语法翻译法-直接法-听说法PPT演示课件
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(2)Disadvantages never emancipate the learners from
dependence on the first language. cannot not sure that students can use
them appropriately in real communicative situation. often doesn’t meet the practical needs of the learners. does not motivate students to actively communicate in the target language.
(2)theory of learning The theory of learning underlying the
Grammar-translation Method was Faculty Psychology.
4
• Basic Principles (1)main features ①Reading and writing are the major focus. ②Little or no systematic attention is paid to speaking or listening , because literary language is considered superior to spoken language and is therefore what language students should learn. ③The teacher uses the native language of the students as the main medium of instruction. The teacher emphasizes accuracy rather than fluency.
5
(2)Objectives ①to enable the learners to read and translate its literature. ②to provide students with good mental exercise that helps develop their minds. ③to gain a better understanding of the first language.
3
• Theoretical Basis (1)theory of language The theory of language underlying the Grammar-translation Method was derived from Comparative Historical Linguistics.
foster students ’ ability for reading comprehension and grammatical production.
reading and writing abilities are well trained.
make few demands on teachers.
7
(4)Exemplification
The main procedures for a typical lesson with the Grammar-translation Method can be divided into three phases.
① Phase One : Read and explain the new words and expressions in the first language . Teach the new grammar with deductive method.
three impetus： (1)the modern languages provided one of the
conditions for grammar analysis and the application of grammatical rules in translation exercises in teaching Latin.
② Phase Two :reading/translation/analysis/ask questions
③ Phase three: write answers
8
• Summary and Comments (1)main advantages
have a better understanding of the meaning of abstract words and complicated sentences.
Three Methods
1204 021202005
陈笑
1
The Grammar-translation Method
• Background there is evidence that grammar analysis and
translation began to be the basic procedures in foreign language teaching from the 16th century.
2
ቤተ መጻሕፍቲ ባይዱ
(2)the second impetus for the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries. (3)in the 19th century, more experts of foreign languages teaching adopted the strategy of combining grammar rules with translation.
6
(3)Techniques ①reading ②translation ③deductive teaching of grammar ④analysis and comparison ⑤memorization ⑥reading comprehension questions ⑦written work
(2)Disadvantages never emancipate the learners from
dependence on the first language. cannot not sure that students can use
them appropriately in real communicative situation. often doesn’t meet the practical needs of the learners. does not motivate students to actively communicate in the target language.
(2)theory of learning The theory of learning underlying the
Grammar-translation Method was Faculty Psychology.
4
• Basic Principles (1)main features ①Reading and writing are the major focus. ②Little or no systematic attention is paid to speaking or listening , because literary language is considered superior to spoken language and is therefore what language students should learn. ③The teacher uses the native language of the students as the main medium of instruction. The teacher emphasizes accuracy rather than fluency.
5
(2)Objectives ①to enable the learners to read and translate its literature. ②to provide students with good mental exercise that helps develop their minds. ③to gain a better understanding of the first language.
3
• Theoretical Basis (1)theory of language The theory of language underlying the Grammar-translation Method was derived from Comparative Historical Linguistics.
foster students ’ ability for reading comprehension and grammatical production.
reading and writing abilities are well trained.
make few demands on teachers.
7
(4)Exemplification
The main procedures for a typical lesson with the Grammar-translation Method can be divided into three phases.
① Phase One : Read and explain the new words and expressions in the first language . Teach the new grammar with deductive method.
three impetus： (1)the modern languages provided one of the
conditions for grammar analysis and the application of grammatical rules in translation exercises in teaching Latin.
② Phase Two :reading/translation/analysis/ask questions
③ Phase three: write answers
8
• Summary and Comments (1)main advantages
have a better understanding of the meaning of abstract words and complicated sentences.
Three Methods
1204 021202005
陈笑
1
The Grammar-translation Method
• Background there is evidence that grammar analysis and
translation began to be the basic procedures in foreign language teaching from the 16th century.
2
ቤተ መጻሕፍቲ ባይዱ
(2)the second impetus for the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries. (3)in the 19th century, more experts of foreign languages teaching adopted the strategy of combining grammar rules with translation.
6
(3)Techniques ①reading ②translation ③deductive teaching of grammar ④analysis and comparison ⑤memorization ⑥reading comprehension questions ⑦written work