教學(xué)法幻燈片

TheAudiolingualMethodDefinition:amethodofforeignorsecondlanguageteachingwhichemphasizestheteachingofspeakingandlisteningbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques教學(xué)法Background1.theSecondWorldWar,ArmySpecializedTrainingProgramme(ASTP)in1942.2.AftertheSecondWorldWar3.CharlesFries(appliedtheprinciplesofstructurallinguisticstolanguageteaching.)4.thelaunchingofthefirstformerSovietsatellitein1957.TheNationalEducationalAct(1958)教學(xué)法TimeItisinoriginmainlyAmerican.ItwasdevelopedinthesecondWorldWarandwaspopularin1950s.教學(xué)法Mainfeatures:

1.Theteachingoflisteningandspeakingisbeforereadingandwriting.2.Dialoguesarethechiefmeansofpresentingthelanguage.3.Therearecertainpracticetechniques:mimicry(imitation),memorizationandpatterndrills.4.Itdiscouragestheuseofthemothertongueintheclassroom.5.Itmakesuseoflanguagelaboratory.教學(xué)法TheoryTheoryoflanguage:structurallinguistics

Theoryoflearning:

behaviouralpsychology教學(xué)法Technique:

Dialoguesanddrills(inclassroompractice)repetitiondrill,simplesubstitutiondrill,progressivedrill,transformationdrill,question-andanswerdrill,expansiondrill,backwardbuild-updrill,chaindrill,mini-dialogue,completion,minimalpairs教學(xué)法Advantages:

1.Itisamongthefirsttheoriestorecommendthedevelopmentofalanguageteachingtheoryondeclaredlinguisticandpsychologicalprinciples.2.Languagelearningisaccessibletolargegroupsofordinarylearners.3.Patterndrillshelpthestudentsgaincontrolovergrammaticalstructures(developoralability).教學(xué)法.Disadvantages1.Theoreticalbasis,weak.2.Techniques:drills,notclosetoreallanguage3.Overemphasisonlanguageform4.Theroleoflearners,passive5.Theroleofteachers,centralandactive6.Individualdifferences教學(xué)法Situationallanguageteaching教學(xué)法教學(xué)法Background

Theoralapproachwasdevelopedfromthe1930stothe1960sbyBritishappliedlinguistssuchasHaroldPalmerandA.S.Hornsby,whoattemptedtoformallydevelopascientifically-foundedapproachtoteachingEnglish.Anumberoflarge-scaleinvestigationsaboutlanguagelearningandtheincreasedemphasisonreadingskillsinthe1920sledtothenotionof"vocabularycontrol".Paralleltothiswasthenotionof"grammarcontrol".教學(xué)法教學(xué)法教學(xué)法Procedure

1.Listeningpracticeinwhichtheteacherobtainshisstudent'sattentionandrepeatsanexampleofthepatternsorawordinisolationclearly,severaltimes,probablysayingitslowlyatleastonce(where...is...the...pen?),separatingthewords.2.Choralimitationinwhichstudentsalltogetherorinlargegroupsrepeatwhattheteacherhassaid.3.Individualimitationinwhichtheteacherasksseveralindividualstudentstorepeatthemodelhehasgiveninordertochecktheirpronunciation.教學(xué)法4.Isolation,inwhichtheteacherisolatessounds,wordsorgroupsofwordswhichcausetroubleandgoesthroughtechniques1-3withthembeforereplacingthemincontext.5.Buildinguptoanewmodel,inwhichtheteachergetsstudentstoaskandanswerquestionsusingpatternstheyalreadyknowinordertobringabouttheinformationnecessarytointroducethenewmodel.6.Elicitation,inwhichtheteacher,usingmime,promptwords,gestures,etc.,getsstudentstoaskquestions,makestatements,orgivenewexamplesofthepattern.教學(xué)法7.Substitutiondrilling,inwhichtheteacherusescuewords(words,pictures,numbers,names,etc.)togetindividualstudentstomixtheexamplesofthenewpatterns.8.Question-answerdrilling,inwhichtheteachergetsonestudenttoaskaquestionandanothertoansweruntilmoststudentsintheclasshavepracticedaskingandansweringthenewquestionform.9