Pre-Course Task

Task 1
1. I am currently teaching young learners and I would like to teach adults.
2. I dont know.
Task 2
1. I am looking to develop my skills and improve my teaching abilities.

2. I am a educated adult with a Bachelors Degree who has experienced many types of
learning during my classes.

3. I think adult learners are more grammar focused and they have a clear
objective when they start a course.

Task 3
1. I would like to find out about their hobbies and about their interests. I would also
like to find about their culture and heritage.

2. I would ask them to prepare a presentation about them. We could also play a game
to find out more about ourselves. I would also get involved in the game.

Task 4
I think the most challenging learners in terms of motivation would be the ones
pressured by family to learn.

Task 5
I think the students will rate as top five the following:
is approachable
knows how to listen well to students
is enthusiastic and inspires enthusiasm
is friendly
gives clear information and feedback

Task 6
I think very often grammar is associated with learning structures by heart, boring
explanations and, of course, rules.
Task 7
1. correct
 2. I went to the movies last night.

3. He often comes late.

4. correct
5. Can I have a black coffee, please?
6. People with 12 items or fewer can queue here.

Task 8
I would say a good knowledge of English grammar is required to teach classes in order
to be able to answer the learners questions. Especially adult learners are not satisfied
with the answer This is how you say it. They want a grammar rule in order to better
remember the structure.

Task 9
A: Pronoun
B: Article and conjunction
A: Adverb and adjective
B: Modal verb, determiner and preposition
A: Verb and noun

Task 10
1. Lexical verb
2. Lexical verb
3. Auxiliary verb
4. Auxiliary verb
5. Auxiliary verb
6. Lexical verb

Task 11
1. Lexical
2. Auxiliary
3. Auxiliary
4. Lexical
5. Lexical
6. Lexical
7. Auxiliary
8. Lexical

Task 12
 1. You should see a doctor as soon as you can. C
2. You may go now, thank you. E
3. This letter must be from Frank hes the only one who hasnt written so far. B
4. I cant play the piano very well. A
5. We could go out, but I dont know if Im in the mood. D

Task 13
1. I worked until 7 oclock last night. Paste tense form
2. Theyve been seeing a lot of each other lately. ing form
3. She lives not far from here. 3rd person Present simple form
4. You have to try harder. Base form
5. It was handed to me as I was leaving. Past participle form

Task 14

past
Base form simple past participle
hear heard heard
do did done
help helped helped
think thought thought
take took taken
steal stole stolen
go went gone / been
drink drank drunk

arrive and help are regular

Task 15
1. Past and progressive
2. Modal and perfect
3. Present and perfect
4. Past, progressive, passive
5. Past, simple
6. Modal and progressive

Task 16
1. Present Continuous
 2. Past Simple
3. Present Simple
4. Past Perfect
5. Present Passive
6. Future Perfect
7. Past Simple and Past Continuous
8. Present Perfect Continuous

Task 17
Name of tense Time reference
1. past progressive/continuous past
2. future perfect future
3. present perfect
progressive/continuous past up until present
4. past progressive/continuous present
past, present and probably
5. simple present future

Task 18
To be

-ing form

Task 19
A: future, this evening
A: present, habit
A: past

Task 20
Present Progressive is not correctly used here. The correct tense is Present
Simple, because the examples all contain a state verb. State verbs cannot be used
in the progressive.

Task 21
part of speech
pronunciation
common expressions

Task 22
 1. When we refer to a persons height we usually use the adjective tall. Moreover, if
we say that somebody is the tallest in his family, we mean that there is nobody else
taller than him.
2. The adjective enervate is too formal for this sentence. Tired is more appropriate.
3. The adjective pretentious is not used correctly. Ideas cant be pretentious, because
they cant impress.
4. Slap has a negative meaning and is used when we what to say that somebody hit
somebody else.
5. Footing is the wrong word here. It should be jogging. . Footing is a word which has
been adopted incorrectly by another language (in this case French). The French for
jogging is footing.

Task 23
1. Not only was he nice, but he was also strikingly handsome. (adverb+adjective)
2. After he got up, he made his bed and did some housework. (verb+noun)
3. It was absolutely fabulous! (adverb+adjective)
4. They both really depend on each other. (verb+preposition)
5. Their farewell at the airport was highly emotional. (adverb+adjective)
6. She was caught in a vicious circle. (adjective+noun)

Task 24
1. stress B
2. phoneme C
3. intonation A

Task 25
1. an individual sound is mispronounced B
2. a request is made with very flat intonation C
3. the wrong syllable is stressed in a word A

Task 26

1. their 6. call
2. south 7. search
3. language 8. equation
4. peaceful 9. sugar
5. young
Task 27

1. guarantee 6. speculative

2. cavalry 7. success

3. mechanisation 8. balance

4. language 9. identity

5. retreat 10. articulate

Task 28

1. Photograph photography photographer photographic

2. to record/a record to increase/an increase

3. to present/a present to import/an import

Task 29
Mother forget announce tonight notable mention patrol indicative

Task 30
Although it might seem strange, there is no special way of reading. The only difference
might be speed. Some people read slower and some faster.

Task 31
1. Probably, at first, we would scan the article to see if the information is relevant and
then we would read in detail.
2. We can scan it to look faster for the information needed.

3. We would probably read this in detail.

4. At first we would gist the text looking to see if we fit the profile of the wanted
candidate. If yes, we would then read in detail.

Task 32
The might not get the general idea of the text. Sometimes we can convey the meaning of a
word from the context and this should be an ability learners should develop.

Task 33
They dont have time to look for the unknown words in a dictionary.
They may not understand the accent.

Task 34
The answer to this question depends on every specific situation of the day. You normally
tune in when you hear something that gets your attention, like a name you know or a
specific subject.

Task 35
1. Listen quite intensively and sometimes maybe infer meaning.
2. Listen for the gist of what that person is saying.
3. You would scan for your information.
4. You listen intensively.
5. You listen intensively and maybe infer meaning.
6. You probably just gist for information.
Task 36
This probably happens due to the fact that most teachers are grammar-focused and tend to
forget that the students havent spoken at all during class. But this only gives students a
passive knowledge of language. Some strategies need to be used in order to get the
students to speak more.

Task 37
1. Not successful the learner uses correct grammar but the partner doesnt know what he
wants;
2. Successful correct grammar and clear message.
3. Successful the same as 2.
4. Not very successful the answer is ambiguous in terms of whether it refers to past or
future time. B might have understand How long as referring to the future and their
answer may refer to the amount of time left in New Zealand.

Task 38

1. Transactional 4. Interactional
2. Transactional 5. Transactional
3. Interactional 6. Interactional
Task 39
It improves their ability to speak.
It gives them the opportunity to practice the grammar and vocabulary they have
learned.

Task 40
 1. S 7. S
2. W 8. W
3. S 9. W
4. S 10. W
5. W 11. S
6. S 12. S

Task 41
1. She threw the ball so hard so it hurt when court it. The verb has the same
pronunciation as the adverb through and different spelling.
2. My brother lives in Sweden. The spelling is wrong.
3. However should not be followed by a comma in this case.
4. The learner has no general knowledge of punctuation.

Task 42

Holding the pen,

writing from left to right,
writing on the line
punctuation,

Task 43
a. Personal aim
b. Interaction pattern
c. Lesson aims/learning outcomes
d. Procedure
e. Anticipated problems and solutions
f. Stage aim

Task 44
1. F 6. H
2. G 7. D
3. B 8. C
4. E 9. A
5. I

Task 45
1. Students dont know the meaning of the word jot. The alternative is: Write this
down.
2. The teacher uses too many words. The alternative is: Please answer question
number 4.
3. Too many instructions are given in the same time. The instructions should be
 given one at a time and wait for he learners to complete each stage. The
alternative is:
a. Read the text on Page 4 and answer questions 1, 2, and 3.
b. Learners read and answer the questions.
c. Compare your answers with the person next to you.
d. Learners compare answers.
e. "Write a short summary of the story, discuss it with your partner.
f. Learners write and discuss.
4. This instruction is ambiguous. Should the learners think or should they answer?

Task 46
1. This is only partly true. You will also hear many correct structures. You need to
develop you speaking skills and, as this is a group class, you wont get a lot of
practice if you communicate only with me.
2. Translation is not the only way to learn new words. Think of your own
language. How did you learn those words?
3. As this is a multicultural environment, we embrace each others cultures.
Please give me five reasons why you dont like her as an individual and
please make sure they relate to her activity in class.
4. We could plan to have more speaking time in class or even have a debate.

Task 47
I would arrange the desks on one side of the classroom. The assistants would have
their backs at the wall. The other learners should move around trying to find the most
suitable course. At the beginning each student will be given a piece of paper: the
assistants will receive the characteristics of the course they and the other students will
receive details about their character. They will each be assigned an assistant to start
with. When they finish and want to go another assistant and if none is available they will
have to start a queue. As soon as one is available, they should go to him/her. This could
also be useful if I have more students than assistants.
Problems
There could be a lot of chatter and they could be tempted to speak their native
language;
There could be a lot of noise.

Task 48
1. I would use pictures and then ask them to draw on their notebooks.
2. I would exemplify this and then maybe play a game in which I say very fast
the words and they have to do the action.
3. I would explain the different tenses and maybe add some time adverbs.
 4. I would use mime. Or I could have them think of a specific situation and ask
them how they feel.
5. I would put these structures in sentences and build more examples.
6. Show learners each word Im pronouncing by drawing lines on the board or
showing fingers.
7. Show the different phonemes.
8. Put/putt show learners the shape of the mouth and lips with each.
9. Use my hand to beat the stress.
10. Show learners the shape of the mouth when saying these two vowel sounds.

Task 49

1. The text might have been too complex in terms of vocabulary and grammar. If
they hear the text only from the other learners, they may not fully understand their
pronunciation. On the other hand, if the text was not too complex this my
approach: first let them scan the text for unknown words. Explain or eventually
translate them. Try to ask some questions from the beginning: What do you think
the text is about?, What does the headline mean?. Then start reading. Correct
their pronunciation only once in a while and try to generate a small discussion
after each paragraph to make sure everyone has understood.
2. The discussion was not well structured from the beginning. What kind of a
discussion was the teacher intending to have? A debate? An interview? This is
my approach: first I would have divided the class in two teams based on their
answer to this question : Do you like living in the city?. Then I would have given
them 7-10 minutes to prepare in teams at least 5 arguments in support of their
opinion. Finally, we would have debated the subject.