.

0 (hodnocen0 x )

BK

VYRAZENO

1st publ.

Harlow : Longman, 1998

x,198 s.

ISBN 0-582-29796-6 (brož.)

Obsahuje rejstřík.

Angličtina - vyučování - příručky učitelské

000039413

Contents // Page // Acknowledgements // Introduction // 1 How to be a good teacher // Vili // IX // 1 // • What makes a good teacher? // • How should teachers talk to students? // • How should teachers give instructions? // • Who should talk in class? // • What are the best kinds of lesson? // • How important is it to follow a pre-arranged plan? // Conclusions // Looking ahead // 2 How to be a good learner 7 // • Why is it difficult to describe a good learner? // • How important is the students’ motivation? // • Who is responsible for learning? // • What characteristics do good classroom learners share? // • What’s special about teaching adults? // • What are the different levels? // • How should we teach the different levels? // Conclusions // Looking ahead // 3 How to manage teaching and learning 15 // • How should teachers use their physical presence in class? // • How should teachers use their voices in class? // • How should teachers mark the stages of a lesson? // • What’s the best seating arrangement for a class? // • What different student groupings can teachers use? // • How can teachers evaluate the success or failure of their lessons? // Conclusions Looking ahead // 24 // 4 How to describe learning and teaching // • What do we know about language learning? // • What elements are necessary for successful language learning in classrooms? // • How do the three elements of ESA fit together in lesson sequences? // • What

teaching models have influenced current teaching practice? // Conclusions Looking ahead // 5 How to describe language 34 // • What does this chapter do? // • Sentence constructions // • Parts of speech // • Noun types // • Verb types // • Verb forms // • Pronouns // • Adjectives // • Adverbs // • Prepositions // • Articles // • Conjunctions and conditionals // • Forms and meanings // • Language functions // • Words together: collocation // • Speaking and writing // • Pronunciation // Conclusions Looking ahead // 6 How to teach language 52 // • What does language study consist of? // • How should we expose students to language? // • How can we help students to understand meaning? // • How can we help students to understand language form? // • How should students practise language? // • Why do students make mistakes? // • How should teachers correct students? // • Where do language study activities fit in teaching sequences? // Conclusions Looking ahead // v // w // 7 How to teach reading 68 // • Why teach reading? // • What kind of reading should students do? // • What reading skills should students acquire? // • What are the principles behind the teaching of reading? // • What do reading sequences look like? // • More reading suggestions // Conclusions // Looking ahead // 8 How to teach writing 79 // • Why teach writing? // • What kind of writing should students do? // • What do writing sequences look like?

• How should teachers correct writing? // • What can be done about handwriting? // • How does writing fit into ESA? // • More writing suggestions // Conclusions Looking ahead // 9 How to teach speaking 87 // • What kind of speaking should students do? // • Why encourage students to do speaking tasks? // • What do speaking activities look like? // • How should teachers correct speaking? // • What else should teachers do during a speaking activity? // • How do speaking activities fit into ESA? // • More speaking suggestions // Conclusions // Looking ahead // 10 How to teach listening 97 // • Why teach listening? // • What kind of listening should students do? // • What’s special about listening? // • What are the principles behind the teaching of listening? // • What do listening sequences look like? // • Where does video fit in? // • More listening suggestions // Conclusions Looking ahead // vi // 11 How to use textbooks 111 // • What are the different options for textbook use? // • What do adding, adapting and replacing look like? // • So why use textbooks at all? // • How should teachers choose textbooks? // Conclusions Looking ahead // 12 Howto plan lessons 121 // • Why plan at all? // • What are the aims of a plan? // • What should be in a plan? // • What questions do we need to ask? // • What form should a plan take? // • How should teachers plan a sequence of lessons? // Conclusions // Looking ahead // 13 What if?

127 // • What if students are all at different levels? // • What if the class is very big? // • What if students keep using their own language? // • What if students are uncooperative? // • What if students don t want to talk? // • What if students don’t understand the listening tape? // • What if some students-in-groups finish before everybody else? // Conclusions // Task File 135 // Appendix A: Equipment in the classroom 177 // Appendix B: Notes and further reading 185 // Appendix C: Phonetic symbols 191 // Index 192 // vii