TheAudioLingual實用教案

1、CATALOGUEIntroductionBackgroundProgressCharacteristicsObjectives , syllabus and activitiesThe role of teachers , learners and materials第1頁/共16頁第一頁，共17頁。iNTRODUCTIONArmy Specialized Training Program(ASTP) or the “Army Method ”. It is based on behaviorist theory which believes living things can be tra

2、ined through a system of reinforcement . Students are taught in the target language, the native language is not needed . Lessons are built on a variety of static drills in which students have little or no control over their own output . Drills may be interspersed with the reading on memorization of

3、prepared dialogs . 第2頁/共16頁第二頁，共17頁。backgroundThe Audio-Lingual Method or the Army Method was developed as a reaction to the Grammar-Translation Method , which originated in America during World War for the military purpose . It aimed at helping the solders to grasp language orally and speak just li

4、ke a native.第3頁/共16頁第三頁，共17頁。progressrecognitionimitationrepetitionvariation第4頁/共16頁第四頁，共17頁。characteristics1 New material is presented in dialog form.2 There is dependence on mimicry(imitation),memorization of set phrases, and over-learning.3 Structures are sequenced by means of contrastive analysi

5、s and taught one at a time.4 Structure patterns are taught using repetitive drills.5 There is little or no grammatical explanation : grammar is taught by inductive analogy rather than deductive explanation.6 Vocabulary is strictly limited and learned in context.7 There is much use of tapes , languag

6、e labs, and visual aids.8 Great importance is attached to pronunciation.第5頁/共16頁第五頁，共17頁。Objectives , syllabus and activities Objective : The eventual objective of the ALM is “native speaker-like oral proficiency in the L2,as measured by the ability to produce consistently correct L2 sentences with

7、more or less native speaker pronunciation”. Syllabus : It is likely to emphasize the areas where L1 and L2 structures are most different , assuming that these will be most difficult for the learners . It lists the lexical items that will be needed to allow structures to be drilled and manipulated .

8、Listening and speaking are emphasized. Activities: The activity types tend to be limited . It is not considered important that activities should try to provide practice in real-life use of language.第6頁/共16頁第六頁，共17頁。The role of teachers , learners and materials Teacher : Teachers provide correct mode

9、ls of the L2, both in their own use of the L2 and through the materials . Teachers are in control of all classroom interaction.(the authoritative controllers) Learner : Learners are required to produce correct responses to the teachers stimuli.(the passive receivers) Materials : All L2 input is prov

10、ided by the dialogues and drills in the materials. (Dialogues : They are constructed to present grammatical rules , not to show how the L2 is actually used. Drills : focus on and practice the grammatical rules)to present grammatical rules , not to show how L2 is actually used. Drills : They focus on

11、 and practice the grammatical rules.)第7頁/共16頁第七頁，共17頁。ThanksThanks第8頁/共16頁第八頁，共17頁。 The shadowland of dreams Alex Haley After a year or so, however, I still hadnt gotten a break and began to doubt myself. It was so hard to sell a story that I barely made enough to eat. But I knew I wanted to write.

12、I had dreamed about it for years. I wasnt going to be one of those people who die wondering, what if?. I would keep putting my dream to the test even though it meant living with uncertainty and fear of failure. This is the shadowland of hope, and anyone with a dream must learn to live there. 第9頁/共16

13、頁第九頁，共17頁。Alex Haley He was born in August 11,1921 in Ithaca and died in February 10,1992 in Washington . He was an African-American writer . He was best known as the author of Roots : The Saga of an American Family and the Autobiography of Maloolm X第10頁/共16頁第十頁，共17頁。 After a year or so, however, I

14、still hadnt gotten a break and began to doubt myself. or so: numeral or so Or so about 大約(dyu) about: about numeral Eg : 我大約(dyu)5點到家。 I will get home at five or so. I will get home at about five.第11頁/共16頁第十一頁，共17頁。It was so hard to sell a story that I barely made enough to eat. sothat: 太以至于 so + ad

15、j + that Eg : 1 他太高興了以至于忘記了時間。 He is so happy that he forgets the time. 2 這個(zh ge)男孩太小了，不能一個人住。 The boy is so little that he cannot live himself. 3 那個男孩兒跑得太快了，我追不上他. The boy runs so fast that I cannot catch him.第12頁/共16頁第十二頁，共17頁。Suchthat 太以至于 Such +(determiner) n + that Eg : 他有很多錢，所以他想買啥就能買啥。 He h

16、as such much money that he can buy what he wants. 1 他是一個聰明的男孩兒，所以大家都喜歡他。 He is such a clever boy that everyone likes him. 2 她是一個誠實的人，因而受到了老師(losh)的表揚。 She is such a honest girl that she is praised by the teacher.第13頁/共16頁第十三頁，共17頁。Practices 1 The camera is expensive I cannot afford it. 2 The stone is heavy I cannot lift it up. 3 He has made great progress the teacher are pleased with him. 4 This is a good book all of us like it very much.so that sothatsuchthatsuchthat第14頁/共16頁第十四頁，共17頁。Homew