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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CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Objectives 领会交际语言教学理念；领会交际语言教学理念； 掌握交际教学语言教学特点、教学目标和掌握交际教学语言教学特点、教学目标和教学原则；教学原则； 掌握运用信息差活动组织交际性操练。掌握运用信息差活动组织交际性操练。 CommunicativeLanguageTeachingCommunicativeLanguageTeachin
2、g交际交际语言教学语言教学Stage 1: ExperienceStep 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 dialogue 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
3、about you? A: I have a TV set, but I dont have a computer. CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学 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 dictionary when necessary. Dont let others
4、 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.CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学3. Read the above dialogue and then make sen
5、tences with “ Do you have? 4. Read and recite the above dislogue. CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学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 exe
6、rcise may hinder your learning and can not keep you interested in the learning activities? Why ? CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学4. What objectives can be reached by involving the students in Exercise 2? 5. What principles should we follow when we design speakin
7、g activities for pupils to learn to use English? CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Stage 3 Exchange 1.I would like to do Exercise _ because _. 2.Exercise _ can promote my learning and sustain my interest in learning because _3.Exercise _ may hinder my learning and
8、 can not keep me interested in the learning activities because _? CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学4. By involving the students in Exercise 2, we can _.5. When designing tasks for pupils to learn to speak English, we should _. CommunicativeLanguageTeachingCommuni
9、cativeLanguageTeaching交际交际语言教学语言教学 provide opportunities for active communicative interaction among students (提供机会让学生之间进行积提供机会让学生之间进行积极的互动性交际活动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 contextCommunicativeLanguageTeachingComm
10、unicativeLanguageTeaching交际交际语言教学语言教学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 Task-based page 178CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教
11、学语言教学Communicative language learning( 交际语言教学交际语言教学) The Communicative Approach(交际法交际法)The Functional Approach (功能功能法法) CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学ApproachTheory of languageThe functional view of language is the primary one behind the communicative method, a
12、s well as Theory of learning CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学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 le
13、arner promotes learning CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Features - 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 student
14、s cannot extrapolate(进行推断进行推断) to the real world from their learning on made-up material) CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学- The provision of opportunities for learners to focus not only on language, but also on the learning process itself. - An enhancement of th
15、e learners own personal experience as important contributing elements to classroom learning. . CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学- An attempt to link classroom language learning with language activation outside the classroom CommunicativeLanguageTeachingCommunicat
16、iveLanguageTeaching交际交际语言教学语言教学The objectives of Communicative Language Teaching- 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 communicat
17、ion needs.CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Types of learning techniques and activities Communicative language teaching uses almost any activity that engages learners in authentic communication. The concept is supposed to be language teaching ideas, not an approac
18、h or method. (交际语言教学是一种教学理念交际语言教学是一种教学理念,而不是一而不是一种有固定模式的教学法种有固定模式的教学法)CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Two major activity types:- functional communication activities(功能性交际活动功能性交际活动): ones aimed at developing certain language skills and functions, but which involv
19、e communication, and - social interaction activities(社会交社会交往活动往活动) , such as conversation and discussion sessions, dialogues and role plays CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Stage 4: Extension (1)Design learning activities for pupils to practise using the followin
20、g sentences: 1. Do you like? (sports) 2. Does he like? (sports) 3. Can it ? / Does it have.(aninals) 4. Is it? ( color and fruit) CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Information gap activity Information gap activity In an information gap activity, one person has cer
21、tain information that must be shared with others in order to solve a problem, gather information or make decisions (Neu & Reeser, 1997). Page 181-183 CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学The characteristics of a successful speaking activity:Learners talk a lot. As mu
22、ch 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) CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Participation is even. Classroom discussion is not dominated by a
23、minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed.CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Motivation is high. Learners are eager to speak: because they are interested in the topic and have something new to say
24、 about it, or because they want to contribute to achieving a task objective.CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable
25、 level of language accuracy.王蔷：小学英语教学法教程王蔷：小学英语教学法教程,P.182) CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学In what aspect can information gap activity satisfy the above? What should be the teachers role in the information gap activities? CommunicativeLanguageTeachingCommunicat
26、iveLanguageTeaching交际交际语言教学语言教学Stage 4: Extension (2) Present and practice Topic: Shopping - Weve got some. - Have you got any ? CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Lady: Oh, good morning. Grocer: Good morning. What can I do for you? Lady: Um Have you got any coffee
27、? 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: Good. Now, have you got any bread? Grocer: No, Im sorry. We havent got any today. Come tomorrow morning. CommunicativeLanguageTeachingCommunicativeLanguag
28、eTeaching交际交际语言教学语言教学Read different teaching cases and think: 1. Which one contains more features of communicative language teaching. 2. Which one can better facilitate learning? CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Fragment A(Students have just read a text about Mrs
29、 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 things. 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 s
30、ugar. Someany. Some any. CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Fragment AHow do we use these words? Listen again! Shes got some bread. She hasnt got any tea. Shes got some butter. She hasnt got any sugar. Lets see if you can do it. Marios! Butter. Marios: Shes got som
31、e butter. Teacher: Good! Theresa! Tea. Theresa: She hasnt got some tea.CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Fragment ATeacher: Um. Is that right? Anna: No! She hasnt got any tea. Teacher: Good, Anna. Again, Theresa!Theresa: She hasnt got any tea. Teacher: Good! Now,
32、when do we use some and when do we use any? Well, lets look at it like this. ( He writes sentences on the blackboard. ) - not / nt Shes got some bread. She hasnt got any tea. Shes got some butter. She hasnt got any sugar. Do you understand this? CommunicativeLanguageTeachingCommunicativeLanguageTeac
33、hing交际交际语言教学语言教学Fragment AStudents: Yes! Teacher: Good! Well, lets try it with another word. Look at the picture. Whats in the trolley? Antonis, coffee. Antonis: She hasnt got any coffee. Teacher: Good! Sofia, ice-cream. Sofia: Shes got some ice-cream. CommunicativeLanguageTeachingCommunicativeLangu
34、ageTeaching交际交际语言教学语言教学Fragment ATeacher: Very good, Sofia! Do you all understand now? I think you do. Lets try something else. Ask me a questions, Anna. Coffee. Anna: Has she got any coffee? Teacher: Good! Did she say some or any? Ask it again, Anna. Anna: Has she got any coffee? Students: Any. Tea
35、cher: Right! So we can now write up this. .CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Fragment B(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 woman, yes.Anna:
36、Coffee Theres coffee. Teacher: Yes? Antonis: Theres butter. CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学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, everybo
37、dy! Grocers. Students: Grocers. CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Teacher: (Writes the 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: Y
38、es. CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学( Students go on giving examples using known vocabulary. When the run out of ideas, teacher shows flashcards of new items and teaches students the new words. ) CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学
39、语言教学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 (Hands him a list) OK? What have you got?
40、 Tell me one thing.CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学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.)
41、Anna: Hullo. I want tea. Marios: No. No. I havent got tea. Sorry. CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学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.
42、This lady is buying some things in the grocers. CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学More exploration What is more important for people who learn English? - Be able to make a lot of correct sentences or be able to use certain sentences in concrete situations, Compete
43、nce and performance （语言能（语言能力和语言表现）力和语言表现）CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Which is more effective? Why?1. Teaching language usage, isolated from context. 2. Teaching a sentence when it is put to use for communicative puroposes. SIGNIFICATION and VALUE: 意义和价值意义和价
44、值CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Extension 31. According to your own understanding, what language ability should we help the students to improve? 2. How should we transfer the teachcing ideas of communicative language teaching into our teaching practice? Communi
45、cativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学First, we should keep in mind that our instructional objectives must be consistent with what is advocated by communicative languange teaching as well as those by the National English Curriculum. CommunicativeLanguageTeachingCommunicative
46、LanguageTeaching交际交际语言教学语言教学We should foster the students - ability to produce correct sentences, or manifestations of the linguistic system(培养学生正确输出语言或识别语言表现形培养学生正确输出语言或识别语言表现形式的能力）式的能力）- ability to use the knowledge of the rules for effective communication(培养学生运用语言知识进行有效交流的能培养学生运用语言知识进行有效交流的能力）力）C
47、ommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学The objectives of Communicative Language Teaching- 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 functio
48、ns that best meet their own communication needs.CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学语言知识二级目标 功能功能了解问候、告别、感谢、致歉、介绍、请了解问候、告别、感谢、致歉、介绍、请求等交际功能的基本表达形式。求等交际功能的基本表达形式。话题话题能理解和表达有关下列话题的简单信息能理解和表达有关下列话题的简单信息:数数字、颜色、时间、天气、食品、服装、玩字、颜色、时间、天气、食品、服装、玩具、动植物、身体、个人情况、家庭、学具、动植物、身体、个
49、人情况、家庭、学校、朋友、文体活动、节日等。校、朋友、文体活动、节日等。CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学二级说的目标二级说的目标1、能在口头表达中做到发音清楚、语调达、能在口头表达中做到发音清楚、语调达意；意；2、能就所熟悉的个人和家庭情况进行简短、能就所熟悉的个人和家庭情况进行简短对话；对话；3、能运用一些最常用的日常套语、能运用一些最常用的日常套语(如问候、如问候、告别、致谢、致歉等告别、致谢、致歉等)；4、能在教师的帮助下讲述简单的小故事。、能在教师的帮助下讲述简单的小故事。Com
50、municativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学二级读的目标1、能认读所学词语；、能认读所学词语；2、能根据拼读的规律，读出简单的单词；、能根据拼读的规律，读出简单的单词；3、能读懂教材中简短的要求或指令；、能读懂教材中简短的要求或指令；4、能看懂贺卡等所表达的简单信息；、能看懂贺卡等所表达的简单信息；5、能借助图片读懂简单的故事或小短文，、能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；并养成按意群阅读的习惯；6、能正确朗读所学故事或短文。、能正确朗读所学故事或短文。CommunicativeLa
51、nguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Second we should try to design learning activities emboding the main characteristics of communicative langauge teaching. CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学 learner-centered Interactive Meaning-focused Collabor
52、ative Purposeful Task-based（王蔷：（王蔷：小学英语教学法教程小学英语教学法教程，P178)CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Stage 4: Extension 41.Design learning activities of presentation, drilling and communicative activities based on the topic you have chosen as the content of your teaching
53、pack. 2.Micro- teaching. CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学Stage 5: Evaluation 1.From the topic of “communicative language teaching” , I have learned that_. I still want to know more about_. 2.Key words for further study: 交际法交际法/ 功能法功能法 交际语言教学交际语言教学 / 学生英语交际能力的培养学生英语交际能力的培养 师生互动师生互动 CommunicativeLanguageTeachingCommunicativeLanguageTeaching交际交际语言教学语言教学
