浅谈几种英语教学法PPT教学课件

• The words and sentences are the basis of language teaching and learning.
• Students would be guided by teachers.
2.Grammar-Translation Method
Practices:
communicative situations in which they are used.
1.A Functional-Notional Approach
Disadvantages
• 1.Students cannot produce the correct sentences.
• 2.Students cannot pass the test easily.
2.Grammar-Translation Method
Features:
• It emphasized the teaching of the foreign language grammar.
• Language skills are emphasized reading and writing but little attention is paid to speaking and listening.
English Language Teaching Methods
1.A Functional-Notional Approach
2.Grammar-Translation Method
3.Parallels Between First And Second Language Learning
4.The teaching method of game teaching

• In total :
• 25 kinds of Verb sentence patterns ; • 5 kinds of Noun sentence patterns ; • 3 kinds of Adjectives in sentence patterns • In short , these sentence patterns provide the
• Language is speech, not writing so that speaking than writing priorities study ;
• Take advantage of contrastive analysis to study.
British Structuralism（英国的结构主义）
evidences for the paraphrasing.
Contextual learning
• United Kingdom anthropologists B. Malinowski(马林若夫斯基)and linguist J. R. Firth(弗斯）proposed ;
• Three features: features related participant 、 relative purpose 、effect of verbal behavior .
Transformational Generative Grammar（乔姆斯基的转换生成语法）
• In the 1950s the school of linguistic thought known as transformational-generative grammar received wide acclaim through the works of Noam Chomsky ;

Conclusions drawn from task 1
• • • • • • • • • Learning at different ages Having different experiences For different reasons In different ways Having different understandings Having different capabilities Having different degrees of success Affected by ways of teaching Affected by feelings
Three different views on language
• Structural view: language is a linguistic system made up of subsystems such as phonology, morphology and syntax. To learn a language means to learn these structural items so as to understand and produce language. • Functional view: language is not only a linguistic system but also a means for doing things. Learners learn a language in order to perform functions with it. For example, greeting, offering, apologizing, advising, accusing, denying, confessing. etc. In order to perform functions, learners need to know how to combine grammar rules and vocabulary to express notions that perform functions.

（Follow Me）
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目前教学法研究的趋向
1. 研究重点的转移； 2. 把教学方法的改革扩大到教学
大纲的改革上去； 3. 教学手段的现代化
பைடு நூலகம்25
2.5 中国外语教学简史
1862年创办的京师同文馆 1902年开始在中小学较大范围内
开设英语课 当时的教学方法：语法—翻译法 20世纪八九十年代，我国学者越
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拉丁语由教学语言变成一门课程， 地位下降
16至18世纪外语教学的特点： 一些学者和教育家对当时语言教
学实践不满并不断进行改革。
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代表人物：
A 阿斯堪（英）：重视古文教学， 以翻译作为主要教学手段
B 蒙田（法）：提出用“自然法” 学习外语（去外国学习语言文化）
C 柯米尼亚斯（捷克）：17世纪 最有影响的教育家，主张用“直 觉法”教学
音标或汉语中的拼音） 音节：音节是听觉能感受到的最自然
的语音单位（汉语中一个汉字一般是 一个音节，每个音节由声母、韵母和 声调组成；英语中一个元音音素可构 成一个音节，一个元音音素和一个或 几个辅音音素结合也可以构成一个音 节。
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语素：语素是最小的语法单位，也就 是最小的语音、语义结合体。
单音节语素：天，地，人，唱，红， 跑
双音节语素：忐忑，踌躇，芭蕾 多音节语素：噼里啪啦，奥林匹克，
巧克力 词 句子
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语言的特征
语言是一套具有任意性的符号。 语言是一种交际的工具。 语言在语言社团或语言文化中发
生作用。 语言为人类所独有。 所有的人都以大致相同的方式习
得语言。
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英语教学法及其相关学科
英语教学法与教育学、语言学、 心理学等学科有着密切的联系， 这些学科被称为它的相关学科。