General English Pre-Intermediate Modules 1-4 Teacher's Guide (2.1 ...

Some terms used in the Teacher's Book
Although we have tried to reduce the amount of complicated language, there are a few terms we’ve
used a lot in this Teacher’s Guide:
Elicit means to get students to provide answers,
opinions or ideas (instead of the teacher giving these
to the students).
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What does
‘debate’ mean’
Brainstorm is similar to elicit. Students think of as
much as possible about a topic, or as many examples
as possible of something, or a list of items.
10 countries in
Southeast Asia
What do you know
about ASEAN
It’s like a formal
argument
Meetings
Association of
South East Asian
Nations
To argue
Pre-teach means to introduce new vocabulary before
students read or listen to a new text. You can do this
by providing background information, translation, or
eliciting definitions from the students.
Demonstrate means to perform a new task in front
of the class before getting students to do it. This way
students have a model to base their tasks on – they
can see what they are supposed to do.
You can do this as a class, writing students’ ideas on
the board as they say them. Alternatively, put students
into groups, and encourage groups to compete to list
the most points or items.
A variation is a Group Brainstorm Competition.
Divide the class into groups, who list items within
a category, e.g. types of transport or ways to learn
vocabulary. Give them a time limit. The group with
the most items on their list wins.
Using students' first language (L1)
Sometimes you might need to use L1 to:
• give detailed instructions
• clarify and check understanding of key ideas or language
• discuss complex ideas
However, as the objective is for students to improve their language skills, English should be used in the
classroom as much as possible. It is best if you try to explain something in English first, and only use L1 if
the meaning is still not clear.
In group and pairwork activities, students should normally use English. For some activities, the teacher’s
instructions in this book are to make sure students use only English. For a few activities, where the ideas
are more important than the language practice, we have suggested that students use L1.
Introduction
VII