英语教学理论与实践作业答案

英语教学理论与实践作业

The Communicative Approach

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Below is a summary of the basic features of Communicative Language Teaching. Using what you have

learnt, complete the summary with words or expressions. You’ll find the answer key on the site

.

The emphasis in ELT is on the process of communication rather than mastery of language forms.

Objectives

Syllabus

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To be able to share thoughts, values and judgements in the target language.

Situations

we use the language in (e.g. travel, business, etc.)

__(1)___Topics_

we talk about (e.g. personal identification, shopping, etc.)

Functions

we perform (e.g. describing, requesting information, expressing agreement, etc.)

__ (2)_Notions___ we express (e.g. time, frequency, duration, etc.)

Vocabulary

Grammar

Classroom

activities

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Pre- communicative activities

aim to help

Communicative activities

aim at the communication of

pupils learn the language forms, without

meaning. They focus on

__(4)__fluency__. They pass

actually

requiring

them

to

perform

from strictly guided tasks through

__(5)_semi-guided

communicative

acts.

They

focus

on

tasks___ to free-communication tasks.

__ (3)_accuracy___.

1. Functional Communication Activities:

2. Social Interaction Activities: the main purpose of this

the main purpose of the activity is that

activity is to give the learners an opportunity to use the

learners should use the language they

language

in

an

__(8)____real

social

context,

to

__(6)_know___ in order to get

create variety of social situations and relationships, e.g.

__(7)_meaning___ across as effectively

pair/group

tasks:

conversations,

simulations

and

as possible. In the process of performing

role-playing.

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.

1

Learner

Role

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Teacher

Role

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The Role of

Instruction

-al

Materials

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Pupils

interact both with

__(9)__each other__

and the

__(10)teacher____.

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

__

(11)___students

’

needs________.

b.

__(12)__Help__

and

__(13)____guide

pupils in the communication process.

c.

Organize the classroom as a setting for communication and communicative activities.

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.

(in the preceding case, the beginning of an office conversation scripted and on tape),

comprehension questions (e.g.

2. _

_(14)_

Adapted___

materials

A variety of games, __(15)___role_

plays, simulations, and task-based communication activities

have been prepared to support Communicative Language Teaching classes. These typically are in

the form of one-of-a-kind items: exercise handbooks, cue cards, pair-communication practice

materials, there are typically two sets of material for a pair of students, each set containing different

kind of information. Sometimes the information is complementary, and partners must fit their

respective parts of the

for the partners (e.g. an interviewer and an interviewer). Still others provide drills and practice

materials interactional formats.

3. __

(16)_Real-life___

Materials

These might include language-based 'from-life' materials such as signs, magazines, advertisements,

and newspapers, or graphic and visual sources around which communicative activities can be built,

such as maps, pictures, symbols, graphs, and charts. Different kinds of objects can be used to

support communicative exercises, such as a plastic model to assemble from directions.

单元学习记录

What have you learnt from this unit?

2

The basic features of communicative language teaching.

What has been most useful to you?

The details of classroom activities.

What do you think you can apply to your teaching?

Social interaction activities.

How do you intend to do this?

Let the students use the language in an real social context,and create variety of social situations and relationships

and play the role.

Are there any problems that you have encountered in this unit?

Role playing

How do you intend to deal with those problems?

Because the kids mainly stay in the campus, they don

’

t have the chance to touch the outside surroundings. So for

them, it

’

s a little bit hard to act as the correct role and fully understand it. To be a teacher

1.

better to read more and share more news no matter from books or newspapers or TV

.

2.

Take them to join in the social activities and experience the real life.

Did you at any point change your attitude towards some aspect of teaching or learning English? If so, at which

point was it?

3

Yes, I did.

“

Practice makes perfect.

”

Everything we we learn should be based on your fully understanding. So if you don

’

t

understand it and just repeat it, you still can not really get it.

Is there anything more you would like to know?

1.

How to satisfy and meet the needs of quick learners and slow learners.

2.

If the learners have the role playing, how can we distribute them by group and partners.

3.

How can we know the learns were interested in what we prepared and how can we prepare it.

4