交际教学法在中学英语课堂教学中的应用英语版论文.docx

The Application of communicative teaching method in middle schoolEnglish Classroom Teaching交际教学法在中学英语课堂教学中的应用Abstract:In recent years, research on classroom communication effect on learning effect in the scholars had their eyes to the study of the nature of classroom communication. In this paper, we will study the classroom interaction and participation in the structure, influence the nature and cultural factors between teachers and students in classroom interaction. This thesis is divided into five parts. The first part of the introduction is raised in this topic. Including literature review. The second part introduces the protagonist - communicative teaching method, two sections are applied problems and communicative teaching method lists students encounter in oral English oral English class in middle school, the thesis made a summary of the interactive English teaching.Keywords:communicative approach language teaching communicativecompetence spoken English关键词:交际教学法 语言学习交流能力英语口语Outline:1 Introduction2 Communicative approaches2」 Definition of Communicative Approach2.2 Characteristics of communicative approaches2.3 The Influence of CA on Spoken English Teaching3 Main Problems of Spoken English Teaching in Middle Schools3-1 Problems of teachers3.2 Problems of students3.3 Lack of cultural background knowledge4 The Application of Communicative Approach to Spoken English Teaching inMiddle Schools4.1 Communicative competence and English teaching4.2 Communicative activities4.3 Main forms of communicative activities4.3.1 Pair work4.3.2 Group work4.4 Major methods in classroom communicative activity4.4.1 Reaching a consensus4.4.2 Role-play4.5 Role of teachers4.6 Role of students4.7 learner-centered classroom5 ConclusionThe Application of communicative teaching method in middle school EnglishClassroom Teaching1.IntroductionWith Chinas entry into the World Trade Organization, English become more and more important for the Chinese and the Chinese students1 enthusiasm for English learning has reached its climax on a nationwide scale. Spoken English, as a major means of communication, is gaining unprecedented attention. However, the cuiTent situation of spoken English teaching in Chinas middle schools is far from satisfactory.As we observe todays English classes, it is obvious that the traditional methods of the English language teaching still dominate out classroom, and most of the attention is paid to language accuracy Teachers spend a lot of time in teaching, grammatical items and language points. The result of this kind of teaching is that after many years of language learning, students can only read and write to a limited exten匚 Members of English teaching circles at the middle school in China often hear the complaints, HHigh grades, low abilities.H .or "Deaf-mute illness/ which means that they are unable to express themselves orally in the language even though they have learnt it for many years. The students1 incompetence in spoken English manifests our weakness in English teaching and does call for a serious inquiry into the realms of teaching approaches and methodology, How to improve students* English speaking competence is one of the most important missions of English teachers.The past decade in language teaching has been one of growing concern with meaning. The importance of meaningful language use at all stages in acquisition of language communicative skills has come to be recognized by researchers and teachers around the world, and many curricular innovations have been developed in response. Central to an understanding of communicative language teaching is an understanding of the term communicative competence .It is developing language abilities for effective and appropriate communication within cultural contexts of the target language—and—ulture.A communicative approach opens up a wider perspective on language learning. In particular, it makes us more strongly aware that it is not enough to teach learners how to manipulate the structures of the language. They must also develop strategies for relating these structures to their communicative functions in real situations and real time. The teacher must provide students with ample opportunities to use the language themselves for communicative purposes. The teachers must also remember that they are ultimately concerned with developing the students ability to take part in the process of communicating through language, rather than with their perfect mastery of individual structures (though this may be a useful step towards the broader goal). The classroom is a unique communication context, and communication is shaped by the actions and perceptions of both teachers and students. Defining classroom communicative competence requires that teachers recognize the norms that govern classroom communication, identify the knowledge and competencies that are necessary for students to parti。