Lutfulla Jurayev • Svetlana Khan • Ludmila Kamalova Ludmila Tsoy • Mahprat Abdullayeva • Larisa Matskevich Rozaliya Ziryanova • Hayothon Tuhtarova Klara Inogamova Fly High english 7 Teacher’s Book

c 
The teacher listens to or talks with one of the pupils, who remains at her/his 
desk.
d 
The teacher asks two pupils to speak to each other (e.g. present a dialogue 
they have learnt by heart).
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INTRODUCTION
If pupils are asked to speak to each other they usually take turns in speaking 
rather than communicating naturally. Moreover, the teacher is at hand, listening 
to everything that is being said.
The following illustrations of some types of classroom interaction should 
help to show that in most cases only one interaction at a time takes place in 
the classroom and that the teacher is usually one of the speakers.
Here we see the type of interaction that is appropriate for the group-work 
activities in 
Fly High.
A communicative activity in a learner-centred class.
As can be seen, the teacher is free to listen, monitor, think ahead, re-plan the 
next stages and hear her pupils teaching one another the vocabulary and 
grammar they know.
While communicative activities are in progress, the teacher no longer 
“teaches”, s/he organises, sets up activities and ‘monitors’ them discreetly, 
that is s/he listens to the pupils and makes sure that everything is in order. 
The teacher should help only if s/he is quite certain that his/her pupils cannot 
manage on their own.The teacher should be like the conductor of an orches­
tra: conduct but not play.
At first you may find some of these activities a little difficult to organise but 
you will soon get used to them. We are sure that your pupils will find them so 
motivating and enjoyable that they will help you.
Dealing with errors in spoken English
Many teachers nowadays find it difficult to decide whether they should or 
should not correct every error their pupils make. In the traditional classroom 
the emphasis is usually on accuracy and all mistakes are corrected immedi­
ately. The problem with this is that a lot of pupils will be reluctant to speak for 
fear of making mistakes and being corrected.
In the learner-centred classroom, where pupils are being encouraged to use 
English in real communication, fluency is just as important as accuracy. We 
are not suggesting that correction should be abandoned, but that it can be
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INTRODUCTION
postponed until after the communication activities in 
Fly High.
If you do this 
then you will not be constantly interrupting your pupils. Of course you will 
need to remember the mistakes your pupils make so we suggest you note 
them down as you walk around the classroom. At the end of the activity you 
can point out some of the common or more important mistakes you noted.
Noise
In a learner-centred classroom noise is inevitable and should be seen as a 
good thing provided it is controlled and constructive. Train your pupils to 
speak quietly and politely during pair and group work and be ready with addi­
tional tasks for those who finish their work early. If you give clear instructions 
before an activity you will find that pupils will be able to do the tasks without 
confusion and unnecessary noise. Set clear rules on how you expect pupils 
to talk to you and to one another.