實(shí)用英語(yǔ)教學(xué)法

內(nèi)容概要

經(jīng)過(guò)三年多的計(jì)劃、思考、準(zhǔn)備和編寫(xiě)，《實(shí)用英語(yǔ)教學(xué)法》終于問(wèn)世了。《實(shí)用英語(yǔ)教學(xué)法》是為英語(yǔ)專(zhuān)業(yè)師范生編寫(xiě)的英語(yǔ)教學(xué)法教材，也可用于中學(xué)英語(yǔ)教師的繼續(xù)教育和在職進(jìn)修、培訓(xùn)。    《實(shí)用英語(yǔ)教學(xué)法》具有以下三個(gè)特點(diǎn)。    1.緊扣新課標(biāo)。著眼新課改。緊緊圍繞著《英語(yǔ)課程標(biāo)準(zhǔn)》的五大培養(yǎng)目標(biāo)（英語(yǔ)知識(shí)、英語(yǔ)技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)），全書(shū)內(nèi)容分成七個(gè)部分：英語(yǔ)語(yǔ)言；英語(yǔ)教師；英語(yǔ)教學(xué)；四項(xiàng)技能；影響語(yǔ)言學(xué)習(xí)的情感因素；語(yǔ)言學(xué)習(xí)策略；語(yǔ)言教學(xué)中的文化意識(shí)。這種編排方法在目前國(guó)內(nèi)英語(yǔ)教學(xué)法教材中還不多見(jiàn)。    2.選文有出處，內(nèi)容具權(quán)威。全書(shū)所選的86篇文章幾乎全部出自大家之手，其中不乏語(yǔ)言教學(xué)研究和教師教育領(lǐng)域的頂級(jí)人物和知名專(zhuān)家、教授，如：D.H.Howe，David Crook；George Herbert Palmer；Jeremy Harmer；F.G French；Harold E.Palmer；L.G.Alexander；Michael West。不僅反映了國(guó)內(nèi)外英語(yǔ)教學(xué)研究的最新成果，還為讀者提供了原汁原味、文筆優(yōu)美的英語(yǔ)文章。    3.體例有特色。易學(xué)又實(shí)用。傳統(tǒng)的、國(guó)內(nèi)現(xiàn)有的英語(yǔ)教學(xué)法書(shū)籍和教材大致分為兩類(lèi)，一是原版影印加導(dǎo)讀、全部由外國(guó)人編寫(xiě)的專(zhuān)著和教材；二是中國(guó)人自己編的或全英語(yǔ)或全中文的教學(xué)法專(zhuān)著和教材?！秾?shí)用英語(yǔ)教學(xué)法》的特色在于，它的每一篇文章都由五個(gè)部分組成：摘要、正文、注釋、思考題和名人名句，其中摘要和注釋兩個(gè)部分用的是漢語(yǔ)，這就為不同英語(yǔ)程度的讀者讀懂、讀透每篇正文提供了幫助。對(duì)英語(yǔ)師范生來(lái)說(shuō)，《實(shí)用英語(yǔ)教學(xué)法》是一本在英語(yǔ)教學(xué)理論和方法方面均有指導(dǎo)意義的教材；對(duì)于在職的大學(xué)、中學(xué)英語(yǔ)教師而言，《實(shí)用英語(yǔ)教學(xué)法》也不失為一本方便實(shí)用、隨時(shí)可查的教學(xué)指導(dǎo)手冊(cè)。

書(shū)籍目錄

Ⅰ. THE LANGUAGE OF ENGLISH　1. The Nature of Language　2. The Purpose of Language　3. What Is Language For?　4. English, the Most Widely Used Language　5. The System of English　6. Bones of English　7. English StudyⅡ. THE TEACHER OF ENGLISH　1. What Makes a Good Teacher ?　2. The Teacher　3. The Function of the Teacher　4. An Excellent Teacher　5. As an English TeacherⅢ. THE TEACHING OF ENGLISH　1. The Four Clear Aims　2. English Teaching Aims　3. Goals of Language Teaching　4. Two Problems　5. A Good Beginning　6. Some Guidelines　7. How to Teach Well　8. Some Techniques in Teaching English　9. Misconceptions in Foreign Language Teaching　10. Learning a Foreign Language in a Classroom　11. Aids to Reduce the Teacher' s Talking　12. What Should the Pupils Feel about the Lesson?　13. Well-Mastered Lessons　14. The Assignment of the Lesson　15. Planning and Teaching a Lesson　16. Can Chinese Be Used in the Teaching in the Junior Forms?　17. Use Your Hands, Arms, Face, and Clothing in Teaching　18. Preliminary Factors of Linguistic Pedagogy　19. General Principles of Teaching English　20. The Use of Visual AidsⅣ. THE FOUR SKILLS　1. Language Learning Is a Skill　2. Four Essential Skills in English Language Learning　3. The Order of Presentation of the Language Abilities　4. Student' s Skills Count for More　5. Knowledge versus Skill　6. Learning by Listening　7. Listening and Comprehension　8. Extensive Listening　9. Selective Listening　10. Speaking English　11. Learning to Speak　12. Spoken EnglishⅤ. FACTORS AFFECTING LANGUAGE LEARNINGⅥ. STRATEGIES FOR LANGUAGE LEARNINGⅦ. CULTURE A WARENESS IN LANGUAGE TEACHING

章節(jié)摘錄

　　I have personally inquired of a number of African polyglots　just how they learned thelanguages of the neighboring tribesz. Almost without exception the story is the same： theywent to live in a neighboring village, or on some plantation, or in the mines they wereworking with people who spoke another language. But instead of trying hard to learn thelanguage, they seemed to just take it for granted that after listening to the language longenough, they would find that they could "hear" it3. "We just live there and listen and beforewe know it4, we can hear what they say." "Then we can talk," one American explained. Thisdoes not mean that he expected to be able to understand （i.e. "hear"） everything in thelanguage before he said anything, but his whole attitude was one of passive absorptions,confident that his ears and brain would take in the language and that, without particular worryor concern on his part, he would be able to understand and to speak sooner than ever heimagined6.　　The African way of learning （language learning） is ultimately7 the best way to acquire aforeign language tongue for it is the natural way——the way children learn. Children do notworry about genders8, declensions9, conjugations10, and subjunctives. They just listen, repeat andput together words which they have heard （often with mistakes, but these are corrected by laterhearing）. Listening is the basis of this learning process, repeating is the inevitable response.Listening, and putting words together in different combinations is the natural outgrowthu ofanyone s desire to communicate his desires and observations. The initial step in this processof language learning we call "passive listening".

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