Learning Teaching Bi Tnasteghdialie Macmillan Books for TeachersMacmillan Books for Teachers Learning Teaching A guidebook for English language teachers Second Edition Jim Scrivener ZA MACMILLANChapert Chaper2 Chaper 3 Chapirs Chupers Caper Contents Help index About the series Tntroduction Classrooms at work 1 Looking round some dasroom doors 2 Whar sa teacher or? 53 Teachingand esening 4 Different kinds of teacher ‘Starting out 1 "The subject mater oflanguage caching 2 Frtlessons hints and stress 3 Method? Waaemetod? ‘Classroom activities F Rusningam acti 2 Exploiting an actiy 3 Patwork information gars 4 Smai-group discussions 5 Pawar prammar activites Who arethe learners? 1 Indiridads and groups 2 What evel remy sents? 3 Leamersand ter seeds 4 Geng fedack rns learners 5 Learner ining “Toolkic 1: classroom management "Whats sso management? (Cero interaction Seating Givinginsererions Prtpats,monior oe vanish? Gesu ‘Using the toard el Board deawing Etction 10. Suidents using heir owntanguage LL Inmtion 12. How toprovent ering ~ some popu techniques Planning lesonsand courses 1 Panaingisathinking sa 2 How do peopl lar elanguage 3 Sequencing eso components 44 Formal lesson planning 5 Lesson ims 6 Avery short section on challenge” 0 u a 1s 20 » Bes © s 56 «1 6 7 7 » a 2 39 95 7 100 101 108 109, ns us 24 128Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 7 Alternatives to formal planning 8 Planning a course 9 Unrealistic requirements 10 English and teaching in the world Speaking Conversation and discussion classes Communicative activities Role-play, real-play and simulation Fluency, accuracy and communication Different kinds of speaking weune Receptive skills: listening and reading ‘Task-based listening, ‘The task-feedback circle How do we listen? Listening ideas Approaches to reading Extensive reading aukune Writing 1 Helping students to write 2. Writing in class 3. Responses to wi ng, Language analysis Analysing grammar: an introduction Analysing language: grammatical form Welcome to English grammar Analysing concept: the meanings of words Analysing concept: grammatical meaning Analysing communicative function anne Lexis 1 Whatis lexis? 2 Lexis in the classtoom 3 Lexis and skills work 4 Presenting lexis 5 Lexical-practice activities and games 6 Remembering lexical items 7 Knowing a lexical item Grammar 1 What is grammar? 2. Restricted output: drills, exer 3. Clarification 4 Present and practise 5S. Other ways to grammar es, dialogues and games Phonology: the sound of English 1 Pronunciation ideas 2. Which pronunciation? 3. Sounds 128 133 141 142 146 152 160 163 170 174 178 181 184 188 192 197 200 206 206 209 214 219 221 226 228 230 234 236 239 246 252 255 265 271 279 284 285 287Chapter 14 Chapter 15 Chapter 16 Chapter 17 Appendices 4 Word stress 5 Prominence 6 Connected speech Toolkit 2: focusing on language Errors and correction Testing Using the learners’ first language Cuisenaire rods Dictionaries Timelines A useful correction technique: fingers Teaching different classes 1 ESP and Business English 2 Exam classes 3. Teenage classes (age 13-16) 4 Large classes Ban eRwhe Toolkit 3: tools, techniques, activities 1 Flashcards 2 Picture stories 3 Storytelling 4 Songs and music 5. Getting to know a new class 6 Fillers 7 Lexical games 8 TV, DVD and video 9 Computers and the Internet 10 Dictation 11 Sound-effects recordings 12 Poetry 13 Drama 14 Projects 15 The pack of cards Learning teaching 1 Learning teaching Observed lessons Studying your own teaching: feedback, reflection and action research, 4 A closing comment: language and people 2 3 Photocopiable materials 1 Observation tasks 2 Resources Some key terminology Abbreviations Bibliography and references Index 2389 290 291 298 302 308, 312 317 319 321 324 326 328 331 333 334 337 338 340 345 347 350 354 357 359 360 362 364 366 381 393 421 426 427 429Help index Basics Ineed to... Chapter Section survive my first lessons 2 learn students’ names 16 plan ‘getting to know you’ activities 16 run a ‘Find someone who... activity 16 find general instructions for running an activity run a pairwork information-gap activity run a small-group discussion whee nun run a pairwork grammar activity use classroom management techniques 29 Classroom management skills How canI...? use varied interaction patterns in class 5 arrange the seating in class use the board give clear instructions monitor activities use gestures to help instructions clicit language and ideas from learners bBeanusaun get feedback from students Ubu avoid talking unnecessarily 8 Planning How can1...? use Needs analysis to find what learners want and need planalesson 7 write a lesson plan write aims plan informally DAAAAAH eae plana courseHelp Index. Speaking How can I Chapter Section plan and run a discussion/conversation lesson ee plan and run a communicative activity \ 7 2 encourage students to use English 5 10 run a pyramid discussion 7 2 plan and run a role-play 7 3 plan and run a real-play 7 3 use scaffolding techniques to help learner speaking 7 4 correct after a fluency activity 7 4 14 1 Listening, reading, writing How canI...? set listening tasks 8 1,2 use the task-feedback circle with skills work 8 2 use jigsaw listening/reading tasks 8 4 set skimming and scanning tasks 8 5 plan top-down listening and reading lessons 8 3 integrate lexis and skills work u 3 12 4 | plan a writing lesson 9 1,2 | use fast-writing techniques for collecting ideas | 9 2 | use brainstorming techniques for collecting ideas [9 2 | use a computer for writing work | o9 2 | 16 9 correct (or not correct) writing work 9 3 Language systems Howcan!...? analyse grammatical form 10 2 getan overview of English grammar 10 3 analyse concept (with lexis) 10 4 make and use concept questions (with grammar) 10 5 understand how lexis is different from grammar ret 1 analyse communicative function 10 6Language systems (cont.) Help Index Chapter Section pre-teach lexis before skills work it 3 12 4 integrate lexis and skills work re 3 encourage learners to record lexis in useful ways W 6 prepare and use grammatical drills, 12 2 prepare and use elicited dialogues 12 2 prepare and use written grammar exercises 12 2 present and practise grammar. 12 4 give explanations about grammar 12 3 teach grammar using guided discovery 12 3 teach grammar using a situational presentation 12 4 teach grammar using test-teach-test 12 5 try some safe phonology activities 13 1 learn phonemes 13 3 learn about word stress, prominence, weak forms, 1 13 46 Materials T'd like to know how to use Cuisenaire rods 14 4 dictation 16 10 dictionaries 14 5 drama 16 13 drills 12 2 fillers 16 6 flashcards 16 1 the Internet 16 9 intuition 5 W picture stories 16 2 poetry 16 12 projects 16 14 readers (i.e. books for learners to read) 8 6 songs and music 16 4 sound-effects recordings 16 W storytelling activities 16 3 the learners’ first language 4 3 timelines 14 6 video or DVD 16 8 word games uo} 5Help Index. Different classes How can I teach ...? Chapter Section ESP or Business English 15 exam classes 15 large classes 15 wee teenagers 15 Further questions Iwant to find out about ... accuracy compared with fluency Cari Rogers Communicative Language Teaching (CLT) Community Language Learning (CLL) different methods woes English as an international language s extensive reading genre gist Grammar~Translation Method individual differences language systems compared with language ski learning from observing teachers and being observed skimming and scanning ‘Task-Based Learning (TBL) the Common European Framework ls the experiential learning cycle the transmission view of teaching top-down compared with bottom-up ‘Total Physical Response (TPR) world Englishes writing hot and cold feedback BUN YOwWBUNneHe wun ANH HANSOTNENDIBDANNNHY wsAbout the author Jim became an English teacher as a temporary measure until he could decide what career to choose. His first post was with Voluntary Service Overseas ina rural school in Kenya, and since then he has worked as a Lecturer with the British Council in the USSR, as Director of Education at International House Hungary and as Director of Studies of Teacher Training at International House, Hastings (the town he seems to keep coming back to). He has run numerous short courses around the world and is a regular conference speaker. Jim was leader of the team that designed the EURO language exams. He has written Teaching Grammar (Oxford) and is author of teacher’s books and resource materials for the Straightforward coursebook series. He writes a monthly ‘teaching tips’ column for the Guardian Weekly and onestopenglish.com. He has an MA in Creative Writing, but hasn’t yet worked out what he can do with it. About the series Welcome to the Macmillan Books for Teachers series. These books are for you if you are a trainee teacher, practising teacher or teacher trainer. They help you to: + develop your skills and confidence; + reflect on what you do and why you do its prove your practice and inform it with theory; + become the best teacher you can be. ‘The books, written from a humanistic and student-centred perspective, offer: + practical techniques and ideas for classroom activities; + key insights into relevant background theory; + ways to apply techniques and insights in your work ‘The authors are teachers and trainers. We take a ‘learning as you go’ approach in sharing our experience with you. We help you reflect on ways you can facilitate learning, and bring your personal strengths to your work. We offer you insights from research into language and language learning and suggest ways of using these insights in your classroom. You can also go to http://www.onestopenglish.com and ask the authors for advice. ‘We encourage you to experiment and to develop variety and choice, so that you can understand the how and why of your work and develop confidence in your own teaching and in your ability to respond creatively to new situations Adrian Underhill Titles in the s Beyond the Sentence Scott Thornbury Children Learning English Jayne Moon Discover English Rod Bolitho and Brian Tomlinson Learning Teaching Jim Scrivener Sound Foundations Adrian Underhill Teaching Practice Roger Gower, Diane Phillips and Steve Walters ‘Teaching Reading Skills Christine Nuttall Uncovering Grammar Scott Thornbury 700 Classroom Activities David Seymour and Maria Popova10 Introduction Teacher: One who carries on his education in public. Theodore Roethke This is a book for language teachers. Mostly it’s a guide to methodology — to what might work in the classroom Learning Teaching can help you learn to teach in more effective ways. Itis about a kind of teaching where you are also learning. However, it is not a book about the right way to teach. Indeed, there is no scientific basis yet for writing such a description of an ideal teaching methodology. Instead, we can observe teachers and learners at work and take note of strategies and approaches that seem to be more beneficial than others, not necessarily in order to copy them, but to become more aware of what is possible. ‘The act of teaching is essentially a constant processing of options. At every point in each lesson, a teacher has a number of options available; he or she can decide to do something, or to do something else, or not to do anything at all. In order to become a better teacher, it seems important to be aware of as many options as, possible. ‘This may enable you to generate your own rules and guidelines as to what works and what doesn’t. Language teaching happens in a wide variety of locations and contexts, with a wide variety of colleagues and learners. Whatever I describe in this book, your own experiences will be different. For that reason, no book like this ean definitively tell you how to do it. You can get ideas and step-by-step guidelines and a little inspiration, but bear in mind that everything you read also needs to go through the filter of your own understanding and be checked out in terms of the local context you work in, ‘Thus, rather than saying “This is how to do it, I've tried to say “Here are some ways that seem to work’ Iaim to give you a ‘toolkit’ of possibilities from which you can take those ideas and options that you find most useful. Situations and examples are mainly drawn from the world of English teaching, but the ideas and techniques may also be useful to teachers of other languages. ‘The book is primarily aimed at teachers starting out on a training course or in their first year or two of work, but hope that you will find something interesting in it wherever you are in your career. ‘The order of chapters in this book may partly reflect the order a new teacher finds topics of interest and importance when learning to teach. I aim to give you some essential background information and core survival techniques early on. I also suggest that you use the Help index at the front of the book to find whatever sections are of live interest to you. To encourage you to engage with the material in the book, there are many tasks. Sometimes these are questions to answer or think about; sometimes they are bigger problems or things to try out. If you prefer, you can simply read the tasks and go straight on to the commentaries. In this book, use he and she, him and herlargely at random. Jim ScrivenerChapter 1 Classrooms at work This chapter offers a general introduction to ways of working in a language wssroom and using a range of teacher and learner roles. It also asks how people learn, Looking round some classroom doors Task 1: Classroom snapshots A friend who knows nothing about language teaching has asked you to describe a ‘snapshot’ of a typical moment in a language classroom ~ a picture that captures the look, the atmosphere, the learners’ mood, the teacher's attitude, etc. What would your instant snapshot show? Commentary a mm Your image probably captures some assumptions you hold - about what a teacher’s job is, what learners can do and how they should work, etc. If you are on a training course and haven't started teaching yet, your snapshot might be very different from, say, a teacher who has been working for twenty years. In this book, we will look in detail at lots of lesson ideas, activities, methods and techniques; but before that, it may be useful just to get a more general picture of what goes on in language teaching - to look round a few classroom doors and glimpse what's going on inside. i Watching different classes In my own teaching career, I have found that one of the most useful things is simply to watch other people teach. I often take away tangible things from this observation, such as ideas for specific activities, the pace they work at or a particular ‘something’ that the teacher said or did. Over the years, I find that I have incorporated a lot from this into my own teaching. Some aspects of lessons can be difficult to interpret. Sometimes I feel that the ‘atmosphere’ in a room is excellent or that the class is particularly engaged or working in a distinctively autonomous manner. But it isn’t always easy to work out how these apparently ‘natural’ things have been achieved. One thing I have concluded over the years is that much of the ‘magic’ that makes good lesson (often attributed purely to ‘natural’ skill or ‘personality’) is something that is almost always achieved by very specific actions, comments and attitudes ~ even when the teacher isn’t aware of what he or she has done. And because of this, we can study these things and learn from them. Task 2: Different lessons: Read the following brief ‘snapshot’ descriptions of moments from different lessons in different locations. Which one (if any) is most like how you see yourself as a teacher? Are there any characteristics or approaches you find interesting and would like to use yourself - or would reject? uChapter 1 Classrooms at eworke 2 Classroom 1: Andrea Andrea is working with 34 fourteen-year-old learners. Although the large desks are fixed in their places, she has asked the students to move so that they are sitting around both sides in ways that they can work in groups of six or seven. Each group has just finished discussing and designing a youth club ona sheet of A3 paper and is now working on agreeing a list of ten good arguments to persuade the other groups to choose its youth club design (rather than one of the others) Each group will have to make a presentation of its arguments in front of the class in about ten minutes’ time. ‘There is a lot of noise in the classroom. Andrea is walking around listening in unobtrusively to what is going on in the groups. She smiles when she hears good ideas, but she isn’t intervening or taking any active part in the conversations. She answers basic questions when a learner asks (¢.g. if someone wants to know the word for something), but she avoids getting involved in working closely with a group, even with one group that is getting stuck —in this case, she makes a quick suggestion for moving forward and then walks away to another group. Classroom 2: Maia Ata first glance, nothing much seems to be happening here. Maia is sitting down ina circle with her eight students, and they are chatting, fairly naturally, about some events from the previous day's news. Although Maia isn’t doing much overt correction, after watching the lesson for a while it’s possible to notice that she is doing some very discreet ‘teaching’, i.e. she is managing the conversation alittle, bringing in quieter students by asking what they think and helping all learners to speak by encouraging, asking helpful questions, echoing what they have said, repeating one or two hard-to-understand sentences in corrected English, ete1 Looking round some classroom doors Classroom 3: Lee Lee is standing at the front of a class of eleven young adult students. He is introducing going to as a way of talking about predicted events in the future. He has put up a large wallchart picture on the board showing a policeman watching a number of things in the town centre. The picture seems to immediately suggest a number of going to sentences such as They're going t0 rob the bank, He isn't going 10 stop and Ii’s going to fall down. Lee is pointing at parts of the picture and encouraging learners to risk trying to say a going to sentence. When they do, he gently corrects them and gets them to say it again better. Sometimes he gets the whole class to repeat an interesting sentence. It’s interesting that he’s actually saying very little himself; most of his interventions are nods, gestures, facial expressions and one- or two-word instructions or short corrections. Generally the learners are talking rather more than the teacher. Classroom 4: Paoli Paoli’s lesson is teaching some new vocabulary to an adult evening class of older learners; the current lesson stage is focused on learner practice of the new items. Everyone in class is sitting in a pair, face to face. ‘They are using a handout designed by Paoli which gives the learners in each pair (known as A and B) slightly different information. The task requires them to use some of the new vocabulary in relatively natural ways to try and discover information from their partner. There is a lot of talking in the room, though it’s clear that not everyone is, participating to an equal degree. One or two pairs are almost silent, and one pair seems to be whispering in their own language rather than in English. Paoli is moving round the room trying to notice any such problems and encouraging students to complete the task in the intended way. 13