4.

A
Anticippated Problems and Solutio
S ons
Aims:
 To enco ourage teacchers to connsider a wid
der range of potential problems
p in the classro
oom so thatt
they arre better able to deal with
w them wh hen they arise.

Materials rrequired:
 None.

Target exp
perience levvel of teache
er:
 Delta.

Applicable to learnerss:
 Adults at all levelss.

Input

‘Anticipated Problemss’ are things

s you think m
may go wroong in a less
son; ‘Solutioons’ state how you are
esolve them. Typically, teachers re
going to re elate these to
t the Mean ning, Pronunnciation, Foorm or
Appropriaccy (MPFA) of
o grammar or lexis butt there are many
m other issues.

First of all, let’s look at

a some imp
portant distin
nctions whic
ch are to be
e made withh anticipated
d
problems:

1. Those you think about and in ncorporate in nto your pro

ocedure – these belongg in the ‘rattionale’ /
comme entary for yo
our lesson where
w you e explain your planning decisions;
d ooften this is a separate
piece o
of paperworrk. Some te eachers claiim to do this s extensively, leaving nno other pro oblems left
to pred
dict and cate
er for, but th
his is rarely the case.
2. Those you think might
m arise in the lesson n but which
h you do nott include in your proced dure.
3. Generic problems – things wh hich could h happen in any
a lesson such
s as ‘theere might be e an odd
numbe er of studentts for pair-w
work'.
4. Lessonn-specific prroblems – potential
p isssues which are
a directly relevant to the specific c lesson
being p
planned.

Whilst all a
are valuable oblems and Solutions sheet,
e for an Antiicipated Pro s numbbers 2 and 4 are most
relevant. In addition to
t the MPFA A of target la
anguage, non-linguistic
c areas youu can consid
der include::

 Skills w
work:
o Problems with
w reading g / listening texts and sub-skills
s orr with speakking / writing
g tasks
and sub-skkills.
 Classrooom manag gement:
o Complicate ed set-ups for
f procedu ures or taskss.
 Dynam mics:
o Odd numb bers for pair-work, mixe ed abilities of
o students, late arrival s, etc.
 Timing:
o Falling behhind time orr getting aheead of scheedule.
 Technological malfunctions:
o Numerous!
 Classroom atmosphere / environment:
o Room temperature, time of day; spacing, etc.
 Materials:
o Not visually appealing, out-of-date, culturally inappropriate, etc.
 Incidental language:
o Items, usually lexical, which are not target items but may cause difficulty in skills work.

Once you have thought of the possible problems, you also need to consider how you will solve
them, before or during the lesson.

Further reading
Scrivener, J., Learning Teaching, Macmillan, 2005, pp.118-124.
Harmer, J., The Practice of English Language Teaching, Pearson, 2007, pp.371-4.
Harmer, J., How to Teach English, Pearson, 2007, pp.176-185.

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Task 1

Look at the following range of anticipated problems and decide if they are target language-focused
or non-linguistic and then if they are lesson-specific or generic.

Anticipated problem Target language- Lesson-specific

focused / non- or generic
linguistic
Students will have problems with, or be reluctant to
use, the contractions or over-stress am/you/is in
question forms.
There are an inappropriate number of students for
tasks noted as PW/GW, particularly in Stage 1.
There are an inappropriate number of students for
tasks noted as pair-work.
Students will think the structure refers to the present
because of other uses of the form they have met
earlier and because of the use of the present simple
form of ‘be’.
Students will prefer to use ‘will’ rather than present
continuous.
Students may arrive back late after the break.

The students do not have a bad travel experience to

talk / write about (Stages 1 and 11).
The data projector does not work or is not available
(Stage 2).
Students may be of different levels.

The students are of a lower level than expected and

have trouble answering the reading tasks set
(Stages 5-8).
The reading tasks take longer than planned (Stages
5-7).
Students will omit ‘be’ and say “I meeting”.

Some students should be kept apart as they do not

work well together.
Students will omit the time marker when it is needed
to make the future time reference clear.
Students will say /In/ or over-stress the /g/ at the
end of the –ing form.
The students do not like the critical attitude to Polish
Rail which the writer displays (Stages 5-7).
Students will not be able to read the texts.

Students will use the base form of the verb and say
“I am meet”.

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The learners will be tired after a long day at work.

The word ‘precipitation’ may cause problems in the

reading text.

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Suggested answers

Anticipated problem Target language- Lesson-specific or

focused / non-linguistic generic

Students will have problems with, or be Target language Lesson-specific.

reluctant to use, the contractions or over- (Pronunciation).
stress am/you/is in question forms.
There are an inappropriate number of Non-linguistic Lesson-specific.
students for tasks noted as PW/GW, (Dynamics).
particularly in Stage 1.
There are an inappropriate number of Non-linguistic Generic (no specific
students for tasks noted as pair-work. (Dynamics). stages mentioned).

Students will think the structure refers to Target language Lesson-specific.

the present because of other uses of the (Meaning).
form they have met earlier and because of
the use of the present simple form of ‘be’.
Students will prefer to use ‘will’ rather than Target language Lesson-specific.
present continuous. (Meaning).
Students may arrive back late after the Non-linguistic Generic.
break. (Dynamics).
The students do not have a bad travel Non-linguistic (Tasks). Lesson-specific.
experience to talk / write about (Stages 1
and 11).
The data projector does not work or is not Non-linguistic Lesson-specific.
available (Stage 2). (Technology).
Students may be of different levels. Non-linguistic Generic.
(Dynamics).
The students are of a lower level than Non-linguistic (Skills). Lesson-specific.
expected and have trouble answering the
reading tasks set (Stages 5-8).
The reading tasks take longer than Non-linguistic (Timing). Lesson-specific.
planned (Stages 5-7).
Students will omit ‘be’ and say “I meeting”. Target language Lesson-specific.
(Form).
Some students should be kept apart as Non-linguistic Generic.
they do not work well together. (Dynamics).
Students will omit the time marker when it Target language Lesson-specific.
is needed to make the future time (Form).
reference clear.
Students will say /In/ or over-stress the /g/ Target language Lesson-specific.
at the end of the –ing form. (Pronunciation).
The students do not like the critical Non-linguistic Lesson-specific.
attitude to Polish Rail which the writer (Cultural).
displays (Stages 5-7).
Students will not be able to read the texts. Non-linguistic (Skills). Generic.

Students will use the base form of the Target language Lesson-specific.
verb and say “I am meet”. (Form).
The learners will be tired after a long day Non-linguistic Generic (assuming

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at work. (Dynamics). the class is always at
the same time).

The word ‘precipitation’ may cause Non-target language Lesson-specific.

problems in the reading text. (Incidental language)
Please note: to make problems lesson-specific, it is a good idea to state when (at which stage) an
issue might arise.

Task 2

Look at the suggested lesson-specific problems in Task 1 and try to think of possible solutions to
them – in some cases, this will be guess-work, but see if you can get somewhere near! The non-
linguistic problems are taken from an Upper Intermediate Reading / Writing lesson in the context of
a travel blog while the language- focused problems are taken from an Elementary lesson on the
present continuous for future reference.

Anticipated problem Solution

There are an inappropriate number of

students for tasks noted as PW/GW,
particularly in Stage 1.
The students do not have a bad travel
experience to talk / write about (Stages 1
and 11).
The data projector does not work or is not
available (Stage 2).

The students are of a lower level than

expected and have trouble answering the
reading tasks set (Stages 5-8).
The reading tasks take longer than
planned (Stages 5-7).

The students do not like the critical

attitude to Polish Rail which the writer
displays (Stages 5-7).
The word ‘precipitation’ may cause
problems in the reading text.

Students will think the structure refers to

the present because of other uses of the
form they have met earlier and because of
the use of the present simple form of ‘be’.
Students will prefer to use ‘will’ rather than
present continuous.

Students will have problems with, or be

reluctant to use, the contractions or over-
stress am/you/is in question forms.

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Students will say /In/ or over-stress the /g/
at the end of the –ing form.

Students will omit ‘be’ and say “I meeting”.

Students will use the base form of the

verb and say “I am meet”.

Students will omit the time marker when it

is needed to make the future time
reference clear.

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Suggested answers

Anticipated problem Solution

There are an inappropriate number of In most cases, tasks can be done in pairs or
students for tasks noted as PW/GW, threes; in Stage 1, a group of three will have to
particularly in Stage 1. be encouraged to say less in a shorter period
of time.
The students do not have a bad travel Allow them to use a good experience or to
experience to talk / write about (Stages 1 invent one if they prefer.
and 11).
The data projector does not work or is not Elicit what students know about travel blogs
available (Stage 2). and discuss open class.
The students are of a lower level than Encourage as much peer-support as possible,
expected and have trouble answering the monitor and help as required, really focus on
reading tasks set (Stages 5-8). justification of answers in feedback, allow
longer for the tasks.
The reading tasks take longer than Reduce the number of items for the deducing
planned (Stages 5-7). from context stage or ask groups of three to do
four items each and then peer-teach (or drop
the stage completely).
The students do not like the critical Elicit the tone and intention of the article – to
attitude to Polish Rail which the writer amuse and entertain rather than complain.
displays (Stages 5-7).
The word ‘precipitation’ may cause This is not necessary for the tasks set and the
problems in the reading text. students should be able to work it out from the
context. If not, the word will be explained as a
formal word for ‘rain’ at the end of the reading.

Students will think the structure refers to Refer back to the context and ask the planned
the present because of other uses of the concept checking questions.
form they have met earlier and because of
the use of the present simple form of ‘be’.
Students will prefer to use ‘will’ rather than Ask the planned concept checking questions to
present continuous. confirm the arrangement is already made.

Students will have problems with, or be Point out that contractions (and weak forms)
reluctant to use, the contractions or over- are normal in everyday speech and that
stress am/you/is in question forms. students will hear them (and see them in
written form). Correct using finger correction
and drill as required.

Students will say /In/ or over-stress the /g/ Drill and illustrate the way the sound is made.
at the end of the –ing form.
Students will omit ‘be’ and say “I meeting”. Re-highlight the form on the board.

Students will use the base form of the Re-highlight the form on the board.
verb and say “I am meet”.
Students will omit the time marker when it Ask questions about the time reference and
is needed to make the future time establish the need for the future time marker
reference clear. when it is not implicit.

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Task 3

 Next time you teach, consider a wide range of anticipated problems and think how you will
solve them.
 Decide whether to pre-empt the problems by including the solutions in your procedure or just to
have the solutions ready in case of need.
 While teaching (self-monitor or record yourself), decide if the problems you identified and
included in your procedure were indeed problems and if what you did was helpful.
 Were the solutions you had ready in case of need required and, if so, were they useful?
 Take a note of other problems which arose in the lesson – could you have been better
prepared for them?
 Over time, collect a list of problems you have with a particular class type or level or language
point or skill. In this way, you will be increasingly better prepared, proactively or reactively, for
whatever happens.

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