THE PRACTICE OF ENGLISH LANGUAGE TEACHING (+DVD)

Παρουσίαση

The highly acclaimed "Practice of English Language Teaching" is the essential guide for teachers of English in a wide range of contexts. The fifth edition has been revised to reflect new developments in language teaching. It explains current pedagogy to teachers who want to access the most relevant ELT practices and incorporate them into their lessons. It includes:
-A discussion of English as a world language (who learns it and why)
-Theories of language and language learning
-A discussion of learner characteristics which influence teacher decisions, including guidance on managing learning
-A description of approaches to teaching language systems (grammar, vocabulary and pronunciation), and to teaching language skills (speaking, writing, listening and reading)
-A wide range of practical teaching ideas reflecting current methodological practice
-An examination of the role of available technology (old and new) in the classroom
-A description of assessment for language learning in the digital age
-DVD showing authentic lesson extracts with different age groups from around the world, providing invaluable insights into classroom teaching, and discussions between the author and the teachers about language teaching issues.
-www.pearsonELT.COM/PracticeofEnglishLanguageTeaching
-Jeremy Harmer's interviews
-additional videos of classroom lessons
-activity worksheets to put the theory into practice (From the publisher)

Περιεχόμενα

1 The world of English language teaching
-Who speaks English?
Varieties of English
-Who learns English, and which variety do they learn?
General English and ESP
Business English
Content-based language teaching (CBLT) and CLIL
-Who teaches English?
2 Describing the English language
-What we want to say
Form and meaning
Purpose
-Appropriacy and register
-Language as text and discourse
Discourse organisation
Genre
-Grammar
Choosing words for grammar
Some important grammatical concepts
-Lexis
Word meaning
Extending word use
Word combinations
-The sounds of the language
Pitch
Intonation
Individual sounds
Sounds and spelling
Stress
-Speaking and writing
-Paralinguistics
Vocal paralinguistic features
Physical paralinguistic features
3 Issues in language learning
-What research offers
The mind is a computer
Explicit and implicit knowledge
Language is forming habits
Language is communication
Language is grammar; language is vocabulary
The role of other languages (translation)
Learning is about people
Making sense of it all
4 Popular methodology
-Approach, method, procedure, technique
-Three and a half methods
-Communicative language teaching
Teaching 'unplugged'
-Task-based learning
-The lexical approach
-Four old humanistic methods
-A procedure (presentation, practice and production)
-Which method? What approach?
What teachers do
Post-method and learning culture
-Coursebooks and other materials
For and against coursebook use
How to use coursebooks
Using coursebooks more effectively
Choosing coursebooks
Designing our own materials
-Looking forward
5 Being learners
-The age factor
Young learners
Teenagers
Adults
-Learner differences
Learner styles
-Motivation
Understanding the nature of motivation
What affects motivation?
What teachers can do about student motivation
-Levels
From beginner to advanced
The CEFR levels
Other frameworks of language proficiency
-Learner autonomy
Learner training / strategy training
Autonomy tasks
Open learning, self-access centres and student 'helpers'
Provoking student choice
Outside the classroom
Homework
All in the mind
6 Being teachers
-Qualities of a good teacher
The magic of rapport
Inside the classroom
-Roles that teachers 'play'
Talking to students
The teacher as a teaching 'aid'
-What teachers do next
Teachers on their own
Teachers with others
Different ways of observing and being observed
The big wide world
7 Class size and different abilities
-Class size: two extremes
Large classes
Teaching one-to-one
-Managing mixed ability
Working with different content
Different student actions
What the teacher does
Special educational needs (SENs)
Realistic mixed-ability teaching
8 Feedback, mistakes and correction
-Giving supportive feedback
-Students make mistakes
-Correction decisions
What to correct
When to correct
Who corrects and who should be corrected?
What to do about correction
-Correcting spoken English
Online (on-the-spot) correction
Offline (after-the-event) correction
-Giving feedback for writing
Giving feedback in process writing
Using correction symbols
Alternatives to correction symbols
Letting the students in
What happens next
Burning the midnight oil
9 Managing for success
-Why problems occur
-Creating successful classrooms
Behaviour norms
Teaching for success
-Dealing with problems
10 Seating and grouping students
-Whole-class teaching
Seating whole-group classes
-Students on their own
-Pairs and groups
Pairwork
Groupwork
Ringing the changes
-Organising pairwork and groupwork
Making it work
Creating pairs and groups
Procedures for pairwork and groupwork
Troubleshooting
11 Technology for learning [...]
12 Planning
13 Teaching a language construction
14 Teaching grammar
15 Teaching vocabulary
16 Teaching pronunciation
17 Teaching language skills
18 Reading
19 Listening
20 Writing
21 Speaking
22 Testing and evaluation