1、,作者：Rhea,2,Design,.Objectivesreflecting the particular needs of target learners reading, writing, listening, or speaking, each of which can be approached from a communicative perspective.reflecting specific aspects of communicative competence according to the learners proficiency level and communica
2、tive needs.,3,.The syllabus,1. Introduction notional syllabus semantic-grammatical categories the categories of communicative function that learners need to express,4,The Council of Europe developed this into a syllabus that included:,1.description of the objectives of foreign language courses for E
3、uropean adults2.the situations in which they might typically need to use a foreign language3.the topic they might need to talk about4.the function they needed language for5.the notions made use of in communication 6.vocabulary and grammar,5,2.The type of syllabus,structures plus functionsfunctional
4、spiral around a structural corestructural, functional, instrumentalfunctional notionalinteractionaltask-basedlearner-generated Yalden(1993),6,Conclusion of the type of syllabus,descriptions of interactional strategies example:teacher and student doctor and patient advantage: interesting disadvantage
5、: restriction of the field of inquiry two-person remain a superordinate-to superordinate relationship,7,task specification and task organization (to make a number of outcome goals and products) product is defined as a piece of comprehensible information, written, spoken, or presented in a nonlinguis
6、tic form. (letter) function: In the process of making products, learners interaction and communicative skills are realized.,8,(a) understanding the massage(b) asking questions to clear any doubts(c) asking questions to gather more information (d) taking notes(e) arranging notes in a logic manner(f)
7、presenting the massage,9,3.Objection,Some argue that only learners can be fully aware of their own needs, communicational resources, and desired learning pace and path,and argue that must create a personal syllabus as part of learning.,10,. Types of learning and teaching activities,functional commun
8、ication activities comparing sets of pictures and noting similarities and differences; working out a likely sequence of events in a set of pictures; discovering missing features in a map or picture; following directions; solving problems from shared clues.,11,social interaction activities conversati
9、on and discussion sessions dialogues and role plays simulations（模仿） skits（小喜剧） improvisations(即兴创作) debates,12,. Learner roles,The role of learner as negotiator between the self, the learning process and the object of learning. The implication for the learner is that he should contribute as much as
10、he gains, and thereby learn in an interdependent way.,13,. Teacher roles,Two main roles The first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independen
11、t participant within the learning-teaching group.,14,Needs analyst students perception of his or her learning style learning assets learning goals,15,Counselor(顾问) to maximize the meshing of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback.,16,Gr
12、oup process manager to organize the classroom as a setting for communication and communicative activities. to supply gaps in lexis, grammar, and strategy,17,. The role of instructional materials,text-based materials numerous textbooks more like those found in structurally organized texts just slight
13、 to be based on communicative approachtask-based materials exercise handbooks, cue card,activity cards etc.realia language-based realia: signs, magazines, newspaper. graphic and visual sources : maps, pictures, graphs,18,. Procedure,presentation of a brief dialogoral practice of each utterance of th
14、e dialogquestions and answers based on the dialog topicquestions and answers related to students personal experiencestudy one of the basic communicative expression or structurediscovery rules underlying the expression or structureoral recognitionoral production activitiescopy the dialogshomeworkeval
15、uation of learning,19,pre-communication activities communication activities,19,structural activities,quasi-communicative activities,functional communication activities,social interaction activities,20,. Conclusion,CLT is best considered an approach rather than a method.It treats language as a commun
16、icative instruction.The interactive processes of communication received priority.,20,21,Five Core Characteristics,appropriatenessmassage focuspsycholinguistic processingrisk taking free practice,21,22,交际教学法的优点,重视培养学生的交际能力从学生实际需要出发，确定学习目标以意念或功能为纲的新思路重视教学过程的交际化以话语为教学的基本单位,23,交际教学法的不足,该方法主要是为有明确目的成年人建立起来的一个教学体系，它是否适合用于普通学校的外语教学？需要进一步处理好有错不纠与有错必究的关系。如何处理语言的流畅性和准确性获得体性的关系需要进一步探讨。教学过程变成交际的过程，语言情景总还带有些虚假性。,24,Different Proposals,Some focus centrally on the input to the learning process. instructional factorslearners and learning factoroutcome,24,
