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ویرایش: 5
نویسندگان: Harmer. Jeremy
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
در صورت تبدیل فایل کتاب The practice of English Language Teaching به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
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.
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.
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.
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