英语教学法流派英语省公共课一等奖全国赛课获奖课件.pptx

Schools of English Teaching Methodology第1页TraditionalApproachStructuralistApproachHumanisticApproachDevelopmentofCommunicativeApproach: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TheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.Definition：第5页翻译法也叫语法翻译法翻译法也叫语法翻译法(Grammar-(Grammar-Translation Method)Translation Method)、阅读阅读法法(Reading(Reading Method)Method)、古典法、古典法(Classical Method)(Classical Method)。翻译法最早是在欧洲用来教授古典语言希翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语外语教学方法，到腊语和拉丁语外语教学方法，到1818世纪末世纪末和和1919世纪中期开始被用来教授当代语言。世纪中期开始被用来教授当代语言。翻译法教学目标是培养学生阅读外国文学翻译法教学目标是培养学生阅读外国文学作品能力和模仿范文进行写作能力。其突作品能力和模仿范文进行写作能力。其突出特点是：教师用母语讲课，讲课重点是出特点是：教师用母语讲课，讲课重点是讲解与分析句子成份和语音、词汇改变与讲解与分析句子成份和语音、词汇改变与语法规则。语法规则。第6页uItwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.uInthe16thcentury，grammaranalysisbecamethebasicwayinforeignlanguageteachinginEurope.uUntilthe19thcentury,grammartranslationmethodbecamewidelyapprovedandusedinthewholeworld.Background第7页1.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeansofdevelopmentmentality.2.Grammarisregardedasthecoreoflanguage,grammaristhemaincontentinclassroom.3.Thelanguagewasregardedasabodyofesteemedknowledgetobelearnedwithanemphasisonintellectualrigor.Theoreticalbase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：默写单词；个别与集体背诵上一课课文第几段等等。几段等等。2.教授新词教授新词：教师课前将本课新词英语、音标和汉：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。师说汉语，学生说英语单词，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（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。分词，再变成现在进行时。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：教师逐句念课文，要求学生分析语法与翻译成汉语。教师随时纠正学生析语法与翻译成汉语。教师随时纠正学生错误。错误。5.巩固新课巩固新课：学生跟教师逐句朗诵课文后，：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。教师依据课文提问，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：拼写单词；语法填空；背诵某段课文。段课文。第11页Advantages1.Itcanhelpstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.2.Itcanfosterstudentsabilityofreadingcomprehensionandproducinggrammaticallycorrectsentencesanddevelopstudentsabilityofanalyzingandsolvingproblems.第16页3.TheGrammar-Translationmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.第17页Disadvantage1.Themethodbydefinitionhasaverylimitedscopeofobjectives.2.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BackgroundInthelate19thcenturyinEurope,foreconomicdevelopment,thecommunicationamongnationsbecamemorefrequent.Foreignlanguagelearningwashighlydemanded.Oralcommunicationbecamethemaingoalofforeignlanguageteaching.ItwasdevelopedasaresponsetotheGrammar-Translationmethod.第22页直接法是在直接法是在1919世纪后半叶作为语法翻译世纪后半叶作为语法翻译法对立物在西欧出现，法对立物在西欧出现，主要代表人物是贝力兹（主要代表人物是贝力兹（M.D.BerlitzM.D.Berlitz）、）、艾盖尔特（艾盖尔特（B.EggertB.Eggert）和帕默）和帕默（H.E.PalmerH.E.Palmer）。）。直接法也叫自然法直接法也叫自然法(Natural Method)(Natural Method)、心、心理法理法(Psychological Method)(Psychological Method)、口语口语法法(Oral Method)(Oral Method)、改良法、改良法(Reformed(Reformed Method)Method)第23页Usethenaturalwaytocommunicate,likeababylearningitsmothertongue.Thelearningofgrammar/translatingskillsshouldbeavoidedbecausetheyinvolvetheapplicationoftheMT.Theoreticalbase第24页1.Classroominstructionwasconductedexclusivelyinthetargetlanguage.2.Onlyeverydayvocabularyandsentencesweretaught.3.Grammarwastaughtinductively.4.Newteachingpointswereintroducedorally.5.Concretevocabularyistaughtthroughdemonstration,objects,andpictures.Abstractvocabularyistaughtbyassociationofideas.6.Thelearnerisactivelyinvolvedinusingthelanguageinrealisticeverydaysituations.7.Studentsareencouragedtothinkinthetargetlanguage.Characteristics第25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26页T:Zhang,pleasestandup.(AfterZhangstoodup.)T:(Totheclass):NowZhangisstanding,butyouareallsitting.T:(ToZhang):Zhang,pleasegotothedoor.T:(Totheclass,whileZhangiswalkingtothedoor):NowZhangiswalkingtothedoor.第27页用不一样动词做了类似练习后，教师总结规则与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。组成与意义。3.依据教师示范，学生两人一组，一个说英语。一依据教师示范，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。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。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。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。英语歌结束一课。第28页AdvantageSscorrectpronunciationandbetteroralskillsaredevelopedbecausenonativelanguageisused.第29页Disadvantage1MajorfallacyofDirectMethodwasbeliefthatsecondlanguageshouldbelearnedinwayinwhichfirstlanguagewasacquired-bytotalimmersiontechnique.Butobviouslyfarlesstimeandopportunityinschools,comparedwithsmallchildlearninghismothertongue.2Ittakesmuchtimeforteacherstoexplaincomplicatedwords.第30页TheAudio-LingualApproach第31页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第32页DefinitionItemphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.Mothertongueisdiscouragedintheclassroom第33页Background1.developedintheU.S.duringtheSecondWorldWar2.ThegovernmentcommissionedAmericanuniversitiestodevelopforeignlanguageprogramtosupplythewar.ArmySpecializedTrainingProgrammer(ASTP)3.Theobjectivesoftheprogrammerwereforstudentstoattainconversationalproficiency第34页第35页StructuralLinguisticsandBehaviorismTheoreticalbase第36页1.Itfeaturesmemorizationofdialogues,patterndrills,andemphasisonpronunciation.2.Itemphasizestransformpracticeandrepeatedpractice,forminglanguagehabits.3.Foreignlanguageteachingshouldasfaraspossiblereducingorlimitingnativelanguageinterference.4.Electronicteachingmethodiswidelyused.Characteristics第37页1.Recognition2.Imitationandrepetition3.Patterndrills4.Follow-upactivitiesProcedure第38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）和一个男孩（孩（John），在他们后面画一个超级市场入口处。教师），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，再让学生听两中）。教师边演出对话边解释语言难点，再让学生听两遍录音。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），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。请几对学生上讲台对话。第39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，并给出动词词组：组：askJohnafewquestions,waitforhersister,plantobuylotsofthings要求学生依要求学生依据动词现在进行时组成做替换练习。据动词现在进行时组成做替换练习。（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。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。先单个学生做，再两人一组做并相互检验。第40页（3)用一样方法做动词现在进行时问题和否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定形式操演，直到学生能比较熟练地掌握这种句型为止。这种句型为止。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41页Advantages1.Makinglanguageteachingpossibletolargegroupsoflearners2.Developingsimpletechniquesandmakinguseoflanguagelab3.Developingtheseparationofthelanguageskills4.ItcanimprovestudentsoralEnglish.第42页Disadvantage1.Boredomcausedbyendlesspatterndrills,makemostofthestudentsloseinterestinlearningEnglish2.Learnershavinglittlecontrolovertheirlearning3.nolanguageenvironmenttostudy第43页SituationalApproach第44页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第45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46页SituationalLanguageTeachingdevelopedbyBritishappliedlinguistsinthe1930stothe1960s第47页BackgroundInthe1950ssituationalapproachproducedinFrance.Alongwiththerapiddevelopmentofmassmediatools,foreignlanguageteachingwidelyusedbroadcast,movie,videotape,recordandsoon.Namelyusingmodernequipmentconnectlanguageandimagetosetupthedirectconnectionbetweenforeignlanguageandobjectivethings,combinedvisualperceptionandauditoryperception.第48页Itisbasedonbehaviouristcognitivetheory.Theoreticalbase第49页1.Itcloselycombinestheforeignlanguagewiththesituations.Meaning,context,situationaregivenaprominentplace.2.Dialoguesineverydaylifesituationsarethecentreofteaching.3.Thepracticetechniquesconsistofguidedrepetitionandsubstitutionactivities.Characteristics第50页movefromcontrolledtofreepracticeofstructures,fromoraluseofsentencepatternstoautomaticuseinspeech,readingandwriting.perception（感知）:constructpicture,prehension(了解):letstudentsgodeepintosituations,understandingthetextandcomprehendingtheemotion.practice(练习):Givestudentsarelatedtopicandaskthempracticeit.use(活用):Letstudentsuseitconsciouslyintheirdailylife.Procedure第51页Advantages1.Moderntechnologicalequipmentofsound,lightandelectricityhasbeenwidelyusedinteachingtomakeanorganiccombinationoflanguageandimage.2.Thelanguagematerialsarechosenandarrangedintermsofeverydaylifesituations,whichmeetthestudentsneedsofcommunication.3.Studentscanlearnstandardpronunciationandintonationnaturally.第52页DisadvantageItover-emphasizesthelanguageformandignoresthecultivationofcommunicativeability.Itover-stresstheintegratestructureandignorestheanalysisandexplanationoftheforeignlanguage.第53页CommunityLanguageLearning第54页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第55页DefinitionCommunityLanguageLearningdrawsonthecounselingmetaphortoredefinetherolesoftheteacher(the counselor)andlearners(the clients)inthelanguageclassroom.第56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57页Itisbasedonthetheoryofhumanismpsychologyandstudent-centerededucation.Theoreticalbase第58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59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，录下学生乙复述。生乙复述。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。将对话抄在黑板上，以此为上课题材，讲解语言知识。Procedure第60页AdvantagesArousestudentspositivityCultivatecollaborationspiritItbreaksupthetraditioninwhichteacheristhecenter,andstudentsrevealtheirmainfunction.第61页DisadvantagesArbitrary/unsystematicImpairteachersguidancefunction,increaseteachersburdenLargelydependonteachersability第62页TotalPhysicalResponse第63页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第64页DefinitionTPR(TotalPhysicalResponse)isakindoflanguageteachingmethodthatcombinelanguagewithactiontolearnalanguagethroughthebodymovement.第65页BackgroundItisdevelopedbypsychologyprofessorJamesJ.AsheratSanJoseStateUniversity,Californiainthe1960s.第66页1.Psychology“memorytrace”(记忆记忆痕迹）痕迹）theory.Themoreoftenamemoryconnectionistraced,thestrongerthememorywillbe.2.Humanbrainhasabiologicalprogramusedtoacquireanynaturallanguageonearth.Theoreticalbase第67页1.Listeningshoulddevelopbeforespeaking2.Studentsshoulddeveloptheirintellectbyphysicalresponsetolanguage.3.Teachersdontforcestudentstospeak.Characteristics第68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69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.”边指出卡片上小边指出卡片上小狗。学生只听不做。狗。学生只听不做。步骤步骤3:教师再说教师再说“Pointtothegoldenfish.”并指出卡片上并指出卡片上画金鱼。学生依旧只听不做。画金鱼。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（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。）己做动作。）第70页Advantages1.Itisfunandeasy.2.Itisgoodforlearnerswhoneedtobeactiveintheclass.3.Attractstudentstotakepartintheenvironmentandremovetheirnervous.4.Itismemorable.Actionshelpstrengthentheconnectionsinthebrain.第71页Disadvantages1.Abstractwordsandsentencescannotbeexplainedeasily2.Accuracyisnotfocused3.Onlysuitableforyoungstudents4.Itcanbeachallengeforshystudents.第72页TheSilentWay第73页1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages第74页DefinitionCreatedbyCalebGattegno,SilentWayisbasedonthepremisethattheteachershouldbeassilentaspossibleintheclassroominordertoencouragethelearnertoproduceasmuchlanguageaspossible.Theobjectiveisforstudentstoworkasautonomouslanguagelearners.第75页Background1.CalebGattegnofounded1.CalebGattegnofoundedThe Silent WayThe Silent Wayasaasamethodforlanguagelearningintheearly70s,methodforlanguagelearningintheearly70s,sharingmanyofthesameessentialprinciplessharingmanyofthesameessentialprinciplesasthecognitivecodeandmakinggooduseofasthecognitivecodeandmakinggooduseofthetheoriesunderlyingthetheoriesunderlyingdiscoverydiscoverylearning.learning.2.2.Basicprinciple:Basicprinciple:TeachingshouldbeTeachingshouldbesubordinatedtolearning.Teachingsubordinatedtolearning.Teachingistoistoserveservelearningprocessratherthantolearningprocessratherthantodominatedominate it.it.第76页DiscoverratherthanremembersorrepeatAidedbyphysicalobjectsProblem-solvingfocusedTheoreticalbase第77页Themostprominentcharacteristicofthemethodwasthattheteachertypicallystayedsilentmostofthetime,aspartofhis/herroleasfacilitatorandstimulator.Characteristics第78页TeachingProcedureTeachermodelsaword,phrase,orsentenceandthenelicitslearnerresponses.Learnersthengoontocreatetheirownutterancesbyputtingtogetheroldandnewinformation.Charts,rods,andotheraidsmaybeused