如何策劃行之有效的英語(yǔ)課堂活動(dòng)

前言

　　外研社從劍橋大學(xué)出版社出版的“Cambidge Handbooks for Language Teachers”中選出10本，結(jié)成“Learning in Doing?劍橋英語(yǔ)課堂教學(xué)系列”，在中國(guó)大陸出版發(fā)行?！　?yīng)外研社要我為這套叢書(shū)寫(xiě)一個(gè)總序的要求，我通讀了全部10本書(shū)，同時(shí)看了原系列其他書(shū)的書(shū)名。我發(fā)現(xiàn)，在所有這些書(shū)都涉及外語(yǔ)教學(xué)中的重要問(wèn)題的同時(shí)，編者選出目前這10本來(lái)先期出版發(fā)行，是有道理的?！　∈紫?，從這10本書(shū)的書(shū)名就可看出，它們都是關(guān)于當(dāng)前外語(yǔ)教學(xué)中的一些最關(guān)緊要的問(wèn)題。讀這套書(shū)的教師朋友們會(huì)發(fā)現(xiàn)，它們是如此切合我們國(guó)家當(dāng)前外語(yǔ)教學(xué)（尤其是基礎(chǔ)階段外語(yǔ)教學(xué)）所面臨的突出問(wèn)題，用一句俗語(yǔ)說(shuō)，它們是如此符合我國(guó)的“國(guó)情”：大班教學(xué)、以學(xué)生為中心突出個(gè)性化教學(xué)、課堂設(shè)計(jì)、口語(yǔ)教學(xué)、詞匯教學(xué)、如何利用多媒體教學(xué)手段等等，方方面面，不一而足。

內(nèi)容概要

如何才能夠充分調(diào)動(dòng)學(xué)生的積極性，使課堂教學(xué)富有成效？本書(shū)給出了一百余個(gè)課堂教學(xué)活動(dòng)，涉及詞匯學(xué)習(xí)、口語(yǔ)練習(xí)、閱讀、寫(xiě)作、團(tuán)隊(duì)協(xié)作以及課堂熱身或者課堂放松等各種教學(xué)活動(dòng)。無(wú)論是以考試為目的的課程，還是專(zhuān)門(mén)的商務(wù)英語(yǔ)、旅游英語(yǔ)等培訓(xùn)課程，亦或穩(wěn)扎穩(wěn)打的學(xué)習(xí)類(lèi)課程，都可以在本書(shū)中找到操作性強(qiáng)、效果顯著的課堂活動(dòng)。信手拈來(lái)便可以用之于課堂，本書(shū)無(wú)異于英語(yǔ)教師的隨身寶典。

書(shū)籍目錄

Introduction 1 Warm-ups，breaks and fillers 1：Short energisers 　Introduction　Seth Lindstromberg　1.1　Chair swapping for names 　　Tessa Woodward　1.2　One chair missin9  　　Pierre Jeanrenaud　1.3　Balloon chase  　　Paul Sanderson　1.4　I say.you do　　Tessa Woodward　1.5　Newspaper bash 　　Jane Revell　1.6　Staccato start 　　Tessa Woodward　1.7  Singing start　　Tessa Woodward　1.8　Computer talk 　　Denny Packard　1.9　Bizarre riot 　　Tessa Woodward2 Warm—ups，breaks and fillers 2.Speaking　Introduction　　beth Llndstromberg　2.1　Bytheway 　　Seth Lindstromberg　2.2 HOW do you say…　　Seth Lindstromberg　2.3　Makethem sayit 　　Tessa Woodward　2.4　Whatever’S in my bag　　Tessa Woodward　　2.5  You guess their adjectives 　　Tessa Woodward　2.6  Think of ten，five，or three things 　　Tessa Woodward　2.7 Links with music 　　Clem Laroy　2.8  Aproverb a day 　　Seth Lindstromberg　2.9  Making stress physical 　　Tessa Woodward3  Reviewin9 　Introduction　Seth Lindstromberg　3.1　Vocabulary brainshower 　　Sheila Levy　3.2 Do you know this word?　　Hanna Kryszewska　3.3　Recycling 　　Adriana Diaz　3.4  Student.produced vocabulary reviews 　　Andrew Glass　3.5　Vocabulary on slips 　　Sheelagh Deller　3.6 True—false student—student dictation 　　Sheelagh Deller　3.7  Student—produced reference booklets 　　Tessa Woodward　3.8 Hidden shape in the puzzle 　　Adriana Diaz　3.9　Guess who grammar quiz 　　Denny Packard4  Communicative pot—pourri 　Introduction　Seth Lindstromberg　4.1 The books Oll the shelf 　　Adriana Diaz　4.2　ETs and earthlings 　　Adriana Diaz　4.3 Live classroom  　　Adriana Diaz　……5 Working with a coursebook6 Using magazines and newspapers7 Therme  texts,affective texts,stories8 Writing9 Language through literature10 Music and imagination11 Not just for business people12 Grammar and register:practice,reflection,reviewBibliographyIndex

章節(jié)摘錄

　　3. In your book, mark where the lesson breaks actually fell as you worked through the unit. Did you have to rush through any activity because of time constraints？ Did you spend too much time on one section （mainly to kill time） because you knew you didnt have enough time to get through the following section in the time available in that lesson？　　4. Look at the unit in your coursebook that you plan to cover next. On the basis of what happened with the unit youve just thought about, see if you can predict: dull bits （texts or exercises your students wont take to）, unstimulating lead-ins and uninteresting follow-ons.5. Guess where the lessons breaks will most naturally fall. Sometimes, to avoid rushing through a task you almost （but dont quite） have time for, you should postpone it till the following lesson. However, each time you take this decision, you create a chunk of extra time in the lesson from which an activity has been cut. And this means you will need a filler （or a warm-up）.　　6. Look through a couple of coursebooks and resource books to see if you can find what you need. （Dont forget to ask your colleagues for tips.） If youre lucky, you may find an activity with aims similar to those of the longer activity you have postponed. Or perhaps your students might in fact best profit from doing a review activity （see Chapter 3）. Or perhaps after a long battle with one topic it might actually be more appropriate to change to something completely different.

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