教学法复习资料
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英语教学法的主要流派：
1.语法翻译法(Grammar-Translation Method)
2.直接法(Direct Method)
3. 情景法(Situational Method)
4. 听说法(Audiolingualism, Audiolingual Method)
5. 认知法(Cognitive Approach)
6. 功能意念法 Functional-notional approach
7. 全身反应法（Total Physical Response简称TPR）
• PPP model
Presentation:
The teacher introduces the new vocabulary and grammatical structures in whatever ways
appropriate.
Practice:
The lesson moves from controlled practice to guided practice and exploitation(拓展) of the texts
when necessary.
Production:
The students are encouraged to use what they have learned and practised to perform
communicative tasks. The focus is on meaning rather than accurate use of language forms.
Five-step Approach
• Step 1: 复习 (Revision)
强化记忆者 (Memory activator)
• Step 2: 介绍 (Presentation)
示范表演者 (Demonstrator)
• Step 3: 操练 (Drills)
组织者/指挥者 (Organizer/Conductor)
• Step 4: 练习 (Practice)
裁判员/监督者/监听者(Referee/Supervisor/Listener)
• Step 5: 巩固 (Consolidation)
帮手（后来是记分员）(Helper, and later on, marker)
• 任务型教学法TBL (Task-based Language Teaching)被认为是交际法的一个分支，以交际理论为基础，目的是引导学生解决问题，在解决问题的同时习得语言和运用语言。
• Task-based language teaching model can be divided into three stages：
• in pre-task, the teacher introduces topic and task, provides language items or input.
• In task stage, students make a plan for the task, do the task, report on the task, or present
the product of the task.
• In post-task, teaching focuses on language used, teacher designs language activities such
as structure analysis and language practice, reviewing and repeating task.
Communicative Competence includes knowledge/awareness of:
when to say
where to say
to whom to say
what to say
how to say
Rod Ellis’ (1990) six criteria for communicative activities
1. Communicative purpose; (information gap)
2. Communicative desire; (real need)
3. Focus on content, not form; (message)
4. Variety of language; (not just one language form, free to improvise/create)
5. No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment
is based on the ‘product’ or on communicative purpose rather than on the language.)
6. No material control.
4. Grammar presentation methods
1) Deductive method:
The deductive method relies on reasoning, analyzing and comparing.
It’s teaching procedure is:
teacher’s example on the board
teacher’s explanation of the rules (in student’s native language)
student’s practice application of the rules.
2) Inductive method
In the inductive method, the teacher induces the learners to realize grammar rules without any
form of explicit (clear) explanation.
Students will become evident to the grammar rules if they are given enough appropriate
examples.
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)
5. General Principles for Grammar Teaching
little and often (recycle and revisit)
planned and systematic
offering learners a range of opportunities
Involving acceptance of classroom code switching and mother tongue
text-based, problem-solving grammar activities
active corrective feedback and elicitation
supported in meaning-oriented activities and tasks
6.Grammar practice
According to Ur successful practice should consists of the following factors:
Pre-learning;
Volume and repetition
Success-orientation.
Heterogeneity (多样化)
Teacher assistance
Interest
6. Using prompts for practice
1. using picture prompts
2. using mimes or gestures as prompts
3. using information sheet as prompts
4. using key phrases or key words as prompts
5. using chained phrases for story telling
6. using created situations
II. Principles for good lesson planning
Aim: the realistic goals for the lesson.
Variety: different types of activities and a wide selection of materials.
Flexibility: extra and alternative tasks and activities
Learnability: the contents and tasks should be within the learning capability of the
students.
Linkage: the stages and steps are somehow liked with one another.
Some more suggested ways about the vocabulay
• Use pictures, diagrams and maps to show the meaning;
• Use realia (plural of realis);
• Use pantomimes or actions;
• Use lexical sets;
e.g. cook, fry, boil, bake, grill, roast
• Translate and exemplify, esp. with technical or abstract words;
• Use word formation rules and common affixes.
