学会教学:英语教学指南 阿里云 kindle 下载 pdf chm 百度云 azw3 umd

本书是专门写给新手英语教师的教学指南，也为英语教师培训提供了丰富的课程资源。该书汇总了开展语言课堂教学的基本原则，为教师提供了可操作的教学建议，帮助教师设计和实施教学活动。新手教师和有经验的教师都能从该书获得有效教学实践的灵感。通过使教师观察、学习多种教学活动和方法，该书也帮助教师反思自己的教学，逐步形成自己的教学风格。

导读

About the series

About the author

Foreword to third edition

Introduction to third edition

Chapter 1 Starting out

Chapter 2 Classroom activities

Chapter 3 Classroom management

Chapter 4 Who are the learners?

Chapter 5 Language analysis

Chapter 6 Planning lessons and courses

Chapter 7 Teaching grammar

Chapter 8 Teaching lexis

Chapter 9 Productive skills: speaking and writing

Chapter 10 Receptive skills: listening and reading

Chapter 11 Phonology: the sound of English

Chapter 12 Focusing on language

Chapter 13 Teaching different classes

Chapter 14 Using technology

Chapter 15 Tools, techniques, activities

Chapter 16 Next steps

Answers to tasks

Some key terminology

Further reading

Index

Jim Scrivener，Bell International的教师发展负责人，并设计了线上Delta课程。曾在俄罗斯、格鲁吉亚和匈牙利等多个国家工作。曾担任International House Hastings的教师培训负责人、Eduation for IH Budapestde主任。Jim Scrivener积极参与剑桥ESOL考试的相关工作，设计了线上教师发展档案。

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Chapter 2 Classroom activities This chapter looks at some things you need to consider when you first start planning and runningactivities. We also look at some basic classroom management issues, such as how to arrange studentsin working pairs or groups. 1 Planning an activity The basic building block of a lesson is the activity or task. We’ll define this fairly broadlyas ‘something that learners do that involves them using or working with language to achieve somespecific outcome’. The outcome may reflect a ‘real-world’ outcome (eg Learners role-play buyingtrain tickets at the station) or it may be a purely ‘for-the-purposes-of-learning’ outcome (egLearners fill in the gaps in twelve sentences with present perfect verbs). By this definition, allof the following are activities or tasks: ？ Learners do a grammar exercise individually, then compare answers with each other in order tobetter understand how a particular item of language is formed. ？ Learners listen to a recorded conversation in order to answer some questions (in order tobecome better listeners). ？ Learners write a formal letter requesting information about a product. ？ Learners discuss and write some questions in order to make a questionnaire about people’seating habits. ？ Learners read a newspaper article to prepare for a discussion. ？ Learners play a vocabulary game in order to help learn words connected with cars andtransport. ？ Learners repeat a number of sentences you say in order to improve theirpronunciation of them. ？ Learners role-play a shop scene where a customer has a complaint. Some things that happen in the classroom are not tasks. For example, picture a room where theteacher has started spontaneously discussing in a lengthy or convoluted manner the formation ofpassive sentences. What are students doing that has an outcome? Arguably, there is an implied task,namely that students should ‘listen and understand’, but, by not being explicit, there is a reald

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编辑推荐

本书是专门写给新手英语教师的教学指南，也为英语教师培训提供了丰富的课程资源。新手教师和有经验的教师都能从该书获得有效教学实践的灵感。

书摘插图

前言

《学习教学：英语语言教学基本指南》作为麦克米伦教师系列丛书中的一本，于1994 年由麦克米伦公司出版，至2011 年第三次修订出版，可见该书受到广大英语教师的欢迎。这是一本专门写给新手英语教师的教学指南，也为英语教师培训提供了丰富的课程资源。该书汇总了开展语言课堂教学的基本原则，为教师提供了可操作的教学建议，帮助教师设计和实施教学活动。新手教师和有经验的教师都能从该书获得有效教学实践的灵感。通过使教师观察、学习多种教学活动和方法，该书也帮助教师反思自己的教学，逐步形成自己的教学风格。 此第三次修订版本汲取了英语语言教学的发展成果，如如何教授低龄学生、帮助学生备考等，并增加了一章介绍技术在语言教学中的应用。为了更好地阐释该书介绍的多种教学活动和方法，该版本增加了录像课，帮助读者深入思考和理解语言教学中许多细小、关键的环节是如何帮助学生学习语言的，以及如何设计和实施一节完整的课。 该书的教学案例主要来自世界各地的英语教学实践，但是其中的教学理念和方法对教授其他语种的教师也会有很多启发。该书主要面向工作一两年的教师或开展教师培训的培训者。因此，该书的章节编排考虑了新手教师学习教学过程中的主要需求，提供了基础背景信息和有助于新手教师站稳课堂的关键教学技巧。该书继承了先前版本的优势，可以作为英语语言教师开展教学活动并成为优秀教师的重要参考书。

书籍介绍

本书是专门写给新手英语教师的教学指南，也为英语教师培训提供了丰富的课程资源。该书汇总了开展语言课堂教学的基本原则，为教师提供了可操作的教学建议，帮助教师设计和实施教学活动。新手教师和有经验的教师都能从该书获得有效教学实践的灵感。通过使教师观察、学习多种教学活动和方法，该书也帮助教师反思自己的教学，逐步形成自己的教学风格。