英语教学法流派英语.pptx

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,英语教学法流派,Approaches and Methods in Language Teaching,1/132,Traditional Approach,Structuralist Approach,Humanistic Approach,Development of Communicative Approach:,Grammar-Translation Method,Direct Method,Situational Approach,Audiolingual Approach,Community Language Learning,Total Physical Response,The Silent Way,Suggestopedia,Communicative Language Teaching,Task-Based Language Teaching,Content-Based Instruction,Overview of ELT Methodology,2/132,Grammar-Translation Method,3/132,1,.,Definition,2.,Background,3.,Theory,4.,The principal characteristics,5.Teaching procedure,6.,Advantages and disadvantages,4/132,The 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,：,5/132,It was first used in the teaching of the classical 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,6/132,1,.,Understanding and 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.,Theoretical base,7/132,3.The language was regarded as a body of,esteemed knowledge,to be learned with an emphasis on intellectual rigor.,8/132,1.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,language is overused.There is little use of the target,language.,4.the teacher emphasizes,accuracy,rather than,fluency,.,Characteristics,9/132,1.,复习,：默写单词；个别与集体背诵上一课课文第几段等等。,2.,教授新词,：教师课前将本课新词英语、音标和汉语解释写在小黑板上（或卡片上）。上课时按单词表逐字讲解。学生跟教师朗诵英语单词后，教师说汉语，学生说英语单词，或反之。,3.,讲授语法,（规则动词现在进行时）：教师讲解动词当代进行时意义及其改变规则后，在黑板上写出课文中动词原形，要求学生将它们转换成现在分词，再变成现在进行时。,Procedure,10/132,4.,讲解课文,：教师逐句念课文，要求学生分析语法与翻译成汉语。教师随时纠正学生错误。,5.,巩固新课,：学生跟教师逐句朗诵课文后，教师依据课文提问，学生按课文内容回答。,6.,布置作业,：拼写单词；语法填空；背诵某段课文。,11/132,This method would begin with a massive bilingual vocabulary list.,Grammar points would come directly from the texts and be presented contextually in the textbook,to be explained elaborately by the instructor.,Procedure,12/132,Grammar thus provided the rules for assembling words into sentences.Tedious translation and grammar drills would be used to exercise and strengthen the knowledge without much attention to content.Sentences would be,deconstructed,and,translated,.,13/132,E.g.:,ThenextmorningIhadabadaccident,withthe sled,andhurtmyleg.Icouldntstandonmyleftlegandmyhead,waswoozyfrom,hittingtheground.ButIknewthatIhadtogetup.,Lyingontheice,Iwouldsoondie.I,struggledtomyknees,knowing,that,somehowI hadtoputmytentupforshelter.,Onhandsandknees,Igotupanddraggedmysleepingbagintothetent andlaydown,outofthecoldwind.,14/132,Eventually,entire texts would be translated from the target language into the native language 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.,15/132,Advantages,1.,It can help students to have a better understanding of the meaning 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.,16/132,3.The Grammar-Translation makes,few demands,on teachers although it often creates frustration for students.,17/132,Disadvantage,1,.,The method by definition has a very,limited scope,of objectives.,2,.,Through grammar translation,students,lacked an active role,in the classroom.,18/132,The direct Method,19/132,1,.,Definition,2.,Background,3.,Theory,4.,The principal characteristics,5.Teaching procedure,6.,Advantages and disadvantages,20/132,Definition,The Direct Method,is the learning of language in a relevant setting.,No translation,is allowed.Meaning is to be conveyed,directly,into the second language through demonstration and visual aids.,21/132,Background,In the late 19,th,century in Europe,for economic development,the,communication,among nations became more frequent.Foreign language learning was highly demanded.,Oral,communication became the main goal of foreign language teaching.,It was developed as a response to,the Grammar-Translation method,.,One of the revolutionists was Francois Gouin.,22/132,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,23/132,Classroom instruction 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 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,24/132,1.,讲授新词,：教师进入课堂后用英语问候学生，并就日常生活题材与学生进行简单问答式会话。然后，自然进入讲授新词阶段。先利用教室内与新词相关实物引出新词，再出示课前准备图片，用英语简单描述新词意义。学生了解后在与教师对话中使用新词。,2.,语法练习,：经过学生生活进行。教师先请一学生（张三）起立，然后用动词现在进行时描述：,Procedure,25/132,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 Zhang is walking to the door):Now Zhang is walking to the door.,26/132,用不一样动词做了类似练习后，教师总结规则与不规则动词现在分词改变规律及动词现在进行时组成与意义。,3.,依据教师示范，学生两人一组，一个说英语。一个做动作，练习动词现在进行时。,4.,教授新课文：教师出示一幅表述课文内容图画。一边讲解图画，一边检验学生是否了解。讲解后依据图画提问，要求学生回答。,5.,学生两人一组依据图画提问与回答。全班唱一首英语歌结束一课。,27/132,Advantage,Ss correct,pronunciation,and better,oral,skills are developed because no native language is used.,28/132,Disadvantage,1,Major fallacy of Direct Method was belief that second language should be learned in way in which,first language was acquired,-by total 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.,29/132,The Audio-Lingual,Approach,30/132,1,.,Definition,2.Background,3.Theory,4.The principal characteristics,5.Teaching procedure,6.Advantages and disadvantages,31/132,Definition,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 techniques.Mother tongue is discouraged in the classroom,32/132,Background,1.developed in the U.S.during,the Second World War,2.The government commissioned American universities to develop foreign language program,to supply the war,.,Army Specialized Training Programmer,(ASTP),3.The objectives of the programmer were for students to attain,conversational,proficiency,33/132,34/132,Structural Linguistics and Behaviorism,Theoretical base,35/132,1.It features,memorization,of dialogues,pattern drills,and emphasis on pronunciation.,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,36/132,Recognition,Imitation and repetition,3.Pattern drills,4.Follow-up activities,Procedure,37/132,讲授新词与对话（课文）结合：,教师进入课堂后在黑板上画一个女孩（,Sally,）和一个男孩（,John,），在他们后面画一个超级市场入口处。教师用英语介绍情况：他们在超市门口相遇，开始了一段对话（新词用简单图画说明，动词现在进行时包含在对话中）。教师边演出对话边解释语言难点，再让学生听两遍录音。,2.,熟悉课文：教师先与一个学生对话（重复上述课文），然后全班两人一组练习对话（重复课文）。练习完成后请几对学生上讲台对话。,38/132,3.,句型操演：,（,1),教师简单讲解动词现在进行时组成后说，“,Now Sally is talking to John.”,，并给出动词词组：,ask John a few questions,wait for her sister,plan to buy lots of things,要求学生依据动词现在进行时组成做替换练习。,（,2),教师给出主语,Sally,Mary,Cathy,David,Tim,she,he,we,they,等，要求学生做主语替换练习。先单个学生做，再两人一组做并相互检验。,39/132,（,3),用一样方法做动词现在进行时问题和否定形式操演，直到学生能比较熟练地掌握这种句型为止。,4.,听一遍录音后，要求背诵课文对话。,40/132,Advantages,1.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 skills,4.It can improve students,oral,English,.,41/132,Disadvantage,1.,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,42/132,Situational Approach,43/132,1,.,Definition,2.,Background,3.,Theory,4.,The principal characteristics,5.,Teaching procedure,6.,Advantages and disadvantages,44/132,Definition,Situational Approach combines,audio,with,listening,stressed in certain,contexts,auditory perception and,visual perception,combined.,起源于直接法和听说法，它是在听说法基础上，利用,视听,结合伎俩而形成一个教学法,强调在一定,情境,中听觉感知（录音）与视觉（图片影视）感知相结合。,45/132,Situational Language Teaching,developed by British applied linguists in the 1930s to the 1960s,46/132,Background,In the,1950s,situational 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 objective things,combined visual perception and auditory perception.,47/132,It is based on behaviourist cognitive theory.,Theoretical base,48/132,1.It closely combines the foreign language with the,situations.,Meaning,context,situation are given a prominent place.,2.Dialogues in,everyday life,situations are the centre of teaching.,3.The practice techniques consist of,guided,repetition and,substitution,activities.,Characteristics,49/132,move from,controlled,to,free,practice of structures,from,oral,use of sentence patterns to automatic use in speech,reading and writing.,perception,（感知）,:construct picture,bring in situations and shape,representation,s.,comprehension,(,了解,):let students go deep into situations,understanding the text and comprehending the emotion.,practice,(,练习,):Give students a related topic and ask them practice it.,use,(,活用,):Let students use it consciously in their daily life.,Procedure,50/132,Advantages,Modern 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 chosen and arranged in terms of,everyday life,situations,which meet the students needs of communication.,Students can learn,standard,pronunciation and intonation,naturally,.,51/132,Disadvantage,It over-emphasizes the language,form,and ignores the cultivation of,communicative,ability.,It over-stress the,integrate,structure and ignores the,analysis and explanation,of the foreign language.,52/132,Community Language Learning,53/132,1,.,Definition,2.,Background,3.,Theory,4.,The principal characteristics,5.,Teaching procedure,6.,Advantages and disadvantages,54/132,Definition,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.,55/132,Background,Influenced by Carl Rogers humanistic psychology,Curran,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.,56/132,It is based on the theory of,humanism,psychology and,student-centered,education.,Theoretical base,57/132,1.,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.,Teachers become“language counselors”,.,Learning happened in a,harmonious,environment.,4.No competition.NO pressure.,5.Depend on,mother tongue,then transit to the foreign language,.,Characteristics,58/132,社团语言学习法教学实例：,步骤,1,:,学生围坐成圈，教师在圈外等候学生问询。,步骤,2,:,学生甲举手，问教师：我想知道英文怎样说“我喜欢 蓝色”。,教师：,I like blue.,学生甲复述“,I like blue”,，录下学生甲复述。,步骤,3,:,学生乙举手，问：怎么说“我不喜欢蓝色，我喜欢红 色。”,教师：,I dont like blue.I like red.,学生乙复述“,I dont like blue.I like red.”,，录下学生乙复述。,步骤,4,:,其它学生重复以上步骤，录下一定数量对话后，教师将对话抄在黑板上，以此为上课题材，讲解语言知识。,Procedure,59/132,Advantages,Arouse students positivity,Cultivate collaboration spirit,It breaks up the tradition in which teacher is the center,and students reveal their main function.,60/132,Disadvantages,Arbitrary/unsystematic,Impair teachers guidance function,increase teachers burden,Largely depend on teachers ability,61/132,Total Physical Response,62/132,1,.,Definition,2.,Background,3.,Theory,4.,The principal characteristics,5.,Teaching procedure,6.,Advantages and disadvantages,63/132,Definition,TPR(Total Physical Response),is a kind of language teaching method that,combine language with,action,to learn,a language through the body movement.,64/132,Background,It is developed by psychology professor,James J.Asher,at San Jose State University,California in the 1960s.,65/132,1.Psychology“,memory trace,”(,记忆痕迹）,theory.,The more often a memory 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,66/132,1.,Listening,should develop before speaking,2.Students should develop their intellect by,physical response,to language.,3.Teachers dont force students to speak.,Characteristics,67/132,1.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,students act,5.Teacher act without speaking,student speak,6.Check,Procedure,68/132,步骤,1,:,教师在黑板上贴上有不一样动物彩色卡片；,步骤,2:,教师边说“,Point to the little dog.”,边指出卡片上小狗。学生只听不做。,步骤,3:,教师再说“,Point to the golden fish.”,并指出卡片上画金鱼。学生依旧只听不做。,步骤,4:,重复以上步骤，教其它动物名称。,步骤,5:,教师示范多遍后，教师发命令，学生做动作。,步骤,6:,教师能够适当变换方式，比如唱歌做动作等。,（学生了解力到达一定程度后，能够让学生自己下命令，自己做动作。）,69/132,Advantages,1.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 connections in the brain.,70/132,Disadvantages,1.,Abstract,words and sentences can not be explained easily,2.,Accuracy,is not focused,3.Only suitable for,young,students,4.It can be a challenge for,shy,students.,71/132,The Silent Way,72/132,1,.,Definition,2.,Background,3.,Theory,4.,The principal characteristics,5.,Teaching procedure,6.,Advantages and disadvantages,73/132,Definition,Created by,Caleb Gattegn,o,Silent Way is based on the premise that the teacher should be as,silent,as possible in the classroom in order to encourage the learner to produce as,much,la