2 Outline ▪ Chapter 6: Teaching the language system ▪ Chapter 7: Teaching reading▪ Chapter 8: Teaching writing▪ Chapter 9: Teaching speaking▪ Chapter 10: Teaching listening▪ Chapter 11: Using coursebooks▪ Chapter 14: What if?
3 Chapter 6: Teaching the language system Teaching specific aspects of languageThe deductive approachThe inductive approachExplaining meaningto show itto describe itto translate itExplaining language construction
4 Practice and controlled practice short-term memorylong-term memorycontrolled practicefreer practiceExamples of language system teachingteaching grammar, pronunciation,vocabulary, language functions• Mistakes, slips, errors and attemptsCorrecting students
5 Chapter 7: Teaching reading Reasons for readingfor their careerfor study purposesfor pleasureDifferent kinds of readingextensive readingintensive reading
7 Reading sequencesreading follows on formreading follows by other skillsMore reading suggestionsJigsaw readingReading puzzlesEncouraging students to read extensivelyLibraryChoiceFeedbackTime
8 Chapter8: Teaching writing Reasons for teaching writingwriting-for-learningwriting-for-writingWriting issuesGenreThe writing processBuilding the writing habit
9 Writing sequences6 stagesMore writing suggestionsInstant writingUsing music and picturesNewspapers and magazinesBrochures and guidesPoetryCollective writingWriting to each otherWriting in other genres
10 Correcting written work over-correctingrespondingHandwriting
12 Correcting speakinggentle correctionreformulationWhat teachers do during a speaking activity
13 Chapter 10: Teaching listening Reasons for listeningface-to-face, on TV, or on the radio, intheatres and cinemas, or on tapes,CDs or other recorded mediaDifferent kinds of listeningrecorded extractslive listeningListening levels
14 Listening skillsparalinguistic clueslisten for specific informationlisten for more general understandingListening principles6 principlesListening sequencesMore listening suggestionsJigsaw listeningMessage-takingMusic and sound effectsNews and other radio genresPoetryStoriesMonologuesAudio and video
15 Chapter 11: Using coursebooks Options for coursebook useAdding, adapting and replacingReasons for (and against) coursebook useChoosing coursebooksanalysepilotconsult colleaguesask students option on what looks best tothem
16 Chapter 14: What if? What if students are all at different levels? Use different materials/technologyDo different tasks with the samematerial/technologyIgnore the problemUse the students
17 What if the class is very big? Use worksheetsUse pairwork and groupworkUse chorus reactionUse group leadersThink about vision and acousticsUse the size of the group to youradvantage
18 What if students keep using their own language? Talk to them about the issueEncourage them to use EnglishappropriatelyOnly respond to English useCreate an English environmentKeep reminding them
19 What if students don’t do homework? Ask the students Make it funRespect homeworkMake post-homework productiveWhat if students are uncooperative?Remember that it’s “just a job”Deal with the behaviour, not the studentBe even-handedGo forwardUse any means of communicationEnlist helpPrevention or cure?
20 What if students don’t want to talk? Use paiworkAllow them to speak in a controlled wayat firstUse “acting out” and reading aloudUse role-playUse recording
21 What if students don’t understand the audio track? Preview interview questionsUse “jigsaw listening”One task onlyPlay a/the first segment onlyPlay the listening in chunksUse the audioscriptUse vocabulary predictionHave students listen all the time• What if some students finish before everybody else?