Transforming the Curriculum into Activities and Work for the Classroom
Chapter contents: • Organisation of the syllabus • Units of work • From units to lessons • The shape of a lesson • Classroom activities • Mixed-ability classes • Common problems-with classroom activities • Conclusion
Choosing and Developing Classroom Material
Chapter contents: • Choosing and changing materials • Selecting a coursebook • Writing checklists • Who am I teaching? • What level am I teaching? • What are the «official» requirements? • General and detailed checklists • Educating, not just teaching • What else do I want from materials? • Pilot, consult, and gather opinions: learning by doing • Developing and supplementing materials: plan ahead • Using technology • Conclusions
Digital Literacies and the Language Classroom
Chapter contents: • Technology today • Today’s learners • Digital literacies • Practice • Conclusions
Developonig Productive and Receptive Skills in the EFL Classroom
Chapter contents: • The communicative competence framework • Teaching and integrating the skills • Receptive sub-skills
Vocabulary Instruction in Secondary Schools
Chapter contents: • Fundamental concepts • Some criteria for teaching vocabulary in secondary schools
Getting Students Interested in Pronunciation: an Interview with Paul Seligson
Chapter contents: • Pronunciation and Phonology • Teaching and learning pronunciation • Models for teaching pronunciation • Mouth maps, phonetic script and sound charts • Activities for teaching sounds • Weak forms, connected speech and sentence stress • Rhythm and intonation • Reading out loud • Generating exercices
Effective Grammar Teaching
Chapter contents: • What is the grammar of a language? • The «logical order» of grammar input • The importance of contextualizing grammar work • Explicit v implicit grammar teaching • Learning how to learn • Conclusions • Example activities
Chapter contents: • Manage the room and the students – don’t let them manage you • Manage your board well • Six more key tips • Think and teach visually • Really trust pairwork • The six key ingredients of goof pairwork • Monitor well • Use mother tongue intelligently • Comment • Pause often and elicit fairly • Exemplify at least as much as you instruct and avoid echo • Echo • Routines are important but so is variety • Keep trying to improve your timing • Don’t be a dinosaur like me!
Eeste libro explora diferentes aspectos de la práctica en el aula: la implementación del currículo; la elección de los materiales de clase; la enseñanza de la gramática, la pronunciación y el vocabulario; el desarrollo de las habilidades instrumentales (listening, speaking, reading y writing); el uso y el aprovechamiento más adecuado de la alfabetización digital; y la gestión eficaz del aula. Cada capítulo incluye tareas para consolidar la información, así como actividades de evaluación más exhaustivas. This book is Volume II in a three volume series addressing the main issues concerning the teaching of English as a Foreign language to secondary school pupils. The eight chapters in this book address different aspects of classroom practice, including implementing a curriculum; choosing classroom materials; working with vocabulary, grammar and pronunciation; developing instrumental skills (listening, speaking, reading and writing); using and exploiting digital literacy and effective classroom management. Each chapter includes tasks for consolidating the information and more extensive assessment tasks.