【正版书籍】怎样教英语
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作者哈默
出版社外语教学与研究出版社
ISBN9787560019024
出版时间2000-08
装帧其他
开本16开
定价27.9元
货号J9787560019024
上书时间2024-06-24
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导语摘要
本书是国际上久负盛名的英国英语教学专家杰里米·哈默教授为初做英语教师的人和准备参加英语教师证书考试的青年朋友以及从事成人教育的英语教师编写的一本人门读物和教学指导书。全书内容充实，论述严谨，深入浅出，注重实用，对当前英语教学的实践进行了全方位的介绍、审视和分析。
本书主要探讨英语作为外语或第二语言的教学内容和技巧。作者试图从实用的角度为英语教师提供更多看得见、摸得着的教学方法和技巧。
商品简介
AnintroductiontothepracticeofEnglishlanguageteachingHowtoTeachEnglishisforteachersatanearlystageintheircareersandforteacherspreparingforexaminationssuchasTheCertificateinEnglishLanguageTeachingtoAdultsorTheCertificateinTESOL.Thisbookgivesclearexamplesandexplanationsofcurrentteachingpracticewhichteacherscanputintoimmediateuse.HowtoTeachEnglishoffers：ideasonwhatmakesagoodteacherandwhatmakesagoodlearnerdescriptionsandexamplesoflanguageteachingmethods.andanewmodelofgoodleachingpractice-theESAmodelanessentialintroductiontogrammarteachingsequencesforgrammar,vocabulary,andtheindividuallanguageskillsideasontheexploitationoftextbooksandtheplanningoflessonsaWhatif?reviewofcommonproblemsintheclassroomaTaskFileofphotocopiabletrainingtasksappendicesonequipment,furtherreadingandphoneticsymbolsJeremyHarmeristheauthorofthehighlyacclaimedandeverpopularThePracticeofEnglishLanguageTeaching.
目录:
PrefacebyHalliday
Acknowledgements
Introdction
1Howtobeagoodteacher
Whatmakesagoodteacher?
Howshouldteacherstalktostueents?
Howshouldteachersgiveinstructions
Whoshouldtalkinclass?
Whatarethebestkindsoflesson?
Howimportantisittofollowapre-arrangedplan?
Conclusions
Lookingahead
2Howtobeagoodlearner
Whyisitdifficulttodescribeagoodlearner?
Howimprrtantisthestudentsmotivation?
Whoisresponsibleforlearning?
Whatisreponsibleforlearning?
Whatsspecialaboutteachingadults?
Howshouleweteachthesifferentlevels?
Conclusions
Lookingahead
3Howtomanageteachingandlearnign
Howshouldteachersusetheirphysicalpresenceinclass?
HowShouldteachersusetheirvoicesinclass?
HowSHouldteachersmarkthestagesofalesson?
Whatdifferentstudentgroupingscanteachersuse?
HowcanteachersevaluatethesuccessorfailureoftheirLessons?
Conclusions
Lookingahead
4Howtodescridblearnignandteaching
5Howtodescribelanguage
6Howtoteachlaguage
7Howtoteachteading
8Howtoteachwriting
9Howtoteachspeaking
10Howtoteachlistening
Conclusions
Lookingahead
目录
Preface by HaIIiday
王宗炎序
导读
Acknowledgements
Introduction
1 How to be a good teacher
· 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
· 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 !earning
· 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
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
· 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 ESA？
· 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 speaking suggestions
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 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 How to plan lessons
· Why plan at all？
· What are the aims of a plan？
· What should he 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？
· 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
Appendix A: Equipment in the classroom
Appendix B: Notes and further reading
Appendix C: Phonetic symbols
Index
文库索引
内容摘要
AnintroductiontothepracticeofEnglishlanguageteachingHowtoTeachEnglishisforteachersatanearlystageintheircareersandforteacherspreparingforexaminationssuchasTheCertificateinEnglishLanguageTeachingtoAdultsorTheCertificateinTESOL.Thisbookgivesclearexamplesandexplanationsofcurrentteachingpracticewhichteacherscanputintoimmediateuse.HowtoTeachEnglishoffers:ideasonwhatmakesagoodteacherandwhatmakesagoodlearnerdescriptionsandexamplesoflanguageteachingmethods.andanewmodelofgoodleachingpractice-the'ESA'modelanessentialintroductiontogrammarteachingsequencesforgrammar,vocabulary,andtheindividuallanguageskillsideasontheexploitationoftextbooksandtheplanningoflessonsa'Whatif?'reviewofcommonproblemsintheclassroomaTaskFileofphotocopiabletrainingtasksappendicesonequipment,furtherreadingandphoneticsymbols
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