语言教学教程 实践与理论【2025|PDF下载-Epub版本|mobi电子书|kindle百度云盘下载】

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Introduction1

ContentsPreface by Halliday9

王宗炎序10

Part Ⅰ The teaching process10

Module 1：Presentations and explanationsUnit One：Effective presentation11

导读13

Unit Two：Examples of presentation procedures13

Unit Three：Explanations and instructions16

Module 2：Practice activitiesUnit One：The function of practice19

Unit Two：Characteristics of a good practice activity21

Unit Three：Practice techniques24

Acknowledgements25

Unit Four：Sequence and progression in practice27

Read this first：To the（trainee）teacher27

To the trainer28

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

Unit Two：Basic concepts；the test experience35

Unit Three：Types of test elicitation techniques37

Unit Four：Designing a test41

Unit Five：Test administration42

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

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

Unit Two：Listening to accents50

Unit Three：Improving learners’pronunciation52

Unit Four：Further topics for discussion54

Unit Five：Pronunciation and spelling56

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

Unit Two：Presenting new vocabulary63

Unit Three：Remembering vocabulary64

Unit Four：Ideas for vocabulary work in the classroom68

Unit Five：Testing vocabulary69

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

Unit Two：The place of grammar teaching76

Unit Three：Grammatical terms78

Unit Four：Presenting and explaining grammar81

Unit Five：Grammar practice activities83

Unit Six：Grammatical mistakes85

Module 7：Topics，situations，notions，functionsUnit One：Topics and situations90

Unit Two：What ARE notions and functions？92

Unit Three：Teaching chunks of language：from text to task93

Unit Four：Teaching chunks of language：from task to text96

Unit Five：Combining different kinds of language segments98

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 classroom107

Unit Three：Learner problems111

Unit Four：Types of activities112

Unit Five：Adapting activities115

Module 9：Teaching speakingUnit One：Successful oral fluency practice120

Unit Two：The functions of topic and task122

Unit Three：Discussion activities124

Unit Four：Other kinds of spoken interaction129

Unit Five：Role play and related techniques131

Unit Six：Oral testing133

Module 10：Teaching reading138

UnitOne：How dowe read？138

Unit Two：Beginning reading141

Unit Three：Types of reading activities143

Unit Four：Improving reading skills147

Unit Five：Advanced reading150

Module 11：Teaching writingUnit Ohe：Written versus spoken text159

Unit Two：Teaching procedures162

Unit Three：Tasks that stimulate writing164

Unit Four：The process of conposition167

Unit Five：Giving ffedback on writing170

Part Ⅳ Course content175

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

Unit Two：Different types of language syllabus177

Unit Three：Using the syllabus179

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

Unit Two：Coursebook assessment184

Unit Three：Using a cou rsebook187

Unit Four：Supplementary materials189

Unit Five：Teacher-made worksheets and workcards192

Module 14：Topic contentUnit One：Different kinds of content197

Unit Two：Underlying messages199

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

Unit Four：Literature（2）：teaching ideas202

Unit Five：Literature（3）：teaching a specific text206

Part Ⅳ Lessons212

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

Unit Two：Lesson preparation215

Unit Three：Varying lesson components216

Unit Four：Evaluating lesson effectiveness219

Unit Five：Practical lesson management222

Module 16：Classroom interactionUnit One：Patterns of classroom interaction227

Unit Two：Questioning229

Unit Thrce：Group work232

Unit Four：Individualization233

Unit Five：The selection of appropriate activation techniques237

Module 17：Giving feedbackUnit One：Different approaches to the nature and function of feedback242

Unit Two：Assessment244

Unit Three：Correcting mistakes in oral work246

Unit Four：Written feedback250

Unit Five：Clarifying personal attitudes253

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 problems264

Unit Five：Discipline problems：episodes267

Part Ⅵ Learner differences273

Module 19：Learner motivation and interestUnit One：Motivation：some background thinking274

Unit Two：The teacher’s responsibility276

Unit Three：Extrinsic motivation277

Unit Four：Intrinsic motivation and interest280

Unit Five：Fluctuations in learner interest282

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

Unit Two：Teaching children288

Unit Three：Teaching adolescents：student preferences290

Unit Four：Teaching adults：a different relationship294

Module 21：Large heterogeneous classesUnit One：Defining terms302

Unit Two：Problems and advantages303

Unit Three：Teaching strategies（1）：compulsory+optional307

Unit Four：Teaching strategies（2）：open-ending309

Unit Five：Designing your own activities312

Part Ⅶ And beyond317

Module 22：And beyondUnit One：Teacher development：practice，reflection，sharing318

Unit Two：Teacher appraisal322

Unit Three：Advancing further（1）：intake324

Unit Four：Advancing further（2）：output327

Trainer’s notes333

Bibliography360

Index367

文库索引376