01 English Pronunciation and Listening to Spoken English
- Why learn or teach phonology?
- Priorities and materials for phonology and phonetics
- British English consonant sounds – final blends & assimilation
- British English vowel sounds – monophthongs
- British English vowel sounds – diphthongs
- Specifying the priorities for pronunciation teaching
- Teaching intonation, rhythm and stress
- Speech versus written English
- Listening to spoken English: techniques for L2 learners
- Should spoken English be the principal objective in language learning?
- Idiom, cliché, jargon, slang, phoneme, allophone, redundancy
- Crossword: Pronunciation 1 — paper | interactive
- Crossword: Pronunciation 2 — paper | interactive
02 Syntax & Semantics
- Ways of presenting grammar
- Short texts for production and grammar presentation
- Dialogues for grammar presentation or conversation facilitation
- Uses of the Present Perfect Tense
- Grammar content of FCE course books (1979–1987)
- Key developments in teaching English vocabulary
- Books for learning and teaching vocabulary
- Concordancers and corpora in vocabulary learning
- Choosing a dictionary for language learning
- Occupational varieties of English
- Specialist dictionaries and companion workbooks
- Crossword: Grammar — paper | interactive
03 History and Practice of TESL / TEFL Methods
04 Language Acquisition Forum
05 Principles of Syllabus and Course Design
06 Methods of Testing and Assessment
- Language testing objectives
- Objectives of test types
- Discrete-point vs integrative tests
- Subjective and objective testing
- Standardized tests
- Efficient test design
- Item analysis
- Assessing communication in L2
- Norm-referenced vs criterion-referenced tests
- Test reliability and validity
- Crossword: Testing — paper | interactive
07 Developing a Placement Test
08 Multiple Choice Placement Test
09 Reading in the Second Language Class
- Reading vs text study
- Classroom reading skills
- ESP reading objectives
- EAP reading objectives
- Crossword: Reading — paper | interactive
10 Writing in the Second Language Class
11 Learner Independence and Autonomy
Robert o'Neill
I am indebted to Robert O'Neill for giving me permission to use his excellent articles on Language Acquisition. It is with great sadness that I learnt recently of Robert's death. He died on 29th July 2014 at the age of 81. Both Robert and Julian Dakin (for whom Robert also had great regard) were hugely influential in their approaches and ideas which live on in their writing. I had the great fortune to work at The English Language Centre Hove over a period of 18 years where Robert had his office and contributed generously to teacher training and development. He will be greatly missed in many quarters.