1) Language use in real life vs. traditional pedagogy 2) Fostering communication competence 3) The implementation of language skills 4) Communicative activities
5) Conclusion How do we learn language?
3. Teaching Hours: 4 periods 4. Teaching materials:
1)Textbook 2)Handout 3)Vediotape
4) Pictures and real objects
5.Teaching Methods:
1) Lecture ( Computer-aided Instruction) 2)Demonstration
6.Teaching Procedures
1) Where does communicative language teaching come from?
Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular.
In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching methods known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching.
2) What is communicative language teaching?
Communicative language teaching makes use of real-life situations that necessitate
communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.
3) What are some examples of communicative exercises?
In a communicative classroom for beginners, the teacher might begin by passing out cards, each with a different name printed on it. The teacher then proceeds to model an exchange of introductions in the target language: \for example. Using a combination of the target language and gestures, the teacher conveys the task at hand, and gets the students to introduce themselves and ask their classmates for information. They are responding in German to a question in German. They do not know the answers beforehand, as they are each holding cards with their new identities written on them; hence, there is an authentic exchange of information.
Later during the class, as a reinforcement listening exercise, the students might hear a recorded exchange between two German freshmen meeting each other for the first time at the gymnasium doors. Then the teacher might explain, in English, the differences among German greetings in various social situations. Finally, the teacher will explain some of the grammar points and structures used.
\prepared to answer, in the target language, some general questions about what was said.
1. Who was talking? 2. About how old were they?
3. Where were they when you eavesdropped? 4. What were they talking about? 5. What did they say?
6. Did they become aware that you were listening to them?
The exercise puts students in a real-world listening situation where they must report information overheard. Most likely they have an opinion of the topic, and a class discussion could follow, in the target language, about their experiences and viewpoints.
Communicative exercises such as this motivate the students by treating topics of their choice, at an appropriately challenging level.
Another exercise taken from the same source is for beginning students of Spanish. In \to an authentic text.
\ \promoting.
\habitaciones de lujo, con aire acondicionado...Elegante restaurante...de fama internacional.\ (The announcement can be read by the teacher or played on tape.) Then ask students to circle the letter of the most appropriate answer on their copy, which consists of the following multiple-choice options: a. a taxi service b. a hotel c. an airport d. a restaurant
Gunter Gerngross, an English teacher in Austria, gives an example of how he makes his lessons more communicative. He cites a widely used textbook that shows English children having a pet show. \depth of involvement that is almost tangible when they act out a short text that presents a family conflict revolving round the question of whether the children should be allowed to have a pet or not\\one of the hardest tasks to achieve because the children are used to listening to the teacher but not to their peers. There are no quick, set recipes.
4) How do the roles of the teacher and student change in communicative language teaching?
Teachers in communicative classrooms will find themselves talking less and listening
more--becoming active facilitators of their students' learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task.
Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning (Larsen-Freeman, 1986).
4) Classroom activities
Pre-communicative activities aim to help pupils learn the language forms, without actually requiring them to perform communicative acts. They focus on accuracy.
Communicative activities aim at the communication of meaning. They focus on fluency. They pass from strictly guided tasks through semi-guided to free-communication tasks.
1. Functional Communication Activities: the main purpose of the activity is that learners should use the language they know in order to get meaning across as effectively as possible. In the process of performing certain tasks pupils will:
a. share information, e.g. pair/group tasks: following directions; picture identification;
discovering differences; discovering missing information; arranging pieces of information in sequences, communicating patterns and pictures, reconstructing story sequences, etc. b. use information, e.g. group tasks: pooling information, solving problems.
2. Social Interaction Activities: the main purpose of this activity is to give the learners an oppotunity to use the language in an appropriate social contex, to create variety of social situations and relationships, e.g. pair/group tasks: conversations, simulations and role-playing.
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Learner Role
Pupils interact both with each other and the teacher.
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Teacher Role
The teacher is a facilitator of the communicative process in the classroom. S/he is needs analyst, counsellor and group manager. So:
a. Plan your lessons according to your pupils' needs. b. Advise and guide pupils in the communication process.
c. Organize the classroom as a setting for communication and communicative activities.
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The Role of Instructional Materials
1. Text-based materials
A typical lesson consists of a theme (e.g. relaying information), a task analysis, for thematic development (e.g. understanding the message, asking questions to obtain clarification, asking for more information, taking notes, ordering and presenting information), a practice situation description (e.g. \necessary information from him and relay the message to you manager.\
英语教学法教程教案
