怎样教英语|当代国外语言学与应用语言学文库|（英）哈默(Harmer,J.)|外语教学与研究出版社

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怎样教英语

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作者：（英）哈默(Harmer,J.)	出版社：外语教学与研究出版社
译者：	丛书名：当代国外语言学与应用语言学文库
出版日期：2000-10-1	上架日期：2005-10-8
ISBN：7560019024	页数：203 版次：1 -2
开本：16	装帧：
读者对象：高等院校英语专用教材

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| 大封面 | 封底 | 前言 | 内容简介 | 序言 | 目录 | 作者简介 | 译者简介 | 作者序 | 译者序 |

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内容简介
在编辑这个文库时，我们在两方面下了功夫。
一方面，在选书时，我们求全，求新，求有代表性和前瞻性。我们不偏爱一家之言，也不只收一家外国出版社之书。语言学与应用语言学的主干学科固然受到了应有的重视，分支学科可也不忽视。语料语言学、语言统计学是新兴学科，我们收入了专著；句法学、语义学久已有人研究，我们也找到了有关的最新著作。
另一方面，我们邀请了国内知名的博士生导师、硕士生导师为各书撰文导读，为读者铺平道路。语言学和应用语言学专著包罗宏富，初学者读起来可能觉得茫无头绪。为了助他们一臂之力，本文库中每一种书我们都请专家写了一万字左右的导读材料。哪怕书中内容比较陌生，谁只要在读书前看一下导读材料，读书后把材料再看一遍，一定能弄清脉络，掌握要点。

目录
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Preface by Halliday F9
王宗炎序 F10
导读 F13
Acknowledgements   F22
Introduction  F23
1 How to be a good teacher   1
   ~ 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  7
   ~ 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 learning                  15
   ~ 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  24
   ~ What do we know about language learning?
   ~ What elements are necessary for successful language learning in classrooms?
   ~ How do the three elements of ES//fit together in lesson sequences?
   ~ What teaching models have influenced current teaching practice?
   Conclusions
   Looking ahead
5 How to describe language  34
   ~ 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  52
   ~ 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  68
   ~ 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  79
   ~ 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  87
   ~ 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  97
   ~ 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 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 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 ifsome 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

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