交际法及其在中学口语中的运用 [6]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-16编辑:黄丽樱点击率:13489
论文字数:5430论文编号:org200904162148517622语种:英语 English地区:中国价格:免费论文
关键词:Communicative Approachspoken Englishapplication交际法英语口语 应用
transfer (and, if necessary, negotiate) meaning in situations where one person has information that the other(s) lack.
. Students often engage in role-play or dramatization to adjust their use of the target language to different social contexts, and emphasize the processes of communication, such as using language appropriately in different situation, using language to perform different kinds of tasks, e.g., to solve puzzles, to get information, etc: using language for social interaction with other people.
. Classroom materials and activities are often authentic to reflect real-life situations and demands.
. Skills are integrated from the beginning; a given activity might involve reading, speaking, listening, and perhaps writing.
. The teacher’s role is primarily to facilitate communication and only secondarily to correct errors.
. The teacher should be able to use the target langue fluently and appropriately. [22]
(ii) Creating a positive environment
To create a comfortable and harmonious class atmosphere is a very important beginning of a good lesson and such an atmosphere will help students lessen themselves to come into bilingual communication. Most students are shy to open their mouth, even not willing to, for they have only a small vocabulary of speaking English and are not good at expressing themselves in English. What is more, they can’t conquer their fear of speaking. Therefore, the teacher should teach the students in English from the beginning of the class. The communicative activities, practices and contents the teacher chooses should interest the students and be relevant to real life as possible as you can.
In a word, what the teacher should do is to free the students from dead words memorizing, boring grammar analysis and archaic translation and make the class as a communicative place between the students, or between the teacher and the students to exchange their mind both their feeling and the study, at last, to obtain the teaching target.
In order to create a positive environment, the teacher can promote some natural conversations with the students .We all know comments on weather and general complaints are good ways to start a conversation. Here is an example:
As the class is begun, the teacher comes into the classroom and greets the students:
Dialogue1:
T: Oh, it is rather cool this morning, isn’t it?
S1: Yes, it certainly is .It always gets cool after the typhoon.
T: Apparently the bad weather is going on for several days.
S2: Oh, the typhoon is not lovely at all, I hate such bad weather. It is always raining and the wind roars terribly.
S3: Yesterday I heard that the typhoon “Pearl” invaded some coastal cities and made these cities badly destroyed, especially in the south of China.
S4: Yes, I heard. I also heard that some students in Zhangzhou city lost her grandparents and their parents in a twinkling for the landslide.
S5: It is too terrible. What a pity.
T: Yes, it is a bad piece of news. Ok, now, let’s come to our class. Today we are going to talk something about the weather…
From this dialogue, we see that the atmosphere of the classroom is very active. The teacher motivates the students’ interest successfully. In such a harmonious and vigorous atmosphere, the teacher can lead the students to new lessons naturally; meantime, the students answer the teacher’s questions actively and are quite willing to coordinate with the teacher. Besides, they do the task the teacher gives effectively. (ii
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