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英语教学法教程（第三版）

“十五”国家规划教材
样章
作者：
王蔷
定价：
68.00元
ISBN：
978-7-04-061772-6
版面字数：
610.000千字
开本：
16开
全书页数：
暂无
装帧形式：
平装
重点项目：
“十五”国家规划教材
出版时间：
2024-04-02
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
暂无
  • 前辅文
  • Getting Started
  • 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 Conclusion
  • UNIT 2 Language Teaching Approaches and Methods
    • 2.1 What roles do methods play in language teaching?
    • 2.2 What do we know about the communicative language teaching?
    • 2.3 What do we know about task-based language teaching?
    • 2.4 The fit of CLT and TBLT in the Chinese context
    • 2.5 Conclusion
  • UNIT 3 The National English Curricula
    • 3.1 A brief history of foreign language teaching in China before 2000
    • 3.2 An overview of English curriculum change after 2000
    • 3.3 Core competency-based English curricula from 2018 onward
    • 3.4 Challenges facing English language teachers
    • 3.5 Conclusion
  • UNIT 4 Instructional Design
    • 4.1 What is instructional design?
    • 4.2 Why is instructional design important?
    • 4.3 What are the general principles for an instructional design?
    • 4.4 Why do we need both macro and micro plannings?
    • 4.5 What is a unit design?
    • 4.6 Why using big ideas in a unit design?
    • 4.7 What components are normally included in a lesson plan?
    • 4.8 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 teaching
    • 7.2 What is grammar about?
    • 7.3 Grammar presentation
    • 7.4 Grammar practice
    • 7.5 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 Stages of teaching listening
    • 9.6 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 for teaching reading
    • 11.7 Models for teaching reading
    • 11.8 Stages of teaching reading
    • 11.9 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 and enabling students to write
    • 12.6 Designing writing tasks
    • 12.7 Integrating reading and writing
    • 12.8 Using the Internet to promote process writing
    • 12.9 Conclusion
  • UNIT 13 Moral Learning
    • 13.1 Moral learning and English
    • 13.2 Activities for moral learning
    • 13.3 The roles of the teacher
    • 13.4 The roles of the school
    • 13.5 Conclusion
  • UNIT 14 Assessment in Language Teaching
    • 14.1 Understanding assessment
    • 14.2 Assessment purposes
    • 14.3 Summative and formative assessment
    • 14.4 Assessment for learning
    • 14.5 Methods of assessment
    • 14.6 Criteria for assessment
    • 14.7 Assessment principles
    • 14.8 Tests in language assessment
    • 14.9 Conclusion
  • UNIT 15 Use of Resources and Educational Technology
    • 15.1 Resources available for teaching
    • 15.2 Creating your own resources
    • 15.3 Exploring hidden resources
    • 15.4 Making use of multi-media resources
    • 15.5 Conclusion
  • Appendixes

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