1、英語教學法語法翻譯法 Grammer Translation Method直接法 Direct Method聽說法 Audio-lingual Method4情景法 又稱視聽法 the situational approach認知法 cognitive approach交際法 communicative approach 功能法 functional approach 意念法 notional approach功能-意念法 functional-notional approach任務型教學法 task-based language approach任務前Pre-task任務環 task-cyc

2、le :task, planning, reporting語言聚焦 languaga focus: analysis, practice(types of tasks:brainstorming tasks ; jigsaw tasks;information-gap tasks;problem-solving tasks;decision-making tasks;opinion exchange tasks)英語語言知識教學一、語音教學 teaching pronunciation語流層次的語音教學stress of sentences; rhythms ;sense-group and

3、pause ;liaison and loss of plosion ;intonationthree ways to show the stress patterns of words, phrases and sentences:use gestures; use the voice; use the blackboard口語中：elision and assimilation二、詞?匚教學 teaching vocabulary詞匯教學模式：PPT 模式：presentation, practice, testingLBLT 模式：task based language teaching

4、Ways of presenting vocabularyftry to provide a visual or physical demonstration to show meaning.Provide a verbal context to demonstrate meaning.Use synonyms, antonyms, to explain meaningUse lexical sets or hyponyms to show relations of words and their meanings.Translate and exemplify.Use word foemat

5、ion rules and common affixes to build new lexical knowledge on what is already known.Teach vocabulary in chunks.Think about the context in real life where the word might be used.Think about providing different context for introducing new words.Prepare for possible misunderstanding or confusion that

6、students may have.Ways of consolidating vocabularyLabellingSpot the differencesDescribe and drawPlay a gameUse word seriesWord bingoWord associationFind synonyms and antonymsCategoriesUsing word net-workUsing the internet resources for more ideasDeveloping vocabulary learning strategiesreview regual

7、ryguess meaning from contextorganize vocabulary effectivelyuse a dictionarymanage strategy use三、語法教學：teaching grammer演繹法 the deductive method歸納法 the inductive method指導發現法 the guided discovery method語法教學模式：行為主義語法教學presentation, explanation, practice, assessment任務型語法教學任務準備，設置語境呈現任務，任務執行，匯報，聚焦練習交際型語法教學

8、：Presentation, practice, practice in contextPresentation, rehearsal, reportIntroduce, practice, produce/communicate語法練習方法Mechanical practice: substitutional drills; transformation drills meaningful practice;communicative practice四、語篇教學 teaching discourse語篇教學方法整體教學法 title, main idea, topic sentenceIn

9、troduction (present situation)-background informationtopic sentence body(supporting detail) short summary opinion (prediction)一conclusion (suggestion/solution) recommendation (calling for action)topic sentence introduction (supporting detail) thesis statementtopic sentence( majorpoint two) supportin

10、gcontrolling idea) topic arguments) concludingpoint one)supporting detail topic sentence(major detail conclusion(short summary)general introductory(remarks) introduction (narrowing sentence supportingdetail(examples,reasons, remarks conclusion(restatement of controlling idea)線索教學法 5W+1H (who, when,

11、where, why, what, how)時間順序 chronological order背景知識教學法段落提問教學法1關于主旨題的提問形式The article is mainly about The main idea of this text may be The authors purpose in writing this text.Which of the following is the best title for the passage?Which statement best express the main idea of the paragraph?We can su

12、mmarize the main idea that 2關于文章細節Who, when, where, what, why, howWhich of the following is NOT true?According to the passage which of the following is NOT a statement?3推斷型The author implies that.The author suggests that.The tone of this article is It can be infferred from the text that 4作者觀點類型的提問方式

13、The author believes that The author thinks that.According to the author The author agrees with The author gives his opinion that The author ;s point of view 討論教學法英語語言技能教學一、聽力教學Three teaching stages1 pre-listeningPre-listening activities should aim to motivate students, to active their prior knowledg

14、e, and to teach key words or key structures to the students before listening begins so that students are effectively, thematically and linguistically prepared for the listening task.Predicting : teacher can help students by asking leading questions or letting them read the comprehension questionsSet

15、ting the sceneListening for the gist: in real life they will not be able to listen to something several times.Listening for specific information: there are situations in real life where we listen only for some specific information and ignore the rest of the entire messages.while-listeningNo specific

16、 response. This can work well with stories or with any kind of materials that is intersting, humorous, or dramatic.Listen and tick. If all the students need to do is tick items, the task will be much easier.Listen and squence. Find out the order of things.Listen and act. Listenning and responding ph

17、ysically to commands or directions.Listen and draw. This type of activity works very well as an information gap activity between pairs of students.Listen and fill. All you need to do is to decide which words to take out and replace with blanks.Listen and notes. Listeners take notes while listening.p

18、ost-readingMultiple-choice questions.Answering questions. Open-ended questions and inference questions can be asked.Note-taking and gap-filling.Dictogloss.聽力技能訓練活動1辨音Identify the different phonemes;Mark stress, rhythm, meaning group, etc;Imitate; Repeat2聽主旨大意Select the appropriate topic;Creat a syno

19、psis for the listening material構思內容梗概 ;Match the topic3.聽細節信息Fill in the diagram; choose true or false; answer questions;Put sentences in order according to the listening material;Ask questions about the main points;Put pictures in order after listening to stories;Matching task; dictation; draw pict

20、ures; act out4推理判斷Choose true or false; answer questions; discuss questions5猜測詞義Ask questions about words and phrases in the listening material to check student s understanding Check students comprehension of word meanings by substituation;Ask questions on context and help students understand the ta

21、rget vocabulary;Analyze the structure of vocabulary;Analyze the flow of the listening material6記筆記Spot dictation, compound dictation;Fill in the diagram; fill in the table7識別交際信息Listen and circle the information;Listen and choose the appropriate information;Listen and match the explanations with the

22、 information;Listen and discuss口語教學口語教學方法3P 模式 presentation, practice, productionTBLT 模式 task-based language teaching: pre-task, while-task, post-task閱讀教學Three stages of teaching readingpre-reading activitiesPredicting: making reading more intriguing and purposeful. Predicting based on the title, vo

23、cabulary, the T/F questionsSetting the scene: discussing cultured-bound aspects of the text, relating what students already know to what they want to know, and use visual aids (real objects, pictures, photos, maps, video, multi-media materials)Skimmning: getting the main idea of the text.Scanning: l

24、ocating specific information.While-reading activities traditional exploiting ways: multiple choice questions, T/F questions, open questions, paraphrasing, and translation.Post-reading activitiesPost-reading tasks enable students to produce language based on what they learned.PWP閱讀教學模式Basic skills:Sk

25、imming 略讀 scanning 尋讀Extensive reading 泛讀 intensive reading 精讀寫作教學A process approach to writingcreating a motivation to writingbrainstormingmapping ; mapping help ss organize ideasfreewritingoutlining; write a more detailed outline.DraftingEditingRevisingProofreadingconferencing教學過程的安排Warmming-up預熱環

26、節Leading-in課堂導入Presentation新知呈現Practice課堂操練Consolidation鞏固拓展Summary and homework 總結與作業布置Principles for good lesson planningAim : the things that students are able to do by the end of the classVariety means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the stud