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Introduction1

PartⅠ The teaching processModule 1: Presentations and explanationsUnit One: Effective presentation11

Unit Two: Examples of presentation procedures13

Unit Three: Explanations and instructions16

Module 2: Practice activitiesUnit One: The function of practice19

Unit Two: Characteristics of a good practice activity21

Unit Three: Practice techniques24

Unit Four: Sequence and progression in practice27

Module 3: TestsUnit One: What are tests for?33

Unit Two: Basic concepts; the test experience35

Unit Three: Types of test elicitation techniques37

Unit Four: Designing a test41

Unit Five: Test administration42

PartⅡ Teaching the language(1):The'what'46

Module 4: Teaching PronunciationUnit One: What does teaching pronunciation involve?47

Unit Two: Listening to accents50

Unit Three: Improving learners' pronunciation52

Unit Four: Further topics for discussion54

Unit Five: Pronunciation and spelling56

Module 5: Teaching vocabularyUnit One: What is vocabulary and what needs to be taught?60

Unit Two: Presenting new vocabulary63

Unit Three: Remembering vocabulary64

Unit Four: Ideas for vocabulary work in the classroom68

Unit Five: Testing vocabulary69

Module 6: Teaching grammarUnit One: What is grammar?75

Unit Two: The place of grammar teaching76

Unit Three: Grammatical terms78

Unit Four: Presenting and explaining grammar81

Unit Five: Grammar practice activities83

Unit Six: Grammatical mistakes85

Module 7: Topics, situations, notions, functionsUnit One: Topics and situations90

Unit Two: What ARE notions and functions?92

Unit Three: Teaching chunks of language: from text to task93

Unit Four: Teaching chunks of language: from task to text96

Unit Five: Combining different kinds of language segments98

PartⅢ Teaching the Ianguage (2): The ‘how’103

Module 8: Teaching listeningUnit One: What does real-life listening involve?105

Unit Two: Real-life listening in the classroom107

Unit Three: Learner problems111

Unit Four: Types of activities112

Unit Five: Adapting activities115

Module 9: Teaching speakingUnit One: Successful oral fluency practice120

Unit Two: The functions of topic and task122

Unit Three: Discussion activities124

Unit Four: Other kinds of spoken interaction129

Unit Five: Role play and related techniques131

Unit Six: Oral testing133

Module 10: Teaching readingUnit One: How do we read?138

Unit Two: Beginning reading141

Unit Three: Types of reading activities143

Unit Four: Improving reading skills147

Unit Five: Advanced reading150

Module 11: Teaching writingUnit One: Written versus spoken text159

Unit Two: Teaching procedures162

Unit Three: Tasks that stimulate writing164

Unit Four: The process of composition167

Unit Five: Giving feedback on writing170

PartⅣ Course content175

Module 12: The syllabusUnit One: What is a syllabus?176

Unit Two: Different types of language syllabus177

Unit Three: Using the syllabus179

Module 13: MaterialsUnit One: How necessary is a coursebook?183

Unit Two: Coursebook assessment184

Unit Three: Using a coursebook187

Unit Four: Supplementary materials189

Unit Five: Teacher-made worksheets and workcards192

Module 14: Topic contentUnit One: Different kinds of content197

Unit Two: Underlying messages199

Unit Three: Literature (1): should it be included in the course?200

Unit Four: Literature (2): teaching ideas202

Unit Five: Literature (3): teaching a specific text206

PartⅣ Lessons212

Module 15: Lesson planningUnit One: What does a lesson involve?213

Unit Two: Lesson preparation215

Unit Three: Varying lesson components216

Unit Four: Evaluating lesson effectiveness219

Unit Five: Practical lesson managemeut222

Module 16: Classroom interactionUnit One: Patterns of classroom interaction227

Unit Two: Questioning229

Unit Three: Group work232

Unit Four: Individualization233

Unit Five: The selection of appropriate activation techniques237

Module 17: Giving feedbackUnit One: Different approaches to the nature and function of feedback242

Unit Two: Assessment244

Unit Three: Correcting mistakes in oral work246

Unit Four: Written feedback250

Unit Five: Clarifying personal attitudes253

Module 18: Classroom disciplineUnit One: What is discipline?259

Unit Two: What does a disciplined classroom look like?260

Unit Three: What teacher action is conducive to a disciplined classroom?262

Unit Four: Dealing with discipline problems264

Unit Five: Discipline problems: episodes267

PartⅥ Learner differences273

Module 19: Learner motivation and interestUnit One: Motivation: some background thinking274

Unit Two: The teacher's responsibility276

Unit Three: Extrinsic motivation277

Unit Four: Intrinsic motivation and interest280

Unit Five: Fluctuations in learner interest282

Module 20: Younger and older learnersUnit One: What difference does age make to language learning?286

Unit Two: Teaching children288

Unit Three: Teaching adolescents: student preferences290

Unit Four: Teaching adults: a different relationship294

Module 21: Large heterogeneous classesUnit One: Defining terms302

Unit Two: Problems and advantages303

Unit Three: Teaching strategies (1): compulsory + optional307

Unit Four: Teaching strategies (2): open-ending309

Unit Five: Designing your own activities312

■ And beyond312

Module 22: And beyondUnit One: Teacher development: practice, reflection, sharing318

Unit Two: Teacher appraisal322

Unit Three: Advancing further (1): intake324

Unit Four: Advancing further (2): output327

Bibliography360

Index367