CommunicativeLanguageTeaching交际语言教学PPT

CommunicativeLanguageTeaching(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。Stage1:ExperienceStep1:Gothroughthefollowingexercisesanddecidewhichoneyouwouldliketodo./Choosetodoonetheexercises.Exercise1.Readthefollowingdialogueinroles.A:DoyouhaveaTVsetinyourroom?B:No,Idon’t.A:Doyouhaveacomputer?B:Yes,Ido.Howaboutyou?A:IhaveaTVset,butIdon’thaveacomputer.Exercise2:ReadtheabovedialogueinrolesandthenWritedownwhatyouhaveorwhatyouwanttohaveinyourownroom.Useadictionarywhennecessary.Don’tletothersseewhatyouhavewritten.Guesswhatyourgroupmembershavebyusingthissentence:“Doyouhave…inyourroom?”Giveyourselfapointifyougettherightansweratthefirstguessing.3.Readtheabovedialogueandthenmakesentenceswith“Doyouhave…?4.Readandrecitetheabovedislogue.Stage2Exploration1.Whichexercisewouldyouliketodo?Why?2.Whichexercisecanpromoteyourlearningandsustainyourinterestinlearning?Why?3.Whatexercisemayhinderyourlearningandcannotkeepyouinterestedinthelearningactivities?Why?4.WhatobjectivescanbereachedbyinvolvingthestudentsinExercise2?5.WhatprinciplesshouldwefollowwhenwedesignspeakingactivitiesforpupilstolearntouseEnglish?Stage3ExchangeIwouldliketodoExercise___because_____.Exercise_____canpromotemylearningandsustainmyinterestinlearningbecause_____Exercise___mayhindermylearningandcannotkeepmeinterestedinthelearningactivitiesbecause_____?4.ByinvolvingthestudentsinExercise2,wecan_____.5.WhendesigningtasksforpupilstolearntospeakEnglish,weshould____.provideopportunitiesforactivecommunicativeinteractionamongstudents(提供机会让学生之间进行积极的互动性交际活动)makelanguagelearningmeaningfulforthestudents.encouragethestudentstouseEnglishinanauthenticcontextWhenwedesignspeakingactivitiesforpupilstolearntouseEnglish,weshouldtrytomaketheactivities:learner-centeredInteractiveMeaning-focusedCollaborativePurposefulTask-basedpage178Communicativelanguagelearning(交际语言教学)TheCommunicativeApproach(交际法)TheFunctionalApproach(功能法)ApproachTheoryoflanguageThefunctionalviewoflanguageistheprimaryonebehindthecommunicativemethod,aswellasTheoryoflearningPrinciples----activitiesthatinvolverealcommunicationpromotelearning----activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning----languagethatismeaningfultothelearnerpromoteslearningFeatures----Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.----Theintroductionofauthentictextsintothelearningsituation(Authenticmaterialisamust,becausestudentscannotextrapolate(进行推断)totherealworldfromtheirlearningonmade-upmaterial)----Theprovisionofopportunitiesforlearnerstofocusnotonlyonlanguage,butalsoonthelearningprocessitself.----Anenhancementofthelearner'sownpersonalexperienceasimportantcontributingelementstoclassroomlearning..----AnattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroomTheobjectivesofCommunicativeLanguageTeaching----studentswilllearntouselanguageasameansofexpression----studentswilluselanguageasameansofexpressingvaluesandjudgments----studentswilllearntoexpressthefunctionsthatbestmeettheirowncommunicationneeds.TypesoflearningtechniquesandactivitiesCommunicativelanguageteachingusesalmostanyactivitythatengageslearnersinauthenticcommunication.Theconceptissupposedtobelanguageteachingideas,notanapproachormethod.(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)Twomajoractivitytypes:----functionalcommunicationactivities(功能性交际活动):onesaimedatdevelopingcertainlanguageskillsandfunctions,butwhichinvolvecommunication,and----socialinteractionactivities(社会交往活动),suchasconversationanddiscussionsessions,dialoguesandroleplaysStage4:Extension(1)Designlearningactivitiesforpupilstopractiseusingthefollowingsentences:1.Doyoulike…?(sports)2.Doeshelike…?(sports)3.Canit…?/Doesithave….(aninals)4.Isit…?(colorandfruit)InformationgapactivityInformationgapactivityInaninformationgapactivity,onepersonhascertaininformationthatmustbesharedwithothersinordertosolveaproblem,gatherinformationormakedecisions(Neu&Reeser,1997).Page181-183Thecharacteristicsofasuccessfulspeakingactivity:Learnerstalkalot.Asmuchaspossibleoftheperiodoftimeallottedtotheactivityisinfactoccupiedbythelearnertalking.(Animportantcriteriaforevaluatingeffectiveteaching)Participationiseven.Classroomdiscussionisnotdominatedbyaminorityoftalkativeparticipants:allgetachancetospeak,andcontributionsarefairlyevenlydistributed.Motivationishigh.Learnersareeagertospeak:becausetheyareinterestedinthetopicandhavesomethingnewtosayaboutit,orbecausetheywanttocontributetoachievingataskobjective.Languageisofanacceptablelevel.Learnersexpressthemselvesinutterancesthatarerelevant,easilycomprehensibletoeachother,andofanacceptableleveloflanguageaccuracy.王蔷：《 小学 小学生如何制作手抄报课件柳垭小学关于三违自查自纠报告小学英语获奖优质说课课件小学足球课教案全集小学语文新课程标准测试题 英语教学法教程》,P.182)Inwhataspectcaninformationgapactivitysatisfytheabove?Whatshouldbetheteacher’sroleintheinformationgapactivities?Stage4:Extension(2)PresentandpracticeTopic:Shopping----We’vegotsome....-----Haveyougotany…?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.Readdifferentteachingcasesandthink:1.Whichonecontainsmorefeaturesofcommunicativelanguageteaching.2.Whichonecanbetterfacilitatelearning?FragmentA(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.FragmentAHowdoweusethesewords?Listenagain!She’sgotsomebread.Shehasn’tgotanytea.She’sgotsomebutter.Shehasn’tgotanysugar.Let’sseeifyoucandoit.Marios!Butter.Marios:She’sgotsomebutter.Teacher:Good!Theresa!Tea.Theresa:Shehasn’tgotsometea.FragmentATeacher:Um….Isthatright?Anna:No!Shehasn’tgotanytea.Teacher:Good,Anna.Again,Theresa!Theresa:Shehasn’tgotanytea.Teacher:Good!Now,whendoweusesomeandwhendoweuseany?Well,let’slookatitlikethis.(Hewritessentencesontheblackboard.)-------not/n’tShe’sgotsomebread.Shehasn’tgotanytea.She’sgotsomebutter.Shehasn’tgotanysugar.Doyouunderstandthis?FragmentAStudents:Yes!Teacher:Good!Well,let’stryitwithanotherword.Lookatthepicture.What’sinthetrolley?Antonis,coffee.Antonis:Shehasn’tgotanycoffee.Teacher:Good!Sofia,ice-cream.Sofia:She’sgotsomeice-cream.FragmentATeacher:Verygood,Sofia!Doyouallunderstandnow?Ithinkyoudo.Let’strysomethingelse.Askmeaquestions,Anna.Coffee.Anna:Hasshegotanycoffee?Teacher:Good!Didshesaysomeorany?Askitagain,Anna.Anna:Hasshegotanycoffee?Students:Any.Teacher:Right!Sowecannowwriteupthis...FragmentB(Theteachershowsthestudentsapicture.)Teacher:Tellmeaboutthispicture.Marios:It’sashop.Teacher:Good!Theresa:Sheisawoman.Teacher:There’sawoman,yes.Anna:Coffee…There’scoffee.Teacher:Yes?Antonis:There’sbutter.Teacher:Yes,wecanseecoffee,butter,bread,sugar.Canweseebooksinthepicture?Students:No.Teacher:No,itisn’tabookshop.It’sagrocer’sshop.Repeat,everybody!Grocer’s.Students:Grocer’s.Teacher:(Writesthewordontheboard)Inagrocer’sshopwecanbuy(showsthemmoney)…coffee,butterandthingslikethat.Whatelsecanwebuy?Marios:Tea?Teacher:Yes.Anna:Bread.Teacher:Yes.(Studentsgoongivingexamplesusingknownvocabulary.Whentherunoutofideas,teachershowsflashcardsofnewitemsandteachesstudentsthenewwords.)Teacher:Right!Now,listeneverybody.Weareinagrocer’sshop.This(indicatesteacher’sdesk)isagrocer’sshop.Marioshereistheshopkeeper.(Laughter–teacherinstallsMariosbehindthedesk)Now,Marios.Thesearethethingsyou’vegotinyourshop(Handshimalist)OK?Whathaveyougot?Tellmeonething.Marios:I’vegotcoffee.Teacher:Fine.Now,alltherestofyouarebuyingthings.Hereareyourshoppinglists.(Handsoutcardstoeachstudent)Right!Whowantstobegin?Anna?(Annacomesuptothedesk.)Anna:Hullo.Iwanttea.Marios:No.No.Ihaven’tgottea.Sorry.Anna:Oh,um…Haveyougotbutter?Marios:Yes.Howmanyyouwant?Anna:Two.Yes.Thankyou.Teacher:Good.Sitdownnow,bothofyou.Nowlet’slistentothetape.Thisladyisbuyingsomethingsinthegrocer’s.MoreexplorationWhatismoreimportantforpeoplewholearnEnglish?-----Beabletomakealotofcorrectsentencesorbeabletousecertainsentencesinconcretesituations,Competenceandperformance（语言能力和语言 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 现）Whichismoreeffective?Why?1.Teachinglanguageusage,isolatedfromcontext.2.Teachingasentencewhenitisputtouseforcommunicativepuroposes.SIGNIFICATIONandVALUE:意义和价值Extension31.Accordingtoyourownunderstanding,whatlanguageabilityshouldwehelpthestudentstoimprove?2.Howshouldwetransfertheteachcingideasofcommunicativelanguageteachingintoourteachingpractice?First,weshouldkeepinmindthatourinstructionalobjectivesmustbeconsistentwithwhatisadvocatedbycommunicativelanguangeteachingaswellasthosebytheNationalEnglishCurriculum.Weshouldfosterthestudents’----abilitytoproducecorrectsentences,ormanifestationsofthelinguisticsystem(培养学生正确输出语言或识别语言表现形式的能力）----abilitytousetheknowledgeoftherulesforeffectivecommunication(培养学生运用语言知识进行有效交流的能力）TheobjectivesofCommunicativeLanguageTeaching----studentswilllearntouselanguageasameansofexpression----studentswilluselanguageasameansofexpressingvaluesandjudgments----studentswilllearntoexpressthefunctionsthatbestmeettheirowncommunicationneeds.语言知识二级目标功能了解问候、告别、感谢、致歉、介绍、请求等交际功能的基本表达形式。话题能理解和表达有关下列话题的简单信息:数字、颜色、时间、天气、食品、服装、玩具、动植物、身体、个人情况、家庭、学校、朋友、文体活动、节日等。二级说的目标1、能在口头表达中做到发音清楚、语调达意；2、能就所熟悉的个人和家庭情况进行简短对话；3、能运用一些最常用的日常套语(如问候、告别、致谢、致歉等)；4、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；2、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；4、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，并养成按意群阅读的习惯；6、能正确朗读所学故事或短文。Secondweshouldtrytodesignlearningactivitiesembodingthemaincharacteristicsofcommunicativelangaugeteaching.learner-centeredInteractiveMeaning-focusedCollaborativePurposefulTask-based（王蔷：《小学英语教学法教程》，P178)Stage4:Extension4Designlearningactivitiesofpresentation,drillingandcommunicativeactivitiesbasedonthetopicyouhavechosenasthecontentofyourteachingpack.Micro-teaching.Stage5:EvaluationFromthetopicof“communicativelanguageteaching”,Ihavelearnedthat____.Istillwanttoknowmoreabout_____.Keywordsforfurtherstudy:交际法/功能法交际语言教学/学生英语交际能力的培养师生互动