剑桥英语课堂教学系列：如何巧妙设计英语课堂 pdf epub mobi txt 电子书 下载 2025

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[英] 伍德沃德（Tessa Woodward） 著

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出版社： 外语教学与研究出版社 ，

ISBN：9787560089874

版次：1

商品编码：10035420

品牌：外研社

包装：平装

丛书名： 剑桥英语课堂教学系列

开本：16开

出版时间：2009-09-01

用纸：胶版纸

页数：249

正文语种：英文

内容简介

　　进行有效的课堂设计是教学过程中的重要环节，是上好课的必要保证。那么，如何设计？其具体步骤是什么？设计过程中，教师应充分考虑哪些因素？取得何种效果的课堂设计可以称之为成功？《如何巧妙设计英语课堂》以外语教学法为理论依据，对上述问题作了深入浅出的阐述，并辅以具体实例详细说明，相信不论是刚刚走上讲台的青年教师还是从教多年、经验丰富的老教师，都可以从中汲取灵感。

内页插图

目录

Thanks and Acknowledgements
Map of the book
Introduction
1 Who are the students?
2 How long is the lesson?
3 What can go into a lesson?
4 How do people learn and so how can we teach?
5 What can we teach with?
6 How can we vary the activities we do?
7 Getting down to the Preparation
8 What are our freedoms and constraints?
Bibliography
Index

精彩书摘

　　What do I mean by planning？　　The title of this book is Planning Lessons and Courses so I'd like todefine right away what I mean by it. By 'planning'， I mean what mostworking teachers do when they say they're planning their lessons andcourses. Thus I take planning to include the following： considering thestudents， thinking of the content， materials and activities that couldgo into a course or lesson， jotting these down， having a quiet ponder，cutting things out of magazines and anything else that you feel will helpyou to teach well and the students to learn a lot， i.e. to ensure our lessonsand courses are good. I do NOT mean the writing of pages of notes withheadings such as 'Aims' and 'Anticipated problems' to be given in to anobserver before they watch you teach.　　I also take it as given that plans are just plans. They're not legallybinding. We don't have to stick to them come hell or high water. Theyare to help us shape the space， time and learning we share with students.We can depart from them or stick to them as we， the students and thecircumstances seem to need.　　What do I mean by a "good' lesson or course？　　I've said above that planning is something we do to ensure our lessonsand courses are good ones. But what is 'good'？　　When busy and tired， we often regard the variables of our classes(such as the type of class， the prescribed syllabus， the schedule) as con-straints blocking the achievement of a 'good' lesson or course. 'If only...，' we think. 'If only my class were smaller or I had more resources orI had more time to plan. Then I could teach really well.'　　We have perhaps too a view of other people's classes， small ones or bigones or homogeneous ones， as being 'normal' and our own as beingexceptional or inferior in some way. We might hear laughter through aclassroom wall or watch a teacher preparing bits of paper for an inter-esting activity and we may feel， 'Gosh！ I wish I could do that！' We mayassume that 'good' lies outside our own work， outside ourselves.　　……

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