Learning in Doing·剑桥英语课堂教学系列：如何教好大班英语课 pdf epub mobi txt 电子书 下载 2025

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[美] 赫斯 著

图书标签:

• 英语教学
• 大班教学
• 课堂教学
• 剑桥英语
• 教学方法
• 教学技巧
• 教师发展
• 外语教学
• 教学案例
• 实战指导

出版社： 外语教学与研究出版社 ，

ISBN：9787560088587

版次：1

商品编码：10035377

品牌：外研社

包装：平装

开本：16开

出版时间：2009-08-01

用纸：胶版纸

页数：197

正文语种：英语

内容简介

针对大班英语课教学，《如何教好大班英语课》介绍了150余个生动、有趣的课堂活动。每个活动都清晰标明了活动目的、适合水平及活动时间。除逐条详列操作步骤外，还提供活动涉及的范例、表格、图片样本供参考。书中活动均来自作者亲身教学实践，操作简便、实用性强，颇具启发性。《如何教好大班英语课》文字浅显易懂，编排一目了然，特别适合从事一线教学工作的中学、大学及培训学校英语教师使用，经验丰富的老教师也可从中获益。

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目录

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

精彩书摘

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

　　外研社从剑桥大学出版社出版的“Cambidge Handbooks for Language Teachers”中选出10本，结成“Learning in Doing?剑桥英语课堂教学系列”，在中国大陆出版发行。
　　应外研社要我为这套丛书写一个总序的要求，我通读了全部10本书，同时看了原系列其他书的书名。我发现，在所有这些书都涉及外语教学中的重要问题的同时，编者选出目前这10本来先期出版发行，是有道理的。
　　首先，从这10本书的书名就可看出，它们都是关于当前外语教学中的一些最关紧要的问题。读这套书的教师朋友们会发现，它们是如此切合我们国家当前外语教学（尤其是基础阶段外语教学）所面临的突出问题，用一句俗语说，它们是如此符合我国的“国情”：大班教学、以学生为中心突出个性化教学、课堂设计、口语教学、词汇教学、如何利用多媒体教学手段等等，方方面面，不一而足。

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好。

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一步跟不上，步步跟不上，老师的计划要严格执行。 本计划是在前期的英语单词基本掌握的前提下制定的，单词还没有达到基本掌握的，请一边学习单词，一边完成下列任务。 一、英语阅读选择资料： 须知：一切方法都是建立在对单词和句子的掌握、理解基础上；否则，如果连单词都不认识，再好的方法，也无从谈起。所以，目前要很抓基础。 第一阶段（5、1前）：基础阅读，胡敏主编《读真题学单词》，要求读懂每一句话并掌握单词，每天务必一篇。阅读方法： 1、顺序：可以先看中文，然后再看英文。 2、看中文：要使用老师讲过的“学会看书”方法，学会简单分析；（天下文章都一样） 3、看英文：要学会“抓中心句”，同时，分析“葡萄串”结构。 第二阶段（5、1后）：方法阅读，张剑主编《真题解析》； 第三阶段（7、15后）：郝敬涛主讲，《跳读训练》。 二、学习中的大敌：随性 表现为：不及时巩固 三、考试中的大敌：自以为是。凡是今年英语考的不理想的同学都存在下列问题： 违背老师和学长的教诲，回到自己的老路上去。须知，老师和学长的方法是在总结多年、多人经验特别是教训的基础上提出的。本次考试存在下列问题，需要总结： 1、许多同学没有使用郝敬涛的做题方法，按照自己的老路做题目。 事实上，没有绝对的功底，文章是不可能读明白的。同时浪费了大量的时间，导致难以完成全卷。 2、没有按照老师考前确定的做题顺序做题。 许多同学按照试卷给定的顺序做题，这是大忌。把许多时间浪费在得分极低的“完型”和“翻译”上，导致作文无时间来写或字体潦草。须知，作文只要写了，都会给分的，至少4分。正确的做法是：先是阅读理解（英语是否通过的决定环节），如果发现第四篇特别困难（第四篇一般比较困难），就直接跳过去；接下来就是大、小作文（好坏都给分），然后是排序题（比较简单，中间缓口气）、翻译，阅读第四篇，最后应该是完型（时间不够就直接上答案，最低得4分）。 3、交卷前改答案。 没有绝对的把握，一般不要轻易改答案，或者干脆不改（许多答案是感觉出来的）。只检查是否答题卡序号有误。 上述问题在考前，老师交代了多次，依然“自以为是”，发现错误并改正错，才能进步！

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2、核对入椁物件的单子。《礼记·杂记》：“荐马者哭踊，出乃包奠而读书。” 孔颖达 疏：“书，谓凡送亡者賵入椁之物书也。读之者，省录之也。”

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经济实惠！经济实惠！

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全英文，没啥太多的新意。。。

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与国外进行语言学习焦虑的研究比较，中国国内的研究要晚得多。多年来，学习焦虑一直被视为语言学习焦虑隶属认知风格的研究。一直到二十世纪最后十年，语言学习焦虑的概念才开始被引入英语教学和学习。研究者开始关注中国学生的焦虑状况，但有关少数民族学生的研究少之又少。作为中国教育的改革，近年来少数民族英语教育已日益受到越来越多的教育界的关注。许多研究者对此进行研究 (刘泽海 2004；王琦 2004；白丽梅，曹进 2005; 张志旭 2006; 马仲荣 2007；杨伊生 2008)。但内地新疆班是中国现代教育史上出现的一项新生事物，所以相关研究不多。而对内地新疆班外语学习焦虑进行的研究基本为零。本研究以周南中学新疆班为个案研究，调查内地新疆班学生在汉族聚居地的示范性高中学习时外语学习焦虑的状况，并分析其与内地学生的差异，希望为研究者们进一步分析内地新疆班外语学习焦虑问题提供一定的数据依据，从而根据因材施教的原则进一步提出相应的学习策略，或为进行相关的实证研究做铺垫。

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希望有作用留着慢慢看