试论英语语法教学的趣味性(1)(5)
2017-08-09 02:38
导读：4.4 The communicative approach Communicative approach, which is aimed at developing students’ practical communicative ability, emphasizes how to use the right communicative context in the process of
4.4 The communicative approach
Communicative approach, which is aimed at developing students’ practical communicative ability, emphasizes how to use the right communicative context in the process of language study, and holds that language study should meet the students’ needs of exchanging and transferring information in their real life and work. So the core of it is “using language to learn and learn to use language”.
In communicative class, students are considered as the main role. The teacher organizes all kinds of real and vivid activities to make teacher-student and student-student exchanges, then help students transfer the grammar knowledge into their skill of applying language.
When teaching the article, the teacher can draw a picture and ask students to describe the picture, on which there is a book on the table, there is a bed in the room, and so on. And the two pictures are of few differences. One of them can ask the following questions: Is there a girl in your picture? Or is there a mirror in it? Also, two students can have different information to exchange. One of them has a picture with “carrot, horse, rose, and tomato” and the other has another picture of “animal, flower, fruit and vegetable”. Then they exchange the information by asking and answering some questions. So they can make a dialogue like this:
A: What is a carrot?
B: It is a vegetable.[7]
Lastly, one student has a picture and he will ask his partner to set the things according to the picture. e.g. Put the pen on the book beside the bag. All these methods can motivate students, and also develop their communicative skills.
The grammar can also be learned and taught in the form of poems or songs. Because such poems or songs are always relaxing, lively and comfortable to read, and are easy to remember. Students can learn and master the pattern “have done” by reading the following songs:The Beaches of Mexico
Have you ever seen the beaches of Mexico?
Have you ever walked the streets of San Juan?
Have you ever been to Haiti?
[……………………………]
I’ve sure been in pain.
I’ve sure been in love.
I’d do it all again. [8]After introducing subjunctive mood, the teacher can offer a poem to help students understand the mood as follows: If All Were OneIf all the seas were one sea, what a great sea that would be!
If all the trees were one tree, what a great tree that would be!
If all the axes were one axe, what a great axe that would be!
If all the men were one man, what a great man that would be!
If the great man took the great axe, and cut down the great tree.
And let it fall into the great sea, what a great splash that would be!It is believed that such kind of teaching would be effective because it would make the class lively and students excited.
Communicative approach requires that the teacher should connect grammar teaching with practice and communication consciously to offer an environment for students to use the grammar through listening, speaking, reading and writing. For example, after introducing the article, the teacher can not only design some blank-filling exercises but also organize the following paragraph: 共2页: 1 [2] 下一页 论文出处(作者):
