Teaching English through English eS siContents Introduction tincluding notes to tutors) v Introductory unit (for non-native speakers) } PART ONE: THE LANGUAGE OF THE CLASSROOM: SOCIAL, PERSONAL AND ORGANISATIONAL USES: 11 Thebeginning of the lesson 2 Checkingattendance 3 Physical conditions in the classroom ‘4 Getting organised: seating, books, blackboard 8 Introducing different stages of the lesson 6 Using visual sids 7 Tape recorders and other electrical equipment 8 Dividing the classup: choral, individual and teams ® Dividing the classup: pairs and groups 10 Interruptions: late comers, things lost 11 Control and discipline 42. Ending the lesson ora stage in the lesson ABBREREBSRREBO PART TWO: TEACHING TECHNIQUES AND THE LANGUAGE OF INSTRUCTION 13. Thefirstlessonsin English 8 44 Dialogues for presentation and prectice 4 rel practice 104 16 Teaching vocabulary 114 17 Oral production 124 18 Listening skis 134 Reading skills 342 20 Writingpractice 156 21. Writenproduction 164Appendin A. Listoflanquageitems tor Part One: EXPLOITATION Sections AppendixB Summary of basic studentlanguage Appendin€ Topescripts of SAMPLE EXPLOITATION taped materials (Pent Onel AppendixD Key to TEACHINGHINTS Glossary Definitions of specialised terms currently used when talking about English teaching Select bibliography index of teaching skills index of tenguage games forteachers 7 178 183 185 190 in 192Introduction 1 Wholsitfor? ‘This sa practical training course for teachers or intending teachers of English as a second of foreign language, designed to give them practice in effective use of classroom English and to extend their language teaching skills and techniques, ‘with the aim of helping their students learn how to communicate successfully in English. Non nativespeaker teachers of Engtish can use the course in many different ways: (a) mainly as a language course (b)as a language and methodology course combined (©) as the basic course leading to the Royal Society of Arts examination, the Certificate for Overseas Teachers of English (C.O.T.E.) (d)a8 reference book, bath for language and ideas for teaching and materials writing, ‘Native-speaker teachers of English can use it as follows: (a) mainly ax a methodology course, including relevant language work, e.g. analysing a teaching item, or elicitation techniques (b)as a basic course leading to the Royal Society of Arts Preparatory Certificate for the Teaching of English as a Foreign Language to Adults’ (c) as 2 preliminary course for experienced teachers wishing to sit the Royal Society of Artscxamination for the ‘Certificate in the Teaching of English as a Foreign Language to Adults’ ‘The course can he used flexibly and selectively: ~ the twenty-one Units need not be covered in the order they appear —the practical teaching exercises can be used in conjunction with teaching materials available locally, whatever the style of textbook or type of syllabus at present in use in schools or colleges — this course can be adapted to meet local needs and to suit teaching conditions everywhere —no expensive equipment is necessary, apart from a cassette tape recorder for non native-speaker teachers to use with the accompanying tape 2 Whatare the alms of the course? (@) Language alms* (10 develop teachers" insights into the form and use of English, and to give * By students, mean pupils, Le. children, 2s well as adult learners. * Thiscourseismor a grammar book for teachers. A very useful book to have with you while using this course would be A Practical English Grammar, by Thomson and Martine, Oxford University Press new edition 1980.practice in linguistic analysis necessary for lesson planning and materials writing ii) tohetp non native-speaker teachers become fluent and accurate in the use of the specialised and idiomatic forms of the English used when teaching English (ii) to give teachers practice in the language skills specific to language teachers, .. providing examples on the same pattern, eliciting particular structures, ‘or dealing with errors. Gv} to enable all teachers to use English effectively ond imaginatively when teaching, in the following ways: = a8 a means of instruction ~ as.a means of class organisati and as a means of communicating with their students as individuals, who have a life of their own outside the classroom (W) to show teachers how to exploit genuine situations that occur in the class- room (e.g. a student arriving late) for meaningful and authentic language ‘practice, so that students use English for communication and gain confi- dence in speaking English (b) Practical teaching alms (to help teachers to identify the needs of their students, and to plan their teaching so 2s to fulfil those needs as far as possible Gi) to help teachers to evaluate in a constructive way their own methods and materials, and to give guidance in writing supplementary materials where necessary (di) toencourage teachers to use a wider range of teaching techniquesin order to promote meaningful language practice, thus encouraging and motivating students to speak and use their English (iv) t0 enable teachers to plan and stage their lessons, organise their classrooms and “manage” their students in such a way as to promote maximum language earning and active communication among their students (¥) to help teachers cope with problems like over-large classes, or lack of equipment © Asammary of tbe aims of the course ‘The most important thing of al is that by the end of this course, teachers should ‘be able to teach their students how to communicate in English, not just how todo ‘grammar exercises or choose A B C of D as the correct answer. To do this, teachers should aim, not only to teach English in English, but to exploit the genuine communicative situations that arise in the classroom for meaningful language practice, and to allow plenty of time for oral production activities after the practice stages of the lesson. 3 Whatdoes the course consist of? ‘The course consists of this book, together with recorded materials on a C90 cassette, The tape is essential for non-native speakers who wish to concentrate on improving their language. ‘The book is divided into two parts containing twenty-one Units in all. See ist of Contents, page: Part One, Units 1-12, covers the usc of social, personal and organisational language in typical classroom situations (e.g. enquiring why someone is absent), ‘and helps teachers to see how these situations can be used for presenting,Introduction vit practising and reinforcing target language. Part Two, Units 13-21, deals with the main areas of methodology, (c.g. oral practice activities, teaching reading,), and the language and teaching skits needed for each, Each Unit is divided into five or six Sections. ‘The Sections in the Units in Part Two differ slightly from those in Part One, ‘but generally they progress as follows: © pretininary discussion ‘am intensive study of teacherem student dialogue or a lesson extract (on tape) classroom language in the form of substitution tables ‘dre expioltation of classroom Language, and practice in a variety of teaching skills. ‘Taped materiale are avaitable for some of these Sections Q rote pay teaching practice, followed by an evabustion seston QB wezestion fr turther reading For a detailed breakdown of these Sections, see Section 6 of the Introduction. 4 lathe course graded? (a) Generally speaking, the earlier Units in each Part are somewhat easier, and Part One is less demanding than Part Two. (b) Less experienced teachers intending to follow the greater part of the course, should start at the beginning of each Part; either completing Part One, then continuing with Part Two, or taking Units from both Parts alternately, ic. Unit 1, Unit 13, Unit 2, Unit 14, etc, thus including methodology from the beginning. ) Teachers with some English teaching experience should have no difficulty in using these Units in any order, after completing Unit 1, 3s long as the cross references to other Units are followed up. Unit 1, however, would be best done first. & Howlong will the course take? ‘The timing is difficult to assess, because it depends on the time available, what teachers’ aims are, how much practice they need and how selective they wish to be. It is unlikely that any teacher will find every Section relevant to his needs; ‘examination candidates, for example, may need to spend more time on some aspects than other trainees, Very approximately, it could be estimated that an average Unit in Part One may take between 3 to 6 hours to cover fully, whereas anaverage Unit in Part Two could take between 6 and 12 hours. These estimates: ‘include the minimum role play and teaching practice, and give a total of between 100 to 200 hours for the whole course, including both language and methodol- ‘ogy. However, the book can be used in other ways, for example: 30 hour methodology course could be based on the Units in Part Two, ‘omitting al Sections bor band @. ~ alternatively, a 30 hour course on the teaching of reading and writing could be ‘ased on the final three Units completing all relevant materials writing tasks in Section d, and folowing up all cross-references to carfier Units. ~2 20 hour language course could be based on relevant Units of Part One, especially those including Exploitation Sections, and the remaining Units could be used as reference sections for teachers to use on their own, oF on a subsequent course.