TEACHING APPROACHES

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speakout is designed to satisfy both students and • Clear language reference - As well as a summary of
teachers on a number of different levels. It offers engaging rules within the unit, there is also a Language bank which
topics with authentic BBC material to really bring them to serves as a clear learning reference for the future
life. At the same time it offers a robust and comprehensive • Focus on use - We ensure that there is plenty of
focus on grammar, vocabulary, functions and pronunciation. practice, both form and meaning-based, in the Language
As the name of the course might suggest, speaking activities bank to give students confidence in manipulating the
are prominent, but that is not at the expense of the other new language. On the main input page we include
core skills, which are developed systematically throughout. personalised practice, which is designed to be genuinely
With this balanced approach to topics, language development communicative and to offer students the opportunity to
and skills work, our aim has been to create a course book say something about themselves or the topic. There is
full of 'lessons that really work' in practice. Below we will also regular recycling of new language in the Lookback
briefly explain our approach in each of these areas. review pages, and again the focus here is on moving
learners towards communicative use of the language.

TOPICS AND CONTENT

VOCABULARY
In Speakout we have tried to choose topics that are relevant
to students' lives. Where a topic area is covered in other Developing a wide range of vocabulary is key to increasing
ELT courses we have endeavoured to find a fresh angle on communicative effectiveness; developing a knowledge
it. It is clear to us that authenticity is important to learners, of high-frequency collocations and fixed and semi-fixed
and many texts come from the BBC's rich resources (audio, phrases is key to increasing spoken fluency. An extensive
visual and print) as well as other real-world sources. At understanding of words and phrases helps learners become
lower levels, we have sometimes adapted materials by more confident when reading and listening. and developing
adjusting the language to make it more manageable for a range of vocabulary is important for effective writing.
students while trying to keep the tone as authentic as Equally vital is learner-training, equipping students with the
possible. We have also attempted to match the authentic skills to record, memorise and recall vocabulary for use.
feel of a text with an authentic interaction. Every unit
In Speakout this is reflected in:
contains a variety of rich and authentic input material
including BBC Video podcasts (filmed on location in • A prominent focus on vocabulary - We include
London. England) and DVD material, featuring some of the vocabulary in almost all lessons whether in a lexical set
best the BBC has to offer. linked to a particular topic, as preparation for a speaking
activity or to aid comprehension of a DVD clip or a
GRAMMAR listening or reading text. Where we want students to
use the language actively, we encourage them to use the
Knowing how to recognise and use grammatical structures vocabulary to talk about their own lives or opinions. At
is central to our ability to communicate with each other. lower levels, the Photo bank also extends the vocabulary
Although at first students can often get by with words taught in the lessons, using memorable photographs and
and phrases, they increasingly need grammar to make graphics to support students' understanding.
themselves understood. Students also need to understand
sentence formation when reading and listening and to be • Focus on 'chunks' - As well as lexical sets, we also
able to produce accurate grammar in professional and regularly focus on how words fit together with other
exam situations. We share students' belief that learning words, often getting students to notice how words are
grammar is a core feature of learning a language and believe used in a text and to focus on high-frequency 'chunks'
that a guided discovery approach, where students are such as verb-noun collocations or whole phrases.
challenged to notice new forms works best. At the same • Focus on vocabulary systems - We give regular
time learning is scaffolded so that students are supported at attention to word-building skills, a valuable tool in
all times in a systematic way. Clear grammar presentations expanding vocabulary. At higher levels. the Vocabulary
are followed by written and oral practice. There is also plus sections deal with systems such as affixation, multi­
the chance to notice and practise pronunciation where word verbs and compound words in greater depth.
appropriate.
• Recycling and learner training - Practice exercises
In Speakout you will find:
ensure that vocabulary is encountered on a number of
• Grammar in context - We want to be sure that the occasions: within the lessons, on the Lookback page, in
grammar focus is clear and memorable for students. subsequent lessons and in the Photo bank/Vocabulary
Grammar is almost always taken from the listening or bank at the back of the book. One of the main focuses
reading texts, so that learners can see the language in of the Speakout tips - which look at all areas of language
action, and understand how and when it is used. learning - is to highlight vocabulary learning strategies,
aiming to build good study skills that will enable students
• Noticing - We involve students in the discovery of
to gain and retain new language.
language patterns by asking them to identify aspects of
meaning and form, and complete rules or tables.

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 FUNCTIONAL LANGUAGE • Speaking strategies and sub-skills - In the third
lesson of each unit, students are encouraged to notice
One thing that both teachers and learners appreciate is in a systematic way features which will help them
the need to manage communication in a wide variety of improve their speaking. These include, for example,
encounters, and to know what's appropriate to say in ways to manage a phone conversation, the use of mirror
given situations. These can be transactional exchanges, questions to ask for clarification, sentence starters to
where the main focus is on getting something done (buying introduce an opinion and intonation to correct mistakes.
something in a shop or phoning to make an enquiry), • Extended speaking tasks - In the Speakout DVD
or interactional exchanges, where the main focus is on lesson, as well as in other speaking tasks throughout
socialising with others (talking about the weekend, or the course, students are encouraged to attempt more
responding appropriately to good news). As one learner adventurous and extended use of language in tasks such
commented to us, 'Grammar rules aren't enough - I need as problem solving, developing a project or telling a story.
to know what to say.' Although it is possible to categorise These tasks go beyond discussion; they include rehearsal
'functions' under 'lexical phrases', we believe it is useful time, useful language and a concrete outcome.
for learners to focus on functional phrases separately from
vocabulary or grammar. LISTENING
The third lesson in every unit of Speakout looks at one such For most users o f English (or any language. for that
situation, and focuses on the functional language needed. matter), listening is the most frequently used skill. A
Learners hear or see the language used in context and then learner who can speak well but not understand at least as
practise it in mini-situations, in both a written and a spoken well is unlikely to be a competent communicator or user
context. Each of these lessons also includes a Learn to of the language. We feel that listening can be developed
section, which highlights and practises a useful strategy for effectively through well-structured materials. As with
dealing with both transactional and interactional exchanges, speaking, the choice of interesting topics and texts works
for example asking for clarification, showing interest, etc. hand in hand with carefully considered sequencing and
task design. At the same time, listening texts can act as a
Learners will find themselves not just more confident users
springboard to stimulate discussion in class.
of the language, but also more active listeners.
There are several strands to listening in Speakout:
• Focus on authentic recordings - In Speakout, we
SPEAKING
believe that it is motivating for all levels of learner to
The dynamism of most lessons depends on the success of try to access and cope with authentic material. Each
the speaking tasks, whether the task is a short oral practice unit includes a DVD extract from a BBC documentary,
of new language, a discussion comparing information drama or light entertainment programme as well as a
or opinions, a personal response to a reading text or a podcast filmed on location with real people giving their
presentation where a student might speak uninterrupted opinions. At the higher levels you will also find unscripted
for a minute or more. Students develop fluency when audio texts and BBC radio extracts. All are invaluable in
they are motivated to speak. For this to happen, engaging the way they expose learners to real language in use as
topics and tasks are essential, as is the sequencing of stages well as different varieties of English. Where recordings.
and task design. For longer tasks, students often need to particularly at lower levels, are scripted, they aim to
reflect the patterns of natural speech.
prepare their ideas and language in a structured way. This
all-important rehearsal time leads to more motivation • Focus on sub-skills and strategies - Tasks across
and confidence as well as greater accuracy, fluency and the recordings in each unit are designed with a number
complexity. Also, where appropriate, students need to hear of sub-skills and strategies in mind. These include:
a model before they speak, in order to have a realistic goal. listening for global meaning and more detail; scanning
for specific information; becoming sensitised to possible
There are several strands to speaking in Speakout: misunderstandings; and noticing nuances of intonation and
expression. We also help learners to listen actively by using
• Communicative practice - After introducing any
strategies such as asking for repetition and paraphrasing.
new language (vocabulary, grammar or function) there
are many opportunities in Speakout for students to use it • As a context for new language - We see listening
in a variety of activities which focus on communication as as a key mode of input and Speakout includes many
well as accuracy. These include personalised exchanges, listening texts which contain target grammar, vocabulary
dialogues, flow-charts and role-plays. or functions in their natural contexts. Learners are
encouraged to notice this new language and how and
• Focus on fluency - In every unit of Speakout where it occurs, often by using the audio scripts as a resource.
we include opportunities for students to respond • As a model for speaking - In the third and fourth
spontaneously. They might be asked to respond to a lessons of each unit the recordings serve as models
series of questions, to a DVD, a Video podcast or a text, for speaking tasks. These models reveal the ways in
or to take part in conversations, discussions and role­ which speakers use specific language to structure their
plays. These activities involve a variety of interactional discourse, for example with regard to turn-taking,
formations such as pairs and groups. hesitating and checking for understanding. These
recordings also serve as a goal for the learners' speaking.

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 READING There are four strands to writing in Speakout:
Focus on genres - In every unit at the four higher
Reading is a priority for many students, whether it's for levels there is a section that focuses on a genre of
study, work or pleasure, and can be practised alone, writing, emails for example. We provide a model
anywhere and at any time. Learners who read regularly to show the conventions of the genre and, where
tend to have a richer, more varied vocabulary, and are appropriate, we highlight fixed phrases associated with it.
often better writers, which in turn supports their oral We usually then ask the students to produce their own
communication skills. Nowadays, the Internet has given piece of writing. While there is always a written product,
students access to an extraordinary range of English we also focus on the process of writing. including the
language reading material, and the availability of English relevant stages such as brainstorming, planning, and
language newspapers, books and magazines is greater checking. At Starter and Elementary, we focus on more
than ever before. The language learner who develops basic writing skills, including basic written sentence
skill and confidence in reading in the classroom will be patterns, linking, punctuation and text organisation, in
more motivated to read outside the classroom. Within some cases linking this focus to a specific genre.
the classroom reading texts can also introduce stimulating
topics and act as springboards for class discussion. • Focus on sub-skills and strategies - While dealing
There are several strands to reading in Speakout: with the genres, we include a section which focuses
on a sub-skill or strategy that is generally applicable to
• Focus on authentic texts - As with Speakout listening all writing. Sub-skills include paragraphing, organising
materials, there is an emphasis on authenticity, and this is content and using linking words and pronouns, while
reflected in a number of ways. Many of the reading texts strategies include activities like writing a first draft quickly,
in Speakout are sourced from the BBC. Where texts have keeping your reader in mind and self-editing. We present
been adapted or graded, there is an attempt to maintain the sub-skill by asking the students to notice the feature.
authenticity by remaining faithful to the text type in We then provide an opportunity for the students to
terms of content and style. We have chosen up-to-date, practise it.
relevant texts to stimulate interest and motivate learners
• Writeback - At the end of every unit, following the
to read. The texts represent a variety of genres that
correspond to the text types that learners will probably DVD and final speaking task, we include a Writeback
encounter in their everyday lives. task. The idea is for students to develop fluency in their
writing. While we always provide a model, the task is
• Focus on sub-skills and strategies - In Speakout not tied to any particular grammatical structure. Instead
we strive to maintain authenticity in the way the the emphasis is on using writing to generate ideas and
readers interact with a text. We always give students a personal responses.
reason to read, and provide tasks which bring about or
simulate authentic reading, including real-life tasks such • Writing as a classroom activity - We believe
as summarising. extracting specific information, reacting that writing can be very usefully employed as an aid to
to an opinion or following an anecdote. We also focus speaking and as a reflective technique for responding
on strategies for decoding texts, such as guessing the to texts - akin to the practice of writing notes in the
meaning of unknown vocabulary, understanding pronoun margins of books. It also provides a change of pace and
referencing and following discourse markers. focus in lessons. Activities such as short dictations, note­
taking. brainstorming on paper and group story writing
• Noticing new language - Noticing language in use are all included in Speakout.
is a key step towards the development of a rich
vocabulary and greater all-round proficiency in a language, PRONUNCIATION
and this is most easily achieved through reading. In
Speakout, reading texts often serve as valuable contexts In recent years. attitudes towards pronunciation in
for introducing grammar and vocabulary as well as many English language classrooms have moved towards
discourse features. a focus on intelligibility: if students' spoken language is
understandable, then the pronunciation is good enough.
· As a model for writing - In the writing sections, as We are aware, however, that many learners and teachers
well as the Writeback sections of the DVD spreads, the place great importance on developing pronunciation that
readings serve as models for students to refer to when is more than 'good enough', and that systematic attention
they are writing, in terms of overall organisation as well to pronunciation in a lesson, however brief, can have a
as style and language content. significant impact on developing learners' speech.
In Speakout, we have taken a practical, integrated approach
WRITING to developing students' pronunciation, highlighting
In recent years the growth of email and the internet has features that often cause problems in conjunction with
led to a shift in the nature of the writing our students need a given area of grammar, particular vocabulary items
to do. Email has also led to an increased informality in and functional language. Where relevant to the level, a
written English. However, many students need to develop grammatical or functional language focus is followed by a
their formal writing for professional and exam-taking focus on a feature of pronunciation, for example, the weak
purposes. It is therefore important to focus on a range forms of auxiliary verbs or connected speech in certain
of genres, from formal text types such as essays, letters functional exponents. Students are given the opportunity
and reports to informal genres such as blog entries and to listen to models of the pronunciation, notice the key
personal messages. feature and then practise it.

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 TEACHING INTERMEDIATE LEARNERS to have specific requirements depending on their reasons
for learning English, whether for work, exams, travel. or
Intermediate can be a tremendously rewarding level to
fun. Try to use this variety to benefit the class. There is
teach. In contrast to lower levels, the students now have
much scope for peer teaching (both language and content).
enough English to really express themselves. They can
project work, and extended group work based on mixed
begin to use and understand humour; they can engage in
abilities and interests in intermediate classes.
discussions about serious issues; and they can use language
creatively. At intermediate. the class begins to relax a little, Here are our top tips for teaching at this level:
as students start to communicate more freely without
• Help the students to become independent learners
needing so much input and guidance from the teacher.
through the use of strategies. Try to get students
There is a shift of focus from what they don't know
interacting with the language on their own by using
(everything, at the lower levels) to what they do know,
authentic materials such as video. songs, and Internet
and what they are able to do with it. At the same time, for
downloads.
many students the intermediate level marks a 'plateau'.
They are able to deal with most of the basic functions they • Challenge the students in different ways. Intermediate
need and, consequently, many learners never get beyond students probably know a lot about how they learn best
this level. and the types of activities that motivate them. Although
teachers cannot please everyone all the time. we can
While intermediate students have already covered the
provide a wide range of activity types, including both
most important grammatical areas and probably learned a
analytical exercises and hands-on experiential learning.
good deal of basic vocabulary, there will almost certainly
be major gaps in their knowledge and in their ability to • Do a lot of work on collocation. At this level. the
produce effective spoken and written discourse. students should be able to work with phrases and chunks
of language.
At this level, other elements become important beyond
simply getting a message across. For example, there is • Use teaching strategies to counteract a feeling articulated
the issue of register: can the student modulate his or her by many Intermediate students that 'I'm not learning
speech to fit both formal and informal occasions? There anything new'. Keep records of all new vocabulary
is range: is the student-as-speaker confident attempting learned (use a Word Wall or vocabulary cards) and
a variety of speech acts such as describing a place, giving regularly recycle the words/ expressions; video learners
instructions, or narrating a story? There is also range of doing speaking activities at different stages of the course;
input: is the student-as-listener/watcher able to cope and keep portfolios of their written work.
with different genres of authentic material such as radio • Invite students to extend shorter responses. Set pre­
programmes. DVD clips. and live interaction? These speaking goals such as 'each student should speak
questions underpin the approach to the teaching of skills in for two minutes' or assign group monitors to keep
an intermediate class. conversations flowing. For written assignments, set
Besides skills, one of the most important areas for word counts that go beyond students' normal output.
intermediate students to work on is vocabulary. While they Particularly in classes where students don't get much of
may 'know' the meaning of many words where one word a chance to interact in English outside the class. it's vital
equates with one idea, they often do not know collocations that the students use their opportunities to speak the
and idioms that use those same words. For example, they language.
know the words take and part. but not the expression take • Identify and deal with fossilised errors. These start to
part in something. The English language has thousands of become an issue at intermediate. Use various techniques:
these expressions, and it is at the Intermediate level that keep a common mistake file and revisit it regularly. Use
students really begin to grapple with the depth and breadth extended post-speaking activities in which the students
of the language. self-correct and analyse their language use. Besides using
In terms of grammar, the approach needs to encompass it for correction, use this slot to highlight examples of
both consolidation and gradual broadening of the interesting and successful language use.
repertoire. Structures that have been 'half-learnt' at lower • Keep encouraging and motivating students. You can do
levels should be revisited with the goal of developing this through comments on student journals or letters,
automaticity so that the student does not have to search one-to-one tutorials, or while giving feedback to the
for the right forms. At the same time. there is plenty of whole class. While progress may sometimes seem slow
new grammar (and new uses for old grammar!) to keep at this level, one of the keys to teaching intermediate
intermediate students challenged. students is to see the level as a transition point rather
It has often been noted that intermediate can be a wide­ than an end point.
ranging level. There may be large discrepancies between Antonia Clare, Frances Eales. Steve Oakes
students in terms of what they are capable of doing with and JJ Wilson
the language. While some may still struggle with, say,
reading a course book text, others are able to read whole
books in English. Besides being aware of differences in
level. teachers also need to focus on individual needs. At
the beginner levels all students have similar needs (basic
language skills), but many students at intermediate will start

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