如何組織課堂會(huì)話活動(dòng)

前言

　　外研社從劍橋大學(xué)出版社出版的“cambridge 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?！　?yīng)外研社要我為這套叢書(shū)寫(xiě)一個(gè)總序的要求，我通讀了全部10本書(shū)，同時(shí)看了原系列其他書(shū)的書(shū)名。我發(fā)現(xiàn)，在所有這些書(shū)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(shū)的書(shū)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(shū)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。似乎這些內(nèi)容還不夠，《如何策劃行之有效的英語(yǔ)課堂活動(dòng)》則提供了各種課堂活動(dòng)的案例達(dá)110個(gè)之多。老師們“手到擒來(lái)”，直接可以拿到課堂中去用。我在通讀各冊(cè)書(shū)時(shí)越來(lái)越覺(jué)得好似劍橋大學(xué)出版社是專門為我們中國(guó)外語(yǔ)老師們量身定做出版這套書(shū)的。

內(nèi)容概要

本書(shū)有效解決了課堂會(huì)話活動(dòng)“形式單一、為練而練”的問(wèn)題，介紹的1 10余個(gè)課堂活動(dòng)不但趣味性強(qiáng)，而且將說(shuō)與聽(tīng)、讀、寫(xiě)巧妙結(jié)合起來(lái)。        書(shū)中將每個(gè)活動(dòng)的目的、重點(diǎn)、適用水平、所用時(shí)間及需備材料清晰標(biāo)明，除逐條說(shuō)明活動(dòng)步驟外，另附活動(dòng)涉及的會(huì)話材料作參考。書(shū)末還提供了多篇材料供教師們使用。相信一線教師定能從中獲益，師資培訓(xùn)者也可從書(shū)中的教學(xué)理念、方法受到啟發(fā)。

書(shū)籍目錄

Thanks and acknowledgementsIntroduction1 Understanding  1.1 Understanding dialogues：a basic procedure  1.2 Board grab  1.3 Reading versus listening  1.4 Dialogue interpretation worksheets  1.5 Jigsaw  1.6 Designing exam questions  1.7 What are they talking about?  1.8 Snippets  1.9 Fairy tale tableaux      1.10 Lame jokes  1.11 Working with interviews      1.12 Dialogue as a way into a graded reader  1.13 ThebitIlike2 Analysing  2.1 Tricky words      2.2 Closed mouth minimal pairs      2.3 Fishermen     2.4 Stage directions     2.5 Authentic versus scripted dialogues  2.6 Dialogue scan race      2.7 Filling in  2.8 Speech acts  2.9 The teacher does the speaking test  2.10 Student dialogue reformulation  2.11 Backchannelling3 Reproducing and reconstructing  3.1 Jumbled lines  3.2 Dialogue rebuilding  3.3 The ultimate gapfill  3.4 Listen again  3.5 Jumbled reconstruction  3.6 Dialogue pairs  3.7 Dialogue retranslation  3.8 Retranslated tapescript  3.9 Dubbing  3.10 From monologue tO dialogue  3.11 Turning news items into dialogue  3.12 Shadow dialogues  3.13 Mimed dialogues  3.14 Modernised voiceovers  3.15 Roughing up and censoring4 Memorising  4.1 Who said what?  4.2 Reduced dialogues  4.3 Story tO dialogue  4.4 Adjacency pair turnover cards  4.5 Remembering the questions  4.6 Dialogue halves  4.7 Line byIine  4.8 Prompts5 Rehearsing and performing  5.1 Chanted dialogue    5.2 Sounding like a gringo！  5.3 It'snotwhatyou say  5.4 Students perform the listening material  5.5 Improvising into a scene  5.6 Shadowing actors  5.7 Dialogues with movement  5.8 Who's next?  5.9 Conducted dialogue　……6 Co-constructing7 Creating and personalising8 Communicating9 Dialogue as learningFurther reading and resourcesIndex

章節(jié)摘錄

　　Dialogues for productive use　　The second half of this book focuses principally on the use of dialogue as away of promoting interactive talk. This does not mean that the learners aresimply left to talk without any opportunities for reflection　　r a focus onform. Dialogue activities aim to encourage speaking but they also aim toencourage thinking about speaking.　　Planning time Incorporating a planning stage before the learners engage in dialogue canhelp to build a bridge between the learners passive knowledge and theircapacity to use this knowledge in spontaneous speech. Learners oftenencounter difficulties when trying to naturally incorporate recently learntlanguage items into meaning-focused exchanges. By asking them to write adialogue using a particular set of language items, we effectively slow downthe process of speech and create opportunities for more reflective languageuse. If learners are asked to construct a dialogue in pairs or small groupsbefore they perform it, there is the opportunity for peer teaching of languageto occur. Also, producing a written version of the dialogue activates both thewritten and spoken form of the language included.　　On the other hand, there will also be advantages in sometimesencouraging learners to enter into dialogue spontaneously, without askingthem to plan the content at all. This, after all, reflects the circumstances inwhich the learners real-life dialogue use will occur. Providing the learnerswith practice in spontaneous interaction in the classroom should help toequip them with the skills they need to interact in such a way in the realworld.

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