英語教學(xué)法流派英語課件

1、Schools of English Teaching Methodology整理pptSchools of English Teaching MeTraditional ApproachStructuralist ApproachHumanistic ApproachDevelopment of Communicative Approach:Grammar-Translation MethodDirect MethodSituational ApproachAudiolingual ApproachCommunity Language LearningTotal Physical Respo

2、nseThe Silent Way SuggestopediaCommunicative Language TeachingTask-Based Language TeachingContent-Based InstructionOverview of ELT Methodology整理pptGrammar-Translation MethodDireGrammar-Translation Method整理pptGrammar-Translation Method整理pp1.Definition2. Background3. Theory 4. The principal characteri

3、stics 5. Teaching procedure6. Advantages and disadvantages整理ppt1.Definition整理pptThe Grammar-Translation Method is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities. Definition ：整理pptThe Grammar-Translation Method翻譯法也

4、叫語法翻譯法(Grammar-Translation Method)、閱讀法(Reading Method)、古典法(Classical Method)。翻譯法最早是在歐洲用來教授古典語言希臘語和拉丁語的外語教學(xué)方法，到18世紀(jì)末和19世紀(jì)中期開始被用來教授現(xiàn)代語言。翻譯法的教學(xué)目的是培養(yǎng)學(xué)生閱讀外國文學(xué)作品的能力和模仿范文進(jìn)行寫作的能力。其突出的特點(diǎn)是：教師用母語授課，授課重點(diǎn)是講解與分析句子成分和語音、詞匯變化與語法規(guī)則。 整理ppt翻譯法也叫語法翻譯法(Grammar-Translation It was first used in the teaching of the classic

5、al languages of Latin and Greek. In the 16th century ，grammar analysis became the basic way in foreign language teaching in Europe. Until the 19th century, grammar translation method became widely approved and used in the whole world.Background整理ppt It was first used in the tea 1. Understanding and

6、memorization of complicated grammatical rules of languages were regarded as important means of development mentality. 2. Grammar is regarded as the core of language ,grammar is the main content in classroom. 3. The language was regarded as a body of esteemed knowledge to be learned with an emphasis

7、on intellectual rigor.Theoretical base整理ppt 1. Understanding and memori1. The focus on classroom is teaching and practices of grammar of the target language. 2. Language skills are emphasized reading and writing but little or no systematic attention is paid to speaking and listening. 3. The native l

8、anguage is overused. There is little use of the target language.4. the teacher emphasizes accuracy rather than fluency .Characteristics整理ppt1. The focus on classroom is t1. 復(fù)習(xí)：默寫單詞；個別與集體背誦上一課課文第幾段等等。2. 教授新詞：教師課前將本課新詞的英語、音標(biāo)和漢語解釋寫在小黑板上（或卡片上）。上課時按單詞表逐字講解。學(xué)生跟教師朗讀英語單詞后，教師說漢語，學(xué)生說英語單詞，或反之。3. 講授語法（規(guī)則動詞現(xiàn)在進(jìn)行時

9、）：教師講解動詞現(xiàn)代進(jìn)行時的意義及其變化規(guī)則后，在黑板上寫出課文中的動詞原形，要求學(xué)生將它們轉(zhuǎn)換成現(xiàn)在分詞，再變成現(xiàn)在進(jìn)行時。Procedure整理ppt1. 復(fù)習(xí)：默寫單詞；個別與集體背誦上一課課文第幾段等等。P4. 講解課文：教師逐句念課文，要求學(xué)生分析語法與翻譯成漢語。教師隨時糾正學(xué)生的錯誤。5. 鞏固新課：學(xué)生跟教師逐句朗讀課文后，教師根據(jù)課文提問，學(xué)生按課文內(nèi)容回答。6. 布置作業(yè)：拼寫單詞；語法填空；背誦某段課文。整理ppt4. 講解課文：教師逐句念課文，要求學(xué)生分析語法與翻譯成漢語This method would begin with a massive bilingual v

10、ocabulary list. Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the instructor. Procedure整理pptThis method would begin with Grammar thus provided the rules for assembling words into sentences. Tedious translation and gram

11、mar drills would be used to exercise and strengthen the knowledge without much attention to content. Sentences would be deconstructed and translated. 整理ppt整理pptE.g.:ThenextmorningIhadabadaccidentwiththe sledandhurtmyleg.Icouldntstandonmyleftlegandmyheadwaswoozyfromhittingtheground.ButIknewthatIhadto

12、getup.Lyingontheice,Iwouldsoondie.IstruggledtomykneesknowingthatsomehowI hadtoputmytentupforshelter.OnhandsandkneesIgotupanddraggedmysleepingbagintothetent andlaydownoutofthecoldwind.整理pptE.g.:ThenextmorningIhadaEventually, entire texts would be translated from the target language into the native la

13、nguage and tests would often ask students to replicate classical texts in the target language. Very little attention was placed on pronunciation or any communicative aspects of the language.整理pptEventually, entire texts woulAdvantages1.It can help students to have a better understanding of the meani

14、ng of abstract words and complicated sentences.2.It can foster students ability of reading comprehension and producing grammatically correct sentences and develop students ability of analyzing and solving problems.整理pptAdvantages1.It can help stude3. The Grammar-Translation makes few demands on teac

15、hers although it often creates frustration for students. 整理ppt3. The Grammar-Translation makDisadvantage1.The method by definition has a very limited scope of objectives. 2.Through grammar translation, students lacked an active role in the classroom.整理pptDisadvantage1.The method by de The Direct Met

16、hod整理ppt 整理ppt1.Definition2. Background3. Theory 4. The principal characteristics 5. Teaching procedure6. Advantages and disadvantages整理ppt1.Definition整理pptDefinition The Direct Method is the learning of language in a relevant setting. No translation is allowed. Meaning is to be conveyed directly in

17、to the second language through demonstration and visual aids. 整理pptDefinition The Direct MethodBackgroundIn the late 19th century in Europe, for economic development, the communication among nations became more frequent. Foreign language learning was highly demanded. Oral communication became the ma

18、in goal of foreign language teaching.It was developed as a response to the Grammar-Translation method. 整理pptBackgroundIn the late 19th cen直接法是在19世紀(jì)后半葉作為語法翻譯法的對立物在西歐出現(xiàn)的，主要代表人物是貝力茲（M.D.Berlitz）、艾蓋爾特（B.Eggert）和帕默（H.E.Palmer）。直接法也叫自然法(Natural Method)、心理法(Psychological Method)、口語法(Oral Method)、改良法(Reform

19、ed Method) 整理ppt直接法是在19世紀(jì)后半葉作為語法翻譯法的對立物在西歐出現(xiàn)的Use the natural way to communicate, like a baby learning its mother tongue.The learning of grammar/ translating skills should be avoided because they involve the application of the MT. Theoretical base整理pptUse the natural way to communiClassroom instructi

20、on was conducted exclusively in the target language.Only everyday vocabulary and sentences were taught.Grammar was taught inductively.New teaching points were introduced orally.Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught by association of

21、 ideas. 6. The learner is actively involved in using the language in realistic everyday situations. 7. Students are encouraged to think in the target language. Characteristics整理pptClassroom instruction was cond1. 講授新詞：教師進(jìn)入課堂后用英語問候?qū)W生，并就日常生活題材與學(xué)生進(jìn)行簡單的問答式會話。然后，自然進(jìn)入講授新詞階段。先利用教室內(nèi)與新詞有關(guān)的實(shí)物引出新詞，再出示課前準(zhǔn)備的圖片，用

22、英語簡單描述新詞意義。學(xué)生理解后在與教師對話中使用新詞。2. 語法練習(xí)： 通過學(xué)生生活進(jìn)行。教師先請一學(xué)生（張三）起立，然后用動詞現(xiàn)在進(jìn)行時描述：Procedure整理ppt1. 講授新詞：教師進(jìn)入課堂后用英語問候?qū)W生，并就日常生活題T: Zhang, please stand up. (After Zhang stood up.)T: (To the class): Now Zhang is standing, but you are all sitting.T: (To Zhang): Zhang, please go to the door.T: (To the class, while

23、 Zhang is walking to the door): Now Zhang is walking to the door.整理pptT: Zhang, please stand up. (Af 用不同的動詞做了類似的練習(xí)后，教師總結(jié)規(guī)則與不規(guī)則的動詞現(xiàn)在分詞變化規(guī)律及動詞現(xiàn)在進(jìn)行時的構(gòu)成與意義。3. 根據(jù)教師示范，學(xué)生兩人一組，一個說英語。一個做動作，練習(xí)動詞現(xiàn)在進(jìn)行時。4. 教授新課文：教師出示一幅表述課文內(nèi)容的圖畫。一邊講解圖畫，一邊檢查學(xué)生是否理解。講解后根據(jù)圖畫提問，要求學(xué)生回答。5. 學(xué)生兩人一組根據(jù)圖畫提問與回答。全班唱一首英語歌結(jié)束一課。整理ppt 用不同的動詞做了類似的

24、練習(xí)后，教師總結(jié)規(guī)則與不規(guī)則的AdvantageSs correct pronunciation and better oral skills are developed because no native language is used.整理pptAdvantageSs correct pronunciaDisadvantage1 Major fallacy of Direct Method was belief that second language should be learned in way in which first language was acquired - by t

25、otal immersion technique. But obviously far less time and opportunity in schools, compared with small child learning his mother tongue. 2It takes much time for teachers to explain complicated words.整理pptDisadvantage1 Major fallacy The Audio-Lingual Approach 整理ppt整理ppt1.Definition2. Background3. Theo

26、ry 4. The principal characteristics 5. Teaching procedure6. Advantages and disadvantages整理ppt1.Definition整理pptDefinition It emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techni

27、ques. Mother tongue is discouraged in the classroom 整理pptDefinition It emphasizes the tBackground1. developed in the U.S. during the Second World War2. The government commissioned American universities to develop foreign language program to supply the war . Army Specialized Training Programmer (ASTP

28、) 3. The objectives of the programmer were for students to attain conversational proficiency 整理pptBackground1. developed in the整理ppt整理ppt Structural Linguistics and Behaviorism Theoretical base整理ppt Theoretical base整理ppt1. It features memorization of dialogues, pattern drills, and emphasis on pronun

29、ciation.2. It emphasizes transform practice and repeated practice, forming language habits.3. Foreign language teaching should as far as possible reducing or limiting native language interference. 4. Electronic teaching method is widely used.Characteristics整理ppt1. It features memorization ofRecognit

30、ionImitation and repetition3. Pattern drills 4. Follow-up activitiesProcedure整理pptRecognitionProcedure整理ppt講授新詞與對話（課文）結(jié)合： 教師進(jìn)入課堂后在黑板上畫一個女孩（Sally）和一個男孩（John），在他們后面畫一個超級市場入口處。教師用英語介紹情況：他們在超市門口相遇，開始了一段對話（新詞用簡單的圖畫說明，動詞現(xiàn)在進(jìn)行時包含在對話中）。教師邊表演對話邊解釋語言難點(diǎn)，再讓學(xué)生聽兩遍錄音。2. 熟悉課文： 教師先與一個學(xué)生對話（重復(fù)上述課文），然后全班兩人一組練習(xí)對話（重復(fù)課文）。練

31、習(xí)完畢后請幾對學(xué)生上講臺對話。整理ppt講授新詞與對話（課文）結(jié)合： 整理ppt3. 句型操練：（1) 教師簡單講解動詞現(xiàn)在進(jìn)行時的構(gòu)成后說，“Now Sally is talking to John.”，并給出動詞詞組：ask John a few questions, wait for her sister, plan to buy lots of things要求學(xué)生根據(jù)動詞現(xiàn)在進(jìn)行時的構(gòu)成做替換練習(xí)。（2)教師給出主語Sally, Mary, Cathy, David, Tim, she, he, we, they等，要求學(xué)生做主語替換練習(xí)。先單個學(xué)生做，再兩人一組做并互相檢查。整理p

32、pt3. 句型操練：整理ppt（3)用同樣方法做動詞現(xiàn)在進(jìn)行時的問題和否定形式操練，直到學(xué)生能比較熟練地掌握這種句型為止。4. 聽一遍錄音后，要求背誦課文對話。整理ppt（3)用同樣方法做動詞現(xiàn)在進(jìn)行時的問題和否定形式操練，直到學(xué)Advantages1. Making language teaching possible to large groups of learners 2. Developing simple techniques and making use of language lab 3. Developing the separation of the language sk

33、ills 4. It can improve students oral English. 整理pptAdvantages1. Making language tDisadvantage1. Boredom caused by endless pattern drills, make most of the students lose interest in learning English 2. Learners having little control over their learning 3. no language environment to study整理pptDisadvan

34、tage1. Boredom caused Situational Approach整理ppt整理ppt1.Definition2. Background3. Theory 4. The principal characteristics 5. Teaching procedure6. Advantages and disadvantages整理ppt1.Definition整理pptDefinition Situational Approach combines audio with listening, stressed in certain contexts auditory perce

35、ption and visual perception combined. 來源于直接法和聽說法，它是在聽說法的基礎(chǔ)上，利用視聽結(jié)合手段而形成的一種教學(xué)法,強(qiáng)調(diào)在一定情境中聽覺感知（錄音）與視覺（圖片影視）感知相結(jié)合。整理pptDefinition Situational ApproacSituational Language Teachingdeveloped by British applied linguists in the 1930s to the 1960s整理pptSituational Language TeachingBackgroundIn the 1950s situat

36、ional approach produced in France .Along with the rapid development of mass media tools, foreign language teaching widely used broadcast ,movie , videotape , record and so on. Namely using modern equipment connect language and image to set up the direct connection between foreign language and object

37、ive things , combined visual perception and auditory perception.整理pptBackgroundIn the 1950s situati It is based on behaviourist cognitive theory.Theoretical base整理ppt Theoretical base整理ppt1. It closely combines the foreign language with the situations. Meaning, context, situation are given a promine

38、nt place.2. Dialogues in everyday life situations are the centre of teaching.3. The practice techniques consist of guided repetition and substitution activities.Characteristics整理ppt1. It closely combines the formove from controlled to free practice of structures, fromoral use of sentence patterns to

39、 automatic use in speech, reading and writing.perception（感知）:construct picture, bring in situations and shape representations. comprehension(理解):let students go deep into situations, understanding the text and comprehending the emotion. practice (練習(xí)):Give students a related topic and ask them practi

40、ce it.use(活用):Let students use it consciously in their daily life.Procedure整理pptmove from controlled to free pAdvantagesModern technological equipment of sound, light and electricity has been widely used in teaching to make an organic combination of language and image.The language materials are chos

41、en and arranged in terms of everyday life situations, which meet the students needs of communication. Students can learn standard pronunciation and intonation naturally.整理pptAdvantagesModern technologicalDisadvantageIt over-emphasizes the language form and ignores the cultivation of communicative ab

42、ility. It over-stress the integrate structure and ignores the analysis and explanation of the foreign language.整理pptDisadvantageIt over-emphasize Community Language Learning整理ppt 整理ppt1.Definition2. Background3. Theory 4. The principal characteristics 5. Teaching procedure6. Advantages and disadvant

43、ages整理ppt1.Definition整理pptDefinition Community Language Learning draws on the counseling metaphor to redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom.整理pptDefinition Community LanguagBackground Influenced by Carl Rogers humanistic psychology , Cu

44、rran, a specialist in counseling and a professor of psychology at Loyola University, Chicago, found that adults often feel threatened by a new learning situation or fear that they will appear foolish. so it is called Counseling Learning .整理pptBackground 整理ppt It is based on the theory of humanism ps

45、ychology and student-centered education. Theoretical base整理ppt It is based on the theory of 1. Community Language Learning advises teachers to take their students as “whole person.” 2. Whole person learning means that teachers consider not only the students intellect but also their feelings.3. Teach

46、ers become “l(fā)anguage counselors”. Learning happened in a harmonious environment.4. No competition. NO pressure.5. Depend on mother tongue, then transit to the foreign language.Characteristics整理ppt1. Community Language Learning社團(tuán)語言學(xué)習(xí)法的教學(xué)實(shí)例：步驟1: 學(xué)生圍坐成圈，教師在圈外等候?qū)W生的詢問。步驟2: 學(xué)生甲舉手，問教師：我想知道英文如何說“我喜歡 藍(lán)色”。 教師

47、：I like blue. 學(xué)生甲復(fù)述“I like blue”，錄下學(xué)生甲的復(fù)述。步驟3: 學(xué)生乙舉手，問：怎么說“我不喜歡藍(lán)色，我喜歡紅 色?！?教師：I dont like blue. I like red. 學(xué)生乙復(fù)述“I dont like blue. I like red.”，錄下學(xué)生乙的復(fù)述。步驟4: 其他學(xué)生重復(fù)以上步驟，錄下一定數(shù)量的對話后，教師將對話抄在黑板上，以此為上課題材，講解語言知識。Procedure整理ppt社團(tuán)語言學(xué)習(xí)法的教學(xué)實(shí)例：Procedure整理pptAdvantagesArouse students positivityCultivate collab

48、oration spiritIt breaks up the tradition in which teacher is the center, and students reveal their main function.整理pptAdvantagesArouse students posDisadvantagesArbitrary / unsystematicImpair teachers guidance function, increase teachers burdenLargely depend on teachers ability整理pptDisadvantagesArbit

49、rary / unsys Total Physical Response整理ppt 整理ppt1.Definition2. Background3. Theory 4. The principal characteristics 5. Teaching procedure6. Advantages and disadvantages整理ppt1.Definition整理pptDefinitionTPR (Total Physical Response) is a kind of language teaching method that combine language with action

50、 to learn a language through the body movement. 整理pptDefinitionTPR (Total Physical BackgroundIt is developed by psychology professor James J. Asher at San Jose State University, California in the 1960s.整理pptBackgroundIt is developed by 1. Psychology “memory trace”(記憶痕跡） theory. The more often a memo

51、ry connection is traced, the stronger the memory will be.2. Human brain has a biological program used to acquire any natural language on earth.Theoretical base整理ppt 1. Psychology “memory trace”(1.Listening should develop before speaking2. Students should develop their intellect by physical response

52、to language .3. Teachers dont force students to speak. Characteristics整理ppt1.Listening should develop bef1.Teachers speak and act, students just listen and watch 2.Teacher speak , students act together with the teacher 3.Teacher and the students speak and act together 4 .Teacher speak without act, s

53、tudents act5 .Teacher act without speaking ,student speak 6 .CheckProcedure整理ppt1.Teachers speak and act, stu步驟1: 教師在黑板上貼上有不同動物的彩色卡片；步驟2: 教師邊說“Point to the little dog.”邊指出卡片上的小狗。學(xué)生只聽不做。步驟3: 教師再說“Point to the golden fish.”并指出卡片上畫的金魚。學(xué)生仍舊只聽不做。步驟4: 重復(fù)以上步驟，教其他動物名稱。步驟5: 教師示范多遍后，教師發(fā)命令，學(xué)生做動作。步驟6: 教師可以適當(dāng)變換方

54、式，比如唱歌做動作等。（學(xué)生的理解力達(dá)到一定程度后，可以讓學(xué)生自己下命令，自己做動作。）整理ppt步驟1: 教師在黑板上貼上有不同動物的彩色卡片；整理pptAdvantages1. It is fun and easy. 2. It is good for learners who need to be active in the class. 3. Attract students to take part in the environment and remove their nervous.4. It is memorable. Actions help strengthen the c

55、onnections in the brain. 整理pptAdvantages1. It is fun and easDisadvantages1. Abstract words and sentences can not be explained easily2. Accuracy is not focused3. Only suitable for young students4. It can be a challenge for shy students. 整理pptDisadvantages1. Abstract words The Silent Way整理ppt整理ppt1.De

56、finition2. Background3. Theory 4. The principal characteristics 5. Teaching procedure6. Advantages and disadvantages整理ppt1.Definition整理pptDefinition Created by Caleb Gattegno , Silent Way is based on the premise that the teacher should be as silent as possible in the classroom in order to encourage

57、the learner to produce as much language as possible . The objective is for students to work as autonomous language learners. 整理pptDefinition Created by Caleb Background 1. Caleb Gattegno founded The Silent Way as a method for language learning in the early 70s, sharing many of the same essential pri

58、nciples as the cognitive code and making good use of the theories underlying discovery learning. 2. Basic principle: Teaching should be subordinated to learning. Teaching is to serve learning process rather than to dominate it. 整理pptBackground 1. Caleb Gattegno Discover rather than remembers or repe

59、atAided by physical objects Problem-solving focused Theoretical base整理pptDiscover rather than remembersThe most prominent characteristic of the method was that the teacher typically stayed silent most of the time, as part of his/her role as facilitator and stimulator.Characteristics整理pptThe most pro

60、minent characterisTeaching ProcedureTeacher models a word, phrase, or sentence and then elicits learner responses.Learners then go on to create their own utterances by putting together old and new information.Charts, rods, and other aids may be used to elicit learner responses. Teacher modeling is m