An Introduction to TEFL

An I n t r o d u c t i o n t o T E F L

What exactly is TEFL You probably already know that TEFL stands for Teaching

English as a Foreign Language If you are a native speaker of English you are probably

aware of English programmes aimed at immigrants in your own country You might be forgiven

for thinking these are TEFL courses In fact they are not They are TESL (Teaching English as a

Second Language) programmes What is the difference After all they both involve teaching English

to non-native speakers dont they Well yes that is true but TESL is carried out in a country where English is the first language whereas TEFL is not What difference does that make Quite a lot actually If you stop to think for a moment you will realise that ESL teachers are likely to have three big advantages over EFL teachers What do you think they are

ESL teachers have the following advantages over EFL teachers

Since they are living in an English-speaking country ESL teachers have unlimited access to a

huge quantity of materials and resources such as newspapers magazines literature of all types TV and radio broadcasts etc

Their students have many opportunities to practise English with native speakers outside the

classroom and are constantly surrounded by the English language

ESL students are very likely to have stronger motivation to learn than EFL students This is

because ESL students need English in order to function successfully in the country in which they are living In other words they need it to survive day to day life

What is taught Though it may be true it is just too simple to say English in answer to this question

We cannot of course hope to teach the entire language It is just too big - not even people normally considered to be native speakers know all of their own language We must content ourselves with teaching a useful sub-set of the language This includes both vocabulary and grammar On the vocabulary side we teach phrasal idiomatic and functional language alongside word combinations or as we prefer to call them collocations such as apologising profusely or heavy rain On the grammar side among other things we teach the parts of speech (nouns verbs prepositions clauses etc) and the English tense system (the present perfect past continuous etc) We also teach pronunciation punctuation and the four language skills (reading writing listening and speaking) Teaching these skills to adults who can already use them well in their own language may seem strange but it is necessary

In addition to the above it is important to understand that TEFL breaks the language down for teaching purposes into areas so as to better meet the needs of the students For most people that means a course of General English but for others it may mean English for Specific Purposes (ESP) which includes English for Vocational Purposes (Business English English for secretaries etc) English for Academic Purposes (EAP) and English for Science and Technology (EST)

Finally EFL teachers are also regularly called upon to teach their students examination skills and techniques This is usually for International Exams such as the Cambridge University First Certificate in English (FCE) or the American TOEFL

What sort of people become EFL teachers It is first necessary to say that there is no typical

EFL teacher EFL teachers come from all walks of life and bring with them invaluable knowledge and experience gained in many different fields They do however share some characteristics They are individualistic independent and are able to live and work in an alien environment The last is important and needs to be stressed EFL teaching is NOT for those who are not flexible enough to adapt themselves to a radically different culture the language of which they are unable to speak As far as age is concerned people can and do start working in EFL at any age that said the majority of new EFL teachers are aged between 22 and 26 and stay in the field for one to three academic years

Why do people want to become EFL teachers The reasons are many and varied to enhance

their career prospects to experience a different culture to improve their knowledge of the language of the country in which they intend to work to be near friends because they are not yet ready to start a career at home etc One thing is for sure it certainly isnt for money as most EFL schools pay only a modest local salary

What qualifications are required The most essential prerequisite is to have a good command of

English If you have this there are a number of routes into EFL The best known of which are as follows

Cambridge Universitys Certificate in English Language Teaching to Adults (CELTA) or Certificate

in English Language Teaching to Young Learners (CELTYL)

Trinity College of Londons Teaching English to Speakers of Other Languages (TESOL) certificate

or Certificate in teaching English to Young Learners (CTEYL)

In-house initial teaching certificates such as those offered by EFL schools like Language Link

A Bachelors Degree in TEFL

For more information about the various types of EFL courses on the market see TEFL courses

What are the students like Students are people and you can expect to meet and teach all types

We do not choose our students they choose us They are our customers and as such deserve the respect and commitment of their teachers They may sometimes be difficult and demanding This is often because they are spending a substantial portion of their family budget on English lessons in order to improve their career prospects or perhaps to enrich their lives and need to be sure they are getting good value for their money Just as there is no typical EFL teacher there is no typical student They too come to us from all walks of life and for a multitude of reasons They come with high expectations different learning styles and with widely differing levels and experience of the English Language Like students in other fields some work hard and some do not some find learning English easy and some find it difficult In short they are no different from students everywhere

What do language students expect of their teacher Take a few minutes to recall your own

expectations of your teachers when you were a student

Language students expect their teacher to

be knowledgeable about English and English-speaking cultures

be able to explain clearly both grammar and vocabulary items

help them with their pronunciation problems

correct their errors and mistakes

teach them well

motivate them

provide interesting lessons

be at all times professional

be well prepared

be punctual

be friendly

What do language schools expect of their teachers Think about it Its not too hard They

expect everything their students expect plus that teachers will

complete class registers

keep a record of what has been taught in case a class has to be taught by a different teacher perhaps

because the usual teacher is ill complete any necessary reports or other paperwork in time and accurately conduct regular class test and report the results

call in when they are sick or are unable to teach sufficiently early that cover can be arranged or that

students can be informed that their lesson is cancelled behave and dress in an appropriate and professional manner co-operate with the school management and with their colleagues

As you can see from the above TEFL is a serious business These days with students becoming more and

more discerning and critical schools are less tolerant towards teachers who consider EFL as a paid holiday Competition is tough so standards must be high to ensure a schools survival The good old days when it was enough to be a native speaker are long gone and will never return

What are the teaching conditions like This really depends on the country you are working in

and who you are teaching If you are teaching general English you may well find yourself teaching in a state school classroom or perhaps in a rented room In some African countries you might even have to teach in the open air If on the other hand you are teaching in-company then you can expect to teach in an office or possibly in a meeting room

Class sizes vary greatly in Europe 10-15 students is the norm In China and some African countries

classes of 60 are possible Frequently it is the size of the teaching space that dictates how many students are accepted into a group

Most schools have a library of resource books for the use of teaching staff and course books and teaching materials are usually provided

Facilities such as photocopiers may either not be available at all or their use may be restricted on cost grounds The bigger schools often provide computers with access to the Internet as a wealth of teaching materials can be found there If you wish to have a look at some of what is available on the net check out the Macmillan publishing houses web site wwwonestopenglishcom Over Head Projectors are rarely provided A blackboard (Remember these - You need chalk to write on them) or a whiteboard is considered essential and so one or the other will usually be present in the classroom However in-company teachers may find themselves without any form of board at all or if they are lucky using a flipchart

How should I teach There are many approaches to language learning and teaching Probably the

most widely used today is one called The Communicative Approach

What then is this Communicative Approach It is the theory that language is

communication The set of principles that underlie this theory are that

Learners learn a language through using it to communicate

Authentic and meaningful communication should be the goal of classroom activities

Fluency is an important dimension of communication

Communication involves the integration of different language skills

Learning is a process of creative construction and involves trial and error

The goal of CLT is communicative competence In order to foster communicative competence the teacher has two main roles the first being to facilitate the communication process in the classroom The second is to act as an independent participant within the learning-teaching group The teacher is also expected to act as a resource an organiser of resources a motivator a counsellor a guide an analyst and a researcher This list is not exhaustive there are many other minor roles expected of a teacher Further examples include being an actor and an entertainer Do you find this a little strange It isnt A good lesson must be interesting for the students or they will switch off and learn nothing

Thats all very well I hear you asking but what does all this mean in practical terms Well in order to address this question we must consider the following

Teacher-Student Interaction

Activities

Materials

Interaction

Since our aim is communicative competence it is essential that students be given every opportunity to practise communicating In the old-fashioned classroom it is usual to see the teacher standing at the front of the class lecturing for most of the lesson This allows the students very little opportunity to practise communication and so is totally unsuitable for the communicative classroom In the communicative classroom teacher talking time (TTT) must be kept to a minimum This is not to say that the teacher should not speak but merely that TTT must be controlled and appropriate The classroom should be learner centred The teachers role is to facilitate student communication This is done by the careful

selection of materials and activities relevant to the aims of the lesson in which they are used Communication can be divided into two categories input and output The four communicative skills can be put into these categories

Input Output

Listening Speaking

Reading Writing

Whichever of these skills is being taught the main focus must be on the student and not on the teacher

The interaction therefore should usually be student to student and should include the teacher only where necessary During most classroom activities the teacher will monitor the communication intervening only when needed

One very simple model for a communicative lesson or part of a lesson might be as follows

Stage 1 Teacher (T) gives a short presentation of a grammar or vocabulary point T then gives students

(Ss) opportunity to practise the point in a controlled exercise (Interaction T gtSs)

Stage 2 The Ss carry out the controlled exercise while T monitors and intervenes where appropriate

(Interaction S ltgt S)

Stage 3 The Ss are then asked to take part in an activity designed to get them to produce the

vocabulary or grammar they have been taught T monitors and notes errors and interesting points T intervenes only when asked or when absolutely necessary (Interaction S ltgt S)

Stage 4 Feedback session in which T feeds back in a non-threatening way the errors heshe noted

during the activity Ss also have the opportunity to clear up puzzling points (Interaction T ltgt Ss)

This follows a method called Presentation-Practice-Production or PPP for short This was the

standard method until a few years ago Now there are a number of possibilities open to the teacher You will be introduced to these at a later stage

Activities

Classroom activities should as far as is possible be carried out in the target language (English) Having said this there may sometimes be occasions where allowing the students to briefly discuss a point in their

native tongue can promote greater understanding and assimilation of new information However this is controversial issue and should not usually be permitted

There are many different types of activities They provide speaking listening writing and reading practice as well as aiding production These include games role-plays simulations information gaps etc They can be found in books containing supplementary material such as the Reward Resource Packs Many teachers enjoy creating their own activities which can be tailored specifically to their classes needs Activities used in the classroom must be selected carefully as if they are above the level of the students they can destroy self-confidence and if below they can bore the students Activities usually involve the students working together either in pairs or in small groups

Activities are often used to practise real-life situations involving social interaction and so a high level of social and functional language should be expected

Materials

Materials fall into three broad categories text-based task-based and realia They can be used as the basis for classroom activities Once again not only must the activity be appropriate to the level of the students but the materials used must be appropriate too

Text-based materials such as practice exercises reading passages gap fills recordings etc can be

found in almost any course book as well as in books containing supplementary materials They form an essential part of most lessons

Task-based materials include game boards roleplay cards materials for drilling pairwork tasks etc

They might be used to support real life tasks such as role playing booking into a hotel or a job interview

Realia includes such things as magazines newspapers fruit and vegetables axes maps -

things from the real world outside the classroom They can be used in many activities For example fruit and vegetables could be used in a shopping activity an axe could be used to show the effect of using the present perfect continuous on a short action verb

To return to the question of What does the communicative approach mean in practical terms We should now understand that the teachers job is to get their students to communicate using real language by providing them with instruction practice and above all opportunities to produce English in activities that encourage language acquisition and fluency

In conclusion Communicative Language Teaching should be fun for both teacher and students Enabling students to communicate successfully is also very rewarding

T e a c h e r T r a i n i n g P r o g r a m m e

One of the most frequently asked questions in the field of EFL or at least the one that I am most frequently asked is What constitutes a good teacher training programme Admittedly teachers or potential teachers do not phrase the question as such Instead the question is most frequently asked in one or the other forms that follow

Does Language Link accept teachers who have such and such qualifications or

Does Language Link recognize such and such qualifications

Regardless of the form that this question takes the essential underlying assumptions around which either question is asked are

Language Link being a professional school of foreign language study would only give employment to teachers with acceptable qualifications

and

This being the case Language Link is well placed to give advice on what is an acceptable qualification

To begin with I do not dispute the verity of these two statements That said answering the question What constitutes a good teacher-training programme is not an easy undertaking There are a number of reasons for this of which slander is not one I do not mind calling a spade a spade however writing an honest evaluation often depends upon ones point of view Therefore rather than point out a particular programme by name I would prefer to discuss the merits ie advantages of different types of programmes as well as their disadvantages Before doing so however I wish to point out that most teachers (Ive heard as many as 70) are without a Teaching English as a Foreign Language (TEFL) qualification If this is true then it stands to reason that ANY teacher training programme has got to be better than the alternative ie not having any training at all By the way should it not be obvious being a native English speaker is NOT a qualification Likewise the fact that one has been speaking English all his her life CANNOT be construed as an acceptable alternative to training or experience Finally as long as I have alluded to training then believe me when I say holding a degree in English literature journalism linguistics and so on is NOT a suitable substitute To believe otherwise is to believe that you are also qualified to teach English to a class of native English speakers And whereas most accept that they would not be qualified to do so (and would never attempt this without having the proper teaching

credentials) many of this same number somehow believe that going into a classroom of non-native English speakers is somehow different and that they would be successful in such an endeavour

Before continuing lets recap the three essential points that I have just made

Most English Foreign Language (EFL) teachers do not hold an EFL qualification

Being a native English speaker is not a suitable substitution for training

Holding an English English related degree is not equivalent to holding a TEFL qualification

If you accept this as true then the implication is stunning Does this mean that 70 of those who teach English as a foreign language are BAD teachers In order to answer this question and to give the answer a non-offensive tone consider the following Having worked in the field for over fifteen years as both a teacher and school director I thoroughly believe that most foreign students of English fall into one of three categories They are

Happy students who like their teachers and are learning English

Happy students who like their teachers but are not learning English

Unhappy students who neither like their teachers nor are learning English

In order to proceed it is preferable to relate these students to their teachers That is teachers fall into one of three categories They are

Teachers who have happy students who are learning English

Teachers who have happy students who are not learning English

Teachers who have unhappy students who are not learning English

Unfortunately though this is true it is not true that one can easily place teachers into one of these three categories based solely on their having attended or taken an organized teacher-training programme Of course this does not answer the question and I do intend to answer the question I only wish it to be

understood from the start that being a good EFL teacher involves more than just having a

certificate Thats the good news The bad news is that there is no such thing as a born EFL teacher

and despite what your loved ones (especially mothers) have told you the animal simply does not exist Of course and to give nature its due I readily admit that certain people are cut out to be EFL teachers (possessing the right type of personality and temperament) while others are not

Therefore an EFL teacher and by this I mean one who is fully prepared to accept the roles and responsibilities demanded of an EFL teacher cannot be created through the simple act of taking an organized teacher training programme Youre either the right type or youre not Likewise an organized teacher-training programme can do little to change this situation Unfortunately as long as the demand for English foreign language teachers remains high wrong teacher types will continue to enter the field and many of these will have qualifications

One last point which I believe needs stating is that good EFL teachers evolve With or without a teacher-training programme the right teacher type will eventually evolve into a good EFL teacher What a teacher training programme does however is speed up this process That said employers still prefer EFL teachers to have qualifications Otherwise the right teacher type will be learning from his or her mistakes on the job and should it not be obvious employers do not like and should not have to pay for this trial and error learning

Anyway with the foregoing information as a backdrop lets again recap In addition to the first three points which I shall again state in the hope that they will sink in


Being a native English speaker is not a suitable substitution for training or

experience


add the following

Theres no such thing as a born EFL teacher

Certain people are cut out to be EFL teachers while others are not

The right type of person can evolve naturally into being a good EFL teacher

The process of becoming a good EFL teacher can be speeded up by taking attending a teacher train programme

Given this what then constitutes a good EFL teacher-training programme Stated differently What knowledge skills and abilities are EFL employers looking for in their newly hired EFL teachers By identifying and listing the knowledge skills and abilities found in the competent EFL teacher it should thereafter be an easy task to describe and discern what constitutes a good EFL teacher-training programme

A Knowledge Knowledge falls into three broad categories

Grammar and Phonetics The first category and unfortunately that which is most lacking in EFL teachers today is a thorough knowledge of the terminology and grammar of the English language

Without this it is impossible to succeed in the TEFL field For any who consider learning grammar to be a waste of time for native speakers let me assure you that it is not Without this knowledge you will never become a real EFL teacher Though Teaching English as a Foreign Language is not an easy endeavour it is made unnecessarily difficult by failing or worse refusing to learn the grammar of the English language Likewise teachers should have knowledge not just of English but also about English

Phonetics though considered less important than grammar plays a critical role in assisting the student to understand proper pronunciation This is especially true when it is necessary for students to visualize the difference between what they think they are saying and what they are saying in reality Taken one step further teachers who take the time to compare the students native language with their own particular dialect of English will have a greater understanding of the potential problems that students are likely to have pronouncing various sounds (phonemes) or sound combinations ie words and phrasal units

Methodology Knowing what to teach is only one side of the coin Knowing how to teach is the other This brings us to the second broad area of knowledge needed by the successful EFL teacher- knowledge of TEFL methodology There are many approaches to language learning and teaching Probably the most widely used one today is called The Communicative Approach based on the theory that language is communication In order to create an environment conducive to the learning of English the EFL teacher must be able to facilitate the communication process in the classroom A thorough knowledge of the Communicative Approach is therefore essential

Trade tools Finally TEFL like many fields of endeavour has a set of tools which helps and supports the EFL teacher to convey the ideas necessary to the students learning of English These for the most part come in the form of books cassettes (or CDs) videocassettes computer programmes flashcards and so forth In order to assist the student to learn grammar and to enhance the classroom environment the EFL teacher must know what literature and materials are available how to evaluate their worth as teaching aids and how to exploit those that are deemed worthy

B Skills To be effective an EFL teacher must possess the skills needed to present practice and produce language in the classroom She must also be able to check that the language taught has been correctly incorporated All this must occur within a stable classroom environment conducive to learning Given this all of the following skills are without exception deemed de rigueur to the competent and capable EFL teacher

how to teach the language skills- speaking reading writing and listening

how to teach grammar and vocabulary

how to elicit drill and correct errors

how to check for understanding

how to plan lessons

how to conduct classroom activities (games role plays simulations information

gaps etc)

how to organise pair and group work

how to develop student rapport

how to manage classrooms

C Abilities With regard to the skills listed above EFL teachers must be able to adapt these skills to the various learner settings in which they will at one time or another be found Learner settings may be divided by the students age type of English being taught andor language ability As such they include

the teaching of young learners andor adults

the teaching of General English Conversational English Business English

andor Examination Preparation

the teaching of same or mixed ability classes

Though the preceding lists are by no means definitive they do serve to highlight two points First Teaching English as a Foreign Language is a professional field of endeavour and second one should not seek to enter this field without some type of formal training As previously mentioned there is no such thing as a born teacher To believe otherwise is ludicrous

Having identified the knowledge skills and abilities that professional EFL teachers should have what then can be said of the various teacher-training programmes found on the market today

Currently TEFL training programmes come in all shapes and sizes For ease of writing and understanding I shall divide TEFL courses into three categories online courses short taster courses and full-length (note I didnt say long) practical courses In assigning these designations I have used arbitrary criteria which I shall explain Likewise it should be noted that some courses have characteristics that overlap others Where possible I will mention these

Online courses As an employer of EFL teachers I am somewhat suspicious of the effectiveness online courses Though I would not put them into the same category as schools that offer medical degrees by correspondence course they have a number of similar limitations Prior to discussing these I do wish to point out their pluses

First online courses are available everywhere regardless of location provided you have a computer and access to the Internet Second the subscriber can work on hisher course at times convenient to himher Third depending upon the particular course in question most are affordable Lastly although I have never subscribed to any of the commercially available online TEFL courses lets assume for the sake of argument that they are well written and academically sound

Given that an online TEFL course possesses all these characteristics it would appear at first sight to be a

solid investment Unfortunately for all the good points that an online TEFL course may have there is one factor which undermines them all (at least all to my knowledge) they do not more precisely cannot incorporate a practical teaching component It is here that online TEFL courses start to remind us of the aforementioned schools that offer medical degrees by correspondence course Without real live patients or in our case students how is it possible to evaluate the extent to which the TEFL theory taught and the practical advice given has been both understood and incorporated Sitting for interactive tests andor writing papers is not sufficient Only by approaching the operating table can the physician truly test his or her abilities The same holds true in TEFL Only by entering the classroom and confronting live students can a new teacher trainee discover hisher limitations

Before continuing I would do well to define the term practical teaching component The practical teaching component of a TEFL course is the course time allotted to allowing the teacher trainee to put into practice the teaching skills that she has been taught (notice I didnt say learnt) during classroom input sessions So as to maximize the benefit of observed teaching practice most full standard courses allow trainees to practice their skills (or lack of them) on guinea pig students at two distinct levels of English language proficiency Usually elementary and intermediate learners of English are recruited for this

privilege In either case the trainee is observed by an experienced teacher trainer who following lessons end asks for and gives feedback concerning the teachers classroom performance One last point deemed worth mentioning is that teacher trainees are marked as pass or fail with regard to their classroom performance Should the trainee be unable to pass the majority of hisher practical teaching assignments she fails the course and does not receive a TEFL certificate Perhaps one of the biggest reasons for classroom failure is the trainees inability not just to demonstrate the various skills required of competent teachers but also to integrate them into a solid classroom performance

Again I am suspicious of TEFL courses online or otherwise which cannot or do not include a practical teaching component

Online courses do not give teachers the opportunity to try out the techniques that they have read about in front of classes of live students nor do they put the teacher under the pressure of live fire Teaching English as a foreign language neither takes place in a vacuum nor is it a single task activity it is a multi-task event Instead of reading about how to present language and responding to test questions and then reading about drilling techniques and then responding to test questions and then reading about eliciting techniques and then responding to test questions and so on and so forth teaching is about being able to put it all together into a solid classroom performance Nowhere on an online TEFL course will you be interrupted by students who say I dont understand Nowhere will you be confronted by students who refuse to speak English and continue to talk in their native tongue (referred to as the L1) No where will your classroom management skills be put to the test Nowhere will you be tested on your ability to properly grade language or provide enough material to cover a ninety minute lesson Nowhere will you be confronted by students who say that the activity you are doing is boring or not interesting and ask to do something else I could continue but I think the point has been made As for me I like my teachers to

have had butterflies in their stomach prior to teaching for me Lastly though some online courses may

also allow trainees to submit a videotape of them teaching a sample lesson for evaluation (of course for an additional fee) this is not sufficient Feedback is only useful if it can be followed-up on by subsequent observations

So as not to end on a sour note I ask you to remember that up to 70 of EFL teachers are without EFL qualifications Given that online courses if academically sound do at least give you a foot up on the ladder That said most reputable schools are going to tell holders of such qualifications that these qualifications are not sufficient for entry into the field Some schools such as Language Link will tell holders of online TEFL certificates that should they wish to seek employment they will need to apply as intern teachers which will necessitate that they attend a three week Initial Training Programme (skills training + practical teaching component) and thereafter weekly seminars and insets devoted to developing their abilities

Short Taster Courses Short taster courses refer to short-term on-site TEFL courses of durations from two days to two weeks Some go by the name TEFL seminars Though I have chosen to use the word taster it should be noted that I have not coined the term In reality the term refers to short-term TEFL courses (many of which are run by reputable schools) which allow individuals thinking about teaching English as a foreign language the opportunity to sample or get a taste of what a real TEFL course would be like this of course for a small fee

Again though it is hard to be all-inclusive I shall try to summarise their characteristics

For the most part such courses do not include a practical teaching component or if they do it is either a trial (more precisely try) lesson or it incorporates time during which the trainees observe teacher trainers conducting lessons Regardless the problems inherent in such do once or observe once courses have already been alluded to If the taster course includes a do once teaching component how is the teacher trainer able to judge whether the feedback that she has given will lead to the trainees further development as a teacher unless she has the opportunity to observe himher again (and again) As for observe once courses thats a lot like watching a doctor operate and then saying that youre able to imitate hisher performance Enough said

Secondly the shorter the course the less the input and scope of training the trainee will receive Conversely the longer the course the more likely it is to incorporate more of the skills training that all teachers need Given the short durations of some of these taster courses an online course might with respect to input offer the trainee more by way of input and quality

Finally regardless of the taster courses length the trainee is at least freer to ask real time questions than would otherwise be possible online Unfortunately the shorter the course the less time the trainee has to realize what exactly his her questions are

Again real taster courses were never meant to be an end in themselves (the goal was not to make you a EFL teacher) but rather a means to an end (to discover whether EFL was for you)

Full-length Practical Courses What is a full-length practical course Essentially a full-length practical course is one that provides the trainee with enough time to receive adequate input concerning the skills

training as well as some of the knowledge and abilities demanded of qualified EFL teachers Likewise such courses include a practical teaching component Usually such courses include 100 - 120 contact hours and are run either intensively over four weeks (full-time) or semi-intensive over a few months (part-time) Class size is usually limited to 12 - 18 trainees Finally like the other categories of TEFL courses prices vary greatly

In order to more fully understand full-length practical courses I shall try to break them down by course content

Before doing so however it absolutely essential from the start that you understand full practical courses

have not been set up to teach the trainee grammar Most often such courses accept applications from potential trainees who must complete some form of pre-interview task to quote someone elses term The pre-interview task is not a grammar test but rather a language awareness test It is designed to assess the applicants level of knowledge about the English language By way of example an applicant might be asked the difference between the following sentences

Hes been to London

Hes gone to London

or the following words

high

tall

Of course these are the easy parts Another section might ask you How would you teach an EFL class the difference between these two sentences (or these two words)

The goal is to determine whether the applicant is an educated speaker of English By the way admission on a full-length practical course can be denied for failing in this endeavour Another point worth

mentioning again the applicant should he be accepted as a trainee will not learn grammar on the

course (OK some courses touch on grammar and even have a short grammar test but usually as an add on or a feel good component) Because such courses are too short to adequately teach grammar many assign applicants a pre-course task better known as a Self-access Grammar Module which the trainee should complete prior to attending the course

Once the trainee starts hisher course she can expect morning input sessions during which the following are usually covered

English grammatical structures and their functions

The teaching of lexis pronunciation amp discourse

Error analysis and correction

Current teaching methods

The learner the teacher amp the teaching learning context

Effective lesson planning amp preparation

Classroom management

Classroom resources and textbooks

A brief study of a foreign language

A review of the above will show that classroom sessions are dedicated to some teaching of knowledge (eg current teaching methods) and to skills training (eg error analysis and correction) Most courses also include a brief study of an unknown language such as Swahili The reason for this is two-fold First as many native speakers have never before undergone a real language learning experience this is a good opportunity to help the trainee develop a little empathy for the pain or pleasure that she is about to cause students in their guinea pig classes (and beyond) Secondly the trainees will have the opportunity to observe an experienced teacher trainer teaching a foreign language using one or other of the methods associated with the Communicative Approach Hopefully trainees will witness first-hand its effectiveness

Afternoons are usually devoted to supervised lesson preparation The day before each teaching practice session trainees have the opportunity to discuss their proposed lesson plans and materials with a course

tutor This enables the trainee to receive support guidance and feedback before the supervisedassessed teaching practice sessions and make any suggested adjustments

Starting late afternoon and running into the evening is teaching practice All trainees undergo a minimum of six hours of assessed teaching practice As previously mentioned trainees teach students at two distinct levels Elementary and Upper-intermediate Trainees are required to submit a lesson plan and a copy of all materials to be used to the course tutor before the lesson Following the teaching practice trainees usually write a self-evaluation of their lesson which is used as a basis for feedback given by the course tutor

Lastly throughout a full-length practical course the trainee will be assigned a series of papers to write that focus on different aspects of teaching and learning a language such as language analysis materials evaluation reflections on classroom practice and a case study of a learner

As is obvious full-length practical courses are usually designed to be intensive in nature and as comprehensive as possible Oftentimes such courses are accused of being too intensive and too comprehensive Regardless many employers see such courses as providing the minimum preparation needed for teaching English as a foreign language

Before ending this tome I believe there is one last area which should be addressed and that is accreditation Are such courses accredited and by whom For convenience only I will divide full-length practical courses into two groups Into the first group I shall place the University of Cambridge CELTA and the Trinity College London TESOL Into the second group I shall place all others

With respect to the first group both certificates are validated by their respective academic institutions and both are recognized by the British Council as minimum qualifications needed in order to teach English as a Foreign Language Should you not be familiar with the British Council the BC was established by the government of the UK to promote British language and culture That said the BC is represented in the United States and the CELTA and TESOL are offered at a number of locations throughout the US

With respect to EFL employers these certificates are for the most part recognized globally by almost all schools where English is taught as a foreign language I say for the most part as certain schools prefer a university diploma (of any kind) thinking that this is the hallmark of a teacher Unfortunately such schools usually engage teachers to run conversational courses This is not the same as teaching language In any event the Cambridge CELTA and its Trinity TESOL equivalent are viewed as standards by reputable schools However that said this should not be understood as inferring that other TEFL Certificate programmes are not reputable Around the world there are a number of organisations which offer teacher training courses other than the CELTA or TESOL These certificates are recognised in-house Thus trainees are evaluated by the same teacher trainers who teach them (one might infer that this is kind of like the fox looking after the chickens) The CELTA Trinity TESOL on the other hand must hire independent assessors who at the expense of the training school are flown in to moderate and assess trainee performance Thus schools are kept honest by this process So as to give you an indication of how much this costs the Language Link CELTA costs US$ 1250 Of this amount approximately US$ 250 must be paid out for assessment Its costly but then again the trainee earns a CELTA and employers know that the trainee was honestly and independently assessed by a third party

Again I caution the reader I am not suggesting that schools which offer other certificates such as ITC Vialingua etc are not reputable companies Language Link has hired numerous teachers from these companies and we have been satisfied with their performance as teachers However that said you cannot compare the prestige of a CELTA or TESOL Certificate with other certificate courses Again I am not saying that other courses are not as good I am simply stating a fact- employers hold the CELTA TESOL in the highest regard

That said many large companies which hire lots of teachers also offer their own in-house variety of the CELTA This includes Language Link which in addition offering the CELTA also offers its own in-house TEFL qualification Normally such schools employ large numbers of teachers thus they cannot always depend upon having enough CELTA TESOL qualified teachers applying for positions This year Language Link Russia employed 189 English foreign language teachers

Having previously alluded to the fox looking after the chickens Language Links Internship Programme is a reputable and honest programme Yes trainees are assessed by the same people who train them However that said their are two differences First Interns do not have to pay for their training

programme so if they are not to standard The School is free to say Im sorry but I cannot put you in front of a class of students as your classroom performance is substandard Second The School will say this if need be as Language Link students are paying clients Thus The School will not risk its reputation

I n c o n c l u s i o n a s t h e f o r e g o i n g s e c t i o n s a t t e s t T e a c h i n g E n g l i s h a s a F o r e i g n l a n g u a g e i s a p r o f e s s i o n a l f i e l d o f e n d e a v o u r w i t h i t s o w n b o d y o f k n o w l e d g e A n y o n e

c o n s i d e r i n g u n d e r g o i n g a T E F L t r a i n i n g p r o g r a m m e s h o u l d g i v e s e r i o u s t h o u g h t a s t o w h a t t h e y a r e a b o u t t o p a y t h e i r m o n e y f o r C u t t i n g c o r n e r s m a y b e c o s t e f f e c t i v e a t t h e o u t s e t b u t s o o n e r o r l a t e r y o u w i l l p a y t h e p r i c e S o s h o p a r o u n d a n d s h o p

s m a r t C o m p a r a t i v e T e a c h i n g M e t h o d o l o g i e s

Teaching English as a Foreign Language is a science and like all sciences it has a set of underlying principles upon which it is based However unlike the better-known sciences such as biology chemistry and physics TEFL is not quantifiable to the point of being either objective or equation based in its approach Therefore TEFL like psychology and sociology must rely on subjectivity in order to formulate its principles These principles in turn define the relationships that exist between either the teacher and the student or the student and other students

In order to teach English effectively an EFL teacher must subscribe to one (or more) of the current approaches to teaching English as a foreign language and incorporate its language-learning strategies and techniques into each of his or her lessons

What follows are descriptions of nine of the principle approaches to teaching English as a foreign (second) language Without doubt the reader will have experienced one or more of these approaches in his or her

own classroom learning history Though there is no one correct approach most teachers usually find themselves more comfortable using one or the other of the approaches listed and described Though there is nothing overtly wrong with this it must be remembered that students differ greatly not just in age but also in mentality thus they may respond differently to any given approach to language teaching Because of different learning styles the effective teacher must be prepared to adapt his or her teaching to the needs and preferences of each class Our advice is to find yourself with respect to the approaches listed below That said dont be afraid to experiment with andor adapt your style of teaching In the end you may discover that the best approach is eclectic in nature and includes bits of this and bits of that

So as to give some depth of understanding as to the evolution of ideas that has marked the emergence of newer and different approaches to language teaching we have tried to place the following list of methodological approaches in chronological order

Grammar Translation Method

Direct Method

Audio-Lingual Method

Silent Way

Total Physical Response (TPR)

Community Language Learning (CLL)

Suggestopedia (Suggestology)

Communicative Approach

Natural Approach

Grammar Translation Method Latin and Ancient Greek are known as dead languages based

on the fact that people no longer speak them for the purpose of interactive communication Yet they are still acknowledged as important languages to learn (especially Latin) for the purpose of gaining access to classical literature and up until fairly recently for the kinds of grammar training that led to the mental dexterity considered so important in any higher education study stream

Latin has been studied for centuries with the prime objectives of learning how to read classical Latin texts understanding the fundamentals of grammar and translation and gaining insights into some important foreign influences Latin has had on the development of other European languages The method used to teach it overwhelmingly bore those objectives in mind and came to be known (appropriately) as

the Classical Method It is now more commonly known in Foreign Language Teaching circles as the Grammar Translation Method

It is hard to decide which is more surprising - the fact that this method has survived right up until today (alongside a host of more modern and more enlightened methods) or the fact that what was essentially a method developed for the study of dead languages involving little or no spoken communication or listening comprehension is still used for the study of languages that are very much alive and require competence not only in terms of reading writing and structure but also speaking listening and interactive communication How has such an archaic method remembered with distaste by thousands of school learners (Richards and Rodgers 19864) persevered

It is worth looking at the objectives features and typical techniques commonly associated with the Grammar Translation Method in order to both understand how it works and why it has shown such tenacity as an acceptable language teaching philosophy in many countries and institutions around the world

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Direct Method Towards the end of the late 1800s a revolution in language teaching philosophy took

place that is seen by many as the dawn of modern foreign language teaching Teachers frustrated by the limits of the Grammar Translation Method in terms of its inability to create communicative competence in students began to experiment with new ways of teaching language Basically teachers began attempting to teach foreign languages in a way that was more similar to first language acquisition It incorporated techniques designed to address all the areas that the Grammar Translation did not - namely oral communication more spontaneous use of the language and developing the ability to think in the target language Perhaps in an almost reflexive action the method also moved as far away as possible from various techniques typical of the Grammar Translation Method - for instance using L1 as the language of instruction memorizing grammatical rules and lots of translation between L1 and the target language

The appearance of the Direct Method thus coincided with a new school of thinking that dictated that all foreign language teaching should occur in the target language only with no translation and an emphasis on linking meaning to the language being learned The method became very popular during the first quarter of the 20th century especially in private language schools in Europe where highly motivated students could study new languages and not need to travel far in order to try them out and apply them communicatively One of the most famous advocates of the Direct Method was the American Charles Berlitz whose schools and Berlitz Method are now world-renowned

Still the Direct Method was not without its problems As Brown (199456) points out (it) did not take well in public education where the constraints of budget classroom size time and teacher background made such a method difficult to use By the late 1920s the method was starting to go into decline and there was even a return to the Grammar Translation Method which guaranteed more in the way of scholastic language learning orientated around reading and grammar skills But the Direct Method continues to enjoy a popular following in private language school circles and it was one of the foundations upon which the well-known Audio-lingual Method expanded from starting half way through the 20th century

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Audio-Lingual Method The next revolution in terms of language teaching methodology coincided

with World War II when America became aware that it needed people to learn foreign languages very quickly as part of its overall military operations The Army Method was suddenly developed to build communicative competence in translators through very intensive language courses focusing on auraloral skills This in combination with some new ideas about language learning coming from the disciplines of descriptive linguistics and behavioral psychology went on to become what is known as the Audio-lingual Method (ALM)

This new method incorporated many of the features typical of the earlier Direct Method but the disciplines mentioned above added the concepts of teaching linguistic patterns in combination with habit-forming This method was one of the first to have its roots firmly grounded in linguistic and psychological theory (Brown 199457) which apparently added to its credibility and probably had some influence in the

popularity it enjoyed over a long period of time It also had a major influence on the language teaching methods that were to follow and can still be seen in major or minor manifestations of language teaching methodology even to this day

Another factor that accounted for the methods popularity was the quick success it achieved in leading learners towards communicative competence Through extensive mimicry memorization and over-learning of language patterns and forms students and teachers were often able to see immediate results This was both its strength and its failure in the long run as critics began to point out that the method did not deliver in terms of producing long-term communicative ability

The study of linguistics itself was to change and the area of second language learning became a discipline in its own right Cognitive psychologists developed new views on learning in general arguing that mimicry and rote learning could not account for the fact that language learning involved affective and interpersonal factors that learners were able to produce language forms and patterns that they had never heard before The idea that thinking processes themselves led to the discovery of independent language rule formation (rather than habit formation) and that affective factors influenced their application paved the way toward the new methods that were to follow the Audiolingual Method

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Silent Way In addition to affective theories relative to language learning another challenge to the

Audio-lingual Method was under way already in the sixties in the form of the Cognitive Code and an educational trend known as Discovery Learning These concepts most directly challenged the idea that language learning was all about mimicry and good habit-formation An emphasis on human cognition in language learning addressed issues such as learners being more responsible for their own learning - formulating independent hypotheses about the rules of the target language and testing those hypotheses by applying them and realizing errors When students create their own sets of meaningful language rules and concepts and then test them out they are clearly learning through a discoveryexploratory method that is very different from rote-learning This appears to have much more in common with the way people learn their native language from a very early age and can account for the way children come out with new language forms and combinations that they have never heard before The underlying principles here are that learners become increasingly autonomous in active with and responsible for the learning process in which they are engaged

Caleb Gattegno founded The Silent Way as a method for language learning in the early 70s sharing many of the same essential principles as the cognitive code and making good use of the theories underlying Discovery Learning Some of his basic theories were that teaching should be subordinated to learning and the teacher works with the student the student works on the language The most prominent characteristic of the method was that the teacher typically stayed silent most of the time as part of hisher role as facilitator and stimulator and thus the methods popular name Language learning is usually seen as a problem solving activity to be engaged in by the students both independently and as a group and the teacher needs to stay out of the way in the process as much as possible

The Silent Way is also well-known for its common use of small colored rods of varying length (Cuisinere rods) and color-coded word charts depicting pronunciation values vocabulary and grammatical paradigms It is a unique method and the first of its kind to really concentrate on cognitive principles in language learning

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Total Physical Response (TPR) Already in the late 1800s a French teacher of Latin by the name

of Francois Gouin was hard at work devising a method of language teaching that capitalized on the way children naturally learn their first language through the transformation of perceptions into conceptions and then the expression of those conceptions using language His approach became known as the Series Method involving direct conceptual teaching of language using series of inter-connected sentences that are simple and easy to perceive because the language being used can be directly related to whatever the speaker is doing at the immediate time of utterance (ie ones actions and language match each other) His thinking was well ahead of his time and the Series Method became swamped in the enthusiasm surrounding the other new approach at the time in the form of the Direct Method

Some 80 years later in the 1960s James Asher began experimenting with a method he called Total Physical Response and its basic premise had a lot in common with Gouins The method was to become well known in the 70s and it drew on several other insights in addition to the trace theory that memory is stimulated and increased when it is closely associated with motor activity The method owes a lot to some basic principles of language acquisition in young learners most notably that the process involves a substantial amount of listening and comprehension in combination with various physical responses (smiling reaching grabbing looking etc) - well before learners begin to use the language orally It also focused on the ideas that learning should be as fun and stress-free as possible and that it should be dynamic through the use of accompanying physical activity Asher (1977) also had a lot to say about right-brained learning (the part of the brain that deals with motor activity) believing it should precede the language processing element covered by the left-brain

TPR is now a household name among teachers of foreign languages It is widely acclaimed as a highly effective method at beginning levels and a standard requirement in the instruction of young learners It is also admired as a method due to its inherent simplicity making it accessible to a wide range of teachers and learning environments

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Community Language Learning (CLL) In the early seventies Charles Curran developed a new

education model he called Counseling-Learning This was essentially an example of an innovative model that primarily considered affective factors as paramount in the learning process Drawing on Carl Rogers view that learners were to be considered not as a class but as a group Currans philosophy dictated that students were to be thought of as clients - their needs being addressed by a counselor in the form of the teacher Brown (199459) in commenting on this approach also notes that In order for any learning to take place what is first needed is for the members to interact in an interpersonal relationship in which students and teacher join together to facilitate learning in a context of valuing and prizing each individual in the group Curran was best known for his extensive studies on adult learning

and some of the issues he tried to address were the threatening nature of a new learning situation to many adult learners and the anxiety created when students feared making fools of themselves Curran believed that the counseling-learning model would help lower the instinctive defenses adult learners throw up that the anxiety caused by the educational context could be decreased through the support of an interactive community of fellow learners Another important goal was for the teacher to be perceived as an empathetic helping agent in the learning process not a threat

The Counseling-Learning educational model was also applied to language learning and in this form it became known as Community Language Learning Based on most of the principles above Community Language Learning seeks to encourage teachers to see their students as whole persons where their feelings intellect interpersonal relationships protective reactions and desire to learn are addressed and balanced Students typically sit in a circle with the teacher (as counselor) outside the ring They use their first language to develop an interpersonal relationship based on trust with the other students When a student wants to say something they first say it in their native language which the teacher then translates back to them using the target language The student then attempts to repeat the English used by the teacher and then a student can respond using the same process This technique is used over a

considerable period of time until students are able to apply words in the new language without translation gradually moving from a situation of dependence on the teacher-counselor to a state of independence

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Suggestopedia (Suggestology) In the late 70s a Bulgarian psychologist by the name of Georgi

Lozanov introduced the contention that students naturally set up psychological barriers to learning - based on fears that they will be unable to perform and are limited in terms of their ability to learn Lozanov believed that learners may have been using only 5 to 10 percent of their mental capacity and that the brain could process and retain much more material if given optimal conditions for learning Based on psychological research on extrasensory perception Lozanov began to develop a language learning method that focused on desuggestion of the limitations learners think they have and providing the sort of relaxed state of mind that would facilitate the retention of material to its maximum potential This method became known as Suggestopedia - the name reflecting the application of the power of suggestion to the field of pedagogy

One of the most unique characteristics of the method was the use of soft Baroque music during the learning process Baroque music has a specific rhythm and a pattern of 60 beats per minute and Lozanov believed it created a level of relaxed concentration that facilitated the intake and retention of huge quantities of material This increase in learning potential was put down to the increase in alpha brain waves and decrease in blood pressure and heart rate that resulted from listening to Baroque music Another aspect that differed from other methods to date was the use of soft comfortable chairs and dim lighting in the classroom (other factors believed to create a more relaxed state of mind)

Other characteristics of Suggestopedia were the giving over of complete control and authority to the teacher (who at times can appear to be some kind of instructional hypnotist using this method) and the encouragement of learners to act as childishly as possible often even assuming names and characters in the target language All of these principles in combination were seen to make the students suggestible and therefore able to utilize their maximum mental potential to take in and retain new material

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Communicative Approach All the methods described so far are symbolic of the progress foreign

language teaching ideology underwent in the last century These were methods that came and went influenced or gave birth to new methods - in a cycle that could only be described as competition between rival methods or passing fads in the methodological theory underlying foreign language teaching Finally by the mid-eighties or so the industry was maturing in its growth and moving towards the concept of a broad approach to language teaching that encompassed various methods motivations for learning English types of teachers and the needs of individual classrooms and students themselves It would be fair to say that if there is any one umbrella approach to language teaching that has become the accepted norm in this field it would have to be the Communicative Language Teaching Approach This is also known as CLT

The Communicative approach does a lot to expand on the goal of creating communicative competence compared to earlier methods that professed the same objective Teaching students how to use the language is considered to be at least as important as learning the language itself Brown (1994) aptly describes the march towards CLT

Beyond grammatical discourse elements in communication we are probing the nature of social cultural and pragmatic features of language We are exploring pedagogical means for real-life communication in the classroom We are trying to get our learners to develop linguistic fluency not just the accuracy that has so consumed our historical journey We are equipping our students with tools for generating unrehearsed language performance out there when they leave the womb of our classrooms We are concerned with how to facilitate lifelong language learning among our students not just with the immediate classroom task We are looking at learners as partners in a cooperative venture And our classroom practices seek to draw on whatever intrinsically sparks learners to reach their fullest potential

CLT is a generic approach and can seem non-specific at times in terms of how to actually go about using practices in the classroom in any sort of systematic way There are many interpretations of what CLT actually means and involves See Types of Learning and The PPP Approach to see how CLT can be applied in a variety of more specific methods

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Natural Approach Stephen Krashen and Tracy Terrell developed the Natural Approach in the early

eighties (Krashen and Terrell 1983) based on Krashens theories about second language acquisition The approach shared a lot in common with Ashers Total Physical Response method in terms of advocating the need for a silent phase waiting for spoken production to emerge of its own accord and emphasizing the need to make learners as relaxed as possible during the learning process Some important underlying principles are that there should be a lot of language acquisition as opposed to language processing and there needs to be a considerable amount of comprehensible input from the teacher Meaning is considered as the essence of language and vocabulary (not grammar) is the heart of language

As part of the Natural Approach students listen to the teacher using the target language communicatively from the very beginning It has certain similarities with the much earlier Direct Method with the important exception that students are allowed to use their native language alongside the target language as part of

the language learning process In early stages students are not corrected during oral production as the teacher is focusing on meaning rather than form (unless the error is so drastic that it actually hinders meaning)

Communicative activities prevail throughout a language course employing the Natural Approach focusing on a wide range of activities including games role-plays dialogs group work and

discussions There are three generic stages identified in the approach (1) Preproduction - developing listening skills (2) Early Production - students struggle with the language and make many errors which are corrected based on content and not structure (3) Extending Production - promoting fluency through a variety of more challenging activities

Krashens theories and the Natural approach have received plenty of criticism particularly orientated around the recommendation of a silent period that is terminated when students feel ready to emerge into oral production and the idea of comprehensible input Critics point out that students will emerge at different times (or perhaps not at all) and it is hard to determine which forms of language input will be comprehensible to the students These factors can create a classroom that is essentially very difficult to manage unless the teacher is highly skilled Still this was the first attempt at creating an expansive and overall approach rather than a specific method and the Natural Approach led naturally into the generally accepted norm for effective language teaching Communicative Language Teaching

W e l c o m e t o t h e G r a m m a r M o d u l e

This module is intended to help prospective EFL teachers to acquire the necessary terminology and knowledge of grammar in order to better succeed in the field of EFL For any of you who consider this to be a waste of time for native speakers let me assure you that it is not Without this knowledge you will never become a real EFL teacher Teaching English as a Foreign Language is not easy It requires a detailed knowledge not just of English but also about English If it is not already the difference will become clear to you as you progress through the module

What exactly is grammar Grammar is a description of the underlying structure of a language and of the way in which words and phrases can be combined in order to produce acceptable sentences in that language It also includes the sounds of that language

If you have studied grammar elsewhere you will notice some differences in the terminology used for EFL Additionally the definitions of some of the terms should be considered as working definitions as they are not intended to be a basis for the study of linguistics but for EFL and are simplified to some extent It should be understood that this module does not set out to cover all aspects of English grammar but only the basics plus some points which are of particular concern to the EFL teacher For those who might wish to look beyond what is contained herein a far more comprehensive treatment of English grammar can be found in Practical English Usage by Michael Swan published by Oxford University Press

This module is divided into three sections Each section is followed by a short test You should not progress onto the next section until you have passed this test Finally there is a larger test at the end of the module In order to progress beyond this module you must pass this test

You may find some of the terminology difficult to remember and even a little confusing Many people experience such difficulties at first so do not be put off Good luck

S e c t i o n 1 P a r t s o f S p e e c h

The basic building blocks of any language are the words and sounds of that language English is no exception We will start with the categories into which we classify the words of English It is quite likely that you will already know the names of some or all of the parts of speech Nevertheless this is where we must begin

The parts of speech are as follows

Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions

These are also known as word classes The terms are familiar to most people and are in everyday use However many people would probably admit that their understanding of some of them is a little sketchy We will now take each in turn and have a closer look

Nouns

What are nouns Very few people with a good knowledge of English would expect to experience any difficulty in picking the nouns out of the following list

briefcase open disc plate London knife write usually and however football

sing

My guess is that you probably decided that the following were nouns

briefcase

disc

plate

London

knife

football

Who knows Perhaps you are right Briefcase is certainly a noun and London as a place name must be but what about knife This is a more difficult decision We have no context What if we found this word in a sentence such as He knifed me - surely here it is a verb And what about plate - is this a noun Suppose the context were The window was plate glass Or perhaps The frame had been plated with silver So is disc a noun Not always it depends on how it is used in a particular sentence The lesson here is Be careful When a student asks you the meaning of a word always check the context in which it appears before answering Remember in the world of TEFL as in the world in general it is not what you dont know that gives you the biggest problems but what you think you know

So how can we define the word class noun then One apparently acceptable definition might be that a noun is a word that represents one of the following

a person David

a place Paris

a thing stapler

an activity hockey

a quality responsibility

a state poverty

an idea communism

Does a noun have to be a single word What about disc jockey or post office Are these nouns The

answer is Yes they are These are called compound nouns and are quite common in English So the word

class noun is not restricted to single words Can a noun consist of more than two words then Once again the answer is yes An example might be football team coach These are often found in newspaper headlines where space is at a premium since they usually express quite complex ideas in very few words

In a sentence nouns can be used as either the subject or the object of the main verb

John (subject) kissed (verb) Maria (object)

Types of Nouns

The word class Nouns can be sub-divided into the following four types

Abstract The name of an action an idea a physical condition quality or state of mind

an attack Communism liveliness modesty insanity

Collective

A name for a collection or group of animals people or things that are thought of as being one thing

flock gang fleet

Common

A name that can be applied to all members of a large class of animals people or things

puppy woman banana

Proper

The name by which a particular animal organisation person place or thing is known

Fido Microsoft Julia Liverpool the Tower of London Capital letters are used in order to distinguish between common nouns and proper nouns eg broom and Broom where the former is an implement used for sweeping floors while the latter is a surname

There are some nouns that can be placed in more than one of these groups depending on how we are thinking at the time of usage An example would be the noun family which could be a collective if we are thinking of the family as a unit eg My family is quite large Or a common noun if we are thinking in terms of a collection of individuals eg Helens family are coming up next week Many Americans may find

this particular example unacceptable since in most parts of the US family can never agree with the plural verb form is In British English however this usage is perfectly correct

Nouns can also be divided into two other groups countable and uncountable Water flour and sand are examples of uncountable nouns It would be very strange to use them with a number as in six flours or three sands Countable nouns on the other hand can be used with numbers seven men two houses etc Countable nouns have a plural form This is usually made by the addition of an s or es to the end of the singular form guitars books ships glasses etc Some countable nouns however have an irregular plural form men children wives geese etc Plural countable nouns are always used with plural verb forms So Coconuts are nice and not Coconuts is nice Uncountable nouns have only one form and therefore can only be used with singular verbs So Water is used as a coolant but never Water are used as a coolant

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Pronouns

In English sentences such as John ran up to the house checked to see John wasnt being watched and then John knocked on the door twice would cause confusion How many Johns are involved Which of them knocked on the door Probably the solution least likely to occur to a native speaker of English would be that there was only one John and that he carried out all three actions Why is that Well its because

English just doesnt work like that The sentence should be rendered thus John ran up to the house checked to see he wasnt being watched and then knocked on the door twice So what makes the difference Obviously it must be the use of the word he in place of John in the second instance What is

he then He is a member of the word class Pronouns These are words that stand in the place of nouns in order to avoid unnecessary repetition

Kinds of pronoun

Demonstrative this that these those the former the latter ( Have you seen this)

Distributive each either neither ( Give me either)

Emphatic myself yourself hisherself ourselves etc ( Do it yourself)

Indefinite one some any some-bodyone any-bodyone every-bodyone

Interrogative what which who ( Who was that)

Personal I you he she it we you they

Possessive mine yours hers his ours theirs

Reflexive myself yourself herhimself ourselves etc ( She cut herself while slicing bread)

Relative that what which who (as in The car that hit him went that way)

It should be noted that some of these words may also at times be deemed adjectives It is a feature of the

English language that many words have multiple uses and hence can be different parts of speech according to the context in which they are found

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Adjectives

Adjectives are words that describequalify nouns or pronouns

She was a quiet woman

Thats an unusual one

Types of adjective

Demonstrative this that these those (I like this picture)

Distributive either neither each every (Either wine is fine by me)

Interrogative what which (Which wine would you like)

Numeral one two three etc

Indefinite all many several

Possessive my your his her our their

Qualitative French wooden nice

Not surprisingly most adjectives fit into the Qualitative category as their basic function is to describe

Some adjectives are made from nouns or verbs by the addition of a suffix

comfort - comfortable

health - healthy

success - successful

consume - consumable

consider - considerate

Many positive adjectives can be made negative by the addition of a prefix

comfortable - uncomfortable

responsible - irresponsible

respectful - disrespectful

patient - impatient

considerate - inconsiderate

Comparative and Superlative Adjectives

Some adjectives are used to compare and contrast things

big - bigger - biggest

happy - happier - happiest

There is more information about this important use later

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Verbs

Verbs are words that indicate actions or physical andor mental states

Action Susan slapped Michael

Mental state Paul was exhausted

Physical state Stephen felt sad

It is a popular misconception that verbs are doing-words Unfortunately this is too simple an explanation

as only some verbs fit this description An example of one that doesnt might be seem as in Sarah seemed puzzled What is done in this case Absolutely nothing In fact only verbs indicating actions can be called doing-words

Most verbs have three forms The first form (present) also uses an inflection to indicate third person singular

First form (present) Second form (past) Third form (past participle)

do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit

As you can see sometimes the second and third forms coincide and occasionally all three forms coincide

as in hit This is because verbs such as hit give take do have etc are irregular That is to say that unlike the vast majority of English verbs they dont use -ed to make their second and third forms There are only about two hundred irregular verbs in total but since they tend to be the most common verbs it seems more These can be quite a problem for EFL students as they simply have to be learnt and remembered

Auxiliary and Modal Auxiliary Verbs

There is a category of verb known as auxiliary verbs or sometimes helping verbs This category includes to be to do and to have These three verbs are very important Be is used in forming the continuous

aspect - I am flying to France tomorrow It is also used to form the passive - I was arrested Do is used in forming questions and for emphasis Have is used to form the perfect aspect - I have been here before More about these later when we look at the English tense system

Also included in the category auxiliary verbs are nine very special verbs which form a sub-category of their own called modal auxiliary verbs or modal verbs for short This sub-category comprises the verbs can could may might shall should will would and must These nine verbs share some important characteristics

They can never be followed by to I must to go is a badly formed sentence in

English

They cannot co-occur in the same verb phrase You must can go is also

unacceptable

They have no third person inflection She likes reading is fine but She cans swim is not

In a verb phrase they always occupy the first position - It must have been my aunt Likewise they do not have three forms

So what exactly do these modal verbs do An interesting question The following table should give you some idea

Modal verbs are used to express

Degrees of certainty

Certainty (positivenegative) We shallshant come I willwont be late That mustcant be her

ProbabilityPossibility She should arrive at about midday It shouldnt be a problem We may (not) go to France after all

Weak probability She might call - you never know Dont worry It might never happen I suppose you could be right

Theoreticalhabitual possibility

You may have a problem understanding this Moscow can be very hot in the summer How quickly do you think it could be done

Conditional certaintypossibility

If you had asked me I would have told you Im sure he wouldnt mind if you called him I couldnt possibly go without you

Obligation

Strong obligation

All employees must clock in and out Must I go Passes will be issued to authorised personnel

Prohibition Staff must not make personal calls You may not smoke in this building You cant bring that dog in here

Weak obligationrecommendation

When shall we leave You should drink less It might be a good idea to phone her first

WillingnessOffering Can I help you Would you like a lift to work I could collect it for you

Permission Might I ask a favour May I use your telephone Could I bring a friend

Ability

Can you swim How many languages could he speak He can type quite quickly

Other uses

Habitual behaviour

When I was a boy I would often go skiing Most days hell just sit quietly in the garden Before we argued hed call me every day

Irritation

Must you do that He will keep making stupid jokes all the time Will you please shut up

Requests Would you open the window please Could you tell him Ill be late Will you get me one too please

Some linguists include verbs such as dare need and ought in the modal verb sub-category There is some justification for this as they display the relevant characteristics some of the time However since they do not do so all the time it is better to leave them out of this group

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Adverbs

Adverbs describe or add to the meaning of verbs prepositions adjectives other adverbs and even sentences They answer questions such as How Where or When Many but by no means all adverbs are made from adjectives by simply adding the suffix ly

Types of adverb

Adverbs of manner carefully gently quickly willingly (She kissed him gently on the forehead)

Adverbs of place here there between externally (He lived between a pub and a noisy factory)

Adverbs of time now annually tomorrow recently (I only returned recently)

Adverbs of degree very almost nearly too (She is very rich)

Adverbs of numberonce twice firstly again (I had to warn her again)

Adverbs of certainty not surely maybe certainly (Surely hes not drunk again)

Interrogative How What When Why (What does it matter)

Adverbials

An adverbial is a general term for any word phrase or clause that functions as an adverb The definition is necessary because sometimes whole phrases and clauses act as adverbs

When I arrived she was watching TV (adverbial time clause)

We went to France to visit my brother (adverbial clause of purpose)

After breakfast I went to work (adverbial phrase)

An ordinary adverb is a single word adverbial

The adverbadverbial is quite a difficult area of the English language to get to grips with It has been said that when all the other words of English had been classified as nouns verbs prepositions etc those remaining were dumped into the adverb class because nobody knew what else to do with them Even if this is not entirely historically accurate it certainly describes the confused state of this word class

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Articles

The articles in English are the words a an and the They are used with nouns to distinguish between the definite and the indefinite They are not really a word class in themselves but are actually a sub-group of the word class Determiners However EFL usually treats them as a class and so they are dealt with separately here

The definite article is the Its most common uses are to show that the nouns it is used with refer to

something known to both speaker and listener

He is in the garage

something that has already been mentioned

That woman keeps looking at you Which one The blonde woman

something that is defined afterwards

The house where my mother was born is somewhere near here

something as a specific group or class

Can you play the piano (But not Can you play the instrument - Unless which instrument is being referred to is understood by both speaker and listener)

The indefinite article is a(n) I write is because a and an are really the same word the n is added to

the article a for ease of pronunciation when the following word begins with a vowel sound - an egg an ostrich an upwards motion but a unicorn a united front (because unicorn and united begin with consonant sounds)

The most common uses of the indefinite article are to show that the nouns it is used with refer to

one example of a group or class Ill buy her a book for her birthday

Ill buy her an ornament for her birthday

a typical example of a group or class A reliable worker deserves a good boss

It should be noted that the indefinite implies oneness and so cannot be used with plural or uncountable nouns

Finally there are some nouns (apart from plural and uncountable) with which articles are not usually

used Examples of these are the names of countries towns and cities and of people months mealtimes (breakfast lunch etc) Where no article is used this is often referred to as the Zero article

For the EFL student articles either present no difficulty at all or are a major obstacle in their acquisition of English The determining factor seems to be whether or not there are articles in the students first (native) language (L1) If it doesnt have them then the student will have additional problems to face when

studying a second language (L2) that does Even quite advanced students make frequent slips with articles Compounding the problem is the fact that there are no good rules as far as articles are concerned Many course books offer rules but there are so many exceptions that they are difficult to apply and students have to fall back on learning them by heart Fortunately

In order to gain some understanding of the difficulty from a teaching perspective how would you set about explaining to a student with absolutely no understanding of articles why the fourth of the following sentences is unacceptable in English Then having done that how would you explain why the second is fine

1 I stopped the car and got in 2 I stopped a car and got in 3 I stopped the car and got out 4 I stopped a car and got out

Or perhaps it is easier to explain why the Moscow might be the river Moscow the hotel Moscow or the restaurant Moscow but couldnt possibly be the city of that name Or why in British English at least if you are going to the prison you are probably visiting someone or maybe you work there whereas if you are just going to prison you are going because you have been convicted of a crime

By far the biggest problem with articles is not so much when to use a an or the but when not to use an article at all

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Determiners

As has already been mentioned the determiners are a word class that would normally include the articles however as is usual in TEFL they have been listed above separately Even so it is important for the new teacher to understand that this distinction is false

Determiners are words that restrict the meaning of the nouns they are used with For example But Im certain I put it in this cupboard Where can it have got to Even if we cannot see what is happening we understand from the speakers use of this that there must be more than one cupboard Despite the obvious similarities it should be clearly understood that determiners are not adjectives

Types of determiner

Articles a pen the house

Demonstratives this hat these hats that book those books

Possessives my dog your sunglasses her car etc

Quantifiers many choices some people several hooligans etc

Numerals the second option seven possibilities etc

Determiners can be grouped according to how they are used

Group A includes the articles demonstratives and possessives The use of a Group A determiner allows us to understand whether or not the speaker believes the listener knows which one(s) is being referred to (eg a car the car) or whether the speaker is talking about a specific example(s) or in general It is not possible to put two group A determiners together in a sentence so the car is fine but the her car is not If for some reason we want to do so we have to use a structure using of (eg this husband of yours)

Group B is composed mainly of quantifiers It is possible to put two Group B determiners together where their individual meanings allow it For example As a punishment for the citys stubborn resistance the invaders executed every third person

Most Group B determiners do not use of when placed before nouns (Do you have any cream not Do you have any of cream) However when used in combination with a Group A determiner of must be used (Several books were badly damaged in the fire but Several of the books were badly damaged in the fire) There are a few cases where a Group B determiner is used in combination with of when placed directly before a noun These are mostly either place names (Most of London was destroyed in the great fire) or uncountable nouns that refer to entire subjects or activities (It is difficult to determine with any great certainty exactly what really happened in the past because much of recorded history was set down by interested parties)

Another important thing to be aware of since many EFL students make this mistake is that the of structure is not used after the Group B determiners no and every Instead none and every one are used (Every student was happy but Every one of her students were happy)

The correct use of of with determiners is a complex area and warrants more space than is available here Those wishing to delve into this more deeply are again advised to refer to Michael Swans Practical English Usage

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Conjunctions

Conjunctions are words that join words phrases or clauses together and show the relationships that exist between them Examples of these are but and or (these are known as co-ordinating conjunctions)

but is most often used to join and emphasise contrasting ideas They were

exhausted but very happy

and is simply used to join things without unduly emphasising any differences

that may exist (which is not to say that and cannot be emphatic - with the right intonation obviously it can be) He put on his hat coat and an air of indifference

Other conjunctions like when because that are known as subordinating conjunctions and unlike the co-ordinating conjunctions are a part of the clause they join

when is used to join a time clause to the rest of a sentence I was shocked

when they announced they were giving the prize to me

because joins a fact with its cause He lied because he thought the truth would hurt her

that is used to join clauses that are acting as the object of a verb He promised her that he would come if he could (Compare the above with He(subject) promised(verb) her(indirect object) a new dress(object))

Conjunctions can consist of more than one word Examples of these are such as in order to etc

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Interjections

Interjections are words such as Yuck Ugh and Ouch which indicate the emotions like disgust fear shock delight etc of the person who utters them

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Prepositions

Prepositions are words which are used to link nouns pronouns and gerunds ( the -ing form of a verb which is being used as a noun eg At high level Swimming is a very demanding sport) to other words

They are often short words like on in up down about etc They can consist of more than one word in front of next to etc

In TEFL we talk a lot about prepositions of time place and movement

Time

Ill see you at six oclock

Ill be home by five

Were having a party on Christmas eve

Lets have a party at Christmas

Place

Im in London at the moment

Hes at work Im afraid

The bookshop is on the second floor

She always leaves a key under the doormat

Movement

She went to post office

He flew here from Guyana

He leapt over the gate

An elderly man was slowly climbing up the hill

These of course are not the only prepositions The biggest problem for EFL students and therefore for their

teachers is that it is almost impossible to predict which preposition combines with which verb noun or adjective in any particular case or even whether one is necessary at all Here are some examples to demonstrate this point

agree with somebody about a subject but on a decision and to a suggestion

angry with somebody about something (at could also be used in both cases) or

angry withat somebody for doing something

getbe married to somebody but marry somebody (no preposition)

pay for the tickets but pay a bill

To a native speaker of English these may at first sight seem obvious but to an EFL student they are impossible to guess After all what is really wrong with get married on somebody This would be perfectly correct in a number of languages Even native speakers fail to agree on the use of some prepositions Americans can say Congratulations for your exam results or In America football is different than soccer but these feel very wrong to the British who would prefer to say Congratulations on your exam results and In America football is different from soccer Interestingly British English does allow different than if it is followed by a clause eg The situation is different than I expected It should be said however that the impact of Hollywood on British English seems to be gradually causing these differences to disappear

Another complication is that it is often very difficult to know whether a word is in fact an adverb particle or a preposition as many can be either depending on the particular context in which they are found This creates a problem in distinguishing between phrasal verbs and prepositional verbs In the sentence She fell off her chair Off is a preposition while in the sentence She turned off the radio it is an adverb particle Why is this so important Well lets take a moment to consider these two examples

1 She turned off the radio What happens to the word order in the above sentence if we replace the radio with the pronoun it We have to place it between the verb and its adverb particle - She turned it off We cannot say She turned off it We can however say She turned the radio off

2 She fell off her chair What if we do the same to this sentence We get She fell off it (because she was laughing so much) In this case we cannot insert it into the middle of the prepositional verb Nor can we say She fell the chair off

No problem for a native speaker of course they know what is right but what about the poor EFL student who doesnt have this knowledge And what about the poor EFL teacher who has to find some way to help their students with this

No matter what language is being studied prepositions are always a problem

End of Section 1

G o t o S e c t i o n 1 T e s t S e c t i o n 2 T h e E n g l i s h T e n s e S y s t e m

Firstly a brief explanation aimed at those who may have studied this area of the grammar of English before EFL tends to simplify and to teach things piecemeal so you may well find yourself teaching things

you know to be not quite correct This is particularly true of the tense system While most linguists would agree that English does not actually have a future tense and that our tenses are very badly named we do not usually point either of these things out to the students especially at lower levels Please be tolerant

The Tense Chart

Aspects

The Active and Passive Voices

The Present Tenses

Tense Chart The English tenses

Tense Example

Past simple (or indefinite) She took him home

Past continuous (or progressive)

He was driving dangerously

Past perfect simple I had known him for many years Then one dayhellip

Past perfect continuous He had been watching her for several months

Present simple Her husband does everything for her

Present Continuous He is watching the match at the moment

Present perfect simple I have seen this movie before

Present perfect continuous They have been seeing each other for some time now

Future simple I will give her another chance

Future continuous They will be moving quite soon

Future perfect simple I will have completed the report by Monday

Future perfect continuous He will have been working here for thirty years come the end of next month

Quiz 1 Using the examples in the table of tenses above answer the following

questions

What form of the verb is used for the present simple - first second or third What form of the verb is used for the past simple What two things do all of the perfect tenses have in common What two things do all of the continuous tenses have in common What do all of the future tenses have in common

Check Answers

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Aspects

An aspect is a grammatical category that helps us to understand the way the event described by a verb should be viewed Amongst other things it can indicate that the event is fleeting habitual repeated or if it is in progress at the time of speaking There are two aspects in English progressive and perfect

The progressive aspect is indicated by the presence of a form of the auxiliary verb be used in conjunction with the -ing form of the following verb

I am coming with you

He was strolling slowly down the lane

You will be working with me

The perfect aspect is indicated by the presence of a form of the auxiliary verb have in conjunction with the past participle (third form) of the following verb

She has bought a new car

She had once lived with a member of the government

They will have eaten all the food before we get there

The two aspects can also be combined

We have been visiting my grandmother who is in hospital at the moment

He had been drinking heavily before the accident

They will have been expecting for us for hours

Quiz 2 What are the tenses in 1 - 9 above

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The Meaning of the Progressive Aspect

In order to understand what meaning the progressive (sometimes called the continuous) aspect adds

to a tense we need to contrast it with the simple (sometimes called the indefinite) No doubt you have

already noticed that either the word continuous or the word simple is present in all of the tense names We will start by studying two sentences with similar meaning

1 I live in Moscow 2 I am living in Moscow

Which of the above sentences gives the impression of a temporary situation and which seems to have no time limitation either in the past or the future

The above question should present no difficulty but if you are uncertain try asking yourself to which sentence do you feel most comfortable in adding the words at the moment

The answer is of course the second Why Well because the progressive aspect adds the idea of

limited duration Sentence 1 could be referring to the exact same speaker and circumstances as

sentence 2 The choice made by the speaker will depend on the context and how the speaker feels about the situation If the speaker has a definite idea of when he or she will move from Moscow the 2nd sentence is more likely If there is no particular need to stress the temporary nature of the situation then

the 1st is likely Perhaps for example in response to questioning by police where their interest is clearly in the speakers current place of residence and not in the fact that this residence is expected to last for only one year

Police officer Where do you live

Responder I live in Moscow (Far more likely than I am livinghellip)

Although the question Where are you living is possible it presupposes some prior knowledge on the part

of the questioner as to the temporary nature of the responders residential situation So is limited

duration the only thing that the progressive aspect adds No but it is probably the most important

Some verbs are rarely used in continuous tenses and some others are used in continuous tenses only

when the verb in question has certain meanings Many of these are state verbs such as believe doubt or

know Verbs used for the senses are also rare eg smell

Quiz 3 Compare the following pairs of sentences and decide which are

acceptable

1 a) I am believing you b) I believe you

2 a) He knows quite a lot about our operation b) He is knowing quite a lot about our operation

3 a) Ive accidentally been cutting myself with the bread knife b) Ive accidentally cut myself with the bread knife

4 a) I see what you mean b) I am seeing what you mean

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The sentences in 3 above illustrate an interesting effect that the progressive aspect has on short action verbs Grammatically sentence 3a is correct In terms of grammar there is little difference between these two sentences

1 Ive been cutting myself 2 Ive been cutting wood

Native speakers readily accept the second but in accepting the first have to come up with a context involving some form of masochism or deliberate harm to oneself Why After all the grammar is essentially the same The answer lies in the fact that cut is a short action verb We have already understood that the progressive causes the action to be extended over a limited period but what if the verb cant be extended in time Cut for example takes a very short time in most contexts In these cases the progressive still causes the action to be extended but does so by making the action repeat So when we are talking about an action that is repeated like cutting wood the continuous seems natural However cutting myself is not something we would normally want to do and is therefore difficult for us to accept without some mental gymnastics to come up with a context in which repeatedly cutting oneself makes some sense

The Meaning of the Perfect Aspect

Those of you who are from the USA will need to spend a little more time on this section than those from

Britain since you use this aspect less frequently The Perfect aspect relates an event state or time to a

later event state or time Confused You dont need to be Its really quite simple As before lets start with a couple of examples

1 Ive seen that film already 2 I felt I knew him I had heard so much about him

Sentence (1) is an example of the present perfect tense Do we know exactly when the speaker saw the film What do we know about when he saw the film The answer to the first question is - No we do not The answer to the second is not very helpful if we really want to know when he saw it - At some point between his birth and the moment he made the above statement The information contained in sentence (1) focuses on the fact that he did see the film and not on when he saw it After all when he saw it is unlikely to be of great interest to the listener

Sentence (2) is an example of the past perfect tense Did the event heard happen before or after the event felt How do you know The answers are (a) Before (b) Because the use of the past perfect means that heard preceded felt When exactly did the speaker hear about him The answer is that we dont know We only know that it was at some point (or points) in the speakers life before she felt she knew him Once again when is not important here In the unlikely event that the listeners for some reason wish to know When they will ask Even then it is uncertain they will get a satisfactory answer the speaker probably heard about him on many different occasions

So the perfect aspect is about beforeness the present perfect is about before now the past perfect before a point in the past the future perfect before a point in the future It has been said that the perfect tenses are the up to tenses Past perfect - up to a point in the past Present perfect - up to now Future perfect - up to a point in the future The perfect aspect can also help us to understand the order in which events occurred and allow us to talk more easily about things that happened at an unknown or indefinite time

When used with a state verb such as live we understand that the state exist(s)(ed) up to a point in time as the following examples demonstrate

1 I was sent to school in Wales even though wed been living in France for as

long as I could remember

2 He has been going out with Emily since last August

3 I will have worked for this company for ten years by next month

Quiz 4 What are the two points in time related by the perfect verb forms in each

of the above sentences

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Firstly it is necessary to understand what is meant by the word voice when we use it as a grammar term The linguistic term voice describes how a language expresses the relationships between verbs and the nouns or noun phrases which are associated with them Again we will contrast two sentences of similar meaning in order to help us to understand this

1 The police arrested David for being drunk and disorderly 2 David was arrested for being drunk and disorderly

Quiz 5 a) How do the sentences differ in meaning b) How does the second

sentence differ from the first in structure c) Which sentence would it be more usual

to hear

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Sentence (1) above is an example of the active voice while sentence (2) is in the passive voice When

we use the passive we do not usually state the agent This is because it is obvious unknown or unnecessary

This tower was built in 1415 (unnecessary)

I was arrested last night (obvious)

My car was stolen last night (unknown)

If we really wish to mention the agent in a passive sentence we can do so by adding a phrase beginning with by

This tower was built in 1415 by Sir Henry Rumboldt

So why might we choose to use the passive in sentences like this The fact that Sir Henry built the tower

is not obvious unnecessary and it is certainly not unknown Also computer grammar checkers are always highlighting them as something undesirable Well lets look more closely at the active and passive versions of the sentence

1 Sir Henry Rumboldt built this tower in 1415 2 This tower was built in 1415 by Sir Henry Rumboldt

Which sentence is more likely to be found in a book about Sir Henry Which is more likely in a book about the tower Answers (1) and (2) respectively When the focus is on Sir Henry the active voice is more usual and when it is on the tower the passive is more natural

One more point according to most EFL course books the passive is made with the auxiliary verb be and the past participle (third form of the verb) This is not always the case What is the difference in meaning between these sentences

1 I was arrested last night 2 I got arrested last night

Answer there isnt any difference Hence the second sentence must be passive too as it has the same form as the first This is sometimes called the get passive

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The Present Tenses

This has been added with the sole purpose of clearing up any lingering doubts about the relationship

between time and tense Consider the following three present simple sentences and then decide

whether or not each is about the present time and finally if any are not about present time when are

they about

1 My train leaves at 6pm

2 Water boils at 100oC

3 She loves him

No doubt you have realised that sentence (1) is about the future In relation to sentence (2) however things arent quite so clear cut This is because the question When doesnt make much sense here Sentence (2) certainly includes now but it is not only about now It is about all time - past present and future Sentence (3) is much simpler it is talking about something that the speaker believes is true at this

moment in time So why is it called the present simple The answer is largely historical and not relevant

here The fact of the matter is that it is called the present simple and there is nothing we can do about it even if we wanted to If it helps there is an element of present time even about sentence (1) It is a

present fact that the train is scheduled to leave at 6pm

The important thing to remember about the present simple is that the use of this tense to indicate future time as in sentence (1) often confuses students As an EFL teacher your job is to explain and to get them to accept the use We do this by telling them that we use the present simple in this case because it is part of a timetable This is not the whole truth but we need to give them something solid to hold onto

Now let us turn to the present continuous

Quiz 6 Consider the following sentences and then decide if they refer to present

time If not what time do they refer to

1 Im flying to Paris on Monday 2 Im watching the cup final on TV 3 At this time on Monday mornings Im usually rushing to catch the train to

work

Check Answers

As you can see like the present simple the use of the present continuous isnt only about now Interestingly even when it is being used to talk about what is happening now it doesnt necessarily follow that the action it describes is going on at this exact second For example

(Extract from a telephone conversation)

A So what are you doing now

B Oh Im fixing the roof That storm we had the other day loosened some tiles What about you

A Not much Im reading War and Peace for my English exam but its heavy going Fancy going out for a quick drink at The Kings Head

In neither case is it likely that the speakers are actually actively involved in their tasks while they are on the phone So the present continuous can also be used to talk about a limited duration activity that has begun but is not yet complete Given her level of interest it might take weeks for speaker B to finish War and Peace but during that time it is perfectly acceptable for her to say that she is reading it even though much of the time in reality she is not

Moving on to the Present Perfect Simple In the following sentence what is the time frame past

present or future

Ive only been to Germany once

Answer The past but we dont know from this sentence exactly when Even though this is one of the Present tenses it is actually about the past

Although the meaning of the tense is up to now (see Aspects above) the link to now does not have

to be closed by the action itself

Quiz 7 Look at the present perfect and past simple sentences below

1 Ive written seven letters this morning

2 I wrote seven letters this morning

In the first (present perfect) sentence what time of day is it

And in the second (past simple) sentence

How do we know

In the present perfect sentence do we know whether the writer has finished for the morning

What is finished in the first sentence

In the first sentence when did the writer finish writing the seventh letter

Check Answers

Quiz 8 If the speaker is speaking now what is the difference in meaning between

these sentences

Charlie Chaplin wrote an autobiography about Laurel and Hardy

Charlie Chaplin has written an autobiography about Laurel and Hardy

Check Answers

And finally the Present Perfect Continuous operates in exactly the same way as the Present

Perfect Simple but with the added meaning of the continuous aspect (see Aspects above)

There is no need to discuss in depth the future and past tenses at this stage as we have in effect dealt

with them when considering aspects Additionally we will be looking at them again in the module on

Presenting Grammar

End of Section 2 Go to Section 2 Test

Answer to Quiz Questions

Answers to Quiz 1 Tenses

The present simple uses the first form of the verb

The past simple uses the second form of the verb

All of the perfect tenses use the auxiliary verb have and the third form of the verb that follows

have

All of the continuous tenses use the verb be and the -ing form of the verb following it

All of the future tenses use will in the first position of the verb phrase

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Answers to Quiz 2 Aspects

Present continuous

Past continuous Future continuous Present perfect Past perfect Future perfect Present perfect continuous

Past perfect continuous Future perfect continuous

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Answers to Quiz 3 The Perfect Aspect

The speakers earliest memory and the moment of being sent to school in Wales

Last August and the moment of speaking (now) When the speaker began working for the company and next month

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Answers to Quiz 4 ActivePassive

They mean the same

Three things have changed in the second sentence The agents (the police) do not appear in this version of the sentence The noun David which was the object of the first sentence has moved and is now in the role of the subject of the sentence The auxiliary verb be has been inserted before the main verb

The second it is not necessary to state that the police did the arresting that is understood since it is

comparitively rare that someone is arrested by anyone other than a police officer

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Answers to Quiz 5 Simple Vs Continuous

b

a b a

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Answers to Quiz 6 Present Continuous

The future although a strong arrangement already exists in the present - the speaker probably has a ticket

We dont know for sure If the speaker is on the telephone and responding to a question such as What are you doing then it is about present time On the other hand the speaker could be responding to a question like What are you doing on Saturday In which case it would seem to be about the future

The word usually gives us the clue This sentence is about a habitual action so When is not a useful question It certainly refers to the past It certainly does not refer to the speakers present since we

understand that for some reason it is not true about this Monday The future Probably not The habitual action may be in temporary abeyance if the speaker is for example on holiday It could equally well be finished forever if the speaker has just retired for instance The sentence doesnt help us with this so its easier to think of it as about the past

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Answers to Quiz 7 Present Perfect

Its still morning

Either the afternoon or the evening of the same day Because the use of the past simple shows that morning is finished but the use of this tells us that the day isnt finished

No we dont Seven letters are finished the writer might intend to write another this morning We dont know It might have been an hour ago or just now The only thing we do know is that it was earlier this morning

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Answers to Quiz 8 Laurel and Hardy

They cannot be about the same Laurel and Hardy The first is probably about the Laurel and Hardy who

were famous film stars in the nineteen thirties and forties and who are now both dead whereas the second must be about some other Laurel and Hardy who are alive and working now

B a c k t o T e x t S e c t i o n 3 M i s c e l l a n e o u s

Conditionals

In the English language adverbial clauses beginning with if provided that unless or with other conjunctions of similar meaning when used together with another clause which tells what will or might happen in the event that the condition contained in the if clause is fulfilled are called conditionals For example

If you smoke inside the building you will set the fire alarm off

If the fire alarm goes off the computer automatically calls the fire brigade

In EFL we give some conditionals the designations shown in the table below

Conditional Clauses

Condition clause Result clause

Zero Conditional If + present simple present simple

First Conditional If + present simple will + bare infinitive

Second Conditional If + past simple would + bare infinitive

Third Conditional If + past perfect would + have + past participle

Mixed Conditional If + past perfect would + bare infinitive

It is very important that you know these and understand the differences between them as students and course books refer to them in this way Let us look at these a little more closely

The Zero Conditional

Form If + present simple + present simple

Example If water is cooled to below 0oC it freezes

Use To express scientific facts and things that the speaker considers to be true in

all situations when the condition is fulfilled

The First Conditional

Form If + present simple + will + bare infinitive

Example If it rains well go to the cinema instead

Use To express what will happen on the fulfilment of a condition that the speaker

considers real and possible

The Second Conditional

Form If + past simple + would + bare infinitive

Example If I had a car Id go out more

Use To express the result of an imaginary present or future situation In the

example as the speaker does not have a car the condition is not fulfilled and therefore heshe does not go out more

The Third Conditional

Form If + past perfect + would + have + past participle

Example If you had asked me I would have gone with you

Use To express the result of an imaginary situation in the past In the example

the reality is that the speaker was not asked and so did not go with the listener

Mixed Conditional

Form If + past perfect + would + bare infinitive

Example If you had studied harder you would have a better job

Use To express the imaginary present result of an imaginary situation in the

past

It is also very important to understand that the above are not all the possibilities that exist They are merely the most common

Mini Quiz 1

1 Identify the following conditional sentences

a) If I get out of work early enough Ill buy the tickets on the way home

b) If you had called I wouldnt have been so worried c) If I drink beer I put on weight very quickly d) If I won the lottery Id buy a Ferrari e) If I win the lottery Ill buy a Ferrari f) If I had married Linda Id be happy now g) Id come with you if I didnt have so much work to do h) Well be in real trouble if were caught i) She wont speak to me If I call her she puts the phone down j) I wouldnt come now even if you begged me k) What would you do if you saw a ghost l) What would you have said if he had proposed

2 What does the choice of conditionals in sentences (d) and (e) above tell us about the speakers

3 In the sentences a-l above what time(s) do(es) each clause refer to

4 Which sentences have conditions that the speaker considers imaginary

5 Which conditional(s) isare used to refer to

a unreal past events

b unlikelyimprobable future or imaginaryuntrue present or future situations c general or universal truths d unreal past events with unreal present consequences e possible future situations conditions which must happen so that something else can

[Check answers]

Relative Clauses

Even relatively experienced teachers often find relative clauses confusing Perhaps because of this students also have difficulty with them so it is essential for you to have a good grasp of the basics Essentially a relative clause gives information about the subject of the sentence in which it is contained There are two types of relative clause Defining and Non-defining Defining relative clauses contain information that in some way limit the subject Non-defining clauses on the other hand merely add information about the subject

The following sentences contain relative clauses

My daughter who is now twenty has moved to Birmingham

The tree that is marked with a white cross is going to be cut down

Sentence 1 above contains a non-defining relative clause while sentence 2 contains a defining relative clause You should notice that the non-defining relative clause is separated from the rest of the sentence by commas If you take away the non-defining clause the basic meaning of the sentence remains intact To understand the use of the defining relative clause in the second sentence we have to set a context Imagine that the tree in question is in an orchard If we removed the defining relative clause from the sentence leaving The tree is going to be cut down would we know which tree Of course not because the information contained in the defining relative clause is absolutely essential in order for us to be able to identify the tree

So what is all the fuss about then This seems a relatively simple concept Well have a look at the following two sentences and then ask yourself which of them could mean that the unusual thing was the fact that I had a meal at a local restaurant and how you would explain this to an EFL student

Today I had a meal at a local restaurant that was very unusual

Today I had a meal at a local restaurant which was very unusual

The answer is that the relative pronoun which can be used to refer to the whole of the previous clause The relative pronoun that in the first sentence can only refer to the local restaurant being unusual

Mini Quiz 2

Assuming correct usage of the relative clauses in the following sentences decide which are defining and on how they limit the meaning of the subject

My husband who is a musician has left me My brother who lives in France is coming to visit me Thats the man whose house burnt down the other night She is the woman who I was telling you about Is there a shop where I can get some plasters near here Do you know the reason why I cant come with you Who was that handsome man you were with when I saw you with yesterday My car which is ten years old now has broken down again

[Check answers]

Prospective teachers and students should understand that defining relative clause are very rarely uttered in real life they are mostly found in written form This is intended only as an introduction to relative clauses those wishing to know more should refer to Michael Swans Practical English Usage or to another EFL grammar reference

Question Tags

Question tags are the small questions that often come at the end of sentences they are usually found in spoken English Look at the examples below

1 That was great wasnt it 2 That wasnt a particularly good film was it 3 Hes that actor from Neighbours isnt he 4 Youve been here before havent you 5 This tastes good doesnt it 6 He wrote plays for the BBC didnt he 7 You cant drive can you 8 Peter could always go with him couldnt he

Mini Quiz 3

Read these rules for forming question tags and then relate them to the above examples

a) If the sentence is affirmative the tag is negative b) If the sentence is negative the tag is positive c) If the subject is an impersonal pronoun it is used in the tag d) If the subject is a noun the appropriate pronoun is used in the tag e) The tense remains the same in both the sentence and the tag f) If there is an auxiliary in the sentence use it in the tag g) If there is no auxiliary then use do does or did as appropriate

[Check answers]

These are not really rules as there are many exceptions

1 Lets eat out shall we 2 Im naughty arent I Mummy 3 No one else phoned did they 4 Pass me that spanner would you

Intonation is very important in tag questions a rising intonation on the question tag means you are asking a real question and are not sure of the answer A falling intonation means you are not asking a question just seeking confirmation or agreement

Try saying these

Whew its hot isnt it

I think the train is due at two thirty isnt it

You will have noticed that your intonation went down on the question tag in the first sentence but up on

the question tag in the second sentence This is because in the first sentence both speaker and listener are experiencing the heat and so it is not really a question In the second however the speaker is uncertain (I thinkhellip) and so it is a genuine question Listen to other peoples use of question tags Do you agree with what has been said here about intonation

Answers to Quiz 1 Conditionals

Question Conditional Condition Clause Result Clause

a 1st Future Future

b 3rd Past (Imaginary) Past

c Zero Always Always

d 2nd Future (Imaginary) Future

e 1st Future Future

f Mixed Past (Imaginary) Past

g 2nd Present (Imaginary) Future

h 1st Future Future

i Zero Always Always

j 2nd Future or Present (Imaginary) Future

k 2nd (Question) Future (Imaginary) Future

l 3rd (Question) Past (Imaginary) Past

The speaker in (d) uses the 2nd conditional and so doesnt believe he will ever win the lottery whereas the speaker in (e) is more optimistic and believes there is a chance he will win

See table of answers for question 1


a) 3rd and Mixed b) 2nd c) Zero d) Mixed e) 1st

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Answers to Quiz 2 Relative Clauses

Relative Clauses

Question Clause Type

Function

1 Defining Limits the group of my husbands to one This implies that the

subject has more than one husband

2 Non-

defining

Only a comment The only inference that can be drawn is that as it was not necessary to use a defining clause the subject has

only one brother

3 Defining Limits the group of all men to the man we both know whose

house burnt down the other night

4 Defining Limits group of all women to the woman that I was telling you

about

5 Defining Limits group of shops to those that sell plasters

6 Defining Limits group of all reasons to the one that explains why I cant

come with you

7 Defining Limits group of all men to the one I saw you with yesterday

8 Non-

defining Only a comment Implies that age is the reason it broke down

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Answers to Quiz 3 Question Tags

1 3 4 8

2 7

1 2 5

8

all (In sentence 4 the tense is understood)

1 2 3 4 7 8

5 6 E n g l i s h P r o n u n c i a t i o n

Every student dreams of having native speaker pronunciation Unfortunately for most this will never be a

reality as a result of mother tongue influences That however should never be used as an excuse for not trying to assist your students to improve their pronunciation As will become evident many of their errors are correctable and only require the teacher to either visually portray mistakes using a phonetic chart or to engage the students in pronunciation games and activities Like grammar a thorough knowledge of the sound system of the English language is fundamental

So as to acquaint the teacher with this sound system and to maximize the teachers classroom performance in this area the following sections have been written

Pronunciation

Phonemic Symbols

Accent

Stress

Intonation

Pronunciation Errors

What is Pronunciation

Pronunciation is comprised of 3 components

The first being the physical ability to articulate sounds where to place your

tongue and lips

The second is stress both in individual words and in sentences

Thirdly intonation the pitch and music used to change this (falling or rising)

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Why use phonemic symbols

The alphabet we use to write English has 26 letters but English has 44 sounds Inevitably English spelling is not a reliable guide to pronunciation because

1 Some letters have more than one sound O in Nose Hot Ton and For 2 Sometimes letters are not pronounced at all Knife 3 The same sound may be represented by different letters Eye Tie and Pine 4 Sometimes syllables indicated by the spelling are not pronounced at all

Vegetable chocolate and clothes

The letters of the alphabet can be a poor guide to pronunciation Phonemic symbols in contrast are a totally reliable guide Each symbol represents one sound consistently

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Is it important for teachers to know phonemic symbols

To be frank yes Every profession has specialist knowledge that is not widely known outside the profession If you are a doctor you will be able to name every bone in the human body which most people cant do If you are a language teacher then you know phonemic symbols which most people dont Students can learn these symbols by themselves and one day you might meet a student who asks you to write a word on the board using phonemic symbols It is best to be prepared

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Is it difficult to learn

Absolutely not 19 of the 44 symbols have the same sound and shape as letters of the alphabet

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The Known IPA Symbols

These can be seen below You already know them Note that most of these are consonants

Note that with the last symbol j you need to be careful It is pronounced as in Yes and not as in Jack

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The Unknown IPA Symbols

That leaves just 17 to learn Compare that with the hundreds of different pieces of information in a grammar book or the thousands of words in a small dictionary Moreover it is visual and shapes are easy to remember Anyone who can drive is able to recognize more than 17 symbols giving information about road conditions Even if we go beyond separate individual sounds and include linking elision and assimilation there is still a limited and clearly defined set of things to learn

The 17 phonemes that we need to learn can be seen below Note that most of these are vowels

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IPA Diphthongs and Tripthongs

In addition to the 19 consonants which you already know and the 17 new symbols for the IPA there are also 8 diphthong combinations of vowel sounds (and even a number of triphthongs) These are straightforward to learn once you have mastered the single vowel sounds An example can be seen below

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Do I need to have a perfect English accent

Not at all It is true that the 44 phonemes in British English are based on Received Pronunciation

an accent which is not frequently heard nowadays (approximately 7 of the current British population speak it and often it is called colloquially The Queens English)

Most native-speaker teachers do not have this accent but still use phonemic symbols When the symbols are arranged in a chart each one occupies a box This indicates that the real sound that you actually hear can vary up to certain limits depending on the influence of other sounds and on individual ways of speaking There is not just one perfect way to say each sound - there is an acceptable range of pronunciations Think of the pieces in a game of chess They can vary considerably in size shape and appearance but we can always recognize a knight because it behaves like a knight and not like a king

The point is that such words such as ship sheep sip and seep should sound different from each other not that each sound is pronounced exactly like the sounds of RP

Learning phonemic symbols will help students to understand the importance of length and voicing Simply knowing that the symbol indicates a long sound can be very helpful

There is no end to our study of grammar and vocabulary but phonemic symbols are limited visual and physical They may seem challenging at first but it is like learning to swim or ride a bike Once you do it it is easy and you never forget

What students need to learn

Students need to be understood and to be able to say what they want to say Their pronunciation should be at least adequate for that purpose They need to know the various sounds that occur in the language and differentiate between them They should be able to apply certain rules eg past tense endings t d or id Likewise a knowledge of correct rhythm and stress and appropriate intonation is essential

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Phonetic Chart

The standard IPA phonemes can be seen in the chart below

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Stress

This is more important than mispronounced sounds Getting the stress wrong can make the word incomprehensible to native speakers There are two kinds of stress word and sentence

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Word Stress

For ALL new words show the stress on the board Sometimes it is easier to grasp stress by seeing not listening

Use before the stressed syllable or a box above even use your hands and

clap

Highlight changing stress ie photographphotographer

Show the grammatical function ie permit as a verb and a noun permit and permit

A suitable technique to highlight these ideas is

a) Write a list of new vocabulary on the board b) Teacher models using correct and incorrect stress and elicits which are correct c) Students listen for stressed syllables (the teacher can even use nonsense syllables ie da-da-DA d) Return to the first list students identify correct stress by clapping (to emphasize louder) e) In pairs student reads dialogue and partner marks the stress

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Sentence Stress

There are two aspects to this 1) important words and 2) meaning

Have you ever PLAYED VOLLEYBALL I can RUN can be compared to I CAN run

The Schwa the most common sound in English which sounds like uh is used in unstressed syllables of words and weak forms in a sentence It can replace every vowel in English

Some techniques that are useful are

a) Use list games ie Id like a cup of coffee please Id like a cup of coffee and a sandwich please etc b) Students highlight words that they think are the most important in a sentence this is useful for listening skills as students identify the main message c) Use songs the stress and schwa are usually clear and singers exaggerate stressed syllables d) Newspaper headlines are reduced to keywords therefore stressed The contrast highlights stress patterns

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Intonation

This is very important for intelligibility it says something about the speakers intentions

Misunderstanding occurs when the speaker for example sounds bored as they use different pitchvariation in their language

For example

What times the Amsterdam train (with downward intonation) Eleven Sorry what time (with upward intonation)

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Common Pronunciation Errors by Russian Speakers of English

Sounds Confused

is confused with

There is no short and long vowel differentiation

is confused with

Use of A instead of E For example in satset or bedbad

is confused with

Again there is no short and long vowel differentiation Note also that there are often no differences in these two sounds in various dialects of English (Scottish etc)

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Sounds Mispronounced

is trilled

Use of a trilled R instead of the soft R is the most recognizable aspect of a Russian accent

is pronounced as in the Scottish word Loch

This sound needs to simply be made softer and aspirated Teach the students that it DOES NOT sound like the first phoneme in the Russian word for bread Xleb but is a far softer sound like in the English word for House

This sound is often separated in Russian into two distinct sounds It should be taught that this must be a soft singular sound

is said as

Often there is the use of G or N instead of NG ie Wing-wig or win This is because the Nasal NG does not exist in Russian Students will need to be shown the position of the tongue and the airflows diagrammatically on the whiteboard

is said as or even

There is the use of SZ instead of TH ie Sin for thin useful for youthful Zen for then To correct this

have the students start with T and then show that the tongue must protrude from the teeth in order to make the TH sound

is said as

We often also see a use of V instead of W This causes real problems with work worm worth and worse

etc The students need to be shown that the teeth rest upon the bottom lip in and English V and vibrate while the W is a rounded mouth sound

is said as or even

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Long Vowels that get Shortened

is said as

For example Cart will become Cat

is said as

For example Bird will become Bed

is said as

For example Torn will become Ton

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Miscellaneous Russian Pronunciation Points

a) Generally long vowels sounds like short vowels ie field-filled seat-sit b) TDLN are aspirated by the tongue touching the top teeth-this sounds foreign c) Final voiced consonants (T D G) are devoiced in Russian ie lab-lap said-set d) P K T are not aspirated Therefore mispronounced at beginning of words ie Pit-bit come-gum e) Dark L (full hill) replaces Clear L (light fly) f) Consonant Clusters are very difficult for Russians ie Months clothes sixth g) Initial Clusters TW TR PR DR BR cause problems ie twice tree price h) 2nd part of diphthongs and 2nd3rd part of tripthongs tend to be over pronounced

Not for Newly Qualified Teachers Only

Perhaps the best way to welcome new teachers to Language Link is by offering them some practical advice concerning the actual teaching of English to Russians Presented in tip form it has been

divided into two sections The first section referred to as Tips for New Teachers to Russia and as its title would imply is not just for newly qualified teachers to Russia Anyone thinking about teaching English would do well to read over these words and heed the advice given

If you are seriously thinking about teaching English as a foreign language in Russia (or anywhere for that matter) then it most fitting to offer some practical advice concerning the actual teaching of English to Russians Presented in tip form it has been divided into two sections The first section referred to as

Tips for New Teachers to Russia and as its title would imply is not just for newly qualified teachers to Russia Anyone thinking about teaching English would do well to read over these words and heed the advice given

The second section is however meant as practical advice for newly qualified teachers All too often newly qualified teachers start out their TEFL career on the wrong foot They believe and erroneously so that being new can serve as an excuse for bad teaching This simply is not true Being a newly qualified teacher can serve as an excuse for lack of experience but never for bad teaching

There is an old saying Good judgment comes from experience and experience comes from bad judgment I for one believe that this is so Therefore no one expects TEFL teachers to be perfect that is no one except students So in an effort to help teachers avoid the pitfalls of their profession the following tips have been amassed And though many of them may appear self-evident youd be surprised how many experienced and first-time teachers fall victim to such self-evidency

A Tips for New Teachers to Russia

Tip 1 Honesty is not always the best policy

This tip has been placed first and with good reason Therefore its importance should not in any way be underestimated Believe me when I say Honesty is not always the best policy This should not however be interpreted as saying Lying is OK To begin with there is a certain psychological expression referred to as disarming yourself The implication of this expression is that you are giving up something that can or may be used against you at some future time With regard to TEFL a new teacher should consider two issues that are likely to crop up during their first term of teaching These are training and experience

It is important you realize that in Russia (as with many places) English teachers have spent 5 years at university in order to become English teachers whereas the average EFL teacher is just fresh off a 4-week course Understanding this there are a number of implications

1 Foremost amongst them is the almost ubiquitous belief that you have spent a similar amount of time preparing for your EFL qualification Thus you represent the ideal English language teacher Not only are you a specialist with regard to the English language understanding the finer points of phonetics vocabulary morphology grammar and discourse) but also being a native speaker you are capable of providing an element of cultural appropriacy to a lesson In other words you are better able to teach pronunciation (sounds stress and intonation) register (formal and informal speech) phrasal verbs and idioms etc

2 It is likewise believed that you are also an expert on modern TEFL methodology Thus you know better how to teach all the above using games music role-play drama pair and group work projects or any one of a number of other techniques

Understanding this it should be easy for you to imagine how your students will feel when or should I say if you reveal the exact nature of your training or lack of it Your students pay money to attend your lessons Therefore they expect perfection They want to leave your class saying Now thats an English teacher Likewise I guarantee that you do not want your students saying that their former Russian English teacher was a better teacher So how do you avoid all this without lying

Tip 2 Be all that you are

First of all you are a specialist with regard to the English language You just dont know it Your major advantage is that you are a native English speaker therefore your ability to correctly pronounce words phrases and sentences goes without saying Unfortunately most new teachers do not spend enough time doing pronunciation work This point will be made over and over again Likewise doing pronunciation work implies error correction which again most new teachers do not do enough of Of course dont get involved in overkill Though your students will have tons of confidence in your ability to teach English they will have absolutely none with regard to their own ability to learn it Therefore a tablespoon of pronunciation work and a teaspoon of error correction will go a long way

Interested in 18 more tips then apply online and become a Language Link teacher

C o m p e n d i u m o f W a r m e r s a n d F i l l e r s

Every teacher knows the value and purpose of supplementary material in the classroom Although teachers usually prepare supplementary material to reinforce enliven and develop the previously taught material these can also be used as warmers and fillers So how do we use them and what purpose do they have

If you are a slave to the body beautiful cult then you probably are aware that you dont go to the gym and jump onto the nearest machine and feel the burn Imagine what damage this would do to those finely toned muscles Now think of your students They come into your English lesson after a hectic day at college or work

where they have most likely only been using their first language The last thing they need is a bashing of grammar and new target language Therefore try starting off with a warmer

A warmer just as the name suggests - a warm up can take the form of a simple game which doesnt have to be related to the topic of the day A warmer will also help you out with students who are unavoidably detained at the office and drift in 7 minutes after the start At such times doing a warmer first will prevent you from having to reiterating the target language for the x-amount of time

Fillers are of a similar ilk but serve rather a different purpose Think about them like a rest from the intensive process of learning grammar phrasal verbs and other such things Fillers allow your students to relax and even be a bit daft for while Try to see it as a breathing space They also serve another purpose Every teacher if they are being honest will admit to having had at least once that sinking moment in a lesson when theyve realized that their materials have dried up And nothing looks more unprofessional than making uncomfortable small talk (imagine having a beginners class) or dashing out to cob together some copies bearing in mind that some schools wont have a photocopier Or if you prepared a fantastic lesson but feel that the presentation practice and production of the present perfect is wearing thin then a few fun activities are probably what your lesson needs especially if theres a few spare moments left Or if you feel that at this point new material will only confuse the students and youve reviewed reviewed and reviewed until your students are blue in the face Then read ahead This compendium is for you

This is a selection of the creme de la creme of warmers and fillers compiled by hard working teachers who wish to share what they do during those sticky moments of silence and despair in a lesson and the topic of where to go for a walk in Moscow has been somewhat exhausted These are designed for the situations above however they are NOT designed for the following

1 The difference between present perfect and past simple looks a bit too hard for me to explain and my class wont get it anyway so if I do a long activity and give them the grammar for homework then maybe they wont notice

2 I cant be bothered thinking of an interesting way to practice

phrasal verbs so well play a game instead Theyll have fun and it will save me a bit of preparation time

3 Its Friday afternoon My minds really on where Im going for a beer tonight The same as my class Im not in the mood for preparing theyre not in the mood for learning Oh well lets fill it up with some busy work Theyre using English arent they

4 Lots morehellip (hopefully you wont be amongst those inventing them)

Think of your warmers and fillers when you are preparing your lesson and how they can be used to the best advantage for your students you and your lesson Read through and become familiar with the activities so that if you unexpectedly run out of material youll be able to come up with something on the spot and be able to maintain a modicum of professionalism

For your convenience the activities have been divided into four basic levels of language proficiency beginner elementary pre-intermediate and upper-intermediate Please note that each activity is time limited ie they are not expected to last forever That said the timings are approximate Finally as you will soon note the amount of resources needed to perform these activities is minimal as are the instructions so as not to waste your time

Levels

Name of the

game

Approximate

time

Level 1+ Complete the Word 5-7

Divide the class into two teams One ST from each team comes forward and is given a

piece of chalk The 2 STs must face the class while you write an incomplete word on the board (twice one for each team) eg

h__ __s __ h__ __s__ (answer - horse)

The 2 STs can then look at the word The first one to run up and complete the word

correctly scores 1 point for his team Continue with other words You can of course limit them to certain grammatical or lexical areas

This compilation is taken from many different sources and authors

Online since September 19 1997

What qualifications are required The most essential prerequisite is to have a good command of

English If you have this there are a number of routes into EFL The best known of which are as follows

Cambridge Universitys Certificate in English Language Teaching to Adults (CELTA) or Certificate

in English Language Teaching to Young Learners (CELTYL)

Trinity College of Londons Teaching English to Speakers of Other Languages (TESOL) certificate

or Certificate in teaching English to Young Learners (CTEYL)

In-house initial teaching certificates such as those offered by EFL schools like Language Link

A Bachelors Degree in TEFL

For more information about the various types of EFL courses on the market see TEFL courses

What are the students like Students are people and you can expect to meet and teach all types

We do not choose our students they choose us They are our customers and as such deserve the respect and commitment of their teachers They may sometimes be difficult and demanding This is often because they are spending a substantial portion of their family budget on English lessons in order to improve their career prospects or perhaps to enrich their lives and need to be sure they are getting good value for their money Just as there is no typical EFL teacher there is no typical student They too come to us from all walks of life and for a multitude of reasons They come with high expectations different learning styles and with widely differing levels and experience of the English Language Like students in other fields some work hard and some do not some find learning English easy and some find it difficult In short they are no different from students everywhere

What do language students expect of their teacher Take a few minutes to recall your own

expectations of your teachers when you were a student

Language students expect their teacher to

be knowledgeable about English and English-speaking cultures

be able to explain clearly both grammar and vocabulary items

help them with their pronunciation problems

correct their errors and mistakes

teach them well

motivate them

provide interesting lessons

be at all times professional

be well prepared

be punctual

be friendly

What do language schools expect of their teachers Think about it Its not too hard They

expect everything their students expect plus that teachers will

complete class registers

keep a record of what has been taught in case a class has to be taught by a different teacher perhaps

because the usual teacher is ill complete any necessary reports or other paperwork in time and accurately conduct regular class test and report the results

call in when they are sick or are unable to teach sufficiently early that cover can be arranged or that

students can be informed that their lesson is cancelled behave and dress in an appropriate and professional manner co-operate with the school management and with their colleagues

As you can see from the above TEFL is a serious business These days with students becoming more and

more discerning and critical schools are less tolerant towards teachers who consider EFL as a paid holiday Competition is tough so standards must be high to ensure a schools survival The good old days when it was enough to be a native speaker are long gone and will never return



















Activities

Materials

Interaction



Input Output

Listening Speaking

Reading Writing














Activities





Materials
















and

























experience


add the following

















how to plan lessons


gaps etc)


































Hes been to London

Hes gone to London


high

tall





































Direct Method


Silent Way





Natural Approach







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Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






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Pronouns




Kinds of pronoun












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Adjectives




Types of adjective











health - healthy








patient - impatient







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Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




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Adverbs


Types of adverb








Adverbials







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Articles




He is in the garage






















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Determiners



Types of determiner












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Conjunctions












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Interjections


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Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

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Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

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to hear

Check Answers















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The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



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Present continuous



Back to Text




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They mean the same




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b

a b a

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Its still morning



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Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









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Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


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1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



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Phonetic Chart


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Stress


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Word Stress



clap





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Sentence Stress






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Intonation



For example


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Sounds Confused

is confused with


is confused with


is confused with


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is trilled





is said as


is said as or even



is said as



is said as or even

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is said as


is said as


is said as


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Levels

Name of the

game

Approximate

time



























Activities

Materials

Interaction



Input Output

Listening Speaking

Reading Writing














Activities





Materials
















and

























experience


add the following

















how to plan lessons


gaps etc)


































Hes been to London

Hes gone to London


high

tall





































Direct Method


Silent Way





Natural Approach







Back to Top





Back to Top







Back to Top





Back to Top





Back to Top






Back to Top





Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time










Input Output

Listening Speaking

Reading Writing














Activities





Materials
















and

























experience


add the following

















how to plan lessons


gaps etc)


































Hes been to London

Hes gone to London


high

tall





































Direct Method


Silent Way





Natural Approach







Back to Top





Back to Top







Back to Top





Back to Top





Back to Top






Back to Top





Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time























and

























experience


add the following

















how to plan lessons


gaps etc)


































Hes been to London

Hes gone to London


high

tall





































Direct Method


Silent Way





Natural Approach







Back to Top





Back to Top







Back to Top





Back to Top





Back to Top






Back to Top





Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time































experience


add the following

















how to plan lessons


gaps etc)


































Hes been to London

Hes gone to London


high

tall





































Direct Method


Silent Way





Natural Approach







Back to Top





Back to Top







Back to Top





Back to Top





Back to Top






Back to Top





Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time









add the following

















how to plan lessons


gaps etc)


































Hes been to London

Hes gone to London


high

tall





































Direct Method


Silent Way





Natural Approach







Back to Top





Back to Top







Back to Top





Back to Top





Back to Top






Back to Top





Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time








































Hes been to London

Hes gone to London


high

tall





































Direct Method


Silent Way





Natural Approach







Back to Top





Back to Top







Back to Top





Back to Top





Back to Top






Back to Top





Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time





























Direct Method


Silent Way





Natural Approach







Back to Top





Back to Top







Back to Top





Back to Top





Back to Top






Back to Top





Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time












Back to Top





Back to Top







Back to Top





Back to Top





Back to Top






Back to Top





Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time












Back to Top





Back to Top





Back to Top






Back to Top





Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time











Back to Top






Back to Top





Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time











Back to Top






Back to Top

















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time






















Nouns

Pronouns

Adjectives

Verbs

Adverbs

Articles

Determiners

Conjunctions

Interjections

Prepositions


Nouns



sing


briefcase

disc

plate

London

knife

football



a person David

a place Paris

a thing stapler

an activity hockey


a state poverty

an idea communism






Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time












Types of Nouns




Collective


flock gang fleet

Common


puppy woman banana

Proper






Back to Top

Pronouns




Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time










Kinds of pronoun












Back to Top

Adjectives




Types of adjective











health - healthy








patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time













patient - impatient







Back to Top

Verbs









do(es) did done

give(s) gave given

like(s) liked liked

hit(s) hit hit








English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time












English


unacceptable













Obligation

Strong obligation







Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time










Ability


Other uses

Habitual behaviour


Irritation




Back to Top

Adverbs


Types of adverb








Adverbials







Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time














Back to Top

Articles




He is in the garage






















Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time














Back to Top

Determiners



Types of determiner












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time












Back to Top

Conjunctions












Back to Top

Interjections


Back to Top

Prepositions




Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time











Time


Ill be home by five



Place





Movement


















End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time











End of Section 1




The Tense Chart

Aspects


The Present Tenses


Tense Example















questions


Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time









Check Answers

Back to Top

Aspects















Check Answers





















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time



















acceptable





Check Answers



















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time




















Check Answers

Back to Top






to hear

Check Answers















Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time























Back to Top

The Present Tenses




they about



3 She loves him










work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time














work

Check Answers








present or future










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time










How do we know




Check Answers


these sentences



Check Answers





Presenting Grammar







have



Back to Text


Present continuous



Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time










Back to Text




Back to Text


They mean the same




Back to Text


b

a b a

Back to Text






Back to Text


Its still morning



Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time










Back to Text





Conditionals





Conditional Clauses




























Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time






















Mixed Conditional




past


Mini Quiz 1










[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time















[Check answers]

Relative Clauses










Mini Quiz 2



[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time











[Check answers]


Question Tags



Mini Quiz 3



[Check answers]




Try saying these







a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time















a 1st Future Future




e 1st Future Future



h 1st Future Future









Back to Top


Relative Clauses


Function



2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time









2 Non-

defining


only one brother




about



come with you


8 Non-


Back to Top


1 3 4 8

2 7

1 2 5

8


1 2 3 4 7 8





Pronunciation

Phonemic Symbols

Accent

Stress

Intonation





tongue and lips



Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time











Back to Top






Back to Top



Back to Top



Back to Top




Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time










Back to Top




Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time









Back to Top



Back to Top










Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time











Back to Top

Phonetic Chart


Back to Top

Stress


Back to Top

Word Stress



clap





Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time












Back to Top

Sentence Stress






Back to Top

Intonation



For example


Back to Top


Sounds Confused

is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time









is confused with


is confused with


is confused with


Back to Top


is trilled





is said as


is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time









is said as or even



is said as



is said as or even

Back to Top


is said as


is said as


is said as


Back to Top


































Levels

Name of the

game

Approximate

time








































Levels

Name of the

game

Approximate

time









An Introduction to TEFL

Documents

Transcript of An Introduction to TEFL