| Foreword |
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viii | |
| Chapter 1 Learner-centred classrooms |
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1 | (32) |
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What learners do in learner-centred classrooms |
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1 | (1) |
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Why do education models change? |
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1 | (1) |
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1 | (3) |
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4 | (3) |
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Using meaningful social interaction to construct language abilities |
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7 | (1) |
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8 | (10) |
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Resources in Constructivist, learner-centred classrooms |
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18 | (2) |
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Questions and questioning techniques |
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20 | (2) |
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22 | (2) |
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24 | (3) |
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Constructivist and learner-centred classrooms |
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27 | (1) |
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Designing activities for task-based and content-based language learning |
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28 | (1) |
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29 | (1) |
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Establishing a learner-centred classroom |
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29 | (2) |
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Good Constructivist teachers |
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31 | (1) |
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No one is bored in a true learner-centred classroom |
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32 | (1) |
| Chapter 2 Reading |
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33 | (68) |
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We learn to read to understand written messages |
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33 | (1) |
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Schemata, schema, and codes |
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33 | (3) |
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Developing bottom-up skills (decoding skills) |
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36 | (10) |
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Fluent reading does not necessarily mean reading with understanding |
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46 | (2) |
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Developing top-down skills |
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48 | (19) |
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Environment is important when teaching beginners to read |
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67 | (1) |
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Developing visual discrimination |
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68 | (2) |
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Developing auditory discrimination |
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70 | (3) |
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Learning to read with the help of phonics, pictures, and context |
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73 | (2) |
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Encouraging children to read books |
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75 | (1) |
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76 | (1) |
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The Language-Experience Approach as a follow-up to Breakthrough to Literacy |
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77 | (3) |
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80 | (1) |
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81 | (2) |
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The Fiji Book Flood Research Project |
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83 | (1) |
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Reading newspapers at Sasolburg High School |
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84 | (1) |
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Motivating beginner readers to read |
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85 | (1) |
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85 | (6) |
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91 | (2) |
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93 | (3) |
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96 | (2) |
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The advantages of being a good reader |
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98 | (1) |
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Language proficiency and reading |
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98 | (1) |
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Turning potential readers into readers |
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99 | (1) |
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People in the modern world must read and listen |
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100 | (1) |
| Chapter 3 Listening |
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101 | (42) |
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The importance of practising the listening skill |
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101 | (1) |
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Pre-listening activities and understanding help avoid frustration and encourage listening |
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101 | (2) |
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While-listening activities help learners to concentrate on texts |
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103 | (18) |
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Post-listening activities give learners opportunities to demonstrate understanding |
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121 | (4) |
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125 | (7) |
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132 | (3) |
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Formal and informal speech |
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135 | (1) |
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Giving others a chance to speak |
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136 | (1) |
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Identifying and discussing attitudes and emotions |
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137 | (2) |
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139 | (1) |
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Identifying historical, social, and cultural contexts of selected texts |
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140 | (1) |
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Exposing learners to various accents and dialects and analysing differences in pronunciation |
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141 | (1) |
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142 | (1) |
| Chapter 4 Speaking |
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143 | (65) |
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143 | (1) |
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Communication often begins with a question |
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143 | (9) |
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Using songs, rhymes and actions |
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152 | (1) |
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Practising polite forms of speech |
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153 | (7) |
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Using drama in the language classroom |
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160 | (6) |
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166 | (7) |
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Learning about interviewing people |
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173 | (1) |
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174 | (1) |
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Using interesting descriptions and action words |
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175 | (2) |
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177 | (10) |
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187 | (1) |
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Using puppets to develop speaking skills |
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188 | (7) |
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Communication-gap techniques |
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195 | (2) |
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Promoting accurate pronunciation |
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197 | (1) |
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198 | (7) |
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205 | (2) |
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Learners should talk and write in a language classroom |
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207 | (1) |
| Chapter 5 Writing |
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208 | (29) |
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Scaffolding gives learners the means to write well |
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208 | (1) |
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Scaffolding activities give learners writing practise |
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209 | (5) |
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Providing scaffolding for writing an essay is necessary |
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214 | (2) |
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Understanding the structure of paragraphs and sentences |
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216 | (3) |
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Pre-writing activities are valuable |
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219 | (2) |
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A variety of writing activities prevents boredom |
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221 | (8) |
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Language teachers have to be enthusiastic to cope |
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229 | (1) |
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Finished pieces of writing should be displayed |
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230 | (1) |
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Learners learn from their mistakes when they correct their own errors |
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230 | (6) |
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Writing should be an integral part of the whole language programme |
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236 | (1) |
| Chapter 6 Language study |
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237 | (20) |
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Language study is best done in context |
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237 | (3) |
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240 | (2) |
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Follow-up activities after using the inductive method |
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242 | (2) |
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Reading about an aspect of grammar, such as the correct use of comparisons of adjectives, for homework |
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244 | (1) |
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Short questions based on pictures, models, and actions to explain the use of parts of speech, such as adverbs |
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245 | (4) |
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Finding language study items and labelling pictures |
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249 | (2) |
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Recognising sentence structures while working with pictures |
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251 | (1) |
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Activities based on game boards |
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252 | (2) |
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Using pictures to learn about tenses |
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254 | (1) |
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Using pictures to learn about adjectives |
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254 | (1) |
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Using pictures and sentences to learn about sentence construction |
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254 | (2) |
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Always use real texts and pictures in a language study lesson |
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256 | (1) |
| Chapter 7 Literature |
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257 | (11) |
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257 | (1) |
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A reader-centred approach |
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257 | (1) |
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Actively discovering the characteristics of genre |
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258 | (2) |
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260 | (6) |
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Jigsaw activity for learning to know a text such as Julius Caesar |
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266 | (1) |
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Introducing learners to books |
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267 | (1) |
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267 | (1) |
| Chapter 8 Stories |
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268 | (15) |
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Telling and reading stories aloud |
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268 | (2) |
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270 | (2) |
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While-listening activities |
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272 | (1) |
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Post-listening activities |
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272 | (10) |
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282 | (1) |
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Learners who read for enjoyment become competent readers |
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282 | (1) |
| Chapter 9 Poetry |
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283 | (16) |
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Understanding ensures enjoyment |
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283 | (3) |
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Activities based on poems |
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286 | (9) |
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Activities to encourage writing poetry |
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295 | (2) |
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A short discussion about some of the characteristics of poetry |
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297 | (1) |
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298 | (1) |
| Chapter 10 Teaching spelling and dictionary use |
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299 | (11) |
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Spelling should not be taught in isolation |
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299 | (4) |
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Dictionaries and alphabet activities |
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303 | (6) |
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Use games to encourage learners to learn to spell and become familiar with dictionaries |
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309 | (1) |
| Chapter 11 Content-based Instruction (CBI) |
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310 | (17) |
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Why teachers should introduce Content-based Instruction into their classrooms |
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310 | (1) |
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311 | (4) |
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Acquiring information about other subjects |
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315 | (1) |
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Activities for Content-based Instruction |
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315 | (11) |
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Content-based Instruction classrooms |
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326 | (1) |
| Chapter 12 Assessment |
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327 | (28) |
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Recording assessment data accurately |
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327 | (1) |
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Knowing the curriculum to implement relevant assessment |
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327 | (1) |
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Recognition of Prior Learning (RPL) |
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327 | (2) |
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Three basic competency components: knowledge, skills, and values |
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329 | (1) |
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Assessment depends on demonstrations of competence |
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330 | (5) |
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Facilitating the assessment process for learners |
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335 | (6) |
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Assessment should be part of the learning process |
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341 | (5) |
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Instruments for assessment |
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346 | (8) |
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354 | (1) |
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354 | (1) |
| Chapter 13 Language development |
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355 | (27) |
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Why teachers should know about language development |
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355 | (1) |
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355 | (1) |
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Speech production model developed by Levelt |
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356 | (4) |
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360 | (1) |
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361 | (1) |
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361 | (1) |
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Gass's model for the acquisition of an additional language |
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362 | (2) |
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Explicit instruction is beneficial for language acquisition |
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364 | (8) |
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Instruction through focused or structured input processing |
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372 | (2) |
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Two of VanPatten's input processing principles |
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374 | (8) |
| Glossary |
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382 | (5) |
| Bibliography |
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387 | (2) |
| Index |
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389 | |
