语言教学教程：实践与理论

Units with a symbol are components of the ''core'' course; those with a
symbol are ''optional''.
Preface by Halliday
王宗炎序
导读
Acknowledgements
Read this first: To the trainee teacher
To the trainer
Introduction
PartI The teaching process
Module 1: Presentations and explanations
Unit One: Effective presentation
Unit Two: Examples of presentation procedures
Unit Three: Explanations and instructions
Module 2: Practice activities
Unit One: The function of practice
Unit Two: Characteristics of a good practice activity
Unit Three: Practice techniques
Unit Four: Sequence and progression in practice
Module 3: Tests
Unit One: What are tests for
Unit Two: Basic concepts; the test experience
Unit Three: Types of test elicitation techniques
Unit Four: Designing a test
Unit Five: Test administration
PartIITeaching the language 1 The''what''
Module 4: Teaching Pronunciation
Unit One: What does teaching pronunciation involve
Unit Two: Listening to accents
Unit Three: Improving learners'' pronunciation
Unit Four: Further topics for discussion
Unit Five: Pronunciation and spelling
Module 5: Teaching vocabulary
Unit One: What is vocabulary and what needs to be taught
Unit Two: Presenting new vocabulary
Unit Three: Remembering vocabulary
Unit Four: Ideas for vocabulary work in the classroom
Unit Five: Testing vocabulary
Module 6: Teaching grammar
Unit One: What is grammar
Unit Two: The place of grammar teaching
Unit Three: Grammatical terms
Unit Four: Presenting and explaining grammar
Unit Five: Grammar practice activities
Unit Six:
Grammatical mistakes
Module 7: Topics, situations, notions, functions
Unit One: Topics and situations
Unit Two: What ARE notions and functions
Unit Three: Teaching chunks of language: from text to task
Unit Four: Teaching chunks of language: from task to text
Unit Five: Combining different kinds of language segments
PartIII Teaching the language 2 :The''how''
Module 8: Teaching listening
Unit One: What does real-life listening involve
Unit Two: Real-life listening in the classroom
Unit Three: Learner problems
Unit Four: Types of activities
Unit Five: Adapting activities
Module 9: Teaching speaking
Unit One: Successful oral fluency practice
Unit Two: The functions of topic and task
Unit Three: Discussion activities
Unit Four: Other kinds of spoken interaction
Unit Five: Role play and related techniques
Unit Six:
Oral testing
Module 10: Teaching reading
Unit One: How do we read
Unit Two: Beginning reading
Unit Three: Types of reading activities
Unit Four: Improving reading skills
Unit Five: Advanced reading
Module 11: Teaching writing
Unit One: Written versus spoken text
Unit Two: Teaching procedures
Unit Three: Tasks that stimulate writing
Unit Four: The process of composition
Unit Five:
Giving feedback on writing
Part IV Course content
Module 12: The syllabus
Unit One: What is a syllabus
Unit Two: Different types of language syllabus
Unit Three: Using the syllabus
Module 13: Materials
Unit One: How necessary is a coursebook
UnitTwo: Coursebook assessment
Unit Three: Using a coursebook
Unit Four: Supplementary materials
Unit Five:
Teacher-made worksheets and workcards
Module 14: Topic content
Unit One: Different kinds of content
Unit Two: Underlying messages
Unit Three: Literature 1 : should it be included in the course
Unit Four: Literature 2 : teaching ideas
Unit Five: Literature 3 : teaching a specific text
Part IV Lessons
Module 15: Lesson planning
Unit One: What does a lesson involve
Unit Two: Lesson preparation
Unit Three: Varying lesson components
Unit Four: Evaluating lesson effectiveness
Unit Five:
Practical lesson management
Module 16: Classroom interaction
Unit One:
Patterns of classroom interaction
Unit Two: Questioning
Unit Three: Group work
Unit Four: Individualization
Unit Five: The selection of appropriate activation techniques
Module 17: Giving feedback
Unit One:
Different approaches to the nature and function of
feedback
Unit Two: Assessment
Unit Three: Correcting mistakes in oral work
Unit Four: Written feedback
Unit Five: Clarifying personal attitudes
Module 18: Classroom discipline
Unit One: What is discipline
Unit Two: What does a disciplined classroom look like
Unit Three: What teacher action is conducive to a disciplined
classroom
Unit Four: Dealing with discipline problems
Unit Five: Discipline problems: episodes
Part VI Learner differences
Module 19: Learner motivation and interest
Unit One: Motivation: some background thinking
Unit Two: The teacher''s responsibility
Unit Three: Extrinsic motivation
Unit Four: Intrinsic motivation and interest
Unit Five: Fluctuations in learner interest
Module 20: Younger and older learners
Unit One: What difference does age make to language learning
Unit Two: Teaching children
Unit Three: Teaching adolescents: student preferences
Unit Four: Teaching adults: a different relationship
Module 21: Large heterogeneous classes
Unit One: Defining terms
Unit Two: Problems and advantages
Unit Three: Teaching strategies 1 : compulsory
optional
Unit Four: Teaching strategies 2 : open-ending
Unit Five:
Designing your own activities
Part VII And beyond
Module 22: And beyond
Unit One: Teacher development: practice, reflection, sharing
Unit Two: Teacher appraisal
Unit Three: Advancing further 1 : intake
Unit Four: Advancing further 2 : output
Trainer''s notes
Bibliography
Index
文库索引