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语言教学教程  实践与理论
语言教学教程  实践与理论

语言教学教程 实践与理论PDF电子书下载

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  • 电子书积分:13 积分如何计算积分?
  • 作 者:(英)Penny Ur著;吴一安导读
  • 出 版 社:北京:外语教学与研究出版社
  • 出版年份:2000
  • ISBN:756002050X
  • 页数:380 页
图书介绍:
《语言教学教程 实践与理论》目录

Introduction 1

ContentsPreface by Halliday 9

王宗炎序 10

Part Ⅰ The teaching process 10

Module 1:Presentations and explanationsUnit One:Effective presentation 11

导读 13

Unit Two:Examples of presentation procedures 13

Unit Three:Explanations and instructions 16

Module 2:Practice activitiesUnit One:The function of practice 19

Unit Two:Characteristics of a good practice activity 21

Unit Three:Practice techniques 24

Acknowledgements 25

Unit Four:Sequence and progression in practice 27

Read this first:To the(trainee)teacher 27

To the trainer 28

Module 3:TestsUnit One:What are tests for? 33

Unit Two:Basic concepts;the test experience 35

Unit Three:Types of test elicitation techniques 37

Unit Four:Designing a test 41

Unit Five:Test administration 42

Part Ⅱ Teaching the language(1):The ‘what’ 46

Module 4:Teaching PronunciationUnit One:What does teaching pronunciation involve? 47

Unit Two:Listening to accents 50

Unit Three:Improving learners’pronunciation 52

Unit Four:Further topics for discussion 54

Unit Five:Pronunciation and spelling 56

Module 5:Teaching vocabularyUnit One:What is vocabulary and what needs to be taught? 60

Unit Two:Presenting new vocabulary 63

Unit Three:Remembering vocabulary 64

Unit Four:Ideas for vocabulary work in the classroom 68

Unit Five:Testing vocabulary 69

Module 6:Teaching grammarUnit One:What is grammar? 75

Unit Two:The place of grammar teaching 76

Unit Three:Grammatical terms 78

Unit Four:Presenting and explaining grammar 81

Unit Five:Grammar practice activities 83

Unit Six:Grammatical mistakes 85

Module 7:Topics,situations,notions,functionsUnit One:Topics and situations 90

Unit Two:What ARE notions and functions? 92

Unit Three:Teaching chunks of language:from text to task 93

Unit Four:Teaching chunks of language:from task to text 96

Unit Five:Combining different kinds of language segments 98

Part Ⅲ Tesching the language(2):The‘how’ 103

Module 8:Teaching listeningUnit One:What does real-life listening involve? 105

Unit Two:Real-life listening in the classroom 107

Unit Three:Learner problems 111

Unit Four:Types of activities 112

Unit Five:Adapting activities 115

Module 9:Teaching speakingUnit One:Successful oral fluency practice 120

Unit Two:The functions of topic and task 122

Unit Three:Discussion activities 124

Unit Four:Other kinds of spoken interaction 129

Unit Five:Role play and related techniques 131

Unit Six:Oral testing 133

Module 10:Teaching reading 138

UnitOne:How dowe read? 138

Unit Two:Beginning reading 141

Unit Three:Types of reading activities 143

Unit Four:Improving reading skills 147

Unit Five:Advanced reading 150

Module 11:Teaching writingUnit Ohe:Written versus spoken text 159

Unit Two:Teaching procedures 162

Unit Three:Tasks that stimulate writing 164

Unit Four:The process of conposition 167

Unit Five:Giving ffedback on writing 170

Part Ⅳ Course content 175

Module 12:The syllabusUnit One:What is a svllabts? 176

Unit Two:Different types of language syllabus 177

Unit Three:Using the syllabus 179

Module 13:MaterialsUnit One:How necessary is a coursebook? 183

Unit Two:Coursebook assessment 184

Unit Three:Using a cou rsebook 187

Unit Four:Supplementary materials 189

Unit Five:Teacher-made worksheets and workcards 192

Module 14:Topic contentUnit One:Different kinds of content 197

Unit Two:Underlying messages 199

Unit Three:Literature(1):should it be included in the course? 200

Unit Four:Literature(2):teaching ideas 202

Unit Five:Literature(3):teaching a specific text 206

Part Ⅳ Lessons 212

Module 15:Lesson planningUnit One:What does a lesson involve? 213

Unit Two:Lesson preparation 215

Unit Three:Varying lesson components 216

Unit Four:Evaluating lesson effectiveness 219

Unit Five:Practical lesson management 222

Module 16:Classroom interactionUnit One:Patterns of classroom interaction 227

Unit Two:Questioning 229

Unit Thrce:Group work 232

Unit Four:Individualization 233

Unit Five:The selection of appropriate activation techniques 237

Module 17:Giving feedbackUnit One:Different approaches to the nature and function of feedback 242

Unit Two:Assessment 244

Unit Three:Correcting mistakes in oral work 246

Unit Four:Written feedback 250

Unit Five:Clarifying personal attitudes 253

Module 18:Classroom disciplineUnit One:What is discipline? 259

Unit Two:What does a disciplined classroom look like? 260

Unit Three:What teacher action is conducive to a disciplined classroom? 262

Unit Four:Dealing with discipline problems 264

Unit Five:Discipline problems:episodes 267

Part Ⅵ Learner differences 273

Module 19:Learner motivation and interestUnit One:Motivation:some background thinking 274

Unit Two:The teacher’s responsibility 276

Unit Three:Extrinsic motivation 277

Unit Four:Intrinsic motivation and interest 280

Unit Five:Fluctuations in learner interest 282

Module 20:Younger and older learnersUnit One:What difference does age make to language learning? 286

Unit Two:Teaching children 288

Unit Three:Teaching adolescents:student preferences 290

Unit Four:Teaching adults:a different relationship 294

Module 21:Large heterogeneous classesUnit One:Defining terms 302

Unit Two:Problems and advantages 303

Unit Three:Teaching strategies(1):compulsory+optional 307

Unit Four:Teaching strategies(2):open-ending 309

Unit Five:Designing your own activities 312

Part Ⅶ And beyond 317

Module 22:And beyondUnit One:Teacher development:practice,reflection,sharing 318

Unit Two:Teacher appraisal 322

Unit Three:Advancing further(1):intake 324

Unit Four:Advancing further(2):output 327

Trainer’s notes 333

Bibliography 360

Index 367

文库索引 376

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