怎樣教英語

前言

　　近年來，國際交往日益頻繁，國際貿(mào)易急速發(fā)展，出現(xiàn)了一種前所未有的現(xiàn)象：學(xué)外語、教外語、用外語的人多了；研究語言學(xué)和應(yīng)用語言學(xué)的人多了；開設(shè)這方面專業(yè)的高校也多了，語言學(xué)碩士生和博士生也多了。就是不以此為專業(yè)，學(xué)習(xí)語言學(xué)和應(yīng)用語言學(xué)的也不乏其人。為了給從事這個專業(yè)的師生提供便利，同時又幫助一般外語教師、涉外工作者以及漢語研究者開闊思路，擴(kuò)大視野，提高效率，我們獻(xiàn)上這套內(nèi)容嶄新而豐富的叢書——英文版《當(dāng)代國外語言學(xué)與應(yīng)用語言學(xué)文庫》。　　文庫首批推出54部外國英文原著，它覆蓋了語言學(xué)與應(yīng)用語言學(xué)26個分支學(xué)科。這批書是我們與各地有關(guān)專家教授反復(fù)研究之后精選出來的。出版這樣大規(guī)模的語言學(xué)與應(yīng)用語言學(xué)叢書，這在我國語言學(xué)界和外語教學(xué)界是破天荒第一次。　　我們這樣做，抱著什么希望呢？總的說來，是遵循教育部關(guān)于加強一級學(xué)科教育的指示，在世紀(jì)之交，推出一套書來給中國的外語教育領(lǐng)航，同時也給一般外語工作者和漢語研究者提供信息，拓寬思路?！　∥覀兿Ｍ@個文庫能成為進(jìn)一步帶動外語教學(xué)改革和科研的發(fā)動機；我們希望它能成為運載當(dāng)代外國語言學(xué)理論、語言研究方法和語言教學(xué)方法來到中國的特快列車；我們希望，有了這套書，語言學(xué)與應(yīng)用語言學(xué)專業(yè)師生就能順利地進(jìn)行工作；我們希望，通過讀這套書，青年外語教師和外語、漢語研究者能迅速把能力提高，把隊伍不斷擴(kuò)大。

內(nèi)容概要

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 Jeremy Harmer is the author of the highly acclaimed and ever popular The Practice of English Language Teaching.

作者簡介

　　哈默，Jeremy Harmer is the author of the highly acclaimed and ever popular The Practice of English Language Teaching.

書籍目錄

Preface by HallidayAcknowledgementsIntrodction1 How to be a good teacher   What makes a good teacher?   How should teachers talk to stueents?   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 ahead2 How to be a good learner   Why is it difficult to describe a good learner?   How imprrtant is the students'motivation?   Who is responsible for learning?   What is reponsible for learning?   What's special about teaching adults?   How shoule we teach the sifferent levels?   Conclusions   Looking ahead3 How to manage teaching and learnign   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 different student groupings can teachers use?   How can teachers evaluate the success or failure of their Lessons?   Conclusions   Looking ahead4 How to descridb learnign and teaching5 How to describe language6 How to teach laguage7 How to teach teading8 How to teach writing9 How to teach speaking10 How to teach listeningConclusionsLooking ahead

章節(jié)摘錄

　　Beginners: success is easy to see at this level, and easy for the teacher toarrange. But then so is failure！ Some adult beginners find that languagelearning is more stressful than they expected and reluctantly give up.However, if things are going well, teaching beginners can be incrediblystimulating - and great fun. It may be restricting for the teacher, but thepleasure of being able to see your part in your students success isinvigorating.Intermediate students: success is not so easy to perceive here.Intermediate students have already achieved a lot. Gone are the days whenthey could observe their progress almost daily. Sometimes, it may seem tothem, they dont improve that much or that fast anymore. We often callthis the plateau effect, and the teacher has to make strenuous attempts toshow students what they still need to learn without being discouraging.One of the ways of doing this is to make the tasks we give them morechallenging and to get them to analyse language more thoroughly. Weneed to help them to set clear goals for themselves so that they havesomething to measure their achievement by.Advanced students: they already know a lot of English. There is still thedanger of the plateau effect （even if the plateau itself is higher up） so wehave to create a classroom culture where learning is not seen as learning alanguage httle-bit-by-little-bit. At the advanced level, we need to be ableto show students what still has to be done and we need to provide goodclear evidence of progress. We can do this through a concentration not somuch on grammatical accuracy, but on style and perceptions ofappropriacy, connotation and inference, helping students to use languagewith more subtlety. It is at this level, especially, that we have to encouragestudents to take more and more responsibility for their own learning.Although many activities can clearly be used at more than one level（designing newspaper front pages, writing radio commercials etc.）, thereare some which are obviously more appropriate for beginners, for example,pronunciation practice of/o/, simple introduction dialogues, while thereare others which are more appropriate for advanced students, such asdiscursive essay writing or formal debating.　One obvious difference in the way we teach different levels is language.Beginners need to be exposed to fairly simple language which they canunderstand. In their language work, they may get pleasure （and goodlearning） from concentrating on straightforward questions like Whatsyour name？, Whats your telephone number？, Hello, Goodbye etc.Intermediate students know all this language already and so we will notask them to concentrate on it.　The level of language also affects the teachers behaviour. At beginnerlevels, the need for us to rough-tune our speech is very great: we canexaggerate our voice tone and gesture to help us to get our meaning across.But at higher levels, such extreme behaviour is not so important. Indeed,it will probably come across to the students as patronising.

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