英语教学法复习提纲.doc

合集下载

四位一体

四位一体教学模式复习提纲1、复习课最容易出现的前向性问题有哪些？1、不明确复习的目的，继续重复新授课的标准，教学方法仍然是“满堂灌”。

2、规范意识差。

3、上课无复习目标或目标不正确，语言不准确、、不简洁。

4、没有复习指导，或者指导不准确、不具体，操作性不强、无序。

5、检测题设计不当，在质和量上把握不准、要求不严。

6、不会组织学生更正。

7、不会组织讨论、讲评。

8、当堂训练题缺乏针对性。

9、各个教学环节之间缺乏有机联系，过渡生硬。

10、不善于激励学生，调动学生的学习积极性；不注重培养学生良好的学习习惯。

11、用多媒体做陪衬，不看学生，变成了课件的讲解员．实则仍然是“满堂灌”。

2、复习课的目的是什么？教学难点和重点是什么？复习的目的主要是查漏补缺，整合知识，提升能力；把不熟的记熟，把不懂的弄懂，把不会的练会。

复习教学难在发现问题，分析、解决问题上；重点在使知识系统化、网络化，能灵活运用。

3、怎样处理好复习课上“点与面”的关系？“点”就是本学科的重点、难点。

教师通过考查一个一个重要的、偏难的、易错的知识点，抽样调查，从中发现学生在前面学习时遗留下来的问题和缺漏，从而促进学生去复习“面”上的知识，由点到面，查漏补缺，使学科知识得到进一步整合，最终形成知识网络。

4、如何理解复习课的分类？分类就是对学过的知识进行整合、提高，是由量变到质变的过程。

通过分类，总结出这一类知识的共性和规律性的东西，把学生领出教材，站在更高的层次上，居高临下把握知识，既知道某个知识点在整个知识体系当中的位置，又清楚各个知识点之间的内在联系，让学生学得活、用得好。

5、怎样制定复习计划？根据教学大纲或课程标准、教材内容、教学进度、考试大纲或考试说明、学校的教学总计划、学生的实际情况，各学科教师先要制定周密的复习计划。

复习计划一般包括指导思想、教学目标、教学内容、教学进度、阶段考试检测及时间安排、采取的措施和办法等等。

有了科学周密的计划，复习教学就减少了盲目、随意和低效。

人教版七年级下册英语期末复习：Unit 7-Unit 12 各单元语法知识点复习提纲(全面!)

人教版七年级下册英语期末复习：Unit 7－Unit 12 各单元语法知识点复习提纲Unit 7 It’s raining！一、考点1 重点词汇短语1 messagemessage为可数名词，意为“消息，信息”，take a message for sb.“为某人捎个口信”。

拓展:give sb. a message 捎信给某人，leave a message 留口信，get the message 明白对方的意思。

Can I take a message for him?当某人发现要找的人不在或接电话的人发现打电话者要找的人不在时，常用此语2 could 情态动词意为“能，可以“，表示请求许可，在语气上比can委婉客气，但这种句式的肯定回答用can。

Could you just tell him to call me back?3 call及物动词，意为“打电话给”。

call sb. (up) “打电话给某人”，call sb. at +电话号码，意为“拨打……找某人”。

拓展：call 是一个多义词，call sb 可表示“叫醒某人，呼唤某人”；give sb. a call 给某人打电话。

4 back副词“回来，回原处，向后”；call sb. back给某人回个电话。

【即学即练】I’ll _____you _____.我将给你回电话。

5 visit此处用作及物动词，意为“拜访，探望”，后接表示人的名词或代词。

visit还可意为“参观，游览”，后接表示地点的名词。

拓展：visit还可用作可数名词，意为“访问，参观，拜访。

be on a visit to ... “正在访问/参观……”。

visitor参观者，游览者，游客。

I’m having a great time visiting my aunt in Canada._____ my grandparents every year at Christmas.我每年圣诞节都去探望我的祖父母。

英语教学法

英语教学法2009级本科复习提纲Part I. Blank-filling ( 26% 2×13)There are 5 incomplete sentences in this part. You are required to fill in each of the blanks with an appropriate answer.1. four different views of language learning and leaning see p. 5-62. three different views of language see p. 33. three principles of communicative language teaching see p.204. The components of the English teaching objectives in the National English Curriculum see p. 455. Task-based Language Teaching see p. 266. The principles for good lesson planning see p. 53-547. the methods of assessment see p. 2518. The four components of a task see p.289. communicative cpmpetence see p. 17-1810. The ways of common students groupings see p.74-75Part II. True or False Questions (15%, 1×15) In this part, there are 10 statements, each stating a point of view about language teaching/learning. Please indicate in the brackets whether they are true (T) or false (F).1. The goal of teaching pronunciation should be to require students to acquire native-like pronunication.2. Students need to be able to write International Phonetic Alphabets.3. Bottom-up model in teaching reading reflects the beliefs that reading comprehension is based on the mastery of the new words and new structures as well as a lot of reading aloud practice. It basically follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.4. Grammar should be taught and practised in context.5. A vocabulary item can be more than one word.6. Grammar practice is usually divided into two categories, mechnical practice and meaningful practice7. Criterion-referenced assessment is designed to measure how the performance of a particular student or group of students compares with the performance of another student or group of studentss whose scores are given as the norm.8. Despite the great effort that textbook writers make to meet the needs of the intended users, textbook are subject to adaptation when they are actually used in the classroom.9. Genuine questions are those that the answers are already known to the teacher and they are used for checking if students know the answers, too.10. Generally the language-focused games will come later than communication-focused ones11. As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self esteem and confidence.12. An error is a failure performace error that is e ither a random guess or a “slip of tongue”, and it is a failure performance to a known system.13. Discipline does not mean a series of punishment meted out to badly-bahaved students.14. During whole class work, the teacher should be cautious not to speak too much. Make your presentation and explanation brief and concise in meaningful contexts and then try to elicit replies or answers from the students.15. Classroom instructions refer to the type of language teachers use to organise or guide learning.16. Stess and intonation are not important for beginning learners.17. In the deductive method, the teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.18. Top-dow n model in teaching reading believes that one’s background knowledge plays a more important role than new words and new strucutres in reading comprehension. Therefore, the teacher should teach the background knowledge first so that studentes equipped with such knowledge will be able to guess meaning from the printed page.19. Teaching and learning grammar should focus on practice rather than the study of grammar itself.20. V ocabulary cannot be taught. It must be learned by the individuals.21. There are three models for teaching reading, namely, bottom-up model, top-down model and interactive model.22. Norm-referenced language assessment is based on a fixed standard or a set ceriterion.23. A point worth remembering is that adaptation of materials does not necessarily imply that the textbook is defective. Adaptation is needed simply to make the materials more tailored to the needs of the learners or the particular teaching context.24. Display questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.25.Teachers should be always aware that classroom games are not simply for playing, there should be a language practice element and purpose within them and make sure this is considered in your design of the games.26. Generally, it is best not to interrupt students during fluency work unless communication breaks down.27. A mistake has direct relation with the learners’ language competence. Mistakes do not result from carelessness nor hesitation, but lack of knowledge in the target language.28. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.29. Each form of grouping has its advantages and disadvantages. The teacher should use the most appropriate grouping method and vary the form from time to time.30. As an assessor, the teacher does two things, that is correcting mistakes and organising feedback.Par tⅢ.Teachers’ roles ( 10% 2×5)See Task 3 on p. 69 of the coursebookPartⅣ. Match (14% 2 ×7 )The following are some statements about children’s characteristics and suggestions for teachers. Please match them.PartⅣ. Whole class work, pair/group work, and individual work (14% 1 ×14 ) The following are different types of classroom activities. Read them and decide which activities are best done with whole class, which are with pair work and group work, or which are for individual work.Part V. Plan a lesson ( 35% 35 ×1 )According to the following material, write a lesson plan, including teaching objectives, key & difficulities, teaching aids, and teaching procedures.。

《英语教学法教程》教案

语言技能目标:一．语言技能的界定（什么是语言技能）二．听说读写的关系听说关系，读写关系，听读关系，说写关系输入—输出口头—笔头三．技能训练的套路、方法、步骤四．技能目标的设计与描述1.动词+宾语2.设计、描述目标的步骤（1）用正确的句式学生+能在…下/根据…+动词+宾语上层行为动词：听懂、理解、了解、体会…下层行为动词：连线、填表、画图宾语：知识层面—词生活层面—交流（2）确定级别（学生水平，教材内容）（3）听、说、读、写不缺项（根据课型不同，有所侧重）（4）动词分层、内容具体语言知识目标:一.语言知识的界定二.语言知识内容及关系三.处理内容、关系的原则与方法四.语言知识目标设计与描述1.动词+宾语（动词分层，内容具体）2.设计与描述的步骤（1）用正确的句式学生+能在…下/根据…+动词+宾语上层：了解、理解下层：语音、词汇带入功能话题宾语：语音、词汇功能、话题（2）对应级别（3）不缺项（语音、词汇、语法、句型带入功能句型）※坚决反对：要求/使学生…训练、提高等动宾结构学生是主体：在…帮助/引导下，学生能…情感态度目标:一.目标的内容组成兴趣、动机、自信、意志、合作→英语学习过程与效果→祖国意识、国际视野二.目标的设计与描述1.动宾：兴趣：体会兴趣，乐于尝试，乐于参与动机：明确目的自信：敢于表达，积极参与活动意志：勇于克服祖国意识、国际视野：愿意接触，初步/深刻了解，增强意识2.句式侧重点：小学：兴趣，在快乐中体验初中：动机、自信、合作、祖国意识、国际视野高中：意志力、祖国意识、国际视野应做到：找准教学对象对应的级别不缺项，把握不同级别的侧重点（激励积极，克服消极）使用目标描述基本句式情感态度目标在做事情、参与活动中实现学习策略目标:学习方法：构词法记忆、联想记忆、语音记忆、语境记忆学习策略：1.积累方法2.分析判断（自身学习策略、任务特征与要求、方法特征）3.做选择，做决定，做调整结论：方法是策略的基础，方法没有优劣，但选择有正误一. 策略的定义二. 策略目标的内容三. 策略目标的设计与描述动宾：认知：预习，复习，归纳，整理所学内容，记要点，使用图表等非语言信息，联想，集中注意力，自我纠错，阅读课外读物，借助母语正迁移调控：明确需要，确定目标，制定计划，反思不足，探索方法，交流体会资源：观察生活中使用的英语，借助工具书，利用网络、图书馆、音像资料交际：合作，请教，请求，倾听，交流，注意习俗差异应做到：1.找准教学对象对应的级别2.不缺项，把握不同级别/不同策略的侧重点3.使用目标描述的基本句式4.在具体学习行为中实现策略目标5.策略目标是具体化的学习行为方式文化意识目标:一. 内容：一级：文化知识：历史地理，风土人情，传统习俗，生活方式二级：文化理解、意识和态度：对文化差异的敏感度，对异域文化的包容三级：跨文化交际能力：语法性，可行性，得体性，现实性何时何地用何种方式对何人讲何话二. 设计与描述1.动宾：（1）知道/使用称谓语、问候语、告别语，了解体态、手势、表情（2）对赞扬，请求，道歉做出反应，正确表达赞扬，请求，道歉（3）区分西方人的男女姓名、昵称（4）了解人际交往习俗、饮食习俗（5）了解/介绍世界上主要的节假日及庆祝方式及文化习俗（6）知道世界文体活动（7）关注文化差异，加深理解（8）了解各国的首都、国旗、标志物、地理、气候、历史2.应做到：（1）定位找准级别（2）不缺项，把握侧重点（3）基本句式（4）文化意识在具体的功能话题提供的语境情境中实现任务设计方法确定任务目标：课程标准学生需求五个维度分解到活动步骤教材内容（单元内容、课时内容）确定任务活动类型：初级、单一、简单、学习性、练习性、输入性（机械操练、意义操练环节）高级、综合、复杂、交际性、任务性、输出性（交际性语言实践环节）编定任务名称：生活情景为主线，贯穿整个课堂，任务下串联教材中的各项活动活动设计：How long will it take?Will the students use the new language item?Will the students be interested in it?Will it be difficult for the students to carry it out?Is it best for pair work or group work? Listening or sorting?What skill is practiced?What is the purpose of this activity?规划任务活动：练习性活动→语言知识与技能准备（填表、拼图、分类、画图、写报告、排序）任务性活动→综合运用※输入与输出循环确定操作程序：活动的顺序：surprise 惊奇活动间的衔接：suspension 悬念S”心理角色分工等细节：satisfaction 满足调整任务难度：难度恰当，量度适宜，坡度适中，梯度刚好Code complexity 语码复杂性（完成任务所需词汇、句型的难度）Cognitive complexity 认识复杂性（认知能力的广度和深度）Communicative stress 交际压力（完成任务限定的时间、形式等对学生造成的压力）小结：1.任务就是活动，任务下的活动分为练习性与任务性2.由学生参与活动完成任务，而不是教师，教师的任务是设置情景，编定任务，规划活动3.在做任务的过程中，必须使用英语4.在做任务的过程中，交流双方必须有新信息的传递5.任务结束有成果6.学生通过做任务，由学语言知识、练语言技能到使用语言、发展思维能力，再到自我完善、自我教育英语课堂教学结构从课堂教学环节角度：导入呈现机械操练意义操练任务与活动交际产出巩固从语言知识角度：语言教学导入词汇教学↓句型教学呈现语法教学↓从语言技能角度：机械操练听的训练↓说的训练意义操练任务与活动读的训练↓写的训练交际产出从语言功能角度：↓功能话题教学巩固语篇阅读教学综合运用训练文化意识→上层（自上而下统领）功能话题应用→中层态度与策略影响效果知识学习与技能训练→下层结论：从功能话题出发，把语言知识与语言技能放到渗透着人文思想的语境情景中，设计与描述目标，借助方法策略以及良好的情感态度，通过做任务与活动，按六个环节进行课堂高效学习与训练。

高中英语教学中的学法指导

今天的学生在走出校门之后要适应社会、适应时代，就必须不断学习，让学生会学是教师必须担负的责任。

在中学英语教学中同样必须指导学生掌握正确的学习英语的方法, 要使学法指导进行有效，必须培养学生良好的学习习惯,如：制定计划课前自学专心上课勤记笔记及时复习反复练习充分利用教材进行学法指导归纳指导法对比指导法解答说理法启迪思维法讨论活动法<img alt="高中英语教学中的学法指导" bdsfid="109" loading="lazy" src="./img/origin/1660790129.38299545275547.jpeg"/></stron g>关键词：学法英语高中一、在高中英语教学中开展学法指导的重要性。

初中复习课英语教案模板

一、教学目标1. 语言知识目标：巩固和复习所学单词、短语和句型，提高学生的词汇运用能力。

2. 语言技能目标：通过复习活动，提高学生的听、说、读、写综合运用英语的能力。

3. 学习策略目标：引导学生掌握有效的复习方法，提高复习效率。

4. 情感态度目标：激发学生的学习兴趣，培养学生的自主学习能力，增强学生的自信心。

二、教学重难点1. 教学重点：复习所学单词、短语和句型，提高学生的词汇运用能力。

2. 教学难点：引导学生掌握有效的复习方法，提高复习效率。

三、教学过程（一）导入（5分钟）1. 利用多媒体展示与复习内容相关的图片或视频，激发学生的学习兴趣。

2. 提问学生：Do you remember what we learned in the past lessons? 引导学生回顾所学内容。

（二）单词复习（10分钟）1. 教师带领学生复习所学单词，可以通过游戏、卡片等方式进行。

2. 学生分组进行单词接龙、拼写比赛等活动，巩固单词记忆。

（三）短语和句型复习（15分钟）1. 教师展示与复习内容相关的短语和句型，引导学生进行朗读和模仿。

2. 学生分组进行角色扮演，运用所学短语和句型进行对话练习。

（四）阅读理解复习（15分钟）1. 教师选取与复习内容相关的阅读材料，让学生进行阅读。

2. 学生分组讨论阅读材料，总结文章大意，找出关键词汇和短语。

3. 教师针对阅读材料进行讲解，解答学生的疑问。

（五）写作复习（15分钟）1. 教师出示写作题目，引导学生进行头脑风暴，列出写作提纲。

2. 学生根据提纲进行写作，教师巡视指导。

3. 学生展示自己的写作成果，教师进行点评和修改建议。

（六）课堂小结（5分钟）1. 教师总结本节课所学内容，强调重点和难点。

2. 学生分享自己的学习心得，提出疑问。

四、作业布置1. 完成课后练习题，巩固所学知识。

2. 预习下一节课的内容，提前了解所学单词、短语和句型。

五、教学反思1. 教师应关注学生的学习效果，及时调整教学策略。

英语教学法复习提纲

英语教学法复习提纲Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects: Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learningprocesses to be activated?6. Although these two questions have never been satisfactorily answered,a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories.1) Process-oriented theories are concerned with how the mindprocesses new information, such as habit formation, induction,making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human andphysical context in which language learning takes place, such as thenumber of students, what kind of input learners receive, and thelearning atmosphere.7. Four theories:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychology⾏为主义理论The key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement"2)Cognitive theory( Noam Chomsky):认知理论The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.3)Constructivist theory构建主义理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.4)Socio-constructivist theory(Vygotsky ,1978)社会构建主义理论The theory emphasises interaction and engagement with the target language in a social context based on the concept of …Zone of Proximal Development?(ZPD)and scaffolding.8. A variety of elements that contribute to the qualities of a good language teacher:1) ethic devotion,道德素质2) professional qualities专业技能3) personal styles个⼈修养Adjectives which describe further qualitiesWallace?s(1991)"Reflective model" to demonstrate the development of professional competence(两种测试法：叙述/填表) Wallace?s(1991)"Reflective model"Stage 1 Stage 2 Goal From the above model, we can see the development of professionalcompetence for a language teacher involves Stage 1, Stage 2, andGoal. The first stage is language training. All English teachers aresupposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involvesthree sub-stages:learning, practice, and reflection. The learningstage is actually the specific preparation(that a language teachershould make before they go to practice.)This preparation can be:1). learn from others' experience (empirical knowledge来⾃经验的知识)2). learn received knowledge (such as language theories,psycholinguistics, sociolinguistics, educational psychology,language teaching methodology, etc.)3). learn from one's own experienceBoth experiential knowledge (others' and one's own) and receivedknowledge are useful when the teachers go to practice. This is thecombination of "craft" and "applied science". The learning stage isfollowed by practice. The term "practice" can be used in two senses.In one sense, it is a short period of time assigned for student teachers to do teaching practice as part of their education, usually under thesupervision监督of their instructors. This practice is also calledpseudo practice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education. Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is to enable thestudents to use the foreign language in work or life when necessary. 11. The goal of CLT(Communicative Language Teaching)The goal of CLT is to develop students' communicative competence,12. Communicative competence:Competence simply means knowledge of the language system:grammatical knowledge in other words.13. Hymes (1979), communicative competence includes four aspects: 1) knowing whether something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguisticcompetence交流内容是否规范2) knowing whether something is understandable to human beings;3) knowing whether something is in line with与、、、有关social norms;4) knowing whether something is in fact done: Do people actually use language this way?14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic andcreative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates提倡task-based language teaching. Students should begiven tasks to perform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning (i.e. whatpeople do with language,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying outmeaningful task promote learning.3) Meaningfulness principle: Language that is meaningful to the learnersupports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:6).No materials controlUnit 3 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.20. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims and languagecontents of the lesson.2). It also helps the teacher to distinguish the various stages of a lessonand to see the relationship between them so that 2the lesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware of theteaching aids that are needed.5). Lesson planning helps teachers to think about the relative value ofdifferent activities and how much time should be spent on them.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which were lesssuccessful.21. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkage.23. Definitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things shouldnot be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999). Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels: Macro planning and micro planning:The former is planning over time, for instance, the planning for a month,a term, or the whole course.The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus:26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.27. What does a lesson plan include? Three components:Teaching aims,Language contents and skills,Teaching stages and procedures.28. The aims of a lesson include:language components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.29. Language components and skills:By language contents, we mean structures (grammar), vocabulary, functions, topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing.30. Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage. 31. Three P's model: presentation, practice and production.(At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice toguided practice and further to the exploitation of the texts whennecessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.)32. Another 3-stages frequently advised and adopted in reading lessons:Pre-reading,while-readingpost-reading stages.(This model is also often applied in listening lessons, which havepre-listening, while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), a teacherneeds to consider the following:1) when to focus on the structure and2) when to study it in context;3) whether to present the structure orally or in written form;4) when to give out information and when to elicit from students;5) when and how to use visual aids to help with the presentation;6) what to do if students fail to understand.36. Sample lesson plans 1I. AIMS: a). b). c)….(include function)II. CONTENTS1. PRONUNCIATION2. NEW LEXIS: a). b). c)….3. STRUCTURE/GRAMMAR: a). b). c)….III.TEACHING AIDS:IV. PROCEDURES ( It should be specific )1. WARM-UP (3 minutes): a). b).2. PRESENTATION (approx. 7 mins): a). b). c)….3. EXPLOITATION (approx. 10 mins): a). b). c)….4. PERFORMANCE (approx. 15 mins): a). b). c)….5. OTHER ACTIVITIES: Check yesterday's homework (approx. 5 mins).6. Set homework, page 73, ex. 4.7. RESERVE ACTIVITY: Substitution, game-like:V. COMMENTS: (Filled in immediately after the lesson). a). b). c)….Sample lesson plan 2I. AIMS: a) b) c) .(include function)II. CONTENTS1. NEW VOCABULARY: three new lexical items2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing.III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: You bringa/the/some ...!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New structure (flash cards)c) First model, spoken (BB drawings of speakers)3. PRACTICE (approx.15 mins)a) Repetition drill (backward build-ups)b) Cued substitution, chorus workc) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)d) Ditto. Books closede) Public check3. PRODUCTION (to end of lesson, 17 mins)a) Public pairs, new suggestions.b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.c) Acting out. Volunteer pairs.d) Write out created dialogues.4. HOMEWORK: Complete writing of dialogues.(5. RESERVE ACTIVITY: none)V. COMMENTS: (Filled in immediately after the lesson).Unit 4 Classroom Management37. Teachers’ roles:Before the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer4 Prompter ,5 Participant,6 Resource-providerAfter the class---Evaluator38. Further comments on the different roles that the teachers play in thelanguage classroom:Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss⼤惊⼩怪but gentle byHarmer)2). Organizing feedback (discouraging for the teacher to be critical不提倡吹⽑疵, focusing on Ss? success progress) Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by say ing” and…?”“Anything else?” Yes, but why…?(Ss. read the example)Participant:The teacher shouldn?t dominate or appear to be authoritative. Resource-provider:We have criticized the jug-and-mug method, but the teacher shouldwithhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? And their definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answers Pair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately,Grouping Ss by drawing lots，All these methods have advantages and disadvantages.Individual study: It has some conditions: 1. Self-access centers,2. Materials aimed atself-instruction,3. Flexible time arrangement 41. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).Use the institution制度42. In order not to hurt the Ss, Ur’s advice on problems in class:1).Deal with it quietly2).Don?t take things personally 对事不对⼈3).Do not use threatsUnit 5 Teaching Pronunciation43. The goals of teaching pronunciation:⽬的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the s peakers? meaning44. Three aspects of pronunciation to teach? Stress, intonation, rhythm45. One common problem in learning English of Ss: (Neglect stress and intonation)46. Ways of practicing sounds and their definitions:Focusing on a sound 单⾳练习:(sounds difficult to learn)Perception practice 知觉/领会性练习:( identify /distinguish different sounds)Production practice ⽣成性练习: (develop Ss? ability to produce sounds)47. Six types of production practice activities:(1). Listen and repeat(2). Filling the blanks(3). Make up sentences(4). Use meaningful context(5). Use pictures(6). Use tongue twister48. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words: Use gestures, use thevoice, use the blackboard49. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation: rising/falling arrows; draw linesUnit 6. Teaching Grammar50. What are grammar presentation methods? 演⽰法Deductive method演义/推论法; Inductive method归纳/诱导法51. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examplesFor example: (plural) “-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies3). Advantages:To be successful with selected and motivated主动的students;To save time;To help to increase students? confidence in some exam. 4). Disadvantages: To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.52. Inductive method1).Definition: It relies on inducing诱导2). Steps: give examples-----induce rules3). For example:(plural)“-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies4). Advantages: Inductive method is more effective in that studentsdiscover the grammar rules themselves while engaged in language use, 53. Ur’s definition of grammar practice: "Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primary objective(aim/task) is to consolidate learning "(Ur, 1988:11).54. Ur’s six factors contribute to successful grammar practi ce:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.55. Two categories of grammar practice: Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills in mechanical practice: the students substitute apart in a structure so that they get to know how that part functions in a sentence. Sometimes certain prompts are given. For example (p64):(2) Transformation drills in mechanical practice::the students changea given structure in a way so that they are exposed to another similarstructure. The type of exercise also helps the students to have a deeper understanding of how the structures are formed and how they are used.For example (p65):2). Meaningful practice.In meaningful practice the focus is on the production, comprehension or exchange meaning though the students "keep an eye on" the waynewly learned structures are used in the process. Meaningful practice usually comes after mechanical practice.56. Using prompts for meaningful practice: (提⽰/刺激物，题词). This kind of practice is usually meaningful practice1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.produce language based on pictures and key phrases (words)provided by the teacher.For example(p69).5). Using chained phrases for story telling. Here is an example.7 o'clock -- got up -- had breakfast -- hurried to school -- school closed-- surprised --?6). Using created situations.Unit 7 Teaching Vocabulary57. The role of vocabulary uncertainty still remains regarding(about)What constitutes（组/构成）a vocabulary item,Which vocabulary items should be taught and learned, andHow vocabulary can be taught and learned most effectively.58. Seven suggestions helping teachers to present new words:1). Prepare examples to show meaning.2). Ask students to tell the meaning first.3). Think about how to show the meaning of a word with related wordssuch as synonyms, antonyms etc.4). Think about how to check students' understanding.5). Think about the context in real life where the word might be used.6). Think about possible misunderstanding or confusion that student may have.59. How do you present and explain vocabulary if you are a teacher?(Ways to present and explain vocabulary):l) Draw pictures, diagrams and maps to show meanings or connection of meanings;2) Use real objects (realia) to show meanings;3) Mime or act to show meanings, e.g. brushing teeth, playingPing-Pong;4) Use synonyms or antonyms to explain meanings;5) Use lexical sets, e.g. cook: fry, boil, bake, and grill;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.60. When does vocabulary learning become more fun and effective?(When students study vocabulary together, say in groups, through various activities, under the teacher's supervision, when students understand the meaning of the new vocabulary)61. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling标注词汇:2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) World bingo:9) Odd man out:10) Synonyms and antonyms:11) Using word categories word:12) Using word net-work62. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use learned vocabulary:Which clues can contribute to the discovery (revealing) of meaning.（1) The topic;（2) The grammatical structure;（3) The possible meaning connection between the given word and other words;（4）The linguistic pattern where the word appears.Unit 8 Teaching Listening63. Reasons for poor listening:1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of training in how to use the equipment;4) Listening is not included on many important tests;5) Lack of real-life situations where language learners need to understand spoken English;6) Lessons tend to test rather than to train students' listening skills.64. Why listening can be more difficult than reading:1) Different speakers produce the same sounds in different ways,2) The listener has little or no control over the speed of the input of spoken material;3) Spoken material is often heard only once. In most cases, we cannot goback and listen again4) The listener cannot pause to work out the meaning5) Speech is more likely to be distorted by background noise or the media that transmit sounds.6) The listener sometimes has to deal simultaneously with another taskwhile listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating equipment while listening to instructions.65. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.67. The following are situations where Chinese people need to listen toEnglish. Choose eight situations that you think are the most frequent:[] telephone conversations about business *[] radio news in English *[] lessons or lectures given in English *[] conversations with foreigners*[] instructions in English *[] watching television in English*[] watching movies in English [] shop assistants who sell goods to foreigners[] deal with tourists [] international tradefairs[] interviews with foreign-enterprises 企业[] negotiations withforeign businesses*[] socialize with foreigners *[] hotel and restaurant services*[] listening to English songs68. If you look back at the list of listening situations, you may judge thesituations according to the following criteria:1). Formal or informal?2). Rehearsed（背诵/排练/练习）or non-rehearsed?3). Can the listener interact with the speaker or not?69. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener?s response5) Speaker?s adjustment调节70. Two major purposes in listening.*The first is for social reasons;(Like when we have a casual conversation with friends oracquaintances to maintain or build social relationships).*The second is for exchanging information.(The second kind is more difficult, according to Anderson and Lynch (1988), and needs more emphasis in the language classroom,especially at intermediate中级and advanced levels).71. Principles of teaching listening:1). Focus on process: How to process the information:* They have to hear what is being said,* They have to pay attention,* They have to construct a meaningful message in their mind byrelating what they hear to what they already know.2). Combine listening and speaking:Why is it so important?Most of the time in real life, these two skills are needed at the sametime. (There are two problems with this approach⼿段.* It does not give students chance to practice listening and speaking skills together.* The listening comprehension questions do not train the students howto listen or how to develop effective listening strategies，and onlytest the students,3). Focus on comprehending meaning:4). Grade (分。

高等学校英语专业英语教学大纲(DOC)

高等学校英语专业英语教学大纲为了规范全国高等学校英语专业的英语教学，特制订本教学大纲。

本大纲所作的各项规定，对全国各类高等学校的英语专业均有指导作用，也是组织教学、编写教材和检查与评估教学质量的依据。

一、培育目标高等学校英语专业培育具有扎实的英语语言基础和广博的文化学问并能娴熟地运用英语在外事、教化、经贸、文化、科技、军事等部门从事翻译、教学、管理、探讨等工作的复合型英语人才。

21世纪是一个国际化的学问经济时代。

我们所面临的挑战确定了21世纪我国高等学校英语专业人才的培育目标和规格：这些人才应具有扎实的基本功、宽广的学问面、肯定的相关专业学问、较强的实力和较高的素养。

也就是要在打好扎实的英语语言基本功和坚固驾驭英语专业学问的前提下，拓宽人文学科学问和科技学问，驾驭与毕业后所从事的工作有关的专业基础学问，留意培育获得学问的实力、独立思索的实力的创新的实力，提高思想道德素养、文化素养和心理素养。

二、课程设置英语本科专业学制为4年。

依据英语专业教学规律，一般将4年的教学过程分为两个阶段，即：基础阶段（一年级和二年级）和高年级阶段（三年级和四年级）。

基础阶段的主要教学任务是传授英语基础学问，对学生进行全面的、严格的基本技能训练，培育学生实际运用语言的实力、良好的学风和正确的学习方法，为进入高年级打下扎实的专业基础。

高年级阶段的主要教学任务是接着打好语言基本功，学习英语专业学问和相关切业学问，进一步扩大学问面，增加对文化差异的敏感性，提高综合运用英语进行交际的实力。

在两个教学阶段中课程的支配可以有所侧重，但应将4年的教学过程视为一个整体，自始至终留意打好英语语言基本功。

英语专业课程分为英语专业技能、英语专业学问和相关专业学问三种类型，一般均应以英语为教学语言。

三种类型的课程如下：（1）英语专业技能课程：指综合训练课程和各种英语技能的单项训练课程，如：基础英语、听力、口语、阅读、写作、口译、笔译等课程。

（2）英语专业学问课程：指英语语言、文学、文化方面的课程，如：英语语言学、英语词汇学、英语语法学、英语文体学、英美文学、英美社会与文化、西方文化等课程。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

小学英语教学法复习提纲1.小学生学习外语的特点：（1）模仿力强、记忆力好、勇于开口；（2）活泼好动，想像力丰富，富于创造力，喜欢新事物，乐于参加活动；（3）喜欢动身、动手、动脑做事情；（4）喜欢容易达到的学习FI标；（5）精力集屮时间比较短；（6）注意力较易分散，自我管理能力不强（7）理解复杂的语言指令还有一定的困难；（8）学习的目的性不如成人那样强，快乐时冰会学习；（9）.语言规则分析能力较差2.小学英语教学的主要任务：通过听、说、看、玩、唱等一系列的教学活动，对学生进行听说读写的基本训练，激发学生学英语的兴趣和动机，培养良好的学习4惯，使学生获得一些英语的感性知识，打下较好的语音基础，学习一定量的词汇，接触一定量的口常交际用语，从而具有以听说能力为主的初步交际能力，同时在英语学习过程中受到良好的思想品徳教育，个性得到健康和谐的发展。

第二章1.英语课程改革的重点是什么？（P6）改变课程过分注重知识传授的倾向，强调形成积极主动的学习态度，使获得棊础知识和棊本技能的过程同时成为学会学习和形成正确价值观的过程。

2.基础教育阶段英语课程的任务和总体目标是什么？（P7）任务：（1）激发和培养学生学习英语的兴趣，树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神。

（2）使学生掌握一定的英语基础知识和听说读写技能，形成综合语言运用能力。

（3）培养学生观察、记忆、思维、想象能力和创新精神。

（4）帮助学生了解世界和中西方文化差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。

总体目标：培养学生的综合语言运用能力。

3.综合语言能力的形成建立在什么基础上？（P8）语言知识、语言技能、情感态度、学习策略、文化意识4.《课标》的分级方式和设计依据（P8）采用国际通用的分级方式，将英语课程目标按照能力水平设为九个等级。

设计依据：遵循语言学习的规律和不同年龄的学生心理、生理发展的需求和特点，也考虑到我国民族众多、地域辽阔，经济、教育发展不平衡的实际，旨在体现我国英语课程标准的整体性、开放性、灵活性。

5.《课标》提倡的什么样的教学途径，此途径的出发点，目的和基础是什么？体现和强化了哪方面的内容？（P25）倡导“任务型”教学途径，以学生兴趣为出发点，以交际为目的，以任务为基础，充分体现了学生的主体性和语言的交际本质，强化语言交际运用的过程。

6.小学英语教师在设计“任务型”的教学活动时要注意什么？（P25）（1）小学英语多以游戏活动为主，孩子的英语知识多是在游戏活动中获得。

（2）儿童往往是依照自身的生活经验来理解课本知识，创造知识的。

（3）活动的设计要有明确的目标。

（4）应创设能引发学生探索、思维的活动情景，让学生通过参与、体验学习过程，达到培养学生观察事物的能力，训练学生的思维方式，锻炼学生解决问题的能力等教学FI的。

第三章1.各种外语教学法的概念，英文名称，语言与语言学习的观点（理论观点），主要的教学活动、教学过程、教学目的、教学特点与评价。

（课件+课木内容）一、翻译法（Translation Method）:语法翻译法来自欧洲中世纪和早期文艺复兴的拉丁语教学，是用母语来教授外语和以翻译和语法学习为主要的教学活动的一种方法。

观点：语法-翻译法把目标语看成一个规则系统，这一规则能在文木和句子中了解到，并与母语规则和意义有联系。

语言学被视为智力活动，这种智力活动涉及规则学习、规则记忆和以大量翻译方式与母语意义相联系的操作。

教学活动：对整篇课文大意的译述，把课文逐句从外语译成母语的活动，对课文中语法规则做演绎式的讲解，以及直接阅读课文以加深对课文的理解等活动。

语法-翻译法的课堂活动设计：(1)教师会用母语把文章的作者和写作背景作一个简单介绍，接着教师会对文章大意进行译述，以使学生对文章的整体有一个初步的理解。

(2)对课文逐句翻译。

在翻译前：带读单词表里的单词使学生知道单词的发音和意义。

翻译吋：先朗读句子，然后用母语解释词的意义、短语的意义和句子的意义。

碰到语法方面(词法、句法及惯用法)的问题，教师会叫详细地解释语法现象、规则和用法，并举例加以说明。

(3)在讲解清楚语法和翻译了课文的基础上，教师还会让学生直接阅读课文并做一些阅读理解的练习以加深对课文整体的理解。

阅读理解的练习多半是以多项选择的形式出现。

(4)完成教学，根据情况让学生做一些笔头的翻译练习。

教学目的：(1)学习外语的目的是通过学习外语来培养其阅读文学作品的能力。

(2)学生必须掌握外语的词汇和语法规则以便能运用其进行翻译。

(3)在学习外语的过程中通过背诵语法规则、背诵词汇、应用语法规则做翻译练4等，学生们可以得到很多逻辑、思维的练习，从而使智慧得以提升。

教学特点与评价：优点：(1)语法翻译法有利于学Al者充分认识两种语言间的基本特征，形成扎实的语言文字功底。

适度的翻译有利于外语教学。

(2)重视通过大量阅读、背诵原著培养阅读能力。

(3)注意利用语法、启发思维，训练思维，学生学4掌握语法规则有利于培养学生理解外语和运用外语的能力(4)语法翻译法对教师的外语能力要求不高，易于操作，对班级人数无特殊要求，有利于大班上课。

缺点：(1)过分偏重阅读能力的培养，忽视了听说能力的培养。

(2)重理论，轻实践。

过分强调语言知识的作用，忽视语言技能的培养。

(3)语法与课文脱节。

死记硬背语法规则条条框框，脱离现实生活实际的例句和课文。

(4)教学方式、方法单调，教学模式为注入式。

二、直接法(Direct Method)：是通过运用外语本身进行教学的方法。

语言和语言学习的观点：(1)口语而非笔头语是第一性的，所以学生应学习日常使用的0标语。

(2)外语学＞』和母语学＞J相似，语言学习过程可用联想心理学解释。

因此，声音、简单句子会与教室、家庭、街道等不同环境的实物、人物相联系进行教学。

教学0的：培养学生使用外语进行交际的能力。

入门阶段，重点放在口语能力的培养方面。

学生用外语进行思维，摆脱母语的干扰，用外语表达自己的思想。

主要的教学活动和特点：(1)全外语的教学。

(2)模仿、朗读和问答是主要的教学活动形式。

(3)教师要求学生在提问或对教师的问题作答吋，均以完整的句子说出问句或答句。

教学过程：(1)学生一个接着一个朗读课文的句子开始。

(2)教师让学生提问。

(3)教师按课文内容向学生提问并要求学生用完整的句子作答。

(4)老师提问结束后，再让学生发问。

(5)课文提问环节结束后，幵始另一项练以课室为情景，练使用介词，以使学生更明了介词的意义和用法。

(6)—个介词的笔头练习和一个听写练习结束。

教学评价：优点：(1)强调外语的直接学习、理解、应用，有利于学生学到活语言，学到自然的语音、语调，培养学生直接用外语进行思维和表达的能力，促进语感的形成。

(2)强调一口语为基础，在大量的语言实践中，培养学生听说读写的熟练技巧。

(3)强调把完整的句子作为教学的最小语言单位，使学生在外语学中能更自然、更有效率地去理解新课文和习得一种新语言。

(4)重视利用直观教学手段，促进学生各种感觉器官同吋开动，是外语形式同客观表象直接联系，克服母语做“中介”的习惯。

缺点：(1)完全排斥母语，忽视母语在外语教学中积极作用的一面。

(2)忽视教学对象年龄、认知水平及学习0的的差异，偏重感性认识，轻视语言理论知识在学习中的指导作用。

(3)片面夸大口语、听说等语言技能，忽视了对遣词造句规则等语法知识的传授，忽视了听说能力意外的语言能力的培养。

三、听说法(The Audio lingual Method)：(又称口语法Oral Approach 句型法Pattern Method ) 听说法强调模仿，重视句型教学和口语能力的培养，采用以对话为体裁的教材，主要以训练学生听和说的语言实践能力为0的。

语言与语言学习的观点：(1)语言：听说法把语言看做一个系统，这个系统由在结构上相互联系用以表意的成分组成，这些成分是音素、词素、单词、结构和句型。

听说法以结构主语作为其理论基础的。

(2)语言学习：听说法是以行为主义理论作为依据的，语言技能的获得必须通过刺激-反应-强化这一过程。

由于语言学被视为惯的培养，教师会要求学生重复某些语言结构以加快习惯的养成。

因此，句型操练在听说法中被视为一种有效的方法。

教学0的：(1)通过教学培养学生使用外语进行交际的能力。

(2)语言是一套习惯，学习外语就要养成一套新的习惯。

(3)超量地学习，通过大量的模仿、记忆和操练，熟练掌握各种语言结构，在运用各种语言结构进行交际是能达到不假思索脱口而出的程度。

(自动化程度)教学活动和特点：(1)重视口语教学，教材中每课书均由对话开始。

(2)教授对话是听说法课堂的主要活动。

课堂的教学活动：教授对话，听说领先；跟读模仿，句句重复，掌握句型；巩固U头，读写跟上特点与评价：(1)强调以句型为中心进行听说训练；(2)主要操练方式是模仿记忆；(3)排斥或限制母语，反对用母语讲解和翻译；(4)重视语音、句型教学，及吋纠正错误，培养正确的语言习惯；(5)过分重视机械性操练，忽视语音规则的指导作用，造成教学过程枯燥乏味；(6)语言材料的编选、训练的方式都从语言的结构出发，缺乏语言真实性，不利于培养学生连贯表达和灵活运用外语进行交际的能力。

网、情景语言教学法(Situational Language Teaching )该教学法利用图片、实物、简笔画、幻灯片、电脑、电视、电影、录像、录音等手段重现实际生活情景，使学生身临其境，耳闻其声，0睹其形，通过具体情景学习外语，培养对外语的逻辑思维、理解和形象感知能力。

强调语言在情景中的应用。

语言和语言学习的观点：(1)情景法的语言观是英国的结构主义。

认为口语是语言的基础，结构是讲话能力的核心，应在情景中通过口头练习来学习语言结构。

(2)学习语言的三个过程，即接受语言输入，通过重复操练记住和实际练习使之变为个人技能。

(行为主义的习惯形成理论是他们的语言学习观)教学0的：(1)通过英语教学培养学生四种基本的语言技巧，即听说读写的能力。

(2)教师们认为这些技巧通过对语言结构的掌握获得的，而语言结构又是通过U语的训练来掌握的。

主要的教学活动和特点：教学活动：提出情景，学习语言。

听说领先，反复操练。

书面练习，巩固结构教学特点与评价：(1)语言教学从口语歼始，材料在口头教过以后才教其书面形式。

(先听后说，听说结合)(2)0的语作为课堂用语。

(强调用英语教英语以培养英语语感)(3)新的语言点通过情景进行教学和操练。

(强调语言情景的作用)(介绍新的语言点吋，先介绍情景。

)(4)选择词汇应控制专用和普通的词汇的比例。

(5)语法项0应根据分层次的原则，先教简单语法后教复杂语法。