In this module
Cambridge Veritas · Original TESOL self-study resources
Module overview
Reactive teaching begins from communication and uses learner output to decide which language support will be most useful. The teacher still plans an achievable task, prepares to monitor and makes selective decisions. Respond to what learners meant, highlight effective language and address a small number of important needs. A later attempt with changed information gives the feedback a practical purpose and shows whether the support can be used.
Use the guides below to connect the core ideas with practical teaching decisions. Each guide contains a classroom example, an application task and a sample response. Work through the whole module, or choose a topic for a lesson you are preparing.
Explore the topics
Preselected and emergent language
Preselected language is chosen before the lesson; emergent language becomes useful because of learners’ actual messages. Reactive teaching still involves planning tasks, monitoring and making principled choices. It is not simply teaching without preparation.
Read the guide & try the taskThe communication, monitoring and feedback cycle
Set a task that invites a meaningful exchange, monitor what learners can and cannot express, respond to the content and provide selected language support. A repeated or related task lets learners test the usefulness of the feedback.
Read the guide & try the taskSelecting language from learner output
Select a manageable number of items that are useful, recurring or important to the message. Include successful language, not just errors. One unusual mistake from one learner may be less valuable than a pattern affecting several people.
Read the guide & try the taskScaffolding during communication
A prompt, a word, a question frame or a brief model can help a learner continue. The support should preserve learner ownership of the message. Avoid answering for them whenever a pause occurs.
Read the guide & try the taskDelayed feedback and respectful correction
Anonymous examples can make feedback less personal and more analytical. Preserve enough context for learners to understand the intended message. Invite a correction when it is within reach and provide an explanation when it is not.
Read the guide & try the taskRepeating tasks and working with a syllabus
Reactive teaching can complement a prescribed syllabus. Choose tasks related to the planned aims while allowing genuine learner needs to influence feedback. Repetition should create a new opportunity, not demand an identical performance from memory.
Read the guide & try the taskPutting the module into practice
- 01
Set up a clear communicative task with a product or decision learners can report.
- 02
Monitor selected groups and record useful language, recurring difficulties and blocked meanings.
- 03
Respond to the content, then clarify or improve a small number of representative language examples.
- 04
Use a related task with changed conditions and monitor transfer of the selected focus.
Support and extension
Keep a small phrase bank available and offer a brief prompt when a learner cannot continue the message.
Ask learners to identify useful language needs themselves and explain why a proposed upgrade improves the communication.
Check your understanding
Plan a teaching task
Choose one guide from this module. Use its classroom scenario or adapt the task for a group you know.
- Learners and purpose: Describe the context and what learners need to do.
- Success criterion: State one observable outcome.
- Procedure: Plan the setup, model, learner task and feedback.
- Support and extension: Include a way into the task and an extra challenge.
- Evidence and reflection: Decide what to observe and what would make you change the plan.
Module questions
Where should I begin with this module?
Set up a clear communicative task with a product or decision learners can report.
How can I make the work accessible?
Keep a small phrase bank available and offer a brief prompt when a learner cannot continue the message.
How can I go beyond the first attempt?
Ask learners to identify useful language needs themselves and explain why a proposed upgrade improves the communication.
Sources and authorship
This module maps to the supplied syllabus PDF, Teaching language items reactively (4 pages). The study notes, examples, application tasks and self-checks on these pages are original Cambridge Veritas resources.
View the supplied PDF ↗ · Publication reference: source chapter
Written by Cambridge Veritas. Updated .
Use these resources for preparation and reflection. Browser self-check results are for personal study and do not award a qualification or replace observed teaching practice.