Macmillan

Books

for

Teachers

The new Macmillan Books for Teachers website:

www.macmillanenglish.com/methodology

What's available?

Downloadable sample pages and activities

from the titles in the series

Updates for selected titles featuring the latest

developments in the field and new weblinks

A regular column from our series editor,

Adrian Underhill

Video footage of our authors giving talks and

workshops, along with their PowerPoint

presentations and handouts to download

Macmillan Books for Teachers

www.macmillanenglish.com/methodology

The titles in the Macmillan Books for Teachers series have been written to inform teachers worldwide.

They are insightful and practical books, focusing on current methodology and real-world teaching

situations. All of the titles have been written by leaders in their fields, and cover classic theory as

well as the latest developments.

Our series editor is Adrian UnderhillAdrian works with educators in many countries on the development of continuous professional learning programmes, humanistic education, interpersonal skills and storytelling in organisational development. He is a training consultant and coach in leadership development.

New for 2008

01

BENEFITS

an ideal guide for teachers getting started in CLIL, and existing practitioners in search of new ideas

presents a broad overview of CLIL essentials for teachers at both primary and secondary levels

contains a broad range of practical ideas and activities that can be used in the CLIL classroom

OVERVIEW

Content and Language Integrated Learning (CLIL) refers to methodologies used in teaching situations where a second language is used as a medium for teaching non-language content. Uncovering CLIL has been written to act as a guide for both language and subject teachers to the various methodologies and techniques involved in CLIL teaching.

CONTENTS

Approaching CLIL

Getting ready for CLIL

Starting CLIL in the classroom

Putting CLIL in motion

Opening windows for personal achievement

Making CLIL come alive

Further down the road:cruising with CLIL

Connecting, Inspiring, Delivering, Concluding

More tools

ISBN 9781405099073

Uncovering CLILContent and Language Integrated Learning

in Bilingual and Mulitlingual Education

02

Peeter Mehisto, Maria-Jesus Frigols & David Marsh

New for 2008

www.macmillanenglish.com/methodology

Sample activities

03

The many faces of CLILCLIL is an umbrella term covering a dozen or more educational approaches (eg immersion, bilingual education, multilingual

education, language showers and enriched language programmes). What is new about CLIL is that it synthesizes and

provides a flexible way of applying the knowledge learned from these various approaches. The flexibility of the approach is,

above all, evident in the amount of time devoted to teaching or learning through the second language. CLIL allows for

low- to high-intensity exposure to teaching/learning through a second language. The approach can also be used for

short-term high-intensity exposure (see figure below).

Language showersDescription

Language showers are primarily intended for students aged between six and ten years old, who receive between 30

minutes and one hour of exposure per day. This includes the use of games, songs, many visuals, realia, handling of objects

and movement. Teachers usually speak almost entirely in the CLIL language. Routines are developed and considerable

repetition is used so students know what to expect. This creates a sense of security, lowers anxiety and boosts learning.

Goals

Language showers aim to help students to:

• be aware of the existence of different languages;

• develop a positive attitude towards language learning;

• be prepared for language learning.

Suggested activities

Teachers focus on routine activities with which the students become comfortable. They set the stage by telling students

what to expect and then switch to the CLIL language, for example:

• to manage snacktime or lunchtime. Instructions are given in the CLIL language, vocabulary for foods is learned and

students answer questions about what they are eating. The teacher says: ‘Mmm, apples. Shelly has an apple. Who else has

an apple? What is that Paul? Yes, very good. That’s right, it’s an apple. What colour is the apple, red or green? Is it red like

Igor’s shirt or green like Chantal’s skirt?’ Simultaneously pointing to Igor’s red shirt and Chantal’s green skirt will facilitate

comprehension.

• to help students get dressed for breaks or for going home. Articles of clothing can be put on in various sequences while

the students repeat the new words. Considerable gesturing/pointing is used to help students associate the object with its

name in the CLIL language. The teacher may say: ‘What shall we put on first? Our gloves? Our hats? Our coats? Our

boots? What colour is Vadim’s hat? What colour is Penny’s scarf? Today, let’s put on our gloves first. Now let’s put on

our coats and try to button them. Is that difficult?’ (Said with a grimacing face.) ‘Is that easy?’ (Said with a smiling face.)

Students answer with one word or in short phrases using the CLIL language.

• singing songs that include considerable movement and that help teach vocabulary (eg the Shimmy Shimmy Shake, also

known as the Hokey Cokey: I put my left hand in, my left hand out, my left hand in and I shake it all about …). Using actions

together with new vocabulary helps students to learn and more easily recall vocabulary. Also, words in songs are more

easily retained than lists of words.

BENEFITS

provides a fully comprehensive resource pack of activities for teaching primary children

find new techniques and inspiration to make your lessons fun and engaging for your students

understand the methodological background to the different language teaching approachescovered in the activities

OVERVIEW

The main approach of the book is to provide immediate, workable ideas and solutions to the perennial question of What on earth am I going to do with my class tomorrow? Parallel to this, the approach emphasizes developing an awareness of the complex factors involved in working effectively with classes of children and laying a solid foundation in primary language teaching skills.

CONTENTS

Listening and speaking

Reading and writing

Vocabulary and grammar

Storytelling and drama

Games

Rhymes, chants and songs

Art and craft

Content based learning

ICT and multimedia

Learning to learn

Language index

Topics and lexical sets index

Learning skills and attitudes

ISBN 9781405099073

500 Activities for the

primary classroom

04

Carol Read

This rich compendium of activities will surely become required reading for those teaching in the primary classroom.

EL Gazette, Book of the Month, September 2007

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05

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Sample activities

How to use art and craft activities Art and craft activities can be used for a range of purposes, for example, to practise counting (7.4) or telling the time (7.20),

to play language practice games (e.g. 7.3, 7.5, 7.13) to memorise and recall vocabulary (e.g. 7.2, 7.6) as well as to

reinforce grammar and encourage children to notice particular language forms (e.g. 7.18, 7.19). They can also be used in

role plays(e.g. 7.11, 7.17), to act out stories (e.g. 7.13, 7.14), to personalise learning (e.g. 7.1) and to develop creative

thinking skills (7.7, 7.15). Some general tips forusing art and craft activities in English lessons are as follows:

Before children start

• Prepare an example of the art or craft activity children are going to do and show it to the class. As well as being motivating

for the children, this also ensures you know how it is made.

• Explain the reason and purpose for doing the art and craft activity e.g. We’re going to make a ... in order to …

• Make sure children have available any materials they will need e.g. scissors, crayons, glue.

Using art or craft in a language activity

• Explain the game or activity and demonstrate this with the whole class using the cut-out or model you have made.

• Check the children understand what they have to do.

• Divide the class into pairs or groups depending on the activity.

• Set a time limit if appropriate.

• Monitor the children in order to make sure they are using English and to give help and advice where necessary.

• Observe the children as they work and make any relevant notes.

• Let the children enjoy using their cut-outs to interact in English and remember that a reasonable level of noise is natural

for communication to take place.

• Stop the activity before the children’s interest peaks.

Make a spinnerLevel: A1.1, A1.2

Age: 6 –12

Classroom organisation: individual; pairs

Aims: To follow instructions; to practise specific vocabulary or language pattern; to interact and take turns in simple games

or other activities

Language focus: in the examples: colours (i), numbers (ii), any relevant vocabulary (iii) and iv), questions (v) Alternatives

Any relevant language and vocabulary

Materials: Essential: stiff card, rulers, scissors, crayons, pencils / Optional: copies of spinner shape on stiff card (one for

each child); sticky labels

Procedure: Explain to the children that they are going to make a spinner and show them the example you have prepared.

Give out the card. With older children, explain and demonstrate on the board that they should draw a circle and then divide

this into six segments which they should then make into triangles. They should then cut off the card round the edges to

make the shape of the spinner with six straight sides and colour, write or draw on the different segments of the spinner

depending on the activity they are going to so (see examples below). When they have done this, they should make a hole in

the centre of the spinner and put a pencil through. The spinner is now ready to use.

Some examples of ways in which spinners can be used are as follows:

i) Primary colours spinner: Children colour alternate segments of the spinner e.g red and yellow / blue and yellow / red and

blue. In pairs they then take turns to spin their spinners and identify the colours e.g. a red and yellow spinner looks orange

when you spin it, a blue and yellow spinner looks green etc.

ii) Numbers spinner: Children write numbers 1-6 on their spinner. They can then use the spinner as an alternative to a dice

in board games (e.g. 5. 28) or dice games (see 5.21)

BENEFITS

understand the different technologies found in the

classroom and how they work

explore practical ideas for ways in which you can use

technology to enhance and support your students' learning

choose the technologies best suited to your teaching style

and situation

OVERVIEW

The ideal companion for any teacher interested in the use of

technology in the language classroom, Blended Learning

provides a practical overview of what is currently available. It

demystifies the technology and empowers teachers to make

choices about how and when they use it in their classrooms.

CONTENTS

The Web: Finding and using authentic materials

ELT materials

Electronic dictionaries

Office software

Interactive whiteboards

Portable devices

Computer mediated communication

Creating your own resources

A brief word on the future

Teaching resource bank:The Web: getting started

Web resources for language teachers

Glossary of technical terms

ISBN 9780230020832

Blended LearningUsing technology in and beyond the

language classroom

06

Pete Sharma & Barney Barrett

07

www.macmillanenglish.com/methodology

Where are you from?

Aim: To raise awareness of where classmates’ home towns are

Level: Beginner / Elementary

Interaction: Individual and group

Rationale: Students are often unable to catch the names of their class-mates’ hometowns in a multi-

lingual class; use of maps can bring the process of getting to know each other alive

Technology: Interactive Whiteboard / map of the world software

Before class: The teacher should copy the map of the world in the software package onto the first

page of the whiteboard notebook.

Procedure:

1 Students interview each other to find out about each other’s family and hometown

2 Before the reporting stage, the teacher brings up the world map, or continent map as appropriate. Each stu-

dent reports back on their classmate. After they mention their hometown, ask the interviewee to go to the front

of the class and mark their hometown on the map. Students can write their initials or names next to the town.

3. At the end of the activity save the map as a document on the hard drive, in your folder. It is possible to print

this off later and copy it for the class.

Variations:

It is easy to develop this idea so that students can research about their hometowns and present a picture pre-

sentation using Power Point

Virtual Learning Environments (VLE)

A virtual learning environment (VLE) is a web-based platform designed to support teachers in the

management of online educational courses. A VLE consists of “communication tools”, such as e-mail and a

discussion board, and tools for organising the administration of a course. A further dimension involves the

testing of students, through quizzes, and the dissemination of information. A VLE is sometimes referred to as

an LMS (Learning Management system) or a CMS (Course management system).

A VLE is essentially empty, in the sense that it has no content, until material is created to populate it. This

material could be provided by teachers; they can upload Word documents and Power Point presentations to

the site, create online quizzes, or import streaming video or audio files. Alternatively, the institution may buy

publisher-created digital content. Such materials may be customisable to a specific course.

VLEs are often used by universities and a learning technologist is usually employed to deal with the technical

issues such as the uploading of materials. Blackboard and Moodle are two of the most well-known VLEs, both

commonly used in universities. One important difference is cost - an institution pays a comparatively high cost

to use or lease Blackboard, whereas the actual Moodle software is free. There is a charge to host a Moodle

site.

With Blackboard, it is possible for a teacher to experiment with the platform by creating materials and have

them hosted on the site free for a period of time, after which they need to pay a fee. This allows teachers

to become familiar with the platform. Moodle is a course management system (CMS) which uses an Open

Source software package designed on pedagogical principles. It aims to help educators create effective online

learning communities, with a great emphasis on the concept of ‘community’.

Sample activities

BENEFITS

trainee teachers can check the meanings of methodology

terms that are new to them

teachers will gain a more wide-ranging understanding of

specific topics of interest, and find out more about the

history of teaching methodologies

teacher trainers will find clear definitions of terms

and concepts to use with their trainees.

OVERVIEW

Learning the terminology of language teaching also means

understanding the concepts represented by these terms and

how they are interrelated. This book is much more than just a

glossary or dictionary. It is also an encyclopedia, where each

entry provides a short summary of the major issues, debates and

practical implications associated with each concept, as well as

making connections between related concepts.

CONTENTS

Language-related topics:

Discourse, including pragmatics

Functions, including notions

Grammar

Linguistics

Phonology

Sociolinguistics

Vocabulary

Learning-related topics:

Psychology, including psycholinguistics

SLA (second language acquisition)

Teaching-related topics:

Methodology

Professional development

ISBN 9781405070638

An A-Z of ELT

08

Scott Thornbury

I have recommended this book to my students at college, telling them it will help them gain a global insight into what we ... do in the classroom and why we do it .

English Teaching Professional magazine,September 2007

“

”

09

www.macmillanenglish.com/methodology

inductive learning, induction PSYCHOLOGY (p. 102)

Induction is the process of working out rules on the basis of examples. It is also called discovery learning. It contrasts with

deductive learning, in which learners are presented with rules which they then go on to apply. Because inductive learning

is thought to be the way that the rules of one’s first language are internalized, it has been a core principle in such ‘natural’

methods as the direct method and audiolingualism. More recently, the use of inductive procedures to work out rules from

data has been promoted as a means of consciousness-raising. It is thought that the mental effort invested by learners in

working out rules for themselves pays dividends in terms of the long-term memory of these rules. In an inductive approach,

learners might be given

successive examples of a grammar item (or two contrasted items), and then be challenged to work out a rule for the use of

the item(s). For example, to help learners work out the difference between for and since, they are given these examples:

1. I have been here since six o’clock.

2. Tom and Anna have been married for six years.

3. It hasn’t rained since last September.

4. I’ve been waiting here for nearly an hour.

5. We last met at a conference but I haven’t seen her since then.

…etc.

At various points, learners can be asked to formulate a rule. Or they can complete further examples in order to test their

grasp of the rule.

So as to speed up the process of hypothesis formation, and to steer learners away from making a wrong hypothesis, the

teacher can guide the learners by asking leading questions, such as Is ‘six o’clock’ a point in time, or a period of time?

(see concept questions). This approach, where the teacher or the materials writer intervenes in the induction process, is

called guided discovery. The rules themselves can be left unstated (in which case, the approach is an implicit one). Or, by

asking learners to state the rules, they can be made explicit. One advantage of an inductive approach over a deductive one

is that it can help develop learners’ capacity for autonomous learning. Also, the rules are more likely to ‘stick’ if they have

required mental effort. On the other hand, there is a risk that learners might formulate the wrong rule. This is one reason for

asking them to state their rule. Also, inductive approaches tend to favour learners who like working out language puzzles, as

opposed to those who prefer simply to be told (see learning style). Many learning materials for classroom use encourage

an inductive approach to grammar learning, on the assumption that teachers are present to guide the process. But those

designed for self-study – such as self-study grammars – usually adopt a deductive approach.

scaffolding SLA (p. 201)

Scaffolding is the temporary support that surrounds a building under construction. The term is used metaphorically to

describe the temporary interactional support that is given to learners while their language system is ‘under construction’. It is

this support – from teachers, parents or ‘better others’ – that enables them to perform a task at a level beyond their

present competence. The term derives from sociocultural learning theory, which views learning as being jointly

constructed. Scaffolding is an integral part of this model. In first language acquisition it has been observed that children,

even at an early age, are able to participate in conversations because of the verbal scaffolding provided by their caregivers.

Here, for example, a two-year-old child responds to the fact that the central heating boiler has just been ignited:1

Mark Oh popped on

Mother Pardon?

Mark It popped on

Mother It popped on?

Mark Yeah

Mother What did?

Mark Er - fire on

Mother The fire?

Mark Yeah … Pop the … fire popped it fire

Mother Oh yes. The fire popped on, didn’t it?

By asking questions, and by repeating, reformulating and extending the child’s utterances, the mother draws the child out.

As the child’s ability to handle the skills of conversation increases, the adult’s support and control will gradually be witdrawn.

Scaffolding not only provides a conversational framework, but it is believed to shape language acquisition itself. In the

example above, the child is prompted to modify his original utterance (popped on) to it popped on and then the fire popped,

bringing it step-by-step closer to the target the fire popped on. This incremental accumulation of grammar over several

assisted turns is called vertical scaffolding.

Similar processes are believed to occur in second language learning. The scaffolding is provided by teachers and also by

peers. Experienced teachers know how to draw learners out and to engage them in conversation. At the same time, they

know when it is appropriate to withhold such support.

1from Wells, G. Learning through interaction. CUP, 1981

Sample activities

BENEFITS

learn the key techniques of ELT

explore new approaches and ideas

make the most of each lesson and course

OVERVIEW

Learning Teaching has been one of the most successful guides to

the practice of teaching since it was first published in 1994. Part

initial training textbook, part handbook for practising teachers it is

the definitive guide to what happens in the language classroom.

Jim Scrivener's approach is not just theoretical - the book is

packed with practical and useable activities.

This new edition has been fully revised and extended to cover

new trends and theories in ELT.

CONTENTS

Practical help and ideas for starting out in teaching

Step-by-step help on planning and running classroom activities

Realistic toolkits full of usableclassroom techniques

A clear focus on Speaking, Listening, Reading, Writing, Grammar, Vocabulary, and Pronunciation

Photocopiable ready-to-use resource materials and observation tasks

ISBN 9781405013994

Learning Teaching

10

Jim Scrivener

A basic professional handbook that gives advice and guidance on all the important problems in foreign language teaching.

Hanne Drejergaard Kjeldsen, AngloFiles

“”

11

www.macmillanenglish.com/methodology

By playing around with the basic scenario of sitting students in front of The TV and letting them

watch the programme through, we can create some excellent lessons (pp. 350-354)

Preview activities:A language focus on lexis, function or grammar that will come up on the recording;

Students predict what will happen from some given information or pictures;

Students discuss a topic that leads into or is connected with the subject on the recording;

Students study a worksheet that they will use when watching the recording.

Viewing activities:The task-audio-feedback circle still works well as a basic procedure for video.

Tasks can be listening, looking or interpreting; for example ‘Why are they so keen to get into the museum after it is closed?’

The tasks can focus specifically on function, grammar, lexis or pronunciation, for example ‘Which of the following verbs does

he use?’

The answers will involve active interpretation of the visual as well as the audio messages. Focusing on gestures, facial

expressions, body language is especially useful when studying functional language.

Follow-up activities:There are many activities that you can do after viewing; here are just a few examples:

Discussion, interpretation, personalisation (e.g. ‘What would you have done?’);

Study of new language;

Role-play the scene;

Inspiration for other work: ‘What did the newspaper say the next day?’ Design the front page;

Write a letter from one character to another;

Plan what they should do next.

Other ideas: Those are the basics. Now if you’re feeling keen, here’s a bag of ideas to liven up the lessons:• Don’t let the students switch off. Cover off the screen and ask questions: Listen to the words/music. What is in the picture?

• In pairs, the above idea becomes an instant communicative activity. … It could lead to drawing and comparison of pictures.

• Switch off the sound: ‘What are they saying?’ Advertisements work beautifully: in pairs imagine and write the script.

And then the two students lip-synch’ it. (Hilarious – try it!)

Ideas for using songs in class (pp. 338-339)

Sample activities

Reading or listening comprehension:

Use the song text as a normal reading or listening text with the

bonus of hearing it sung afterwards (use the lesson ideas in

Chapter 8, Section 1&2).

Listen and discuss:

Get students to listen to the song once or twice, or to a shorter

section. Discuss what happened, reactions, interpretations,

predictions, etc. Printed lyrics can be given out if you wish.

Gapped text:

Give students the lyrics with certain words blanked out. They

have to listen carefully and fill in the missing words. This is,

perhaps, the ‘classic’ way of using song in class!

It’s so common that is it a bit of an ELT cliché. Vary the task

usefully by, for example, using the gaps as a pre-listening

exercise, with students predicting what the missing words are.

Song jumble:

Cut the lyrics up into separate lines, In small groups, students

try to work out the original order. When ready, they listen and

compare their guess with the actual song.

Sing along:

The aim is to learn the tune and get the rhythm well enough

to sing along with the original recording. This can be quite

challenging and requires some careful preparation work on

practising stress and rhythm. And if you have access to a

video machine with a karaoke recording, the possibilies are

limitless.

Compose:

‘Here’s the tune, now you write the lyrics.’ (Again, an

activity that is quite challenging on stress and rhythm.)

Matching pictures:

‘Here are twenty pictures connected with the song. Listen and

put them in the order in which you hear them in the song.’

Action movements:

Listen to one line at a time. For each line, the students invent

a mimed action which they teach each other and then all

perform.

Dictation:

Dictate the chorus or the whole song. Compare with the

recording.

Picture dictation:

Decide on a representative picture of something that happens

in the song. Dictate the information about this picture, a line at

a time, to students who draw their interpretation. By the time

you have finished, a lot of essential lexis and phrases from

the song will have been circulating, and the song should be

not too difficult to follow.

BENEFITS

teach pronunciation with enjoyment and confidence

perfect your own and your students’ pronunciation

integrate pronunciation with all other class activities

OVERVIEW

Sound Foundations is a comprehensive introduction to the English

phonological system and an invaluable resource, whether you

teach dedicated pronunciation lessons or you'd just like to improve

the way you cover pronunciation in your classes.

Adrian Underhill employs a discovery approach - you learn through

physically experiencing how pronunciation works. He also

suggests creative activities you can do in class with your students.

This new edition of the book comes with an Audio CD containing

recordings of the discovery activities.

CONTENTS

Ideas behind the phonemic chart

Key to phonemic symbols

Part 1: Discovery toolkit

Level 1: Sounds in isolationLevel 2: Words in isolationLevel 3: Connected speech

Part 2: Classroom toolkit

Level 1: Sounds in isolationLevel 2: Words in isolationLevel 3: Connected speech

Appendix 1:Further thoughts on using the cassette player, blackboard and pointer

Appendix 2:Phonemic charts for other languages

Audio CD included

ISBN 9781405064101

Sound Foundations

12

Adrian Underhill

On the CD you can hear a demonstration of most of the Discovery activities with instructions from the author

13

www.macmillanenglish.com/methodology

Discovery activity 3: Horizontal tongue position (p. 5)

CommentaryYou probably notice two distinct areas of movement: the movement of the lips from a spread position to a rounded position,

and the movement of the tongue sliding backwards and forwards in the mouth. For the moment it is the tongue movement we

are interested in, and it will help if you try to distinguish between the internal sensations of the tongue and the lip movement.

Classroom activity 25: Finding words with a given sound (p. 150)

Sample activities

This activity and its variations focus on two important fields

of awareness: the similarities and differences in quality

between a phoneme in isolation and the same phoneme

embedded in a variety of words, and beyond that the

relationship between spelling and pronunciation.

1) Point to a vowel sound in the chart and ask your

learners to search their memories and write down words

containing that sound. Give them a short but sufficient time.

Walking round and glancing at ”individuals’ list“ will give you

insight into each person’s own perceptions.

2) Suggestions may be discussed in groups and put in

two columns on the board, one column thought to contain

the given vowel, the other column for any rejects. (Variation:

put them all in one column initially and then discuss each in

turn).

3) The correct column can be practiced aloud to trace the

same sound through a variety of words and spellings. The

words in the other column should also be pointed out on the

chart to clarify which sounds they do in fact contain and to

locate the point of the original confusion.

Variations:

When learners have developed a certain accuracy at

this, you can make it more challenging by pointing out two

or even three sounds, asking learners to make two or three

lists simultaneously.

Another variation is for learners themselves to come

to the chart and choose the sound(s). You can ask them to

select vowel sounds they are unsure of or which they

confuse.

The chart helps you and your learners to clarify and

defuse confusions.

BENEFITS

quick access to activities that will work in your classroom

refresh your repertoire without photocopying and preparation

appreciate the importance of reacting to students’ needs,

as and when they arise

OVERVIEW

This book provides an instant repertoire of practical teaching

ideas. It contains a mix of classroom classics that all teachers

know and love, and new activities at a range of levels from

elementary to upper intermediate.

The clear structure means it is easy to find activities to

supplement your course books, and none of the activities require

any photocopying to be done before the lesson.

CONTENTS

Introduction

Part 1 Conversation: general communication tasks

Part 2 Functions:everyday situational English

Part 3 Grammar:structures practised through fun activities

Part 4 Vocabulary:varied extension and recycling tasks

Index

ISBN 9781405080019

700 Classroom

Activities

14

David Seymour & Maria Popova

15

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A conversation activity you could try with an elementary,

pre-intermediate, or intermediate group Guided story telling (p. 35)

Work in groups of four. Here’s the beginning of a story (write it on the board).

“There was an old lady living in a cottage in the forest with her granddaughter …”

(Write up the next line.)

“One day a young man knocked at the door …”

Agree a description of the young man: who he was, where he was from, why he was calling at the house, etc.

Finish the story, taking turns to add one sentence each. When you have finished, work with a partner from

another group and tell each other your finished story.

A vocabulary activity to practise giving definitions with your

pre-intermediate, intermediate or upper-intermediate students

Love is … (p. 127)

Sample activities

Student A, describe the old lady to the rest of the group.

Student B, describe the granddaughter.

Student C, describe the cottage.

Student D, describe the forest and beyond.

A conversation activity you could try with an elementary,

pre-intermediate, or intermediate group Guided story telling (p. 35)

Work in pairs. I’m going to give each pair a different sentence describing a bad situation. Agree on a sequence of five mistakes

that lead up to the situation and write it down. Swap your list with another pair. Read their sequence and

discuss what the person should or shouldn’t have done at each stage. Write a note of your advice and give it to the pair.

In groups discuss these events, saying what people should have done to avoid them:

The Titanic, World War II, Vietnam, an important event in your country, a current situation in the news

Kevin was given a five-year prison sentence.

The holiday was a complete disaster.

They got divorced as soon as they could.

Jack is living on the street now.

The house is a complete ruin now.

Sharon was given the sack.

John went on to become a street sweeper.

He had to take time off work due to nervous exhaustion.

Work in small groups. Write suitable ends for these definitions:

• Love is ...

• Life is ...

• Religion is ...

• Being old is ...

• Music is ...

• Happiness is ...

• Being young is ...

Read out just your ends and see if the class can guess what they define.

BENEFITS

find, select and adapt texts for language teaching

unpack the hidden messages of texts

evaluate and use learners’ texts in more constructive ways

OVERVIEW

Language, in its natural state, is not isolated sentences: it is text.

As teachers of second language users our top priority is to help

our learners engage with texts. In this witty and incisive book

Scott Thornbury takes discourse apart to show how it is

organised.

Starting with an examination of genre, he goes on to look at how

we structure written and spoken text. Scott shows how these

insights affect our work as language teachers and suggests

practical activities that can be used in the classroom to help

students work with texts.

CONTENTS

Introduction

Part 1: Beyond the sentence

Unlocking textWhat makes a text?Spoken textsTexts in contextClassroom textsLearner texts

Part 2: Classroom activities

Photocopiable task sheets

Reading list and References

ISBN 9781405064071

Beyond the

SentenceIntroducing Discourse Analysis

16

Scott Thornbury

Beyond the Sentence is not only an exceptionally clear and readable entry into the world of discourse analysis, it also succeeds in presenting the subjectin realistic terms as a classroom reality.

English Teaching Matters, Vol 7 2006

“

”

BENEFITS

get insight into the special characteristics, abilities and

attitudes children bring to the classroom

think about how you can learn from children and make use

of this information in planning your teaching and your work

with children

adopt ideas and frameworks for teaching English to young

learners

OVERVIEW

From the author: I have written this book because of my interest

in teaching languages to children. I would like to share with you

something of my own fascination and enjoyment in working with

children. I realised what an amazing capacity they had for

learning and how many abilities they already had which I could

draw on in the classroom.

CONTENTS

Introduction to Children Learning English

Children learning English

Do you like learning English?

Are they the same?

We’ve found our partners, Miss

Who has some good news for today?

Do you need a hand?

Can we do ‘Poker face’ again, Miss?

Why did I do it like this?

What’s your topic?

Can we make a spinner?

Learning to see

How can I be a better language learner?

ISBN 9781405080026

Children Learning

English

Jayne Moon

17

BENEFITS

understand how grammar is learnt

identify the role grammar plays in ‘perfecting’ language

make grammar a dynamic component of your teaching

OVERVIEW

In this book Scott Thornbury examines why it is more useful to

think about how we can 'uncover' the workings of grammar

systems with our students, rather than the traditional assumption

that we need to 'cover' points in a set grammar syllabus.

It provides a wide range of practical activities so that you can

immediately put the ideas to work in your classroom.

CONTENTS

Introduction to Uncovering Grammar

Part 1: Uncovering grammar

Grammar as process

Learning to grammar

Noticing grammar

Emergent grammar

Process teaching

Part 2: Classroom activities

Grammaring tasks

Consciousness-raising tasks

Grammar emergence tasks

ISBN 9781405080064

Uncovering

Grammar

18

Scott Thornbury

BENEFITS

develop both language awareness and language analysis

make your students more sensitive to the language you

are teaching

develop your own understanding of the English language

OVERVIEW

Language is an open system, divergent rather than convergent

in nature. Discover English focuses on a key skill for language

teachers which is needed to deal with this fact: language

analysis.

The authors highlight selected areas of grammar and vocabulary

and provide exercises and commentaries designed to develop

your language analysis skills.

CONTENTS

Unit 1Myths and misconceptions Unit 2Common areas of difficulty Unit 3Vocabulary and vocabulary teaching Unit 4Cohesion

Unit 5Coherence

Unit 6Errors

ISBN 9781405080033

Discover English

Rod Bolitho & Brian Tomlinson

19

BENEFITS

enjoy and value teaching reading

provide an attractive extensive reading programme for your

students

choose or devise effective tasks and activities

OVERVIEW

The general aim for a reading development programme is to

enable students to enjoy (or at least feel comfortable with)

reading in the foreign language, and to read unfamiliar, authentic

texts without any help.

Christine Nuttall suggests practical strategies you can use to help

your students develop their reading competence. It is especially

useful for exam and EAP classes.

CONTENTS

Part One: IntroductoryWhat is reading?Text and discourseApproaching reading in the foreign language classroom

Part Two: Reading skills and strategiesEfficient readingWord attack skillsReading for plain senseUnderstanding discourse

Part Three:Planning and teachingAn extensive reading programmePlanning reading lessonsSelecting textsFormulating QuestionsOther kinds of reading task

The testing of reading

The teacher as reader

ISBN 9781405080057

20

Christine Nuttall

Teaching Reading

Skillsin a foreign language

BENEFITS

obtain basic guidelines and practical information to get the

most out of your teaching practice

increase your awareness of the classroom situation if you are

just starting out; or if you are practising basic classroom skills

in a classroom situation

run a successful teaching practice course if you are a teacher

trainer

OVERVIEW

Teaching Practice is an essential reference for EFL teachers and

teacher trainers on pre-service courses. It takes account of

current methodoloy and is suitable for use on Cambridge CELTA

courses.

CONTENTS

Approaching teaching practice

Managing the class

Managing resources: equipment and teaching aids

Using materials

Developing skills and strategies

Presenting and practising language

Giving feedback to students

Planning lessons

Planning lessons

ISBN 9781405080040

Roger Gower, Diane Phillips and

Steve Walters

21

Teaching PracticeA guide for teachers in training

Brochure ISBN: xxxxxxxxxxxxxxxxxwww.macmillandictionaries.com Brochure ISBN: 9780230039568

Our authorsWho's who in Macmillan Books for Teachers

Adrian UnderhillSeries Editor, Sound Foundations

Barney BarrettBlended Learning

Rod BolithoDiscover English

Maria-Jesus FrigolsUncovering CLIL

Roger GowerTeaching Practice

David MarshUncovering CLIL

Peeter MehistoUncovering CLIL

Jayne MoonChildren Learning English

Christine NuttallTeaching Reading Skills

Diane PhillipsTeaching Practice

Maria Popova700 Classroom Activities

Carol Read500 Activities for the Primary Classroom

Jim ScrivenerLearning Teaching

David Seymour700 Classroom Activities

Pete SharmaBlended Learning

Scott ThornburyAn A-Z of ELT, Beyond the Sentence,

Uncovering Grammar

Brian TomlinsonDiscover English

Steve WaltersTeaching Practice