FLASH on English Teacher’s Resource Pack Beginner

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Teacher’s Resource Pack Beginner – Contents

Student’s Book Beginner – Contents p. 4

Introduction p. 8

Teacher’s Guide
Unit 1 p. 17
Unit 2 p. 28
Unit 3 p. 40
Unit 4 p. 50
Unit 5 p. 60
Unit 6 p. 70
Unit 7 p. 81
Unit 8 p. 91
Unit 9 p. 101
Unit 10 p. 110

Flash on Culture p. 120

Workbook Answer Key and Transcripts p. 123

Tests & Resources

Unit Tests and Skills Tests p. 136
Revision p. 166
Tests and Resources Answer Key and Transcripts p. 186
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 Introduction

FLASH on English
FLASH on English is an English course for teenagers and young adults which takes students from Beginner to
Advanced level.

The fundamental language objective is for them to learn English in a non-jargon form, as it is spoken today on a daily
basis. Added to this, the aims are to help them acquire a greater sense of the historical, geographical, scientific and
environmental background of the anglophone world, to offer an intensive exploration of the rich literary expression in
Anglo-American culture and to provide a stimulating introduction to cross-curricular topics in the Culture, CLIL and
Literature sections.

FLASH on English offers an extremely coherent learning pathway subdivided into units.
Each unit begins with two waves of content presentation on four pages. First, a descriptive or informative text
introduces the new structures and the new vocabulary along with relative practice exercises. This is followed by a
dialogue between the characters of a story which expands on the structure and lexis, develops the communicative
functions and provides further opportunity for practice.
There follows a vocabulary workshop or a listening workshop page in the Beginner, Elementary, Pre-Intermediate and
Intermediate levels, and a Use of English practice page in the Upper Intermediate and Advanced level. A grammar
focus page presents new structures and offers practical activities.
The last two pages of each unit are skills pages that focus on reading, listening, speaking and writing through excerpts
taken from novels, comedies, poems, history chapters, discussions about the environment, and so on.

Components
For the student
Student’s Book
Workbook with Audio CD

For the teacher

Teacher’s Pack (Teacher’s Guide with Tests & Resources, 2 Class CDs, Multi-ROM Test Maker)
Teacher’s FLIP BOOK

Each Teacher’s Pack includes:

• Teacher’s guide with:
– the course description and methodology
– teaching notes for each unit with answer keys and transcripts
– culture notes and extra activities
– activities/suggestions for classes with mixed abilities
– workbook answer keys and transcripts

• 2 Class CDs with all of the audio recordings and pronunciation exercises
• Tests & Resources with units tests, skills test, extension and revision tests
• Multi-ROM Test Maker: the audio recording of the skills test and all the tests in Word format, in case the teacher
needs to modify them to meet their class necessities
• FLIP BOOK: contains the digital, interactive version of the Student’s Book, all of the audio material and the PDFs
of the Workbook

Supplementary material available on www.elionline.com

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 Introduction
Course Description
Presentations
The target language (vocabulary and grammar structures) is presented through two different types of presentation
texts:
• A descriptive or informative text (article, blog, email, questionnaire…) on topics of interest to students in this age
range
• A dialogue (with photos) that describes a typical situation faced by native speakers of English

The second part of the presentation section focuses attention on the grammar and lexical aspects that emerge in either
the written text or, in a spontaneous form, in the dialogue.

Presentation 1
Warm up
The objective of the warm up phase is to introduce the topic of the presentation text. This can occur both by teaching
the new lexis in the text and by encouraging the students to contribute in a personal way to the topic, putting into
practice the knowledge they have already acquired.
Students will explore the lexical area of the new vocabulary words they encounter in the texts and will also draw on
previous lexical knowledge.
All of this takes place through exercises matching words to pictures or through questions on the topic to encourage
students’ personal responses and to check their passive knowledge of the language.
This brief introduction should last no more than 5 minutes.
The reading of the text allows students to check and expand on their knowledge expressed in the warm-up phase.

Text
In order to familiarise students with the various registers of the English language, a variety of texts are proposed, from
descriptive to informative, taken from different sources such as magazine and newspaper articles, emails, messages
and posts, advertisements, brochures, blogs, websites, questionnaires, interviews and quizzes.
Each type of text has a dual function. On the one hand, it prepares the student to understand the various written forms
(journalistic, advertising, bureaucratic, scientific…) and the different registers (formal, informal, objective, personal) in
English; on the other hand, it serves as a vehicle for presenting the grammar and lexis for that unit.

Comprehension
First stage: this usually involves skimming the text for gist or scanning it for specific information, which could be tied
into the warm up, relative to either lexis or general topic.
The goal is to encourage the students to read a text quickly in order to grasp the overall sense or to pick out specific
information.

Second stage: this checks comprehension of the details of the text. Students complete a variety of exercises such as
True or False, matching or answering Wh- questions (requiring answers that provide information).

Presentation 2
Dialogue (Beginner level)
The first level offers a second presentation text in the form of a dialogue between international students who speak
about their interests and daily life.

Dialogue (Elementary-Intermediate levels)

The second presentation text introduces the story of four teenagers who are attending a summer course at the fictional
London Arts Centre (LAC) in London. These are usually dialogues (rarely other texts) and photographs.
Of the four characters, three (Antonio, Michael and Robyn) are doing a course on Film Studies and one (Anna) who
arrives later, is doing a drama course. The story begins, evolves and concludes in the Elementary, Pre-Intermediate and
Intermediate volumes of FLASH on English.

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 Introduction
Anna lives in London with her parents who own a Bed & Breakfast. Her dream is to take a course in acting and dance
at the London Arts Centre.
Robyn comes from Scotland and has rented a room in a house in London so she can attend the LAC course.
Antonio comes from Liverpool. He has moved to London to attend the LAC course and has rented a room in the same
house where Robyn lives.
Michael is from Manchester but lives with his aunt and uncle in London. He has a great sense of humour and is
always ready to joke and make fun of people.
Mr and Mrs Harrison are Anna’s parents and the owners of the B&B. The father is strict and is constantly reprimanding
Anna because she goes out often, comes home late and doesn’t do enough work at the hotel. Anna has to really
struggle to win permission to attend LAC. The mother instead, is a little more understanding of her daughter.

The centre for the arts offers a natural context in which to introduce topics in the cultural and literary fields that are
often picked up again in the skills pages.

Text (Upper Intermediate-Advanced levels)

The last two levels offer a variety of listening and reading material.

Listen and read (All levels)

The story is first approached through a Listen-and-read exercise in which the students are asked to either answer a
global comprehension question (by skimming) or to provide specific information (by scanning), based on the dialogue
or the pictures.
The students listen to the dialogue as they follow the text in the book. In a mixed-ability class, those students who feel more
confident can close the book and simply listen (see the Techniques for mixed-ability classes sections in the Teacher’s Books).

Comprehension
Following the Listen-and-read exercise, there is a detailed comprehension exercise similar to that in the first presentation text.

Features common to both presentations

Flash Forward
This section offers fast-finishers the opportunity to react to the text in a personal way. This usually involves a written
activity, for example, answering questions, writing a brief description, expressing a personal opinion. This can be
assigned to those students who have already completed the other exercises to keep them occupied while the rest of
the class finishes the previous task or it can be given to the whole class.

Grammar
This section highlights the grammar elements of the presentation text. The examples are taken from the text and the
grammar item is emphasised in bold. If necessary, a brief explanation may follow. Then, the students are asked to look
for more examples of this particular grammar feature in the text.
The morphology, structure and uses of the grammar point are further developed on the Flash on Grammar page and
in the Workbook.

Grammar exercise
The follow-up exercise checks the student’s grasp of the form and meaning of the grammar point presented. The
exercise usually consists of 6 or 7 sentences.

Vocabulary
Words taken from the presentation text or dialogue are the basis for presenting new vocabulary in lexical groups.
These groups could be based on a lexical area connected to the unit theme (for instance, travel, transport, food, etc.),
to parts of speech (adjectives, nouns, verbs, adverbs, etc.), on a semantic relationship (synonyms, antonyms) or on
collocations, i.e. typical combinations of two or more words (e.g. verb + noun: to take a taxi, to catch a cold).
The students are asked to do exercises that deal with a particular lexical area, for example, matching words and
pictures, words and definitions, or classifying words into groups or diagrams, tables or mind maps.
In order to activate the lexis that has been learned, an exercise is provided in which students personalise the lexical
area; for example, in the area of Transport students might be asked to talk about which means of transport they use
to come to school.

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 Introduction
Functions
This section offers the students a chance to use the grammar and the lexis that has been highlighted in the lesson to
express a range of communicative functions.
Functions are performed in written and oral activities; there is often a ‘write, then say’ sequence which gives the
students a solid base on which to build the difficult art of oral expression in a foreign language.
In the oral activities the student expresses opinions, solves problems, interacts with a partner in order to establish effective
verbal communication. Linguistic segments to be used and examples of how to use them are a useful and necessary guide.

Say it!
In each Presentation the student is provided with an opportunity to use the language just learned (vocabulary,
grammar, functions) in oral expression.
Since the development of production skills requires a big effort, a variety of helpful means are provided to the student;
the oral activity may be based on oral models just presented (e.g. in Elementary, Unit 2 the students describe Robyn’s
room after having read the description of Michael’s room in the dialogue) or it may follow a written exercise (e.g. in
Elementary, Unit 1 the students write about objects they’ve got before they talk about them with a partner).

Write it!
In each Presentation the student is guided through the writing of short texts based on the structures, functions and
vocabulary learned in the presentation text.
A fuller development of written composition, both guided and free-form, is carried out on the last double-page spread
in the unit, in a wider context of cultural and extra-curricular discussions.

Flashpoint
This section highlights some of the problems encountered and most common errors made by people learning English.

Vocabulary Workshop/Listen’n’speak/Use of English

The Vocabulary Workshop page offers numerous exercises on the lexical area already explored in the first part of the
unit. It also includes a Study Skills section with practical tips on learning/studying techniques to help students improve
their performance in class and at home; a Pronunciation section and/or a Spoken English section.
The Listen’n’speak page stimulates further development of listening and speaking skills, of the techniques associated
with them (skimming, scanning, listening for gist, etc.) and of communication strategies. In order to see a parallel
development of the two skills, the contents of the listening activity (oral comprehension) prepares for and facilitates
the speaking activity (oral production). In addition, the audio text contains examples of words and phrases that will
be the object of the pronunciation activity that follows.
The Use of English page of the Upper Intermediate and Advanced levels focuses on usage and helps learners familiarise
with the third paper of the Cambridge English examinations.

Pronunciation
The goal of this activity is to help students to not only pronounce English in a way that is fluid and natural-sounding,
but also to understand spoken English from native as well as world speakers of English.
English sounds are practised, both singly and in the context of a sentence or general discourse, with particular
emphasis on intonation and stress. The examples are taken from the language material presented in the unit.

Spoken English
This section is aimed at helping students to express themselves in English more fluidly and naturally, but especially to
teach them active listening. This means they will learn to develop their ability to listen and to interact in a conversation
with the appropriate reactions and/or responses (listenership).
Practice with spoken English is had through short dialogue exchanges.
By the end of the third volume, the students will have had practice using the following types of communicative
utterances, phraseology and grammatical forms.
• Using phrases or typical expressions rather than complete sentences
• Frequently using conjunctions and, but, or and because
• Using ellipsis: (Do you) like ice cream? Fancy a walk?
• Using phrases or questions to keep a conversation going: What about you? And you? By the way…

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 Introduction
•  sing words to pause or gain time: you know, I know, I see, you see, so, well, kind of, sort of, a bit, really, actually…
U
• Using two consecutive questions: Do you like London? Is it your favourite city?
• Using fillers: er…, um…
• Reacting with a comment using which as a linker: A: London’s huge… B: which makes it really interesting!
• Confirming by rephrasing what the other person has said
• Repeating of part of what others in the conversation have said
• Reacting to show interest: Really? Amazing!
• Interrupting the person who is speaking
• Taking short conversation turns between two people (adjacent couple mechanism)
• Using idiomatic expressions, locutions and ‘fixed collocations’
• Using informal lexis

Flash on Grammar
This section summarises the grammar learned in the unit, offering explanations and additional practice exercises.
These include specific ones to address each single grammar item, followed by other exercises which cover all of the
grammar points in the unit.
The exercise format is either separate sentences or a short text.

Flash on Skills
(Culture/CLIL/Literature)
The last two pages in each unit present material that is tied to Culture, CLIL and Literature. The topics were chosen
in relation to the theme for each unit.
The texts recycle the grammar and the vocabulary from the unit. They also present a limited number of new words, just for
passive knowledge. In fact, the new words are not included in the oral exercises or in the listening comprehension questions.
On these pages, emphasis is placed on developing the four skills (reading, listening, speaking, writing). A study skills
section is included with practical tips on learning/studying techniques to help students improve their performance in
class and at home.
The Culture pages deal primarily with the United Kingdom in the lower levels, whereas in the higher levels socio-
cultural topics pertaining to world are covered.
The CLIL (Content and Language Integrated Learning) pages propose work on other subjects, both school- and work-
related, presented in English. The students learn to absorb and deal with information from the real world, discussing
it in English, at a level that matches the unit they are currently studying.
The Literature pages present a few literary texts (prose, poetry or theatre) as vehicles to allow students to practise
and expand on the language learned in the unit and also to acquire cultural notions through the English language.

Flashback
Every two units there is a double page of exercises to review the language objectives. The exercises cover the material
from the previous two units, subdivided into three sections, Grammar, Vocabulary, and Functions, for a total score of
100 points. The teacher can use this revision to check what has been assimilated by the students, to identify any gaps
or weak points, to recover and consolidate before moving on to the next two units.

Course Methodology
The FLASH on English course adopts an eclectic teaching methodology which combines well-known, tried and true
traditional techniques with a balanced use of the most recent developments in language learning that are based on new
discoveries in the field of foreign language acquisition. The course is solidly based on grammar and lexis but complements
this with an emphasis on receptive skills in the four areas of listening, speaking, reading and writing. The course is designed
around the conviction that students in this phase of their language study need a great deal of help in learning to speak and
write (language production) and need constant training to hone their listening and reading skills (language comprehension).

In the methodological approach adopted in the FLASH on English course the texts used in the presentation pages are
essential for contextualising the language and for fostering student interest in the topic.

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 Introduction
Moreover, the course is built on the fundamental principle that language serves as the bridge to content and therefore,
it encourages students to learn new things about the world around them through the medium of the language; this is
especially true in the last lesson of each unit, in the Culture, CLIL and Literature pages.
A cohesive development of language and content not only makes it easy to assimilate and retain what is being learned,
but allows for an easy sequence of exercises, lessons and units characterised by a seamless continuity.

Approach to grammar
The approach to grammar is inductive and follows either of two paths: go from the example to the rule and practice
or go from the structures to the rule and practice. In each unit the grammar in question appears in the presentation
text before it is formally introduced.
The students can observe the grammar in context so as to have an idea of the forms, the meaning and the use of
grammatical elements and structures. Then, they look at the grammar box which provides examples taken from the
text and highlights the morphology. At this point the students are asked to go back to the text to find other examples
and to underline them. This search activates their awareness of the grammar seen in context.
When the students have found more examples, the teacher asks questions to focus attention on the form, meaning
and use of the structure, for example: What tense is this? What period of time does it refer to, past, present or
future? Why is the speaker or writer using this form? Is he or she telling a story/talking about everyday activities?
This encourages students to extrapolate the rule by themselves and thus, remember it more easily. It also prepares
them to be more focused when they do the grammar exercise that follows.
The exercises are a controlled manipulation of the forms, presented in such a way as to also illustrate the meaning.
The students then have the opportunity to use the grammar in short exchanges in the Functions section.

The Flash on Grammar page instead, uses a deductive approach; that is, students first observe the forms, the
meaning and the use of the grammar to then move on to practise it in sentences and in texts.

The grammar is presented through a deductive approach and delved into more deeply in the Workbook. Each Workbook
unit starts with two pages that serve as a grammar reference to be used at home or when a comprehensive view of
the grammar point is needed during the classroom lesson.
The pages contain a thorough analysis of the grammatical elements in question, with verb tables, morphology,
structure and explanations on usage, all with examples taken from the Student’s Book.
The two explanatory pages are followed by two pages of exercises in the most common formats (gap fill, multiple
choice, sentence formation with word prompts, matching sentence halves or matching answers and questions).

Approach to lexis
In the Beginner, Elementary and Pre-Intermediate levels much emphasis is placed on learning the lexis because it is the
most important aspect of the language, essential for communication. In fact, a certain level of communication is possible
even without knowing the grammar, but with no knowledge of the words, communication is impossible. Teaching lexis is
the objective that pervades each unit, particularly in the Beginner and Elementary levels where building a strong lexical
base is fundamental.
To do this, the FLASH on English approach to teaching lexis is to gradually build up the student’s knowledge of how
things are called, whether they are objects or ideas, feelings, and so on. Words are organised into semantic-lexical
groups to facilitate the memorisation and recall process. The groups are presented through diagrams, images, tables
and mind maps. For example, the students are asked to match words and pictures, to complete a lexical group or to
choose the most appropriate word for a given situation. Sometimes the combination of words is tied to usage (e.g.
collocation) and sometimes attention is focused on the grammatical form of the word or on derivatives (e.g. from verb
to noun, from an adjective to its opposite).
Just as with grammar, studying lexis also starts with the form and meaning and then looks at how the words are used
in context.
The lesson often begins with a warm-up exercise that introduces the lexical theme, for example matching words to
pictures. Then, examples of the vocabulary being highlighted are used in the presentation texts on the first and third
pages of the unit, allowing students to deduce the meaning from the context. A specific exercise follows which re-
proposes the words from the text and adds others to build a lexical group (of anywhere from 8 to 20 elements). At
this point the students are able to tackle a personalised exercise using the lexis they have learned or do another type
of exercise in which the vocabulary is used in context and in a meaningful way.
The study of the lexis is expanded on the Vocabulary Workshop page and reinforced in the Workbook where the

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 Introduction
students will find a glossary containing the lexical groups from the unit, placed after the grammar reference, along
with a series of lexis-building exercises in the most common formats.

As the course progresses, teachers will notice that the language from one unit is recycled in the units that follow so
as to reinforce the learning process. This helps the students’ long term memory and offers the opportunity to explore
other contexts in which the same lexis is used.

In the higher levels FLASH on English continues to expand the student’s lexical knowledge by concentrating on fixed
phrases and idiomatic expressions (see Spoken English and Language development sections).

Functions
In each unit there are sections which highlight specific communicative functions. The students are thus given the
chance to communicate in English, using a wide range of functions.
Examples of these functions are to be found in the mini-dialogue format; the students then use them as models to
guide their own production at the functional communication level.

Approach to listening
The four skills can be classified into oral comprehension (listening), written comprehension (reading), oral production
(speaking) and written production (writing).
In order to develop the listening skill, the course offers ample and varied opportunities for listening practice. New
words are listened to for memory and for correct pronunciation. The dialogues of the story are heard and read,
but according to the students’ listening ability, they may be only listened to without the script. It is recommended,
however, that the comprehension exercise be done with the book open to the dialogue, so students can refer to it.
In the Intermediate level of the course, on the Listen’n’speak pages, the two skills are coordinated in that the speaking
activity can be used as an introduction to the listening activity and vice versa, it can follow and expand on the content.
All of the sub-skills are also developed to promote effective listening (pre-listening, listening for gist, listening for
specific details, deep listening to grasp all of the meanings and levels of communication). In other words, the listening
activity begins with an exercise to familiarise the students with the topic before they hear about it, then the actual
listening begins to catch the overall sense first, and then, the details. Finally, students are encouraged to then express
their personal reactions to or their opinions on what they have heard.

Approach to speaking
The skills that require production from the students (speaking and writing) require more effort compared to those that call
for comprehension (reading and listening). One of the fundamental guiding principles of FLASH on English is to provide
students a detailed guide and all of the necessary support material for the speaking activities. Therefore, speaking activities
are closely linked to other activities (lexis- and grammar-related, listening), but above all, students are encouraged to think
about the topic and jot down a few notes, before they begin to talk about it. This preparatory step will be especially useful
when they must begin to speak. This approach can be summarised in the formula, think, write and speak.
A variety of oral activities are undertaken: brief monologues or speeches made to the class, work in pairs in which
students talk to a partner and they share opinions, express agreement or disagreement, ask for and give information,
offer suggestions to solve a problem and so forth. The speaking activities sometimes involve written (words, questions)
or visual prompts (pictures) or a questionnaire to be answered.

Spoken English/Language development

This section offers two types of language, one consists of words or expressions that are commonly used in daily spoken
English and the other consists of useful interactive strategies. The information on the language and structure of discourse
helps the student to improve his/her capacity to not only speak English more naturally, but also to listen more carefully.

Approach to reading
For an effective development of reading skills, activities must be broken down into three different moments – before
reading, while reading, after reading.
Before reading: during the preparatory step (pre-reading or warm-up) the students are asked to draw on previous
knowledge of the topic or recall some language requirements. In some cases it may be necessary to provide new

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 Introduction
information, but wherever possible, it is recommended that teachers try to use what the students already know.
It is good practice in teaching to build new knowledge on the basis of prior knowledge; this will give students
confidence, bolsters their self-esteem and makes it easier to approach the reading text.
While reading: the students are asked to read the text a first time to check their answers to the warm-up questions or
to grasp the gist. This first step of the while reading phase should not be presented as something difficult, because
it is simply the first contact with the text. The second step of while reading instead, requires a more detailed reading
and an exercise on more thorough comprehension.
After reading: in the after reading phase, the students do the Flash Forward activity in which they can react to the
text. This final phase requires as much personal input as possible, so as to help students commit to memory both the
language and the content.
While it is not necessary to insist that the students understand every word of the new text, the material is presented
in such a way that by the end of the three reading phases the class should have understood almost everything.

Approach to writing
Writing is a useful preparatory activity for speaking and also serves to consolidate the language that has been learned,
but it is also a skill in and of itself.
In every unit of FLASH on English there are brief writing exercises to do, leading up to the speaking activities or
following them as a conclusion. The main work on this skill is done in the Pre-Intermediate and Intermediate levels in
the Skills sections where the students will find a variety of texts that serve as models for composition.
In these two levels students are taught to write a narrative, a summary, a book or film review; how to use linkers; how
to put together two sentences; how to subdivide a text into paragraphs; how to write about problems and give advice
or solutions; how to describe people and interpersonal relationships; talk about one’s favourite sport; how to organise
a speech, a website, a biography or a magazine article.

Approach to pronunciation
In FLASH on English three main areas of English pronunciation are explored:
• Individual sounds (vowels, consonants)
• Stress (on the word, in the sentence)
• Pronunciation within a discourse (e.g. importance of weak forms)

The object is not to learn to speak like a native speaker of English, which is practically impossible (and probably not
necessary), but to help students speak in the most natural and comprehensible way possible. There is nothing wrong
with the listener being aware that the speaker is Italian, French or of any other nationality. The students who use the
FLASH on English course are at a point in their development when they can imitate a good accent and achieve a
good pronunciation. This is much more difficult later, after the age of adolescence when the way people articulate and
language models used become fixed. At this stage, instead, student can be made aware of the importance of proper
pronunciation and the basis is laid down for optimal pronunciation in the future.
The course contextualises the pronunciation exercises and because they are based on the listening texts which the
students have heard, the phonological elements are taken from the material already presented.

Recycling
The FLASH on English course recycles grammar and vocabulary in various ways:
• In graded material: the new texts are based on pre-existing knowledge of both grammar and lexis; new structures are
avoided if they are not in that unit’s grammar point; old and well-known language forms are incorporated throughout
the book to create a sense of continuity and uninterrupted flow;
• In the Skills pages: the final double-page spread in each unit recycles as much language as possible from the unit;
• In the Flashback activities: after every two units the students can check what they have retained from the grammar,
lexis and functions learned up to that point by doing check and review exercises;
• In the Workbook.

Mixed-ability classes
Nearly all classes can be defined this way because students come from different linguistic experiences, they are
motivated differently, have different interests, learn at different speeds and have different types of intelligence
(kinesthetic, linguistic, logical-mathematical, musical, naturalistic, spatial-artistic, interpersonal).

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 Introduction
Therefore, it is useful to understand the problems facing a teacher and helpful to know how they can be solved by
adopting appropriate strategies and techniques. For effective teaching that can reach all students, even the weakest
ones, it is recommended that you:
• Make frequent use of visual materials that will attract students of all levels and of all types of intelligence;
• Be prepared for all situations, for example, have an extra exercise ready to give to those who finish sooner, such as
the Flash Forward exercises proposed in FLASH on English;
• Not assign a whole activity to all of the students, but assign different parts so as to graduate the activity according
to ability;
• Assign open-ended exercises, for example, write a letter, finish the story, describe a picture, so each student can do
the task according to his/her level seeing as there is no one right answer to this type of exercise;
• Personalise the exercises to adapt them to the students’ interests;
• Do role-play and drama activities, lexis or grammar contests;
• Divide the class into groups or pairs with strong and weak students to work together or make groups of the same
level and then assign tasks of varying difficulty.

Tests & Resources

The Tests & Resources volume of FLASH on English course contains the following materials:
• 10 Unit Tests (one for each unit)
• 5 Skills Tests (one for every two units)
• 10 double-sided Revision sheets (all levels)
• 10 double-sided Extension sheets (Elementary-Advanced levels)

Unit Tests (A and B)

The series of tests, in versions A and B in the Elementary-Advanced levels, provide a written test of the grammatical
and lexical elements presented in each unit of the Student’s Book, as well as the language functions and the lexis
presented in the relative Vocabulary Builder sections of the Workbook.
In the A and B versions of the tests, the grammar structures, the lexis and the functions being tested are equivalent,
but there may be some slight differences in vocabulary, single items or information asked. In both versions, the
exercises are of a controlled structure such that the students are required to manipulate single linguistic components
or compose short sentences.

Skills Tests
Each Skills Tests section checks students’ abilities, using the topics and language material presented in the previous
two units.
The Reading and Listening sheets consist in two activities each, for a total of 30 points for each sheet. The texts use
authentic language used in real contexts and the comprehension activities usually require short but precise answers.
Students’ writing skills are enhanced in the activities offered on the Writing sheets (20 points each) that cover the
topics and structures presented in the units.
The Speaking sheets present three different activities, a semi-structured dialogue that gives students an opportunity
to practise their oral production in a controlled situation, and two questions to which students must give a longer and
more complex answer, using the lexis and structures from the relative units.

Revision and Extension worksheets

Each Revision worksheet offers recovery and consolidation exercises for the grammar and lexis from each unit. In
order to achieve greater consolidation, the activities are organised in a controlled structure and offer a high degree of
support to the student. These worksheets are especially useful for students that need extra reinforcement or that need
to catch up.

The Extension sheets are for students who have already assimilated the contents of the unit and who are now ready for
consolidation and enhancement of the competences acquired. The activities presented on these pages are primarily
summative in nature and they present a series of authentic texts of different kinds (article, email, brochure, blog, quiz,
etc.) and dialogues. Students will need a greater degree of autonomy and the ability to orient themselves in less guided
contexts that offer greater linguistic variety.

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