Introduction to Teaching English, Hadfield J.

Introduction to Teaching English, Hadfield J.

   This book is for teachers who are learning to teach English either on an initial teacher training course, or beginning their teaching career.
It is a little different from other teacher training manuals in two ways.
It is written for all beginning teachers of ELT but bears in mind the needs of many of the world’s teachers who do not have easy access to equipment such as photocopiers, cassette recorders, DVD players, computers, libraries of resource books — or who may not even have a course book. The techniques and activities in the lesson plans in this book do not assume that you have this equipment in your school or classroom. Instead, the focus is on classroom techniques and activities that use home-produced materials and resources — or even no materials at all. This does not mean that if you work in a hi-tech school this book is not for you, it is simply that we firmly believe that lotech is not second best. Many simple techniques and home-produced materials can bring colour, life, warmth, and laughter into the classroom in a way that books and equipment cannot: all teachers can benefit from using them!




What makes a good teacher?
In general, it is best to try to achieve a balance. An exuberant personality may neglect learners’ needs; a quieter teacher may be more responsive but also less colourful and memorable. A careful planner may lack the spontaneity and flexibility necessary to respond to learners’ needs, while improvised lessons may be chaotic or lack clarity and focus. There are times when you need to explain and give information to your students and other times when you encourage them to discover for themselves. The balance you aim for may be different according to your students’ needs — and ultimately this attention to the needs and wants of your students, and willingness to adapt to meet them, is what makes a good teacher.

It is important for you to find a teaching style which is right for you and that you feel comfortable with. It is impossible to teach in a way you feel instinctively to be wrong, but you also have a duty to your learners; to respect their individuality and to offer a range of teaching techniques and activities to suit different learning styles. In practice this means what we call ‘principled eclecticism’. Eclecticism means that you can pick and choose techniques and classroom activities, instead of sticking closely to a ‘method’. However, merely picking techniques at random without some reason for choosing them would lead to chaos!
 
Contents.
Introduction.
Unit 1. Some basic principles.
Unit 2. Focus on language.
2.1. The structure of a language lesson.
2.2. Focus on grammar.
2.3. Focus on functions.
2.4. Focus on vocabulary.
2.5. Focus on pronunciation.
Unit 3. Focus on skills.
3.1. The structure of a skills lesson.
3.2. Focus on listening.
3.3. Focus on reading.
3.4. Focus on speaking.
3.5. Focus on writing.
Unit 4 Putting it together.
4.1. Planning lessons and lesson sequences.
4.2. Review, assessment, and remedial work.
4.3. Classroom management.
Appendices.
Lesson materials.
Glossary.
Grammar terminology table.
Further reading.



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