Teaching Methods
Primary School English Game Teaching Methods
primary school students, encouraging them to participate more
actively in English learning.
02
Easy to understand and remember
Through games, dull knowledge points are made vivid and
The content of this research includes: the application of game teaching method in primary school English teaching, the classification and characteristics of game teaching method, the effect of game teaching method on students' English ability and interest, and the challenges and solutions of applying game teaching method in primary school English teaching
Research purpose and significance
This research aims to explore the application and effect of game teaching method in primary school English teaching
Through the research, we can provide a basis for teachers to select appropriate game teaching methods and improve the
教学方法
Teaching MethodsThe term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area(s) and school mission statement. Teaching theories primarily fall into two categories or “approaches” — teacher-centered andstudent-centered:Teacher-Centered Approach to LearningTeachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.Student-Centered Approach to LearningWhile teachers are an authority figure in this model, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Teaching and assessment are connected; student learning is continuously measured during teacher instruction.To better understand these approaches, it is important to discuss what is generally understood as the three main teaching styles in educational pedagogy: direct instruction, inquiry-based learning and cooperative learning. Through these three teaching methods, teachers can gain a better understandingof how to govern their classroom, implement instruction and connect with their students. Within each of these three main teaching styles are teaching roles or “models.” Theorist A.F. Grasha explains the five main teaching models in her publication Teaching with Style (1996): Expert, Formal Authority, Personal Model, Facilitator and Delegator. To gain a better understanding of the fundamentals of each teaching style, it’s best to view them through the lens of direct instruction, inquiry-based learning, and cooperative teaching.DIRECT INSTRUCTIONDirect instruction is the general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations. Direct instruction is the primary teaching strategy under the teacher-centered approach, in that teachers and professors are the sole supplier of knowledge and information. Direct instruction is effective in teaching basic and fundamental skills across all content areas.INQUIRY-BASED LEARNINGInquiry-based learning is a teaching method that focuses on student investigation and hands-on learning. In this method, the teacher’s primary role is that of a facilitator, providing guidance and support for students through the learning process. Inquiry-based learning falls underthe student-centered approach, in that students play an active and participatory role in their own learning process.COOPERATIVE LEARNINGCooperative Learning refers to a method of teaching and classroom management that emphasizes group work and a strong sense of community. This model foste rs students’ academic and social growthand includes teaching techniques such as “Think-Pair-Share” and reciprocal teaching. Cooperative learning falls under the student-centered approach because learners are placed in responsibility of their learning and development. This method focuses on the belief that students learn best when working with and learning from their peers.In order to identify your personal teaching style, it is important to acknowledge your personal values toward education and how your students learn. Understanding your teaching style early on will prove effective for both you and your students, creating and maintaining a balance between your teaching preferences and your students’ learning preferences.。
教学方法 英语
教学方法英语Teaching Methods in English。
Teaching English as a second language can be a challenging task, but with the right teaching methods, it can be an enjoyable and rewarding experience for both the teacher and the students. In this document, we will explore some effective teaching methods for English language instruction.First and foremost, it is important for teachers to create a supportive and inclusive learning environment. This can be achieved by getting to know each student individually, understanding their strengths and weaknesses, and adapting the teaching methods to suit their needs. By creating a positive and encouraging atmosphere, students will feel more motivated to participate and engage in the learning process.One of the most effective teaching methods for English language instruction is the communicative approach. This method focuses on real-life communication and interaction, rather than just rote memorization of grammar rules and vocabulary. Through activities such as role-plays, group discussions, and language games, students are able to practice their language skills in a meaningful and practical way. This not only helps to improve their speaking and listening abilities, but also boosts their confidence in using the language.In addition to the communicative approach, using authentic materials in the classroom can also be highly beneficial. Authentic materials, such as newspaper articles, songs, and videos, provide students with exposure to real-life language usage and cultural context. This not only makes the learning experience more engaging and relevant, but also helps students to develop their language skills in a more natural and authentic way.Furthermore, incorporating technology into English language instruction can greatly enhance the learning experience. With the use of multimedia resources, interactive whiteboards, and language learning apps, teachers can create dynamic and interactive lessons that cater to different learning styles and preferences. Technology can alsoprovide students with opportunities for self-directed learning, allowing them to practice and reinforce their language skills outside of the classroom.Another effective teaching method for English language instruction is task-based learning. This approach focuses on the completion of meaningful and purposeful tasks, such as solving a problem, making a decision, or completing a project, using the target language. By integrating language learning with real-world tasks, students are able to apply their language skills in a practical and meaningful way, which can lead to greater motivation and engagement in the learning process.Finally, it is important for teachers to provide regular and constructive feedback to students. This can help students to identify their strengths and areas for improvement, and guide them towards further language development. By providing specific and actionable feedback, students are able to make progress and feel supported in their language learning journey.In conclusion, effective teaching methods for English language instruction involve creating a supportive and inclusive learning environment, using the communicative approach, incorporating authentic materials and technology, implementing task-based learning, and providing regular feedback to students. By utilizing these methods, teachers can create a dynamic and engaging learning experience that fosters language development and empowers students to become confident and proficient English language learners.。
课堂上课方式英文作文
课堂上课方式英文作文Title: Effective Classroom Teaching Methods。
In the realm of education, the manner in which teachers conduct their classes plays a pivotal role in shaping students' learning experiences and outcomes. Various teaching methods are employed to engage students, foster understanding, and promote retention of knowledge. In this essay, we will delve into some effective classroom teaching methods and their impact on student learning.One of the most widely utilized teaching methods is the lecture format. In a lecture, the instructor delivers information to students in a structured manner, often through verbal communication supported by visual aids such as slides or multimedia presentations. Lectures are particularly effective for presenting complex concepts, providing context, and conveying essential information. However, it's crucial for educators to ensure that lectures are not monotonous or overly lengthy, as this can lead tostudent disengagement.Another effective teaching approach is the use of interactive activities and discussions. These methods promote active learning by encouraging students to participate, ask questions, and collaborate with their peers. Activities such as group discussions, debates, role-playing, and problem-solving exercises not only enhance students' understanding of the subject matter but also improve their critical thinking and communication skills. Additionally, interactive activities create a dynamic learning environment that keeps students engaged and motivated.Furthermore, incorporating technology into classroom teaching can greatly enhance the learning experience. Educational technologies such as interactive whiteboards, educational software, online simulations, and multimedia resources offer opportunities for interactive learning and personalized instruction. Technology-enabled teaching methods can accommodate diverse learning styles, provide immediate feedback, and facilitate self-paced learning.Moreover, digital tools can expand students' access to resources and enable them to explore topics in greater depth.In addition to traditional lectures and interactive activities, hands-on learning experiences are highly effective in certain subjects, particularly in STEM (science, technology, engineering, and mathematics) fields. Hands-on activities, such as experiments, demonstrations, and project-based learning, allow students to apply theoretical concepts in real-world contexts. These experiential learning opportunities foster curiosity, creativity, and problem-solving skills, as studentsactively engage with the material and discover solutions through trial and error.Another important aspect of effective classroom teaching is differentiation, which involves tailoring instruction to meet the diverse needs of students. Differentiation strategies may include adjusting the pace of instruction, providing additional support or enrichment activities, and offering varied assessments to accommodatedifferent learning styles and abilities. By recognizing and addressing individual differences, educators can create an inclusive learning environment where all students have the opportunity to succeed.Furthermore, incorporating elements of active learning and student-centered approaches, such as flipped classrooms and inquiry-based learning, can further enhance student engagement and comprehension. In a flipped classroom, students review instructional materials independently outside of class and engage in hands-on activities or discussions during class time, allowing for deeper exploration of concepts and personalized support from the instructor. Similarly, inquiry-based learning encourages students to ask questions, investigate phenomena, and construct their own understanding through exploration and discovery.In conclusion, effective classroom teaching encompasses a diverse range of methods and approaches tailored to meet the needs of students and facilitate meaningful learning experiences. By combining lectures with interactiveactivities, technology integration, hands-on learning, differentiation, and student-centered approaches, educators can create dynamic and engaging classrooms where students are actively involved in their own learning journey. As the educational landscape continues to evolve, embracing innovative teaching methods and best practices is essential for promoting student success and preparing them for the challenges of the future.。
英语说课一般来说可以分为五个部分
英语说课一般来说可以分为五个部分：一、说教材（教材分析） Analyzing teaching material二、说教法 Teaching methods三、说学法 Study methods四、说教学过程 Teaching procedures五、说板书Blackboard design一、说教材（教材分析） Analyzing teaching material1. 说课型 lessontype(Dialogue/ reading/ listening/ revision)2. 本课在教材中的地位 status and functionLesson 33 Saving the Earth is a dialogue. The lesson is focused on the topicofthe problems of the earth and the functional items of Supposition/Intentions/conjecture/ Prohibition. Since it is a dialogue/ reading. It’s helpful toimprove the Ss communicative/ reading ability.3. 说教学指导思想 teaching guideline (Teachingsyllabus:Language is for communication, develop their four skills, lay specialemphasison reading; Grellet put it well in his book developing reading skills:developreading skill/ discourse analysis; get them to understand the westernculturebetter; improve the ability to discover, analyze & solve theproblems;Reading is for information, for fun; Use Top- down model or Bottom- upmodel toactivate Ss schemata; Interactive model)4. 说教学目标和要求 Teaching aims and demands (…be intended forSs in key schools)1）认知目标 knowledge objectsa.Enable the Ss to remember the following new words & phrases:Damage, lecture, pollute, pollution, room, standing room, be fit for,hearabout, turn intob.Get the Ss to be familiar with this sentence pattern:If the population keeps growing so quickly, there will only be standingroomleft…Give the Ss a reinforced practice on the functional item Supposition.c.Activate Ss schemata regarding the topic of pollution and help Ss to knowmoreabout the problem of pollution.2）智能目标 ability objectsa.Ask the Ss to make up a similar dialogue.b.Help them to understand the dialogue better and improve the four skills.c.Develop their ability of thinking independently.d.Cultivate their ability to discover, analyze and solve problems.e.Train them to collect information from the Internet.f.Train them with some effective learning methods to optimize Ss’ learningresults.3）德育目标 moral objectsa.Arouse their interest in learning English;b.Help them to understand the background of pollution.c.Enable the students to love our earth and the nature.d.Be aware of the importance of stopping pollution & protectingoutenvironment.e.Encourage the Ss to do something to save the earth.5.说教学重点 teaching important points (生词、句型；培养阅读技能)a.New words and phrasesb.Sentence pattern: If- clausec.improve their reading skills.d.Talking about problems of the Earth.6.说教学难点 teaching difficult points (语法；发展交际能力)a.functional item: Supposition.b.Develop their communicative ability. Act out their own dialogue.7.说教具 teaching aids (multi-media computer,software,OHP)The teaching syllabus says that it’s necessary forteachers to use modernteaching facilities. It’s ofgreat help to increase the class density andimprove our teaching result. It canalso make the Ss reach a betterunderstanding of the text by making the classeslively and interesting. At thesame time, it arouses the Ss’ interest in learning English.二、说教法 Teaching methodsFive step method; audio-video;communicativeapproach;Task-based learning: New Syllabus Design encourages teachers to usethisteaching method. TBLT can stimulate Ss’ initiativein learning and developtheir ability in language application. Make the Ss thereal masters in classwhile the teacher himself acts as the director and bringtheir ability intofull play.三、说学法 Study methods1. Teach Ss how to be successful language learners.2. Teach Ss how to develop the reading skill — skim& scan; how tocommunicate with others; how to learn new words; how to learnindependently;3. Get the Ss to form good learning habits.四、说教学过程 Teaching proceduresI. 复习(Revision) 5min(Dailyreport; 词汇diagram; brainstorming; activateschemata)Activity 1: Imagination1)Suppose a bottle of ink is turned over and dirties your white shirt, whatisto be done? (Wash it? Or throw it away?)2)Suppose you catch a bad cold, what’s to be done?3)Suppose your bike is broken, what’s to be done?4)And suppose the earth, on which we all live, is damaged, what’s to be done?* What can you think of when you see “pollution” this word? (waste, environment,air, water, factory, desert,climate... Try to activate the Ss schemataregarding the topic of pollution.)II. 呈现 (Presentation) 5minActivity 2: PresentationPlay the song “Earth Song” sungby Michael Jackson. (Create an atmosphere)A lot of pictures and video clips about the causes and results of thethreeproblems mentioned in this lesson will be shown on the screen with thehelp ofthe computer.Ss’ presentation on pollution. Attract their attention,arouse their interest,and create a good atmosphere for communication.* Activate their schemata and cultivate their ability in collectinginformationfrom the Internet and develop their ability in thinkingindependently.III. 对话 / 阅读 (Dialogue)18m1. Pre- readingActivity 3: Prediction1st listening/ fast reading, one guided Q to help Ss to get the main idea:What do you think is discussed at the conference?2. While- readingActivity 4: Read and answer2nd listening/ careful reading, more Qs to get the detailed information.Developtheir reading skills: skim & scan. Pay attention to thepronunciation,stress & intonation.* 阅读: Pre-reading; while-reading; post-reading(fastreading/ careful reading; skim/ scan; 识别关键词keywords；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make atimeline; Make a story map。
situational teaching method 情景式教学法
Situational Teaching Method in Primary School English Teachingby陆雅琼A thesis presented to the School of English Education ofXi’an International Studies Universityin partial fulfillment of the requirementsfor the degree ofBachelor of ArtsMay 15, 2013Class: 09-5Advisor: 刘全利西安外国语大学毕业论文开题报告AcknowledgementsI’d like to take this opportunity to extend my best regards to those who have helped me with my graduate thesis.In writing this paper, I have benefited from the presence of my teachers and my classmates. They generously helped me collect materials I need and made many invaluable suggestions. I hereby extend my grateful thanks to them for their kind help, without which the paper would not have been what it it. Particularly, I am deeply indebted to Ms. Liu, my supervisor, who guided me throughout my writing of this thesis. She carefully read the whole draft and offered precious criticism. Her standards of academic excellence have made my revision exciting and gratifying experience. I also wish to sincerely thank my classmates and friends, whose brilliant ideas and perceptive observations have proved immensely constructive.“情景式教学法”在小学英语教学中的应用摘要：传统小学英语教学模式就是老师在课堂上教授，学生做一些简单的听、说、读、写以及背诵。
teachingmethodology
TitleCompare, contrast and critically evaluate the main methods and approaches that have been used in English language teaching, comment on the extant to which each of these can be used in your future teaching practice.IntroductionTeaching methodology in EFL(English as a foreign language), which has developed for hundred years, is handed down and affects us in today’s teaching practice. In the main body, four particular teaching methods are analyzed and evaluated, especially their strengths and weakness in the real teaching practice. Also, their respective significance to EFL development can not be overlooked. Moreover, many other methods and approaches except the foregoing are briefly listed. Above all, the ultimate goal of this writing is to enrich my knowledge about language teaching and absorb what is refined in each method, which will possibly be applied to my future teaching practice.1. Generally, teaching method is a way of teaching a language which is based on systematic principles and procedures. Or we can simply regard it as an application of views on how a language is best taught and learned. Following methods were adopted in different times in order to achieve the teaching goals.2. Grammar-translation Method2.1 BackgroundThis method sprung up in the mid 18th century and reached its height around the 19th century, which was the time when classical Latin and Greek were widely taught for th ere’s a great need to read the literature. Not until the late 19th century, the time when travel became popular and conversationin English became necessary, did the GTM come under criticism.2.2 Objectives●Because of its great emphasis on understanding and appreciating foreign language literature, reading and writing are the major focuses.●Through the study of grammar, students tend to become more aware of correctness and accuracy of the sentence.2.3 Techniques●Students have to intentionally memorize rules, vocabulary and meaning. Examples will be applied frequently to illustrate and explain the rules.●Plenty of translation exercises are involved in class. Mother language is applied in class instead of the target language●Vocabulary is obtained from the text reading. Moreover, lists of vocabulary items are presented with their equivalent translation.2.4 Characteristics●Class is organized mainly in students’ mother tongue.●Grammar rules memorizing is the basic and the most important means in language learning. Also, those rules will be elaborately illustrated and explained through the text reading and sentence translation.●Almost no attention is paid to the oral and listening skills. Pronunciation is overlooked in this method2.5Assessment (strengths)●Systematic learning in reading and writing is achieved throughGMT for its great focus on rules learning.●Correctness and high-standard accuracy are presented in students’ reading and writing.●Problem-solving situation and translation-based tasks are built to activate students’ initiative s2.6Assessment (drawbacks)●Students can never get rid of the influence of their mother tongue.●Tremendous memorization is prescribed while language creativity is smothered.●In most situations, learners can only memorize one or two meanings of each word. The result is that they feel confused if the word shows up in a third meaning, which will hinders them from fully understanding the text.3. Direct Method3.1 BackgroundDirect Method can be regarded as the outcome of the lang uage teaching reforms taken from 1850-1900. For the GTM was attacked as outdated and failing to meet the needs at that time, reformers intended to build up a new method, and the DM was the invention. Linguists like M. Berlitz and F. Gonin were the main contributors.●Moreover, the revitalization of the phonetics and the founding of IPA also gave impetus to the emergence of the DM.3.2 Objectives●Unlike GMT, Direct Method puts the speaking part precedes other language skills. Oral communication is emphasized.●Target language is adopted during the whole teaching. First language translation is avoided in order to set the students free from mother tongue and develop students’ ability to think in the target language.3.3 Techniques●“Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and studen ts in small, intensive classes.”(By Richards and Rodgers, 1986). Besides, Class exercises like dictation, Q&A, narrative, imitation and free composition are involved.●W ords are explained in target language and demonstrations. Grammar rules are not listed by teachers but found by students through their speaking, listening and reading.●Utterances and pronunciation are stressed, and students’ w rong pronunciation will be immediately pointed out and corrected.3.4 Characteristics●Only target language is involved in class, and learners are supposed to fully immerse themselves into the environment and think in the target way.●Conversations in realistic everyday situation are prescribed for thelearners instead of the book reading and literature appreciating.3.5 Assessment (strengths)●Through total immersion in the target language, learners’ ability to think in the target language will be developed.●Pronunciation and utterance are learned.●Learners’ initiatives are encouraged, and effective teaching is achieved through the plenty of demonstrations and involved imitations.3.6Assessment (drawbacks)●Absolute avoidance of the first language sometimes troubles the teaching, for it’s difficult for teachers to explain everything mainly by paraphrasing and demonstrating, especially some abstract concepts.●Lack of translation and grammar explanation also lead to the mistakes in students’ speaking.●Overemphasized on the similarities between the natural first language acquisition and the second language learning.4. Audio-Lingual Method4.1 BackgroundALM, known as the Army Method, had its origins during the W orld W ar II which created the need to oral communication in English. Besides, the ALM arose out of the theory proposed by behaviorist psychologists like B.F Skinner, saying that all behavior (including language) was learnt through repetition and positive or negative reinforcement. In a simple word,language learning is through habit formation. Later in the late 1950s, the method fell from popularity because its theoretical basis was questioned by some linguists. Among which, Chomsky was the most famous one for his review of B.F Skinner's Verbal Behavior in 1959. Despite of all the criticisms it gained in the past several decades, ALM continues to be used today.4.2 Objectives●Four language skills are emphasized, especially listening and speaking. Students are expected to gain their communicative skills through imitation and repetition of the presented dialogues.●Without much explanation in mother tongue, grammar rules are not obtained through memorization, but by examples.4.3 Techniques●Dialogues and pattern drills are involved in class. Learners are told to imitate the dialogues and memorize the drills presented in the dialogues.●Repetition is the most important strategy. Students are asked to repeat the teacher’s sentence in order to reinforce their memorization.●False utterance will be corrected right in the spot. Repetition also applied to pronounce some unaccustomed phonemes for some particular learners.●Modern means like the tapes and video are used as aids. Correct pronunciation, rules and culture are presented through them.4.4 Characteristics●Learners are asked to mimicry, repetition and memorization all the time. Sentence structure patterns are learned through repetitive drills.●Grammar and vocabulary are obtained through the regular dialogues and context the learners memorized.●Reference to mother tongue is not permitted and native-speaker-like model is set up.●Tapes and visual aids provide an easy way for learners to access to the correct utterance.4.5 Assessment (strengths)●Compare to other methods, this method realizes both input and output. Students listen and learn, and then they memorize it and speak it out.●Through the long-term memorization, students are able to use the simple and basic sentence structures correctly. Simple grammar knowledge can be taught through the habit formation.4.6 Assessment (drawbacks)●Because of the long-term imitation and repetition, students are not able to create their own sentence or anything spontaneous. Also, they can not adapt themselves to natural speech situations.●Teachers tend to overuse the tapes and visual materials. Boredom and mindlessness are engendered among learners soon.5. Communicative Approach5.1 Background●This approach has its origins in 1960s, and became extremely popular in the 1970s when many experts, represented by Munby(1978) and Wilkins(1979), felt dissatisfied with the traditional language teaching methods like the Grammar-translation method and the audio-lingual method. Teaching communication ability at that time has become an irreversible trend in language teaching.5.2 Objectives●Students are expected to able to communicate with other people in appropriate language.●“Communicative competence” refers to the ability not only to apply the grammatical rules of language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom. (Hymes) In this method, grammar is not stressed, instead, the students are carefully taught to choose the appropriate words and sentences according to the different situations.●After the course, students are able to maintain the conversation despite the fact that their language knowledge is limited.5.3 Techniques●Communicative activities are set for learners such as role plays, problem-solving situations and designed games.●Teachers are expected to not just organize and manage the activities but sometimes take part in it in order to activate the class.●Group discussing is manipulated to ensure that every individual hasa chance to speak and interact with other group members.5.4Characteristics●W e can simply regard it as a learner-centered form of teaching.Unlike other traditional methods, in this approach, teachers function as facilitators while students are the main contributor to the class.●Authentic materials and real communication situations are used.●Emphasis is put on learning to communicate in target language.●Students’ personal emotions and experiences are concerned. They are encouraged to express their feelings in class.5.5 Assessment (strengths)●More appropriateness and accurate communications are presented in this method.●Learners are greatly activated by the classroom activities, which eventually results in effectiveness in the teaching process.5.6 Assessment (drawbacks)●Because of its randomness and great focus on fluency, learners tend to use the target language informally and sometimes incorrectly.●Without the basic knowledge of rules and vocabulary, it’s hard for students to achieve progress and become higher-level learners.6.In the long history of EFL development, there’re still many other methods and approaches, besides the foregoing ones, have contributed a lot to the language teaching development. After a shallow study of these methodologies, some simple conclusions are formed.6.1 Total Physical Response, a method claims that teachers teach words and expressions through body motions. TPR is supposed to be effective in simple teaching, but difficult to be used in complex language.6.2 Suggestopidia, which aims to speed up the teaching process by encouraging students and cultivating their confidence.6.3 Reading Method. In this method, learners are taught through foreign materials reading, with direct comprehension of meaning.6.4 Task-based Method. Just as its name implies, tasks are contributed to every students. Students learn the language through the tasks accomplishing.7. Personal opinions on application of these methods.After analyzing all the mentioned methods above, I really appreciate some of them, especially the GMT and the Communicative Method, and I intend to apply them into my future teaching. I try to analyze the application of these methods in two ways.7.1 Choose the right methods according to different target learners.Different people from different ages have different intellectual features. Children can recite poems fluently despite that they can not understand them.They are willing to open their mouths to imitate and speak. For them, Communicative Method should be greatly applied in class in order to interest them. Adults and high-level learners are more enthusiastic in learning sentence structures and grammar knowledge. So, explanations for grammar rules and advanced vocabulary should be included in teaching them.7.2 Choose the right methods according to the different phases of student’s learning.In the beginning phase of learning, students lack of vocabulary and basic knowledge, so it is not reasonable to explain knowledge in target language. Grammar-translation is necessary in this phase because it can be clearer to the beginners. Also, Total Physical Response can be very effective because of its vivid body motions for the children. In the middle rank of learning, students already gain the basic knowledge of four language skills. In this phase, Communicative Method can be effective to consolidate their knowledge. Task-based method can sometimes be a facilitator for students in this phase to activate their initiatives.All and all, effective teaching is not achieving through one or two methods. In future teaching, knowing how to combine different methods to realize different goals is the biggest theme of my future learning in teaching.ReferencesDavid Nunan, 1992, Research Methods in Language Learning, Cambridge University PressPaul Davies, 2000, Success in English Teaching,Oxford University Press王渭刚，《浅析外语教学中几种主要的教学法》，渭南师范学院外语系章兼中，《国外外语教学主要流派》，华东师范大学出版社。
著名的四大音乐教学法（Fourfamousmusicteachingmethods）
著名的四大音乐教学法（Four famous music teaching methods）Four famous music teaching methodsFirst, the Roman law teaching method:Content overview:One of the four major music teaching methods in the world is teacher's music pedagogy, which is characterized by the improvisation of piano lessons, and the students' experience of music with body movements. Ross's teaching method is in Swiss musician, educator, composer and conductor, dancer and poet in a Emil. Jack's rswstone (Emile Jaques - Dalcroze, 1865-1950) on 1905 at the Geneva Academy of music and the successful experiment in Shidi teaching method. The teaching methods are as follows: 1. rhythm teaching, 2. listening training, 3. improvisation.1. rhythm teaching: This is the body's most natural rhythm for the body, to express the response to the rhythm of the music. This teaching mode is used in our kindergarten, elementary school, the rhythm of music.... It is often with body movements such as walking, running, stoop: action to represent the beat; or by clapping, foot to distinguish different notes; or by game rhythm to stimulate students' ability to respond to the rhythm... This ability to play the basic ability of learning music with the sense of rhythm of the limbs can be regarded as one of the most comprehensive, cognitive and reflective music teaching.2. listening training: Mike Roche as movable do training taught to sing songs, listening to music or memory is helpful to ability, especially the interval between cognition,simple songs like singing, must be with the rhythm of the body in order to achieve the "inner hearing ability" music education.3. improvisation, by any instrument playing, students can freely play creative dance movements to speculate on the motives and artistic conception of music. On the other hand. Ross also encourages the creation and try on the melody and harmony, he believes that with the rhythm is not negligent.The teaching characteristics of Roche pedagogy:1., pay attention to the rhythm of children's rhythm and music teaching.2. dance and rhythm are the main activities of music teaching.3., the teaching materials should be taken from the rhythm of the material in nature, which is the most natural feeling for children's music learning.4. attaches great importance to children's "visual" and "auditory" feel ability training.5., improvisational dance performance can promote children's ability to express themselves.6., music teaching should be based on rhythm teaching.Two, Gao Dayi teaching method:Content overview:According to Gao's view, he believes that human voice is the best teaching tool. Singing must be unaccompanied, just like traditional folk songs. From this point of view, the implementation of music teaching, with well-trained teachers and complete teaching materials, both in the urban villages, even the most remote areas, can be implemented; and its teaching object by two year old children and adults, can sing through the way of learning music, it is the national music education ideal.Gao Dayi's teaching method can use the singing teaching method as its teaching aim. It advocates all music activities include: 1. singing teaching, 2. rhythm coordination teaching, 3. Solfeggio and song practice, and 4. sign language teaching.1. singing teachingChildhood singing to listen and sing sing has been read "imitation" songs, proverbs and folk rhymes of life as the theme, from the three degree interval began singing, and five tone scale range, select the appropriate teaching materials with the implementation of teaching, adopt progressive teaching methods from two sections to the four section, and then expanded to eight to twelve bar phrases, each class in 20 minutes for the principle.2. rhythm coordination Teaching(1) begin with a quick and slow rhythm of the feeling, listen to the rhythm of the teacher, and then imitate yourself by clapping or stepping.(2) rhythm teaching method is adopted to implement rhythm teaching.(3) use the songs to cooperate with the game, especially for children to have the opportunity to create designs to cope with the dance movements of singing.3. Solfeggio and song practiceThe song and Gao Dayi have a series of textbooks, most from the folk, as the level of the students and give appropriate teaching materials. The training in the sol FA sing songs to practice exercises spectrum; two part chorus, mostly ballads, with five tone scale mode, the rhythm is more difficult, for a higher degree of ability of Solfeggio and songs drills.4. sign language teachingApplication of the teaching method of John Gao Dayi S Curwen to assist the sign language, the main feature is the use of visual, with skill plus sign, to enhance children understand the scale of each kind of music, sound level interval distance between the relationship and the children can feel the children singing tune the expression of ups and downs.Gao Dayi, teaching method, teaching characteristics:1. teaching methods based on singing.2. take traditional folk songs and nursery rhymes as the mainteaching materials.3. the use of movable do and mobile Do singing, implementation of visual spectrum education.4. as the basis of the five tone scale.FiveThe British John S Curwen gesture teaching method is used to assist Solfeggio Teaching and to recognize the concept of pronunciation and sound.6. use rhythm syllable method to help rhythm cognition and so on.7. expose children to famous works in the world.8. lines of single spectrum import staff training.9., pay attention to listening attentively to the music of silent listening practice.Three, Orford teaching methodContent overviewOrford's basic idea of children's music teaching method is better than understanding. In the process of growth of young children, they in the natural environment, through instinct activities such as: imitation, touch, taste, physical activity,after slowly growth, make some subconscious experience to be a specific action, the expression of language become mature and to learn basic music ability. That is, from sense to concrete concept to language expression to reading writing stage to creation stage.(1) rhythmic teachingOrford as the key to the rhythm of music teaching learning activities, from simple, a foot, knee, tongue shot sound or hands beat action, to beat a single shot from the beginning, the natural rhythm of the speed, and then gradually to fast rhythm, and import to the pace of learning mode.(two) music teaching activitiesRhythm language is one of the basic teaching activities to enter the melody. Children are familiar with the spoken, nursery rhymes, games and chants in their lives... As the singing of the textbook, from words to words and even sentences, by imitation, repeated practice let the students experience the feeling of music, and to understand the basic elements of music, including regular rhythm, rhythm, sound level changes into ideas and practice in mode, by the instrument and the preliminary concept of chord.The song sing the rhythm of language teaching in vocabulary along driven, rhythm, extended to phrase exercises, plus body rhythm, the creation of dance movements, and cultivate the full expression of the feeling of the music.(three) the teaching of rhythmic instrumentsIn order to improve children's interest in learning, the designer must design a set of rhythm instruments for students to practice. The content of the textbooks should be taken from the folk ballad of this country.Rhythm is to practice, ostinato accompaniment, form a five degree sound accompaniment is a melody and accompaniment to the tonic dominant mode, and according to the different tonal, commonly used instruments are xylophone, vibraphone, guitar, recorder, etc..... Is one of the focus of teaching and improvisation, started playing bass teaching stubborn students are free, with the creation of the contract by the simple tune tonality, melody, the canon canonic way. Coupled with percussion accompaniment, so that students learn to be happy and have a sense of accomplishment.Orff, music teaching method, teaching method, characteristic1. use folk music as a teaching material.2., "rhythm" and "improvisation" as the teaching basis.3., in order to say the language, rhythm, familiar nursery rhymes, folk songs and games, it is a comprehensive teaching mode designed by rhythm instruments.By 4., Canon and pedale ostinato chorus makes a preliminary introduction and practice.5., pay attention to imitate singing and imitate the performance of teaching mode.6. use the function of clapping as the basic exercise of rhythm.In the 7. phrase as a unit as a rhythmic improvisation.Four 、 SUZUKI town teaching methodContent overviewSUZUKI pedagogy is a mother tongue teaching method, which emphasizes the development of children's potential from childhood.When children are born down at the age of two or three, the house began to shape the music scene, often put some elegant songs, stimulate the children feel the music ability. At that time, mother played an important role, often singing with children, or making simple clapping or body swinging with musical rhythm. At the age of three, children are allowed to watch and integrate into the game of music, while mothers teach their children, arrange regular exercises for their children, and set up a good practice environment. When he was four years old, he was in touch with musical instruments. SUZUKI taught violin as a teaching instrument. The main purpose was to train children's concentration and keen listening training. Each stage of the exercise is to continuously and repeatedly memorizing music. Fixed a week in addition to individual extracurricular, every week or two but also the first ensemble class, each other to learn from each other, learn from each other. Mainly to givechildren a sense of accomplishment, and increase children's confidence and ambition, and parents should continue to encourage and appreciate the children's practice, and establish a good family atmosphere.This persistent practice, observation, performances to teenagers and adults, although not a set everyone is a musician, but everyone can play to their potential and high professional standards.Suzuki Jinchi, teaching method, teaching characteristics1. create an environment for learning music and develop a good sense of music from it2. stresses the importance of imitation and repetition3. pay attention to the interaction between parents and children4., pay attention to the quality of timbre5. request the correctness of playing6. pay attention to acting or actingSevenSelf study ability of self-evaluation and peer observation8. encourage play on the back9. master the class time10. pay attention to group and individual classesThe above four teaching methods are often used nowadays. It is not difficult to find the "children centered" potential teaching method to stimulate children's imagination, creativity and concentration.。
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Teaching MethodsThe Grammar Translation Method1. Classes are taught in the mother tongue with little active use of thetarget language.2. Much vocabulary is taught in the form of isolated words.3. Long, elaborate explanations of the intricacies of grammar aregiven.4. Grammar provides the rules for putting words together, andinstruction often focuses on the form and the inflection of words.5. Reading of difficult classical texts is begun early.6. Little attention is paid to the content of texts, which are treated asexercises in grammatical analysis.7. Often the only drills are exercises in translating disconnectedsentences from the target language into the mother tongue.8. Little or no attention is given to pronunciation.The Direct Method1. Classroom instruction is conducted entirely in the target language.2. Only everyday vocabulary and sentences are taught.3. Oral communication skills are built up in a carefully tradedprogression organized around question-and-answer exchangesbetween teachers and students in small intensive classes.4. Grammar is taught inductively.5. New teaching points are taught through modeling and practice.6. Concrete vocabulary is taught through demonstration, objects, andpictures; abstract vocabulary is taught by association of ideas.7. Both speech and listening comprehension are taught.8. Correct pronunciation and grammar are emphasized.The Audiolingual Method1. New material is presented in dialogue form.2. There is dependence on mimicry and memorization of set phrases.3. Structures are sequenced by means of contrastive analysis and taughtone at a time.4. Structural patterns are taught using repetitive drills.5. There is little or no grammatical explanation. Grammar is taught byinductive analogy rather than by deductive explanation.6. Vocabulary is strictly limited and learned in context.7. There is much use of tapes, language labs, and visual aids.8. Great importance is attached to pronunciation.9. Very little use of the mother tongue by teachers is permitted.10. Successful responses are immediately reinforced.11. There is a great effort to get students to produce error-free utterances.12. There is a tendency to manipulate language and disregard content. Methods of the 1970s1. Community Language Learning1. Learners are regarded not as a “class” but as a “group”.2. Teachers function as “counselors” by translating utterancesfor students.3. Conversations are taped for later listening and reinforcement.4. Learners attempt to learn about the target language inductively.5. Learners gradually become less dependent on teacher and learn tointeract on their own.6. Activities involve translation, group work, recording, transcription,reflection, observation, listening, and free conversation2. Suggestopedia1. Capitalizes on relaxed states of mind for maximum retention of materialMusic is central to the method.2. Learning occurs through suggestion3. Activities are carried while students sit in soft comfortable seats inrelaxed stated of consciousness. They may include question and answer,role-play, and listening exercises.4. Students are encouraged to be as childlike as possible.5. Materials consist of tapes, texts, classroom fixtures, and music6. The teacher creates situations in which the learner is most “suggestible”and presents material3. The Silent Way1. Learning is facilitated if the learner discovers or creates rather thanremembers and repeats what is learned.2. Learning is facilitated by accompanying (mediating) physical objects.(colourful wall charts, Cuisenaire rods)3. Learning is facilitated by problem solving involving the material to belearned.4. Teacher is silent much of the time.5. Teacher provides single-word stimuli, or short phrases and sentences,once or twice, and then the students refined their understanding andpronunciation among themselves with minimal corrective feedback fromthe teacher4. Total Physical Response1. Principles of child language acquisition are important.2. Students do a great deal of listening and acting.3. The focus is on meaning rather than form.4. Imperative drills are given by the teacher to elicit physical action5. The teacher functions as the “director of a play”.5. The Natural Approach1. The essence of language is meaning. Vocabulary, not grammar, is theheart of language.2. The syllabus is based on a selection of communicative activities andtopics which have been derived through learner needs3. The focus is on meaning, not form.4. The teacher is the primary source of comprehensible input and mustcreate a “low-anxiety” climate i n the classroom. The teacher must chooseand orchestrate a rich mixture of classroom activities.5. Materials come from realia rather than textbooks. The primary aim is to promote comprehension and communication.Notional- Functional Syllabuses1. Stresses attention to function as the organizing elements of an Englishlanguage curriculum.2. Focuses strongly on the pragmatic purposes to which we put language.3. Notions are both general and specific. General notions are abstractconcepts such as existence, space, time, quantity, and quality. Within thegeneral notions of space and time, for example, are the concepts oflocation, motion, dimension, speed, length of time, and frequency.4. The “functional” part of the NFS corresponded to “language functions”Curricula are organized around such functions as reporting, denying,accepting, declining, apologizing, etc.5. They were they popular bases for the development of communicativetextbooks.6. It is not a method. It does not specify how something is to be taught. All material adapted from:Teaching by Principles: An Interactive Approach to Language Pedagogy.2nd Edition.H Douglas Brown. Addison Wesley Longman, Inc. 2001。