教学法复习资料.docVIP

英语教学法的主要流派： 1.语法翻译法(Grammar-Translation Method) 2.直接法(Direct Method) 3. 情景法(Situational Method) 4. 听说法(Audiolingualism, Audiolingual Method) 5. 认知法(Cognitive Approach) 6. 功能意念法 Functional-notional approach 7. 全身反应法（Total Physical Response简称TPR） PPP model Presentation: The teacher introduces the new vocabulary and grammatical structures in whatever ways appropriate. Practice: The lesson moves from controlled practice to guided practice and exploitation(拓展) of the texts when necessary. Production: The students are encouraged to use what they have learned and practised to perform communicative tasks. The focus is on meaning rather than accurate use of language forms. Five-step Approach Step 1: 复习 (Revision) 强化记忆者 (Memory activator) Step 2: 介绍 (Presentation) 示范表演者 (Demonstrator) Step 3: 操练 (Drills) 组织者/指挥者 (Organizer/Conductor) Step 4: 练习 (Practice) 裁判员/监督者/监听者(Referee/Supervisor/Listener) Step 5: 巩固 (Consolidation) 帮手（后来是记分员）(Helper, and later on, marker) 任务型教学法TBL (Task-based Language Teaching)被认为是交际法的一个分支，以交际理论为基础，目的是引导学生解决问题，在解决问题的同时习得语言和运用语言。 Task-based language teaching model can be divided into three stages： in pre-task, the teacher introduces topic and task, provides language items or input. In task stage, students make a plan for the task, do the task, report on the task, or present the product of the task. In post-task, teaching focuses on language used, teacher designs language activities such as structure analysis and language practice, reviewing and repeating task. Communicative Competence includes knowledge/awareness of: when to say where to say to whom to say what to say how to say Rod Ellis’ (1990) six criteria for communicative activities Communicative purpose; (information gap) Communicative desire; (real need) Focus on content, not form; (message) Variety of language; (not just one language form, free to improvise/create) No teacher intervention; (done by Ss; no