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1、Communicative Language Teaching (交际语言教学),广西师范学院初等教育学院 蓝卫红,Objectives,领会交际语言教学理念； 掌握交际教学语言教学特点、教学目标和教学原则； 掌握运用信息差活动组织交际性操练。,Stage 1: Experience,Step 1: Go through the following exercises and decide which one you would like to do. / Choose to do one the exercises. Exercise 1. Read the following dialog
2、ue in roles. 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 about you? A: I have a TV set, but I dont have a computer.,Exercise 2: Read the above dialogue in roles and then Write down what you have or what you want to have in your own room. Use a di
3、ctionary when necessary. Dont let others see what you have written. Guess what your group members have by using this sentence: “Do you havein your room?” Give yourself a point if you get the right answer at the first guessing.,3. Read the above dialogue and then make sentences with “ Do you have? 4.
4、 Read and recite the above dislogue.,Stage 2 Exploration,1. Which exercise would you like to do? Why? 2. Which exercise can promote your learning and sustain your interest in learning? Why? 3. What exercise may hinder your learning and can not keep you interested in the learning activities? Why ?,4.
5、 What objectives can be reached by involving the students in Exercise 2? 5. What principles should we follow when we design speaking activities for pupils to learn to use English?,Stage 3 Exchange,I would like to do Exercise _ because _. Exercise _ can promote my learning and sustain my interest in
6、learning because _ Exercise _ may hinder my learning and can not keep me interested in the learning activities because _?,4. By involving the students in Exercise 2, we can _. 5. When designing tasks for pupils to learn to speak English, we should _.,provide opportunities for active communicative in
7、teraction among students (提供机会让学生之间进行积极的互动性交际活动) 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
8、 Meaning-focused Collaborative Purposeful Task-based page 178,Communicative language learning( 交际语言教学) The Communicative Approach(交际法) The Functional Approach (功能法),Approach Theory of language The functional view of language is the primary one behind the communicative method, as well as Theory of le
9、arning,Principles,- activities that involve real communication promote learning - activities in which language is used for carrying out meaningful tasks promote learning - language that is meaningful to the learner promotes learning,Features,- An emphasis on learning to communicate through interacti
10、on in the target language. - The introduction of authentic texts into the learning situation (Authentic material is a must, because students cannot extrapolate(进行推断) to the real world from their learning on made-up material),- The provision of opportunities for learners to focus not only on language
11、, but also on the learning process itself. - An enhancement of the learners own personal experience as important contributing elements to classroom learning. .,- An attempt to link classroom language learning with language activation outside the classroom,The objectives of Communicative Language Tea
12、ching,- 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 their own communication needs.,Types of learning techniques and activities,Communicative langu
13、age 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. (交际语言教学是一种教学理念,而不是一种有固定模式的教学法),Two major activity types:,- functional communication activities(功能性交际活动): ones aimed at developing
14、certain language skills and functions, but which involve communication, and - social interaction activities(社会交往活动) , such as conversation and discussion sessions, dialogues and role plays,Stage 4: Extension (1),Design learning activities for pupils to practise using the following sentences: 1. Do y
15、ou like? (sports) 2. Does he like? (sports) 3. Can it ? / Does it have.(aninals) 4. Is it? ( color and fruit),Information gap activity,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 infor
16、mation or make decisions (Neu & Reeser, 1997). Page 181-183,The characteristics of a successful speaking activity:,Learners talk a lot. As much as possible of the period of time allotted 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: al
