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Bibliografická citace

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0 (hodnocen0 x )
(0.4) Půjčeno:14x 
BK
London : Longman, 1991

objednat
ISBN 0-582-09133-0
ISBN 0-582-74612-4
000082654
Rekat.
Preface // PART A: // THEORY 1 Why do people learn languages? 1 // 1.1 Reasons for learning languages 1 // 1.2 Success in language learning 3 // 1.3 Motivational differences 7 // 1.4 Conclusions 8 // Discussion/Exercises/References 9 // 2 What a native speaker knows 10 // 2.1 Sounds 10 // 2.2 Grammar 12 // /2.3 Appropriateness / 13 // 2.4 Interaction with context 15 // 2.5 Language skills 16 // 2.6 Conclusions 17 // Discussion/Exercises/References 17 // 3 What a language student should learn 19 // 3.1 Type of syllabus 19 // 3.2 Type of language 22 // 3.3 Communicative efficiency 23 // 3.4 Language varieties 26 // 3.5 Conclusions 27 // Discussion/Exercises/References 27 // 4 Language learning and language teaching 29 // 4.1 Language learning - 29 // 4.2 A language learning and teaching model 34 // 4.3 A balanced activities approach 38 // 4.4 Conclusions 39 // Discussion/Exercises/References 40 // PART B: // PRACTICE 5 Teaching the productive skills 41 // 5.1 The nature of communication 41 // 5.2 The information gap 43 // 5.3 The communication continuum 44 // 5.4 Stages in language learning/teaching 45 // PART C: // MANAGEMENT AND PLANNING // 5.5 Integrating skills // 5.6 Speaking and writing // 5.7 Level // 5.8 Stages // 5.9 Conclusions Discussion/Exercises/References // 6 Introducing new language // 6.1 What do we introduce? // 6.2 The presentation of form // 6.3 A general model for introducing new language // 6.4 The position of writing during presentation // 6.5 Introducing new language: examples // 6.6 Presenting vocabulary Exercises/References // 7 Practice // 7.1 Oral practice // 7.2 Written practice Exercises/References // 8 Communicative activities // 8.1 Oral communicative activities // 8.2 Written communicative activities // 8.3 Correcting written work Exercises/References //
9 Receptive skills // 9.1 Basic principles // 9.2 Methodological principles for teaching receptive skills // 9.3 A basic methodological model for the teaching of receptive skills // 9.4 Reading material // 9.5 Listening material // 9.6 Conclusions Discussion/Exercises/References // 10 Class management // 10.1 The role of the teacher // 10.2 Student groupings // 10.3 Discipline // 10.4 Conclusions Discussion/Exercises/References // 11 Planning // 11.1 Planning, textbooks and the syllabus // 11.2 Planning principles // 11.3 What the teacher should know // 11.4 The pre-plan // 11.5 The plan // 11.6 Conclusions Discussion/Exercises/References // Appendix: Evaluating materials // Bibliography // Index

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