口语法和情境法

口语法和情景法（theoralapproachandsituationallanguageteaching）一、概述1.定义：TheOralApproachandSituationalLanguageTeaching,whichrefertoanapproachtolanguageteachingdevelopedbyBritishappliedlinguistsfromthe1930stothe1960s.2.产生的背景，年代，代表人物，发展过程：1)TheoriginsofthisapproachbeganwiththeworkofBritishappliedlinguistsinthe1920sand1930s.2)TwooftheleadersinthismovementwereHaroldPalmerandA.S.Hornby,twoofthemostprominentfiguresinBritish20thcenturylanguageteaching.3)TheyattemptedtodevelopamorescientificfoundationforanoralapproachtoteachingEnglishthanwasevidencedintheDirectMethod.二、理论基础1、Theoryoflanguage:ThetheoryoflanguageunderlyingSituationalLanguageTeachingcanbecharacterizedasatypeofBritishstructuralism.Britishlinguists,suchasJ.R.FirthandM.A.K.Halliday,developedpowerfulviewsoflanguageinwhichmeaning,context,andsituationweregivenaprominentplace.2、Theoryoflearning:ThetheoryoflearningunderlyingSituationalLanguageTeachingisatypeofbehavioristhabit-learningtheory.AsPalmerhaspointedout,therearethreeprocessesinlearningalanguage-receivingtheknowledgeormaterials,fixingitinthememorybyrepetition,usingitinactualpracticeuntilitbecomesapersonalskill.三、解读1、教学理念：Speechisregardedasthebasisoflanguageandstructurewasviewedasbeingattheheartofspeakingability.Teachingisatypeofbehavioristhabit-learningtheory.2、教学宗旨：Accuracyinbothpronunciationandgrammarisregardedascrucial.Britishlinguisticsdevelopedpowerfulviewsoflanguageinwhichmeaning,context,situationweregivenaprominentplace.3、教学目标：TheobjectivesoftheSituationalLanguageTeachingmethodaretoteachapracticalcommandofthefourbasicskillsoflanguage,goalsitshareswithmostmethodsoflanguageteaching.4、教学原则：Structuresarealwaystaughtwithinsentencesandvocabularyischosenaccordingtohowwellitenablessentencepatternstobetaught.5、教学应用：Thelessonwouldthenconsistofparts:1.pronunciation2.revision(topreparefornewworkifnecessary)3.presentationofnewstructureorvocabulary4.oralpractice(drilling)5.readingofmaterialonthenewstructure,orwrittenexercises.6、教学策略：Thesequenceofactivitiestheyproposeconsistsofthefollowing:1.Listeningpractice2.Choralimitation3.Individualimitation4.Isolation5.Buildinguptoanewmodel6.Elicitation7.Substitutiondrilling8.Question-answerdrilling9.Correction.四、综合评价优点：Thisapproachisallbutunknownamonglanguageteacherstoday,elementsofithavehadlong-lastingeffectsonlanguageteaching,beingthebasisofmanywidelyusedEnglishasaSecond/ForeignLanguagetextbooksaslateasthe1980sandelementsofitstillappearincurrenttexts.Manyofthestructuralelementsofthisapproachwerecalledintoquestioninthe1960s,causingmodificationsofthismethodthatledtocommunicativelanguageteaching.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,itsemphasisonoralpractice,grammarandsentencepatternsstillfindswidespreadsupportamonglanguageteachersandremainspopularincountrieswhereforeignlanguagesyllabusesarestillheavilybasedongrammar.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Unit4Seasons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Unit16What’stheweatherlike?和Unit17Whatseasondoyoulikebest?这两课，对于天气和季节的描述都有一定的了解。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：inspring/summer/autumn/winter;句型：what’stheweatherlike?;howistheweather?；whichseasondoyoulikebest?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1.情景导入1)问候大家：Hello,girlsandboys.2)问今天是几月份：what’sthedatetoday?3)Sowhichseasonisit?Doyouknow“season”?itmeans”季节”4)Sotodaywearegoingtotalkaboutseasons.回答：Hello!回答：it’sOctober.回答:itisautumn.学流程教学流程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it’sspring.然后多次重复spring这个词，然后依次是summer,autumn,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：whichseasondoyoulikebest?问每个同学.然后进行pairwork进行互问。二、学习在春夏秋冬的固定搭配：1)在春天：inspring.跟读2)在夏天：insummer跟读3)在秋天：inautumn跟读4)在冬天：inwinter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,hot,cool,dry,cold）1)春天（inspring）：it’swarm.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（insummer）:it’shot.领读hot.3)秋天（inautumn）:it’scoolanddry.领读cool和dry.4)冬天（inwinter）:it’scold.领读cold.5)造句：in____(季节)，it’s______(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)1.跟读spring，summer,autumn,winter，N遍，直到读会。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pairwork.5.跟读：inspring,insummer,inautumn,inwinter.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：howistheweather?/what’stheweatherlike?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Unit4Seasons1.Seasons:spring,summer,autumn,winter----whichseasondoyoulikebest?2.Inspring,it’swarm.Insummer,it’shot.Inautumn,it’scoolanddry.Inwinter,it’s