000			08254cam a22007698a 4500
999			_c2471 _d2471
001			495506
003			SIRSI
005			20200123200127.0
008			940811s1995 enka b 001 0 eng
010			_a 94035027
020			_a9780521449946 (pbk)
035			_a(Sirsi) AYA-9346
035			_a(OCoLC)749000975
040			_aDLC _cJCRC _dCaOTUED
050	0	0	_aP51 _b.U7 1995
082	0	0	_a418/.007 _220
100	1		_aUr, Penny
245	1	2	_aA Course in Language Teaching : _bPractice and Theory / _cPenny Ur ; Series editors: Marion Williams and Tony Wright.
260			_aCambridge ; _aNew York : _bCambridge University Press, _c1996.
300			_axiii, 375 p. : _bill. ; _c25 cm.
440		0	_aCambridge Teacher Training and Development
504			_aIncludes bibliographical references (360-366) and index.
505			_a''This comprehensive training course provides a complete introduction to teaching languages, for use in both pre-service or in-service settings. It can be used by groups of teachers working with a trainer, or as a self-study resource.
505			_aThe course consists of modules on key topics such as Practice Activities, Testing, Teaching Reading, Lesson Planning, Teaching Large Heterogeneous Classes - and many others. Each module presents both practical and theoretical aspects of the topic, with tasks. Modules can be used in sequence or selectivity.
505			_aSuggestions for classroom observation and practice, action research projects and further reading are included. Notes for the trainer, with stimulating insights from the author's personal experience, complete the course.
505			_aPenny Ur is a teacher and teacher-trainer, and is the author of several successful books for teachers in the Cambridge Handbooks for Language Teachers series: Discussions that Work, Five Minute Activities, and Teaching Listening Comprehension.'' (Book Cover)
505			_aCONTENTS
505			_aPart I The teaching process
505			_aModule 1: Presentations and explanations _tUnit One: Effective presentation _tUnit Two: Examples of presentation procedures _tUnit Three: Explanations and instructions
505			_aModule 2: Practice activities _tUnit One: The function of practice _tUnit Two: Characteristics of a good practice activity _tUnit Three: Practice techniques _tUnit Four: Sequence and progression in practice
505			_aModule 3: Tests _tUnit One: What are tests for? _tUnit Two: Basic concepts; the test experience _tUnit Three: Types of test elicitation techniques _tUnit Four: Designing a test _tUnit Five: Test administration
505			_aPart II Teaching the language (1): The 'what'
505			_aModule 4: Teaching Pronunciation _tUnit One: What does teaching pronunciation involve? _tUnit Two: Listening to accents _tUnit Three: Improving learners' pronunciation _tUnit Four: Further topics for discussion _tUnit Five: Pronunciation and spelling
505			_aModule 5: Teaching vocabulary _tUnit One: What is vocabulary and what needs to be taught? _tUnit Two: Presenting new vocabulary _tUnit Three: Remembering vocabulary _tUnit Four: Ideas for vocabulary work in the classroom _tUnit Five: Testing vocabulary
505			_aModule 6: Teaching grammar _tUnit One: What is grammar? _tUnit Two: The place of grammar teaching? _tUnit Three: Grammatical terms _tUnit Four: Presenting and explaining grammar _tUnit Five: Grammar practice activities _tUnit Six: Grammatical mistakes
505			_aModule 7: Topics, situations, notions, functions _tUnit One: Topics and situations _tUnit Two: What ARE notions and functions _tUnit Three: Teaching chunks of language: from text to task _tUnit Four: Teaching chunks of language: from task to text _tUnit Five: Combining different kinds of language segments
505			_aPart II Teaching the language (2): The 'how'
505			_aModule 8: Teaching listening _tUnit One: What does real-life listening involve? _tUnit Two: Real-life listening in the classroom _tUnit Three: Learner problems _tUnit Four: Types of activities _tUnit Five: Adapting activities
505			_aModule 9: Teaching speaking _tUnit One: Successful oral fluency practice _tUnit Two: The functions of topic and task _tUnit Three: Discussion activities _tUnit Four: Other kinds of spoken interaction _tUnit Five: Role play and related techniques _tUnit Six: Oral testing
505			_aModule 10: Teaching reading _tUnit One: How do we read? _tUnit Two: Beginning reading _tUnit Three: Types of reading activities _tUnit Four: Improving reading skills _tUnit Five: Advanced reading
505			_aModule 11: Teaching writing _tUnit One: Written versus spoken text _tUnit Two: Teaching procedures _tUnit Three: Tasks that stimulate writing _tUnit Four: The process of composition _tUnit Five: Giving feedback on writing
505			_aPart IV Course content
505			_aModule 12: The syllabus _tUnit One: What is a syllabus? _tUnit Two: Different types of language syllabus _tUnit Three: Using the syllabus
505			_aModule 13: Materials _tUnit One: How necessary is a coursebook? _tUnit Two: Coursebook assessment _tUnit Three: Using a coursebook _tUnit Four: Supplementary materials _tUnit Five: Teacher-made worksheets and workcards
505			_aModule 14: Topic content _tUnit One: Different kinds of content _tUnit Two: Underlying messages _tUnit Three: Literature (1): should it be included in the course? _tUnit Four: Literature (2): teaching ideas _tUnit Five: Literature (3): teaching a specific text
505			_aPart IV Lessons
505			_aModule 15: Lesson planning _tUnit One: What does a lesson involve? _tUnit Two: Lesson preparation _tUnit Three: Varying lesson components _tUnit Four: Evaluating lesson effectiveness _tUnit Five: Practical lesson management
505			_aModule 16: Classroom interaction _tUnit One: Patterns of classroom interaction _tUnit Two: Questioning _tUnit Three: Group work _tUnit Four: Individualization _tUnit Five: The selection of appropriate activation techniques
505			_aModule 17: Giving feedback _tUnit One: Different approaches to the nature and function of feedback _tUnit Two: Assessment _tUnit Three: Correcting mistakes in oral work _tUnit Four: Written feedback _tUnit Five: Clarifying personal attitudes
505			_aModule 18: Classroom disciplines _tUnit One: What is discipline? _tUnit Two: What does a disciplined classroom look like? _tUnit Three: What teacher action is conducive to a disciplined classroom? _tUnit Four: Dealing with discipline problems _tUnit Five: Discipline problems: episodes
505			_aPart VI Learner differences
505			_aModule 19: Learner motivation and interest _tUnit One: Motivation: some background thinking _tUnit Two: The teacher's responsability _tUnit Three: Extrinsic motivation _tUnit Four: Intrinsic motivation and interest _tUnit Five: Fluctuations in learner interest
505			_aModule 20: Younger and older learners _tUnit One: What difference does age make to language learning? _tUnit Two: Teaching children _tUnit Three: Teaching adolescents: student preferences _tUnit Four: Teaching adults: a different relationship
505			_aModule 21: Large heterogeneous classes _tUnit One: Defining terms _tUnit Two: Problems and advantages _tUnit Three: Teaching strategies (1): compulsory+optional _tUnit Four: Teaching strategies (2): open-ending _tUnit Five: Designing your own activities
505			_aPart VII And beyond
505			_aModule 22: And beyond _tUnit One: Teacher development: practice, reflection, sharing _tUnit Two: Teacher appraisal _tUnit Three: Advancing further (1): intake _tUnit Four: Advancing further (2): output
505			_aTrainer's notes
505			_aBibliography
505			_aIndex
650		0	_aLanguage and languages _xStudy and teaching.
650		0	_aModern Languages _xStudy and teaching.
700			_aWilliams, Marion
700			_aWright, Tony
856			_zPublisher's Website. _uhttps://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/course-english-language-teaching-2nd-edition
856			_zCambridge Core (Limited to University of Ottawa). _uhttps://www.cambridge.org/core/books/course-in-language-teaching-trainee-book/98923384D6BA90E28E1649E0FD3B17CD
942			_2z _cBK