Как преподавать английский (новая версия)/библиотека лингвистики английская лингвистика языковой лингвистика
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На данный момент нет каталогаВведение
Библиотека современной лингвистики и лингвистики с приложением: как преподавать английский язык
Основная информация
Название: Современная иностранная лингвистика и языковая библиотека языка приложений: как преподавать английский язык
Цена: 27,90 Юань
Издательский дом: преподавание иностранного языка и исследовательская пресса;
Название иностранной книги: Как преподавать английский язык
Бумага: стр. 203
Неудача: английский
Кайбен: 16
ISBN: 9787560019024
Шатрикод: 9787560019024
Размер продукта и вес: 22,8 х 15,2 х 1,2 см;
краткое введение
Краткое введение «Как преподавать английский»: введение в практику преподавания английского языка, как преподавать английский язык для учителей в их карьере и для учителя. В TESOL.'ESA'model 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.
Выбор редактора
«Как преподавать английский»: современная иностранная лингвистика и библиотека языка приложений.
об авторе
Джереми Хармер является автором высокобранного и когда -либо популярного практики преподавания английского языка.
Оглавление
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 students'motivation?
Who is responsible for learning?
What is reponsible for learning?
What's 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?
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
11 How to use textbooks
What age the different options for textbook use?
Как выглядит добавление, адаптация и замена?
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 don't want tO talk?
What if students don't understand the listening tape?
Что, если некоторые студенты.в—groups finish before everybody else?
Conclusions
Task File
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 students'motivation?
Who is responsible for learning?
What is reponsible for learning?
What's 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?
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
11 How to use textbooks
What age the different options for textbook use?
Как выглядит добавление, адаптация и замена?
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 don't want tO talk?
What if students don't understand the listening tape?
Что, если некоторые студенты.в—groups finish before everybody else?
Conclusions
Task File
Предисловие
В последние годы международные обмены становятся все более частыми, и международная торговля быстро развивалась. В этом отношении также есть больше профессиональных колледжей и университетов, и в лингвистике есть больше мастеров и докторантов.Просто не используйте это как профессионал, и есть много людей, которые изучают лингвистику и прикладную лингвистику.Чтобы облегчить учителей и студентов, занимающихся этой профессией, в то же время это также помогает учителям общего иностранного языка, связанных с иностранными работниками и китайскими исследователями расширить свои идеи, расширить свои горизонты и упомянуть эффективность GAO.——
Библиотека Shou Parath 54 Оригинальные английские оригиналы, которая охватывает 26 ветвей лингвистики и прикладной лингвистики.Эта партия книг была выбрана после повторных исследований с соответствующими экспертами и профессорами из разных мест.Опубликовано такая крупная лингвистическая и прикладная лингвистическая лингвистическая серия, которая составляет много времени в сообществе преподавания китайского языка и иностранного языка.
Мы делаем это, какая надежда у нас есть?В целом, он следует за инструкциями Министерства образования по укреплению обучения в области дисциплины.
Мы надеемся, что эта библиотека может стать двигателем, который приводит к дальнейшему управлению реформой обучения иностранным языкам и научным исследованиям; Набор книг, которые учителя и учащиеся лингвистики и прикладной лингвистики могут работать гладко;
Библиотека Shou Parath 54 Оригинальные английские оригиналы, которая охватывает 26 ветвей лингвистики и прикладной лингвистики.Эта партия книг была выбрана после повторных исследований с соответствующими экспертами и профессорами из разных мест.Опубликовано такая крупная лингвистическая и прикладная лингвистическая лингвистическая серия, которая составляет много времени в сообществе преподавания китайского языка и иностранного языка.
Мы делаем это, какая надежда у нас есть?В целом, он следует за инструкциями Министерства образования по укреплению обучения в области дисциплины.
Мы надеемся, что эта библиотека может стать двигателем, который приводит к дальнейшему управлению реформой обучения иностранным языкам и научным исследованиям; Набор книг, которые учителя и учащиеся лингвистики и прикладной лингвистики могут работать гладко;
Абстрактный
Новички: успех легко увидеть на этом уровне и легко для учителя Toarrange.Некоторые новички для взрослых считают, что языковое обучение является более напряженным, чем они взволнованы и неохотно сдаются. Однако, если Trys едут, невероятно стимулируя -и очень весело.' 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 don' Мы даем им MoreChallenging и получить AnalyselySelelererererime. UP) Таким образом, мы должны создать культуру в классе, где обучение не рассматривается как обучение Alanguage Ittle-Bit. пропасти.'designing' Одно очевидное различие в том, как Weach разные уровни - это язык. Побегите, чтобы справиться с языком, который они могут понять в своих языковых работах.'What'','What'','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 teacher's 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.