英語教學主要流派有：

The Grammar Translation Method: A method of language or second language teaching which makes use of translation and grammar study as the main teaching and learning activities. A typical lesson consists of the presentation of a grammatical rule, a study of lists of vocabulary, and a translation exercise.

語法翻譯法外語或第二語言教學的一種方法，以翻譯和語法學習為主要的教學活動。典型的一堂課由介紹語法規則、學習詞彙表和翻譯練習組成。

The Direct Method: A method of foreign or second language teaching which insists that (a) only the target language should be used in class (b) meanings should be communicated “directly” (hence the name of the method) by associating speech forms with actions , objects , mime , gestures , and situations (c) reading and writing should be taught only after speaking (d) grammar rules should not be taught to the learners

直接法 \ 直接教學法: 外語或第二語言的一種教學方，這種方法要求（a）課堂上應該只使用目的語（b）意思應該透過將語言和動作、物體、模仿、手勢及情景結合起來直接表達出來（這是這種方法名稱由來）（c）讀、寫 、應該在說之後教（d.）不應該向學生教語法。

Audio-Lingual Method: 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) discourage use of the mother tongue in the classroom (d) often makes use of contrastive analysis. The audio-lingual 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.

聽說法：外語或第二語言教學的一種方法，這種方法：（a）強調先教聽說，後教讀寫（b）運用對話和操練（c）反對在課堂上使用母語（d）常利用對比分析。聽說法的應用在五、六十年代，特別是在美國，尤其突出，它已被其他國家廣泛採用。

The Oral Approach (or Situational Language Teaching) refers to an approach to language teaching developed by British applied linguistics from the 1930s to the 1960s. it is a grammar-based method in which principles of grammatical and lexical gradation are used and new teaching points presented and practiced through meaningful situation-based activities.

口語教學法（又叫情景教學法），指的是英國實用語言學家於二十世紀30年代到60年代發展起來的一種語言教學方法。此法是以語法為基礎的教學法，語法與詞彙按難易程度分層次教學，新的語言點透過有意義的情景活動得到展示與練習。

The Cognitive Approach (or the cognitive-code method/learning) is an approach to foreign language teaching which is based on the belief that language learning is a process which involves active method processes and not simply the forming of habits. It lays emphasis on the conscious acquisition of language as a meaningful system.

認知法（也稱認知-符號法/認知-符號學習理論）是一種外語教學法，它認為語言學習是一種積極的心智活動過程，而不是簡單的習慣形成過程。認知法認為語言是一個有意義的系統，強調在理解的基礎上有意義的學習語言。

The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. The communicative approach has been developed particularly by British applied linguists as a reaction away from grammar-based approaches such as the aural-oral approach. Teaching materials used with a communicative approach often (a) teach the language needed to express and understand different kinds of functions such as requesting, describing, expressing likes and dislikes, etc. (b) are based on a communicatively organized syllabus (c) emphasize the processes of communication, such as using language appropriately in different types of situations; using language to perform different kinds of tasks, e.g. to solve puzzles, to get information, etc.; using language for social interaction with other people.

交際法是外語或第二語言的一種教學理論，它強調交際能力是語言學習的目標。交際法主要由英國應用語言學家創立，與以語法為基礎的教學理論如聽說法相對而言。交際法所採用的教學材料：(a)教學表達和理解不同功能所需要的語言，如請求、描寫、表示喜惡等 (b)以從交際角度編寫的教學大綱為基礎 (c)強調交際過程，如不同的場合下恰當地使用語言；運用語言執行各項任務，如解決問題，獲得資訊等；運用語言與人們進行社交。

Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical activity.TPR reflects a grammar-based view of language. Asher states that “most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative(祈使句) by the instructor”.

全身反應法：倡導把語言和行為聯絡在一起，透過身體動作教授外語。特點: 讓第二語言進入學生的右半腦；以"聽-做動作"為主要教學組織形式；教授的語言形式以祈使句為主，帶動其他句型；對學生的錯誤採取寬容的態度。

The Task-Based Language Teaching Approach: The concept of task is central to many theories of classroom teaching and learning, and the school curriculum is sometimes described as a collection of tasks. From this viewpoint, school work is defined by a core of basic tasks that recur across different subjects in the curriculum. The teacher’s choice of tasks determines learning goals, how learning is to take place, and how the results of learning will be demonstrated. In second language teaching, the use of different kinds of tasks is said to make teaching more communicative since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake.

任務型語言教學理論：任務這一概念是許多課堂教學理論的中心問題，學校課程有時被說成是一系列的任務。從這一角度上說，體現在課程中不同科目裡的基本任務規定學校作業的內容。教師對任務的選擇決定學習的目標、學習進行的方式以及學習成果的表現方式。第二語言教學中，各種不同任務的選用據說能促進教學中的交際，其原因是他為課堂活動設立了目標，不僅僅是為了練習語言而練習語言。

英語教學最新流派：思維導讀法

學習英語最高效的方法，毫無疑問是從建立個人專屬的英語思維開始的。

這一點我們可以從中文的學習順序中側面證明：中文學習的起步分三個階段。

1. 從出生到開口說話，是中文思維的形成。

2. 2-4歲是中文表達能力的形成。

3. 4歲以後進入學校，是中文讀寫能力訓練的開始。

由此，我們可以明瞭，語言的學習順序是由思維能力到表達能力，再到讀寫能力。其中的思維能力的形成首當其衝。從思維能力入手英語，得到的結果跟學母語是一樣快捷，一樣方便的。

真理往往是最簡單的。思維應該是最基本的形態、最簡單的邏輯。簡單到在母語學習時不用教，在外語訓練中能看到，這樣才是真正的理解思維。

英語思維在教學中一直是一個偽命題，說的多做的少，原因是因為切入的視角不對，操作的方案繁瑣。對思維的定義與定型，完全不是母語方式的潛移默化，無師自通，來得全不費工夫。而是不能入門、難以琢磨、無法參悟的敲邊鼓和瞎起鬨。

我們有簡單易學的英語思維課程，可以在短時間內讓學習者超越語法，構築信仰，順利底走向英語工具化學習的正確方向，做到用簡單規範複雜，用不變擁抱變化。

課程核心：八個字搞定語法，四個詞掃蕩思維。