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 epub pdf mobi txt 電子書 下載 2024

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 epub pdf mobi txt 電子書 下載 2024

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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 epub pdf mobi txt 電子書 下載 2024

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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。

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 epub pdf mobi txt 電子書 下載 2024

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 下載 epub mobi pdf txt 電子書

評分☆☆☆☆☆

對於提升個人專業很有幫助！！

評分☆☆☆☆☆

東西不錯 質量好 用著順手 啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊

評分☆☆☆☆☆

很好的教師自我提升指導書

評分☆☆☆☆☆

書看起來有點舊，還有點髒，希望保存好

評分☆☆☆☆☆

這套書非常適閤教師使用~~

評分☆☆☆☆☆

京東購物許多年，有買到很好的産品，也有買到略坑的産品。如果我用這段話來評價，說明這款産品沒問題，至少85分以上，而如果是坑貨，我絕對不會偷懶到復製粘貼，絕對會用心的差評。這樣其他消費者在購買的時候會作為參考，會影響該商品銷量，而商傢也會因此改進商品質量。 　

評分☆☆☆☆☆

復習時很多考生都會買一本《考研英語閱讀××篇》，然後按部就班地從第一套模擬題做到最後一套。做得好瞭歡天喜地，做得差瞭就黯然神傷。實際上，市場上形形色色的模擬題往往“劍走偏鋒”，題目編得既偏又難，所謂的“標準答案”也不能讓人信服，即使考生看瞭解析也如墜入雲裏霧裏。所以說，閱讀理解的模擬題可以用來練練手，但重在總結方法而不是單純為瞭“對答案”。考生如果僅僅依靠做閱讀理解模擬題來提高閱讀理解水平，是不可取的。

評分☆☆☆☆☆

沒有中文，看起來會慢些，但是書不錯，也是鍛煉自己的一次機會！加油

評分☆☆☆☆☆

包裝完好，有利於指導教學

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