Communicative Language
Teaching
(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。
Stage 1: Experience
Step 1: Go through the following exercises
and decide which one you would like to do. /
Choose to do one the exercises.
Exercise 1. Read the following dialogue in
roles.
•
A: Do you have a TV set in your room?
•
B: No, I don’t.
•
A: Do you have a computer?
•
B: Yes, I do. How about you?
•
A: I have a TV set, but I don’t have a
computer.
Exercise 2: Read the above dialogue in
roles and then Write down what you
have or what you want to have in your
own room. Use a dictionary when
necessary. Don’t let others see what
you have written. Guess what your
group members have by using this
sentence: “Do you have…in your
room?” Give yourself a point if you get
the right answer at the first guessing.
• 3. Read the above dialogue and then
make sentences with “ Do you have…?
• 4. Read and recite the above dislogue.
Stage 2 Exploration
1. Which exercise would you like to
do? Why?
2. Which exercise can promote
your learning and sustain your
interest in learning? Why?
3. What exercise may hinder your
learning and can not keep you
interested in the learning activities?
Why ?
• 4. What objectives can be reached by
involving the students in Exercise 2?
• 5. What principles should we follow
when we design speaking activities for
pupils to learn to use English?
Stage 3 Exchange
1. I would like to do Exercise ___
because _____.
2. Exercise _____ can promote my
learning and sustain my interest in
learning because _____
3. Exercise ___ may hinder my learning
and can not keep me interested in the
learning activities because _____?
4. By involving the students in Exercise
2, we can _____.
5. When designing tasks for pupils
to learn to speak English, we
should ____.
 provide opportunities for active
communicative interaction among
students (提供机会让学生之间进行积
极的互动性交际活动)
make language learning
meaningful for the students.
 encourage the students to use
English in an authentic context
• When we design speaking activities for
pupils to learn to use English, we
should try to make the activities:
 learner-centered
 Interactive
 Meaning-focused
 Collaborative
 Purposeful
 Task-based
page 178
• Communicative language
learning( 交际语言教学)
• The Communicative
Approach(交际法)
• The Functional Approach (功能
法)
• Approach
• Theory of language
• The functional view of language is the
primary one behind the communicative
method, as well as
• Theory of learning
Principles
• ---- activities that involve real
communication promote learning
• ---- activities in which language is
used for carrying out meaningful
tasks promote learning
• ---- language that is meaningful to
the learner promotes learning
Features
•
•
---- An emphasis on learning to
communicate through interaction in
the target language.
---- The introduction of authentic texts
into the learning situation (Authentic
material is a must, because students
cannot extrapolate(进行推断) to the
real world from their learning on
made-up material)
•
•
•
---- The provision of opportunities for
learners to focus not only on
language, but also on the learning
process itself.
---- An enhancement of the learner's
own personal experience as important
contributing elements to classroom
learning.
.
• ---- An attempt to link
classroom language learning
with language activation
outside the classroom
The objectives of Communicative
Language Teaching
•
•
•
---- students will learn to use language
as a means of expression
---- students will use language as a
means of expressing values and
judgments
---- students will learn to express the
functions that best meet their own
communication needs.
Types of learning techniques and
activities
• Communicative language teaching
uses almost any activity that engages
learners in authentic communication.
• The concept is supposed to be
language teaching ideas, not an
approach or method.
• (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)
Two major activity types:
• ---- functional communication
activities(功能性交际活动): ones aimed
at developing certain language skills
and functions, but which involve
communication, and
• ---- social interaction activities(社会交往
活动) , such as conversation and
discussion sessions, dialogues and
role plays
Stage 4: Extension (1)
• Design learning activities for pupils to
practise using the following sentences:
•
•
•
•
1. Do you like…? (sports)
2. Does he like…? (sports)
3. Can it …? / Does it have….(aninals)
4. Is it…? ( color and fruit)
Information gap activity
• Information gap activity
• In an information gap activity, one
person has certain information that
must be shared with others in order to
solve a problem, gather information or
make decisions (Neu & Reeser, 1997).
• Page 181-183
The characteristics of a successful
speaking activity:
Learners talk a lot.
As much as possible of the period of
time allotted to the activity is in fact
occupied by the learner talking.
(An important criteria for evaluating
effective teaching)
• Participation is even.
• Classroom discussion is not
dominated by a minority of talkative
participants: all get a chance to speak,
and contributions are fairly evenly
distributed.
• Motivation is high.
• Learners are eager to speak:
because they are interested in the
topic and have something new to say
about it, or because they want to
contribute to achieving a task
objective.
• Language is of an acceptable level.
• Learners express themselves in
utterances that are relevant, easily
comprehensible to each other, and of
an acceptable level of language
accuracy.
• 王蔷：《小学英语教学法教程》,P.182)
• In what aspect can information gap
activity satisfy the above? What
should be the teacher’s role in the
information gap activities?
Stage 4: Extension (2)
•
•
•
•
•
Present and practice
Topic: Shopping
---- We’ve got some....
----- Have you got any …?
Lady: Oh, good morning.
Grocer: Good morning. What can I do for
you?
Lady: Um… Have you got any coffee?
Grocer: Yes, certainly. Here you are.
Lady:
Thank you. Um… What about butter?
Grocer: Yes. We’ve got some butter. In the
fridge over there.
Lady: Good. Now, have you got any bread?
Grocer: No, I’m sorry. We haven’t got any
today. Come tomorrow morning.
• Read different teaching cases and think:
• 1. Which one contains more features of
communicative language teaching.
• 2. Which one can better facilitate
learning?
Fragment A
• (Students have just read a text about Mrs Black and can
see a picture in the book)
• Teacher: Right! Now, Mrs Black is in the supermarket.
She’s shopping. She’s got a trolley. What’s in it? Lots of
things.
•
Listen!
•
She’s got some butter. She hasn’t got any sugar.
•
She’s got some butter. She hasn’t got any sugar.
•
Some butter… any sugar. Some butter…any sugar.
•
Some…any. Some… any.
•
Fragment A
• How do we use these words? Listen again!
•
She’s got some bread. She hasn’t got any
tea.
•
She’s got some butter. She hasn’t got any
sugar.
•
Let’s see if you can do it. Marios! Butter.
• Marios: She’s got some butter.
• Teacher: Good!
•
Theresa! Tea.
• Theresa: She hasn’t got some tea.
Fragment A
•
•
•
•
•
•
•
•
•
•
•
•
Teacher: Um…. Is that right?
Anna: No!
She hasn’t got any tea.
Teacher: Good, Anna. Again, Theresa!
Theresa: She hasn’t got any tea.
Teacher: Good! Now, when do we use some and when do we use
any?
Well, let’s look at it like this.
( He writes sentences on the blackboard. )
------not / n’t
She’s got some bread.
She hasn’t got any tea.
She’s got some butter.
She hasn’t got any sugar.
Do you understand this?
Fragment A
• Students: Yes!
• Teacher: Good! Well, let’s try it with another
word. Look at the picture. What’s in the trolley?
•
Antonis, coffee.
• Antonis: She hasn’t got any coffee.
• Teacher: Good!
•
Sofia, ice-cream.
• Sofia: She’s got some ice-cream.
Fragment A
• Teacher: Very good, Sofia!
•
Do you all understand now? I think you do.
•
Let’s try something else. Ask me a
questions, Anna. Coffee.
• Anna: Has she got any coffee?
• Teacher: Good! Did she say some or any? Ask it
again, Anna.
• Anna: Has she got any coffee?
• Students: Any.
• Teacher: Right! So we can now write up this. ..
Fragment B
•
•
•
•
•
•
•
•
•
(The teacher shows the students a picture. )
Teacher: Tell me about this picture.
Marios: It’s a shop.
Teacher: Good !
Theresa: She is a woman.
Teacher: There’s a woman, yes.
Anna: Coffee… There’s coffee.
Teacher: Yes?
Antonis: There’s butter.
• Teacher: Yes, we can see coffee, butter,
bread, sugar. Can we see books in the
picture?
• Students: No.
• Teacher: No, it isn’t a bookshop. It’s a
grocer’s shop. Repeat, everybody!
Grocer’s.
• Students: Grocer’s.
• Teacher: (Writes the word on the board)
In a grocer’s shop we can buy (shows
them money ) …coffee, butter and things
like that. What else can we buy?
• Marios: Tea?
• Teacher: Yes.
• Anna:
Bread.
• Teacher: Yes.
• ( Students go on giving examples using
known vocabulary. When the run out of
ideas, teacher shows flashcards of new
items and teaches students the new
words. )
• Teacher: Right! Now, listen everybody.
We are in a grocer’s shop. This (indicates
teacher’s desk) is a grocer’s shop. Marios
here is the shopkeeper. ( Laughter –
teacher installs Marios behind the desk)
Now, Marios. These are the things you’ve
got in your shop (Hands him a list) OK?
What have you got? Tell me one thing.
• Marios: I’ve got coffee.
• Teacher: Fine. Now, all the rest of you
are buying things. Here are your shopping
lists. ( Hands out cards to each student)
Right ! Who wants to begin? Anna?
•
(Anna comes up to the desk.)
• Anna:
Hullo. I want tea.
• Marios: No. No. I haven’t got tea. Sorry.
•
•
•
•
Anna:
Oh, um… Have you got butter?
Marios: Yes. How many you want?
Anna:
Two. Yes. Thank you.
Teacher: Good. Sit down now, both of
you.
•
Now let’s listen to the tape.
•
This lady is buying some things in
the grocer’s.
More exploration
What is more important for people who
learn English?
• ----- Be able to make a lot of correct
sentences or be able to use certain
sentences in concrete situations,
• Competence and performance （语言能
力和语言表现）
Which is more effective? Why?
1. Teaching language usage, isolated
from context.
2. Teaching a sentence when it is put to
use for communicative puroposes.
• SIGNIFICATION and VALUE: 意义和价值
Extension 3
1. According to your own
understanding, what language
ability should we help the students
to improve?
2. How should we transfer the
teachcing ideas of communicative
language teaching into our
teaching practice?
• First, we should keep in mind that our
instructional objectives must be
consistent with what is advocated by
communicative languange teaching as
well as those by the National English
Curriculum.
• We should foster the students’
• ---- ability to produce correct
sentences, or manifestations of the
linguistic system
• (培养学生正确输出语言或识别语言表现形
式的能力）
• ---- ability to use the knowledge of the
rules for effective communication
• (培养学生运用语言知识进行有效交流的能
力）
The objectives of
Communicative Language
Teaching
•
•
•
---- students will learn to use language
as a means of expression
---- students will use language as a
means of expressing values and
judgments
---- students will learn to express the
functions that best meet their own
communication needs.
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。
• Second we should try to design
learning activities emboding the main
characteristics of communicative
langauge teaching.
 learner-centered
 Interactive
 Meaning-focused
 Collaborative
 Purposeful
 Task-based
（王蔷：《小学英语教学法教程》，P178)
Stage 4: Extension 4
1. Design learning activities of
presentation, drilling and
communicative activities based on the
topic you have chosen as the content
of your teaching pack.
2. Micro- teaching.
Stage 5: Evaluation
1. From the topic of “communicative language
teaching” , I have learned that____. I still want
to know more about_____.
2. Key words for further study:
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