Oxford Handbooks for Language Teachers: Success in English Teaching by Paul DaviesOxford Handbooks for Language Teachers: Success in English Teaching by Paul Davies

Oxford Handbooks for Language Teachers: Success in English Teaching

byPaul Davies, Eric Pearse

Paperback | May 15, 2000

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A comprehensive and readable introduction to teaching English. Clear and jargon-free, it is easy to follow and suitable for initial teacher training, but also provides guidance and fresh ideas for more experienced teachers. It offers realistic ways of achieving success even with large classesand few resources.
Paul Davies graduated from Trinity College, Dublin, Ireland. He taught English at the British Council in Madrid from 1963- 1965. From 1967- 1972 he taught English in Mexico. In 1973, he received an MA in Linguistics from the University of Reading. He returned to Mexico to teach English and now works for the British Council in Mexico...
Title:Oxford Handbooks for Language Teachers: Success in English TeachingFormat:PaperbackDimensions:236 pages, 9.65 × 6.5 × 0.55 inPublished:May 15, 2000Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0194421716

ISBN - 13:9780194421713

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Table of Contents

Introduction1. A general approach to teaching EnglishIntroductionRecognizing success in teaching EnglishTeachers and teachingCo-ordination of English language departmentsEstablishing goals and objectives in teaching EnglishVariations in course goalsCommunication first and lastEnglish as the main classroom languageRoutine communicative activitiesA general model of English teachingCreating conditions for learningLearner participationMotivationSummaryProject2. Presenting new language itemsIntroductionNew items in an English language courseWhat you need to know about new itemsFunctional-grammatical itemsPresenting new functional-grammatical itemsTeaching analysis and planningPresentation proceduresCoursebook materialThe place of writing in presentationWriting for clarification and consolidationFrom presentation to practiceSummaryProject3. Organizing language practiceIntroductionThe difference between accuracy and fluency practicePractice and communicationOral accuracy practiceLanguage patterns and substitutionAccuracy practice and communicationInformation gapsElicitation in accuracy practiceInteractionsTopics and activitiesOral fluency practiceTypes of fluency activityFeedback and correction in oral practiceFeedback and correction in accuracy workFeedback and correction in fluency workWritten practiceSummaryProject4. Handling vocabularyIntroductionVocabulary in language teaching and learningDealing with new vocabularyMeaning and use in communicationPronunciation and spellingGrammarWorking on vocabularyRemedial workSummaryProject5. Developing spoken communication skillsIntroductionCommunicationCommunication outside the classroomCommunication in the classroomThe four skillsListeningClassroom listeningRecorded textsSpeakingClassroom speakingSpeaking activitiesSummaryProject6. Developing written communication skillsIntroductionSpoken and written languageReading comprehensionWays of readingReading activitiesReading outside the classroomWritingWriting activitiesIntegrating skillsSummaryProject7. Review and remedial workIntroductionThe need for review and remedial workThe language learning processInput, imitation, and cognitive hypothesesSubconscious and conscious processesErrors and learningPedagogical and natural syllabusesVariablesImplications for review and remedial workReview activitiesRemedial workPersonalized remedial workSummaryProject8. Planning and managing classesIntroductionLong-term planningThe course syllabusSyllabus unitsShort-term planningWork plansLesson planningClass managementGetting attention and participationGiving and checking instructionsManaging pair and groupworkTeacher and learner rolesDisciplineDifferent teaching situationsChildren's coursesLarge groupsSummaryProject9. Working with a coursebookIntroductionWays of using a coursebookWhat coursebooks can offerThe syllabusLanguage presentation materialLanguage practice materialSkills development materialA sequence of workRecycling and review of languageAdditional materialWhat a coursebook cannot providePreparing to use a new coursebookExploiting a coursebookUsing language presentation materialUsing language practice materialUsing skills development materialUsing review and clarification materialLesson planning around coursebook materialChoosing a coursebookSummaryProject10. Teaching aids and materialsIntroductionDifferent teaching contextsUsing the boardWriting and general organizationBoard drawingDesigning and using prepared visual materialsWall-chartsCue-cardsReal and imaginary objectsRealiaMime and gestureAudio-cassettesMaterials and activitiesVideoSelecting materialSummaryProject11. Testing and evaluationIntroductionTeaching, testing, and evaluationTeaching and testingTesting and evaluationBasic aspects of testingTypes of testValidity and reliabilityBalancing validity and reliabilityWriting and evaluating achievement testsComparing testsTest exercises and tasksImproving testsEvaluating learning, teaching, and coursesEvaluating learningEvaluating teachingEvaluating coursesSummaryProject12. Development in teaching EnglishIntroductionTeachers and ways of teachingApproach and methodA survey of approaches and methodsThe Grammar-translation MethodThe Direct MethodSituational Language TeachingThe Audiolingual Method

Editorial Reviews

'I would strongly recommend this book for any new teacher as well as for experienced teacher trainers.' - English Language Teaching News