當代國外語言學與應用語言學文庫：怎樣教英語 [How to Teach English] epub pdf mobi txt 電子書 下載 2024

當代國外語言學與應用語言學文庫：怎樣教英語 [How to Teach English] epub pdf mobi txt 電子書 下載 2024

☆☆☆☆☆
簡體網頁||繁體網頁



點擊這裡下載

當代國外語言學與應用語言學文庫：怎樣教英語 [How to Teach English] epub pdf mobi txt 電子書 下載 2024

类似图書 點擊查看全場最低價

---

內容簡介

An introduction to the practice of English language teaching How to Teach English is for teachers at an early stage in their careers and for teachers preparing for examinations such as The Certificate in English Language Teaching to Adults or The Certificate in TESOL. This book gives clear examples and explanations of current teaching practice which teachers can put into immediate use. How to Teach English offers： ideas on what makes a good teacher and what makes a good learner descriptions and examples of language teaching methods. and a new model of good leaching practice-the ESAmodel an essential introduction to grammar teaching sequences for grammar， vocabulary， and the individual language skills ideas on the exploitation of textbooks and the planning of lessons a What if? review of common problems in the classroom a Task File of photocopiable training tasks appendices on equipment， further reading and phonetic symbols.

作者簡介

哈默，Jeremy Harmer is the author of the highly acclaimed and ever popular The Practice of English Language Teaching.

內頁插圖

目錄

Preface by Halliday
Acknowledgements
Introdction
1 How to be a good teacher
What makes a good teacher?
How should teachers talk to stueents?
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
Why is it difficult to describe a good learner?
How imprrtant is the studentsmotivation?
Who is responsible for learning?
What is reponsible for learning?
Whats special about teaching adults?
How shoule we teach the sifferent levels?
Conclusions
Looking ahead

3 How to manage teaching and learnign
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 different student groupings can teachers use?
How can teachers evaluate the success or failure of their Lessons?
Conclusions
Looking ahead

4 How to describe learnincl and teaching
What do we know about language learning?
What elements are necessary for successful language learning in classrooms?
How do the three elements orES，4 fit together in lesson sequences?
What teaching models have influenced current teaching practice?
Conclusions
Looking ahead

5 How to describe languaoe
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
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

7 How to teach reading
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
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 ESe/?.
More writing suggestions
Conclusions
Looking ahead

9 How to teach speaking
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 soeaking suestions
Conclusions
Looking ahead

10 How to teach listening
Why teach listening?
What kind of listening should students do?
Whats 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

11 How to use textbooks
What age 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 How to plan lessons
Whyplan at all?
What age 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 Whatif7
What if students arc all at different levels?
What if the class iS very big?
What if students keep using their own language?
What if students age uncooperative?
What if students dont want tO talk?
What if students dont understand the listening tape?
What if some students．in—groups finish before everybody else?
Conclusions
Task File

精彩書摘

Beginners: success is easy to see at this level, and easy for the teacher toarrange. But then so is failure！ Some adult beginners find that languagelearning is more stressful than they expected and reluctantly give up.However, if things are going well, teaching beginners can be incrediblystimulating - and great fun. It may be restricting for the teacher, but thepleasure of being able to see your part in your students success isinvigorating.Intermediate students: success is not so easy to perceive here.Intermediate students have already achieved a lot. Gone are the days whenthey could observe their progress almost daily. Sometimes, it may seem tothem, they dont improve that much or that fast anymore. We often callthis the plateau effect, and the teacher has to make strenuous attempts toshow students what they still need to learn without being discouraging.One of the ways of doing this is to make the tasks we give them morechallenging and to get them to analyse language more thoroughly. Weneed to help them to set clear goals for themselves so that they havesomething to measure their achievement by.Advanced students: they already know a lot of English. There is still thedanger of the plateau effect （even if the plateau itself is higher up） so wehave to create a classroom culture where learning is not seen as learning alanguage httle-bit-by-little-bit. At the advanced level, we need to be ableto show students what still has to be done and we need to provide goodclear evidence of progress. We can do this through a concentration not somuch on grammatical accuracy, but on style and perceptions ofappropriacy, connotation and inference, helping students to use languagewith more subtlety. It is at this level, especially, that we have to encouragestudents to take more and more responsibility for their own learning.Although many activities can clearly be used at more than one level（designing newspaper front pages, writing radio commercials etc.）, thereare some which are obviously more appropriate for beginners, for example,pronunciation practice of/o/, simple introduction dialogues, while thereare others which are more appropriate for advanced students, such asdiscursive essay writing or formal debating. One obvious difference in the way we teach different levels is language.Beginners need to be exposed to fairly simple language which they canunderstand. In their language work, they may get pleasure （and goodlearning） from concentrating on straightforward questions like Whatsyour name？, Whats your telephone number？, Hello, Goodbye etc.Intermediate students know all this language already and so we will notask them to concentrate on it. The level of language also affects the teachers behaviour. At beginnerlevels, the need for us to rough-tune our speech is very great: we canexaggerate our voice tone and gesture to help us to get our meaning across.But at higher levels, such extreme behaviour is not so important. Indeed,it will probably come across to the students as patronising.

前言/序言

　　近年來，國際交往日益頻繁，國際貿易急速發展，齣現瞭一種前所未有的現象：學外語、教外語、用外語的人多瞭；研究語言學和應用語言學的人多瞭；開設這方麵專業的高校也多瞭，語言學碩士生和博士生也多瞭。就是不以此為專業，學習語言學和應用語言學的也不乏其人。為瞭給從事這個專業的師生提供便利，同時又幫助一般外語教師、涉外工作者以及漢語研究者開闊思路，擴大視野，提高效率，我們獻上這套內容嶄新而豐富的叢書——英文版《當

當代國外語言學與應用語言學文庫：怎樣教英語 [How to Teach English] epub pdf mobi txt 電子書 下載 2024

當代國外語言學與應用語言學文庫：怎樣教英語 [How to Teach English] 下載 epub mobi pdf txt 電子書

評分☆☆☆☆☆

好評，快遞很快，不到兩天就到瞭！

評分☆☆☆☆☆

還沒看，考研用的

評分☆☆☆☆☆

很滿意呢，兩本都很好，紙張也不錯

評分☆☆☆☆☆

是很好的。是很好的。是很好的。

評分☆☆☆☆☆

包裝不錯，書也沒有被壓皺，紙張也還行，不知道是不是正版，反正我能接受，沒有缺頁的

評分☆☆☆☆☆

不錯，就是字太小瞭，眼睛纍。

評分☆☆☆☆☆

贊贊贊贊贊

評分☆☆☆☆☆

可以啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊

評分☆☆☆☆☆

是一名英語老師，希望看看在理論方麵能幫助我

类似图書 點擊查看全場最低價