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Unit 33 Giving feedback. 2: I want to encourage my slower learners, but I sometimes find it hard to give them useful feedback on their work. They make so many mistakes!

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Unit 33 Giving feedback. 2: I want to encourage my slower learners, but I sometimes find it hard to give them useful feedback on their work. They make so many mistakes!

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Unit 32 Correcting learners. 2: My students are all teenagers. I encourage them to use peer and self-correction but they prefer it when I correct them.

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Unit 32 Correcting learners. 2: My students are all teenagers. I encourage them to use peer and self-correction but they prefer it when I correct them.

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Unit 31Grouping learners. 2: When my students work in pairs and groups, the classroom becomes a noisy place. Other teachers comment on it in the staffroom. It makes me feel as if I am not doing a good job.

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Unit 31Grouping learners. 2: When my students work in pairs and groups, the classroom becomes a noisy place. Other teachers comment on it in the staffroom. It makes me feel as if I am not doing a good job.

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Unit 30 Teacher roles. 2: I think of myself as a facilitator in my classroom because I want my learners to become more independent.

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Unit 30 Teacher roles. 2: I think of myself as a facilitator in my classroom because I want my learners to become more independent.

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Unit 29 Categorizing learners' mistakes. 3: I can identify when there's a problem with word order but I do not always know why it is wrong.

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Unit 29 Categorizing learners' mistakes. 3: I can identify when there's a problem with word order but I do not always know why it is wrong.

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Unit 28 Identifying the functions of learners' language. 3: My intermediate learners have their favorite expressions, like I agree. Good idea. I think they should use more complex language at their level.

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Unit 28 Identifying the functions of learners' language. 3: My intermediate learners have their favorite expressions, like I agree. Good idea. I think they should use more complex language at their level.

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Unit 27 Using language appropriately for a range of classroom functions. 3: I listened to an audio recording of one of my lessons. I noticed that I always use the same exponents. I do not think this is a good idea.

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Unit 27 Using language appropriately for a range of classroom functions. 3: I listened to an audio recording of one of my lessons. I noticed that I always use the same exponents. I do not think this is a good idea.

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Unit 26 Selection and use teaching aids. 2: I don't like to depend on technology because  something can always go wrong. The most reliable aids are simple, like flashcards and the whiteboard.

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Unit 26 Selection and use teaching aids. 2: I don't like to depend on technology because  something can always go wrong. The most reliable aids are simple, like flashcards and the whiteboard.

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Unit 25 Selection and use of supplementary materials and activities. 2: I don't see why supplementary materials have to fit into the syllabus. Sometimes it's just good for learners to have a change -  and have some fun.

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Unit 25 Selection and use of supplementary materials and activities. 2: I don't see why supplementary materials have to fit into the syllabus. Sometimes it's just good for learners to have a change -  and have some fun.

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Unit 24 Selection and use of coursebook materials. 2: I'd love to teach without a coursebook, but the students expect to have one.

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Unit 24 Selection and use of coursebook materials. 2: I'd love to teach without a coursebook, but the students expect to have one.

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Unit 23 Consulting reference resources to help in lesson preparation. 2: I don't allow students to bring biligual or electronic dictionaries to the classroom. I insist on them always using monolingual dictionaries.

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Unit 23 Consulting reference resources to help in lesson preparation. 2: I don't allow students to bring biligual or electronic dictionaries to the classroom. I insist on them always using monolingual dictionaries.

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Unit 22 Choosing assessment activities. 1: I give my learners regular tests, but only for grammar and vocabulary. I assess their language skills by observing them in the classroom.

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Unit 22 Choosing assessment activities. 1: I give my learners regular tests, but only for grammar and vocabulary. I assess their language skills by observing them in the classroom.

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Unit 21 Planning an individual lesson or a sequence of lessons. 2: Planning a sequence of lessons helps me to see how I'm covering the syllabus, and it helps my learners, too.

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Unit 21 Planning an individual lesson or a sequence of lessons. 2: Planning a sequence of lessons helps me to see how I'm covering the syllabus, and it helps my learners, too.

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Unit 20 Identifying the different components of a lesson plan. 3: It's important to think about things that might go wrong, so I always write something about anticipated problems.

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Unit 20 Identifying the different components of a lesson plan. 3: It's important to think about things that might go wrong, so I always write something about anticipated problems.

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Unit 19 Identifiying and selecting aims. 2: I like to discover my aims during the lesson - by listening to my students and finding out what they know, and what the need to learn. Often my aims aren't clear until after the lesson

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Unit 19 Identifiying and selecting aims. 2: I like to discover my aims during the lesson - by listening to my students and finding out what they know, and what the need to learn. Often my aims aren't clear until after the lesson

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Unit 18 Assessment types and tasks. 3: I much prefer informal assessment to formal assessment and so do my students, so we don't have tests in my classes.

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Unit 18 Assessment types and tasks. 3: I much prefer informal assessment to formal assessment and so do my students, so we don't have tests in my classes.

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Unit 17 Practice activities and tasks for language and skills development. 4: My coursebook always uses the same activities for reading and listening. I don't like that.

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Unit 17 Practice activities and tasks for language and skills development. 4: My coursebook always uses the same activities for reading and listening. I don't like that.

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Unit 16 Presentation techniques and introductory activities. 1: I think PPP is too controlled by the teacher - the student feel you are being bossy with them.

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Unit 16 Presentation techniques and introductory activities. 1: I think PPP is too controlled by the teacher - the student feel you are being bossy with them.

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Unit 15 Approaches to language teaching. 2: I like to pick the best out of different approaches to keep my students motivated and involved, and to make my lessons relevant to different kinds of learners.

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Unit 15 Approaches to language teaching. 2: I like to pick the best out of different approaches to keep my students motivated and involved, and to make my lessons relevant to different kinds of learners.

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Unit 14 Learner needs. 1: There are 40 students in my class, but I can still find ways of meeting some of their needs.

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Unit 14 Learner needs. 1: There are 40 students in my class, but I can still find ways of meeting some of their needs.

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Unit 13 Learner characteristics. 2: I spent two lessons explaining learning strategies to my students when they started secondary school. They just weren't interested, so I haven't tried it again.

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Unit 13 Learner characteristics. 2: I spent two lessons explaining learning strategies to my students when they started secondary school. They just weren't interested, so I haven't tried it again.

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Unit 12 Differences between L1 and L2 Learning. 2: Grammar is a quicker way of learning than exposure. It works well with older learners.

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Unit 12 Differences between L1 and L2 Learning. 2: Grammar is a quicker way of learning than exposure. It works well with older learners.

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Unit 11 The role of error. 2: My students like me to correct all their mistakes, so I do.

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Unit 11 The role of error. 2: My students like me to correct all their mistakes, so I do.

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Unit 10 Exposure and focus on form. 1: I learnt Russian at school through grammar translation. Then after I left school I went to live in Russia and just picked it up. The two ways of learning really helped me speak Russian well.

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Unit 10 Exposure and focus on form. 1: I learnt Russian at school through grammar translation. Then after I left school I went to live in Russia and just picked it up. The two ways of learning really helped me speak Russian well.

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Unit 9 Motivation. 2: I always put my learners' work up on the wall even if their English isn't very accurate.

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Unit 9 Motivation. 2: I always put my learners' work up on the wall even if their English isn't very accurate.

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Unit 8 Reading. 2: I like asking my class to tell one another stories - they get so interested that they do not worry about the mistakes they make.

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Unit 8 Reading. 2: I like asking my class to tell one another stories - they get so interested that they do not worry about the mistakes they make.

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Unit 7 Listening. 3: My learners always try and understand every word when they listen, so I give them transcripts to read as they listen.

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Unit 7 Listening. 3: My learners always try and understand every word when they listen, so I give them transcripts to read as they listen.

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Unit 6 Writing. 2: When I teach writing I usually focus more on accuracy than on communicating ideas.

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Unit 6 Writing. 2: When I teach writing I usually focus more on accuracy than on communicating ideas.

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Unit 5 Reading. 3: Some of my learners try to understand each new word in a text; then they often don't understand what the whole text is about.

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Unit 5 Reading. 3: Some of my learners try to understand each new word in a text; then they often don't understand what the whole text is about.

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Unit 4 Functions. 1: Learners prefer learning functions to learning grammar.

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Unit 4 Functions. 1: Learners prefer learning functions to learning grammar.

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 Unit 3 Phonology. 3: Knowing about phonology can help teachers when they plan and give their lessons.

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 Unit 3 Phonology. 3: Knowing about phonology can help teachers when they plan and give their lessons.

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Unit 2 Lexis. 1: There are some advantages in using translation to teach meaning, but some disadvantages, too.

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Unit 2 Lexis. 1: There are some advantages in using translation to teach meaning, but some disadvantages, too.

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Unit 1 Grammar. 3: We need to learn grammar terms to help us learn a language more easily and quickly.

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Unit 1 Grammar. 3: We need to learn grammar terms to help us learn a language more easily and quickly.