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