出版時(shí)間:2009-8 出版社:外語(yǔ)教學(xué)與研究出版社 作者:赫斯 頁(yè)數(shù):197
Tag標(biāo)簽:無(wú)
前言
外研社從劍橋大學(xué)出版社出版的“Cambidge Handbooks for Language Teachers”中選出10本,結(jié)成“Learning in Doing?劍橋英語(yǔ)課堂教學(xué)系列”,在中國(guó)大陸出版發(fā)行。 應(yīng)外研社要我為這套叢書寫一個(gè)總序的要求,我通讀了全部10本書,同時(shí)看了原系列其他書的書名。我發(fā)現(xiàn),在所有這些書都涉及外語(yǔ)教學(xué)中的重要問(wèn)題的同時(shí),編者選出目前這10本來(lái)先期出版發(fā)行,是有道理的?! ∈紫?,從這10本書的書名就可看出,它們都是關(guān)于當(dāng)前外語(yǔ)教學(xué)中的一些最關(guān)緊要的問(wèn)題。讀這套書的教師朋友們會(huì)發(fā)現(xiàn),它們是如此切合我們國(guó)家當(dāng)前外語(yǔ)教學(xué)(尤其是基礎(chǔ)階段外語(yǔ)教學(xué))所面臨的突出問(wèn)題,用一句俗語(yǔ)說(shuō),它們是如此符合我國(guó)的“國(guó)情”:大班教學(xué)、以學(xué)生為中心突出個(gè)性化教學(xué)、課堂設(shè)計(jì)、口語(yǔ)教學(xué)、詞匯教學(xué)、如何利用多媒體教學(xué)手段等等,方方面面,不一而足。
內(nèi)容概要
針對(duì)大班英語(yǔ)課教學(xué),本書介紹了150余個(gè)生動(dòng)、有趣的課堂活動(dòng)。每個(gè)活動(dòng)都清晰標(biāo)明了活動(dòng)目的、適合水平及活動(dòng)時(shí)間。除逐條詳列操作步驟外,還提供活動(dòng)涉及的范例、表格、圖片樣本供參考。書中活動(dòng)均來(lái)自作者親身教學(xué)實(shí)踐,操作簡(jiǎn)便、實(shí)用性強(qiáng),頗具啟發(fā)性。 本書文字淺顯易懂,編排一目了然,特別適合從事一線教學(xué)工作的中學(xué)、大學(xué)及培訓(xùn)學(xué)校英語(yǔ)教師使用,經(jīng)驗(yàn)豐富的老教師也可從中獲益。
書籍目錄
Thanks and acknowledgements Introduction How to make best use of this book What is a large multilevel class? Benefits and challenges of the large multilevel class Eleven principles of coping in large multilevel classes1 Getting to know our students Learning their names 1.1 Name toss 1.2 Picture it 1.3 Names as crosswords 1.4 The story of my name 1.5 Names and adjectives 1.6 I am and I love 1.7 Desk placards 1.8 Use real pictures Learning about our students' lives 1.9 The letter 1.10 Guess who? 1.11 Three things about me 1.12 Mutual interviews 1.13 The missing person announcement 1.14 Managing my time 1.15 Formal introductions2 Motivation and activation 2.1 Burst the balloon- expressing opinions 2.2 The preference line - explaining yourself 2.3 The quick-write 2.4 Like, dislike, or neutral 2.5 What's your number? 2.6 Again and again and again 2.7 Friendship 2.8 More about friendship 2.9 People I admire 2.10 Special places 2.11 Dreams I have 2.12 How I feel now 2.13 Slip exchange 2.14 Flip-flop books 2.15 Frame it 2.16 Colored round robin 2.17 Circle talk 2.18 Teaming up 2.19 Needle in a haystack 2.20 Optimistic snapshots 2.21 Words on cards 2.22 A solution for the problem 2.23 Student-centered dictation 2.24 The seminar3 Reviewing while maintaining interest and momentum 3.1 Answers into questions 3.2 Review posters 3.3 Student-made quickie quizzes 3.4 Group reviews 3.5 Group summaries 3.6 Vocabulary wall 3.7 Class goals 3.8 The KWL procedure 3.9 The Venn diagram 3.10 Judging people 3.11 Running dictation 3.12 My sentence 3.13 Where is my other half? 3.14 Person, place or thing4 Dealing with written work 4.1 Keep it going 4.2 Peer reviews 4.3 Writing conferences 4.4 Write before you talk 4.5 Buddy journals 4.6 Using email ……5 Working well in groups 6 Individualizing and personalizing student work 7 Making students responsible for their own learning 8 Establishing routines and proceduresBibliograpbyIndex
章節(jié)摘錄
It is well to note that our work in large multilevel classes will never beeasy. And there will always be days when we feel frustrated. This is parfor the course. Nevertheless, there will always be many more good thanbad days. We will always know that our work is important, thatthrough our work we have contributed to the welfare of people andof society, and if today was bad, chances are that tomorrow will bebetter. If the class we have right now is impossible, next semestersgroup may be ever so much better. If the material we are working withjust doesnt click, we can always choose something more appropriatewhen we teach the same topic next time. If you have read Gone with the Wind by Margaret Mitchell, youknow that its heroine, Scarlett OHara, had a special mantra when thingsgot too tense: I will think about it tomorrow, she said. This philosophymay prove helpful in dealing with the frustrations that accompanyteaching large multilevel classes. No matter how good we get to be, nomatter how much personal fulfillment we may find in our work, there isno escaping the fact that the job will always present us with challenges.In fictional or filmed teacher stories, the hero teacher usually strugglesmightily during his/her first year of teaching and then through somemiraculous epiphany understands why things have not worked out well.Or, our hero teacher changes his/her tactics/attitude/technique/strategyand presto he/she becomes the most wonderful and beloved teacher inthe world. No wonder real teachers get fed up with the stories! In reallife, the struggle, in all its various forms, continues throughout onescareer. Of course, we all develop and learn many things, but the job iseternally challenging and that perhaps is one reason why so many of uslove it!
圖書封面
圖書標(biāo)簽Tags
無(wú)
評(píng)論、評(píng)分、閱讀與下載