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Bibliografická citace

.
3 (hodnocen1 x )
(13.3) Půjčeno:53x 
BK
Příručka
1st publ.
Cambridge : Cambridge University, 1996
xiii, 375 s.

objednat
ISBN 0-521-44994-4 (brož.)
Dotisk v roce 1997
Obsahuje bibliografii na straně 360-366 a rejstřík
000014981
Acknowledgements ix // 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 // 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 // Unit Five: Combining different kinds of language segments 98 // 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 // 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 // Unit Five: Role play and related techniques 131 // Unit Six: Oral testing I33 // Module 10: Teaching reading // UnitOne: How do we read? 138 // Unit Two: Beginning reading 141 // Unit Three: Types of reading activities 143 // Unit Four: Improving reading skills I47 // 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 // 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 // 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 // Unit Two: Teaching children 288 // 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 strategie
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 // Unit Two: Teacher appraisal // Unit Three: Advancing further (1): intake // Unit Four: Advancing further (2): output // Trainer’s notes // Bibliography // Index 367

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