英语教学法 ppt课件

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英语教学法教程全册配套PPT教学课件

learning this course?
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.

英语教学方法ppt课件

英语教学法流派 Approaches and Methods in Language Teaching
何东方
1
Review The Grammar-Translation Method
Definition: It means to translate from mother tongue to target language.That is to say,the method teaches foreign language with grammar explaination and translation exercise.
电子技术为核心的知识、技术技术密集型产业发展很快。 ➢ 听说法是20世纪40年代末在美国形成的外语教学法。二战期间，美国军
队进驻很多国家，军人急需掌握外语，特别是通过军队外语培训等教学活动，创立了听说法。 ➢ 20世纪60年代末70年代初，随着另一门新兴学科社会语言学的诞生，社会语言学家提出了“交际能力”的概念，在外语教学界引起了强烈的反响，交际教学法学派随即迅速崛起。 ➢ 在交际法的带动下，20世纪70年代还兴起了人文主义教学法，主要包括沉默法（the silent way）、提示法（suggestopedia）、社区式语言学习（community language learning）和全身反应教学法（the total physical response method）等新型的外语教学法。这些教学法的共同特点是强调学生是教学的主体。除了分析学生的需要和学习过程外，还注意学生学习外语的心理特点，努力创造条件，排除学生学习外语时的心理障碍。 4
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外语教学简史
一、500年前，
➢ 15世纪以前，在西欧、拉丁语处于主流地位，不仅用于日常口语

外语教学法主要流派介绍ppt课件

1、功能法产生的时代背景威尔金斯《意念大纲》
（ “Notional Syllabuses”，1978 ）
2、功能法的理论基础 1）语言学理论基础 2）心理学理论基础
3、功能法的基本原则 1）以单元---学分体系组织语言教学 2）以功能意念为纲考虑交际要素 3）教学过程交际化 4）基本目的语和专业目的语兼顾
日常交际完整的交际活动 1、理论基础
1）语言习得理论 2）社会建构理念 3）课程理论
2、教学原则与特点原则： 1）言语、情景真实性 2）形式---功能性 3）任务相依性 4）做中学 5）脚手架
特点： 1）目标 2）教师的输入 3）教学技巧与方式 4）教师角色 5）学生角色 6）评价方式与内容
第二语言教学法的主要流派
一、语法翻译法二、直接法三、听说法四、视听法五、认知法六、自觉实践法七、交际法
（一）全身反应法 (二)咨询法 (三)暗示法 (四)沉默法
一、语法翻译法
• 语法翻译法是以语法为基础用母语来教授外语的一种方法
1、语法翻译法的理论基础 2、语法翻译法的教学原则
1）以语法教学为中心强调系统语法的学习 2）语言材料的内容以突出某种语法形式为准 3）运用学生母语进行课堂教学 4）以阅读和书面翻译为主 3、对语法翻译法的评价
4、对自觉对比法的评价附：自觉实践法
七、认知法（cognitive Approach）
• 按照认知规律 • 调动学生的智力潜能 • 努力发现和掌握语言规则 • 创造性地活用语言 • 一种外语教学法体系 • 又称为认知——符号学习理论
1、认知法产生的背景 2、认知法的理论基础 3roach） 1、视听法产生的时代背景 2、视听法的理论基础
1）语言学理论基础

英语教学法(教学PPT)

picture .This kind of activity can be called
an exercise-task.
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Examples of the tasks
• Listening to a weather forecast and deciding what to wear
• Look at a set of pictures and decide what should be done
• Responsing to a party invitation • Completing a banking application • Describing a photograph of one's family
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The real and unreal tasks in TBLT
• P:Where's the pen ?
3
Definitions of a task
• A task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.Prabhu said.
• Tasks are activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.Willis said.

英语教学法教程PPTunit3

Unit 3 The National English Curriculum
• Objectives:
•l
Get the students to know about the background of
the design of the National English Curriculum.
•l
• Linguistic knowledge: Phonetics;
Vocabulary; Grammar; Functions; Topics
• Language skills: Listening; Speaking;
Reading; Writing
• Cultural awareness: cultural knowledge;
The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.

英语教学法-34页PPT精品文档

很久很久以前，有一棵又高又大的苹果树。一位小男孩，天天到树下来，他爬上去摘苹果吃，在树荫下睡觉。他爱苹果树，苹果树也爱和他一起玩耍。
• Time went by... the little boy had grown up and he no longer played around the tree every day. One day, the boy came back to the tree and he looked sad. "Come and play with me," the tree asked the boy. "I am no longer a kid, I don't play around trees anymore." The boy replied, "I want toys. I need money to buy them.“ "Sorry, but I don't have money...but you can pick all my apples and sell them. So, you will have money." The boy was so excited. He grabbed all the apples on the tree and left happily. The boy never came back after he
picked the apples. The tree was sad.
• 后来，小男孩长大了，不再天天来玩耍。一天他又来到树下，很伤心的样子。苹果树要和他一起玩，男孩说："不行，我不小了，不能再和你玩，我要玩具，可是没钱买。"苹果树说："

英语教学法TBLT.ppt

making a telephone call;
SETTING
PURPOSE
ACTION
TASK
Teacher and Ss Input & output
COMMUNICATIVE
Can you identify the excerise and task?
Role-play a dialogue in the textbook. Read a passage and answer questions. Do a survey to find out the most favorite food in the class. Change sentences into passive voice.
of language for meaningful purposes.
History
1950s: first appeared in the vocational training practices 1975: the Malaysian Communicational Syllabus 1985: the Bangalore Project (Prabhu) 1989: David Nunan offers his definition. 1980s: tasks as SLA research tools (Long and Crookes) 1996:Some of its proponents(e.g. Willis) present it as a logical development of CLT. 1998s:Feez come up the key assumptions of task-based instruction.
TBLT is motivated by a theory of learning The nature of language underlining TBLT

小学英语教学方法PPT教学课件

果能把内容相近、相反或相同的可比性
知识放在一起进行对照、比较，就能帮
助学生把类别性的知识“连接”起来，
使他们在头脑中有一个链条式的记忆锁，
提高小学生进行初步抽象概括思维的能
力。例如在教学Panda这个单词时，可
以就它与学过的器官eye的一个共同属
性———黑白颜色进行归纳总结。这样
教学将关键词Panda、Eye、Black、
过渡。又如在导入Stationeries时，可以
先用汉语告诉学生一个chant“铅笔盒里有
铅笔，铅笔里面有钢笔”，利用学生此
时产生的“？”疑惑感，如此在接下来
的教学中通过展示、教学这三个单词，
使学生恍然大悟，产生一种解疑后的喜
悦感和成就感。
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对比导入
对比导入，即是在教师讲授新课时，如
曲导入动物话题的教学；然后再把歌词
相应地替换成“Teddy Dog，Teddy
Rabbit…”达到在一个轻音乐缭绕的氛围
中导入一项教学内容的目的。
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悬念导入
恰当的悬念是一种兴奋剂。教师在教学
中给学生设下悬念，能勾起学生强烈的
破疑愿望，激起他们寻根探源的欲望，
从而促使学生迈过“信息沟”实现交际
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故事导入
就像每个单元的C部分设置了Story time，以巩
固本单元的内容一样。我们也可以大胆创新，
把它搬家移到一个教学单元的开头。例如对第四单元的Animals的导入设计。在进行A部分教
学时，教师可以以一个农场主的身份介绍 “Look! I have a rabbit．”……同时还为后面的song“Old MacDonald”做了铺垫；而在进行 B部分的导入时，教师又可以改扮成一个动物

英语教学法WritingPPT课件

A tour report A journal Design an advertisement
“between” Which do you prefer: city or country
What can I do to relieve environment pollution?
Does there exit true friendship between man and woman?
Writing for learning:
交际教学法
A Day in the Factory
A Day on the farm
How I spend my weekends Changes in Guangzhou
Consolidating language
Writing for communication: A letter to a pen pal
• (1) writing in the ELT classroom (also as homework) is often seen as a means to consolidate language that is recently studied.
• (2) The students finish the task within the time limit and hand in the final product. The students’ work is evaluated based on the accuracy of the final product.
• Writing in Chinese &Writing in English
• The things we write in reality: letters, journals, notes, instructions, posters, essays, reports, menus, filling forms, answering questionnaires.

小学英语教学法PPT课件

• 讨论：儿童的学习特点是什么？成人和儿童在学习语言方面有什么不同？
• 儿童的学习特点：
1) It's difficult for children to understand verbal instructions to begin with.
2) Children's attention span is very limited.(7-10y, 20mins;1012y,25mins;above 12y, 30mins)
• Recall a very successful English class. What made it successful?
• Discipline problem What are the causes?
• Error corБайду номын сангаасection
Example A • T: What's your name? • S: My name Tom. • T: Oh, good. Your name is Tom. • S:Yes, My name is Tom. • T: Hello, Tom.
• S: Yes, TALL. He's tall.
• T: Very good, Tom.
• When we correct pupils' errors, we have to remember the objectives of correction:
• building pupil's confidence • raising awareness • acknowledge achievement and progress • helping pupils to become more accurate in

《英语教学法》Unit 10 Teaching-Speaking课件

o 5 . Clarifying techniques
o 6 . Cultural and social knowledge
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Teaching model of teaching speaking
o 3P model:
Presentation Practice Production
12
Characteristics of successful speaking tasks
time- constraint.
4
Common features of spoken language (Bygate, 1987)
o Using less complex syntax; o Taking short cuts, e.g. incomplete
sentences; o Using fixed conventional
language they know in order to get
meanings across as effectively as possible .
b. social interaction activities
- - purpose: Learners should pay greater
7 . Interactive model
7
Principles for teaching speaking
o 1 . Balancing accuracy- based with fluencybased practices
o 2 . Contextualising practice o 3 . Personalising practice o 4 . Building up confidence o 5 . Maximazing meaningful interactions o 6 . Helping Ss develop speaking strategies o 7 . Making the best use of classroom

英语教学法Unit6TeachingPronunciation课件

Thetacingofpru
6.3 Aspects of pronunciation
❖ Sounds (48 phonemes: vowels, consonants)
❖ Phonetic symbols
❖ Phonetic rules ( eg. vowel alphabet, cluster of letters)
Some ideas about the goal of teaching pronunciation:
1. our goal is not to require Ss to have a native-like pronunciation due to 3 reasons:
❖ A. critical period (Benneberg 1967) ❖ B. the amount of exposure to English ❖ C. the physiological differences Can you think of some more reasons?
Tonguetwisr:Shla
1．上唇(upper lip) 2．下唇(lower lip) 3．上齿(upper teeth) 4．下齿(lower teeth) 5．齿龈(alveolar ridge) 6．硬腭(hard palate) 7．软腭(soft palate) 8．小舌(uvula) 9．舌尖(tip of the tongue) 10．舌前部(front of the
Which do you agree more?
❖ 1. Pronunciation is of great importance. If a child cannot learn correct pronunciation at the beginning, he/she will not learn correct English well.

英语教学法-直接法-direct-methodPPT优秀课件

for the development of teaching method,
which systematically discussed about The
202D1/i5/r26ect Method.
4
It was established in Germany and France it the late 1800s and contrasts with the Grammar Translation Method and other traditional approaches. It became widely known in America through its use by Sauveur and Berlitz in successful commercial language school. It faded in the early 1900s.
2. Question and answer exercise. (asking questions in target language and having students answer in full se ntences)
3. Error correction
(students are allowed to correct their
3. Oral communication skills were
built up in a carefully graded
progression organized around
question-and-answer exchanges between
teachers and students in small,
6. Dictation (It is used as a means to reinforce and test what the students26