A Course in Language Teaching Trainee Book

This book provides all the task material, essential reading and worksheets from A Course in Language Teaching, but without background information, bibliographies, notes or solutions. The tasks, which focus on both practical and theoretical aspects, are designed to encourage critical reflection on key topics of language teaching.It is suitable for those studying on a trainer-led course, where the trainer is available to provide input, guidance and feedback.

Acknowledgements

ix

To the trainer

xi

To the trainee

xii

Part I The teaching process

Presentations and explanations

Effective presentation

1

(1)

Examples of presentation procedures

1

(2)

Explanations and instructions

3

(1)

Practice activities

The function of practice

4

(1)

Characteristics of a good practice activity

4

(1)

Practice techniques

5

(2)

Sequence and progression in practice

7

(2)

Tests

What are tests for?

9

(1)

Basic concepts; the test experience

10

(2)

Types of test elicitation techniques

12

(2)

Designing a test

14

(1)

Test administration

15

(1)

Part II Teaching the language (1): The `what'

Teaching pronunciation

What does teaching pronunciation involve?

16

(1)

Listening to accents

17

(2)

Improving learners' pronunciation

19

(1)

Further topics for discussion

20

(1)

Pronunciation and spelling

21

(2)

Teaching vocabulary

What is vocabulary and what needs to be taught?

23

(1)

Presenting new vocabulary

24

(1)

Remembering vocabulary

25

(1)

Ideas for vocabulary work in the classroom

26

(1)

Testing vocabulary

27

(3)

Teaching grammar

What is grammar?

30

(1)

The place of grammar teaching

30

(1)

Grammatical terms

31

(1)

Presenting and explaining grammar

32

(1)

Grammar practice activities

33

(2)

Grammatical mistakes

35

(1)

Topics, situations, notions, functions

Topics and situations

36

(1)

What ARE notions and functions?

37

(1)

Teaching chunks of language: from text to task

37

(1)

Teaching chunks of language: from task to text

38

(2)

Combining different kinds of language segments

40

(1)

Part III Teaching the language (2): The `how'

Teaching listening

What does real-life listening involve?

41

(1)

Real-life listening in the classroom

41

(1)

Learner problems

42

(1)

Types of activities

43

(1)

Adapting activities

44

(4)

Teaching speaking

Successful oral fluency practice

48

(1)

The functions of topic and task

48

(1)

Discussion activities

49

(4)

Other kinds of spoken interaction

53

(1)

Role play and related techniques

54

(2)

Oral testing

56

(1)

Teaching reading

How do we read?

57

(2)

Beginning reading

59

(1)

Types of reading activities

59

(2)

Improving reading skills

61

(3)

Advanced reading

64

(4)

Teaching writing

Written versus spoken text

68

(1)

Teaching procedures

69

(1)

Tasks that stimulate writing

70

(1)

The process of composition

71

(2)

Giving feedback on writing

73

(3)

Part IV Course content

The syllabus

What is a syllabus?

76

(1)

Different types of language syllabus

76

(1)

Using the syllabus

77

(2)

Materials

How necessary is a coursebook?

79

(2)

Coursebook assessment

81

(1)

Using a coursebook

82

(2)

Supplementary materials

84

(1)

Teacher-made worksheets and workcards

85

(1)

Topic content

Different kinds of content

86

(1)

Underlying messages

87

(1)

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

88

(2)

Literature (2): teaching ideas

90

(2)

Literature (3): teaching a specific text

92

(3)

Part V Lessons

Lesson planning

What does a lesson involve?

95

(1)

Lesson preparation

95

(1)

Varying lesson components

96

(2)

Evaluating lesson effectiveness

98

(2)

Practical lesson management

100

(1)

Classroom interaction

Patterns of classroom interaction

101

(1)

Questioning

102

(3)

Group work

105

(1)

Individualization

106

(2)

The selection of appropriate activation techniques

108

(2)

Giving feedback

Different approaches to the nature and function of feedback

110

(2)

Assessment

112

(1)

Correcting mistakes in oral work

113

(2)

Written feedback

115

(3)

Clarifying personal attitudes

118

(2)

Classroom discipline

What is discipline?

120

(1)

What does a disciplined classroom look like?

120

(1)

What teacher action is conducive to a disciplined classroom?

121

(1)

Dealing with discipline problems

122

(1)

Discipline problems: episodes

123

(3)

Part VI Learner differences

Learner motivation and interest

Motivation: some background thinking

126

(1)

The teacher's responsibility

126

(1)

Extrinsic motivation

127

(1)

Intrinsic motivation and interest

128

(1)

Fluctuations in learner interest

128

(2)

Younger and older learners

What difference does age make to language learning?

130

(1)

Teaching children

130

(1)

Teaching adolescents: student preferences

131

(2)

Teaching adults: a different relationship

133

(1)

Large heterogeneous classes

Defining terms

134

(1)

Problems and advantages

134

(2)

Teaching strategies (1): compulsory + optional

136

(1)

Teaching strategies (2): open-ending

137

(2)

Designing your own activities

139

(3)

References

142

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A Course in Language Teaching Trainee Book Trainee's Book

Summary

Table of Contents

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