Guideline Answer

Here are some suggested answers. Please note that some reasons may also apply to and be useful
for other assumptions but remember you cannot use one reason more than once. A range of
possible answers is given

Assumption
Learners need to see language in context
R – so that they can see how it is used
R – it mirrors how L1 is learnt
R – context gives a guide to meaning and students may be able to work out the meaning in this way
Exercise: 3
Assumption
Learners need a task to focus them on the overall meaning of a text
R – to prevent them from trying to understand every word
R – in real life we usually have a purpose for reading a text so this mirrors real life
Exercise 3a
Assumption
Learners need to understand a text in detail before focussing on language
R – if they do not understand the context, they may not understand the language
R – at lower levels, a superficial reading of the text (as in ex: 3a) may not be enough for learners to
process the text for meaning
Exercise 3c
Assumption
Guided discovery approaches to studying grammar are useful
R – cognitive engagement with language, thinking and working things out leads to greater retention
of the language
R – learners often understand things they have worked out for themselves better than things they
are told
Ex 4
Assumption
Explicit grammar rules using metalanguage are useful for learners
R – this is what many learners expect and are used to
R – this approach appeals to analytic learners
R – learners can learn and use this metalanguage in their own research and this makes them more
autonomous
Ex 4
Assumption
Pronunciation work is useful for learners (ex: 5)
R – this gives them a complete picture of language, so that meaning, form and pronunciation are all
covered
R – pronunciation is a key feature of language work
R – learners may not have exposure to natural features of spoken English if they are not studying in
an ES environment
Exercise 5
Assumption
Controlled/restricted practice exercises are useful for learners
R – this increases learner confidence at manipulating forms of language
R – this type of exercise allows for quiet study time and for students to get further practice at
discriminating between tenses
Exercise 6
Assumption
Contrasting language forms is a good way to focus on meaning (all exercises)
R – learners may have learnt both these forms separately and this helps them distinguish between
them
R – the use of a tense may only be clearly seen when it is contrasted with another one close in
meaning
Exercise All exercises
Assumption
Comparing answers and collaborative learning is useful for lower level learners (ex: 6c)
R – learners can learn from each other
R – it gives learners confidence if they can explain language rules to each other
Exercise 6c