本书是国际上久负盛名的英国英语教学专家杰里米·哈默教授为初做英语教师的人和准备参加英语教师证书考试的青年朋友以及从事成人教育的英语教师编写的一本人门读物和教学指导书。全书内容充实，论述严谨，深入浅出，注重实用，对当前英语教学的实践进行了全方位的介绍、审视和分析。

本书主要探讨英语作为外语或第二语言的教学内容和技巧。作者试图从实用的角度为英语教师提供更多看得见、摸得着的教学方法和技巧。

An introduction to the practice of English language teaching

How to Teach English is for teachers at an early stage in their careers and for teachers preparing for examinations such as The Certificate in English Language Teaching to Adults or The Certificate in TESOL. This book gives clear examples and explanations of current teaching practice which teachers can put into immediate use.

How to Teach English offers:

ideas on what makes a good teacher and what makes a good learner

descriptions and examples of language teaching methods. and a new model of good leaching practice-the 'ESA'model

an essential introduction to grammar

teaching sequences for grammar, vocabulary, and the individual language skills

ideas on the exploitation of textbooks and the planning of lessons

a 'What if?' review of common problems in the classroom

a Task File of photocopiable training tasks

appendices on equipment, further reading and phonetic symbols

Preface by HaIIiday

王宗炎序

导读

Acknowledgements

Introduction

1 How to be a good teacher

 · 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

 · 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 !earning

 · 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

 · What do we know about language learning？

 · What elements are necessary for successful language learning in classrooms？

 · How do the three elements of ESA fit together in lesson sequences？

 · What teaching models have influenced current teaching practice？

 Conclusions

 Looking ahead

5 How to describe language

 · 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

 · 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

 · 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

 · 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

 · 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

 · 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 he 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 if some 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

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