Includes bibliographical references (360-366) and index.

''This comprehensive training course provides a complete introduction to teaching languages, for use in both pre-service or in-service settings. It can be used by groups of teachers working with a trainer, or as a self-study resource.

The course consists of modules on key topics such as Practice Activities, Testing, Teaching Reading, Lesson Planning, Teaching Large Heterogeneous Classes - and many others. Each module presents both practical and theoretical aspects of the topic, with tasks. Modules can be used in sequence or selectivity.

Suggestions for classroom observation and practice, action research projects and further reading are included. Notes for the trainer, with stimulating insights from the author's personal experience, complete the course.

Penny Ur is a teacher and teacher-trainer, and is the author of several successful books for teachers in the Cambridge Handbooks for Language Teachers series: Discussions that Work, Five Minute Activities, and Teaching Listening Comprehension.'' (Book Cover)

CONTENTS

Part I The teaching process

Module 1: Presentations and explanations Unit One: Effective presentation Unit Two: Examples of presentation procedures Unit Three: Explanations and instructions

Module 2: Practice activities Unit One: The function of practice Unit Two: Characteristics of a good practice activity Unit Three: Practice techniques Unit Four: Sequence and progression in practice

Module 3: Tests Unit One: What are tests for? Unit Two: Basic concepts; the test experience Unit Three: Types of test elicitation techniques Unit Four: Designing a test Unit Five: Test administration

Part II Teaching the language (1): The 'what'

Module 4: Teaching Pronunciation Unit One: What does teaching pronunciation involve? Unit Two: Listening to accents Unit Three: Improving learners' pronunciation Unit Four: Further topics for discussion Unit Five: Pronunciation and spelling

Module 5: Teaching vocabulary Unit One: What is vocabulary and what needs to be taught? Unit Two: Presenting new vocabulary Unit Three: Remembering vocabulary Unit Four: Ideas for vocabulary work in the classroom Unit Five: Testing vocabulary

Module 6: Teaching grammar Unit One: What is grammar? Unit Two: The place of grammar teaching? Unit Three: Grammatical terms Unit Four: Presenting and explaining grammar Unit Five: Grammar practice activities Unit Six: Grammatical mistakes

Module 7: Topics, situations, notions, functions Unit One: Topics and situations Unit Two: What ARE notions and functions Unit Three: Teaching chunks of language: from text to task Unit Four: Teaching chunks of language: from task to text Unit Five: Combining different kinds of language segments

Part II Teaching the language (2): The 'how'

Module 8: Teaching listening Unit One: What does real-life listening involve? Unit Two: Real-life listening in the classroom Unit Three: Learner problems Unit Four: Types of activities Unit Five: Adapting activities

Module 9: Teaching speaking Unit One: Successful oral fluency practice Unit Two: The functions of topic and task Unit Three: Discussion activities Unit Four: Other kinds of spoken interaction Unit Five: Role play and related techniques Unit Six: Oral testing

Module 10: Teaching reading Unit One: How do we read? Unit Two: Beginning reading Unit Three: Types of reading activities Unit Four: Improving reading skills Unit Five: Advanced reading

Module 11: Teaching writing Unit One: Written versus spoken text Unit Two: Teaching procedures Unit Three: Tasks that stimulate writing Unit Four: The process of composition Unit Five: Giving feedback on writing

Part IV Course content

Module 12: The syllabus Unit One: What is a syllabus? Unit Two: Different types of language syllabus Unit Three: Using the syllabus

Module 13: Materials Unit One: How necessary is a coursebook? Unit Two: Coursebook assessment Unit Three: Using a coursebook Unit Four: Supplementary materials Unit Five: Teacher-made worksheets and workcards

Module 14: Topic content Unit One: Different kinds of content Unit Two: Underlying messages Unit Three: Literature (1): should it be included in the course? Unit Four: Literature (2): teaching ideas Unit Five: Literature (3): teaching a specific text

Part IV Lessons

Module 15: Lesson planning Unit One: What does a lesson involve? Unit Two: Lesson preparation Unit Three: Varying lesson components Unit Four: Evaluating lesson effectiveness Unit Five: Practical lesson management

Module 16: Classroom interaction Unit One: Patterns of classroom interaction Unit Two: Questioning Unit Three: Group work Unit Four: Individualization Unit Five: The selection of appropriate activation techniques

Module 17: Giving feedback Unit One: Different approaches to the nature and function of feedback Unit Two: Assessment Unit Three: Correcting mistakes in oral work Unit Four: Written feedback Unit Five: Clarifying personal attitudes

Module 18: Classroom disciplines Unit One: What is discipline? Unit Two: What does a disciplined classroom look like? Unit Three: What teacher action is conducive to a disciplined classroom? Unit Four: Dealing with discipline problems Unit Five: Discipline problems: episodes

Part VI Learner differences

Module 19: Learner motivation and interest Unit One: Motivation: some background thinking Unit Two: The teacher's responsability Unit Three: Extrinsic motivation Unit Four: Intrinsic motivation and interest Unit Five: Fluctuations in learner interest

Module 20: Younger and older learners Unit One: What difference does age make to language learning? Unit Two: Teaching children Unit Three: Teaching adolescents: student preferences Unit Four: Teaching adults: a different relationship

Module 21: Large heterogeneous classes Unit One: Defining terms Unit Two: Problems and advantages Unit Three: Teaching strategies (1): compulsory+optional Unit Four: Teaching strategies (2): open-ending Unit Five: Designing your own activities

Part VII And beyond

Module 22: And beyond Unit One: Teacher development: practice, reflection, sharing Unit Two: Teacher appraisal Unit Three: Advancing further (1): intake Unit Four: Advancing further (2): output

Trainer's notes

Bibliography

Index