.

0 (hodnocen0 x )

(1.5) Půjčeno:3x 

BK

Příručka

1st publ.

Cambridge : Cambridge University, 1992

viii,145 s.

ISBN 0-521-40722-2 (brož.)

Cambridge teacher training and development

Obsahuje rejstřík

Bibliografie s. 136-138

Jazyky cizí - vyučování - příručky učitelské

000014012

Thanks vii // Acknowledgments viii // 7 PART ONE: Introduction // 1 Observation as a learning tool 1 // 2 Who is this book for? 2 // 3 Why a book on observation? 7 // 4 How the tasks are organised 16 // 5 How to use the tasks 17 // 6 A word of caution 26 // PART TWO: The tasks // 1 The learner 28 // 1.1 Attending to the learner 28 // 1.2 Learner motivation 31 // 1.3 The learner as doer 34 // 1.4 Learner level 36 // 1.5 The learner as cultural being 40 // 2 Language 43 // 2.1 The teacher’s meta-language 43 // 2.2 The language of questions 46 // 2.3 The language of feedback to error 49 // 2.4 Language echoes 52 // 2.5 Language as the negotiation of meaning 54 // 3 Learning 58 // 3.1 The learning environment 58 // 3.2 Checking learning 62 // 3.3 Learning and teaching compared 65 // 3.4 Learning aims 67 // 3.5 Lexis and learning 71 // 4 The lesson 74 // 4.1 Lesson planning 74 // 4.2 Openings and closures 78 // 4.3 Lesson phases and transitions 81 // 4.4 Grammar as lesson content 85 // 4.5 Lesson breakdowns 87 // 5 Teaching skills and strategies 91 // 5.1 Presenting 91 // 5.2 Eliciting: teacher prompts 94 // 5.3 Eliciting: teacher responses 96 // 5.4 Giving instructions 99 // 5.5 Managing error 103 // 6 Classroom management 106 // 6.1 Managing classroom communication: // patterns of interaction 106 // 6.2 Managing pair and group work 109 // 6.3 Teaching and learning roles 113 // 6.4 Timing and pace 116 // 6.5 Classroom power 119 // 7 Materials and resources 122 // 7.1 The board as resource 122 // 7.2 The learner as resource 124 // 7.3 ‘Whole-learner’materials 126 // 7.4 Task analysis 129 // 7.5 Task design and evaluation 132 // Bibliography 136 // Task index 139 // Index 141