導(dǎo)讀
Thanks
Acknowledgments
Part One Introduction
Observation as a learning too1
who is this book for?
Why a book on observation?
How the tasks are organised
HOWtOusethetasks
A word of caution
Part Two The tasks
1 The learner
1.1 Attending to the learner
1.2 Learner motivation
1.3 Thc learner as doer

導(dǎo)讀
Thanks
Acknowledgments
Part One Introduction
    Observation as a learning too1
    who is this book for?
    Why a book on observation?
    How the tasks are organised
    HOWtOusethetasks
    A word of caution
Part Two The tasks
  1 The learner
    1.1 Attending to the learner
    1.2 Learner motivation
    1.3 Thc learner as doer
    1.4 Learnerlevel
    1.5 The learner as cuhural being
  2 Language
    2.1 The teacher'S meta-1anguage
    2.2 The language of questions
    2.3 The language of feedback to error
    2.4 Language echoes
    2.5 Language as the negotiation of meaning
  3 Learning
    3.1 The learning environment
    3.2 Checking learning
    3.3 Learning and teaching compared
    3.4 Learning aims
    3.5 Lexis and learning
  4 The lesson
    4.1 Lesson planning
    4.2 0penings and closures
    4.3 Lesson phases and transitions
    4.4 Grammar as lesson content
    4.5 Lesson breakdowns
  5 Teaching skills and strategies
    5.1 Presenting
    5.2 Eliciting：teacher prompts
    5.3 Eliciting：teacher responses
    5.4 Giving instructions
    5.5 Managing error
  6 Classroom management
    6.1 Managing classroom communication
    6.2 Managing pair and group work
    6.3 Teaching and learning roles
    6.4 Timing and pace
    6.5 Classroom power
  7 Materials and resources
    7.1 ThC board as resource
    7.2 The learner as resource
    7.3 'Whole-learner'materials
    7.4 Task analysis
    7.5 Task design and evaluation
Bibliography
Task index
Index