Trainer book

English for Teaching 2

Module 11: The genuine article

www.teachingenglish.org.uk
 English for Teaching 2
Module 11: The genuine article Trainer book

Overview

Language Articles, determiners, quantifiers: a/an, the, no article, all, the, most, both, a few,
development several, not much, a little, a couple of

Language in
Making meaning clear in speaking and writing
context

Task Create a classroom chart

Methodology Teaching rules

In the classroom Helping learners notice grammar

Pronunciation Linking

Magazine How to teach grammar

Vocabulary Teaching phrasal verbs

Activity page Making a text grammatical

Reflection Reflection mingle

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

●● understand and teach changes in meaning related to articles, determiners and
meaning
●● formulate clear and simple grammar rules to aid learning
Learning ●● identify and explain mistakes in the use of articles, determiners and quantifiers
outcomes
●● use a wide variety of strategies to help learners to notice grammar
●● plan and execute a class chart with their learners
●● identify and use linking sounds
●● reflect and exchange views on learning from the module.

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Contents page

1 Language
1.1 Classroom vocabulary . . . . . . . . . . . . . . . . . . . . . . . 3
1.2 Task: Create a classroom chart . . . . . . . . . . . . . . . . . . . 5
1.3 Making meaning clear in speaking and writing . . . . . . . . . . 5
1.4 Articles quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.5 Common mistakes . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2 Methodology
2.1 Teaching rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.2 Ways to teach rules . . . . . . . . . . . . . . . . . . . . . . . . . 9

3 In the classroom
3.1 Helping learners notice grammar . . . . . . . . . . . . . . . . . 12

4 Pronunciation
4.1 Linking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4.2 Find the hidden word . . . . . . . . . . . . . . . . . . . . . . . 13

5 Magazine
5.1 The golden rules for grammar teaching . . . . . . . . . . . . . 14

6 Vocabulary
6.1 Teaching phrasal verbs . . . . . . . . . . . . . . . . . . . . . . 15

7 Activity page
7.1 Making a text grammatical . . . . . . . . . . . . . . . . . . . . 16
7.2 Making the news . . . . . . . . . . . . . . . . . . . . . . . . . . 16

8 Reflection
8.1 A burning question – reflection mingle . . . . . . . . . . . . . . 17

Appendix 1
Audio script 1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Appendix 2
Audio script 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

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1 Language

1.1 Classroom vocabulary

This activity reviews the vocabulary of classroom materials. Participants listen to a group of young people
making a poster using these typical materials.

Materials
●● Coursebook 1.1
●● Audio 1.1 (audio script in Appendix 1)

Instructions
●● Participants use jumbled words under the illustrations to identify classroom materials.
●● Check answers.
●● Discuss what types of classroom activity the materials could be used for.
●● Check that all participants remember the meaning of kinaesthetic. (According to the VAK theory of
learning styles, kinaesthetic learners, unlike visual, auditory and tactile learners, learn by moving
and doing.)
●● Discuss types of activity which suit kinaesthetic learners.
●● Introduce the listening exercise as a recording of young people who are learning by doing.
●● Play the recording once. Participants tick the items they hear on the chart.
●● Check that all participants have the correct answer.

Answers

The materials illustrated are:

Glue Paper Marker pens Scissors Drawing pins Biro Paint Paintbrush
All materials are mentioned in the recording except drawing pins.

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Information
Learning styles
What types of learning style are there?
There are many ways of looking at learning styles. This is one of the most common classifications:
The four modalities
(originates from the work of Dr’s Bandler, R and Grinder, J in the field of Neuro-Linguistic Programming)
Students may prefer a visual (seeing), auditory (hearing) kinaesthetic (moving) and tactile (touching) way
of learning.
Those who prefer a visual learning style…
●● look at the teacher’s face intently
●● like looking at wall displays, books, etc.
●● often recognise words by sight
●● use lists to organise their thoughts
●● recall information by remembering how it was set out on the page.
Those who prefer an auditory learning style…
●● like the teacher to provide verbal instructions
●● like dialogues, discussion and plays
●● solve problems by talking about them
●● use rhythm and sound as memory aids.
Those who prefer a kinaesthetic learning style…
●● learn best when they are involved or active
●● find it difficult to sit still for long periods
●● use movement as a memory aid.
Those who prefer a tactile learning style…
●● use writing and drawing as memory aids
●● learn well in hands-on activities like projects and demonstrations.
More information is available at:
www.teachingenglish.org.uk/think/articles/learning-styles-teaching

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1.2 Task – Create a classroom chart

This activity allows participants to decide for themselves how to classify the nouns presented in 1.1.
It encourages them to think freely (i.e. without trainer intervention) about how the words can be best
grouped to help the learning process.

Materials
●● Coursebook 1.2
●● As many of the classroom materials listed in 1.1 as possible

Instructions
●● Participants discuss any important differences between the words and decide on how they are going
to present these differences in a chart.
●● Monitor the groups to encourage the use of language in the useful language box but avoid steering
participants.
●● Participants display their finished charts on the classroom walls.
●● Discuss any differences between the charts.
●● Invite the group to choose the best or clearest classification.

1.3 Making meaning clear in speaking and writing

This activity explores the use and classification of articles, determiners and quantifiers in the context of
dialogues between young people making a classroom poster. The further practice activities put the focus
on the use of definite and indefinite articles in both speaking and writing.

Materials
●● Coursebook 1.3
●● Audio 1.1 (audio script in Appendix 1)

Instructions
●● Participants fill in the missing words in the speech bubbles.
●● Play the recording.
●● Ask participants to fill in the actual words they hear in the dialogues using a different coloured pen.
●● Discuss any differences in meaning between the words participants filled in before listening and the
actual words on the recording.
●● Participants fill in the classroom materials chart with words from the box.
●● Check answers.
●● Feedback the classifications participants have made with their partners. Identify and discuss
any differences.
●● Elicit other classroom materials. Discuss whether they function as countable or uncountable nouns
(e.g. uncountable: chalk, blu tack; countable: ruler, eraser, etc.).
●● Discuss the translation of rules into L1, allowing participants to evaluate pros and cons freely.

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Answers

the the a the a a the a

no article no article the no article the the no article the
all all no article all no article no article all no article
most most all most all all most all
not much not much most many most most not much most
a little a little both both both a little both
a few a few a few a few
many many many many
several several several several
a couple of a couple of a couple of a couple of
Probably the strongest grouping divides countable (e.g. marker pens and biros) and uncountable
(e.g. glue and paper) nouns. Scissors is an exception in this lexical set in that it functions as an uncountable
noun but can be combined in normal usage with many; a pair of scissors functions as a countable.

●● Introduce the picture-based activity as a kind of ‘memory game’.

●● Allow participants one minute to study and discuss the contents of the picture.
●● Participants turn over or cover coursebooks and, in groups, describe the living room on paper.
Encourage them to move away from using sentences starting with ‘There is…’ and ‘There are…’ so that
they use as many of the articles, determiners and quantifiers from the chart as possible.
●● Participants compare their descriptions and identify the winning group.
●● Participants formulate a rule for the difference in use between the definite and indefinite article.
Allow for variations which convey the meaning of:
We use ‘the’ with a noun when we are talking about one particular thing.
We use ‘a’ with a noun when we are talking about things in general.
(This rule appears in section 3.1 in the coursebook.)
●● Participants fill in the gaps in the signs with ‘a/an’ or ‘the’.

Answers

PLEASE TURN OFF THE LIGHTS WHEN YOU LEAVE THE ROOM

REMEMBER TO LEAVE THE FIRE DOOR OPEN AT ALL TIMES

IMPORTANT!
COFFEE MACHINE INSTRUCTIONS
TAKE A CUP FROM THE HOLDER AND PLACE IT UNDER THE DISPENSER BEFORE YOU PRESS THE
RED BUTTON

Generally speaking signs appear in places where the context is very clear and it is obvious which
particular object the writer is referring to. The definite article is, therefore, normally used. A cup is
an exception in this case in that it is one of many.

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1.4 Articles quiz

This activity extends the study of definite and indefinite articles and encourages participants to think about
and produce grammar rules.

Materials
●● Coursebook 1.4

Instructions
●● Organise the group into teams.
●● Participants decide on their answers within a two to three minute time limit.
●● Check answers with the whole group. If all teams have correct answers, the winning team is the one
which finished first.

Answers
1.
a. Correct. Here the sugar is something in
particular, i.e. the sugar on the table.
b. Wrong. This means crime in general.
c. Wrong. This means apples in general.
d. Wrong. This means skiing in general.
2.
a. Wrong. We need the with names of rivers
and canals.
b. Wrong. We need the with names of seas
and oceans.
c. Wrong. We need the with plural countries.
d. Correct. With continents we do not use the.

3.
b. Correct. We know which man because of the
extra information.
5.
a. Wrong. Places with ‘of’ usually take the.
b. Wrong. Museums and galleries usually take the.
c. Wrong. Hotels and pubs usually take the.
d. Correct. If the first word is a place it usually
does not take the.
4.
a. Wrong. The work is not correct unless it is
understood which work it is exactly by the
speaker and listener.
b. Correct. Work is uncountable and we do not
know which work exactly.
c. Wrong. Work is uncountable.
d. Wrong. An work is not possible, work does not
begin with a vowel.
6.
a. Wrong. No article is necessary with bed when
we mean to sleep.
b. Wrong. No article is necessary with school when
we mean to study.
c. No article is necessary with prison when we
mean for punishment.
d. Correct. We need the to talk about a particular
bed which is obvious to both the listener and
the speaker.

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1.5 Common mistakes

This activity checks common mistakes related to definite and indefinite articles and encourages participants
to think about the rules which are being broken in each case.

Materials
●● Coursebook 1.5

Instructions
●● Participants work in groups.
●● Participants locate mistakes in each example and work out the rule which has been broken.
●● Check answers with the whole group.

Answers

1. Can I give you some/a piece of advice? Don’t accept that job.
We cannot use the indefinite article with advice which is uncountable.

2. I studied linguistics at university.

No article is necessary with university when we mean a period of study.

3. I really like the teachers at my daughter’s school.

We know which teachers because of the extra information.

4. This will be our second school trip to the UK.

We don’t normally use ‘the’ with countries but there are notable exceptions like
the United States and the UK.

5. What time do you normally have lunch?

We don’t normally use the definite article with meals.

6. He has got a place at New York university.

If the first word is a place when talking about an institution we don’t use the definite article.

7. There are not many materials in the cupboard.

Much is not used with countables.

8. My son is studying to be an engineer.

Use a or an when you say what somebody’s job is.

9. Life is difficult for children without some form of transport.

When we talk about people or things in general, we don’t use the definite article.

10. The education system was originally introduced by the French.

We use the definite article with the adjective to describe a national group.

N.B. Most of these rules appear either in the quiz or in the ‘In the Classroom’ section of this module.

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2 Methodology

2.1 Teaching rules

This activity looks at some different viewpoints on teaching rules and allows participants to begin to form
their own opinions about the best approaches.

Materials
●● Coursebook 2.1

Instructions
●● Participants discuss how they approach teaching grammar rules in small groups.
●● Participants read and analyse the teacher quotes and discuss the pros and cons of the different
approaches.
●● Groups present a summary of their discussion to the whole group.

2.2 Ways to teach rules

This activity introduces a number of practical and lively approaches to teaching grammar rules.

Materials
●● Coursebook 2.2

Instructions
●● Demonstrate the mindmapping approach to teaching a grammar rule using the procedure in the
box in the coursebook.
●● Discuss the advantages and disadvantages of the approach.
●● Divide the group up and distribute copies of the three cut-up activities (2–4) evenly among
the participants.
●● Participants prepare to explain their activities.
●● Form groups of three with a representative of activities 2, 3 and 4 in each group.
●● Participants take it in turns to explain the approach they have read about on their card.
●● Participants discuss how the activities could be adapted to teach other rules.

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Personalise your teaching of grammar rules

Procedure
1. Take out some items from your bag and put them on the desk to show your learners. Include, for
example, a bus or train ticket, a bar of chocolate, a couple of cinema tickets, a receipt from a
restaurant, a bicycle lock or a car key, a lipstick, etc.

2. Check the vocabulary. Record an/some answer(s) on the board.

For example: What do you think this is? A: It’s a car key.

3. Ask your learners what the items are used for. Record an/some correct answer(s) on the board.
For example: What do you think I use/d these items for? A: You used the key to open your car.

4. Ask learners why they think they used the indefinite and the definite article when they answered the
two different questions.

5. Ask your learners in groups to write a rule to help them to remember the difference between the two
types of article.

Give your learners lots of examples

Procedure
1. Write statements a, c, and e on the board and ask learners to discuss them in groups. Do they agree/
disagree with them? Leave space on the board for the other statements.

Statements:
a. It is easier to work in a team with women than with men.
b. The woman outside in the corridor is one of the parents.
c. Teenagers are much harder to teach than primary school children
d. The teenagers in that TV series are not like any I have met.
e. Children should be seen and not heard.
f. The children in fifth grade are impossible!

2. Write the missing statements b, d and f up on the board. Ask learners to identify any important
differences in the way the words are used.

3. Give learners these two rules and ask them to cross out the option which is incorrect.
●● When we talk about people or things in general, we use/don’t use the definite article with
uncountable or plural nouns.
●● When we talk about something or someone specific, we use/don’t use the definite article.

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Fun dictation – a dictogloss

Procedure
1. Briefly explain what a dictogloss is. (Dictogloss is a classroom dictation activity where learners first
listen to a short story noting down any key words they hear. They then work together in groups to try
to reconstruct the story they have heard as accurately as possible.)

2. Tell this joke twice. The first time the group listens only to get an idea of the storyline. The second
time they note down key words to help them to remember more.

An American, a Frenchman and an Australian were sitting in a bar on the top of a building
overlooking Sydney Harbour.
‘Do you know why America is the wealthiest country in the world?’ asked the American.
‘It’s because we build big and we build fast. We put up the Empire State Building in six weeks.’
‘Six weeks, mon dieu, so long!’ snapped the Frenchman. ‘The Eiffel Tower we put up in exactly
one month.’ ‘And you’, he continued, turning to the Australian, ‘what has Australia done to
match that?’
‘Ah, nothing, mate. Not that I know of.’
The American pointed to the Harbour Bridge. ‘What about that?’ he asked. The Australian
looked over his shoulder. ‘Dunno, mate. Wasn’t there yesterday.’
(Adapted from The Penguin Book of Australian Jokes)

3. Divide the group up and give each small group a large sheet of paper. Get them to discuss their
individual notes and to work together to reconstruct the joke as exactly as possible. When they have
a finished version, get them to copy it on to the large sheet of paper.

4. Display all the finished versions and compare them, paying particular attention to the accuracy of the
indefinite and definite articles.

5. Discuss in the group why the joke has a mix of the two different articles. Ask the group if they can
give a rule which could help learners to use the right article.

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3 In the classroom

3.1 Helping learners notice grammar

This activity gives learners the opportunity to practise using the sample activities in the methodology section
to teach grammar rules.

Materials
●● Coursebook 3.1

Instructions
●● Participants scan the rules chart to decide which rules are more important for their learners.
●● Divide participants into small groups.
●● Participants in groups choose one grammar point or rule to work on.
●● Participants prepare to teach the rule using one of the activity types discussed in the methodology
section. Encourage them to choose different rules and activity types.
●● Participants demonstrate their activities to the other groups.

4 Pronunciation

4.1 Linking

This activity introduces participants to linking sounds which are produced in natural speech.

Materials
●● Coursebook 4.1
●● Audio 4.1 (audio script in Appendix 1)

Instructions
●● Participants repeat the word pairs as fast and as naturally as they can. Encourage them to work out
what the linking sounds are before playing the recording.
●● Play the recording of the individual word (part 1) to focus on the absence of any identified linking
sounds identified.
●● Play the recording of the pairs of words (part 2) to confirm the presence of the three linking sounds.
Two instructions (natural sounding with clear /w/ between the pair)
Three instructions (natural sounding with clear /j/ between the pair)
Four instructions (natural sounding with clear /r/ between the pair).
●● Participants choose names from Box A and combine them using the word ‘and’, trying to identify
the linking sound.

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●● Play the recording of the example (part 3).

Harry and Sally (natural sounding with clear /j/ between the first pair of words).
●● Participants choose names from Box B and follow the same process as for Box A.
●● Play the recording of the example (part 4).
Amanda and Clara (natural sounding with clear /r/ between the first pair of words).
●● Discuss the effect of not producing these linking sounds with the group (stilted and unnatural effect).
●● Encourage participants to combine their own names using the word ‘and’ to see if this also produces
linking sounds.

4.2 Find the hidden word

This game focuses attention on the effect linking sounds can have on natural speech.

Materials
●● Coursebook 4.2

Instructions
●● Demonstrate to participants how it is possible to locate the word ‘why’ in the example phrase.
i.e. Do I have to be there?
●● Participants work through the examples in small groups.
●● Check answers.
●● Highlight the use of the schwa in the last question.

Answers

1. My tooth is starting to ache wake

2. Her eyes are blue rise
3. Draw in the ears, the nose and the mouth years
4. I’m not sure I’d be happy there ride
5. Be there at quarter to eight and no later wait
6. At your age I was living on my own rage
7. Are you into heavy metal music? winter

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5 Magazine

5.1 The golden rules for grammar teaching

In this activity participants read some tips from an expert on how to teach grammar and have the
opportunity to consolidate their own views on the subject.

Materials
●● Coursebook 5.1

Instructions
●● Participants discuss their own golden rules for teaching grammar.
●● Participants scan the blog to identify the expert’s golden rules. (Answer is at the start of the text:
‘There are three golden rules for teaching grammar. Unfortunately, nobody knows what they are’.)
●● Participants read the text more carefully and answer the true/false questions.
●● Participants discuss whether they agree/disagree with the writer’s views.

Answers
1. Learners respond differently to grammar teaching.
Learners vary considerably in their response to grammar teaching; some get a lot out of it, True
some very little.

2. Grammar explanations should be short and simple.

True
They do need to be clear and simple; the whole truth can be counterproductive.

3. You should not give rules to the learners in their own language.
False
They should be in the mother tongue if possible.

4. An example is better than an explanation.

Good realistic examples are vital, but they don’t replace explanations – an example on its False
own never tells you exactly what it is an example of.

5. It is a good idea for teachers to memorise some examples for structures.

True
I’ve often found it helpful myself to learn examples by heart.

6. It is not a good idea to use authentic material for examples.

Suitably chosen authentic material – advertisements, cartoons, songs, poems, etc. False
– can make examples memorable and fix them in students’ minds.

7. The best practice activities are realistic ones which engage the learners.
True
… exercises that get students using the structure to talk about themselves and their ideas.

●● Participants discuss what they think ‘carry over’ might mean in this context.
●● Participants read final section of the blog to establish what the writer means by ‘carry over’.
●● Divide participants into small groups.
●● Groups summarise the main points in the final paragraph of the text about the role of the teacher in
grammar teaching.
●● Participants compare their summaries and discuss their reactions to the views expressed by the writer.

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6 Vocabulary

6.1 Teaching phrasal verbs

This activity introduces and practises phrasal verbs from the text in the Magazine section.

Materials
●● Coursebook 6.1

Instructions
●● Establish exactly what phrasal verbs are.
●● Discuss any problems learners may have with this type of verb.
●● Discuss ways of introducing phrasal verbs to learners, encouraging an emphasis on clear contexts.
●● Partners find alternative words for ‘take up’ and ‘come back’ in the text (suggested answers are ‘occupy’
and ‘return’).
●● Partners fill in the gaps in the sentences with an appropriate phrasal verb.

Answers
1. I have to leave the room for a moment. Can you just carry on with the exercise.
2. I would really like to take up a sport but I have no time at the moment.
3. The headmistress has taken on too many teaching responsibilities.
4. The subject of classroom discipline came up at the meeting.
5. The after school language club has really taken off. A lot of children have signed up.
6. This plan is very complicated. I think it’s going to be difficult to carry out in practice.

●● Check answers.
●● Discuss alternative words which could substitute the phrasal verbs in these context.

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7 Activity page

7.1 Making a text grammatical

This activity uses headlines to focus attention on ‘missing’ grammar, in particular definite and
indefinite articles.

Materials
●● Coursebook 7.1

Instructions
●● Discuss possible uses of newspapers in the language classroom.
●● Participants in groups expand the sample headlines to make them grammatically correct.
(e.g. An earthquake has killed five hundred people or
The earthquake in Japan has killed five hundred people.)
●● Compare suggested answers across the groups.
●● Participants work with one headline per group, building up the story behind it. Encourage them
to use their imaginations to make up a good story.
●● Participants tell their stories to the whole group.

Information
Sourcing news
If you want to make the activity more topical, use headlines from British papers which you can source
on the internet if this is available.
News articles on this site have comprehensive glossaries and there are lots of task suggestions:
www.bbc.co.uk/worldservice/learningenglish/
This is the Daily mail homepage: www.dailymail.co.uk/pages/live/dailymail/home.html
This is the Guardian homepage: www.guardian.co.uk/

7.2 Making the news

This summary writing and role play activity leads on from the storytelling in 7.1.

Materials
●● Coursebook 7.2
●● Optional recording equipment for news broadcasts

Instructions
●● Participants turn the story they produced in 7.1 into a news summary.
●● Representatives of each group take it in turns to read out their news summary. (The broadcasts
can be recorded if equipment is available and the news show played back for viewing/reviewing.)

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8 Reflection

8.1 A burning question – reflection mingle

In this activity participants mingle to exchange views on what they have learnt from the module.

Materials
●● Coursebook 8.1
●● Sheets of paper for all participants

Instructions
●● Distribute sheets of paper to all participants.
●● Participants write down a question they would like to ask related to the module.
Participants mingle to ask the question to as many group members as possible within a five minute limit,
noting down any interesting responses.
●● Participants report back on questions and responses in groups.
●● Monitor the groups and feedback useful and interesting comments to the whole group.

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Appendix 1

Audio script for 1.1 Making meaning clear in speaking and writing
Speaker A I think I’m only going to use three colours for my poster – green, black and red. Can you
pass me the red marker from that box on your desk?
Speaker B Yeah, sure. Have you got the scissors, by the way? I think I’m going to cut up coloured
paper and just use a black biro to fill in the text.
Speaker C Just a second – I was using the scissors but I have finished with them now. I think for my
poster, I prefer to use paint; there are lots more colours. But where are the paintbrushes?
I am going to need a couple of paintbrushes.
Speaker A They’re over there, by the sink. Oh no, the red marker has dried up. Is there an orange
one in that box? Could you pass it to me?
Speaker B Sure – here you are. Have you seen the glue anywhere?
Speaker C The glue has disappeared. I was looking for it too.
Speaker A Oh no! Both markers have dried up. I’ll just use paint too.
Speaker B It’s probably a better idea to use paint than paper and glue. I found the glue and there’s
not much left.
Speaker A Don’t forget to save a little bit for me then!

Appendix 2

Audio script for 4.1 Linking

Part 1
1. Two
2. Three
3. Four

Part 2
●● Two instructions
●● Three instructions
●● Four instructions

Part 3
Harry and Sally

Part 4
Amanda and Clara

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