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

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☆☆☆☆☆

[美] 赫斯 著

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☆☆☆☆☆

全套書都買瞭。很好的書。值得珍藏。

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此用戶未填寫評價內容

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長度在5-200個字之間 填寫您對此商品的使用心得，例如該商品或某功能為您帶來的幫助，或使用過程中遇到的問題等。最多可輸入200字

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[美]赫斯寫的的書都寫得很好，還是朋友推薦我看的，後來就非非常喜歡，他的書瞭。除瞭他的書，我和我傢小孩還喜歡看鄭淵潔、楊紅櫻、黃曉陽、小橋老樹、王永傑、楊其鐸、曉玲叮當、方洲，他們的書我覺得都寫得很好。·劍橋英語課堂教學係列如何教好大班英語課，很值得看，價格也非常便宜，比實體店買便宜好多還省車費。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。書的內容直得一讀，閱讀瞭一下，寫得很好，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。，內容也很豐富。，一本書多讀幾次，...,.,,,.,.,.,,,:,..,,.,.,.！,,,.,,！。快遞送貨也很快。還送貨上樓。非常好。·劍橋英語課堂教學係列如何教好大班英語課，超值。買書就來來京東商城。價格還比彆傢便宜，還免郵費不錯，速度還真是快而且都是正版書。讀書很有意義,之所以談讀書的意義，是因為自己也曾遺忘過他的重要。前不久自己在網上無意間搜索到關於自己的一條信息，那是文理學院電颱的一次采訪記錄，本人作為畢業生學長對學弟學妹們的寄語一本正經強調希望他們一定要多讀書，記得當時看到那條信息的時候我感覺很慚愧，因為我似乎很久沒有靜下心來看書瞭，畢業到現在不知不覺也快一年瞭，迴首一看，確實成長瞭不少，與工作不相符的學生氣少瞭許多，但遺憾的是，學生那種好學、愛讀書的習慣也漸漸地在消失。工作瞭，社交應酬是難免的，要多交朋友！工作很纍，娛樂放鬆也是應該的，要融入社會就應該這個樣子，不要搞得跟個學生一樣，這時常是自己給自己找的藉口，其實是一種狡辯和不成熟的錶現。記得有個周末晚上跟朋友們喝酒、打麻將。淩晨一兩點纔迴去，一個人躺在床上盯著天花闆，感受到的是陣陣空虛，我問自己這樣的生活有意義嗎迴頭看看書架上的那幾十本書，沾滿瞭灰塵，恰似自己讀書的激情被一種消極的生活態度

評分☆☆☆☆☆

一起買瞭4本，目前看瞭一本，對教學有幫助

評分☆☆☆☆☆

看親情如燈，品人生似棋，手中的那捲，到底給瞭你多少？ 記得有本書上寫過這樣一句話：“如果有一天，每個人都說你沒希望的時候，不要氣餒，再試一次！很可能，這一試，就成功瞭。”這句話我來迴讀瞭好幾遍，在失敗瞭100次，在沒有人認為你能成功時，要放棄嗎？還是背負著自己的不懈再試101次？沒錯，興許這101次你就獲得瞭成功。Y

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