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1、CommunicativeLanguageTCommunicativeLanguageTeaching(eaching(交际语言教学交际语言教学).).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。 Stage 1: ExperienceExperience and think: What can promote students learning and sustain their interest in le
2、arning? 1. Whose hand is this? Whose hand is this?Whose hand is this? Watch two teaching cases and think: What can promote students learning and 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 foll
3、owing 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 about 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:
4、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 31. Write down what 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 you
5、r 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 first guessing.Stage 2 Exploration Discussion: 1. What can promote students learning and sustain their interest in learning according to what you have experie
6、nced? 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 context? Stage 3 Exchange1.To promote students learning and sustain their interest in learning , teachers should _.2.When we design speakin
7、g activities for pupils to learn to use English, we should _. 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 contextWhen w
8、e 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 Communicative Language Teaching ( 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) B
9、ecause of the increasing possibilities for international communication, professional cooperation and travel, Communicative Language Teaching came into being at the end of 1960s. The approach emphasizes that the goal of language learning is communicative competence. 交际语言教学（交际语言教学（Communicative Langua
10、ge Teaching）产生于七十年代初）产生于七十年代初期，创始人是英国语言学家期，创始人是英国语言学家D. A. Wilkins。经过近经过近20年的发展逐渐发展成为一种为世年的发展逐渐发展成为一种为世界语言教学界所普遍认同的教学思想、教界语言教学界所普遍认同的教学思想、教学方向。它的理论主要来自社会语言学、学方向。它的理论主要来自社会语言学、心理语言学和乔姆斯基的转换生成法。其心理语言学和乔姆斯基的转换生成法。其核心是教语言应当教学生怎样使用语言，核心是教语言应当教学生怎样使用语言，用语言达到交际的目的，而不是把教会学用语言达到交际的目的，而不是把教会学生一套语法规则和零碎的词语用法作为
11、语生一套语法规则和零碎的词语用法作为语言教学的最终目标。言教学的最终目标。 Basic 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 Main features - An emphasis on
12、 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(进行推断进行推断) to the real world from their learning on made-up material) - The provision of opportunit
13、ies 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. . - An attempt to link classroom language learning with language activation outside the classroo
14、m 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 communication needs.Types of learning t
15、echniques 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 approach 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,而不是一种而不是一种有固定模式的教学法有固定模式的教学法)Two major activity types:- Fu
16、nctional 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 involve communication, and - Social interaction activities(社会交往社会交往活动活动) , such as conversation and discussion sessions, dialogues and role plays Stage 4: Extension Demonstrat
17、e the guessing games you have prepared. Do you like the guessing game? Why? 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 information or make decisions (Neu & Re
18、eser, 1997). The characteristics of a successful speaking activity (Ur,1996) Learners talk a lot. As much as possible of the period 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. C
19、lassroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are 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 w
20、ant to contribute to achieving a task objective.Language is of an acceptable level. Learners express themselves in utterances(说话的方式说话的方式) 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 a
21、bove? What should be the teachers role in the information gap activities? Teachers role in communicative language activities: - organizer- foster (鼓励者）鼓励者） - facilitator （促进者）（促进者） - director - language resources Stage 4: Extension (2) How to teach the following: Topic: Shopping - Weve got some. - H
22、ave you got any ? Read different teaching cases and think: 1. Which one contains more features of communicative language teaching. 2. Which one can 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
23、? 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. Fragment A-1(Students have just read a text about
24、 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 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 buttera
25、ny sugar. Someany. Some any. Fragment A-2How 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 some butter. Teacher: Good! Theresa! Tea. Theresa: She hasnt got so
26、me tea.Fragment B-1(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: Coffee Theres coffee. Teacher: Yes? Antonis: Theres butter. Fragment B-2Teacher: Yes, we can see coffee,
27、 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 word on the board) In a grocers shop we can buy (shows them money ) coffee, butter and things like that. What
28、 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 items and teaches students the new words. ) Fragment B-3Teacher: Right! Now, listen everybody. We are in a groc
29、ers 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? Tell me one thing.Fragment B-4Marios: Ive got coffee. Teac
30、her: 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: No. No. I havent got tea. Sorry. Fragment B-4Anna: Oh, um Have you got butter? Mario
31、s: 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 features of communicative language teaching because _ . Stage 4 Extension 3 Ho
32、w should we transfer the teachcing ideas of communicative language teaching into our teaching practice? 英语交际语言教学的理解与运用英语交际语言教学的理解与运用 - 广东省珠海市香洲区景园小学广东省珠海市香洲区景园小学 李爱李爱华华 一、交际语言教学不仅是教学形式一、交际语言教学不仅是教学形式, 而且是而且是教学思想教学思想 1. 明确学习英语的目的在于用英语进行交明确学习英语的目的在于用英语进行交际际2. 变被动学习为主动学习变被动学习为主动学习3. 要认真创设交际的情景要认真创设交际的情
33、景二、交际语言教学实施的关键是激发学生的学习兴二、交际语言教学实施的关键是激发学生的学习兴趣趣 1. 沟通情感沟通情感, 营造和谐轻松的气氛营造和谐轻松的气氛 2. 力求教法上的多样化力求教法上的多样化 3. 建立乐学的组织形式建立乐学的组织形式三、交际语言教学既要重视口头语言三、交际语言教学既要重视口头语言, 也要重视书面也要重视书面语言语言四、交际语言教学既要重视功能意念四、交际语言教学既要重视功能意念, 也要兼顾语言也要兼顾语言结构结构The objectives of Communicative Language Teaching- Students will learn to use
34、 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.语言知识二级目标语言知识二级目标 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
35、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。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
36、。、能在教师的帮助下讲述简单的小故事。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。Stage 4: Extension 4Homework for next weekDesign learning activ
37、ities integrating the teaching methods you have learned. Micro- teaching. Stage 5: Evaluation Complete the following sentence:From the topic of “communicative language teaching” , I have learned that_. I still want to know more about_. Key words for further study: 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 结束结束
