导读 F5

Acknowledgments F22

Part One Introduction

Observation as a learning tool 1

Who is this book for? 2

Why a book on observation? 7

How the tasks are organised 16

How to use the tasks 17

A word of caution 26

Part Two The tasks

1 The learner 28

1.1 Attending to the learner 28

1.2 Learner motivation 31

1.3 The learner as doer 34

1.4 Learner level 36

1.5 The learner as cultural being 40

2 Language 43

2.1 The teacher’ s meta - language 43

2.2 The language of questions 46

2.3 The language of feedback to error 49

2.4 Language echoes 52

2.5 Language as the negotiation of meaning Learning 54

3 Learning 58

3.1 The learning environment 58

3.2 Checking learning 62

3.3 Learning and teaching compared 65

3.4 Learning aims 67

3.5 Lexis and learning 71

4 The Lesson 74

4.1 Lesson planning 74

4.2 Openings and closures 78

4.3 Lesson phases and transitions 81

4.4 Grammar as lesson content 85

4.5 Lesson breakdowns 87

5 Teaching skills and strategies 91

5.1 Presenting 91

5.2 Eliciting : teacher prompts 94

5.3 Eliciting : teacher responses 96

5.4 Giving instructions 99

5.5 Managing error 103

6 Classroom management 106

6.1 Managing classroom communication 106

6.2 Managing pair and group work 109

6.3 Teaching and learning roles 113

6.4 Timing and pace 116

6.5 Classroom power 119

7 Materials and resources 122

7.1 The board as resource 122

7.2 The learner as resource 124

7.3 ‘Whole – learner’ materials 126

7.4 Task analysis 129

7.5 Task design and evaluation 132

Bibliography 136

Task index 139

Index 141