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These exercises can, of course, be handled in other ways: seatwork, written homework, group work, or pairwork. In these exercises, students can work in pairs, in groups, or as a class. Interactive exercises may take more class time than they would if teacher-led, but it is time well spent, for there are many advantages to student-student practice.
When students are working in pairs or groups, their opportunities to use what they are learning are many times greater than in a teacher-centered activity. Obviously, students working in groups or pairs are often much more active and involved than in teacher-led exercises. Pairwork and group work also expand student opportunities to practice many communication skills at the same time in that they are practicing target structures. Students will often help and explain things to each other during pairwork, in which case both students benefit greatly.
Pairwork and group work help to produce a comfortable learning environment. In teacher- centered activities, students may sometimes feel shy and inhibited or may experience stress. They may feel that they have to respond quickly and accurately and that what they say is not as important as how they say it — even though you strive to convince them to the contrary. When you set up groups or pairs that are noncompetitive and cooperative, students usually tend to help, encourage, and even joke with one another.
This encourages them to experiment with the language and to speak more often. Walk around the room and answer questions as needed. The group can answer individually or chorally, depending on the type of exercise. Vary the ways in which you divide the class into groups and choose leaders. If possible, groups of students work best. You, the teacher, conduct the oral exercise. You can always choose to lead an oral exercise, even when the directions specifically call for pairwork; exercise directions calling for group or pairwork work are suggestions, not ironclad instructions.
Modify or add items spontaneously as they occur to you. Change the items in any way you can to make them more relevant to your students. For example, if you know that some students plan to watch the World Cup soccer match on TV soon, include a sentence about that.
Omit irrelevant items. Sometimes an item will start a spontaneous discussion of, for example, local restaurants or current movies or certain experiences your students have had. These spur-of-the-moment dialogues are very beneficial to your class.
Being able to create and encourage such interactions is one of the chief advantages of a teacher leading an oral exercise. Discussion of Meaning Exercises Some exercises consist primarily of you and your students discussing the meaning of given sentences. Most of these exercises ask students to compare the meaning of two or more sentences e.
You must take an English course. One of the main purposes of discussion-of-meaning exercises is to provide an opportunity for summary comparison of the structures in a particular unit. Basically, the technique in these exercises is for you to pose questions about the given sentences, and then let students explain what a structure means to them which allows you to find out what they do and do not understand.
You can summarize the salient points as necessary. Students have their own inventive, creative way of explaining differences in meaning. You will need to gauge how many times to replay a particular item. In general, unless the exercise consists of single sentences, you will want to play the dialogue or passage in its entirety to give your students some context.
Then you can replay the audio to have your students complete the task. It is very important that grammar students be exposed to listening practice early on. Native speech can be daunting to new learners; many say that all they hear is a blur of words. Students need to understand that what they see in writing is not exactly what they should expect to hear in normal, rapidly spoken English. The sooner your students practice grammar from a listening perspective, the more confidence they will develop and the better equipped they will be to interact in English.
There are 97 listening exercises in the text, all marked with a headphone icon. They reinforce the grammar being taught — some focusing on form, some on meaning, most on both. You will find an audio tracking list at the back of the student book to help you locate a particular exercise on the CD. The listening scripts for all the exercises are also in the back of the student book, beginning on page Pronunciation Exercises A few exercises focus on pronunciation of grammatical features, such as endings of nouns or verbs and contracted or reduced forms.
It is not necessary for students to learn the complete phonetic alphabet; they should merely associate each symbol in an exercise with a sound that is different from all others.
The purpose is to help students become more aware of these final sounds in the English they hear to encourage proficiency in their own speaking and writing. The most important part of most of these exercises is for students to listen to the oral production and become familiar with the reduced forms. Initially, it can sound strange for students to try to pronounce reduced forms; because of their lack of experience with English, they may be even less understandable when they try to produce these forms.
Language learners know that their pronunciation is not like that of native speakers; therefore, some of them are embarrassed or shy about speaking.
In a pronunciation exercise, they may be more comfortable if you ask groups or the whole class to say a sentence in unison. After that, individuals may volunteer to speak the same sentence. The study of grammar is and should be fun and engaging.
Some exercises in the text are designated as Games. Both of these activity types are meant to promote independent, active use of target structures. The atmosphere for the activities should be relaxed, and not necessarily competitive. Praise correct usage of the structure. Depending on the level of your class, you may want to simply mark but not correct errors in the target structure, and correct all other errors yourself.
However, if development of writing skills is one the principal goals in your class, you will probably want the students to correct most of their errors themselves. Regardless of how you mark errors, tell your students that these writing exercises are simply for practice and that — even though they should always try to do their best — mistakes that occur should be viewed simply as tools for learning.
For example, after teaching perfect tenses you may notice students using past perfect more than they had previously, but not always using it correctly. This is natural and does not seem to be of any lasting harm.
View the students as experimenting with new tools. Praise them for reaching out toward what is new usage for them, even as you correct their errors. Grammar usage takes time to gel. Encourage risk-taking and experimentation; students should never be afraid of making mistakes.
In language acquisition, a mistake is nothing more than a learning opportunity. In Oral Work Students should be encouraged to monitor each other to some extent in interactive work, especially when monitoring activities are specifically assigned. You should remind them to give some positive as well as corrective comments to each other.
Mistakes are a natural part of learning a new language. As students gain experience and familiarity with a structure, their mistakes will begin to diminish. Being exposed to imperfect English in an interactive classroom is not going to impede their progress in the slightest. Encountering imperfect English is not going to diminish their own English language abilities, either now in the classroom or later in different English-speaking situations.
Make yourself available to answer questions about correct answers during group work and pairwork. If you wish, you can take some time at the end of an exercise to call attention to mistakes that you heard as you monitored the groups. Another possible way of correcting errors is to have students use the answer key in the back of the book to look up their own answers when they need to. If your edition of the student book comes without the answer key, you can make student copies of the answers from the separate Answer Key booklet.
English is a vocabulary-rich language, and students actively want to expand both their passive and active vocabulary in English.
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