英語教師職業發展前沿論叢·實用英語教學法：口語篇 [Practical English Language Teaching:Speaking] pdf epub mobi txt 電子書 下載 2025

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[美] 努南（David Nunan），[美] 貝利（Kathleen M.Bailey） 編

齣版社： 清華大學齣版社

ISBN：9787302304234

版次：1

商品編碼：11169630

品牌：清華大學

包裝：平裝

外文名稱：Practical English Language Teaching:Speaking

開本：16開

齣版時間：2013-01-01

用紙：膠版紙

頁數：199

字數：321000

正文

內容簡介

　　《英語教師職業發展前沿論叢·實用英語教學法：口語篇》意在為在職英語教師或有意從事英語教學的人士編寫。無論這些人之前是否接受過英語作為第二語言教學的正規指導，均能從《英語教師職業發展前沿論叢·實用英語教學法：口語篇》中受益。
　　《英語教師職業發展前沿論叢·實用英語教學法：口語篇》特色：1、編寫思路清晰，全麵介紹瞭英語口語教學的基礎理論和研究方法。2、針對不同水平學生的特性，提供瞭完整而詳盡的初級、中級、高級英語口語及發音教學的實用技巧及評估方法。3、書中提供的思考題及練習題幫助學生深入理解教學重點，並使學生能夠很好地在英語口語及發音教學實踐中應用所學的知識。4、單獨設立一個章節，針對大班教學及學生水平不一的情況，給齣解決方法。5、每章後均精心選擇齣擴展閱讀書目及網絡資源目錄，使讀者得到最新英語口語教學資訊。6、附錄中的詞匯錶對於英語口語教學中的核心詞匯給齣瞭重點突齣、簡潔易懂的定義。

內頁插圖

目錄

叢書總序（王守仁）
中文導讀（郭海雲）
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

精彩書摘

　　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

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　　人的一生，要經曆多少次離彆，又要經曆幾迴人麵桃花，然後終於習慣瞭身邊的人來來去去，終於明白瞭沒有永遠的相聚，也終於看淡瞭世事與人臉的種種變遷？“捨不得你。”這句話，卻又那麼難以開口。

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書很好 適閤從是英語專業教學的 高級教師

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特色：1、編寫思路清晰，全麵介紹瞭英語口語教學的基礎理論和研究方法。2、針對不同水平學生的特性，提供瞭完整而詳盡的初級、中級、高級英語口語及發音教學的實用技巧及評估方法。3、書中提供的思考題及練習題幫助學生深入理解教學重點，並使學生能夠很好地在英語口語及發音教學實踐中應用所學的知識。4、單獨設立一個章節，針對大班教學及學生水平不一的情況，給齣解決方法。5、每章後均精心選擇齣擴展閱讀書目及網絡資源目錄，使讀者得到最新英語口語教學資訊。6、附錄中的詞匯錶對於英語口語教學中的核心詞匯給齣瞭重點突齣、簡潔易懂的定義。

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特色：1、編寫思路清晰，全麵介紹瞭英語口語教學的基礎理論和研究方法。2、針對不同水平學生的特性，提供瞭完整而詳盡的初級、中級、高級英語口語及發音教學的實用技巧及評估方法。3、書中提供的思考題及練習題幫助學生深入理解教學重點，並使學生能夠很好地在英語口語及發音教學實踐中應用所學的知識。4、單獨設立一個章節，針對大班教學及學生水平不一的情況，給齣解決方法。5、每章後均精心選擇齣擴展閱讀書目及網絡資源目錄，使讀者得到最新英語口語教學資訊。6、附錄中的詞匯錶對於英語口語教學中的核心詞匯給齣瞭重點突齣、簡潔易懂的定義。