本书是专门写给新手英语教师的教学指南,也为英语教师培训提供了丰富的课程资源。该书汇总了开展语言课堂教学的基本原则,为教师提供了可操作的教学建议,帮助教师设计和实施教学活动。新手教师和有经验的教师都能从该书获得有效教学实践的灵感。通过使教师观察、学习多种教学活动和方法,该书也帮助教师反思自己的教学,逐步形成自己的教学风格。

Chapter 2 Classroom activities This chapter looks at some things you need to consider when you first start planning and runningactivities. We also look at some basic classroom management issues, such as how to arrange studentsin working pairs or groups. 1 Planning an activity The basic building block of a lesson is the activity or task. We’ll define this fairly broadlyas ‘something that learners do that involves them using or working with language to achieve somespecific outcome’. The outcome may reflect a ‘real-world’ outcome (eg Learners role-play buyingtrain tickets at the station) or it may be a purely ‘for-the-purposes-of-learning’ outcome (egLearners fill in the gaps in twelve sentences with present perfect verbs). By this definition, allof the following are activities or tasks: ? Learners do a grammar exercise individually, then compare answers with each other in order tobetter understand how a particular item of language is formed. ? Learners listen to a recorded conversation in order to answer some questions (in order tobecome better listeners). ? Learners write a formal letter requesting information about a product. ? Learners discuss and write some questions in order to make a questionnaire about people’seating habits. ? Learners read a newspaper article to prepare for a discussion. ? Learners play a vocabulary game in order to help learn words connected with cars andtransport. ? Learners repeat a number of sentences you say in order to improve theirpronunciation of them. ? Learners role-play a shop scene where a customer has a complaint. Some things that happen in the classroom are not tasks. For example, picture a room where theteacher has started spontaneously discussing in a lengthy or convoluted manner the formation ofpassive sentences. What are students doing that has an outcome? Arguably, there is an implied task,namely that students should ‘listen and understand’, but, by not being explicit, there is a reald

导读 About the series About the author Foreword to third edition Introduction to third edition Chapter 1 Starting out Chapter 2 Classroom activities Chapter 3 Classroom management Chapter 4 Who are the learners? Chapter 5 Language analysis Chapter 6 Planning lessons and courses Chapter 7 Teaching grammar Chapter 8 Teaching lexis Chapter 9 Productive skills: speaking and writing Chapter 10 Receptive skills: listening and reading Chapter 11 Phonology: the sound of English Chapter 12 Focusing on language Chapter 13 Teaching different classes Chapter 14 Using technology Chapter 15 Tools, techniques, activities Chapter 16 Next steps Answers to tasks Some key terminology Further reading Index