IntroductionLearners
Reasons for learning
Different contexts for learning
Learning differences
The importance of student motivation
Responsibility for learning
Teachers
Describing good teachers
Who teachers are in class
Rapport
Teacher tasks
Teacher knowledge
Art or science?
Managing the classroom
Classroom management
The teacher in the classroom
Using the voice
Talking to students
Giving instructions
Student talk and teacher talk
Using the L1
Creating lesson stages
Different seating arrangements
Different student groupings
Describing learning and teaching
Children and language
Acquisition and learning
Elements for successful language learning ESA
ESA lesson sequences
ESA and planning
Describing language
Meaning in context
Forms and meanings
Parts of speech
Hypothetical meaning
Words together
Language functions
Language variables
Teaching the language system
Teaching specific aspects of language
Explaining meaning
Explaining language construction
Practice and controlled
Practice
Examples of language system teaching
Mistakes slips errors and attemps
Correcting students
Teaching reading
Reasons for reading
Different kinds of reading
Reading levels
Reading skills
Reading principles
Reading sequences
More reading suggestions
Encouraging students to read extensively
Teaching writing
Reasons for teaching writing
Writing issues
Writing sequences
More writing suggestions
Correcting writing work
Handwriting
Teaching speaking
Reasons for teaching speaking
Speaking sequences
Discussion
More speaking suggestions
Correcting speaking
What teachers do during a speaking activity?
Teaching listening
Reasons for listening
Different kinds of listening
Listening levels
Listening skills
Listening principles
Listening sequences
More listening suggestions
Audio and video
Using casebooks
Options for course book use
Adding adapting and replacing
Reasons for and against course book use
Choosing course books
Planning lessons
Reasons for planning
A proposal for action
Lesson shapes
Planning questions
Plan formats
Planning a sequence of lessons
After the lesson and before the next
Testing
Reasons for testing students
Good tests
Test types
Marking tests
Designing tests
What if?
What if students are all at different levels?
What if the class is very big?
What If students keep using their own language?
What if students don’t do homework?
What if students are uncooperative?
What if students don’t want to talk?
What if students don’t understand the audio track?
What if some students finish before everybody else?
Task file
Task file key
DVD task file
Appendices
Appendix A: classroom equipment, classroom technology
Appendix B: useful organizations and websites
Appendix C: chapter notes and further reading
Appendix D: phonemic symbols
Glossary
