如何教好大班英语课

Thanks and acknowledgementsIntroductionHow to make best use of this bookWhat is a large multilevel class?Benefits and challenges of the large multilevel classEleven principles of coping in large multilevel classes1 Getting to know our studentsLearning their names1.1 Name toss1.2 Picture it1.3 Names as crosswords1.4 The story of my name1.5 Names and adjectives1.6 I am and I love1.7 Desk placards1.8 Use real pictures Learning about our students' lives1.9 The letter1.10 Guess who?1.11 Three things about me1.12 Mutual interviews1.13 The missing person announcement1.14 Managing my time1.15 Formal introductions2 Motivation and activation2.1 Burst the balloon- expressing opinions2.2 The preference line - explaining yourself2.3 The quick-write2.4 Like, dislike, or neutral2.5 What's your number?2.6 Again and again and again2.7 Friendship2.8 More about friendship2.9 People I admire2.10 Special places2.11 Dreams I have2.12 How I feel now2.13 Slip exchange2.14 Flip-flop books2.15 Frame it2.16 Colored round robin2.17 Circle talk2.18 Teaming up2.19 Needle in a haystack2.20 Optimistic snapshots2.21 Words on cards2.22 A solution for the problem2.23 Student-centered dictation2.24 The seminar3 Reviewing while maintaining interest and momentum3.1 Answers into questions3.2 Review posters3.3 Student-made quickie quizzes3.4 Group reviews3.5 Group summaries3.6 Vocabulary wall3.7 Class goals3.8 The KWL procedure3.9 The Venn diagram3.10 Judging people3.11 Running dictation3.12 My sentence3.13 Where is my other half?3.14 Person, place or thing4 Dealing with written work4.1 Keep it going4.2 Peer reviews4.3 Writing conferences4.4 Write before you talk4.5 Buddy journals4.6 Using email4.7 Wall newspaper4.8 Using chat rooms4.9 Using websites4.10 Writing about landscape pictures4.11 Writing about pictures of people 14.12 Writing about pictures of people 24.13 Service writing4.14 A bio-poem class book4.15 The cumulative folder4.16 Sentences into story4.17 Personalized guide books4.18 Change the audience4.19 Clustering4.20 The writing cycle4.21 A resource for self-correction4.22 Letters of advice4.23 In the middle of the story4.24 The spelling list4.25 From words to story4.26 Plot construction5 Working well in groups5.1 Working together5.2 The quiet signal5.3 Give me your sticks5.4 The text jigsaw5.5 The picture jigsaw5.6 Making mine long5.7 Sentences into story5.8 The aquarium5.9 All for one5.10 Group dictations5.11 The community group project5.12 The walk-about5.13 Picture puzzle5.14 Back and forth movie preview/in view5.15 Three in one5.16 The missing word5.17 Alphabet shopping5.18 Pronoun search5.19 Words to make a cake5.20 Things we share5.21 Our group cheer5.22 Dictated stories5.23 Three good questions6 Individualizing and personalizing student work Individualizing6.1 Multilevel dictation6.2 The book cart6.3 Silent task work with a self-access box6.4 Working with words6.5 Sentence completion6.6 Question the reading Personalizing6.7 Vocabulary cards6.8 Three-minute talks6.9 The story of my life posters6.10 My object6.11 The vocabulary house6.12 The mailbox6.13 My machine6.14 An important decision6.15 An important sentence6.16 Color sadness blue6.17 Water words6.18 I don't like people who6.19 Careers in my family6.20 What we want from our work6.21 Our own good folder6.22 Words on my desk6.23 Drawing interpretation7 Making students responsible for their own learning7.1 What kind of a learner am I?7.2 Setting goals for myself7.3 How a teacher helped me7.4 How can the teacher help me?7.5 How I can help myself7.6 Personal conferences7.7 What kind of a listener am I?7.8 This course will be a success for me if ...7.9 What kind of a reader am I?