在编辑这个文库时，编者在以下两方面下了功夫：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。

Units with a symbol are components of the 'core' course; those with a symbol are 'optional'

Preface by Halliday

王宗炎序

导读

Acknowledgements

Read this first: To the (trainee) teacher To the trainer

Introduction

Part Ⅰ The teaching process

 Module 1: Presentations and explanations

Unit One: Effective presentation

Unit Two: Examples of presentation procedures

Unit Three: Explanations and instructions

 Module 2: Practice activities

Unit One: The function of practice

Unit Two: Characteristics of a good practice activity

Unit Three: Practice techniques

Unit Four: Sequence and progression in practice

 Module 3: Tests

Unit One: What are tests for?

Unit Two: Basic concepts; the test experience

Unit Three: Types of test elicitation techniques

Unit Four: Designing a test

Unit Five: Test administration

Part Ⅱ Teaching the language(1)The'what'

 Module 4: Teaching Pronunciation

Unit One: What does teaching pronunciation involve?

Unit Two: Listening to accents

Unit Three: Improving learners' pronunciation

Unit Four: Further topics for discussion

Unit Five: Pronunciation and spelling

 Module 5: Teaching vocabulary

Unit One: What is vocabulary and what needs to be taught?

Unit Two: Presenting new vocabulary

Unit Three: Remembering vocabulary

Unit Four: Ideas for vocabulary work in the classroom

Unit Five: Testing vocabulary

 Module 6: Teaching grammar

Unit One: What is grammar?

Unit Two: The place of grammar teaching

Unit Three: Grammatical terms

Unit Four: Presenting and explaining grammar

Unit Five: Grammar practice activities

Unit Six: Grammatical mistakes

 Module 7: Topics, situations, notions, functions

Unit One: Topics and situations

Unit Two: What ARE notions and functions?

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

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

Unit Five: Combining different kinds of language segments

Part Ⅲ Teaching the language(2):The'how'

 Module 8: Teaching listening

Unit One: What does real-life listening involve?

Unit Two: Real-life listening in the classroom

Unit Three: Learner problems

Unit Four: Types of activities

Unit Five: Adapting activities

 Module 9: Teaching speaking

Unit One: Successful oral fluency practice

Unit Two: The functions of topic and task

Unit Three: Discussion activities

Unit Four: Other kinds of spoken interaction

Unit Five: Role play and related techniques

Unit Six: Oral testing

 Module 10: Teaching reading

Unit One: How do we read?

Unit Two: Beginning reading

Unit Three: Types of reading activities

Unit Four: Improving reading skills

Unit Five: Advanced reading

 Module 11: Teaching writing

Unit One: Written versus spoken text

Unit Two: Teaching procedures

Unit Three: Tasks that stimulate writing

Unit Four: The process of composition

Unit Five: Giving feedback on writing

Part Ⅳ Course content

 Module 12: The syllabus

Unit One: What is a syllabus?

Unit Two: Different types of language syllabus

Unit Three: Using the syllabus

 Module 13: Materials

Unit One: How necessary is a coursebook?

Unit Two: Coursebook assessment

Unit Three: Using a coursebook

Unit Four: Supplementary materials

Unit Five: Teacher-made worksheets and workcards

 Module 14: Topic content

Unit One: Different kinds of content

Unit Two: Underlying messages

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

Unit Four: Literature (2): teaching ideas

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

Part Ⅳ Lessons

 Module 15: Lesson planning

Unit One: What does a lesson involve?

Unit Two: Lesson preparation

Unit Three: Varying lesson components

Unit Four: Evaluating lesson effectiveness

Unit Five: Practical lesson management

 Module 16: Classroom interaction

Unit One: Patterns of classroom interaction

Unit Two: Questioning

Unit Three: Group work

Unit Four: Individualization

Unit Five: The selection of appropriate activation techniques

 Module 17: Giving feedback

Unit One: Different approaches to the nature and function of feedback

Unit Two: Assessment

Unit Three: Correcting mistakes in oral work

Unit Four: Written feedback

Unit Five: Clarifying personal attitudes

 Module 18: Classroom discipline

Unit One: What is discipline?

Unit Two: What does a disciplined classroom look like?

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

Unit Four: Dealing with discipline problems

Unit Five: Discipline problems: episodes

Part Ⅵ Learner differences

 Module 19: Learner motivation and interest

Unit One: Motivation: some background thinking

Unit Two: The teacher's responsibility

Unit Three: Extrinsic motivation

Unit Four: Intrinsic motivation and interest

Unit Five: Fluctuations in learner interest

 Module 20: Younger and older learners

Unit One: What difference does age make to language learning?

Unit Two: Teaching children

Unit Three: Teaching adolescents: student preferences

Unit Four: Teaching adults: a different relationship

 Module 21: Large heterogeneous classes

Unit One: Defining terms

Unit Two: Problems and advantages

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

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

Unit Five: Designing your own activities

Part Ⅶ And beyond

 Module 22: And beyond

Unit One: Teacher development: practice, reflection, sharing

Unit Two: Teacher appraisal

Unit Three: Advancing further (1): intake

Unit Four: Advancing further (2): output

Trainer's notes

Bibliography

Index

文库索引