A Course In Language Teaching - Cambridge University Press
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationA Course in Language Teaching in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationCAMBRIDGE TEACHER TRAINING AND DEVELOPMENTSeries Editors: Marion Williams and Tony WrightThis series is designed for all those involved in language teacher training and development:teachers in training, trainers, directors of studies, advisers, teachers of in-service courses andseminars. Its aim is to provide a comprehensive, organised and authoritative resource forlanguage teacher training development.Teach English – A training course for teachersby Adrian DoffTraining Foreign Language Teachers – A reflective approachby Michael J. WallaceLiterature and Language Teaching – A guide for teachers and trainers*by Gillian LazarClassroom Observation Tasks – A resource book for language teachers and trainers*by Ruth WajnrybTasks for Language Teachers – A resource book for training and development*by Martin ParrottEnglish for the Teacher – A language development course*by Mary SprattTeaching Children English – A training course for teachers of English to children*by David Vale with Anne FeunteunA Course in Language Teaching – Practice and theoryby Penny UrLooking at Language Classrooms – A teacher development video packageAbout Language – Tasks for teachers of Englishby Scott ThornburyAction Research for Language Teachersby Michael J. WallaceMentor Courses – A resource book for trainer-trainersby Angi Malderez and Caroline BodóczkyAlive to Language – Perspectives on language awareness for English language teachersby Valerie Arndt, Paul Harvey and John NuttallTeachers in Action – Tasks for in-service language teacher education and developmentby Peter JamesAdvising and Supporting Teachersby Mick Randall with Barbara Thornton* Original Series Editors: Ruth Gairns and Marion Williams in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationA Course in LanguageTeachingTrainee BookPenny Ur in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationCAMBRIDGE UNIVERSITY PRESSCambridge, New York, Melbourne, Madrid, Cape Town, Singapore,São Paulo, Delhi, Dubai, TokyoCambridge University PressThe Edinburgh Building, Cambridge CB2 8RU, UKwww.cambridge.orgInformation on this title: www.cambridge.org/9780521656245 Cambridge University Press 1999This publication is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place without the writtenpermission of Cambridge University Press.First published 199910th printing 2009Printed in the United Kingdom at the University Press, CambridgeA catalogue record for this publication is available from the British LibraryISBN 978-0-521-65624-5 PaperbackCambridge University Press has no responsibility for the persistence oraccuracy of URLs for external or third-party internet websites referred to inthis publication, and does not guarantee that any content on such websites is,or will remain, accurate or appropriate. Information regarding prices, traveltimetables and other factual information given in this work are correct atthe time of first printing but Cambridge University Press does not guaranteethe accuracy of such information thereafter. in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationContentsPart IAcknowledgementsixTo the trainerxiTo the traineexiiThe teaching processModule 1: Presentations and explanationsUnit One:Three: Effective presentationUnit Two: Examples of presentation proceduresUnit Three: Explanations and instructions113Module 2: Practice activitiesUnitUnitUnitUnitOne:Two:Three:Four:The function of practiceCharacteristics of a good practice activityPractice techniquesSequence and progression in practice4457Module 3: TestsUnitUnitUnitUnitUnitPart IIOne:Two:Three:Four:Five:What are tests for?Basic concepts; the test experienceTypes of test elicitation techniquesDesigning a testTest administration910121415Teaching the language (1): The ‘what’Module 4: Teaching r:Five:What does teaching pronunciation involve?Listening to accentsImproving learners’ pronunciationFurther topics for discussionPronunciation and spelling1617192021Module 5: Teaching vocabularyUnit One: What is vocabulary and what needs to be taught?Unit Two: Presenting new vocabulary2324v in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationContentsUnit Three: Remembering vocabularyUnit Four: Ideas for vocabulary work in the classroomUnit Five: Testing vocabulary252627Module 6: Teaching Five:Six:What is grammar?The place of grammar teachingGrammatical termsPresenting and explaining grammarGrammar practice activitiesGrammatical mistakes303031323335Module 7: Topics, situations, notions, functionsUnitUnitUnitUnitUnitPart IIIOne:Two:Three:Four:Five:Topics and situationsWhat ARE notions and functions?Teaching chunks of language: from text to taskTeaching chunks of language: from task to textCombining different kinds of language segments3637373840Teaching the language (2): The ‘how’Module 8: Teaching ve:What does real-life listening involve?Real-life listening in the classroomLearner problemsTypes of activitiesAdapting activities4141424344Module 9: Teaching :Five:Six:Successful oral fluency practiceThe functions of topic and taskDiscussion activitiesOther kinds of spoken interactionRole play and related techniquesOral testing484849535456Module 10: Teaching :How do we read?Beginning readingTypes of reading activitiesImproving reading skillsAdvanced reading5759596164Module 11: Teaching writingUnit One: Written versus spoken textUnit Two: Teaching procedures6869vi in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationContentsUnit Three: Tasks that stimulate writingUnit Four: The process of compositionUnit Five: Giving feedback on writingPart IV707173Course contentModule 12: The syllabusUnit One: What is a syllabus?Unit Two: Different types of language syllabusUnit Three: Using the syllabus767677Module 13: ve:How necessary is a coursebook?Coursebook assessmentUsing a coursebookSupplementary materialsTeacher-made worksheets and workcards7981828485Module 14: Topic contentUnitUnitUnitUnitUnitPart VOne:Two:Three:Four:Five:Different kinds of contentUnderlying messagesLiterature (1): should it be included in the course?Literature (2): teaching ideasLiterature (3): teaching a specific text8687889092LessonsModule 15: Lesson e:What does a lesson involve?Lesson preparationVarying lesson componentsEvaluating lesson effectivenessPractical lesson management95959698100Module 16: Classroom Five:Patterns of classroom interactionQuestioningGroup workIndividualizationThe selection of appropriate activation techniques101102105106108Module 17: Giving feedbackUnit One:Different approaches to the nature and function offeedbackUnit Two: AssessmentUnit Three: Correcting mistakes in oral work110112113vii in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationContentsUnit Four: Written feedbackUnit Five: Clarifying personal attitudes115118Module 18: Classroom disciplineUnit One: What is discipline?Unit Two: What does a disciplined classroom look like?Unit Three: What teacher action is conducive to a disciplinedclassroom?Unit Four: Dealing with discipline problemsUnit Five: Discipline problems: episodesPart VI120120121122123Learner differencesModule 19: Learner motivation and e:Motivation: some background thinkingThe teacher’s responsibilityExtrinsic motivationIntrinsic motivation and interestFluctuations in learner interest126126127128128Module 20: Younger and older learnersUnitUnitUnitUnitOne:Two:Three:Four:What difference does age make to language learning?Teaching childrenTeaching adolescents: student preferencesTeaching adults: a different relationship130130131133Module 21: Large heterogeneous :Defining termsProblems and advantagesTeaching strategies (1): compulsory optionalTeaching strategies (2): open-endingDesigning your own activitiesReferences134134136137139142viii in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationAcknowledgementsThe authors and publishers are grateful to the authors, publishers and otherswho have given their permission for the use of copyright information identifiedin the text. While every endeavour has been made, it has not been possible toidentify the sources of all material used and in such cases the publishers wouldwelcome information from copyright sources.p2 from ‘Exploiting textbook dialogues dynamically’ by Zoltan Dörnyei, firstpublished in Practical English Teaching, 1986, 6/4: 15–16; pp2–3 from‘Excuses, excuses’ by Alison Coulavin, first published in Practical EnglishTeaching, 1983, 4/2: 31 Mary Glasgow Magazines Ltd/Scholastic,London; p3 from The English Teachers’ Journal, 1986, 33; p16 fromPronunciation Tasks by Martin Hewings, Cambridge University Press, 1993;pp30–1 (extracts 1 and 2) from ‘How not to interfere with language learning’by L. Newmark and (extract 3) from ‘Directions in the teaching of discourse’by H. G. Widdowson in The Communicative Approach to LanguageTeaching by C. J. Brumfit and K. Johnson (eds.), Oxford University Press,1979, by permission of Oxford University Press; p31 (extract 4) fromAwareness of Language: An Introduction by Eric Hawkins, CambridgeUniversity Press, 1984; p46 adapted from Teaching Listening Comprehensionby Penny Ur, Cambridge University Press, 1984; p53 from The LanguageTeaching Matrix by Jack C. Richards, Cambridge University Press, 1990; p54(extract 2) from Teaching the Spoken Language by Gillian Brown and GeorgeYule, Cambridge University Press, 1983, and (extract 3) from Discussionsthat Work by Penny Ur, Cambridge University Press, 1981; p55 from RolePlay by G. Porter Ladousse, Oxford University Press, 1987, by permissionof Oxford University Press; p64 from Task Reading by Evelyne Davis,Norman Whitney, Meredith Pike-Blakey and Laurie Bass, CambridgeUniversity Press, 1990; p65 from Points of Departure by Amos Paran, EricCohen Books, 1993; p66 from Effective Reading: Skills for AdvancedStudents by Simon Greenall and Michael Swan, Cambridge University Press,1986, Beat the Burglar, Metropolitan Police; pp68–9 from Teaching WrittenEnglish by Ronald V. White, Heinemann Educational Books, 1980, bypermission of R. White; p93 ‘Teevee’ from Catch a Little Rhyme by EveMerriam 1966 Eve Merriam. renewed 1994 Dee Michel and GuyMichel. Reprinted by permission of Marian Reiner; p116 from EnglishGrammar in Use by Raymond Murphy, Cambridge University Press, 1985;pp124–5 (episode 1 and 3) from pages 12 and 18 of Class Management andControl by E. C. Wragg, Macmillan, 1981, (episode 2 and 5) adapted fromix in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationAcknowledgementsresearch by Sarah Reinhorn-Lurié; p124 (episode 4) from Classroom TeachingSkills by E. C. Wragg, Croom Helm, 1984.Drawings by Tony Dover. Artwork by Peter Ducker.x in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationTo the trainerThis book accompanies the main book of A Course in Language Teaching. Itprovides the ‘boxes’ and necessary instructions for tasks for student teachersstudying in a trainer-led course. Previously, trainers using A Course inLanguage Teaching as the basis for a course either had to photocopy tasks forthe entire class as needed, or make all trainees buy the main book. The firstoption was tedious and expensive; the second was expensive for trainees, andalso sometimes meant that they did not invest enough effort in doing some ofthe tasks, since suggested solutions were easily available.All the tasks given in the main book are shown in this book, but withoutbackground information, bibliographies, notes or solutions. Note thatoccasionally the wording of these has been slightly altered in order to makethem more suitable for the trainer-led course situation (see, for example,Module 3 Unit 2).The absence of notes and solutions means that any assistance duringperformance of the tasks and feedback afterwards will have to be provided byyou as necessary. Similarly, any background input will need to be suppliedeither by yourself or by the trainees’ reading of the literature.This book, therefore, cannot be used on its own. The main book of A Coursein Language Teaching remains the best option for any teachers or teachertrainees who are working alone or who are participating in a course which doesnot provide for constant communication with a knowledgeable trainer. It mayalso be recommended as follow-up reading for trainees who have completed acourse based on this book: it will enable them both to consolidate their previouslearning and to enrich it through access to further information (the units theymay not have studied) and bibliographical references.Note that some of the boxes in the main book are not necessary for this one,and have therefore been omitted. However, the original numbering has beenretained in order to preserve the correspondence between the two books; so youwill occasionally find that a box number appears to be ‘missing’.xi in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-0-521-65624-5 - A Course in Language Teaching: Trainee BookPenny UrFrontmatterMore informationTo the traineeIn this book you will find all the task material, essential reading and worksheetsthat you need to complete a course based on the modules of A Course inLanguage Teaching. Your trainer will give you additional guidance andinformation to help you use the material effectively. But note that most of thepersonal learning and enjoyment that you get from it is likely to derive fromyour own critical reflections on the tasks and from sharing and discussion withother members of your group.If you want access to further information on the tasks or topics for yourself, youmay wish to refer occasionally to the main book. You will also find there moredetailed annotated bibliographies for each module as a guide for furtherreading.xii in this web service Cambridge University Presswww.cambridge.org
Teaching Children English– A training course for teachers of English to children* by David Vale with Anne Feunteun A Course in Language Teaching– Practice and theory by Penny Ur Looking at Language Classrooms– A teacher development video package About Language– Tasks for teachers of English by Scott Thornbury Action Research for .
Communicative Language Teaching- a case study with secondary high school learners of English Language" . 2.1 A brief history of English Language Teaching methods Language teaching or language education in its simplest form refers to the process of acquiring a new language. Language is the core of language teaching.
The aim of this thesis is to apply the theoretical basis of communicative language teaching (CLT) to English pronunciation teaching within the context of Finnish school and curriculum for grades 7-9. Communicative language teaching is a prevailing teaching method used in English language teaching in Finland among many other Western countries.
Communicative Language Teaching (CLT) is a broadly used approach in teaching language especially English. According to Prasad (2013), CLT is a teaching technique for teaching a second language emphasises on the importance of learners' ability to be as interactive an expressive with their personal ideas in the desired or targeted language. CLT
Introduction: Communicative Language Teaching (CLT) is a teaching model which sets as its goal the teaching of communicative competence. It is based on a view of language as . The context of English language teaching in Indonesia is considered more as a foreign language rather than a second language. The Indonesian Government proposed
What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities
Modern teaching methods and strategies Part I . Language teaching methodology, or teaching in this sense, is a set of methods based on the same rules and having a common aim, e.g. to encourage students to use the language, involve the studentsFile Size: 732KBPage Count: 55Explore further150 Teaching Methodsteaching.uncc.eduTEACHING TECHNIQUES - Oneontaemployees.oneonta.edu/thomasrl/Y (PDF) 50 METHODS OF TEACHING.pdf GRACE SIKALEYA .www.academia.eduChapter 4 Current approaches and teaching methods .www4.ujaen.es/ gluque/Chapter4H Teaching Methods and Strategies: The Complete Guidewww.educationcorner.comRecommended to you b
BASED language teaching An English Course Design For PGSD Oleh: Dr. Ali Mustadi, M. Pd NIP 19780710 200801 1 012 UNIVERSITAS NEGERI YOGYAKARTA . has been over three decades since the communicative approach to language teaching first appeared in English language teaching. In various types of language programs,
Language Teaching, Fundamentals of Teaching Young Learners, Teaching Speaking, Teaching Listening, Teaching Reading, and Preparation for the Teaching Knowledge Test (TKT Prep). This last module is an internationally recognized Cambridge ESOL exam that tests teaching knowledge needed by teachers of primary,
