英语教学法Communicative Approach.ppt
英语教学法教程Unit2-Communicative-PrinciplesTBLTppt课件
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1.linguistic competence语言能力是指理解语
言本身，语言形式及其意义的能力。语言能力包 含了拼写、发音、词汇、构词、语法、句型和语 义等方面的能力。语言能力是交际能力的基石， 一个不可缺少的组成部份。
2.pragmatic competence语用能力是指学习
者在特定的语境中针对特定的对象知道如何合适 清晰地表达自己的意图的能力。用 Hymes 的话 说就是知道 “何时说，何时不说，和谁，什么时
2任务链taskcycle由做任务学生分步骤执行任务计划就如何报告任务的结果做准备工作以及报告学生代表汇报任务完成情况三个环节组成3语言焦点languagefocus也叫语言分析在教师的引导下做以语言为焦点的活动如找与话题相关的单词短语句型等
Unit 2 Communicative Principles & TBLT
❖ knowing whether something is in line with social norms (appropriateness in a social context);知道是 否得体
❖ knowing whether or not something is in fact done (what the language performance entails).知道实施的 条件
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Question:
Why is CLT highly promoted in FLT?
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Questions
Q1: What are the differences between language used in real life and language taught in the traditional FLT ? Q2: What is the final goal of FLT? And how to achieve it? (P.14-15) ❖ In real life:
英语教学法之communicative method
任务型教学代表了西方重视输出的语言学习文化， 其引进和倡导对改变我国传统的英语课堂教学具有 重要的借鉴意义。同时还应看到，我国特有的将英 语作为外语来学的语言学习环境和条件与西方国家 许多英语学习者将英语作为第二语言来学的特定环 境和条件有许多不同，加上任务型教学本身的问题 和局限，我们对任务型教学的借鉴应该抓住其本质 与合理内核，促进其与我国传统外语教学方式相互 取长补短，而不是形式上的盲目模仿。
c. It neglects the differences between different cultures.
TBLT places a high demand on the teachers and classroom conditions (the teachers’ English proficiency, the big class size, the limited class time, the lack of language situation, the test-oriented language learning, the assessment system, etc.).
learning situation.
将真实的语言材料引入学习的环境
3. Provision of opportunities for learners to
focus, not only on language itself, but also
on the learning process. 关注语言的本身，也关注学习的过程 4. An attempt to link classroom language learning with language activation outside the classroom. 试图把课内的语言学习与社会的语言活动结 合起来。
英语教学法教程(课堂PPT)
Method (the listen and repeat drills)
– Language is learned by constant repetition and reinforcement of the teacher
– Mistakes were immediately corrected
对语言教学本质的理解及其对教学实践的影响
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Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
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The Structural View
•
words
•
morphemes（词素）
• (the smallest meaningful unit)
•
phonemes（音素，音位）
• (the smallest unit)
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The purpose of language learning
• To learn a language means to learn these structural items so as to be able to understand and produce language.
英语教学法三种语言观
英语教学法三种语言观
英语教学法中有三种常见的语言观，它们分别是交际语言观、认知语言观和社会语言观。
1. 交际语言观（Communicative Language Teaching Approach）：交际语言观认为语言是交流的工具，学习者学习英语的目的是为了能够流利地与他人进行交流。
在教学中，注重培养学生的听、说、读、写能力，并强调真实的交际情境和真实的语言使用。
2. 认知语言观（Cognitive Language Teaching Approach）：认
知语言观认为语言学习是一种认知过程，学习者需要经过个人内化、记忆和加工等认知活动来掌握语言。
在教学中，注重学生的认知发展和思维方式的培养，教师会引导学生积极探索语言规律和策略。
3. 社会语言观（Social Language Teaching Approach）：社会语
言观认为语言是社会文化的反映，学习者学习英语的目的是为了在社会交往中获得更多的参与机会和成功。
在教学中，注重培养学生的跨文化意识和社会语言能力，教师会让学生了解和体验不同的文化，提供真实的社会语境和情境来帮助学生学习语言。
这三种语言观在英语教学中都有一定的适用性，教师可以根据学生的需求和教学目标选择合适的语言观来进行教学。
外语教学法主要流派介绍ppt课件
1、功能法产生的时代背景 威尔金斯《意念大纲》
（ “Notional Syllabuses”，1978 ）
2、功能法的理论基础 1）语言学理论基础 2）心理学理论基础
3、功能法的基本原则 1）以单元---学分体系组织语言教学 2）以功能意念为纲 考虑交际要素 3）教学过程交际化 4）基本目的语和专业目的语兼顾
日常交际 完整的交际活动 1、理论基础
1）语言习得理论 2）社会建构理念 3）课程理论
2、教学原则与特点 原则： 1）言语、情景真实性 2）形式---功能性 3）任务相依性 4）做中学 5）脚手架
特点： 1）目标 2）教师的输入 3）教学技巧与方式 4）教师角色 5）学生角色 6）评价方式与内容
第二语言教学法的主要流派
一、语法翻译法 二、直接法 三、听说法 四、视听法 五、认知法 六、自觉实践法 七、交际法
（一）全身反应法 (二)咨询法 (三)暗示法 (四)沉默法
一、语法翻译法
• 语法翻译法是以语法为基础用母语来教授外 语的一种方法
1、语法翻译法的理论基础 2、语法翻译法的教学原则
1）以语法教学为中心 强调系统语法的学习 2）语言材料的内容以突出某种语法形式为准 3）运用学生母语进行课堂教学 4）以阅读和书面翻译为主 3、对语法翻译法的评价
4、对自觉对比法的评价 附：自觉实践法
七、认知法（cognitive Approach）
• 按照认知规律 • 调动学生的智力潜能 • 努力发现和掌握语言规则 • 创造性地活用语言 • 一种外语教学法体系 • 又称为认知——符号学习理论
1、认知法产生的背景 2、认知法的理论基础 3roach） 1、视听法产生的时代背景 2、视听法的理论基础
1）语言学理论基础
The communicative approach 交际教学法
The communicative approach 交际教学法Application of communicative approach in English teaching交际教学法在英语教学中的应用1.The creation of authentic situations创建真实的情况The current teaching methods don’t emphasize the real world situation and fail to cultivate students’spontaneity. Artificial conventions and mechanical question-and-answer sequences fall short of the flexible, spontaneous kind of communicative interaction required for performing a task with the context of situation relevant to the real world. Such classroom teaching forces learners to talk about things that are not of their own choosing and not based on their actual needs. Instead, they are provided with a rigid set of guided structures in isolation. Taught in this way, the learners frequently fail when they are faced with the read to produce the language related to a specific situation.Simulation techniques seem to be a better alternative, as they seek to place learners in a situation where they are asked to take on different roles and to accomplish their specific tasks, including problem solving. They offer an opportunity for the learners to practice using the language in the right place at the right time and as appropriately as possible.The most obvious advantage of these kind techniques is that itputs the learners in realistic situations. By simulating the physical circumstances of certain situations, the students can have the opportunity to use and to practice the sort of language, particularly the vocabulary related to that situation, so that learners are rehearsed for real life. In addition, they can express what they want to say whenever the situation calls for it. The teacher provides the best conditions for learning through creating the realist situation.目前的教学方法不强调真实的世界形势,无法培养学生的自发性。
英语教学法流派Approaches and Methods in Language Teaching.ppt
5. 学生两人一组根据图画提问与回答。全班唱一首英 语歌结束一课。
Advantage
Ss’ correct pronunciation and better oral skills are developed because no native language is used.
2. Only everyday vocabulary and sentences were taught.
3. Grammar was taught inductively.
4. New teaching points were introduced orally.
5. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught by association of ideas.
Until the 19th century, grammar –translation method became widely approved and used in the whole world.
1. Understanding and memorization of complicated grammatical rules of languages were regarded as important means of development mentality.
Background
In the late 19th century in Europe, for economic development, the communication among nations became more frequent. Foreign language learning was highly demanded. Oral communication became the main goal of foreign language teaching.
英语教学法(教学PPT)
picture .This kind of activity can be called
an exercise-task.
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Examples of the tasks
• Listening to a weather forecast and deciding what to wear
• Look at a set of pictures and decide what should be done
• Responsing to a party invitation • Completing a banking application • Describing a photograph of one's family
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The real and unreal tasks in TBLT
• P:Where's the pen ?
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Definitions of a task
• A task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.Prabhu said.
• Tasks are activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.Willis said.
英语教学法 交际法
交际法介绍、描述与评析一.交际法的背景和理论依据交际法( the Communicative Approach),又称功能法(Functional Approach)或意念法(Notional Approach), 是以语言的“功能——意念”项目为纲,培养交际能力的外语教学法。
交际法是20世纪70年代根据语言学家海姆斯(Hymes)和韩礼德(Halliday)的理论形成的，是全世界影响较大的外语教学法流派。
交际学派认为：语言教学的目的是培养学生使用目的语进行交际的能力，语言教学的内容不仅要包括语言结构，还要包括表达各种意念和功能的常用语句。
交际法重视培养学生的语言能力，采用真实、地道的语言材料，主张句型加情景来学习语言，鼓励学生多多接触和使用外语。
交际法的代表人物有荷兰的范埃克 Ek)，英国的语言学家威尔金斯( D. A. Wiklin) ，威多森( H. G. Widdowson)等。
交际法从诞生起就明确地把目标定位于使学生获得交际能力, 它强调语言的交际功能和语言的形式同等重要。
交际法针对传统教学法的弊端, 提出了重视语言交际功能的观点, 坚持以语言功能项目为纲来培养学生的交际能力, 打破传统语言教学死气沉沉的课堂教学局面。
因此, 交际教学法一经产生就风靡全球, 成为世界上影响最大的语言教学流派之一．长期以来，语言学界围绕语言的“形式一功能”争论不休，对它们的研究几乎涵盖了语言学研究的所有内容，而这些争论必然又反映在与之相对应的教学法理论和实践上。
交际法的流行反映出功能主义者在这场论战中取得胜利。
他们认为语言的本质在于它是用于人类交际的一种工具，外语教学应体现这一本质;能用外语进行成功的交际，就说明外语教学是基本成功的。
交际法对于语言本质的描述抓住了外语教学的关键所在，第一次为外语教学指明了方向。
同时，他们设计了各自不同的教学模式，丰富了外语教学理论，促进了教学法的发展。
交际教学法的理论依据主要源于功能主义的语言学理论和心灵主义的心理学理论:146)。
交际法
◆交际法的特点:
以培养交际能力为目标（语言运用正确得体）
功能和意念为纲（据需选材） 教学过程交际化（小组活动、课内外结合） 以话语为教学的基本单位（话语情景综合教学） 单项和综合性技能结合（综合性训练为主）
螺旋式材料安排，循序渐进地组织教学
重内容信息传递，对错误较宽容（鼓励学生） 学以致用、因材施教（“专用语言”教学）
人。 人。 人。 人。
◆交际法教学步骤：
1
展 示
2
口头练习
3
学习总结 活
4
动
新语言材料
（突出材料的 情景和功能）
每段对话
（朗读、问答）
语言结构
(规则)
提供交际情境
（游戏、扮演
角色、讨论等）
1.博采众长，从 当代语言学和心 理 学研究的最 新成果中获取营 养，具有雄厚、 扎实的理论基础；
1.语言功能和意念的基础 研究不够;
2
◆交际法发展及成果
1971年
欧共同体 "欧洲现代语言 教学大纲"
1975年 欧洲各主要语言的初级阶段教学 大纲:《入门阶段》 英语作为第二语言的教学大纲《 初阶》
1976年 威尔金斯《意念大纲》
以上的成果为交际法奠定了基础，交际法成
为当前影响最大的教学法流派。
交际法理论基础
语言学理论基础
心理学理论Байду номын сангаас础
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重 点 内 容 方 法 母 语 师 生
参 考 论 文
1.《以听说任务为基础的交际法课堂中的词 汇习得》（浙大） 2.《任务型对外汉语语法教学的探索与实践 》 （浙大） 3.《基于交际法的对外汉语初级口语教材研
究》（南京师大）
英语交际教学法
英语交际教学法交际功能项目如问候、邀请、作客、看病等主要线索来安排教学内容，并根据学生将来工作的实际需要来确定其培养目标的侧重面，加强针对性。
外语教学主要不是讲解语言规则和机械操练句型，而是在真实的情景中恰当使用真实的语言。
一、交际法（Communicative Approach）“用英语学英语”（using English to learn it ）“学用英语”（learning to use English）以及“以学习者为中心”。
交际能力主要指的是达意（能够用目的语将所指的意义表达清楚）及得体（什么人在什么场合下说什么话）。
（1）设置真实情景。
教师在教学过程中，不能逐词、逐句去进行教学，而要把整个交际过程放在一个恰当的情景中让学生很自然地去理解，通过反复练习，进而掌握交际内容。
（2）以学生为中心，组织活动进行教学。
课堂的交际活动应该以学生为主体，由学生担任主角。
（3）采用多种教学手段组织教学。
在教学活动中大量使用信息转换、模拟情景、扮演角色、游戏活动等形式，有效地调动学生学习的积极性。
在教学中，声、色、形相结合，寓教于乐，使课堂变得轻松愉快。
（4）教师要有容忍的态度。
教师在学生用英语交际训练中不必有错就纠，以免挫伤学生语言交际的积极性。
三、英语口语教学中培养学生交际能力的途径1.加强听力训练，增加语言输入与储备2.培养用英语思维的习惯，加强英语思维能力训练培养学生用英语思维的习惯，加强以习得为主要形式的英语思维能力训练是培养学生用英语表达思想的能力的重要手段和途径。
用英语思维是指排除本族语或本族语的干扰，用英语直接理解、判断和表达的能力。
没有经过英语思维能力训练的人，大都是把听的东西译成自己的母语后再储存在记忆里。
这种做法不可避免地会导致母语的干扰。
这样借助于母语表达出来的东西是不可能地道的，大都是中式英语。
比如，让别人先进门或先上车时，一些英语学习者根据汉语表达习惯常说成：You go first，或Go first，please。
英语教学法-交际法Communicative-Language-Teaching
• Theory of Language:
• Starts from a theory of language as communication
• Hymes’ theory of communicative competence
• Halliday’s functional account of language use
• Origins: changes in the British language teaching tradition dating from the late 1960s
• British applied linguists began to call into question the theoretical assumptions underlying Situational Language Teaching
the communicative competence.
3.Hard to find an ideal and practical kind of instructional materials.
4.Hard to deal with the mistakes occurring in the communication,
• 1971: a group of experts, develop language courses on a unit-credit system
• 1972: Wilkins, a functional or communicative definition of language
• Two types of meaning behind the communicative use of language: notional categories and categories of communicative function
英语教学法流派英语 ppt课件
Until the 19th century, grammar –translation method became widely approved and used in the whole world.
▪ 2.Through grammar translation, students lacked an active role in the classroom.
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The Direct Method
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1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages
2
Grammar-Translation Method
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1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages
3. The native language is overused. There is little use of the target language.
Байду номын сангаас
4. the teacher emphasizes accuracy rather
英语教学法教程PPT课件
Unit 1 Language & Language Learning
Views on language Views on language learning The qualities of a good language teacher How Can One Become a Good Language Teacher
Most of our day-to-day language use involves functional activities: advising apologizing debating offering
In order to perform functions, learners need to know how to combine the grammatical rules and vocabulary to express notions观念 that perform the functions.
Page 4
Views on language
Structural view Functional view Interactional view
Page 5
① Structural view结构观
The Structural View sees language as a linguistic system made up of various subsystems:
ቤተ መጻሕፍቲ ባይዱ
Unit 1 Language & Language Learning
Views on language Views on language learning The qualities of a good language teacher How Can One Become a Good Language Teacher
ENGLISHLANGUAGETEACHINGMETHODOLOGE课件英语教学法
Engage learners in meaningful tasks to develop language skills and foster communication.
Collaborative learning
Promote cooperation and interaction among learners to enhance language learning.
environment that encourages active participation.
Scaffolding and differentiat ed instruction
Provide
appropriate
support and
adapt instruction
based on learners'
Direct Method
2
rules. Popular in the 19th century.
Oral-based approach emphasizing
speaking and listening skills. Early 20th century.
3
Audio-Lingual Method
Technology-enhanced learning
Utilize digital tools and resources to support language learning and practice.
Content and Language Integrated Learning (CLIL)
2 Importance of effective ELT
Methodology
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• Definition • Objectives • Teaching process • Advantage and
disadvantage(comment)
DEFINITION
The communicative approach is an approach to foreign or second language teaching which emphasizes on training the communicative competence , not on grammar and vocabulary. Meanwhile students are taught to apply various language forms in various contexts and situations.
1.Basic Information
(1) The unit’s project
To provide order dishes service for guests.
(2) Core capability objectives
To recommend dishes for foreign guests.
classroom activities advisor co-communicator
The role of the learner: negotiator communicator contributor independent learner
Teaching Process
——Ordering dishes
教师布置本节课任务:
为客人提供点菜服务，并且给 每个小组提供一份英文菜单。
Scene: The guest
Jenny and her husband from Philippines come to the restaurant to have dinner. They aren’t familiar with Chinese food but they like hot food. several dishes for her.
Step 3 Teachers’ demonstrating and explaining
(10 minute)
1. 引导学生讨论归纳为 客人进行点餐服务的程 序。 2. 教师模拟服务员从引 领客人入座到点餐的全 过程，展开对话。 3. 学生认真听、认真观 察。 4. 讲解关键句子，使学 生掌握多种表达方式。 (老师配合演示情景)
Focus on the learning process Making use of learner’s own personal
experiences Creating real communicative situations in the
classrooms
The role of the teacher: facilitator of students’ learning manager of
Step 4
Students’ mocking practice in groups with the teachers’ guide
（15minute） 目的:体会角色，进一步巩固点菜服务的程序训 练张口能力和应变能力。
学生四人一组 互换角色进行会话练习掌握 关键句子。
Step 5 Class demonstration and feedback control
Knowing how to use language appropriately
Main Features
Emphasis on learning to communicate in the activities
The introduction of authentic texts into learning situations
Step2 Learning key sentences
(5minute)
引领客人到餐台 —— This way, please. Please take your seat. 点茶水 —— Would you like something to drink 递给客人菜单 —— This is the menu. Please look at the menu. I’ll come back later to take it. 推荐菜品 —— How about…? It’s popular with our guests. It’s our House Specialty. 告知客人菜马上就上并表达祝愿 —— Your dishes will come soon. Hope you’ll enjoy your food.
（10 minute） 目的:学生体验成果上台展示，进一步发现问 题，明确努力方向。
分别请两组学生到餐桌前扮演客人模拟进 店用餐，其他学生观察，师生共同点评指出 存在问题，如表情、眼神、动作等具体细节 及语言表达方式等。
Develop the students’ communicative competence:
Knowledge of the grammar and vocabulary of the language
Knowledge of the rule of speaking
Knowing how to use respond to different types of speech acts,such as requestes ,apologies,thanks,and invitations
(3) Knowledge objectives
To master professional skills and key sentences about service.
2.Capability Training Design
step1 Leading-in the project
(5 minute)