Dane szczegółowe książki

Acknowledgements ix

Read this first: To the (trainee) teacher xi

To the trainer xii

Introduction l

The teaching process 10

Module 1: Presentations and explanations

^- Unit One: Effective presentation 11

> Unit Two: Examples of presentation procedures 13

^-Unit Three: Explanations and instructions 16

Module 2: Practice activities

^- Unit One: The function of practice 19
^-Unit Two: Characteristics of a good practice activity 21

^- Unit Three: Practice techniques 24

[> Unit Four: Sequence and progression in practice 27

Module 3: Tests

^ Unit One: What are tests for? 33

^- Unit Two: Basic concepts; the test experience 35

^- Unit Three: Types of test elicitation techniques 37

> Unit Four: Designing a test 41

> Unit Five: Test administration 42

| reaching the language (I): The 'what' 46

Module 4: Teaching Pronunciation

^-Unit One: What does teaching pronunciation involve? 47

[> Unit Two: Listening to accents 50

^- Unit Three: Improving learners' pronunciation 52

> Unit Four: Further topics for discussion 54

^ Unit Five: Pronunciation and spelling 56

Contents

Module 5: Teaching vocabulary

^- Unit One: What is vocabulary and what needs to be taught?

^- Unit Two: Presenting new vocabulary

[> Unit Three: Remembering vocabulary

^- Unit Four: Ideas for vocabulary work in the classroom

0 Unit Five: Testing vocabulary

Module 6: Teaching grammar

^- Unit One: What is grammar?

> Unit Two: The place of grammar teaching

[> Unit Three: Grammatical terms

^- Unit Four: Presenting and explaining grammar

^- Unit Five: Grammar practice activities

[> Unit Six: Grammatical mistakes

Module 7: Topics, situations, notions, functions

^ Unit One:

^- Unit Two:

^- Unit Three:

[> Unit Four:

1> Unit Five:

Topics and situations

What ARE notions and functions?

Teaching chunks of language: from text to task

Teaching chunks of language: from task to text

Combining different kinds of language segments

Part III

| Teaching the language (2f: The 'how*

Module 8: Teaching listening

^- Unit One: What does real-life listening involve?
^- Unit Two: Real-life listening in the classroom
> Unit Three: Learner problems
^- Unit Four: Types of activities
1> Unit Five: Adapting activities

Module 9: Teaching speaking

^- Unit One: Successful oral fluency practice
^- Unit Two: The functions of topic and task
^- Unit Three: Discussion activities
1> Unit Four: Other kinds of spoken interaction
[> Unit Five: Role play and related techniques
> Unit Six: Oral testing

Module 10: Teaching reading

^-Unit One: Flow do we read?
0 Unit Two: Beginning reading
^ Unit Three: Types of reading activities
^ Unit Four: Improving reading skills
> Unit Five: Advanced reading

VI

Contents

Module 11: Teaching writing

Part IV

[> Unit One:

^- Unit Two:

^- Unit Three:

> Unit Four:

^- Unit Five:

Written versus spoken text
Teaching procedures
Tasks that stimulate writing
The process of composition
Giving feedback on writing

| Course content

Module 12: The syllabus

^- Unit One: What is a syllabus?

^- Unit Two: Different types of language syllabus

^- Unit Three: Using the syllabus

Module 13: Materials

^- Unit One: How necessary is a coursebook?

^- Unit Two: Coursebook assessment

^- Unit Three: Using a coursebook

> Unit Four: Supplementary materials

[> Unit Five: Teacher-made worksheets and workcards

Module 14: Topic content

159
162
164
167
170

175

176

177
179

183

184
187
189
192

Part IV

^ Unit One:

^- Unit Two:

[> Unit Three:

^- Unit Four:

[> Unit Five:

Different kinds of content
Underlying messages

Literature (I): should it be included in the course?
Literature (2): teaching ideas
Literature (3): teaching a specific text

I Lessons

197

199

200
202
206

212

Module 15: Lesson planning

^- Unit One: What does a lesson involve?

> Unit Two: Lesson preparation

^- Unit Three: Varying lesson components

[> Unit Four: Evaluating lesson effectiveness

^ Unit Five: Practical lesson management

213

215

216
219

222

Module 16: Classroom interaction

^- Unit One: Patterns of classroom interaction 227

^- Unit Two: Questioning 229

^- Unit Three: Group work 232

^- Unit Four: Individualization 233

[> Unit Five: The selection of appropriate activation techniques 237

Module 17: Giving feedback

^- Unit One: Different approaches to the nature and function of

feedback 242

Vll

Contents

> Unit Two: Assessment

^ Unit Three: Correcting mistakes in oral work

^- Unit Four: Written feedback

[> Unit Five: Clarifying personal attitudes

Module 18: Classroom discipline

^-Unit One: What is discipline?

^- Unit Two: What does a disciplined classroom look like?

[> Unit Three: What teacher action is conducive to a disciplined

classroom?

^- Unit Four: Dealing with discipline problems

[> Unit Five: Discipline problems: episodes

Part VI

Part VII

Learner differences

Module 19: Learner motivation and interest

[> Unit One: Motivation: some background thinking
> Unit Two: The teacher's responsibility
^- Unit Three: Extrinsic motivation
^- Unit Four: Intrinsic motivation and interest
> Unit Five: Fluctuations in learner interest

Module 20: Younger and older learners

^- Unit One: What difference does age make to language learning?
> Unit Two: Teaching children
[> Unit Three: Teaching adolescents: student preferences
t> Unit Four: Teaching adults: a different relationship

Module 21: Large heterogeneous classes

^- Unit One: Defining terms

^- Unit Two: Problems and advantages

^- Unit Three: Teaching strategies (I): compulsory + optional

^- Unit Four: Teaching strategies (2): open-ending

> Unit Five: Designing your own activities

^And beyond

Module 22: And beyond

> Unit One: Teacher development: practice, reflection, sharing

> Unit Two: Teacher appraisal

> Unit Three: Advancing further (I): intake

[> Unit Four: Advancing further (2): output
Bibliography
Index