.

0 (hodnocen0 x )

BK

1st publ.

London : Macmillan, 1991

vi,129 s.

ISBN 0-333-43672-5 (brož.)

Essential language teaching series

Bibliografie: s. 125-127.

Angličtina - vyučování - příručky učitelské

000055430

Contents // ( // Introduction • 1 // What is Communicative Language Teaching? 1 // Some characteristics of communicative activities 2 // Communicative classroom interaction 3 // Communicative materials and activities 3 // What is a large class? 4 // Confidence and conviction 6 // How this book can help 6 // Further Reading 7 // 1 A starting point 9 // 1.1 Finding out about the system 9 // 1.2 Learning names 10 // 1.3 Getting to know the students 13 // 1.4 Summary 19 // 1.5 Consolidation tasks 19 // 1.6 Further reading 20 // 2 Creating a productive environment 21 // 2.1 Discipline and order 21 // 2.2 A positive environment 21 // 2.3 Conventions and routines 22 // 2.4 Developing responsibility 25 // 2.5 Instructions 26 // 2.6 Other considerations for instructions 29 // 2.7 Instructions in the mother tongue 32 // 2.8 Increasing student involvement ¦ 32 // 2.9 Summary , 36 // 2.10 Consolidation tasks 36 // 2.11 Further reading 37 // Contents iii // 3 Learner development 38 // 3.1 The starting point 38 // 3.2 Student expectations 38 // 3.3 Lockstep 39 // 3.4 Transmission or communication? 40 // 3.5 An approach to learner development 42 // 3.6 Introducing pair work 42 // /5.7 Introducing group work 45 // 3.8 Managing pair and group work 47 // 3.9 Monitoring pair and group work 47 // 3.10 Introducing communicative activities 50 // 3.11 The communicative continuum 50 // 3.12 The ’why’ of learner training 53 . // 3.13 Training monolingual classes 54 // 3.14 Summary 56 // 3.15 Consolidation tasks 56 // 3.16 Further reading 57 // 4 Communicative materials in the large class 58 // 4.1 Background 58 . i // 4.2 Characteristics of communicative activities 59 // 4.3 Exploiting the textbook 61 // 4.4 Using a narrative text 61 // 4.5 Improving dialogues 64 // 4.6 Some principles for materials adaptation 65 // 4.7 Adapting communicative techniques 71 // 4.8 Games and competitions 76 //

4.9 Summary 79 // 4.10 Consolidation tasks 79 // 4.11 Further reading 80 // 5 Coping with limited resources 81 // 5.1 Organising the classroom 81 // 5.2 Moving furniture 83 // 5.3 Using the board 84 // 5.4 Using the blackboard to save duplication 85 // 5.5 Words on the board 85 // 5.6 The board as a focal point for output 86 // 5.7 Using communicative activities without much duplication 87 // 5.8 Beyond print - ideas for creative language use 92 // 5.9 Student notebooks 94 // IV // Contents // 5.10 Making material go further 95 // 5.11 Making wall pictures 96 // 5.12 The living wall 97 // 5.13 Student-produced materials 98 // 5.14 Bringing in the outside world 100 // 5.15 Summary 101 // 5.16 Consolidation tasks 102 // 5.17 Further reading 102 // 6 A way forward 104 // 6.1 Developing as a teacher 104 // 6.2 Developing your methodology 108 // 6.3 Mixed ability classes 108 // 6.4 Individualisation 109 // 6.5 Ideas for mixed ability classes 110 // 6.6 The rationale for project work 115 // 6.7 Introducing project work 116 // 6.8 A sample project 117 // 6.9 Ideas for project work 119 // 6.10 Feedback 120 // 6.11 Areas for feedback 120 // 6.12 Using a tape recorder 121 // 6.13 Summary and conclusion 122 // 6.14 Consolidation tasks 123 // 6.15 Further reading 124 // Bibliography 125 // Useful sources for classroom activities 127 // Contacts and exchanges 128 /