Acknowledgements Introduction 1 English teaching today: what do I need to know? 1.1 Teaching priorities 1.2 English as an international language 1.3 Language-acquisition theories and teaching methodologies 1.4 Computerized teaching materials 1.5 Motivation 2 The lesson 2.1 The lesson: different perspectives 2.2 Functions of the teacher in the English language lesson 2.3 Interaction patterns in the lesson 2.4 Lesson preparation 2.5 Written lesson plans 3 The text 3.1 What is a text? 3.2 Teaching the text: the goals 3.3 Comprehension of content 3.4 Language learning 3.5 Discourse analysis 3.6 Follow-up tasks 4 The task 4.1 The language-learning task 4.2 Task evaluation 4.3 Organizing tasks 4.4 Interest 4.5 Homework 5 Teaching vocabulary 5.1 What is vocabulary? 5.2 What students need to learn: aspects of vocabulary knowledge 5.3 How best to teach vocabulary: some facts and figures 5.4 Presenting new vocabulary: selection and presentation 5.5 Vocabulary review: consolidating andextending lexical knowledge 5.6 Vocabulary assessment 6 Teaching grammar 6.1 What is grammar? 6.2 What students need to learn: standards of grammatical acceptability 6.3 How best to teach grammar: explicit and implicit processes 6.4 Presenting grammar: explanations 6.5 Grammar practice: consolidating and automatizing grammatical knowledge 82 6.6 Grammar assessment 7 Error correction 7.1 Error correction: for and against 7.2 Attitudes to error correction 7.3 Student preferences 7.4 Oral correction 7.5 Written correction 8 Teaching listening 8.1 Goals and problems in teaching listening 8.2 Listening activity design (1): the text
8.3 Listening activity design (2): the task 8.4 Types of activities 8.5 Adapting activities 9 Teaching speaking 9.1 Goals and problems in teaching speaking 9.2 Speaking activity design (1): topic and task 9.3 Speaking activity design (2): sample activities 9.4 Speaking activity design (3): presentations 9.5 Pronunciation 10 Teaching reading 10.1 What is reading? 10.2 Beginning reading (1): phonemic awareness 10.3 Beginning reading (2): practical principles 10.4 Beginning reading (3):reading tasks 10.5 Fluent reading 10.6 Extensive reading 11 Teaching writing 11.1 What is writing? 11.2 Formal and informal writing 11.3 Beginning writing: the letters 11.4 Tasks that promote fluent writing 11.5 Process writing 11.6 Spelling and punctuation 163 12 Assessment and testing 167 12.1 Functions and types of assessment 12.2 Giving a grade 12.3 Test design (1): testing accuracy 12.4 Test design (2): testing comprehension and fluency 12.5 Administering tests in class 13 The syllabus 13.1 What is a syllabus? 13.2 Types of language syllabus 13.3 Using an approved syllabus 13.4 Evaluating the syllabus 14 Materials 14.1 How necessary is a coursebook? 14.2 Coursebook evaluation and selection 14.3 Adapting course materials 14.4 Supplementary materials (1): paper 14.5 Supplementary materials (2): digital 15 Teaching content 15.1 Different kinds of content 15.2 Cultural content 15.3 Content and language integrated learning (CLL) 15.4 Literature as a component of the English course 15.5 Underlying messages 16 Classroom interaction 16.1 Teacher questioning 16.2 Group and pair work 16.3 Individual work
16.4 Blended learning 17 Classroom discipline 17.1 What is classroom discipline? 17.2 What teachers can do to create a disciplined classroom 17.3 Dealing with discipline problems 17.4 Discipline problems: episodes 18 Learner differences (1): age 18.1 Differences between younger and older learners 18.2 Teaching young learners 18.3 Teaching adolescents 18.4 Teaching adults 19 Learner differences (2): teaching heterogeneous (mixed) classes 19.1 Differences between individual students in the heterogeneous class 19.2 Problems and advantages 19.3 Practical principles 19.4 Teaching high and low achievers 20 Teacher development 20.1 The first year of teaching 20.2 Lesson observation 20.3 Ongoing development 20.4 Development through reading and further study 20.5 Further development: your own contribution Glossary Bibliography Index
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