Teach english new edition r

PHOTOCOPIABLE

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Task File
Jargon buster
Copy the chart with your own definitions for the following terms (column 1) and explain their 
relevance to teaching (column 
2
).
Your definition
Relevance to language 
learning/teaching
Rough-tuning
Com prehensible input
Monitor (v)
Noticing
Conditioning
Cue-response drill
Language function
Task cycle
Discovery activity
Jeremy Harmer 
How to Teach English
© Pearson Education Limited 2007
PHOTOCOPIABLE
19 7

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TASK FILE
A The elements of language 
(pages 60-63)
Grammar
1 Identify the elements in the following sentences in terms of S (subject), V (verb), O (object), 
C (complement) and A (adverbial).
a He left quickly. 
d The school principal wrote a letter,
b She is incredibly intelligent. 
e They kissed each other,
c 
She read the book very slowly. 
f They will arrive in two hours.
2 Look at the underlined parts of the sentences. Are the verbs transitive or intransitive? What 
different kinds of object are there?
a 
Don’t break the cup. 
e Please sing me that song again,
b He fell. 
f That aftershave smells terrible!
c 
He gave me the letter. 
g They sent the message to their family by email,
d It broke.
Pronunciation
1 How many sounds are there in these words?
a activate 
e learner 
i teacher
b arrangement 
f overhead projector 
j willingness
c classroom 
g performance
d emotion 
h rapport
2 Write the following words and mark the stress using underlining, stress marks, squares or 
circles.
a activate 
e export (noun) 
i stipulation
b adolescent 
f export (verb) 
j willingness
c classroom 
g learner
d emotion 
h procrastination
3 How many different ways can you say the following sentences by changing the stress on the 
words? What different situations could the sentences be said in?
a It was only last night that you arrived, 
b This is the best show I’ve ever attended, 
c 
She’s decided she loves you.
4 How many different meanings can you give the following words by changing the intonation?
a well 
b no 
c happy 
d OK