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当然，也有朋友提出，能否把这其中一些大家现在就能读、读了就有用的入门级经典作品单独推荐一下，方便具体操作？我想，这是一个很不错的建议，OK，从这一期开始，我就来分别介绍几本我认为适合各个发展阶段的英语教师阅读的英语教学法著作。
《学习教学：英语教师指南》，1994年第一版，英文名《Learning Teaching: A Guidebook for English Language Teachers》，作者Jim Scrivener，出版社MacMillan Heineman，国内由上海外语教育出版社在2000年前后作为“英语教学法丛书”的一个品种引进影印出版，并添加中文书名“学习教学：英语教师指南”。第一版228页，封面是这样的：
Chapter 1 Working with people 做 人 的工作
Chapter 2 An introduction to classroom management 课堂管理入门
Chapter 3 The subject matter of English language teaching 英语语言教学的学科内容
Chapter 4 Activities and lessons 活动与课堂
Chapter 5 Planning 备课
Chapter 6 Speaking 讲话
Chapter 7 Vocabulary 词汇
Chapter 8 Toolkit 1: Classroom options, skills and techniques 工具包1：课堂教学选项，技能与技巧
Chapter 9 Working with language 做语言的工作
Chapter 10 Language skills 语言技能
Chapter 11 Toolkit Activities, lessons, courses, people 工具包 活动，课堂，人
Chapter 12 Dealing with constraints and problems 处理局限与问题
从这份目录我们不难看出，这本书其实就是一本英语教师入职指南，包括课堂管理、备课、讲课等方面的内容，都包括进来了。这本书因为国内出版也有20年左右了，已经很难找到，不过京东还是有些小店面在销售，大家可以自行搜索一下。请注意，一定要搜索中文书名”学习教学 英语教师指南“，搜英文书名是搜不到的。
Jim Scrivener这本书，2011年出了第三版，英文名改成了《Learning Teaching: The Essential Guide to English Teaching》，国内由外语教学与研究出版社去年引进影印出版，并添加中文书名“学会教学：英语教学必备指南”。第三版418页，封面是这样：
Chapter 1 Starting out 由此说起
Chapter 2 Classroom activities 课堂教学活动
Chapter 3 Classroom management 课堂教学管理
Chapter 4 Who are the learners? 学习者都是谁？
Chapter 5 Language analysis 语言分析
Chapter 6 Planning lessons and courses 备课，备课程
Chapter 7 Teaching grammar 教语法
Chapter 8 Teaching lexis 教词汇
Chapter 9 Productive skills: speaking and writing 输出技能：说和写
Chapter 10 Receptive skills: listening and reading 输入技能：听和读
Chapter 11 Phonology: the sound of English 英语语音
Chapter 12 Focusing on language 聚焦语言
Chapter 13 Teaching different classes 不同班级的教学
Chapter 14 Using technology 使用现代科技
Chapter 15 Tools, techniques, activities 工具，技巧和活动
Chapter 16 Next steps 下一步
我们看到，内容进行了梳理，的确更加合理一些。当然，这并不说明第一版就没有价值了。第三版的京东购买链接（先放购物车里，凑够一定金额再下单）：第三版的当当购买链接（先放购物车里，凑够一定金额再下单）：
介绍一本书，当然要首先介绍一下作者。Jim Scrivener，何许人也？这本书里是这样介绍的：Jim Scrivener has worked in many different countries, including Russia, Georgia and Hungary. He has been Head of Teacher Training for International House Hastings, Director of Education for IH Budapest and is currently Head of leacher Development for Bell International, where he designed the Online Delta course. He was leader of the team that designed the Euro exams and has been actively involved with Cambridge ESOL exams including design of their online teacher portiblio. He is also the author of Teaching English Grammar which won the English Speaking Union Award for Best Entry for Teachers in 2010.
作者再牛，也要靠作品支撑。我一向认为，一本专业类书籍，它的专业内容再精深，也不能过于晦涩难懂。它的语言，应该是通俗易懂的、深入浅出的、有着鲜明特色的。我们来看看第三版的一段文字：In my own teaching career, I have found that one of the most useful things is simply to watch other people teach. I often take away tangible things from this observation, such as ideas for specific activities, the pace they work at or a particular 'something' that the teacher said or did. Over the years, I find that I have incorporated a lot from this into my own teaching. （这段话的大意是，作者发现，其实学习教学、学会教学，最重要的还是”听课“。多听课，多模仿，多学习，多揣摩，总有自成一派、学成下山的时候。）我们看到，这段文字里，几乎没有几个三音节以上的词，基本上都是单音节、双音节词。三音节词只有tangible（有形的、有感的、实在的）、observation（观课）、specific（具体的）、activities（活动）、particular（具体的）、incorporate（整合、吸收）这几个，并且事实上，specific、activities、particular都还是比较常见的，不算是生僻词。这段话的内容也是很有意思的。在我读过的大部分英语教学法著作中，大多是探讨理论问题，很少有这样从自身的经历出发，探讨什么样的活动能够切实提高教师的教学水平的。
Is it possible to teach the skill of writing? How could we do it? For many teachers, the answer seems to be mainly by setting a writing task, leaving the students to do it (perhaps as homework) then collecting it in and marking it. Notice the gap in this diagram between setting and collecting. That is where the difficult writing work happens 一 yet it is often done entirely at home with the teacher doing nothing to help the student improve.
Some teachers doubt if there is any useful in-class work that could be done on writing, believing that it is essentially an individual activity. However, there are many possible steps that could go into the middle area of the diagram in Figure 9.5. A student can learn to become a better writer by (a) being actively encouraged and helped to follow through a series of preparatory steps before the final text is produced, and (b) becoming more aware of that preparation process, so that it can be done more independently and transparently in future.我们看到，这一段讲到的是教师如何指导学生写作文。作者对于作文教学实际的描述可谓是精准清晰、入木三分：布置一项作文题，让学生写，然后收作业、批作文，完毕。既然能够提出这个问题，作者显然是对此多有思考，并且有解决方案。这样能够洞察实际教学问题、并能够帮助教师解决问题的书，实在是不错！
如果说这本书对于英语教师新入职有很高的参考价值——可以说几乎方方面面都谈到了，那么对于已经有五到七年教龄的老师来说，这本书就没有价值了吗？我觉得远非如此。这么说吧，我是有11年一线教学经验的中学英语教师，但在我看到这本书的时候，我也感觉到如获至宝，同样手不释卷。这是一位有丰富经验、关键是有着深入思考的资深教师在对年轻教师讲话，我想，这些睿智的话语，值得每一个人静心聆听。
