The Application of Communication Approach to Junior Middle School English Teaching交际教学法在初中英语教学中的应用

1、际教学法在初中英语教学中的应用the application of communication approach to junior middle school english teaching摘要：交际教学法被越来越多的英语教师所了解和接受, 并用于教学中。教学实践证明交际教学法是一种行之有效的方法, 它在使中学阶段学习的学生获得英语基础知识和培养学生听、说、读、写能力方面很有帮助。交际教学法的起源、教学原则及应用。关键词：英语教学 交际教学法 应用abstract: communicative approach has been introduced and accepted by mor

2、e and more english teachers. they use it consciously in their teaching. their teaching result proves that communicative approach is an effective teaching method, by which we can help junior students obtain the fundamental english know ledge and the ability of hearing, speaking, reading and writing.

3、the present essay discusses the origin, principle of communicative approach and problems in applying this good teaching method in middle schools.key words: middle school, english teaching, communicative approach, application8contentintroduction11. the origin and principles of communicative approach1

4、1.1 the origin of communicative approach11.2 the principles of communicative approach22. the present situation of middle school english teaching23. how to develop students communicative competence34. the communicative teaching in class4conclusion5references6交际教学法在初中英语教学中的应用the application of communi

5、cation approach to junior middle school english teachingintroductionwe all realize that we are in the period when economy is developing rapidly and international association becomes more frequent. english is our inescapable means of communication. students study english in order that they can finall

6、y apply it to real life. language develops in the process of communication, so the best way of learning english well is to learn it by communication. now how to improve students english communicative competence is getting more and more important. by using this approach the teacher becomes an organiz

7、er and the students are the centre of teaching. the application of communicative approach to our english teaching can not only hasten the process of english teaching but also stimulate the motivation of students learning the language. therefore what we should do at present is to make the classroom a

8、 tiny society as well as a place of foreign language teaching.1. the origin and principles of communicative approach1.1 the origin of communicative approachcommunicative language teaching is also called communicative approach or national-functional approach. it is a kind of foreign language teaching

9、 founded by christopher candli and henry widdowson in the late 1960s.since 1960s，the economy in advanced countries has speeded，the communication in all parts of these countries were frequent. at the same time，the research of language teaching theory had new break through. in order to satisfy the nec

10、essity of society，a new language teaching method the communicative approach was produced.training communicative competence should be the target of a language teacher. teachers should regard the necessity of students communication as their starting point of teaching and use different registers accord

11、ing to different goals in english teaching.1.2 the principles of communicative approach in communicative activities teacher should act as an organizer, helper and judger, let students play the leading part. the drill of listening, speaking, reading and writing must be helpful to training students co

12、mmunicative competence. moreover we must pay attention to students psychology. only when students have strong motivation and they are getting involved in teaching, can their internal potentials be developed. in teaching we not only pay attention to the accuracy of language used by students but also

13、pay attention to the fluency. from these, we may see english teaching should be filled with interaction, which is to say we must learn the language by using it.2. the present situation of middle school english teaching he in our country, the teacher remains the center in the learning/teaching course

14、. so the students activeness is neglected. they are only to be the “receiver” of the huge mass of knowledge. as we all know, the position of the students is passive; we can discover that the traditional teaching method has obviously lost its position. traditional teaching only stresses the importanc

15、e of the teacher; especially stress the teachers authority over the students, neglecting the influence of the students. in class the teacher would speak and speak from the beginning to the end without a stop. while the students dont know what the teacher says and feel tired of his/her teaching.nowad

16、ays educational innovation is greatly advocated. affected deeply by traditional teaching, most teachers find it hard to get rid of the shackles of traditional teaching. so they still walk the old path. when camenius built class teaching, he pointed out clearly that one of the advantages of class tea

17、ching was that the influences of the students were affected by the activities, but in traditional teaching, such an advantage has not been played. the influences of the students are limited by the teachers authoritative control. the students learning is mainly individual learning on the background o

18、f collective learning. as we know, the foreign language is not our native language, so we dont have such environment to study a foreign language. the learners exposure to the language has been limited, though there have been some improvements in the “open” policy. foreign language proficiency is ach

19、ieved principally in the situation of formal teaching. after class, the students almost have no chance to practice the target language. the only route of acquiring the language is from classroom teaching. but now traditional teaching seriously prevents the development of the students language compet

20、ence. in the traditional way like “duck-feeding” teaching or “full-filling” teaching, are neglect the initiative ability. so the students interest in english cannot be stirred thoroughly. at the beginning of studying english, students feel fresh and they study hard, but the teachers do not guide the

21、m properly, they are not clear about the purpose of english studying. in class they feel that the studying is dry as dust. after sometime, most students lose their interests in studying. so it is important to stimulate the interest of students studying for english teachers.3. how to develop students

22、 communicative competenceas teachers of english we must train and exert students initiative activity and independence, exerting all our strength to act as organizers helpers and judgers. since forty-five minutes is the key to success, a teacher should make good use of the precious time and create a

23、good language environment for the students, providing them with a chance to listen. students english studying begins with listening; teachers should give them more opportunities to listen to the language spoken. at beginning teachers should speak english slowly and correctly, because only when stude

24、nts listen clearly and accurately can they speak well. when they speak correctly and they are praised by their teacher，they will be encouraged greatly. many students come from remote areas; they got less listening and speaking practice before. in accordance with this kind of circumstance, just at th

25、e beginning of the new term, teachers should use simple easy and slow english to teach, they should try to avoid using chinese if possible. when students get used to this kind of language environment gradually, the ability of their hearing and listening w ill be improved. breaking psychological barr

26、ier is important for developing students communicative competence. in fact everyone hopes that he himself can speak english fluently, but most students are timid psychologically and they are afraid of making mistakes and losing faces. so at first the teacher should draw students attention by all kin

27、ds of ways, he may use “body language” to clear up students intension and fear. in order to draw students attention, the teacher should try to act with expression, emotional tone to make the atmosphere of classroom active and make a lasting impression on students, for some time students can learn to

28、 use english naturally. moreover the teacher should encourage students to answer questions in english. shy and timid students are unwilling to open their mouths, we may let them read the text, let one of them read a small paragraph, or a few words. through taking these exercises for some time, stude

29、nts must have removed the barrier of psychology slowly. before class is over, we may let students discuss some questions for a few minutes. this will not only strengthen the knowledge students have learned, but also can raise their oral ability. in order to improve students communicative competence,

30、 we may ask the student on duty to make a speech for five minutes. the topics of speech are various, fables, humorous stories and news. they may use vivid language and action while making the speech. the contents are from simple to complicate. for example, after learning “the family tree” students w

31、ill bring their family photos and make dialogues in class, after learning “a telephone call” students can make dialogues and perform them in class. making a speech by the students on duty will develop students intelligential factor and non-intelligential factor. students must use their head to compi

32、le the materials before they make a speech. they not only consider how to use new knowledge but also consider how to compile it well. students creatively use and exert the language they have learned in the whole course. on the other hand, students experience themselves the successes and pleasure of

33、communication in english, this stimulates students interest of studying. in some way, making a speech improves the comprehensive ability of hearing, speaking, reading and writing, which proves very useful for training students communicative competence.besides giving chance for students to carry on l

34、anguage practice in class, we may encourage students to take part in english corner. we may also have a christmas party every year, teach students some english songs, let them understand the custom and culture of other countries, in the party we may decorate a beautiful christmas tree, let students

35、play english games, that will greatly raise students interest in english, make them feel that its very happy to soar in english world.4. the communicative teaching in classfirstly, there are lots of real questions in common teaching materials. we may ask and answer real questions about a real person

36、, time, place, class, and school, etc. for example, unit1 in book i, we may let students drill the sentence “wheres your pen pal from?”. students practice it several times according to the picture. if we find that students have grasped the sentence pattern, we may ask more students like the “wheres

37、your sisters pen pal from?” “if i introduce a new friend, what question will you ask, can you tell me?” and let students ask and answer these questions according to real condition. in unit2 of peps book ii after drilling “where is the post office?” the teacher should present some of the prepositiona

38、l phrases, like “on, behind, next to, in front of ,across from ,between” and make drilling “whos the supermarket?” its next to the hotel /between the hotel and the post office /across from the restaurant/ on bridge streetthe students practice this sentence pattern with their partners according to th

39、e real position etc.asking and answering real questions like these may be used in almost all language items. for example，during teaching the present indefinite tense，we may ask “what time do you usually get up / go to bed?” when we teach “the present continuous tense”, we may ask “whats your mother/

40、your grandmother doing now?”secondly, the teacher may use role play. in the game each student should play a certain role, a certain person under certain circumstance. the teacher should encourage students to exert their imagination, play their role well. for example, in unit 7 of book iii, during le

41、arning “the past continuous tense”, we may design a scene like this “a policeman investigate a case”, there is a policeman, a suspect and a witness in the role play. prompts:policeman: what were you doing at 9 last night?where were you doing it?did you see him at?what was he doing?suspect: i was ing

42、 i was at (in )witness: he wasin fact lots of places can be used in role play. the teacher should do his best to encourage students to assume that they are carrying on communication using language to do things. students should use all kinds of expressions as well as sentence patterns. thirdly, excha

43、nging information is very useful, too. generally, it is an activity in pairs; the main point is that each side owns some information the other side does not know. the two sides can attain their goal of communication through mutual asking and answering. for example we may use two lists like this.a (c

44、ustomer) b (shop assistant)a shopping list things to sellsocks 3sweaters 1shoes 2skirts 1socks 5$ each pairsweater 19$ eachshoes 15$ a pairskirt 30$ for each when students do this exercise, the teacher should ask the two sides(buyer and seller) to use all kinds of shopping expressions and polite exp

45、ressions, such as “can i help you?/what can i do for you?” “i want a sweater (skirt), how much are they (is it)?” “how many/much do you want?” “it is cheap/its too expensive. can i have.?” “ok, ill take it” “here you are.” when students are talking about their favorites, we may use these two tables

46、like this.a (favorites) b(favorites)food colorseasonsportsmr. brownfishautumnboatingmr. greenyellowspringjimgreenswimmingfood colorseasonsportsmr. brownredboatingmr. greeneggfishingjimmeatsummerin order to fill these two tables, students must ask questions mutually and exchange information. they wil

47、l use “what (food/color) does mr. green like?” ,“does he like meat?”, “how about”,etc. naturally, the teacher may make some explanations if necessary.conclusionto sum up, english teaching must consider training students communicative competence as its final target. teachers must heighten their professional knowledge incessantly, be clear about students circumstance use various methods and design some proper scenes for students. in a word there are many ways for teachers to reach the goal. nevertheless, they will come across a lot of difficulties in teaching. its no