兒英二 109614001 Jane 曾致潔
兒英二 109614003 Fanny 蕭渝方
兒英二 109614011 Janice 周于真
兒英二 109614025 Rita 徐瑋伶
教二甲 109617039 Shenicy 沈冠彣

109614011 周于真
Creator- Robert Langs
He is an American psychiatrist, t, analytically trained in a classical Freudian psychoanalytic institute in New York City, who is known today as an important psychoanalytic revolutionary and revisionist. Dr. Langs is a graduate of The Chicago
Medical School. Dr. Langs presently practices, teaches, and writes about communicative psychotherapy. His most recent devotion is to creating dramas-one and two act plays-that are effective art forms, while conveying through narrative tales the insights of the CA into the nature of emotional life.
Origins-
Actually in so far as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators who had grown dissatisfied with the audio-lingual 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.
1 Focuses on language as a medium of communication. Recognizes that all communication has a social purpose - learner has something to say or find out.
2 The teacher sets up a situation that students are likely to encounter in real life.
Unlike the audio-lingual 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 Communicative approach places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions. Unlike the ALM, its primary focus is on helping learners create meaning rather than helping them develop perfectly grammatical structures or acquire native-like pronunciation. This means that successfully learning a foreign language is assessed in terms of how well learners have developed their communicative competence

4 More emphasis on active modes of learning, including pair work and group-work
5 Emphasis on oral and listening skills in the classroom. Not just hearing teacher, but having personal contact themselves with language, practicing sounds themselves, per mutating sentence patterns and getting chance to make mistakes and learn from doing so. But it is not just limited to oral skills. Reading and writing skills need to be developed to promote pupils' confidence in all four skill areas. By using elements encountered in variety of ways such as summarizing, translating, discussion - makes language more fluid and pupils' manipulation of language more fluent.
6 Makes use of topical items with which pupils are already familiar in their own language - motivates pupils arouses their interest and leads to more active participation. Besides, teacher should Avoid age-old texts, materials must relate to pupils' own lives, be fresh and real, and even slang. It is important to
Changing texts and materials regularly.
7 Communicative approach seeks to use authentic resources. More interesting and motivating. In Foreign language classroom, authentic texts serve as partial substitute for community of native speaker. Newspaper and magazine articles, poems, manuals, recipes, telephone directories, videos, all can be exploited in variety of ways.
8 Communicative approach is much more pupil-orientated, because dictated by pupils' needs and inter

曾致潔 /109614001
工作分配 : 試教
課程主題設計 : 模擬在超市的對話，並於課程結束時進行 Role Play 遊戲。
教具、教材、環境佈置 : 實物講解、 PPT 圖文、講義
Supermarket
Situation: John is shopping at the supermarket, but he can't find anything, so he asks a clerk for help.
Clerk: Can I help you sir?
John: Yes. Where is milk, I am at completely lost.
Clerk: Milk? Go down this aisle and turn left. It’s in the dairy section.
John: Oh I see. How much is the noodle?
Clerk: 50 and buy two get one free.
John: Thanks very much.
Food: Hardware:
1 bakery 1 aisle
2 canned goods
3 cereal
4 dairy
5 frozen foods
6 fruit
7 meat
8 seafood
9 vegetables
2 basket
3 cart
4 checkout counter
5 counter
6 section
7 shelf

Practice-role play
Situation 1
A: a housewife who wants to buy a package of washing powder but you can’t find it in the supermarket
B: a passionate clerk in a super market, but give a wrong direction
Situation 2
C: a senior citizens who want to buy a pack of noodle, but couldn’t recognized the price print on the package
D: a clerk who have to serve every customer when needed

109614003 蕭渝方
1.
Teacher gives a presentation of a situation or context through several brief dialogues:
The dialogues are related to the learners’ experiences and interest. This includes a discussion of the function and situation: People, roles, setting, topic and the level of formality or informality the function and situation demand.
2.
Brainstorming and discussion establish the vocabulary and expressions:
The purpose is to accomplish the communication. Includes a framework or means of structuring a conversation or exchange to achieve the purpose of the speakers.
3.
Questions and answers are based on the dialogue topic and situation:
Such as wh- questions, yes/no, either/or and open-ended questions.
4.
Study of the basic communicative expressions in the dialogue or one of the structures that exemplifies the function, using pictures, real objects, or dramatization to clarify the meaning.
5.
Classroom should provide opportunities for rehearsal of real-life situations:
Provide opportunity for real communication. Emphasis on creative role-plays/ simulations/ surveys/ projects/ playlets - all produce spontaneity and improvisation - not just repetition and drills.
6.
Primacy of oral work:
Emphasis on oral and listening skills in the classroom. Contact time with language is all-important - paves way for more fluid command of the language / facility and ease of expression. Not just hearing teacher, but having personal contact themselves with language, practicing sounds themselves, permutating sentence patterns and getting chance to make mistakes and learn from doing so.
7. Oral recognition and interpretative activities including oral production proceeding from guided to freer communication activities.
8. Homework and extension activities are relevant to the learners’ creation of new dialogues around the same situation.

109614025 徐瑋伶
Here are the main core principles which make it the most successful language learning approach in use today.
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A teacher's main role is a facilitator and monitor rather than leading the class.
In other words, "the guide by the side" and not "the sage on the stage".
Lessons are usually topic or theme based, with the target grammar "hidden" in the context e.g. a job interview (using the Present Perfect tense.)
Lessons are built round situations/functions practical and authentic in the real world e.g. asking for information, complaining, apologizing, job interviews, telephoning.
Activities set by the teacher have relevance and purpose to real life situations - students can see the direct benefit of learning
Emphasis on engaging learners in more useful and authentic language rather than repetitive phrases or grammar patterns
Emphasis on communication and meaning rather than accuracy. Being understood takes precedence over correct grammar. The fine tuning of grammar comes later.
Use of songs and games are encouraged and provide a natural environment to promote language and enhance correct pronunciation
Feedback and correction is usually given by the teacher after tasks have been completed, rather than at the point of error, thus interrupting the flow
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Learners are encouraged to speak and communicate from day one, rather than just barking out repetitive phrases
Learners practice the target language a number of times, slowly building on accuracy
Learners interact with each other in pairs or groups, to encourage a flow of language and maximize the percentage of talking time, rather than just teacher to student .
Unless the focus is on the accuracy stage of the lesson, learners are corrected at the end of an activity so as not to interrupt their thought process.

109617039 沈冠彣
‧Interesting
To start the lesson with “Today we are going to learn about the Present Perfect
Simple”, instead of to start the lesson with “Today we are going to learn how to do a job interview in English”. “Present Perfect Simple” will frighten students, but students will interest in practicing English for a good job interview
‧ Useful
The curriculums of communicative approach usually have clear and specific main topics (situations) to cultivate learners’ communicative and social competence.
‧ Confident
Teachers encourage students to express a lot. Errors are considered natural. The teacher will not correct every sentence immediately. It won’t hurt the self-esteem of students.
‧ Brainstorming
Students can have incomplete knowledge but still communicate effectively. For example, if the student doesn't know how to say "chair," they can describe it as "the thing you sit in." Increasing utility rates can help memorization.
‧ Authentic
Situation and atmosphere are close to people’s real life. Real life situations and communication are unpredictable. A student may learn all the correct forms of communication but may not know when to use them appropriately. Role-play and simulation provide opportunities to react to these situations and to give the students a taste of real life.

‧ Harmonious
The class will be harmonious through role-play games, interview, and other interaction activities by the teacher.
‧ Evaluation
It’s hard to make a flawless evaluation of communicative approach, because there are a lot of instable and changeful factors, like cognition. "Communicative Approach" is aimed at training students' listening and speaking, so it relatively ignores the training of reading and writing. Therefore, it is hard to evaluate every aspect of English ability.
‧ limited instructional hours
Role-play games and simulations involve a lot of conversations and discussions. Thus it may not be very suitable for a large class. The teacher has to spend a lot of time on interactions of students and he is not able to predict the process in the class.
‧ losing control
Since the activities require the full participation of the students and minimum participation from the teacher, the teacher may fear that he may lose control of the class.
‧ not suitable for all levels
Low proficiency students who do not have the necessary communicative competence to carry out the activity. Communicative activities would be more suitable for intermediate and advanced learners.
‧ Activities are difficult to monitor
With so much activity both physical and verbal going on, it is sometimes difficult for the teacher to monitor a student's performance. There is the fear among teachers that the students are having too much fun and that no learning is taking place.

‧ Introverted students
Speaking will obstruct shy people for communication. If the character of students is introverted, teaching development will be a tough problem.

‧
Rebecca Belchamber___The Advantages of Communicative Language Teaching
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Gill Hart___9,24,2007___English Teaching: What is the Communicative Approach?
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US Peace Corps Ukraine Whitebook___Section II Communicative
Method___p.35.48
‧ 胡宜青、鄭明長 ___ 國內溝通式教學法現況探討 ___ 第 23 卷第三期 95
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06
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WAN YEE SAM___1990___Drama in Teaching English as a Second Language -A
Communicative Approach
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Jill Kerper Mora, Ed.D. San Diego State University
‧ http://www.monografias.com/trabajos18/the-communicative-approach/the-communi cative-approach.shtml
‧ http://www.aber.ac.uk/~mflwww/seclangacq/langteach9.html
‧ http://www.escp.org/approach.html