英語教學(xué)法教程教案

英語教學(xué)法教程教案ACourseinEnglishLanguageTeaching主講：姚向禮教材：《英語教學(xué)法教程》主編：王薔出版社：高等教育出版社寧夏師范學(xué)院外語系20XX年緒論外語教學(xué)法主要流派Teachingapproaches&MethodsApproaches&methodsofLanguageTeaching眾說紛紜，現(xiàn)以學(xué)習(xí)理論作為分類標(biāo)準(zhǔn)，將學(xué)派分為認(rèn)知性的，連接性的和綜合性的三大類。并簡介翻譯教學(xué)法，自然教學(xué)法，直接教學(xué)法，認(rèn)知教學(xué)法，功能教學(xué)法，在這之前首先概述一下拉丁語教學(xué)法、。①拉丁語教學(xué)法，指（15-16世紀(jì)）為歐洲語言的極盛 時期，學(xué)校里教授作為外語之拉丁語的直覺模仿法。它在（15——16世紀(jì)）為語法模仿法：16世紀(jì)末到17世紀(jì)，由于民族語滲入學(xué)校，拉丁語教學(xué)法主要為詞匯模仿法。先后提出了自覺性原則和直觀性原則。這一時期的兩大代表人物①惜提哈（ratch1571-163500））②夸美紐斯教學(xué)法Conienius(1592_1670)德國論點是通過經(jīng)驗與分析去學(xué)習(xí)一切。認(rèn)為只從理論途徑得到的記憶才是可靠的。詞匯翻譯法，自覺對比法，認(rèn)真教學(xué)法。二、聯(lián)結(jié)性的教學(xué)法學(xué)派特點：經(jīng)驗主義的哲學(xué)觀點；重視外語話語與實物，觀念，概念等外部世界與思維的直接聯(lián)系；側(cè)重口頭操練。自然教學(xué)法（絕對排斥本族語的教學(xué)法）直接教學(xué)法（自然教學(xué)法發(fā)展起來的）（一種習(xí)慣）聽說教學(xué)法視聽教學(xué)法功能教學(xué)法（又名意念法，交際法或意念——功能—交際法三、綜合性的教學(xué)法學(xué)派，來源于直接法與翻譯的綜合自覺實踐法折衷法（又是極端）分階段教學(xué)法一、語法翻譯法(TranslationMethod)ThegrammartranslationMethod(ReadingMethod,classicalMethod).InChina,itiscalledoldmethodandisprobablythemostwidelyknownandhasbeenthemostwidelyusedofallapproachestolanguageteaching.Althoughtherehavebeenmanydevelopmentsinlanguageteaching,especiallyintheteachingforeignlanguage,grammar-translationmethodinstillusedtodayinvariousforms.Andthemaindrillintranslation.Themainsfeaturesareasthefollowings.=1.\*Arabic1.Classesaretaughtinthemothertongue,withlittleactiveuseofthetargetlauguage.2.Muchvocabularyistaughtintheformoflistsofisofatedwords.3.Longelaborateexplanationsoftheintricaciesofgrammararegiven.4.Littleattentionexplanationsoftheintricaciesofgrammararegiven.5.Oftentheonlydrillsareexercisesintranslationdisconnecfeclsentencesfromthetargetlanguageintothemothertongue.6.littleornoattentionisgiventopronunciation.希臘文、拉丁文、通過翻譯來學(xué)習(xí)外語。認(rèn)為背誦文法規(guī)則是學(xué)習(xí)外語的捷徑，使用的課本，開始是孤立的單詞和孤立的語法例句，都是從希臘文和拉丁文的名著里摘引出來的。Advontedges：1.在外語教學(xué)里創(chuàng)建了翻譯的教學(xué)形式；2.在外語教學(xué)里利用文法、利用學(xué)生的理解力，以提高外語教學(xué)的效果；3.著重閱讀，著重學(xué)習(xí)原文或原文文學(xué)名著；4.使用方便。只要教師掌握了外語的基本知識，就可以拿著外語課本教外語，不需要什么教具和設(shè)備。Disadvanfudges：1.忽視口語教學(xué)。在教學(xué)里沒有抓住語言的本質(zhì)；2.忽視語音和語調(diào)的教學(xué)；3.過分強調(diào)翻譯，單純通過翻譯手段教外語，不利于培養(yǎng)學(xué)生用外語進行交際的能力，易使學(xué)生在使用外語時對翻譯有依賴性；4.過分強調(diào)語法在教學(xué)里的作用。課堂上忽視實踐練習(xí)和培養(yǎng)語言習(xí)慣，往往把外語課上成教師的講演課。5.強調(diào)死記硬背，教學(xué)方法單一，氣氛沉悶，不容易引起學(xué)生的興趣。二、直接法（DirectMethod）它也叫自然法（NaturalMethod），心理法（PsychologicalMethod），口語法（OralMethod），改良法（RedormedMethod），在中國最早叫直接法。它含三層意思：直接學(xué)習(xí)、直接理解、直接應(yīng)用。翻譯法著重教書面語和文字名著，目的偏重閱讀和做學(xué)問。而現(xiàn)需要和外國人交談。人們學(xué)習(xí)外語的目的轉(zhuǎn)向掌握口語，迫切希望學(xué)說話。小女孩跟著媽媽學(xué)說話，看著媽媽的動作和表情來理解媽媽的意思，完全不用翻譯。直接法就是要外語老師象媽，教兒女說話一樣，利用實物，圖畫，手勢，表情，動作等直接教授外語。由于強調(diào)學(xué)習(xí)口語，教師要注意到語音教學(xué)的重要性。提出必須學(xué)好語音，才能有效的學(xué)習(xí)外語，因此，直接法常常重視語音教學(xué)，把語音語調(diào)的訓(xùn)練當(dāng)作外語教學(xué)的重要內(nèi)容。心理學(xué)家提出的態(tài)體、學(xué)習(xí)的學(xué)說，叫直接法的語法歸納教學(xué)法。Advantages：A.強調(diào)直接學(xué)習(xí)外語和直接應(yīng)用外語，使學(xué)生能真正掌握外語工具；B.強調(diào)口語和語音教學(xué)，抓住了外語教學(xué)的實質(zhì)；C.注重實踐練習(xí)，培養(yǎng)語言習(xí)慣；D.通過句型教學(xué)，使學(xué)生在語言實踐中有計劃的學(xué)習(xí)實用語法，發(fā)揮語法在外語教學(xué)里的作用；E.采用多種直觀教具，廣泛運用接近實際生活的教學(xué)方式和方法，較為生動的進行教學(xué)，大大的提高了外語教學(xué)的質(zhì)量，豐富了外語教學(xué)法的內(nèi)容；F.編選教材，注意教材的實用性與安排上的循序漸進。三、循序直接法（GradedDirectmethod)有兩個特點：循序和直接，由Richards倡導(dǎo)的。1.兩步走的外語教學(xué)思想。培養(yǎng)初步能力（聽說讀寫）打好運用外語的堅實基礎(chǔ)，然后在這個基礎(chǔ)上進一步擴展詞匯和語法，著重提高學(xué)生的閱讀能力，使之全面掌握外語，（Englishthroughpictures）《英語圖作》2.直接學(xué)習(xí)英語在使用本族語，不通過翻譯，不用作解語法概念，使之直接整句的學(xué)英語，在大量的接觸，直接操練中掌握英語，養(yǎng)成使用英語的習(xí)慣。3.循序教學(xué)有一定的順序，由具體到抽象，由簡單到復(fù)雜，由已知到未知，只有嚴(yán)格的、具體的按此順序排教材進行教學(xué)，才能保證直接教學(xué)的順利進行。另一順序，由聽到說到讀，最后到寫，四步訓(xùn)練。4.句子情景法通過簡筆畫。5.培養(yǎng)科學(xué)的思維方法四、聽說法（Audio-LingualMethodorAural-oralMethod)特點：1，語言是說的話，而不是寫出來的文字。2，語言是一套習(xí)慣。3，教語言而不是教有關(guān)英語的知識。4，語言是本族語使用者說話的，而不是某人認(rèn)為應(yīng)該說的話。5，語言各不相同，依這樣的基本觀點，聽說法遵循以下教學(xué)原則：A.重視聽說，兼顧讀寫。B.反復(fù)操練，形成習(xí)慣。C.圍繞句型，學(xué)習(xí)語言。D.對此結(jié)構(gòu)確定難點。五、視聽法或情景法（Audio-visualMethodorSituationalMethod)It'swidelyusedatthetimeofwritingaimedaverylargenumberoftextbooksarebasedonit.ButalsohasimportantlinkswiththeAudio-lingualmethod,esp.asforasthewaythelanguagetobetaughtisorganized.Tospeakoftheaudio-visualmethodwouldbeincorrect.Alsointhiscase,weareagaindealingwithaconglomerationofapproacheswhichdifferonfromtheother,andwhichhaveastheirmostimportantcommonselementthattheyallattendagreatdealofimportanttotheuseofvisualelements.AsforastheobjectivesofFLTareconcerned,theseapproachesalsohaveacommoninterest.namelythefactthattheyreservefirstplacefororalskill.Theaudio-visualmethodasagroupbeinglargelytothecategoryofthedirectmethod,notonlyfromthepointofviewofobjectives,butalsobecauseofviewtheytableofteachingprocedure.Theyhavecometobetheforegroundesp.inthelastfewdecades,mainlybecauseoftheimprovefacilitieswhichthemethodtechnologyofproducingvisualinformalhasmadeavailable.sincetheAudio-visualmethodweredeveloped,Itwillcomeasnosurprisethattheirpsychologicalandlinguisticprincipleshowconsiderableresemblancetothoseofotherdirectmethoddatingfromthisera,themostimportantofwhichintheaudio_lingualmethod.Unit1LanguageandLearning1.TeachingAims:Todiscusssomegeneralmattersaboutlanguagelearningandteaching,suchascommonviewsonlanguageandlanguagelearning,qualitiesofagoodlanguageteacher.2.TeachingContent:Howdowelearnlanguage?ViewsonlanguageViewsonlanguagelearningWhatisgoodlanguageteacher?Howcanonebecomeagoodlanguageteacher?Anoverviewofthebook3.TeachingHours:6periods4.Teachingmaterials:TextbookHandoutVediotape5.TeachingMethods:1)Lecture(Computer-aidedInstruction)2)Demonstration6.TeachingProcedures:1)InformationaboutlanguageandlanguagelearningThreeviewsaboutthenatureoflanguage:Therearemanypossibletheoreticalpositionsaboutthenatureoflanguage.Herearethreedifferentviewswhichexplicitlyorimplicitlyisreflectedincurrentapproachestolanguagelearning.A.ThestructuralviewoflanguageThestructuralviewoflanguageisthatlanguageisasystemofstructurallyrelatedelementsforthetransmissionofmeaning.a.Theseelementsareusuallydescribedasphonologicalunits(phonemes)grammaticalunits(phrases,clauses,sentences)grammaticaloperations(adding,shifting,joiningortransformingelements)lexicalitems(functionwordsandstructurewords)b.TargetoflanguagelearningThetargetoflanguagelearning,inthestructuralview,isthemasteryofelementsofthissystem.c.MethodsbasedonthisviewSomeofthelanguagelearningmethodsbasedonthisviewoflanguageare:theAudiolingualmethodTotalPhysicalResponsetheSilentWayB.ThecommunicativeviewoflanguageThecommunicative,orfunctionalviewoflanguageistheviewthatlanguageisavehiclefortheexpressionoffunctionalmeaning.Thesemanticandcommunicativedimensionsoflanguagearemoreemphasizedthanthegrammaticalcharacteristics,althoughthesearealsoincluded.a.Herearesomeoftheareasofresearchinthisviewoflanguage:sociolinguistics;pragmatics;semanticsb.Targetoflanguagelearning:Thetargetoflanguagelearningistolearntoexpresscommunicationfunctionsandcategoriesofmeaningc.ApproachesandmethodsbasedonthisviewSomeofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:communicativeapproachesfunctional-notionalsyllabusesTheNaturalApproachC.TheinteractionalviewoflanguageTheinteractionalviewoflanguageseeslanguageprimarilyasthemeansforestablishingandmaintaininginterpersonalrelationshipsandforperformingsocialtransactionsbetweenindividuals.a.Herearesomeoftheareasofresearchinthisviewoflanguage:interactionalanalysisconversationalanalysisethnomethodologyb.Targetoflanguagelearning:Thetargetoflanguagelearningintheinteractionalviewislearningtoinitiateandmaintainconversationswithotherpeople.c.ApproachesandmethodsbasedonthisviewSomeofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:Strategicinteractioncommunicativeapproaches2)TeachingMethodsintheLanguageClassroom:

FLteachersmustprovidestudentswithadequateteachingmethodologyandtime,aswellasappropriatevocabularyandlearningactivitiesthatwillallowforthedevelopmentofverbalskills.Thereisnosingle"BESTWAY"toteach.Thequestionteachersmustaddressiswhichmethodsarebestemployedduringthedifferentstagesoftheteachingandlearningprocessandthendesigncurriculumtomeettheirfinalobjectives/goals.a.GrammarTranslation:

TheGrammarTranslationmethodstartedaroundthetimeofErasmus(1466-1536).Itsprimaryfocusisonmemorizationofverbparadigms,grammarrules,andvocabulary.Applicationofthisknowledgewasdirectedontranslationofliterarytexts--focusingofdevelopingstudents'appreciationofthetargetlanguage'sliteratureaswellasteachingthelanguage.Activitiesutilizedintoday'sclassroomsinclude:questionsthatfollowareadingpassage;translatingliterarypassagesfromonelanguagetoanother;memorizinggrammarrules;memorizingnative-languageequivalentsoftargetlanguagevocabulary.(Highlystructuredclassworkwiththeteachercontrollingallactivities.)b.DirectMethod:

TheDirectMethodwasintroducedbytheGermaneducatorWilhelmVi?torintheearly1800's.Focusingonorallanguage,itrequiresthatallinstructionbeconductedinthetargetlanguagewithnorecoursetotranslation.Readingandwritingaretaughtfromthebeginning,althoughspeakingandlisteningskillsareemphasized--grammarislearnedinductively.Ithasabalanced,four-skillemphasis.c.TheSilentWay:

Theteacherisactiveinsettingupclassroomsituationswhilethestudentsdomostofthetalkingandinteractionamongthemselves.Allfourskills(listening,speaking,reading&writing)aretaughtfromthebeginning.Studenterrorsareexpectedasanormalpartoflearning;theteacher'ssilencehelpstofosterself-relianceandstudentinitiative.

d.CommunityLanguageLearning:

Teachersrecognizethatlearningcanbethreateningandbyunderstandingandacceptingstudents'fears,theyhelptheirstudentsfeelsecureandovercometheirfearsoflanguagelearning--ultimatelyprovidingstudentswithpositiveenergydirectedatlanguagelearning.Studentschoosewhattheywanttolearnintheclassandthesyllabusislearner-generated.e.NaturalApproach:

IntroducedbyGottliebHeneseandDr.L.SauveurinBostonaround1866.TheNaturalApproachissimilartotheDirectMethod,concentratingonactivedemonstrationstoconveymeaningbyassociatingwordsandphraseswithobjectsandactions.Associationsareachievedviamime,paraphraseandtheuseofmanipulatives.Terrell(1977)focusedontheprinciplesofmeaningfulcommunication,comprehensionbeforeproduction,andindirecterrorcorrection.Krashen's(1980)inputhypothesisisappliedintheNaturale.ReadingMethod:

ThereadingmethodwasprominentintheU.S.followingtheCommitteeofTwelvein1900andfollowingtheModernForeignLanguageStudyin1928.TheearliermethodwassimilartothetraditionalGrammar/TranslationmethodandemphasizedthetransferenceoflinguisticunderstandingtoEnglish.Presently,thereadingmethodfocusesmoreonsilentreadingforcomprehensionpurposes.

f.ASTPandtheAudiolingualMethod:

Thisapproachisbasedonthebehavioristbeliefthatlanguagelearningistheacquisitionofasetofcorrectlanguagehabits.Thelearnerrepeatspatternsandphrasesinthelanguagelaboratoryuntilabletoreproducethemspontaneously.

ASTP(ArmySpecializedTrainingProgram)

wasanintensive,specializedapproachtolanguageinstructionusedinduringthe1940's.Inthepostwaryears,thecivilianversionofASTPandtheaudiolingualmethodfeaturedmemorizationofdialogues,patterndrills,andemphasisonpronunciation.

g.CognitiveMethods:

Cognitivemethodsoflanguageteachingarebasedonmeaningfulacquisitionofgrammarstructuresfollowedbymeaningfulpractice.

h.CommunicativeMethods:

Thegoalofcommunicativelanguageapproachesistocreatearealisticcontextforlanguageacquisitionintheclassroom.Thefocusisonfunctionallanguageusageandtheabilitytolearnerstoexpresstheirownideas,feelings,attitudes,desiresandneeds.Openendedquestioningandproblem-solvingactivitiesandexchangesofpersonalinformationareutilizedastheprimarymeansofcommunication.Studentsusuallyworkwithauthenticmaterials(authenticrealia)insmallgroupsoncommunicationactivities,duringwhichtheyreceivepracticeinnegotiatingmeaning.i.TotalPhysicalResponseMethod:

Thisapproachtosecondlanguageteachingisbasedonthebeliefthatlisteningcomprehensionshouldbefullydevelopedbeforeanyactiveoral

participationfromstudentsisexpected(justasitiswithchildrenwhenthey

arelearningtheirnativelanguage).JamesAshers'TotalPhysicalResponse:Skillsinsecondlanguageacquisitioncanbemorerapidlyassimilatediftheteacherappealstothestudents'kinesthetic-sensorysystem.Asherbelievesthatunderstandingofthespokenlanguagemustbedevelopedinadvanceofspeaking.Understandingandretentionisbestachievedthroughmovement(totalmovementofthestudent'sbodies)inresponsetocommandsequences.Asherbelievesthattheimperativeformoflanguageisapowerfultoolthatcanbeusedtoguidethemtounderstandingasitmanipulatestheirbehavior--manyofthegramaticalstructuresofthetargetlanguagecanbelearnedthroughtheuseoftheimperative.Neverforcestudentstospeakbeforetheyareready.Asherbelievesthatasthetargetlanguageisinternalized,speakingwillautomaticallyemerge(youmustdecide,astheteacher,whenYOUwillencourageyourstudentstoparticipateorallyintheclassroom).7.Homework:Whataredifferencebetweenlearningthefirstlanguageandaforeignlanguage?Whatarethequalitiesofagoodlanguageteacher?Towhatextenthaveyougotthesequalities?Whatdoyouthinkyoushoulddosoastobecomeagoodteacherinthefuture?Whatarethequalitiesofgoodlanguagelearner?Whatdotheysuggesttolanguageteaching?8.Self-assessment:Becausestudentsarenotfamiliarwiththesetheroyonthelanguageandviewofthelanguage,itisverydifficulttohelpSsunderstandit.SoitrequiresTexplainitindetailswiththehelpofclareillustrationandexamplesbyusingvediotapes.Togetstudentsreadmoreonlinguisticsandschoolsoflanguagemethorsisalsonecessary.Unit2CommunicativePrinciplesandActivities

1.TeachingAims:Todiscussoneofthemostimportanttrendsinsecond/foreignlanguageteachinginthepastthreedecades,thatisthepracticeofcommunicativelanguageteaching2.TeachingContent:1)Languageuseinreallifevs.traditionalpedagogy

2)Fosteringcommunicationcompetence

3)Theimplementationoflanguageskills

4)Communicativeactivities

5)ConclusionHowdowelearnlanguage?3.TeachingHours:4periods4.Teachingmaterials:1)Textbook2)Handout3)Vediotape4)Picturesandrealobjects5.TeachingMethods:1)Lecture(Computer-aidedInstruction)2)Demonstration6.TeachingProcedures1)Wheredoescommunicativelanguageteachingcomefrom?Itsoriginsaremany,insofarasoneteachingmethodologytendstoinfluencethenext.Thecommunicativeapproachcouldbesaidtobetheproductofeducatorsandlinguistswhohadgrowndissatisfiedwiththeaudiolingualandgrammar-translationmethodsofforeignlanguageinstruction.Theyfeltthatstudentswerenotlearningenoughrealistic,wholelanguage.Theydidnotknowhowtocommunicateusingappropriatesociallanguage,gestures,orexpressions;inbrief,theywereatalosstocommunicateinthecultureofthelanguagestudied.Interestinanddevelopmentofcommunicative-styleteachingmushroomedinthe1970s;authenticlanguageuseandclassroomexchangeswherestudentsengagedinrealcommunicationwithoneanotherbecamequitepopular.Intheinterveningyears,thecommunicativeapproachhasbeenadaptedtotheelementary,middle,secondary,andpost-secondarylevels,andtheunderlyingphilosophyhasspawneddifferentteachingmethodsknownunderavarietyofnames,includingnotional-functional,teachingforproficiency,proficiency-basedinstruction,andcommunicativelanguageteaching.2)Whatiscommunicativelanguageteaching?Communicativelanguageteachingmakesuseofreal-lifesituationsthatnecessitatecommunication.Theteachersetsupasituationthatstudentsarelikelytoencounterinreallife.Unliketheaudiolingualmethodoflanguageteaching,whichreliesonrepetitionanddrills,thecommunicativeapproachcanleavestudentsinsuspenseastotheoutcomeofaclassexercise,whichwillvaryaccordingtotheirreactionsandresponses.Thereal-lifesimulationschangefromdaytoday.Students'motivationtolearncomesfromtheirdesiretocommunicateinmeaningfulwaysaboutmeaningfultopics.3)Whataresomeexamplesofcommunicativeexercises?Inacommunicativeclassroomforbeginners,theteachermightbeginbypassingoutcards,eachwithadifferentnameprintedonit.Theteacherthenproceedstomodelanexchangeofintroductionsinthetargetlanguage:"GutenTag.WieheissenSie?"Reply:"IchheisseWolfie,"forexample.Usingacombinationofthetargetlanguageandgestures,theteacherconveysthetaskathand,andgetsthestudentstointroducethemselvesandasktheirclassmatesforinformation.TheyarerespondinginGermantoaquestioninGerman.Theydonotknowtheanswersbeforehand,astheyareeachholdingcardswiththeirnewidentitieswrittenonthem;hence,thereisanauthenticexchangeofinformation.Laterduringtheclass,asareinforcementlisteningexercise,thestudentsmightheararecordedexchangebetweentwoGermanfreshmenmeetingeachotherforthefirsttimeatthegymnasiumdoors.Thentheteachermightexplain,inEnglish,thedifferencesamongGermangreetingsinvarioussocialsituations.Finally,theteacherwillexplainsomeofthegrammarpointsandstructuresused."Instructionstostudents."Listentoaconversationsomewhereinapublicplaceandbepreparedtoanswer,inthetargetlanguage,somegeneralquestionsaboutwhatwassaid.Whowastalking?Abouthowoldwerethey?Whereweretheywhenyoueavesdropped?Whatweretheytalkingabout?Whatdidtheysay?Didtheybecomeawarethatyouwerelisteningtothem?Theexerciseputsstudentsinareal-worldlisteningsituationwheretheymustreportinformationoverheard.Mostlikelytheyhaveanopinionofthetopic,andaclassdiscussioncouldfollow,inthetargetlanguage,abouttheirexperiencesandviewpoints.Communicativeexercisessuchasthismotivatethestudentsbytreatingtopicsoftheirchoice,atanappropriatelychallenginglevel.AnotherexercisetakenfromthesamesourceisforbeginningstudentsofSpanish.In"ListeningfortheGist,"studentsareplacedinaneverydaysituationwheretheymustlistentoanauthentictext."Objective."Studentslistentoapassagetogetgeneralunderstandingofthetopicormessage."Directions."Havestudentslistentothefollowingannouncementtodecidewhatthespeakerispromoting."Passage.""Situacionideal...ServiciodetransportealAeropuertoInternacional...Cuarentaydoshabitacionesdelujo,conaireacondicionado...Eleganterestaurante...defamainternacional."(Theannouncementcanbereadbytheteacherorplayedontape.)Thenaskstudentstocircletheletterofthemostappropriateanswerontheircopy,whichconsistsofthefollowingmultiple-choiceoptions:ataxiserviceahotelanairportarestaurantGunterGerngross,anEnglishteacherinAustria,givesanexampleofhowhemakeshislessonsmorecommunicative.HecitesawidelyusedtextbookthatshowsEnglishchildrenhavingapetshow."Evenwhenlearnersactoutthisscenecreativelyandenthusiastically,theydonotreachthedepthofinvolvementthatisalmosttangiblewhentheyactoutashorttextthatpresentsafamilyconflictrevolvingroundthequestionofwhetherthechildrenshouldbeallowedtohaveapetornot"(Gerngross&Puchta,1984,p.92).Hecontinuestosaythatthecommunicativeapproach"putsgreatemphasisonlistening,whichimpliesanactivewilltotrytounderstandothers.[Thisis]oneofthehardesttaskstoachievebecausethechildrenareusedtolisteningtotheteacherbutnottotheirpeers.Therearenoquick,setrecipes.4)Howdotherolesoftheteacherandstudentchangeincommunicativelanguageteaching?Teachersincommunicativeclassroomswillfindthemselvestalkinglessandlisteningmore--becomingactivefacilitatorsoftheirstudents'learning(Larsen-Freeman,1986).Theteachersetsuptheexercise,butbecausethestudents'performanceisthegoal,theteachermuststepbackandobserve,sometimesactingasrefereeormonitor.Aclassroomduringacommunicativeactivityisfarfromquiet,however.Thestudentsdomostofthespeaking,andfrequentlythesceneofaclassroomduringacommunicativeexerciseisactive,withstudentsleavingtheirseatstocompleteatask.Becauseoftheincreasedresponsibilitytoparticipate,studentsmayfindtheygainconfidenceinusingthetargetlanguageingeneral.Studentsaremoreresponsiblemanagersoftheirownlearning(Larsen-Freeman,1986).ClassroomactivitiesPre-communicativeactivitiesaimtohelppupilslearnthelanguageforms,withoutactuallyrequiringthemtoperformcommunicativeacts.Theyfocusonaccuracy.Communicativeactivitiesaimatthecommunicationofmeaning.Theyfocusonfluency.Theypassfromstrictlyguidedtasksthroughsemi-guidedtofree-communicationtasks.1.FunctionalCommunicationActivities:themainpurposeoftheactivityisthatlearnersshouldusethelanguagetheyknowinordertogetmeaningacrossaseffectivelyaspossible.Intheprocessofperformingcertaintaskspupilswill:shareinformation,e.g.pair/grouptasks:followingdirections;pictureidentification;discoveringdifferences;discoveringmissinginformation;arrangingpiecesofinformationinsequences,communicatingpatternsandpictures,reconstructingstorysequences,etc.useinformation,e.g.grouptasks:poolinginformation,solvingproblems.2.SocialInteractionActivities:themainpurposeofthisactivityistogivethelearnersanoppotunitytousethelanguageinanappropriatesocialcontex,tocreatevarietyofsocialsituationsandrelationships,e.g.pair/grouptasks:conversations,simulationsandrole-playing.LearnerRolePupilsinteractbothwitheachotherandtheteacher.TeacherRoleTheteacherisafacilitatorofthecommunicativeprocessintheclassroom.S/heisneedsanalyst,counsellorandgroupmanager.So:Planyourlessonsaccordingtoyourpupils'needs.Adviseandguidepupilsinthecommunicationprocess.Organizetheclassroomasasettingforcommunicationandcommunicativeactivities.TheRoleofInstructionalMaterials1.Text-basedmaterialsAtypicallessonconsistsofatheme(e.g.relayinginformation),ataskanalysis,forthematicdevelopment(e.g.understandingthemessage,askingquestionstoobtainclarification,askingformoreinformation,takingnotes,orderingandpresentinginformation),apracticesituationdescription(e.g."Acalleraskstoseeyourmanager.Hedoesnothaveanappointment.Gatherthenecessaryinformationfromhimandrelaythemessagetoyoumanager."),astimuluspresentation(intheprecedingcase,thebeginningofanofficeconversationscriptedandontape),comprehensionquestions(e.g."Whyisthecallerintheoffice?),andparaphraseexercises.2.Task-basedmaterialsAvarietyofgames,roleplays,simulations,andtask-basedcommunicationactivitieshavebeenpreparedtosupportCommunicativeLanguageTeachingclasses.Thesetypicallyareintheformofone-of-a-kinditems:exercisehandbooks,cuecards,pair-communicationpracticematerials,therearetypicallytwosetsofmaterialforapairofstudents,eachsetcontainingdifferentkindofinformation.Sometimestheinformationiscomplementary,andpartnersmustfittheirrespectivepartsofthe"jigsaw"intoacompositewhole.Otherassumedifferentrolerelationshipsforthepartners(e.g.aninterviewerandaninterviewer).Stillothersprovidedrillsandpracticematerialsinteractionalformats.3.AuthenticMaterialsThesemightincludelanguage-based'from-life'materialssuchassigns,magazines,advertisements,andnewspapers,orgraphicandvisualsourcesaroundwhichcommunicativeactivitiescanbebuilt,suchasmaps,pictures,symbols,graphs,andcharts.Differentkindsofobjectscanbeusedtosupportcommunicativeexercises,suchasaplasticmodeltoassemblefromdirections.5.UsingPicturesandgamesinclassroom1)Whyusepictures?Byprovidingawiderangeofcontexts,studentscanmeetarangeofsituationsandexperiencethatwillequipthemforreallifecommunication.Specifically,picturescontributeto:interestandmotivationasenseofthecontentofthelanguageSeveralyearsagoIwasteachingabeginninglevelclass.Onestudentinthegroup,Juan,seemedparticularlyshy,hewasafraidofmakingmistakes,andreluctanttoparticipate.Oneday,Igaveeachstudentanunusualpictureofaperson,andIaskedthemtodescribethepeopleinthepictures.Juan'sphotographshowedayoungwomanswimmingwithakillerwhaleinadeepbluesea.Juancameupwitharemarkablylongstoryaboutawomanwhohadapetkillerwhale.Whenhegavehisdescription,Juan'sclassmateswerefascinatedbyhisvividimagination.Juanwassurprisedandthrilledbyhisclassmates'appreciation.HeinstantlylosthisinhibitionstowardspeakingEnglishinclass,andheparticipatedactivelyfromthenon.

Thisexperienceconvincedmethatvisuals,especially'unusual'pictures,fosterstudents'imagination,whichinturnmotivatesthemtouseEnglish.Ifoundthattherearemanyreasonstousemagazinecutoutsorotherpicturesinclass.Withpictureswecan:teach,practice,orreviewnewvocabularydoguidedpractice(drills)practicegrammaticalstructurespracticelisteningcomprehensiondowritingactivitiesdosemi-guidedorfreespeakingpracticesuchasproblemsolvingactivities,roleplays,discussions,etc.

Dependingonthepurposeoftheactivity,ataskcantakeupfiveminutesatthebeginningorendofaclass,orlast20minutesormoreinthemainpartoftheclass.Picturesareasourceofvariedclassroomactivitiesintheareasofspeaking,listening,writing,vocabularyandgrammar.I'llgivetipsonhowtocollectandsortsuitablepicturesandI'llincludeseveralsampleactivities.Teacherscanusetheactivitiesastheyarepresented,oradaptthemtofittheirneeds.Fivebasicquestions:EasytoprepareEasytoorganizeInterestingMeaningfulandauthenticSufficientamountoflanguagePreparationPicturesareillustrationsthatarecutfromamagazine,newspapersorothersources.They'remostlyphotographs,butdrawings,