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0 (hodnocen0 x )

(1) Půjčeno:2x 

BK

Second edition

Cambridge : Cambridge University Press, 2012

x, 325 stran : ilustrace ; 27 cm

ISBN 978-1-107-68467-6 (brožováno)

Terminologický slovník

Obsahuje bibliografii na stranách 301-308 a rejstřík

Popsáno podle dotisku, vydaného v roce 2016

001452978

Contents // Acknowledgements vi // Introduction viii // 1 English teaching today: what do I need to know? 1 // 1.1 Teaching priorities 1 // 1.2 English as an international language 4 // 1.3 Language-acquisition theories and teaching methodologies 6 // 1.4 Computerized teaching materials 9 // 1.5 Motivation 10 // The lesson 14 // 2.1 The lesson: different perspectives 14 // 2.2 Functions of the teacher in the English language lesson 16 // 2.3 Interaction patterns in the lesson 18 // 2.4 Lesson preparation 21 // 2.5 Written lesson plans 23 // The text 28 // 3.1 What is a text? 28 // 3.2 Teaching the text: the goals 29 // 3.3 Comprehension of content 30 // 3.4 Language learning 34 // 3.5 Discourse analysis 37 // 3.6 Follow-up tasks 39 // The task 43 // 4.1 The language-learning task 43 // 4.2 Task evaluation 45 // 4.3 Organizing tasks 49 // 4.4 Interest 51 // 4.5 Homework 55 // Teaching vocabulary 60 // 5.1 What is vocabulary? 60 // 5.2 What students need to learn: aspects of vocabulary knowledge 60 // 5.3 How best to teach vocabulary: some facts and figures 63 // 5.4 Presenting new vocabulary: selection and presentation 65 // 5.5 Vocabulary review: consolidating and extending lexical knowledge 69 // 5.6 Vocabulary assessment 71 // Teaching grammar 76 // 6.1 What is grammar? 76 // 6.2 What students need to learn: standards of grammatical acceptability 77 // 6.3 How best to teach grammar: explicit and implicit processes 78 // 6.4 Presenting grammar: explanations 80 // 6.5 Grammar practice: consolidating and automatizing grammatical knowledge 82 // 6.6 Grammar assessment 84 // Error correction 88 // 7.1 Error correction: for and against 88 // 7.2 Attitudes to error correction 89 // 7.3 Student preferences 91 // 7.4 Oral correction 04 // 7.5 Written correction 96 // Teaching listening 101 // 8.1 Goals and problems in teaching listening 101 // 8.2 Listening activity design (1): the text 103 //

8.3 Listening activity design (2): the task 106 // 8.4 Types of activities 108 // 8.5 Adapting activities 111 // Teaching speaking 117 // 9.1 Goals and problems in teaching speaking 117 // 9.2 Speaking activity design (1): topic and task 120 // 9.3 Speaking activity design (2): sample activities 122 // 9.4 Speaking activity design (3): presentations 126 // 9.5 Pronunciation 128 // Teaching reading 133 // 10.1 What is reading? 133 // 10.2 Beginning reading (1): phonemic awareness 136 // 10.3 Beginning reading (2): practical principles 138 // 10.4 Beginning reading (3): reading tasks 140 // 10.5 Fluent reading 143 // 10.6 Extensive reading 146 // Teaching writing 150 // 11.1 What is writing? 150 // 11.2 Formal and informal writing 151 // 11.3 Beginning writing: the letters 153 // 11.4 Tasks that promote fluent writing 157 // 11.5 Process writing 160 // 11.6 Spelling and punctuation 163 // Assessment and testing 167 // 12.1 Functions and types of assessment 167 // 12.2 Giving a grade 170 // 12.3 Test design (1): testing accuracy 173 // 12.4 Test design (2): testing comprehension and fluency 178 // 12.5 Administering tests in class 182 // The syllabus 185 // 13.1 What is a syllabus? 185 // 13.2 Types of language syllabus 186 // 13.3 Using an approved syllabus 191 // 13.4 Evaluating the syllabus 193 // Materials 197 // 14.1 How necessary is a coursebook? 197 // 14.2 Coursebook evaluation and selection 199 // 14.3 Adapting course materials 203 // 14.4 Supplementary materials (1): paper 210 // 14.5 Supplementary materials (2): digital 212 // Teaching content 216 // 15.1 Different kinds of content 216 // 15.2 Cultural content 218 // 15.3 Content and language integrated learning (CLIL) 220 // 15.4 Literature as a component of the English course 223 // 15.5 Underlying messages 225 // Classroom interaction 228 // 16.1 Teacher questioning 228 // 16.2 Group and pair work 233 // 16.3 Individual work 235 // 16.4 Blended learning 239 //

17. Classroom discipline 244 // 17.1 What is classroom discipline? 244 // 17.2 What teachers can do to create a disciplined classroom 246 // 17.3 Dealing with discipline problems 248 // 17.4 Discipline problems: episodes 251 // Learner differences (1): age 256 // 18.1 Differences between younger and older learners 256 // 18.2 Teaching young learners 258 // 18.3 Teaching adolescents 264 // 18.4 Teaching adults 268 // 19 Learner differences (2): teaching heterogeneous (mixed) classes 272 // 19.1 Differences between individual students in the heterogeneous class 272 // 19.2 Problems and advantages 274 // 19.3 Practical principles 276 // 19.4 Teaching high and low achievers 281 // 20 Teacher development 284 // 20.1 The first year of teaching 284 // 20.2 Lesson observation 285 // 20.3 Ongoing development 289 // 20.4 Development through reading and further study 292 // 20.5 Further development: your own contribution 294 // Glossary 298 // Bibliography 301 // Index 309