英语教学法流派英语市公开课一等奖百校联赛获奖课件.pptx

英语教学法流派英语教学法流派Approaches and Methods in Language Teaching主讲：郑丽君主讲：郑丽君外国语学院外国语学院第1页lTraditionalApproachlStructuralistApproachlHumanisticApproachlDevelopmentofCommunicativeApproach:Grammar-Translation MethodDirect MethodSituational ApproachAudiolingual ApproachCommunity Language LearningTotal Physical ResponseThe Silent Way SuggestopediaCommunicative Language TeachingTask-Based Language TeachingContent-Based InstructionOverview of ELT Methodology第2页Grammar-TranslationMethod第3页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第4页lTheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.Definition：第5页uItwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.uInthe16thcentury，grammaranalysisbecamethebasicwayinforeignlanguageteachinginEurope.uUntilthe19thcentury,grammartranslationmethodbecamewidelyapprovedandusedinthewholeworld.Background第6页1.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeansofdevelopmentmentality.2.Grammarisregardedasthecoreoflanguage,grammaristhemaincontentinclassroom.Theoreticalbase第7页3.Thelanguagewasregardedasabodyofesteemedknowledgetobelearnedwithanemphasisonintellectualrigor.第8页1.Thefocusonclassroomisteachingandpracticesofgrammarofthetargetlanguage.2.Languageskillsareemphasizedreadingandwritingbutlittleornosystematicattentionispaidtospeakingandlistening.3.Thenativelanguageisoverused.Thereislittleuseofthetargetlanguage.4.theteacheremphasizesaccuracyratherthanfluency.Characteristics第9页1.复习复习：默写单词；个别与集体背诵上一课课文第几段：默写单词；个别与集体背诵上一课课文第几段等等。等等。2.教授新词教授新词：教师课前将本课新词英语、音标和汉语解：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。生说英语单词，或反之。3.讲授语法讲授语法（规则动词现在进行时）：教师讲解动词当（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。现在进行时。Procedure第10页4.讲解课文讲解课文：教师逐句念课文，要求学生分析：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。语法与翻译成汉语。教师随时纠正学生错误。5.巩固新课巩固新课：学生跟教师逐句朗诵课文后，教师：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。依据课文提问，学生按课文内容回答。6.布置作业布置作业：拼写单词；语法填空；背诵某段课：拼写单词；语法填空；背诵某段课文。文。第11页Advantages1.Itcanhelpstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.2.Itcanfosterstudentsabilityofreadingcomprehensionandproducinggrammaticallycorrectsentencesanddevelopstudentsabilityofanalyzingandsolvingproblems.第16页3.TheGrammar-Translationmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.第17页Disadvantagel1.Themethodbydefinitionhasaverylimitedscopeofobjectives.l2.Throughgrammartranslation,studentslackedanactiveroleintheclassroom.第18页ThedirectMethod第19页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第20页DefinitionTheDirectMethodisthelearningoflanguageinarelevantsetting.Notranslationisallowed.Meaningistobeconveyeddirectlyintothesecondlanguagethroughdemonstrationandvisualaids.第21页BackgroundlInthelate19thcenturyinEurope,foreconomicdevelopment,thecommunicationamongnationsbecamemorefrequent.Foreignlanguagelearningwashighlydemanded.Oralcommunicationbecamethemaingoalofforeignlanguageteaching.lItwasdevelopedasaresponsetotheGrammar-Translationmethod.lOneoftherevolutionistswasFrancoisGouin.第22页lUsethenaturalwaytocommunicate,likeababylearningitsmothertongue.lThelearningofgrammar/translatingskillsshouldbeavoidedbecausetheyinvolvetheapplicationoftheMT.Theoreticalbase第23页1.Classroominstructionwasconductedexclusivelyinthetargetlanguage.2.Onlyeverydayvocabularyandsentencesweretaught.3.Grammarwastaughtinductively.4.Newteachingpointswereintroducedorally.5.Concretevocabularyistaughtthroughdemonstration,objects,andpictures.Abstractvocabularyistaughtbyassociationofideas.6.Thelearnerisactivelyinvolvedinusingthelanguageinrealisticeverydaysituations.7.Studentsareencouragedtothinkinthetargetlanguage.Characteristics第24页1.讲授新词讲授新词：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第25页lT:Zhang,pleasestandup.(AfterZhangstoodup.)lT:(Totheclass):NowZhangisstanding,butyouareallsitting.lT:(ToZhang):Zhang,pleasegotothedoor.lT:(Totheclass,whileZhangiswalkingtothedoor):NowZhangiswalkingtothedoor.第26页用不一样动词做了类似练习后，教师总结规则与不规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则动词现在分词改变规律及动词现在进行时组成与意义。义。3.依据教师示范，学生两人一组，一个说英语。一个做依据教师示范，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。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。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。语歌结束一课。第27页AdvantagelSscorrectpronunciationandbetteroralskillsaredevelopedbecausenonativelanguageisused.第28页Disadvantage1MajorfallacyofDirectMethodwasbeliefthatsecondlanguageshouldbelearnedinwayinwhichfirstlanguagewasacquired-bytotalimmersiontechnique.Butobviouslyfarlesstimeandopportunityinschools,comparedwithsmallchildlearninghismothertongue.2Ittakesmuchtimeforteacherstoexplaincomplicatedwords.第29页TheAudio-LingualApproach第30页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第31页DefinitionlItemphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.Mothertongueisdiscouragedintheclassroom第32页Background1.developedintheU.S.duringtheSecondWorldWar2.ThegovernmentcommissionedAmericanuniversitiestodevelopforeignlanguageprogramtosupplythewar.ArmySpecializedTrainingProgrammer(ASTP)3.Theobjectivesoftheprogrammerwereforstudentstoattainconversationalproficiency第33页第34页StructuralLinguisticsandBehaviorismTheoreticalbase第35页1.Itfeaturesmemorizationofdialogues,patterndrills,andemphasisonpronunciation.2.Itemphasizestransformpracticeandrepeatedpractice,forminglanguagehabits.3.Foreignlanguageteachingshouldasfaraspossiblereducingorlimitingnativelanguageinterference.4.Electronicteachingmethodiswidelyused.Characteristics第36页1.Recognition2.Imitationandrepetition3.Patterndrills4.Follow-upactivitiesProcedure第37页1.讲授新词与对话（课文）结合：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（教师进入课堂后在黑板上画一个女孩（Sally）和一个男孩）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），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。释语言难点，再让学生听两遍录音。2.熟悉课文：熟悉课文：教师先与一个学生对话（重复上述课文），然后全班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。对话。第38页3.句型操演：句型操演：（1)教师简单讲解动词现在进行时组成后说，教师简单讲解动词现在进行时组成后说，“NowSallyistalkingtoJohn.”，并给出动词词组：，并给出动词词组：askJohnafewquestions,waitforhersister,plantobuylotsofthings要求学生依据动词现在进行时组要求学生依据动词现在进行时组成做替换练习。成做替换练习。（2)教师给出主语教师给出主语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。单个学生做，再两人一组做并相互检验。第39页（3)用一样方法做动词现在进行时问题和否定形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式操演，直到学生能比较熟练地掌握这种句型为止。为止。4.听一遍录音后，要求背诵课文对话。听一遍录音后，要求背诵课文对话。第40页Advantages1.Makinglanguageteachingpossibletolargegroupsoflearners2.Developingsimpletechniquesandmakinguseoflanguagelab3.Developingtheseparationofthelanguageskills4.ItcanimprovestudentsoralEnglish.第41页Disadvantage1.Boredomcausedbyendlesspatterndrills,makemostofthestudentsloseinterestinlearningEnglish2.Learnershavinglittlecontrolovertheirlearning3.nolanguageenvironmenttostudy第42页SituationalApproach第43页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第44页DefinitionSituationalApproachcombinesaudiowithlistening,stressedincertaincontextsauditoryperceptionandvisualperceptioncombined.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。第45页SituationalLanguageTeachingdevelopedbyBritishappliedlinguistsinthe1930stothe1960s第46页BackgroundlInthe1950ssituationalapproachproducedinFrance.lAlongwiththerapiddevelopmentofmassmediatools,foreignlanguageteachingwidelyusedbroadcast,movie,videotape,recordandsoon.Namelyusingmodernequipmentconnectlanguageandimagetosetupthedirectconnectionbetweenforeignlanguageandobjectivethings,combinedvisualperceptionandauditoryperception.第47页Itisbasedonbehaviouristcognitivetheory.Theoreticalbase第48页1.Itcloselycombinestheforeignlanguagewiththesituations.Meaning,context,situationaregivenaprominentplace.2.Dialoguesineverydaylifesituationsarethecentreofteaching.3.Thepracticetechniquesconsistofguidedrepetitionandsubstitutionactivities.Characteristics第49页movefromcontrolledtofreepracticeofstructures,fromoraluseofsentencepatternstoautomaticuseinspeech,readingandwriting.lperception（感知）:constructpicture,bringinsituationsandshaperepresentations.lcomprehension(了解):letstudentsgodeepintosituations,understandingthetextandcomprehendingtheemotion.lpractice(练习):Givestudentsarelatedtopicandaskthempracticeit.luse(活用):Letstudentsuseitconsciouslyintheirdailylife.Procedure第50页Advantages1.Moderntechnologicalequipmentofsound,lightandelectricityhasbeenwidelyusedinteachingtomakeanorganiccombinationoflanguageandimage.2.Thelanguagematerialsarechosenandarrangedintermsofeverydaylifesituations,whichmeetthestudentsneedsofcommunication.3.Studentscanlearnstandardpronunciationandintonationnaturally.第51页DisadvantageItover-emphasizesthelanguageformandignoresthecultivationofcommunicativeability.Itover-stresstheintegratestructureandignorestheanalysisandexplanationoftheforeignlanguage.第52页CommunityLanguageLearning第53页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第54页DefinitionCommunityLanguageLearningdrawsonthecounselingmetaphortoredefinetherolesoftheteacher(the counselor)andlearners(the clients)inthelanguageclassroom.第55页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.第56页Itisbasedonthetheoryofhumanismpsychologyandstudent-centerededucation.Theoreticalbase第57页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第58页社团语言学习法教学实例：社团语言学习法教学实例：步骤步骤1:学生围坐成圈，教师在圈外等候学生问询。学生围坐成圈，教师在圈外等候学生问询。步骤步骤2:学生甲举手，问教师：我想知道英文怎样说学生甲举手，问教师：我想知道英文怎样说“我喜欢我喜欢蓝色蓝色”。教师：教师：Ilikeblue.学生甲复述学生甲复述“Ilikeblue”，录下学生甲复述。，录下学生甲复述。步骤步骤3:学生乙举手，问：怎么说学生乙举手，问：怎么说“我不喜欢蓝色，我喜欢红我不喜欢蓝色，我喜欢红色。色。”教师：教师：Idontlikeblue.Ilikered.学生乙复述学生乙复述“Idontlikeblue.Ilikered.”，录下学生乙复，录下学生乙复述。述。步骤步骤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。在黑板上，以此为上课题材，讲解语言知识。Procedure第59页AdvantageslArousestudentspositivitylCultivatecollaborationspiritlItbreaksupthetraditioninwhichteacheristhecenter,andstudentsrevealtheirmainfunction.第60页DisadvantageslArbitrary/unsystematiclImpairteachersguidancefunction,increaseteachersburdenlLargelydependonteachersability第61页TotalPhysicalResponse第62页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第63页DefinitionlTPR(TotalPhysicalResponse)isakindoflanguageteachingmethodthatcombinelanguagewithactiontolearnalanguagethroughthebodymovement.第64页BackgroundlItisdevelopedbypsychologyprofessorJamesJ.AsheratSanJoseStateUniversity,Californiainthe1960s.第65页1.Psychology“memorytrace”(记忆记忆痕迹）痕迹）theory.Themoreoftenamemoryconnectionistraced,thestrongerthememorywillbe.2.Humanbrainhasabiologicalprogramusedtoacquireanynaturallanguageonearth.Theoreticalbase第66页1.Listeningshoulddevelopbeforespeaking2.Studentsshoulddeveloptheirintellectbyphysicalresponsetolanguage.3.Teachersdontforcestudentstospeak.Characteristics第67页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 act5.Teacher act without speaking,student speak 6.CheckProcedure第68页步骤步骤1:教师在黑板上贴上有不一样动物彩色卡片；教师在黑板上贴上有不一样动物彩色卡片；步骤步骤2:教师边说教师边说“Pointtothelittledog.”边指出卡片上小狗。学生边指出卡片上小狗。学生只听不做。只听不做。步骤步骤3:教师再说教师再说“Pointtothegoldenfish.”并指出卡片上画金鱼。并指出卡片上画金鱼。学生依旧只听不做。学生依旧只听不做。步骤步骤4:重复以上步骤，教其它动物名称。重复以上步骤，教其它动物名称。步骤步骤5:教师示范多遍后，教师发命令，学生做动作。教师示范多遍后，教师发命令，学生做动作。步骤步骤6:教师能够适当变换方式，比如唱歌做动作等。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。（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。）第69页Advantages1.Itisfunandeasy.2.Itisgoodforlearnerswhoneedtobeactiveintheclass.3.Attractstudentstotakepartintheenvironmentandremovetheirnervous.4.Itismemorable.Actionshelpstrengthentheconnectionsinthebrain.第70页Disadvantages1.Abstractwordsandsentencescannotbeexplainedeasily2.Accuracyisnotfocused3.Onlysuitableforyoungstudents4.Itcanbeachallengeforshystudents.第71页TheSilentWay第72页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第73页DefinitionCreatedbyCalebGattegno,SilentWayisbasedonthepremisethattheteachershouldbeassilentaspossibleintheclassroominordertoencouragethelearnertoproduceasmuchlanguageaspossible.Theobjectiveisforstudentstoworkasautonomouslanguagelearners.第74页Background1.CalebGattegnofounded1.CalebGattegnofoundedThe Silent WayThe Silent Wayasaasamethodforlanguagelearningintheearly70s,methodforlanguagelearningintheearly70s,sharingmanyofthesameessentialprinciplesasthesharingmanyofthesameessentialprinciplesasthecognitivecodeandmakinggooduseofthetheoriescognitivecodeandmakinggooduseofthetheoriesunderlyingunderlyingdiscoverydiscoverylearning.learning.2.2.Basicprinciple:Basicprinciple:TeachingshouldbesubordinatedTeachingshouldbesubordinatedtolearning.Teachingtolearning.Teachingistoistoserveservelearningprocesslearningprocessratherthantoratherthantodominatedominateit.it.第75页DiscoverratherthanremembersorrepeatAidedbyphysicalobjectsProblem-solvingfocusedTheoreticalbase第76页lThemostprominentcharacteristicofthemethodwasthattheteachertypicallystayedsilentmostofthetime,aspartofhis/herroleasfacilitator帮助者andstimulator.Characteristics第77页TeachingProcedurelTeachermodelsaword,phrase,orsentenceandthenelicitslearnerresponses.lLearnersthengoontocreatetheirownutterancesbyputtingtogetheroldandnewinformation.lCharts,rods,andotheraidsmaybeusedtoelicitlearnerresponses.lTeachermodelingisminimal,althoughmuchoftheactivitymaybeteacherdirected.第78页Advantages1.respect the individual and an awareness of the individuals extraordinary cognitive powers2.It encourages learners both to listen more carefully and then to experiment with their own production of the utterance.第79页Disadvantages1.Highdemandforteachers2.Lackofrealcommunicationintheapproach,withonlyhighlymotivatedlearnersbeingabletogeneraterealcommunication.第80页Suggestopedia第81页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第