A Course in Language Teaching:Practice and Theory

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
part i 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
part ii teaching 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
part iii 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?
unit two: 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