Transcript How to develop students’ intelligences in English teaching

启智性英语教学思想初探
刘道义
[email protected]
• 注重素质教育，体现语言学习对学生发展的价值
课程性质 工具性与人文性
课程理念
激发学习兴趣，拓展视野，促进心智发展
• 尊重主体，发展思维, 构建知识体系, 培养能力
• 启智性课堂教学的探索
注重素质教育，体现语言学习
对学生发展的价值
• 教育是使人的潜能得以充分发展的事业。
• 教育能使人变得更加聪明。
• 语言既是交流的工具，也是思维的工具。学习
一门外语能够促进人的心智发展，有助于学生
认识世界的多样性，在体验中外文化的异同中
形成跨文化意识，增进国际理解，弘扬爱国主
义精神，形成社会责任感和创新意识，提高人
文素养。
课程性质
就工具性而言，英语课程承担着培养学生基本
英语素养和发展学生思维能力的任务，即学生通
过英语课程掌握基本的英语语言知识，发展基本
的英语听、说、读、写的技能，初步形成用英语
与他人交流的能力，进一步促进思维能力的发展，
为今后继续学习英语和用英语学习其它相关科学
文化知识奠定基础。就人文性而言，英语课程承
担着提高学生综合人文素养的任务，即学生通过
英语课程能够开阔视野，丰富生活经历，形成跨
文化意识，增强爱国主义精神，发展创新能力，
形成良好的品格和正确的人生观与价值观。
Language communication and
language humanistic features
• Language is an instrument for communication, but being
used by humans it has humanistic features.语言是交际的工
具，但同时也具有人文性。
• Many of these coursebooks concentrated on the linguistic
and analytical aspects of lge learning and failed to tap the
human being’s potential for multidimensional processing.
They made insufficient use of the learners’ ability to learn
through doing things physically, to learn through feeling
emotion, to learn through experiencing things in the mind.
(Tomlinson, 2003)
许多教材只注重语言和分析层面，而忽略学习者作为人所具有的
多维加工的潜在能力，也很少发挥学习者通过做中学、通过感知
和情感、通过大脑体验事物来学习的这些能力。
• The most important factor in learning is
affect. (Arnold, 1999)
学习最重要的因素是情感。
• Language learners need to relax, feel at
ease, develop self-confidence and selfesteem, develop positive attitudes towards
the learning experience and be involved
intellectually, aesthetically and emotionally.
(Tomlinson, 1998)
学习者需要有放松和自如的感觉，也需要建立自
信和自尊，并对学习经历持积极的态度，还需要
学习者从智力上、审美上、情感上全身心投入。
课程理念
• 注重素质教育，体现语言学习对学生发展的价
值
• 面向全体学生，关注语言学习者的不同特点和
个体差异
• 整体设计目标，充分考虑语言学习的渐进性和
持续性
• 强调学习过程，重视语言学习的实践性和应用
性
• 优化评价方式，着重评价学生的综合语言运用
能力
• 丰富课程资源，拓展英语学习渠道
•
在经济快速发展的同时，人文精神有所缺失，
伴随着西方某些低端商业文化的入侵，极
端个人主义、拜金主义、恶性竞争泛滥，甚至
一些浅薄、颓废，鼓吹享乐 、放纵的殖民地文
化也搭车载入，从而对年青一代的信仰、追求、
责任感、完备人格的形成造成危害。（陈宝泉，
2010）功利主义渗透到教育领域、这片净土也
遭到污染：学术腐败、学校乱收费、考试作弊、
论文抄袭等累禁不止。这里极需要我们考虑的
是，中小学外语教育如何加强人文道德素质教
育，抵制这些污泥浊水对青少年的腐蚀！（刘
道义，2011）
• 英语课首先要承担“提高中华民族的思想
道德素质，文化科学素质和身体心理素质”
的任务。素质教育面向全体学生，它是指
人以其先天禀赋为基础，在后天的环境和
教育影响下，尽可能挖掘和发挥人的潜能，
使其获得稳定的、长期发挥作用的基本品
质结构，包括人的思想、知识、身体、心
理品质等。素质教育是每一个学生的一生
打基础的教育。（刘道义英语教育自选集
第103页）
• 语言是交流思想传递信息的工具。思想和
信息都是有具体内容的，这些内容在多数
情况下都包含着情感教育的因素。
• 情感是一个人对他生活中所发生的事情，
对他所认识或所做的事情的内部态度的不
同形式的体验。有些心理学家把情感分为
道德感、美感和理智感。（刘道义英语教
育自选集第111页）
• 道德感是以人对人、人对社会的态度为其内容的。
属于道德感的有：爱心、同情、善心、仁爱、忠
诚、合作等。
• 美感表现了对各种不同的生活事实及艺术的态度
和评价。能够识别和判断它们是真、善、美、高
雅，还是假、恶、丑、庸俗。
• 理智感表现为一个人对认识过程、对这个过程是
否顺利的态度。属于其范围的有：兴趣、动机、
求知欲、热情、发现、信心、意志、毅力等。
情感态度的五级要求
1. 有明确的学习目的，能认识到学习英语的目的在于交流。
2. 有学习英语的愿望和兴趣，乐于参与各种英语实践活动。
3. 有学好英语的信心，敢于用英语进行表达。
4. 能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
5. 能体会英语学习中的兴趣，乐于接触英语歌曲、读物等。
6. 能在英语交流中注意并理解他人的情感。
7. 遇到问题是能主动请教，勇于克服困难。
8. 在生活中接触英语时，乐于探究其含义并尝试模仿。
9. 对祖国文化能有更深刻的了解，具有初步的国际理解意识。
激发学习兴趣，拓展视野，促进心智发展
• 增强爱国主义精神，发展创新能力，形成良好
的品格和正确的人生观与价值观
• 利用教材资源（Mother’s Day, Mother Teresa,
Manners, Nightingale, etc)
How do you make a banana milk shake?(8A)
Will people have robots? (8B)
He used to cause a lot of trouble. (9)
Could you please tell me where
the restrooms are? (9)
尊重主体，开发智力、发展思维，
构建知识体系
发展学生的智力，提高他们的观察、注意、
记忆、思维和想象等能力。
• 观察 语言的功能体现在语言的行为上
• 注意 是有效地组织教育教学过程的最基本
的条件。“注意正是那扇一切从外部世界
进入到人的心灵之中的东西所要通过的大
门。”（乌申斯基）
• 记忆 是人们对经验反映的心理过程，其中
包括识记、保持、再现与回忆。
• 思维 是表象、概念基础上进行的分析、综
合、判断、类比、联想、推理等认知活动。
• 想象 是人的创造活动的一个必要因素，具
有能动性和有效性的特点，积极想象（不
是脱离实际的空想）的机制被用来作为改
造周围事物的创造活动的条件。
尊重主体，开发智力、发展思维，
构建知识体系
Listening
Speaking
Reading
Writing
Phonological
study
Vocabulary
study
Grammar
study
Phonological study 语音学习
1. Pronunciation of
• 26 letters
• a, e, i (y), o, u in stressed/unstressed syllables
• Vowel combinations in stressed syllables
• Common vowel combinations in stressed syllables
• Consonant combinations (ch, dg, th, tch, ph,
ng, nk)
• Consonant clusters (bl-, cl-, fl-, gl-, br-,
cr-, sm-, sp-, pr-, qu-)
• Syllabic sounds (–ble, -ple, -cle, -gle, -dle,
-sin, -ten, -ven)
2. Word stress and sentence stress
3. Sound variation
• liaison （连读）
Do your students know
these phonological items?
• incomplete explosive
How do you help them
• weak form
learn them?
• Assimilation （同化）
How do they learn to use
4. Intonation and rhythm
• sense group and pausing
• rising and falling tones
• rhythm
them in their real life?
Can your students read these words?
dab
den
cod
轻拍 巢穴 鳕
duck chuck
抛，扔
lot
log
原木
fun
fund
基金
cluck
braid dado
咯咯叫
辫子
chuckle
暗自笑
loggerhead
笨蛋
fundamental
基本的
墙裙
cot
cot·tage cot·tager
幼儿床
村舍
村民
pan
pan·el
pan·elist
专门小组
myth
小组成员
myth·ical
神话的
myth·ology
神话
请根据前面列举的辅音字母和辅音字母组合的拼
读规则，从现行初中课本中找出合适的例词来，完
成以下表格。表格的开头示例如下：
辅音字母和辅音字母组合的读音
b /b/ back bag buy table bring bright
c /k/ car cat card catch close clean
/s/ face city pencil
…
Vocabulary study 词汇学习
Do your students find it hard to learn English words and
expressions?
How do you help them to learn English vocabulary?
What strategies do your students use in their study of
English vocabulary?
Do you get your students to exchange their ways of study?
Do you think students can develop their thinking
ability in the study of English vocabulary? Why?
How is our word knowledge organized?
Mental lexicon
The meaning
义
Pronunciation
音
Spelling
形
The grammar
behavior 语法
The word’s
frequency
复现率
WORD
The word’s
derivation
派生
The connotations
of the word
隐含之意
The register 语域of
The word – spoken
and written口笔语运用
The collocations
of the word
搭配
Vocabulary learning strategies
• Learn words in context 通过语境学词汇、猜词义
(picture/sentences/texts)
• Learn the sound, shape & meaning掌握音、形、义
• Have a wide exposure to the words大量接触（LSRW） ，积
累词汇
• Have 7-8 experiences with a word in order to retain it 反复
复习
• Use the word in LSRW 学中用，用中学
• Integrate thinking, looking, listening, reading and writing 脑
思、眼看、耳听、口诵、手写
• Use glossaries and dictionaries 使用词表和词典
• Learning vocabulary in chunks 学习词块
• Form a habit of learning and testing words 养成学习词汇的
习惯
•
•
•
•
Classification 分类
Translation 翻译
Labeling 标注
Use the Mind Map or Webbing
思维导图
• Comparison and contrast 比较、对比
Words with similar meaning
near close next to …
cry shout scream …
Words with opposite meaning
up / down
before / behind live / die
• Association 联想
Words with the same root
unhappy happy happily happiness
Learning vocabulary in chunks
心理学家提出“组块”理论。Lewis把
词块分为单词和短语、搭配、惯用话
语和句子框架等四种。固定组块如：
at risk, make up one’s mind, get
accustomed to, so long as, the
man in the shop, It is said that, etc.
这种方法不仅帮助学生记忆词汇，还可
帮助他们用英语思维和表达。
学习/复习单词的方法：制作Word map
sky
hot
blue
sun
swim
sea
umbrella
sunny
rainy
weather
ship
travel
snowy
snow
…
red
carrot
snowman
参考: 赵淑红.2008.新课程课堂教学技能与学科教学（小学英语） .
世界知识出版社.
Mind map or webbing
BALL GAMES
Basketball
volley ball
…
gymnastics
FIELD EVENTS
High jump
Long jump
…
SPORTS
AQUATIC EVENTS
Swimming
Diving
…
boxing
WINTER SPORTS
TRACK EVENTS
100-m dash
110-m hurdle
…
Guessing words through context clues
1) Punctuation (运用标点符号引出对生词的解释)
The principal — money he put in his savings account to
earn interest — was safe even though the bank was closed
by the police.
例句中用了两个破折号把对principal的解释置于其间，说明
principal 的意思是sum of money。
其他用于解释的标点符号有：逗号，小括号和中括号等。
2) Explanation (用辅助性词汇和标点符号解释生词意义）
Carlos looked dazed, that is, stunned, as if someone had
shocked him with bad news or with a heavy blow to the
head.
辅助性词语that is能帮助学生理解dazed的意思是stunned。
其他辅助性词语还有：meaning, such as, or, is called等。
3) Contrast （通过相关反义词意义帮助理解生词）
During office hours he looked very tense and
anxious, but on weekends he was quite relaxed.
表示转折关系的连词 but 能帮助学生确定 relaxed 是
tense 的反义词。如果学生知道 relaxed 的意思是 at
ease ， 就 不 难 理 解 tense 意 思 是 tight 或 at
attention。
4) Experience（学生个人的阅历也能帮助理解生词）
Martha's husband and mother died within a
month of each other, and she cried often at
her terrible sorrows.
家庭悲剧会让人感到非常伤心，这是众所周知的，运
用 这 一 常 识 就 能 理 解 sorrows 的 意 思 是 great
sadness。
5) Context （上下文也有助于理解）
… I don’t like violence … but in 1963 I
helped him blow up some government buildings.
句 子 前 半 部 分 的 violence 和 后 半 部 分 中 的
government buildings有助于解释 blow up，意思
是“ 爆炸”。
6) Definition （用一个句子给生词下定义）
She wanted baked clams for her appetizer. An
appetizer is the first course of a meal.
第二个词用来给 appetizer 下定义，由此学生便知
道appetizer是开胃菜。
7) Hyponyms （通过下义词推断词义）
Legume, like string beans, lima beans, and
green peas are important in your diet.
尽管句子中并没有直接说明 legume 是一类植物的
名称，但是从其下义词中可以推断： legume 是a
name for a group of vegetables with pods。
8) From known to unknown(用学生熟悉的词或短语
来解释生词)
The mayor wanted privacy because he knew
that being alone would help him solve his
problems.
句中privacy指的是being alone。
2.词块呈现式
Mr. Cat’s Day
Mr.Cat gets
get up at 6:30 in
. the morning.
He eats
eat breakfast at 7:15 .
He have
has a walk at 9:45 am .
He watches
watch TV at 4:30 in
. the afternoon.
He takes
take a shower at 9:40 pm .
He goes
go to bed at 10:00 in
. the evening.
3.图片、词块共现式
in the morning
at 6:30 am.
gets
get up
at 7:15
eats
eat breakfast
in the afternoon
at 7:30 pm.
at 9:40
at 9:45
have
has a walk
in the evening
at 10:00
watches
watch TV takes
take a shower goes
go to bed
Aunt Pig’s Day
sweep...
play with
water...
go home
ride to work
work on
do the washing
cook
Grammatical study 语法学习
Why do your students find it difficult to write
correct English sentences?
Do you think English grammar is important?
How do you help your students learn grammar?
Do you make your students recite the rules or practice using
them in speaking and writing?
What successful ways do your students use?
Six kinds of simple sentences
S+V
S+V+O
S+V+IO+DO
S+LV+P
S+V+O+OC
She works.
She likes her work.
She teaches us English.
She is a teacher.
She is friendly.
She is at work.
Her lessons make us happy.
 There be + S + Ad There is a book on the desk.
There are 6 classes every
day.
Typical mistakes Chinese students
make
•
•
•
•
Water flower.
Morning I and my mother by shu cai.
My mother and I were go shopping at 6:30.
We were brought a lot of theings.
Why do you think Chinese students make such silly sentences?
Types of sentences
 Statement
I am a student. I study English.
 Questions
Do you like English?
Which school are you in?
Does he speak English or French?
She is from Japan, isn’t she?
 Imperative
Close the door.
 Exclamation
What a nice day! How beautiful the
flower is!
The most useful verb tenses
Simple Present
She likes singing.
Present Continuous She is singing.
Simple Past
She sang at the party.
Simple Future
She is going to sing at the party.
She will sing at the party.
Present Perfect
Have you ever been to Beijing?
Grammar teaching in China’s
schools
Deduction
(from rules)
Presentation
in LSRW
Induction
(from examples,
from texts)
Gr teaching
in school
Grammar 3D
Lexical approach
(Natural
grammar )
Integration
with topics &
function
强调学习过程，重视语言学习的实
践性和应用性
• 现代外语教育注重语言学习的过程，强调
语言学习的实践性，主张学生在语境中接
触，体验和理解真实语言，并在此基础上
学习和运用语言。
• 鼓励学生在教师的指导下，通过体验、实
践、参与、探究和合作等方式，发现语言
规律，逐步掌握语言知识和技能，不断调
整情感态度，形成有效的学习策略，发展
自主学习能力。
Meaningful input
Intake
(Thinking
and
Expressing)
Listening and
reading
Meaningful output
Speaking and
writing
Teacher’s
support
Listening skills (White, 1998)
Name
Examples of activities
Perceptive Skills: skills such as recognizing
individual sounds, identifying
reduced forms, recognizing
intonation patterns
Language Skills: skills such as identifying
individual words and groups
and building up meanings for
them.
Listening skills (White, 1998)
Using knowledge connecting words to nonof the world:
linguistic features to get clues
to meaning, using knowledge
of topic.
Dealing with
understanding gist meaning,
Information:
inferring information which is
not specifically stated.
Interacting with a coping with speaker
speaker:
variations such as speed and
accent, recognizing speaker
intention, identifying speaker
mood.
Ways of developing listening skills
• Be exposed to a wide variety of listening text
genres and text types (poems, conversations,
speeches, stories, radio/TV programs, ads,
announcements, etc.)
• Get Ss to know what problems they have to
deal with (accent, culture, language,
psychological problem)
• Raise awareness of listening strategies (verbal
and non-verbal, context, WK, note-taking, etc.)
• Develop micro listening skills (listening for gist,
for specific information, for the speaker’s
attitude and mood, etc.)
Listening procedures
• Pre-listening
Tell the Ss what they are going to hear, get
them to think about the topic, often by asking
them questions or looking at the title/picture
• While-listening
First listening to get the main idea
Second listening to find specific information
Third listening to find inferential information
• After listening
Tasks that are related to Ss’ own experience
Speaking activities in the materials
(Grant, 1988)
Three types of speechwork
• Drills: aimed at encouraging accuracy
• Fluency: graded to enable communication
to take place within the language capacity
of the students
• Natural language use: bring ordinary,
everyday human speech naturally and
spontaneously into the classroom
Types of speechwork
Communicative activities
• Information gap
• Half-dialogues
• Quizzes: an integrated activity, combining
reading and writing with speaking.
• Problem solving
• Guided interviews
• Role-play
Natural language use (personalize learning)
• Free talk (S on duty) and S-T interaction
Speaking strategies
Strategies must be incorporated in the materials
Practicing building talk upon talk
Dealing with interaction pressure
Handling unrehearsed discourse
Applying diplomacy and courtesy
Choosing when to move on to a new topic
Winding down a conversation
Recognizing signals or body language of the
partner
Becoming aware of ellipsis in spoken language
Reading ability
What is reading?
• Reading is the process of constructing
meaning through the dynamic interaction
among the reader’s existing knowledge,
the information suggested by the written
language, and the context of the reading
situation. (Anthony, Pearson, & Raphael,
1993)读者已有的知识、文字信息、阅读语
境之间的互动
Reading
• Schemata theory and background knowledge图示
理论与背景知识
• A text does not by itself carry meaning. The reader
brings information, knowledge, emotion, experience,
and culture to the printed words. (D. Brown, 1994)
文字本身不具意义，而是读者赋予其……
• 阅读理解不是读者感知文字的意义，而是读者赋予
文字以意义。（胡春洞、戴忠信）
• Skill in reading depends on the efficient interaction
between linguistic knowledge and knowledge of the
world. (Clarke & Silberstein, 1977)阅读理解决定于
语言知识与世界知识之间的互动
Reading activities in the materials
(adapted from Grant, 1988)
• Pre-reading activities: teaching voc, pre-reading
questions, quiz, background information,
discussion, etc.
• Reading aloud or silently: for different purposes
• While-reading activities: skimming, scanning,
interpreting, answering questions, etc.
• Post-reading activities: retelling, discussing,
reporting, interviewing, debating, opinion
making, concluding, etc.
Reading strategies阅读策略
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Activating 激活学生的已有的知识和经验
Predicting 预测
Skimming 略读
Scanning 寻读
Guessing words in the context 猜测词义
Analyzing text structure 分析篇章结构
Identifying the main idea 确定主旨大意
Analyzing the author’s purposes, attitude and implied
facts分析作者目的、态度、隐含的事实等
• Making summary, conclusion, judgment, interview,
discussion, report, etc 进行总结、结论、判断、采访、讨
论、辩论、报道等活动
• Establishing a personal connection to the text
联系自身实际开展活动
Text structure 篇章结构
Language
Structure
Content/
information
General idea
Beginning
Paragraphs
Development
Summary
Main idea of
each
paragraph
Topic sentence
Key words
Methods of concept mapping
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Selection of concepts 选择要点
Ranking concepts 排序
Clustering concepts 分层次
Rearrange into a two-dimensional array 重组
Linking concepts 连接
Using cards
Open-endedness
Clarification
Group work
人教版新课程标准初中英语教材《英语（新目标）》八年级下册
Unit 8 Why don’t you get her a scarf? Section B的阅读板块
The trendiest kind of pet these days is the potbellied pig. David Smith of North London has a
pot-bellied pig named Connie. “Pot-bellied pigs
make the best pets,” said David. “She watches
TV on the sofa with me every night. She’s my
best friend.” However, life with a pig isn’t always
perfect. “When I got my pig, she was small,” said
David, “but she eats a lot. Now she’s too big to
sleep in the house, so I made her a special pig
house. Also, pigs need a lot of love. Sometimes I
don’t have enough time to spend with her.”
Mind map
David Smith
Pot-bellied pig
named Connie
Disadvantages
Advantages
Watches TV
Best friend
Small at first
The trendiest kind
of pet
However
Eats a lot
Too big to sleep
In the house
Needs a lot of
love
Writing practice in the materials
• Graded practice
Form sentences with words 遣词造句
Form sentences into paragraphs 连句成段
Form paragraphs into a passage 组段成篇
• Graded writing
Controlled writing (copy, dictation, simulation)
Guided writing (condense, fill-in, out of speechwork)
Free writing (relevant both to the Ss and to the
subject dealt with in the material, functional,
personal, imaginative)
Approaches to writing
Product-oriented and process approaches to
writing
1. Product-oriented writing
• To meet certain standards of prescribed English
rhetorical style
• To reflect accurate grammar
• To be organized in conformity with what the
audience would consider to be conventional
• Attention was placed on how well it measured
up against a list of criteria.
2.The process approach to writing
(D. Brown)
• Focus on the process of writing that leads
to the final written product
• Writing is indeed a thinking process
• Writing is a two-step process. First you
figure out your meaning, then you put it into
language.
• Make a plan and use an outline
• Have time to write and rewrite
• Encourage feedback both from the
instructor and peers
10 Types of writing
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Practical writing (应用文)
Recount/Narration (叙述文 )
Exposition (说明文)
Descriptive writing (描述文 )
Reports (报道文 )
Essays (论说文)
Stories/novels (故事/小说)
Dialogues or play scripts (短剧)
Poems (诗歌)
Graphs, charts and forms (图表)
Procedures in process writing
• Pre-writing (Decide the title, collect
data, brainstorm & generate ideas)
• While-writing (Outline and write the
first draft, peer feedback, revise
and edit, proofread, & finalize)
• Post-writing (Display and evaluate)
Generating ideas
Organizing ideas
Putting ideas into an order
Using linking words
Organization of narration and
stories
• Title (attention-grabbing)
• Introduction
who (main characters), where & when
(situation)
• Problem (change of situation, why)
• Sequence of events (solutions, how)
• Ending (happy, sad or surprising, what)
启智型课堂教学的探索
• 课堂教学的有效性
• 5P反映了现代英语教学过程，也反映了学
生心智发展的过程
The five-step method
Revision
Presentation
From known to
unknown
By means of English
& visual aids
Drilling
Form and
accuracy
温故而知新
Consolidation
学而时习之
Practice
Meaning and fluency
From controlled to free practice for
communication
学以致用
New Approach to ELT
Presentation
Observing & Discovering
Learning & Acquiring
Preparation
Activating &
Brainstorming
5Ps
Practice
Learning by doing
Assessing
Progress
Enriched experience
Production
Thinking & Expressing
英语教学设计原则
1
2
3
4
5
教学目标的全面性 课程标准目标的多维性
教学情境的激励性 创设情境和活动，营造认知
冲突，激起思维欲望，鼓励新旧联系，尊重学生结
论,使学生获得成功的满足
教学结构的有序性（逻辑性） 科学安排教学活
动
教学活动的民主性 尊重学生主体地位，了解心
理需求，给予关怀帮助，允许不同见解
教学反馈的及时性 反馈贯穿全过程（教学前/中/
后，测试后）
(罗少茜，2006）
启智型课堂教学的探索
教学目标明确
尊重学生主体
启发激活思维
步骤逻辑合理
全体学生参与
鼓励想象创新
方法灵活有趣
互动合作探究
评价激励发展
Reference
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•
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•
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•
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Brian Tomlinson, Developing Materials for
Language Teaching，Continuum，2003
B. Tomlinson & H. Masuhara：Developing
Language Course Materials,人教社, 2007
Grant, N.: Making most of Your Textbooks,
London, Longman, 1987
Paul Nation: Managing Vocabulary Learning, 人教
社，2007
K C Pang：Lesson Planning, Longman, 1992
D. Brown：Teaching by Principles, 外研社，2001
J. Harmer： How to teach English, 外研社，2000
Reference
• Scott Thornbury: How to Teach Vocabulary 英语沙龙英
语教学系列丛书. 培生教育出版集团 世界知识出版社 2003
• Scott Thornbury: How to teach Grammar.
• Mary Lee Field: Text Features and Reading
Comprehension人民教育出版社
• New Senior English for China, 人教社，2007
胡春洞 戴忠信：英语阅读论，广西教育出版社，1998
• 刘道义：如何学与教英语词汇，《基础教育外语教学研究》
2009年第3期
• 刘道义：研究如何优化中学英语语法教学，《外语教学法
研究》2010年第2期
Thank you！
Liu Daoyi
[email protected]