CommunicativeLanguageTeaching交際語言教學(xué)實用

會計學(xué)1CommunicativeLanguageTeaching交際語言教學(xué)實用Objectives

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、教學(xué)目標(biāo)和教學(xué)原則；掌握運用信息差活動組織交際性操練。第1頁/共55頁Stage1:ExperienceExperienceandthink:Whatcanpromotestudents’learningandsustaintheirinterestinlearning?1.Whosehandisthis?

第2頁/共55頁Whosehandisthis?第3頁/共55頁Whosehandisthis?第4頁/共55頁第5頁/共55頁Watchtwoteachingcasesandthink:

Whatcanpromotestudents’learningandsustaintheirinterestinlearning?Why?

第6頁/共55頁Readthefollowingdifferentexercisesandthink:Whichonewouldyouprefertodo?Why?

第7頁/共55頁Exercise1.Readthefollowingdialogueandtrytolearnitbyheard.A:DoyouhaveaTVsetinyourroom?B:No,Idon’t.A:Doyouhaveacomputer?B:Yes,Ido.Howaboutyou?A:IhaveaTVset,butIdon’thaveacomputer.第8頁/共55頁Exercise2:Makeadialoguewithyourdeskmate.A:Whatdoyouhaveinyourbedroom?B:Guess.A:Doyouhave_________?B:No,Idon’t.A:Doyouhave_________?B:Yes,Ido.Howaboutyou?A:Ihavea_____,butIdon’thavea______.第9頁/共55頁Exercise31.Writedownwhatyouhaveorwhatyouwanttohaveinyourownroom.Useadictionarywhennecessary.Don’tletothersseewhatyouhavewritten.2.Groupwork.Guesswhatyourgroupmembershavewrittendownbyusingthissentence:“Doyouhave…inyourroom?”Giveyourselfapointifyougettherightansweratthefirstguessing.第10頁/共55頁Stage2Exploration

Discussion:1.Whatcanpromotestudents’learningandsustaintheirinterestinlearningaccordingtowhatyouhaveexperienced?2.Whatkindofexercisecanmakelanguagelearningmeaningfulforstudents?3.WhatkindofexercisecanencouragestudentstouseEnglishinanauthenticcontext?第11頁/共55頁Stage3ExchangeTopromotestudents’learningandsustaintheirinterestinlearning,teachersshould___.WhenwedesignspeakingactivitiesforpupilstolearntouseEnglish,weshould______.

第12頁/共55頁provideopportunitiesforactivecommunicativeinteractionamongstudents(提供機會讓學(xué)生之間進行積極的互動性交際活動)makelanguagelearningmeaningfulforthestudents.encouragethestudentstouseEnglishinanauthenticcontext第13頁/共55頁WhenwedesignspeakingactivitiesforpupilstolearntouseEnglish,weshouldtrytomaketheactivities:learner-centeredinteractivemeaning-focusedcollaborativepurposefultask-based第14頁/共55頁CommunicativeLanguageTeaching(交際語言教學(xué))TheCommunicativeApproach(交際法)TheFunctionalApproach(功能法)第15頁/共55頁Becauseoftheincreasingpossibilitiesforinternationalcommunication,professionalcooperationandtravel,CommunicativeLanguageTeachingcameintobeingattheendof1960s.Theapproachemphasizesthatthegoaloflanguagelearningiscommunicativecompetence.第16頁/共55頁交際語言教學(xué)（CommunicativeLanguageTeaching）產(chǎn)生于七十年代初期，創(chuàng)始人是英國語言學(xué)家D.A.Wilkins。經(jīng)過近20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、教學(xué)方向。它的理論主要來自社會語言學(xué)、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，用語言達到交際的目的，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言教學(xué)的最終目標(biāo)。

第17頁/共55頁Basicprinciples----Activitiesthatinvolverealcommunicationpromotelearning----Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning----Languagethatismeaningfultothelearnerpromoteslearning第18頁/共55頁Mainfeatures

----Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.----Theintroductionofauthentictextsintothelearningsituation(Authenticmaterialisamust,becausestudentscannotextrapolate(進行推斷)totherealworldfromtheirlearningonmade-upmaterial)第19頁/共55頁----Theprovisionofopportunitiesforlearnerstofocusnotonlyonlanguage,butalsoonthelearningprocessitself.----Anenhancementofthelearner'sownpersonalexperienceasimportantcontributingelementstoclassroomlearning..第20頁/共55頁----Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom第21頁/共55頁TheobjectivesofCommunicativeLanguageTeaching

----Studentswilllearntouselanguageasameansofexpression----Studentswilluselanguageasameansofexpressingvaluesandjudgments----Studentswilllearntoexpressthefunctionsthatbestmeettheirowncommunicationneeds.第22頁/共55頁Typesoflearningtechniquesandactivities

Communicativelanguageteachingusesalmostanyactivitythatengageslearnersinauthenticcommunication.Theconceptissupposedtobelanguageteachingideas,notanapproachormethod.(交際語言教學(xué)是一種教學(xué)理念,而不是一種有固定模式的教學(xué)法)第23頁/共55頁Twomajoractivitytypes:----Functionalcommunicationactivities(功能性交際活動):onesaimedatdevelopingcertainlanguageskillsandfunctions,butwhichinvolvecommunication,and----Socialinteractionactivities(社會交往活動),suchasconversationanddiscussionsessions,dialoguesandroleplays第24頁/共55頁Stage4:ExtensionDemonstratetheguessinggamesyouhaveprepared.Doyouliketheguessinggame?Why?第25頁/共55頁Informationgapactivity

Informationgapactivity

Inaninformationgapactivity,onepersonhascertaininformationthatmustbesharedwithothersinordertosolveaproblem,gatherinformationormakedecisions(Neu&Reeser,1997).第26頁/共55頁Thecharacteristicsofasuccessfulspeakingactivity(Ur,1996)

Learnerstalkalot.

Asmuchaspossibleoftheperiodoftimeallotted（分配）totheactivityisinfactoccupiedbythelearnertalking.(Animportantcriteriaforevaluatingeffectiveteaching)第27頁/共55頁Participationiseven.

Classroomdiscussionisnotdominatedbyaminorityoftalkativeparticipants:allgetachancetospeak,andcontributionsarefairlyevenlydistributed.

第28頁/共55頁Motivationishigh.

Learnersareeagertospeak:becausetheyareinterestedinthetopicandhavesomethingnewtosayaboutit,orbecausetheywanttocontributetoachievingataskobjective.

第29頁/共55頁Languageisofanacceptablelevel.

Learnersexpressthemselvesinutterances(說話的方式)

thatarerelevant,easilycomprehensibletoeachother,andofanacceptableleveloflanguageaccuracy.

第30頁/共55頁Inwhataspectcaninformationgapactivitysatisfytheabove?Whatshouldbetheteacher’sroleintheinformationgapactivities?第31頁/共55頁Teacher’sroleincommunicativelanguageactivities:----organizer----foster(鼓勵者）----facilitator（促進者）----director----languageresources…第32頁/共55頁Stage4:Extension(2)

Howtoteachthefollowing:

Topic:Shopping----We’vegotsome....----Haveyougotany…?

第33頁/共55頁Readdifferentteachingcasesandthink:1.Whichonecontainsmorefeaturesofcommunicativelanguageteaching.2.Whichonecanbetterfacilitatelearning?Why?第34頁/共55頁Teachingcontent:Lady:Oh,goodmorning.Grocer:Goodmorning.WhatcanIdoforyou?Lady:Um…Haveyougotanycoffee?Grocer:Yes,certainly.Hereyouare.Lady:Thankyou.Um…Whataboutbutter?Grocer:Yes.We’vegotsomebutter.Inthefridgeoverthere.Lady:Good.Now,haveyougotanybread?Grocer:No,I’msorry.Wehaven’tgotanytoday.Cometomorrowmorning.

第35頁/共55頁FragmentA-1

(StudentshavejustreadatextaboutMrsBlackandcanseeapictureinthebook)Teacher:Right!Now,MrsBlackisinthesupermarket.She’sshopping.She’sgotatrolley.What’sinit?Lotsofthings.Listen!She’sgotsomebutter.Shehasn’tgotanysugar.She’sgotsomebutter.Shehasn’tgotanysugar.Somebutter…anysugar.Somebutter…anysugar.Some…any.Some…any.

第36頁/共55頁FragmentA-2

Howdoweusethesewords?Listenagain!

She’sgotsomebread.Shehasn’tgotanytea.She’sgotsomebutter.Shehasn’tgotanysugar.Let’sseeifyoucandoit.Marios!Butter.Marios:She’sgotsomebutter.Teacher:Good!Theresa!Tea.Theresa:Shehasn’tgotsometea.第37頁/共55頁FragmentB-1(Theteachershowsthestudentsapicture.)Teacher:Tellmeaboutthispicture.Marios:It’sashop.Teacher:Good!Theresa:Sheisawoman.Teacher:There’sawoman,yes.Anna:Coffee…There’scoffee.Teacher:Yes?Antonis:There’sbutter.第38頁/共55頁FragmentB-2Teacher:Yes,wecanseecoffee,butter,bread,sugar.Canweseebooksinthepicture?Students:No.Teacher:No,itisn’tabookshop.It’sagrocer’sshop.Repeat,everybody!Grocer’s.Students:Grocer’s.第39頁/共55頁Teacher:(Writesthewordontheboard)Inagrocer’sshopwecanbuy(showsthemmoney)…coffee,butterandthingslikethat.Whatelsecanwebuy?Marios:Tea?Teacher:Yes.Anna:Bread.Teacher:Yes.第40頁/共55頁(Studentsgoongivingexamplesusingknownvocabulary.Whentheyrunoutofideas,teachershowsflashcardsofnewitemsandteachesstudentsthenewwords.)第41頁/共55頁FragmentB-3Teacher:Right!Now,listeneverybody.Weareinagrocer’sshop.This(indicatesteacher’sdesk)isagrocer’sshop.Marioshereistheshopkeeper.(Laughter–teacherinstallsMariosbehindthedesk)Now,Marios.Thesearethethingsyou’vegotinyourshop(Handshimalist)OK?Whathaveyougot?Tellmeonething.第42頁/共55頁FragmentB-4Marios:I’vegotcoffee.Teacher:Fine.Now,alltherestofyouarebuyingthings.Hereareyourshoppinglists.(Handsoutcardstoeachstudent)Right!Whowantstobegin?Anna?

(Annacomesuptothedesk.)Anna:Hullo.Iwanttea.Marios:No.No.Ihaven’tgottea.Sorry.第43頁/共55頁FragmentB-4Anna:Oh,um…Haveyougotbutter?Marios:Yes.Howmanyyouwant?Anna:Two.Yes.Thankyou.Teacher:Good.Sitdownnow,bothofyou.Nowlet’slistentothetape.Thisladyisbuyingsomethingsinthegrocer’s.第44頁/共55頁Completethissentence:

Fragment______containsmorefeaturesofcommunicativelanguageteachingbecause_______.第45頁/共55頁Stage4Extension3Howshouldwetransfertheteachcingideasofcommunicativelanguageteachingintoourteachingpractice?第46頁/共55頁英語交際語言教學(xué)的理解與運用

----廣東省珠海市香洲區(qū)景園小學(xué)李愛華一、交際語言教學(xué)不僅是教學(xué)形式,而且是教學(xué)思想

1.明確學(xué)習(xí)英語的目的在于用英語進行交際2.變被動學(xué)習(xí)為主動學(xué)習(xí)3.要認(rèn)真創(chuàng)設(shè)交際的情景第47頁/共55頁二、交際語言教學(xué)實施的關(guān)鍵是激發(fā)學(xué)生的學(xué)習(xí)興趣

1.溝通情感,營造和諧輕松的氣氛

2.力求教法上的多樣化

3.建立樂學(xué)的組織形式三、交際語言教學(xué)既要重視口