語言教學(xué)實用技巧

內(nèi)容概要

“圣智英語教師叢書”精選自圣智學(xué)習(xí)出版公司出版的當(dāng)代語言教育領(lǐng)域的力作，由當(dāng)今國際語言教育界的權(quán)威人士編著，國內(nèi)英語教育界專家、學(xué)者撰寫導(dǎo)讀。叢書選題涵蓋外語教學(xué)理論、語言教學(xué)技能和實踐、學(xué)法指導(dǎo)、課程設(shè)計、語言測試與評估、外語教學(xué)科研方法、師資發(fā)展、語境和文化教學(xué)以及教學(xué)法等諸多領(lǐng)域，能夠滿足目前英語教師適應(yīng)新課改的迫切需要。本叢書既可用作英語教師專業(yè)化教育與發(fā)展和英語專業(yè)碩士研究生教育的教材，同時也是語言教育研究者必備的參考書。

書籍目錄

IntroductionChapter 1 Basic Principles 1-Student and Teacher　1.  Learning is more important than teaching.　2. Teach the students, not the book.　3.  Involve students in the learning process.　4.  Don't tell students what they can tell you.　5.  Show your reactions to what students say.　6.  Students need practice, not you.　7.  Don't emphasise difficulties.　8.  Vary what you do, and how you do it.　9.  　Select!　I0. Activities and relationships in the classroom change.　11. Students need to leam how to learn.　12, Useful and fun is better than either alone.　13. We all learn best when we are relaxed.　14. Students can be silent, but still involved.Chapter 2 Basic Principles 2-Laneuaae and Lanaua~e Learning,　1.  Language teaching is teaching language.　2.  Languages are different.　3.  Language is what, how and why.　4.  'Level' is a complex idea.　5.  Natural language has a place in all courses.　6.  Knowing the language is not enough.　7.  Most language skills can be divided into sub-skills.　8.  Hear, speak, read, write is a good sequence.　9.  Language learning is cyclical.　10. Language is used for different purposes in the classroom.　11. Do not be afraid of the students' mother tongue.　12. Motor skills need practice.　13. Distinguish clearly between accuracy and fluency practices.　14. Interesting communicative tasks increase motivation.　15. You learn to speak by listening,Chapter 3 Classroom Management and General Tips　1.  Arrange the seating to help.　2.  Stand up when you're directing activity.　3.  Look at the students.　4.  Use your hands to encourage and direct students.　5.  Use the back of your hand to point.　6. Use pauses to punctuate what you say.　7.  Vary your voice.　8.  Keep your language to a minimum when students are doing something.　9. Don't commentate.　10. Don't be afraid of silence.　11. Don't be afraid of noise.　12. Use pair work to increase student talking time--even if it seems chaos.　13. Use group work to increase student talking time.　14. Be explicit.　15. Don't ask 'Doyou understand'.　16. Don't go 'round the class' if individuals can prepare particular exam-ples.　17. Admit your ignorance.　18. Consult colleagues.　19. Consult students.　20. Demonstrate, rather than explain, new activities.　21. Exploit real events.　22. Divide the blackboard.　23. Use the overhead projector to control what students see.　24. Machinery will not solve all your problems.　25. Expand, don't clutter.Chapter 4 Preparation　1.  Prepare yourself.　2.  Courses and lessons need an overall structure.　3.  Don't let the book dictate.　4.  Do not prepare too much or too rigidly.　5.  Preparation must be concrete.　6.  Aids are only aids if they help.　7.  Never ignore the practical difficulties.　8.  A good lesson has a beginning, a middle and an end.Chapter 5 Techniques-Listening　1.  Listening can be divided into sub-skills.　2.  Direct students' listening, particularly if it is taped.　3.  Listening to a tape is difficult.　4.  Let students hear 'the real thing' from early in their course.　5.  Make sure students can hear the difference between similar sounds.　6.  Use a variety of 'listen and respond' activities.Chapter 6 Techniques-Speechwork　1.  Do not distort when giving a model.　2.  The model must remain the same.　3.  Use choral pronunciation.　4.  Conduct choral pronunciation decisively.　5.  Move around the room when doing choral pronunciation.　6.  Keep your language to a minimum in pronunciation practices.　7.  Vary your criterion of 'good' in pronunciation practice.　8.  Articulation is an important first step in practice.　9.  It is helpful to do amculation practices more than once.　10. Bring variety to 'Say after me .　11. Something which is not a real word sometimes helps.　12. There is no such thing as the 'c-h sound'.　13. The main criteria for pronunciation are consistency and intelligibility.　14. Teach intonation by back-chaining.　15. Don't explain intonation, demonstrate.　16. Show stress, pitch and intonation visually.　17. Refer to stress and intonation even when not specifically teaching it.Chapter 7 Techniques-Structure　1.  Encourage students to see patterns.　2.  Good rules can help students.　3.  Understanding involves example, explanation, and practice.　4.  Terminology can help or hinder.　5.  Filling in a fill-in exercise is not enough.　6.  Students need to practise form as well as use.　7.  There is a place for oral and written practices.　8.  Use 'gimmicks' to combat popular mistakes.　9.  Use beehives with large classes.　10. Most language games are structure practices.　11. Free situations are important.　12. Grammar can be fun.　13. Grammar is a receptive skill, too.　14. Teach word grammar as well as sentence grammar.Chapter 8 Techniques-Correction　I.  Mistakes are a natural part of the learning process.……Chapter 9 Techniques-VocabularyChapter 10 Techniques-TextsChapter 11 Techniques-ConversationChapter 12 Some Misunderstood Language PointsFurther Reading

章節(jié)摘錄

　　particular classroom activity？　　Teachers need to be aware of a variety of ways of explaining, and constantlyto ask themselves why a particular word is being explained at all.　　7. Words can link grammatically as well as thematically　　We have already discussed teaching words in groups, but to most teachersand students this will mean thematic linking —— all the words you associatewith football, all the things you can find in the kitchen, the parts of a car andso on. Of course this is better than just random vocabulary, but as wepointed out earlier （page 82 ） it is particularly helpful to teach words whichco-occur at the same time. It is worth re-emphasising the fact that words canlink grammatically —— write down five adjectives which you think fre-quently co-occur with book. Write five verbs too. What prepositions regu-larly follow the word book ？　　If you are a book publisher you will think of technical, job-related verbssuch as launch, edit, reprint, but all of us would recognise the usefulness ofa sentence such as Ive just finished an absolutely fascinating book aboutthe Aztecs. But it will be astonishingly difficult to produce such a sentenceif your language learning has taught you some vocabulary —— in this casethe word book—— and some grammar—— in this case the present perfect. Theability to use the language depends on the ability to bring grammar andvocabulary together. So it must make sense sometimes to teach wordswhich are grammatically linked rather than concentrating on thematiclinking. As we saw earlier, this involved short lists —— perhaps five items ——giving adjectives and verbs which regularly co-occur with a noun.Sometimes too other words naturally suggest themselves —— in this case abook about.., by...　　Too often, vocabulary learning seems to the students to be an unending,totally disorganised process of learning thousands of different items. Bythinking of grammatical links, vocabulary can, at least to a limited extent,be systematised.

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