Úplné zobrazení záznamu

Toto je statický export z katalogu ze dne 19.12.2020. Zobrazit aktuální podobu v katalogu.

Bibliografická citace

.
0 (hodnocen0 x )
(2) Půjčeno:2x 
BK
1st ed.
Oxford : Oxford University, 1996
161 s. : il.

objednat
ISBN 0-19-437130-1 (brož.)
Language teaching : a scheme for teacher education
Obsahuje glosář, rejstřík
Bibliografie: s. 151 - 155
Angličtina - čtení - příručky učitelské
000088152
Contents // The author and series editors viii // Introduction ix // Section One: Explanation—The nature of reading // 1 Reading and readers 3 // 1.1 What reading means 3 // 1.2 What being a reader means 5 // 1.3 Reading purpose 6 // 2 Written language: text and discourse 8 // 2.1 Reading and text 8 // 2.2 Reading and discourse 14 // 3 Reading and social role 19 // 3.1 Reading communities 19 // 3.2 Literacy events 20 // 3.3 Literacy or literacies? 21 // 4 Reading and social context 24 // 4.1 The immediate context of situation 24 // 4.2 The institutional context 26 // 4.3 The wider social context 27 // 5 Reading and social meaning 30 // 5.1 Genre 30 // 5.2 Schemas 33 // 6 The reading process 39 // 6.1 Reading as a psycholinguistic process 39 // 6.2 Reading as a unitary and selective process 42 // 6.3 Sociolinguistic factors in the reading process 43 // 6.4 The interaction between reader and writer 43 // vi Contents // 6.5 Submissive and resistant readers 45 // 6.6 Intertextuality 47 // 6.7 Conclusion 50 // Section Two: Demonstration—Teaching approaches and materials // 7 Early reading: teaching and learning // 7.1 Getting started // 7.2 Different views of the learning to read process // 7.3 A skills approach to learning to read (7*A) Reading strategies // 7.5 What do skills and strategies approaches look like? // 7.6 Links with later reading strategies // 8 The learning context: roles and purposes of second language learners // 8.1 The social roles and context of learning of
the second language learner // 8.2 Reading for specific purposes // 8.3 Reading for general purposes // 8.4 Reading for pleasure in the second language // 9 The role of the text in the second language classroom (9.1/ Criteria for selecting material // 9.2) Simple versus authentic texts // 9.3 Assessing text difficulty \\9AJ Simple and simplified texts SS) The notion of authenticity // 10 Classroom reading procedures // 10.1 Access to the context of situation // 10.2 Access to content // 11 Texts and classroom procedures for critical reading 0 y) Critical approaches to text selection // 11.2 Heightening learners’ awareness of their strategies and roles as readers // 11.3 A critical reading procedure // 11.4 Conclusion // 53 // 53 // 53 // 54 57 60 62 // 63 // 63 // 65 // 68 // 68 // 71 // 71 // 76 // 76 // 77 79 // 82 // 82 // 86 // 103 // 103 // 111 // 114 // 122 // Contents vii // 12 Section Three: Exploring reading Investigating reading in your own classroom 127 // 12.1 Focus on the reader 127 // 12.2 Focus on the text 133 // 12.3 Focus on classroom reading procedures 136 // Glossary 145 // Further reading 149 // Bibliography 151 // Index 157

Zvolte formát: Standardní formát Katalogizační záznam Zkrácený záznam S textovými návěštími S kódy polí MARC