英语教学基本理论.ppt
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英语教学基本理念和发展方向
初中英语教学
更要富有朝气和活力。充分运用唱 歌、角色扮演、游戏活动，适当设计 任务活动，引入口试。低年级也可运 用TPR教学。
高中英语教学
复习、梳理、整合初中知识 人人张口说英语，引入口试 加强听力练习，引入听写 大量阅读，天天读 加强写作，每周一篇
语法的处理
Larsen-Freeman（2019）提出了语法技能 (grammaring)的概念，教师应当选用合适 的教学方法，在语境中教授语法。 Grammaring 不单指语法形式，而是指准 确、达意、适当地应用语法的技能。
基础实：知识、技能、能力 技能全：听、说、读、写、译 步骤细：步步为营 环环相扣 重情感：师生和谐 生生和谐 重整合：教学理论 教学内容
教学目标 教学方法 教学手段 教学情境
三、中学英语教学发展方向
英语教学本土化 突出口语表达力 提升教师语言力
（能者为师 同伴互助 自学为主）
任务型教学法是交际法的一个发展
非交际学习 前交际学习练习 （关注形式） （形式>意义） Exercises Enabling tasks （Form-focused tasks）
交际语言练习 结构化交际 真实交际 （形式=意义） （形式<意义） （关注意义）
Tasks Communication tasks (Meaning-focused tasks)
中学英语教学基本理念和发展方向
（2019-07-21 北京）
中央教育科学研究所
（邮编：100088）
张志远
Email: zhangzhiyuan21cn
一、中学英语教学基本理念 二、中学英语教学设计思路 三、中学英语教学发展方向 四、中学英语教学若干要素 五、中学英语教师专业发展 六、中学英语教师教育研究
中小学英语教师培训 教学课件【优质PPT】
日常生活主题 ❖ 缺点：….
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三、外语教学法简介
❖5. Total Physical Response (20C60年代初美国，
盛行于20C70年代)—by James T. Asher
❖ 特点：通过全身动作教授外语的方法
❖
适合低年级或语言学习的初级阶段
❖ 不足：难以表达虚词含义
❖ 核心：以学生为中心，强调学生对知识的主动探 索，主动发现和对所学知识意义的主动建构；
❖ 建构主义教学方法：支架式教学（Scaffolding instruction）
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（三）语言学对语言学习的影响
❖区分：Acquisition: Mother language / L1,L2
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三、外语教学法简介
❖ 7. Task-based Language Teaching Approach (20C80年 代兴起)
❖ 指教师通过引导语言学习者在课堂上完成任务来进行的教 学。
❖ 强调“在做中学” (Learning by doing)，交际教学法的发 展
❖ 操作过程：任务前、任务中、任务后
2. 四种二语习得理论
❖ (1) 中介语理论（Interlanguage） by Selinker
❖
ML
TL
❖
Chinglish
❖ mother language
target language
❖
❖ 中介语是介于母语与目标语之间的一种语言
❖ 母语的干扰：Transfer（迁移）
❖ 包括： Positive transfer（正迁移）（母语帮助目标语）
6
2021/5/27
21
三、外语教学法简介
❖5. Total Physical Response (20C60年代初美国，
盛行于20C70年代)—by James T. Asher
❖ 特点：通过全身动作教授外语的方法
❖
适合低年级或语言学习的初级阶段
❖ 不足：难以表达虚词含义
❖ 核心：以学生为中心，强调学生对知识的主动探 索，主动发现和对所学知识意义的主动建构；
❖ 建构主义教学方法：支架式教学（Scaffolding instruction）
2021/5/27
13
（三）语言学对语言学习的影响
❖区分：Acquisition: Mother language / L1,L2
2021/5/27
23
三、外语教学法简介
❖ 7. Task-based Language Teaching Approach (20C80年 代兴起)
❖ 指教师通过引导语言学习者在课堂上完成任务来进行的教 学。
❖ 强调“在做中学” (Learning by doing)，交际教学法的发 展
❖ 操作过程：任务前、任务中、任务后
2. 四种二语习得理论
❖ (1) 中介语理论（Interlanguage） by Selinker
❖
ML
TL
❖
Chinglish
❖ mother language
target language
❖
❖ 中介语是介于母语与目标语之间的一种语言
❖ 母语的干扰：Transfer（迁移）
❖ 包括： Positive transfer（正迁移）（母语帮助目标语）
6
英语教学法 PPT Unit+2+CLT
Designing tasks
• When designing a task, think about the following questions: • 1. what is the purpose of the task? 2.what is the content of the task? 3. how is the task to be carried out? 4. In what situation is the task to be carried out? • Specific steps: • 1. take into account the students’ needs, interests, and abilities. • 2.Brainstorm possible tasks • 3.evaluate the list • 4. choose the language items • 5.preparing materials
Classification of communicative activities
• Functional communicative activities: 1)indentifying 2)discovering 3)following 4)reconstructing 5)pooling • Social interactional activities: 1)roleplaying 2)simulation activity 3)discussion 4) debate 5)interview 6) improvisation
Exercise, exercise-task and task exerciseExercise -focus on language items
英语教学法教程(课堂PPT)
• The structural view sees language as a linguistic system. (Language is a system of structuring related elements to code meaning, for example, grammar. Rf. A Course for ELT)
Method (the listen and repeat drills)
– Language is learned by constant repetition and reinforcement of the teacher
– Mistakes were immediately corrected
对语言教学本质的理解及其对教学实践的影响
9
Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
10
The Structural View
•
words
•
morphemes（词素）
• (the smallest meaningful unit)
•
phonemes（音素，音位）
• (the smallest unit)
13
The purpose of language learning
• To learn a language means to learn these structural items so as to be able to understand and produce language.
Method (the listen and repeat drills)
– Language is learned by constant repetition and reinforcement of the teacher
– Mistakes were immediately corrected
对语言教学本质的理解及其对教学实践的影响
9
Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
10
The Structural View
•
words
•
morphemes（词素）
• (the smallest meaningful unit)
•
phonemes（音素，音位）
• (the smallest unit)
13
The purpose of language learning
• To learn a language means to learn these structural items so as to be able to understand and produce language.
英语教学法教程PPTunit7
If we spend a lot of time on pronunciation exercises, student interest may dwindle. So, teachers should move on to something else when pronunciation exercises no longer produce noticeable progress. Five to ten minutes of class time per meeting for as long as the need and willingness of the students last — this is a golden rule. (Bowen, 1985).
7. Stress and intonation are not important for beginning learners.
8. Students should learn Received Pronunciation (RP).
9. Stress in pronunciation is sometimes as important as grammar.
3. Students need to know phonetics in order to learn English. Factors that decide whether
4. Poor pronuncipartioonnumncaiyatcioanusneeperdosbslpeemcsiafloarttthenetlieoanr:ning of other skills.
Production practice
Listen and repeat Fill in the blanks.
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.
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.
英语教学理论与方法
Disadvantage: If students only listen without actual language communication, it may lead to a lack of oral expression ability.
Communicative approach
The communicative approach focuses on cultivating students' practical communication skills and emphasizes the use of English in real-life contexts.
Advantages: Communicative approach can improve students' practical communication skills and make English learning more practical.
Students learn English by participating in activities such as simulating real-life conversations and role-playing.
Disadvantage: For students with poor foundations, they may find it difficult and need to be used in conjunction with other methods.
03 English teaching techniques
Disadvantage: For beginners, not using their mother tongue may increase learning difficulty.
Communicative approach
The communicative approach focuses on cultivating students' practical communication skills and emphasizes the use of English in real-life contexts.
Advantages: Communicative approach can improve students' practical communication skills and make English learning more practical.
Students learn English by participating in activities such as simulating real-life conversations and role-playing.
Disadvantage: For students with poor foundations, they may find it difficult and need to be used in conjunction with other methods.
03 English teaching techniques
Disadvantage: For beginners, not using their mother tongue may increase learning difficulty.
初中英语教学设计的基本理论及实例分析
学情分析---案例
• 其次，本班学生学习程度差别较大（见表二），因此，教学 活动的设计和教学方法的选择必须从不同学生的学能出发， 灵活多样，以满足不同层次学生的学习需求，保证每个学生 都有所进步和提高；第三，初中一年的学生形象思维发达，
喜欢模仿和表现，愿意参与。因此，教学应提供尽可能的
情境和直观学习方式，引领其体验和理解语言，并提供
学情分析---问题
• 问题1： 教学设计中学情分析缺失 • 问题2: 学情了解不够全面 • 问题3： 有学情介绍，无教学措施
教材是教学的主要内容和手段，也是开 展情感教育的重要媒介。
• • • •
教材体现了课标的要求 教材融入了先进的教学理念和方法 教材反映了知识的逻辑体系 教材遵循了学生的心理特点和认知规律
阅读课教学过程设计
Pre-reading（读前） • • • • • • 活动： • 意图： 创设情境交流话题； • 提供背景知识 播放视频感知背景； • 引入阅读主题 词汇理解； • 了解学习任务 猜测语篇大意 • 情感渲染 …… • 为学生阅读做好知识 与情感的铺垫。
阅读课教学过程设计
While-reading（读中）
初中英语教学设计的 基本理论、问题与案例分析
聊城大学
于月清
教学 目标
•教学设计是教师对一节课希望获得什么以及 想如何获得这些东西提前做出的设想和计划。
预 •教师需要思考一节课要达成的目标以及运用 设 环节与步骤 教学方法 哪些语言材料，组织哪些教学活动，使用哪 教学活动 些教学方法、技巧和资源。
•教学设计是一堂课的准备，也随着教学过程 的变化而变化。
学情分析---案例
• 本课的授课对象是初中1年级学生。学生已经学过了 一些有关家务活的短语，如：do/wash the dishes, clean the room, wash the clothes, make the bed以及祈使句和Can you…?/ Can I…? 等表示请 求和建议的句子，因此，学习本课有关做家务的话 题和相关内容应该不会感到太难；同时本班学生都 不同程度的有过做家务的经历和体验（见表一）， 可以预见，学生在谈论这个话题时一定会有话说， 愿意参与交流，这为本课的学习创造了很好的条件。
英语教学法教程PPTunit6
Example Two:
used to and be used to
1.They are derived from “use” (n.)习惯；惯例 e.g. according to an ancient use It is his use to take a shower every morning.
Summary Box
Adjeห้องสมุดไป่ตู้tive like boring and bored
Source or cause is –ing Things or people are Amusing, amazing, Astonishing, bewildering Frightening, horrifying Shocking, surprising Confusing, depressing Disappointing, disgusting
The party is really amazing. They are interested in the topic.
Mr.Smith is hard-working, though his work is a little boring. Sometimes he felt depressed when he could not finish it.
B. Inductive method Example One:
Discovering language:
Look at these two sentences. 1. Their guest’s name is Grolla. 2. Their daughters’ names are Hannah and Ella.
Teacher might be able to give greater emphasis to the –ed forms, providing or inviting examples in contexts where participants are affected(emotionally)by events. In this way, our learners might become more accurate when they decide to tell us how bored (or interested) they are in our classes.
英语教学法教程PPTunit5
4. The teacher provides clear instructions. 5. The teacher asks appropriate questions. 6. The students’ errors are treated
properly.
What does classroom management involve?
So classroom management involves both decisions and actions. Actions are what is done in the classroom. The decisions are about whether to do these actions, when to do them, how to do them, who will do them, and so on. Thus, the essential basic skill for classroom management is to be able to recognize options available, to make appropriate decisions between the options, and to turn them into effective and efficient actions.
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Classroom management
Classroom management is the way teachers organize what goes on in the classroom. The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways (Gebhard, 1996:69 ). Efficient classroom management can be achieved when the following 6 conditions are met :
小学英语课程与教学论.ppt
教育观、哲学观
小学阶段英语课程的任务
落实“教育要面向现代化，面向世界，面向未 来”的战略指导思想。
培养新世纪公民和现代人的英语语言素质。 使学生掌握一定的英语基础知识和听、说、读、
写技能，形成一定的综合语言运用能力。 保护学生学习英语的兴趣，培养良好的学习习
惯，形成有效的学习策略。
Teaching & Learning philosophies
(4)Choose what to say: long-term memory (practice)（素养）
(5)Just say it: say sth. learned, long-term memory. ( 自动化)
(1)&(2) are often omitted by us. (3) is also omitted some times
小学英语课程与教学论
金学军 2011.2 井冈山大学教育学院
第一章 绪论
第一节 小学英语教学的意义及目的 第二节 研究和学习小学英语教学法的 意义及方法 第三节 小学英语教学法中的相关观念
第一章 绪论
第一节 小学英语教学的意义及目的 第二节 研究和学习小学英语教学法的意义及
方法 第三节 小学英语教学法中语言观、学习观、
教学原则，教学过程，教学模式，教学评 价……）；课程原理（社会要求，专业目标， 课程标准，素材选择，课程评价……）
Teaching & Learning philosophies
1.Start with listening & go on speaking (1)Listen: as much as possible, using aural
小学阶段英语课程的任务
落实“教育要面向现代化，面向世界，面向未 来”的战略指导思想。
培养新世纪公民和现代人的英语语言素质。 使学生掌握一定的英语基础知识和听、说、读、
写技能，形成一定的综合语言运用能力。 保护学生学习英语的兴趣，培养良好的学习习
惯，形成有效的学习策略。
Teaching & Learning philosophies
(4)Choose what to say: long-term memory (practice)（素养）
(5)Just say it: say sth. learned, long-term memory. ( 自动化)
(1)&(2) are often omitted by us. (3) is also omitted some times
小学英语课程与教学论
金学军 2011.2 井冈山大学教育学院
第一章 绪论
第一节 小学英语教学的意义及目的 第二节 研究和学习小学英语教学法的 意义及方法 第三节 小学英语教学法中的相关观念
第一章 绪论
第一节 小学英语教学的意义及目的 第二节 研究和学习小学英语教学法的意义及
方法 第三节 小学英语教学法中语言观、学习观、
教学原则，教学过程，教学模式，教学评 价……）；课程原理（社会要求，专业目标， 课程标准，素材选择，课程评价……）
Teaching & Learning philosophies
1.Start with listening & go on speaking (1)Listen: as much as possible, using aural
英语教学论3演示文稿
1.linguistcs : structural linguistics 结 构主义语言学 L .Bloomfield (Language) C.C. Frice ( the structure of English, On oral Approach), E. Nida， G.L .Trager (Outline of Linguistic analyses), 2. psychology: Behavioral psychology 行为主义心理学， J . B Watson S---R理 论 ，B. f. Skinner 的新行为主义心理学， s---r----c
D.教学过程：1、译述大意。2、进行语言分析并进 行翻译。 3、切合原意的翻译。4、直接阅读、直 接理解解。
The teaching principles of grammar translation method
1.Instruction is given in the native language of the students 2.There is little use of the target language 3.Focus is on grammatical parsing 4.There is early reading of difficult texts 5.A typical exercise is to translate sentences
2. background产生的背景 十八世纪前欧洲主要是拉丁 语，十八世纪和十九世纪英语兴起，学校开设英语和法 语，成为现代语言课程，但教学方法主要是沿用了拉丁 和希腊语的翻译教学法。翻译法有自身的发展过程，命 名的立脚点不同，有各种不同的名称。 语法法 GRAMMAR METHOD, 语法翻译法 GRAMMAR TRANSLATION METHOD, 传统法TRADITIONAL METHOD , 古典法 CLASSICAL METHOD