Penny
Ur
A Course in
Language Teaching – Practice and Theory
Cambridge
University Press
Introduction
Part I – The teaching
process
Module 1: Presentations and
explanations
Unit One: Effective
presentation
Unit Three:
Explanations and instructions
Module 2: Practice
activities
Unit One: The
function of practice
Unit Two:
Characteristics of a good practice activity
Unit Three:
Practice techniques
Module 3: Tests
Unit One: What are
tests for?
Unit Two: Basic
concepts; the test experience
Unit Three: Types
of test elicitation techniques
Part II – Teaching the language (1):
The “what”
Module 4: Teaching
pronunciation
Unit One: What does
teaching pronunciation involve?
Unit Three:
Improving learners’ pronunciation
Unit Five:
Pronunciation and spelling
Module 5: Teaching
vocabulary
Unit One: What is
vocabulary and what needs to be taught?
Unit Two:
Presenting new vocabulary
Unit Four: Ideas
for vocabulary work in the classroom
Module 6: Teaching
grammar
Unit One: What is
grammar?
Unit Four:
Presenting and explaining grammar
Unit Five: Grammar
practice activities
Unit Six:
Grammatical mistakes
Module 7: Topics, situations, notions
and functions
Unit One: Topics
and situations
Unit Two: What ARE
notions and functions?
Unit Three:
Teaching chunks of language; from text to task
Part III – Teaching the language (2):
The “how”
Module 8: Teaching
listening
Unit One: What does
real-life listening involve?
Unit Two: Real-life
listening in the classroom
Unit Four: Types of
activities
Module 9: Teaching
speaking
Unit One:
Successful oral fluency practice
Unit Two: The
function of topic and task
Unit Three:
Discussion activities
Module 10: Teaching
reading
Unit One: How do we
read?
Unit Three: Types
of reading activities
Unit Four:
Improving reading skills
Module 11: Teaching
writing
Unit Two: Teaching
procedures
Unit Three: Tasks
that stimulate writing
Unit Five: Give
feedback on writing
Part IV – Course
content
Module 12: The
syllabus
Unit One: What is a
syllabus?
Unit Two: Different
types of language syllabus
Unit Three: Using
the syllabus
Module 13: Materials
Unit One: How
necessary is a coursebook?
Unit Two:
Coursebook assessment
Unit Three: Using a
coursebook
Module 14: Topic
content
Unit One: Different
kinds of content
Unit Two:
Underlying messages
Unit Four:
Literature (2): teaching ideas
Part V – Lessons
Module 15: Lesson
planning
Unit One: What does
a lesson involve?
Unit Three: Varying
lesson components
Unit Five:
Practical lesson management
Module 16: Classroom
interaction
Unit One: Patterns
of classroom interaction
Unit Two:
Questioning
Unit Three: Group
work
Unit Four:
Individualization
Module 17: Giving
feedback
Unit One: Different
approaches to the nature and function of feedback
Unit Three:
Correcting mistakes in oral work
Unit Four: Written
feedback
Module 18: Classroom
discipline
Unit One: What is
discipline?
Unit Two: What does
a disciplined classroom look like?
Unit Four: Dealing
with discipline problems
Unit Five:
Discipline problems: episodes
Part VI – Learner
differences
Module 19: Learner motivation and
interest
Unit Three:
Extrinsic motivation
Unit Four:
Intrinsic motivation and interest
Module 20: Younger and older
learners
Unit One: What
difference does age make to language learning?
Module 21: Large heterogeneous
classes
Unit One: Defining
terms
Unit Two: Problems
and advantages
Unit Three:
Teaching strategies (1): compulsory + optional
Unit Four: Teaching
strategies (2): open-ending
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