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The Communicative Approach The Communicative Approach What is the communicative What is the communicative approach? approach? The communicative approach is the theory that The communicative approach is the theory that language is communication. language is communication. Therefore the final aim of CLT (Communicative Language Therefore the final aim of CLT (Communicative Language Teaching) is communicative competence. Teaching) is communicative competence. The Principles of the The Principles of the Communicative Approach: Communicative Approach:  Learners learn through using it to communicate Learners learn through using it to communicate  Authentic and meaningful communication should Authentic and meaningful communication should be the goal of classroom activities be the goal of classroom activities  Fluency is an important dimension of Fluency is an important dimension of communication communication  Communication involves the integration of Communication involves the integration of different language skills different language skills  Learning is a process of creative construction Learning is a process of creative construction and involves trial and error and involves trial and error So what is the teacher’s role in So what is the teacher’s role in this? this? The teacher has two main roles: The teacher has two main roles: • To facilitate the communication process in the classroom To facilitate the communication process in the classroom • To act as an independent participant within the learning- To act as an independent participant within the learning- teaching group teaching group The teacher is also expected to act as a resource, an The teacher is also expected to act as a resource, an organiser of resources, a motivator, a counsellor, a organiser of resources, a motivator, a counsellor, a guide, an analyst and a researcher. guide, an analyst and a researcher. There are many other minor roles of a teacher, some of There are many other minor roles of a teacher, some of these would include being an actor and an entertainer. these would include being an actor and an entertainer. After all, a good lesson must be interesting or the After all, a good lesson must be interesting or the students will ‘switch off’ and learn nothing. students will ‘switch off’ and learn nothing. In practical terms, what does that In practical terms, what does that mean? mean? It means that we need to concentrate on the following: It means that we need to concentrate on the following:  Teacher – Student activities Teacher – Student activities  Activities Activities  Materials Materials Teacher-Student Interaction Teacher-Student Interaction Since communicative competence is our aim, it is essential that Since communicative competence is our aim, it is essential that students be given every opportunity to practise communicating. In students be given every opportunity to practise communicating. In the communicative classroom teacher talking time (TTT) must be the communicative classroom teacher talking time (TTT) must be kept to a minimum. This is not to say that the teacher shouldn’t kept to a minimum. This is not to say that the teacher shouldn’t speak at all, but TTT should be controlled and appropriate. speak at all, but TTT should be controlled and appropriate. The classroom should be learner centred. The classroom should be learner centred. The teacher’s role is to facilitate student communication which is The teacher’s role is to facilitate student communication which is done through careful selection of materials and activities relevant to done through careful selection of materials and activities relevant to the aims of the lesson in which they are used. the aims of the lesson in which they are used. Communication can be Communication can be divided into two divided into two categories categories • Input Input • Output Output The four communicative The four communicative skills can be put into skills can be put into these categories these categories OUTPUT Speaking Writing Input Reading Listening Whichever of these skills is being taught the main focus Whichever of these skills is being taught the main focus must be on the student and not on the teacher. The must be on the student and not on the teacher. The interaction should usually be the student to student and interaction should usually be the student to student and should include the teacher only where necessary. During should include the teacher only where necessary. During most classroom activities the teacher will monitor and most classroom activities the teacher will monitor and intervene only where necessary. intervene only where necessary. A model for part of a A model for part of a communicative lesson communicative lesson Stage 1 Stage 1 Teacher (T) gives a short presentation of a grammar or vocabulary point. T then gives Teacher (T) gives a short presentation of a grammar or vocabulary point. T then gives students (Ss) opportunity to practise the point in a controlled exercise. (Interaction: T students (Ss) opportunity to practise the point in a controlled exercise. (Interaction: T ›Ss) ›Ss) Stage 2 Stage 2 Ss carry out the controlled exercise while T monitors and intervenes where appropriate. Ss carry out the controlled exercise while T monitors and intervenes where appropriate. (Interaction: S‹›S) (Interaction: S‹›S) Stage 3 Stage 3 The Ss are asked to take part in an activity designed to get them to produce the The Ss are asked to take part in an activity designed to get them to produce the vocabulary and grammar they have been taught. T monitors and notes errors and interesting vocabulary and grammar they have been taught. T monitors and notes errors and interesting points. T intervenes only when asked or when absolutely necessary. (Interaction: S‹›S) points. T intervenes only when asked or when absolutely necessary. (Interaction: S‹›S) Stage 4 Stage 4 Feedback session, in which T feeds back in a non-threatening way the errors s/he noted Feedback session, in which T feeds back in a non-threatening way the errors s/he noted during the activity. Ss also have the opportunity to clear up puzzling points. (Interaction: T‹›Ss) during the activity. Ss also have the opportunity to clear up puzzling points. (Interaction: T‹›Ss) The lesson extract follows a method called Presentation- The lesson extract follows a method called Presentation- Practice-Production or PPP for short. Practice-Production or PPP for short. This was the standard method until a few years ago. This was the standard method until a few years ago. Now there are a number of possibilities open to the Now there are a number of possibilities open to the teacher. teacher. You will be introduced to these at a later stage. You will be introduced to these at a later stage.

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Mục lục

  • The Communicative Approach

  • What is the communicative approach?

  • The Principles of the Communicative Approach:

  • So what is the teacher’s role in this?

  • In practical terms, what does that mean?

  • Teacher-Student Interaction

  • Slide 7

  • Slide 8

  • A model for part of a communicative lesson

  • Slide 10

  • Activities

  • Slide 12

  • Where do I find activities?

  • Slide 14

  • Materials

  • Text-based materials

  • Task-based materials

  • Realia

  • So what does the communicative approach mean in practical terms?

  • In conclusion

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