教学教法 英文

英语教学法课程简介
课程编号：050246
课程名称：英语教学法
课程名称(英文)：English-Teaching Methodology
适用专业：英语
先修课程：语音、语法、听力、口语、写作
学时：72
学分：4
教学层次：本科
课程简介: 《英语教学法》是研究英语教学规律的一门科学。

“教学法”的含意是指一种理论“法则或“体系”，而不是狭义的单纯指具体的教学方式和方法。

英语教学法研究英语教学的全过程及其规律。

教学内容主要包括：1、教学理论；2、基本教学理论的教学方法和技巧；3、英语课外活动、教学手段和测试手段。

在教学中采取现代教育技术，利用学校现有的多媒体教室和多媒体语音室进行教学，理论与实践相结合，组织学生到中、小学见习、实习，培养学生的教学基本功，使学生既有教学法理论知识，又有一定的教学实践能力。

教材：王蔷：《英语教学法教程》，高等教育出版社
参考书目：1. 肖惜《英语教师职业技能训练简明教程》，高等教育出版
2.English Language Teaching Methodology，外语教学与研究出版社。

3.Aspects of Language Teaching，上海外语教育出版社
考核方式：考查
成绩评定：本学科的考试目的主要考察学生的知识掌握（对课内教材和教师的授课内容的掌握）和教学实际操作技能（教案编写、课文试讲、简笔画技能、书写技能、英语歌曲、课件制作等）。

4P导学的课堂学生创新的天地----英语4P课堂教学模式初探文章摘要：英语“四位一体”课堂教学方法，也叫“4P”教学法（The English “Four-In –One Class Teaching Method. i.e. 4P’s Teaching Method ），是包天任教授经过20多年潜心学习、研究、实践、总结而创立的.是他在学习、借鉴国外“3P”的先进的教学理论和方法，同时又吸收、继承了我国很多教学思想和教学流派的精华，经过几十年的沉淀、实验、总结、创新，形成的一个大的教学法.该教学法以“循序渐进、阶段侧重、精讲精练、五技并举”为教学原则。

关键词：英语课堂教学教学模式教学法preparation（准备）,4P模式presentation（教学）,practice（练习）,production（产出）所谓英语4P课堂教学模式是全国英语“四位一体”教学法的重要组成部分，是一个以学生为主体，以教师为主导，以活动为主线，以培养学生运用语言能力为目的的教学模式。

每个P表示外语教学的一个阶段，四个阶段互相衔接，可以加快其进程，但不能跨越其中任何一个阶段。

任何一种语言材料教学都必须经过这四个阶段，但这四个阶段并不一定在同一节课上完成，准备阶段应在课前完成，一节课做不完，可以延伸到课外，这样又和第一阶段循环衔接在一起。

1．准备阶段（Preparation），掌握学习新语言必备的知识，初步了解新知识，为进入呈现阶段打基础。

2．呈现阶段（Presentation），包括复习、引导、示范和操练四个环节，其特点在于促进理解和记忆。

3．练习阶段（Practice），在解释新的语言项目之后进行的旨在训练语言技能的活动，它包括听、说、读、写、译五项活动。

4．产出阶段（Production），它是学习的重点，是创造性运用所学知识技能进行交流活动的阶段，它包括产出和接收两大活动，即输出信息（说、写）和输入信息（听、读)的交流实践活动。

Views on LanguageConstructivist theory：•Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows. How can one become a good language teacher?Communicative Competence Array 1.Aim The realistic goals for the lesson, which should be based on what students areable to do by the end of the lesson2. V ariety A number of different types of activities and where possible, introducingstudents to a wide selection of materials3. Flexibility Planning some extra and alternative tasks and activities as the class doesnot always go according to the plan4. Learnability The contents and tasks planned for the lesson should within thelearning capability of the students5. Linkage The stages and the steps within each stage being linked with one anotherin someway5.1The roles of the teacher•Teacher’s roles are related ultimately to assumptions about language and language learning at the level of approach.•Different approaches stipulate（规定）different roles for the teacher.---------Richards and Rodgers •Before the class: a planner What to teach.......How to teach.......What result to achieve.....•During the class: a controller a assessor an organisera prompter a participant a resource provider•After the class:an evaluatorHow successfully he has conducted the class.How efficient the learning activities has been.Harmer defines the teacher’s roles as:Controller to control the pace so that activities run smoothly and efficiently.Appropriate control and over-control.Assessor to assess the students’ work.Organiser to design and organize activities/tasksPrompter to give appropriate prompts or hints when students are not ready to answer to do the activity.Participant to participate in students’activities / communication.Resource-provider to provide resource/ knowledge6.2 The goal of teaching pronunciation1. What’s considered as a good pronunciation?A good pronunciation means:＊to pronounce correctly all the speech sounds of the language and all the combinations in their proper order not only isolated words, but also in sentences; ＊to pronounce sentences fluently at the speed required by the situation with correct stresses, linking of sounds, rhythm, pauses and intonation.2. Critical period hypothesis＊Critical period hypothesis:if humans do not learn a foreign language before a certain age, then due to changes such as maturation of the brain and speech organs, it seems impossible to learn the foreign language like a native speaker.＊The amount of exposure to English:＊Individual ability: Due to biological and physiological difference, somestudents are more sensitive to and better at imitating sounds than others.3. Realistic goals of teaching pronunciationConsistency:The pronunciation should be smooth and natural.Intelligibility:The pronunciation should be understandable to the listeners.Communicative efficiency:The pronunciation should help to convey the meaning that is intended by the speaker7.2Grammar presentation methodsThe deductive methodThe inductive methodThe guided discovery methodTeaching grammar using listening as inputThe synthesis approachThe deductive method•The deductive method relies on reasoning, analysing and comparing. Teaching procedureDisadvantages of the deductive method•Grammar is taught in an isolated way;•Little attention is paid to meaning;•The practice is often mechanical.Advantages of the deductive method1. It could be very successful with selected and motivated students.2. It could save time when students are confronted with a grammar rule which is complex but which has to be learned.3. It may help to increase students’confidence in those examinations which arewritten with accuracy as the main criterion of success.The inductive methodIn the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit explanation.It is believed that the rules will become evident if the students are given enough appropriate examples.Teaching proceduresAdvantages•inspire students’ thinking activities•motivate students’ learning interests•grammar is taught in context.Disadvantages•the presentation of grammar is more complex and time consumption •grammar is not taught directly•some rules can not be induced easilyThe guided discovery method（Similar to the inductive method）•the students are induced to discover rules by themselves (similar)•the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different•Example on page 105 Task 3•(work in groups of 4. How would you present the structure “have/has been doing”.10 minutes preparation and then demonstrate)The synthesis approaches to grammatical pedagogyPennington emphasized that grammar teaching should be:•Collocational Constructive Contextual Contrastive”Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive:one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual:Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: grammar involves drawing the learner’s attention to contrast the differences between the target language and other language8.2What does knowing a word involve?knowing a word means knowing:⏹its pronunciation and stress;⏹its spelling and grammatical properties;⏹its meaning;⏹how and when to use it to express the intended meaning. (四会)1.What does it mean to know a word?⏹Learning a word involves learning more than just the word itself. e.g.post office, mother-in-law⏹There are multi-word units, such as: phrasal verbs, compound words⏹According to Hedge (2000), vocabulary learning involves at least twoaspects of meaning:⏹1) the understanding of its denotative and connotative meaning;⏹2) understanding the sense relations among words⏹Denotative meaning（外延/指代意义）⏹Denotative meaning of a word or a lexical item refers to those words thatwe use to label things as regards real objects, such as name or a sign, etc. in the physical world.E.g. human, apple⏹Connotative meaning（内涵/隐涵意义）⏹ A connotative meaning of a word refers to ‘the attitudes or emotions of alanguage user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings towards something.E.g. running-dog, big apple.⏹Collocations⏹Collocations refers to words that co-occur with high frequency andhave been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time.Eg. see a movie, watch a play⏹Synonyms, antonyms, hyponyms⏹Synonyms refer to items that mean the same, or nearly the same. (big& huge)。

英语中常用的教学方法有哪些英语教学方法有千千万万种,但要根据自己的实际情况,灵活运用不同的方法。

下面是小编整理的英语中常用的教学方法有哪些，欢迎大家阅读分享借鉴，希望对大家有所帮助。

英语中常用的教学方法一、翻译法(Translation Method)翻译法也叫语法翻译法(Grammar-Translation Method)、阅读法(Reading Method)、古典法(Classical Method)。

翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到18世纪末和19世纪中期开始被用来教授现代语言。

翻译法的教学目的是培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。

其突出的特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇变化与语法规则。

翻译法历史悠久，其优点是：1. 学生语法概念清晰;2. 阅读能力较强，尤其是遇到长而难的句子时通过分析句子结构便能理解意思;3. 有助于培养翻译能力和写作能力。

翻译法的缺点是：1. 忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力;2. 教学方式单一，学生容易失去兴趣。

二、直接法(Direct Method)直接法也叫自然法(Natural Method)、心理法(Psychological Method)、口语法(Oral Method)、改良法(Reformed Method)。

针对翻译法不能培养学生听说能力的缺点，直接法于19世纪末在欧洲产生。

它包含三个方面的意思：直接学习、直接理解和直接应用。

其主要特点是：不允许使用母语，用动作和图画等直观手段解释词义和句子。

直接法流行甚广，其优点是：1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力;2. 强调直接学习和直接应用，注重语言实践练习，学生学习积极性高，学习兴趣浓厚;3. 重视口语和语音教学，能有效地培养学生的语言运用能力。

十八种常见的英语教学方法我们都知道少儿时期是学英语的最好时光,所以这个阶段的英语学习很重要，作为少儿英语老师来说最重要的无非就是英语教学方法！1．童话剧教学法教学内容直接决定了学生的学习欲望和制约着语言教师对教学方法的选用.学生用书主体部分为经典的英美英语童话故事.在英语课堂上，当孩子们遨游在光怪陆离的童话故事中，他们学习的英语积极性被充分地调动了起来,当他们和一个个栩栩如生的童话人物交上好朋友的时候，他们的英语也会取得长足的进步。

2．情景教学法Fresh English 新鲜美语是我们英语日常用语专题部分。

在英语课堂上,老师们为学生们模拟各种各样生活中的真实场景，以生动活泼的方式来呈现学生们感兴趣的单元主体，组织学生们在情景中不断地反复地操练新知，达到学以致用的学习效果.3．音乐，律动教学法Happy Melody 和 Motion Chant是我们课本里的英语歌曲和小诗歌。

英语教学蕴含在“说，唱”英语中。

以韵律式的“说，唱”形式,配合科学编排的韵律动作，全方位地调动视觉、听觉、言语能力和肢体动作，让孩子真正“懂得"英语，真正“脱口而出"纯正的英语，真正“学”会英语。

昂立幼，少儿的学生用书中的英文歌曲和儿歌是一套真正为孩子设计的“看了就想学，一学就能跳”的英语韵律操。

它充分考虑到孩子的动作特点，有机地与英语发音和节奏配合起来，易学易跳,协调的动作使孩子深深的感受到英语的优美和学英语的乐趣4．直拼教学法Funny phonics是一套根据英文字母本身的音源，总结出的一套,学生不学就能“看单词能读，听单词能写”的英语词汇教学方法。

它用最简单、最实用、最直接的字母以及字母组合的基本发音，让学生们能很快地掌握陌生单词的认读技巧,并能迅速记忆单词和朗读文章。

我们还给每一个音素配上了形象生动，简单易记的小手势,帮助学生们正确发音。

5。

联想教学法Magic Structure是重点巨型扩充练习，但是它根据每个知识点之间的内在联系,充分调动学生的联想能力，通过引申、扩展、推理、想象等方式，引导学生用正确高效的方式来完成大脑中知识网络的建立，达到迅速把新知从短时记忆转化为永久记忆.6. 语言经验教学法如果我们把英语学习的基础建筑在学生自己的经历和兴趣之上，学习效果就会更好。

Unit 1Further reading⏹Approaches and Methods in Language Teaching: Jack C. Richards & Theodore S. Rodgers 外语教学与研究出版社，2000⏹How to be a good teacher: Scrivener, J. Learning Teaching. Heinemann 1994, Chapter 1⏹Communicative Language Teaching: Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University Press 1989⏹How to plan lessons: Ur, P. A Course in Language Teaching. Cambridge University Press. 1996. Module 15⏹Classroom Management: Gower, R., Phillips,D. and Walters, S. Teaching Practice Handbook new edition. Heinemann 1995⏹How to teach listening: Underwood, M. Teaching Listening Skill. Longman. 1989 .⏹How to teach speaking: Harmer, J. The Practice of English Language Teaching.new edition. Longman 1991. Chapter 8⏹How to teach reading: Grellet,F. Developing Reading Skills. Cambridge University Press . 1981 Harmer, J. The Practice of English Language Teaching . new edition. Longman. 1991. Chapter 10 How to teach writing: Tribble, C. Writing. Oxford University Press. 1996.Harmer, J. The Practice of English Language Teaching . new edition. Longman 1991. Chapter 7 & 8⏹How to use textbooks: Grant, N. Making the Most of Your Textbook. Longman. 1987.⏹Keith Johnson. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press. 2003⏹《外语教学法丛书》20本Shanghai Foreign Language Education PressThe structural viewThe structural view sees language as a linguistic system.The system of language = the system of sounds +the system of words +the system of grammarThe functional view(The functional-notional view)The functional view sees language asa linguistic systemand asa means for doing thingsThe interactional viewThe interactional view sees language asa communicative tool(to build up and maintain relations between people).⏹The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.⏹The target of language learning is learning to initiate and maintain conversation with other people Two things are needed for communication⏹Rules of language form (grammar & vocabulary)⏹Rules of language use in a context (Is it appropriate to use this language item in this context?)Views on Language LearningBehaviorismThree basic behaviorist ideas about learning⏹1. Conditioning (Pavlov and the dribbling dogs): learning is seen as a question of developing connections (known as stimulus-response bonds) between events.⏹2. Habit formation (Skinner and the sporty pigeon)⏹3. The importance of the environment (writing on a clean slate) organism: person or animal that does the learning⏹Environment: an event, a situation or another person (teacher or parent)Environment OrganismThe Cognitive theory⏹Chomsky:⏹Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is 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. )Students should be asked to think rather than simply repeat.Constructivist views⏹Learning is a process in which the learner construct meaning based on his/her own experiences and what he/she already knows.⏹Constructivism is a broad term used by philosophers, curriculum designers, psychologists, educators, and others. Most people who use the term emphasize “the learner’s contribution to meaning and learning through both individual and social activity”.Social constructivism⏹Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.V ygotsky’s theory⏹V ygotsky’ concept of the zone of proximal development: a child can solve a problem with the help (scaffolding) of an adult or more able peer.⏹V ygotsky’s work formed the basis for the cooperative learning programs .He even recommended pairing more competent students with less competent students to elevate the latter’s competence.scaffolding⏹Scaffolding: the technique of changing the level of support over the course of a teaching session; amore-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the student’s current p erformance. When the task the student is learning is new, the teacher might use direct instruction. As the student’s competence increases, less guidance is provided.Think of scaffolding in learning like the scaffolding used to construct a building. The scaffolding provides support when needed, but it is adjusted and gradually removed as the building approaches completion.Researchers found that when scaffolding is used by teachers and peers in collaborative learning, students’ learning benefits.。

英语10种教学方法英语表达摘要：一、引言1.教学方法的重要性2.英语教学的挑战二、10种有效的英语教学方法1.直接教学法（Direct Method）2.口语教学法（Oral Approach）3.全身反应法（Total Physical Response）4.沉默式教学法（Silent Way）5.语言实验室法（Language Laboratory）6.听说法（Audiolingual Method）7.认知法（Cognitive Approach）8.自然法（Natural Approach）9.任务型教学法（Task-based Learning）10.合作学习法（Cooperative Learning）三、每种教学方法的详细阐述和实例1.直接教学法：强调使用目标语言进行教学，鼓励学生直接用英语思维和交流。

2.口语教学法：注重培养学生的口语表达能力，通过重复、模仿、角色扮演等方式训练口语。

3.全身反应法：将语言与身体动作相结合，帮助学生更好地理解和记忆单词和句型。

4.沉默式教学法：鼓励学生通过图画、实物等非语言手段进行交流，提高他们的视觉和听觉能力。

5.语言实验室法：利用现代化设备，为学生提供纯正的英语语音环境，提高听力水平。

6.听说法：强调先听说，后读写，通过大量听力和口语练习培养学生的语言能力。

7.认知法：引导学生通过思考、分析和推理等方式学习英语，提高他们的认知能力。

8.自然法：模仿自然语言习得过程，注重语境和语言交际能力的培养。

9.任务型教学法：通过完成实际任务，让学生在实践中学习和运用英语。

10.合作学习法：分组进行学习，鼓励学生互相协作、讨论和帮助，提高学习效果。

四、总结1.每种教学方法的优缺点2.灵活运用教学方法的必要性3.针对不同学生的教学策略正文：作为一名教师，掌握多种教学方法是非常重要的。

在英语教学中，我们面临着诸多挑战，如何提高学生的兴趣、激发他们的学习潜能以及提高教学效果，是我们不断探索的问题。

Unit 3 The National English Curriculum1.Teaching Aims:students get some ideas of the history of English teaching in China, know about the situation of middle school English teaching as well as the ideas of the new English Curriculum standard.2.Teaching Content:a. the history of English teaching in Chinab. some information of ELT in Chinac. variety of English teaching in the worldd. the new English curriculum3.Teaching Procedures:a. the history of English teaching in China•20世纪中国中小学课程标准（教学大纲）英语发展概况•1904年，《奏定中学堂章程》把“外国语”列为中学堂科目。

•1912年，教育部公布了《小学校令》，在《教科及编制》一章中提及可加设英语或别种外国语。

外国语安排在高小第三学年，每周3小时，教学“读法、书法、作法、语法”。

同年，教育部公布《中学校令施行规则》，规定外国语以英语为主。

1916年，教育部公布《高等小学校令施行细则》，在高小开设两个学年的外语，每周2小时，要旨“在使儿童略识外国语文以供实用”。

•1923年，制订了《新学制课程纲要初级中学外国语课程纲要（暂以英文为例）》。

同年，颁布《新学制课程纲要高级中学公共必修的外国语课程纲要》。

1929年，制订了《初级中学英语暂行课程标准》和《高级中学普通科英语暂行课程标准》。

英语教学教案模板英文版优秀5篇篇一：英语教案篇一活动名称：《H Hat》活动目标：1、通过利用各种游戏活动让幼儿反复听、说、读、练，在游戏活动中学习并掌握英语字母：“H”、英语单词：“Hat”的正确发音及译义，理解短语：“Be quiet!Listen。

”的实际译义。

2、初步培养幼儿的英语对话能力。

活动准备：准备字母卡、图卡一张，录音机及《阳光幼儿英语》音乐磁带。

活动过程：1、活动开始，师幼例行问候，引起幼儿英语活动的兴趣，并进行热身运动。

2、创设情景进行英语对话，复习所学过的会话内容，奖励复习出色及有进步的幼儿，并介绍本节课将要学习内容的重点。

3、教授新字母“H”及新单词“Hat”。

（1）教师出示字母娃娃H，让幼儿说出像什么，在拼贴字母的过程中学会字母“H”的正确发音。

（2）教师利用图卡引出“帽子”的英语单词，通过游戏“贴帽子”让幼儿反复练习强化，逐渐掌握单词“Hat”的正确发音及译义。

4、律动教学。

教授幼儿短语“Be quiet!Listen。

”的实际译义及相应的动作。

5、教师小结，叮嘱幼儿：“回家要看VCD，回家要听录音机，回家要当Melody！”篇二：高中英语教学设计篇二一、课程类型：高三复习课二、教学目标：一) 认知目标1、句型和语言点（见教学重点）。

2、用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、教材分析：这是高三复习阶段的一节写作课。

这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写，对于与写作紧密联系的听、说、读、改错都有兼顾。

英语中常用的教学方法有哪些英语中常用的教学方法一、翻译法(Translation Method)翻译法也叫语法翻译法(Grammar-Translation Method)、阅读法(Reading Method)、古典法(Classical Method)。

翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到18世纪末和19世纪中期开始被用来教授现代语言。

翻译法的教学目的是培养学生阅读外国文学作品的能力和模仿进行写作的能力。

其突出的特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇变化与语法规则。

翻译法历史悠久，其优点是：1. 学生语法概念清晰;2. 阅读能力较强，尤其是遇到长而难的句子时通过分析句子结构便能理解意思;3. 有助于培养翻译能力和写作能力。

翻译法的缺点是：1. 忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力;2. 教学方式单一，学生容易失去兴趣。

二、直接法(Direct Method)直接法也叫自然法(Natural Method)、心理法(Psychological Method)、口语法(Oral Method)、改良法(Reformed Method)。

针对翻译法不能培养学生听说能力的缺点，直接法于19世纪末在欧洲产生。

它包含三个方面的意思：直接学习、直接理解和直接应用。

其主要特点是：不允许使用母语，用动作和图画等直观手段解释词义和句子。

直接法流行甚广，其优点是：1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力;2. 强调直接学习和直接应用，注重语言实践练习，学生学习积极性高，学习兴趣浓厚;3. 重视口语和语音教学，能有效地培养学生的语言运用能力。

其缺点是：1. 排斥母语，使学生对一些抽象和复杂的概念难以理解;2. 没有明晰的语法解释，导致学生说出的话语法错误较多。

三、听说法(Audiolingualism, Audiolingual Method)听说法于20世纪40至60年代盛行于美国。

英语教学法课程术语解释以下是一些常见的英语教学法课程术语解释：1. TPR（Total Physical Response）：全身反应法，这是一种语言教学方法，通过身体动作教授语言。

（Team-Based Learning）：基于团队的学习，这是一种教学方法，学生分组进行讨论、合作和分享。

3. PPP（Presentation-Practice-Production）：呈现-练习-输出模式，这是语言教学的一种模式，它包括呈现新语言、练习新语言和输出新语言三个阶段。

4. CLT（Communicative Language Teaching）：交际语言教学，这是一种语言教学方法，强调使用真实场景和交流来教授语言。

5. TBLT（Task-Based Language Teaching）：任务型语言教学，这是一种语言教学方法，通过完成任务来教授语言。

6. SLA（Second Language Acquisition）：第二语言习得，这是研究人们如何学习和习得第二语言的学科。

7. FLT（Foreign Language Teaching）：外语教学，这是指对非母语的教学，可以是任何一门外语。

8. PPP（Phonics）：自然拼读法，这是一种语言教学方法，通过学习字母和字母组合的发音规则来教授阅读和写作。

9. ESL（English as a Second Language）：英语作为第二语言，这是指非英语母语者学习英语的情况。

10. EFL（English as a Foreign Language）：英语作为外语，这是指英语作为非母语被学习的情况。

以上是部分常见的英语教学法课程术语，每个术语都有其特定的含义和应用。

希望对您有所帮助。

教学方法的英文Teaching Methods。

Teaching methods play a crucial role in the success of the learning process. Effective teaching methods not only help students to understand and retain information better, but also make the learning experience more enjoyable and engaging. In this document, we will explore some of the most effective teaching methods and how they can be implemented in the classroom.1. Active Learning。

Active learning is a teaching method that encourages students to take an active role in their learning process. Instead of passively listening to lectures, students are actively engaged in the learning process through discussions, group activities, and hands-on experiences. This method not only helps students to retain information better, but also fosters critical thinking and problem-solving skills.2. Cooperative Learning。

18种常用英语教学法我们都知道少儿时期是学英语的最好时光，所以这个阶段的英语学习很重要，作为少儿英语老师来说最重要的无非就是英语教学方法！1．童话剧教学法教学内容直接决定了学生的学习欲望和制约着语言教师对教学方法的选用。

学生用书主体部分为经典的英美英语童话故事。

在英语课堂上，当孩子们遨游在光怪陆离的童话故事中，他们学习的英语积极性被充分地调动了起来,当他们和一个个栩栩如生的童话人物交上好朋友的时候，他们的英语也会取得长足的进步.2．情景教学法Fresh English 新鲜美语是我们英语日常用语专题部分。

在英语课堂上,老师们为学生们模拟各种各样生活中的真实场景，以生动活泼的方式来呈现学生们感兴趣的单元主体，组织学生们在情景中不断地反复地操练新知，达到学以致用的学习效果。

3．音乐，律动教学法Happy Melody 和Motion Chant是我们课本里的英语歌曲和小诗歌。

英语教学蕴含在“说，唱”英语中。

以韵律式的“说，唱”形式，配合科学编排的韵律动作，全方位地调动视觉、听觉、言语能力和肢体动作，让孩子真正“懂得”英语,真正“脱口而出”纯正的英语，真正“学”会英语。

昂立幼，少儿的学生用书中的英文歌曲和儿歌是一套真正为孩子设计的“看了就想学，一学就能跳"的英语韵律操.它充分考虑到孩子的动作特点,有机地与英语发音和节奏配合起来，易学易跳,协调的动作使孩子深深的感受到英语的优美和学英语的乐趣4．直拼教学法Funny phonics是一套根据英文字母本身的音源，总结出的一套，学生不学就能“看单词能读，听单词能写”的英语词汇教学方法。

它用最简单、最实用、最直接的字母以及字母组合的基本发音，让学生们能很快地掌握陌生单词的认读技巧，并能迅速记忆单词和朗读文章。

我们还给每一个音素配上了形象生动,简单易记的小手势，帮助学生们正确发音。

5。

联想教学法Magic Structure是重点巨型扩充练习，但是它根据每个知识点之间的内在联系，充分调动学生的联想能力，通过引申、扩展、推理、想象等方式，引导学生用正确高效的方式来完成大脑中知识网络的建立，达到迅速把新知从短时记忆转化为永久记忆.6. 语言经验教学法如果我们把英语学习的基础建筑在学生自己的经历和兴趣之上，学习效果就会更好.教材中的Story DIY 的环节，就是调动学生回忆自己的生活经历和兴趣爱好，然后编成故事说出来，写下来。

五步教学法英文教案：(Period 2 of Lesson 3 Book 2浏览次数：3515 来源：现代教学网加入时间：2005-10-14Teaching Plan (Period 3 of Lesson 3, Book 2)Teaching aims1. Learn the new words “tiger, lion, rabbit, deer”(understanding only).2. Learn the sentence patterns “Is it ...” “Yes, it is. / No, it isn’t.”3. Learn to sing the song “Old MacDonald has a farm”.Teaching aids1. A recorder2. Some pictures of animals3. Hanging charts of let’s talk.Teaching stepsStep 1. Revision1. Revise the names of animals learned before:Show pictures of animals(cat, dog, fox, pig, chick, duck, hen, bee, bird, fish, frog, bear, monkey, panda, elephant, giraffe), and ask Ss to say them.2. Revise the rhyme in Let’s chant: First listen to the recorder. Then ask Ss to repeat and recite the rhyme.3. Revise the dialogue in let’s talk: Put up hanging charts, or show stick drawings of let’s talk. Listen to the tape. Ask Ss to repeat the dialogue of let’s talk. Then ask some students to act it out.Step 2. Presentation1. Learn the new words “tiger, lion, deer, rabbit”:Ask the student to guess some riddles.Example: It’s an animal. It has red eyes and long ears. What is it?Ss may answer in Chinese. Some riddles can also be asked in Chinese.Example: 名字叫小花，喜欢摇尾巴，夜晚睡门口，小偷最怕它。