Introduction

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

Unit Two: Examples of presentation procedures

Unit Three: Explanations and instructions

Module 2: Practice activitiesUnit One: The function of practice

Unit Two: Characteristics of a good practice activity

Unit Three: Practice techniques

Unit Four: Sequence and progression in practice

Module 3: TestsUnit One: What are tests for?

Unit Two: Basic concepts; the test experience

Unit Three: Types of test elicitation techniques

Unit Four: Designing a test

Unit Five: Test administration

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

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

Unit Two: Listening to accents

Unit Three: Improving learners' pronunciation

Unit Four: Further topics for discussion

Unit Five: Pronunciation and spelling

Module 5: Teaching vocabularyUnit 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

Unit Five: Testing vocabulary

Module 6: Teaching grammarUnit 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, functionsUnit One: Topics and situations

Unit Two: What ARE notions and functions?

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

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

Unit Five: Combining different kinds of language segments

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

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

Unit Two: Real-life listening in the classroom

Unit Three: Learner problems

Unit Four: Types of activities

Unit Five: Adapting activities

Module 9: Teaching speakingUnit One: Successful oral fluency practice

Unit Two: The functions of topic and task

Unit Three: Discussion activities

Unit Four: Other kinds of spoken interaction

Unit Five: Role play and related techniques

Unit Six: Oral testing

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

Unit Two: Beginning reading

Unit Three: Types of reading activities

Unit Four: Improving reading skills

Unit Five: Advanced reading

Module 11: Teaching writingUnit One: Written versus spoken text

Unit Two: Teaching procedures

Unit Three: Tasks that stimulate writing

Unit Four: The process of composition

Unit Five: Giving feedback on writing

PartⅣ Course content

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

Unit Two: Different types of language syllabus

Unit Three: Using the syllabus

Module 13: MaterialsUnit 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 contentUnit One: Different kinds of content

Unit Two: Underlying messages

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

Unit Four: Literature (2): teaching ideas

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

PartⅣ Lessons

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

Unit Two: Lesson preparation

Unit Three: Varying lesson components

Unit Four: Evaluating lesson effectiveness

Unit Five: Practical lesson managemeut

Module 16: Classroom interactionUnit One: Patterns of classroom interaction

Unit Two: Questioning

Unit Three: Group work

Unit Four: Individualization

Unit Five: The selection of appropriate activation techniques

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

Unit Two: Assessment

Unit Three: Correcting mistakes in oral work

Unit Four: Written feedback

Unit Five: Clarifying personal attitudes

Module 18: Classroom disciplineUnit 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

PartⅥ Learner differences

Module 19: Learner motivation and interestUnit 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 learnersUnit One: What difference does age make to language learning?

Unit Two: Teaching children

Unit Three: Teaching adolescents: student preferences

Unit Four: Teaching adults: a different relationship

Module 21: Large heterogeneous classesUnit One: Defining terms

Unit Two: Problems and advantages

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

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

Unit Five: Designing your own activities

■ And beyond

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

Unit Two: Teacher appraisal

Unit Three: Advancing further (1): intake

Unit Four: Advancing further (2): output

Bibliography

Index