Learning Teaching: The Essential Guide to English Language Teaching

418 Pages·2011·50.49 MB·English

by  Jim Scrivener

mar aliarem=rcrelaliare
The Essential Guide to English Language Teaching

THIRD EDITION

Jim Scrivener

MACMILLAN BOOKS FOR TEACHERS,
p © es ‘ :
“runes © Series Editor: Adrian Underhill
Learning Teaching

The Essential Guide to English
Language Teaching

Third Edition

Jim Scrivener

FA
MACMILLAN
Contents

About the series
[About the author

Foresord to Third Edition
Introduction to Third Edition.

Chapter 1 Starting out
1 Classrooms ato

2 Whativw wearer?

3 Teaching an etring

4 The webjeet mauar of EL

5 Methods

(Chapter 2 Classroom activities
Planning a activity

ati euse map

plating an activity

Painwork

Soll group work

Goveun-

chapter 3 Classroom management
‘What caseeom management?

Classrooms rteation

Seating

{Greg nsrsetions

‘Monitoring

Gestures

Using te bean

Hictng

9 Host m preven: learning ~some popular temiques

10 Tnmuion

Chapter 4 Who are the learners?
Tadividuals and groupe

‘What level ae ay students?

Learners and tet needs

‘Gentngfeeack om learners

earnorvaining

mapter 5 Language analysis
‘Analysing grasumar: an imreduetion
‘Analysing lenguage: grammatical forrs
‘An ingudueaon to English grammar
‘Analy eamaep: the meaning of word
‘Analysing conoept grammatical meaning
Analg cummonieatveFanetion
FEngish and Fglih reaching inthe work

nicl ll uli Bulle
‘Chapter 6 Planning lessons and courses
Planning i shining sll

How do people earn languages?

Sequencing eson components

Feral lesion pannig

Lesson aime

Alrermatves 9 formal panaing

Planning securse

8 Unreiticrequremens

(Chapter 7 Tesching geammar
‘What is araninar?

Prescot price

Cheifeation

Rested outpt dil eras, islogie ad games|

Other ways to gramme

[Chapter & Teaching lexis
‘What is lexis?

Lexie inthe dasronmn

rescnting lee

Lexical practice actives and games

Lexi an els woke

‘Rememering lexical tems

Kaowing alexial ter.

(Chapter 9 Productive sills: speaking and writing
1 Appoumelis in greaking
2 Communicative svt
3) Rolepley eal pay ad slates
44 Fluency, accuracy and communication
5
6

Ditters finds of speaking
Appmoiches to writing
‘Wing in lass
Respumes to iting

Chapter 10 Receptive skills: stoning and reading
‘Apmrsiches to istening

The task-teedbock circle

oe cw stem?

Tisening iene

Aeoches in ing,

Fntenive reating

‘Chapter 11 Phonology: the sound of English
Prinunciation string points

Seunse

‘Word strest

Prominence

Connected speech

contents
(Chapter 12 Focusing on language
Trtors and correction

‘Testing

Using the learner fist language
Caisensne as

Dictionaries

Timelines
wapter 13 Teaching different classes
Pasian Fgh

EAP

Bram closes

Your earners

cu

Langs cles
Chapter 14 Using technology

1 The wchnology, te teacher an te sadeat

fnteracive winteboards

3 Presemacon eeltre
4 improving sal
6

mainte d pl oulauee!

Learning enine
Brave new words

spree 15 Tools, techniques, activities
1 Flashcards

2. Pieure stores
3. Scorvteline

4 Songe anit mise
5 Biles

& Levies games
7 Dinetion

8. Sound ffs wemiings

9 Toes

10 Drum

ML Projets

12 Goring to krona new class
13 TY.DVD and video

(Chapter 16 Next steps
1 Whats earning teaching’?
2 Observe eons
3 Suusing our own teaching Feedback, estar
tnd action eeseanc
4 The peck of cards
5 losing comment language sid people
About the series
Macmillan Books for Teachers

‘Welcome to Macmillan Hooks tor leechers ‘Ihe tts ars written by.
stelaowledged and innovative ders in each fel t help you deve your
‘eaclung repertoire, prucucel sal and theoretal knowledge.

Suited to beth newer and ro more experienceé reaches the series combines
the het cf elassc teaching methodology with recent, cuttig-edze developmen,
Insights from academe rssarch are combined with handseon experience

ro eteare honk with fens on

[orl aching sautions

{We hope you will ite desi them & suance oF inspiron i your owe.
sachin and enjosr ent in your proesionl lean
Advi Unit

Titles in the Series

300 Kaus for Interactive Whecboarde Sou Foundasions
Tete Sharma, Name Doreett Traneis Adrian Uadeshl
Jones

Teaching Precis

500 Acts for te Prmary Clssnom Roger Gower, Disne Phils &
Cara Read Sieve Wales
700 Csiro eis Teaching English Grammar
David Seymour & Maria Popera Jim Servener
An AZ of BLY Tain Ronsing Shile
com Thar Coristne Noel
ended Learning Urecwering LIL
‘Pere Sharma & Bamey Bret Peeter Mehisto, David Marsh &

‘Mara Jesus Figo.

yond she Sono
‘Sent Theembary Crecooring BAP
‘Sam McCarter & Phi Jer,

Chiron Learing Enis

Jeyne Moon Lacovering Grammar
Scott Tacmbury

Discover Engi

Rod Bolito & Bra Teinson
About the author

Jim Sceivener has worked in esany diferent countries, inching Rus. Gonegia
fand Hungary He has been Head of Teacher Tesining for International Home
Harting, Director of Fdcation ‘oe 1H Bucapest and is currently Me of
“Teacher Development for Bell ternational, were he designe the Online
[Delta courts. He vas ade ofthe team that designed th: Euro exams and has
been actively involved with Cambridge PSOT. exams incuding deen of their
onlin teace porto He is alo the author of Tacs Bg Grammar

‘which wom the Engi Speaking Union Avmrd for Best Bniry tor Teachers

in 2010,

He is maried to Noérai and has two adult sors, Alex and Ben, and a young
‘daughter Maisie, Fle car be very boring about Bob Dslan you give him half
achanee
Foreword to Third Edition

Lowen Tearing hws been one of the most popula ad wi E
ELT since it ise sppeored in 1994, Tr provies complete traning coures ia
tusny'chssraam practices els ih in mimesistelyseeble pret totniguee
sacl sggestions for csseroom activites. Tr speaks ins unighely reassuring and
{encouraging way to beth novic= and experienced teechors, fering carte
akout the practices ef good teaching while aso supporting the teachers ox
development of their ent though experience, commen sense, self evaloetin
Aad reflection. “earning Teaching informe the resder succinct without over
informing, proposes rather than demands offers choices tact than single

All purpore solutions, and nove al instil the eonfidence that cam earn 9 de
thie well

“This thir etion adds a substantial an! uinely nes element im the
saccomparying LIVD which los readers to watch ideas frem the book being
‘prictsed by teehee in real language dssroomes. There isa complete on-bote
Jesson which prosides insights into many smal Bt crucial aspect of teaching
‘technique as well 3s some of the bigger questions bout ow a whole lesm cam
bbe shaped and managed, what can be expscted from leaners sd how dhey may
progress durng a single hour. And there ate many shoct lips in which lilerent
{euchers,nciuding the suthcr, demonstrate es techniques described in Uh text

(Guetta learning same, board writing, elicring, concep questions, using
Limelines, dravang out quieter students, working with ervorsand rag
tiers). The DVD ineludes ¢ wide-ranging selection of printable woeksheets,
btservetcn ws, templatss and resources,

Tere are ako revisod ane) update secsoas on recent developments and
changes in ELIT including C21" young learsers and teaening eam lessee,
land «evr chapter on tectnogy cowering qrewentaton software Interactive
‘Whiteboards ard vial learning eninonments

As wallasbeing of use sane ttl on nil und in-service courses,
experieaced teachers wil he abe to use tw review dei repertoire of eas and
approaches, and wanes and nsaugers involve ia the profesional development

lof others can also use dhe material here on tir courses, This thd edition of
earning Teaching il bald on the reputation ois predevessors and rain the
sirie-boole-to-have for ELT puofesssnals win warn ws develop an becutte the
Test weelier Una they eat be,

Adio Unde
Series Faroe
Introduction to Third Edition

‘cher; One who zaries on his education in ble, (Thendoee Re)

‘This vw book fer Ianguege teachers, Mostly its a guide vo methodology —10
shat might work in dhe elassroom,

Learn Teating is 9 book that can He'p you cart teach in rae effective wai.
Teisalo a Fook cbouea kind of teaching whore you arc aso learning Fiswewer, it
is nota book aleur the righr way to tetch- Indeed there i no scietic basis yet
for wsiting ch a deseription of an ideal teaching methodology nsted, we cam
observe tasers and Isamers t work and ake aote of stateeies en! epprosches
thar cern tobe more bereficinl than others, ct necessarily in order wo copy them,
but to Become more ace of what ic poe

“The act of teaching tv essemaly a constan: processing oF wptions. Atevery
‘pout in each esson, a teacher has a nurnber of options avallaots; he cr Se cut
‘Gecide toda somthing, or to de something ese, or noe 29 do anne wl
forder to besome a neler teeter, it soem importante he var of us ay
‘pions as possible I's may enble you tw generate sour owa rales anc
uiceins as to what works and what doesn’.

“Language teaching happens ina wide variety oflocations ene contexts sith
‘wide variety of colleagues end learners, and whatever I describe in this book, 'm
{erin youll ind something differen every day of vous teaching carcer. Por
that reason. no book ike this can definitively tell veu how todo You ean get
fdeas and siey-by step guielines and a te inspiration, but bea i mind that
‘veri sou fad abo nosds 0 go thou de Elter of your own understanding,
{ind be checked suit terms of te local Gantest yeu workin,

“Ths, ather thas saying “Phisis how co do it) Te tried to say “Here are some
yup it sect work You" find loss of ideas aml epons is tess pages, and
{ts lage) up to you what you want eo take aay from ther. "am to give You a
‘oli of pussies.

Situations and examples ars raainly ray Srom the world of English reaching,
but the ideas and techniques may alse be useil to teachers of other language:
“The hook ie primaniy aimed at teachers staring out an a raining course oF in
ther fist year or to of work, but [hepe that you wil fine something interesting
init wherever you are in your career,

“Ths erdse of chapters in chis honk may pails reflect the onder a new teacher
finds ropis of interes: and impertence when learning 9 each. 1 ai 10 26 you
some esontal background information and core surcval Techniques ealy om
“To oncourage you w enguge with Une mate jn he bk bee are many "ass
Somerimes these are questions « answer or tinh lt, sometines they are
bigger problems or tings to iy wal. Of eats, iF 0 preted, you ea: simply
ead dae aks rad yo stright he eninniaties

In this book, use fie and se, rm and fer Largely at random,

fn Se
Chapter 1 Starting out

‘This chapter fers «general incoduction ro ways of working na language
cssroomand orange of tasher and learrer roles, Tals addresses same
{mporain: questions abour how peorle carn,

1 Classrooms at work

(GBD ctossro0m snapshots

[fiend who knows nothing about language teaching has aed you ta desesbe a
‘snarshot fa typial momant ina language ciasaranm —a pietur that eapturos the
look the strcasphere. the learners! oad, the teacher's athe, ole What would
yeurinstant snapshor snow?

‘Your image probably capmures some assumptions you hold about wae
teacher's nb is what earners can dra uw Usey should wor te IF you are on
2 va.ning course and have sarod veaching yet, your sapstoc might he ery
Aiferent rom, sy, a teal. wh as boen workin for bwent years thie book,
‘we willlookin denilat his lessen ers, nc ives metiods and eechnigues; bot
‘before hat tv:ay be useful jst toyel amore general picture of wha goes onin
language teaching ~ 10 lic oul ew lassrovnn coors un glimpee wht
foing an inside

Watching different lasses
Ines own teaching carver Ihave Zounc thatons of the most use! tings is
simply to varch other poopie teach, often ike sway tale things trom this
tobservation suchas ideas for specific elites, the pace they workatora
ppericular‘semething’ tsar the teacher sid or did, Over the years, find thar nave
Jncorportied aot fem tis inte my evn teachin.

‘Some aspects oTessons can be difficult to interpre, Soenctins [Fel hat the
‘aomosphiere ina xcom is excelent orth the cn x pariclaely ngage or
working ia distinctively autonomous marner. But tise alwa cay to work out
‘how these apparent “natural things have hen achieve:

(One ching have concluded over the years sthat much of te mae’ tat makes
good lesson (often atributed purely i “natura? silo personaly ) 4s something
‘hats lmostaways achieved by very speeTic actions, comments andatutudes—
even when the teacher isn't aware af what he or she as dane. And because of ts,
‘we. study hese things and lear from them,

(GERBD dierent tessons
Read the flowing brie snapshot descriptions of moments rom diffrent lessons
indiferen: locaton.

Wich ene fame most tke now you san yourslf 5a tasher? Ae thete any
harecartcn ar approacres yu find rosting and waste ie to use Yeurset~
orwculd rest?