教学法术语
英语教学法术语
载入中……载入中……时间记忆<< < 2008 - 3 > >>日一二三四五六12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31最新评论Re:英语学习十要素Re:《农村中小学英语教学现状及发展Re:《农村中小学英语教学现状及发展Re:《农村中小学英语教学现状及发展Re:《农村中小学英语教学现状及发展Re:《农村中小学英语教学现状及发展Re:课堂上表扬的尺度Re:我市教师肖君侠荣获河南省第九届Re:我市教师肖君侠荣获河南省第九届Re:如何处理教材中的阅读短文专题分类研修茶座我的首页相册标签教师论文(5)学生习作(8)说课资料(0)优秀教案(0)通知(7)经验交流(22)论文(3)业务学习(14)最新日志《农村中小学英语教学现状及发展研究》关于说课(转载)说课的内容、模式(转载)我市教师肖君侠荣获河南省第九届初中英我和你---奥运主题歌学外语的忌讳（转载）英语学习十要素自主学习不是自己学习课堂上表扬的尺度．A Letter of Invita最新留言载入中……搜索载入中……用户登录用户名：密码：记住密码用户注册忘记密码友情连接博客信息详细信息站内订阅(0)加为好友发送短信日志:51评论:157留言:3访问:7571英语教学法术语[ 2008-3-4 8:38:00 | By: duanhongxia ]推荐APPENDIS AThe Terms of English Language Teaching Methodology英语教学法术语A成绩测试achievement test acquisition 习得，语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇，主动词汇affective filtering 情感筛选aim,objective 目的，目标analysis of errors 错误分析analytic approach 分析教学法，分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法听说教学法，听说法aural-oral approachaural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练，连锁操练choral repetition 齐声照读，齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空coach 辅导cognitive approach 认知法common core 语言的共同核心，语言共核communicative drill 交际性操练communicative exercise 交际练习交际派语言教学法，交际教学法communicative langunge teaching community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程，教学大纲curriculum development 课程编制，课程设计cultrual objective,aim 教养目的cclical approach 循环教学法，循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语EGP 通用英语ELT 英语教学English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语通用英语English for General PurposesEnglish for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD（English as a Second Dialect）英语作为第二方言WSL（English as a Second Language）英语作为第二语言ESL Programme（English as a Second Language Programme）英语（第二语言）教程ESP（English for Special Purposes）专用英语EST（English for Science and Technology）科技英语evaluation 评语，评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言，母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲word 功能词Ggeneral linguistics 普通语言学gestalt style 格式塔式（学习），整体式（学习）gesture 手势getting students ready for class 组织教学global learning 整体式学习，囫囵吞枣式学习global question 综合性问题gradation 级进法，分级递升法graded direct method 循序直接法grading 级进法，分级递升法；评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法语法分析grammatical analysisgroup reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法；探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语在职培训in-service traininginstructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法，综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读，音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院（或学校）junior year 大学三年级Kkey words 基本词，关键字kinesics 身势语，身势学kinesthetic memory 动觉记忆knowledge 知识知识结构knowledge structureLlanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划，教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语，教学语言memory 记忆，记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法microteaching 微型教学mim-mem method 模仿—记忆法最小对立体（一种辨音练习）minimal pairmodel 模型modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural appoach 自然教学法，自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则口语教学法，口语法oral approachoral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读overlearing 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业，双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pdeagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学pictrue 图画phacement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段，产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program desing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问Rrapid reading 快速阅读，快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇，阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看，重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆teview;tevision 复习review（revise）and check up 复习检查review（revision）lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法，死记硬背Sscanning 查阅，扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段，切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆一见即懂的词汇sight vocabularysilent reading 默读silent way 沉默法，静授法simplification 简写simplified reader 简写读本simulation 模拟，模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法，情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读，济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法快速阅读，快读speed readingspeelling 正字法spiral approach 螺旋式教学法，螺旋法spoken lauguang 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音，重读structuralism 结构主义（语言学）structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲综合性教学法，综合法synthetic approachsynthetical reading 综合性阅读Ttarget language 目的语，译文语言teacher's book 教师用书teacher's manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语（外语）教学TESL 英语（第二语言）教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生大学本科生undergraduate undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法utterance 语段Vverbal association 词语联想verbal learning 语言学习，单词学习video 电视，影象videotape 录象磁带visual perception 视觉visual aid 直观手段visit a class 听课visual memory 视觉记忆vocabulary control 词汇控制W词际联想word associationword list 词表word study 词的研究word frequency 词汇重复率written language 书面语阅读全文(697) | 回复(0) |反映问题| 引用通告(2) | 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教学法
二、世界著名教学方法 World FomousTeaching Methodology
4、暗示教学法
采取与传统教学法完全相反的做法，上课如同 游戏、表演
二、世界著名教学方法 World FomousTeaching Methodology
5、范例教学法
为了培养有真才实学的、有教养的人，必须改 革教材，充实根本性，基础性和本质性的内容， 使学生得以借助精选的教材，通过与范例的接 触，训练独立思考和判断能力
二、世界著名教学方法 World FomousTeaching Methodology
2、探究——研讨法
没有十分严格的程序，但十分注重利用发展心 理学所提供的关于儿童不同认识阶段的特征 （1、 从具体材料引发学习经历 （2、 通过集 体交流和研讨促进学习 （3、 鼓励学生的言语 表达 （4、 肯定学生在学习中所犯错误的意义
英语教学法
English Language Teaching Methodology
一、什么是教学法？ What is methodology？
教学法，既包括教师的教法，也包括学生 的学法。是教师教与学生学相互协同以完 成教学任务的方式方法，是教与学法的统 一。 教学法，通常又称教学方法。一般混同使 用的比较多。严格地讲，两者虽有共同的 一面但也还是有区别的。
一、什么是教学法？ What is methodology？
而“教学方法，是指教学活动中方法体系的个别部 分”。如：练习法、演示法、课堂提问法等。教学 方法，常常是表现为教学活动的某一个侧面的一系 列操作活动。有明显的操作性，它只是教学法的一 个组成部分。
二、世界著名教学方法 World FomousTeaching Methodology
英语教学法术语.
载入中……载入中……时间记忆<< < 2008 - 3 > >>日一二三四五六12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31最新评论Re:英语学习十要素Re:《农村中小学英语教学现状及发展Re:《农村中小学英语教学现状及发展Re:《农村中小学英语教学现状及发展Re:《农村中小学英语教学现状及发展Re:《农村中小学英语教学现状及发展Re:课堂上表扬的尺度Re:我市教师肖君侠荣获河南省第九届Re:我市教师肖君侠荣获河南省第九届Re:如何处理教材中的阅读短文专题分类研修茶座我的首页相册标签教师论文(5)学生习作(8)说课资料(0)优秀教案(0)通知(7)经验交流(22)论文(3)业务学习(14)最新日志《农村中小学英语教学现状及发展研究》关于说课(转载)说课的内容、模式(转载)我市教师肖君侠荣获河南省第九届初中英我和你---奥运主题歌学外语的忌讳（转载）英语学习十要素自主学习不是自己学习课堂上表扬的尺度A Letter of Invita最新留言载入中……搜索载入中……用户登录用户名：密码：记住密码用户注册忘记密码友情连接博客信息详细信息站内订阅(0)加为好友发送短信日志:51评论:157留言:3访问:7571英语教学法术语[ 2008-3-4 8:38:00 | By: duanhongxia ]推荐APPENDIS AThe Terms of English Language Teaching Methodology英语教学法术语Aachievement test 成绩测试acquisition 习得，语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇，主动词汇affective filtering 情感筛选aim,objective 目的，目标analysis of errors 错误分析analytic approach 分析教学法，分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法，听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练，连锁操练choral repetition 齐声照读，齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空coach 辅导cognitive approach 认知法common core 语言的共同核心，语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法，交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程，教学大纲curriculum development 课程编制，课程设计cultrual objective,aim 教养目的cclical approach 循环教学法，循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语EGP 通用英语ELT 英语教学English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD（English as a Second Dialect）英语作为第二方言WSL（English as a Second Language）英语作为第二语言ESL Programme（English as a Second Language Programme）英语（第二语言）教程ESP（English for Special Purposes）专用英语EST（English for Science and Technology）科技英语evaluation 评语，评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言，母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲word 功能词Ggeneral linguistics 普通语言学gestalt style 格式塔式（学习），整体式（学习）gesture 手势getting students ready for class 组织教学global learning 整体式学习，囫囵吞枣式学习global question 综合性问题gradation 级进法，分级递升法graded direct method 循序直接法grading 级进法，分级递升法；评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法；探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法，综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读，音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院（或学校）junior year 大学三年级Kkey words 基本词，关键字kinesics 身势语，身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划，教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语，教学语言memory 记忆，记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法microteaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体（一种辨音练习）model 模型modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural appoach 自然教学法，自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法，口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读overlearing 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业，双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pdeagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学pictrue 图画phacement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段，产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program desing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问Rrapid reading 快速阅读，快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇，阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看，重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆teview;tevision 复习review（revise）and check up 复习检查review（revision）lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法，死记硬背Sscanning 查阅，扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段，切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法，静授法simplification 简写simplified reader 简写读本simulation 模拟，模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法，情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读，济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读，快读speelling 正字法spiral approach 螺旋式教学法，螺旋法spoken lauguang 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音，重读structuralism 结构主义（语言学）structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法，综合法synthetical reading 综合性阅读Ttarget language 目的语，译文语言teacher’s book 教师用书teacher’s manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语（外语）教学TESL 英语（第二语言）教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法utterance 语段Vverbal association 词语联想verbal learning 语言学习，单词学习video 电视，影象videotape 录象磁带visual perception 视觉visual aid 直观手段visit a class 听课visual memory 视觉记忆vocabulary control 词汇控制Wword association 词际联想word list 词表word study 词的研究word frequency 词汇重复率written language 书面语阅读全文(697) | 回复(0) |反映问题| 引用通告(2) | 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英语教学术语（Englishteachingterms）
英语教学术语（Englishteachingterms）英语教学术语1 CALL/CAI 多媒体辅助教学2 TEFL(Teaching English as a Foreign Language)英语作为外语的教学3 TESL ( Teaching English as a Second Language ) 英语作为第二语言的教学4 Second Language learning 第二语言学习5 TPR ( Total Physical Response ) 全身反应法6 Task-Based Teaching Method 任务型教学模式7 The Natural Approach 自然法8 Contrastive Analysis 对比分析法9 Traditional Method 传统法10 Cognitive Approach 认知法11 Direct Method 直接法12 Audio-lingual Approach 听说法13 Audio-visual Approach 视听法14 Communicative Approach 交际法15 Suggestopedia 暗示教学法16 Teaching kit 教学包17 communicative langunge teaching交际教学法18 community language learning 集体语言学习法19 comparative method 比较法20 EFL English as a Foreign Language英语作为外语21 English as an International Language 英语作为国际语言22 English environment 英语环境23 English for Academic Purposes 学术英语24 English for general prupose 普通英语25 English for General Purposes EGP 通用英语26 ESOL English for Speakers of Other Languages 供非英语民族使用的英语27 English teaching;teaching English ELT 英语教学28 WSD（English as a Second Dialect）英语作为第二方言29 WSL（English as a Second Language）英语作为第二语言30 ESL Programme（English as a Second Language Programme）英语（第二语言）教程31 ESP（English for Special Purposes）专用英语32 EST（English for Science and Technology）科技英语33 English as a Foreign Language EFL英语作为外语34 English as an International Language 英语作为国际语言35 English environment 英语环境36 English medium school 英语授课学校37 English teaching;teaching English 英语教学38 abbreviation 缩写词，略语39 accent 重音40 accusative 宾格41 achievement test 成绩测试42 acquisition 习得43 acronym 缩略语44 adjective 形容词45 adverb 副词46 American English 美式英语47 article 冠词48 attributive 定语49 auxiliary verb 助动词50 British English 英式英语51 class 词类52 communication 交际53 communicative language teaching, CLT 交际语言教学法54 compact disk CD 激光盘55 computer 计算机；电脑56 computer-assisted learning, CAL 计算机辅助学习10.1.157 computer-assisted instruction, CAI 计算机辅助教学58 computer-assisted learning,CALL 计算机辅助语言学习59 conjunction 连接词60 consonant辅音61 context 语境62 cooperative principle, CP 合作原则63 cross-cultural communication 跨文化交际64 culture 文化65 interjection 感叹词66 international phonetic alphabet, IPA 国际音标67 interrogative sentence 疑问句68 intonation 语调69 intransitive 不及物的70 IPS symbol 国际音标符号71 lateral 边音；旁流音72 letter 字母73 long vowed 长元音74 monophthong 单元音75 network computer 网络计算机76 noun 名词77 objective case 宾格78 open syllable 开音节79 ordinal numeral 序数词80 part of speech 词类81 passive (voice) 被动语态82 person 人称83 phone 音素84 predicate 谓语85 prefix 前缀86 prepositional phrase 介词短语87 primary stress 主重音；第一重音88 pronoun 代词89 pronunciation 发音90 reading comprehension 阅读理解91 second language acquisition 第二语言习得92 secondary stress 次重音93 speech sound 语音94 spelling 拼写,拼法95 strategic knowledge 学习策略知识96 stress 重音97 subject 主语98 subjunctive mood 虚拟语气5.5.299 substitution 替换100 suffix 后缀101 superlative degree 最高级102 syllable 音节103 syntax 句法104 textual 语篇功能105 transcription 音标106 verb phrase 动词短语107 voice 语态108 voiced consonant 浊辅音109 voiceless consonant 清辅音110 vowel 元音。
教育领域的术语概览
教育领域的术语概览在教育领域，有许多重要的术语，这些术语涉及到课程、教育技术、教育管理等各个方面。
在本文中，我们将概述一些教育领域中最常见和重要的术语。
一、课程与教学术语1.1 课程课程指为学生设计的一系列学习活动和体验，目的是实现学生的学习目标。
课程通常包括一系列课程内容、教材和教学活动。
课程的制定需要考虑学生的年龄、背景、兴趣和学习目标。
1.2 教学法教学法指教师为学生传授知识和技能所使用的方法和策略。
它可以根据不同的教学目标和学生需要而改变。
常见的教学法包括讲授、示范、合作学习等。
1.3 教学评估教学评估指对课程和教学的评估和改进。
评估的形式各式各样，包括测试、问卷调查、课堂观察等。
通过教学评估，教师可以了解学生的学习情况，并根据评估结果来调整课程和教学方法。
二、教育技术术语2.1 在线学习在线学习是指通过互联网和在线学习平台来实现远程学习。
在线学习可以采用各种形式，包括视频教学、在线讨论、在线测试等。
2.2 虚拟现实技术虚拟现实技术指使用计算机生成的虚拟环境来模拟真实环境。
在教育领域，虚拟现实技术可以为学生提供更加生动、直观的学习体验。
2.3 个性化学习个性化学习是指根据不同学生的学习风格、兴趣和需求来制定个性化的学习计划。
教育技术可以帮助学生实现更加个性化的学习，例如智能学习系统可以根据学生的学习进度和能力来推荐适合的学习材料。
三、教育管理术语3.1 教育评估教育评估指对教育质量和学生达成目标的评估。
评估可以帮助学校和政府决策者了解教育的状况和存在的问题，并采取相应的措施来改进教育。
3.2 教育改革教育改革是指对教育制度、课程、教学方法等进行的全面性的改革。
教育改革的目的是为了提高教育的质量和效率，使教育更加符合社会的需求和发展。
3.3 学校领导力学校领导力是指校长和其他学校领导人的能力和组织管理能力，以确保学校的高效运作和良好的教育质量。
结论通过本文的简明概述，我们了解了教育领域的一些最常见和重要的术语，其涉及课程与教学、教育技术以及教育管理等多个方面。
英语教学法重点术语英汉对照(王蔷)
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain. procedure which has three major stages, stimulus, response, and reinforcement Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exercise-task → taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning andparticipation 强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V o cabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6thgradersGraduate from primary school情感目标语言目标能力目标Level 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in thelesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different 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 less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surpris thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, 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 6 Teaching PronunciationThe 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交际效率性: To help convey the speakers’ meaning Ways of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar practice: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.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though thestudents ‘keep an eye on’ the way newly learned structures are used in the process. Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may have Ways of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索回应4) Listener’ s response调节5) Speaker’ s adjustmentPrinciples and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching Speaking Principles for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1)Maximum foreign talk 尽可能用外语交谈2)Even participation 平等参与3)High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time21。
分层教学法英语术语
分层教学法英语术语Title: Stratified Teaching Methodology: A Comprehensive Approach to English Language Instruction.In the realm of education, the stratified teaching methodology represents a forward-thinking approach that tailors instruction to meet the diverse needs of students. This innovative method recognizes that every learner possesses unique strengths, weaknesses, and learning rates, necessitating a flexible and personalized approach to teaching. This article delves into the stratified teaching method, its application in English language instruction, and the benefits it offers to both teachers and students.The Essence of Stratified Teaching.Stratified teaching, often referred to asdifferentiated instruction, is based on the premise that one size does not fit all in education. It involvesdividing students into different groups or "strata" basedon their academic abilities, learning styles, interests, or readiness levels. This stratification allows teachers to tailor their teaching strategies, materials, and assessments to better suit the needs of each group, thus promoting a more effective and engaging learning experience.Application in English Language Instruction.In the context of English language instruction,stratified teaching is particularly beneficial. English, being a language that encompasses multiple aspects such as reading, writing, speaking, and listening, requires a multifaceted approach to teaching. By stratifying students, teachers can focus on specific areas of need and address them more effectively.For example, students who struggle with reading comprehension can be grouped together and provided with additional support and materials that cater to their needs. Simultaneously, advanced students can be challenged with more complex texts and tasks that push their analytical and critical thinking skills. This tailored approach ensuresthat all students, regardless of their proficiency level, are engaged and challenged appropriately.Benefits of Stratified Teaching.Individualized Learning.At its core, stratified teaching promotesindividualized learning. By considering each student's unique strengths and weaknesses, teachers can designlessons that speak directly to their needs. This not only enhances learning but also fosters a sense of agency and ownership over one's own education.Enhanced Motivation.When students feel that their needs are being met and that they are making progress, their motivation levels increase. Stratified teaching ensures that students are working at a level that is challenging but not overwhelming, fostering a positive learning environment where they are more likely to thrive.Improved Teacher Efficiency.By grouping students based on their needs, teachers can allocate their resources more efficiently. Instead of spending time on one-size-fits-all lessons that may not resonate with all students, teachers can focus ondelivering targeted instruction that directly addresses the needs of each stratum.Fostering Collaboration and Peer Learning.Stratified teaching also encourages collaboration and peer learning. By grouping students with similar abilities and interests, teachers create opportunities for them to work together, share ideas, and learn from each other. This peer-to-peer learning can be incredibly powerful, often leading to deeper understanding and a more robust learning experience.Conclusion.In conclusion, the stratified teaching methodology represents a significant evolution in the field of education. Its emphasis on individualization, motivation, and efficiency makes it a highly effective approach to English language instruction. By tailoring lessons to meet the unique needs of each student, teachers can foster a more engaging, inclusive, and ultimately successful learning environment. As we continue to explore and refine this innovative method, it holds great promise for revolutionizing the way we teach and learn in the 21st century.。
教师上课专业术语
教师上课专业术语教师在上课时，需要使用专业术语，以便传递更准确的概念和知识。
这些专业术语是各领域内的共同语言，是教育活动中不可缺少的部分。
下面是一些常见的教师上课专业术语。
1. 概念：概念是指一个抽象的思维形式，可以用来表示某类事物的共同特征。
在上课时，教师经常使用各种概念来解释和表达教学内容，让学生更好地理解所学知识。
2. 方法：方法是指实现某种任务或达到某种目的的步骤和过程。
在教学中，教师常常使用各种教学方法，以便更好地满足学生的需求和提高学生的学习能力。
3. 原理：原理是指某个事物或现象的基本法则或规律。
在讲解某个知识点时，教师通常需要解释其原理，让学生更好地理解知识点。
4. 步骤：步骤是指完成某个任务或达到某个目标所需要的具体行动，通常是一个有序的过程。
在教学中，教师经常使用步骤来引导学生完成任务或达到目标。
5. 定义：定义是指对某个概念或事物进行明确的描述或解释。
教师在上课时常常需要对某个专业术语或知识点进行定义，让学生更好地理解所学内容。
6. 理论：理论是指对某个领域或现象的系统和抽象的解释。
在教学中，教师通常使用各种理论来解释教学内容，让学生更好地理解知识点。
7. 例子：例子是指用具体的事例来解释和说明某个概念或原理。
在教学中，教师经常使用例子来说明教学内容，让学生更好地理解知识点。
8. 实践：实践是指实际的操作和应用。
在教学中，教师通常使用各种实践活动来引导学生将所学知识应用到实际生活中。
9. 评估：评估是指对学生所学知识的总结和评价，通常是对学生的学习成果进行检查和评定。
在教学中，教师经常使用评估来了解学生的学习情况，调整教学策略。
10. 反思：反思是指对自己的行动和思考进行反思和总结。
在教学中，教师经常使用反思来检查自己的教学行为和教学效果，以便不断改进和提高教学质量。
以上是教师上课专业术语的一些例子，教师需要根据具体的教学内容和场景来灵活使用这些术语，以便更好地传递知识，提高学生的学习效果。
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The Terms of English Language Teaching Methodology 英语教学法术语 A achievement test 成绩测试 acquisition 习得，语言习得 acquisition 语言习得顺序 active mastery 积极掌握 active vocabulary 积极词汇，主动词汇 affective filtering 情感筛选 aim,objective 目的，目标 analysis of errors 错误分析 analytic approach 分析教学法，分析法 analytical reading 分析性阅读 application to practice 运用于实践 applied linguistics 应用语言学 approach 教学路子 aptitude test 能力倾向测验 Army method 陆军法 associative learning 联想性学习 auditory discrimination 辨音能力 auditory feedback 听觉反馈 auditory memory 听觉记忆 auditory perception 听觉 audio-lingual method 听说法 audio-visual method 视听法 aural-oral approach 听说教学法，听说法 aural-oral method 听说法 B basic knowledge 基本知识 basic principle 基本原则 basic theory 基本理论 basic training 基本训练 basic vocabulary 基本词汇 behaviourism 行为主义 bilingual 双语的 bilingual education 双语教育 blank filling 填空 C chain drill 链式操练，连锁操练 choral repetition 齐声照读，齐声仿读 class management 课堂管理 classroom interaction 课堂互动 cloze 完形填空 coach 辅导 cognitive approach 认知法 common core 语言的共同核心，语言共核 communicative drill 交际性操练 communicative exercise 交际练习 communicative langunge teaching 交际派语言教学法，交际教学法 community language learning 集体语言学习法 comparative method 比较法 communicative approach 交际法 comprehensible input 不难理解的输入 comprehensive method 综合法 computer-managed instruction 计算机管理教学 concord and coordination 默契与配合 console 控制台 consonant cluster 辅音连缀 context 上下文 controlled composition 控制性作文 course density 课堂密度 course design 课程设计 cramming method 灌输式 cue word 提示词 curriculum 课程，教学大纲 curriculum development 课程编制，课程设计 cultrual objective,aim 教养目的 cclical approach 循环教学法，循环法 D deductive learning 演绎性学习 deductive method 演绎法 delayed auditory feedback 延缓听觉反馈 demonstration 演示 demonstration lesson 示范教学 describe a picture in writing 看图写话 describe a picture orally 看图说话 diagram 图解 diagnostic test 诊断性测验 dicto-comp 听写作文 direct application 直接应用 direct comprehension 直接理解 direct learning 直接学习 direct method 直接教学法 E educational objective, aim 教育目的 EFL 英语作为外语 EGP （English for general purpose） 通用英语 ELT 英语教学 English as a Foreign Language 英语作为外语 English as an International Language 英语作为国际语言 English environment 英语环境 English for Academic Purposes 学术英语 English for general prupose 普通英语 English for General Purposes 通用英语 English for specific purposes 专用英语 ESOL English for Speakers of Other Languages 供非英语民族使用的英语 English medium school 英语授课学校 English teaching;teaching English 英语教学 ESD（English as a Second Dialect） 英语作为第二方言 ESL（English as a Second Language） 英语作为第二语言 ESL Programme（English as a Second Language Programme） 英语（第二语言）教程 ESP（English for Special Purposes） 专用英语 EST（English for Science and Technology） 科技英语 evaluation 评语，评价 examination 考试 examination question 考题 experimental method 实验法 extensive reading 泛读 external speech 外语言语 extra-curiculum activity 课外活动 extra-curriculum club,group 课外小组 F facial expression 面部表情 feedback 反馈 film projector 电影放映机 filmstrip 电影胶片 final stage 高级阶段 first language 第一语言，母语 formative evaluation 自由作文 free practice 自由练习 frequency of word 词的频率 functional approach 功能法 functional syllabus 功能派教学大纲 functional word 功能词 G general linguistics 普通语言学 gestalt style 格式塔式（学习），整体式（学习） gesture 手势 getting students ready for class 组织教学 global learning 整体式学习，囫囵吞枣式学习 global question 综合性问题 gradation 级进法，分级递升法 graded direct method 循序直接法 grading 级进法，分级递升法；评分 grammar lesson 语法课 grammar method 语法法 grammar translation method 语法翻译法 grammatical analysis 语法分析 group reading 集体朗读 group training 集体练习 guided composition 引导性作文 H heuristic method of teaching 启发式教学法 heuristics 启发法；探索法 humanistic approach 人本主义教学法 I idealism 唯心主义 imitation 模仿 immersion programme 沉浸式教学 imparting knowledge 传授知识 incomplete plosive 不完全爆破 independent composition 独立作文 individualized instruction 个别教学 individual training 个别练习 inductive learning 归纳性学习 inductive method 归纳法 inflection,inflexion 词形变化 information,processing 信息处理 initial beginning stage 初级阶段 inner speech 内语言语 in-service training 在职培训 instructional objective 语言教学目标 integrative teaching 综合教学 integrated approach 综合教学法，综合法 intelligent memory 理解性记忆 language training 强化教学 intensive training 精读 intermediate stage 中级阶段 interpretation 头口翻译 International Phonetic Alphabet 国际音标 J juncture 连读，音渡 junior high school 初级中学 junior school 初级学校 junior sceondary school 初级中等学校