外语教学法复习笔记
第一章总论
The Nature of FLTM外语教学法的性质FLTM is a science which studies the processes and pattern of foreign language teaching ,aiming at revealing the nature and laws of foreign language teaching. That is to say, it examines the practices and procedures in foreign language teaching; studies approaches, methods and techniques; and also studies principles and belief that underlie them. In short, FLTM is an inter-disciplinary science and it makes uses of theories of different subjects.
学科性质It includes a lot of disciplines such as linguistics, psychology, psycholinguistics and sociolinguistics. Therefore, we say that FLTM is an inter- disciplinary science and it makes use of many subjects.
语言研究的历史we are quite certain that ,according to the records available ,language study is at least more than 2500 years old.
The goal of foreign language teaching—is to help the learner master the target language in the shortest possible time.
What do we mean by mastering the target language? —We mean that the learner is able to have successful communications with others in the target language.
Theories of Linguistics语言学理论
⑴Traditional linguistics: 传统语言学the traditional linguistics we mean the traditional study of language in ancient Greece. It has a tradition of more than 2000years. In the fifth century B.C. the ancient Greeks began to make a serious study of language in the realm of philosophy.
古希腊的两个著名论战：one was between the naturalists and the conventionalists on the relations between form and meaning. The naturalists argued that the forms of words reflected directly the nature of objects while the conventionalists thought that language was conventional and there was no logic connection between form and meaning of words. The other was between the analogists(类推派) and anomalists(变则派) on the regulation of language.— the analogists thought that language in general was regular and there were rules for people to follow while the anomalists thought that language was basically irregular and that was why there were so many exception and irregularities in the Greek language.
Nature of traditional linguistics传统语言学的特征：Traditional linguistics was practical in nature. People made a study of language in order to understand the classic words of ancient times and to teach students. They gave priority to the written form and used words as their
starting point. They often took a prescriptive approach when they discussed rules of language.
⑵American structuralism 美国结构主义It started at the beginning of the 20th century in America. It became popular and influential in the 1930s and 40s through the world. The two forerunners of structuralism—Franz Boas and Edward Sapir. Franz Boas found that the traditional grammatical model could not be used to analyse the structures of those languages. Sapir found that although Indians’ languages had no written forms, they were very systematic and were very efficient in communications within their communities. The father of American structuralism — Leonard Bloomfield. He accepted the theories and principles of behaviourism. He characterized language and language acquisition in terms of behaviourist terminology. He thought language was a habit of verbal behaviour which consisted of a series of stimuli and responses. He argued that to acquire a language was to form a habit of verbal behaviour and learning a second language was learning a new habit. He thought that speech was primary and writing was secondary.
⑶Transformational generative linguistics 转换生成论
The transformational generative linguistics was first put forward by Noam Chomsky in 1957. He wrote a book Syntactic Structures to spread his theory. His main points---Chomsky assumes that children are born with a language acquisition device(LAD). This LAD is made up of general principles called universal grammar. Once the child is born, the particular language environment will trigger the LAD. The child will use and test the principles again and again until his hypothesis agree with the actual grammar of the language. Chomsky has also made the distinction between the linguistic competence and linguistic performance. ⑷linguistic competence refers to the internalized knowledge that a native speaker of that language possesses. Linguistic performance refers to the actual utterance produced by the native speakers. Chomsky believes that linguistics should study the linguistic competence, not the performance, of the native speaker so as to set up a system of rules that will generate an infinite number of grammatical sentences. In order to gain the goal, Chomsky argues that a deductive, hypothesis-testing approach should be used.
⑷Functional Linguistics 功能语言学
It develops from the London School of linguistics and the precursor of it was Bronislaw Malinowski. Malinowski’s conclusion is that “the meaning of any single word is to a very high degree dependent on its context.” And an utt erances has no meaning at all if it is out of the context of situation. It was Malinowski who created the phrase “context of situation”. J.R.Firth, a linguist, approached the context of situation
from a different point of view. He accepted Malinowski’s vie w and he thought the meaning of linguistic items depends on the context of situation. Firth’s main approach to the notion of function in context was by means of concept system. He believes any linguistic item has got two sets of context: the context of the other possible choices in a system and the context where the system itself occurs. People refer to his theory as system-structure theory. Halliday developed Firth’s theory of systemic linguistics and made progress in the study of context. He thought linguistic events should be accounted for at three primary levels: substance, form and context. The substance is the material of language which can be phonic or graphic. The form is the organization of the substance into meaningful events. The context is the relation of the form to non-linguistic features of the situations in which the language operates, and the relation of form to linguistic features other than those of the item under attention. He also said that language has formal meaning and contextual meaning. The formal meaning of a linguistic item is its operation in the network of formal relations. The contextual meaning of an item refers to its relation to extra features, i.e. the context. Halliday thought a particular situation type consists of three dimensions: the ongoing social activity, the role relationship involved, and the symbolic or rhetorical channel. He called these three dimensions “field”, “tenor”,and “mode”. He believes that there is a systematic relationship between the context and the text.
Theories of Psychology心理学理论
The first laboratory of experimental psychology was set up at the University of Leipzig, Germany, in 1879. It announced the official birth of psychology. It was opened by Willhelm Wundt.第一个心理实验室建立
⑴Gestalt psychology 格式塔心理学
It was founded by a group of German psychologists in the 1920s. Their research was focused on the area of perception, aiming at the study of the relationship between parts and whole in people’s perception experience. They found that people perceived objects and scenes as organized wholes before they noticed their component pars. They used the word Gestalt, which means “ organized shape ” or “whole form” in English, to name their school of psychology They argued that an object was not the sum of the individual parts. For example, an article is not the sum of individual words that make up the article. So people’s mind should be understood in terms of a whole.
⑵Psychoanalysis心里分析It is theory of the mind put forward by Sigmund Freud. Freud found that many of his patients’ mental pr oblems were caused by some disturbing events in their childhood. But the
patients could not remember these disturbing events. The part of the mind which is out of the reach of consciousness was called by Freud the subconscious mind, Which was the most important concept in psychoanalysis. Freud divided the mind into conscious and unconscious mind and he was the first to study unconscious mind. Freud believed the contents of the unconscious mind consist of buried memories and instinctive wishes and will influence the activities of the conscious mind. The basic approach of Freud was to analyse the irrational behaviour of the patients, including their dreams and slips of the tongue.
⑶Behaviourism 行为主义
In 1913, the American psychologist John B. Watson published an article “ Psychology as the Behaviourist Views it ”. The article was regarded as a formal introduction to behaviourism. Watson did a lot of experiments with nonhuman animals and animal’s behaviours without any consideration of the animal’s mind. The g oal of psychology set out in his articles was to understand the environmental conditions that would cause an animal to behave in a particular way. According to Watson, there was no fundamental difference between human behaviour and that of other animals. W atson’s ideas were accepted by many psychologists. The dominant position of behaviourism was maintained until the mid-1960s. The leader of behaviourism was Skinner. He developed a new kind of apparatus for studying learning in animals and a new way of describing the learning process. Watson’s theory is called classic behaviourism while Skinner’s theory is called neo-behaviourism. The early behaviourists focused the attention on the topic of learning and they tried to characterize learning in terms of stimuli and response. Stimuli are observable events in the world that affect behaviour and responses are observable behavioural acts. Skinner argued that learning process could be divided into two kinds: classical conditioning and operant conditioning. In classical conditioning a stimulus that did not elicit a response comes to elicit a response. By operant conditioning the occurrence of a response will be determined by the consequences of the response. For example, we look up a word in a dictionary because we can find out the meaning of the word in it.
⑷Cognitive psychology认知理论
The term cognition means knowledge and cognitive psychology can be defined as the study of people’s ability to acquire, organize, remember and use knowledge to guide their behaviour. The most important factor that has made cognitive psychology the dominant approach is the development of the computer technology. The brain works in a similar way to process information. The brain receives information through senses, processes it and sends it out as behaviour actions.
The American linguist Noam Chomsky greatly influenced cognitive psychology. In his book Syntax Structure (1957) Chomsky argued that language should be viewed as a system of mental rules which are wired into the brain as a result of evolution. Cognitive psychologists maintain that all the relationship among stimuli, responses and consequences are learned and are integrated into the animal’s knowledge.
There are two principal types of cognitive structures—schemas and concepts. Schemas refer to sets of rules that define particular categories of behaviour. Concepts are rules that describe properties of events and their relation with one another. Children acquire schemas and concepts by interacting with their environment with the help of two process —assimilation and accommodation. Assimilation refers to the process by which new item are added to a concept or schema. Accommodation refers to the process by which the existing concept or schema is changed on the basis of new information.
Theories of Second Language Acquisition二语获得论
⑴The habit formation theory It comes from the behaviourist psychology and was very popular in the 1950s and 60s. According to behaviourists, learning a second language means the formation of a set of linguistics habits. Imitation and practice play an important role in the process of habit-formation. According to the habit-formation theory, the old habit—mother tongue of the learner will either facilitate or get in the way of the second language learning. Negative transfer means the learner transfers the ways of expression in the mother tongue to the target language. They will cause errors.
⑵The hypothesis of linguistic universals 语言共性说
It believed that there exist certain linguistic properties which are true to all the natural languages in the world. The hypothesis of linguistic universals is born of the study of linguistic universals. Core grammar and peripheral grammar: Chomsky divides the grammar of a natural language into core grammar and peripheral grammar. According to him, human beings are born with a language acquisition device which consists of a set of general principles. The core grammar of a natural language agrees with the inborn set of general principles while the peripheral grammar can not be governed by the language acquisition device. The core grammar agrees with the inborn general principles and is much easier to learn.
⑶The acculturation theory 文化认同说
The meaning of the theory: By acculturation they mean that individuals of one culture have to go through the process of modification in attitudes, knowledge, and behaviour in order to function well in another culture. It involves social and psychological adaptations. The relation between acculturation and second language acquisition: The degree of
acculturation will control the degree of second language acquisition. Factors which determine the degree of acculturation success: The social and psychological distance play a decisive role in acculturation success. Negative psychological factors that will increase the psychological distance: language shock, culture shock, low motivation and high boundaries.
⑷The discourse theory 话语交际说
It was put forward by Hatch in the late 1970s. It was developed from Halliday’s theory of first language acquisition. The theory believes there is little difference between the first language acquisition process and the process of second language acquisition — only through communication discourses.
⑸The monitor theory 监控理论It was put forward by Krashen in the late 1970s. The theory consists of the following five hypotheses:①The acquisition-learning hypothesis The theory claims that adult learners of a second language have to ways of developing their competence —acquisition and learning. The basic distinction between language acquisition and language learning is whether the learner pays a conscious attention to the rules of the target language. Acquisition refers to the subconscious process in which learners develop their language proficiency. Learning refers to the conscious process in which learners acquire the knowledge of rules of the target language. ②The monitor hypothesis Different functions— According to Krashen, acquisition is responsible for the fluency of the utterances produced by speakers while learning is responsible for the accuracy of the speeches or passages. Three conditions — In order to perform this monitor function, language learners have to satisfy at least three conditions: sufficient time to monitor his production, to have his focus on form, and to have clear knowledge of the rules of the target language. ③The natural order hypothesis Same order — The hypothesis claims that foreign language learners acquire the rules of the target language in the same order no matter where, when and how they are learning the language. Speed — In Krashen’s point of view, language teaching cannot change the natural order of language acquisition. It can only facilitate the speed of acquisition. ④The input hypothesis Language input and language acquisition— According to Krashen, the only way for people to acquire a language is by understanding messages or receiving comprehensive input. They move from their current level to the next level by understanding input. ⑤The affective filter hypothesis Purpose — It attempts to explain the variation in speed of language acquisition among individuals of the same group. The three affective factors which determines the speed of success — motivation, self-confidence, and anxiety. Influence of the
three factors — learners with high motivation, self-confidence, and low anxiety will do much better than those that are unmotivated, lacking in self-confidence and concerned too much with failure. That is to say, learners with a low affective filter will get more input than learners with a high affective filter.
⑹The cognitive hypothesis 认知假说①Cognitive psychologists regard learning as a cognitive process because they think it involves internal presentations which offer regulation and guidance for performance. ②Notions — In the cognitive theory, automaticity and restructuring are the most important notions because learners have to select appropriate vocabulary, grammatical rules and conventions governing language use. ③Modes — Cognitive psychologists think the process of language communication is a kind of information processing. When processing information, people use two ways which are called automatic and controlled modes. Teaching and practice will help the learner to acquire the automatic processing capacity. ④Different stages — The cognitive theory holds that language learning at the beginning stage involves more of the process of automaticity while at the advanced stage it involves more of the process of restructuring.
A Brief History of Foreign Language Teaching(外语教学的简要历史)
⑴The Reform Movement(1882-1906) Grammar-Translation Method —It was the first method used at the end of the 18th century. The principal aim was to help learners to acquire a reading knowledge of the target language. This method did not pay attention to the importance of speech. The primary of speech — In 1882, Victor published a pamphlet entitled Language Teaching Must Start A Fresh Which started the reform movement. The principles of the movement were the primacy of speech and the absolute priority of an oral method in the classroom.
⑵Modern language teaching and research (1906-1940) During this period, the teaching of English as a second /foreign language because a profession. There appeared a number of world-famous scholars and books. Harold Palmer tried out the Oral Method in his teaching.
⑶Structural language teaching (1940-1970) In this period, structural language teaching was used as the main method and its theoretical basis was American structuralism and behaviourism. During the Second World War, American structuralists created a new method, called Audiolingugual Method, In the 1950s, a new method called Transformational Generative Linguistics was born. It criticized the Audilingual Method.
⑷Communicative language teaching (1970- ) At the end of 1950s, Chomsky’s transformational generative linguistics started a revolution. And then the end of 1960s, cognitive psychology came into being. They
caused the appearance of a new teaching method. ①Communicative language teaching This is probably the main trend dominating the language teaching profession today. ②New theories of second language acquisition Influenced by Chomsky’s hypothesis of language acquisition device(LAD) and the cognitive psychology, many new theories of second language acquisition were introduced in the 1970s. ③New methods of language teaching Communicative language teaching is the main trend in this period. But there are some other methods which are also tried. ④New approach to language syllabus While some applied linguists were trying to find the best way to teach languages, some other applied linguists began to design the notional syllabus. ⑤Exploration of the human relations People have realized that relations between teachers and students, and relations among the students themselves are very important in language teaching. They try to find the better relations among them.
1-What are the function and result of the two controversies in ancient Greece? 古希腊两个著名论争的功能和结果？
One controversy was between the naturalists and the conventionalists. The naturalists argued that the form of words reflected the nature of objects. The conventionalists thought that language was conventional and there was no logic connection between form and meaning of words. The other controversy was between the analogiata and the anomalists on the regularities of language. The analogists claimed language was regular and there were rules for people to follow. The anomalists maintained there were no rules . Their debate roused people’s interest in language and led them to the detailed study of Greek. The direct result was the appearance of a book of Greek grammar.
2 What are the main features of traditional linguistics?传统语言学的主要特征Traditional Linguistics was practical in nature. People made a study of language in order to read classic works. Traditional linguists believed that the written form of language was superior to spoken form. They tried to set up principles and standards for people to use language correctly.
3-What are the contributions made by Franz Boas, Edward Sapir and Leonard Bloomfield to the development of American structuralism? 这些人对美国结构主义发展的贡献
Franz Boas and Edward Sapir were forerunners of American structuralism. Boas studied the American Indians’ languages and found that the traditional grammatical model could not be used to analyse the structure of those languages. He had to describe those language as they were used. This started American structuralism. Leonard Bloomfield accepted the theories and principles of Franz Boas. He argued that linguists should describe instead of prescribing what people say and
should take an inductive approach in analyzing data. In 1933, he published the book Language. It soon became the bible of American structuralism.
4-What is the influence of behaviourism over American structuralism? 行为主义对美国结构主义的影响
In 1933, the American psychologist John Watson published an article entitled Psychology as Behaviourist Views It . This was the formal introduction behaviourism. Watson believed we had no direct way to observe the animal’s mind. We could only observe the animal’s behaviour and the external environmental conditions. Behaviourists studied the relation between stimuli and responses. They divided learning process into two kinds. One kind is now called classic conditioning. The other is called operant conditioning. Behaviourism helped the development of structuralism.
5-- What is Chomsky’s explanation of the first language acquisition process? 乔姆斯基对母语获得的解释
Chomsky assumes that children are born with a language acquisition device (LAD). This LAD is made up of a set of general principles called universal grammar. When the child is born, the particular language environment will trigger the LAD. C hildren’s language acquisition process completes when the universal grammar is successfully transformed into the grammar of a particular language.
6-What is the difference between linguistic competence and linguistic performance? 语言能力和语言应用的不同
Linguistic competence refers to the internalized knowledge of the language that a native speaker of that language possesses. Linguistic performance refers to the actural utterance produced by the native speakers.
7-How does transformational generative linguistics differ in research methods?在研究方法上转换生成语言学有什么不同？Transformational generative linguistics opposes the structuralist method of taking linguistic performance as the goal. It also attacks the inductive approach. It believes that linguistics should study the linguistic competence, not the performance, of the native speaker and try to set up a system of rules that will generate an infinite number of grammatical sentences.
8--What is the main feature of functional linguistics?功能语言学的特征
Functional linguistics, founded by Malinowski and developed by Firth, believes “the meaning of any single word is to a high degree dependent
on its context” It introduced the phrase “context of situation”. The theory is based on the notion of function in context. Its point of view is that
linguistic events should be accounted for at three primary levels: substance, form and context. The theory also divides a particular situation type into three dimensions.
9--What is the basic theory of Gestalt psychology? 格式塔心理学的主要理论
Gestalt psychology appeared in the 1920s. Its research was focused on the area of perception, aiming at the exploration of the relationship between parts and whole in people’s perceptional experience. It claimed that people received objects and scenes as organized wholes before they noticed their component parts. The word Gestalt means “organized shape” or “whole form ” in English.
10--What is the basic theory of psychoanalysis? 心里分析的主要理
论The basic theory of psychoanalysis is put forward by Freud. The theory divided the mind into conscious and unconscious mind. The conscious mind is only a very small part of the whole mind while the rest remains unconscious. Psychoanalysis aims to analyse the irrational behavour of patients.
11--What are the principles of behaviourism? 行为主义的原则The principles of behaviourism are as follow: Psychologists should study what could be observed publicly and objectively instead of considering animal’s mental events because these things could not be seen. Behaviourism believes that the study should be focused on learning and the relation between stimuli and responses.
12--What is the difference between classical conditioning and operant conditioning? 经典性和操作性条件反射的区别Classical conditioning means the stimulus that does not elicit a response comes to elicit a response after it is paired several times with a stimulus that already elicited a response. Operant conditioning means the occurrence of a response will be determined by the consequence of the response.
13-- What are the three factors that have helped to set up the cognitive psychology? 认知心理学发展的三个前提条件The three factors are the development of computer technology, Jean Piaget’s research work on the reasoning abilities of children, and the work of the American linguist Chomsky.
14--How does the cognitive psychology explain the acquisition of knowledge? 认知心理学如何解释知识获得The term cognitive means knowledge and cognitive psychology can be defined as the study of people’s ability to acquire, organize, remember and use knowledge to guide their behaviour. As for the acquisition of knowledge, cognitive psychology believes that there are two principal types of cognitive structures which are called schemas and concepts. The schemas refer to sets of rules that define categories of behaviour and concepts are rules
that describe properties of events and their relations with one another. Children acquire schemas and concepts by interacting with their environment with the help of two processes — assimilation and accommodation.
15--How does the habit-formation theory explain the second language acquisition process?习惯养成论如何解释二语获得过程Habit-formation theory was put forward by a group of behaviorists. According to their theory, learning a second language means the formation of a new set of linguistic habits. Imitation and practice play n important role in the process of habit-formation. Imitation will help learners identify the association between stimuli and responses while practice will reinforce the association and help learners to form the new linguistic habit.
16--how does the hypothesis of linguistic universals explain the second language acquisition process? 语言共性说The hypothesis says there exist certain linguistic properties which are true to all natural languages into core grammar and peripheral grammar. Human beings are born with a language acquisition device (LAD). The second language learners usually acquire the core grammar of the target language and then the peripheral grammar. The core grammar of the learner’s mother tongue will help the learners to learn the target language.
17--How does the acculturation theory explain the second language acquisition? 文化传递说Acculturation means individuals of one culture have to go through the process of modification in attitudes, knowledge and behavior in order to do well in another culture. It believes that second language acquisition is just one aspect of acculturation and the degree of acculturation will control the degree of second language acquisition.
18--How does the discourse theory explain the second language acquisition process? 话语情境说The discourse theory argues that there is little difference between the first language acquisition process and the process of the second language acquisition –only through communication discourse can the learner acquire the second language.
19---What are the five hypothesis of the monitor theory? They are the acquisition –learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis. 20--How does the cognitive theory explain the second language acquisition process? The cognitive theory claims that second language learning should be regarded as the acquisition of a complex cognitive skill. The process of second language acquisition is a process in which the internal representations are being restructured constantly. The acquisition involves two process- automaticity and restructuring.
Language learning at the beginning stage involves none of the process of restructuring.
21-What are the principles and consequences of the Reform Movement? The principles of the Reform Movement were the primacy
of speech, the centrality of the connected text as the kernel of the language teaching process, and the absolute priority of an oral method in the classroom. The consequences were great. Many people took part in the reform and movement. A lot of book were published. An applied linguistic approach to language teaching began to take shape.
22--What’s the contribution made by Daniel Jones and Harold Palmer to the development of Daniel Jones teaching? Daniel Jones was the first one that helped to make a profession the teaching of English as a second /foreign language. And he did a lot of research on the profession of foreign language teaching. He wrote a number of books from his research. Harold Palmer tried out the Oral Method in his teaching and did his research on the English vocabulary. He published a lot of books on methods of language teaching and textbooks.
23 What are the reasons for the rise and fall of Audiolingual Method? Audiolingual Method comes from the theories and ideas of behaviourism and structurism. It was very popular in the 1950s. Towards the end of the 1950s, transformational generative linguistics started a war against it and finally brought it down from its dominant position.
24-What are the main trends of applied linguistic research in the present period? In the present period, applied linguists have began to study foreign language teaching from different perspectives. New ideas and new trends appear very quickly. The new trends include communicative language teaching, new approaches to language syllabus and exploration of human relations, in foreign language teaching.
第一章语法翻译法
1.教材the teaching material are arranged according to grammar system.
2.理论基础：theory of language is traditional linguistics.\theory of learning is Faculty Psychology.
3.核心focus: grammar is regarded as the core of language ,grammar is the main content in f l classroom.
4.语言技巧language skills: reading and writing are emphasized because literary language is considered superior to spoken language and is therefore the language students should study，little attention is paid to speaking and listening.
5.教学过程的方法teaching process techniques: reading.\
translation .\deductive teaching for grammar.\analysis and comparision
\memorization \reading comprehension questions\ written work\
6. 主要实践技巧main the principal practice technique : translation from and into the target language
7.教学单位the sentence is the basic unit of language teaching and learning.
8.most important aspect of language :the written form of language is most important aspect of language.
9.本族语的应用the teacher use the native language of students as the main medium of instruction.
10.强调重点the teacher emphasizes accuracy rather than fluceny.
11.最终目的objectives: the ultimate purpose of G-T method is to enable the learners to read and translate the literature, the other object are to provide students with good mental exercises that helps to develop their minds and to gain a better understanding of the first language. Background背景--The history of the Grammar-Translation Method is not fully and carefully documented.
⑴There is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century, when modern languages such as French, Italian and English gained in importance as a result of political changes in Europe. The modern languages provided one of the conditions for grammar analysis and th e application of grammatical rules in translation exercises in teaching Latin.
⑵The second impetus for the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries. The main purpose of learning Latin was to study the classical culture, which was worshipped in the Renaissance. Grammar analysis and translation proved to be effective means in study foreign culture through literary works.
⑶Some people believed that the mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated rules and paradigms and translation between languages. Only in the late 18th century did the regular combination of grammar rules with translation into the target language become the principal practice technique. Therefore, it is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 18th century. In the 19th century, more experts of foreign language teaching adopted the strategy of combining grammar rules with translation and the Grammar-Translation Method became the principal method of teaching modern languages in schools.
Definition定义--It is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities. At one time it was called classical Method since it was first used in the teaching of the classical languages of Latin and Greek.
Main features主要特点-- ⑴Grammar is the core of language, and language materials are arranged according to the grammar system. ⑵The main teaching activities are analysis, explanation and translation. ⑶The major practice is translating from and into the target language. ⑷The teaching focus is reading writing. ⑸First language is the main medium of instruction. ⑹The sentence is the basic unit of language teaching and learning. ⑺Language accuracy is emphasized.
Objectives目的---The objectives of learning a foreign language in a Grammar-Translation Method classroom are to enable the learners: ⑴to read and translate its literature; ⑵to understand the target language; ⑶to help develop their minds; ⑷to gain a better understanding of the first language. An ultimate purpose of learning a foreign language in a Grammar-Translation classroom is to enable the learners to read and translate its literature. Students are required to memorize the grammatical rules in order to understand the target language. The other objectives of method are to provide students with good mental exercises that helps develop their minds, and to gain a better understanding of the first language.
Procedures过程---The main procedures for a typical lesson with the Grammar-Translation Method can be divided into three phases. The activities in each phase are described below: ⑴Phase One ①The teacher reads and explain the new words and expressions in the first language. ②The teacher teaches the new grammar with deductive method. ⑵Phase Two ①Students are asked to read a few sentences out aloud and translated them into the first language. ②The teacher analyses some difficult sentence and translates them into their native language first literally and then freely. ③Students read the studied part of the passage silently and ask the teacher questions they can not answer by themselves.
⑶Phase Three ①Students are asked to write the answers to the questions about the reading passage. ②Students are asked to do other written work that is meant to reinforce the new grammar items and vocabulary. Techniques方法和技巧--- A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: ⑴Reading Reading passages are planned around the sequenced grammatical structures and vocabulary to be studied and are excepted from literary works or carefully written by a compiler, including particular grammar rules and vocabulary. ⑵Translation Translation can be employed in presenting a new grammatical item, understanding a new passage or as exercises at the end of a lesson. ⑶Deductive teaching of grammar Grammar rules are taught directly by the teacher, with exceptions to each
rules noted. ⑷Analysis and comparison Difficult sentences are analyzed in detail and compared with the first language sentences. ⑸Memorization Students are required to memorize bilingual word lists and grammatical rules. ⑹Reading comprehension questions Different questions are designed for students to answer to check the understanding of the reading passage. ⑺Written work Fill-in-the-blanks is one kind if written work. Using new words to make up sentences is another type of written work. Composition is frequently employed in traditional foreign language teaching.
Theory of language语言理论--⑴All languages originate from one language and are ruled by a common grammar The theory of language underlying in the Grammar-translation Method was derived from Comparative Historical Linguistics. Some linguists believed that all languages originated from one language and were ruled by a common grammar. ⑵The written form of the language is superior to the spoken form. The Grammar-Translation Method belongs to the school of traditional linguistics which believed that the written form of language is superior to the spoken form. The traditional linguists gave priority of the written form and took words as their starting point. When discussing the rules of language, they emphasized such matters as correctness, the purity of a language and literary excellence. ⑶The students’ first language is the reference system in the learning of the target language. In foreign language teaching, the target language is primarily interpreted as a system of rules to be observed in texts and sentences and to be related to the first language rules and meanings. The students’ first language is the reference system in the learning of the target language.
Theory of learning学习理论---⑴The mind of human beings has various faculities that can be trained separately.⑵Understanding and memorization of complicated grammatical rules of languages help to develop mentality. ⑶Latin grammar is the most logical and
well-organized grammar. ⑷The language was a body of knowledge to be learned, with an emphasis on intellectual rigor.
Advantages-优点⑴It makes use of the first language. In
Grammar-Translation Method, the first language is maintained as the reference system in the learning of the second language. ⑵It helps students develop reading comprehension and production of written language. Systematic study of grammatical rules plays an important role in fostering students’ ability of reading comprehension and producing grammatically correct sentences. The focus on understanding literary texts provides the situation in which reading and writing are well trained.
⑶It is easy for teacher to use. The Grammar-Translation Method makes
few demands on teacher although it often creates frustration for students. It is relatively easy to apply.
Disadvantages缺点---⑴Overemphasis on translation, dependence on first language. Overemphasis on translation can never emancipate the learners from dependence on the first language. ⑵Too much emphasis on reading and writing, neglect of listening and speaking. It put too much emphasis on reading and writing and neglects listening and speaking. ⑶Not meeting the communicative and practical needs of the students. Knowing a large number of grammatical rules can not ensure that students can use them appropriately in real communicative situation. The texts are mostly taken from literary works. The language learned often doesn’t meet the practical needs of the learners. ⑷Rote-learning Memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.
1-How did the Grammar-Translation Method develop into its present form? Before the 16th century, Latin was the language of communication in the Western World. Then in the 16th century, modern languages such as French, Italian and English gained in importance as a result of political changes in Europe. With the development of modern languages, Latin gradually became displaced as a living language. The main purpose of learning Latin was to study the classical culture. Grammar analysis and translation proved to be effective means in study foreign culture through literary works. The mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated rules and paradigms and translation between languages. Grammar analysis and translation became the basic procedures in the 18th century. Thus the Grammar-Translation Method became the principal method of teaching modern languages in schools.
2-What is the focus of a Grammar-Translation classroom? It is the teaching of the foreign language grammar. Grammar is the core of language, and teaching materials are arranged according to the grammatical system. The processing of learning grammar is considered an important means of training mental abilities.
3-What language skills are emphasized? Reading and writing are emphasized in a Grammar-Translation classroom because literary language is regarded as superior to spoken language. Therefore the language learners should study written language. The focus on understanding literary texts provides the situation in which reading and writing abilities are well trained.
4-What is the main technique used in a Grammar-Translation classroom? Translation is the main techniques used in a
Grammar-translation classroom. General speaking, literary translation
should be followed by free translation; and sentence translation followed by passage translation. A Grammar-Translation teacher also uses the following techniques: reading passages from literary works; teaching grammar using a deductive approach; analyzing and comparing difficult sentences with students’ first language; memorizing word lists with the first language translation; and memorizing grammar rules and paradigms; using questions to check students’ comprehension of the reading passage; using fill-in-the-blank exercises, making up sentences and writing composition.
5-What is the most important aspect of language according to the Grammar-Translation Method? According to the
Grammar-Translation Method, grammar is the most important aspect of language, which is viewed as a system of rules. Systematic study of grammatical rules play an important role in fostering students’ ability of reading comprehension and producing grammatically correct sentences. Understanding and mastering the morphology and syntax will develop students’ ability of analyzing and solving problems.
6-Are the techniques of Grammar-Translation acceptable to you? Why? I don’t think the techniques of Grammar-translation are acceptable to us. We can find some disadvantages in the Grammar-Translation Method. First, overemphasis on translation can never emancipate the learners from dependence on the first language. Second, it put too much emphasis on reading and writing and neglects listening and speaking. Third, knowing a large number of grammatical rules can not ensure that students use them appropriately in real communicative situation. The texts are mostly taken from literary works. The language learned often doesn’t meet the practical needs of the learners. Last, memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.
7-Which of the principles of the Grammar-Translation Method do you think are still applicable in modern language teaching? We can discover some valuable principles of the Grammar-Translation Method are still applicable in modern language teaching and learning, such as knowledge of grammar (language rules) facilitates learning. The term “grammar” is so familiar to linguists, language teachers and learners that it is sometimes difficult to stand back and look at it clearly. Some linguists have argued that grammar teaching is unnecessary, and emphasis should not be put on the teaching of grammar. On the other hand, other linguists have argued that grammar is an immensely pervasive phenomenon. It is an integral part of language, so that the more we can find out about how grammar is learned and used, the better placed we will be to teach it effectively. We learners consider that grammar is not only necessary, but also very important in language teaching and
learning. The understanding of grammar helps us build up confidence in using the target language and encourages us to use the language accurately and appropriately. We think that grammar teaching and learning can be useful in learning the target language. But we also think that grammar teaching and learning should focus on developing the learners’ communicative ability more than presenting and explaining grammatical rules. Nevertheless, we feel that there is still room for improvement, especially the design of the exercises in the materials since we have not yet experienced the effect on listening and speaking in grammar teaching.
第三章直接法(berlitz method )
got its name from the assumption that meanings are to be connected directly with the target language, without going through the process of the translating into the students” mother language.
1.语言技巧Language skills: regarding listening and speaking as the basis of reading and writing is strategic in fostering the four skills
2.焦点:correct pronunciation is emphasized, pronunciation is paid attention to from the beginning of a course.
5.most important aspect of language : the spoken form of language in the target language, the sentence is considered more important than the word.
6.目的objectives:(1) developing the st udents’ ability to communicat e in the target language (2) learn to think in the target language (3) can use the target language to express themselves directly without referring the mother language (4) achieving automaticity of using the target language.
7.避免: the first language and translation exercises are completely avoided.\ an explicit grammar rule may never be given, grammar is learned inductively through listening and speaking activities.
8.技巧oral communication skills are regarded as basic.
9.教学大纲the syllabus is arranged according to situation or topics.
10.教学单位the unit in a language is the sentence.
11.教学过程的技巧: direct association \questions and answer exercises \conversation practice \ error correction \ dictation \inductive teaching of grammar \ listening comprehension tasks \ grade composition( familiar
----narratives --- free.)
12.教学步骤:three phases: presentation by direct association \ oral practice in the target language \ consolidation with written work.
14.How should language rules be learned: inductive through listening and speaking activities. The teacher sets up a few carefully chosen illustrations of a rule and leads students to discover the relationship of the new elements to others previously learned and to formulate their observations into the rule governing those examples .fill –in –blank
exercises are often used to have students induce grammar rules they needs to fill in the blanks form examples in the text.
15.Why the first language is forbidden : the reason for the exclusive use of the foreign language in the direct method is to enable the students to think in the target language , so that they can use it to express themselves without referring to their mother tongue.
background-背景--The Direct Method got its name from the assumption that meanings are to be connected directly with the target language, without going through the process of translating into the students’ native language. It was developed in the late 19th century as a reaction against the Grammar-Translation Method and out of the need for better language learning in a new world of industry and international trade and travel.
In the mid and late 19th century, international exchanges increased very fast because of political and economical reasons. But the different languages used in different countries created a barrier in such exchanges. Increased opportunities for communication in spoken language among Europeans created a demand for oral proficiency in foreign languages. Therefore, language teaching innovations in the 19th century were inevitable. The Direct Method emerges as a result of the innovations. The new world in the late 19th century made the Direct Method not only a necessity but also a possibility. The rapid development of linguistics, psychology and education greatly stimulated the establishment of the Direct Method. The best known reformers in the mid-19th century was the Frenchman F. Gouin who applied his linguistic and psychological theories and developed an approach to teaching a foreign language on the basis of his observations of child first language learning . Another reform-minded language teacher was Berlitz who established the first Berlitz school in the U.S.A. in 1878. He used a method which is known as Berlitz Method and it was one school of the Direct Method. Definition ---is a method of foreign or second language teaching which insists that only the target language should be used in class and meaning should be communicated “directly” by associating speech forms with actions, objects, mime, gestures and situations. It emphasizes the importance of spoken language. Therefore holds that reading and writing should be taught only after speaking .The Direct Method believes in the natural process of language learning and in the inductive teaching of grammar.
Main features--- a. Students learn to think in the target language. b. Meaning is presented by relating directly to the physical world. c. Target language is the language of instruction and communication in the classroom. d. Grammar is learned inductively through listening and speaking activities. e. Correct pronunciation is emphasized. f. The
syllabus is arranged semantically according to situations or topics. g. Spoken language is preferred to written language. h. The basic unit of language is the sentence.
Objectives--- a. to foster the students’ ability to communicate in the target language; b. to enable the students to think in the target language ;
c. to train the four skills;
d. to achieve correct pronunciation.
The objectives of the Direct Method are to foster the students’ ability to communicate in the target language. The general goal of a language programme is to teach conversational skills. The reason for the exclusive use of the foreign language in the Direct Method is to enable the students to think in the target language. The teaching of all four basic language skills is not neglected, but reading and writing exercise should be based upon what the students practice orally first. Pronunciation is paid attention to from the beginning of a course. Vocabulary takes precedence over grammar.
Procedures---Classroom procedures in the Direct Method can be roughly divided into three phases: Presentation by direct association; oral practice in the target language and consolidation with written work.
Techniques--- In order to realize the goal of teaching ,a Direct Method teacher is usually found using the following techniques: a. Direct association. New language items are presented by associating meaning with the target language directly. b. Question and answer exercises. In order to have the newly-introduced language items fully understood by students, the teacher answers students’ questions and asks students to answer her questions in full sentences. c. Conversation practice. Students are encouraged to ask other questions using the same grammatical structures they have practiced. d. Error correction. Students are not allowed to make mistakes. Their mistakes are immediately corrected by the teacher or by students themselves. e. Dictation. Dictation is used as a means to reinforce and test what the students have learned. f. Inductive teaching of grammar. Grammar is learned inductively through listening and speaking activities. g. Listening comprehension tasks. Designing listening comprehension tasks is one of the ways to establish a favorable classroom climate in the Direct Method. h. Graded composition. Writing can be introduced as a means of consolidation and evaluation in the Direct Method. Written work should be graded in the following sequence: first, reproduction of familiar reading texts; second, reproduction of narratives orally presented by the teacher; third, free composition. Theory of language--- The theory of language underlying the Direct Method was mainly derived from the following views by the innovators and reformers of the 19th century: a. Every language has its own structure. Every language has its own structure and cannot be forced into the straitjacket of Latin grammar. b. Spoken language comes before written
英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世
纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；
《小学英语教学法》读书笔记 5000字 《小学英语教学法》读书笔记 《小学英语教学法》一书中指出,小学生学习外语具有模仿力强,记忆力好,勇于开口等特点和优越条件,对今后进一步学好英语,培养用英语进行交际的能力,将起着及其重要的作用.因此,作为一名小学英语教师,我们的注意力和精力应该放在其语言技能的培养上,而不是放在单纯的语言知识上,要激发学生学习英语的兴趣和动机;培养学生良好的学习习惯;使学生获得英语的一些感性知识;打下较好的语音基础,学习一定量的词汇,接触一定量的日常交际用语,从而具有以听说能力为主的初步交际能力;使学生在英语学习中受到良好的思想品德教育,个性得到健康和谐的发展. 作为一名小学英语教师,要搞好英语的教与学活动,运用恰当的教学方法,通过小学教学活动的趣味性,直观性,实践性使小学生爱学,会学,主动学.小学英语教学法课是一门理论和实践相结合的专业课.不是会讲英语的人就能教好英语.我们不仅要具有坚实的英语基础知识和运用语言的能力,还必须学习有关英语教学的理论,提高自身的教学能力。歌谣,充满童趣,合辙压韵,琅琅上口,迎合了少年儿童的心理与口味.简笔画,一种具有普遍推广
意义的直观教学手段,它运用最简单的线条和平面形概括地勾画出物象的主要特征,用笔简练,形象简洁,应用简便.它有利于活跃课堂气氛,激发学生兴趣,化解教学难点,变抽象为具体,化复杂为简单,并能增强记忆,提高学习效果.运用歌曲和音乐学习语言也是外语教学的有效方法之一.用教唱英语歌曲的方法把儿童引入英语 的广阔殿堂,无疑是符合儿童心理发展规律的,它具有以下作用:激发学习下去;提高学习效益;完善学习品质;充实文化知识等.我们可以从各类儿童英语教科书中选择一些旋律较熟,唱词简单适合的歌曲等.当然还可以自己在学生很熟悉的旋律中配上当堂学习的主要句行型，让学生在轻松愉快的气氛中扎实的掌握所学知识，可以达到事半功倍的效果。 通过阅读这本书，让我对英语教学又有了许多新的想法。以后，在课余时间应该多读一些专业的书籍。更好的帮助自己搞好英语教学工作。 库尔勒市一小许梅 20xx年2月15日
英语教学法汇总 只有努力在英语课堂教学实践中寓教于乐，才能收到事半功倍的效果。因此，我们必须优化课堂教学，教师在上课时必须精心创设情境，以布置教室、角色扮演或播放录像、录音等方式将学生引入教学情境，通过音乐、绘画创设轻松的学习氛围，激发学生的学习兴趣。 成功的英语教学所需的不是强制，而是激发学生的兴趣。我们只有不断地激发学生的学习兴趣，引导他们多参与一些积极有效的、丰富多彩的课堂活动，让学生“动”起来，让课堂“活”起来，才能使他们快快乐乐地获取知识，轻轻松松提高素质。 1、直观教学法 2、情境教学法 3、模仿练习法 4、歌谣说唱法 5、表演法 6、竞赛法 7、讲授法 8、演示法 9、交际教学法 10、自然法教学 11、暗示法 12、游戏教学法 13、三位一体教 学法 14、活动教学法 15、全身反应法 16、多媒体辅助 教学法 17、激趣法 18、任务教学法 19、艺术激趣式 教学法 20、简笔教学法 21、猜图法 22、挑战法 23．演角色 22．双簧 25、演讲比赛： 26、拍卡片说句 子 27、分组拼读单 词比赛 28、动作教学法 29、合作教学法 30、功能意念法
1、直观教学法 在教学时，有些教学材料贴近于生活，能充分反映小学生的日常生活，所以教师应该有效地利用资源，如运用实物或图片、教具等进行演示，使学生头脑中形成比较鲜明的事物表象，丰富学生的感性认识，这样不仅能激发学生的学习兴趣，还能使他们将所学的内容应用到他们的生活中去。 教具是英语教学中不可缺少的一部分，小学生的形象思维较强，教师在教学过程中应遵循儿童认识事物的发展规律，采用灵活多样的教学方式，尽可能使用直观教具(如看录象模型教学挂图实物教具等)来加强教学的直观性，使枯燥乏味的内容形象化、生动化。 如在学习book , pencil 等学习用品和apple , orange 等水果时，就可以利用水果实物或图片进行教学，使抽象的单词直观化，使英语的学习过程更具趣味性。 2、情境教学法 情景是教师创设或模拟的生活场景，应具有真实、生动、实用的特点，便于学生将所学语言材料进行综合、创造性地进行表达交流。这种练习方法，有接近生活的交际功能，而且能变单调、机械的句型操练为活泼、生动的交际性练习。情境能使抽象的语言具体化、形象化，在生动、形象的情景中学习英语，能使英语课堂教学趣味化、形象化。 如学习“May I come in?”这个句子时，可以先请学生注意看和听：教师走出教室，在教室门上敲几下，并注视全班学生，用请求的语气和想进来的手势说：“May I come in？”这时学生都睁大了眼睛，全神贯注地听“老师在说什么呢？”教师可趁势再重复两遍，这样学生就自然而然地听懂了句子的意思，并且能把听到的句子“May I come in?”流利地说出。在这种情境下学会的句子，记忆牢固且能学以致用，如进老师办公室，就会自然使用“May I come in?” 3、模仿练习法 英语学习需要学生的模仿练习，因为英语的语音、语调及书写必须准确无误。为此，教师在范读字母、单词或句子之前，应该让学生听老师的读音，看老师的口形，进行认真的模仿练习。引领学生反复训练，鼓励学生大胆张口。 4、歌谣说唱法 对于中低年级的学生，我们可以根据其特点，将学习的内容编成一些顺口易记的歌诀。 如：丁丁、丁丁真能干，学习思考用head，小小eye看黑板，竖起ear认真听，mouth、mouth 长得巧，讲起英语都说好，nose、nose嗅觉灵，foot、foot踢足球，arm、arm来举重，长长leg 跳绳快，虽然比赛伤了toe，领奖face乐开了花，全班拍着hand，夸他为班争了光。学生在背歌诀时，脑、口、耳并用，还可以配以肢体表演，这样的英语学习是愉快的，调动了学生的学习积极性，让学生在轻松愉悦的气氛中学习，使他们感到学习不再是一种负担，而是一种乐趣。 5、表演法 英语是语言的载体、交流的工具。不同的语言其表现的形式也不同。英语只是其中一种。作为小学生，他们的模仿力很强。在英语课堂上，我们可以充分利用这一特点，激发学生的表演欲望。 例如：在学习句型what would lilk to eat? I would like some...... would you like some....yes,please(no,thanks)的过程中教师点拨了句型的理解和用法后，可以由学生自由结合表演回话，可以去讲台前，由学生作为裁判。在此过程中，学生会精心准备，认真表演，发挥出自我极限，你会发现学生对句型的语境理解的运用更加准确，记忆时间更加持久。 又如在“In the morning”这一单元后，我们的表演要求就是：把一天从早晨醒来到上学这一阶段的生活用英语表演出来。每个小组四名同学，分别扮演爸爸、妈妈、Jimmy、 Betty ，为了表现的逼真，学生们带来了牙刷、口杯、梳子、闹钟、牛奶、面包和鸡蛋等道具，甚至还有妈妈用的围裙。当演出开始时，随着闹钟音乐的响起，同学们开始了精彩的表演。除了新学的单词：起床、刷牙、洗脸、梳头、吃早点、去上学，他们主动地选用了课文中的歌曲来伴奏。这样使得整个课堂气氛十分活泼。在剧中，每个同学的对话虽然不多，但每个人都意识到自己正在使用刚学到的知识，并扮演着一定的角色，所以都很认真的对待演出。而且，在演出后他们也很有成就感。而没有走上台的同学也被带动，纷纷举手表示下次要演。 6、竞赛法 青少年活泼、好强、好表现，教师应充分利用学生这一特点，努力在英语课堂上为学生创造说和做的机会，使他们处于学习的主人地位。把竞争机制引入课堂，把游戏搬进课堂，不仅拉近了师
《小学英语教学法》教学大纲 一、课程说明 1.课程代码： 108024641/108024621 2.总学时数： 68 ，其中理论环节学时数： 20 ，实验实践环节学时数：48 。 3.学分： 4学分 4.适用专业：小学教育（英语方向）本科 5.本课程的性质、地位和作用 小学英语教学法是一门理论和实践相结合的小学教育英语方向学生专业必修课。不是会讲英语的人就能教好小学英语课程。本课程对小学教育英语方向专业学生开课。 小学英语教学法是研究小学英语教学的理论和实践，研究小学英语教学过程及其规律的科学。小学英语教学法将国家英语课程标准、儿童心理学、教育学、社会学、语言学和哲学等社会科学和自然科学综合于小学英语教学中。它对小学英语教学实践中出现的问题或现象进行总结，概括出具有普遍意义的规律、原理和原则，进而指导小学英语教学实践，使小学英语教学过程中所采用的教学方法更加符合小学生的心理特征，符合英语教学规律，符合国家课程改革的总体要求，以求学生获得小学英语教与学的最佳技能。 二、教学基本要求 1.本课程的目的、任务 本课程的教学目的是通过本课程的学习，使学生了解与小学英语教学相关的基本理论和先进的教学理念，形成与时俱进的英语教学观念，推进小学英语教学改革实践；熟练掌握基本的教学技能和课堂操作技巧，熟悉小学英语教材的编写体系和使用要求，从而能很好地、创造性地使用小学英语教材；使学生了解小学英语评价的基本理论和方法，掌握新的教学评价策略与技能；培养初步的独立研究的能力、反思教学的能力、批判性思维的能力和自主发展的意识与能力。 2.本课程的教学要求 根据“教学法”课程的知识结构和“基于任务”的特点，建议采用教师授课、学生讨论、模拟实践相结合的教学模式，培养学生参与、合作和探究的精
任何一门课程的教学目标都不是唯一的，但是，任何课程都有一个基本目标。那么小学英语教育的基本目标是什么?《英语课程标准(实验稿)》对此作了一个明确的回答，这就是“学生的发展是英语课程的出发点和归宿”。这里，“学生的发展”的内涵是丰富的，但是决不能被泛化而失去其最基本的学科特征。它应当主要地是指学生英语语言能力的发展。 在一个以英语作为外语教育的国度里，学生英语语言能力发展的主要途径还是靠课堂。这就给我们的小学英语教师提出了一个问题，即如何通过课堂教学来促进学生的英语语言能力的发展。 对于这个问题，许多小学英语教师一直在实践中艰苦探索，努力在实践中做出了一些改进，也或多或少取得了一些成效。但是，从总体来看，这个问题并没有得到令人满意的解决。一个重要原因是，我们的教学研究只是试图不断调整我们那些不恰当的教学行为，而并没有真正触及英语课堂教学改革的灵魂，即没有真正解决制约英语教育发展的理论与理念的问题。 在新一轮基础教育课程改革的进程中，建构主义教学思想犹如一缕春风，向我们扑面而来。源于西方哲学思想又被认知心理学所广泛应用的建构主义，其基本原理一经应用于课堂
教学。就产生了奇迹般的效果，建构主义教学思想也因此应运而生。 与西方以往外语教学法各种流派不同的是，建构主义教学思想不仅突出强调了“以人为本”和“促进人的发展”的思想——这与我们的新课程改革在本质上是完全一致的——更重要的是，它是有其坚实的哲学基础的。 辩证唯物论认为，世界是普遍联系的；建构主义教学思想则认为。任何学科知识都是具有联系性的，真正的语言能力是综合运用语言的能力，而不是孤立的、机械的、僵死的应答操练。离开具体情境的语句是没有任何确定性意义的， 辨证唯物论认为，物质世界的发展总是有条件的；建构主义教学思想则认为，语言知识的建构不仅需要激发学生已有的语言知识储备和经验积累，而且需要创设、呈现新的语言现象的具体情境。让学生在真实的或模拟的情境中去体悟新的语言现象及其语义和用法。 辩证唯物论认为，物质运动总是在原有的基础上，从低级向高级不断发展的：建构主义教学思想则认为，学生的语言知识和语言能力的建构和发展过程是必须循序渐进的。 辩证唯物论认为，人对世界的认识是需要发挥主观能动作用的；建构主义教学思想则认为，学生的知识与能力的获得过
THE SILENT WAY 默示教學法(SW) 歷史背景與淵源 SW是由Caleb Gattegno在觀察一位歐洲學者進行數學教學後研發出來的教學法。它最主要的學習理論包括了： （1）學習者若能自己去察覺(discover)、發現、及創造(create) ，將遠比覆誦(repeat)、熟背(remember)來的好--- 普通的教學通常可分為講述模式（expository mode）和假設模式（hypothetical mode）。講述模式中所有的教學內容、型態、進度全權由教師來掌控，假設模式的教學則讓學生在實驗、摸索、嘗試中參與學習，加強了學習將度，增進內在的自信與成就感。Gattegno認為SW可以讓學習者獲得假設模式的上課效果； （2）SW所使用的教具，如依顏色來分類的彩色木條(colored cuisenaire rods)和發音卡(Fidel pronunciation charts)，是心理學中所說可以幫助學生學習和記憶的輔助媒介(associate mediator)； （3）SW採用實驗心理學中〝解決問題〞（problem-solving）的方法來進行語言教學，也就是教師不再多遍地重述教學內容，而要求學生專心主動地去觀察、摸索出L2的各層風貌。 教學觀 Gattegno認為，語言為一結構性的組合體，所以教學上可以將發音、文法等元素加以抽離於社會情境下來介紹。這也就是為何他會採用彩色笨子等教具來進行教學的原因。此外，Gattegno也非常強調學習者要學好L2的兩大特質： （1）沈默（silence）---沈默使學生能專注於所學的標的物上，進而產生組織、統合的能力。學習中常見的覆誦（repetition）反而會攪擾心思運作的狀態； （2）意識狀態（awareness）---Gattegno非常重視心理學中〝如何學好學習〞（learning to learn）這門學問。他認為，意識狀態的發展要由注意力開始，然後才透過實驗、自我修正來達到融匯吸收的境界。這點也是SW有別於其他教學理論的最大特色。 教材教法 一、教學目標 SW旨在培養學生初級的聽力和口語能力，加強發音、語調的正確性，並使學生學得實用的文法觀念以及L2正確的學習方法。
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.
浅谈在教学中如何让小学生保持积极心态 摘要：随着中国国际化的日益发展和素质教育的全面普及，英语教学越来越受重视。小学生在三年级的时候就已经开设了英语课。但是如何让小学生在英语教学中保持积极心态，更好的学习英语，这是一个值得探讨的问题。 关键词：英语教学积极心态 在十八大报告中，以保障和改善民生为重点的社会建设中提出：“要坚持教育优先发展，全面实施素质教育”，把教育放在民生之首。教育问题是最大的民生问题，是中华民族振兴和社会进步的基石。在素质教育全面普及中，英语教育也显得越来越重要。小学阶段是一个人养成良好的学习习惯，奠定人终身发展基础的重要时期。所以小学英语教学是教育中一个非常重要的环节。但是如何让这一个环节变得不枯燥乏味，如何让小学生不再总是通过死记硬背来学习英语，这就需要我们在英语教学中想法设法，创造环境让学生在民主的教学氛围中，和谐的师生关系中，开放的思维空间中，保持一种积极向上的心态，去更好的学习英语。 一、建立良好的师生关系 一个好的老师，并不应该只是为了完成教学任务而去教学。而一个成功的教学过程，也并不应该是老师在台上讲，学生在下面听的过程。这样的教学是失败的。一个班级就像是一个大家庭一样。老师和学生应该建立起良好的师生关系，这样才能达到教与学的和谐统一。 （一）从教师到朋友，角色的转变 小学生其实是很敏感的。他能够感觉到老师对他们的态度及心理。所以教师，不能觉得自己是教师就高高在上，用身为老师的威严压迫他们去学习。而在一个班级这样的大家庭里面，教师应该尊重学生，平等地对待每一个学生，让他们感受到来自老师的关心和爱护，感受到老师的期望，激发学生的学习热情和增强学生的学习信心。在这样的一种感觉中，他们自然就有一种想要学习的心理。所以一个老师请不要吝啬，一个和蔼的微笑，一个抚摸头的小动作，或者是一种鼓励的眼神都会让学生感受到浓浓的温暖。 （二）注重课堂评价性语言，多鼓励学生 小学生是从三年级开始才接触英语。在刚开始接触英语时，他们可能会在心理上产生一种好奇的心理，觉得这是一种新事物很有趣，对英语充满学习兴趣。而且，他们现在正处于一个接受语言最佳的年龄阶段，有很强的模仿能力，所以
总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：
小学英语教学法读书笔 记 Revised as of 23 November 2020
《小学英语教学法》读书笔记 《小学英语教学法》一书中指出,小学生学习外语具有模仿力强,记忆力好,勇于开口等特点和优越条件,对今后进一步学好英语,培养用英语进行交际的能力,将起着及其重要的作用.因此,作为一名小学英语教师,我们的注意力和精力应该放在其语言技能的培养上,而不是放在单纯的语言知识上,要激发学生学习英语的兴趣和动机;培养学生良好的学习习惯;使学生获得英语的一些感性知识;打下较好的语音基础,学习一定量的词汇,接触一定量的日常交际用语,从而具有以听说能力为主的初步交际能力;使学生在英语学习中受到良好的思想品德教育,个性得到健康和谐的发展. 作为一名小学英语教师,要搞好英语的教与学活动,运用恰当的教学方法,通过小学教学活动的趣味性,直观性,实践性使小学生爱学,会学,主动学.小学英语教学法课是一门理论和实践相结合的专业课.不是会讲英语的人就能教好英语.我们不仅要具有坚实的英语基础知识和运用语言的能力,还必须学习有关英语教学的理论,提高自身的教学能力。 歌谣,充满童趣,合辙压韵,琅琅上口,迎合了少年儿童的心理与口味.简笔画,一种具有普遍推广意义的直观教学手段,它运用最简单的线条和平面形概括地勾画出物象的主要特征,用笔简练,形象简洁,应用简便.它有利于活跃课堂气氛,激发学生兴趣,化解教学难点,变抽象为具体,化复杂为简单,并能增强记忆,提高学习效果.运用歌曲和音乐学习语言也是外语教学的有效方法之一.用教唱英语歌曲的方法把儿童引入英语 的广阔殿堂,无疑是符合儿童心理发展规律的,它具有以下作用:激发学习下去;提高学习效益;完善学习品质;充实文化知识等.我们可以从各类儿童英语教科书中选择一些旋律较熟,唱词简单适合的歌曲等.当然还可以自己在学生
国外英语教学法分类及对我国中小学英语 教育的影响 【摘要】本文对不同阶段国外英语教学法进行综述分析，探索出适合中国学生学情的英语教学方法；提出英语教学的建议，提倡中小学教师不要一味追风，结合学生学情进行教学。 【关键词】国外英语教学法中国中小学教育 一、引言 自英语教育作为一门学科开始以来，不同语言理论时期都会有不同的英语教学法。教学有法，教无定法，教法没有最好的，只有最合适的，教法也不是单一运用的，而是多元的，多种方法结合运用相互协调，才能提高教学效率。 二、国外教法分类 通过分析与总结文献研究，本文作者将国外教法大致分为以下三个阶段： 1.传统教学法，包括语法翻译法，直接法，听说法，全身反应法。语法翻译法源于16世纪的欧洲人学习希腊语和拉丁语，后来演变成课堂教学方法，此方法重读写，轻听说，教材设置追求以语法词汇为
中心，课文为语法词汇服务，导致课文趣味性降低，教师讲授以翻译为主，着重语法操练，强调死记硬背，这种方法能提高学生读写能力，基本功扎实，较适合做笔试。但此方法忽视听说交际，学生所学英语多为哑巴式，不能在合适时间地点运用恰当英文进行流畅交流。19世纪末期随着工业化和国际贸易的发展，以读写为主的翻译法已不能满足人们需求，直接法应运而生，其含义是直接用外语教外语，课堂上师生只用目的语交流，不注重形式，不过分计较对错，强调模仿，操练，教材设置也以句型为主。这种方法有利于学生形成目的语思维模式，英语表达习惯，提高交际能力，但这种方法培养的学生基本功较差，语言再造能力薄弱。与直接法类似的是听说法，源于20世纪中期，开始主要为军事目的，强调听说，课上进行大规模句型操练，练习技巧有问答式，循环式，一条龙式，最小对比对练习等。全身反应法，是由美国加州圣约瑟大学心理学教授James Asher于20世纪60，70年代提出的。这种方法倡导把语言和行为联系在一起，通过身体动作教授外语。全身反应法主要是根据大脑两半球的不同功能，右脑—形象思维，左脑—逻辑思维，强调要在形象思维基础上进行抽象思维发展。因此强调要在真正的情景里来进行教学，这种方法强调整句教，整句学，教学气氛活跃，但局限性太强，它只适合一些年龄较小的群体，那些较难的抽象的词汇，无法用身体动作表现出来，这种方法就不太令人满意。 这一阶段教学法的共同点：（1）教控制学，强调教师为中心，学生处于被动地位。（2）重语音，词汇，语法这些基本的语言形式，忽
小学英语教学法汇总 1、直观教学法 在教学时，有些教学材料贴近于生活，能充分反映小学生的日常生活，所以教师应该有效地利用资源，如运用实物或图片、教具等进行演示，使学生头脑中形成比较鲜明的事物表象，丰富学生的感性认识，这样不仅能激发学生的学习兴趣，还能使他们将所学的内容应用到他们的生活中去。如在学习book , pencil 等学习用品和apple , orange 等水果时，就可以利用水果实物或图片进行教学，使抽象的单词直观化，使英语的学习过程更具趣味性。 2、情境教学法 情景是教师创设或模拟的生活场景，应具有真实、生动、实用的特点，便于学生将所学语言材料进行综合、创造性地进行表达交流。这种练习方法，有接近生活的交际功能，而且能变单调、机械的句型操练为活泼、生动的交际性练习。 情境能使抽象的语言具体化、形象化，在生动、形象的情景中学习英语，能使英语课堂教学趣味化、形象化。如学习“May I come in?”这个句子时，可以先请学生注意看和听：教师走出教室，在教室门上敲几下，并注视全班学生，用请求的语气和想进来的手势说：“May I come in?”这时学生都睁大了眼睛，全神贯注地听“老师在说什么呢?”教师可趁势再重复两遍，这样学生就自然而然地听懂了句子的意思，
并且能把听到的句子“May I come in?”流利地说出。在这种情境下学会的句子，记忆牢固且能学以致用，如进老师办公室，就会自然使用“May I come in?” 3、模仿练习法 英语学习需要学生的模仿练习，因为英语的语音、语调及书写必须准确无误。为此，教师在范读字母、单词或句子之前，应该让学生听老师的读音，看老师的口形，进行认真的模仿练习。引领学生反复训练，鼓励学生大胆张口。 4、儿歌说唱法 对于中低年级的学生，我们可以根据其特点，将学习的内容编成一些顺口易记的歌诀，如：丁丁、丁丁真能干，学习思考用head，小小eye看黑板，竖起ear认真听，mouth、mouth长得巧，讲起英语都说好，nose、nose嗅觉灵，foot、foot踢足球，arm、arm来举重，长长leg跳绳快，虽然比赛伤了toe，领奖face乐开了花，全班拍着hand，夸他为班争了光。学生在背歌诀时，脑、口、耳并用，还可以配以肢体表演，这样的英语学习是愉快的，调动了学生的学习积极性，让学生在轻松愉悦的气氛中学习，使他们感到学习不再是一种负担，而是一种乐趣。 教学有法，教无定法，贵在得法。我觉得小学生学英语就像学游泳一样，必须让学生泡在水中、潜到水里去，这样他最后才能成为一
《小学英语教学法教程》读后 感（2篇） 这个寒假度过的还是挺愉悦的，不仅在物质上品尝到了那熟悉的家乡风味，在精神上阅读了《小学英语教学法教程》，也感悟良多。特别是在书中读到母语与英语在小学英语课堂上的使用问题时，回想自己在给学生上课的点点滴滴。记得当初在大学上有关教学方面的课程时，书本上对我们的要求是要对学生进行全英文授课，而自己在实验学校上课的时候，尤其是在常态课时，课堂上使用全英语授课的次数不多。在小学英语课堂上，在多大程度上使用英语进行教学，在多大程度上使用母语进行教学和解答问题，是每个英语教师必须面对的问题。其实在小学英语教学中，英语和母语是既相互干扰，又相辅相成的关系。不要把英语和母语对立起来，应该认识到英语和母语都是我们了解和认识世界的一种方法和渠道。 在小学的低年级阶段，母语对英语学习有明显的干扰作用。处于低年级段的学生就更是如此。他们初学英语，也初学拼音，拼音和英语都是由字母组成的，所以低年级的学生容易混淆。尤其是英语当中的二十六个字母和汉语当中的声母与韵母的差别，低年级的学生往往会把他们的读音弄反。同时英语句子的组成顺序和中文的顺序有一定的区别，这个对于学生的翻译又会有很大的影响。记得有些同学在做翻译题目时犯过这样的错误。用母语的思维把下面两
个句子理解成了：How are you? (怎么是你？)How old are you?(怎么老是你？) 所以在低年级阶段进行全英文教学反而效果会更低。 在小学的高年级阶段，对学生进行全英文授课很有必要。在中国学习英语，最大的障碍就是缺乏一个语言学习环境。英语的教学目的是要培养学生运用英语的能力。所以在小学英语教学中，尽量使用英语，控制使用汉语，是英语教学目的所决定的。而高年级的学生对母语已经有了一个全方位的认识了，在课堂上进行全英文授课，提供学生一个学习英语的环境，培养其预感，这样学习起来效果更佳，他们的积极性也更高。我们只有在教学中加强英语实践，多使用英语，让学生大量接触英语，并沉浸在使用英语的氛围中，才能有效地排除母语的干扰，培养运用英语的能力。 在英语教学中尽量使用英语，一般可运用以下一些方法： 1、尽量使用英语组织课堂教学。例如，在教学的各个环节可多使用英语课堂用语。凡能用英语表述的，如讲解、练习、测试和安排、布置家庭作业以及奖励、评讲等，都尽量用英语，避免使用汉语。例如我们学校很普遍的课堂组织用语:one，two, three, A, B, C!当希望重复的时候可以教导学生用again。当让学生读课文的时候可以告诉他这时候应该说reading。 2、使用直观手段，如实物、图片、教师的动作、表情和课文情景等。学生可以跳过母语，直接把英语和客观事物联系起来。看见直观教具和表演就能与英语发生联想，巩固记忆，提高运用英语的本领。特别是在入门阶段，所教的单词一般都是词义具体的单词，
读《小学英语教学法》有感 2014年五月份，我第二次重新读了《小学英语教学法》，使我又一次学到了很多关于教学方法和教学设计。本书从小学英语教学的特点和原则开始，介绍了外语教学法主要流派在小学英语教学中的应用，分四章讲解了怎样教语音，怎样教词汇，怎样教语法和怎样教听说读写，然后是教学方法：分简笔画教学、英语童谣歌曲教学和小学英语课堂教学的组织等几个部分。书中指出：小学生学习外语具有模仿力强，记忆力好，勇于开口等特点和优越条件，对今后进一步学好英语，培养用英语进行交际的能力，将起着及其重要的作用。 一、游戏提高学习兴趣 根据小学生好奇、好动的特点，在教学过程中，我们应充分发挥自己的想象力和创造力，根据教学内容的需要，设计出多种形式的交际性活动。如学习“Who is...?Is he/she/it...?”时，用“听音猜人”的游戏；学习“Where is/are...?Is it in/on/under...?”时，用“藏物猜地点”的游戏；学习“What’s this?It’s a...”时，用“蒙眼摸物”的游戏等。游戏的趣味性可以极大的激发学生的学习热情，提高学生的学习兴趣。 二、教具烘托课堂气氛 小学生模仿力强，活泼好学，对具体形象的内容较易接受，利用直观的教具能引起学生的兴趣和注意力，使他们把形象事物和抽象思维相结合。在这一方法中，简单易寻的事物，我们可以直接利用实物教学。如，苹果、梨、钢笔、小刀等；难找的
事物我们可以利用卡片和挂图教学。如，各种珍贵的动物。课堂上再配以幻灯、投影仪、录音机等的使用，可以烘托课堂气氛，使学生在轻松、愉快的气氛中获得语感。也可以制出一些手工制品来作教具。如，各种动物、人物的头饰等。学到颜色时，可以把自己叠的各种颜色的纸鹤放进盒子里，让学生做“猜颜色”的游戏，谁猜到了就把纸鹤送给谁，这样可以大大提高学生的学习兴趣。 三、歌谣展现英语魅力 在英语教学中，我们要充分发挥自己的想象力和创造力，自己编或总结积累一些儿歌和顺口溜，让学生读起来朗朗上口，既便于学生记忆，又使学生不容易忘记。如，系动词用法的记忆“我用am你用are；is连着他她它；单数名词用is;复数名词全用are”。又如对单词的记忆“food ，food是食物，吃了food身体壮；foot，foot是脚足，我们走路用foot；room ，room是房间，进了room把门关；school ，school是学校，我们学习在scho ol”等。根据小学生爱唱的特点，我们也可以利用英文歌曲进行教学。如，学数字时教学生唱“Ten Little Indian Boys”;学家庭成员时教学生唱“My Family”,再用录音机配上优美的曲调，对学生将有着无穷的魅力。总之，巧学妙记可以使教学达到事半功倍的效果，我们应重视这方面的应用。 四、表演激发参与热情 作为一名小学英语教师，我们不但要是音乐家、美术家，还要是一个演员。在教学过程中我们要能进行形象的表演，用丰富的表情、身体语言、手势、语调等去创设语言环境。根据小学生爱表演、善模仿的特点，可以让学生分角色表演，给学生创