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Introduction xiii
A general approach to teaching English 1 (16)
Introduction 1 (1)
Recognizing success in teaching English 1 (2)
Teachers and teaching 2 (1)
Co-ordination of English language 2 (1)
departments
Establishing goals and objectives in 3 (2)
teaching English
Variations in course goals 3 (2)
Communication first and last 5 (5)
English as the main classroom language 6 (2)
Routine communicative activities 8 (2)
A general model of English teaching 10 (2)
Creating conditions for learning 12 (5)
Learner participation 12 (1)
Motivation 13 (2)
Summary 15 (1)
Project 16 (1)
Presenting new language items 17 (18)
Introduction 17 (1)
New items in an English language course 17 (4)
What you need to know about new items 19 (1)
Functional-grammatical items 20 (1)
Presenting new functional-grammatical items 21 (9)
Teaching analysis and planning 21 (3)
Presentation procedures 24 (6)
Coursebook material 30 (1)
The place of writing in presentation 30 (1)
Writing for clarification and 30 (1)
consolidation
From presentation to practice 31 (4)
Summary 33 (1)
Project 34 (1)
Organizing language practice 35 (24)
Introduction 35 (1)
The difference between accuracy and fluency 35 (3)
practice
Practice and communication 36 (2)
Oral accuracy practice 38 (9)
Language patterns and substitution 39 (1)
Accuracy practice and communication 39 (4)
Information gaps 43 (1)
Elicitation in accuracy practice 44 (1)
Interactions 45 (1)
Topics and activities 46 (1)
Oral fluency practice 47 (6)
Types of fluency activity 48 (5)
Feedback and correction in oral practice 53 (3)
Feedback and correction in accuracy work 54 (1)
Feedback and correction in fluency work 55 (1)
Written practice 56 (3)
Summary 57 (1)
Project 58 (1)
Handling vocabulary 59 (12)
Introduction 59 (1)
Vocabulary in language teaching and learning 59 (1)
Dealing with new vocabulary 60 (7)
Meaning and use in communication 61 (2)
Pronunciation and spelling 63 (3)
Grammar 66 (1)
Working on vocabulary 67 (4)
Remedial work 68 (1)
Summary 68 (1)
Project 69 (2)
Developing spoken communication skills 71 (18)
Introduction 71 (1)
Communication 71 (4)
Communication outside the classroom 71 (3)
Communication in the classroom 74 (1)
The four skills 74 (1)
Listening 75 (7)
Classroom listening 77 (1)
Recorded texts 77 (5)
Speaking 82 (7)
Classroom speaking 83 (1)
Speaking activities 84 (3)
Summary 87 (1)
Project 88 (1)
Developing written communication skills 89 (14)
Introduction 89 (1)
Spoken and written language 89 (1)
Reading comprehension 90 (6)
Ways of reading 91 (1)
Reading activities 92 (3)
Reading outside the classroom 95 (1)
Writing 96 (3)
Writing activities 96 (3)
Integrating skills 99 (4)
Summary 100 (1)
Project 101 (2)
Review and remedial work 103 (14)
Introduction 103 (1)
The need for review and remedial work 103 (1)
The language learning process 104 (4)
Input, imitation, and cognitive hypotheses 104 (1)
Subconscious and conscious processes 105 (1)
Errors and learning 105 (1)
Pedagogical and natural syllabuses 106 (1)
Variables 106 (1)
Implications for review and remedial work 107 (1)
Review activities 108 (4)
Remedial work 112 (2)
Personalized remedial work 114 (3)
Summary 115 (1)
Project 116 (1)
Planning and managing classes 117 (88)
Introduction 117 (1)
Long-term planning 117 (78)
The course syllabus 117 (2)
Syllabus units 119 (72)
Alternative methods 191 (2)
Communicative Language Teaching 193 (1)
The `Course Design Approach' 194 (1)
Current Developments 195 (2)
Learner-centred Teaching 195 (1)
Task-based Learning 196 (1)
Developing as a teacher 197 (8)
Self-development 198 (1)
Co-operative development 199 (2)
Formal development 201 (1)
Summary 202 (2)
Project A 204 (1)
Project B 204 (1)
Glossary 205 (6)
Sources and further reading 211 (6)
Index 217