《英语教学法》名词解释演示教学
教学法名词解释
名词解释（教学法）1、教学氛围：教学氛围指的是对教学活动产生直接影响的课堂内外部气氛、场景等。
2、启发式教学：以学生的全面发展和主动发展为目标，通过教师的启发诱惑与学生的主动探究，实现知情意和谐发展的过程。
3、教学模式：是在一定的教育思想观念或教学理论指导下建立起来的较为稳定的教学活动的结构框架和活动程序。
4、讲授法：讲授法是指教师运用口头语言系统连贯地向学生传授知识信息的方法。
5、演示法：演示法是指教师在课堂上通过展示各种实物、直观教具，或进行示范性实验，让学生通过观察获得感性认识，掌握知识的一种教学方法。
6、实验法：是指学生在教师的指导下，利用一定的仪器设备，通过条件控制引起的有些变化，从观察这些变化中获得知识，培养技能技巧的方法。
7、读书指导法：是指在教师的指导下学生阅读课本或课外读物，以获取知识、巩固知识、形成能力的一种方法。
8、研究性学习：是指学生基于自身兴趣，在教师指导下，从自然、社会和学生生活中选择和确定研究专题，主动获取知识、应用知识、解决问题的学习活动。
9、讨论学习法：学生在老师的指导下，为解决某个问题与他人相互研讨、切磋琢磨、相互学习的一种方法。
10、调研学习法：调研学习法就是调查研究学习法的简称，它是指学习者亲自去熟悉和了解学习对象的一种学习方法。
11、教学技能：教师在教学过程中，运用与教学有关的知识与经验，促进学生学习，达成教学目标的能力和技巧。
12、导入技能：教师在讲解新知识教学活动开始时，有意识、有目的地激发学生的兴趣，引导学生进入新的学习情境的一种能力和技巧。
13、板书技能：教师在教学过程中，根据教学的需要用黑板以凝练的文字语言或形象的图表传递信息的能力和技巧。
14、评价方法：评价方法是教学方法的重要组成部分。
它是指收集教学的信息、对评价对象进行价值判断时采用的工具和手段的总称。
15、合作评价：是指多个评价主体从多角度、多渠道获取关于学生的多方面信息以判断学生发展情况的评价活动方式。
英语教学法教程何广铿名词解释
英语教学法教程何广铿名词解释一、英语教学法1.1 英语教学法是指教师在教学过程中运用的一系列教学方法和策略，旨在帮助学生有效学习和获得英语语言能力。
1.2 英语教学法包括从教学内容的选择到具体的课堂教学活动设计，以及对学生学习过程的指导和评价等一系列教学环节。
1.3 英语教学法有许多不同的流派和理论，常见的有传统语法-翻译法、直接法、音标法、交际法、任务型教学法等，每种教学法都有其独特的理论基础和适用场景。
二、何广铿2.1 何广铿（H.G. Widdowson）是英国知名语言学家和教育家，曾任教于伦敦大学，对英语教学法和语言教学理论有着深远的影响。
2.2 何广铿的研究领域主要包括语言教学与学习理论、语料库语言学、语言教材编写等，其著作《语言学与英语教学》《变化与稳定》等对当代语言教学理论有重大贡献。
2.3 何广铿提出的“交际教学法”理论受到广泛关注和认可，强调语言教学应以交际实践为核心，注重学生的语言运用能力和交际能力。
三、何广铿对英语教学法的贡献3.1 何广铿强调了交际教学法的重要性，促进了英语教学法的进步和发展。
3.2 何广铿提倡以语言为交际实践的视角来看待语言教学，强调语言教学应注重学生的语言运用能力和交际能力的培养。
3.3 何广铿的理论为英语教学法的变革提供了理论支持和实践指导，对于推动语言教学的创新和发展起到了重要作用。
四、结语4.1 何广铿的学术贡献为英语教学法的发展做出了重要贡献，其提出的交际教学法理论影响深远，对于推动英语教学法的创新和发展意义重大。
4.2 在今后的语言教学实践中，我们应当根据何广铿的理论，结合具体的教学情境，灵活运用各种英语教学法，创造良好的教学氛围，激发学生学习兴趣，促进学生语言能力的全面发展。
五、交际教学法的实5.1 何广铿提出的交际教学法理论强调语言教学应注重学生的交际能力，因此在实际的英语教学中，教师需要通过一系列的教学活动来促进学生的交际能力的培养。
5.2 在课堂教学中，教师可以组织各种形式的对话活动，让学生在真实的交际情境中进行语言交流，这不仅可以帮助学生培养实际运用语言的能力，还能激发学生对英语学习的兴趣，提高学习效果。
教学法名词解释与大题总结
名词解释1.教学氛围：指的是对教学活动产生直接影响的课堂内外部气氛、场景等。
2.教学方法：是在教学过程中教师和学生为实现教学目的完成教学任务而采取的各种活动形式、手段和程序的总称。
3.启发式教学：就是以学生的全面发展和主动发展为目标，通过教师的启发诱导与学生的主动探究，实现知情意和谐发展的过程。
4.教学模式：是在一定的教育思想观念或教学理论指导下建立起来的较为稳定的教学活动的结构框架和活动程序。
5.讲授法：是指教师运用口头语言系统连贯地向学生传授知识信息的方法。
6.读书指导法：是在教师指导下学生阅读课本或课外读物，以获取知识、巩固知识、形成能力的一种方法。
7.演示法：是教师在课堂上通过展示各种实物、直观教具，或进行示范性实验，让学生通过观察获得感性认识，掌握知识的一种教学方法。
8.讨论学习法：是学生在教师指导下，为解决某个问题与他人相互研讨、切磋琢磨、相互学习的一种学习方法。
9.调研学习法：就是调查研究学习法的简称，它是指学生亲自去熟悉和了解学习对象的一种学习方法。
10.研究性学习：是指学生基于自身兴趣，在教师指导下，从自然、社会和学生自身生活中选择和确定研究专题，主动地获取知识、应用知识、解决问题的学习活动。
11.教学技能：是教师在教学过程中运用教学与教学有关的知识与经验，促进学生学习，达成教学目标的能力和技能。
12.板书技能：是教师在教学过程中，根据教学的需要用黑板以凝练的文字语言或形象的图表传递信息的能力和技巧。
13.评价方法：是指收集教学的信息，对评价对象进行价值判断时所采用的工具和手段的总称。
14. 纸笔测验：是根据教育目标通过编制试题，组成试卷对学生进行测试，引出学生的学习表现，然后按照一定的标准对测试结果加以衡量的一种评价方法。
15.成长记录袋：是显示学生学习成就信息的一连串表现、作品，评价结果以及其他相关记录和资料的汇集。
16. 合作评价：是指多个评价从多角度、多渠道获取关于学生的多方面信息，以判断学生发展情况的评价活动方式。
《英语教学法教程》(王蔷)考研复习资料-名词解释
1.The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to usethe foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.1. 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 communicationBottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This way of teaching reading reflects the belief thatreading comprehension is based on the understanding and mastery熟练of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading 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. This way of teaching reading is said to follow a bottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman(1970) once said that reading was “a psycholinguistic guessing game”2. 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.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.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.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe 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):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.The goal of CLTThe goal of CLT is to develop students' communicative competenceLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.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.SkimmingSkimming means reading quickly to get the gist,i.e. the main idea of the text. ScanningScanning means to read to locate/get specific information.1). DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.2). Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.What’s called A process approach to writing1). DefinitionWhat really matters or makes a difference is the help that the teacher provides toguide the students through the process that they undergo when they are writing. What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's.Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talkingand interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.1.Process-oriented theories:强调过程are concerned with how the mind organizes newinformation such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, s timulus, response, and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.。
英语教学法教程名词解释题
Unit 1一，Views on language：1、Structural view （language competence）结构主义语言观—The founder：Saussure，lasen freeman&long—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）the discrete units of meaning 3、the system of combining units of meaning for communication（syntax）—The structural view limits knowing a language to knowing its structural rules andvocabulary2 、Functional view功能主义语言观—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things功能不仅认为语言是一个语言系统,但也做事情的一种方式—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view 交互语言观（communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context二，View on language learning语言学习观1.Process-oriented theories:强调过程are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that”you can train an animal to do anything if yo u follow a certain procedure which has three major stages,s timulus,response,and reinforcemen tB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory:(Vygotsky)he emphasizes interaction and engagement with the tar get language in a social context based on the concept of“Zone of Proximal Development”(ZPD)and scaffolding.Unit 2一，What makes a good language teacher?ethic devotion,professional qualities，certain desirable personal styles.四，principles of communicative language teaching(CLT)交际语言教学法原则1)Communication principle:activities that involve real communication promote learning.2)Task principle:activities in which language is used for carrying out meaningful tasks promote learning.3)Meaningfulness principle:language that is meaningful to the learner supports the learning pro cess.五，Howatt proposes a weak and a strong version of CLT.Weak version:learners first acquire language as a structural system and then learn how to use it i n communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication. Strong version:language is acquired through communication.The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the languag e as the main means or necessary conditions for learning a language as they provide the experienc e for learners to see how language is used in communication.六，PPP: presentation，practice，production三. Principles for good lesson planningA. AimB. VarietyC. FlexibilityD. learning abilityE. linkage四. Components of a lesson plan教案的内容A. Background informationB Teaching aimsC. Language contents and skillsD. stages and proceduresE. Teaching aidsF. End of lesson summaryG.. Optional activities and assignmentsH. After lesson reflectionUnit 5二，The role of the teacher 教师的角色1. Controller: control the pace, the time, the target language, the student.2. Assessor: two thingsa. as corrector: correct the mistakes, organizing feed back the learnersb. as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provider: as a walking dictionaryUnit 6一，Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.Unit 7三，pennington grammatical pedagogy:1.collocational grammar should biuld on collocational relations between individual lexical items and their subcategories2.Constructive offer learners a way to build elements that can be continually added in sequence3.Contextual it means that elements and structures are taught in relation to their context.四，mechanical practice机械操练1.substitute drills 替换the students substitute a part in a structure so that they get to know howthat part function in a sentence2.Transformation drills转换change a given structure in a way so that they are exposed to another similar structureUnit 81.A: passive/receptive words :words that can be recognized or compared in reading and listeningbut can not be used automatically in speaking and writing.B: active/productive words: words that can be recognized and also be used in speech and writing by learners.Unit 11Sight vocabulary:words that one is able to recognise immediately are often referred to assight vocabulary.Unit15Testing takes the pencil and paper form and it is usually done at the end of a learning period Assessmen t involves the collecting of in formation or evidence of a learner s teaching andlearning.Evaluation:can be concerned with a whole range of issues in and beyond languageeducation :lessons courses programs and skills can all be evaluated ,四，bloom’s taxonomy 目标分类学1.knowledge知识:recalling facts ,terms,and basic conceptsprehension理解:understanding of facts and ideas by organizing ,comparing,translating interpreting,describing and stating the main ideas3.application运用:applying acquired knowledge,facts ,techniques and rules in a different context.4.analysis分析:identifying relationships,causes or motives,and finding evidence to support main ideas.5.synthesis综合：combing elements in a different way and proposing alternative solutions,creative thinking.6.evaluation 评价：present and defend opinions by making informed judgement about informationor ideas based on a set of criteria.、Teaching objectives中心the Ss will be able to understand the main idea of an article about XX and can write a list of XX for XX.词汇be able to name the new word about XX in english using pictures as cues and be able to tell each other whatXX they like.情感be able to talk about their opinions or feelings about XX to each other.其他tell the five simple forms ofXX can role play the dialogue of XXWarming up。
教学法名词解释
教学法名词解释教学法，简单来说，就是教师为了实现教学目标，在教学过程中所采用的一系列方法和策略。
它涵盖了从教学内容的选择、教学活动的组织，到教学效果的评估等多个方面。
首先，讲授法是一种常见且基础的教学法。
教师通过口头语言向学生系统地传授知识，清晰地讲解概念、原理、规律等。
这种方法的优点在于能够在短时间内传递大量的信息，适用于对新知识的初步介绍。
但它也存在一定的局限性，如果讲授过程过于单调，可能会导致学生注意力不集中。
演示法也是常用的教学法之一。
教师通过展示实物、直观教具，进行示范性实验或采取现代化视听手段等，指导学生获得知识或巩固知识。
比如在物理课上，老师通过实验演示来展示力学原理，让学生更加直观地理解抽象的知识。
这种方法能够激发学生的学习兴趣，增强他们的感性认识，但需要教师精心准备演示材料和过程。
讨论法鼓励学生积极参与，围绕某个问题展开讨论。
在这个过程中，学生可以各抒己见，交流想法，培养批判性思维和合作能力。
教师则起到引导和协调的作用，确保讨论不偏离主题。
这种方法有助于提高学生的思维活跃度和问题解决能力，但需要教师掌控好讨论的节奏和方向。
案例教学法以实际案例为基础，引导学生分析和解决问题。
通过真实的情境，让学生将理论知识应用到实际中，培养他们的实践能力和决策能力。
比如在法律课程中，通过分析具体的案例来加深对法律条文的理解和运用。
问题解决教学法以问题为导向，让学生在解决问题的过程中学习。
教师提出问题，激发学生的好奇心和求知欲，促使他们主动探索和思考。
这种方法能够培养学生的自主学习能力和创新思维。
情境教学法创设具有一定情绪色彩的、以形象为主体的生动具体的场景，以引起学生一定的态度体验，从而帮助学生理解教材，并使学生的心理机能得到发展。
例如在语文教学中，通过创设与课文内容相关的情境，让学生更好地感受作品的情感和意境。
还有探究式教学法，强调学生自主探究和发现知识。
教师引导学生提出问题、做出假设、收集证据、得出结论。
教学方法名词解释
教学方法名词解释
教学方法是针对不同学习目标和学生需求设计的一系列教学策略和技
巧的总称。
以下是几种常见的教学方法和它们的解释：
1.前置知识激活法：通过提问、展示图像、观察实物等方式，引起学
生对即将学习的知识的兴趣，激活已有的知识和经验，为新知识的学习创
造条件。
2.演示法：教师通过演示、示范等方式，向学生展示所要学习的技能、过程或理论。
学生通过观察和模仿，掌握相关知识和技能。
3.讨论法：教师倡导学生之间的互动和思想交流，在讨论环节中，学
生可以提出问题、分享意见、辩论等，促进学生的思维发展和知识的建构。
4.合作学习法：学生通过小组合作、合作项目等形式，共同完成学习
任务。
通过与他人的合作交流，培养学生的团队合作能力和解决问题的能力。
5.问题解决法：教师提出实际问题或情境，引导学生通过分析、推理
和实践等方式，寻找解决问题的方法和策略。
培养学生的问题解决能力和
创新思维。
6.情景教学法：将学习内容置于真实或模拟的情景中，让学生在情境
中感受和实践，通过亲身经历来理解和掌握知识。
7.游戏化教学法：将游戏元素融入教学过程中，激发学生的兴趣和积
极性，通过游戏中的竞争、合作等机制，达到学习的目的。
以上仅是一小部分常见的教学方法，教师根据不同的学习内容、学生
特点和教学目标，可以选择或结合不同的教学方法来进行教学。
英语教学法(教学PPT)
• S1:Which do you prefer ,tea or coffee ?
• S2:I prefer coffee./I prefer tea./I like them all./I don't like either .
• The activity is not merely reacting to the questions .But it is not a really task .It depends on the teacher's choices.
• Input:Questionnaire on sleeping habits • Activity:1)Reading questionnaire 2)Asking
and answering questions about sleeping habits • Teacher role:monitor and facilitator;to specify what is regarded as successful completion of the task • Learner role :conversational partner
15
An example in TBLT
• 语言结构：This is ... • 语言功能：指定与介绍（indentification
and introduction） • 1.学生模拟产品讲解员（或商店售货员）向
顾客介绍产品（或商品）简单描述用途：
• This is a thermometer.It is used to measure temperetures.
• 适用于我国英语教学现状的“任务型”教学法
任务是可称之为“中间型”教学任务
- 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)。
《英语教学法》名词解释
<P3>
◆Structural view (结构主义语言理论）
The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax).
◆Functional view（功能主义语言理论）
The functional view not only sees language as a linguistic system but also a means for doing things. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.
◆Interactional view（交互语言理论）
The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.
<P5-6>
◆Behaviourist theory（行为主义理论）------Skinner
The key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement＂.
◆Cognitive theory（认知理论）
Chomsky thinks that language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.
◆Constructivist theory (建构主义理论)-------John Dewey
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.
◆Socio-constructivist theory (社会建构主义理论)
Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.
<P18>
◆Linguistic competence（语言能力）----Hedge
Linguistic competence is concerned with knowledge of the language itself, its form and meaning.
◆Pragmatic competence (语用能力) ----Hedge
Pragmatic competence is concerned with the appropriate use of the language in social context.
◆Discourse competence (话语能力/ 语篇能力) ----Canale and Swain
Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.
◆Strategic competence (策略能力)
Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.
<P86>
◆Errors
An error has direct relation with the learners’language competence.Errors result from lack of knowledge in the target language.
◆Mistakes
A mistake refers to a performance error that is either a random
guess or a slip of tongue, and it is a failure performance to a known system.Mistakes result from carelessness and hesitation.
<P143>
◆Bottom-up model （自下而上的模式）
In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .
◆Top-down model （自上而下的模式）
In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasised. In other words, listening comprehension involves “ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。