Learning in Doing·劍橋英語課堂教學係列：如何組織課堂會話活動 [Dialogue Activities Exploring spoken interaction in the lan pdf epub mobi txt 電子書 下載 2025

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[英] 比爾伯勒 著

齣版社： 外語教學與研究齣版社 ，

ISBN：9787560089553

版次：1

商品編碼：10035404

品牌：外研社

包裝：平裝

外文名稱：Dialogue Activities Exploring spoken interaction in the language class

開本：16開

齣版時間：2009-09-01

用紙：膠版

內容簡介

　　《如何組織課堂會話活動》有效解決瞭課堂會話活動“形式單一、為練而練”的問題，介紹的1 10餘個課堂活動不但趣味性強，而且將說與聽、讀、寫巧妙結閤起來。書中將每個活動的目的、重點、適用水平、所用時間及需備材料清晰標明，除逐條說明活動步驟外，另附活動涉及的會話材料作參考。書末還提供瞭多篇材料供教師們使用。相信一綫教師定能從中獲益，師資培訓者也可從書中的教學理念、方法受到啓發。

內頁插圖

目錄

Thanks and acknowledgements
Introduction
1 Understanding
1．1 Understanding dialogues：a basic procedure
1．2 Board grab
1．3 Reading versus listening
1．4 Dialogue interpretation worksheets
1．5 Jigsaw
1．6 Designing exam questions
1．7 What are they talking about?
1．8 Snippets
1．9 Fairy tale tableaux
1．10 Lame jokes
1．11 Working with interviews
1．12 Dialogue as a way into a graded reader
1．13 ThebitIlike

2 Analysing
2．1 Tricky words
2．2 Closed mouth minimal pairs
2．3 Fishermen
2．4 Stage directions
2．5 Authentic versus scripted dialogues
2．6 Dialogue scan race
2．7 Filling in
2．8 Speech acts
2．9 The teacher does the speaking test
2．10 Student dialogue reformulation
2．11 Backchannelling

3 Reproducing and reconstructing
3．1 Jumbled lines
3．2 Dialogue rebuilding
3．3 The ultimate gapfill
3．4 Listen again
3．5 Jumbled reconstruction
3．6 Dialogue pairs
3．7 Dialogue retranslation
3．8 Retranslated tapescript
3．9 Dubbing
3．10 From monologue tO dialogue
3．11 Turning news items into dialogue
3．12 Shadow dialogues
3．13 Mimed dialogues
3．14 Modernised voiceovers
3．15 Roughing up and censoring

4 Memorising
4．1 Who said what?
4．2 Reduced dialogues
4．3 Story tO dialogue
4．4 Adjacency pair turnover cards
4．5 Remembering the questions
4．6 Dialogue halves
4．7 Line byIine
4．8 Prompts

5 Rehearsing and performing
5．1 Chanted dialogue
5．2 Sounding like a gringo！
5．3 Itsnotwhatyou say
5．4 Students perform the listening material
5．5 Improvising into a scene
5．6 Shadowing actors
5．7 Dialogues with movement
5．8 Whos next?
5．9 Conducted dialogue
5．10 Performance to writng
5．11 Readers theatre
5．12 Direct speech
5．13 No wayJose
5．14 Lets have a drink

6 Co-constructing
6．1 By name and by nature
6．2 Halfaconversation
6．3 Dialogue building
6．4 Community language learning
6．5 Writing dialogue articles
6．6 Famous last words
6．7 Dialogue into song
6．8 Conversational involvement

7 Creating and personalising
7．1 What did we have to say?
7．2 The words Id like to own
7．3 Dice dialogues
7．4 Speech bubbles
7．5 Picture dialogues
7．6 Dark secret scenes
7．7 Soundtracks
7．8 Conscience alley
7．9 From depiction to dialogue
7．10 Semi-plannedrole-play
7．11 The room talks back
7．12 Into the future

8 Communicating
8．1 Venn diagrams
8．2 Speed dating
8．3 Gibberish scenes
8．4 Dialoguewarm-ups
8．5 The status game
8．6 Cline debates
8．7 Gossip
8．8 Paper talk
8．9 Multi-speakdialogues
8．10 ABC dialogues
8．11 Odds versus evens
8．12 The yes/no game
8．13 Robinson Crusoe Island
8．14 Whos lying?
8．15 Interclasscalls
8．16 Celebrity ball
8．17 Boring short stories
8．18 Read， turn and talk

9 Dialogue as learning
9．1 The closed question restaurant
9．2 Building a life
9．3 The dating agency
9．4 Talk and chalk
9．5 Never-ending dialogue
9．6 Would you give your teacher a job?
9．7 The tourists are coming
9．8 Dialogic text building
9．9 Cooperative storymaking
9．10 Teacher in role
9．11 Interrupting the tapescript
9．12 Dialogue versus internet
9．13 Difficult dialogues
Dialogue Bank A：From the film Mulholland Drive by David Lynch
Dialogue Bank B：Authentic snippets
Dialogue Bank C：Snippets from fairy tales
Dialogue Bank D：25 Lame jokes
Dialogue Bank E：Situationaldialogues
Dialogue Bank F：Dating Agency (from the comedy series Little Britain)
Further reading and resources
Index

精彩書摘

　　Dialogues for productive use
　　The second half of this book focuses principally on the use of dialogue as away of promoting interactive talk. This does not mean that the learners aresimply left to talk without any opportunities for reflection
　　r a focus onform. Dialogue activities aim to encourage speaking but they also aim toencourage thinking about speaking.
　　Planning time Incorporating a planning stage before the learners engage in dialogue canhelp to build a bridge between the learners passive knowledge and theircapacity to use this knowledge in spontaneous speech. Learners oftenencounter difficulties when trying to naturally incorporate recently learntlanguage items into meaning-focused exchanges. By asking them to write adialogue using a particular set of language items, we effectively slow downthe process of speech and create opportunities for more reflective languageuse. If learners are asked to construct a dialogue in pairs or small groupsbefore they perform it, there is the opportunity for peer teaching of languageto occur. Also, producing a written version of the dialogue activates both thewritten and spoken form of the language included.
　　On the other hand, there will also be advantages in sometimesencouraging learners to enter into dialogue spontaneously, without askingthem to plan the content at all. This, after all, reflects the circumstances inwhich the learners real-life dialogue use will occur. Providing the learnerswith practice in spontaneous interaction in the classroom should help toequip them with the skills they need to interact in such a way in the realworld.

前言/序言

　　外研社從劍橋大學齣版社齣版的“cambridge 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。似乎這些內容還不夠，《如何策劃行之有效的英語課堂活動》則提供瞭各種課堂活動的案例達110個之多。老師們“手到擒來”，直接可以拿到課堂中去用。我在通讀各冊書時越來越覺得好似劍橋大學齣版社是專門為我們中國外語老師們量身定做齣版這套書的。

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閱讀使人充實，會談使人敏捷，寫作與筆記使人精確……史鑒使人明智；詩歌使人巧慧；數學使人精細；博物使人深沉；倫理之學使人莊重；邏輯與修辭使人善辯。 ——培根 人是活的，書是死的。活人讀死書，可以把書讀活。死書讀活人，可以把人讀死。 ——郭沫若 不去讀書就沒有真正的教養，同時也不可能有什麼鑒彆力。 ——赫爾岑 好書是偉大心靈的富貴血脈。———彌爾頓 讀一本好書，就是和許多高尚的人談話。———歌德 讀書時，我願在每一個美好思想的麵前停留，就像在每一條真理麵前停留一樣。———愛默生 書籍是在時代的波濤中航行的思想之船，它小心翼翼地把珍貴的貨物運送給一代又一代。 ———培根 好的書籍是最貴重的珍寶——彆林斯基 書是唯一不死的東西——丘特 書籍使人們成為宇宙的主人 ——巴甫連柯 書中橫臥著整個過去的靈魂——卡萊爾

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