Learner-Based Teaching

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Colin Campbell. Learner-Based Teaching

Acknowledgements

The authors and series editor

Foreword

Introduction

1 Grammar exercises and drills

1.1 Decisions

1.2 From ‘a’ to ‘the’

1.3 I know what my teacher has done

1.4 Random comparisons

1.5 Character building

1.6 My country/district

1.7 Controversial questions

1.8 The wonderful world of inventions

1.9 Is that right?

1.10 My grammar problem

2 Vocabulary

2.1 Dr Jekyll and Mr Hyde

2.2 Beat the expert

2.3 Telephone numbers

2.4 Make your own picture dictionary

2.5 Finish my family tree

2.6 Random phrasal verbs

2.7 The merry alphabet

2.8 What shall we eat?

2.9 What’s gone?

2.10 Five favourite words

3 Integrated skills

3.1 The Daily Gutter

3.2 Start your own business

3.3 Draw the simple present

3.4 Invent your own country

3.5 Robots

3.6 Job interviews

3.7 School reports

3.8 Holiday precautions

3.9 Do you recognize your home?

3.10 Arguments

4 Writing

4.1 Dictionary of …

4.2 The shortest review

4.3 What would you like to know?

4.4 What’s the news today?

4.5 How much do we really know?

4.6 Whose life?

4.7 My great-, great-, great- …

4.8 The review of the decade

4.9 Fictional agony column

4.10 Number poetry

5 Translation

5.1 Telephone call

5.2 My favourite numbers and dates

5.3 My story?

5.4 What is your text about?

5.5 How long will you manage?

5.6 Silent conversation

5.7 Home becomes England

5.8 Chinese whispers

5.9 Collective cultural consciousness

5.10 Do you know this song?

6 Games

6.1 Mastermind

6.2 Presents

6.3 Drawing prepositions

6.4 Irregular verbs match

6.5 Effective shopping

6.6 Travel quiz

6.7 The ‘why’ game

6.8 The chat show

6.9 Tennis

6.10 Invent a game

7 Exam preparation

7.1 Ideal classroom

7.2 Our dialogue

7.3 What’s in the picture?

7.4 What do you mean?

7.5 We test you, you test us

7.6 Letters

7.7 Listening comprehension

7.8 Cloze test

7.9 Contextualizing the question

7.10 Word building

8 How to think learner-based teaching

8.1 Teacher-based learning

8.2 Planning a lesson: 1

8.3 Planning a lesson: 2

Introducing learner-based teaching into your classroom

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We would like to thank the people from whom we have learned so much: all our students and colleagues everywhere, but especially those at the English Language Centre at the University of Gdansk who willingly participated in the activities and tried out the ideas and who allowed us to include their materials as sample products; and teacher trainers we have met, both in the United Kingdom and in Poland, and the authors of books from which we have also learned. We owe a lot to the following people whose work has inspired us: Mario Rinvolucri, John Morgan, Chris Sion, Alan Maley, and Alan Duff, among others.

We also thank all of those who are dear to us for their support and encouragement.

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There are clear links between this approach and the current trend towards Learner Autonomy, Self-directed Learning, and Learner Independence. Perhaps unusually however, the emphasis here is on Learner Independence in the group mode rather than the individual self-study mode.

Among its ancillary advantages is its power as a tool for teacher development. No teacher taking this route can fail to develop both as a person and as a professional.

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