Teacher License – English 2 Complete Review Guide 2026–2027

4. The metacognitive approach to listening trains learners to plan, predict, monitor and evaluate: predict content, listen, compare what they understood, then listen again.
5. Comprehensible input (i+1) is Krashen's hypothesis that acquisition occurs when learners understand language slightly above their level; it is a hypothesis, not established fact. Long's Interaction Hypothesis: negotiating meaning between speakers makes input comprehensible. Swain's Output Hypothesis: producing language makes learners notice gaps in their own language.
6. A fluency activity focuses on meaning and communication, with correction delayed; an accuracy activity focuses on correct form with more control. In an information gap, each learner holds part of the information and they must talk to complete it.
7. Corrective feedback types: recast (the correct form without flagging the error), clarification request, explicit correction, and elicitation (prompting the learner to self-correct). Lyster and Ranta found recasts the most frequent type, but the least likely to lead learners to repair the error themselves.
8. Classroom speaking techniques: pair and group work raises each learner's talking time (useful in large classes); role-play; think-pair-share, where learners think alone, discuss with a partner, then share with the class.
9. Choral drilling lets learners try a word or sentence together in a low-risk way before individual production, which lowers anxiety. For English as a lingua franca, pronunciation teaching prioritises intelligibility over imitating a native accent.
10. Skimming gets the gist of a text; scanning finds specific information. Intensive reading studies a short text in detail; extensive reading is large amounts of easy, enjoyable text and is a cornerstone of fluency and vocabulary growth (6.9.1.4).
11. Reading lesson stages: pre-reading (activate schema, predict), while-reading (focused comprehension tasks), post-reading (summarising, critical analysis, follow-up reading of similar texts). Metacognitive strategies such as monitoring understanding and repairing problems improve comprehension.
12. Receptive vocabulary is what learners understand when listening or reading; productive vocabulary is what they use in speaking and writing. For unassisted comprehension, learners need to know roughly 95-98% of the words in a text (Nation and others).
13. Context clues include definition, synonym, antonym or contrast (for example 'unlike ... shy'), and example. Before guessing an unknown word, work out its part of speech from its position in the sentence, then read the surrounding context. Teaching affixes lets learners analyse new words.
14. The Lexical Approach (Lewis) holds that language is made of ready-made chunks such as 'I was wondering if...', which should be taught as whole units. Nation's four strands of a balanced vocabulary course: meaning-focused input, meaning-focused output, language-focused learning, and fluency development.
15. Presenting meaning: realia or pictures, definition, example. Concept-checking questions test meaning, not repetition (for example 'Is a bargain expensive?'). Learners remember words better when they write their own sentences, and spaced revision works better than cramming in one day.
16. Writing approaches: the product approach imitates a model text; the process approach moves through recurring steps (planning, drafting, revising, editing, publishing); the genre approach teaches the structure, purpose and audience of a particular text type (6.9.1.5). Revising reconsiders ideas and organisation; editing corrects spelling, grammar and punctuation.
17. Deductive grammar teaching starts with the rule, then examples and practice; inductive teaching gives examples so learners notice the pattern and work out the rule themselves. PPP: Presentation, then controlled Practice, then free Production (6.9.1.6).
18. Focus on form draws attention to language form inside a communicative activity without displacing meaning; focus on forms is separate grammar teaching organised by grammar items. A repeated error such as 'I did a mistake' is a collocation problem (make a mistake), so a collocation task fits better than a grammar rule.

Common mistakes in this chapter

• ✕ Mixing up top-down and bottom-up: predicting content and using background knowledge is top-down; decoding sounds, linked words and grammar is bottom-up.
• ✕ Confusing skimming with scanning: skimming gets the gist or a title; scanning finds one specific detail such as a number or name.
• ✕ Confusing intensive and extensive reading: intensive is a short text studied in detail; extensive is large amounts of easy text read for pleasure and fluency.
• ✕ Assuming every error should be corrected on the spot. In fluency activities, correction is delayed until after the activity so speech is not interrupted.
• ✕ Confusing a recast with explicit correction: a recast gives the correct form naturally without flagging the error; explicit correction says the sentence is wrong and supplies the form.
• ✕ Placing free production in the presentation or practice stage of PPP. Practice is controlled; production is free.
• ✕ Thinking process writing is just grammar correction. Revising deals with ideas and organisation; editing deals with form, language and spelling.
• ✕ Confusing inductive and deductive grammar teaching: inductive means learners notice examples and work out the rule; deductive means the rule is given first and then applied.