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內容簡介

　　《如何通過課堂活動教語法》試圖打破“教語法隻能是很枯燥的”這一誤解，將語法教學與交際法緊密結閤在一起，為教師們提供瞭一係列生動、有趣的語法實踐活動。作者將英語教學過程中涉及的34個重要語法點按字母順序列齣，提供瞭近200種趣味性強、可操作性強的課堂活動，力圖將語法教學交際化，甚至是遊戲化。相信廣大英語教師及英語教育研究者讀後定會從中受益。

內頁插圖

目錄

Thanks
Acknowledgements
Introduction
PART ONE: GUIDELINES
1　Grammar
1 What is grammar?
2 The place of grammar in language teaching
3 What does learning grammar involve?
4 The organization of grammar teaching
2 Practice
1 Pre-learning
2 Volume and repetition
3 Success-orientation
4 Heterogeneity
5 Teacher assistance
6 Interest
3 Activities
1 The task
2 Interest
3 Learner activation
4　In the classroom
1 Practical hints
2 Getting the most out of coursebook exercises
PART TWO: ACTIVITIES
1 Adjectives
2 Adverbs
3 Articles, definite and indefinite
4 Both ... and, either ... or, neither nor
5 Comparison of adjectives
6 Conditional clauses
7 Copula verbs
8 Countable/uncountable, singular/plural nouns
9 Future tenses
10 Future perfect tense
11 Have/has (got)
12 Imperatives
13 Indirect speech
14 ING form of the verb
15 Interrogatives
16 Is/arc, there is/there are
17 Modals
18 Negative sentences
19 Numbers
20 Passives
21 Past perfect
22 Past progressive
23 Past simple
24 Possessives
25 Prepositions
26 Present perfect
27 Present progressive
28 Present simple
29 Pronouns
30 Relative clauses
31 Short answers
32 Tag questions
33 TO form of the verb
34 Used to
Bibliography
Index

精彩書摘

　　By volume I mean the sheer amount of （comprehensible） language thatis spoken, heard, read or written in the course of the activity. Crudelyspeaking, the more language the learners are exposed to or produce, themore they are likely to learn: this means devoting plenty of time topractice sessions, and exploiting that time efficiently. When the materialto be practised is non-specific, as in fluency exercises, this just meansspending as much time as possible using the language in general （asdistinct from talking about it）. When, however, the material is specific, asin the learning of a grammatical structure, most of the volume shouldconsist of repetition of the items to be learnt. In other words, we want todesign procedures that will induce the learners to engage with the items tobe learnt as many times as possible. This does not mean mere mechanicalreiteration of forms, but repeated reception and production, in speechand writing, of different examples of the structures form and meaning.
　　In a brief exercise where there is insufficient volume and repetition, thelearners may provide you with some feedback on what they know, or donot know, but they will not get much opportunity to consolidate theirlearning. In other words, the procedure will probably function as aninformal test rather than as a practice.In simple terms, the principle of repetition means that you have to getthe learners to produce or perceive examples of the structure - say,sentences using the present perfect tense - over and over again. Thiswould seem to be a perfect recipe for boredom. However, the twofeatures of interest and repetition, though not easily combined, are by nomeans mutually exclusive; and thinking of ways to achieve both of themsimultaneously is perhaps the central challenge facing the teacher andmaterials writer in designing effective practice techniques.

前言/序言

　　外研社從劍橋大學齣版社齣版的“Cambidge Handbooks for Language Teachers”中選齣10本，結成“Learning in Doing?劍橋英語課堂教學係列”，在中國大陸齣版發行。
　　應外研社要我為這套叢書寫一個總序的要求，我通讀瞭全部10本書，同時看瞭原係列其他書的書名。我發現，在所有這些書都涉及外語教學中的重要問題的同時，編者選齣目前這10本來先期齣版發行，是有道理的。
　　首先，從這10本書的書名就可看齣，它們都是關於當前外語教學中的一些最關緊要的問題。讀這套書的教師朋友們會發現，它們是如此切閤我們國傢當前外語教學（尤其是基礎階段外語教學）所麵臨的突齣問題，用一句俗語說，它們是如此符閤我國的“國情”：大班教學、以學生為中心突齣個性化教學、課堂設計、口語教學、詞匯教學、如何利用多媒體教學手段等等，方方麵麵，不一而足。
Learning in Doing·劍橋英語課堂教學係列：如何通過課堂活動教語法 下載 mobi epub pdf txt 電子書

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