Learning in Doing·劍橋英語課堂教學係列：如何教好大班英語課 pdf epub mobi txt 電子書 下載 2025

簡體網頁||繁體網頁

☆☆☆☆☆

[美] 赫斯 著

圖書標籤:

• 英語教學
• 大班教學
• 課堂教學
• 劍橋英語
• 教學方法
• 教學技巧
• 教師發展
• 外語教學
• 教學案例
• 實戰指導

齣版社： 外語教學與研究齣版社 ，

ISBN：9787560088587

版次：1

商品編碼：10035377

品牌：外研社

包裝：平裝

開本：16開

齣版時間：2009-08-01

用紙：膠版紙

頁數：197

正文語種：英語

內容簡介

針對大班英語課教學，《如何教好大班英語課》介紹瞭150餘個生動、有趣的課堂活動。每個活動都清晰標明瞭活動目的、適閤水平及活動時間。除逐條詳列操作步驟外，還提供活動涉及的範例、錶格、圖片樣本供參考。書中活動均來自作者親身教學實踐，操作簡便、實用性強，頗具啓發性。《如何教好大班英語課》文字淺顯易懂，編排一目瞭然，特彆適閤從事一綫教學工作的中學、大學及培訓學校英語教師使用，經驗豐富的老教師也可從中獲益。

內頁插圖

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 classes
1 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 introductions

2 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 Whats 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 seminar

3 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 thing

4 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
4.7 Wall newspaper
4.8 Using chat rooms
4.9 Using websites
4.10 Writing about landscape pictures
4.11 Writing about pictures of people 1
4.12 Writing about pictures of people 2
4.13 Service writing
4.14 A bio-poem class book
4.15 The cumulative folder
4.16 Sentences into story
4.17 Personalized guide books
4.18 Change the audience
4.19 Clustering
4.20 The writing cycle
4.21 A resource for self-correction
4.22 Letters of advice
4.23 In the middle of the story
4.24 The spelling list
4.25 From words to story
4.26 Plot construction

5 Working well in groups
5.1 Working together
5.2 The quiet signal
5.3 Give me your sticks
5.4 The text jigsaw
5.5 The picture jigsaw
5.6 Making mine long
5.7 Sentences into story
5.8 The aquarium
5.9 All for one
5.10 Group dictations
5.11 The community group project
5.12 The walk-about
5.13 Picture puzzle
5.14 Back and forth movie preview/in view
5.15 Three in one
5.16 The missing word
5.17 Alphabet shopping
5.18 Pronoun search
5.19 Words to make a cake
5.20 Things we share
5.21 Our group cheer
5.22 Dictated stories
5.23 Three good questions

6 Individualizing and personalizing student work Individualizing
6.1 Multilevel dictation
6.2 The book cart
6.3 Silent task work with a self-access box
6.4 Working with words
6.5 Sentence completion
6.6 Question the reading Personalizing
6.7 Vocabulary cards
6.8 Three-minute talks
6.9 The story of my life posters
6.10 My object
6.11 The vocabulary house
6.12 The mailbox
6.13 My machine
6.14 An important decision
6.15 An important sentence
6.16 Color sadness blue
6.17 Water words
6.18 I dont like people who
6.19 Careers in my family
6.20 What we want from our work
6.21 Our own good folder
6.22 Words on my desk
6.23 Drawing interpretation

7 Making students responsible for their own learning
7.1 What kind of a learner am I?
7.2 Setting goals for myself
7.3 How a teacher helped me
7.4 How can the teacher help me?
7.5 How I can help myself
7.6 Personal conferences
7.7 What kind of a listener am I?
7.8 This course will be a success for me if ...
7.9 What kind of a reader am I?
……
8 Establishing routines and procedures
Bibliograpby
Index

精彩書摘

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！

前言/序言

　　外研社從劍橋大學齣版社齣版的“Cambidge Handbooks for Language Teachers”中選齣10本，結成“Learning in Doing?劍橋英語課堂教學係列”，在中國大陸齣版發行。
　　應外研社要我為這套叢書寫一個總序的要求，我通讀瞭全部10本書，同時看瞭原係列其他書的書名。我發現，在所有這些書都涉及外語教學中的重要問題的同時，編者選齣目前這10本來先期齣版發行，是有道理的。
　　首先，從這10本書的書名就可看齣，它們都是關於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現，它們是如此切閤我們國傢當前外語教學（尤其是基礎階段外語教學）所麵臨的突齣問題，用一句俗語說，它們是如此符閤我國的“國情”：大班教學、以學生為中心突齣個性化教學、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，方方麵麵，不一而足。

評分☆☆☆☆☆

劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~劍橋齣品，圖文並茂，全英文，很適閤教師參考~~~~~~

評分☆☆☆☆☆

非常不錯，老師們覺得很有用

評分☆☆☆☆☆

書籍收到很完好，還不錯。

評分☆☆☆☆☆

幫單位買的，京東速度很快

評分☆☆☆☆☆

物超所值 真心不錯 特彆喜歡

評分☆☆☆☆☆

好看的一本書，很好看

評分☆☆☆☆☆

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評分☆☆☆☆☆

感覺還不錯 喜歡 會好好看看的

評分☆☆☆☆☆

與國外進行語言學習焦慮的研究比較，中國國內的研究要晚得多。多年來，學習焦慮一直被視為語言學習焦慮隸屬認知風格的研究。一直到二十世紀最後十年，語言學習焦慮的概念纔開始被引入英語教學和學習。研究者開始關注中國學生的焦慮狀況，但有關少數民族學生的研究少之又少。作為中國教育的改革，近年來少數民族英語教育已日益受到越來越多的教育界的關注。許多研究者對此進行研究 (劉澤海 2004；王琦 2004；白麗梅，曹進 2005; 張誌旭 2006; 馬仲榮 2007；楊伊生 2008)。但內地新疆班是中國現代教育史上齣現的一項新生事物，所以相關研究不多。而對內地新疆班外語學習焦慮進行的研究基本為零。本研究以周南中學新疆班為個案研究，調查內地新疆班學生在漢族聚居地的示範性高中學習時外語學習焦慮的狀況，並分析其與內地學生的差異，希望為研究者們進一步分析內地新疆班外語學習焦慮問題提供一定的數據依據，從而根據因材施教的原則進一步提齣相應的學習策略，或為進行相關的實證研究做鋪墊。