Communicative-Language-Teaching-沟通式教学第四部分predure
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• Functional communicative activities(功能性交际活动)：ones aimed at developing certain language skills and functions,but which involve communnication
• Social interaction activities（社会交往活动）:cussion sessions,dialogues and role play
3
• Finocchiaro and Brumfit offer a lesson outline for teaching the function “making a suggestion” for learners in the beginning level of a secondary school program.
CLT pinciples is not feasible.
2
• Because communicative(交际) principles can be applied to the teaching of any skill, at any level ,and because of the wide variety of classroom activities and exercise types discussed in lots of books.
Procedure
It is difficult to summarize the procedure in communicative classes because of the wide variety of activities
used.
青 衣
1
• Description of typical classroom • Precedures used in a lesson bassed on
9
Savignon 1983 Reference Savignon, Sandra J. 1983. Communicative competence: theory and classroom practice; texts and contexts in second language learning. Reading, MA: Addison-Wesley. 284pp. Summary An introduction to the theoretical bases of communicative language teaching and a guide to building a second language acquisition program based on those theories. Contains: definition of communicative competence, discussion of second language acquisition research, learner attitudes, selection of materials, developing curriculum, testing. Includes glossary.
6
Representative
• Finocchiaro and Brumfit’s • Littlewood • Savignon
7
Finocchiaro and Brumfit 1983 Reference Finocchiaro, Mary and Christopher Brumfit. 1983. The functional-notional approach. Oxford: Oxford University Press.
5
Types of communicative activities
• Pre-communicative activities
• Structural activities 结构性活动 • Quasi- communicative activities准交际活动 •
• Communicative activities
• So it is hard to find a description of typical classroom procedures used in a lesson based on CLT principles .
• Some linguists discusses techniques and class room management procedures (e.g., group activities, role plays), but neither these activities nor the ways are particular to CLT classrooms.
• 1.Presentation of a brief dialog or several mini-dialogs
• 2.Oral practice (group reading, personal reading)
• 3.Questions and answers • …… • Such procedures clearly have much in
8
• William Littlewood
• British mathematician. June 9, 1885 Born in Rochester, September 6, 1977 and died in Cambridge. From 1928 onwards he was the British University of Cambridge professor, until 1950 retirement.
common with those observed in classes taught according to Structural-situational and Audiolingual principles.
4
The traditional teaching method:
• Teaching points are introduced in dialog form, grammatical items are isolated for controlled practice, and then freer activities are provided.
• Social interaction activities（社会交往活动）:cussion sessions,dialogues and role play
3
• Finocchiaro and Brumfit offer a lesson outline for teaching the function “making a suggestion” for learners in the beginning level of a secondary school program.
CLT pinciples is not feasible.
2
• Because communicative(交际) principles can be applied to the teaching of any skill, at any level ,and because of the wide variety of classroom activities and exercise types discussed in lots of books.
Procedure
It is difficult to summarize the procedure in communicative classes because of the wide variety of activities
used.
青 衣
1
• Description of typical classroom • Precedures used in a lesson bassed on
9
Savignon 1983 Reference Savignon, Sandra J. 1983. Communicative competence: theory and classroom practice; texts and contexts in second language learning. Reading, MA: Addison-Wesley. 284pp. Summary An introduction to the theoretical bases of communicative language teaching and a guide to building a second language acquisition program based on those theories. Contains: definition of communicative competence, discussion of second language acquisition research, learner attitudes, selection of materials, developing curriculum, testing. Includes glossary.
6
Representative
• Finocchiaro and Brumfit’s • Littlewood • Savignon
7
Finocchiaro and Brumfit 1983 Reference Finocchiaro, Mary and Christopher Brumfit. 1983. The functional-notional approach. Oxford: Oxford University Press.
5
Types of communicative activities
• Pre-communicative activities
• Structural activities 结构性活动 • Quasi- communicative activities准交际活动 •
• Communicative activities
• So it is hard to find a description of typical classroom procedures used in a lesson based on CLT principles .
• Some linguists discusses techniques and class room management procedures (e.g., group activities, role plays), but neither these activities nor the ways are particular to CLT classrooms.
• 1.Presentation of a brief dialog or several mini-dialogs
• 2.Oral practice (group reading, personal reading)
• 3.Questions and answers • …… • Such procedures clearly have much in
8
• William Littlewood
• British mathematician. June 9, 1885 Born in Rochester, September 6, 1977 and died in Cambridge. From 1928 onwards he was the British University of Cambridge professor, until 1950 retirement.
common with those observed in classes taught according to Structural-situational and Audiolingual principles.
4
The traditional teaching method:
• Teaching points are introduced in dialog form, grammatical items are isolated for controlled practice, and then freer activities are provided.