如何通過課堂活動教語法

前言

　　外研社從劍橋大學出版社出版的“Cambidge Handbooks for Language Teachers”中選出10本，結成“Learning in Doing?劍橋英語課堂教學系列”，在中國大陸出版發(fā)行?！　庋猩缫覟檫@套叢書寫一個總序的要求，我通讀了全部10本書，同時看了原系列其他書的書名。我發(fā)現，在所有這些書都涉及外語教學中的重要問題的同時，編者選出目前這10本來先期出版發(fā)行，是有道理的?！　∈紫?，從這10本書的書名就可看出，它們都是關于當前外語教學中的一些最關緊要的問題。讀這套書的教師朋友們會發(fā)現，它們是如此切合我們國家當前外語教學（尤其是基礎階段外語教學）所面臨的突出問題，用一句俗語說，它們是如此符合我國的“國情”：大班教學、以學生為中心突出個性化教學、課堂設計、口語教學、詞匯教學、如何利用多媒體教學手段等等，方方面面，不一而足。

內容概要

本書試圖打破“教語法只能是很枯燥的”這一誤解，將語法教學與交際法緊密結合在一起，為教師們提供了一系列生動、有趣的語法實踐活動。作者將英語教學過程中涉及的34個重要語法點按字母順序列出，提供了近200種趣味性強、可操作性強的課堂活動，力圖將語法教學交際化，甚至是游戲化。相信廣大英語教師及英語教育研究者讀后定會從中受益。

書籍目錄

Thanks　　Acknowledgements　　Introduction　　PART ONE: GUIDELINES　1　Grammar　　　1  What is grammar?　　　　2  The place of grammar in language teaching　　3  What does learning grammar involve?　　　　4  The organization of grammar teaching　　　2 Practice　　　　1  Pre-learning　　　　2  Volume and repetition　　　　3  Success-orientation　　　　4  Heterogeneity　　　　5  Teacher assistance　　　　6  Interest　　　3 Activities　　　　1  The task　　　　2  Interest　　　　3  Learner activation　　　4　In the classroom　　　1  Practical hints　　　　2  Getting the most out of coursebook exercises　　PART TWO: ACTIVITIES　1  Adjectives　　　2  Adverbs　　  3  Articles, definite and indefinite　　  4  Both ... and, either ... or, neither nor　　  5  Comparison of adjectives　　  6  Conditional clauses　　  7  'Copula' verbs　　  8  Countable/uncountable, singular/plural nouns　　  9  Future tenses　　　10  Future perfect tense　　　11  Have/has (got)　　　12  Imperatives　　　13  Indirect speech　　　14  ING form of the verb　　　15  Interrogatives　　　16  Is/arc, there is/there are　　　17  Modals　　　18  Negative sentences　　　19  Numbers　　　20  Passives　　　21  Past perfect　　　22  Past progressive　　　23  Past simple　　　24  Possessives　　　25  Prepositions　　　26  Present perfect　　　27  Present progressive　　　28  Present simple　　　29  Pronouns　　　30  Relative clauses　　　31  Short answers　　　32  Tag questions　　　33  TO form of the verb　　　34  Used to　　Bibliography　　Index　　

章節(jié)摘錄

　　By volume I mean the sheer amount of （comprehensible） language thatis spoken, heard, read or written in the course of the activity. Crudelyspeaking, the more language the learners are exposed to or produce, themore they are likely to learn: this means devoting plenty of time topractice sessions, and exploiting that time efficiently. When the materialto be practised is non-specific, as in fluency exercises, this just meansspending as much time as possible using the language in general （asdistinct from talking about it）. When, however, the material is specific, asin the learning of a grammatical structure, most of the volume shouldconsist of repetition of the items to be learnt. In other words, we want todesign procedures that will induce the learners to engage with the items tobe learnt as many times as possible. This does not mean mere mechanicalreiteration of forms, but repeated reception and production, in speechand writing, of different examples of the structures form and meaning.　　In a brief exercise where there is insufficient volume and repetition, thelearners may provide you with some feedback on what they know, or donot know, but they will not get much opportunity to consolidate theirlearning. In other words, the procedure will probably function as aninformal test rather than as a practice.In simple terms, the principle of repetition means that you have to getthe learners to produce or perceive examples of the structure - say,sentences using the present perfect tense - over and over again. Thiswould seem to be a perfect recipe for boredom. However, the twofeatures of interest and repetition, though not easily combined, are by nomeans mutually exclusive; and thinking of ways to achieve both of themsimultaneously is perhaps the central challenge facing the teacher andmaterials writer in designing effective practice techniques.

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