商品簡介
《英語教師職業發展前沿論叢．實用英語教學法：綜述》意在為在職英語教師或有意從事英語教學的人土編寫。無論這些人之前是否接受過英語作為第二語言教學的正規指導，均能從本書中受益。
《英語教師職業發展前沿論叢．實用英語教學法：綜述》特色：1、《英語教師職業發展前沿論叢．實用英語教學法：綜述》涉及英語語言教學的各重要領域，尤其注重實用教學技巧、策略的講解，從不同角度介紹了世界級語言教學專家的經典理論。2、書中提供的思考題及練習題幫助學生深入理解教學重點，並使學生能夠很好地在英語教學實踐中應用所學的知識。3、每章後均精心選擇出擴展閱讀書目及網絡資源目錄，使讀者得到最新英語教學資訊。4、附錄中的詞匯表對於英語教學中的核心詞匯給出了重點突出、簡潔易懂的定義。
作者簡介
DavidNunan，holdsconcurrentChairsattheUniversityofHongKong，ChinaandNewportAsiaPacificUniversity，NewportBeach，California，USA．HeisalsoSeniorAcademicAdvisortoGlobalEnglish，anInternetbasedEnglishlanguageproviderinSanFrancisco，California，USA．Hehaswrittenover100booksandarticlesoncurriculumdevelopment，task-basedlanguagelearning，teachereducation，andclassroom-basedresearch．
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《英語教師職業發展前沿論叢?實用英語教學法:綜述》意在為在職英語教師或有意從事英語教學的人士編寫。無論這些人之前是否接受過英語作為第二語言教學的正規指導，均能從《英語教師職業發展前沿論叢?實用英語教學法:綜述》中受益。
目次
，使讀者得到最新英語教學資訊。4、附錄中的詞匯表對於英語教學中的核心詞匯給出了重點突出、簡潔易懂的定義。
書摘/試閱
An even smaller unit, a distinctive feature, relates to how or where asound is produced when we speak. The distinctive feature which makes/b/and/p/separate phonemes in English is voicing: when/b/is pronounced thevocal cords are vibrating, but when/p/is pronounced, the vocal cords arenot vibrating. These minute contrasts contribute to a speaker's accent. (Oneof my Arabic-speaking students who didn't distinguish between/b/and/p/told me he'd had "green bee soup" for lunch!)
On the right side of the pyramid there are three other labels. Stress,rhythm, and intonation are called the suprasegmental phonemes, becausewhen we speak, they carry meaning differences but they operate "above" thesegmental phonemes. To illustrate that the suprasegmental phonemes carrymeaning, consider the sentence, "I think I know." It can convey four differ-ent meanings, depending on the stress:
In these four utterances, the bold italic typeface shows which word isstressed. If you say these sentences aloud, you will hear the sound and mean-ing differences among them. The differences are related to the context wherethe utterances occur. Consider these interpretations:
/think /know. (You may not think I know the answer, but I'm pretty sure I do.)
think / know. (I'm not entirely sure, but I think I know the answer.)
/ think / know. (You may not know the answer, but I think I do.)
/ think / know. (I am not unsure-I am quite confident that I know the answer.)
Now that we have reached the top of the pyramid, you can see that all thelevels of language operate when we speak, and conversation is not really sim-ple at all. It is important for language teachers to understand these units oflanguage and how they work together. Given this background information,we will now consider five principles for teaching speaking.
