英語教學(xué)法（上）

前言

This is Part 1 of the course English Language Teaching Methodology. The course consists of two parts, the first of which you will study in the first semester, and the secondof which you will study in the second semester. This course is divided into eleven unitsthat cover all the important aspects of language teaching, including the teaching of thefour main language skills: Reading, Listening, Speaking and Writing. The teaching ofPronunciation, Grammar, and Vocabulary, are also covered. The practical details of therole of translation in language teaching, lesson planning, classroom management andlanguage testing are also included.The aim of the course is to broaden your knowledge of the bases on which the Communicative Approach is based and to offer you a wider variety of teaching strategies andskills, which you can experiment with and adapt to the teaching situation you are working in. The course book is however only just a beginning in this learning process and thereal learning will only take place when you start to apply the knowledge you have gainedand improve your teaching.In order to help you reflect upon and apply the methodology you gain from the course,you are required to keep a diary, which will form the basis of the seminars with your tutor. At the end of each unit there is an evaluation questionnaire. You are expected toanswer those questions in your diary and be prepared to share your answers at the semi-nars. You are also expected to record in the diary anything you try out in your lessonswith an evaluation of its success or failure. By doing this right the way throughout thecourse （Parts 1 and 2）, you will be well prepared to cope with the Practical Project Design, your final course of your 3-year study.

內(nèi)容概要

Help Yourself to a BA Course is a series specially designed for those self-study learners who want to upgrade their English from intermediate to advanced levels. It is thematically structured and five-skill intermed on activity/task basis. It consists of

作者簡介

　　顧曰國，現(xiàn)任中國社會科學(xué)院語言研究所研究員，當(dāng)代語言學(xué)研究室主任，《當(dāng)代語言學(xué)》雜志主編之一，博士生導(dǎo)師：獲英國蘭開斯特大學(xué)語言學(xué)系語言研究優(yōu)等碩士學(xué)位（1985）、語用學(xué)與修辭學(xué)博士學(xué)位（1987），師從英國學(xué)術(shù)院Geoffrey Leech院士：同時兼任北京外國語大學(xué)校長助理和網(wǎng)絡(luò)教育學(xué)院主管副院長。主要研究領(lǐng)域包括語用學(xué)，話語分析、語料庫語言學(xué)、修辭學(xué)和英語網(wǎng)絡(luò)教育。在國際刊物上發(fā)表論文23篇，在國內(nèi)刊物上發(fā)表文章23篇，編輯學(xué)術(shù)著作4部，英語和語言學(xué)教材38部。學(xué)術(shù)兼職有國際《語用學(xué)》、《話語篇章學(xué)》、《語用學(xué)》，《語料庫語言學(xué)》編審，國際語用學(xué)協(xié)會常務(wù)理事，英國諾丁漢大學(xué)特聘教授（2004-2007），英國學(xué)術(shù)院王寬城基金會院士，，香港理工大學(xué)校外學(xué)術(shù)委員和學(xué)術(shù)顧問，（2005-2008）。先后獲霍英東教育基金第四屆青年教師科研類一等獎，北京市哲學(xué)社會科學(xué)優(yōu)秀論文一等獎，中國“國氏”博士后獎，國家級。優(yōu)秀回國人員“、國家級“優(yōu)秀博士后”稱號等。

書籍目錄

Warm-upActivity 1  Learning and Teaching English in China　Task 1 Why Are Our Children Learning English?　Task 2 How Was English Taught in the Past?　Task 3 What Are Your Objectives?Activity 2  Developments in English Language Teaching Methodology 　Task 1 What Is Language for?　Task 2 The Grammar-Translation Method　Task 3 A Functional-Notional Approach　Task 4 Social Aspects of Language　Task 5 Parallels Between First and Second Language Learning　Task 6 Expressing One's Meaning　Task 7 "A Worthy Old Teacher"  　Task 8 The Humanist Approach　Task 9 An Eclectic ApproachActivity 3  Course Design  　Task 1 Different Types of Syllabus　Task 2 Needs Analysis　Task 3 The Stages of Course Design　Task 4 The Design of Senior English for ChinaActivity 4  Your Own Development as a Teacher　Task 1 What Are Your Best Qualities?　Task 2 How Can You Improve Your Teaching?　Review Of This Unit

章節(jié)摘錄

插圖：This is how the Grammar-Translation Method came about. The grammar of the classi-cal language had to be described and broken down into learnable chunks: verbs wereconjugated, nouns were declined, tenses were explained and exemplified. The vocabu-lary also had to be listed and learned with a great deal of attention paid to the morpholo-gy of the words, how they were made up and combined. The rules of pronunciationwere described, they were regular, and they had to be learnt only so that the texts couldbe read aloud. The general method used in the classroom was as follows: the text wouldbe the basis of the lesson, its vocabulary drawn out and learnt with the mother-tonguetranslation, the grammar points drawn out and explained in the mother tongue, somepractice was done with translating sentences containing these structures and words （firsttarget language into mother tongue, then mother tongue into target language）, then thetext would be read aloud sentence by sentence and each one would be translated. Thestudents would normally be tested by having to perform translations. Does this sound fa-miliar？How would the syllabus be organised？ Well, usually it was designed around grammaticalstructures. Each lesson would teach a grammar structure, starting with simple ones,like the verb "to be", and progressing through to more complex ones, such as verb tens-es. Tables of grammar rules and forms would be learnt and in the early stages the textswould be specially written to illustrate the particular grammar point being taught by thatlesson.

編輯推薦

《英語教學(xué)法(上)》經(jīng)過3年試用后已通過教育部專家審定，作為現(xiàn)代遠(yuǎn)程英語本科教育推薦教材。凡注冊完成規(guī)定學(xué)分并通過適當(dāng)考試者可獲得經(jīng)教育部批準(zhǔn)由北外國語大學(xué)和中央電視大學(xué)聯(lián)合頒發(fā)的英語教育專業(yè)本科學(xué)歷證書。

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