视听法 ppt.ppt

1.Mini-class 2. The Procedure of Class Here is a typical procedure in an audio-lingual course： (1) Students hear a model dialogue. (2) Students repeat each line of the dialogue. (3) Certain key words or phrases may be changed in the dialogue. (4) Key structures from the dialogue serves the basis for pattern drills of different kinds. (5) The students practice substitutions in the pattern drills. Disadvantages Students were often found to be unable to transfer skills acquired through audio-lingualism to real communication outside the classroom Many students found the experience of studying through audio-lingual procedures to be boring and unsatisfying Thank you! * 西华师范大学 外国语学院 Contents 1. Mini-class 2. The Procedure of Class 3. Introduction 4. Relative Theories 5. Principles of ALM 6. Techniques of ALM 7. Evaluation What are you doing? I’m reading a letter. What is she doing? She is dancing. What are they doing? They are playing games. run talk smile 3. Introduction Definition: 1. The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. 2. It uses dialogues as the main form of language presentation and drills as the main training techniques. 3. Regarding the target language as the exclusive teaching way 4. Choosing the typical words and structure with high frequency in daily life in drills. Historical Background 1.The Audio-Lingual Method originated from France and was developed in the U.S. during the Second World War. 2.It reached its period of most widespread use in the 1950s. 3. By the end of the 1960s, the Audio-lingual Method became the target of criticism from all sides. 4.Despite of being discredited as an effective teaching methodology in 1970, it continues to be used today. 4. Relative Theories ?Structural linguistics ?Behavioral Psychology 1) Language forms do not occur by themselves;