英语教学法教程教案

英语教学法教程教案ACourseinEnglishLanguageTeaching主讲：姚向礼教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社宁夏师范学院外语系20XX年绪论外语教学法主要流派Teachingapproaches&MethodsApproaches&methodsofLanguageTeaching众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛 时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670)德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可靠的。词汇翻译法，自觉对比法，认真教学法。二、联结性的教学法学派特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。自然教学法（绝对排斥本族语的教学法）直接教学法（自然教学法发展起来的）（一种习惯）听说教学法视听教学法功能教学法（又名意念法，交际法或意念——功能—交际法三、综合性的教学法学派，来源于直接法与翻译的综合自觉实践法折衷法（又是极端）分阶段教学法一、语法翻译法(TranslationMethod)ThegrammartranslationMethod(ReadingMethod,classicalMethod).InChina,itiscalledoldmethodandisprobablythemostwidelyknownandhasbeenthemostwidelyusedofallapproachestolanguageteaching.Althoughtherehavebeenmanydevelopmentsinlanguageteaching,especiallyintheteachingforeignlanguage,grammar-translationmethodinstillusedtodayinvariousforms.Andthemaindrillintranslation.Themainsfeaturesareasthefollowings.=1.\*Arabic1.Classesaretaughtinthemothertongue,withlittleactiveuseofthetargetlauguage.2.Muchvocabularyistaughtintheformoflistsofisofatedwords.3.Longelaborateexplanationsoftheintricaciesofgrammararegiven.4.Littleattentionexplanationsoftheintricaciesofgrammararegiven.5.Oftentheonlydrillsareexercisesintranslationdisconnecfeclsentencesfromthetargetlanguageintothemothertongue.6.littleornoattentionisgiventopronunciation.希腊文、拉丁文、通过翻译来学习外语。认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。Advontedges：1.在外语教学里创建了翻译的教学形式；2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果；3.着重阅读，着重学习原文或原文文学名著；4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。Disadvanfudges：1.忽视口语教学。在教学里没有抓住语言的本质；2.忽视语音和语调的教学；3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；4.过分强调语法在教学里的作用。课堂上忽视实践练习和培养语言习惯，往往把外语课上成教师的讲演课。5.强调死记硬背，教学方法单一，气氛沉闷，不容易引起学生的兴趣。二、直接法（DirectMethod）它也叫自然法（NaturalMethod），心理法（PsychologicalMethod），口语法（OralMethod），改良法（RedormedMethod），在中国最早叫直接法。它含三层意思：直接学习、直接理解、直接应用。翻译法着重教书面语和文字名著，目的偏重阅读和做学问。而现需要和外国人交谈。人们学习外语的目的转向掌握口语，迫切希望学说话。小女孩跟着妈妈学说话，看着妈妈的动作和表情来理解妈妈的意思，完全不用翻译。直接法就是要外语老师象妈，教儿女说话一样，利用实物，图画，手势，表情，动作等直接教授外语。由于强调学习口语，教师要注意到语音教学的重要性。提出必须学好语音，才能有效的学习外语，因此，直接法常常重视语音教学，把语音语调的训练当作外语教学的重要内容。心理学家提出的态体、学习的学说，叫直接法的语法归纳教学法。Advantages：A.强调直接学习外语和直接应用外语，使学生能真正掌握外语工具；B.强调口语和语音教学，抓住了外语教学的实质；C.注重实践练习，培养语言习惯；D.通过句型教学，使学生在语言实践中有计划的学习实用语法，发挥语法在外语教学里的作用；E.采用多种直观教具，广泛运用接近实际生活的教学方式和方法，较为生动的进行教学，大大的提高了外语教学的质量，丰富了外语教学法的内容；F.编选教材，注意教材的实用性与安排上的循序渐进。三、循序直接法（GradedDirectmethod)有两个特点：循序和直接，由Richards倡导的。1.两步走的外语教学思想。培养初步能力（听说读写）打好运用外语的坚实基础，然后在这个基础上进一步扩展词汇和语法，着重提高学生的阅读能力，使之全面掌握外语，（Englishthroughpictures）《英语图作》2.直接学习英语在使用本族语，不通过翻译，不用作解语法概念，使之直接整句的学英语，在大量的接触，直接操练中掌握英语，养成使用英语的习惯。3.循序教学有一定的顺序，由具体到抽象，由简单到复杂，由已知到未知，只有严格的、具体的按此顺序排教材进行教学，才能保证直接教学的顺利进行。另一顺序，由听到说到读，最后到写，四步训练。4.句子情景法通过简笔画。5.培养科学的思维方法四、听说法（Audio-LingualMethodorAural-oralMethod)特点：1，语言是说的话，而不是写出来的文字。2，语言是一套习惯。3，教语言而不是教有关英语的知识。4，语言是本族语使用者说话的，而不是某人认为应该说的话。5，语言各不相同，依这样的基本观点，听说法遵循以下教学原则：A.重视听说，兼顾读写。B.反复操练，形成习惯。C.围绕句型，学习语言。D.对此结构确定难点。五、视听法或情景法（Audio-visualMethodorSituationalMethod)It'swidelyusedatthetimeofwritingaimedaverylargenumberoftextbooksarebasedonit.ButalsohasimportantlinkswiththeAudio-lingualmethod,esp.asforasthewaythelanguagetobetaughtisorganized.Tospeakoftheaudio-visualmethodwouldbeincorrect.Alsointhiscase,weareagaindealingwithaconglomerationofapproacheswhichdifferonfromtheother,andwhichhaveastheirmostimportantcommonselementthattheyallattendagreatdealofimportanttotheuseofvisualelements.AsforastheobjectivesofFLTareconcerned,theseapproachesalsohaveacommoninterest.namelythefactthattheyreservefirstplacefororalskill.Theaudio-visualmethodasagroupbeinglargelytothecategoryofthedirectmethod,notonlyfromthepointofviewofobjectives,butalsobecauseofviewtheytableofteachingprocedure.Theyhavecometobetheforegroundesp.inthelastfewdecades,mainlybecauseoftheimprovefacilitieswhichthemethodtechnologyofproducingvisualinformalhasmadeavailable.sincetheAudio-visualmethodweredeveloped,Itwillcomeasnosurprisethattheirpsychologicalandlinguisticprincipleshowconsiderableresemblancetothoseofotherdirectmethoddatingfromthisera,themostimportantofwhichintheaudio_lingualmethod.Unit1LanguageandLearning1.TeachingAims:Todiscusssomegeneralmattersaboutlanguagelearningandteaching,suchascommonviewsonlanguageandlanguagelearning,qualitiesofagoodlanguageteacher.2.TeachingContent:Howdowelearnlanguage?ViewsonlanguageViewsonlanguagelearningWhatisgoodlanguageteacher?Howcanonebecomeagoodlanguageteacher?Anoverviewofthebook3.TeachingHours:6periods4.Teachingmaterials:TextbookHandoutVediotape5.TeachingMethods:1)Lecture(Computer-aidedInstruction)2)Demonstration6.TeachingProcedures:1)InformationaboutlanguageandlanguagelearningThreeviewsaboutthenatureoflanguage:Therearemanypossibletheoreticalpositionsaboutthenatureoflanguage.Herearethreedifferentviewswhichexplicitlyorimplicitlyisreflectedincurrentapproachestolanguagelearning.A.ThestructuralviewoflanguageThestructuralviewoflanguageisthatlanguageisasystemofstructurallyrelatedelementsforthetransmissionofmeaning.a.Theseelementsareusuallydescribedasphonologicalunits(phonemes)grammaticalunits(phrases,clauses,sentences)grammaticaloperations(adding,shifting,joiningortransformingelements)lexicalitems(functionwordsandstructurewords)b.TargetoflanguagelearningThetargetoflanguagelearning,inthestructuralview,isthemasteryofelementsofthissystem.c.MethodsbasedonthisviewSomeofthelanguagelearningmethodsbasedonthisviewoflanguageare:theAudiolingualmethodTotalPhysicalResponsetheSilentWayB.ThecommunicativeviewoflanguageThecommunicative,orfunctionalviewoflanguageistheviewthatlanguageisavehiclefortheexpressionoffunctionalmeaning.Thesemanticandcommunicativedimensionsoflanguagearemoreemphasizedthanthegrammaticalcharacteristics,althoughthesearealsoincluded.a.Herearesomeoftheareasofresearchinthisviewoflanguage:sociolinguistics;pragmatics;semanticsb.Targetoflanguagelearning:Thetargetoflanguagelearningistolearntoexpresscommunicationfunctionsandcategoriesofmeaningc.ApproachesandmethodsbasedonthisviewSomeofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:communicativeapproachesfunctional-notionalsyllabusesTheNaturalApproachC.TheinteractionalviewoflanguageTheinteractionalviewoflanguageseeslanguageprimarilyasthemeansforestablishingandmaintaininginterpersonalrelationshipsandforperformingsocialtransactionsbetweenindividuals.a.Herearesomeoftheareasofresearchinthisviewoflanguage:interactionalanalysisconversationalanalysisethnomethodologyb.Targetoflanguagelearning:Thetargetoflanguagelearningintheinteractionalviewislearningtoinitiateandmaintainconversationswithotherpeople.c.ApproachesandmethodsbasedonthisviewSomeofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:Strategicinteractioncommunicativeapproaches2)TeachingMethodsintheLanguageClassroom:

FLteachersmustprovidestudentswithadequateteachingmethodologyandtime,aswellasappropriatevocabularyandlearningactivitiesthatwillallowforthedevelopmentofverbalskills.Thereisnosingle"BESTWAY"toteach.Thequestionteachersmustaddressiswhichmethodsarebestemployedduringthedifferentstagesoftheteachingandlearningprocessandthendesigncurriculumtomeettheirfinalobjectives/goals.a.GrammarTranslation:

TheGrammarTranslationmethodstartedaroundthetimeofErasmus(1466-1536).Itsprimaryfocusisonmemorizationofverbparadigms,grammarrules,andvocabulary.Applicationofthisknowledgewasdirectedontranslationofliterarytexts--focusingofdevelopingstudents'appreciationofthetargetlanguage'sliteratureaswellasteachingthelanguage.Activitiesutilizedintoday'sclassroomsinclude:questionsthatfollowareadingpassage;translatingliterarypassagesfromonelanguagetoanother;memorizinggrammarrules;memorizingnative-languageequivalentsoftargetlanguagevocabulary.(Highlystructuredclassworkwiththeteachercontrollingallactivities.)b.DirectMethod:

TheDirectMethodwasintroducedbytheGermaneducatorWilhelmViëtorintheearly1800's.Focusingonorallanguage,itrequiresthatallinstructionbeconductedinthetargetlanguagewithnorecoursetotranslation.Readingandwritingaretaughtfromthebeginning,althoughspeakingandlisteningskillsareemphasized--grammarislearnedinductively.Ithasabalanced,four-skillemphasis.c.TheSilentWay:

Theteacherisactiveinsettingupclassroomsituationswhilethestudentsdomostofthetalkingandinteractionamongthemselves.Allfourskills(listening,speaking,reading&writing)aretaughtfromthebeginning.Studenterrorsareexpectedasanormalpartoflearning;theteacher'ssilencehelpstofosterself-relianceandstudentinitiative.

d.CommunityLanguageLearning:

Teachersrecognizethatlearningcanbethreateningandbyunderstandingandacceptingstudents'fears,theyhelptheirstudentsfeelsecureandovercometheirfearsoflanguagelearning--ultimatelyprovidingstudentswithpositiveenergydirectedatlanguagelearning.Studentschoosewhattheywanttolearnintheclassandthesyllabusislearner-generated.e.NaturalApproach:

IntroducedbyGottliebHeneseandDr.L.SauveurinBostonaround1866.TheNaturalApproachissimilartotheDirectMethod,concentratingonactivedemonstrationstoconveymeaningbyassociatingwordsandphraseswithobjectsandactions.Associationsareachievedviamime,paraphraseandtheuseofmanipulatives.Terrell(1977)focusedontheprinciplesofmeaningfulcommunication,comprehensionbeforeproduction,andindirecterrorcorrection.Krashen's(1980)inputhypothesisisappliedintheNaturale.ReadingMethod:

ThereadingmethodwasprominentintheU.S.followingtheCommitteeofTwelvein1900andfollowingtheModernForeignLanguageStudyin1928.TheearliermethodwassimilartothetraditionalGrammar/TranslationmethodandemphasizedthetransferenceoflinguisticunderstandingtoEnglish.Presently,thereadingmethodfocusesmoreonsilentreadingforcomprehensionpurposes.

f.ASTPandtheAudiolingualMethod:

Thisapproachisbasedonthebehavioristbeliefthatlanguagelearningistheacquisitionofasetofcorrectlanguagehabits.Thelearnerrepeatspatternsandphrasesinthelanguagelaboratoryuntilabletoreproducethemspontaneously.

ASTP(ArmySpecializedTrainingProgram)

wasanintensive,specializedapproachtolanguageinstructionusedinduringthe1940's.Inthepostwaryears,thecivilianversionofASTPandtheaudiolingualmethodfeaturedmemorizationofdialogues,patterndrills,andemphasisonpronunciation.

g.CognitiveMethods:

Cognitivemethodsoflanguageteachingarebasedonmeaningfulacquisitionofgrammarstructuresfollowedbymeaningfulpractice.

h.CommunicativeMethods:

Thegoalofcommunicativelanguageapproachesistocreatearealisticcontextforlanguageacquisitionintheclassroom.Thefocusisonfunctionallanguageusageandtheabilitytolearnerstoexpresstheirownideas,feelings,attitudes,desiresandneeds.Openendedquestioningandproblem-solvingactivitiesandexchangesofpersonalinformationareutilizedastheprimarymeansofcommunication.Studentsusuallyworkwithauthenticmaterials(authenticrealia)insmallgroupsoncommunicationactivities,duringwhichtheyreceivepracticeinnegotiatingmeaning.i.TotalPhysicalResponseMethod:

Thisapproachtosecondlanguageteachingisbasedonthebeliefthatlisteningcomprehensionshouldbefullydevelopedbeforeanyactiveoral

participationfromstudentsisexpected(justasitiswithchildrenwhenthey

arelearningtheirnativelanguage).JamesAshers'TotalPhysicalResponse:Skillsinsecondlanguageacquisitioncanbemorerapidlyassimilatediftheteacherappealstothestudents'kinesthetic-sensorysystem.Asherbelievesthatunderstandingofthespokenlanguagemustbedevelopedinadvanceofspeaking.Understandingandretentionisbestachievedthroughmovement(totalmovementofthestudent'sbodies)inresponsetocommandsequences.Asherbelievesthattheimperativeformoflanguageisapowerfultoolthatcanbeusedtoguidethemtounderstandingasitmanipulatestheirbehavior--manyofthegramaticalstructuresofthetargetlanguagecanbelearnedthroughtheuseoftheimperative.Neverforcestudentstospeakbeforetheyareready.Asherbelievesthatasthetargetlanguageisinternalized,speakingwillautomaticallyemerge(youmustdecide,astheteacher,whenYOUwillencourageyourstudentstoparticipateorallyintheclassroom).7.Homework:Whataredifferencebetweenlearningthefirstlanguageandaforeignlanguage?Whatarethequalitiesofagoodlanguageteacher?Towhatextenthaveyougotthesequalities?Whatdoyouthinkyoushoulddosoastobecomeagoodteacherinthefuture?Whatarethequalitiesofgoodlanguagelearner?Whatdotheysuggesttolanguageteaching?8.Self-assessment:Becausestudentsarenotfamiliarwiththesetheroyonthelanguageandviewofthelanguage,itisverydifficulttohelpSsunderstandit.SoitrequiresTexplainitindetailswiththehelpofclareillustrationandexamplesbyusingvediotapes.Togetstudentsreadmoreonlinguisticsandschoolsoflanguagemethorsisalsonecessary.Unit2CommunicativePrinciplesandActivities

1.TeachingAims:Todiscussoneofthemostimportanttrendsinsecond/foreignlanguageteachinginthepastthreedecades,thatisthepracticeofcommunicativelanguageteaching2.TeachingContent:1)Languageuseinreallifevs.traditionalpedagogy

2)Fosteringcommunicationcompetence

3)Theimplementationoflanguageskills

4)Communicativeactivities

5)ConclusionHowdowelearnlanguage?3.TeachingHours:4periods4.Teachingmaterials:1)Textbook2)Handout3)Vediotape4)Picturesandrealobjects5.TeachingMethods:1)Lecture(Computer-aidedInstruction)2)Demonstration6.TeachingProcedures1)Wheredoescommunicativelanguageteachingcomefrom?Itsoriginsaremany,insofarasoneteachingmethodologytendstoinfluencethenext.Thecommunicativeapproachcouldbesaidtobetheproductofeducatorsandlinguistswhohadgrowndissatisfiedwiththeaudiolingualandgrammar-translationmethodsofforeignlanguageinstruction.Theyfeltthatstudentswerenotlearningenoughrealistic,wholelanguage.Theydidnotknowhowtocommunicateusingappropriatesociallanguage,gestures,orexpressions;inbrief,theywereatalosstocommunicateinthecultureofthelanguagestudied.Interestinanddevelopmentofcommunicative-styleteachingmushroomedinthe1970s;authenticlanguageuseandclassroomexchangeswherestudentsengagedinrealcommunicationwithoneanotherbecamequitepopular.Intheinterveningyears,thecommunicativeapproachhasbeenadaptedtotheelementary,middle,secondary,andpost-secondarylevels,andtheunderlyingphilosophyhasspawneddifferentteachingmethodsknownunderavarietyofnames,includingnotional-functional,teachingforproficiency,proficiency-basedinstruction,andcommunicativelanguageteaching.2)Whatiscommunicativelanguageteaching?Communicativelanguageteachingmakesuseofreal-lifesituationsthatnecessitatecommunication.Theteachersetsupasituationthatstudentsarelikelytoencounterinreallife.Unliketheaudiolingualmethodoflanguageteaching,whichreliesonrepetitionanddrills,thecommunicativeapproachcanleavestudentsinsuspenseastotheoutcomeofaclassexercise,whichwillvaryaccordingtotheirreactionsandresponses.Thereal-lifesimulationschangefromdaytoday.Students'motivationtolearncomesfromtheirdesiretocommunicateinmeaningfulwaysaboutmeaningfultopics.3)Whataresomeexamplesofcommunicativeexercises?Inacommunicativeclassroomforbeginners,theteachermightbeginbypassingoutcards,eachwithadifferentnameprintedonit.Theteacherthenproceedstomodelanexchangeofintroductionsinthetargetlanguage:"GutenTag.WieheissenSie?"Reply:"IchheisseWolfie,"forexample.Usingacombinationofthetargetlanguageandgestures,theteacherconveysthetaskathand,andgetsthestudentstointroducethemselvesandasktheirclassmatesforinformation.TheyarerespondinginGermantoaquestioninGerman.Theydonotknowtheanswersbeforehand,astheyareeachholdingcardswiththeirnewidentitieswrittenonthem;hence,thereisanauthenticexchangeofinformation.Laterduringtheclass,asareinforcementlisteningexercise,thestudentsmightheararecordedexchangebetweentwoGermanfreshmenmeetingeachotherforthefirsttimeatthegymnasiumdoors.Thentheteachermightexplain,inEnglish,thedifferencesamongGermangreetingsinvarioussocialsituations.Finally,theteacherwillexplainsomeofthegrammarpointsandstructuresused."Instructionstostudents."Listentoaconversationsomewhereinapublicplaceandbepreparedtoanswer,inthetargetlanguage,somegeneralquestionsaboutwhatwassaid.Whowastalking?Abouthowoldwerethey?Whereweretheywhenyoueavesdropped?Whatweretheytalkingabout?Whatdidtheysay?Didtheybecomeawarethatyouwerelisteningtothem?Theexerciseputsstudentsinareal-worldlisteningsituationwheretheymustreportinformationoverheard.Mostlikelytheyhaveanopinionofthetopic,andaclassdiscussioncouldfollow,inthetargetlanguage,abouttheirexperiencesandviewpoints.Communicativeexercisessuchasthismotivatethestudentsbytreatingtopicsoftheirchoice,atanappropriatelychallenginglevel.AnotherexercisetakenfromthesamesourceisforbeginningstudentsofSpanish.In"ListeningfortheGist,"studentsareplacedinaneverydaysituationwheretheymustlistentoanauthentictext."Objective."Studentslistentoapassagetogetgeneralunderstandingofthetopicormessage."Directions."Havestudentslistentothefollowingannouncementtodecidewhatthespeakerispromoting."Passage.""Situacionideal...ServiciodetransportealAeropuertoInternacional...Cuarentaydoshabitacionesdelujo,conaireacondicionado...Eleganterestaurante...defamainternacional."(Theannouncementcanbereadbytheteacherorplayedontape.)Thenaskstudentstocircletheletterofthemostappropriateanswerontheircopy,whichconsistsofthefollowingmultiple-choiceoptions:ataxiserviceahotelanairportarestaurantGunterGerngross,anEnglishteacherinAustria,givesanexampleofhowhemakeshislessonsmorecommunicative.HecitesawidelyusedtextbookthatshowsEnglishchildrenhavingapetshow."Evenwhenlearnersactoutthisscenecreativelyandenthusiastically,theydonotreachthedepthofinvolvementthatisalmosttangiblewhentheyactoutashorttextthatpresentsafamilyconflictrevolvingroundthequestionofwhetherthechildrenshouldbeallowedtohaveapetornot"(Gerngross&Puchta,1984,p.92).Hecontinuestosaythatthecommunicativeapproach"putsgreatemphasisonlistening,whichimpliesanactivewilltotrytounderstandothers.[Thisis]oneofthehardesttaskstoachievebecausethechildrenareusedtolisteningtotheteacherbutnottotheirpeers.Therearenoquick,setrecipes.4)Howdotherolesoftheteacherandstudentchangeincommunicativelanguageteaching?Teachersincommunicativeclassroomswillfindthemselvestalkinglessandlisteningmore--becomingactivefacilitatorsoftheirstudents'learning(Larsen-Freeman,1986).Theteachersetsuptheexercise,butbecausethestudents'performanceisthegoal,theteachermuststepbackandobserve,sometimesactingasrefereeormonitor.Aclassroomduringacommunicativeactivityisfarfromquiet,however.Thestudentsdomostofthespeaking,andfrequentlythesceneofaclassroomduringacommunicativeexerciseisactive,withstudentsleavingtheirseatstocompleteatask.Becauseoftheincreasedresponsibilitytoparticipate,studentsmayfindtheygainconfidenceinusingthetargetlanguageingeneral.Studentsaremoreresponsiblemanagersoftheirownlearning(Larsen-Freeman,1986).ClassroomactivitiesPre-communicativeactivitiesaimtohelppupilslearnthelanguageforms,withoutactuallyrequiringthemtoperformcommunicativeacts.Theyfocusonaccuracy.Communicativeactivitiesaimatthecommunicationofmeaning.Theyfocusonfluency.Theypassfromstrictlyguidedtasksthroughsemi-guidedtofree-communicationtasks.1.FunctionalCommunicationActivities:themainpurposeoftheactivityisthatlearnersshouldusethelanguagetheyknowinordertogetmeaningacrossaseffectivelyaspossible.Intheprocessofperformingcertaintaskspupilswill:shareinformation,e.g.pair/grouptasks:followingdirections;pictureidentification;discoveringdifferences;discoveringmissinginformation;arrangingpiecesofinformationinsequences,communicatingpatternsandpictures,reconstructingstorysequences,etc.useinformation,e.g.grouptasks:poolinginformation,solvingproblems.2.SocialInteractionActivities:themainpurposeofthisactivityistogivethelearnersanoppotunitytousethelanguageinanappropriatesocialcontex,tocreatevarietyofsocialsituationsandrelationships,e.g.pair/grouptasks:conversations,simulationsandrole-playing.LearnerRolePupilsinteractbothwitheachotherandtheteacher.TeacherRoleTheteacherisafacilitatorofthecommunicativeprocessintheclassroom.S/heisneedsanalyst,counsellorandgroupmanager.So:Planyourlessonsaccordingtoyourpupils'needs.Adviseandguidepupilsinthecommunicationprocess.Organizetheclassroomasasettingforcommunicationandcommunicativeactivities.TheRoleofInstructionalMaterials1.Text-basedmaterialsAtypicallessonconsistsofatheme(e.g.relayinginformation),ataskanalysis,forthematicdevelopment(e.g.understandingthemessage,askingquestionstoobtainclarification,askingformoreinformation,takingnotes,orderingandpresentinginformation),apracticesituationdescription(e.g."Acalleraskstoseeyourmanager.Hedoesnothaveanappointment.Gatherthenecessaryinformationfromhimandrelaythemessagetoyoumanager."),astimuluspresentation(intheprecedingcase,thebeginningofanofficeconversationscriptedandontape),comprehensionquestions(e.g."Whyisthecallerintheoffice?),andparaphraseexercises.2.Task-basedmaterialsAvarietyofgames,roleplays,simulations,andtask-basedcommunicationactivitieshavebeenpreparedtosupportCommunicativeLanguageTeachingclasses.Thesetypicallyareintheformofone-of-a-kinditems:exercisehandbooks,cuecards,pair-communicationpracticematerials,therearetypicallytwosetsofmaterialforapairofstudents,eachsetcontainingdifferentkindofinformation.Sometimestheinformationiscomplementary,andpartnersmustfittheirrespectivepartsofthe"jigsaw"intoacompositewhole.Otherassumedifferentrolerelationshipsforthepartners(e.g.aninterviewerandaninterviewer).Stillothersprovidedrillsandpracticematerialsinteractionalformats.3.AuthenticMaterialsThesemightincludelanguage-based'from-life'materialssuchassigns,magazines,advertisements,andnewspapers,orgraphicandvisualsourcesaroundwhichcommunicativeactivitiescanbebuilt,suchasmaps,pictures,symbols,graphs,andcharts.Differentkindsofobjectscanbeusedtosupportcommunicativeexercises,suchasaplasticmodeltoassemblefromdirections.5.UsingPicturesandgamesinclassroom1)Whyusepictures?Byprovidingawiderangeofcontexts,studentscanmeetarangeofsituationsandexperiencethatwillequipthemforreallifecommunication.Specifically,picturescontributeto:interestandmotivationasenseofthecontentofthelanguageSeveralyearsagoIwasteachingabeginninglevelclass.Onestudentinthegroup,Juan,seemedparticularlyshy,hewasafraidofmakingmistakes,andreluctanttoparticipate.Oneday,Igaveeachstudentanunusualpictureofaperson,andIaskedthemtodescribethepeopleinthepictures.Juan'sphotographshowedayoungwomanswimmingwithakillerwhaleinadeepbluesea.Juancameupwitharemarkablylongstoryaboutawomanwhohadapetkillerwhale.Whenhegavehisdescription,Juan'sclassmateswerefascinatedbyhisvividimagination.Juanwassurprisedandthrilledbyhisclassmates'appreciation.HeinstantlylosthisinhibitionstowardspeakingEnglishinclass,andheparticipatedactivelyfromthenon.

Thisexperienceconvincedmethatvisuals,especially'unusual'pictures,fosterstudents'imagination,whichinturnmotivatesthemtouseEnglish.Ifoundthattherearemanyreasonstousemagazinecutoutsorotherpicturesinclass.Withpictureswecan:teach,practice,orreviewnewvocabularydoguidedpractice(drills)practicegrammaticalstructurespracticelisteningcomprehensiondowritingactivitiesdosemi-guidedorfreespeakingpracticesuchasproblemsolvingactivities,roleplays,discussions,etc.

Dependingonthepurposeoftheactivity,ataskcantakeupfiveminutesatthebeginningorendofaclass,orlast20minutesormoreinthemainpartoftheclass.Picturesareasourceofvariedclassroomactivitiesintheareasofspeaking,listening,writing,vocabularyandgrammar.I'llgivetipsonhowtocollectandsortsuitablepicturesandI'llincludeseveralsampleactivities.Teacherscanusetheactivitiesastheyarepresented,oradaptthemtofittheirneeds.Fivebasicquestions:EasytoprepareEasytoorganizeInterestingMeaningfulandauthenticSufficientamountoflanguagePreparationPicturesareillustrationsthatarecutfromamagazine,newspapersorothersources.They'remostlyphotographs,butdrawings,