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　　《英语教师职业发展前沿论丛·实用英语教学法：口语篇》意在为在职英语教师或有意从事英语教学的人士编写。无论这些人之前是否接受过英语作为第二语言教学的正规指导，均能从《英语教师职业发展前沿论丛·实用英语教学法：口语篇》中受益。
　　《英语教师职业发展前沿论丛·实用英语教学法：口语篇》特色：1、编写思路清晰，全面介绍了英语口语教学的基础理论和研究方法。2、针对不同水平学生的特性，提供了完整而详尽的初级、中级、高级英语口语及发音教学的实用技巧及评估方法。3、书中提供的思考题及练习题帮助学生深入理解教学重点，并使学生能够很好地在英语口语及发音教学实践中应用所学的知识。4、单独设立一个章节，针对大班教学及学生水平不一的情况，给出解决方法。5、每章后均精心选择出扩展阅读书目及网络资源目录，使读者得到最新英语口语教学资讯。6、附录中的词汇表对于英语口语教学中的核心词汇给出了重点突出、简洁易懂的定义。

内页插图

目录

丛书总序（王守仁）
中文导读（郭海云）
Acknowledgements
Foreword

Chapter One What is speaking？
1.Introduction
2.What is speaking？
3.Approaches to speaking
4.Speaking in action
5.Teaching speaking
6.Assessing speaking
7.Conclusion
Further Readings
Helpful Website
References

Chapter Two Speaking for beginning level learners
1.Introduction
2.Syllabus design issues
3.Principles for teaching speaking to beginning learners
4.Tasks and materials
5.Teaching pronunciation
6.Speaking in the classroom
7.Assessing beginning learners
8.Conclusion
Further Readings
Helpful Websites
References

Chapter Three Speaking for intermediate level learners
1.Introduction
2.Syllabus design issues
3.Principles for teaching speaking to intermediate learners
4.Tasks and materials
5.Teaching pronunciation
6.Speaking in the intermediate classroom
7.Assessing intermediate learners
8.Conclusion
Further Readings
Helpful Websites
References
Answer key

Chapter Four Speaking for advanced level learners
1.Introduction
2.Syllabus design issues
3.Principles for teaching speaking to advanced learners
4.Tasks and materials
5.Teaching pronunciation
6.Speaking in the classroom
7.Assessing advanced learners
8.Conclusion
Further Readings
Helpful Website
References

Chapter Five Key issues in teaching speaking
1.Introduction
2.Students' first-language use in the English speaking class
3.Reticence and dominance in speaking activities
4.Learning styles in the speaking class
5.Responding to oral errors
6.Speaking activities in large classes
7.Multi-Ievel speaking classes
8.Technology and teaching speaking
9.Conclusion
Further Readings
Helpful Websites
References

Glossary

精彩书摘

　　Buddy always pulled up a chair to watch his father wash and shave. He saw him spread the hot lather with a wet， yellow brush and then zip off the whiskers with a cheap razor that looked just like tin to him. Buddy would wait to see if the thin blade cut his father's face， yet it never did. Sometimes his father would even sing in his gravely voice as he pulled the sharp razor across his skin. Once Buddy thought he spotted blood and was thrilled. But later he felt bad because he was sure it was a sin to have these thoughts.
　　Galvan， Pierce， and Underwood， 1976， p. 20
　　When you use a passage like this to assess a learner's pronunciation， the learner reads the passage aloud into a tape recorder. Later you can score the reading by marking a clean copy of the passage for each student， circling the phonemes that were mispronounced. If you print the passage in a double-spaced format， you can write in the sounds the learner substituted for the English phonemes. This information will show you some ways to help the students improve their pronunciation.
　　There are some points to keep in mind， however， if you use read-aloud passages as testing texts. First， if what you wish to assess is the learners' pronunciation， then the text itself should not be demanding， relative to the learners' proficiency， in terms of the vocabulary or syntactic structures it involves. You should answer the students' questions about word meanings and pronunciation of any new words before they read the passage on tape， because the text is meant to be a test of accentedness-not of reading skills. Also， be aware that people can sometimes be more conscientious about their pronunciation accuracy when they are reading aloud than when they are trying to generate novel utterances of their own.
　　Write a brief paragraph that incorporates the vowel and consonants sounds of English that pose particular problems for your learners， if you are already teaching （or for those students you hope to work with in the future， if you are not）. The text should sound natural and should include only words and grammatical structures that your learners are likely to know. （This is a pronunciation task-not a test of reading or of how students interpret new words in context.） Type the text in double-spaced format so it will be easier for the learners to read （and for you to mark later） than if it were single-spaced. Have a few of your colleagues or classmates read it aloud for you on tape before you try using it with students.
　　……

前言/序言

英语教师职业发展前沿论丛·实用英语教学法：口语篇 [Practical English Language Teaching:Speaking] 电子书 下载 mobi epub pdf txt

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