简介
《英语教学法教程(第二版)》适用于师范院校英语专业学生，也可用于中学英语教师的继续教育课程和各类英语教师的在职培训课程。
本书共有18章，分别介绍了英语教学的基本概念、交际教学原则与任务型教学思想、国家英语课程标准、备课与编写教案、课堂管理方法、语言知识的教学方法、听说读写四项技能的教学、综合语言技能的教学、语言教学中的德育教育、教学评价、学习者个体差异与学习策略培养、教育资源与技术的开发利用，以及教材评价与使用。每章均配有大量练习，书后附录有部分参考答案。
目录
unit 1 language and language learning 1
1.1 how do we learn languages?. 1
1.2 views on language 2
1.3 views on language learning and learning in general 4
1.4 what makes a good language teacher? 6
1.5 how can one become a good language teacher? 8
1.6 an overview of the book 11
unit 2 communicative principles and task-based language teaching 14
2.1 language use in real life vs. traditional pedagogy 14
2.2 what is communicative competence? 16
2.3 implications for teaching and learning 19
2.4 principles of communicative language teaching (clt) 20
2.5 clt and the teaching of language skills 20
2.6 main features of communicative activities 22
2.7 task-based language teaching (tblt) 26
2.8 ppp and task-based language teaching 31
2.9 how to design tasks? 33
2.10 appropriateness of clt and tblt in the chinese context 35
2.11 conclusion 36
unit 3 the national english curriculum 38
.3.1 a brief history of foreign language teaching in china 38
3.2 designing principles for the national english curriculum 41
3.3 goals and objectives of english language teaching 43
3.4 design of the national english curriculum 45
3.5 performance standards for different levels of competence 47
3.6 challenges facing english language teachers 48
3.7 conclusion 50
unit 4 lesson planning 5i
4.1 why is lesson planning important? 51
4.2 principles for good lesson planning 53
4.3 macro planning vs. micro planning 54
4.4 components of a lesson plan 55
4.5 sample lesson plans 61
4.6 conclusion 66
unit 5 classroom management 67
5.1 the role of the teacher 68
5.2 classroom instructions 73
5.3 student grouping 74
5.4 discipline in the language classroom 78
5.5 questioning in the classroom 82
5.6 dealing with errors 86
5.7 conclusion 88
unit 6 teaching pronunciation 90
6.1 the role of pronunciation 90
6.2 the goal of teaching pronunciation 92
6.3 aspects of pronunciation 93
6.4 practising sounds 94
6.5 practising stress and intonation 98
6.6 conclusion 101
unit 7 teaching grammar 102
7.1 the role of grammar in language learning 102
7.2 grammar presentation 104
7.3 grammar practice 108
7.4 conclusion 115
unit 8 teaching vocabulary 116
8.1 understanding vocabulary and vocabulary learning 116
8.2 what does knowing a word involve? 118
8.3 ways of presenting vocabulary 124
8.4 ways of consolidating vocabulary 126
8.5 developing vocabulary learning strategies 129
8.6 conclusion 133
unit 9 teaching listening 135
9.1 why does listening seem so difficult? 135
9.2 what do we listen to in everyday life? 137
9.3 characteristics of the listening process 138
9.4 principles and models for teaching listening 139
9.5 pre-listening activities 144
9.6 while-listening activities 148
9.7 post-listening activities 152
9.8 conclusion 154
unit 10 teaching speaking 156
10.1 differences between spoken and written language 156
10.2 principles for teaching speaking 159
10.3 designing speaking tasks 160
10.4 types of speaking tasks.. 162
10.5 organising speaking tasks 172
10.6 conclusion 173
unit 11 teaching reading x74
11.1 reflecting on your own reading experiences 174
11.2 how do we read? 175
11.3 what do we read? 179
11.4 strategies involved in reading comprehension 180
11.5 the role of vocabulary in reading 182
11.6 principles and models for teaching reading 184
11.7 pre-reading activities 185
11.8 while-reading activities 194
11.9 post-reading activities 201
11.10 conclusion 204
unit 12 teaching writing 206
12.1 what, why and how do we write? 206
12.2 a communicative approach to writing 208
12.3 problems in writing tasks 212
12.4 a process approach to writing 213
12.5 motivating students to write 221
12.6 designing writing tasks 224
12.7 using the internet to promote process writing 226
12.8 conclusion 227
unit 13 integrated skills 228
13.1 why should we integrate the four skills? 228
13.2 how can we integrate the four skills? 230
13.3 what are the implications for teaching? 233
13.4 what are the limitations of integrating the four skills? 236
13.5 conclusion 237
unit 14 moral learning 239
14.1 moral learning and english 239
14.2 activities for moral learning 242
14.3 the roles of the teacher 244
14.4 the roles of the school 245
14.5 conclusion 246
unit 15 assessment in longuoge teaching 247
15.1 understanding assessment 247
15.2 assessment purposes 249
15.3 methods for assessment 251
15.4 criteria for assessment 255
15.5 assessment principles 257
15.6 tests in assessment 258
15.7 conclusion 260
unit 16 learner differences and learner training 262
16.1 understanding learner differences 262
16.2 learner training in language teaching 273
16.3 conclusion 282
unit 17 using and creating resources 284
17.1 what resources are available for teaching? 284
17.2 exploring hidden resources 287
17.3 conclusion 291
unit 18 evaluating and adapting textbooks 293
18.1 what are textbooks for? 293
18.2 why and what? 294
18.3 evaluating textbooks 295
18.4 selecting textbooks 298
18.5 adapting textbooks 301
18.6 conclusion 304
final remarks 305
appendix 1: solutions to tusks 307
appendix 2: reading texts for unit 11 331
appendix 3: glossary 335
references... 337
1.1 how do we learn languages?. 1
1.2 views on language 2
1.3 views on language learning and learning in general 4
1.4 what makes a good language teacher? 6
1.5 how can one become a good language teacher? 8
1.6 an overview of the book 11
unit 2 communicative principles and task-based language teaching 14
2.1 language use in real life vs. traditional pedagogy 14
2.2 what is communicative competence? 16
2.3 implications for teaching and learning 19
2.4 principles of communicative language teaching (clt) 20
2.5 clt and the teaching of language skills 20
2.6 main features of communicative activities 22
2.7 task-based language teaching (tblt) 26
2.8 ppp and task-based language teaching 31
2.9 how to design tasks? 33
2.10 appropriateness of clt and tblt in the chinese context 35
2.11 conclusion 36
unit 3 the national english curriculum 38
.3.1 a brief history of foreign language teaching in china 38
3.2 designing principles for the national english curriculum 41
3.3 goals and objectives of english language teaching 43
3.4 design of the national english curriculum 45
3.5 performance standards for different levels of competence 47
3.6 challenges facing english language teachers 48
3.7 conclusion 50
unit 4 lesson planning 5i
4.1 why is lesson planning important? 51
4.2 principles for good lesson planning 53
4.3 macro planning vs. micro planning 54
4.4 components of a lesson plan 55
4.5 sample lesson plans 61
4.6 conclusion 66
unit 5 classroom management 67
5.1 the role of the teacher 68
5.2 classroom instructions 73
5.3 student grouping 74
5.4 discipline in the language classroom 78
5.5 questioning in the classroom 82
5.6 dealing with errors 86
5.7 conclusion 88
unit 6 teaching pronunciation 90
6.1 the role of pronunciation 90
6.2 the goal of teaching pronunciation 92
6.3 aspects of pronunciation 93
6.4 practising sounds 94
6.5 practising stress and intonation 98
6.6 conclusion 101
unit 7 teaching grammar 102
7.1 the role of grammar in language learning 102
7.2 grammar presentation 104
7.3 grammar practice 108
7.4 conclusion 115
unit 8 teaching vocabulary 116
8.1 understanding vocabulary and vocabulary learning 116
8.2 what does knowing a word involve? 118
8.3 ways of presenting vocabulary 124
8.4 ways of consolidating vocabulary 126
8.5 developing vocabulary learning strategies 129
8.6 conclusion 133
unit 9 teaching listening 135
9.1 why does listening seem so difficult? 135
9.2 what do we listen to in everyday life? 137
9.3 characteristics of the listening process 138
9.4 principles and models for teaching listening 139
9.5 pre-listening activities 144
9.6 while-listening activities 148
9.7 post-listening activities 152
9.8 conclusion 154
unit 10 teaching speaking 156
10.1 differences between spoken and written language 156
10.2 principles for teaching speaking 159
10.3 designing speaking tasks 160
10.4 types of speaking tasks.. 162
10.5 organising speaking tasks 172
10.6 conclusion 173
unit 11 teaching reading x74
11.1 reflecting on your own reading experiences 174
11.2 how do we read? 175
11.3 what do we read? 179
11.4 strategies involved in reading comprehension 180
11.5 the role of vocabulary in reading 182
11.6 principles and models for teaching reading 184
11.7 pre-reading activities 185
11.8 while-reading activities 194
11.9 post-reading activities 201
11.10 conclusion 204
unit 12 teaching writing 206
12.1 what, why and how do we write? 206
12.2 a communicative approach to writing 208
12.3 problems in writing tasks 212
12.4 a process approach to writing 213
12.5 motivating students to write 221
12.6 designing writing tasks 224
12.7 using the internet to promote process writing 226
12.8 conclusion 227
unit 13 integrated skills 228
13.1 why should we integrate the four skills? 228
13.2 how can we integrate the four skills? 230
13.3 what are the implications for teaching? 233
13.4 what are the limitations of integrating the four skills? 236
13.5 conclusion 237
unit 14 moral learning 239
14.1 moral learning and english 239
14.2 activities for moral learning 242
14.3 the roles of the teacher 244
14.4 the roles of the school 245
14.5 conclusion 246
unit 15 assessment in longuoge teaching 247
15.1 understanding assessment 247
15.2 assessment purposes 249
15.3 methods for assessment 251
15.4 criteria for assessment 255
15.5 assessment principles 257
15.6 tests in assessment 258
15.7 conclusion 260
unit 16 learner differences and learner training 262
16.1 understanding learner differences 262
16.2 learner training in language teaching 273
16.3 conclusion 282
unit 17 using and creating resources 284
17.1 what resources are available for teaching? 284
17.2 exploring hidden resources 287
17.3 conclusion 291
unit 18 evaluating and adapting textbooks 293
18.1 what are textbooks for? 293
18.2 why and what? 294
18.3 evaluating textbooks 295
18.4 selecting textbooks 298
18.5 adapting textbooks 301
18.6 conclusion 304
final remarks 305
appendix 1: solutions to tusks 307
appendix 2: reading texts for unit 11 331
appendix 3: glossary 335
references... 337
Course in English language teaching
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