Efnisyfirlit

• Teaching English as a Foreign Language For Dummies
• About the Author
• Dedication
• Author’s Acknowledgements
• Contents at a Glance
• Table of Contents
• Introduction
  • About This Book
  • Conventions Used in This Book
  • Foolish Assumptions
  • How This Book Is Organised
    • Part I: Getting Started In TEFL
    • Part II: Putting Your Lesson Together
    • Part III: How to Teach Skills Classes
    • Part IV: The Grammar You Need to Know – and How to Teach It
    • Part V: What Kind of Class Will I Have?
    • Part VI: The Part of Tens
  • Icons Used in This Book
  • Where to Go from Here
• Part I Getting Started in TEFL
  • Chapter 1 Discovering the Wonderful World of TEFL
    • Understanding Why English
    • Looking at the TEFL Marketplace
      • Considering countries – both home and abroad
      • Changing with the seasons
      • Teaching trends
    • Getting Out There
      • Preparing to leave town
      • Setting up elsewhere
    • Thinking About a Stint or a Life in TEFL
      • Filling gap years and career breaks
      • Planning a new life
      • Addressing some qualms
  • Chapter 2 Looking at What TEFL Teachers Actually Do
    • Answering Common Questions
      • Can I teach English without knowing the students’ language?
      • Do I have to translate?
      • Will the students be children?
      • Do I have to know all the grammar in the English language?
      • Can I teach without a degree and formal qualifications?
      • I hated language lessons at school. Will the job be like that?
      • Are there lots of books and exercises for students to work through?
      • What kind of person makes an ideal TEFL teacher?
      • Does it matter that I’m not a native speaker?
      • How many students will I have?
      • Is it okay if I don’t ‘talk posh’?
      • Will the students like me?
      • How will I know what to do?
    • Talking to Students and So Much More – Teaching Basics
      • Teaching the easier words first
      • Focusing on the most useful words
      • Giving students room to talk
      • Keeping things relevant
    • Recognising What Your Students Want from You
  • Chapter 3 Examining Courses, Qualifications and Jobs
    • Teaching the Teacher
      • Finding your level
      • Being an unqualified teacher
      • Getting initiated
      • Becoming a qualified teacher
    • Getting on Course
      • Entering introductory courses
      • Signing up for a certificate course
      • Keeping your distance
      • Going for a diploma course
      • Staying in for in-house training
    • Banking on Salaries
    • Finding Work
• Part II Putting Your Lesson Together
  • Chapter 4 Starting from the Beginning: Planning the Lesson
    • Deciding What to Teach
      • Beginner
      • Elementary
      • Pre-intermediate
      • Intermediate
      • Upper-intermediate
      • Advanced
      • Proficiency
    • Keeping Things Relevant
    • Getting into Grading
    • Setting Aims and Objectives
    • Getting Your Timing Down and Planning for Interaction
    • Assembling Presentation, Practice and Production
      • Introducing the point
      • Analysing the point
      • Trialling the language
      • Giving your students free practice
    • Stepping Out of the Spotlight to Let Your Students Shine
  • Chapter 5 Standing in the Spotlight: Presenting to the Class
    • Eliciting Answers – Ask, Don’t Tell!
    • Creating Interest with Visual Aids
      • Showing and telling – pictures and objects
      • Travelling along timelines and tenses
      • Using the board effectively
    • Doing Concept Checks
    • Introducing Vocabulary
      • Sharing function and connotation
      • Fish and . . . ? Teaching vocabulary in chunks
      • All right mate! Teaching poshwords and slang
      • Talking about words that mean the same and opposites – synonyms and antonyms
    • Presenting Grammar
  • Chapter 6 Holding the Reins and Letting Them Loose – Giving Students Practice
    • Practising New Words
      • Practising with the whole class first
      • Practising alone
      • Practising in pairs
      • Practising in groups
    • Moving to the Production Stage
      • Writing and speaking
      • Role-playing in pairs
      • Getting dramatic in groups
    • Giving Instructions
    • Putting Students into Pairs and Groups
    • Trying Out Practice and Production Activities
      • Writing a blurb
      • Doing class surveys and reports
      • Playing Mastermind
      • Producing predictions
  • Chapter 7 Giving Correction and Feedback
    • Knowing What to Correct and When
      • Judging accuracy, timing and value
      • Exploring the nature of the error
    • Letting Your Fingers Do the Talking
      • Using your hands
      • Teaching with body language
    • Leading to Self Correction
      • Progressing by prompting
      • Examining echoing
    • Encouraging Peer Correction
    • Scheduling Class Feedback
    • Wielding Your Red Pen
      • Marking with correction codes
      • Choosing written errors to work with
      • Marking criteria
      • Praising the good bits
    • Exposing Progress
  • Chapter 8 Being Materialistic! Using Course Books and Other Materials
    • Wasting No Time Reinventing the Wheel
    • Listing Popular Course Books and Published Resources
      • Going for general English books
      • Imparting business English
      • Starting off younger learners
    • Adapting Your Course Book
      • Catering to a class of mixed ability
      • Dealing with mixed age groups
      • Setting tasks
    • Making Use of Authentic Materials
    • Designing Your Own Materials
    • Using What’s at Hand
  • Chapter 9 Who’s The Boss around Here? Managing Your Classroom
    • Running Your Classes Effectively
    • Organising Your Classroom
      • Considering basic equipment
      • Arranging the room
    • Establishing Classroom Rules
    • Keeping Order
    • Troubleshooting
      • Dealing with disruptive students
      • Handling a lack of participation
      • Attending to poor attendance
• Part III Teaching Skills Classes
  • Chapter 10 Taken as Read: Teaching Reading Lessons
    • Choosing a Text
      • Starting with the ABCs
      • Reading whole words
      • Graduating from words to sentences with the help of punctuation
      • Looking at length
      • Judging interest and relevance
    • Working with the Text
      • Getting ready to read: Pre-reading tasks
      • Finding your way around
      • Getting the gist
      • Getting down to the nitty-gritty
      • Predicting
      • Summarising
    • Handling Vocabulary
      • Before you set off
      • Along the way
      • Try another route
    • Working on Skills Associated with Reading
      • Including reading-related skills
      • Doing more than reading
    • Reading Case Study
  • Chapter 11 Write or Wrong? Teaching Writing Lessons
    • Putting Pen to Paper
      • Paying attention to basic writing skills
      • Completing sentences
      • Moving on to paragraphs
    • Structuring a Writing Lesson
      • Energising the class with pre-writing tasks
      • Setting the writing task and explaining the stages
    • Registering the Right Degree of Formality
    • Writing Case Study
  • Chapter 12 What Accent? Teaching Pronunciation
    • Repeat after Me
      • Repeating first
      • Repeating as a class and individually
    • Using Phonology: Sound and Spelling
      • Getting to know the 44 key sounds of English
      • Using phonemes in class
    • Adding Emphasis to Words and Syllables
      • Impotent or important? Placing emphasison syllables
      • Emphasising words
    • Improving Fluency through Pronunciation
    • Watch Your Tone! – Intonation
  • Chapter 13 Setting Their Tongues Wagging: Speaking and Discussion
    • Getting Students Talking
      • Warming up
      • Talking about communicative activities
    • How About You? Extending Conversations
      • Helping students depart from the script
      • Following up
    • In My Opinion – Agreeing, Disagreeing and Negotiating
      • Expressing an opinion
      • Interjecting, rephrasing and summing up
    • Planning a Discussion Lesson
      • Choosing the right topic
      • Creating structure in the discussion
      • Paying attention without taking over
  • Chapter 14 In One Ear, Out the Other: Learning To Listen
    • Structuring Your Lesson
    • Choosing a Listening Activity
      • Finding material from the real world
      • Choosing the material from course books
      • Using CDs and DVDs for authentic listening
    • Whetting Students’ Appetites
      • Motivating students to listen
      • Running through some pre-listening tasks
    • Come Again? Repeating the Text
      • Listening for the basic idea
      • Listening for detail
    • Planning Follow-Up Activities
• Part IV The Grammar You Need to Know – and How to Teach It
  • Chapter 15 Stop Press! Student to Deliver Sentence
    • Starting with the Basics: Subjects, Verbs and Objects
      • Thinking about subjects
      • Activating verbs
      • Acting on the object
    • Proposing Prepositions
    • Introducing Articles
      • Using the indefinite a/an
      • Getting specific with ‘the’
      • Foregoing the article altogether
    • Describing Adjectives and Adverbs
      • Sprucing up a noun with an adjective
      • Expanding on verbs with adverbs
    • Connecting with Conjunctions
      • Differentiating conjunctions
      • Weaving conjunctions into writing and speaking
  • Chapter 16 Feeling Tense? Sorting Out Verb Tenses
    • I Speak, I Spoke, I’ve Spoken: Identifying the Tenses
    • Beginning with the Present Simple
    • Staying Continuously in the Present
    • Going Back to the Past, Simply
    • Remembering a Moment in the Past
    • Presenting the Present Perfect Simple
      • Sharing experiences
      • Continuing from the past until the present
      • Anticipating expectations
      • Noting recent changes
    • Acting in the Present Perfect Continuous
      • Moving from the past until the present
      • Showing recent changes
    • Getting to the Past Perfect Simple
      • Seeing the structure
      • Plotting a timeline
    • Focusing on the Past Perfect Continuous
    • Expressing the Future
      • Doing the future simple
      • Going into the future continuous
      • Getting to the future perfect
      • Looking forward to the future perfect continuous
      • Talking about ‘To be going to’
  • Chapter 17 Exploring More Important Verb Structures
    • Knowing Your Modals
      • Identifying modal verbs
      • Comparing the modal verbs and what they do
    • Sorting Out Phrasal Verbs
      • Following the rules about separable and inseparable phrasals
      • Teaching phrasal verbs
    • If I Were You . . . Conditional Structures
      • Being general: The zero conditional
      • Depending on the possible: The first conditional
      • Imagining the second conditional
      • Reviewing the past with the third conditional
• Part V What Kind of Class Will I Have?
  • Chapter 18 Putting Students to the Test
    • Testing Early to Discover Your Students’ Needs
      • Having them test themselves
      • Assigning levels through placement tests
      • Testing for proficiency
    • Testing to Establish the Best Course
      • Testing progress
      • Testing achievement
    • Marking Tests
    • Looking at Alternatives to Testing
  • Chapter 19 Getting Specific: Teaching Just One Student and Business English
    • Evaluating One-to-Ones
      • Listing pros and cons for the student
      • Talking pros and cons for the teacher
      • Planning and teaching a one-to-one lesson
    • Working at Teaching Business English
  • Chapter 20 Getting Youth on Your Side: Coping with Younger Learners
    • Teaching Kids’ Classes – Dream or Nightmare?
      • Looking at how little ones learn
      • Sorting out what young learners need
    • Imagining Once Upon a Time
      • Getting the grammar
      • Expanding vocabulary
    • TEFL Tiddlywinks: Using Games to Teach
      • Adapting real games
      • Using games from course books
    • Tuning-In to Songs and Nursery Rhymes
      • Choosing the right song
      • Teaching your class to sing
    • Keeping Teenagers Interested
      • Intriguing students with international English
      • Spelling out abbreviations
      • Playing Kim’s game
      • Offering advice with problem pages
  • Chapter 21 Making the Grade: Handling Exam Classes
    • Exploring University Entrance Exams
      • IELTS (International English Language Testing System)
      • TOEFL (Test of English as a Foreign Language)
    • Going for More General English Exams
      • Cambridge ESOL (English for Speakers of Other Languages) exams
      • Other exams
    • Sharpening Study Skills and Exam Techniques
      • Writing especially for exams
      • Reading for exams
      • Speaking in exams
      • Listening in exams
    • Teaching Exam Classes
      • Organising your course
      • Using English exam papers: Teaching what sounds ‘English’
  • Chapter 22 Distinguishing Monolingual and Multi-lingual Classes
    • Speaking the Same: Monolingual Classes
      • Predicting errors
      • Using the students’ language
      • Pointing out the pitfalls of monolingual classes
      • Creating an ‘English’ environment
    • Diversifying with Multi-lingual Classes
      • Building rapport
      • Managing learning
      • Going beyond language: Teaching culture
    • Applying Case Studies
      • The English class in Italy
      • The English class in London
• Part VI The Part of Tens
  • Chapter 23 Ten Ways to Liven Up an English Lesson
    • Bring in Real-World Objects
    • Step Outside the Classroom
    • Browse the Net
    • Start a Project
    • Let the Students Teach
    • Starting Out with ‘Once Upon a Time’
    • Open Up Your Life
    • Move Around
    • Play a Game
    • Get Musical
  • Chapter 24 Ten Great Resources for TEFL Teachers
    • Making the Most of EFL Reference Books
      • A grammar reference to fall back on
      • A book with grammar lessons to save the day
    • Looking It Up! Making Use of the Dictionary
    • Browsing Websites
      • Finding work
      • Planning lessons
    • Reading the English Language Gazette
    • Attending Professional Seminars
    • Getting Your Hands on Real Stuff
      • Maps
      • Newspapers and magazines
      • Personal memorabilia
    • Playing Board Games
    • Roping in Friends and Family
    • Pointing to Charts and Posters
• Appendix A Lesson Plan Templates
  • PPP Lessons
  • Skills Lessons
  • Needs Analysis
  • Observing Lessons
• Appendix B TEFL Locations around the World
  • Brazil
  • China
  • Italy
  • Japan
  • Poland
  • Russia
  • Saudi Arabia
  • South Korea
  • Spain
  • Turkey
  • Vietnam
• Index
• Advert

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu