Pronunciation Pairs Teacher's book pdf epub mobi txt 电子书 下载 2026

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出版者:Cambridge University Press

作者:Ann Baker

出品人:

页数:137

译者:

出版时间:1990-3-30

价格:USD 26.00

装帧:Paperback

isbn号码:9780521349734

丛书系列:

图书标签:

• TESOL
• Pronunciation
• English Pronunciation
• Teacher's Resource
• Phonetics
• Speaking Skills
• Listening Skills
• ESL
• EFL
• Language Teaching
• Pronunciation Practice

English Language Teaching: A Comprehensive Guide for Educators This indispensable volume serves as an in-depth exploration of effective pedagogical strategies and practical classroom management techniques specifically tailored for English language educators across all proficiency levels. Moving beyond rudimentary grammar drills and vocabulary lists, this book delves into the nuanced world of second language acquisition theory, grounding contemporary teaching methodologies in established linguistic and psychological research. Part I: Foundations of Language Acquisition and Curriculum Design The initial section establishes a robust theoretical framework for understanding how adults and young learners acquire a new language. We begin by critically examining the evolution of language teaching methodologies, from the strictures of the Grammar-Translation Method through the communicative revolution, culminating in an analysis of contemporary Task-Based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL). Readers will find detailed comparisons of Krashen's Monitor Model, Swain's Output Hypothesis, and Vygotsky's Sociocultural Theory, providing a clear lens through which to analyze classroom interaction and learner performance. A significant focus is placed on needs analysis and learner-centered curriculum construction. Chapters detail systematic approaches to identifying the specific linguistic requirements of diverse student populations—be they business professionals needing specialized jargon, university students preparing for academic study (EAP), or young learners beginning their linguistic journey. Practical templates and case studies illustrate how to translate genuine learner needs into coherent, measurable learning outcomes and syllabus objectives. Emphasis is placed on backward design principles, ensuring that assessment strategies align seamlessly with intended instructional goals. Further elaboration is provided on the crucial concept of comprehensible input (i+1), offering extensive strategies for teachers to modify authentic materials—including complex articles, podcasts, and video content—to ensure accessibility without compromising linguistic integrity. Conversely, the text explores techniques for maximizing output opportunities, designing activities that push learners just beyond their current productive capabilities, fostering fluency alongside accuracy. Part II: Mastering the Four Skills in Context This section offers granular, skill-specific guidance, moving beyond generic suggestions to provide actionable, research-backed techniques for teaching Listening, Reading, Speaking, and Writing. Listening Comprehension: The focus shifts from simply testing comprehension to actively teaching strategies for processing spoken English in real-time. Detailed exploration covers micro-skills like phoneme discrimination, recognition of stress and intonation patterns, and the crucial ability to infer meaning from context and discourse markers. Practical classroom activities include jigsaw listening tasks, prediction exercises based on acoustic cues, and methodologies for scaffolding exposure to varied accents (e.g., Australian, Indian, North American, British). A dedicated chapter analyzes the challenge of integrating listening practice with authentic, uninterrupted speech, contrasting this with the controlled environments of textbook audio tracks. Reading Fluency and Critical Analysis: Moving beyond skimming and scanning, this area addresses deep reading comprehension for academic and professional success. We cover techniques for teaching effective annotation, recognizing authorial stance, identifying textual cohesion devices (anaphora, cataphora), and navigating complex sentence structures prevalent in academic prose. Specific attention is paid to vocabulary acquisition in context, contrasting rote memorization with generative vocabulary building through extensive reading programs and corpus-based analysis of high-frequency academic word lists. Speaking Fluency and Accuracy: This is perhaps the most intricate skill area. The book provides a comprehensive toolkit for managing pair and group work to maximize productive airtime for every student. Techniques for eliciting extended discourse—such as role-plays requiring genuine negotiation, problem-solving scenarios demanding consensus, and structured debates—are explored in depth. Crucially, the section addresses error correction. It meticulously differentiates between immediate correction (useful for fossilized errors or accuracy checkpoints) and delayed, indirect feedback (essential for maintaining fluency during communicative tasks). Tools for scaffolding pronunciation—beyond simple minimal pair drills—are introduced, focusing on suprasegmentals (rhythm and intonation) as key carriers of meaning. Writing Proficiency: This section tackles the multifaceted nature of effective written communication. It covers instruction on structuring different genres—from narrative essays and persuasive reports to formal business emails. A major component is devoted to process writing: teaching students to effectively draft, receive constructive peer feedback, revise for rhetorical effectiveness, and edit rigorously. The text provides models for teaching cohesive paragraph development, ensuring strong topic sentences and logical flow between ideas, often using techniques derived from systemic functional linguistics to analyze textual representation. Part III: Classroom Management, Assessment, and Professional Development The final part addresses the logistical and interpersonal realities of teaching English. Classroom Dynamics and Motivation: Effective classroom management in an ESL/EFL setting requires sensitivity to cultural norms and individual anxiety levels. This section offers strategies for fostering a low-anxiety, high-involvement learning environment. Detailed guidance is given on managing mixed-ability classrooms, ensuring differentiation without creating segregated learning tracks. Motivational theories—including Self-Determination Theory and Expectancy-Value Theory—are applied directly to classroom activities, helping teachers design tasks that intrinsically appeal to learners. Assessment and Feedback: A thorough examination of assessment principles forms a core part of this section. It distinguishes clearly between diagnostic, formative, and summative assessment. We analyze the construction of valid and reliable tests, moving beyond simple discrete-point testing to incorporate performance-based assessments (e.g., oral presentations, portfolio reviews). The critical skill of providing actionable, timely, and growth-oriented feedback—both written and verbal—is explored through concrete examples and rubrics applicable across different skills. Technology Integration: While focusing on pedagogical principles that endure, the book acknowledges the transformative role of educational technology. It provides critical guidelines for selecting and integrating technology purposefully—not as a replacement for human interaction, but as an amplifier for practice and exposure. This includes using digital tools for personalized practice scheduling, facilitating collaborative online writing projects, and leveraging authentic multimedia resources effectively. Professional Reflection: The volume concludes by advocating for a continuous cycle of professional inquiry. It introduces reflective practice models (e.g., Schön's reflective practitioner) and suggests frameworks for peer observation and journal-keeping, encouraging educators to view their classrooms as laboratories for ongoing, systematic pedagogical improvement. This commitment to lifelong learning ensures that teachers remain responsive to the evolving needs of their students and the dynamic field of applied linguistics.

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