TEACHER TRAINING DVD SERIES

12 Task-Based Learning

International House London

 foreword

This is a new series of films of lessons taught by International House

London teachers. The series comprises a broad range of lesson types
and each film in the series demonstrates different aspects of ELT
methodology in action. The series is primarily designed for those following
initial or further training courses in teaching English to speakers of other
languages. However, many of the approaches, procedures, and
techniques demonstrated in these films can equally well be used in the
teaching of any language.

The films are accompanied by detailed lesson plans and copies of all
materials used. A variety of worksheets guide the viewer through different
aspects of ELT methodology, lesson planning, class management, and
language analysis. Comprehensive notes and answer keys are also
included. All of the worksheets and most of the materials are
photocopiable and are designed for individual use or for use in seminars.

David Carr
Series Editor

International House London is a member of the International House World

Organisation. Founded in 1953 by John and Brita Haycraft, IH has a network of over
120 schools in more than 40 countries. Over the last fifty years, IH has earned a
reputation for excellence in the field of language teaching and teacher training,
helping to promote international understanding through education. Each year,
International House London trains thousands of students from all over the world and
helps language teachers maintain standards of excellence in their teaching. For
further details, visit www.ihlondon.com

© 2006 International House Trust Limited

© 2006 International House Trust Limited

Published by International House Trust Limited

International House ®
All rights reserved.
ISBN 1-905627-11-4
ISBN 978-1-905627-11-0

Printed in England by CK Litho: www.cklitho.co.uk

Copyright subsists in this publication and no part of it may be reproduced in any

material form, including photocopying or storing it in any medium by electronic
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publication, without the written permission of the copyright owner except in
accordance with the provisions of the Copyright, Designs and Patents Act 1988.

This publication may be copied under the terms of a licence granted by the
Copyright Licensing Agency.

The first purchaser of this book is hereby granted a licence to copy extracts from the
book for use by those training to teach languages. This licence is not transferable.

Limitation on Liability
While the publisher and author have used their best efforts in preparing this book,
they make no representations and warranties with respect to the accuracy or
completeness of the contents of this book and specifically disclaim any implied
warranties of fitness for any purpose. Teaching depends on those individuals involved
with the teaching and learning process and not all teaching methods will work in all
circumstances. Neither the publisher nor the authors shall be liable for any loss of
profit or any other commercial damages including but not limited to special,
incidental, consequential or other damages.

Acknowledgements
Thanks to:

Frances Eales and her students for agreeing to be filmed

Jim Blackman, Fran Linley, and Susie Abell for the original filming

Pearson Education Limited for permission to reproduce extracts

from New Cutting Edge Intermediate

Belinda Cerda and Frances Eales for writing the viewing tasks and answer keys

Brenda Lynch for her help in the editing process

twenty seven 27
films in the series

help with…
analysing form dvd 2, 5, 9, 11 large groups dvd 15

anticipating problems dvd 4, 5, 11, 15 lexis dvd 1, 2, 4, 5, 10, 13

authentic material dvd 6, 8, 10, 12 listening skills dvd 8, 9, 10, 13, 15

checking understanding dvd 9, 11, 12 lower levels dvd 1, 4, 14

clarifying language dvd 4, 5, 9, 11 monitoring dvd 1, 5, 10, 12

class management dvd 1, 3, 7, 10, 15 monolingual groups dvd 15

concept questions dvd 5, 11, 12 phonology dvd 4, 7, 8, 11, 14

correction dvd 1, 3, 5, 10, 12, 13 planning dvd 2, 3, 5, 6, 8, 11

drilling dvd 4, 7, 8, 11, 12, 14 reading skills dvd 5, 6, 11

eliciting dvd 2, 13 receptive skills staging dvd 5, 6, 8, 9, 10, 11,

12, 13, 15
ELT terminology dvd 1, 6, 14
reformulation dvd 10, 12, 13
functions dvd 4
role plays dvd 15
grammar dvd 7, 9, 11, 14
speaking skills dvd 2, 6, 8, 10, 12, 15
handling student output dvd 1, 5, 10, 12, 13
staging dvd 2, 3, 6, 8, 9, 10, 12
instructions dvd 1, 7, 10, 15
stage aims dvd 2, 3, 6, 8, 9, 10, 12
interactive whiteboard dvd 14
task-based learning dvd 10, 12
involving students dvd 2, 9, 10, 12, 15
test teach test dvd 1, 11
language through a text dvd 5, 8, 9, 10,
12, 13 writing skills dvd 3

© 2006 International House Trust Limited PHOTOCOPIABLE three 3

 lesson12 list of contents

General English
Low Intermediate (B1)
Task-Based Learning Frances Eales
Introduction page 5

Task 1 page 6

Task 2 page 7

Task 3 page 8

Lesson Plan page 10

Materials page 16

Answer Key page 20

4 four © 2006 International House Trust Limited

lesson12

General English
Low Intermediate (B1)
Task-Based Learning
In this lesson Frances enables her students to give a short talk
recommending a tour of their country. She does this by providing students
with a model talk, introducing some useful language and giving students
enough preparation time and guidance before they attempt the task
themselves. There are nine students in this multilingual class.

Viewing time: 45 minutes

About the Tasks

Task One
This task is designed to introduce trainees to the staging of a Task-Based
Learning (TBL) lesson and goes on to explore the aims of these stages
and comment on the principles behind them.

Task Two
This task is designed to help trainees with checking understanding. It
reviews concept questions (also examined in Lesson 11) and extends the
discussion further to look at and evaluate other useful ways teachers can
check understanding with their students.

Task Three
This task focusses on feedback and correction. It examines the role of
feedback, principles behind the language you select for correction, and how
to successfully manage a correction stage after a freer speaking activity.

© 2006 International House Trust Limited PHOTOCOPIABLE five 5

 lesson12 task1

Help with
Staging a Task-Based
Learning (TBL) Lesson
The aim of the lesson you are about to see is for the students to be
‘better able to give a short talk recommending a five day tour of their
country.’ How could you stage a lesson to achieve this aim? Discuss
with a partner.

Look at the stages below and predict a possible order:

a Students prepare a talk individually or in pairs/small groups; the

teacher monitors, providing any particular language items needed.

b Students listen to the teacher giving an example of the task,

recommending a five-day tour of part of Britain.

c Language Focus: the teacher inputs some phrases for the

talk. These are pre-selected items chosen for their general
usefulness for this task.

d Students ‘perform’ the task ‘publicly’, recommending their

tour to a larger group

e Lead-in

f Students ‘rehearse’ / practise their talk with a partner

g There is some follow-up work on content and language

Now watch the film and re-order the stages if necessary. Discuss your
answers with a partner and then look at the answer key to check.

What is the purpose of each stage? Discuss with a partner and then look
at the commentary in the answer key to check.

6 six © 2006 International House Trust Limited PHOTOCOPIABLE

lesson12 task2

Help with
Checking Understanding
Look at the two dialogues below. What are the problems with both these
responses. Discuss with a partner.

Classroom Scenario
Teacher: Did you understand that?

A Student: Yes B Student: No

Teacher: OK, let’s move on. Teacher: Oh, what part didn’t
you understand?
In Frances‘ lesson she wants to check her students have understood the language
below. Look at the different ways a teacher can check understanding in the box
below and choose the most effective methods to use with these language items.
Then watch the lesson and circle the ones she uses.

concept questions personalising language miming

drawing a picture further examples timelines
synonyms/antonyms student extension rephrasing

Oxford is famous for its university

It takes about one hour
You should definitely stop at Stonehenge
You really must look around the Cathedral
Stonehenge is well worth seeing

Look at the language items below and decide the best way to check
understanding. Then try it out with a partner to see if it could work. Finally check
your answers with your tutor or look at the answer key.

a To shake hands.
b He tried to get out of doing his homework.
c When I got there, the concert had started.
d Do you fancy going to the cinema?
e She dropped out of school when she was sixteen.
f My sister’s isn’t as tall as my father.
g She was described in the article as being ‘skinny’.
© 2006 International House Trust Limited PHOTOCOPIABLE seven 7
 lesson12 task3

Help with
Feedback and Correction
After each stage in a lesson there is feedback. Think about the feedback
you have observed and experienced after a speaking activity. Write four
reasons why feedback is useful for students and four reasons why it is
useful for teachers.

Students Teachers
1 1
2 2
3 3
4 4

If you think back to Frances’ lesson she gives students feedback on the content of
their talk, commenting on the places the students talked about and asking students to
choose which tour they would most like to go on. She also gives them feedback on
language (a correction stage).
Look at the language she selects for correction and answer these questions (try
taking each sentence individually and answering the questions)

a Why has she chosen this language?

b What do you think she does with the language?

1 It’s well-known for its beautiful women

2 To see it all you’d need a week or more
3 Maybe you’ve heard of Hiroshima

4 It’s a tiny .sHmh9. country

■
5 It’s a unique forest

6 The architecture is too diverse .cHu29r.

7 There are a lot of bars where you can hear Latin music
a lot of beaches swim
a lot of restaurants eat French food

8 eight © 2006 International House Trust Limited PHOTOCOPIABLE

lesson plan
 lesson12 lesson plan

Level: Low Intermediate

Lesson Time: 2 x 40 minutes

Viewing Time: 45 minutes

Aim
By the end of the two sessions, the students will be better able to give a
short talk recommending a tour of their country. This will be achieved by:
a listening to a native speaker model
b focussing on and practising some useful phrases for this kind of talk
c allowing plenty of preparation time, in class with the teacher as a
resource, and out of class producing a poster as an aid to their talk
d focussing on useful language emerging as a result of the task.

Subsidiary Aims
To give students the opportunity for extended speaking practice.
To practise listening for general comprehension.

Assumptions
Students have now had several task-based lessons and are accustomed
to the idea of using the teacher as a resource in the preparation stage.
Much lexis used in the initial listening has recently been covered, e.g.
cathedral, famous, architecture, tourist, recommend. Also should for
giving advice.

10 ten © 2006 International House Trust Limited PHOTOCOPIABLE

lesson12 lesson plan

Anticipated Problems and Solutions

Language: It’s well worth seeing: concept and form.
■ SOLUTION: equate it with the other two recommendation phrases,

give a definition, ask concept questions, check the -ing form,

highlight on the handout.
■ ■
Phonology: You should definitely…. You really must…. sounds and intonation
.RTcdem?skH. .lUr.

Linking and weak forms generally, e.g.famous for its .eqHsr.

■ ■
tourist attraction
■ SOLUTION: model and drill if necessary; mark on the handout.

Different levels / degrees of confidence: specifically, Kanako, the

Japanese woman, is very shy about speaking in class and rarely initiates
or speaks at any length. She lacks confidence in her listening ability.
Mauro, one of the Italian men, is only at pre-intermediate level and very
halting in his speaking and weak at listening. He has asked to stay in the
class because of the group dynamics but is sometimes overwhelmed by
the more outgoing, stronger students.
■ SOLUTION: a task based approach should, hopefully, give these

students more confidence to speak because of the preparation time

included, and the individual attention that can be given.

Materials
visuals, handout.

© 2006 International House Trust Limited PHOTOCOPIABLE eleven 11

 lesson12 lesson plan

Stages & Procedure Aims

Lead-in: (3 mins) To orientate students to the topic.

‘Have you visited any places in England outside London?’
‘Which places would you like to go to?’

Listening: (5mins) To give students a native-speaker model of the

‘I’m going to give you some ideas about places to see outside London. At the end I’m going to ask you task they will be doing later.
these questions’ (on flipchart):
Where can you go walking? To give students a manageable task to focus their
Which place was the old capital of England? listening. Particularly intended to help the
Which place has the most beautiful architecture do you think? weaker students.

The teacher talks through a five-day tour of England (unscripted) using map and guidebook pictures.
Students confer on questions then answer

‘Any other questions?’

‘On Monday you’re going to talk about a tour in your country’
‘Here’s some useful language to help you’

Language Focus: (10 mins) To introduce and give controlled practice of seven
Demo on board: ‘Which is correct?’ expressions which will be useful for giving the talk.
‘Match the yellow and red cards’ (in pairs):
1 Oxford is famous for its university
2 It takes about 1 hour by car from London
3 You should definitely stop at Stonehenge
4 You really must look around the Cathedral
5 It’s well worth seeing
6 It’s one of the most beautiful cities in England
7 It’s a famous tourist attraction

The teacher monitors

© 2006 International House Trust Limited PHOTOCOPIABLE

 Feedback, check meaning* and form and drill the language as/if needed (see accompanying handout
for details of phonology).

*3,4,5 ‘Do I want you to do it?’ Yes.

‘A little or a lot?’ A lot.
4 ‘If I look around the cathedral, am I inside or outside?’ Outside.
5 ‘Tell me some places in London that are well worth seeing.’
‘And a place which is not worth seeing?’
7 ‘Another word for attraction here?’ Place.

The students turn over the red cards and try to remember the phrases and test each other.
The teacher gives out a handout with a record of the language.
To give students the opportunity and time to
Task Preparation: (10-15 mins) marshal their ideas and to improve their ability to
The students read the task on the handout. The teacher checks they understand. express these ideas by using the teacher as a
The students work in groups, pairs and separately, mapping out a five-day tour and calling on the language resource.
teacher for language help as needed.
The teacher sets up poster work for homework and shows some done by a previous class.
Next Lesson
Lead-in: (2 mins) To warm the students up.
Posters are up around the walls. The students walk around and have a look. Music playing.

Task Rehearsal: (6 mins) To build confidence before speaking in a

The students have a “dry run”, explaining their tour in pairs. They can call the teacher if they get stuck larger group.
or need an expression.

Task Performance: (20 mins) To practise speaking at some length. To practise

The students regroup in larger groups and each student in turn describes her/his tour, using the communicating ideas effectively. The listeners will be
posters as a prop and reference point. practising clarification as well as listening skills.
The teacher monitors and will help if asked.

Feedback: (5-10 mins) To give the students a sense of conclusion to the

On content: ‘Which tour would you most like to go on ?’ lesson. To focus on how successfully they completed
On language: Any useful language which either was produced by the students or was needed by them. the task and on further improvements in their language.

13 thirteen © 2006 International House Trust Limited PHOTOCOPIABLE

materials
 New Cutting Edge Intermediate
Cunningham and Moor, (Longman 2005)
 lesson12 materials

Speaking and Writing Task

Make a five day tour similar to Frances’
a It is for your classmates who want to visit your country.
b Decide if your tour will cover:
your whole country
just your region
another region of your country that you know well.
c Decide:
which places your classmates would most enjoy visiting
how long you recommend that they spend in each place.

Useful phrases:
Oxford is famous for its university
.eqHsr.

It takes about 1 hour by car from London

U

■ ■ ■
You should definitely stop at Stonehenge
.RTcdemHskH.
■ ■
You really must look around the cathedral
.lUr.

Stonehenge is well worth seeing

It’s one of the most beautiful cities in England

U
most interesting

It’s a famous tourist attraction

Materials adapted from Cutting Edge by Cunningham and Moor: 1998 Longman.

18 eighteen © 2006 International House Trust Limited PHOTOCOPIABLE

answer key
 task1answer key

Ordering the stages

1e Lead-in

2b Students listen to the teacher giving an example of the task,

recommending a five-day tour of part of Britain.

3c Language Focus: the teacher inputs some phrases for the

talk. These are pre-selected items chosen for their general
usefulness for this task.

4a Students prepare a talk individually or in pairs/small groups; the

teacher monitors, providing any particular language items needed.

5f Students ‘rehearse’ / practise their talk with a partner

6d Students ‘perform’ the task ‘publicly’, recommending their

tour to a larger group

7g There is some follow-up work on content and language

Following is a helpful overall framework when designing this type of TBL

lesson. It shows three major stages and possible sub-stages for the
preparation phase.

Stages
A Model for TBL Lessons

Preparation for Task

Model Useful Planning Individual Rehearsal

Language Time Language Input Time

Students perform Task

Follow-up work

20 twenty © 2006 International House Trust Limited PHOTOCOPIABLE

task1answer key

Stages and Purposes with commentary on features of TBL in relation to this specific lesson

Stage Purpose Comment

1 Lead-in To generate interest in

the topic and task

2 Students listen to To provide a model This will help give students ideas for the content
the teacher giving for students and organisation of their talk. It can be given ‘live’
an example of the by the teacher or using recorded material. Use of
task, recommending a model is characteristic of TBL lessons. To help
a five-day tour of students listen, the teacher can give some simple
part of Britain. listening questions beforehand.

3 Language Focus: To introduce and give One characteristic of TBL is to help students ‘raise
the teacher inputs brief controlled practice their game,’ i.e. to improve their speaking, instead
some phrases for of useful expressions of relying on what they can already produce. This
the talk. These are for the task means improving the accuracy, fluency or
pre-selected items complexity of how they speak. One way to do this
chosen for their is to input some language (often phrases) which
general usefulness could naturally be used by any person doing this
for this task. task (hence the term ‘useful language’). It is then
up to the students whether they actually use some
or all of these phrases when giving their talk. Note,
in other versions of TBL, it is possible that no
language is inputted at this stage but students work
entirely with the language they want to express

4 Students prepare To give students the Preparation time is a very important feature of TBL:
a talk individually opportunity and time students need sufficient preparation time where
or in pairs/small to marshal their ideas they can make notes or write out part of their talks
groups; the and to improve their and focus on careful, accurate and more complex
teacher monitors, ability to express use of their English. They can ask the teacher for
providing any these ideas by using individual phrases and words to express what they
particular the teacher as a want to say. The teacher’s role is to respond to the
language items language resource language needs of the students both in terms of
needed. providing new phrases and in reformulating existing
language so that students sound more natural.

© 2006 International House Trust Limited PHOTOCOPIABLE twenty one 21

 task1answer key

5 Students To build confidence This is characteristic of many TBL lessons; the

‘rehearse’ / before speaking in a idea is that if students perform the task more than
practise their talk larger group once, each successive performance is more
with a partner effective, on the basis of ‘practice makes perfect.’

6 Students ‘perform’ To practise speaking One principle behind TBL is the idea that a more
the task ‘publicly’, at some length and ‘public’ performance will challenge students to
recommending communicating ideas produce more accurate, careful and complex
their tour to a effectively. The language, which really stretches them in a way that
larger group listeners are also smaller, more informal pairwork may not.
encouraged to
practise responding
and clarifying

7 There is some To focus on This is the third place in this particular TBL lesson
follow-up work on successful language where there is some language input; in this case
content and use and on further based entirely on what students are struggling to say
language language or language which they have used well. Some
improvement in students may have chosen to use phrases they
response to what studied earlier in stage 3, and others not, which is
students have fine. There may be interesting items learnt in stage
produced 4, which individuals could share with the whole group.

In other versions of TBL frameworks, all language

work can be done after the task (e.g. A Framework
for Task-Based Learning, Willis, J 1996,
Longman). In the end it is up to the teacher to
decide when and where language can be inputted.
The key characteristics of TBL lessons, however, is
that the emphasis of the lesson is on successful
performance of the task and not on the production
of specific, pre-selected items of language.

22 twenty two © 2006 International House Trust Limited PHOTOCOPIABLE

task2 answer key

Response A: This response is more common among students but

often doesn’t mean anything. Sometimes students say this to save
face or because they think that is what you want to hear. Also they
may say yes because they believe they understand. However, this
does not mean that they do. Whether they have or they haven’t
understood, the teacher still doesn’t really know. So the best thing to
do is avoid asking this question and check understanding instead.

Response B: This can happen in the lesson but it is usually the

stronger or more confident students who will admit to not having
understood. The teacher is then left with the dilemma of what to do.
Identifying the problem and then dealing with it can be time -
consuming and problematic.

Oxford is famous for its university

She asks them for further examples. She asks them about Bath,
Winchester and International House.
It takes about one hour
She personalises the language to get other examples. She asks them
“What about from your country to England, how long does it take?”
You should definitely stop at Stonehenge
Concept questions. She asks “Do I want you to stop at Stonehenge?
A little or a lot?”
You really must look around the Cathedral
Concept questions. She asks “Do I want you to look around the
cathedral? A lot or a little? So it’s a strong recommendation. Do I want
you to look inside or outside?”
Stonehenge is well worth seeing
First she tells them that she thinks it’s a good idea. She then asks for
further examples. She says “Tell me a place that is well worth seeing”.
“Are there any other places in London that are well worth seeing?”
”Tell me a place which is not worth seeing”

© 2006 International House Trust Limited PHOTOCOPIABLE twenty three 23

 task2 answer key

Possible ways of checking understanding (you don’t have to do all

of them!)

a To shake hands
Mime. Ask them to shake hands with the person next to you then
move on (or not).

b He tried to get out of doing his homework

Concept questions: Did he want to do his homework? Did he give a
reason? Did he do his homework? Do you try to get out of doing things
you like or things you don’t like? Then some student personalisation.

c When I got there, the concert had started

A timeline and concept questions: What happened first- the concert
started or you got there? . Follow this with further examples.

d Do you fancy going to the cinema?

Rephrasing – What’s another way of saying “Do you fancy” ? and
concept questions: Is it formal or informal? Would you say this
to a friend?

e She dropped out of school when she was sixteen

Concept questions; Did she leave school at 16? In the past, did she
plan to stay after 16? Can you drop out of work? What do you normally
drop out of? (a course or something educational) Then….student
personalisation – “Have you ever dropped out of something?”

f My sister isn’t as tall as my father

Concept question: Who is taller, my sister or my father? pictures,
further examples and student personalisation.

g She was described in the article as being ‘skinny’

Concept questions: Is it a positive description or a bit negative?
Look at these two pictures – “Who is skinny, this woman or this
woman?”. Antonym “What’s the opposite of skinny? and ask for
examples (e.g. someone famous)

24 twenty four © 2006 International House Trust Limited PHOTOCOPIABLE

task3 answer key

For students, feedback is important because:

1 They have the opportunity to ask more questions if something they are
not sure about has come up.
2 They need to have their answers/responses/ideas corrected or
checked and commented on.
3 They can find out what other students thought/discussed and perhaps
compare/contrast with their own ideas.
4 It gives them closure to an activity.

For teachers, feedback is useful because:

1 It helps you to see how much your students have understood.
2 It gives you an opportunity to clarify misunderstandings.
3 You can affect students’ language use in the future in a developmental
and constructive way through a correction stage.
4 You can comment on the success of an activity – positive reinforcement.
5 It gives you another opportunity to interact with the group as a whole.

Remember that feedback should not just be about language. In Frances’

lesson there is feedback on what they said not just on how they said it.

Why she has chosen the language and what she does with
the language
Generally speaking it is:
a Language related to the subject of the lesson.
b Suitable for the level – neither too easy nor too difficult.
c Examples of their language output. She does not take all their mistakes
and single people out nor does she only praise good language (this can
be patronising). So the stage provides corrective feedback by asking
students specific questions related to the form and pronunciation and
also praises the students for correct use of language.
d Examples of language she can use to encourage reformulation and
develop their future language use. She encourages students to think
of alternatives.

© 2006 International House Trust Limited PHOTOCOPIABLE twenty five 25

 task3answer key

1 It’s well-known for its beautiful women

She highlights this phrase because it is an alternative model from
the one she has presented. It is also motivating for the student
who has used this language.

2 To see it all you’d need a week or more

She highlights this phrase on the board because a slight
correction was made from what the student said but almost more
importantly so the teacher can praise the student for
experimenting and taking risks with language. It is also a useful
and accessible phrase to learn at this level.

3 Maybe you’ve heard of Hiroshima

She highlights the correct use of language and elicits the
contraction because it’s something all would benefit from and it
has come from a weaker and shyer student. She elicits further
examples here and asks students to finish the sentence themselves.

4 It’s a tiny .sHmh9. country

She corrects the pronunciation as it is a common mistake made
and the word itself is useful for these students, in this context.
■
5 It’s a unique forest
Again here the pronunciation is corrected as everyone will benefit
and the incorrect stress is a common mistake. Also the word itself
is useful for these students.

6 The architecture is too diverse .cHu29r.

This word is useful for students in this context and the
pronunciation error again is a common one and the correction of
this benefits all.

7 There are a lot of bars where you can hear Latin music
a lot of beaches swim
a lot of restaurants eat French food
This is a useful construction for the students and she uses it to
generate different examples. The examples come from the students.

26 twenty six © 2006 International House Trust Limited PHOTOCOPIABLE

TEACHER TRAINING DVD SERIES
1 Pre-Intermediate (A2) Lexis and Skills Jonathan Stoddart
2 Upper Intermediate+ (B2) Speaking and Lexis (EAP) Will Hutton
3 Pre-Advanced (B2) Writing and Discourse Melissa Lamb
4 Elementary (A1) Function and Speaking Jayne Silva
5 Mid Intermediate (B1) Reading and Lexis Celia Noble
6 Pre-Advanced (B2) Reading and Speaking David Riddell
7 Low Intermediate (B1) Phonology and Speaking Maureen McGarvey
8 Upper Intermediate+ (B2) Listening and Phonology (ESP) Nick Hamilton
9 Upper Intermediate (B2) Grammar and Listening Benita Cruickshank
10 Low Intermediate (B1) Task-Based Learning Justin Vollmer
11 Low Intermediate (B1) Grammar and Reading Catherine McFarlane
12 Low Intermediate (B1) Task-Based Learning Frances Eales
13 Upper Intermediate (B2) Live Listening and Lexis Jacqueline McEwan
14 Pre-Intermediate (A2) Grammar (Interactive Whiteboard) Steve Miller
15 Upper Intermediate (B2) Speaking (Large Groups) Nick Lidwell

£75.00
International House London

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