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Bibliografická citace

.
3 (hodnocen1 x )
(14) Půjčeno:28x 
BK
1st publ.
Cambridge : Cambridge University, 1996
xiii,375 s.

objednat
ISBN 0-521-44994-4 (brož.)
Bibliogr. s.360-366.
Rejstř.
000014981
Contents // Units with a ? symbol are components of the ‘core’ course; those with a > symbol are ‘optional’. // Acknowledgements jx // Read this first: To the (trainee) teacher xi // To the trainer x[[ // Introduction ! // The teaching process 2 0 // Module 1: Presentations and explanations // ? Unit One: Effective presentation 1 \ // \> Unit Two: Examples of presentation procedures 13 // ? Unit Three: Explanations and instructions 16 // Module 2: Practice activities // ? UnitOne: The function of practice 19 // ? Unit Two: Characteristics of a good practice activity 21 // ? Unit Three: Practice techniques 24 // ? Unit Four: Sequence and progression in practice 27 // ModuleS: Tests // ? Unit One: What are tests for? 33 // ? Unit Two: Basic concepts; the test experience 35 // ? Unit Three: Types of test elicitation techniques 37 // [> Unit Four: Designing a test 41 // ? Unit Five: Test administration 42 // ? ??? Teaching the language (1): The ’what’ 46 // Module 4: Teaching Pronunciation // ? Unit One: What does teaching pronunciation involve? 47 // [> Unit Two: Listening to accents 50 // ? Unit Three: Improving learners’ pronunciation 52 // ? Unit Four: Further topics for discussion 54 // ? Unit Five: Pronunciation and spelling 56 // v // Contents // Module 5: Teaching vocabulary // ? Unit One: What is vocabulary and what needs to be taught? 60 // ? Unit Two: Presenting new vocabulary 63 // ? Unit Three: Remembering vocabulary 64 // ? Unit Four: Ideas for vocabulary work
in the classroom 68 // ? Unit Five: Testing vocabulary 69 // Module 6: Teaching grammar // ? Unit One: What is grammar? 75 // L> Unit Two: The place of grammar teaching 76 // ? Unit Three: Grammatical terms 78 // ? Unit Four: Presenting and explaining grammar 81 // ? Unit Five: Grammar practice activities 83 // ? Unit Six: Grammatical mistakes 85 // Module 7: Topics, situations, notions, functions // ? Unit One: Topics and situations 90 // ? Unit Two: What ARE notions and functions? 92 // ? Unit Three: Teaching chunks of language: from text to task 93 // ? Unit Four: Teaching chunks of language: from task to text 96 // L> Unit Five: Combining different kinds of language segments 98 // QSSZuH Teaching the language (2): The ’how’ 103 // Module 8: Teaching listening // ? Unit One: What does real-life listening involve? 105 // ? Unit Two: Real-life listening in the classroom 107 // [> Unit Three: Learner problems 111 // ? Unit Four: Types of activities 112 // l> Unit Five: Adapting activities II5 // Module 9: Teaching speaking // ? Unit One: Successful oral fluency practice 120 // ? Unit Two: The functions of topic and task 122 // ? Unit Three: Discussion activities 124 // ? Unit Four: Other kinds of spoken interaction 129 // D> Unit Five: Role play and related techniques 131 // [> Unit Six: Oral testing I33 // Module 10: Teaching reading // ? UnitOne: How do we read? 138 // C> Unit Two: Beginning reading 141 // ? Unit Three: Types of reading activities 143 // ? Unit Four: Improving
reading skills I47 // D> Unit Five: Advanced reading 150 // Contents // Module 11 : Teaching writing // \> Unit One: Written versus spoken text 159 // ? Unit Two: Teaching procedures 162 // ? Unit Three: Tasks that stimulate writing 164 // ? Unit Four: The process of composition 167 // ? Unit Five: Giving feedback on writing 170 // [ 22291 Course content 175 // Module 12: The syllabus // ? UnitOne: What is a syllabus? 176 // ? Unit Two: Different types of language syllabus 177 // ? Unit Three: Using the syllabus 179 // Module 13: Materials // ? Unit One: Flow necessary is a coursebook? 183 // ? Unit Two: Coursebook assessment 184 // ? Unit Three: Using a coursebook 187 // ? Unit Four: Supplementary materials 189 // ? Unit Five: Teacher-made worksheets and workcards 192 // Module 14: Topic content // ? Unit One: Different kinds of content 197 // ? Unit Two: Underlying messages 199 // ? Unit Three: Literature (1): should it be included in the course? 200 // ? Unit Four: Literature (2): teaching ideas 202 // ? Unit Five: Literature (3): teaching a specific text 206 // Lessons 212 // Module 15: Lesson planning // ? Unit One: What does a lesson involve? 213 // ? Unit Two: Lesson preparation 215 // ? Unit Three: Varying lesson components 216 // ? Unit Four: Evaluating lesson effectiveness 219 // ? Unit Five: Practical lesson management 222 // Module 16: Classroom interaction // ? Unit One: Patterns of classroom interaction 227 // ? Unit Two: Questioning 229 // ? Unit Three: Group work 232
// ? Unit Four: Individualization 233 // ? Unit Five: The selection of appropriate activation techniques 237 // Module 17: Giving feedback // ? Unit One: Different approaches to the nature and function of // feedback 242 // vii // > Unit Two: Assessment 244 // ? Unit Three: Correcting mistakes in oral work 246 // ? Unit Four: Written feedback 250 // > Unit Five: Clarifying personal attitudes 253 // Module 18: Classroom discipline // ? Unit One: What is discipline? 259 // ? Unit Two: What does a disciplined classroom look like? 260 // [> Unit Three: What teacher action is conducive to a disciplined // classroom? 262 // ? Unit Four: Dealing with discipline problems 264 // > Unit Five: Discipline problems: episodes 267 // \ Learner differences 273 // Module 19: Learner motivation and interest // > Unit One: Motivation: some background thinking 274 // > Unit Two: The teacher’s responsibility 276 // ? Unit Three: Extrinsic motivation 277 // ? Unit Four: Intrinsic motivation and interest 280 // \> Unit Five: Fluctuations in learner interest 282 // Module 20: Younger and older learners // ? Unit One: What difference does age make to language learning? 286 // t> Unit Two: Teaching children 288 // t> Unit Three: Teaching adolescents: student preferences 290 // > Unit Four: Teaching adults: a different relationship 294 // Module 21: Large heterogeneous classes // ? Unit One: Defining terms 302 // ? Unit Two: Problems and advantages 303 // ? Unit Three: Teaching strategies (1): compulsory
+ optional 307 // ? Unit Four: Teaching strategies (2): open-ending 309 // ? Unit Five: Designing your own activities 312 // \And beyond // Module 22: And beyond // > Unit One: Teacher development: practice, reflection, sharing // t> Unit Two: Teacher appraisal // > Unit Three: Advancing further (1): intake // l> Unit Four: Advancing further (2): output // 317 // 318 // 322 // 324 // 327 // Trainer’s notes // Bibliography // Index // 360 // 367

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