Cover -- Contents -- Video contents -- Introduction -- Chapter 1: The world of English language teaching -- 1.1 Who speaks English? -- 1.1.1 Varieties of English -- 1.2 Who learns English, and which variety do they learn? -- 1.2.1 General English and ESP -- 1.2.2 Business English -- 1.2.3 Content-based language teaching (CBLT) and CLIL -- 1.3 Who teaches English? -- Chapter 2: Describing the English language -- 2.1 What we want to say -- 2.1.1 Form and meaning -- 2.1.2 Purpose -- 2.2 Appropriacy and register -- 2.3 Language as text and discourse -- 2.3.1 Discourse organisation -- 2.3.2 Genre -- 2.4 Grammar -- 2.4.1 Choosing words for grammar -- 2.4.2 Some important grammatical concepts -- 2.5 Lexis -- 2.5.1 Word meaning -- 2.5.2 Extending word use -- 2.5.3 Word combinations -- 2.6 The sounds of the language -- 2.6.1 Pitch -- 2.6.2 Intonation -- 2.6.3 Individual sounds -- 2.6.4 Sounds and spelling -- 2.6.5 Stress -- 2.7 Speaking and writing -- 2.8 Paralinguistics -- 2.8.1 Vocal paralinguistic features -- 2.8.2 Physical paralinguistic features -- Chapter 3: Issues in language learning -- 3.1 What research offers -- 3.1.1 The mind is a computer -- 3.1.2 Explicit and implicit knowledge -- 3.1.3 Language is forming habits -- 3.1.4 Language is communication -- 3.1.5 Language is grammar -- language is vocabulary -- 3.1.6 The role of other languages (translation) -- 3.1.7 Learning is about people -- 3.2 Making sense of it all -- Chapter 4: Popular methodology -- 4.1 Approach, method, procedure, technique -- 4.2 Three and a half methods -- 4.3 Communicative language teaching -- 4.3.1 Teaching ''unplugged'' -- 4.4 Task-based learning -- 4.5 The lexical approach -- 4.6 Four old humanistic methods -- 4.7 A procedure (presentation, practice and production) -- 4.8 Which method? What approach? -- 4.8.1 What teachers do -- 4.8.2 Post-method and learning culture -- 4.9 Coursebooks and other materials -- 4.9.1 For and against coursebook use -- 4.9.2 How to use coursebooks -- 4.9.3 Using coursebooks more effectively -- 4.9.4 Choosing coursebooks -- 4.9.5 Designing our own materials -- 4.10 Looking forward -- Chapter 5: Being learners -- 5.1 The age factor -- 5.1.1 Young learners -- 5.1.2 Teenagers -- 5.1.3 Adults -- 5.2 Learner differences -- 5.2.1 Learner styles -- 5.3 Motivation -- 5.3.1 Understanding the nature of motivation -- 5.3.2 What affects motivation? -- 5.3.3 What teachers can do about student motivation -- 5.4 Levels -- 5.4.1 From beginner to advanced -- 5.4.2 The CEFR levels -- 5.4.3 Other frameworks of language proficiency -- 5.5 Learner autonomy -- 5.5.1 Learner training/strategy training -- 5.5.2 Autonomy tasks -- 5.5.3 Open learning, self-access centres and student ''helpers'' -- 5.5.4 Provoking student choice -- 5.5.5 Outside the classroom -- 5.5.6 Homework -- 5.5.7 All in the mind -- Chapter 6: Being teachers -- 6.1 Qualities of a good teacher -- 6.1.1 The magic of rapport -- 6.1.2 Inside the classroom -- 6.2 Roles that teachers ''play'' -- 6.2.1 Talk.
ing to students -- 6.2.2 The teacher as a teaching ''aid'' -- 6.3 What teachers do next -- 6.3.1 Teachers on their own -- 6.3.2 Teachers with others -- 6.3.3 Different ways of observing and being observed -- 6.3.4 The big wide world -- Chapter 7: Class size and different abilities -- 7.1 Class size: two extremes -- 7.1.1 Large classes -- 7.1.2 Teaching one-to-one -- 7.2 Managing mixed ability -- 7.2.1 Working with different content -- 7.2.2 Different student actions -- 7.2.3 What the teacher does -- 7.2.4 Special educational needs (SENs) -- 7.2.5 Realistic mixed-ability teaching -- Chapter 8: Feedback, mistakes and correction -- 8.1 Giving supportive feedback -- 8.2 Students make mistakes -- 8.3 Correction decisions -- 8.3.1 What to correct -- 8.3.2 When to correct -- 8.3.3 Who corrects and who should be corrected? -- 8.3.4 What to do about correction -- 8.4 Correcting spoken English -- 8.4.1 Online (on-the-spot) correction -- 8.4.2 Offline (after-the-event) correction -- 8.5 Giving feedback for writing -- 8.5.1 Giving feedback in process writing -- 8.5.2 Using correction symbols -- 8.5.3 Alternatives to correction symbols -- 8.5.4 Letting the students in -- 8.5.5 What happens next -- 8.5.6 Burning the midnight oil -- Chapter 9: Managing for success -- 9.1 Why problems occur -- 9.2 Creating successful classrooms -- 9.2.1 Behaviour norms -- 9.2.2 Teaching for success -- 9.3 Dealing with problems -- Chapter 10: Seating and grouping students -- 10.1 Whole-class teaching -- 10.1.1 Seating whole-group classes -- 10.2 Students on their own -- 10.3 Pairs and groups -- 10.3.1 Pairwork -- 10.3.2 Groupwork -- 10.3.3 Ringing the changes -- 10.4 Organising pairwork and groupwork -- 10.4.1 Making it work -- 10.4.2 Creating pairs and groups -- 10.4.3 Procedures for pairwork and groupwork -- 10.4.4 Troubleshooting -- Chapter 11: Technology for learning -- 11.1 What is on offer? -- 11.1.1 Internet connectivity -- 11.2 Technology issues -- 11.2.1 Digital divides -- 11.2.2 Digital literacy -- 11.2.3 Who does what? -- 11.2.4 Six questions -- 11.3 Using classroom resources -- 11.4 Blended learning, flipped classrooms and beyond -- 11.4.1 Blended learning -- 11.4.2 The flipped classroom -- 11.4.3 SOLEs -- 11.5 Learning online -- Chapter 12: Planning -- 12.1 Planning paradoxes -- 12.2 Thinking about lessons -- 12.3 Designing lessons -- 12.4 Making a formal plan -- 12.4.1 Background elements -- 12.4.2 Describing procedure and materials -- 12.5 Planning a sequence of lessons -- 12.5.1 Projects and threads -- 12.6 Planning CLIL lessons -- Chapter 13: Teaching language construction -- 13.1 Studying structure and use -- 13.1.1 Language study in lesson sequences -- 13.1.2 Choosing study activities -- 13.1.3 Known or unknown language -- 13.2 Explain and practise -- 13.2.1 Explaining things -- 13.2.2 Practice (accurate reproduction) -- 13.3 Meet, need and practise -- 13.4 Discover and practise -- 13.5 Research and practise -- 13.6 Review and recycle -- Chapter 14: Teaching gram.
mar -- 14.1 Introducing grammar -- 14.2 Discovering grammar -- 14.3 Practising grammar -- 14.4 Grammar games -- Chapter 15: Teaching vocabulary -- 15.1 Introducing vocabulary -- 15.2 Practising vocabulary -- 15.3 Vocabulary games -- 15.4 Using dictionaries -- 15.4.1 When students use dictionaries -- 15.4.2 Dictionary activities -- 15.5 Keeping vocabulary notebooks and cards -- Chapter 16: Teaching pronunciation -- 16.1 What is good pronunciation? -- 16.2 Pronunciation problems -- 16.3 Phonemic symbols: to use or not to use? -- 16.4 When to teach pronunciation -- 16.5 Pronunciation and the individual student -- 16.6 Pronunciation sequences -- 16.6.1 Working with sounds -- 16.6.2 Working with stress -- 16.6.3 Working with intonation and stress -- 16.6.4 Sounds and spelling -- 16.6.5 Connected speech and fluency -- Chapter 17: Teaching language skills -- 17.1 Skills together -- 17.1.1 Input and output -- 17.1.2 Integrating skills -- 17.1.3 Language skills, language construction -- 17.1.4 Integrating skill and language work -- 17.1.5 Top-down and bottom-up -- 17.2 Receptive skills -- 17.2.1 A procedure for teaching receptive skills -- 17.2.2 The language issue -- 17.2.3 Comprehension tasks -- 17.3 Productive skills -- 17.3.1 A procedure for teaching productive skills -- 17.3.2 Structuring discourse -- 17.3.3 Interacting with an audience -- 17.3.4 Dealing with difficulty -- 17.3.5 What to do about language -- 17.4 Projects -- 17.4.1 Managing projects -- Chapter 18: Reading -- 18.1 Intensive reading -- 18.1.1 The vocabulary question -- 18.1.2 Analytical reading (text mining) -- 18.2 Reading aloud -- 18.3 Extensive reading -- 18.4 Reading sequences -- Chapter 19: Listening -- 19.1 Skills and strategies -- 19.1.1 Top-down listening -- 19.1.2 Bottom-up listening -- 19.2 Extensive listening -- 19.3 Live listening/recorded listening -- 19.3.1 Live listening -- 19.3.2 Pre-recorded audio -- 19.4 Using film and video -- 19.4.1 Viewing and listening techniques -- 19.5 Listening (and film) sequences -- 19.6 The sound of music -- Chapter 20: Writing -- 20.1 Literacies -- 20.1.1 Handwriting -- 20.1.2 Spelling -- 20.1.3 Layout and punctuation -- 20.1.4 Text construction -- 20.2 Approaches to student writing -- 20.2.1 Process and product -- 20.2.2 Genre -- 20.3 Creative writing -- 20.4 Writing as a collaborative activity -- 20.5 Building the writing habit -- 20.6 Writing-for-learning, writing-for-writing -- 20.7 The roles of the teacher -- 20.8 Writing sequences -- 20.9 Dictation activities -- 20.10 Portfolios and journals -- Chapter 21: Speaking -- 21.1 Spoken language -- 21.2 Students and speaking -- 21.2.1 Reluctant students -- 21.3 Speaking repetition -- 21.4 Speaking activity types -- 21.4.1 Acting from scripts -- 21.4.2 Communication games -- 21.4.3 Discussion -- 21.4.4 Prepared talks and presentations -- 21.4.5 Questionnaires -- 21.4.6 Simulation and role-play -- 21.4.7 Storytelling -- 21.5 Speaking sequences -- 21.6 Making recordings -- 21.6.1 Getting everyo.
