《英語教學(xué)法教程(第二版)》適用于師范院校英語專業(yè)學(xué)生，也可用于中學(xué)英語教師的繼續(xù)教育課程和各類英語教師的在職培訓(xùn)課程。
本書共有18章，分別介紹了英語教學(xué)的基本概念、交際教學(xué)原則與任務(wù)型教學(xué)思想、國家英語課程標(biāo)準(zhǔn)、備課與編寫教案、課堂管理方法、語言知識的教學(xué)方法、聽說讀寫四項(xiàng)技能的教學(xué)、綜合語言技能的教學(xué)、語言教學(xué)中的德育教育、教學(xué)評價、學(xué)習(xí)者個體差異與學(xué)習(xí)策略培養(yǎng)、教育資源與技術(shù)的開發(fā)利用，以及教材評價與使用。每章均配有大量練習(xí)，書后附錄有部分參考答案。
匯集國內(nèi)一流專家，融合多年教學(xué)經(jīng)驗(yàn)，倡導(dǎo)現(xiàn)代學(xué)習(xí)理念，提供教學(xué)解決方案。 《英語教學(xué)法教程(第二版)》適用于師范院校英語專業(yè)學(xué)生，也可用于中學(xué)英語教師的繼續(xù)教育課程和各類英語教師的在職培訓(xùn)課程。 本書共有18章，分別介紹了英語教學(xué)的基本概念、交際教學(xué)原則與任務(wù)型教學(xué)思想、國家英語課程標(biāo)準(zhǔn)、備課與編寫教案、課堂管理方法、語言知識的教學(xué)方法、聽說讀寫四項(xiàng)技能的教學(xué)、綜合語言技能的教學(xué)、語言教學(xué)中的德育教育、教學(xué)評價、學(xué)習(xí)者個體差異與學(xué)習(xí)策略培養(yǎng)、教育資源與技術(shù)的開發(fā)利用，以及教材評價與使用。每章均配有大量練習(xí)，書后附錄有部分參考答案。
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 ovewiew Of lhe 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) 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 ovewiew Of lhe 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 Approp rjateness 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 Aspens 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 Teachina 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
Unit 10 Teaching Speaking
Unit 11 Teaching Reading
Unit 12 Teaching Writing
Unit 13 Integrated Skills
Unit 14 Moral Learning
Unit 15 Assessment in Language Teaching
Unit 16 Learner Differences and Learner Training
Unit 17 Using and Creating Resources
Unit 18 Evaluating and Adapting Textbooks
Final Remarks
APPENDIX 1:Solutions to Tasks
APPENDIX 2:Reading Texts for Unit 11
APPENDIX 3:Glossary
References
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