B091 EfT2 Mod10 Trainerbook - FINAL - MedRes PDF

Trainer book
English for Teaching 2

Module 10: The way we were
www.teachingenglish.org.uk
Module 10: The way we were Trainer book
Overview
Language
‘Used to’ and ‘would’, expressing habit in the past
development
Language in
Ways of learning language in the past and now
context
Task Report on the main differences between language learning in the past and now
Methodology Making lessons learner centred
In the classroom Using learner-created material
Pronunciation Weak forms and sentence stress in classroom language expressions
Magazine Teacher talking time in the learner-centred classroom
Vocabulary Vocabulary for talking about who does what in the language class
Activity page Learner-created ‘Find someone who…’ for speaking practice of ‘used to’
Monitoring achievement of objectives, motivation level and usefulness of

Reflection
each section
By the end of this module, participants will be able to:
●● talk about past habits using ‘used to’ and ‘would’ appropriately and accurately
●● present the main changes participants have experienced in language teaching
and learning
●● suggest ways to make lessons more learner centred
Learning ●● use a learner-created information-gap activity with their classes
outcomes ●● deliver classroom instructions with appropriate sentence stress and weak forms
●● discuss who does what in class and suggest how learners could contribute more
to their lessons
●● write a prompt for a personalised ‘Find someone who…’ … activity with a grammar
focus that is relevant to their learners
●● monitor their learning over the module.
Module 10: The way we were © British Council 2011

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Contents page
1 Language
1.1 Changes in language teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.2 Questions for class survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.3 Task: survey – changes in language teaching . . . . . . . . . . . . . . . . . . . . . . 6
1.4 Listening: what were our language lessons like? . . . . . . . . . . . . . . . . . . . . . 6
1.5 Language awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.6 Common mistakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2 Methodology
2.1 Involving your learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.2 Examples of learner-centred teaching . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.3 Making a lesson more learner centred . . . . . . . . . . . . . . . . . . . . . . . . . 14
3 In the classroom
3.1 Learner-created information gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3.2 An activity for your learners to design . . . . . . . . . . . . . . . . . . . . . . . . . 18
4 Pronunciation
4.1 Sentence stress and weak forms in classroom language . . . . . . . . . . . . . . . 19
4.2 Peer assessment of pronunciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
5 Magazine
5.1 Teacher talking time and learner-centred teaching . . . . . . . . . . . . . . . . . . 22
5.2 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
6 Vocabulary
6.1 Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
6.2 Questionnaire: who does what in your class? . . . . . . . . . . . . . . . . . . . . . . 25
7 Activity page
7.1 Learner-created ‘Find someone who…’ activity . . . . . . . . . . . . . . . . . . . . . 26
8 Reflection
8.1 Reflecting on your learning: participation and usefulness . . . . . . . . . . . . . . . 27
8.2 Reflecting on your learning: achievement of objectives . . . . . . . . . . . . . . . . 27
8.3 End of module reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2 Module 10: The way we were © British Council 2011

Appendices
Appendix 1 Survey task sheet: changes in language teaching and learning . . . . 28
Appendix 2A Activity 1.4 Audio A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Appendix 2B Activity 1.4 Audio B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Appendix 3A Activity 3.1 Learner-created information gap A . . . . . . . . . . . . . . 31
Appendix 3B Activity 3.1 Learner-created information gap B . . . . . . . . . . . . . . 32
Appendix 3C Activity 3.1 Learner-created information gap C . . . . . . . . . . . . . . 33
Appendix 4 Coursebook 4.1 Weak forms answersheet . . . . . . . . . . . . . . . . . 34
Appendix 5 Coursebook 2.2 Quotes from teachers . . . . . . . . . . . . . . . . . . . 35
Appendix 6 Coursebook 7.1 Learner-created ‘Find someone who…’ activity . . . . 36

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1 Language
1.1 Changes in language teaching
This activity introduces the idea of major changes in language teaching since the participants were at
school. Participants brainstorm changes they have experienced either as a teacher or a learner and identify
topics for a survey for the class.
Materials
●● Coursebook 1.1
Instructions
●● Divide participants into groups of five.
●● Write ‘class size’ on the board.
●● Ask participants ‘How many learners do you have in class?’
●● Ask ‘Has it changed since you were at school?’
●● Ask ‘Tell me one more thing that has changed.’
●● Tell groups to make a list of other things that have changed.
●● Monitor, and help groups if they can’t think of ideas. Use some of the relevant ideas from the
information box.
●● Elicit the noun to describe the change where possible, e.g. participant says ‘parents know
more about their children’s learning’, ‘so parental involvement is greater?’. See information
box for suggestions. This will help participants build their vocabulary about teaching.
●● Encourage groups to think of five to eight ideas.
●● Elicit a few with all the participants.
Information
Ideas for changes
class size lesson preparation
teacher role amount of administration a teacher does
learner role furniture, resources
parental involvement age of learners learning English
curriculum levels of English of the learners
syllabus amount of English outside class
methodology homework
type of activity space to display work
amount of skills work (writing, reading, listening, after-school clubs
speaking) in class number of hours taught
teaching grammar use of computers
amount of authentic language in materials type of learners
attitude to making mistakes type of assessment
opportunities for producing language

1.2 Questions for class survey
Participants prepare questions for a survey about the topics they have brainstormed in 1.1.
The survey aims to find out the main changes the participants have experienced.
Materials
Instructions
●● Tell the groups they are going to write and do a survey about the topics in 1.1.
●● Remind participants that the survey is about changes, so they need a question that asks
for a comparison.
●● Elicit a question to survey the class about class size.
●● If they need a lot of help to make the question, look at the information box for an idea
for how to elicit a question.
●● Ask them to write questions for a class survey.
●● Refer them to the useful language box.
●● Monitor and help as participants need.
Information
Eliciting a question for the survey
●● Draw a horizontal line across the board. Put the year 15 years ago (e.g. 1996) at one end,
and this year at the other end.
●● Ask for examples of the class size in the earlier date, when the participants were at school
themselves.
●● Write the numbers suggested next to the date.
●● Ask for class size numbers now.
●● Write them next to the date.
●● Agree on an average number to represent 1996, and one to represent now.
●● Elicit a summary of the changes: ‘classes are smaller now’ or ‘classes were bigger then’.
●● Elicit the question they could ask to get this information in a survey: ‘How big were your classes in
1995?’, ‘How big are they now?’ or ‘How has class size changed since 1996?’, ‘How does class size
now compare with when you were at school?’.
●● Ask them to write survey questions for the other topics they brainstormed in 1.1.

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1.3 Task: survey – changes in language teaching and learning
Participants conduct a survey to identify how teaching and learning has changed since they were at school
and report on the results to the class.
Materials
●● Survey task sheet from Appendix 1, or draw on the board and ask participants to copy it.
Instructions
●● Tell group members to take responsibility for one of the questions each.
●● Give one survey task sheet to each participant.
●● Ask participants to copy their question onto the survey sheet.
●● Ask them to survey at least ten people in class with their questions, and make a note of their answers
on the sheet.
●● Set a 15-minute time limit.
●● Tell participants to return to their groups and report what they found out.
●● Tell groups to agree about what were the most interesting changes.
●● Ask groups to prepare a short report about these changes for the class.
●● Tell them to refer to the useful language box to help them.
●● Groups present the results of their survey.
●● Ask groups to discuss which changes from the presentations seem most important and why.
●● Ask for feedback from the groups.
1.4 Listening: what were our language lessons like?
Participants listen to teachers talking about their language lessons when they were at school, and write
comprehension questions for other participants.
Materials
●● Coursebook 1.4a
●● Audio 1.4
●● Worksheets from Appendices 2A and 2B
Instructions
a. Divide participants into pairs.
●● Tell participants they are going to listen to some teachers talking about their language lessons when
they were at school.
●● Focus participants on the list of topics in coursebook 1.4a. Check they understand the topics.
●● Give each pair copies of the worksheet from Appendix 2A or 2B.
●● Make sure the members of the pair have the same version so they can work on it together.
●● Tell them these are quotes from some teachers talking about what happened in language classes when
they were at school.

●● Ask them to look at the list of topics in coursebook 1.4a, and write down which topics the teachers in
their quotes talk about.
●● Tell participants to write five true/false comprehension questions about their quotes. Monitor, and help
them write the questions. See answers box for suggestions for questions and answers.
b. Make new pairs, with one A and one B.

●● Tell participants to fold their papers so that they can only see the questions.
●● Tell them to give their questions to their new partner.
●● Play the audio. Tell participants to answer their questions.
●● Ask them to check the answer with their partner.
●● Play the audio again.
●● Check problem answers with participants if necessary.
●● Ask them to talk about the discussion questions.
Audio 1.4
A
I have bad memories of my language lessons at school. I had a nightmare teacher for about three years;
we weren’t allowed to talk in class unless we were answering her, so there wasn’t much communication
going on! I used to be terrified when she asked me a question, in case I got it wrong.
The only speaking we used to do was to give answers to exercises and repeat sentences after her.
Sometimes they would be from a dialogue, you know, in a shop or something, but mostly we used to
repeat examples of correct sentences in a grammar presentation. The teacher never asked us what we
wanted to talk about. We never actually tried to say anything we wanted to say, or did any sort of
information-gap activity.
We didn’t use to listen to any dialogues on CD though, we only listened to her reading them! We spent
a lot of time listening, but always listening to her!
B
She used to punish us a lot as well. If we talked, or if we didn’t do our homework, or even if we made
lot of mistakes. She would give us more work to do, more exercises or a composition.
Everything used to be about the exam. We used to have lots of exams, lists of vocabulary or grammar
exercises to complete, and you had to get everything exactly like it was in the book to be correct. I used
to think she tried to ask questions in exams we didn’t know to make us feel bad.
She would give us lots of homework as well, and we used to spend the first 20 minutes of any lesson just
correcting it, which used to get really boring, no one was interested and my mind used to wander off,
I used to find it very hard to concentrate. After three years, we didn’t believe that we could say anything
ourselves, and we never tried.
We used to work alone most of the time, never in groups. We would correct homework in pairs, but that
was all.

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Answers
Suggested true/false questions and answers

A
●● The teacher was very strict T
●● The learners chose some of the topics they talked about F
●● They did information-gap activities F
●● They did a lot of listening to tapes and CDs F
●● They were frightened of answering questions T
B
●● She punished learners when they made a lot of mistakes T
●● There weren’t any exams F
●● Learners worked in groups F
●● They had very little homework F
●● They didn’t think they could speak English T
1.5 Language awareness
Participants use the script to find examples of the use of used to or would for states and repeated
actions or states in the past.
Materials
Instructions
a. Ask for the first example from the audio scripts of a teacher talking about the past from audio A.
(Answer: I had a nightmare teacher.)
●● Tell participants to underline examples of teachers talking about the past.
●● Elicit some examples they have underlined with used to + inf or would + inf.
●● Ask participants why the speakers use these structures rather than other past tense forms.
●● Elicit guidance for use: We use ‘used to’ for… We use ‘would’ for…
b. Ask them to work in pairs to add examples to the table from the script, and to complete the rules.
c. Tell participants to use the prompts in c. to write sentences about the things that didn’t happen in the
language lessons the teachers described.

Answers
a. Underline examples of the teacher talking about the past.
A
I have bad memories of my language lessons at school. I had a nightmare teacher for about three years,
going on! I used to be terrified when she asked me a question, in case I got it wrong.
The only speaking we used to do was to give answers to exercises and repeat sentences after her.
repeat examples of correct sentences in a grammar presentation. The teacher never asked us what we
wanted to talk about. We never actually tried to say anything we wanted to say, or did any sort of
information-gap activity.
We didn’t use to listen to any dialogues on CD though, we only listened to her reading them! We spent
a lot of time listening, but always listening to her!
B
She used to punish us a lot as well. If we talked, or if we didn’t do our homework, or even if we made
a lot of mistakes. She would give us more work to do, more exercises or a composition.
Everything used to be about the exam. We used to have lots of exams, lists of vocabulary or grammar
to think she tried to ask questions in exams we didn’t know to make us feel bad.
She would give us lots of homework as well, and we used to spend the first 20 minutes of any lesson just
correcting it, which used to get really boring, no-one was interested and my mind used to wander off,
ourselves, and we never tried.
We used to work alone most of the time, never in groups. We would correct homework in pairs, but that
was all.
Why does the speaker use: ‘used to + infinitive’?

‘Used to’ is used for repeated actions or states in the past that are finished now.
e.g. She used to punish us; everything used to be about the exam.
Why does the speaker use ‘would + infinitive’?
‘Would’ is used for repeated actions in the past which are finished. It is not generally used for repeated
states. In this text, most of the reports are about past actions, so either of the forms can be used. If you
want to illustrate how ‘would’ is not used when ‘used to’ is, choose statements about personal
characteristics, e.g. he used to live in London (not he would live in London).
Both ‘used to + infinitive’ and ‘would + infinitive’ are used instead of the simple past to emphasise the
repeated nature of the action (or state in the case of ‘used to’).
Notice that the repeated nature of actions of states is also introduced by the adverb ‘always’ and this is
often used together with ‘would’ and ‘used to’ to emphasise repetition.
e.g. He would always visit at Christmas; She always used to send a birthday card.

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b. Work with a partner

Put examples from the audio into the table
Examples of repeated actions or states in the past that are finished
ANY examples from the audio – see table above
c.
Talk in pairs We didn’t use to/wouldn’t talk in pairs
Work in groups We didn’t use to/wouldn’t work in groups
Like English lessons We didn’t use to like English lessons**
Listen to dialogues We didn’t use to listen to dialogues
Talk about topics that interested us We didn’t use to talk about topics that interested us
Know how to pronounce English We didn’t use to know how to pronounce English**
Do information-gap activities We didn’t use to do information gap activities
** We don’t use ‘would + infinitive’ for these examples because these are states, not actions.
We can use ‘would + infinitive’ for actions and states.
We can only use ‘would + infinitive’ for actions.
1.6 Common mistakes
Participants correct common mistakes with ‘used to’ and ‘would’, and discuss why learners make
these mistakes.
Materials
Instructions
●● Divide participants into groups.
●● Ask participants to find and correct mistakes in the sentences in 1.6.
●● Elicit the first correct answer from them e.g. ‘Did you use to like the lessons?’
●● Ask them ‘What is the typical mistake in this example?’
●● Check the answer in the answer box.
●● Tell participants to find the mistakes in each of the sentences.
●● After five to ten minutes, elicit the answers.
●● Focus on why learners make the mistakes – see suggestions in the answer box.
●● Tell participants to discuss the speaking questions. (‘Do your learners make these mistakes?’ etc.)

Answers
Did you used to like the lessons? Infinitive form with did… use…
However, this form is becoming accepted little by little
She would some songs for us to listen to.
Would needs the infinitive after it
I used to have a lot of homework yesterday. We make reference to single actions at a definite time
in the past with simple past, not with used to: I had a
lot of homework yesterday
Also, yesterday is near past, not appropriate to
describe with used to and would, since the situation
probably continues, i.e. the speaker is still at school,
and still gets homework
I didn’t used to like the lessons. Infinitive form is use
(but this form is becoming more common to see)
I would live near school at that time. Live is a state, ‘would + inf’ is not appropriate; I used
to live near school is correct
I wouldn’t like the grammar exercises at school. Like is a state, so ‘would + inf’ is not appropriate
I didn’t use to like the grammar exercises
Suggested rules
We use ‘used to + infinitive’ for… Repeated actions or states in the past that are finished
We use ‘would + infinitive’ for… Repeated actions in the past that are finished
The negative forms of ‘used to’ and ‘would’ for habits in the past:
Didn’t use to +infinitive
Wouldn’t +infinitive
Note: the spelling variation didn’t used to is quite common and is becoming more generally accepted
The question form of ‘used to’ and ‘would’ for habits in the past:
Did you use to + infinitive
Note: the spelling variation did you used to is quite common and is becoming more generally accepted

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2 Methodology
2.1 Involving your learners
In this activity participants look at the way two different teachers introduce a reading task. Learners decide
which way involves the learners most as an introduction to learner-centred teaching.
Materials
Instructions
●● Divide the group into pairs.
●● Tell participants to look at the two cartoons of instructions.
●● Ask pairs to discuss the questions in 2.1 in the coursebook.
Answers
A
Today we’re going to read about life 60 years ago. Copy this list of
topics that might be in the reading: transport, family, work, health,
leisure… Now read the article and say which topics they talk about.
Comment on A: The teacher tells the students the task: this is more teacher centred. The learners are not
involved in the topic. The teacher doesn’t link the topic to their lives (personalisation). They don’t
contribute to the list of topics, they copy them.
B
In groups, brainstorm things that you think have changed a lot since your
grandparents were young, Now, one person from each group come and write
one on the board. Now read the article and say if the same topics are in it.
Comment on B: The teacher involves the learners in creating the task: this is more learner centred.
The task comes from what the learners know about. The learners physically make the task together by
writing on the board. Their personal involvement in making the task will probably increase their attention
when they listen.
Advantages of organising the task in this way for the learners and for the teacher:
The learner The teacher
●● is more motivated ●● can find out what the learners know
●● focuses on the instructions better ●● can adapt the tasks to each group
●● feels interested in the task, attends to it ●● can make task more interesting, less ‘typical’
●● has some personal involvement in the answers ●● is more interesting because tasks vary
●● is doing something (contributing ideas, writing
on the board, etc.), higher activity level

2.2 Examples of learner-centred teaching
Participants report on examples of activities/approaches from learner-centred classrooms from quotes

from teachers, and discuss them in relation to their own context.
Materials
●● Quotes from teachers cut up into Part A, Part B and Part C from Appendix 5
Instructions
a. Divide participants into groups of three. The group size is important for the activity.
●● Make one group of two, or one group of four, with any participants who don’t make a group of three.
●● Tell participants they are going to read some ideas from other teachers talking about how to involve
learners in the learning process, to make classes more learner centred.
●● Give group members the same quotes, all A, all B, or all C quotes.
●● Try to make sure there are the same number of A, B and C groups.
●● Tell participants to read their quotes, help each other understand, and get ready to summarise them
to other participants.
●● Monitor and help people who don’t understand any terminology.
●● Regroup students; ask for one member of an A group to come to the front, ask for one B, then for one C,
etc. Continue until all learners have a new group with people with different quotes.
●● For extra participants, make an AABC group or an AB group.
●● Tell them to sit together.
●● Ask participants to summarise the ideas from their quotes.
●● Ask them to discuss whether they could use/do use any of these ideas in their classroom.
●● Elicit feedback on ideas they think they could use.
b. Ask participants to look at the definition of learner-centred teaching.

●● Check they understand the words in the box below the definition.
●● Ask them to complete the definition with the words.
●● Check the answer.
Answers
2.2 b)
Learner-centred teaching focuses on the learner, it starts with what the learner knows and wants, what
they need to know, and how they learn best. In learner-centred teaching the teacher takes the role of
helper, or facilitator, helping learners find their best path to learning. The teacher thinks about how
learners can be involved and motivated in their learning. It aims to involve the learner in every stage
of learning, from deciding what to learn, to presenting and practising language and assessing progress.
The learner is active, not passive, making decisions, contributing ideas and monitoring their progress.
(in order: learner, knows, best, motivated, stage, helper, active, decisions, progress)

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2.3 Making a lesson more learner centred
Participants agree on ways to make a lesson more learner centred, by adapting some of the activities
and approaches from 2.2 to a teacher-centred lesson plan with a reading task.
Materials
Instructions
●● Ask participants about what happened in the cartoon in 2.1 (introducing a task with a reading text).
●● Elicit the more learner-centred variation (from 2.1 above).
●● Tell the participants that they are going to look at the rest of the lesson.
●● Ask them to look at stage 2, elicit some ideas about how it could be more learner centred
(see suggested answers).
●● Tell participants to do the same for stages 3–7. Remind them to think about how the learners can do
what the teacher does at each stage, and how the teacher can involve the learner in the class, both
in decisions about what to learn and how it is learnt.
●● Look at the information box below for a description of the stages if learners find it difficult to see what
the stages are from the teacher language.
●● Allow 15–20 minutes for groups to think of ideas.
●● Tell them to compare ideas, and agree on the best idea for each stage.
●● Elicit feedback about the best ideas for each stage.

Information
Description of the stages of the lesson in 2.1 and 2.3

From the cartoon in 2.1
The teacher tells the class that they are going to read about life in the same area 60 years ago. She writes
a list of topics on the board of things that might be in the reading.
Houses Food School life Work Families Free time Transport
The teacher gives the reading text and asks the class to read it and say which topics are in the text.
She elicits the answers.
Stages in the cartoon in 2.3
1. The teacher asks the learners to read the text again and complete a while-reading
exercise, five true/false comprehension questions based on the text, for example:
She enjoyed her life
They went to school every day
She went to after-school clubs
They bought food in a shop
They didn’t have enough money for fizzy drinks
2. The teacher checks the true/false answers with the whole class, for example:
‘Jon, She enjoyed her life, true or false? Yes, false.
They went to school every day, true or false, Ana?’
3. The teacher gives the learners a vocabulary exercise; match the definition, for example:
A B
simple not at home
outside food that grows at that time of year
in season not complicated
Now match a word from A with a definition from B.

4. The teacher writes sentences from the text for talking about repeated past events
with used to, and checks the concept and the form, for example:
We used to go to school six days a week
‘Look at the sentence on the board.
Do they go to school now?’
5. The teacher writes an example of the negative and question forms of used to on
the board and tells learners to copy them, for example:
Did you use to go to school every day?
We didn’t use to go to school every day.
‘Look at the negative sentence and the question.
Copy them into your exercise book.’
6. The teacher writes five questions about the past with examples of used to on
the board, for example:
Did you use to play a musical instrument? She checks the meaning of this with concept questions
(e.g. Do you play it now? No). Learners ask and answer the questions in pairs.
‘Look at the five questions on the board with used to.
Ask your partner the questions.’

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Answers
Suggestions for making the lesson in 2.1 and 2.3 of the coursebook more learner centred.
There may be more than one suggestion for each part; this is not a lesson plan, it is a list of suggestions
to choose from.
Stage 1 from 2.1
●● Learners can suggest the list based on what they think an old person they know would say.
●● Learners can have different lists; they don’t need the same list.
●● Learners can write the list on the board, and be in charge of correcting spelling if necessary. Learners
can be given parts of the text, identify which topic it covers, and look for people with different topics.
●● Learners can get part of the text, summarise it to a group, and they decide together which topics
are covered.
Stages 2–7 from 2.3
1. Learners can write comprehension questions for each other on half of the text.
2. Learners can check the answers in groups, and ask about any problem answers.
3. Learners make a vocabulary exercise for other learners.
4. Learners underline examples of the tenses used to speak about the past, and give ideas about why
the writer uses ‘used to’.
5. Pairs of learners write a common mistakes activity for other learners.
6. Learners focus on examples of negative sentences from the text, and try to write a rule about how
to make them. They try to write questions with ‘used to’ and check them with the teacher.
7. Learners create a speaking activity with used to, e.g. questionnaire for their partner or ‘Find someone
who…’, or write questions with ‘used to’ that you would like to answer about yourself.

3 In the classroom
3.1 Learner-created information gap
Learners set up an information gap with pictures drawn by students. This is an example of learner-created
material. The advantage of learner-created material is that it is more memorable, more relevant to learners’
context, and it is easy to produce in any context. Learners are involved in choosing what they talk about.
Materials
●● Activities from Appendices 3A, 3B and 3C – enough copies so all participants have one, and there are
equal numbers of As Bs and Cs in class if possible
Instructions
a.
●● Ask participants in groups to look at a. in the coursebook.
●● Tell them to choose between the phrases to describe an information-gap activity (to check that they
know what one is).
●● Check the answers with participants.
b.
●● Divide participants into groups of three.
●● Give groups Appendix 3A, or Appendix 3B, or Appendix 3C. Try to have more or less equal numbers
of each type of group.
●● Tell As to read their instructions and plan how to set up the activity.
●● Tel Bs to read their instructions, and to draw a second monster in the space provided.
●● Tell Cs to read their instructions and draw a second monster in the space provided.
●● Ask all participants to cut or tear their materials. They should all have two separate prompts to give
to two different learners.
●● Ask them to turn their prompts over so no one can see them.
●● Regroup the class to make groups of one A, one B, and one C together. You can do this by physically
calling one A out, then one B then one C. Send them to sit down together and start again.
●● Tell the groups that they have materials for each of them to set up a spot the difference activity with
their two colleagues.
●● Participant A starts, setting up and supporting B and C to do the activity.
●● Set a time limit, e.g. how many differences can they find in three minutes?
●● Tell them to look at the pictures. Did they miss any differences?
●● Participant B sets up the activity for A and C.
●● Participant C sets up the activity for A and B.
●● If groups finish early, ask them to write the instructions they used to set up the activity.
●● Finish all the groups at the time limit you set.
●● Ask participants to discuss the questions in b.

17
Answers
In an information-gap speaking activity, partners:
have different information have the same information
repeat sentences after the teacher ask and answer questions to find out information
they need to complete the task
complete the task through co-operation complete the task on their own
can keep talking for as long as they want are given an objective
3.2 An activity for your learners to design
Participants adapt a picture prompt to use it as a learner-created activity with their learners.
Materials
●● Blank paper (one sheet per pair)
Instructions
●● Ask participants to look at a learner’s drawing of shelves in coursebook 3.2.
●● Ask where we could find shelves like this (see suggestions in answer box below).
●● Elicit an idea for what could be on the shelves.
●● Elicit how to design a spot the difference with the shelves.
●● Give pairs a blank sheet of paper.
●● Ask pairs to design a spot the difference activity with shelves.
●● If participants finish early, ask them to write the instructions to set up the activity.
●● Put the activities around the room and ask participants to look at them.
●● Elicit comments about participants’ favourite ones.
Answers
Shelves could be in a:
Kitchen, sitting room, bedroom, bathroom, garage/store room, school, library, classroom,
shops – toy, sweet, fruit, drinks, garden, etc.
Setting up the activity
Elicit a set of vocabulary depending on the context (15–18 items). Ask learners to brainstorm examples in
groups, then come to write examples on the board. Ask learners to draw in secret six of the items each,
choosing from the list; for example, six types of toys or food. Elicit a question to check whether the other
participant has the same as you or not: ‘Have you got a ****?’ or ‘Is there a ****?’ Participants can ask and
answer questions to see if they have drawn the same or different ones. Find the pair in the group with the
most differences once they have finished the activity.

4 Pronunciation
4.1 Sentence stress and weak forms in classroom language
In pairs, participants match examples of expressions that could come from learner-centred activities
to their phonemic transcription. They practise the expressions, and then say them to a new partner, who
gives them a mini-assessment of their pronunciation.
Materials
●● Audio 4.1
●● Answersheet from Appendix 4
Instructions
a. Divide participants into pairs.
●● Elicit a few examples of classroom language they used in the information-gap activity in Section 3
of the module.
●● Tell them they are going to practise delivering classroom language naturally.
●● Ask them to look at the expressions in 4.1.
●● Focus them on the phonemic transcriptions below.
●● Elicit the words for example one (see answer box).
●● Tell participants to write the expression below the transcription.
●● Ask them to complete the table.
●● Monitor, give them sounds or groups of sounds if they find it difficult.
●● Play audio 4.1 for them to check the order.
b. Tell participants to listen again to the first phrase and to underline syllables they hear most clearly.
●● Check their answer.
●● Discuss why they hear these clearly (main stresses).
●● Play the rest of the examples.
●● Check their answers – see answer box below.
●● Discuss what happens to unstressed vowels – the vowels are weak forms.
c. Ask participants to underline weak forms of vowels in unstressed syllables in the examples.
●● Give participants the answersheet from Appendix 4 to check their answers.
●● Monitor and help them identify the weak forms in the phonemic script.

19
Answers
1. /raɪtsəmkɒmprəhenʃənkwesʧəns/
Write some comprehension questions.
2. /wɪʧkwesʧənəjəgəʊwɪŋtəɑ:sk/
Which question are you going to ask?
3. /getɪntəgru:ps/
Get into groups.
4. /wʒkwɪθəpɑ:tnə/
Work with a partner.
5. /kʌməndraɪtɒnðəbɔ:d/
Come and write it on the board.
6. /hu:vɒləntɪərz/
Who volunteers?
7. /wɒtsðənegətɪvfɔ:məvju:stu:/
What’s the negative form of used to?
8. /haʊwelkənjəju:zju:stu:naʊ/
How well can you use used to now?
b) Main stresses: See underlined syllables in the table above.

Comment: We hear these clearly because they carry the main stresses in the phrases. The speaker
highlights these syllables or words because they carry the most important information in the phrase
for the listener. A stressed syllable has a higher tone than others around it. It may also be louder.
Vowel sounds in the syllables around stressed syllables are not stressed. We often use a ‘weak’
pronunciation of the vowel sound in an unstressed syllable. In English, the time between main stresses
is the same, so using a weak vowel (quicker to say) in unstressed parts of a phrase or word helps us to
fit all the words in between the main stresses.
See answer sheet Appendix 4.1 with weak forms underlined.
Audio 1.4
1. Write some comprehension questions.
2. Which question are you going to ask in the survey?
3. Get into groups.
4. Work with a partner.
5. Come and write it on the board.
6. Who volunteers?
7. What is the negative form of used to?
8. How well can you use ‘used to’ now?

4.2 Peer assessment of pronunciation
In this activity pairs help each other practise the classroom language from 4.1, and give each other
feedback about their pronunciation.
Materials
●● Expressions from coursebook 4.1
Instructions
●● Divide participants into pairs.
●● Tell pairs to help each other say the expressions.
●● Remind them of the importance of marking stress with a higher sound.
●● Show them the assessment table, and check they understand it.
●● Ask them to help each other first, then decide on five they will say to their partner, who will assess
their pronunciation.
●● Ask participants to assess each other and give some feedback using the table in the coursebook.
●● Partners give feedback on their pronunciation using the table in the coursebook.
●● Focus feedback on whether they were happy with their marks, whether they thought it was useful
or not, and which sounds were most difficult.
●● Discuss with participants.
●● More learner-centred alternative: Participants work on a list of classroom expressions they need.

21
5 Magazine
5.1 Teacher talking time and learner-centred teaching
Participants read part of an article about teacher talk, and decide which summary best matches the article.
Materials
Instructions
a. Write TTT and LTT on the board – elicit what they mean.
●● Ask participants to read the first sentence of each paragraph and decide what they think is the main
point of the article.
●● Elicit their ideas.
●● Ask participants to read the article and say if they were right.
b. Tell the participants to look at the two summaries, ask them to discuss which summary fits the article
better and why.
●● Check the answer.
Answers
b.
Which summary is best? The second summary is better
1. In a learner-centred classroom, teachers should avoid talking in class whenever possible, and learners
should be able to speak as much as possible.
2. What teachers say is just as important as how much they say in learner-centred teaching.
Commentary: Both summaries represent some of the main points of the article. The first summary
emphasises the amount that teachers and learners talk in class. The second summary emphasises the
importance of what they say for learning. The second summary is better because it captures the idea
that although it is important to look at the balance between TTT and LTT, it is also important to think about
what language both teachers and learners are producing, to make sure that they are producing language
that will really help them learn.

Teacher talking time

Teacher talking time (TTT) is the time that teachers spend talking in class, rather than learners. It can be
compared with student talking time. One key element of many modern approaches is to reduce the
amount of TTT as much as possible, to allow learners opportunities to speak, and learn from speaking.
Example: A teacher monitoring students working in groups completing a discussion will probably do fairly
little talking, limiting themselves to clarification of the task and offering language when requested.
The same teacher leading an inductive grammar presentation will probably talk more, as they explain,
illustrate and check understanding.
In the classroom: The relative value of TTT and STT is a complex area. Learners need to produce language
in real-time conversation; to give them a chance to notice their own mistakes, and for the class to be
student centred. They also need input from an effective language user in order to form hypotheses about
language rules, and the teacher may be one of the main sources of this input. A teacher can start
exploring this area by taping themselves and finding out when, why and how much they and their
students talk.
5.2 Discussion
Participants discuss the ideas in the article and TTT and LTT in a learner-centred class.
Materials
Instructions
●● Divide participants into pairs.
●● Ask pairs to discuss the questions in coursebook 5.2.
●● Elicit feedback.
●● Focus them on the list of examples of learner-centred ideas. These are from the methodology section.
●● Ask participants to discuss the balance between LTT and TTT in the activities.
●● Elicit feedback from discussions.
●● Focus feedback on the amount and usefulness of teacher talk in the activities, and the
balance between LTT and TTT.
Information:
List of ideas for learner-centred teaching from Methodology Section 2
Learners
Work in groups or pairs
Do communicative activities such as information-gap activities
Check answers in pairs
Make predictions about what they are going to listen to or read
Reflect on their progress, do self assessment, journals
Choose some of the topics
Are active in their learning
Create materials
Do practical tasks in class (give out materials, write on the board)
Decide what vocabulary to learn and how to record it

23
6 Vocabulary
6.1 Classroom language
Participants complete some expressions with ‘verb + noun’ or ‘verb + prep’ collocations to write a
questionnaire about who does what in their classroom to link to the theme of learner-centred teaching.
(Teachers often make mistakes with this language, e.g. decide ON, GIVE instructions, ASK questions,
GIVE answers, GIVE homework.)
Materials
Instructions
●● Focus participants on the questions.
●● Ask them if they understand the words. Help them with meaning if necessary.
●● Ask participants to complete the questionnaire with an appropriate word from the box.
●● Ask partners to make a new pair to check their answers.
●● Give answers for problem questions.
Answers
Who chooses/decides where learners sit?
Who decides on the topics?
Who chooses the materials and activities?
Who gives the instructions?
Who decides on the questions?
Who gives the answers?
Who writes on the board?
Who gives explanations?
Who decides on what to write as a record?
Who gives/chooses homework?

6.2 Questionnaire: who does what in your class?
Participants use the questionnaire to ask their partners about who does what in class. The participants
use the results to suggest ideas for involving the students more.
Materials
●● Completed questionnaire from 6.1
●● A4 papers (or sections of the board) with one of the questions written on each.
Instructions
●● Ask the first question to two or three participants.
●● Tell participants to interview their partner about who does what in class.
●● Put the A4 papers with one of the questions on it around the room on the walls or on spare tables.
If you are using sections of the board, create them and show them to participants.
●● Ask them to choose the ones the teacher does, and discuss how the learner could do it sometimes
or more often.
●● Elicit one example: ‘How could you let learners choose where to sit?’
●● Tell them to record any ideas under the relevant question on paper/board around the room.
●● At the end, allow the participants to walk around looking at the other ideas/spend time looking at
them on the board.
●● Ask for feedback – which ideas do they think they could use?
●● Give responsibility to individual participants for writing up parts of the whole list, for photocopying/
emailing/copying by other participants.

25
7 Activity page
7.1 Learner-created ‘Find someone who…’ activity
Participants write the questions for two different Find someone who… activities about the language they
analysed at the beginning of the module – used to for past habits. They do the activity and then write a
similar prompt for their learners.
Materials
●● Tasksheet from Appendix 6.
Instructions
●● Write ‘I want to find someone who used to ____________________’ on the board.
●● Write ‘____________________ used to ____________________’ on the board.
●● Tell participants that they are going to make their own speaking activities.
●● Focus them on the first sentence on the board.
●● Ask them to suggest how to complete the first sentence.
●● Give an idea if they can’t think of one, e.g. be naughty when he/she was a child.
●● Ask them what question they could ask to find someone.
●● Elicit, e,g. ‘Did you use to be naughty when you were a child?’
●● Focus them on the second question.
●● Ask them to suggest how to complete the second sentence with something they think is true about
someone in the class.
●● Suggest they think about the people in class and what they know about their past, or what they imagine
they used to do that they don’t do now.
●● Elicit a suggestion, e.g. ‘Ana used to do a lot of sport’.
●● Elicit the question: ‘Ana, did you use to do a lot of sport?’
●● Tell participants that they are going to make one of these two types of questionnaire.
●● Give out Appendix 6, either part A or B. Make sure each participant has a copy.
●● Give a time limit (ten minutes).
●● Pairs write their questions.
●● Monitor and make sure that each participant (not one per pair) writes the questions.
●● At the time limit, stop the pairs writing. It doesn’t matter how many examples they have.
●● Ask participants to stand up and use their questionnaire.
●● Tell As to find a different person for each question.
●● Tell Bs to find out if their predictions are true.
●● Set a time limit (ten minutes).
●● Ask for some feedback; were they surprised by any of the answers?
●● Give pairs ten minutes to choose questionnaire type A or B and write a similar prompt for their learners
with an appropriate grammar focus.
●● Make groups of three pairs to compare their ideas.

8 Reflection
8.1 Reflecting on your learning: participation and usefulness
This reflection is designed to be done in parts after every section of the module. At the end of the module
the learners look back over their own comments about their learning and decide how to follow up the module.
Materials
Instructions
●● Ask learners to look at the tables in 8.1.
●● Ask participants to mark a cross (X) in the tables to show their motivation in the section,
and how useful the activities were.
8.2 Reflecting on your learning: achievement of objectives
Materials
Instructions
●● Tell participants to look at the table in 8.2.
●● Check they understand the objective for the section.
●● Ask them to mark a cross to show how well they think they have achieved the objectives of the section.
8.3 End of module reflection
Participants review their section-by-section reflections about the modules and decide how they are going
to follow up the module.
Materials
Instructions
●● Divide participants into pairs or threes.
●● Focus participants on the questions in 8.3.
●● Ask participants to discuss their answers.
●● Monitor their discussions to find out what they found most useful and what they learnt most from.
●● Elicit comments about how they want to follow up the module.
●● Elicit comments about this way of reflecting, and whether they use it or could use it with their learners.

27
Appendix 1
1.3 Survey task sheet – changes in language teaching and learning
Question:
1.
2.
3.
4.
5.
6.
7.
8.

Appendix 2A
Activity 1.4 Audio A
‘I have bad memories of my language lessons at school. I had a nightmare teacher for about three years;
going on! I used to be terrified when she asked me a question, in case I got it wrong.’
‘The only speaking we used to do was to give answers to exercises and repeat sentences after her.
repeat examples of correct sentences in a grammar presentation.’
‘The teacher never asked us what we wanted to talk about. We never actually tried to say anything we
wanted to say, or did any sort of information-gap activity.’
‘We didn’t use to listen to any dialogues on CD though, we only listened to her reading them! We spent
a lot of time listening, but always listening to her!’
. . . . . . . fold over . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4 Audio A – True/false comprehension questions
1.
2.
3.
4.
5.

29
Appendix 2B
Activity 1.4 Audio B
‘She used to punish us a lot as well. If we talked, or if we didn’t do our homework, or even if we made a
lot of mistakes. She would give us more work to do, more exercises or a composition.’
‘Everything used to be about the exam. We used to have lots of exams, lists of vocabulary, or grammar
to think she tried to ask questions in exams we didn’t know to make us feel bad.’
‘She would give us lots of homework as well, and we used to spend the first 20 minutes of any lesson
just correcting it, which used to get really boring, no one was interested and my mind used to wander off,
ourselves, and we never tried.’
‘We used to work alone most of the time, never in groups. We would correct homework in pairs, but that
was all.’
. . . . . . . fold over . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4 Audio B – True/false comprehension questions
1.
2.
3.
4.
5.

Appendix 3A
Activity 3.1 Learner-created information gap A
Teacher A
You are going to set up a Spot the Difference activity with these two monster pictures drawn by students,
Before the activity, you are going to elicit and check the language in the box. Decide how you are going
to do it.
You are the teacher first. Elicit the language from your partners B and C.
Give them a time limit, e.g. three minutes.
How many differences can they find?
arm leg eye, antennae, body, head, antennae.

Has it got any (arms)?
How many (legs) has it got?
Has it got any (eyes)?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Monster 1
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Monster 2

31
Appendix 3B
Activity 3.1 Learner-created information gap B
Teacher B
You are going to set up a Spot the Difference activity with monster pictures. Monster 1 was drawn by
a student. You draw Monster 2 in the space below. The monster can have arms, legs, a body, head,
antennae, teeth, but it doesn’t have to have any of them.
You are the teacher.
Use your pictures to do a Spot the Difference activity with your partners.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Monster 1
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Monster 2
Teacher draws own

Appendix 3C
Activity 3.1 Learner-created information gap C
Teacher C
You are going to set up a Spot the Difference activity with monster pictures. Monster 1 was drawn by
a student. You draw Monster 2 in the space below. The monster can have arms, legs, a body, head,
antennae, teeth, but it doesn’t have to have any of them.
You are the teacher.
Use your pictures to do a Spot the Difference activity with your partners.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Monster 1
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Monster 2
Teacher draws own

33
Appendix 4
Coursebook 4.1c. Weak forms answersheet
/raɪtsəmkɒmprəhenʃənkwesʧəns/
/wɪʧkwesʧənəjəgəʊwɪŋtəɑ:sk/
/getɪntəgru:ps/
/wʒkwɪθəpɑ:tnə/
/kʌməndraɪtɒnðəbɔ:d/
/hu:vɒləntɪərz/
/wɒtsðənegətɪvfɔ:məvju:stu:/
/haʊwelkənjəju:zju:stu:naʊ/

Appendix 5
Coursebook 5.2 Quotes from teachers
A In a learner-centred classroom…
Learners make predictions about what they are going to read or

listen to. If they know the topic, they can write three questions they
think will be answered, then check the text to see if they are right.
Learners can work in
groups and pairs so that
they can all talk a lot and
stay active, they do Learners can help create material. They can write
information-gap activities, comprehension questions about a text for another
and check answers in pairs. learner, or write a find someone who… activity
from what they know about the people in class.
. . . . . . . cut. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B In a learner-centred classroom…
Learners are encouraged to reflect on their learning Learners are active

and to assess themselves. They can keep a journal, with participants, not passive
what they’ve learnt, and what they need to learn, and observers. I mean the
can give an opinion on how much they have learnt. teacher doesn’t just give
explanations, but involves
them by eliciting answers,
or asking them to write
Learners can do more things in class, even the
grammar rules together.
practical things like writing answers on the board,
checking the answers in pairs, giving out material.
. . . . . . . cut. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C In a learner-centred classroom…
Learners are more interested
Learners can organise some of the learning in lessons, because the
themselves, and take responsibility for their lessons are based on what
learning – they can choose some of the they want to talk about, and
topics, or organise themselves to do projects. what they need to know.
Learners find vocabulary easier to remember, because

the topics are important for them, and they can choose
what to try to remember, and how to try to remember it.

35
Appendix 6
Coursebook 7.1 Learner-created ‘Find someone who…’ activity
A Write eight Find someone who… questions:
I hope I find someone who…
used to:
used to:
used to:
used to:
used to:
used to:
used to:
used to:
Now ask questions to your classmates. Can you find someone?
B Write eight sentences you think are true about your classmates:
e.g. Anne used to cycle a lot.
used to
used to
used to
used to
used to
used to
used to
used to

© British Council 2012 / B091
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Trainer book

English for Teaching 2

Methodology Making lessons learner centred

In the classroom Using learner-created material

Pronunciation Weak forms and sentence stress in classroom language expressions

Magazine Teacher talking time in the learner-centred classroom

Monitoring achievement of objectives, motivation level and usefulness of

Module 10: The way we were © British Council 2011

2 Module 10: The way we were © British Council 2011

Module 10: The way we were © British Council 2011

1.1 Changes in language teaching

4 Module 10: The way we were © British Council 2011

1.2 Questions for class survey

Module 10: The way we were © British Council 2011

1.3 Task: survey – changes in language teaching and learning

1.4 Listening: what were our language lessons like?

6 Module 10: The way we were © British Council 2011

b. Make new pairs, with one A and one B.

Module 10: The way we were © British Council 2011

Suggested true/false questions and answers

1.5 Language awareness

8 Module 10: The way we were © British Council 2011

Why does the speaker use: ‘used to + infinitive’?

Module 10: The way we were © British Council 2011

b. Work with a partner

ANY examples from the audio – see table above

Work in groups We didn’t use to/wouldn’t work in groups

Like English lessons We didn’t use to like English lessons**

Listen to dialogues We didn’t use to listen to dialogues

Do information-gap activities We didn’t use to do information gap activities

1.6 Common mistakes

10 Module 10: The way we were © British Council 2011

Module 10: The way we were © British Council 2011

2.1 Involving your learners

12 Module 10: The way we were © British Council 2011

2.2 Examples of learner-centred teaching

Participants report on examples of activities/approaches from learner-centred classrooms from quotes

b. Ask participants to look at the definition of learner-centred teaching.

Module 10: The way we were © British Council 2011

2.3 Making a lesson more learner centred

14 Module 10: The way we were © British Council 2011

Description of the stages of the lesson in 2.1 and 2.3

Houses Food School life Work Families Free time Transport

Now match a word from A with a definition from B.

Module 10: The way we were © British Council 2011

16 Module 10: The way we were © British Council 2011

3.1 Learner-created information gap

Module 10: The way we were © British Council 2011

have different information have the same information

3.2 An activity for your learners to design

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4.1 Sentence stress and weak forms in classroom language

Module 10: The way we were © British Council 2011

b) Main stresses: See underlined syllables in the table above.

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4.2 Peer assessment of pronunciation

Module 10: The way we were © British Council 2011

5.1 Teacher talking time and learner-centred teaching

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Teacher talking time

Module 10: The way we were © British Council 2011

6.1 Classroom language

Who chooses/decides where learners sit?

8.1 Reflecting on your learning: participation and usefulness

A Write eight Find someone who… questions: