英语教学法概述.doc

英语10种教学方法
1. 演讲式教学法（Lecture Method）：教师通过讲解和展示知识来传授给学生。

2. 讨论式教学法（Discussion Method）：鼓励学生参与讨论，互相交流和分享意见。

3. 合作学习法（Cooperative Learning）：鼓励学生在小组中合作学习，共同解决问题和完成任务。

4. 实践经验法（Experiential Learning）：通过实际体验和实践活动来学习和掌握知识。

5. 游戏式教学法（Game-based Learning）：使用游戏元素和游戏机制来激发学生的学习兴趣和积极参与。

6. 问题解决法（Problem-solving Method）：让学生自己发现问题并提供解决方案，培养他们的批判性思维和创造性思维能力。

7. 情景教学法（Situational Teaching）：通过模拟真实情境来进行教学，使学生能够在实际情况中应用所学知识。

8. 个案教学法（Case Study Method）：使用真实案例来引导学生研究和分析问题，培养他们的决策能力和解决问题的能力。

9. 视频教学法（Video-based Learning）：通过观看视频来学习和理解知识，增强学习的直观性和趣味性。

10. 行动研究法（Action Research）：鼓励学生参与到实际问题的调查研究中，促进他们的主动学习和学以致用的能力。

英语教学方法范文英语教学方法是教师在英语教学过程中采取的一系列教学策略和方法，旨在有效地提高学生的英语语言技能和交际能力。

英语教学方法的选择应根据学生的特点、学习目标和教学环境来确定。

本文将介绍一些常用的英语教学方法。

一、综合教学法综合教学法是指将多种教学方法有机地结合起来，以适应不同学生的需求。

综合教学法包括听说读写的综合训练，教师通过多种方式引导学生进行学习，培养学生的语言综合能力。

二、交际教学法交际教学法是一种注重学生在真实交际情境中进行语言学习的教学方法。

教师通过创设各种真实的语言情景，鼓励学生进行真实的交际活动，培养他们的语言运用能力。

三、任务教学法任务教学法是一种以任务为中心的教学方法。

教师通过设计各种生活化的任务让学生进行语言学习，鼓励学生积极参与并解决问题，提高他们的语言运用能力和学习动机。

四、情景教学法情景教学法是一种通过创设情境来进行语言学习的教学方法。

教师通过模拟真实情境和情景剧等方式让学生进行语言学习，培养学生的语言运用能力和交际能力。

五、游戏教学法游戏教学法是一种通过游戏方式进行语言学习的教学方法。

教师可以设计各种有趣的游戏，让学生在游戏中进行语言交流和学习，增加学习的趣味性和积极性。

六、多媒体教学法多媒体教学法是一种利用多媒体技术进行语言教学的方法。

教师通过使用多媒体软件、音视频等教学资源，使语言学习更加直观、形象，提高学生的学习兴趣和效果。

七、个别化教学法个别化教学法是一种根据学生的特点和需求进行个别化教学的方法。

教师通过了解学生的学习情况和需求，为每个学生制定个别的学习计划和教学方案，提高教学的针对性和效果。

八、合作教学法合作教学法是一种通过学生之间的合作来进行语言学习的方法。

教师可以组织学生进行小组活动、角色扮演等形式的合作学习，培养学生的团队合作精神和语言交际能力。

九、自主学习法自主学习法是一种注重学生自主学习和探究的教学方法。

教师在课堂上起到指导和引导的作用，让学生根据自己的学习节奏和风格进行学习，培养学生的学习能力和自我管理能力。

英语教学法十大常用方法在英语教学中，采用科学有效的教学方法是提高学习效率和质量的关键。

下面将介绍英语教学中最常用的十种方法：1. 渐进法渐进法是从易到难、由浅入深地进行教学，让学生在轻松的氛围中逐步掌握英语知识和技能，避免学习过程中的焦虑和困惑，提高学习兴趣和积极性。

2. 任务型教学法任务型教学法是以任务为中心，让学生通过完成实际任务来学习语言知识和技能，培养他们的语言运用能力和解决问题的能力，激发学习的主动性和积极性。

3. 互动式教学法互动式教学法注重师生互动和学生之间的互动，倡导学生在实际交流中学习语言，积极参与课堂活动，促进学生的口语表达能力和听力理解能力。

4. 游戏式教学法游戏式教学法通过各种趣味化的游戏和活动来促进学生的学习兴趣和参与度，激发他们学习英语的动力和热情，增强学习效果和记忆力。

5. 多媒体教学法多媒体教学法利用各种先进的多媒体技术和教学软件来呈现英语教材，生动形象地展示语言内容，提高学生的学习兴趣和注意力，促进信息的传递和消化。

6. 合作学习法合作学习法鼓励学生之间的合作和协作，让他们共同完成任务和项目，互相交流和讨论，相互帮助和学习，提高团队意识和合作精神，促进学习效果和学习成绩的提高。

7. 实践教学法实践教学法强调学以致用，通过实践操作和模拟情境让学生运用所学的知识和技能，学以当用，提高语言的实际运用能力和适应能力，增强学习的实效性和实用性。

8. 情景教学法情景教学法将语言知识和语言运用置于真实的情境中，让学生在模拟的生活场景和工作环境中学习语言，培养他们的语言运用能力和交际能力，提高学习的针对性和实效性。

9. 外语环境教学法外语环境教学法提倡学生在外语环境中学习和沉浸，通过听、说、读、写等多种方式感受和使用语言，增强听力理解和口语表达能力，促进外语交流的自然性和流畅性。

10. 反馈式教学法反馈式教学法重视对学生学习情况的及时反馈和有效指导，让学生了解自己的学习进度和学习成果，调整学习策略和改进学习方法，提高学习的自我管理和自我调节能力，达到更好的学习效果和学习质量。

1、语言观views on language structural view functional view interactional view2、语言学习观views on language learning ①behaviorist theory cognitive theory③constructivist theory socio-constructivist theory3、好教师的素质要素①ethic devotion ②professional qualities ③personal styles . 补充的excellent teachers: flexibility, encouragement, enthusiasm, leading by example,integrity, never stop learning, good communication.4、语言教学的最终目标the ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).5、交际能力communicative competence linguistic competence pragmatic competence③discourse competence ④strategic competence ⑤fluency6、交际语言教学的原则principles of Communicative Language Teaching①communication principle ②task principle ③meaningfulness principle7、评估交际教学的六个标准criteria for evaluating communicate①communicative purpose ②communicative desire ③content,not form ④variety of language ⑤no teacher intervention ⑥no materials control8、任务型教学的特征task-based Language Teaching skill and knowledge②process of doing, thinking in English ③p roduct ④context⑤purpose9、任务型教学的定义和四要素：a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. a purpose②a context ③a process ④a product10、设计任务时的四种问题four sets of question when designing tasks:what is the objective of the task ②what is the content of the task ③how is the task to be carried out ④in what situation is the task to be carried out11、设计任务的步骤①thinking about students’needs, interests, and abilities brainstorm possible tasks ③evaluate the list ④choose the language items ⑤preparing materials12、语言教学的目标（课程目标）Overall Language Ability language knowledge: phonetics, grammar, vocabulary, functions, topics ②language skills: listening, speaking,reading, writing ③learning strategy: cognitive, self management, communication,resourcing ④affect and attitude: international, perspectives, patriotism, confidence, motivation ⑤cultural awareness: knowledge, understanding, awareness.13、教学计划lesson plan: a lesson plan is a framework of a lesson in Which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.14、好教学计划的原则principles for good lesson planning aim variety flexibility learn ability linkage15、宏观计划内容what does macro planning involve ①knowing about the profession ②knowing about the institution knowing about the learners ④knowing about the curriculum/syllabus ⑤knowing about the textbook ⑥knowing about the objectives16、微观计划的组成micro planning (components of a lesson plan):background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.17、3P. ①语言知识structure-based lesson: presentation, practice, production.②语言技能skill-oriented lesson: pre-, while-, post-.18、课堂管理classroom management: classroom management is the way teachers organise what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.19、有效的课堂管理的六个条件：the teacher plays appropriate roles. ②the teacher provides clear instructions. students are grouped in a way suitable for the learning activities. ④the teacher asks appropriate questions. ⑤there is discipline as well as harmony in the class. ⑥the students’errors are treated properly.20、教师角色roles of teachers ①controller:control the pace; control time; control the whole class. ②assessor:assess the students’work; correct mistake;organize feedback. organiser: design and organize tasks ④prompter:give appropriate prompts; participant: join students ⑥resource-provider：instruction materials.new roles: facilitator; guide; researcher.21、课堂指令classroom instructions : classroom instructions refer to the type of language teachers use to organize or guide learning. They include ①giving directions to tasks or activities, ②providing explanations to a concept or language structure,③setting requirements, ④checking comprehension, ⑤drawing attention, motivating learners, ⑦giving feedback, and assigning homework.22、有效的课堂指令规则rules to follow for making instructions effective：use simple instructions and make them suit the comprehension level of the students. ②use the mother-tongue only when it is necessary. give students time to get used to listening to English instructions and help them make an effort to understand them.23、学生分组类型students grouping：whole class work pair work group work ④individual study24、课堂纪律Discipline in the language classroom: discipline here refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.25、课堂纪律的要素What contributes to discipline: ①classroom management②teachers’behavior ③students’motivation26、对无纪律课堂的措施measures ①act immediately ②stop the class rearrange the class change the activity talk to students after classcreate a code of behavior27、课堂问题的建议advice about problems in class deal with it quietly②don’t take things personally ③don’t use threats28、课堂上的问问题questioning in the classroom：teachers use questions ①tofocus students’attention, ②to invite thinking and imagination, ③to check understanding, ④to stimulate recall of information,to challenge students, and ⑥to assess learning Questions should be wise and purposeful, contributing to the overall objectives ofthe lesson, stimulating the development of knowledge and thinking, as well as helping to maintain interaction.29、错误处理dealing with errors: when to correct how to correct who to correct30、语法教学3P模式:Ⅰ.presentation: ①purpose:students perceive the structure——its form and meaning——in both speech and writing, and take it into short-term memory. ②ways:the deductive method; the inductive method; the guided discovery method: 步骤：create a context, clear model, highlight rules, check understanding. Ⅱ.practice: purpose: students learn to use the grammar item. Absorb the structure thoroughly, or to transfer what they know from short-term to long-term memory.②ways:mechanical practice(substitution drills, transformation drills); meaningful practice(定义：in meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on ”the way newly learned structures are used in the process).③要素factors: ⑪can’t be said to have really mastered it yet.aimed at form accuracy. ⑬the students pay repeated attention to a key elementin a structure. ⑭controlled/mechanical and semi-controlled. ⑮group.⑯ways.Ⅲ. Production: purpose: there is a need for meaningful practice and communicativeuse of the structure taught so that students can be helped to achieve both accuracy and fluency in language use. ②ways:communicative practice(guessing games, completing the picture, information sheet, find someone who, paired cue card, role play, story telling); task.31、A synthesis approach to teaching grammar: collocational, constructive, contextual, and contrastive.32、有效阅读者怎么做what do effective readers do:have a clear purpose in reading read silently ③read phrase by phrase, rather than word by word ④concentrate on the important bits, skim the rest, and skip the insignificant parts ⑤use different speeds and strategies for different reading tasks ⑥perceive the information in the target language rather than mentally translate ⑦guess the meaning of new words from the context, or ignore them ⑧have and use background information to help understand the text.33、阅读策略reading strategies: ①specifying a purpose for reading ②planning what to do ③previewing the text ④predicting the contents of the text checking predictions ⑥skimming the text for specific distinguishing main ideas from supporting details ⑧posing questions about the text finding answers to posed questions ⑩connecting one part of the text to another 34、The three models for teaching reading: ①bottom-up model ②top-down model interactive model34、读前pre-reading activities: ①purpose:the purpose of pre-reading is to facilitate35、while-reading activities. ②ways:predicting(predicting based on the title,predicting based on vocabulary, predicting based on the T/F questions); setting the scene. 读中While-reading: ①fast reading: skimming; scanning.reading in detail: transition device（信息转换）purpose: focus attention on the main meaning of the text; be able to simplifysophisticated input so that it becomes the basis for output; allow students to perform tasks while they are reading; highlight the main structural organization of a text, and show how the structure relates to meaning; involve all the students in clearly defined reading tasks; precede one step at a time; when a TD is completed, use it as a basis for further oral and written language practice. ⑫ways:picture; drawings; maps; tables; tree diagrams; cyclic diagrams; pie charts; bar charts; flowcharts; chronological sequence; subtitles; notes. 读后post readingpurpose ⑪to consolidate or reflect on what has been read in the text. to relate the text to the students’own knowledge interests or view. ⑬to give the students the chance to consolidate that language by using it freely. ②activities:discussion questions; reproducing the text; role play; gap-filling; discussion36、阅读理解问题的类型types of reading comprehension questions ①questions of literal comprehension ②questions involving reorganization or reinterpretation ③questions for inferences ④questions for evaluation or appreciation ⑤questions for personal response.⑥understanding references.1. Which of the following is true of second language learning?A. Natural language exposure.B. Informal learning context.C. Structured input.D. Little error correction. 2. What type of learners can benefit most from real object instruction?A. Individual learners.B. Tactile learners.C. Auditory learners.D. Visual learners.3. What type of intelligence is cooperative learning best suited for?A. Interpersonal intelligence.B. Intrapersonal intelligence.C. Logical intelligence.D. Linguistic intelligence.4. What does the following practise? * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday.A. Stress.B. Articulation.C. Liaison.D. Intonation. 5. What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right.Heavy DayNice BabyClose BuildingLight RainTall FriendCute SmokerA.Grouping.B. Collocation.C. Imitation.D. Imagery. 6. Which of the following is a communication game?A.Bingo.B. Word chain.C. Rearranging and describing.D. Cross-wordpuzzle. 7. Which of the following can help train speaking?A.Listen and follow instructions.B. Simon says.C. Pairs finding.D. Match captions with pictures. 8. Which of the following activities is most appealing to children"s characteristics? A. Cross-word puzzle.B. Formal grammar instruction.C. Reciting texts.D. Role-play.9. What"s the teacher doing by saying" Who wants to have a try?"?A. Controlling discipline.B. Giving prompt. C, Evaluating students" work. D. Directing students~ attention to the lesson. 10. Which of the following activities is the most suitable for group work?A. Guessing game.B. Story telling.C. Information-gap.D. Drama performance. 11. Which of the following belongs to learning outcomes?A. Role-plays, B, Sequencing pictures. C. Surveys. D. Worksheets. 12. Which of the following best describes first language acquisition?A.Care-taker talk.B. Minimal pair practice.B.Selected input. D. Timely error correction. 13. Which of the following seating arrangements is most suitable for a whole classdiscussion? 14. What is the teacher doing in terms of error correction?"S: I go to the theatre last night." T: You GO to the theatre last night?A.Correcting"the student"s mistake.B. Hinting that there is a mistake.B.Encouraging peer correction. D. Asking the Student whether he really went to thetheatre. 15. Which of the following questions can be used in the questionnaire for assessing participation? A. Did you get all the questions right in today"s class?B.Did you finish the task on time?C. Can you use the strategies we have learned today?D. What did you do in your group work today? II. Matching (20%) 1. Match the learning styles on the left with the type of activities on the right. 1) Visual learners A. Handwork 2) Kinesthetic learners B. Picture talking 3) Auditory learners C. Play acting 4) Tactile learners D. Song and music listening2. Match the types of intelligence on the left with the form of learning on the right.1) Linguistic intelligence A. Doing hands-on activities2) Match and logical B. Sketching hinking 3) Spatial intelligence C. Verbalizing4) Bodily/Kinesthetic D. Conceptualizing inteligence 3. Match the activities on the left with the language focus on the right.1) Grouping words together A. Reading2)Minimal pair practice B. Vocabulary learning strategy3)Labeling pictures C. Pronunciation4)Sequencing the events D. Writing according to the story 4. What is the teacher doing?1) Now, you can begin. A. Checking understanding2) All right, I think it is time. B. Ending the activity3) Can you two show us how to work? C. Demonstrating the operation4) We are going to do two D. Giving the start things today.Tom, can you tell us what they are? 5. Match the activities with the relevant classroom arrangement.1)Speaking chains A. Whole class work2)Role play of a dialogue B. Individual work3)Guessing the object C. Pair work4) Sentence completion D. Group work 1. Which of the following roles do the primary school teachers play?A. A prompter.B. A participant.C. An assessor.D. A controller. 2. Which of the following features are true of children in learning a language?A. Children can not concentrate for very long.B. Children learn EngliSh because they think it interesting.C. Children are not good at planning and monitoring.D. Children are good at understanding concrete things.3. Which of the following belong to formative assessment?A. Learner portfolio.B. Test results.C. Classroom observation.D. Student diaries.4. Which statement of Chinese and English phonetic systems are right?A.English has as many as 24 vowels, while Chinese has none.B. English has a lotof combined consonants, while Chinese has none.C Stress can change the meaning of a word in English, and tone can also changethe meaning in Chinese. D. English words often have more than one syllable, while Chinese characters usually have only one syllable. 5. If the class is noisy, which of the following should you choose to settle the class? A. Ask the whole class to copy a list of food words onto a piece of paper from the board.B. Ask the pupils to listen and write down the number of pictures you stick on the blackboard.C. Ask the children to take out their cards and do paired practice.D. Ask children to prepare the dialogue to get ready to act.Ⅰ．Choose the best answer 本题为单选题，共15个小题，30分，每题2分。

英语教学法概述根据不同时期不同阶段的发展，According to the development of different stage and different periods.英语教学法主要分为传统和现代两大类Teaching methodology mainly divided into 2 types:traditional pedagogy and modern English teaching.传统教学法包括语法翻译法(The Grammar-Translation Method)、直接法(The Direct Method)、听说法(The Audio-lingual Method)，还有教授语法知识的演绎法(The Deductive Method)、归纳法(The Inductive Method)等。

Traditional pedagogy includes t he Grammar-Translation Method, the direct method , the Audio-lingual Method, The Deductive Method and The Inductive Method.现代英语教学包括情景语言法、视听法、交际法、自然法、全身反应法、暗示法等。

归而言之，无论采取哪一种方法，都必须与教学大纲所规定的教学任务和目标相对应。

Modern English teaching includes scene language method, audio visual approach, communicative approach, Natural Approach, The Total Physical Response Method, suggestopaedia. No matter what kind of method to take,Must be with the teaching program by corresponding teaching task and goal.下面介绍几种外语教学法的主要流派及其特点This paper introduces several below the main schools of teaching foreign languages and the characteristics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)。

英语教学法的起源1,口语法(Oral-Approach)和情景教学法(Situational Approach) 英国学者帕尔马(Harold E.palmer)认为人有习得语言的天赋能力和学习能力,即人有习得语言的本质和学习语言的能力.他编写的《口语教学法》(the Oral Method of Teaching Language)是他用于起始阶段的教学法体系.他强调"滚雪球式"的口语练习.;由此培养下意识的外语习惯.2.听说法(Audiolingual Method) 二战期间,美国为了培养翻译随军到世界各地,在各大学的帮助下指定了一个军队的特别培养计划,语言学家博厄斯(Franz Boas),萨皮尔(Sapir),布龙菲尔德(Bloomfield)都在顾问之列.博厄斯认为应该把主要的时间放在正确的模仿本国人的自然对话方面.布龙菲尔得则指出,外语教学失败的主要原因在于似事而非的语法教学和那些解答难题式的翻译练习,他们都主张让学生大量接触口语,而将阅读和写作训练减少到最低程度,为了让学生多接触英语,这些语言学校办起"语言岛"进行封闭式强化教学,取得了很大成绩,在此基础上发展起来的教学法叫做听说法.其主要代表人物有弗里斯(C.C.Fries),拉多(do)等,此法着重听说口语能力的训练和方法.它的心理基础是行为主义心理学,即S(刺激)--R(反应)--R(强化)的模式.3.交际法(Communicative Approach) 交际法又称功能法,它是以语言功能——意念项目为纲的培养交际能力的一种教学法.它的主要教学思想是,交际功能是语言在社会中的运用的最本质的功能,交际功能也是英语教学最根本的目的,即在教学实践中根据学生要表达交流的思想观念就选学能够负载这些思想观念的言语形式和语言规则,也就是说内容决定形式.其主要代表人物有特里姆(J.L.M.Trim),范.埃克(J.A.Vanek),威尔金斯(D.A.Wilkins),威尔森(H.G.Widdowson)和亚历山大(L.G.Alexander)等. 4,全身反应法(Total Physical Pesponse简称TPR) 全身反应法是由美国加里弗尼亚圣何塞(San Jose)州立大学心理学教授Jame Asher创立的.它是一种通过语言与行为的协调来教语言的教学法,其理论基础包括发展心理学,学习理论,人文主义教育学等.。

中国当代著名英语教学法流派（实用版）目录1.中国当代英语教学法流派概述2.语法翻译法3.口语法4.听说法5.情景教学法6.语法 - 功能法7.任务型教学法8.交际教学法9.语言输入假说10.语言输出假说11.总结正文1.中国当代英语教学法流派概述随着我国英语教育的发展，越来越多的教学法流派应用于英语教学中。

这些教学法流派旨在通过不同的方法和途径提高学生的英语水平，使他们能够更好地掌握英语这门语言。

2.语法翻译法语法翻译法是一种传统的英语教学方法，主要通过讲解和练习语法规则来培养学生的语言能力。

此方法强调对语法知识的传授和运用，帮助学生熟练地进行句子构造。

3.口语法口语法主要关注提高学生的英语口语能力。

这种方法鼓励学生多进行口语练习，通过模仿、角色扮演、讨论等形式，使学生在实际语境中运用英语。

4.听说法听说法强调培养学生的英语听力和口语能力。

这种方法通过大量的听力练习和模仿，帮助学生熟悉英语发音和语调，提高他们的听说水平。

5.情景教学法情景教学法通过模拟真实的生活场景，让学生在特定的情境中学习英语。

这种方法鼓励学生通过参与活动和解决问题，达到学习英语的目的。

6.语法 - 功能法语法 - 功能法是一种结合了语法翻译法和功能翻译法的教学方法。

它既注重语法知识的传授，也强调语言的实际运用，使学生在掌握语法规则的同时，能够更好地进行语言交流。

7.任务型教学法任务型教学法通过设定具体的任务，让学生在完成任务的过程中学习英语。

这种方法鼓励学生主动参与学习，培养他们的自主学习能力和合作精神。

8.交际教学法交际教学法强调培养学生的交际能力，使他们能够在不同的语境中进行有效的沟通。

这种方法鼓励学生参与各种交际活动，提高他们的语言运用能力。

9.语言输入假说语言输入假说认为，学生的语言习得主要通过接收和理解外部语言输入来实现。

因此，教师应提供足够的语言输入，以帮助学生提高语言水平。

10.语言输出假说语言输出假说强调学生通过积极的语言输出来提高语言水平。

中国当代著名英语教学法流派摘要：一、引言二、中国当代著名英语教学法流派概述1.传统教学法2.交际教学法3.任务型教学法4.自主学习法5.信息技术辅助教学法三、各种教学法的特点和应用1.传统教学法：以教师为中心，注重语法和词汇知识的传授2.交际教学法：以学生为中心，强调语言实际运用能力和跨文化交际能力培养3.任务型教学法：以任务为驱动，注重培养学生的语言实践能力和团队合作精神4.自主学习法：倡导学生自主学习，提高自主探究和解决问题的能力5.信息技术辅助教学法：利用现代信息技术，丰富教学手段和资源，提高教学效果四、如何选择合适的英语教学法1.依据教学目标选择2.考虑学生特点和需求3.结合教师自身的教学特点和能力4.充分利用现有资源和条件五、结论正文：一、引言随着全球化时代的到来，英语作为国际交流的通用语言，在我国的地位日益重要。

如何提高英语教学质量，成为教育界关注的焦点。

本文将对我国当代著名的英语教学法流派进行概述，以期为广大英语教师提供参考。

二、中国当代著名英语教学法流派概述1.传统教学法传统教学法主张教师为中心，注重语法和词汇知识的传授。

在这种教学法下，教师扮演着知识传授者的角色，学生则被动地接受知识。

这种教学法在我国英语教学中曾一度占据主导地位，为我国英语教育培养了大批人才。

2.交际教学法交际教学法强调语言实际运用能力和跨文化交际能力的培养，以学生为中心。

教师在教学中注重启发学生思考，鼓励学生主动参与，培养学生的创新能力。

这种教学法有利于提高学生的语言运用能力和跨文化交际能力。

3.任务型教学法任务型教学法以任务为驱动，注重培养学生的语言实践能力和团队合作精神。

教师通过设计各种实际任务，引导学生运用所学知识完成任务，实现语言能力的提升。

这种教学法有利于激发学生的学习兴趣，提高学生的语言实践能力和团队合作精神。

4.自主学习法自主学习法倡导学生自主学习，提高自主探究和解决问题的能力。

在这种教学法下，教师不再是知识的传授者，而是引导者和辅导员。

英语常用教学方法
1. 交互式教学法：学生和教师之间的互动是交互式教学法的核心。

这种方法鼓励学生参与课堂讨论和活动，以促进学生的学习和理解。

2. 任务型教学法：任务型教学法强调学生在完成任务的过程中学习语言。

教师会给学生一些任务，例如写一篇文章或进行一次演讲，以帮助学生练习语言技能。

3. 情境教学法：情境教学法是通过模拟真实情境来教授语言。

例如，教师可以模拟一个餐厅场景，让学生练习点餐和交流。

4. 合作学习法：合作学习法鼓励学生在小组中合作学习。

学生可以互相帮助，分享知识和经验，以提高学习效果。

5. 游戏教学法：游戏教学法是通过游戏来教授语言。

游戏可以激发学生的兴趣和参与度，以及提高学生的语言技能。

6. 影视教学法：影视教学法是通过电影和电视节目来教授语言。

学生可以通过观看电影和电视节目来学习语言和文化。

7. 个性化教学法：个性化教学法是根据学生的个性和学习风格来设计教学计划。

教师可以根据学生的需求和兴趣来调整教学内容和方法。

《英语教学法教案》PPT课件第一章：教学方法概述1.1 教学方法的定义1.2 教学方法的重要性1.3 常见的教学方法介绍第二章：直接教学法2.1 直接教学法的原理2.2 直接教学法的步骤2.3 直接教学法的优缺点第三章：任务型教学法3.1 任务型教学法的理论基础3.2 任务型教学法的实施步骤3.3 任务型教学法的优缺点第四章：全身反应教学法4.1 全身反应教学法的原理4.2 全身反应教学法的实施步骤4.3 全身反应教学法的优缺点第五章：分组合作教学法5.1 分组合作教学法的原理5.2 分组合作教学法的实施步骤5.3 分组合作教学法的优缺点第六章：交际式教学法6.1 交际式教学法的理论基础6.2 交际式教学法的实施步骤6.3 交际式教学法的优缺点第七章：沉默法7.1 沉默法的原理7.2 沉默法的实施步骤7.3 沉默法的优缺点第八章：计算机辅助教学法8.1 计算机辅助教学法的原理8.2 计算机辅助教学法的实施步骤8.3 计算机辅助教学法的优缺点第九章：游戏教学法9.1 游戏教学法的原理9.2 游戏教学法的实施步骤9.3 游戏教学法的优缺点第十章：评估与反馈10.1 教学评估的重要性10.2 常见的教学评估方法10.3 教学反馈的技巧重点和难点解析一、教学方法概述难点解析：理解不同教学方法之间的差异以及如何根据学生的需求和教学目标选择合适的教学方法。

二、直接教学法难点解析：实施直接教学法时，如何有效地使用目标语言进行教学，并引导学生通过实践和应用来掌握语言知识。

三、任务型教学法难点解析：设计具有实际意义的任务，以及如何评估学生在任务中的表现，确保任务的实施能够有效地促进语言学习。

四、全身反应教学法难点解析：如何通过身体动作和表情来促进语言的学习，以及如何平衡语言输入和输出。

五、分组合作教学法难点解析：如何合理分组，以及如何引导小组成员进行有效合作，确保每个学生都能在小组活动中积极参与和学习。

六、交际式教学法难点解析：如何在课堂中模拟真实的交际情境，以及如何评估学生在交际活动中的语言运用能力。