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　　如何纔能夠充分調動學生的積極性，使課堂教學富有成效？《如何策劃行之有效的英語課堂活動》給齣瞭一百餘個課堂教學活動，涉及詞匯學習、口語練習、閱讀、寫作、團隊協作以及課堂熱身或者課堂放鬆等各種教學活動。無論是以考試為目的的課程，還是專門的商務英語、旅遊英語等培訓課程，亦或穩紮穩打的學習類課程，都可以在《如何策劃行之有效的英語課堂活動》中找到操作性強、效果顯著的課堂活動。信手拈來便可以用之於課堂，《如何策劃行之有效的英語課堂活動》無異於英語教師的隨身寶典。

內頁插圖

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 Woodward

2 Warm—ups，breaks and fillers
2.SpeakingIntroduction
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 Woodward

3 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 Packard

4 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
4.4 The Tower of Babel
Adriana Diaz
4.5 Two part discussion
Seth Lindstromberg
4.6 Guess my story
Herbert Puchta
4.7 The movies youve seen
Rick Cooper
4.8 A radio drama
Adriana Diaz
4.9 Brothers and Sisters
Clem Laroy
4.10 Stories that share the past
Mario Rinvolucri
4.11 Your life in the cards
Clem Laroy

5 Working with a coursebook
Introduction
Seth Lindstromberg/Peter Grundy/Lindsey Gallaglaer
5.1 Judge the book by its cover (but not only...)
Hanna Kryszewska
5.2 What shall I leave in?
David Cranmer
5.3 Supplementing coursebooks with authentic materials Peter Grundy
5.4 Coursebook recall Hanna Kryszewska
5.5 Personalising coursebooks Steve Gilbride and Peter Grundy
5.6 Stories in your coursebook Hanna Kryszewska
5.7 Reconstructing a patch on a page Seth Lindstromberg
5.8 Alternative coursebooks Lindsey Gallagher and Peter Grundy

6 Using magazines and newspapers Introduction Seth Lindstromberg
6.1Who can take notes best? Hanna Kryszewska
6.2 Meet the demand Hanna Kryszewska
6.3 Thats news to met Hanna Kryszewska
6.4 Spot it！Hanna Kryszewska
6.5 Looking in from outside Mario Rinvolucri

7 Theme texts， affective texts， stories
Introduction
Seth Lindstromberg
7.1 Stories with opposite messages
Mario Rinvolucri
7.2 Flip the frame
Mario Rinvolucri
7.3 Milk bottles and dustbins
Mario Rinvolucri
7.4 Creative criminality
Mario Rinvolucri
7.5 Are you a worthy owner?
Mario Rinvolucri
7.6 Inseparable
Mario Rinvolucri
7.7 Correcting the teller
Giinter Gemgross and Herbert Puchta
7.8 Comparing texts - a person-related way
Peter Grundy
7.9 Discussion from key words
Seth Lindstromberg

8 Writing
Introduction
Seth Lindstromberg
8.1 Be my scribe
John Morgan
8.2 Lyrical letters
Joe Buckhurst
8.3 From novelists to publishers
Adriana Diaz
……
9 Language through literature
10 Music and imagination
11 Not just for business people
12 Grammar and register：practice，reflection，review
Bibliography
Index

精彩書摘

　　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.

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：如何策劃行之有效的英語課堂活動 下載 mobi epub pdf txt 電子書

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　　政治、曆史的論述題或者物理、化學的大題都是按照得分點給分，建議考生在答題時最好是分點作答，層次清晰地錶明各點內容，不要整體一大段地迴答一個麵。

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