B091 EfT2 Mod7 Trainerbook - FINAL - MedRes

Trainer book
English for Teaching 2

Module 7: The best way
www.teachingenglish.org.uk
Module 7: The best way Trainer book
Overview
Language
Comparatives and superlatives: er, est, more, most
development
Language in
Face-to-face versus online learning
context
Task Make a ‘podcast’ interview
Methodology The process of managing a class survey
In the classroom Managing a class survey in practice
Pronunciation Sentence stress in day-to-day exchanges
Magazine A blog about blended learning
Vocabulary Comparing two types of adjective
Activity page Eliciting vocabulary on learning technologies
Reflection Summarising learning
By the end of this module participants will be able to:

●● compare different modes of learning and learning technologies
●● identify and explain mistakes in the use of comparative and superlative
structures
Learning ●● set up and record interview activities in class
outcomes
●● plan and execute a class survey with their students
●● identify and use sentence stress patterns in day-to-day exchanges
●● identify and use a wide range of strategies for eliciting vocabulary
●● reflect on and summarise learning from the module.
Module 7: The best way © British Council 2011

1
Contents page
1 Language
1.1 Two ways of saying it: scrapbook versus facebook . . . . . . . . . . . . . . . 3
1.2 Face-to-face versus online learning listening . . . . . . . . . . . . . . . . . . . 4
1.3 Task: comparing two modes of learning – making a ‘podcast’ interview . . . . 6
1.4 Language analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.5 Common mistakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2 Methodology
2.1 The process of managing a class survey . . . . . . . . . . . . . . . . . . . . 11
3 In the classroom
3.1 Managing a class survey in practice . . . . . . . . . . . . . . . . . . . . . . . 12
3.2 Micro-teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4 Pronunciation
4.1 Sentence stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5 Magazine
5.1 Reading a blog about blended learning . . . . . . . . . . . . . . . . . . . . . 15
5.2 Posting a blog comment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
6 Vocabulary
6.1 Amazing versus amazed – two types of adjective . . . . . . . . . . . . . . . 17
7 Activity page
7.1 Eliciting vocabulary on learning technologies . . . . . . . . . . . . . . . . . 18
8 Reflection
8.1 Summarising learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Appendix 1
Audio script for 1.2 Face-to-face versus online learning . . . . . . . . . . . . . . 20
Appendix 2
Making a podcast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Appendix 3
Audio script for 4.1 Sentence stress . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2 Module 7: The best way © British Council 2011

1 Language
1.1 Two ways of saying it: scrapbooks versus Facebook
This is a pre-task discussion activity which compares two forms of personal communication – the scrapbook
and the social networking site Facebook.
Materials
●● Coursebook 1.1
Instructions
●● Check understanding of the word scrapbook; (if possible) encourage participants to give details about
their own scrapbooks (scrapbook definition = a book with blank pages into which you stick pictures,
newspaper articles, drawings, etc. in order to make a collection on a theme such as holidays, birthdays,
weddings, etc.)
●● Remind participants of the reference to Facebook in Module 4. Encourage them to give details about
their own (if any) or friends’ experience of the social networking site (Facebook includes personal
information about interests and current activities and offers interaction via messaging and photo-sharing).
●● Divide participants into pairs.
●● Ask them to list similarities and differences between scrapbooks and Facebook.
●● Monitor pairs; check for existing knowledge of comparative and superlative forms. Note down any
useful examples of correct/incorrect use to refer to later in the class.
●● Explain the meaning of the word ‘rank’. Give as example a number of schools/universities in the city/
region. Ask which one is number one for language teachers, which one is number two, etc.
●● Ask participants to rank their similarities and differences between scrapbooks and Facebook with
their partner.
●● Check answers with the whole group. Discuss whether one form of communication is better than
the other. Participants can disagree and the discussion can be inconclusive.

3
1.2 Face-to-face versus online learning listening
In this second task preparation activity, participants listen to an interview with a language teaching
consultant on the differences between face-to-face and online learning, identify interview topics and
complete a true/false chart.
Materials
●● Audio 7.1
Instructions
●● Divide participants into groups.
●● Ask them to discuss the introductory questions.
●● Tell participants to listen for the order in which they hear the topic items in the interview.
●● Play the recording for the first time.
●● Check answers (see below).
●● Discuss which topic items relate more to online learning (e.g. flexibility, mobility, technical
problems, price).
●● Ask participants to read the true/false statements.
●● Tell them to listen to decide if statements are true or false according to what the speaker says.
●● Play the recording a second time.
●● Ask partners to change false statements to make them true according to what was said in the interview.
●● Check all answers with the whole group.
Answers
Listening part 1
Order Topic item
3 Flexibility
1 Teacher control
5 Learning support from other learners
7 Price
8 Mobility
2 Motivation
6 Technical problems
4 Learning support from the teacher

Listening part 2
T
It’s easier to avoid studying when you follow a
1 ‘Teachers act as group leaders and they are
course online.
more difficult to ignore than computers.’
F
Students work faster online than in the face-to-
2 Students work ‘at their own speed’ which is
face classroom situation.
not necessarily faster.
T
Online learning is better for some students than
3 ‘Some work harder if they choose the time and
for others.
the place to study.’
F
‘But don’t forget you are often studying online
Individual students can only ask for help from
4 in a group and the other students can sometimes
other students in face-to-face learning situations.
be as helpful as the teacher. That’s just the same
as in any school classroom.’
F
5 Chatting is only something you do online.
‘Kids chat to each other in class too.’
T
Finding a reliable supply of power is more
6 ‘Power – electricity – is, of course, a bigger
problematic in some countries than in others.
problem in some countries than in others.’
T
The advantage of m-learning is that it is usually
7 ‘It’s not usually as expensive as a computer and
cheaper and more convenient than e-learning.
many children already have one. Very convenient!’
T
Mobile phones will be used more actively in ‘Teachers may actually be asking children to
8
language classrooms in the future. switch their mobile phones ON and not OFF in the
classroom in the future.’

●● Ask them to talk about the advantages and disadvantages of online learning.
●● Invite feedback from the groups.

5
1.3 Task: C
omparing two modes of learning
– making a podcast interview
Participants prepare and present their own interviews comparing two different types of learning. Interviews
can be presented live in the classroom and preferably recorded. If no technology is available, the interview
could be carried out as a role-play. The interviews could be with a visitor to the school with the pupils and
teachers as audience.
Materials
●● Optional recording equipment (e.g. CD/DVD recorder, mobile phone or a computer and internet
connection)
●● Optional class podcast page set up in advance by the trainer on a free podcast site, e.g. Our Media
(www.ourmedia.org) or podOmatic (www.podomatic.com); see Appendix 2 for more detailed information
Instructions
●● Elicit/explain what a podcast is. (Podcast definition = a digitally recorded audio file which is posted
to a website and made available for people to download.)
●● Explain that participants will be preparing and presenting interviews in one of the three topic areas.
With smaller groups, use two topic areas.
●● Briefly discuss question types from the interview in 1.2 (1. Open question for longer answers;
2. Closed question for short yes/no answer; 3. Two-part question for focus).
●● Divide participants into six groups. With smaller classes form four groups. Each group should have an
‘interviewer’ and an ‘expert’ for each of the topic areas.
●● Ask groups to prepare questions and answers for the different interviews. ‘Experts’ will have to predict
the probable questions they will be asked.
●● Ask them to carry out the interviews.
●● If equipment is available, record the interviews. Play the interviews and ask participants to vote for
their favourites.
Note: If you do not have recording equipment, ask the groups to ‘perform’ their interviews in front
of the class.

1.4 Language analysis
Participants identify comparative and superlative forms of adjectives in the tapescript and divide them by
adjective type and rule. They then check vocabulary and practise comparative structures using images
of technological equipment, before practising the use of superlatives in a game of noughts and crosses
(tic tac toe).
Materials
●● Interview tapescript
●● Model charts in Appendix 2 at the back of the coursebook
Instructions
●● Check the meaning of some of the more difficult adjectives in the box, e.g. stimulating,
motivated, common.
●● Ask participants to find and underline comparative and superlative forms of adjectives in the tapescript.
Emphasise that they are looking for comparative and superlative forms which may not be exactly the
same as words in the list.
●● Tell participants to divide empty chart 1 into sections (as many as they choose) for adjective types
and rules. Make it clear that the first group of adjectives is ‘Adjectives with one syllable’ and ask for
an example (e.g. big, old). Allow them to work out for themselves that ‘good’ and ‘bad’ do not belong
in this group.
●● Ask participants to find words which come before and after the adjectives in tapescript.
●● Ask them to complete the form and example section of chart 2.
●● Mix groups for final revision of two charts.
●● Tell groups to compare their two charts with the two models (below and in Appendix 2 of the
coursebook).
●● Take feedback from the groups on the advantages of allowing learners to discover rules for themselves.
Chart 1 model answer

Adjective type: Example word: Rule:
Adjectives with one syllable + er or +est
Adjectives with one syllable ending in a single Double the last letter and
consonant with one single vowel before it +er or +est
Adjectives with two or more syllables Put more or most in front
Adjectives with two syllables ending in -y Change –y to I and +er or +

est
Irregular comparatives and superlatives Good, better, best

Bad, worse, the worst

7
Chart 2 model answer

A To compare two things which are different Form
comparative adjective + than
Example
They are more difficult to ignore than computers
(additional possible responses)

Form
Not + as + adjective + as
Example
Some students are not as motivated as others
B To express superlatives Form
the + superlative adjective
Example
What for you is the most significant difference…
(additional possible responses)

Form
Possessive adjectives + superlative adjective
Example
Probably my biggest difference is about control
C To say that two things are the same Form
as + adjective + as
Example
Other students can sometimes be as helpful as the teacher
Picture chart comparisons and superlatives

●● Ask them to name the items in the chart.
●● Check answers (see below).
●● Ask participants to make comparisons between items in the left-hand column and those in the
right-hand column.
●● Discuss answers with the whole group, taking one or two examples from selected pairs.
Blackboard interactive white board

CD player MP3, MP4 player (ipod)
Fixed phone mobile/cell phone
PC, personal computer laptop/notebook
Television flatscreen television

Superlative noughts and crosses

●● Select a number of superlative adjectives (e.g. fastest, biggest, heaviest, oldest, best, most difficult,
most dangerous, etc.).
●● Write one adjective on the board and elicit some things it describes.
●● Continue until you have covered all adjectives.
●● Draw a blank noughts and crosses grid on the board.
●● Divide participants into two teams (noughts and crosses).

●● Write topic areas in each of the squares (any areas possible, e.g. jobs, people, sports, foods,
but do include technology).
jobs sports forms of transport
mobile phones food famous people
technology TV countries
●● Explain the rules of the game to the group (see below). Ask them to fill in the rule box while you
are explaining.
●● Rules: Teams take it in turns to choose a square and to compare three or more items in the selected
topic area using a comparative and a superlative adjective (e.g. forms of transport – fast: ‘The car is
faster than the bicycle but the aeroplane is the fastest form of transport.’) If a team produces a correct
sentence, a nought or a cross goes into the square in the grid. The winning team is the one which fills in
three squares in a straight line.
●● Check all pairs have filled in the rule box correctly.
●● Play a game of noughts and crosses.
●● Repeat the game with different topics.
(adapted from www.teachingenglish.org.uk)

9
1.5 Common mistakes

In this ‘buying and selling’ auction game, participants work in teams to identify grammar errors related to
comparative and superlative forms. Teams are allocated a budget at the start of the game. They can chose
to spend this budget as they wish, ‘buying’ sentences which they believe to be correct or incorrect.
Materials
Instructions
●● Ask participants to read the rules of the game. Check understanding.
●● Give correct answers after all teams have given their answers on each sentence.
●● Keep a record of how much money is won or lost on the side of the board.
●● After the game is finished, discuss the questions related to learner mistakes.
Answers
1. It is much more harder to read a text on a screen than on paper (incorrect)
2. Mobile phones with internet connection are so useful as computers
(incorrect)
in the language classroom
3. How big is the group, how much more difficult is it to do
(incorrect)
speaking activities
4. It is far easier to teach in a well-equipped classroom (correct)
5. The last technology is not always the best in all teaching contexts (incorrect)
6. The wider the variety of tools and techniques the teacher uses
(correct)
the better
7. Normally new products on the market are most expensive one (incorrect)
8. Learning a language nowadays is very different as in the past (incorrect)
9. The old model has far less features than the new one (incorrect)
10. That’s the least of my problems! (correct)

2 Methodology
2.1 The process of managing a class survey
This activity takes the participants through the process of managing a class survey step by step. It prepares
them for the next section in the module where they will be managing a class survey for themselves.
Materials
●● Clipboards for interview worksheets
Instructions
●● Ask participants to study the pie chart results to the survey question.
●● Tell groups to discuss the same survey question among themselves and make pie charts to illustrate
their group responses.
●● Ask participants to hold up and compare the charts from the different groups.
●● Tell participants to study the worksheet and add two questions: one that is ‘opinion-based’ and one
that is ‘fact-based’.
●● Divide participants into pairs, one ‘opinion-based ‘and the other ‘fact-based’.
●● Tell pairs to carry out interviews and record responses.
●● Divide participants into groups of one survey type to collate responses.
●● Tell participants to decide on a presentation format for their results.
●● Display the results from each group around the room.
●● Elicit comments from the group on the reasons for displaying learner materials.
●● Discuss the advantages of class surveys and class-centred learning in general with the whole group.
Information
Class surveys and class-centred learning
For more information on class surveys and class-centred learning see www.teachingenglish.org.uk
Class surveys can serve as warmers, as ice-breakers for new classes, as pre-reading activities, to
provide freer practice of target language, as tasks, etc. The key qualities of surveys are that they are
communicative and dynamic, they encourage classes to develop into cohesive groups in which learning
is seen as a collective and collaborative experience and the performance of the individual is lifted by the
positive atmosphere. Class surveys give everyone in the group a chance to contribute.

11
3 In the classroom
3.1 Managing a class survey in practice
In this activity participants work through the different stages involved in carrying out a class survey:
●● Choosing a relevant topic for the survey.
●● Designing a worksheet and getting the learners to add questions.
●● Organising the information-gathering interviews.
●● Getting learners to systematise their results and to choose a presentation format.
●● Displaying the results in the classroom.
Materials
Instructions
●● Discuss participants’ experience of class surveys.
●● Discuss how much time each stage in the process might take to familiarise the participants with the
different steps.
●● Ask participants to identify the three important stages represented in the pictures.
(Answer: designing a worksheet, organising the information-gathering interviews and sharing displays
with the class).
●● Brainstorm suitable topic areas for class surveys in the contexts in which participants are working.

3.2 Micro-teaching
In this activity participants follow the process chart from 3.1 to manage their own class survey. The stages
in the process are ticked off on a checklist as participants complete them.
Materials
●● Clipboards for interviews (optional)
Instructions
●● Divide participants into groups of four to six.
●● Tell them they will be preparing and carrying out their surveys simultaneously.
●● Ask them to follow the stages in the detailed process chart in 3.1 and also to tick off the stages
on the checklist in their coursebooks as they complete them.
●● Monitor the groups as they design their worksheets, helping with formulation of questions.
●● The participants carry out the information-gathering interviews simultaneously.
●● Monitor the groups as they process their results, helping them to choose a presentation format.
●● In the final stage, encourage participants to display their survey results around the room.
●● Discuss with the group the topic areas which are most suitable for fact-based and opinion-based
class surveys.
●● Round up the activity with a discussion on tips for newly-qualified teachers who would like to try
out a class survey.

13
4 Pronunciation
4.1 Sentence stress
This is an awareness-building activity for usual stress patterns in day-to-day conversational exchanges.
Materials
●● Audio 7.4
Instructions
●● Read aloud a couple of the phrases highlighting the stress patterns.
●● Ask participants to put phrases on the list into the correct boxes in the chart.
●● Play audio for participants to check their answers individually.
●● Ask pairs to compare answers.
●● Check answers with the whole group.
Answers
o0o 0o0 00o
Good morning. Thanks a lot! No problem!
Good evening What’s your name? Please call me
Excuse me
How are you?.
o0o0 0o0o 0oo0
It’s time to go. See you later! Where are you from?
Goodbye for now Pleased to meet you What do you do?
How do you do?
Where do you live?
‘Get to know you’ party mingle

●● Write ‘Party Time’ on the board and get participants to stand up.
●● Ask participants to circulate in the classroom, communicating with each other by using as many
of the phrases in the chart as possible.
●● Monitor sentence stress patterns.
●● Round up this section with a discussion on how and when participants incorporate the teaching
of pronunciation in their classes and whether or not their learners enjoy pronunciation activities.

5 Magazine
5.1 Reading a blog about blended learning
In this section participants read a sample blog on blended learning. Reading skills involved include scanning
and reading for detail.
Materials
●● Classbook 5.1
Instructions
●● Find out what participants know about blogs and clarify (blog definition = a blog is a kind of journal
or diary in the form of a web page). Teachers and learners can use blogs to ‘talk’ to each other
on the internet. This is an example of a teacher blog. You can find lots of blogs like this one on
www.teachingenglish.org.uk. If participants are totally unfamiliar with the concept of blogging,
suggest that they treat this reading activity as they would the reading of an opinion page in a
magazine or newspaper.
●● Ask participants to scan the blog to get an idea of what blended learning is.
●● Ask participants to comment on the style of language used in the blog.
●● Ask participants to read the blog and answer questions 3 to 5.
Suggested answers
1. Blended learning combines classroom and online study.
2. The blog uses an informal conversational style. (e.g. What a day! Ahh… the power of the internet!
Frequent use of exclamation marks, etc.)
3. One of the participants on the course has already seen him speak… online.
4. Blended learning is the exception rather than the rule. Most courses either take place in a classroom
or are online.
5. Smart boards and Promethean boards are both types of interactive whiteboard.

15
5.2 Posting a blog comment
In this section participants read responses to the blog in 5.1, formulate their own opinion on blended
learning and summarise this in writing.
Materials
Instructions
●● Tell participants to read the two blog responses to identify which one is positive/negative
(Answer: Marina is negative, Ashish is positive).
●● Ask participants to fill in the positive/negative adjectives on the chart using all three texts.
●● Discuss participants’ personal attitudes towards blended learning.
●● Ask participants to summarise their attitudes verbally and in writing.
●● Round up this section with a discussion on whether or not participants would like to work as teachers
on blended-learning courses.
Answers
Positive adjectives Negative adjectives
amazed, amazing
best worst
ideal complicated
productive busy (negative in this context)
enthusiastic boring
easy slow
fun endless
focused
‘Blended’ is also an adjective. Whether blended learning is a good or bad thing is the focus of the debate in
the blog responses.
‘Seductive’ could be positive or negative, depending on interpretation.

6 Vocabulary
6.1 Amazing versus amazed – two types of adjective
This exercise and discussion activity focuses on the difference between present and past
participle adjectives.
Materials
Instructions
●● Participants work out difference in use between present and past participle adjectives
(Answer: -ed adjectives are used to say how someone feels; -ing adjectives describe the people
or things which cause the feelings).
●● Participants complete the gap-fill exercise in pairs.
●● Participants in groups discuss the list of experiences in their coursebook using both types of adjective.
●● Monitor the group discussions.
●● Whole-class feedback.
Answers
1. disappointing
2. excited
3. bored
4. boring
5. interested

17
7 Activity page
7.1 Eliciting vocabulary on learning technologies
This activity encourages participants to use a wide range of strategies to elicit vocabulary items associated
with learning technologies. It also functions as a revision exercise.
Materials
●● PowerPoint presentation with vocabulary items on separate slides (optional)
Instructions
●● Choose one participant to sit with their back facing the board or screen.
●● Write a vocabulary item on the board or show the first PowerPoint slide.
●● Ask participants to think of as many ways as possible to elicit a vocabulary item from learners
(e.g. giving a definition, producing a sentence with the target item missing, describing a context,
giving a synonym, an opposite, etc.).
●● Tell participants to try to elicit the vocabulary item on the board in the ways suggested.
●● Stop when the sitting participant produces the word.
●● Repeat the procedure with another participant in the ‘hot seat’.
Suggested vocabulary items
Blog Social networking

Website Offline
iPod m-learning
Interactive white board Chat
Facebook Podcast
Laptop Flatscreen
N.B. This can be turned into a group activity with teams competing against each other to be the fastest to
elicit the vocabulary.

8 Reflection
8.1 Summarising learning
In this activity participants write summary statements of what they have learnt in the module and identify
areas they feel uncertain about.
Materials
Instructions
●● Ask participants to use the prompts to write their reflections on the module.
●● Divide participants into groups to compare their reflections. Ask them to try to offer suggestions to each
other for areas they feel uncertain about.
●● Discuss some of the suggestions with the whole group.

19
Appendix 1
Audioscript for 1.2 Face-to-face versus online learning

Interviewer: Thank you very much, Jannis, for agreeing to talk to us today as part of our weekly series
for language teaching professionals.
Jannis: My pleasure.
Interviewer: What for you is the most significant difference between learning a language face-to-face
with a teacher and online?
Jannis: Probably my biggest difference is about control. Teachers in classrooms act as group
leaders and they are more difficult to ignore than computers.
Interviewer: Is that a good thing or a bad thing?
Jannis: It can be both, neither is necessarily better than the other. Some students are not as
motivated as others and need a lot more pushing. Some work harder if they can choose
the time and the place to study.
Interviewer: Is flexibility one of the greatest advantages of online learning, then?
Jannis: Yes, and that doesn’t just mean having the flexibility to choose the time and place for study.
Online students don’t have to worry if they are not as fast as the others on the course.
They can work at their own speed.
Interviewer: But what happens when you really don’t understand something and there is no teacher
there to ask?
Jannis: It can be a problem when there is no instant response from a teacher to questions, yes.
But don’t forget you are often studying online in a group and the other students can
sometimes be as helpful as the teacher. That’s just the same as in any school classroom.
Interviewer: Don’t students find it much more interesting to chat with each other when they are online
than to work out the answers to grammar questions?
Jannis: It is the teacher’s job to make the tasks as stimulating as chatting so that students really
want to work! But that has always been and will always be the teacher’s role – kids chat
to each other in class too. And, as we all know, the older the students are, the worse that
problem becomes.
Interviewer: What about technical problems? Isn’t classroom learning far more reliable?
Jannis: You can have power cuts and breakdowns, yes. But teachers do get sick too. Nothing is
100 per cent sure. Power – electricity – is, of course, a bigger problem in some countries
than in others.
Interviewer: Computers are not cheap. Isn’t online learning out of the question for some people?
Jannis: A lot of people have probably heard of e-learning but now we have m-learning too.
M-learning is short for mobile learning. You can carry a lot of devices around with you;
tablet computers, e-readers and MP3 or MP4 players, but probably the most common
one for learning, not only in developed but also in developing countries, is the mobile
phone. It’s not usually as expensive as a computer and many children already have one.
Very convenient!
Interviewer: Does that mean teachers may actually be asking children to switch their mobile phones
ON and not OFF in the classroom in the future?
Jannis: Yes and I’m sure the students will be happier about having them on…

Appendix 2
Making a podcast for 1.3 Comparing two modes of learning – making a

podcast interview
What you need to make a podcast
To be able to produce your own podcast, you require:
●● A means of recording audio in mP3 file format
You can do this on a PC equipped with speakers and a microphone. However, if you want to record
students in your classroom, you will need a hand-held mp3 player with recording facilities.
●● Audio editing software
The programme Audacity is a powerful free tool that is popular with many podcasters. Although you
can simply record the show in order, using a tool such as Audacity allows you to edit out the mistakes,
change the order of students and add music and sound effects, creating a more professional show.
Don’t worry, Audacity is remarkably easy to use.
●● A weblog
This is your podcast’s home on the web. Here you can publish notes to accompany the podcast.
●● An RSS feed
A subscription feed that supports ‘enclosures’ is available free at Feedburner. Feedburner makes it
very easy to produce the feed that people use to subscribe to podcasts. The feed is created by
ticking checkboxes in a list.
●● Space online to store the audio files
There are now some sites such as Our Media and podOmatic that offer this for free.
(Adapted from ‘Podcasting for ELT’ in the articles section of www.teachingenglish.org.uk, which contains
further information.)

21
Appendix 3
Audioscript for 4.1 Sentence stress

1. What do you do?
2. Good evening
3. Please call me
4. How do you do?
5. Pleased to meet you
6. Where do you live?
7. Excuse me
8. Goodbye for now
9. What’s your name?
10. How are you?

© British Council 2012 / B091
The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities.

B091 EfT2 Mod7 Trainerbook - FINAL - MedRes

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

B091 EfT2 Mod7 Trainerbook - FINAL - MedRes

Uploaded by

Copyright:

Available Formats

Trainer book

English for Teaching 2

Task Make a ‘podcast’ interview

Methodology The process of managing a class survey

In the classroom Managing a class survey in practice

Pronunciation Sentence stress in day-to-day exchanges

Magazine A blog about blended learning

Vocabulary Comparing two types of adjective

Activity page Eliciting vocabulary on learning technologies

Reflection Summarising learning

By the end of this module participants will be able to:

Module 7: The best way © British Council 2011

2 Module 7: The best way © British Council 2011

1.1 Two ways of saying it: scrapbooks versus Facebook

Module 7: The best way © British Council 2011

1.2 Face-to-face versus online learning listening

5 Learning support from other learners

4 Learning support from the teacher

4 Module 7: The best way © British Council 2011

●● Divide participants into groups.

Module 7: The best way © British Council 2011

6 Module 7: The best way © British Council 2011

1.4 Language analysis

Chart 1 model answer

Adjectives with two or more syllables Put more or most in front

Adjectives with two syllables ending in -y Change –y to I and +er or +

Irregular comparatives and superlatives Good, better, best

Module 7: The best way © British Council 2011

Chart 2 model answer

(additional possible responses)

(additional possible responses)

Picture chart comparisons and superlatives

Blackboard interactive white board

8 Module 7: The best way © British Council 2011

Superlative noughts and crosses

●● Divide participants into two teams (noughts and crosses).

jobs sports forms of transport

mobile phones food famous people

(adapted from www.teachingenglish.org.uk)

Module 7: The best way © British Council 2011

1.5 Common mistakes

8. Learning a language nowadays is very different as in the past (incorrect)

10. That’s the least of my problems! (correct)

10 Module 7: The best way © British Council 2011

2.1 The process of managing a class survey

Module 7: The best way © British Council 2011

3.1 Managing a class survey in practice

12 Module 7: The best way © British Council 2011

Module 7: The best way © British Council 2011

4.1 Sentence stress

‘Get to know you’ party mingle

14 Module 7: The best way © British Council 2011

5.1 Reading a blog about blended learning

Module 7: The best way © British Council 2011

5.2 Posting a blog comment

productive busy (negative in this context)

16 Module 7: The best way © British Council 2011

6.1 Amazing versus amazed – two types of adjective

Module 7: The best way © British Council 2011

7.1 Eliciting vocabulary on learning technologies

Suggested vocabulary items

Blog Social networking

18 Module 7: The best way © British Council 2011