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Introduction 1

ContentsPreface by Halliday 9

王宗炎序 10

Part Ⅰ The teaching process 10

Module 1：Presentations and explanationsUnit One：Effective presentation 11

导读 13

Unit Two：Examples of presentation procedures 13

Unit Three：Explanations and instructions 16

Module 2：Practice activitiesUnit One：The function of practice 19

Unit Two：Characteristics of a good practice activity 21

Unit Three：Practice techniques 24

Acknowledgements 25

Unit Four：Sequence and progression in practice 27

Read this first：To the（trainee）teacher 27

To the trainer 28

Module 3：TestsUnit One：What are tests for？ 33

Unit Two：Basic concepts；the test experience 35

Unit Three：Types of test elicitation techniques 37

Unit Four：Designing a test 41

Unit Five：Test administration 42

Part Ⅱ Teaching the language（1）：The ‘what’ 46

Module 4：Teaching PronunciationUnit One：What does teaching pronunciation involve？ 47

Unit Two：Listening to accents 50

Unit Three：Improving learners’pronunciation 52

Unit Four：Further topics for discussion 54

Unit Five：Pronunciation and spelling 56

Module 5：Teaching vocabularyUnit One：What is vocabulary and what needs to be taught？ 60

Unit Two：Presenting new vocabulary 63

Unit Three：Remembering vocabulary 64

Unit Four：Ideas for vocabulary work in the classroom 68

Unit Five：Testing vocabulary 69

Module 6：Teaching grammarUnit One：What is grammar？ 75

Unit Two：The place of grammar teaching 76

Unit Three：Grammatical terms 78

Unit Four：Presenting and explaining grammar 81

Unit Five：Grammar practice activities 83

Unit Six：Grammatical mistakes 85

Module 7：Topics，situations，notions，functionsUnit One：Topics and situations 90

Unit Two：What ARE notions and functions？ 92

Unit Three：Teaching chunks of language：from text to task 93

Unit Four：Teaching chunks of language：from task to text 96

Unit Five：Combining different kinds of language segments 98

Part Ⅲ Tesching the language（2）：The‘how’ 103

Module 8：Teaching listeningUnit One：What does real-life listening involve？ 105

Unit Two：Real-life listening in the classroom 107

Unit Three：Learner problems 111

Unit Four：Types of activities 112

Unit Five：Adapting activities 115

Module 9：Teaching speakingUnit One：Successful oral fluency practice 120

Unit Two：The functions of topic and task 122

Unit Three：Discussion activities 124

Unit Four：Other kinds of spoken interaction 129

Unit Five：Role play and related techniques 131

Unit Six：Oral testing 133

Module 10：Teaching reading 138

UnitOne：How dowe read？ 138

Unit Two：Beginning reading 141

Unit Three：Types of reading activities 143

Unit Four：Improving reading skills 147

Unit Five：Advanced reading 150

Module 11：Teaching writingUnit Ohe：Written versus spoken text 159

Unit Two：Teaching procedures 162

Unit Three：Tasks that stimulate writing 164

Unit Four：The process of conposition 167

Unit Five：Giving ffedback on writing 170

Part Ⅳ Course content 175

Module 12：The syllabusUnit One：What is a svllabts？ 176

Unit Two：Different types of language syllabus 177

Unit Three：Using the syllabus 179

Module 13：MaterialsUnit One：How necessary is a coursebook？ 183

Unit Two：Coursebook assessment 184

Unit Three：Using a cou rsebook 187

Unit Four：Supplementary materials 189

Unit Five：Teacher-made worksheets and workcards 192

Module 14：Topic contentUnit One：Different kinds of content 197

Unit Two：Underlying messages 199

Unit Three：Literature（1）：should it be included in the course？ 200

Unit Four：Literature（2）：teaching ideas 202

Unit Five：Literature（3）：teaching a specific text 206

Part Ⅳ Lessons 212

Module 15：Lesson planningUnit One：What does a lesson involve？ 213

Unit Two：Lesson preparation 215

Unit Three：Varying lesson components 216

Unit Four：Evaluating lesson effectiveness 219

Unit Five：Practical lesson management 222

Module 16：Classroom interactionUnit One：Patterns of classroom interaction 227

Unit Two：Questioning 229

Unit Thrce：Group work 232

Unit Four：Individualization 233

Unit Five：The selection of appropriate activation techniques 237

Module 17：Giving feedbackUnit One：Different approaches to the nature and function of feedback 242

Unit Two：Assessment 244

Unit Three：Correcting mistakes in oral work 246

Unit Four：Written feedback 250

Unit Five：Clarifying personal attitudes 253

Module 18：Classroom disciplineUnit One：What is discipline？ 259

Unit Two：What does a disciplined classroom look like？ 260

Unit Three：What teacher action is conducive to a disciplined classroom？ 262

Unit Four：Dealing with discipline problems 264

Unit Five：Discipline problems：episodes 267

Part Ⅵ Learner differences 273

Module 19：Learner motivation and interestUnit One：Motivation：some background thinking 274

Unit Two：The teacher’s responsibility 276

Unit Three：Extrinsic motivation 277

Unit Four：Intrinsic motivation and interest 280

Unit Five：Fluctuations in learner interest 282

Module 20：Younger and older learnersUnit One：What difference does age make to language learning？ 286

Unit Two：Teaching children 288

Unit Three：Teaching adolescents：student preferences 290

Unit Four：Teaching adults：a different relationship 294

Module 21：Large heterogeneous classesUnit One：Defining terms 302

Unit Two：Problems and advantages 303

Unit Three：Teaching strategies（1）：compulsory+optional 307

Unit Four：Teaching strategies（2）：open-ending 309

Unit Five：Designing your own activities 312

Part Ⅶ And beyond 317

Module 22：And beyondUnit One：Teacher development：practice，reflection，sharing 318

Unit Two：Teacher appraisal 322

Unit Three：Advancing further（1）：intake 324

Unit Four：Advancing further（2）：output 327

Trainer’s notes 333

Bibliography 360

Index 367

文库索引 376