语言教学教程：实践与理论PDF电子书下载

Introduction 1

PartⅠ The teaching processModule 1: Presentations and explanationsUnit One: Effective presentation 11

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

Unit Four: Sequence and progression in practice 27

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

PartⅡ 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

PartⅢ Teaching the Ianguage (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 readingUnit One: How do we 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 One: Written versus spoken text 159

Unit Two: Teaching procedures 162

Unit Three: Tasks that stimulate writing 164

Unit Four: The process of composition 167

Unit Five: Giving feedback on writing 170

PartⅣ Course content 175

Module 12: The syllabusUnit One: What is a syllabus? 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 coursebook 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

PartⅣ 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 managemeut 222

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

Unit Two: Questioning 229

Unit Three: 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

PartⅥ 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

■ And beyond 312

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

Bibliography 360

Index 367