《英語教學簡筆畫和卡通畫教程》匯集了作者尹世寅多年的教師積澱，將卡通畫與簡筆畫作為一種教學手段，並輔以相應的教學理論，打造的一種全新的教學模式。作者通過在英語教學課堂活動中，引入卡通畫這一特殊元素，將語言學習的過程變得更為生動、靈活，吸引學生、教師群體的參與，將學生的興趣調動起來，反哺語言教學本身。《英語教學簡筆畫和卡通畫教程》適用於普通高等院校師範類學生，及年輕英語教師學習使用。
基本介紹
- 書名：英語教學簡筆畫和卡通畫教程
- 作者：尹世寅
- 出版日期：2014年2月1日
- 語種：簡體中文, 英語
- ISBN：7040391287，9787040391282
- 外文名：A Course of Stick Figures and Cartoons Adopted in ELT
- 出版社：高等教育出版社
- 頁數：384頁
- 開本：16
- 品牌：高等教育出版社
內容簡介,圖書目錄,
內容簡介
《英語教學簡筆畫和卡通畫教程》由高等教育出版社出版。
圖書目錄
Acknowledgements
Preface： A letter from the author to the readers
Part 1 Significance
Unit One Why do we adopt stick figures and cartoons in ELT？
1.1 What are stick figures and cartoons？
1.1.1 Definition of stick figures
1.1.2 Definition of cartoons
1.2 Significance of the adoption of stick figures and cartoons in ELT
1.2.1 Requirements of The National English Curriculum
1.2.2 Psychological functions
1.2.3 Satisfying students' needs
1.3 Principles and criteria of designing language teaching with pictures
1.4 Various sources and uses of stick figures and cartoons
Unit Two Characteristics of stick figures and cartoons
2.1 Simple
2.2 Clear—cut
2.3 Accurate
2.4 Flexible
2.4.1 Developing from basic figures to meaningful pictures
2.4.2 Omitting complex structures or relationships
2.4.3 Making the meaning reached by using exaggeration
2.4.4 Developing the plots by drawing a series of pictures
2.5 Direct
2.5.1 Breaking through the limit of space like young children's drawing
2.5.2 Reorganizing the sequences of time by shortening the time span
2.5.3 Directly presenting dialogues
2.5.4 Directly presenting physiological activities
2.5.5 Directly presenting psychological behaviors
2.5.6 Directly presenting ca usality
2.5.7 Directly presenting directions of actions
2.5.8 Directly presenting physical characters of the target objects
2.5.9 Directly presenting changes of nature
2.6 Pictographic
2.6.1 Pictographic nature reflected in ancient Chinese characters
2.6.2 Creating pictographic figures of English spelling
2.7 Descriptive and representative
2.7.1 Presenting abstract and complex theories and ideas
2.7.2 Presenting new topics
2.8 Meaningful
2.9 Functional
Part 2 Skills
Unit Three Basic skills of drawing stick figures and cartoons
3.1 Preparations for your drawing
3.2 Basic lines and figures
3.3 Choosing proper lines and figures to draw stick pictures
3.4 Detailed descriptions in drawing cartoon pictures
Unit Four Diversity of drawing stick figures and cartoons
4.1 Humans
4.1.1 Alternatives of stick figures and cartoons
4.1.2 Proportion
4.1.3 Head and countenance
4.1.4 Body and limbs
4.1.5 Hands
4.2 Careers
4.3 Activities
4.3.1 School and social activities
4.3.2 Sports
4.4 Animals
4.5 Objects
4.5.1 Tools and living goods
4.5.2 Household appliances
4.5.3 Furniture
4.5.4 School things and stationeries
4.5.5 Musical instruments
4.5.6 Using personification
4.6 Plants
4.6.1 Trees
4.6.2 Flowers
4.6.3 Pot—flowers and bonsais
4.7 Vegetables and fruit
4.8 Food and drink
4.8.1 Chinese food and drink
4.8.2 Western food and drink
4.9 Clothing
4.10 Vehicles and transportation tools
4.11 Buildings and architectures
4.12 Locations and places
4.13 Countries， cities and places of historical interest
4.13.1 Capitals and countries
4.13.2 Famous cities and places of historical interest
4.14 Natural sceneries
4.15 Disasters and accidents
4.16 Customs
4.17 Religions
4.18 Festivals
Part 3 Application
Unit Five Stick figures anti cartoons adopted in teaching language knowleelge
5.1 Phonetics
5.2 Letters
5.3 Vocabulary
5.3.1 Nouns
5.3.2 Verbs
5.3.3 Prepositions
5.3.4 Adjectives and adverbs
5.4 Sentence patterns
5.5 Grammar
Unit Six Stick figures and cartoons adopted in teaching language skills
6.1 Listening with pictures
6.2 Speaking with pictures
6.3 Reading with pictures
6.4 Writing with pictures
Unit Seven Samples of designing classroom teaching with stick figures and cartoons
7.1 Word learning
7.2 Small book making
7.3 Introduction activities
7.3.1 Self introduction
7.3.2 Introducing a friend
7.3.3 Introducing a family
7.4 Looking for the differences
7.5 Spinners
7.6 Board games
7.7 Pair dictation and drawing/writing
Unit Eight Evaluation with pictures
References
Helpful web resources
Preface： A letter from the author to the readers
Part 1 Significance
Unit One Why do we adopt stick figures and cartoons in ELT？
1.1 What are stick figures and cartoons？
1.1.1 Definition of stick figures
1.1.2 Definition of cartoons
1.2 Significance of the adoption of stick figures and cartoons in ELT
1.2.1 Requirements of The National English Curriculum
1.2.2 Psychological functions
1.2.3 Satisfying students' needs
1.3 Principles and criteria of designing language teaching with pictures
1.4 Various sources and uses of stick figures and cartoons
Unit Two Characteristics of stick figures and cartoons
2.1 Simple
2.2 Clear—cut
2.3 Accurate
2.4 Flexible
2.4.1 Developing from basic figures to meaningful pictures
2.4.2 Omitting complex structures or relationships
2.4.3 Making the meaning reached by using exaggeration
2.4.4 Developing the plots by drawing a series of pictures
2.5 Direct
2.5.1 Breaking through the limit of space like young children's drawing
2.5.2 Reorganizing the sequences of time by shortening the time span
2.5.3 Directly presenting dialogues
2.5.4 Directly presenting physiological activities
2.5.5 Directly presenting psychological behaviors
2.5.6 Directly presenting ca usality
2.5.7 Directly presenting directions of actions
2.5.8 Directly presenting physical characters of the target objects
2.5.9 Directly presenting changes of nature
2.6 Pictographic
2.6.1 Pictographic nature reflected in ancient Chinese characters
2.6.2 Creating pictographic figures of English spelling
2.7 Descriptive and representative
2.7.1 Presenting abstract and complex theories and ideas
2.7.2 Presenting new topics
2.8 Meaningful
2.9 Functional
Part 2 Skills
Unit Three Basic skills of drawing stick figures and cartoons
3.1 Preparations for your drawing
3.2 Basic lines and figures
3.3 Choosing proper lines and figures to draw stick pictures
3.4 Detailed descriptions in drawing cartoon pictures
Unit Four Diversity of drawing stick figures and cartoons
4.1 Humans
4.1.1 Alternatives of stick figures and cartoons
4.1.2 Proportion
4.1.3 Head and countenance
4.1.4 Body and limbs
4.1.5 Hands
4.2 Careers
4.3 Activities
4.3.1 School and social activities
4.3.2 Sports
4.4 Animals
4.5 Objects
4.5.1 Tools and living goods
4.5.2 Household appliances
4.5.3 Furniture
4.5.4 School things and stationeries
4.5.5 Musical instruments
4.5.6 Using personification
4.6 Plants
4.6.1 Trees
4.6.2 Flowers
4.6.3 Pot—flowers and bonsais
4.7 Vegetables and fruit
4.8 Food and drink
4.8.1 Chinese food and drink
4.8.2 Western food and drink
4.9 Clothing
4.10 Vehicles and transportation tools
4.11 Buildings and architectures
4.12 Locations and places
4.13 Countries， cities and places of historical interest
4.13.1 Capitals and countries
4.13.2 Famous cities and places of historical interest
4.14 Natural sceneries
4.15 Disasters and accidents
4.16 Customs
4.17 Religions
4.18 Festivals
Part 3 Application
Unit Five Stick figures anti cartoons adopted in teaching language knowleelge
5.1 Phonetics
5.2 Letters
5.3 Vocabulary
5.3.1 Nouns
5.3.2 Verbs
5.3.3 Prepositions
5.3.4 Adjectives and adverbs
5.4 Sentence patterns
5.5 Grammar
Unit Six Stick figures and cartoons adopted in teaching language skills
6.1 Listening with pictures
6.2 Speaking with pictures
6.3 Reading with pictures
6.4 Writing with pictures
Unit Seven Samples of designing classroom teaching with stick figures and cartoons
7.1 Word learning
7.2 Small book making
7.3 Introduction activities
7.3.1 Self introduction
7.3.2 Introducing a friend
7.3.3 Introducing a family
7.4 Looking for the differences
7.5 Spinners
7.6 Board games
7.7 Pair dictation and drawing/writing
Unit Eight Evaluation with pictures
References
Helpful web resources
