.2 Communication games
Communication games aim to get the students talking as fluently as possible. Two particular categories are
worth mentioning here:
Information-gap games. Many games depend on an information gap: one student has to talk to a partner in
order to solve a puzzle, draw a picture (describe and draw), put things in the right order (describe and
arrange) or find similarities and differences between pictures.
Television and radio games. When imported into the classroom, games from radio and TV often provide
good fluency activities, as the following examples demonstrate. In 'Twenty questions' the chairperson
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thinks of an object and tells a team that the object is either animal, vegetable or mineral - or a combination
of two or three of these. The team has to find out what the object is by asking only yes/no questions, such
as Can you use it in the kitchen? or Is it bigger than a person? They get points if they guess the answer in 20
questions or fewer.
‘Just a minute' is a long-running comedy contest on UK radio. Each participant has to speak for 60 seconds
on a subject they are given by the chairperson without hesitation, repetition or deviation. In the radio
show, as in the classroom, 'deviation' consists of language mistakes as well as wandering off the topic. If
another contestant hears any of these, he or she interrupts, gets a point and carries on with the subject.
The person who is speaking at the end of 60 seconds gets two points.
There are a number of comedy improvisation games, too, such as the one where people take part in a
conversation but one of them is told (secretly) that he or she is, for example, an undercover tax inspector
who has to find out if the others are cheating on their taxes. The others have to work out what their
colleague's secret occupation is.
In other games, different tricks or devices are used to make fluent speaking amusing. In 'Fishbowl', for
example, two students speak on any topic they like, but at a pre-arranged signal, one of them has to reach
into a fishbowl and take out one of the many pieces of paper on which the students have previously written
phrases, questions and sentences. They have to incorporate whatever is on the paper into the conversation
straightaway.
21.4.3 Discussion
Discussions range from highly formal, whole-class staged events to informal small-group interactions.
Buzz groups (brainstorming). These (often short and informal) discussions can be used for a whole range of
purposes. For example, we might want our students to predict the content of a reading text, or we may
want them to talk about their reactions to it after they have read it. We might want them to discuss what
should be included in a news broadcast of have a quick conversation about the right kind of music for a
wedding or party.
Buzz groups are useful for getting the students thinking about a bigger, more formal task, such as a
prepared talk or debate.
Formal debates. In a formal debate, the students prepare arguments in favour of or against various
propositions. When the debate starts, those who are appointed as ‘panel speakers’ produce well-rehearsed
'writing-like' arguments, whereas the others, the audience, pitch in as the debate progresses with their own
(less scripted) thoughts on the subject.
Preparation is a key ingredient for successful debates, just as it is for presentations of other kinds. The
students who are proposing and opposing the debate's propositions (motions) need to be given time to
plan their arguments. They can do this in groups. We can direct them to websites or articles where they will
get ‘ammunition' for their point of view; we can also 'feed into' their discussions with arguments that may
help them. Webquests are often good ways of preparing students for debates. The teacher can divide the
class into groups and then give links to different websites to the different groups. It is a good idea to allow
the students to practise their speeches in their groups first. This will allow them to get a feel for what they
are going to say.
A popular debating game which has survived many decades of use is the ‘balloon debate', so called because
it is based on a scenario in which a number of people are travelling in the basket of a hot-air balloon.
Unfortunately, however, there is a leak and the balloon cannot take their weight: unless someone leaves
the balloon, they will all die. The students take on the role of a real-life person, either living or historical –
from Confucius to Shakespeare, from Cleopatra to Marie Curie. They think up arguments for why they
should be the survivors, either individually or in pairs or groups. After a first round of argument, everyone
votes on who should be the first to jump. As more air escapes, a second round means that one more
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person has to go, until, some rounds later, the eventual sole survivor is chosen. Participants in a balloon
debate can represent occupations rather than specific characters; they can also take on the roles of
different age groups, hobby enthusiasts or societies.
Unplanned discussion. Some discussions just happen in the middle of lessons; they are unprepared for by
the teacher, but, if encouraged, can provide some of the most enjoyable and productive speaking in
language classes.
Reaching a consensus. One of the best ways of encouraging discussion is to provide activities which force
the students to reach a decision, often as a result of choosing between specific alternatives. An example of
this kind of activity (with particular relevance to schools) is where the students consider a scenario in which
an invigilator during a public exam catches a student copying from hidden notes. The class has to decide
between a range of options, such as:
The invigilator should ignore it.
She should give the student a sign to show that she has seen (so that the student will stop).
She should call the family and tell them the student was cheating.
She should inform the examining board so that the student will not be able to take that
exam again.
The fact of having to make such an awkward choice gives the discussion a clear purpose and an obvious
outcome to aim for.
21.4.4 Prepared talks and presentations
One important kind of activity is the prepared talk, where a student (or students) makes a presentation on
a topic of their own choice. Such talks are not designed for informal spontaneous conversation; because
they are prepared, they are more 'writing-like' than this. However, if possible, the students should speak
from notes rather than from a script. For students to benefit from doing oral presentations, we need to
invest some time in the procedures and processes they are involved in. In the first place, we need to give
them time to prepare their talks (and help in preparing them, if necessary). We can encourage the students
to record the first version of their presentations and transcribe them so that they can improve them before
delivering them.
Then, the students need a chance to rehearse their presentations. This can often be done by getting them
to present to each other in pairs or small groups first. Before they do this, the teacher and the class can
decide together on the criteria for what makes a good presentation and the listener in each pair can then
give feedback on what the speaker has said. The presenter will then be in a good position to make a better
presentation. We need to be able to help our students with the multimedia elements of their presentations
if they wish to use them. We should allow time for the students to discuss with us and with each other
what kind of media (audio, video, PowerPoint, etc.) will be appropriate for them to use.
When students listen to their colleagues' presentations, we want to make sure that they listen attentively,
not only for their own sake, but also because this will help the presenter. In order for this to happen, we
can give the students tasks to carry out as they listen. Maybe they will be the kind of feedback tasks which
we and the students have previously agreed on. Perhaps they will involve the students in asking follow-up
questions. The point is that presentations have to involve active listening as well as active speaking.
Whether or not feedback comes from the teacher, the other students or a combination of both, it is
important that students who have made an oral presentation get a chance to analyse what they have done,
and then, if possible, repeat it in another setting so that they do it better.
21.4.5 Questionnaires
Questionnaires are useful because, by being pre planned, they ensure that both the questioner and the
respondent have something to say to each other. Depending upon how tightly designed they are, they may
well encourage the natural repeated use of certain language patterns - and thus can be situated in the
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middle of our communication continuum.
The students can design questionnaires on any topic that is appropriate. As they do so, the teacher can act
as a resource, helping them in the design process. The results obtained from questionnaires can then form
the basis for written work, discussions or prepared talks.
21.4.6 Simulation and role-play
Many students derive great benefit from simulation and role play. Students may simulate a real-life
encounter as if they were doing so in the real world. They can act out the simulation as themselves or take
on the role of a completely different character and express thoughts and feelings they do not necessarily
share. When we give our students these roles, we call the simulation a role-play. Thus, we might tell a
student: You are a motorist who thinks that parking restrictions are unnecessary or You are Michelle and
you want Robin to notice you, but you don't want him to know about your brother, etc.
Simulation and role-play can be used to encourage general oral fluency or to train students for specific
situations, especially where they are studying English for specific purposes (ESP) or business English.
Simulations and role-plays often work well when the participants have to come to some kind of a decision.
In a different kind of role-playing activity, the students write the kind of questions they might ask someone
when they meet them for the first time.
Simulation and role-play have three distinct advantages. Firstly, they can be good fun and are, therefore,
motivating. Secondly, they allow hesitant students to be more forthright in their opinions and behaviour,
without having to take so much responsibility for what they say: they can ‘hide’ behind their role. Thirdly,
by broadening the world of the classroom to include the world outside, they allow the students to use a
much wider range of language than some more task-centred activities may do.
21.4.7 Storytelling
Storytelling is a vital part of any language user's abilities, and it is extremely useful for language learners for
a number of reasons. Firstly, it mirrors the kind of human activity we have been discussing and thus is
highly motivating for the students. Secondly, it taps into a skill that everyone possesses to some extent and
so is not as unnatural as some language learning activities can appear to be.
But the main value of storytelling for language learning is one of its major characteristics in real life. That is,
that we tell the same stories again and again. Our favourite anecdotes become practised in the retelling,
and each time we tell them a little better. If repetition is a vital part of successful language learning, then
the telling and retelling of stories would seem to be an ideal way of doing this.
21.5 Speaking sequences
Example 1
The king and queen's banquet
Aim: the students will talk fluently
Activity: unprepared instant speaking
Age: any
Level: intermediate and above [CEFR B1/B2] GSE 46/66
In 21.2.1, we discussed how to help and encourage reluctant students to speak. One of the ways of doing
this is to provoke fluent speaking - what Sonia Millet calls 'quickspeak'. This activity (from Mumford 2004) is
a fun way of doing this.
• Tell the students to get into two rows, facing each other.
• Put a student at one end: this student is the king. At the other end, put another student: this is the
queen.
• Tell the students that they are at a royal banquet. The king and the queen are very dangerous, so
they have to obey them.
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• Give the king and the queen a list of topics. They can be ones that have been the focus of previous
lessons. Tell the king and the queen to change the topic the moment they see the other students
running out of things to say.
• Tell the students that when the king gives them a topic, they have to speak immediately to the
'guest' opposite about that topic and mustn't stop until the queen claps her hands and announces a
new topic. When that happens, they immediately have to start talking about the topic the queen
has suggested. Then the king decides he's had enough, and he claps his hands and announces that
they have to talk about something else.
• Start the activity and let it continue until you sense the students' enthusiasm and participation is
about to wane. Do not over-correct (or perhaps don't correct at all). The whole point of this activity
is to provoke instant fluency- and for the students to enjoy speaking in this way.
A similar result can be achieved using dice. Put the students in groups of six, distribute dice (one per group)
and get each group to choose six topics, giving each one a number from 1 to 6. A student in each group
throws the dice. If they score a 3, for example, they have to speak instantly about the topic for that
number. When they have done this, another student throws the dice, and so on.
21.6 Making recordings
The activities in this section (here, only one) suggest ways in which the camera (and/or the microphone)
can become a central learning aid. The students work together cooperatively, using a wide variety of
language (and multimedia skills) both in the process and the product of making a video or audio recording.
In most classes, there will be some students who know how to make video and audio recordings; there is
also likely to be someone who has at least basic knowledge of editing software such as Moviemaker or
iMovie. It is, anyway, not difficult for teachers to learn the basics of these. Video and audio can be
uploaded to blogs and websites so that the students can share their work with an almost limitless audience.
Example 12
Movie making
Aim: the students will analyse, perform and film a drama scene
Activity: analysis and acting out
Age: adult
Level: upper-intermediate and above [CEFR B2] GSE 59-66
When students read a story, study an extract from a novel or work with a coursebook dialogue, they will
form some kind of mental picture of it. This ranges from a perception of the setting to an idea of what the
characters look and sound like.
A way of really getting inside a text is to have the students make a film based on what they have just read.
If they are studying a coursebook dialogue, for example, we might tell them that they should disregard any
illustrations and focus on the words and the situation only. With these in mind, they should plan and film
their own versions of the conversation - and expand or adapt the text so that even a coursebook dialogue
becomes their own.
Filming a scene involves discussion about acting and direction and a close focus on the text in question.
Despite possible problems of logistics and time, the results can be extremely satisfying, and the activity
itself highly motivating. And there is always a chance that if and when the students post their videos online,
they will go viral!
21.6.1 Getting everyone involved
Because filming usually involves one camera operator and may be confined to one narrator and one overall
director, there is a danger that some students may get left out of the videomaking process. There are
several ways of avoiding this:
Groupwork. If more than one video camera is available, we can divide a class into groups. That way each
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member of each group can have a role to perform.
Process. We can ensure participation in the decision-making process by insisting that no roles (such as
actor, camera operator, director, etc.) should be chosen until the last moment.
Assigning roles. We can assign a number of different roles, as there are in a real film crew. These include
clapperboard operator, script consultant, lighting and costumes.
22. Testing and evaluation

Assessment can, and should, be an integral part of what teachers do. When used appropriately, it helps the
students to understand what they can and can't do, and by doing this, helps them move forward and see
clearly what they need to do next. At its most basic level, this assessment for learning is the kind of thing
that teachers do all the time when they give feedback on what their students say or write. This feedback
is designed to help the students to improve their performance, rather than just giving a snapshot of a
student's abilities at a particular time.
22.1 Summative and formative assessment
Snapshot exams, which simply give an idea of what a student can do at any given time, are a regular feature
of the lives of schoolchildren and those in higher education. They are examples of summative assessment,
which measures the product of a student's learning.
Formative assessment, on the other hand, measures the students' abilities as part of a process. Crucially,
the students as well as the teacher are involved in this assessment. Formative assessment is part of the
learning process itself and looks to the future, rather than focusing exclusively on what has been achieved
up to a given point in time. For this reason, it is sometimes called assessment for learning (AFL). In the same
way that teachers give a different kind of feedback on student writing when it is part of a process than they
do to a finished piece of work, so formative assessment focuses on helping the students progress to the
next level, rather than simply judging them on what they can do now.
The Assessment Reform Group, a UK-based organisation which promotes innovation in testing, suggests
ten principles for AFL:
Assessment for learning should:
• be part of effective planning of teaching and learning, where both teachers and students can
measure progress towards learning goals.
• focus on how students learn. The students themselves should consider this and understand more
about it.
• be a key professional skill for teachers. We should be able to analyse and interpret what we
observe.
• be sensitive and constructive because any assessment has an emotional impact. Doing well or badly
can have profound effects on test takers.
• take account of the importance of student motivation. The way we give results and the way
assessments are given can affect how students feel about learning.
• promote understanding of goals and criteria.
• include student consultation about the criteria for assessment. It is essential that students
understand what such criteria mean.
• help the students know how to improve.
• develop the students' capacity for self-assessment so that they become reflective and self-
managing.
• recognise the full range of achievement of all learners.
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Teachers assess student performance all the time. Our main aim when doing this in class is to help our
students to do better. So it is with assessment for learning. But AFL has a deeper underlying aim, and this is
that the students should be able to measure their own progress. That is why the CEFR 'can do' statements
and the more precise Global Scale of English – and other descriptors - are so important. If students can
clearly identify their own strengths and weaknesses, then their learning can be put into their own hands.
22.2 Qualities of a good test
If we are to spend time testing our students (and if they are to have confidence in the tests they are being
encouraged to take), then the tests - whether written by us or by some testing authority - need to have
three essential characteristics:
Transparency. This means that anyone concerned with the test should have access to clear statements
about what the test is supposed to measure.
Validity. A test is valid if it tests what it is supposed to test. It will only be valid if the test offers as accurate
as possible a picture of the skill or ability it is supposed to measure. Thus, if a test doesn't give us an
accurate picture of what we are trying to evaluate (the knowledge of and ability to use English), then it isn't
much good. We call this kind of validity construct validity.
If we try to test writing ability in English with an essay question that requires specialist knowledge of history
or biology - unless it is known that all the students share this knowledge before they do the test - our test
(as a test of written English) will be invalid. We call this kind of validity content validity.
A test is valid if it produces similar results to some other measure which is designed to test the same
abilities, that is, if we can show that Test A gives us the same kind of results as Test B. We call this kind of
validity criterion validity.
Reliability. Reliability refers to the consistency of the test results. Given the same conditions, a test should
always give the same results. In practice, reliability is enhanced by making the test instructions absolutely
clear, restricting the scope for variety in the answers and making sure that the test conditions remain
constant.
Reliability also depends on how tests are marked and who marks them. This is a significant concern,
whether the tests are marked digitally or by human scorers.
22.2.1 Washback
Test designers and teachers know that tests have a really powerful effect on what happens in classrooms.
Obviously, teachers will want their students to pass the tests they take, so teaching and learning often
reflect what the tests contain. This results in what is usually referred to as the washback or backwash
effect. Good tests have a very positive washback effect. However, public exams in some countries are still
focused almost exclusively on grammar-based multiple-choice items. The washback from these exams can
be problematic since the temptation for teachers to overuse such items in their teaching – under pressure,
perhaps, from the students and their parents - may well override their own beliefs about what good
learning and teaching should be like.
Clearly, test designers need to have the washback effect in their minds when they design tests, but, equally
importantly, teachers need to think carefully about how to counteract the negative effects of washback
when preparing their students to take exams.
22.3 Types of test
There are five main categories of test which teachers and learners of English are likely to come into contact
with:
Placement tests. When students sign up for a language course in a private language school, for example,
they usually do a placement test to determine which class they should go into.
Such tests usually try to measure grammar and vocabulary knowledge, as well as evaluating speaking ability
the students' reading and listening ability and, where practical, how these correlate with this self-analysis
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into the final placement decision.
Some schools ask students to assess themselves as part of the placement process, adding this self-analysis
into the final placement decision.
Progress and achievement tests. These tests are designed to measure the students' language and skill
progress in relation to the syllabus they have been following. Progress tests are often written by teachers.
They can and should have a formative purpose so that, based on the students' performance in the test,
teachers can decide what needs to be done in the future.
Achievement tests are given at the end of a course of study to see how well the students have learnt what
they have been studying. Teachers and other test designers who construct these tests need to bear in mind
the potential benefits and dangers of the washback effect. The tests need to reflect not only the language,
but also the type of learning that and ability. They are frequently used for high-stakes public exams where a
lot depends on has been taking place.
Proficiency tests. Proficiency tests give a general 'snapshot’ picture of a student's knowledge how well the
candidates do. They are used as goals that people have to reach if, for example, they want to be admitted
to a foreign university, get a particular job or obtain some kind of certificate.
Portfolio assessment. Achievement tests and proficiency tests are both concerned with measuring a
student's ability at a certain time. Students only get ‘one shot' at showing how much they know. The
pressures this puts candidates under can make some of them anxious and they do not do their best in exam
conditions. For this reason, many educators claim that sudden ‘death' testing is unfair and does not give a
true picture of how well some students could do in other circumstances. As a result, many educational
institutions allow their students to assemble a portfolio of their work over a period of time (a term or a
year, for example). The student can then be assessed based on three or four of the best pieces of work
produced during this period.
Portfolio assessment of this kind has clear benefits. It provides evidence of student effort. It helps students
become more autonomous. Especially with written work, the students will have had a chance to edit what
they have done before submitting their work, and this approach to assessment has an extremely positive
washback effect.
However, portfolio assessment is not without its pitfalls. In the first place, it is time-consuming for students
to build up their portfolios, and it suggests longer hours of evaluation for the teacher. Secondly, teachers
will need clear training in how to select (or help the students to select) items from the portfolio and how to
grade them. But, above all, when students work on their own, away from the classroom, it is not always
clear that the work reflects their own efforts or whether, in fact, they have been helped by others. This has
made some people reluctant to trust such forms of assessment. Students themselves can be reluctant, too.
However, as with process writing, if we build cycles of revision, self-reflection and, perhaps, peer-
assessment into portfolio tasks, they can form a good basis not only for grading, but also as assessment for
learning. Such self- and peer-assessment, based on success indicators such as the CEFR 'can do' statements
and the Global Scale of English, involve students in the whole process of assessment and, as a result,
encourage them to be more autonomous in their learning.
22.4 Test item types
There is a wide variety of different test item types available to language testers. These range from indirect
test items, which target the knowledge of, for example, specific items of grammar or vocabulary, to more
direct test items, which ask the students to perform direct language tasks, such as writing a letter.
22.4.1 Some typical test item types
Many public language tests are now administered digitally and, as a result, there have been some changes
to test design. Prominent among these are the time limits which are set for various items. More important
than these, perhaps, is the automated grading, which means that the tests are scored digitally and, it is
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claimed, more reliably. Digital tests also give an absolute reliability of test-taking conditions, since all the
candidates will get exactly the same treatment.
Of course, many other tests are still pencil-and-paper affairs, especially where technology for digital
assessment is unavailable. In the following examples of (mostly) indirect test item types, both digital and
pencil-and-paper items are included.
Multiple-choice questions A traditional vocabulary multiple-choice question (MCQ) looks like this:
The journalist was _____________ by enemy fire as he tried to send a story by satellite phone.
a wronged b wounded c injured d damaged
MCQs are one of the most popular test instruments for measuring students' knowledge of grammar and
vocabulary, especially because they are easy to mark.
MCQs present a number of challenges, however. In the first place, they are extremely difficult to write well,
especially in terms of the design of the incorrect choices (known as 'distractors’). These distractors may
actually put ideas into the students' heads that they did not have before they read them. Secondly, while it
is possible to train students so that their MCQ abilities are enhanced, this may not actually improve their
English. There is always the danger that a difference between two student scores may be between the
person who has been trained in the technique and the person who has not, rather than being a difference
of language knowledge and ability.
MCQs are used for discrete-point testing (as in the example above) but they are also frequently used in
more integrative tests such as testing reading or listening comprehension - where the students have to
choose the correct answer from one of four possibilities. Sometimes (especially in comprehension tasks),
students may be asked to select a number of alternatives. For example:
Read the text and answer the question by selecting all correct responses. More than one response
is correct.
Gap fill Many test items ask the students to complete sentences with words or phrases. For example:
Would you like........... to the cinema tonight?
Candidates need to be told whether they should write only one word or whether more than one word is
possible /expected. In some cases, the words or phrases required might be listed in a box. In digital tests,
candidates often have to drag and drop the appropriate items from the box into the correct blanks.
Transformation and paraphrase. This is a common test item that asks the candidates to rewrite sentences
in a slightly different form, retaining the exact meaning of the original. For example, the following item
tests the candidates' knowledge of verb and clause patterns that are triggered by the use of I wish:
I'm sorry that I didn't get her an anniversary present. I wish___________________________________
In order to complete the item successfully, the candidate has to understand the first sentence, and then
know how to construct an equivalent which is grammatically possible. As such, these items do tell us
something about the candidates' knowledge of the language system.
Other transformation test types ask the students to rewrite sentences using (a form of) words given. For
example:
We offer a ______________________ of different types of coffee in our restaurant. SELECT
Reordering. Getting students to put a set of jumbled words in the right order to make appropriate
sentences tells us quite a lot about their underlying knowledge of syntax and lexico-grammatical elements.
The following example is typical:
Put the words in order to make correct sentences.
called /I/ I'm / in / sorry / wasn't / when / you
________________________________________________
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The biggest challenge for test designers is to find sentences where only one sequence is correct.
Reordering is sometimes used (on a bigger scale) for reading tests where the candidates have to put
sentences or paragraphs in order.
Summarising. Summarising is a way of testing a student's ability to understand and put that understanding
into words. Another type of summarising test is summary from a number of alternatives.
22.4.2 Skill-focused tests
When test designers and teachers construct items - especially direct test items - to test students' skill
knowledge, it is important that they create a level playing field.
Testing the receptive skills of listening and reading also needs to avoid making excessive demands on the
student's general or specialist knowledge. Students should not be tested on their ability to understand
technical information, for example - unless, perhaps, it is a CLIL test - but, rather, on their understanding of
English.
Apart from the test item types we detailed, there are a number of other ways in which a candidate's
abilities in the four skills can be tested. In the following lists, the skills are called mostly speaking, mostly
writing, etc. because skill testing is always, to some extent, an integrative mix.
22.4.3 Young learner test item types
Testing young learners demands a different approach, whether the tests are computer or paper-based.
Pictures. The most obvious defining characteristic of young learner testing is the use of pictures (see Figure
3). Candidates can be asked questions about them; they can draw lines between objects in them; they can
colour things, etc.
Ticks, crosses and smiley faces. Young learner tests frequently ask the students to put ticks or crosses
against pictures to identify them or the information in them. Test designers can ask them to choose smiley
or frowny faces, etc.
Dragging, dropping, clicking. Young learners can be asked, in digital tests offered on computer or mobile
platforms, to drag and drop items into pictures or to click on appropriate pictures. They can select and click
to colour items, or select from dropdown yes and no answers.
22.5 Writing and marking tests
22.5.1 Writing tests
Before we do anything else, there are three main issues we need to address:
Objectives. We need to be clear in our minds about why we will be asking the students to take a test. If we
wish to find out how well they have learnt what they have been studying, we may well write a progress
test. If we want information to help us to decide what to do next, our test will be designed to find the
students' strengths and weaknesses, or perhaps to see how well they will be able to cope with the work
that we have planned to do. In such cases, we will not base our test on what the students have studied, but
on what they will study in the future.
Our students need to have a clear understanding of the test objectives, too, and the criteria for success. In
other words, they need to know how the test is scored and what they have to do to get good grades.
Context. We need to remind ourselves of the context in which the test takes place. We have to decide how
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much time can and should be given to the test-taking, when and where it will take place, and how much
time is available for marking. For example, there is no point in designing a sophisticated and multi-faceted
test if there is not enough time for it to be graded properly.
Future action. We need to have an idea of what we are going to do with the test results once the test has
been completed.
Once we are clear about the objectives of our test, the situation it will take place in and what we will do
with the results, there are a number of other things we need to take into account:
Test content. We have to list what we want to include in our test. This may mean taking a conscious
decision to include or exclude skills such as reading comprehension or speaking (if speaking tests are
impractical). It means knowing what syllabus items can be legitimately included (in an achievement test),
and what kinds of topics and situations are appropriate for our students.
Just because we have a list of all the vocabulary items or grammar points the students have studied over
the term, this does not mean we have to test every single item. If we include a representative sample from
across the whole list, the students' success or failure with those items will be a good indicator of how well
they have learnt all of the language they have studied.
Balance. If we are to include direct and indirect test items, we have to make a decision about how many of
each we should put in our test. Balancing elements also involves estimating how long we want each section
of the test to take, and then writing test items within those time constraints. The amount of space and time
we give to the various elements should also reflect their importance in our teaching.
Scoring. However well we have balanced the elements in our test, our perception of our students' success
or failure will depend upon how many marks are given to each section of the test.
Trialling tests. It is a good idea to try out individual items and/or whole tests on colleagues and other
students before administering them to real candidates. This is especially important if the students' grades
are going to be recorded, or if the scores are going to count towards their final grades, for example. It is
obviously less important when we give students short snap tests, especially those which have a primarily
formative purpose.
Such trialling is designed to avoid disaster and to yield a whole range of possible answers/responses to the
various test items. This means that if other people finally mark the test, we can give them a list of possible
alternatives and thus ensure reliable scoring.
22.5.2 Marking tests
Tests (especially public exams) are, increasingly, administered and graded digitally. Based on extensive
trialling and measuring, using experienced scorers coupled with digital analysis, it is claimed that such
grading is as reliable as – if not superior to - human marking. And, of course, it is in many ways more
efficient, too.
One of the problems with human graders is that different people mark/score tests differently. There is
often a great deal of marker subjectivity involved. But where human markers are still needed – when, for
example, teachers are called upon to grade tests in their schools and colleges – there are a number of ways
of making the scoring more reliable.
Training. Scorers can be trained to grade candidates' work effectively. In the first place, we can show them
examples of candidates' work at different levels (whether this involves written submissions or, for example,
videos of oral tests) and suggest what score should be given in each case. They can analyse the scoring
scales and rubrics. We can get teachers into groups and give them all the same candidates' work to grade.
By comparing their scores with each other and then, subsequently, with the suggested grades which we
may offer them, the graders can come together to establish a common understanding of how to score the
tests appropriately.
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More than one scorer. Reliability can be greatly enhanced by having more than one scorer. The more
people who look at a script, the greater the chance that its true worth will be located somewhere between
the various scores that are given.
Using scales. One way of specifying scores that can be given to productive skill work is to use pre-defined
descriptors of performance such as the CEFR or the Global Scale of English. We can then design tests which
ask the students to do the things which the descriptors suggest, and we can then grade them on whether
they succeed.
Analytic profiles. With analytic profiles, marks are awarded for detailed elements which contribute to
global scale descriptions. For oral assessment, we can judge a student's speaking in a number of different
ways, such as pronunciation, fluency, use of lexis and grammar and intelligibility. We may want to rate their
ability to get themselves out of trouble (repair skills) and how successfully they completed the task which
we set them.
A combination of global and analytic scoring gives us the best chance of reliable marking. However, a
profusion of criteria may make the marking of a test extremely lengthy and cumbersome; test designers
and administrators will have to decide how to accommodate the competing claims of reliability and
practicality.
Scoring and interacting during oral tests. Although speaking tests are increasingly being administered
digitally, with claims being made for their superior efficacy and the reliability of their grading, the majority
of oral tests still take place face to face. Scorer reliability of such face-to-face tests is helped not only by
global assessment scores and analytic profiles, but also, perhaps, by separating the role of scorer (or
examiner) from the role of interlocutor (the examiner who guides and provokes conversation). This may
cause practical problems, but it will allow the scorer to observe and assess, free from the responsibility of
keeping the interaction with the candidate or candidates going.
In many tests of speaking, students are now put in pairs or groups for certain tasks. It is felt that this will
ensure genuine interaction and will help to relax the students in a way that interlocutor-candidate
interaction might not. Some commentators, however, have worried that pairing students in this way leads
them to perform below their level of proficiency, and that when students with the same mother tongue are
paired together, their intelligibility to the examiner may suffer. Some students themselves have exactly
these worries, but there is considerable evidence to suggest that who a candidate is paired with does not,
in fact, affect his or her ability to take the test effectively or to be scored appropriately.
22.6 Teaching for tests
Many teachers are familiar with the situation where their own beliefs in communicative language teaching,
for example, are at odds with a national exam which uses an almost exclusively discrete-item indirect
testing procedure to measure grammar and vocabulary knowledge. There is always the danger that the
washback effect of such tests will give the students – and, perhaps, their parents – expectations about what
teaching and learning should be like, and this may be difficult for teachers to deal with.
Many modern tests do not cause these kinds of problems, however, since they are grounded far more in
mainstream classroom activities and methodologies than some earlier examples of the genre were.
And we can go further: many teachers find teaching exam classes to be extremely satisfying in that where
the students perceive a clear sense of purpose – and are highly motivated to do as well as possible - they
are, in some senses, easier to teach than students whose focus is less clear. When a whole class is working
towards a particular exam, it can give the students a target to aim for and is a great motivator.
Furthermore, in training our students to develop good exam skills (including working on their own,
reviewing what they have done, learning to use reference tools - e.g. dictionaries, grammar books, the
internet - keeping an independent learning record or diary, etc.), we are encouraging exactly those
attributes that contribute towards autonomous learning.
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Good exam preparation teachers need to familiarise themselves with the tests their students are taking,
and they need to be able to answer their students' concerns and worries. They need to come up with
classroom tasks that will best help their students to be successful when they take the test. This may involve
making compromises in the ways they like to teach or, alternatively, it may involve explaining to the
students the relationship between what they are doing in class and the positive impact it will have on their
ability to pass the test. But however much tests and ideal classroom practice do or do not match each
other, there are a number of things that exam class teachers will want to do:
Train for test types. We can give our students training to help them approach test items more effectively.
As an example, for speaking tasks, we will equip them with appropriate negotiating language to help them
get over awkward moments. When training our students to handle reading test items, we will discuss with
them the best way to approach a first reading of the text, and how that can be modified on a second
reading to allow them to answer the questions asked.
In all this work, our task is to make the students thoroughly familiar with the test items they will have to
face so that they give of their best, and so that, in the end, the test discovers their level of English, rather
than having it obscured by their unfamiliarity with the test items.
Train for test rubrics. Some candidates have problems with exam rubrics (the instructions about what to do
for a question). This can happen whatever subject is being tested. We need to remind our students about
the importance of reading the rubrics carefully and give them chances to practise this.
Discuss general exam skills. Most students benefit from being reminded about general test and exam skills,
without which much of the work they do will be wasted. For example, they need to read through the
questions carefully so that they know exactly what is expected.
Do practice tests. Some students get very anxious about taking tests. We can talk to them about this, and,
by returning to the issue at intervals in the lead-up to the test, we can diffuse the tension. One of the best
ways of making students feel more relaxed about the experience is to give them opportunities to practise
taking the test or exam so that they get a feel for the experience, especially with regard to issues such as
pacing. At various points in a course, therefore, the students can sit practice papers or whole practice tests,
but this should not be done too often since not only will it give teachers horrific marking schedules, but it
will also be less productive than other test and exam preparation procedures.
Have fun. As we said above, just because students need to practise certain test types does not mean this
has to be done in a boring or tense way. There are a number of ways of having fun with tests and exams.
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Riassunto "The Practice of

English Language Teaching"

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1. The world of English language teaching

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2. Describing the English language

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Competent speakers of the

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3. Issues in language learning

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5.4.2 The CEFR levels

5.4.3 Other frameworks of language proficiency

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