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Macmillan
Books
for
Teachers
The new Macmillan Books for Teachers website:
www.macmillanenglish.com/methodology
What's available?
Downloadable sample pages and activities
from the titles in the series
Updates for selected titles featuring the latest
developments in the field and new weblinks
A regular column from our series editor,
Adrian Underhill
Video footage of our authors giving talks and
workshops, along with their PowerPoint
presentations and handouts to download
Macmillan Books for Teachers
www.macmillanenglish.com/methodology
The titles in the Macmillan Books for Teachers series have been written to inform teachers worldwide.
They are insightful and practical books, focusing on current methodology and real-world teaching
situations. All of the titles have been written by leaders in their fields, and cover classic theory as
well as the latest developments.
Our series editor is Adrian UnderhillAdrian works with educators in many countries on the development of continuous professional learning programmes, humanistic education, interpersonal skills and storytelling in organisational development. He is a training consultant and coach in leadership development.
New for 2008
01
BENEFITS
an ideal guide for teachers getting started in CLIL, and existing practitioners in search of new ideas
presents a broad overview of CLIL essentials for teachers at both primary and secondary levels
contains a broad range of practical ideas and activities that can be used in the CLIL classroom
OVERVIEW
Content and Language Integrated Learning (CLIL) refers to methodologies used in teaching situations where a second language is used as a medium for teaching non-language content. Uncovering CLIL has been written to act as a guide for both language and subject teachers to the various methodologies and techniques involved in CLIL teaching.
CONTENTS
Approaching CLIL
Getting ready for CLIL
Starting CLIL in the classroom
Putting CLIL in motion
Opening windows for personal achievement
Making CLIL come alive
Further down the road:cruising with CLIL
Connecting, Inspiring, Delivering, Concluding
More tools
ISBN 9781405099073
Uncovering CLILContent and Language Integrated Learning
in Bilingual and Mulitlingual Education
02
Peeter Mehisto, Maria-Jesus Frigols & David Marsh
New for 2008
www.macmillanenglish.com/methodology
Sample activities
03
The many faces of CLILCLIL is an umbrella term covering a dozen or more educational approaches (eg immersion, bilingual education, multilingual
education, language showers and enriched language programmes). What is new about CLIL is that it synthesizes and
provides a flexible way of applying the knowledge learned from these various approaches. The flexibility of the approach is,
above all, evident in the amount of time devoted to teaching or learning through the second language. CLIL allows for
low- to high-intensity exposure to teaching/learning through a second language. The approach can also be used for
short-term high-intensity exposure (see figure below).
Language showersDescription
Language showers are primarily intended for students aged between six and ten years old, who receive between 30
minutes and one hour of exposure per day. This includes the use of games, songs, many visuals, realia, handling of objects
and movement. Teachers usually speak almost entirely in the CLIL language. Routines are developed and considerable
repetition is used so students know what to expect. This creates a sense of security, lowers anxiety and boosts learning.
Goals
Language showers aim to help students to:
• be aware of the existence of different languages;
• develop a positive attitude towards language learning;
• be prepared for language learning.
Suggested activities
Teachers focus on routine activities with which the students become comfortable. They set the stage by telling students
what to expect and then switch to the CLIL language, for example:
• to manage snacktime or lunchtime. Instructions are given in the CLIL language, vocabulary for foods is learned and
students answer questions about what they are eating. The teacher says: ‘Mmm, apples. Shelly has an apple. Who else has
an apple? What is that Paul? Yes, very good. That’s right, it’s an apple. What colour is the apple, red or green? Is it red like
Igor’s shirt or green like Chantal’s skirt?’ Simultaneously pointing to Igor’s red shirt and Chantal’s green skirt will facilitate
comprehension.
• to help students get dressed for breaks or for going home. Articles of clothing can be put on in various sequences while
the students repeat the new words. Considerable gesturing/pointing is used to help students associate the object with its
name in the CLIL language. The teacher may say: ‘What shall we put on first? Our gloves? Our hats? Our coats? Our
boots? What colour is Vadim’s hat? What colour is Penny’s scarf? Today, let’s put on our gloves first. Now let’s put on
our coats and try to button them. Is that difficult?’ (Said with a grimacing face.) ‘Is that easy?’ (Said with a smiling face.)
Students answer with one word or in short phrases using the CLIL language.
• singing songs that include considerable movement and that help teach vocabulary (eg the Shimmy Shimmy Shake, also
known as the Hokey Cokey: I put my left hand in, my left hand out, my left hand in and I shake it all about …). Using actions
together with new vocabulary helps students to learn and more easily recall vocabulary. Also, words in songs are more
easily retained than lists of words.
BENEFITS
provides a fully comprehensive resource pack of activities for teaching primary children
find new techniques and inspiration to make your lessons fun and engaging for your students
understand the methodological background to the different language teaching approachescovered in the activities
OVERVIEW
The main approach of the book is to provide immediate, workable ideas and solutions to the perennial question of What on earth am I going to do with my class tomorrow? Parallel to this, the approach emphasizes developing an awareness of the complex factors involved in working effectively with classes of children and laying a solid foundation in primary language teaching skills.
CONTENTS
Listening and speaking
Reading and writing
Vocabulary and grammar
Storytelling and drama
Games
Rhymes, chants and songs
Art and craft
Content based learning
ICT and multimedia
Learning to learn
Language index
Topics and lexical sets index
Learning skills and attitudes
ISBN 9781405099073
500 Activities for the
primary classroom
04
Carol Read
This rich compendium of activities will surely become required reading for those teaching in the primary classroom.
EL Gazette, Book of the Month, September 2007
“”
05
www.macmillanenglish.com/methodology
Sample activities
How to use art and craft activities Art and craft activities can be used for a range of purposes, for example, to practise counting (7.4) or telling the time (7.20),
to play language practice games (e.g. 7.3, 7.5, 7.13) to memorise and recall vocabulary (e.g. 7.2, 7.6) as well as to
reinforce grammar and encourage children to notice particular language forms (e.g. 7.18, 7.19). They can also be used in
role plays(e.g. 7.11, 7.17), to act out stories (e.g. 7.13, 7.14), to personalise learning (e.g. 7.1) and to develop creative
thinking skills (7.7, 7.15). Some general tips forusing art and craft activities in English lessons are as follows:
Before children start
• Prepare an example of the art or craft activity children are going to do and show it to the class. As well as being motivating
for the children, this also ensures you know how it is made.
• Explain the reason and purpose for doing the art and craft activity e.g. We’re going to make a ... in order to …
• Make sure children have available any materials they will need e.g. scissors, crayons, glue.
Using art or craft in a language activity
• Explain the game or activity and demonstrate this with the whole class using the cut-out or model you have made.
• Check the children understand what they have to do.
• Divide the class into pairs or groups depending on the activity.
• Set a time limit if appropriate.
• Monitor the children in order to make sure they are using English and to give help and advice where necessary.
• Observe the children as they work and make any relevant notes.
• Let the children enjoy using their cut-outs to interact in English and remember that a reasonable level of noise is natural
for communication to take place.
• Stop the activity before the children’s interest peaks.
Make a spinnerLevel: A1.1, A1.2
Age: 6 –12
Classroom organisation: individual; pairs
Aims: To follow instructions; to practise specific vocabulary or language pattern; to interact and take turns in simple games
or other activities
Language focus: in the examples: colours (i), numbers (ii), any relevant vocabulary (iii) and iv), questions (v) Alternatives
Any relevant language and vocabulary
Materials: Essential: stiff card, rulers, scissors, crayons, pencils / Optional: copies of spinner shape on stiff card (one for
each child); sticky labels
Procedure: Explain to the children that they are going to make a spinner and show them the example you have prepared.
Give out the card. With older children, explain and demonstrate on the board that they should draw a circle and then divide
this into six segments which they should then make into triangles. They should then cut off the card round the edges to
make the shape of the spinner with six straight sides and colour, write or draw on the different segments of the spinner
depending on the activity they are going to so (see examples below). When they have done this, they should make a hole in
the centre of the spinner and put a pencil through. The spinner is now ready to use.
Some examples of ways in which spinners can be used are as follows:
i) Primary colours spinner: Children colour alternate segments of the spinner e.g red and yellow / blue and yellow / red and
blue. In pairs they then take turns to spin their spinners and identify the colours e.g. a red and yellow spinner looks orange
when you spin it, a blue and yellow spinner looks green etc.
ii) Numbers spinner: Children write numbers 1-6 on their spinner. They can then use the spinner as an alternative to a dice
in board games (e.g. 5. 28) or dice games (see 5.21)
BENEFITS
understand the different technologies found in the
classroom and how they work
explore practical ideas for ways in which you can use
technology to enhance and support your students' learning
choose the technologies best suited to your teaching style
and situation
OVERVIEW
The ideal companion for any teacher interested in the use of
technology in the language classroom, Blended Learning
provides a practical overview of what is currently available. It
demystifies the technology and empowers teachers to make
choices about how and when they use it in their classrooms.
CONTENTS
The Web: Finding and using authentic materials
ELT materials
Electronic dictionaries
Office software
Interactive whiteboards
Portable devices
Computer mediated communication
Creating your own resources
A brief word on the future
Teaching resource bank:The Web: getting started
Web resources for language teachers
Glossary of technical terms
ISBN 9780230020832
Blended LearningUsing technology in and beyond the
language classroom
06
Pete Sharma & Barney Barrett
07
www.macmillanenglish.com/methodology
Where are you from?
Aim: To raise awareness of where classmates’ home towns are
Level: Beginner / Elementary
Interaction: Individual and group
Rationale: Students are often unable to catch the names of their class-mates’ hometowns in a multi-
lingual class; use of maps can bring the process of getting to know each other alive
Technology: Interactive Whiteboard / map of the world software
Before class: The teacher should copy the map of the world in the software package onto the first
page of the whiteboard notebook.
Procedure:
1 Students interview each other to find out about each other’s family and hometown
2 Before the reporting stage, the teacher brings up the world map, or continent map as appropriate. Each stu-
dent reports back on their classmate. After they mention their hometown, ask the interviewee to go to the front
of the class and mark their hometown on the map. Students can write their initials or names next to the town.
3. At the end of the activity save the map as a document on the hard drive, in your folder. It is possible to print
this off later and copy it for the class.
Variations:
It is easy to develop this idea so that students can research about their hometowns and present a picture pre-
sentation using Power Point
Virtual Learning Environments (VLE)
A virtual learning environment (VLE) is a web-based platform designed to support teachers in the
management of online educational courses. A VLE consists of “communication tools”, such as e-mail and a
discussion board, and tools for organising the administration of a course. A further dimension involves the
testing of students, through quizzes, and the dissemination of information. A VLE is sometimes referred to as
an LMS (Learning Management system) or a CMS (Course management system).
A VLE is essentially empty, in the sense that it has no content, until material is created to populate it. This
material could be provided by teachers; they can upload Word documents and Power Point presentations to
the site, create online quizzes, or import streaming video or audio files. Alternatively, the institution may buy
publisher-created digital content. Such materials may be customisable to a specific course.
VLEs are often used by universities and a learning technologist is usually employed to deal with the technical
issues such as the uploading of materials. Blackboard and Moodle are two of the most well-known VLEs, both
commonly used in universities. One important difference is cost - an institution pays a comparatively high cost
to use or lease Blackboard, whereas the actual Moodle software is free. There is a charge to host a Moodle
site.
With Blackboard, it is possible for a teacher to experiment with the platform by creating materials and have
them hosted on the site free for a period of time, after which they need to pay a fee. This allows teachers
to become familiar with the platform. Moodle is a course management system (CMS) which uses an Open
Source software package designed on pedagogical principles. It aims to help educators create effective online
learning communities, with a great emphasis on the concept of ‘community’.
Sample activities
BENEFITS
trainee teachers can check the meanings of methodology
terms that are new to them
teachers will gain a more wide-ranging understanding of
specific topics of interest, and find out more about the
history of teaching methodologies
teacher trainers will find clear definitions of terms
and concepts to use with their trainees.
OVERVIEW
Learning the terminology of language teaching also means
understanding the concepts represented by these terms and
how they are interrelated. This book is much more than just a
glossary or dictionary. It is also an encyclopedia, where each
entry provides a short summary of the major issues, debates and
practical implications associated with each concept, as well as
making connections between related concepts.
CONTENTS
Language-related topics:
Discourse, including pragmatics
Functions, including notions
Grammar
Linguistics
Phonology
Sociolinguistics
Vocabulary
Learning-related topics:
Psychology, including psycholinguistics
SLA (second language acquisition)
Teaching-related topics:
Methodology
Professional development
ISBN 9781405070638
An A-Z of ELT
08
Scott Thornbury
I have recommended this book to my students at college, telling them it will help them gain a global insight into what we ... do in the classroom and why we do it .
English Teaching Professional magazine,September 2007
“
”
09
www.macmillanenglish.com/methodology
inductive learning, induction PSYCHOLOGY (p. 102)
Induction is the process of working out rules on the basis of examples. It is also called discovery learning. It contrasts with
deductive learning, in which learners are presented with rules which they then go on to apply. Because inductive learning
is thought to be the way that the rules of one’s first language are internalized, it has been a core principle in such ‘natural’
methods as the direct method and audiolingualism. More recently, the use of inductive procedures to work out rules from
data has been promoted as a means of consciousness-raising. It is thought that the mental effort invested by learners in
working out rules for themselves pays dividends in terms of the long-term memory of these rules. In an inductive approach,
learners might be given
successive examples of a grammar item (or two contrasted items), and then be challenged to work out a rule for the use of
the item(s). For example, to help learners work out the difference between for and since, they are given these examples:
1. I have been here since six o’clock.
2. Tom and Anna have been married for six years.
3. It hasn’t rained since last September.
4. I’ve been waiting here for nearly an hour.
5. We last met at a conference but I haven’t seen her since then.
…etc.
At various points, learners can be asked to formulate a rule. Or they can complete further examples in order to test their
grasp of the rule.
So as to speed up the process of hypothesis formation, and to steer learners away from making a wrong hypothesis, the
teacher can guide the learners by asking leading questions, such as Is ‘six o’clock’ a point in time, or a period of time?
(see concept questions). This approach, where the teacher or the materials writer intervenes in the induction process, is
called guided discovery. The rules themselves can be left unstated (in which case, the approach is an implicit one). Or, by
asking learners to state the rules, they can be made explicit. One advantage of an inductive approach over a deductive one
is that it can help develop learners’ capacity for autonomous learning. Also, the rules are more likely to ‘stick’ if they have
required mental effort. On the other hand, there is a risk that learners might formulate the wrong rule. This is one reason for
asking them to state their rule. Also, inductive approaches tend to favour learners who like working out language puzzles, as
opposed to those who prefer simply to be told (see learning style). Many learning materials for classroom use encourage
an inductive approach to grammar learning, on the assumption that teachers are present to guide the process. But those
designed for self-study – such as self-study grammars – usually adopt a deductive approach.
scaffolding SLA (p. 201)
Scaffolding is the temporary support that surrounds a building under construction. The term is used metaphorically to
describe the temporary interactional support that is given to learners while their language system is ‘under construction’. It is
this support – from teachers, parents or ‘better others’ – that enables them to perform a task at a level beyond their
present competence. The term derives from sociocultural learning theory, which views learning as being jointly
constructed. Scaffolding is an integral part of this model. In first language acquisition it has been observed that children,
even at an early age, are able to participate in conversations because of the verbal scaffolding provided by their caregivers.
Here, for example, a two-year-old child responds to the fact that the central heating boiler has just been ignited:1
Mark Oh popped on
Mother Pardon?
Mark It popped on
Mother It popped on?
Mark Yeah
Mother What did?
Mark Er - fire on
Mother The fire?
Mark Yeah … Pop the … fire popped it fire
Mother Oh yes. The fire popped on, didn’t it?
By asking questions, and by repeating, reformulating and extending the child’s utterances, the mother draws the child out.
As the child’s ability to handle the skills of conversation increases, the adult’s support and control will gradually be witdrawn.
Scaffolding not only provides a conversational framework, but it is believed to shape language acquisition itself. In the
example above, the child is prompted to modify his original utterance (popped on) to it popped on and then the fire popped,
bringing it step-by-step closer to the target the fire popped on. This incremental accumulation of grammar over several
assisted turns is called vertical scaffolding.
Similar processes are believed to occur in second language learning. The scaffolding is provided by teachers and also by
peers. Experienced teachers know how to draw learners out and to engage them in conversation. At the same time, they
know when it is appropriate to withhold such support.
1from Wells, G. Learning through interaction. CUP, 1981
Sample activities
BENEFITS
learn the key techniques of ELT
explore new approaches and ideas
make the most of each lesson and course
OVERVIEW
Learning Teaching has been one of the most successful guides to
the practice of teaching since it was first published in 1994. Part
initial training textbook, part handbook for practising teachers it is
the definitive guide to what happens in the language classroom.
Jim Scrivener's approach is not just theoretical - the book is
packed with practical and useable activities.
This new edition has been fully revised and extended to cover
new trends and theories in ELT.
CONTENTS
Practical help and ideas for starting out in teaching
Step-by-step help on planning and running classroom activities
Realistic toolkits full of usableclassroom techniques
A clear focus on Speaking, Listening, Reading, Writing, Grammar, Vocabulary, and Pronunciation
Photocopiable ready-to-use resource materials and observation tasks
ISBN 9781405013994
Learning Teaching
10
Jim Scrivener
A basic professional handbook that gives advice and guidance on all the important problems in foreign language teaching.
Hanne Drejergaard Kjeldsen, AngloFiles
“”
11
www.macmillanenglish.com/methodology
By playing around with the basic scenario of sitting students in front of The TV and letting them
watch the programme through, we can create some excellent lessons (pp. 350-354)
Preview activities:A language focus on lexis, function or grammar that will come up on the recording;
Students predict what will happen from some given information or pictures;
Students discuss a topic that leads into or is connected with the subject on the recording;
Students study a worksheet that they will use when watching the recording.
Viewing activities:The task-audio-feedback circle still works well as a basic procedure for video.
Tasks can be listening, looking or interpreting; for example ‘Why are they so keen to get into the museum after it is closed?’
The tasks can focus specifically on function, grammar, lexis or pronunciation, for example ‘Which of the following verbs does
he use?’
The answers will involve active interpretation of the visual as well as the audio messages. Focusing on gestures, facial
expressions, body language is especially useful when studying functional language.
Follow-up activities:There are many activities that you can do after viewing; here are just a few examples:
Discussion, interpretation, personalisation (e.g. ‘What would you have done?’);
Study of new language;
Role-play the scene;
Inspiration for other work: ‘What did the newspaper say the next day?’ Design the front page;
Write a letter from one character to another;
Plan what they should do next.
Other ideas: Those are the basics. Now if you’re feeling keen, here’s a bag of ideas to liven up the lessons:• Don’t let the students switch off. Cover off the screen and ask questions: Listen to the words/music. What is in the picture?
• In pairs, the above idea becomes an instant communicative activity. … It could lead to drawing and comparison of pictures.
• Switch off the sound: ‘What are they saying?’ Advertisements work beautifully: in pairs imagine and write the script.
And then the two students lip-synch’ it. (Hilarious – try it!)
Ideas for using songs in class (pp. 338-339)
Sample activities
Reading or listening comprehension:
Use the song text as a normal reading or listening text with the
bonus of hearing it sung afterwards (use the lesson ideas in
Chapter 8, Section 1&2).
Listen and discuss:
Get students to listen to the song once or twice, or to a shorter
section. Discuss what happened, reactions, interpretations,
predictions, etc. Printed lyrics can be given out if you wish.
Gapped text:
Give students the lyrics with certain words blanked out. They
have to listen carefully and fill in the missing words. This is,
perhaps, the ‘classic’ way of using song in class!
It’s so common that is it a bit of an ELT cliché. Vary the task
usefully by, for example, using the gaps as a pre-listening
exercise, with students predicting what the missing words are.
Song jumble:
Cut the lyrics up into separate lines, In small groups, students
try to work out the original order. When ready, they listen and
compare their guess with the actual song.
Sing along:
The aim is to learn the tune and get the rhythm well enough
to sing along with the original recording. This can be quite
challenging and requires some careful preparation work on
practising stress and rhythm. And if you have access to a
video machine with a karaoke recording, the possibilies are
limitless.
Compose:
‘Here’s the tune, now you write the lyrics.’ (Again, an
activity that is quite challenging on stress and rhythm.)
Matching pictures:
‘Here are twenty pictures connected with the song. Listen and
put them in the order in which you hear them in the song.’
Action movements:
Listen to one line at a time. For each line, the students invent
a mimed action which they teach each other and then all
perform.
Dictation:
Dictate the chorus or the whole song. Compare with the
recording.
Picture dictation:
Decide on a representative picture of something that happens
in the song. Dictate the information about this picture, a line at
a time, to students who draw their interpretation. By the time
you have finished, a lot of essential lexis and phrases from
the song will have been circulating, and the song should be
not too difficult to follow.
BENEFITS
teach pronunciation with enjoyment and confidence
perfect your own and your students’ pronunciation
integrate pronunciation with all other class activities
OVERVIEW
Sound Foundations is a comprehensive introduction to the English
phonological system and an invaluable resource, whether you
teach dedicated pronunciation lessons or you'd just like to improve
the way you cover pronunciation in your classes.
Adrian Underhill employs a discovery approach - you learn through
physically experiencing how pronunciation works. He also
suggests creative activities you can do in class with your students.
This new edition of the book comes with an Audio CD containing
recordings of the discovery activities.
CONTENTS
Ideas behind the phonemic chart
Key to phonemic symbols
Part 1: Discovery toolkit
Level 1: Sounds in isolationLevel 2: Words in isolationLevel 3: Connected speech
Part 2: Classroom toolkit
Level 1: Sounds in isolationLevel 2: Words in isolationLevel 3: Connected speech
Appendix 1:Further thoughts on using the cassette player, blackboard and pointer
Appendix 2:Phonemic charts for other languages
Audio CD included
ISBN 9781405064101
Sound Foundations
12
Adrian Underhill
On the CD you can hear a demonstration of most of the Discovery activities with instructions from the author
13
www.macmillanenglish.com/methodology
Discovery activity 3: Horizontal tongue position (p. 5)
CommentaryYou probably notice two distinct areas of movement: the movement of the lips from a spread position to a rounded position,
and the movement of the tongue sliding backwards and forwards in the mouth. For the moment it is the tongue movement we
are interested in, and it will help if you try to distinguish between the internal sensations of the tongue and the lip movement.
Classroom activity 25: Finding words with a given sound (p. 150)
Sample activities
This activity and its variations focus on two important fields
of awareness: the similarities and differences in quality
between a phoneme in isolation and the same phoneme
embedded in a variety of words, and beyond that the
relationship between spelling and pronunciation.
1) Point to a vowel sound in the chart and ask your
learners to search their memories and write down words
containing that sound. Give them a short but sufficient time.
Walking round and glancing at ”individuals’ list“ will give you
insight into each person’s own perceptions.
2) Suggestions may be discussed in groups and put in
two columns on the board, one column thought to contain
the given vowel, the other column for any rejects. (Variation:
put them all in one column initially and then discuss each in
turn).
3) The correct column can be practiced aloud to trace the
same sound through a variety of words and spellings. The
words in the other column should also be pointed out on the
chart to clarify which sounds they do in fact contain and to
locate the point of the original confusion.
Variations:
When learners have developed a certain accuracy at
this, you can make it more challenging by pointing out two
or even three sounds, asking learners to make two or three
lists simultaneously.
Another variation is for learners themselves to come
to the chart and choose the sound(s). You can ask them to
select vowel sounds they are unsure of or which they
confuse.
The chart helps you and your learners to clarify and
defuse confusions.
BENEFITS
quick access to activities that will work in your classroom
refresh your repertoire without photocopying and preparation
appreciate the importance of reacting to students’ needs,
as and when they arise
OVERVIEW
This book provides an instant repertoire of practical teaching
ideas. It contains a mix of classroom classics that all teachers
know and love, and new activities at a range of levels from
elementary to upper intermediate.
The clear structure means it is easy to find activities to
supplement your course books, and none of the activities require
any photocopying to be done before the lesson.
CONTENTS
Introduction
Part 1 Conversation: general communication tasks
Part 2 Functions:everyday situational English
Part 3 Grammar:structures practised through fun activities
Part 4 Vocabulary:varied extension and recycling tasks
Index
ISBN 9781405080019
700 Classroom
Activities
14
David Seymour & Maria Popova
15
www.macmillanenglish.com/methodology
A conversation activity you could try with an elementary,
pre-intermediate, or intermediate group Guided story telling (p. 35)
Work in groups of four. Here’s the beginning of a story (write it on the board).
“There was an old lady living in a cottage in the forest with her granddaughter …”
(Write up the next line.)
“One day a young man knocked at the door …”
Agree a description of the young man: who he was, where he was from, why he was calling at the house, etc.
Finish the story, taking turns to add one sentence each. When you have finished, work with a partner from
another group and tell each other your finished story.
A vocabulary activity to practise giving definitions with your
pre-intermediate, intermediate or upper-intermediate students
Love is … (p. 127)
Sample activities
Student A, describe the old lady to the rest of the group.
Student B, describe the granddaughter.
Student C, describe the cottage.
Student D, describe the forest and beyond.
A conversation activity you could try with an elementary,
pre-intermediate, or intermediate group Guided story telling (p. 35)
Work in pairs. I’m going to give each pair a different sentence describing a bad situation. Agree on a sequence of five mistakes
that lead up to the situation and write it down. Swap your list with another pair. Read their sequence and
discuss what the person should or shouldn’t have done at each stage. Write a note of your advice and give it to the pair.
In groups discuss these events, saying what people should have done to avoid them:
The Titanic, World War II, Vietnam, an important event in your country, a current situation in the news
Kevin was given a five-year prison sentence.
The holiday was a complete disaster.
They got divorced as soon as they could.
Jack is living on the street now.
The house is a complete ruin now.
Sharon was given the sack.
John went on to become a street sweeper.
He had to take time off work due to nervous exhaustion.
Work in small groups. Write suitable ends for these definitions:
• Love is ...
• Life is ...
• Religion is ...
• Being old is ...
• Music is ...
• Happiness is ...
• Being young is ...
Read out just your ends and see if the class can guess what they define.
BENEFITS
find, select and adapt texts for language teaching
unpack the hidden messages of texts
evaluate and use learners’ texts in more constructive ways
OVERVIEW
Language, in its natural state, is not isolated sentences: it is text.
As teachers of second language users our top priority is to help
our learners engage with texts. In this witty and incisive book
Scott Thornbury takes discourse apart to show how it is
organised.
Starting with an examination of genre, he goes on to look at how
we structure written and spoken text. Scott shows how these
insights affect our work as language teachers and suggests
practical activities that can be used in the classroom to help
students work with texts.
CONTENTS
Introduction
Part 1: Beyond the sentence
Unlocking textWhat makes a text?Spoken textsTexts in contextClassroom textsLearner texts
Part 2: Classroom activities
Photocopiable task sheets
Reading list and References
ISBN 9781405064071
Beyond the
SentenceIntroducing Discourse Analysis
16
Scott Thornbury
Beyond the Sentence is not only an exceptionally clear and readable entry into the world of discourse analysis, it also succeeds in presenting the subjectin realistic terms as a classroom reality.
English Teaching Matters, Vol 7 2006
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BENEFITS
get insight into the special characteristics, abilities and
attitudes children bring to the classroom
think about how you can learn from children and make use
of this information in planning your teaching and your work
with children
adopt ideas and frameworks for teaching English to young
learners
OVERVIEW
From the author: I have written this book because of my interest
in teaching languages to children. I would like to share with you
something of my own fascination and enjoyment in working with
children. I realised what an amazing capacity they had for
learning and how many abilities they already had which I could
draw on in the classroom.
CONTENTS
Introduction to Children Learning English
Children learning English
Do you like learning English?
Are they the same?
We’ve found our partners, Miss
Who has some good news for today?
Do you need a hand?
Can we do ‘Poker face’ again, Miss?
Why did I do it like this?
What’s your topic?
Can we make a spinner?
Learning to see
How can I be a better language learner?
ISBN 9781405080026
Children Learning
English
Jayne Moon
17
BENEFITS
understand how grammar is learnt
identify the role grammar plays in ‘perfecting’ language
make grammar a dynamic component of your teaching
OVERVIEW
In this book Scott Thornbury examines why it is more useful to
think about how we can 'uncover' the workings of grammar
systems with our students, rather than the traditional assumption
that we need to 'cover' points in a set grammar syllabus.
It provides a wide range of practical activities so that you can
immediately put the ideas to work in your classroom.
CONTENTS
Introduction to Uncovering Grammar
Part 1: Uncovering grammar
Grammar as process
Learning to grammar
Noticing grammar
Emergent grammar
Process teaching
Part 2: Classroom activities
Grammaring tasks
Consciousness-raising tasks
Grammar emergence tasks
ISBN 9781405080064
Uncovering
Grammar
18
Scott Thornbury
BENEFITS
develop both language awareness and language analysis
make your students more sensitive to the language you
are teaching
develop your own understanding of the English language
OVERVIEW
Language is an open system, divergent rather than convergent
in nature. Discover English focuses on a key skill for language
teachers which is needed to deal with this fact: language
analysis.
The authors highlight selected areas of grammar and vocabulary
and provide exercises and commentaries designed to develop
your language analysis skills.
CONTENTS
Unit 1Myths and misconceptions Unit 2Common areas of difficulty Unit 3Vocabulary and vocabulary teaching Unit 4Cohesion
Unit 5Coherence
Unit 6Errors
ISBN 9781405080033
Discover English
Rod Bolitho & Brian Tomlinson
19
BENEFITS
enjoy and value teaching reading
provide an attractive extensive reading programme for your
students
choose or devise effective tasks and activities
OVERVIEW
The general aim for a reading development programme is to
enable students to enjoy (or at least feel comfortable with)
reading in the foreign language, and to read unfamiliar, authentic
texts without any help.
Christine Nuttall suggests practical strategies you can use to help
your students develop their reading competence. It is especially
useful for exam and EAP classes.
CONTENTS
Part One: IntroductoryWhat is reading?Text and discourseApproaching reading in the foreign language classroom
Part Two: Reading skills and strategiesEfficient readingWord attack skillsReading for plain senseUnderstanding discourse
Part Three:Planning and teachingAn extensive reading programmePlanning reading lessonsSelecting textsFormulating QuestionsOther kinds of reading task
The testing of reading
The teacher as reader
ISBN 9781405080057
20
Christine Nuttall
Teaching Reading
Skillsin a foreign language
BENEFITS
obtain basic guidelines and practical information to get the
most out of your teaching practice
increase your awareness of the classroom situation if you are
just starting out; or if you are practising basic classroom skills
in a classroom situation
run a successful teaching practice course if you are a teacher
trainer
OVERVIEW
Teaching Practice is an essential reference for EFL teachers and
teacher trainers on pre-service courses. It takes account of
current methodoloy and is suitable for use on Cambridge CELTA
courses.
CONTENTS
Approaching teaching practice
Managing the class
Managing resources: equipment and teaching aids
Using materials
Developing skills and strategies
Presenting and practising language
Giving feedback to students
Planning lessons
Planning lessons
ISBN 9781405080040
Roger Gower, Diane Phillips and
Steve Walters
21
Teaching PracticeA guide for teachers in training
Brochure ISBN: xxxxxxxxxxxxxxxxxwww.macmillandictionaries.com Brochure ISBN: 9780230039568
Our authorsWho's who in Macmillan Books for Teachers
Adrian UnderhillSeries Editor, Sound Foundations
Barney BarrettBlended Learning
Rod BolithoDiscover English
Maria-Jesus FrigolsUncovering CLIL
Roger GowerTeaching Practice
David MarshUncovering CLIL
Peeter MehistoUncovering CLIL
Jayne MoonChildren Learning English
Christine NuttallTeaching Reading Skills
Diane PhillipsTeaching Practice
Maria Popova700 Classroom Activities
Carol Read500 Activities for the Primary Classroom
Jim ScrivenerLearning Teaching
David Seymour700 Classroom Activities
Pete SharmaBlended Learning
Scott ThornburyAn A-Z of ELT, Beyond the Sentence,
Uncovering Grammar
Brian TomlinsonDiscover English
Steve WaltersTeaching Practice