口语法和情境法

1、口语法和情景法（the oral approach and situational language teaching）一、 概述1. 定义：The Oral Approach and Situational Language Teaching ,which refer to an approach to language teaching developed by British applied linguists from the 1930s to the 1960s.2. 产生的背景，年代，代表人物，发展过程：1) The origins of this approach began w

2、ith the work of British applied linguists in the 1920s and 1930s.2) Two of the leaders in this movement were Harold Palmer and A.S.Hornby, two of the most prominent figures in British 20th century language teaching.3) They attempted to develop a more scientific foundation for an oral approach to tea

3、ching English than was evidenced in the Direct Method. 二、 理论基础1、 Theory of language: The theory of language underlying Situational Language Teaching can be characterized as a type of British structuralism. British linguists, such as J.R.Firth and M.A.K.Halliday, developed powerful views of language

4、in which meaning, context, and situation were given a prominent place.2、 Theory of learning: The theory of learning underlying Situational Language Teaching is a type of behaviorist habit-learning theory. As Palmer has pointed out, there are three processes in learning a language-receiving the knowl

5、edge or materials, fixing it in the memory by repetition, using it in actual practice until it becomes a personal skill. 三、 解读1、 教学理念：Speech is regarded as the basis of language and structure was viewed as being at the heart of speaking ability. Teaching is a type of behaviorist habit-learning theor

6、y.2、 教学宗旨： Accuracy in both pronunciation and grammar is regarded as crucial. British linguistics developed powerful views of language in which meaning, context, situation were given a prominent place.3、 教学目标：The objectives of the Situational Language Teaching method are to teach a practical command

7、 of the four basic skills of language, goals it shares with most methods of language teaching.4、 教学原则：Structures are always taught within sentences and vocabulary is chosen according to how well it enables sentence patterns to be taught. 5、 教学应用：The lesson would then consist of parts:1.pronunciation

8、 2.revision (to prepare for new work if necessary) 3.presentation of new structure or vocabulary 4.oral practice(drilling) 5.reading of material on the new structure, or written exercises.6、 教学策略：The sequence of activities they propose consists of the following: 1.Listening practice 2.Choral imitati

9、on 3.Individual imitation 4.Isolation 5.Building up to a new model 6.Elicitation 7.Substitution drilling 8.Question-answer drilling 9.Correction .四、 综合评价优点：This approach is all but unknown among language teachers today, elements of it have had long-lasting effects on language teaching, being the bas

10、is of many widely used English as a Second/Foreign Language textbooks as late as the 1980s and elements of it still appear in current texts. Many of the structural elements of this approach were called into question in the 1960s, causing modifications of this method that led to communicative languag

11、e teaching.1. 情境的创设能够加速外语与事物的联系，有助于理解所学语言；2. 重视整体结构的对话教学，使课堂变得生动活泼学生学的语言自然，表达准确。缺点：However, its emphasis on oral practice, grammar and sentence patterns still finds widespread support among language teachers and remains popular in countries where foreign language syllabuses are still heavily based o

12、n grammar.1. 完全排除母语，不利于对语言材料的彻底理解；2. 过分强调整体结构感知，使学生对语言项目缺乏清楚的认识。五、 实践应用指导教材牛津英语（沪教版）学生年级初一教学单元Unit 4 Seasons课时45mins教 学 设 计学情分析从小学六年级升上来的学生个性活泼，喜欢表达自我，经过几个星期的英语学习，基本上能从小学的英语学习转换到初中的英语学习模式。关于season这一话题，学生在小学五年级下册已经学习了Unit16 Whats the weather like? 和Unit17 What season do you like best?这两课，对于天气和季节的描述都有

13、一定的了解。教学内容阅读一篇关于四季的文章，了解四季的气候特点、自然现象和人们在不同季节中的常见活动。掌握四季的词汇和关于四季天气的单词，以及询问天气的句型。教材分析本教材是沈阳市牛津版最新改版教材，针对学生的听说读写四个技能每个单元分为五个模块，reading，listening, grammar, speaking, writing. 并且本书总共八个单元，四个模块，每个模块都跟实际生活密切相关。具有实际性。教学目标词汇：spring, summer, autumn, winter, warm, hot, cool, dry, cold.短语：in spring/summer/autumn

14、/winter; 句型： whats the weather like?; how is the weather?； which season do you like best?教学重难点重点：掌握询问天气的说法，以及四季的单词和四季相对应的形容词。难点：两个询问天气的句型和 询问你最喜欢哪个季节的句型。设计思路利用口语法和情境法，通过PPT和黑板达到教学目标。教师活动学生活动教学流程教学流程1.情景导入1) 问候大家：Hello, girls and boys.2) 问今天是几月份：whats the date today?3) So which season is it? Do you k

15、now “season”? it means”季节”4) So today we are going to talk about seasons. 回答：Hello! 回答：its October. 回答: it is autumn.2知识新授一、 学习四季（spring, summer, autumn, winter）单词：1) 学习春夏秋冬(spring, summer, autumn, winter)的单词：看四幅图片（PPT上展示着春夏秋冬的四幅图片），然后领着学生一幅图一幅图的看，指着第一幅图说its spring. 然后多次重复spring这个词，然后依次是summer, autu

16、mn, winter.(依次类推)2) 学习总称季节（season）: 春夏秋冬属于季节，所以跟读season。3) 复习：指着四幅图，让学生回答相对应的季节英语名称，都读会后在每幅图片下打上相对应的英文。4) 句型：which season do you like best? 问每个同学. 然后进行pair work 进行互问。二、 学习在春夏秋冬的固定搭配：1) 在春天：in spring. 跟读2) 在夏天：in summer 跟读3) 在秋天：in autumn 跟读4) 在冬天：in winter 跟读5) 总结： 春夏秋冬四季前无冠词。三、 学习四季相对应的形容词。（warm, h

17、ot, cool, dry, cold）1) 春天（in spring）： its warm. 同学们春天万物复苏，气温回暖，所以你想到的相关形容词是不是暖和的。2) 夏天（in summer）: its hot. 领读hot.3) 秋天（in autumn）: its cool and dry. 领读 cool 和dry.4) 冬天（in winter）: its cold. 领读 cold.5) 造句：in_(季节)， its _(形容词)。 叫每个人造一个句子，利用刚才学的季节和相对应的形容词。6)发给1. 跟读spring，summer, autumn, winter，N遍， 直到读会

18、。2. 跟读season, N遍，直到读会。3. 看着英文念两遍。4. 每个学生回答一个季节，并且pair work.5. 跟读： in spring, in summer, in autumn, in winter. 并且记住零冠词的在四季上的用法。6. 跟读。7. 跟读。8. 跟读。9. 跟读。10. 造句子。四、 学习询问天气的两个句型：how is the weather? / whats the weather like? 两种询问天气的方式： 区别在于用how 就不用like, 有what 才有like. 明白之后，小组合作，互问句型。11. 小组合作，互相问句型并回答。3.复习本节课 1. 四个季节（放PPT 把学过的单词，短语，句型放上。）， 学生自己读。2. 询问哪个季节好的句型。 学生自己读。3. 天气相关形容词。学生一起读。4. 询问天气的两个句子。学生背着说下来读和背板书（或课件）设计Unit 4 Seasons1. Seasons: spring, summer, autumn, winter-which season do you like best?2. In spring, its warm.In summer, its hot.In autumn, its cool and