《英语教学法》PPT课件
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英语教学法教程Unit2-Communicative-PrinciplesTBLTppt课件
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1.linguistic competence语言能力是指理解语
言本身，语言形式及其意义的能力。语言能力包 含了拼写、发音、词汇、构词、语法、句型和语 义等方面的能力。语言能力是交际能力的基石， 一个不可缺少的组成部份。
2.pragmatic competence语用能力是指学习
者在特定的语境中针对特定的对象知道如何合适 清晰地表达自己的意图的能力。用 Hymes 的话 说就是知道 “何时说，何时不说，和谁，什么时
2任务链taskcycle由做任务学生分步骤执行任务计划就如何报告任务的结果做准备工作以及报告学生代表汇报任务完成情况三个环节组成3语言焦点languagefocus也叫语言分析在教师的引导下做以语言为焦点的活动如找与话题相关的单词短语句型等
Unit 2 Communicative Principles & TBLT
❖ knowing whether something is in line with social norms (appropriateness in a social context);知道是 否得体
❖ knowing whether or not something is in fact done (what the language performance entails).知道实施的 条件
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Question:
Why is CLT highly promoted in FLT?
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3
Questions
Q1: What are the differences between language used in real life and language taught in the traditional FLT ? Q2: What is the final goal of FLT? And how to achieve it? (P.14-15) ❖ In real life:
英语教学法教程(课堂PPT)
对语言教学本质的理解及其对教学实践的影响
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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）
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The Structural View
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The Cognitive Theory
• Chomsky
– Language is not a form of behaviour, it is a complicated rule-based system.( Language is a rule-governed)
– There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced (language is generative)
• 语言的本质是由结构上相互联系的单位组 成的、用来表达一定意义的结构系统。
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• The system of language=
•
the system of sound +
•
the system of words +
•
they system of grammar +
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•
sente习的目标被认为是掌握该系统中各 种成分，即音位、语法单位、词汇等）
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Impact on language teaching
• Audiolingual approach （听说法） • Total Physical Method （全身反应法） • The Silent Way （沉默法）
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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
23
The Cognitive Theory
• Chomsky
– Language is not a form of behaviour, it is a complicated rule-based system.( Language is a rule-governed)
– There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced (language is generative)
• 语言的本质是由结构上相互联系的单位组 成的、用来表达一定意义的结构系统。
11
• The system of language=
•
the system of sound +
•
the system of words +
•
they system of grammar +
12
•
sente习的目标被认为是掌握该系统中各 种成分，即音位、语法单位、词汇等）
14
Impact on language teaching
• Audiolingual approach （听说法） • Total Physical Method （全身反应法） • The Silent Way （沉默法）
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
2
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
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
2
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
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.
• 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："
• 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 :
英语教学法13.Teaching Speaking(课堂PPT)
• This is not to say that the other activities have no value; but they do not help prepare the learner for the type of speaking that is most common in everyday life. The only other activity that is realistic is the second one: giving a prepared talk, but this would usually not be required of any of the students until they were at an advanced level of English.
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2) Differences between spoken and written languages
•Speech is spontaneous. In most situations, people do not plan ahead of time what they are going to say •Speaking is time-constraint. The students must be able to produce unplanned utterances in real time, otherwise people will not have the patience to listen to them.
1.reading aloud 2.giving a prepared talk 3.learning a piece of text or dialogue by heart 4.interviewing someone, or being interviewed 5.doing a drill
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2) Differences between spoken and written languages
•Speech is spontaneous. In most situations, people do not plan ahead of time what they are going to say •Speaking is time-constraint. The students must be able to produce unplanned utterances in real time, otherwise people will not have the patience to listen to them.
1.reading aloud 2.giving a prepared talk 3.learning a piece of text or dialogue by heart 4.interviewing someone, or being interviewed 5.doing a drill
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。
2020/12/10
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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。
2020/12/10
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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
2020/12/10
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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
《英语教学法教案》课件
《英语教学法教案》PPT课件第一章：教学方法概述1.1 教学方法的定义1.2 教学方法的重要性1.3 常见的教学方法介绍第二章：直接教学法2.1 直接教学法的原理2.2 直接教学法的步骤2.3 直接教学法的优缺点第三章：任务型教学法3.1 任务型教学法的理论基础3.2 任务型教学法的实施步骤3.3 任务型教学法的优缺点第四章：全身反应教学法4.1 全身反应教学法的原理4.2 全身反应教学法的实施步骤4.3 全身反应教学法的优缺点第五章：分组合作教学法5.1 分组合作教学法的原理5.2 分组合作教学法的实施步骤5.3 分组合作教学法的优缺点第六章：交际式教学法6.1 交际式教学法的理论基础6.2 交际式教学法的实施步骤6.3 交际式教学法的优缺点第七章：沉默法7.1 沉默法的原理7.2 沉默法的实施步骤7.3 沉默法的优缺点第八章：计算机辅助教学法8.1 计算机辅助教学法的原理8.2 计算机辅助教学法的实施步骤8.3 计算机辅助教学法的优缺点第九章：游戏教学法9.1 游戏教学法的原理9.2 游戏教学法的实施步骤9.3 游戏教学法的优缺点第十章：评估与反馈10.1 教学评估的重要性10.2 常见的教学评估方法10.3 教学反馈的技巧重点和难点解析一、教学方法概述难点解析：理解不同教学方法之间的差异以及如何根据学生的需求和教学目标选择合适的教学方法。
二、直接教学法难点解析：实施直接教学法时，如何有效地使用目标语言进行教学，并引导学生通过实践和应用来掌握语言知识。
三、任务型教学法难点解析：设计具有实际意义的任务，以及如何评估学生在任务中的表现，确保任务的实施能够有效地促进语言学习。
四、全身反应教学法难点解析：如何通过身体动作和表情来促进语言的学习，以及如何平衡语言输入和输出。
五、分组合作教学法难点解析：如何合理分组，以及如何引导小组成员进行有效合作，确保每个学生都能在小组活动中积极参与和学习。
六、交际式教学法难点解析：如何在课堂中模拟真实的交际情境，以及如何评估学生在交际活动中的语言运用能力。
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.
“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.
《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ppt课件
11
英语教学法及其相关学科
Байду номын сангаас理学对教学法的影响
1. 19世纪，20世纪初，心理学不发达 翻译法，直接法主导 2. 行为主义心理学- 听说法三个实践 A 桑代克（美）饿猫取食 B 巴甫洛夫 狗实验 C 斯金纳（美）白鼠实验 3. 认知心理学冲击 乔姆斯基语言学校理论生成
12
Homework
的方法创立的。 主张先开始听，然后才学习讲，然后
再学习读写。 教学原则： 外语是教学的语音，使用外语教授外
语。 只教授日常使用的词汇和句子。 听、说同时教。 强调正确的发音和句子语法的准确性。
22
2.4 20世纪西方的外语教学
1. 直接法有其不足之处 2. 英国的情景法建立 代表教材：《新概念英语》 3. 20世纪60年代后的西方外语教学
抄写一篇短文章，要求字迹工整
13
第二章 英语教学法简史
学习简史的目的： 1. 帮助我们了解不同历史阶段出
现过的外语教学法； 2. 了解这些教学方法出现的历史
背景，以及一种教学方法为什么 和怎么样被另一种教学方法所取 代。
14
2.1 古代和中世纪西方的外语 教学
在欧洲，拉丁语作为通用语延续 了几个世纪
16
拉丁语由教学语言变成一门课程， 地位下降
16至18世纪外语教学的特点： 一些学者和教育家对当时语言教
学实践不满并不断进行改革。
17
代表人物：
A 阿斯堪（英）：重视古文教学， 以翻译作为主要教学手段
B 蒙田（法）：提出用“自然法” 学习外语（去外国学习语言文化）
C 柯米尼亚斯（捷克）：17世纪 最有影响的教育家，主张用“直 觉法”教学
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常用的英语教学方法
英语教学法及其相关学科
Байду номын сангаас理学对教学法的影响
1. 19世纪，20世纪初，心理学不发达 翻译法，直接法主导 2. 行为主义心理学- 听说法三个实践 A 桑代克（美）饿猫取食 B 巴甫洛夫 狗实验 C 斯金纳（美）白鼠实验 3. 认知心理学冲击 乔姆斯基语言学校理论生成
12
Homework
的方法创立的。 主张先开始听，然后才学习讲，然后
再学习读写。 教学原则： 外语是教学的语音，使用外语教授外
语。 只教授日常使用的词汇和句子。 听、说同时教。 强调正确的发音和句子语法的准确性。
22
2.4 20世纪西方的外语教学
1. 直接法有其不足之处 2. 英国的情景法建立 代表教材：《新概念英语》 3. 20世纪60年代后的西方外语教学
抄写一篇短文章，要求字迹工整
13
第二章 英语教学法简史
学习简史的目的： 1. 帮助我们了解不同历史阶段出
现过的外语教学法； 2. 了解这些教学方法出现的历史
背景，以及一种教学方法为什么 和怎么样被另一种教学方法所取 代。
14
2.1 古代和中世纪西方的外语 教学
在欧洲，拉丁语作为通用语延续 了几个世纪
16
拉丁语由教学语言变成一门课程， 地位下降
16至18世纪外语教学的特点： 一些学者和教育家对当时语言教
学实践不满并不断进行改革。
17
代表人物：
A 阿斯堪（英）：重视古文教学， 以翻译作为主要教学手段
B 蒙田（法）：提出用“自然法” 学习外语（去外国学习语言文化）
C 柯米尼亚斯（捷克）：17世纪 最有影响的教育家，主张用“直 觉法”教学
5
常用的英语教学方法