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دانلود کتاب The practice of English Language Teaching

دانلود کتاب عمل آموزش زبان انگلیسی

The practice of English Language Teaching

مشخصات کتاب

The practice of English Language Teaching

ویرایش: 5 
نویسندگان:   
سری:  
ISBN (شابک) : 9781447980254, 9781488683244 
ناشر:  
سال نشر:  
تعداد صفحات: 459 
زبان: English 
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود) 
حجم فایل: 94 مگابایت 

قیمت کتاب (تومان) : 46,000



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توجه داشته باشید کتاب عمل آموزش زبان انگلیسی نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.


توضیحاتی در مورد کتاب عمل آموزش زبان انگلیسی

کتاب بسیار تحسین شده "عمل تدریس زبان انگلیسی" راهنمای ضروری برای معلمان زبان انگلیسی در طیف گسترده ای از زمینه ها است. ویرایش پنجم برای انعکاس تحولات جدید در آموزش زبان اصلاح شده است. این آموزش آموزشی فعلی را برای معلمانی توضیح می دهد که می خواهند به مرتبط ترین شیوه های ELT دسترسی داشته باشند و آنها را در دروس خود بگنجانند.


توضیحاتی درمورد کتاب به خارجی

The highly acclaimed 'Practice of English Language Teaching' is the essential guide for teachers of English in a wide range of contexts. The fifth edition has been revised to reflect new developments in language teaching. It explains current pedagogy to teachers who want to access the most relevant ELT practices and incorporate them into their lessons.



فهرست مطالب

Cover
Contents
Video contents
Introduction
Chapter 1: The world of English language teaching
	1.1 Who speaks English?
		1.1.1 Varieties of English
	1.2 Who learns English, and which variety do they learn?
		1.2.1 General English and ESP
		1.2.2 Business English
		1.2.3 Content-based language teaching (CBLT) and CLIL
	1.3 Who teaches English?
Chapter 2: Describing the English language
	2.1 What we want to say
		2.1.1 Form and meaning
		2.1.2 Purpose
	2.2 Appropriacy and register
	2.3 Language as text and discourse
		2.3.1 Discourse organisation
		2.3.2 Genre
	2.4 Grammar
		2.4.1 Choosing words for grammar
		2.4.2 Some important grammatical concepts
	2.5 Lexis
		2.5.1 Word meaning
		2.5.2 Extending word use
		2.5.3 Word combinations
	2.6 The sounds of the language
		2.6.1 Pitch
		2.6.2 Intonation
		2.6.3 Individual sounds
		2.6.4 Sounds and spelling
		2.6.5 Stress
	2.7 Speaking and writing
	2.8 Paralinguistics
		2.8.1 Vocal paralinguistic features
		2.8.2 Physical paralinguistic features
Chapter 3: Issues in language learning
	3.1 What research offers
		3.1.1 The mind is a computer
		3.1.2 Explicit and implicit knowledge
		3.1.3 Language is forming habits
		3.1.4 Language is communication
		3.1.5 Language is grammar; language is vocabulary
		3.1.6 The role of other languages (translation)
		3.1.7 Learning is about people
	3.2 Making sense of it all
Chapter 4: Popular methodology
	4.1 Approach, method, procedure, technique
	4.2 Three and a half methods
	4.3 Communicative language teaching
		4.3.1 Teaching 'unplugged'
	4.4 Task-based learning
	4.5 The lexical approach
	4.6 Four old humanistic methods
	4.7 A procedure (presentation, practice and production)
	4.8 Which method? What approach?
		4.8.1 What teachers do
		4.8.2 Post-method and learning culture
	4.9 Coursebooks and other materials
		4.9.1 For and against coursebook use
		4.9.2 How to use coursebooks
		4.9.3 Using coursebooks more effectively
		4.9.4 Choosing coursebooks
		4.9.5 Designing our own materials
	4.10 Looking forward
Chapter 5: Being learners
	5.1 The age factor
		5.1.1 Young learners
		5.1.2 Teenagers
		5.1.3 Adults
	5.2 Learner differences
		5.2.1 Learner styles
	5.3 Motivation
		5.3.1 Understanding the nature of motivation
		5.3.2 What affects motivation?
		5.3.3 What teachers can do about student motivation
	5.4 Levels
		5.4.1 From beginner to advanced
		5.4.2 The CEFR levels
		5.4.3 Other frameworks of language proficiency
	5.5 Learner autonomy
		5.5.1 Learner training/strategy training
		5.5.2 Autonomy tasks
		5.5.3 Open learning, self-access centres and student 'helpers'
		5.5.4 Provoking student choice
		5.5.5 Outside the classroom
		5.5.6 Homework
		5.5.7 All in the mind
Chapter 6: Being teachers
	6.1 Qualities of a good teacher
		6.1.1 The magic of rapport
		6.1.2 Inside the classroom
	6.2 Roles that teachers 'play'
		6.2.1 Talking to students
		6.2.2 The teacher as a teaching 'aid'
	6.3 What teachers do next
		6.3.1 Teachers on their own
		6.3.2 Teachers with others
		6.3.3 Different ways of observing and being observed
		6.3.4 The big wide world
Chapter 7: Class size and different abilities
	7.1 Class size: two extremes
		7.1.1 Large classes
		7.1.2 Teaching one-to-one
	7.2 Managing mixed ability
		7.2.1 Working with different content
		7.2.2 Different student actions
		7.2.3 What the teacher does
		7.2.4 Special educational needs (SENs)
		7.2.5 Realistic mixed-ability teaching
Chapter 8: Feedback, mistakes and correction
	8.1 Giving supportive feedback
	8.2 Students make mistakes
	8.3 Correction decisions
		8.3.1 What to correct
		8.3.2 When to correct
		8.3.3 Who corrects and who should be corrected?
		8.3.4 What to do about correction
	8.4 Correcting spoken English
		8.4.1 Online (on-the-spot) correction
		8.4.2 Offline (after-the-event) correction
	8.5 Giving feedback for writing
		8.5.1 Giving feedback in process writing
		8.5.2 Using correction symbols
		8.5.3 Alternatives to correction symbols
		8.5.4 Letting the students in
		8.5.5 What happens next
		8.5.6 Burning the midnight oil
Chapter 9: Managing for success
	9.1 Why problems occur
	9.2 Creating successful classrooms
		9.2.1 Behaviour norms
		9.2.2 Teaching for success
	9.3 Dealing with problems
Chapter 10: Seating and grouping students
	10.1 Whole-class teaching
		10.1.1 Seating whole-group classes
	10.2 Students on their own
	10.3 Pairs and groups
		10.3.1 Pairwork
		10.3.2 Groupwork
		10.3.3 Ringing the changes
	10.4 Organising pairwork and groupwork
		10.4.1 Making it work
		10.4.2 Creating pairs and groups
		10.4.3 Procedures for pairwork and groupwork
		10.4.4 Troubleshooting
Chapter 11: Technology for learning
	11.1 What is on offer?
		11.1.1 Internet connectivity
	11.2 Technology issues
		11.2.1 Digital divides
		11.2.2 Digital literacy
		11.2.3 Who does what?
		11.2.4 Six questions
	11.3 Using classroom resources
	11.4 Blended learning, flipped classrooms and beyond
		11.4.1 Blended learning
		11.4.2 The flipped classroom
		11.4.3 SOLEs
	11.5 Learning online
Chapter 12: Planning
	12.1 Planning paradoxes
	12.2 Thinking about lessons
	12.3 Designing lessons
	12.4 Making a formal plan
		12.4.1 Background elements
		12.4.2 Describing procedure and materials
	12.5 Planning a sequence of lessons
		12.5.1 Projects and threads
	12.6 Planning CLIL lessons
Chapter 13: Teaching language construction
	13.1 Studying structure and use
		13.1.1 Language study in lesson sequences
		13.1.2 Choosing study activities
		13.1.3 Known or unknown language
	13.2 Explain and practise
		13.2.1 Explaining things
		13.2.2 Practice (accurate reproduction)
	13.3 Meet, need and practise
	13.4 Discover and practise
	13.5 Research and practise
	13.6 Review and recycle
Chapter 14: Teaching grammar
	14.1 Introducing grammar
	14.2 Discovering grammar
	14.3 Practising grammar
	14.4 Grammar games
Chapter 15: Teaching vocabulary
	15.1 Introducing vocabulary
	15.2 Practising vocabulary
	15.3 Vocabulary games
	15.4 Using dictionaries
		15.4.1 When students use dictionaries
		15.4.2 Dictionary activities
	15.5 Keeping vocabulary notebooks and cards
Chapter 16: Teaching pronunciation
	16.1 What is good pronunciation?
	16.2 Pronunciation problems
	16.3 Phonemic symbols: to use or not to use?
	16.4 When to teach pronunciation
	16.5 Pronunciation and the individual student
	16.6 Pronunciation sequences
		16.6.1 Working with sounds
		16.6.2 Working with stress
		16.6.3 Working with intonation and stress
		16.6.4 Sounds and spelling
		16.6.5 Connected speech and fluency
Chapter 17: Teaching language skills
	17.1 Skills together
		17.1.1 Input and output
		17.1.2 Integrating skills
		17.1.3 Language skills, language construction
		17.1.4 Integrating skill and language work
		17.1.5 Top-down and bottom-up
	17.2 Receptive skills
		17.2.1 A procedure for teaching receptive skills
		17.2.2 The language issue
		17.2.3 Comprehension tasks
	17.3 Productive skills
		17.3.1 A procedure for teaching productive skills
		17.3.2 Structuring discourse
		17.3.3 Interacting with an audience
		17.3.4 Dealing with difficulty
		17.3.5 What to do about language
	17.4 Projects
		17.4.1 Managing projects
Chapter 18: Reading
	18.1 Intensive reading
		18.1.1 The vocabulary question
		18.1.2 Analytical reading (text mining)
	18.2 Reading aloud
	18.3 Extensive reading
	18.4 Reading sequences
Chapter 19: Listening
	19.1 Skills and strategies
		19.1.1 Top-down listening
		19.1.2 Bottom-up listening
	19.2 Extensive listening
	19.3 Live listening/recorded listening
		19.3.1 Live listening
		19.3.2 Pre-recorded audio
	19.4 Using film and video
		19.4.1 Viewing and listening techniques
	19.5 Listening (and film) sequences
	19.6 The sound of music
Chapter 20: Writing
	20.1 Literacies
		20.1.1 Handwriting
		20.1.2 Spelling
		20.1.3 Layout and punctuation
		20.1.4 Text construction
	20.2 Approaches to student writing
		20.2.1 Process and product
		20.2.2 Genre
	20.3 Creative writing
	20.4 Writing as a collaborative activity
	20.5 Building the writing habit
	20.6 Writing-for-learning, writing-for-writing
	20.7 The roles of the teacher
	20.8 Writing sequences
	20.9 Dictation activities
	20.10 Portfolios and journals
Chapter 21: Speaking
	21.1 Spoken language
	21.2 Students and speaking
		21.2.1 Reluctant students
	21.3 Speaking repetition
	21.4 Speaking activity types
		21.4.1 Acting from scripts
		21.4.2 Communication games
		21.4.3 Discussion
		21.4.4 Prepared talks and presentations
		21.4.5 Questionnaires
		21.4.6 Simulation and role-play
		21.4.7 Storytelling
	21.5 Speaking sequences
	21.6 Making recordings
		21.6.1 Getting everyone involved
Chapter 22: Testing and evaluation
	22.1 Summative and formative assessment
	22.2 Qualities of a good test
		22.2.1 Washback
	22.3 Types of test
	22.4 Test item types
		22.4.1 Some typical test item types
		22.4.2 Skill-focused tests
		22.4.3 Young learner test item types
	22.5 Writing and marking tests
		22.5.1 Writing tests
		22.5.2 Marking tests
	22.6 Teaching for tests
Bibliography
Index
Author Index




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