Essential teacher knowledge: core concepts in English language teaching
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Harlow, Essex, UK
Pearson Education
[2012]
|
| Schriftenreihe: | Always learning
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Hier auch später erschienene, unveränderte Nachdrucke |
| Beschreibung: | 287 Seiten Illustrationen 1 DVD-ROM |
| ISBN: | 9781408268049 9781408263518 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Titel: Essential teacher knowledge
Autor: Harmer, Jeremy
Jahr: 2012
Contents
Introduction 6
Essential Teacher Knowledge and the TKT 8
Grammar
1 What s in a sentence? 12
Parts of speech • Sentence elements • Getting things in
the right order • Teaching ideas: word order
2 How we use clauses 14
Main clauses and subordinate clauses • Clause functions
and meanings • Relative clauses • Conditional clauses •
leaching ideas: conditional clauses
3 Asking questions 16
Saying yes, saying no • Different types of questions •
Learning English by telephone and Skype
4 Introducing verbs 18
Types of verb • How verbs are made • Verbs in
combination • Total physical response
5 Verb tenses (form and meaning) 20
I low verbs show time • One form, many meanings •
One meaning, many forms • The homework issue
6 Aspect 22
What is aspect? • Simple and continuous • Perfect
verbs • Burnout
7 Teaching verbs (and adverbs) 24
Teaching ideas • Teaching the present continuous and
present simple • Teaching the present perfect • Teaching
die future • Teaching die past simple • Teaching the
past continuous and the past simple • Teaching die
past perfect • leaching used to • Teaching die passive •
Teaching adverbs
8 Auxiliaries and modals 26
Auxiliaries and modal auxiliaries • What modal
auxiliaries mean • How modal verbs behave •
Modal verbs and modality • Using the students
liinguafje - their T.I • Teaching ideas: modal verbs
9 Multi-word and phrasal verbs 28
What are multi-word verbs? • Four types of phrasal
verb • leaching ideas: phrasal verbs • When war
breaks out!
10 Verb complementation 30
Verb + verb • Reporting what people say • Other ways
oí reporting conversations • Substitution can be fun
11 introducing adverbs 32
What is an adverb? • How to make one-word
adverbs • Where we put adverbs • Teaching ideas:
adverbs • L sing dr.itna in the classroom
12 introducing nouns 34
Different kinds of noun • Pronouns • The pronoun
gender problem
13 Articles 36
What are articles? • Using the indefinite article •
Using die definite article • No article / zero article •
Native speaker or non-native speaker?
14 Quantifiers 38
What are quantifiers? • Quantifiers, nouns, sentences and
questions • Quantifiers plus! • Praise, medals and rewards
15 Introducing adjectives 40
What are adjectives? • Making adjectives •
How adjectives work • Do you like being corrected?
16 What comes after nouns? 42
Before and after • Describing nouns • Participles (and
gerunds) • Technophile or technophobe? • Teaching
ideas: post-modification
17 Teaching the noun phrase 44
Elements of the noun phrase • Making noun phrases
Lexis and vocabulary
18 What words mean 46
What does head mean? • How head is related to odier
words • leaching ideas: word meaning
19 How words are formed 48
Making words from different bits and pieces •
leaching ideas: word formation • American and British
English • Bullying
20 Collocation and lexical phrases 50
Words alone, words together • Lexical phrases, lexical
chunks • Why collocations and chunks matter •
Being observed
21 Metaphor, idiom, proverb and cliché 52
Describing one thing as something else • More about
metaphors • Teaching ideas: idiom and metaphor
22 Meeting and remembering words 54
How do students remember words? • Examples of
word-remembering activities
Pronunciation
23 The phonemic alphabet 56
Sounds and spelling • The phonemic alphabet •
Using phonemic symbols in teaching • Should
students learn the phonemic alphabet?
24 Where sounds are made 58
Making consonants • What vocal cords are for • Making
vowels • Making diphthongs • Show, explain or listen?
25 Sounds in combination 60
Sounds alone, sounds togedier • Do students have to
learn sounds together? • leaching ideas: contractions
26 Stress 62
All words have a stressed syllable • All phrases have a
main stressed syllable • We can change where and
how we place stress in a phrase • Showing stress •
(Jiving presentations
27 Intonation 64
What is intonation? • What do pitch and intonation
mean? • Showing intonation
28 Teaching sounds 66
Distinguishing between sounds
29 Teaching stress and intonation 68
Hearing stress and intonation patterns
Text and discourse
30 Language functions 70
What we say and what we mean • Language and
language functions • Teaching language functions •
Teaching ideas: functional dialogues
31 Written and spoken English 72
Speaking or writing? • Differences between speaking
and writing • Punctuation
32 Genre 74
What is genre? • How do we know about genre? •
Teaching ideas: genre
33 Register 76
What is register? • What do u think? R txt msgs gr8
or not?
34 Cohesion and coherence 78
What is cohesion? • What is coherence? • Teaching
43 Motivation 98
The importance of motivation • Where motivation
comes from • Sustaining motivation
ideas: cohesion and coherence • Going to conferences
r
35 How people learn languages 1 82
Acquisition and learning • Why does the difference
between acquisition and learning matter? • Which way
is best? • How Fernando learnt English
36 How people learn languages 2 84
Four methods • How people learn; how people teach •
Adrian s story • Pavlov s dogs
37 Students make mistakes 86
We all make mistakes • Why do learners make
mistakes? • What kind of mistakes do learners make? •
What do mistakes look like? • Do mistakes matter?
38 Learning at different ages 88
Young learners • Adult and older learners •
Adolescents • Tips for teaching young learners •
Tips for teaching adults • Tips for teaching teenagers
39 Student-centred teaching 90
The right priorities • Personalisation, agency- and learner
training • Talking about adults ¦ Talking about teenagers
40 Learner characteristics 92
Getting to know our students • The good learner •
Talking about differences • What to do about student
differences
41 Different contexts, different levels 94
Different kinds of English learning • Language levels
42 Large and mixed-ability classes 96
Teaching large classes • Teaching mixed-ability classes
44 Introducing new language 1 102
A popular way of introducing new language •
An example of PPP in action • Teaching ideas:
showing language construction
45 Introducing new language 2 104
Ways of introducing new language • Alternatives to
introducing new language
46 Researching new language 106
Making discoveries • Puzzling it out • Looking for
information (research) • Mining texts • Accidental
meetings • Teaching ideas: research • Teaching ideas:
mining a text
47 Repetition and drilling 108
Repetition: choral and individual • Drills and drilling •
How much repetition and drilling is die right amount? •
An example of choral repetition • An example of a
cue—response drill • An example of a question and
answer cue-response drill • Have a good mumble!
48 Practising new language 1 110
Controlled practice • Sentence activities •
Dictation • Dictogloss • Alatching activities
49 Practising new language 2 112
Practice of specific language items • Story chains •
Interviewing each other • Quizzes • Games
50 Practising new language 3 114
Information-gap activities
51 Teaching speaking 1 116
The reasons for speaking activities • Building the
speaking habit • Interview • Turning on the inner voice
52 Teaching speaking 2 118
Discussions • Reaching a consensus • The teacher s
role in speaking activities • Turn-taking
53 Teaching speaking 3 120
Telling stories • Making oral presentations •
Simulation and roleplay
54 Teaching reading 1 122
The need for reading • Extensive reading • Intensive
reading
55 Teaching reading 2 124
What texts should we give students for intensive
reading? • What to do before students read a text •
Reading activities
56 Teaching reading 3 126
Responding to a text * More comprehension •
Language questions • Follow-up tasks
57 Teaching writing 1 128
The importance of accuracy • Teaching die nuts and
bolts of writing • The process of writing
58 Teaching writing 2 130
Encouraging writing • Spontaneous writing •
Students writing together • Pictures and writing •
Music and writing
59 Teaching writing 3 132
Producing a finished product • Preparing for writing •
From analysis to production • Portfolio writing •
Writing journals • Blogs, wikis and contacts
60 Teaching listening 1 134
The importance of listening • Types of listening •
Audio devices and who uses them • How often should
students listen?
61 Teaching listening 2 136
Prediction • Before listening • Listening tasks
62 Teaching listening 3 138
Listening again • Listening again: language matters •
Extensive listening ¦ Using video
63 Using poetry 140
Choosing the right poems • Predicting poetry •
Poetry and language • Poetry and meaning •
Writing poems
64 Using music and drama 142
Using songs and music • Talking about music and
songs • Being careful with music • Using drama
;
73 Correcting speaking 1 162
Different kinds of correction • Students correct
themselves • Students correct each other •
Reformulation • From correction to (re)teaching •
The Silent Way
74 Correcting speaking 2 164
When should we correct? • Correcting while the activity
is taking place • Making a record of what is being said •
Correcting after the event • Correcting for the future
75 Correcting writing 166
How much to correct • What to correct • Using
correction symbols • Other kinds of correction
76 Homework 168
The magic of homework • What kind of homework? •
Using mobile devices for homework • Making
homework work for students • Making homework
work for teachers
77 Using the LI 170
LI in the classroom • Some background facts •
Arguments against using the students LI in the
classroom • Arguments in favour of using the students
LI in the classroom • An LI policy • Translation
activities • Teaching ideas: translating a poem
78 Teacher development 172
Continuous professional development • Burnout just
around the corner? • Doing it ourselves • Doing it
with others
65 Teacher roles 146
A variety of roles • The teacher s role, the teacher s
place • What scaffolding means
66 Teachers and students 148
Establishing rapport • The teacher in the classroom •
Celebrating success • Respecting students
67 Where students sit 150
What classrooms look like • Working alone, working
together • Putting students into pairs and groups
68 Teacher language 152
Who does the talking in class? • The teacher s voice •
Giving instructions • Teaching ideas: demonstrating a
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69 Giving instructions, checking meaning 154
Giving instructions • Checking instructions •
Checking meaning • An example of instruction giving
70 Classroom moments 156
How to start a lesson • When students are late •
When the class needs to be quiet • Finishing the lesson
71 Discipline 158
Reasons for discipline problems • Preventing
discipline problems • But when there are discipline
problems, what then?
72 Giving feedback 160
Teacher feedback • Acknowledgement and evaluation •
Going further • Which kind of feedback • Giving
feedback on written work
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79 Planning lessons 176
Different attitudes to planning • To plan or not to
plan? * What are lessons like? • What goes into a plan?
80 Planning sequences 178
Lesson shapes, stages and sequence • Planning a
sequence of lessons • ESA • Syllabus, curriculum, course
81 Using coursebooks 180
The coursebook issue • Thinking about the next
coursebook • How to choose a coursebook •
Using coursebooks
82 Using dictionaries 182
Different kinds of dictionary • What students can find
in good learners dictionaries • Using dictionaries with
students
83 Supplementary materials and activities 184
Why use supplementary materials and activities? •
What supplementary materials can teachers use? •
Deciding what materials and activities to take
into class • Deciding on names
84 Teaching without materials 186
Teaching unplugged • Why teaching without
materials is a good idea • Why teaching without
materials may not be a good idea • What the teacher
needs to do when teaching without materials •
Examples of materials-light teaching
85 Classroom technology 1 188
Teaching with technology • Deciding what technology
to use • Using boards and other showing technology
86 Classroom technology 2 190
Using pictures, cards and strips of paper • Using realia
and other devices • Mobile learning
87 Classroom technology 3 192
Software in the classroom • Researching online (and
on mobile devices) • Making recordings • Presenting
online • Using internet programs for learning and
social interaction • Using virtual learning environments
and learning platforms • Blended learning
88 Assessment and testing 194
Assessing students • Types of assessment • Designing
and making tests
89 Test items and how to teach them 196
Types of test item • Direct test items • Indirect test
items • How to prepare students for tests
90 Marking and grading tests 198
After the test • The trouble with marking and how to
deal with it • Using assessment scales • Involving the
students
100 Topics and themes 220
Planning around a subject • Thinking about topics
and themes • Themes, topics and activities
101 Assessing young learners 222
Why we test young learners • Continuous assessment •
Students assess themselves • Types of test items
91 Describing young learners 202
Theories of learning and child development • How
young are young learners? • Instructional scaffolding •
Children aged five to seven • Children aged ten
and above
92 In the language classroom 204
Creating the right conditions for language learning •
The classroom as a learning environment •
Some examples of useful classroom English
93 Movement, games and special friends 206
Movement • Special friends • Games
94 Chants, rhymes and songs 208
Chants and rhymes • Songs and singing
95 Language teaching with young learners 210
Teaching language to children • Some examples of
language teaching sequences
96 Young learner listening 212
The importance of listening • Listen and do • Listen
for information • Stories
97 Young learner speaking 214
Creating confident speakers • Speaking activities •
Storytelling • Using drama and playacting
98 Young learner reading 216
Encouraging reading • Learning sounds, learning
words • A few things that young learners can do with
reading • Reading aloud • Let students read!
99 Young learner writing 218
The value of writing • Copying activities •
Dictation • Portfolio writing (and other ¦writing tasks)
102 Introducing CLIL 226
What is CLIL? • CLIL methodology • How is CLIL
offered around the world (and who teaches it)? •
How to make CLIL successful
103 The language of CLIL 228
Types of language • Grammar and CLIL • Language
for a purpose
104 Genre in CLIL 230
Language functions and tasks • Genre and CLIL •
Helping students to understand and produce genre
features
105 Using visual organisers 232
Presenting information in a visual way • Why visual
organisers matter • Types of visual organiser
106 Materials and resources for CLIL 234
Differences between materials for CLIL and general
English • Adapting materials for CLIL • CLIL
resources
107 Teaching CLIL 236
The teacher s responsibilities • How teachers can
help students with language • How teachers can help
students with cognitive skills • How CLIL teachers
encourage good learning
108 CLIL activities 238
Balancing activities • Cats and dogs • Rivers • Alusic,
anyone? • Life on the edge
109 Planning CLIL 240
Planning CLIL lessons • Outcomes and demands •
Lesson shapes • What goes into a CLIL lesson plan
110 Assessing CLIL 242
Types of assessment • What is special about assessing
CLIL? • Supporting students in CLIL assessment •
Some CLIL test types • Students assessing
themselves and each other
Appendix A: Going further 244
Appendix B: Language for managing classrooms 247
Appendix C: Lesson planning 250
Glossdex 257
|
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| indexdate | 2024-07-10T00:21:10Z |
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| spelling | Harmer, Jeremy 1947- Verfasser (DE-588)130844373 aut Essential teacher knowledge core concepts in English language teaching Jeremy Harmer Teacher knowledge Harlow, Essex, UK Pearson Education [2012] 287 Seiten Illustrationen 1 DVD-ROM txt rdacontent n rdamedia nc rdacarrier Always learning Hier auch später erschienene, unveränderte Nachdrucke Unterrichtsmethode (DE-588)4078637-7 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Englischunterricht (DE-588)4014801-4 s Unterrichtsmethode (DE-588)4078637-7 s DE-604 Lehrerbildung (DE-588)4035093-9 s HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025158150&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Harmer, Jeremy 1947- Essential teacher knowledge core concepts in English language teaching Unterrichtsmethode (DE-588)4078637-7 gnd Englischunterricht (DE-588)4014801-4 gnd Lehrerbildung (DE-588)4035093-9 gnd |
| subject_GND | (DE-588)4078637-7 (DE-588)4014801-4 (DE-588)4035093-9 |
| title | Essential teacher knowledge core concepts in English language teaching |
| title_alt | Teacher knowledge |
| title_auth | Essential teacher knowledge core concepts in English language teaching |
| title_exact_search | Essential teacher knowledge core concepts in English language teaching |
| title_full | Essential teacher knowledge core concepts in English language teaching Jeremy Harmer |
| title_fullStr | Essential teacher knowledge core concepts in English language teaching Jeremy Harmer |
| title_full_unstemmed | Essential teacher knowledge core concepts in English language teaching Jeremy Harmer |
| title_short | Essential teacher knowledge |
| title_sort | essential teacher knowledge core concepts in english language teaching |
| title_sub | core concepts in English language teaching |
| topic | Unterrichtsmethode (DE-588)4078637-7 gnd Englischunterricht (DE-588)4014801-4 gnd Lehrerbildung (DE-588)4035093-9 gnd |
| topic_facet | Unterrichtsmethode Englischunterricht Lehrerbildung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025158150&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT harmerjeremy essentialteacherknowledgecoreconceptsinenglishlanguageteaching AT harmerjeremy teacherknowledge |