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英语教学法教程（第二版）

“十五”国家规划教材
样章
作者：
王蔷
定价：
45.00元
ISBN：
978-7-04-018679-6
版面字数：
570.000千字
开本：
16开
全书页数：
344页
装帧形式：
平装
重点项目：
“十五”国家规划教材
出版时间：
2006-07-14
读者对象：
高等教育
一级分类：
外语类
二级分类：
英语专业课程
三级分类：
英语教学法
  《英语教学法教程（第二版）》适用于师范院校英语专业学生，也可用于中学英语教师的继续教育课程和各类英语教师的在职培训课程。
  本书共有18章，分别介绍了英语教学的基本概念、交际教学原则与任务型教学思想、国家英语课程标准、备课与编写教案、课堂管理方法、语言知识的教学方法、听说读写四项技能的教学、综合语言技能的教学、语言教学中的德育教育、教学评价、学习者个体差异与学习策略培养、教育资源与技术的开发利用，以及教材评价与使用。每章均配有大量练习，书后附录有部分参考答案。
  • 前辅文
  • Unit 1 Language and Language Learning
    • 1.1 How do we learn languages?
    • 1.2 Views on language
    • 1.3 Views on language learning and learning in general
    • 1.4 What makes a good language teacher?
    • 1.5 How can one become a good language teacher?
    • 1.6 An overview of the book
  • Unit 2 Communicative Principles and Task-based Language Teaching
    • 2.1 Language use in real life vs. traditional pedagogy
    • 2.2 What is communicative competence?
    • 2.3 Implications for teaching and learning
    • 2.4 Principles of Communicative Language Teaching (CLT)
    • 2.5 CLT and the teaching of language skills
    • 2.6 Main features of communicative activities
    • 2.7 Task-based Language Teaching (TBLT)
    • 2.8 PPP and Task-based Language Teaching
    • 2.9 How to design tasks?
    • 2.10 Appropriateness of CLT and TBLT in the Chinese context
    • 2.11 Conclusion
  • Unit 3 The National English Curriculum
    • 3.1 A brief history of foreign language teaching in China
    • 3.2 Designing principles for the National English Curriculum
    • 3.3 Goals and objectives of English language teaching
    • 3.4 Design of the National English Curriculum
    • 3.5 Performance standards for different levels of competence
    • 3.6 Challenges facing English language teachers
    • 3.7 Conclusion
  • Unit 4 Lesson Planning
    • 4.1 Why is lesson planning important?
    • 4.2 Principles for good lesson planning
    • 4.3 Macro planning vs. micro planning
    • 4.4 Components of a lesson plan
    • 4.5 Sample lesson plans
    • 4.6 Conclusion
  • Unit 5 Classroom Management
    • 5.1 The role of the teacher
    • 5.2 Classroom instructions
    • 5.3 Student grouping
    • 5.4 Discipline in the language classroom
    • 5.5 Questioning in the classroom
    • 5.6 Dealing with errors
    • 5.7 Conclusion
  • Unit 6 Teaching Pronunciation
    • 6.1 The role of pronunciation
    • 6.2 The goal of teaching pronunciation
    • 6.3 Aspects of pronunciation
    • 6.4 Practising sounds
    • 6.5 Practising stress and intonation
    • 6.6 Conclusion
  • Unit 7 Teaching Grammar
    • 7.1 The role of grammar in language learning
    • 7.2 Grammar presentation
    • 7.3 Grammar practice
    • 7.4 Conclusion
  • Unit 8 Teaching Vocabulary
    • 8.1 Understanding vocabulary and vocabulary learning
    • 8.2 What does knowing a word involve?
    • 8.3 Ways of presenting vocabulary
    • 8.4 Ways of consolidating vocabulary
    • 8.5 Developing vocabulary learning strategies
    • 8.6 Conclusion
  • Unit 9 Teaching Listening
    • 9.1 Why does listening seem so difficult?
    • 9.2 What do we listen to in everyday life?
    • 9.3 Characteristics of the listening process
    • 9.4 Principles and models for teaching listening
    • 9.5 Pre-listening activities
    • 9.6 While-listening activities
    • 9.7 Post-listening activities
    • 9.8 Conclusion
  • Unit 10 Teaching Speaking
    • 10.1 Differences between spoken and written language
    • 10.2 Principles for teaching speaking
    • 10.3 Designing speaking tasks
    • 10.4 Types of speaking tasks
    • 10.5 Organising speaking tasks
    • 10.6 Conclusion
  • Unit 11 Teaching Reading
    • 11.1 Reflecting on your own reading experiences
    • 11.2 How do we read?
    • 11.3 What do we read?
    • 11.4 Strategies involved in reading comprehension
    • 11.5 The role of vocabulary in reading
    • 11.6 Principles and models for teaching reading
    • 11.7 Pre-reading activities
    • 11.8 While-reading activities
    • 11.9 Post-reading activities
    • 11.10 Conclusion
  • Unit 12 Teaching Writing
    • 12.1 What, why and how do we write?
    • 12.2 A communicative approach to writing
    • 12.3 Problems in writing tasks
    • 12.4 A process approach to writing
    • 12.5 Motivating students to write
    • 12.6 Designing writing tasks
    • 12.7 Using the Internet to promote process writing
    • 12.8 Conclusion
  • Unit 13 Integrated Skills
    • 13.1 Why should we integrate the four skills?
    • 13.2 How can we integrate the four skills?
    • 13.3 What are the implications for teaching?
    • 13.4 What are the limitations of integrating the four skills?
    • 13.5 Conclusion
  • Unit 14 Moral Learning
    • 14.1 Moral learning and English
    • 14.2 Activities for moral learning
    • 14.3 The roles of the teacher
    • 14.4 The roles of the school
    • 14.5 Conclusion
  • Unit 15 Assessment in Language Teaching
    • 15.1 Understanding assessment
    • 15.2 Assessment purposes
    • 15.3 Methods for assessment
    • 15.4 Criteria for assessment
    • 15.5 Assessment principles
    • 15.6 Tests in assessment
    • 15.7 Conclusion
  • Unit 16 Learner Differences and Learner Training
    • 16.1 Understanding learner differences
    • 16.2 Learner training in language teaching
    • 16.3 Conclusion
  • Unit 17 Using and Creating Resources
    • 17.1 What resources are available for teaching?
    • 17.2 Exploring hidden resources
    • 17.3 Conclusion
  • Unit 18 Evaluating and Adapting Textbooks
    • 18.1 What are textbooks for?
    • 18.2 Why and what?
    • 18.3 Evaluating textbooks
    • 18.4 Selecting textbooks
    • 18.5 Adapting textbooks
    • 18.6 Conclusion
  • Final Remarks
  • Appendix 1: Solutions to Tasks
  • Appendix 2: Reading Texts for Unit 11
  • Appendix 3: Glossary
  • References

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