Second edition

UNIT 10 Acquisition 4.9.Ю interaction 2,5,8, to Focus on form i,3,6,7 UNIT 7 Possible answers: Characteristics of spoken language	Listening text types	Different accents	Features of connected speech
Listening subskii/s
Disappears once spoken Incomplete sentences Simpler grammar/ vocabulary Connected speech Maybe disorganised Supported by body language	Conversations Lectures Announcements	Scottish Welsh RP Texan Australian	Contracted forms Linking Word stress Sentence stress	Listening for gist Listening for specific information Extensive listening listening for attitude

UNITS A Accuracy	8 Connected speech	C A ppropriacy	0 Fluency	E Functions	F Interaction
1. 5, 6,7, n	1,6,7, и	2.3,12	8,10	2,3,4,9,12	2,3,4,8, 9,10, 12

239

Answer key for Follow-up activities

UNIT 11
This conversation slioWs tltat'tiie learners manage to communicate with one another although they make many mistakes. They seem to be experimenting with language and trying hard to communicate and help each other communicate.
Probable slips: you, go, you went to the school?; is, was important for me Developmental errors: it is likely that most of the other errors in this conversation are developmental errors, as these learners are only at lower intermediate level.
Interference errors: it is difficult, to know without speaking Japanese or Italian whether any of these errors are due to interference. Fossilised errors: it is very unlikely that any of the errors are fossilised, as these learners are still very much at the beginning of their learning of English, and haven't had time to develop 'bad habits'.
If these learners were communicating with one another for a fluency activity, it would probably be best not to correct them, and Just to allow them to practise communicating. The teacher could always listen for common mistakes and note them down for correction after the activity, e.g. past tenses might be a useful area to correct,
UNIT 12

1. 
   Possible answers:
   

Child with parents
© The ehiId is get1ing inclividua I aliention. ф The learning time is not limited. m The child is interacting with his parents,
@ The child is enjoying communicating and interacting.
© The parents can respond to the child's interests and needs.
• The atmosphere is relaxed.
Teacher with class
® Learners cannot get much individual attention.
© The bell will ring after e.g. 30 minutes and end the lesson.
ф The teacher is telling the learners
something. There may be no interaction.
& The pupils may not be enjoying the lesson, © The teacher cannot easily respond to each learner's interests and needs.

1. 
   Possible answers:
   

''' Miriam A, B, F, G Santiago
Possibly A, B, D (with supervision), G, H Baa
Maybe A-H, depending on his learning style, availability of time and degree of motivation.
UNIT 13

1. 
   Possible answers:
   

ft is hard to give definite answers as we don't know a lot. about these learners and how Hulling or able they are to change, but possibly:
Raquel
As she is a very young learner who seems to prefer kinaesthetic and social things, she may well learn best through play, movement and working in groups.
Mahmoud
Mahmoud seems to have definite ideas about how to learn and seems to like learning quite abstract things (he likes maths and physics). Lie might respond well to learning grammar rules, learning vocabulary and doing exercises rather than just 'chatting' and communicating. These would help him feel that English is a 'serious' subject, ft could be useful, too, if his teacher explained to him the value of doing communicative activities.
Xiu Xiu
It sounds as if Xiu Xiu would benefit from a communicative course focusing on social and business English. She could also continue learning lots of new words as she enjoys and appreciates doing that.

2. 
   Possible answers:
   

A analytic/reflective В kinaesthetic C group D analytic E auditory F autonomous G impulsive
H kmaesthetie/group/impulsive f visual
J visual/reflective
These activities could all be suitable for adults, depending on their learning style, needs and expectations. All the activities except D and F could also be suitable for young learners.


240

Controlled practice	Freer practice	Free practice
A, C,E,G,H,I	B,E	B, D, F

241

Reading	Writing
True/false 0	Copying 0
Yes/no questions 0	jumbled words 0
Multiple-choice 0	Labelling 0
Open comprehension	Form filling O/S
questions S	Sentence/dialogue
information transfer,	completion O/S
e.g. table completion	Completing the middie/end
O/S	of a story S
Ordering paragraphs О	Story writings
Choosing titles for	Pfcture/diagram description
texts or paragraphs 0	S
Cloze tests 0	Writing essays/ compositions/emails/ ietters/postcards/reports S

UNIT 19
1 E 2 H 3D 4 C 5 F 6 A 7 В 8 G
UNIT 20
I E 2 A 4 C 7 D 8 В
UNIT 21
1 A 2 G 3D 4 E 5 В 6 C 7 F
UNIT 22

1. 
   F In doze tests we blank out every nth word.
   
2. 
   T
   
3. 
   T
   
4. 
   T
   
5. 
   F Summary writing is a subjective assessment activity.
   
6. 
   T
   
7. 
   T
   

8. 
   F Sentence transformation is an inauthentic
   

assessment activity,

9. 
   F Interviews are challenging because learners
   cannot prepare all their answers.
   
10. 
    T
    

UNIT 23
1 B/C/E 2 G/F 3 A/C 4 A/F 5 D 6 E
7 F
UNIT 24
Open answers
UNIT 25
Open answers
UNIT 26

1. 
   language laboratory
   
2. 
   О HP
   
3. 
   realia
   
4. 
   flashcards/realia
   
5. 
   board
   
6. 
   DVDs
   
7. 
   internet
   

UNIT 27
l who can make the first sentence here? Tire teacher is eliciting from the learners. Abdullah, make a sentence about Penny, please. The teacher is nominating and instructing,
lust make a sentence. The teacher is clarifying instructions.
Yes, tell me something about Penny. The teacher is encouraging, clarifying and correcting (the teacher corrects the learner's use of Benny to Penny).
Penny IS washing. The teacher is echo- correcting two aspects of the learner's utterance, by stressing the missing auxiliary and by repeating the correct name: Penny. The teacher is also modelling the correct utterance.
Yesterday? The teacher is checking, clarifying, prompting and perhaps also encouraging. What did she wash yesterday? The teacher is organising the learner's ideas and prompting him to continue,
Mohammed, can you help him? The teacher is nominating another learner, and asking for peer support.
This is a beginner, adult class.


242

Answer key for Foiiow-up activities

2 1 Take out your student books and turn to
Look at exercise 3.
Read the live true/false questions.
Ready? I'm going to play the CD. Listen.

0. 
   On your own, write a list of what you ate for breakfast.
   

Work with the person sitting next to you. Don't show your list to your partner.
Take it in turns to tell your partner what you ate.

0. 
   In groups of four, brainstorm some ideas about your personal heroes.
   

Choose some points to use in your essay. Read the model essay in your student book to remind you of the organisation.
Write a draft of your essay.


UNIT 28


My next-door neighbour ... he make much noisy introdueing/extending the topic You don't want to say anything because get angry, developing the idea / adding own opinion
Make upsetting ... upset, prompting/supporting/
adding/self-correeting
Yeah make neighbour upset, repeating/
confirming the idea


adding own opinion / perhaps prompting Er ... no. Not that, hesi.tat.ing/disagreeing Check? asking for clarification of meaning or of


word used
Yeah, you know,, learn what l do, when coming giving a definition / explaining / clarifying meaning by using synonyms Oh f see confirming understanding


2 1C This is the best course of action because
tire students-''-who didn't do the homework still have to do it and the teacher collects the homework of the students wlm have done it
2В This is the best course of action because it lets students review the lesson before they leave the class.
3C This is the best course of action because it is motivating for the students who come to the lesson on time.
4A This is the best: course of action as it helps students to become confident and to speak more in the 'safe' environment of a pair activity,
UNIT 31
Learner groupings and aspects to consider at
each stage of the lesson.

1. 
   Team game: mix of abilities and learner characteristics in the teams.
   
2. 
   Whole class: everyone can see, shyer learners are not pushed to the back,
   
3. 
   Gr о tip work: ba la n ее of lea me г abi I it ie s in groups, possibly strong with strong and weak witii weak; class feedback: making sure dominant learners don't take over.
   
4. 
   Whole class: silence, not chatting in LI.
   

1. 
   Individual work: listening, not chatting in LI.
   

1. 
   Pair work: give learners key language to use, otherwise they might just point or use LI.
   
2. 
   Whole-class feedback: use of names to make sure everyone has a chance to answer.
   
3. 
   Class discussion: provide some useful language for giving opinions, use of names to make sure everyone has a chance to give their opinion.