This document provides a taxonomy and analysis of the tasks in Unit 4A of the New English File Upper Intermediate coursebook. It breaks down each exercise by its focus on specific skills like grammar, vocabulary, reading, listening, speaking, and pronunciation. It also analyzes the purpose and methodology behind each task, such as activating schema, developing context, encouraging peer communication, reinforcing vocabulary, and providing practice across various language skills. The level of detail in the taxonomy and analysis provides teachers and course designers insight into how the different tasks target different skills and learning objectives.

1. Taxonomy of tasks – Unit 4A of New English FileUpper Intermediate
Key for skillsfocus:
Grammar
Vocabulary
Reading
Listening
Speaking
Pronunciation
Writing
Unit 4A – Would you get out alive?
Ex 1 Speaking and Reading (establish topic and develop context)
a Lead in discussion (activatestudents’ schemata, generate interest)
b Gistquestions (skimming,checking students’ comprehension)
c jigsawreading (encourage peer-communication, problem solving)
d (scanning) readingfor specific detail (trueor false)
e guessingmeaningof words from context (reinforce new vocabulary,problemsolving)
f discussion (practice productive skills, guided speaking practice)
Ex 2 Vocabulary (feelings)
a matching exercise– words to definitions (mightbe publisher’s requirement)
b vocabulary bank (extra resource, not to overload the page, helping teachers to be flexible with the content,
encourage learner’s autonomy, could also be publishers’ requirement)
c elicitvocabulary frompictures (helping to memorise vocab by adding visuals, publishers’ requirement to have
pics supporting the exercises)
d discussion (practice productive skills, guided speaking practice)
Ex 3 Grammar
a sentence comparison to decipher difference in meaning (model sentences for language analysis, also
possible questions to use for controlled and guided speaking practice)
b underlinecorrect verb form (noticing, making students be aware of form of Target language)
c gap fill (standard, could be a requirement from the publisher as per Paul?)
d grammar bank and exercises (extension of grammar activity, publishers’ requirement?)
Ex 4 Pronunciation
a matching exercise– listening (publishers) and writing (doctor-gloss?)
b listen and check (class feedback+)

2. c listen,underlinestressed words and repeat (suprasegmental phonology)
d writingchains (practice productive skills, guided writing practice)
Ex 5 Reading and Listening
a discussion (activate studemts’ schemata, practice productive skills, guided speaking practice)
b gistquestions/discussion questions (practice productive skills, guided speaking practice)
c listeningfor detail questions (practice receptive skills)/discussion questions (practice productive skills, guided
speaking practice)
d underlineunknown words from tapescript
e discussion (open task, practice productive skills, guided speaking practice)
Ex 6 Song
I will survive–gap fill (reward, end of unit activity, something to do on a Friday of to lighten up the lesson)