在中國教授英語指南

前言

　　classes based upon the students grades in all subjects（which this teacher does not endorse）. Imagine this scenario：You are finally boarding your flight to China with about thirteen hours of flying time ahead of you before landing at your destination. As you settle down in your seat，waiting for the drinks to come down the aisle，you start wondering again what in the world teaching English in China will be like，anyway？Youre struggling with how you11 approach this new teaching job when you begin your classes. A hundred questions form in your mind，and your anxiety level begins to rise. Suddenly the man sitting next to you strikes up a conversation about the weather and other small talk. Then he tells you that he lives in China，has been working as a teacher there for seven years，and really loves it！He is now returning to teach at a University in Chengdu. You can hardly believe your ears！Here is a teacher who has been teaching English in China sitting right beside you. You have a captive source of information for the long flight over the Pacific Ocean！You dont want to scare him，So you very casually tell him youre going to China for your first time as a teacher，and you have no idea how you will approach this new job. Being the dedicated teacher he is，he offers to answer any questions you have. Now，pretend these events have happened to you，and that I am that man sitting next to you. By the time you land in China，you will feel a lot better about your new job. So，buckle up your seat belt，settle back，and relax as I try to answer all of the major questions you may have. And，by the way，what we11 be talking about will help new Chinese teachers of English as well.　　When one undertakes to write a manual，small or large，it usually indicates that the writer wants to share information that he feels i8 not out there for the people who need it. Such a manual should provide special information thats needed but not available in one source.

內(nèi)容概要

本書是一本被實踐證明了的、真實有效的英語教學(xué)指南，它涉及如何真實地反映學(xué)生開學(xué)前的英語水平和良好的教學(xué)策略等內(nèi)容，其中包括：如何訓(xùn)練學(xué)生各方面的素質(zhì)；如何給學(xué)生編制反映其真實水平的口語測試題；如何啟發(fā)那些英語水平不夠高的學(xué)生快速趕上學(xué)習(xí)進度；提高學(xué)生詞匯量的三個步驟；實現(xiàn)英語應(yīng)用的三個步驟；如何在課堂上教授語言技能等方面的內(nèi)容。作者與我們分享了新穎的課堂組織技巧、創(chuàng)意十足的教學(xué)方法、評分制度、評估程序、干擾學(xué)生學(xué)習(xí)的因素分析、課堂管理技巧、教學(xué)資源、具有很高應(yīng)用價值的教學(xué)網(wǎng)站及中國的文化和生活等豐富的內(nèi)容?？梢哉f，該書囊括了您需要了解的有關(guān)在中國教授英語的一切，它可以作為每一位來中國教授英語的外籍教師的必讀指南。

作者簡介

比爾·伯克特(Bill Burkett)，剛剛結(jié)束在中國7年緊張而充實的教學(xué)生活回到美罔作為一名固際著名的演說家，Burkett在過去43年里親身感受和體驗了46個國家不同的風(fēng)土人情和文化，他因此對不同國家的語言產(chǎn)生了強烈的興趣這其實和他的演說經(jīng)歷是息息相關(guān)的在課堂上，他進行英語教學(xué)；在課下，他積極進行教學(xué)研究，主動汲取并親自實踐學(xué)生的建議他的教學(xué)集中于消除學(xué)生言語上的障礙和地方口青他的教學(xué)經(jīng)驗和研究奠定了他的英語作為第二語言教學(xué)的理念，從而開創(chuàng)了他的A ManuaI for Teaching English in China（在中國教英語手冊）該書的姊妹篇Secret so Betterer eglish揭示了一種行之有效的英語學(xué)習(xí)方法Bill Burkett擁有哲學(xué)博士學(xué)位，他與眾不同的教學(xué)語言和風(fēng)趣幽默的講話技巧及對中國學(xué)生所傳遞的無私的愛改變了無數(shù)中國學(xué)生的命運。 
    Bill Burket的足跡遍及世界各地，在享受給予博學(xué)之士傳授價僨觀時，Burkett卻在最初給青少年教授英語時遇到了挑戰(zhàn)Bill Burkett在Secrets to Better Enqlish里回憶說：“我走進教室時,驚訝地發(fā)現(xiàn)學(xué)校校長就坐在教室后面！上課前幾分鐘，我最終決定與其思考如何教授英語倒不如講些輕松的話越上課鈴聲晌了，我即刻微笑著歡迎江校長到我們教宰，內(nèi)心深處我還是很緊張的！上課時間到了，我腦海里突然閃現(xiàn)了時間和金錢的許多共同特質(zhì)：你可以同時花時間和金餞購買生活中的所需之物……當我講課的時候，我注意到學(xué)生都非常專注地傾聽，這讓我感到更加自信了，于是我接著說，浪費時間就相當于把錢扔掉（這一點與中國人勤儉節(jié)約的性格是大相徑庭的）說著，我拿出一些人民幣扔到地上，然后重復(fù)這個核心詞并把它寫在黑板上讓學(xué)生跟讀就在這時，江校長把椅子向前挪動了一下，然后注視著我有趣的動作一節(jié)課結(jié)束了，教室也空了當我得知第二天江校長要求所有當天沒課的教師來我的教室旁聽時，我目瞪口呆了!Secrets to Better Enlglish講述了Burkett從第一天在中國教授英語到結(jié)束教學(xué)任務(wù)回到美國的豐富的教學(xué)經(jīng)歷，無論您教授何種語言，該書都將把您引向成功的教學(xué)之路。

書籍目錄

Chapter OneThe First Steps Toward Teaching in ChinaChapter TwoUnderstanding Your StudentsChapter ThreeThe Central Goal of the Oral English ProgramChapter FourBasic Class StructuresChapter FiveDocumentation：A Source of Order in the ClassroomChapter SixBehavior and DecorumChapter SevenRead AlongChapter EightTalk Along and Follow AlongChapter NineSecondary Objectives and Miscellaneous ExercisesChapter TenCorrecting Chronic MispronunciationsChapter ElevenTeaching the Whole StudentChapter TwelveThe English Corner：The Classroom Without WallsChapter ThirteenAn Introduction to Grading Oral EnglishChapter FourteenExam BasicsChapter FifteenThe 0ral ExamChapter SixteenAdministering the Oral ExamChapter SeventeenScoring Methods for the Oral ExamChapter EighteenDouble-checking the Accuracy of Your Oral ScoringChapter NineteenTeaching Resources and Class MaterialsChapter TwentyLiving in ChinaTextual Initialisms and Glossary

章節(jié)摘錄

　　Proponents of this method argue that by lumping students of similar skill-levels together，you can be more effective in teaching and raising the students skills. This method of class arrangement has its advantages. The main advantage is being able to teach those high comprehenders on their level and take them to higher levels of comprehension.　　The second method used is to randomly assign students to classes with no consideration of their English comprehension. This also has its advantages. In this ease the teacher has high comprehenders mixed in with low comprehenders and can use the more proficient students to help the lower achievers as we have mentioned in regard to class seating. High comprehenders can be seated in the class in such a way that they can assist the teacher in helping the Lets Both of these methods have their advantages. However，as I mentioned，I do not believein placing students based upon their overall grade point average. This method does not identify the students and doesnt give you the kind of information that you will need to devise your teaching strategy. A student with a low gradein physics may have a very high comprehension level，but because of his lack of competence in physics，he will not be placed in an HC English class but more probablv will find himself placed in a lower class. Basing class rosters on overall grade points across the curriculum ends up creating classes with mixed levels of comDrehension and does not achieve the aim of sorting students appropriately.　　Mv preferenee is the random class　arrangement.I have found that high achievers can　really help the teacher and　the　while　at the　same time benefiting from taking a role of increased responsibility in class and becoming an authority in English.Working closely with the teacher as an assistant is a great educational exDerience for the student tutor，but this method is not the best for some teachers who may choose not to integrate student helpers into the organization of the class.The important thing is that we are each effective in bringing our studentslevel of English language skills up.

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