语言教学实用技巧

语言教学实用技巧

图书基本信息
出版时间:2009-7
出版社:外语教学与研究出版社
作者:(美)刘易斯,(美)希尔 著
页数:128
书名:语言教学实用技巧
封面图片
语言教学实用技巧
内容概要
“圣智英语教师丛书”精选自圣智学习出版公司出版的当代语言教育领域的力作,由当今国际语言教育界的权威人士编著,国内英语教育界专家、学者撰写导读。丛书选题涵盖外语教学理论、语言教学技能和实践、学法指导、课程设计、语言测试与评估、外语教学科研方法、师资发展、语境和文化教学以及教学法等诸多领域,能够满足目前英语教师适应新课改的迫切需要。本丛书既可用作英语教师专业化教育与发展和英语专业硕士研究生教育的教材,同时也是语言教育研究者必备的参考书。
书籍目录
IntroductionChapter
1
Basic
Principles
1-Student
and
Teacher 1.
Learning
is
more
important
than
teaching. 2.
Teach
the
students,
not
the
book. 3.
Involve
students
in
the
learning
process. 4.
Don't
tell
students
what
they
can
tell
you. 5.
Show
your
reactions
to
what
students
say. 6.
Students
need
practice,
not
you. 7.
Don't
emphasise
difficulties. 8.
Vary
what
you
do,
and
how
you
do
it. 9.
 Select! I0.
Activities
and
relationships
in
the
classroom
change. 11.
Students
need
to
leam
how
to
learn. 12,
Useful
and
fun
is
better
than
either
alone. 13.
We
all
learn
best
when
we
are
relaxed. 14.
Students
can
be
silent,
but
still
involved.Chapter
2
Basic
Principles
2-Laneuaae
and
Lanaua~e
Learning, 1.
Language
teaching
is
teaching
language. 2.
Languages
are
different. 3.
Language
is
what,
how
and
why. 4.
'Level'
is
a
complex
idea. 5.
Natural
language
has
a
place
in
all
courses. 6.
Knowing
the
language
is
not
enough. 7.
Most
language
skills
can
be
divided
into
sub-skills. 8.
Hear,
speak,
read,
write
is
a
good
sequence. 9.
Language
learning
is
cyclical. 10.
Language
is
used
for
different
purposes
in
the
classroom. 11.
Do
not
be
afraid
of
the
students'
mother
tongue. 12.
Motor
skills
need
practice. 13.
Distinguish
clearly
between
accuracy
and
fluency
practices. 14.
Interesting
communicative
tasks
increase
motivation. 15.
You
learn
to
speak
by
listening,Chapter
3
Classroom
Management
and
General
Tips 1.
Arrange
the
seating
to
help. 2.
Stand
up
when
you're
directing
activity. 3.
Look
at
the
students. 4.
Use
your
hands
to
encourage
and
direct
students. 5.
Use
the
back
of
your
hand
to
point. 6.
Use
pauses
to
punctuate
what
you
say. 7.
Vary
your
voice. 8.
Keep
your
language
to
a
minimum
when
students
are
doing
something. 9.
Don't
commentate. 10.
Don't
be
afraid
of
silence. 11.
Don't
be
afraid
of
noise. 12.
Use
pair
work
to
increase
student
talking
time--even
if
it
seems
chaos. 13.
Use
group
work
to
increase
student
talking
time. 14.
Be
explicit. 15.
Don't
ask
'Doyou
understand'. 16.
Don't
go
'round
the
class'
if
individuals
can
prepare
particular
exam-ples. 17.
Admit
your
ignorance. 18.
Consult
colleagues. 19.
Consult
students. 20.
Demonstrate,
rather
than
explain,
new
activities. 21.
Exploit
real
events. 22.
Divide
the
blackboard. 23.
Use
the
overhead
projector
to
control
what
students
see. 24.
Machinery
will
not
solve
all
your
problems. 25.
Expand,
don't
clutter.Chapter
4
Preparation 1.
Prepare
yourself. 2.
Courses
and
lessons
need
an
overall
structure. 3.
Don't
let
the
book
dictate. 4.
Do
not
prepare
too
much
or
too
rigidly. 5.
Preparation
must
be
concrete. 6.
Aids
are
only
aids
if
they
help. 7.
Never
ignore
the
practical
difficulties. 8.
A
good
lesson
has
a
beginning,
a
middle
and
an
end.Chapter
5
Techniques-Listening 1.
Listening
can
be
divided
into
sub-skills. 2.
Direct
students'
listening,
particularly
if
it
is
taped. 3.
Listening
to
a
tape
is
difficult. 4.
Let
students
hear
'the
real
thing'
from
early
in
their
course. 5.
Make
sure
students
can
hear
the
difference
between
similar
sounds. 6.
Use
a
variety
of
'listen
and
respond'
activities.Chapter
6
Techniques-Speechwork 1.
Do
not
distort
when
giving
a
model. 2.
The
model
must
remain
the
same. 3.
Use
choral
pronunciation. 4.
Conduct
choral
pronunciation
decisively. 5.
Move
around
the
room
when
doing
choral
pronunciation. 6.
Keep
your
language
to
a
minimum
in
pronunciation
practices. 7.
Vary
your
criterion
of
'good'
in
pronunciation
practice. 8.
Articulation
is
an
important
first
step
in
practice. 9.
It
is
helpful
to
do
amculation
practices
more
than
once. 10.
Bring
variety
to
'Say
after
me
. 11.
Something
which
is
not
a
real
word
sometimes
helps. 12.
There
is
no
such
thing
as
the
'c-h
sound'. 13.
The
main
criteria
for
pronunciation
are
consistency
and
intelligibility. 14.
Teach
intonation
by
back-chaining. 15.
Don't
explain
intonation,
demonstrate. 16.
Show
stress,
pitch
and
intonation
visually. 17.
Refer
to
stress
and
intonation
even
when
not
specifically
teaching
it.Chapter
7
Techniques-Structure 1.
Encourage
students
to
see
patterns. 2.
Good
rules
can
help
students. 3.
Understanding
involves
example,
explanation,
and
practice. 4.
Terminology
can
help
or
hinder. 5.
Filling
in
a
fill-in
exercise
is
not
enough. 6.
Students
need
to
practise
form
as
well
as
use. 7.
There
is
a
place
for
oral
and
written
practices. 8.
Use
'gimmicks'
to
combat
popular
mistakes. 9.
Use
beehives
with
large
classes. 10.
Most
language
games
are
structure
practices. 11.
Free
situations
are
important. 12.
Grammar
can
be
fun. 13.
Grammar
is
a
receptive
skill,
too. 14.
Teach
word
grammar
as
well
as
sentence
grammar.Chapter
8
Techniques-Correction I.
Mistakes
are
a
natural
part
of
the
learning
process.……Chapter
9
Techniques-VocabularyChapter
10
Techniques-TextsChapter
11
Techniques-ConversationChapter
12
Some
Misunderstood
Language
PointsFurther
Reading
章节摘录
  particular
classroom
activity?  Teachers
need
to
be
aware
of
a
variety
of
ways
of
explaining,
and
constantlyto
ask
themselves
why
a
particular
word
is
being
explained
at
all.  7.
Words
can
link
grammatically
as
well
as
thematically  We
have
already
discussed
teaching
words
in
groups,
but
to
most
teachersand
students
this
will
mean
thematic
linking
——
all
the
words
you
associatewith
football,
all
the
things
you
can
find
in
the
kitchen,
the
parts
of
a
car
andso
on.
Of
course
this
is
better
than
just
random
vocabulary,
but
as
wepointed
out
earlier
(page
82

it
is
particularly
helpful
to
teach
words
whichco-occur
at
the
same
time.
It
is
worth
re-emphasising
the
fact
that
words
canlink
grammatically
——
write
down
five
adjectives
which
you
think
fre-quently
co-occur
with
book.
Write
five
verbs
too.
What
prepositions
regu-larly
follow
the
word
book
?  If
you
are
a
book
publisher
you
will
think
of
technical,
job-related
verbssuch
as
launch,
edit,
reprint,
but
all
of
us
would
recognise
the
usefulness
ofa
sentence
such
as
Ive
just
finished
an
absolutely
fascinating
book
aboutthe
Aztecs.
But
it
will
be
astonishingly
difficult
to
produce
such
a
sentenceif
your
language
learning
has
taught
you
some
vocabulary
——
in
this
casethe
word
book——
and
some
grammar——
in
this
case
the
present
perfect.
Theability
to
use
the
language
depends
on
the
ability
to
bring
grammar
andvocabulary
together.
So
it
must
make
sense
sometimes
to
teach
wordswhich
are
grammatically
linked
rather
than
concentrating
on
thematiclinking.
As
we
saw
earlier,
this
involved
short
lists
——
perhaps
five
items
——giving
adjectives
and
verbs
which
regularly
co-occur
with
a
noun.Sometimes
too
other
words
naturally
suggest
themselves
——
in
this
case
abook
about..,
by...  Too
often,
vocabulary
learning
seems
to
the
students
to
be
an
unending,totally
disorganised
process
of
learning
thousands
of
different
items.
Bythinking
of
grammatical
links,
vocabulary
can,
at
least
to
a
limited
extent,be
systematised.
图书标签Tags
教育,英语
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评论与打分
  •     可以说是名副其实吧,这本书为英语教学提供很多“金点子”,很实用,没有太多繁杂的理论知识,却能够让读者清晰语言教学的原则和本质,把教学中的问题一一剖析,并提供可行的解决办法,且各章节都较有针对性,很喜欢。
  •     真的是很实用的一本书,每个章节都针对英语教学中存在的问题提供了较实用的改进措施,对于在教学中迷失方向,寻求解决之道的老师们会有很大的帮助!
  •     刚好在写一篇关于语言教学的演讲稿 用上了 不错的一本书 虽然全英文 但是易懂
  •     书的内容很有启发,对英语教师来讲是一本不错的书。虽然是英文的,但内容很好理解,读起来没什么困难。
    每页边上的空白太多,感觉挺浪费纸张的。
  •     全英文的,不过语言浅显,很适合老师来参考
  •     多为英语老师出这样的书啊
  •     适合教学学习
  •     还没来得及仔细阅读,不错整体浏览了一下,不错的,对于教师来说很实用
  •     内容很丰富,能给实际教学指明方向!
  •     这本书是往细里说,宏观的东西不多。但是对教师的帮助应该很大!
  •     当老师有时很懵懂怎样才能上好课,怎样才能被学生喜欢。看完之后应该有所收获
  •     很实用的几本书 很满意
  •     非常全面系统,是难得的经典教材!
  •     朋友推荐 ,不错
  •     书很好,就是自己没看
  •     quite good a book, i think i will benefit a lot from it
  •     实在,很是值得一读,特别是老师们
  •     以简洁的语言给出了一些教学的策略
  •     对语言教学挺有用的
  •     内容较新颖,对教学技巧手法的改进有一定帮助
  •     不错呀,对准教师真的挺实用的
  •     让你了解关于词汇教学的方方面面
  •     输的质量很好,而且内容实用,是全英的~
  •     字有点小,内容不算难虽然是全英的
  •     没看完,从介绍和目录内容看还不错
  •     本来打算这个学期好好看书的,但是很遗憾这本书还是没有看完:(大致翻阅了一下,总体来说这本书还是蛮好的,很适合即将和想要成为老师的人看:)
  •     货不错的,很满意
  •     还可以的。,觉得一般
  •     说的好啊,薛瑞萍的书每本必买
  •     不适合作应付考试使用。,虽然文章的故事并不是特别吸引人
  •     期待郑校长出新书,我看了自己也很喜欢。大人小孩都适合看。
  •     希望教育与被教育都能成为一件乐事,感叹那时候的孩子学的内容真杂
  •     内容所诉正是我所需,西尔斯博士的这本怀孕百科是我看过最全面、最细致的有关怀孕的书籍
  •     挺适合小朋友看的啊,适合孩子看。
  •     送货速度奇快;稍有味道,很不错的内容。
  •     属这本值得买。,内容机械而空洞
  •     应该好看的,孩子永远是父母的孩子
  •     还是挺实用的!,很值得一看!句句在理啊!
  •     必备品质,希望以后有更多的书。
  •     就会发现这本书真的很好!,一代智者的财富。
  •     提出的方法相对少。,我经常推荐给有宝宝的朋友。
  •     看了受益很多,没新东西
  •     各类教师的风格,看看就行。
  •     孙绍振绝对是个货真价实的学者,慢慢研究.
  •     本人已经购买了一件,同事需要的
  •     让孩子在玩中就学到知识,修正想帮助孩子学习钢琴的方法。
  •     我第二次购买,有许多概念上的更新。