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    Juan Carrillo

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    TEACHING APPROACHES The thinking behind Speakout Second Edition Speakout Second Edition has been significantly updated and refreshed following feedback from students and teachers from around the world. It offers engaging topics with authentic BBC ‘material to really bring them to lf, At the same time it offers a robust and comprehensive focus on grammar, vocabulary, functions and pronunciation. As the name ofthe course might Suggest. speaking activities are prominent, but that isnot at the expense ofthe ather core sks of reading, writing and listening, which ae developed systematically throughout. With this balanced approach to topics, language development and skill work, our aim has been to create a course book full, of lessons that really workin practice. Below we will briefly explain our approach in each ofthese areas. OST OS In Speokout Second Eton we have chosen topics that are relevant to studentslives and are global in nature. Where a topic area is covered in other ELT courses we have endeavoured to find afresh angle on [tis clear tous that authenticity is. important to learners, and mary texts come from the BCS rch resources (audio, visual and print as well as other real-world sources. At lower levels, we have sometimes adapted materials by adjusting the language to make it more manageable for Students while trying to keep the tone as authentic as possible We have also attempted to match the authentic feel ofa text with an authentic interaction. Every unit contains a variety of Fich and authentic input material ineliing BRC interviews {filmed on locaton in London, England) and DVD material, featuring some ofthe best drama, dacumentary and light entertainment programmes that the BBC has to offer EIEIO Knowing how to recognise and use grammatical structures i central to our ablity to communicate with each other Although at first students can often get by with words and phrases, they increasingly need grammar to make themselves understood, Students also need to understand sentence formation when reading and listening, and to he able ta produce accurate amma in professional and exam situations. We share students’ belief that learning grammar isa core feature of learring a language and believe that a guided discovery approach, where students are challenged to notice new forms, works best. At the same time, learning is scaffolded so that students are supported at all timesin a systematic way. Clear .rammar presentations ae followed by written and oral Practice. In Speokout Second Eatin you wil find: ‘© Grammar in context -We want tobe sure that the grammar focus i clear and memorable for students. Grammars almost aways taken from the listening or reading texts, so that learners can see the language in action, and understand how and when itis used, ‘© Focus on noticing - We involve students in the discovery of language patterns by asking them to identify aspects of ‘meaning and form, and complete rules or tables. © Gross-references to Language bank As well as a summary ‘of rules within the unit, there ae also cross-references to ‘the Language bank at the back ofthe book which provides further explanation of the grammar point in focus as well as ‘additional practice. ‘© Plentiful and varied practice ~ We ensure that there is plenty of practice, both form- and meaning;-based, in the “Language bank to give students confidence in manipulating the new language. Additional form-based grammar practice is also provided in the Workbook and in Speakout Extra. ‘On the main input page we include personalised practice, which is designed tobe genuinely communicative, and to offer students the opportunity to say something about themselves or the topic. There is also regular recycling of new languagein the Lookback pages. Again the focus here is on moving learners towards communicative use of the language. VOCABULARY Developing a wide range of vocabulary is key to increasing communicative effectiveness; developing a knowledge of high-frequency collocations and fixed and semi-fixed phrases Is key to increasing spoken fluency. An extensive understanding ‘of words and phrases help learners become more confident ‘when reading and listening, and developing arange of vocabulary is important for effective writing Equally vital is leamer-training, equipping students with the skills to record, ‘memorise and recall vocabulary for use. “There sa prominent focus on vocabulary in Speakout Second Edition We include vocabulary in almost al lessons, whether Inallexical set linked toa particular topic. as preparation for {speaking activity, o to ad comprehension ofa DVD clip ora listening or reading text. Where we want students to use the language actively, we encourage them to use the vocabulary to talk about ther own lives oF opinions. At lower levels, the Photo bank also extends the vocabulaty taught inthe lessons, Using memorable photographs and graphics to support students understanding, Vocabulary items have been selected according to ther usefulness witha strong focus on the following: ‘© Vocabulary ‘chunks’ Aswellas lexical sets, we also regularly focus on how words fit together with other words. ‘often getting students to natice how words are used ina text and to focus on high-frequency chunks such as vverb-noun callocations or whole phrases. ‘© Vocabulary systems - We give regula attention to \word:-bullding sklls a valuable tool in expanding vocabulary At higher levels, the Vocabulary plus sections

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