Teach english new edition r

back-chaining 
- where the teacher builds up phrases from the end - is especially 
useful for longer questions and sentences.
The teacher then models the answer ‘Yes, please. That would be great’, paying special 
attention to the use of appropriate stress and intonation. Students repeat the phrase. Now 
she cues a student with the word ‘question’ so that they ask ‘Would you like to come to the 
cinema?’. She nominates another student to answer and he says, ‘Yes, please. That would be 
great’.
After some controlled practice of this kind, the teacher elicits and models the answer 
‘I’m afraid I can’t. Sorry’. When the students have repeated it, the teacher conducts a further 
cue-response session where she indicates whether the students should give a yes or no 
answer. Finally, she gets them to substitute other words and phrases so that they can say 
things like ‘Would you like to come to dinner?’ ‘Would you like to come to my house?’.
The students practise making these two-line invitation dialogues in pairs. Finally, the 
teacher listens to some of these pairs, making any last-m inute corrections or adjustments.
At higher levels, we can move towards a more discovery-type sequence, and build 
language activation into the study section of the lesson. For example, students can be 
shown a picture and dialogue with the lines in the wrong order, as in this example which is 
for upper-interm ediate students.
□
... and on top of that, the vegetables 
are undercooked.
□
Excuse me!
□
I’m not very happy with my meal.
□
I’m sorry, madam ...
□
I’m sorry to hear that, madam. I’ll take 
it back to the kitchen.
□
I’m sorry to hear that, madam. What 
seem s to be the problem?
□
Thank you. I would appreciate it.
□
Well, to start with the meat is too well- 
done ...
□
Yes, m adam?

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Chapter 6
Students listen to an audio track to see if they have got the order right. They then listen 
again and work on aspects of stress and intonation in particular phrases. If appropriate, 
the teacher can ask them to repeat these phrases in the same way. Working in pairs, they 
then identify which phrases (a) expressed a complaint, (b) expressed regret and apology, 
(c) gave details of the complaint, (d) suggested ways of dealing with the complaint and (e) 
expressed appreciation. They are now asked to come up with any other phrases or restaurant 
complaints they can think of for categories a-e. The teacher can feed in more examples, 
too. Finally, in pairs, students make their own dialogues while the teacher goes round the 
room helping them and offering advice. The pairs then perform their dialogues for the rest 
of the class and the teacher and students discuss the good points of the dialogues they hear, 
while at the same tim e correcting any serious mistakes that have crept in.