CommunicativeLanguageTeaching(交際語言教學(xué)).

1、 領(lǐng)會交際語言教學(xué)理念；領(lǐng)會交際語言教學(xué)理念； 掌握交際教學(xué)語言教學(xué)特點(diǎn)、教學(xué)目標(biāo)和掌握交際教學(xué)語言教學(xué)特點(diǎn)、教學(xué)目標(biāo)和教學(xué)原則；教學(xué)原則； 掌握運(yùn)用信息差活動組織交際性操練。掌握運(yùn)用信息差活動組織交際性操練。 Experience and think: What can promote students learning and sustain their interest in learning? 1. Whose hand is this? Watch two teaching cases and think: What can promote students learning and

2、 sustain their interest in learning? Why? Read the following different exercises and think: Which one would you prefer to do? Why? Exercise 1. Read the following dialogue and try to learn it by heard. A: Do you have a TV set in your room? B: No, I dont. A: Do you have a computer? B: Yes, I do. How a

3、bout you? A: I have a TV set, but I dont have a computer. Exercise 2: Make a dialogue with your deskmate. A: What do you have in your bedroom? B: Guess. A: Do you have _? B: No, I dont. A: Do you have _ ? B: Yes, I do. How about you? A: I have a _, but I dont have a _. Exercise 3 1. Write down what

4、you have or what you want to have in your own room. Use a dictionary when necessary. Dont let others see what you have written. 2. Group work. Guess what your group members have written down by using this sentence: “Do you havein your room?” Give yourself a point if you get the right answer at the f

5、irst guessing.Discussion: 1. What can promote students learning and sustain their interest in learning according to what you have experienced? 2. What kind of exercise can make language learning meaningful for students?3. What kind of exercise can encourage students to use English in an authentic co

6、ntext? 1. To promote students learning and sustain their interest in learning , teachers should _.2. When we design speaking activities for pupils to learn to use English, we should _. provide opportunities for active communicative interaction among students (提供機(jī)會讓學(xué)生之間進(jìn)行積提供機(jī)會讓學(xué)生之間進(jìn)行積極的互動性交際活動極的互動性交際

7、活動) make language learning meaningful for the students. encourage the students to use English in an authentic context When we design speaking activities for pupils to learn to use English, we should try to make the activities: learner-centered interactive meaning-focused collaborative purposeful tas

8、k-based Communicative Language Teaching ( 交際語言教學(xué)交際語言教學(xué)) The Communicative Approach(交際法交際法) The Functional Approach (功能功能法法) Because of the increasing possibilities for international communication, professional cooperation and travel, Communicative Language Teaching came into being at the end of 1960

9、s. The approach emphasizes that the goal of language learning is communicative competence. 交際語言教學(xué)（交際語言教學(xué)（Communicative Language Teaching）產(chǎn)生于七十年代初）產(chǎn)生于七十年代初期，創(chuàng)始人是英國語言學(xué)家期，創(chuàng)始人是英國語言學(xué)家D. A. Wilkins。經(jīng)過近經(jīng)過近20年的發(fā)展逐漸發(fā)展成為一種為世年的發(fā)展逐漸發(fā)展成為一種為世界語言教學(xué)界所普遍認(rèn)同的教學(xué)思想、教界語言教學(xué)界所普遍認(rèn)同的教學(xué)思想、教學(xué)方向。它的理論主要來自社會語言學(xué)、學(xué)方向。它的理論主要來自社會語言學(xué)、

10、心理語言學(xué)和喬姆斯基的轉(zhuǎn)換生成法。其心理語言學(xué)和喬姆斯基的轉(zhuǎn)換生成法。其核心是教語言應(yīng)當(dāng)教學(xué)生怎樣使用語言，核心是教語言應(yīng)當(dāng)教學(xué)生怎樣使用語言，用語言達(dá)到交際的目的，而不是把教會學(xué)用語言達(dá)到交際的目的，而不是把教會學(xué)生一套語法規(guī)則和零碎的詞語用法作為語生一套語法規(guī)則和零碎的詞語用法作為語言教學(xué)的最終目標(biāo)。言教學(xué)的最終目標(biāo)。 - Activities that involve real communication promote learning - Activities in which language is used for carrying out meaningful tasks pr

11、omote learning - Language that is meaningful to the learner promotes learning - An emphasis on learning to communicate through interaction in the target language. - The introduction of authentic texts into the learning situation (Authentic material is a must, because students cannot extrapolate(進(jìn)行推斷

12、進(jìn)行推斷) to the real world from their learning on made-up material) - The provision of opportunities for learners to focus not only on language, but also on the learning process itself. - An enhancement of the learners own personal experience as important contributing elements to classroom learning. .

13、- An attempt to link classroom language learning with language activation outside the classroom - Students will learn to use language as a means of expression - Students will use language as a means of expressing values and judgments - Students will learn to express the functions that best meet thei

14、r own communication needs. Communicative language teaching uses almost any activity that engages learners in authentic communication. The concept is supposed to be language teaching ideas, not an approach or method. (交際語言教學(xué)是一種教學(xué)理念交際語言教學(xué)是一種教學(xué)理念,而不是一種而不是一種有固定模式的教學(xué)法有固定模式的教學(xué)法) - Functional communication

15、 activities(功能性交際活動功能性交際活動): ones aimed at developing certain language skills and functions, but which involve communication, and - Social interaction activities(社會交往社會交往活動活動) , such as conversation and discussion sessions, dialogues and role plays Demonstrate the guessing games you have prepared. D

16、o you like the guessing game? Why? Information gap activity In an information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions (Neu & Reeser, 1997). Learners talk a lot. As much as possible of the p

17、eriod of time allotted （分配）（分配） to the activity is in fact occupied by the learner talking. (An important criteria for evaluating effective teaching) Participation is even. Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are

18、 fairly evenly distributed. Motivation is high. Learners are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective. Language is of an acceptable level. Learners express themselves in utterance

19、s(說話的方式說話的方式) that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy. In what aspect can information gap activity satisfy the above? What should be the teachers role in the information gap activities? Teachers role in communicative language activities

20、: - organizer - foster (鼓勵者）鼓勵者） - facilitator （促進(jìn)者）（促進(jìn)者） - director - language resources How to teach the following: Topic: Shopping - Weve got some. - Have you got any ? Read different teaching cases and think: 1. Which one contains more features of communicative language teaching. 2. Which one ca

21、n better facilitate learning? Why? Teaching content: Lady: Oh, good morning. Grocer: Good morning. What can I do for you? Lady: Um Have you got any coffee? Grocer: Yes, certainly. Here you are. Lady: Thank you. Um What about butter? Grocer: Yes. Weve got some butter. In the fridge over there. Lady:

22、Good. Now, have you got any bread? Grocer: No, Im sorry. We havent got any today. Come tomorrow morning. (Students have just read a text about Mrs Black and can see a picture in the book)Teacher: Right! Now, Mrs Black is in the supermarket. Shes shopping. Shes got a trolley. Whats in it? Lots of thi

23、ngs. Listen! Shes got some butter. She hasnt got any sugar. Shes got some butter. She hasnt got any sugar. Some butter any sugar. Some butterany sugar. Someany. Some any. How do we use these words? Listen again! Shes got some bread. She hasnt got any tea. Shes got some butter. She hasnt got any suga

24、r. Lets see if you can do it. Marios! Butter. Marios: Shes got some butter. Teacher: Good! Theresa! Tea. Theresa: She hasnt got some tea. (The teacher shows the students a picture. ) Teacher: Tell me about this picture. Marios: Its a shop. Teacher: Good ! Theresa: She is a woman. Teacher: Theres a w

25、oman, yes. Anna: Coffee Theres coffee. Teacher: Yes? Antonis: Theres butter. Teacher: Yes, we can see coffee, butter, bread, sugar. Can we see books in the picture? Students: No. Teacher: No, it isnt a bookshop. Its a grocers shop. Repeat, everybody! Grocers. Students: Grocers. Teacher: (Writes the

26、word on the board) In a grocers shop we can buy (shows them money ) coffee, butter and things like that. What else can we buy? Marios: Tea? Teacher: Yes. Anna: Bread. Teacher: Yes. ( Students go on giving examples using known vocabulary. When they run out of ideas, teacher shows flashcards of new it

27、ems and teaches students the new words. ) Teacher: Right! Now, listen everybody. We are in a grocers shop. This (indicates teachers desk) is a grocers shop. Marios here is the shopkeeper. ( Laughter teacher installs Marios behind the desk) Now, Marios. These are the things youve got in your shop (Ha

28、nds him a list) OK? What have you got? Tell me one thing. Marios: Ive got coffee. Teacher: Fine. Now, all the rest of you are buying things. Here are your shopping lists. ( Hands out cards to each student) Right ! Who wants to begin? Anna? (Anna comes up to the desk.) Anna: Hullo. I want tea. Marios

29、: No. No. I havent got tea. Sorry. Anna: Oh, um Have you got butter? Marios: Yes. How many you want? Anna: Two. Yes. Thank you. Teacher: Good. Sit down now, both of you. Now lets listen to the tape. This lady is buying some things in the grocers. Complete this sentence: Fragment _ contains more feat

30、ures of communicative language teaching because _ . How should we transfer the teachcing ideas of communicative language teaching into our teaching practice? 英語交際語言教學(xué)的理解與運(yùn)用英語交際語言教學(xué)的理解與運(yùn)用 - 廣東省珠海市香洲區(qū)景園小學(xué)廣東省珠海市香洲區(qū)景園小學(xué) 李愛李愛華華 一、交際語言教學(xué)不僅是教學(xué)形式一、交際語言教學(xué)不僅是教學(xué)形式, 而且是而且是教學(xué)思想教學(xué)思想 1. 明確學(xué)習(xí)英語的目的在于用英語進(jìn)行交明確學(xué)習(xí)英語的目的在

31、于用英語進(jìn)行交際際 2. 變被動學(xué)習(xí)為主動學(xué)習(xí)變被動學(xué)習(xí)為主動學(xué)習(xí) 3. 要認(rèn)真創(chuàng)設(shè)交際的情景要認(rèn)真創(chuàng)設(shè)交際的情景二、交際語言教學(xué)實(shí)施的關(guān)鍵是激發(fā)學(xué)生的學(xué)習(xí)興二、交際語言教學(xué)實(shí)施的關(guān)鍵是激發(fā)學(xué)生的學(xué)習(xí)興趣趣 1. 溝通情感溝通情感, 營造和諧輕松的氣氛營造和諧輕松的氣氛 2. 力求教法上的多樣化力求教法上的多樣化 3. 建立樂學(xué)的組織形式建立樂學(xué)的組織形式三、交際語言教學(xué)既要重視口頭語言三、交際語言教學(xué)既要重視口頭語言, 也要重視書也要重視書面語言面語言四、交際語言教學(xué)既要重視功能意念四、交際語言教學(xué)既要重視功能意念, 也要兼顧語也要兼顧語言結(jié)構(gòu)言結(jié)構(gòu)- Students will learn to use language as a means of expression - Students will use language as a means of expressing values and