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0 (hodnocen0 x )

(2) Půjčeno:6x 

BK

New edition

London ; New York : Longman, 1991

296 stran : ilustrace ; 25 cm

ISBN 0-582-04656-4 (brožováno)

Longman handbooks for language teachers

Obsahuje bibliografii na stranách 285-288 a rejstřík

000082655

PART A: BACKGROUND // ISSUES // Preface // 1 Why do people learn languages? 1 // 1.1 Reasons for learning // languages 1 // 1.2 Success in language learning 3 // 1.3 Motivational differences // 1.4 Conclusions // Discussion/Exercises/References // 2 What a native speaker knows 11 // 2.1 Pronunciation 11 // 2.2 Grammar 12 // 2.3 Vocabulary 14 // 2.4 Discourse 14 // 2.5 Language skills 16 // 2.6 Conclusions 18 // Discussion/Exercises/References 19 // 3 What a language student should learn 21 // 3.1 Pronunciation 21 // 3.2 Grammar 22 // 3.3 Vocabulary 23 // 3.4 Discourse 24 // 3.5 Skills 25 // 3.6 The syllabus 25 // 3.7 Language varieties 28 // 3.8 Conclusions 29 // Discussion/Exercises/References 29 // 4 Language learning and language teaching 31 // 4.1 Learning theories and approaches 31 // 4.2 Foreign language learning 37 // 4.3 Input and output 40 // 4.4 A balanced activities approach 41 // 4.5 Conclusions 43 // Discussion/Exercises/References 43 // PART B: PRACTICE // Introducing new language structure 56 // 6 6.1 What do we introduce? 56 // 6.2 The presentation of structural form 58 // 6.3 A general model for introducing new language 60 // 6.4 Discovery techniques 71 // 6.5 The position of writing during presentation 72 // 6.6 Introducing new language: examples 73 // 6.7 Conclusions 90 // Exercises/References 90 // 7 Practice 92 // 7.1 Oral practice 92 // 7.2 Written practice 109 // 7.3 Conclusions 120 // Exercises/References 120 // 8 Communicative activities 122 // 8.1 Oral communicative activities 122 // 8.2 Written communicative activities 139 // 8.3 Correcting written work 146 // 8.4 Projects 147 // 8.5 Learner training 149 // 8.6 Conclusions 151 // Exercises/References 151 // 9 Teaching vocabulary 153 // 9.1 Language structure and vocabulary 153 // 9.2 Selecting vocabulary 154 // 9.3 What do students need to know? 156 // 9.4 Teaching vocabulary 159 //

9.5 Examples of vocabulary teaching 161 // 9.6 The importance of dictionaries 174 // 9.7 Conclusions 178 // Discussion/Exercises/References 179 // 5 Teaching the productive skills 46 // 5.1 The nature of communication 46 // 5.2 The information gap 48 // 5.3 The communication continuum 49 // 5.4 Stages in language learning/teaching 50 // 5.5 Integrating skills 52 // 5.6 Speaking and writing 52 // 5.7 Level 54 // 5.8 Conclusions 54 // Discussion/Exercises/References 54 // PART C: MANAGEMENT AND PLANNING // 10 Receptive skills 181 // 10.1 Basic principles 181 // 10.2 Methodological principles for teaching receptive skills 184 // 10.3 A basic methodological model for the teaching of // receptive skills 189 // 10.4 Reading material 190 // 10.5 Listening material 211 // 10.6 Conclusions 232 // Discussion/Exercises/References 233 // 11 Class management 235 // 11.1 The role of the teacher 235 // 11.2 Student groupings 243 // 11.3 Disruptive behaviour 249 // 11.4 Conclusions 253 // Discussion/Exercises/References 254 // 12 Planning 256 // 12.1 Planning, textbooks and the syllabus 256 // 12.2 Planning principles 258 // 12.3 What teachers should know 260 // 12.4 The pre-plan 265 // 12.5 The plan 268 // 12.6 Conclusions 274 // Discussion/Exercises/References 274 // Appendix: Evaluating materials 276 // Bibliography 285 // Index 289