Acknowledgements

Introduction to the Reader

1 THE RAW MATERIAL: LANGUAGE KNOWLEDGE

THE EL IN ELT

SUBSTANCE

THE STUFF OF LANGUAGE

SOUNDS

INTONATION

WRITING

FORM

WORDS

GRAMMAR

LEXICOGRAMMAR

MEANING

HEALTH, SAFETY, AND DINOSAURS

WHAT DO YOU MEAN?

COMPLETING THE LANGUAGE PUZZLE

THE DISCOURSE PROCESS

DISCOURSE IN THE CLASSROOM

TEMPLATES AND GENRES

WRITING, SPEAKING, OR BOTH AT ONCE?

ENGLISH IN THE WORLD

FROM VARIATION TO VARIETIES

ACCENTS AND DIALECTS

THEN WHAT?

FURTHER READING

2 LANGUAGE SKILLS

KNOWLEDGE AND SKILL

THE COMMUNICATION MATRIX

LISTENING

A STREAM OF SOUND

BEFORE, DURING, AND AFTER

TALKING BACK

BOX-TICKING

THE TWO-SIDED COIN

WHOSE VOICE?

SPEAKING

GO WITH THE FLOW

TELL ME

WHO'S LISTENING?

MIND THE GAP

THINGS TO CONSIDER

READING

WHY READ?

STRATEGIES

TEXTS: EASY OR HARD?

TEXTS: KEEP IT SIMPLE?

WRITING

PENS AND KEYBOARDS

TIME DELAY

AUDIENCE DESIGN

PRODUCT AND PROCESS

THE FIFTH SKILL

FURTHER READING

3 THE MAIN ACTORS: LEARNERS AND LEARNING

WHO ARE OUR LEANERS?

AN EARLY START

NATALIA THE COMMUNICATOR

SCHOOL AND PEERS

IN AT THE DEEP END

GROWING UP

CLIL

THE TEENS

ADULT LEARNERS

PATHWAYS

A BUSY LIFE

NATALIA'S MOTHER

THE THIRD AGE

LEVELS AND LABELS

EFL? ESL?

MORE PATHWAYS

MOVING THROUGH ABC

CAN-DO AND CORPORA

HOW DOES IT HAPPEN?

ACQUISITION

ALL IN THE MIND?

SLA: HAPPENING OR DOING?

LANGUAGE OUT THERE

A SOCIO-CULTURAL ANGLE

CONCLUSION

FURTHER READING

4 SYLLABUSES, MATERIALS, METHODS

ORGANISING LEARNING

CURRICULUM AND SYLLABUS

ORGANISING A SYLLABUS

GRAMMAR AT THE CENTRE

VOCABULARY

THE LEXICAL SYLLABUS

TAKEN TO TASK

TASKS TO THE FORE

A MIXED GRILL

MATERIALS

MATERIAL ISSUES

ARE THEY REAL?

DO THEY WORK?

METHODOLOGY

FASHIONS COME AND GO

WHAT LIES BEYOND?

FURTHER READING

5 BEING A TEACHER

ORGANISING YOUR WORK

THE CLASSROOM

PLANNING THE LESSON

CLASSROOM MANAGEMENT

YOU AND YOUR COLLEAGUES

NATIVE AND EXPERT USERS

OBSERVATION

YOU AND YOUR STUDENTS

THE HUMAN FACTOR

INTELLIGENCE

POWER, ROLES, RELATIONSHIPS

IDENTITIES

WE ARE WHAT WE SAY

JUST YOU AND ME

DOING LANGUAGE TEACHING

SO FAR

PPP? III? TBL? PLEASE NOTICE

ERROR CORRECTION

GRAMMAR IN THE CLASSROOM

SIMPLICITY TO COMPLEXITY

POWER OF THE -ING FORM

VOCABULARY: IN THE MIND AND IN USE

GETTING TO THE CORE

REALISTIC GOALS

ALL IN THE MIND

PRONUNCIATION

WHOSE PRONUNCIATION?

INTONATION PLUS PRONUNCIATION

CONCLUSION

FURTHER READING

6 CLASSROOM INTERACTION

INTERACTING

TALKING THE TALK

EASY AS 1, 2, 3

SETT: SELF EVALUATION OF TEACHER TALK

MANAGERIAL MODE

MATERIALS MODE

SKILLS AND SYSTEMS MODE

CLASSROOM CONTEXT MODE

COULD DO BETTER (CIC)

CONCLUSION

FURTHER READING

7 LEARNING HOW TO DO IT: TEACHER EDUCATION

ELTE PATHWAYS

WHAT TEACHERS SAY

GETTING STARTED: PRESET

CELTA

BY DEGREES: BA AND MA

GAINING ENTRY

KEEPING GOING: INSET

DELTA

PROFESSIONAL DEVELOPMENT 'IN THE WILD'

THINKING IT THROUGH

A WAY FORWARD?

WHERE'S THE EVIDENCE?

IT'S GOOD TO TALK

THE RIGHT TOOLS FOR THE JOB

STIMULATED RECALL

ENHANCING SETT: SETTVEO

FURTHER READING

8TECHNOLOGY IN AND OUT OF THE CLASSROOM

OUT WITH THE OLD, IN WITH THE NEW

CORPORA

LOOKING AT LANGUAGE

CORPORA, TEACHERS, AND LEARNERS

ELT ONLINE

TECHNOLOGICAL COMPETENCIES

MANAGEMENT COMPETENCIES

TEACHER INTERACTIONAL COMPETENCIES

TAMING THE WILDERNESS

MOBILE LEARNING

SCREENING MATERIALS

LET THE MACHINE DECIDE?

AUTOMATED ASSESSMENT

INTERACTION AND THE BOT

THE JOURNEY AHEAD

FURTHER READING

Glossary of Key Terms

References

Index