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1、第三章 The oral approach and situational language teachingThe oral approach (situational language teaching) is a grammar-based method in which principles of grammatical and lexical gradation are used and new teaching points are presented and practiced through meaningful situation-based activities.一、Bac
2、kground1. Two of the leaders were Harold palmer and A.S.Hornby.2. Vocabulary control 3. Grammar control 二、The Oral Approach and Situational Language Teaching The main characteristics of the approach were as follows:1. Language teaching begins with the spoken language. Material is taught orally.2. Th
3、e target language is the language of the classroom.3. New language points are introduced and practiced situationally.4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.5. Items of grammar are graded by their complexity.6. Reading and wri
4、ting are introduced once a sufficient lexical and grammatical basis is established. 三、Approach1、 Theory of language a type of British “structuralism”. One distinctive feature: structures must be linked to situations in which they could be used Language was viewed as purposeful activity related to go
5、als and situations in the real world.2、Theory of learninga type of behaviorist habit-learning theory(three processes in learning a language)(1). Language learning as habit formation (2).An inductive approach is used to the teaching of grammar(3).The same processed are thought to occur both in child
6、language learning and in second language learning.四、Design1、Objectives: (1). Practical command of the four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded as crucial.(3). Automatic control of basic structures and sentence patterns is fundamental.(4). Writing deriv
7、es from speech.2、The syllabus(1) A structural syllabusa list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns3、Types of learning and teaching activities(1) SLT employs a situational approach to presenting new sentence patterns and
8、a drill-based manner to practicing the new sentence patterns (2) Situation: the use of concrete objects, pictures and realia, which together with actions and gestures (3) Practice techniques: guided repetition, substitution activities, pair practice 4、Learner roles(1) Listen, repeat and responds to
9、questions and commands (2) Have no control over the content of learning 5、Teacher rolesThreefold: a model、a skillful manipulator、on the lookout for errorsThe teacher is essential to the success of the method.6、The role of instructional materials(1)Textbook: contains organized lessons(2)Visual aids:
10、consists of wall charts, flashcards, pictures, stick figuresThe teacher is expected to be the master of his textbook. 五、ProcedureAim: to move from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading and writing. The teaching of
11、a structure: four parts PronunciationRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Reading of material on the new structure, or written exercisesThe sequence of activities:Listening practiceChoral imitationIndividual imitationIsola
12、tionBuilding up to a new modelElicitationSubstitution drillingQuestion-answer drillingCorrection第四章 The Audiolingual MethodIt is a method of foreign or second language teaching which (a) emphasizes the teaching of speaking and listening before reading and writing (b) uses dialogues and drills. (c) d
13、iscourages use of the mother tongue in the classroom (d) often makes use of contrastive analysis. The audiolingual method was prominent in the 1950s and 1960s, especially in the United States, and has been widely used in many other parts of the world.一、BackgroundThe combination of structural linguis
14、tic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method.二、Approach1、Theory of language Structural linguistics (1950s): a reaction to traditional grammarThe primary medium of language is oral: speech is language.2、Theory of learning Behaviora
15、l psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned more effectively if the items to be learned in the target language are presented in sporken form before they are seen in written
16、form.3. Analogy provides a better foundation for language learning than analysis. Hence the approach to the teaching of grammar is essentially inductive rather than deductive.4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、Design1、ObjectivesShort-range objectives：Listening compre
