《英语教学法》课程教学资源（授课教案，共十四单元）

绪论英语教学法主要流派一、语法翻译法（TranslationMethod)The grammar translation Method(Reading Method ,classical Method ).In China, it iscalled old method and is probably the most widely known and has been the most widelyusedof all approaches to language teaching.Althoughthere have been manydevelopments in language teaching, especially inthe teaching foreign language,grammar-translation method in still used today in various forms .And the main drill intranslation.The mains features are as the followings.Error: Reference source not found.Classes are taught in the mother tongue,with littleactive use of the target lauguage.2.Much vocabulary is taught in the form of lists of isofated words.3.Long elaborate explanations of the intricacies of grammar are given4.Littleattention explanations of the intricacies of grammar aregiven.5.Often the only drills are exercises in translation disconnecfecl sentences from thetarget language into the mother tongue.6.little or no attention is given to pronunciation.希腊文、拉丁文、通过翻译来学习外语。认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。Advontedges:1.在外语教学里创建了翻译的教学形式；2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果；3.着重阅读，着重学习原文或原文文学名著；4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。Disadvanfudges:1.忽视口语教学。在教学里没有抓住语言的本质；2.忽视语音和语调的教学；1

1 绪论 英语教学法主要流派 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. Error: Reference source not found.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语 法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需 要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学；

3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；4.过分强调语法在教学里的作用。课堂上忽视实践练习和培养语言习惯，往往把外语课上成教师的讲演课。5.强调死记硬背，教学方法单一，气氛沉闷，不容易引起学生的兴趣，二、直接法（DirectMethod）它也叫自然法（NaturalMethod），心理法（PsychologicalMethod），口语法（OralMethod），改良法（RedormedMethod），在中国最早叫直接法。它含三层意思：直接学习、直接理解、直接应用。翻译法着重教书面语和文字名著，目的偏重阅读和做学问。而现需要和外国人交谈。人们学习外语的目的转向掌握口语，迫切希望学说话。小女孩跟着妈妈学说话，看着妈妈的动作和表情来理解妈妈的意思，完全不用翻译。直接法就是要外语老师象妈，教儿女说话一样，利用实物，图画，手势，表情，动作等直接教授外语。由于强调学习口语，教师要注意到语音教学的重要性。提出必须学好语音，才能有效的学习外语，因此，直接法常常重视语音教学，把语音语调的训练当作外语教学的重要内容。心理学家提出的态体、学习的学说，叫直接法的语法归纳教学法。Advantages :A.强调直接学习外语和直接应用外语，使学生能真正掌握外语工具；B.强调口语和语音教学，抓住了外语教学的实质；C.注重实践练习，培养语言习惯；2

2 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能 力，易使学生在使用外语时对翻译有依赖性； 4.过分强调语法在教学里的作用。课堂上忽视实践练习和培养语言习惯，往往把外 语课上成教师的讲演课。 5.强调死记硬背，教学方法单一，气氛沉闷，不容易引起学生的兴趣。 二、直接法（Direct Method） 它也叫自然法（Natural Method ），心理法（Psychological Method），口语 法（Oral Method ），改良法（Redormed Method），在中国最早叫直接法。它含 三层意思：直接学习、直接理解、直接应用。 翻译法着重教书面语和文字名著，目的偏重阅读和做学问。而现需要和外国人交 谈。人们学习外语的目的转向掌握口语，迫切希望学说话。小女孩跟着妈妈学说话， 看着妈妈的动作和表情来理解妈妈的意思，完全不用翻译。直接法就是要外语老师 象妈，教儿女说话一样，利用实物，图画，手势，表情，动作等直接教授外语。由 于强调学习口语，教师要注意到语音教学的重要性。提出必须学好语音，才能有效 的学习外语，因此，直接法常常重视语音教学，把语音语调的训练当作外语教学的 重要内容。 心理学家提出的态体、学习的学说，叫直接法的语法归纳教学法。 Advantages： A.强调直接学习外语和直接应用外语，使学生能真正掌握外语工具； B.强调口语和语音教学，抓住了外语教学的实质； C.注重实践练习，培养语言习惯；

D.通过句型教学，使学生在语言实践中有计划的学习实用语法，发挥语法在外语教学里的作用；E.采用多种直观教具，广泛运用接近实际生活的教学方式和方法，较为生动的进行教学，大大的提高了外语教学的质量，丰富了外语教学法的内容；F.编选教材，注意教材的实用性与安排上的循序渐进。三、循序直接法（GradedDirectmethod）有两个特点：循序和直接，由Richards倡导的。1.两步走的外语教学思想。培养初步能力（听说读写）打好运用外语的坚实基础，然后在这个基础上进一步扩展词汇和语法，着重提高学生的阅读能力，使之全面掌握外语，（Englishthroughpictures）《英语图作》2.直接学习英语在使用本族语，不通过翻译，不用作解语法概念，使之直接整句的学英语，在大量的接触，直接操练中掌握英语，养成使用英语的习惯。3.循序教学有一定的顺序，由具体到抽象，由简单到复杂，由已知到未知，只有严格的、具体的按此顺序排教材进行教学，才能保证直接教学的顺利进行。另一顺序，由听到说到读，最后到写，四步训练。4.句子情景法通过简笔画。5.培养科学的思维方法3

3 D.通过句型教学，使学生在语言实践中有计划的学习实用语法，发挥语法在外语教 学里的作用； E.采用多种直观教具，广泛运用接近实际生活的教学方式和方法，较为生动的进行 教学，大大的提高了外语教学的质量，丰富了外语教学法的内容； F.编选教材，注意教材的实用性与安排上的循序渐进。 三、循序直接法（Graded Direct method) 有两个特点：循序和直接，由 Richards 倡导的。 1.两步走的外语教学思想。 培养初步能力（听说读写）打好运用外语的坚实基础，然后在这个基础上进一步扩 展词汇和语法，着重提高学生的阅读能力，使之全面掌握外语，（English through pictures）《英语图作》 2.直接学习英语 在使用本族语，不通过翻译，不用作解语法概念，使之直接整句的学英语，在大 量的接触，直接操练中掌握英语，养成使用英语的习惯。 3.循序教学 有一定的顺序，由具体到抽象，由简单到复杂，由已知到未知，只有严格的、具体 的按此顺序排教材进行教学，才能保证直接教学的顺利进行。另一顺序，由听到说 到读，最后到写，四步训练。 4.句子情景法 通过简笔画。 5. 培养科学的思维方法

四、听说法（Audio-Lingual Method orAural-oral Method)特点：1，语言是说的话，而不是写出来的文字。2，语言是一套习惯。3，教语言而不是教有关英语的知识。4，语言是本族语使用者说话的，而不是某人认为应该说的话，5，语言各不相同，依这样的基本观点，听说法遵循以下教学原则：A.重视听说，兼顾读写。B.反复操练，形成习惯。C.围绕句型，学习语言。D.对此结构确定难点。五、视听法或情景法（Audio-visual MethodorSituationalMethod)It's widely used at the time of writing aimed a very large number of text books arebased on it. But also has important links with the Audio-lingual method , esp . as for asthe way the language to be taught is organized.To speak of the audio-visual method would be incorrect .Also in this case,we are againdealing with a conglomeration of approaches which differ on from the other, and whichhave as their most important commons element that they all attend a great deal ofimportant to the use of visual elements. As for as the objectives of FLT are concerned,these approaches also have a common interest. namely the fact that they reserve first placefor oral skill .The audio-visual method as a group being largely to the category of thedirect method ,not only from the point of view of objectives ,but also because of viewthey table of teaching procedure. They have come to be the foreground esp. in the lastfew decades ,mainly because of the improve facilities which the method technology ofproducing visual informal has made available .since the Audio-visual method were4

4 四、听说法（Audio-Lingual Method or Aural-oral Method) 特点：1，语言是说的话，而不是写出来的文字。 2，语言是一套习惯。 3，教语言而不是教有关英语的知识。 4，语言是本族语使用者说话的，而不是某人认为应该说的话。 5，语言各不相同，依这样的基本观点，听说法遵循以下教学原则： A.重视听说，兼顾读写。 B.反复操练，形成习惯。 C.围绕句型，学习语言。 D.对此结构确定难点。 五、视听法或情景法（Audio-visual Method or Situational Method) It's widely used at the time of writing aimed a very large number of text books are based on it. But also has important links with the Audio-lingual method , esp . as for as the way the language to be taught is organized. To speak of the audio-visual method would be incorrect .Also in this case ,we are again dealing with a conglomeration of approaches which differ on from the other, and which have as their most important commons element that they all attend a great deal of important to the use of visual elements. As for as the objectives of FLT are concerned, these approaches also have a common interest. namely the fact that they reserve first place for oral skill .The audio-visual method as a group being largely to the category of the direct method ,not only from the point of view of objectives ,but also because of view they table of teaching procedure. They have come to be the foreground esp. in the last few decades ,mainly because of the improve facilities which the method technology of producing visual informal has made available .since the Audio-visual method were

developed, It will come as no surprise that their psychological and linguistic principleshowconsiderableresemblancetothoseofotherdirectmethoddatingfromthis era,themost importantof whichin theaudiolingual method.Unit 1 Language and Learning1.Teaching Aims:To discuss some general matters about language learning and teaching, such ascommon views on language and language learning, qualities of a good languageteacher.2.Teaching Content:1) How do we learn language?2)Viewsonlanguage3)Views on language learning4) What is good language teacher?5) How can one become a good language teacher?6) An overview of the book3.Teaching Hours: 2 periods4.Teaching materials:1) Textbook2) Handout3)Vediotape5.Teaching Methods:1)Lecture(Computer-aidedInstruction)2)Demonstration6. Teaching Procedures:1) Information about language and language learningThree views about the nature of language: There are many possible theoreticalpositions about the nature of language. Here are three different views whichexplicitly or implicitly is reflected in current approaches to language learning.A.The structural viewof languageThe structural view of language is that language is a system of structurally relatedelementsforthetransmissionofmeaning.a. These elements are usually described as phonological units (phonemes)grammatical units (phrases, clauses, sentences)grammatical operations (adding, shifting, joining or transforming elements)lexical items (function wordsandstructurewords)b.Target of language learningThe target of language learning, in the structural view, is the mastery of elementsof this system.c.Methods based on this viewSome of the language learning methods based on this view of language are:the Audiolingual methodTotalPhysicalResponsethe Silent WayB.The communicative view of languageThe communicative, or functional view of language is the view that language is avehicle for theexpressionof functional meaning.The semantic andcommunicative dimensions of language are more emphasized than thegrammatical characteristics,although thesearealso included.5

5 developed, It will come as no surprise that their psychological and linguistic principle show considerable resemblance to those of other direct method dating from this era ,the most important of which in the audio _lingual method. Unit 1 Language and Learning 1.Teaching Aims: To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher. 2.Teaching Content: 1) How do we learn language? 2) Views on language 3) Views on language learning 4) What is good language teacher? 5) How can one become a good language teacher? 6) An overview of the book 3. Teaching Hours: 2 periods 4. Teaching materials: 1) Textbook 2) Handout 3) Vediotape 5.Teaching Methods: 1) Lecture ( Computer-aided Instruction) 2)Demonstration 6. Teaching Procedures: 1) Information about language and language learning Three views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning. A. The structural view of language The structural view of language is that language is a system of structurally related elements for the transmission of meaning. a. These elements are usually described as phonological units (phonemes)  grammatical units (phrases, clauses, sentences)  grammatical operations (adding, shifting, joining or transforming elements)  lexical items (function words and structure words) b. Target of language learning The target of language learning, in the structural view, is the mastery of elements of this system. c. Methods based on this view Some of the language learning methods based on this view of language are:  the Audiolingual method  Total Physical Response  the Silent Way B. The communicative view of language The 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