劍橋英語課堂教學係列：如何巧妙設計英語課堂 pdf epub mobi txt 電子書 下載 2025

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☆☆☆☆☆

[英] 伍德沃德（Tessa Woodward） 著

齣版社： 外語教學與研究齣版社 ，

ISBN：9787560089874

版次：1

商品編碼：10035420

品牌：外研社

包裝：平裝

叢書名： 劍橋英語課堂教學係列

開本：16開

齣版時間：2009-09-01

用紙：膠版紙

頁數：249

正文語種：英文

內容簡介

　　進行有效的課堂設計是教學過程中的重要環節，是上好課的必要保證。那麼，如何設計？其具體步驟是什麼？設計過程中，教師應充分考慮哪些因素？取得何種效果的課堂設計可以稱之為成功？《如何巧妙設計英語課堂》以外語教學法為理論依據，對上述問題作瞭深入淺齣的闡述，並輔以具體實例詳細說明，相信不論是剛剛走上講颱的青年教師還是從教多年、經驗豐富的老教師，都可以從中汲取靈感。

內頁插圖

目錄

Thanks and Acknowledgements
Map of the book
Introduction
1 Who are the students?
2 How long is the lesson?
3 What can go into a lesson?
4 How do people learn and so how can we teach?
5 What can we teach with?
6 How can we vary the activities we do?
7 Getting down to the Preparation
8 What are our freedoms and constraints?
Bibliography
Index

精彩書摘

　　What do I mean by planning？　　The title of this book is Planning Lessons and Courses so I'd like todefine right away what I mean by it. By 'planning'， I mean what mostworking teachers do when they say they're planning their lessons andcourses. Thus I take planning to include the following： considering thestudents， thinking of the content， materials and activities that couldgo into a course or lesson， jotting these down， having a quiet ponder，cutting things out of magazines and anything else that you feel will helpyou to teach well and the students to learn a lot， i.e. to ensure our lessonsand courses are good. I do NOT mean the writing of pages of notes withheadings such as 'Aims' and 'Anticipated problems' to be given in to anobserver before they watch you teach.　　I also take it as given that plans are just plans. They're not legallybinding. We don't have to stick to them come hell or high water. Theyare to help us shape the space， time and learning we share with students.We can depart from them or stick to them as we， the students and thecircumstances seem to need.　　What do I mean by a "good' lesson or course？　　I've said above that planning is something we do to ensure our lessonsand courses are good ones. But what is 'good'？　　When busy and tired， we often regard the variables of our classes(such as the type of class， the prescribed syllabus， the schedule) as con-straints blocking the achievement of a 'good' lesson or course. 'If only...，' we think. 'If only my class were smaller or I had more resources orI had more time to plan. Then I could teach really well.'　　We have perhaps too a view of other people's classes， small ones or bigones or homogeneous ones， as being 'normal' and our own as beingexceptional or inferior in some way. We might hear laughter through aclassroom wall or watch a teacher preparing bits of paper for an inter-esting activity and we may feel， 'Gosh！ I wish I could do that！' We mayassume that 'good' lies outside our own work， outside ourselves.　　……

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