Includes bibliographical references (p. 171).

Introduction

1. Everyday process
1.1 Daydreaming -- 1.2 I didn't know that a year ago -- 1.3 Excellence in others -- 1.4 Headache -- 1.5 Lifeline -- 1.6 Pizzas -- 1.7 Responsibility -- 1.8 These stressful things -- 1.9 The tempo of time -- 1.10 Transitions -- 1.11 Weariness -- 1.12 Yes, I was special

2. Language and learning processes 2.1 Two pictures -- 2.2 Cloze -- 2.3 Noticing classroom language -- 2.4 Are your students CNN or MTV? -- 2.5 Course evaluation -- 2.6 Discussions you learn from -- 2.7 Distancing -- 2.8 Dreamy language feedback -- 2.9 They make it easy -- 2.10 Exam worry -- 2.11 Feel-think-do -- 2.12 Good learning, bad learning -- 2.13 Graphs of learning -- 2.14 Language autobiographies -- 2.15 Language-learning experiences -- 2.16 Language-learning anxiety -- 2.17 What about mother tongue? -- 2.18 Spoken three-ways -- 2.19 Your own ABC -- 2.20 Playing with meanings -- 2.21 Rough copy -- 2.22 Spelling test -- 2.23 Study habits -- 2.24 Students write their own exam papers -- 2.25 Time management 1 -- 2.26 Weak points, strong points -- 2.27 When do I speak well?

3. Group Process .1 Anonymous envelopes -- 3.2 Balloon debate -- 3.3 Circle of light -- 3.4 Group collage -- 3.5 Does this teacher help me? -- 3.6 Ducks and pigeons -- 3.7 If you were a flower -- 3.8 Good gossip 3.9 Group sculpt -- 3.10 Loud and quiet -- 3.11 Mood-sharing dictation -- 3.12 My name's ... and I ... -- 3.13 Negotiation 3.14 Introducing a new student -- 3.15 Norming -- 3.16 One thing I've learnt -- 3.17 A penny for your thoughts -- 3.18 Biography in pictures -- 3.19 Sharing projections and interpretations -- 3.20 From proton to molecule -- 3.21 The quality of silence -- 3.22 Red herrings -- 3.23 Starting up -- 3.24 Support partners -- 3.25 Where do I sit and why? -- 3.26 What's on top -- 3.27 What are you writing to? -- 3.28 Who would you like to talk to? -- 3.29 Yolks and whites

4. The Coursebook 4.1 Absent friend(s) -- 4.2 Students analyse their coursebook -- 4.3 Analysing a coursebook unit -- 4.4 Book babies -- 4.5 Book fair -- 4.6 Coursebook quiz -- 4.7 Humanising the coursebook -- 4.8 Roleplay the coursebook -- 4.9 Self-accessing the coursebook -- 4.10 Students teach each other -- 4.11 The wrong book at the wrong level

5. Ways of Learning 5.1 Four ways -- 5.2 Difficulties with listening: three cases -- 5.3 Modes of Perception: 1 -- 5.4 Modes of perception: 2 -- 5.5 Multiple intelligences -- 5.5.1 Linguistic intelligence -- 5.5.2 Musical intelligence -- 5.5.3 Logical-mathematical intelligence -- 5.5.4 Spatial intelligence -- 5.5.5 Bodily kinaesthetic intelligence -- 5.5.6 Intrapersonal intelligence -- 5.5.7 Interpersonal intelligence -- 5.5.8 Metaphoric intelligence -- 5.5.9 Naturalistic intelligence

6. Correction 6.1 Correction from eavesdropping -- 6.2 Freeze-frame -- 6.3 Owning your own feedback -- 6.4 Possible or not -- 6.5 To praise or not to -- 6.6 Students choose correction -- 6.7 Stick or twist homework -- 6.8 Student-corrected homework -- 6.9 Total feedback

7. Teacher to teacher 7.1 Blow your colleague's trumpet -- 7.2 Change five things -- 7.3 Creative listening, or: everyone has their own solution -- 7.4 Displaced feedback -- 7.5 Getting labelled -- 7.6 Remembering names -- 7.7 Sharing a class -- 7.8 Students love teachers -- 7.9 Teacher mapping -- 7.10 Time management

Bibliography

"Ways of Doing is a collection of over 100 activities which help students discover how they do things, both inside and outside the classroom. Based largely on humanistic principles, the activities in this book are designed to encourage students to find out a lot more about themselves as people, as learners, as foreign-language learners and as members of a group. Ways of Doing is a rich source of stimulating and easy-to-use lesson ideas requiring minimal preparation. The activities, which are suitable for a range of levels and ages, deal with the following areas: examining the patterns and processes in students' everyday lives; exploring both the mother tongue and the foreign language; group dynamics; exploring and exploiting the coursebook; ways of learning, and correction and feedback. There is also a special section of activities for use in teacher development groups." (Book Cover)