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Thanks vii
Acknowledgements viii
Introduction x
Tasks
Introductory unit 3 (4)
Language standards and rules 7 (4)
Language systems and syllabuses 11 (5)
Forms, functions, notions, texts 16 (4)
An introduction to phonology 20 (2)
The consonants 22 (5)
The vowels 27 (6)
Stress, rhythm and connected speech 33 (6)
Intonation 39 (4)
Word formation, spelling and word stress 43 (6)
Lexical meaning 49 (5)
Word classes and phrases 54 (3)
Sentence structure: the simple sentence 57 (4)
Sentence structure: the complex sentence 61 (5)
Negatives and questions 66 (4)
The verb phrase 70 (4)
Time and tense 74 (5)
Progressive aspect 79 (3)
Perfect aspect 82 (3)
Modality 85 (4)
Futurity 89 (5)
Hypothetical meaning and conditionals 94 (4)
The noun phrase 98 (5)
Determiners 103 (6)
Adjectives and adverbs 109 (5)
Prepositions and phrasal verbs 114 (6)
Cohesion 120 (6)
Texts 126 (5)
Conversations 131 (13)
Key and commentaries
Introductory unit 138 (6)
Language standards and rules 144 (5)
Language systems and syllabuses 149 (3)
Forms, functions, notions, texts 152 (4)
An introduction to phonology 156 (3)
The consonants 159 (2)
The vowels 161 (4)
Stress, rhythm and connected speech 165 (4)
Intonation 169 (4)
Word formation, spelling and word stress 173 (4)
Lexical meaning 177 (4)
Word classes and phrases 181 (2)
Sentence structure: the simple sentence 183 (5)
Sentence structure: the complex sentence 188 (6)
Negatives and questions 194 (3)
The verb phrase 197 (5)
Time and tense 202 (5)
Progressive aspect 207 (2)
Perfect aspect 209 (3)
Modality 212 (5)
Futurity 217 (4)
Hypothetical meaning and conditionals 221 (4)
The noun phrase 225 (7)
Determiners 232 (4)
Adjectives and adverbs 236 (5)
Prepositions and phrasal verbs 241 (5)
Cohesion 246 (5)
Texts 251 (5)
Conversations 256 (7)
Bibliography 263 (3)
Index 266

Teachers of English need not only to have a good productive command of the language; they also need to know a good deal about the way the language works. This book asks: 'What is it that a teacher needs to know about English in order to teach it effectively?' It leads teachers to awareness of the language through a wide range of tasks which involve them in analysing English to discover its underlying system. The book consists of 28 units, each containing around ten tasks, plus a diagnostic introductory unit. Units start at phoneme level and progress through words, phrases and sentences on to complete texts. Task-types include recognition, categorisation, matching, explanation, and application tasks. Throughout the book, the language is illustrated wherever possible from authentic sources, so that the teacher can be sure that the English being studied represents current usage.