advantage.
■ looked at solutions to the problem of students using their own language when we
want them to be using English. We suggested talking to students about the issue,
encouraging them to use English appropriately, only responding to English use,
creating an English environment and continuing to remind them of the issue.
■ studied the issue of uncooperative students, suggesting that where there is trouble,
we have to deal with the behaviour rather than criticising the students themselves.
We stressed the need for even-handedness and showed how we need to move on from
the offending behaviour using any means of communication and, where appropriate,
enlisting the help of others. We suggested a language-learning contract as a way of
preempting behaviour problems.
■ faced the problem of students who are reluctant to speak. Possible solutions included
using pairwork, allowing students to speak in a controlled way first, using acting out
and reading aloud, and using role-play.
■ listed solutions for situations where students are having real trouble with listening
material. Among many alternatives, we can give them interview questions before
they listen (again), give them different bits of the listening text in a ‘jigsaw’ activity,
concentrate on one simple listening task only, only play the (first) bit of the recording,
use the audioscript in a variety of ways and, finally, get students to predict listening
content by giving them key vocabulary.
■ suggested that teachers should always have some spare activities ‘up their sleeve’ for
situations where some groups finish long before others.
185
TASK FILE
Introduction
• T he exercises in th is section all relate to topics discussed in th e rele v an t chapter. Som e expect
definite answ ers, w hile o th e rs ask o nly fo r th e re a d e r’s ideas a n d o p in io n s.
• T utors can decide w h en it is a p p ro p ria te to use tasks in th is section. R eaders o n th e ir ow n can
w o rk on th e tasks a t any stage in th e ir rea d in g o f th e b ook.
• A n answ er key (pages 2 3 3-244) is p ro v id ed after th e Task File fo r th o se tasks w here it is
possible to p ro v id e specific o r suggested answ ers. T he sym bol
b eside an exercise indicates
th a t answ ers are given fo r th a t exercise in th e answ er key.
• T he m a teria l in th e Task File can b e p h o to c o p ie d for use in lim ite d circum stances. Please see
th e n o tic e o n th e b ac k o f th e title page for p h o to c o p y in g restric tio n s.
Two task types recur frequently in the task files:
T h e A & D c h a rt:
A & D (advantages & disadvantages) charts are often suggested to discuss the
relative merits of a technique, idea or activity. Where the A & D charts refer to one topic (e.g. Using
authentic listening texts at any level - see page 218), they should have two columns.
Advantages of using authentic listening
texts at any level
D isadvantages of using authentic listening
texts at any level
But where the A & D charts refer to different topics (e.g. different student groupings, such as
‘whole class’, ‘pairwork’, etc) they should have three columns.
Advantages
D isadvantages
W hole-class grouping
Groupwork
Pairwork
Solowork
Ja rg o n b u ste r:
Jargon busters ask you to say what you understand by certain terms and what
their relevance is to teaching. You can then check in the appropriate chapter and/or check the
glossary (pages 268-285), where you will find further explanations to compare with your own
understanding.
Your definition
Relevance for language
learning/teaching
N euro-Linguistic
Program m ing (NLP)
Multiple Intelligences theory
(Ml)
Learning by rote
Learning by doing
186
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