實(shí)用英語教學(xué)法

內(nèi)容概要

　　改革開放30多年來，隨著我國與世界各國交流和來往的廣度和深度的不斷發(fā)展，國民英語水平得到了普遍與大幅的提升。在我國發(fā)展的各個(gè)不同歷史時(shí)期，國家也會對各個(gè)層次的英語教學(xué)適時(shí)做出新的調(diào)整，提出新的要求。進(jìn)入21世紀(jì)以來最近的一次大學(xué)英語教學(xué)改革，作為我國高等教育教學(xué)質(zhì)量工程的一項(xiàng)重要內(nèi)容，在教育部的領(lǐng)導(dǎo)下，整體規(guī)劃，分步實(shí)施，措施得當(dāng)，取得顯著效果。經(jīng)過近十年的改革，我國大學(xué)英語教學(xué)的狀況發(fā)生了巨大改變，基于計(jì)算機(jī)和課堂的新型教學(xué)模式在全國各高?；救娼ⅲ耙詫W(xué)生為主體，以教師為主導(dǎo)”的教學(xué)理念基本被廣泛認(rèn)同，各高校都已基本建立與本校辦學(xué)特色相適應(yīng)的大學(xué)英語課程體系，且注重加強(qiáng)課程內(nèi)涵建設(shè)，學(xué)生的英語綜合運(yùn)用能力和自主學(xué)習(xí)能力普遍得到提高。
　　改革走到今天，經(jīng)歷了陣痛，也看到了成效，但依然方興未艾。廣大的高校英語教師面臨學(xué)生英語水乎的提高，面臨高校師資隊(duì)伍建設(shè)的新形勢，面臨職稱晉升不斷抬高的門檻，在親歷了大學(xué)英語教學(xué)改革浪潮的洗禮之后，尤其感覺到了從事高校英語教師這份職業(yè)的不易、挑戰(zhàn)與壓力。從教育部到高校各級教學(xué)單位的管理層，也越來越意識到，高等學(xué)校大學(xué)英語教學(xué)質(zhì)量是關(guān)系到提高我國高等教育質(zhì)量、辦人民滿意的教育的大事，而要提高英語教學(xué)質(zhì)量，除了要改革教學(xué)大綱、教材系統(tǒng)、考試體系、教學(xué)模式和教學(xué)手段，更重要、也是更內(nèi)核的是要轉(zhuǎn)變廣大英語教師的教學(xué)理念，不斷提升他們的專業(yè)水平和教學(xué)能力。
　　我國的大學(xué)英語教師，普遍來說都是從高校取得英語語言文學(xué)及相關(guān)專業(yè)學(xué)位之后，即直接開始從事教學(xué)工作，不少年輕教師并沒有接受過有關(guān)教育學(xué)和教學(xué)法的系統(tǒng)培訓(xùn)。而一個(gè)顯而易見的道理是：一個(gè)好的英語教師僅僅具備扎實(shí)的英語語言技能是遠(yuǎn)遠(yuǎn)不夠的，并不是自身英語水平高的教師就一定能教出英語好的學(xué)生。要搞好英語教學(xué)，咱們的英語教師還須不斷學(xué)習(xí)現(xiàn)代教育理論、外語教學(xué)理論和外語學(xué)科理論，優(yōu)化和完善自身的知識結(jié)構(gòu)，掌握現(xiàn)代教育技術(shù)，提升文化素養(yǎng)，拓展國際視野，并具備將理論知識真正融會貫通到具體教學(xué)當(dāng)中去的能力，如制定教學(xué)大綱、設(shè)計(jì)教學(xué)方案、駕馭課堂、充分利用教學(xué)資源、有效管理學(xué)生、科學(xué)測評學(xué)生能力等各方面的能力。更為重要的是，英語教師還應(yīng)具備在本領(lǐng)域中可持續(xù)發(fā)展的能力。這就需要廣大英語教師具備自主的終身學(xué)習(xí)意識和動力，具備自我發(fā)展的動力和能力，教師職業(yè)的專業(yè)化發(fā)展能力成為新時(shí)期對教師提出的新的和更高的發(fā)展目標(biāo)。

書籍目錄

叢書總序(王守仁)
中文導(dǎo)讀(郭海云)
Acknowledgements
Foreword
Chpter One　The ene child as a language learner
1. Introduction
2. What is developmentally appropriate instruction?
3. Learning about children's development and interests
4. Children's language learning and acquisition
5. Making input meaningful to learners
6. Supporting children's language acquisition and learning
7. Conclusion
Further Readings
Helpful Websites
References
Chapter Two　Teaching listening to young learners
1. Introduction
2. What is listening?
3. Background to the teaching of listening
4. The development of listening skills
5. Classroom techniques and activities
6. Listening in the classroom
7. Conclusion
Further Readings
Helpful Websites
References
Chapter Three Teaching speaking to young learners
1. Introduction
2. What is speaking?
3. Background to the teaching of speaking
4. The development cf speaking skills
5. Classroom tedmiques and activities
6. Managing speaking activities
7. Speaking in the classroom
8. Condusion
Further Readings
Helpful Websites
References
Chapter Four　Teaching reading　to young learners
1. Introduction
2. What is reading?
3. Background to theteaching of reading
4. The development ofreading skills
5. Classroom techniquesand activities
6. Reading in the classroom
7. Condusion
Further Readings
Helpful Websites
References
Chapter Five Teaching Writing to young learners
Chapter Six Teaching vocabulary to young learners
Chapter Seven Assessing young learners
Chapter Eight Working with parents of young learners
Chapter Nine Key issues in teaching young learners

章節(jié)摘錄

　　However，while teaching，I try to use only English because I feel it makesme a better teacher.By staying in English，I am forced to deliver betterinstructions，and I will often use more varied types of input instead of alwaysgiving spoken instructions.For example，I may pantomime the instructionsor draw pictures on the board of what I want students to do.　　Unfortunately，that only takes care of part of the question.The other partis what should be done when children start using their native language?Thiswill happen and often children unwittingly drift into their native languagewhen they are excited about a game or other activity.When it does happen，I will say to the children，This is an English language game.or This is an Englishbook I prefer to do this for two reasons.First，I am not demeaning the chil-dren's native language by saying they should not speak it.Second，they alsobecome aware that the game or the book is what dictates the use of English.This way，I can also easily remind learners about specific phrases they needto use in order to play the game or talk about the book in English.　　Finally，when children are entering or leaving the classroom and naturally talking to one another in their native language，I do not stop them-especiallyin an EFL setting where English is not their main form of communication.3.Special needs　　Many learners in classrooms have special needs that require some sort ofintervention.These needs range from visual and hearing impairments to otherspecific problems which will impact learning.In recent years，more attentionhas been paid to the special educational needs oflearners who are bilingualand/or attempting to learn an additionallanguage（Baca and Cervantes，1998;Winzer and Mazurek，1998）.On a personal note，I am especially interested inspecial needs as they relate to ESL and EFL students because my father wasa second-language learner in the U.S.and also completely blind in one eye.Even with these special needs，he learned the strategies necessary to tacklecomplex academic material and graduated from Stanford University at the topof his class.　　Teachers of young learners are more likely to encounter special needs inthe classroom than teachers of older learners for two reasons.First，the vastmajority of children in the world-unless they have severe disabilities-attend school.Unfortunately，older learners with learning disabilities may have droppedout of school.Second，young learners with special needs may not yet havedeveloped or been taught the strategies necessary to tackle academic subjects.Therefore，you may be the first person they encounter who can help them learnthese strategies.　　While children with severe special needs will probably not be in your classwithout their own caregiver，you may have a child who'Ys visually or hearingimpaired.（Signs of vision impairment are found on page 74 and hearingimpairment on page 23.）In addition，you may have students who havedyslexia or an attention deficit disorder.As a teacher，not a medicalprofessional，you cannot and should not even attempt to make a diagnosis ofeither of these conditions.However，you can tell the appropriate educators atyour school if you sense that a learner may have a special educational need.Once a diagnosis is made，you can work wiyth a specialist to develop a reper-toire of strategies that can be used to help the learners with the special needs.Dyslexia　　Dyslexia is a learning disability that impacts children learning their nativelanguage as well as learning EFL orESL.One of the most famous people tosuffer from dyslexia is the actor Tom Cruise.Historically referred to as word-blindness，the term dyslexia is based on the Greek lang：Yage meaning diffculty with words.The cause of dyslexia is not known but there are known links toheredity and to early hearing loss.There is both mild and severe dyslexia.For example，a student with dyslexia may confuse left and right.It should benoted that if a child is left-handed，that in and of itself is not related to dyslexia.Another example of dyslexic behavior may be a student who is able to read a word in one paragraph，obut when the word appears in a subsequent paragraph，the student is at a complete loss.　　Regardless of the degree of dyslexia，early diagnosis of the problem andfocused instruction are key.EFL teachers may find it inappropriate to pro-vide learners with English-language literacy instruction until they have mas-tered literacy skills in their native language.If，for example，a child is having trouble mastering symbols-such as letters or characters in his own language-it doesn't make sense to load him with an additional set of symbols before the original ones have been mastered.　　Unfortunately，many EFL teachers may find themselves in a countr）r where most primary school teachers have had little formal training to effec-tively meet the needs of dyslexic learners.Or they may feel that there are no resources available to help learners who may be dyslexic.If this happens to you，chances are once you start talking to teachers who specialize in teaching reading to young learners，you will find someone or a group of people who are aware of dyslexia and may even have resources to help.　　……

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