1. PENNY UR Penny Ur was educated at the universities of Oxfordand Cambridge. She emigrated to Israel in 1967, where she still lives today. She is married with four children and five grandchildren. Penny Ur has thirty years' experience as an English teacher in primary and secondary schools in Israel. She is interested in all aspects of language-teaching methodology, but in particular issues of fluency and accuracy in language teaching and language-learning.

2. A COURSE IN LANGUAGE TEACHING This interesting book provides all the task material, reading and worksheets that you need in order to teach. It also will give you additional guidance and information to help you use the material effectively. Strategies, advices and activities to develop the different skills in English Teaching.

3. It offers us the opportunity to have critical reflections on the tasks and to share and discuss with other members about the different contents. “A course in Language Teaching” eases the acquisition of the material that the author recommends to use in English classes.

4. In this book you will finddifferent activities to work on: Tests Teaching pronunciation Teaching vocabulary Teaching grammar Topics, situations, notions and functions. Teaching speaking Teaching reading Teaching writing The syllabus Materials LessonPlanning Classroom interaction Classroom discipline Younger and olderlearners Largeheterogeneous classes A COURSE IN LANGUAGE TEACHING

5. REASONS FOR TESTING Give the teacher information about where the students are at the moment, to help decide what to teach next. Give the students information about what they know. Motivate students to learn or review specific material. Provide students with a sense of achievement and progress in their learning.

6. WAYS OF PRESENTING THE MEANING OF NEW ITEMS Concise definition. Detailed description. Examples. Illustration (picture, object) Demonstration (acting, mime) Synonyms Opposites Translation

7. SOME IDEAS FOR PRESENTING NEW TOPICS FOR SITUATION Write the name of the topics in the middle of the board and invite the class to brainstorm all the associated words they can think of. Write the name of the topic in the middle of the board and ask the class what they know about it. Give the title of a text and invite the class to write down sentences or expressions they expect will occur within it. Present a text and ask for an appropriate title. Teach a selection of words and expressions and ask the class what they think the situation or topic is.

8. TEACHING SPEAKING Dialogues Plays Simulations Role Play Discussion Debate TEACHING READING When we read a text, we need to perceive and decode letters in order to read words; to understand all the words in order to understand the meaning of the text. Through reading, we gather meaning from what we read; our understanding of a text comes from understanding the words of which it is composed

9. TEACHING PRONUNCIATION Imitation of teacher or record model of sounds, words and sentences. Recording of learner speech, contrasted with native model. Imitation drills: repetition of sounds, words, and sentences. Tongue twisters. Self-correction through listening to recordings of own speech.

10. SOME TEXBOOK WRITING ACTIVITIES Write a report of a book you have just read. Write a narrative based on a picture or a series of pictures. Describe an occasion when you where disappointed or afraid, surprised… Look at the window and describe the view you see. Write an answer to a given letter of complaint. Imagine your ideal school. Describe it. Describe someone you know very well.

11. MATERIALS A set of computers A set of references books for the teacher. A number of overhead projector and slide projectors. Video equipment Several cassette recorders with accompanying earphones. A wide variety of posters and sets of colored pictures, plus board and card games for language learning. A library of simplified readers in the target language.

12. INTERACTION PATTERNS Group work Closed-ended teacher questioning: Individual work: Choral responses Student initiates, teacher answers: Full-class interaction: Teacher talk: Self-access:

13. REASONS FOR QUESTIONING Toprovide a modelforlanguageorthinking. Tocheckor test understanding, knowledgeorskill. Todirectattentiontothetopicbeinglearned Togetlearnerstoreview and practicepreviouslylearnt material. Tocommunicatetolearnersthattheteacherisgenuinelyinterested in whattheythink.

14. DISCIPLINE slogan: prevention is bettern than cure slogan: Do something slogan: Act quickly - don´t argue

15. YOUNGER AND OLDER LEARNERS Younger children learn languages better than older ones. Foreign language learning in school should be started at as early an age as possible. Children and adult learn languages basically in the same way. Adults have a longer concentration span than children. It is easier to interest and motivate children than adults. THREE VARY IMPORATNT SOURCES OF INTEREST FOR CHILDREN IN THE CLASSROOM ARE: PICTURES, STORIES AND GAMES.

16. HETEROGENEOUS CLASS In a heterogeneous class some problems can occur. For example: Discipline Correcting written assignments, Interest, Effective learning Materials Individual awareness Participation.

17. WHAT WE LIKED THE MOST ABOUT THE BOOK “TEACHING SPEAKING” It is a very important module that certainly will help us in English teaching. This module Contains activities that incite students to speak spontaneously about situations. At the end of the book there are short but interesting activities to be implemented in the classroom.

18. USEFULNESS Tooffer variety totheclass. Implementation of new strategies for English teaching; to make english classes fascinating. To be critical, responsible and conscious in our role of teacher. To be creative, resourceful and autonomous. To reflect on our way of teaching. This book invites us to give opinions, agreements and disagreements. Advices to face situations in English Language Teaching. To value teacher`s labor.

19. ACTIVITIES TEACHING VOCABULARY Which of the prefixes in column A can combine with which of the words in column B. Write out the complete words. A B OVER HUMAN TRANS NATIONAL SUPER FLOW DIS FORM INTER INFECT Choose the letter of the item which is the nearest in meaning to the word in bracket. He was (reluctant) to answer A)Unprepared C) refusing B) unwilling D) slow

20. Choose the letter of the definition which comes closet in meaning to the word elated Ready and willing Tense and excited Tending to talk aloud In high spirit Complete the passage using the words from the list. Area, century, pirates, government, regularly, South. In the seventh ________ Spanish ships sailed ________ to Central and ________ America to fetch gold for the Spanish ____________. The ships were often attacked by _______, who infested the Spanish Main (the sea _______ north-east of Central and South America)

21. TEACHING GRAMMAR Type 1: Controlled drills: learners produce examples of the structure; these examples are, however, predetermined by the teacher or the textbook and have to conform to very clear, closed-ended cues. Example: John drinks tea but he doesn’t drink coffee Like: ice cream/cake Speak: Spanish/Italian Enjoy: playing football/playing chess

22. TEACHING SPEAKING PICRTURES DIFFERENCES The students are in pairs; each member of the pairs have a different picture (either A or B).Without showing other their picture they have to find out what the differences are between them. (There are eleven).

23. TEAHING READING Criticizing reading materials:In Boxes 10.12.1 are five examples of texts in English for intermediate to advanced readers. The first three are accompanied by tasks; the last two are not. What would be your comments on the first three? And can you design your tasks for others?

24. TEACHING WRITING Some textbook writing activities: Write a report of a book you have just read. Write a narrative based on a picture or a series of pictures. Describe an occasion when you where disappointed or afraid, surprised… Look art the window and describe the view you see. Write an answer to a given letter of complaint. Imagine your ideal school. Describe it. Describe someone you know very well.

25. As adultswe appreciate howgreatteachersinfluenced our lives! (PearsonLongman) “The most important teacher is the personwhomakesyou feel like the most important student” (Marleny Aguirre-Univ. Pedagògica- Bogotà) “A motivating teacher can count on neverbeingforgotten” Omar Marín-Centro Combo Americano Pereira

26. REFERENCES