Cambridge University Press

978-1-107-68467-6 A Course in English Language Teaching

Penny Ur
Table of Contents
More information

Contents

Acknowledgements
Introduction

1.3
1.4
1.5
2.1

2.3
2.4
2.5

The text
3.1
3.2

3.3
3.4
3.5
3.6

The lesson: different

perspectives
Functions of the teacher
in the English language
lesson
Interaction patterns
in the lesson
Lesson preparation
Written lesson plans

What is a text?
Teaching the text:
the goals
Comprehension of
content
Language learning
Discourse analysis
Follow-up tasks

The task
4.1
4.2
4.3
4.4
4.5

The language-learning
task
Task evaluation
Organizing tasks
Interest
Homework

5.1
5.2

5.4
5.5

5.6

14
14

Teaching vocabulary

5.3

Teaching priorities
1
English as an
international language
4
Language-acquisition
theories and teaching
methodologies
6
Computerized teaching
materials
9
Motivation
10

The lesson
2.2

English teaching today:

what do I need to know? 1
1.1
1.2

vi
viii

Teaching grammar

16

6.1
6.2

18
21
23

6.3

28

28

6.4

29

6.5

30
34
37
39

6.6

43
43
45
49
51
55

What is vocabulary?
What students need to
learn: aspects of
vocabulary knowledge
How best to teach
vocabulary: some
facts and figures
Presenting new
vocabulary: selection
and presentation
Vocabulary review:
consolidating and
extending lexical
knowledge
Vocabulary
assessment
What is grammar?
What students need
to learn: standards
of grammatical
acceptability
How best to teach
grammar: explicit and
implicit processes
Presenting grammar:
explanations
Grammar practice:
consolidating
and automatizing
grammatical knowledge
Grammar assessment

Error correction
7.1
7.2
7.3
7.4
7.5

Error correction: for and

against
Attitudes to error
correction
Student preferences
Oral correction
Written correction

60

60
60

63
65

69
71

76

76

77
78
80

82
84

88
88
89
91
94
96
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Cambridge University Press

978-1-107-68467-6 A Course in English Language Teaching
Penny Ur
Table of Contents
More information

Contents

Teaching listening
8.1
8.2
8.3
8.4
8.5

Goals and problems in

teaching listening
Listening activity
design (1): the text
Listening activity
design (2): the task
Types of activities
Adapting activities

Teaching speaking
9.1

9.2
9.3
9.4
9.5

Goals and problems in

teaching speaking
Speaking activity design
(1): topic and task
Speaking activity design
(2): sample activities
Speaking activity design
(3): presentations
Pronunciation

10 Teaching reading

10.1 What is reading?

10.2 Beginning reading (1):
phonemic awareness
10.3 Beginning reading (2):
practical principles
10.4 Beginning reading (3):
reading tasks
10.5 Fluent reading
10.6 Extensive reading

11 Teaching writing

101
101
103
106
108
111

117
117
120
122
126
128

133

133

136
138
140
143
146

150

11.1 What is writing?

150
11.2 Formal and informal
writing
151
11.3 Beginning writing: the
letters
153
11.4 Tasks that promote
fluent writing
157
11.5 Process writing
160
11.6 Spelling and punctuation 163

12 Assessment and testing 167

12.1 Functions and types of
assessment
12.2 Giving a grade
12.3 Test design (1): testing
accuracy

167
170
173

12.4 Test design (2): testing

comprehension and
fluency
12.5 Administering tests
in class

13 The syllabus

13.1 What is a syllabus?

13.2 Types of language
syllabus
13.3 Using an approved
syllabus
13.4 Evaluating the
syllabus

14 Materials

14.1 How necessary is a

coursebook?
14.2 Coursebook evaluation
and selection
14.3 Adapting course
materials
14.4 Supplementary
materials (1): paper
14.5 Supplementary
materials (2): digital

15 Teaching content

15.1 Different kinds of

content
15.2 Cultural content
15.3 Content and language
integrated learning
(CLIL)
15.4 Literature as a
component of the
English course
15.5 Underlying messages

178
182

185

185
186
191
193

197
197
199
203
210
212

216
216
218
220
223
225

16 Classroom interaction

228

17 Classroom discipline

244

16.1
16.2
16.3
16.4

Teacher questioning
Group and pair work
Individual work
Blended learning

17.1 What is classroom

discipline?
17.2 What teachers can do
to create a disciplined
classroom

228
233
235
239

244
246

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Cambridge University Press

978-1-107-68467-6 A Course in English Language Teaching
Penny Ur
Table of Contents
More information

Contents

17.3 Dealing with discipline

problems
17.4 Discipline problems:
episodes

248
251

18 Learner differences (1):

age
256
18.1 Differences between
younger and older
learners
18.2 Teaching young
learners
18.3 Teaching adolescents
18.4 Teaching adults

256
258
264
268

19 Learner differences (2):

teaching heterogeneous
(mixed) classes
272

20 Teacher development

20.1 The first year of

teaching
20.2 Lesson observation
20.3 Ongoing development
20.4 Development through
reading and further
study
20.5 Further development:
your own contribution

284
284
285
289
292
294

Glossary

298

Bibliography

301

Index

309

19.1 Differences between

individual students in the
heterogeneous class
272
19.2 Problems and
advantages
274
19.3 Practical principles
276
19.4 Teaching high and low
achievers
281

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