語言教學教程-實踐與理論 (第二版) (英文) 9787521343205 (英)Penny Ur著 張虹導讀

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書名：語言教學教程-實踐與理論 (第二版) (英文)
ISBN：9787521343205
出版社：外語教學與研究
著編譯者：(英)Penny Ur著 張虹導讀
叢書名：當代國外語言學與應用語言學文庫
頁數：325頁
所在地：中國大陸 *此為代購商品
書號：1529476
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【台灣高等教育出版社簡體書】 語言教學教程-實踐與理論 (第二版) (英文) 787521343205 (英)Penny Ur著 張虹導讀

內容簡介

本書由世界知名英語教學專家Penny Ur撰寫，共分20單元，每單元都以教學中的問題為導向，並輔之以言簡意賅的理論框架，再搭配豐富的教學實例、實踐建議和教學任務，使得本書堪稱一站式英語教學指南。無論是英語教師培訓者、職前英語教師，還是一線英語教師，都會從中獲得啟發與助益。

目錄

Acknowledgements
Introduction
1 English teaching today: what do I need to know?
1 1 Teaching priorities
1 2 English as an international language
1 3 Language-acquisition theories and teaching methodologies
1 4 Computerized teaching materials
1 5 Motivation
2 The lesson
2 1 The lesson: different perspectives
2 2 Functions of the teacher in the English language lesson
2 3 Interaction patterns in the lesson
2 4 Lesson preparation
2 5 Written lesson plans
3 The text
3 1 What is a text?
3 2 Teaching the text: the goals
3 3 Comprehension of content
3 4 Language learning
3 5 Discourse analysis
3 6 Follow-up tasks
4 The task
4 1 The language-learning task
4 2 Task evaluation
4 3 Organizing tasks
4 4 Interest
4 5 Homework
5 Teaching vocabulary
5 1 What is vocabulary?
5 2 What students need to learn: aspects of vocabulary knowledge
5 3 How best to teach vocabulary: some facts and figures
5 4 Presenting new vocabulary: selection and presentation
5 5 Vocabulary review: consolidating andextending lexical knowledge
5 6 Vocabulary assessment
6 Teaching grammar
6 1 What is grammar?
6 2 What students need to learn: standards of grammatical acceptability
6 3 How best to teach grammar: explicit and implicit processes
6 4 Presenting grammar: explanations
6 5 Grammar practice: consolidating and automatizing grammatical knowledge 82
6 6 Grammar assessment
7 Error correction
7 1 Error correction: for and against
7 2 Attitudes to error correction
7 3 Student preferences
7 4 Oral correction
7 5 Written correction
8 Teaching listening
8 1 Goals and problems in teaching listening
8 2 Listening activity design (1): the text
8 3 Listening activity design (2): the task
8 4 Types of activities
8 5 Adapting activities
9 Teaching speaking
9 1 Goals and problems in teaching speaking
9 2 Speaking activity design (1): topic and task
9 3 Speaking activity design (2): sample activities
9 4 Speaking activity design (3): presentations
9 5 Pronunciation
10 Teaching reading
10 1 What is reading?
10 2 Beginning reading (1): phonemic awareness
10 3 Beginning reading (2): practical principles
10 4 Beginning reading (3):reading tasks
10 5 Fluent reading
10 6 Extensive reading
11 Teaching writing
11 1 What is writing?
11 2 Formal and informal writing
11 3 Beginning writing: the letters
11 4 Tasks that promote fluent writing
11 5 Process writing
11 6 Spelling and punctuation 163
12 Assessment and testing 167
12 1 Functions and types of assessment
12 2 Giving a grade
12 3 Test design (1): testing accuracy
12 4 Test design (2): testing comprehension and fluency
12 5 Administering tests in class
13 The syllabus
13 1 What is a syllabus?
13 2 Types of language syllabus
13 3 Using an approved syllabus
13 4 Evaluating the syllabus
14 Materials
14 1 How necessary is a coursebook?
14 2 Coursebook evaluation and selection
14 3 Adapting course materials
14 4 Supplementary materials (1): paper
14 5 Supplementary materials (2): digital
15 Teaching content
15 1 Different kinds of content
15 2 Cultural content
15 3 Content and language integrated learning (CLL)
15 4 Literature as a component of the English course
15 5 Underlying messages
16 Classroom interaction
16 1 Teacher questioning
16 2 Group and pair work
16 3 Individual work
16 4 Blended learning
17 Classroom discipline
17 1 What is classroom discipline?
17 2 What teachers can do to create a disciplined classroom
17 3 Dealing with discipline problems
17 4 Discipline problems: episodes
18 Learner differences (1): age
18 1 Differences between younger and older learners
18 2 Teaching young learners
18 3 Teaching adolescents
18 4 Teaching ad
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