现代英语教学论

作品简介

本书基于《英语课程保准》（实验稿）和教育部提出的“中国学生发展核心素养”，旨在培养当前我国师范毕业生的教学意识、教学方法，启发他们的教学思路。

本书共分为十八个章节，涉及中国英语教学的发展历程、交际原则、体验学习、任务型教学、自主学习、教案设计、多智能教学策略等内容。既适用于英语专业师范生和基础教育一线英语教师，又为备考英语教师资格证书的考生提供学习与参考。

作品目录

• 内容简介
• 前言
• Chapter 1 TheNational EnglishCurriculum and Development of Learners’Core Qualities
• Introduction to theNational English Curriculum
• Objectives Structure in theNational English Curriculum(2001)
• Performance Standards for Different Levels of Competence
• The Importance of Development of Core Qualities
• Basic Connotation of Learners’ Core Qualities
• Main Performance of Development of Learners’ Core Qualities
• Discussion
• Chapter 2 A Historical Overview of English Language Teaching Methodology in China
• Grammar-Translation Method and Direct Method
• Oral Approach and Audio-Lingual Method
• Natural Approach
• Cognitive Approach
• Other Teaching Methods Influencing English Language Teaching (ELT) in China
• Discussion
• Chapter 3 Communicative Approach
• Development of Communicative Approach
• Theory of Communicative Approach
• Characteristics of Communicative Approach
• Caveats of Communicative Approach
• Objectives of Communicative Approach
• Teacher’s Role in Communicative Approach
• Techniques of Communicative Approach
• Designing Communicative Activities
• Comparison Between Audio-Lingual Method and Communicative Approach
• Impact of Communicative Approach on English Language Teaching in China
• Excuses for Avoiding Communicative Approach in English Classes
• Suggestions
• Discussion
• Chapter 4 Alternatives of Communicative Approach
• Whole Language Education
• Neurolinguistic Programming
• Cooperative and Collaborative Learning
• Content-Based Instruction
• Theme-Based Instruction
• The Lexical Approach
• Discussion
• Chapter 5 Experiential Learning
• Implications of Experiential Learning
• Role of Experience in Learning
• Foundations of Experiential Learning
• Basic Model of Experiential Learning
• Characteristics of Experiential Learning
• Settings in Experiential Learning
• Reflection and Motivation in Experiential Learning
• Discussion
• Chapter 6 Task-Based Language Teaching
• Defining Tasks
• Goals and Outcomes in Task-Based Instruction
• Features of Task-Based Learning
• The Practice of Tasks and Skills
• Types of Learning Activities
• Roles of Learner and Teacher
• Starting Points for Tasks
• Defining Text-Based Tasks
• Designing Text-Based Tasks
• Planning a Text-Based Task Lesson
• Discussion
• Chapter 7 Inquiry Learning
• Definition of Inquiry Learning
• Characteristics of Inquiry Learning
• Significance and Objectives of Inquiry Learning
• Strategies of Inquiry Learning
• Developing Students’ Questioning Skills in Inquiry Learning
• Application of Inquiry Learning
• Assessment of Inquiry Learning
• Discussion
• Chapter 8 Interactive Language Teaching
• Defining Interaction
• Interactive Principles
• Roles of the Interactive Teacher
• Developing Questioning Techniques for Interactive Learning
• Two Major Activities That Can Motivate Interaction
• Discussion
• Chapter 9 Instructional Planning
• Importance of Instructional Planning
• Attention to Concept Maps of the Lesson Plan
• Five Parts of a Lesson or Unit Plan
• Some Incomplete Plans
• The Principles for a Lesson Plan
• Component of a Lesson Plan
• Discussion
• Chapter 10 Classroom Management
• Routines of a Lesson
• Patterns of Classroom Interaction
• Troubleshooting
• Discipline in the Language Classroom
• Using Teaching Aids
• Correction of Mistakes
• Evaluation of a Teacher’s Lesson
• Self-evaluation
• Discussion
• Chapter 11 Questioning Skills
• The Importance of Classroom Questions
• What Do We Know About Questioning?
• The Seven Habits of Highly Effective Questioners
• The Six Levels of the Taxonomy on Questioning
• Teacher Feedback
• Discussion
• Chapter 12 Tips for Solving Classroom Problems
• Preventing Problem Behavior
• Reacting to Problem Behavior
• What If Students Are All at Different Levels?
• What If the Class Is Very Big?
• What If Students Keep Using Their Own Language?
• What If Students Are Uncooperative?
• What If Students Don’t Want to Talk?
• What If Some Students-in-groups Finish Before Everybody Else?
• Discussion
• Chapter 13 Teaching Skills and Classroom Activities
• Tasks
• Classroom Activities
• Using Games in Classroom
• Using Pictures in Classroom
• Techniques and Skills of English Language Teaching
• More Suggestions on Language Teaching Techniques
• Communicative Activities
• Discussion
• Chapter 14 Multiple Intelligences and English Language Teaching
• Definition of Multiple Intelligences
• Classification of Multiple Intelligences
• Theory of Multiple Intelligences
• Key Points in Applying Multiple Intelligences
• Other Intelligences
• Stages in Teaching with Intelligences
• Multiple Intelligence Tool Box
• Learning Activities for Multiple Intelligences
• Exemplification
• Discussion
• Chapter 15 Learner Autonomy in the Language Classroom
• Defining Autonomy
• Principles for Fostering Autonomy in the Language Classroom
• The Autonomous Learner
• How to Help Learners in Autonomy
• Learning Styles and Strategies
• Teacher’s Role
• Effective Ways of Promoting Greater Learner Independence and Autonomy
• Discussion
• Chapter 16 Action Research
• Defining Action Research
• Characteristics of Action Research
• Aims of Action Research
• Steps in Action Research
• How to Choose Your Research Topic
• Methods and Techniques for Action Research
• Guidelines for Conducting Action Research
• Components of the Report
• Action Research Case Study
• Discussion
• Chapter 17 Technology and Language Teaching
• Why to Use Technology in Language Teaching
• Technology in the Language Classroom
• The Language Laboratory
• Computer-Assisted Language Learning (CALL)
• Teaching with Video
• Multimedia-Assisted Language Teaching
• Problems of Using Technology in Language Teaching
• Discussion
• Chapter 18 Assessment of Language Proficiency
• Test, Measurement, Evaluation, and Assessment
• Criteria for Measuring a Test
• Classification of Tests
• Principles of Classroom Assessment and Evaluation
• Principles for Designing Effective Classroom Tests
• Practical Steps to Test Construction
• Types of Test Items
• Assessment of Students’ Language Proficiency
• Processes of Creating Assessment Portfolio
• Discussion
• Bibliography
• Appendix I Glossary
• Appendix II Core Qualities for Chinese Students’ Development