4. 教授新课文：教师出示一幅表述课文内容的图画。 一边讲解图画，一边检查学生是否理解。讲解后根据 图画提问，要求学生回答。
5. 学生两人一组根据图画提问与回答。全班唱一首英 语歌结束一课。
Advantage
Ss’ correct pronunciation and better oral skills are developed because no native language is used.
2. Only everyday vocabulary and sentences were taught.
3. Grammar was taught inductively.
4. New teaching points were introduced orally.
5. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught by association of ideas.
Until the 19th century, grammar –translation method became widely approved and used in the whole world.
1. Understanding and memorization of complicated grammatical rules of languages were regarded as important means of development mentality.
Background
In the late 19th century in Europe, for economic development, the communication among nations became more frequent. Foreign language learning was highly demanded. Oral communication became the main goal of foreign language teaching.
2.Through grammar translation, students lacked an active role in the classroom.
The direct Method
1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages
Disadvantage
1 Major fallacy of Direct Method was belief that
second language should be learned in way in which first language was acquired - by total immersion technique. But obviously far less time and opportunity in schools, compared with small child learning his mother tongue. 2 It takes much time for teachers to explain complicated words.
1. The focus on classroom is teaching and practices of grammar of the target language.
2. Language skills are emphasized reading and writing but little or no systematic attention is paid to speaking and listening.
2. Grammar is regarded as the core of language ,grammar is the main content in classroom.
3. The language was regarded as a body of esteemed knowledge to be learned with an emphasis on intellectual rigor.
1. 讲授新词：教师进入课堂后用英语问候学生，并就日 常生活题材与学生进行简单的问答式会话。然后，自 然进入讲授新词阶段。先利用教室内与新词有关的实 物引出新词，再出示课前准备的图片，用英语简单描 述新词意义。学生理解后在与教师对话中使用新词。
2. 语法练习： 通过学生生活进行。教师先请一学生 （张三）起立，然后用动词现在进行时描述：
2. 教授新词：教师课前将本课新词的英语、音标和汉语 解释写在小黑板上（或卡片上）。上课时按单词表逐 字讲解。学生跟教师朗读英语单词后，教师说汉语， 学生说英语单词，或反之。
3. 讲授语法（规则动词现在进行时）：教师讲解动词现 代进行时的意义及其变化规则后，在黑板上写出课文 中的动词原形，要求学生将它们转换成现在分词，再 变成现在进行时。
T: Zhang, please stand up. (After Zhang stood up.)
T: (To the class): Now Zhang is standing, but you are all sitting.
T: (To Zhang): Zhang, please go to the door.
Background
It was first used in the teaching of the classical languages of Latin and Greek.
In the 16th century ，grammar analysis became the basic way in foreign language teaching in Europe.
It was developed as a response to the Grammar-Translation method.
One of the revolutionists was Francois Gouin.
Use the natural way to communicate, like a baby learning its mother tongue.
The learning of grammar/ translating skills should be avoided because they involve the application of the MT.
1. Classroom instruction was conducted exclusively in the target language.
3. The Grammar-Translation makes few demands on teachers although it often creates frustration for students.
Disadvantage
1.The method by definition has a very limited scope of objectives.
英语教学法流派 Approaches and Methods in
Language Teaching
外国语学院
Overview Байду номын сангаасf ELT Methodology
Traditional Approach Grammar-Translation Method
Direct Method
Structuralist Approach Situational Approach
Definition
The Direct Method is the learning of language in a relevant setting. No translation is allowed. Meaning is to be conveyed directly into the second language through demonstration and visual aids.
6. The learner is actively involved in using the language in realistic everyday situations.
7. Students are encouraged to think in the target language.
2.It can foster students’ ability of reading comprehension and producing grammatically correct sentences and develop students’ ability of analyzing and solving problems.
The Grammar-Translation Method is
a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.
4. 讲解课文：教师逐句念课文，要求学生分析
语法与翻译成汉语。教师随时纠正学生的错误。
5. 巩固新课：学生跟教师逐句朗读课文后，教 师根据课文提问，学生按课文内容回答。