Communicative Language Teaching in Middle School English Class.doc

中学英语课堂中的交际性语言教学Communicative Language Teaching in Middle School English ClassContentsAbstract………………………………………………………………....1Key words………………………………………………………………....1I．Introduction…………………………………………………………....2II．Brief Notes on CLT……………………………………………………..22.1 Definition of Communicative Language Teaching……………………..22.2 Characteristics of Communicative Language Teaching………………….32.3 Functions of Communicative Language Teaching……………………..42.4 Significances of Communicative Language Teaching………………….4III．Teacher Roles in Communicative Language Teaching………….......43.1 Two Main Roles……………………………………………………...53.2 Three Specific Roles………………………………………………...…53.3 A Comparison…………………………………………………….....6IV．The Implementation of Language Skills……………………..……....7V．Communicative Activities……………………………………………..85.1 The Types of Communicative Activities………………………………...85.2 Six Criteria for Evaluating Communicative Activities…………………...95.2.1 Communicative Purpose……………………………………….95.2.2 Communicative Desire………………………………………....95.2.3 Content, not Form…………………………………………..….105.2.4 Variety of Language……………………………………….…...105.2.5 No Teacher Intervention..........................................................…...105.2.6 No Materials Control…………………………………………..10VI．Problems and Solutions of Communicative Language Teaching….106.1 It is Difficult to Cope with Language Functions………………………106.2 Grammar Seems to be Ignored……………………………………...116.3 There is an Overemphasis on Spoken Language……………………...126.4 Places Heavy Demands on the (Non-Native) Teacher………………...12VII．How to Improve Students’ Communicative Competence in CLT.137.1 Communicative Competence…………………………………….…..137.2 Communicative Principle……………………………………….…...137.3 Communicative Teaching Steps…………………………………..….137.3.1 Build up the Students’ Confidence. ..........................................…...137.3.2 Set up a Communicative Situation………………………………147.3.3 Get Students to Listen More and Give More Chance, Act as a Monitor………………………………………………….…...147.3.4 Give Students Speaking Tasks…………………………………...147.3.5 Outside Class Training…………………………………………...157.3.6 More Language Use than Analysis………………………………157.3.7 Teachers Should Make that Teaching Interesting and Exciting……..167.3.8 Stimulate and Guide Students to Try Their Own Learning Style.…16VIII．Conclusion………………………………………………………….16References……………………………………………………………….17Communicative Language Teaching in Middle SchoolEnglish Class摘　要： 每个人都接受这一个观点，即语言是信息的媒介，语言的最终目的是使学者在不同的环境中能灵活自在地使用语言。

此篇文章详细阐述了在第二语言教学/外语教学中的最重要的趋势之一的教学方法—交际性语言教学法作为一种教学方法，交际性教学法获得越来越多的重要性，尤其是在中学英语课堂中它被应用来发展学生的交际能力，即是发展学生的语言能力换句话说，就是听说读写能力交际能力包括语言不同能力的综合此篇文章描述了CLT的定义、特点、功能和重要性；解释了老师在CLT中的角色；讨论了交际性活动和如何发展学生的语言能力；谈到CLT在中学英语课堂中如何提高学生的交际能力关键字：交际性语言教学；语言能力；老师角色；交际性活动；问题和解决办法；交际能力Abstract: Everyone accepts the proposition that language is a medium of information, and the ultimate target of language teaching is to enable learners to communicate freely in various situations with it. This paper elaborates on one of the most important trend in second /foreign language, that is, Communicative Language Teaching. This method is gaining more and more importance in the field of second language teaching, especially in the middle school English class. Communicative Language Teaching had been applied to develop students’ communicative competence. To develop students’ communicative ability means to develop students’ language skills, namely, listening, speaking, reading and writing. Communication involves the integration of different language skills. This paper describes CLT on definition, characteristic, function and significance; explains teachers’ roles in CLT; discusses communicative activities and how to develop language skills; concerns eight steps in CLT to improve students’ communicative competence in middle school English class.Key words: Communicative Language Teaching; teachers’ role; communicative activities; language skills; problems and solutions; communicative competenceI．IntroductionEveryone accepts the proposition that language is a medium of information, and that the ultimate target of language teaching is to enable learners to communicate freely in various situations with it. The traditional methods fail to provide students with appropriate contexts to use the target language because they focus either on grammatical structures or pattern drills at sentence level. Students may have a very good mastery of linguistic knowledge and they are usually quite good at grammatical analysis. However, they cannot use the knowledge they have gained effectively and appropriately when communicating. Obviously, Communicative Language Teaching should be applied to develop students’ communicative competence. To develop students’ communicative competence means to develop students’ language skills, namely, listening, speaking, reading and writing. Of course, these skills cannot b。