Teaching English as a Foreign Language 3.
4 Levels
(TEFL) 3.4.1 From beginner to advanced
The world of English language teaching 3.4.2 The CEFR levels
1.1 Who speaks English? 3.4.3 Other frameworks of language proficiency
1.1.1 Varieties of English 3.5 Learner autonomy
1.2 Who learns English, and which variety do they 3.5.1 Learner training/strategy training
learn?
3.5.2 Autonomy tasks
1.2.1 General English and ESP
3.5.3 Open learning, self-access centres and
1.2.2 Business English student ‘helpers’
1.2.3 Content-based language teaching (CBLT) 3.5.4 Provoking student choice
and CLIL
3.5.5 Outside the classroom
Issues in language learning
3.5.6 Homework
2.1 What research offers
3.5.7 All in the mind
2.1.1 The mind is a computer
4 Being teachers
2.1.2 Explicit and implicit knowledge
4.1 Qualities of a good teacher
2.1.3 Language is forming habits
4.1.1 The magic of rapport
2.1.4 Language is communication
4.1.2 Inside the classroom
2.1.5 Language is grammar; language is
vocabulary 4.2 Roles that teachers ‘play’
2.1.6 The role of other languages (translation) 4.2.1 Talking to students
2.1.7 Learning is about people 4.2.2 The teacher as a teaching ‘aid’
Being learners 4.3 What teachers do next
3.1 The age factor 4.3.1 Teachers on their own
3.1.1 Young learners 4.3.2 Teachers with others
3.1.2 Teenagers 4.3.3 Different ways of observing and being
observed
3.1.3 Adults
4.3.4 The big wide world
3.2 Learner differences
5 Class size and different abilities
3.2.1 Learner styles
5.1 Class size: two extremes
3.3 Motivation
5.1.1 Large classes
3.3.1 Understanding the
5.1.2 Teaching one-to-one
nature of motivation
5.2 Managing mixed ability
3.3.2 What affects motivation?
5.2.1 Working with different content
3.3.3 What teachers can do about student
motivation 5.2.2 Different student actions
5.2.3 What the teacher does 8.3 Pairs and groups
5.2.4 Special educational needs (SENs) 8.3.1 Pairwork
5.2.5 Realistic mixed-ability teaching 8.3.2 Groupwork
6 Feedback, mistakes and correction 8.3.3 Ringing the changes
6.1 Giving supportive feedback 8.4 Organising pairwork and groupwork
6.2 Students make mistakes 8.4.1 Making it work
6.3 Correction decisions 8.4.2 Creating pairs and groups
6.3.1 What to correct 8.4.3 Procedures for pairwork and groupwork
6.3.2 When to correct 8.4.4 Troubleshooting
6.3.3 Who corrects and who
should be corrected?
6.3.4 What to do about correction
6.4 Correcting spoken English
6.4.1 Online (on-the-spot) correction
6.4.2 Offline (after-the-event) correction
6.5 Giving feedback for writing
6.5.1 Giving feedback in process writing
6.5.2 Using correction symbols
6.5.3 Alternatives to correction symbols
6.5.4 Letting the students in
6.5.5 What happens next
6.5.6 Burning the midnight oil
7 Managing for success
7.1 Why problems occur
7.2 Creating successful classrooms
7.2.1 Behaviour norms
7.2.2 Teaching for success
7.3 Dealing with problems
8 Seating and grouping students
8.1 Whole-class teaching
8.1.1 Seating whole-group classes
8.2 Students on their own
