1Unit 2 PartCommunicativeLanguage Teaching
Unit 2 Part 1 Communicative Language Teaching
Warming-upQuestionif you are a teacher, how canyou teach thefollowingsentence to your students?Haveyou had yourlunch?
Have you had your lunch? If you are a teacher, how can you teach the following sentence to your students? Warming-up Question
The traditional teachingsteps:Step1Teacher reads the sentenceandthengetsthe studentsto read the sentenceaftertheteacherStep 2Teacherexplains the meaningandtranslatesthesentencefromEnglishinto Chinese
Step 1 Teacher reads the sentence and then gets the students to read the sentence after the teacher. Step 2 Teacher explains the meaning and translates the sentence from English into Chinese. The traditional teaching steps:
Step3Teacherexplainsthegrammaticalstructure orrules and tellsthe studentsto beclearandrememberthe tense usedinthe sentence"thepresent perfecttense"and the formationofthis kind oftense (have+p.p.),and the form ofquestion and negation (have/has+ subj.)Subj.+havel has + not), and theirabbreviation:haven't/hasn't
Step 3 Teacher explains the grammatical structure or rules and tells the students to be clear and remember the tense used in the sentence “the present perfect tense” and the formation of this kind of tense (have + p.p.), and the form of question and negation (have/has+ subj.; Subj.+ have/ has + not), and their abbreviation: haven’t/hasn’t
Step4Teachergivesmoreexamples suchas:Have you had your breakfast?Yes, I have / No, I haven't.Step5Students do patterndrillsand readtheexamples aloudagain andagain.Step6Students do some written exercises
Step 4 Teacher gives more examples such as: Have you had your breakfast? Yes, I have / No, I haven’t. Step 5 Students do pattern drills and read the examples aloud again and again. Step 6 Students do some written exercises
Inthisway,thestructureofthesentencewill be learned and remembered,and thestudentsmaybeableto composegrammatically correct sentences, e.g.Have you had your supper?Yes, I have. /No, I haven't
• In this way, the structure of the sentence will be learned and remembered, and the students may be able to compose grammatically correct sentences, e.g. Have you had your supper? Yes, I have. /No, I haven’t
ButwhentwoChinesepeoplemeetinreal life,Xiao Lisays to Lao Wang:Have you had your lunch?Limeans(function):A question:ask if Wang has eaten the meal ornot.Greeting:Hello.Invitation:InviteWangto a meal (Come,it's mytreat)Suggestion:You should haveyourlunch
• But when two Chinese people meet in real life, Xiao Li says to Lao Wang: Have you had your lunch? Li means (function): A question: ask if Wang has eaten the meal or not. Greeting: Hello. Invitation: Invite Wang to a meal (Come, it’s my treat) Suggestion: You should have your lunch
ForChinese,it's a usual informal greeting,andithas thesame function as“Hello"ButforEnglish,itoftenmeansaninvitation(Areyou invitingme?)oraformal question(Whydoyouaskmesuchapersonalquestion?).Hewill feel confused if the Chinesemoves away without waiting for the answer
• For Chinese, it’s a usual informal greeting, and it has the same function as “Hello”. • But for English, it often means an invitation (Are you inviting me?) or a formal question (Why do you ask me such a personal question?). He will feel confused if the Chinese moves away without waiting for the answer
ConclusionIn communication,acertain sentencecanbeunderstoodverydifferentlyindifferentsituations
In communication, a certain sentence can be understood very differently in different situations. Conclusion
·For students,knowinghowto makecorrectsentencesisonlyonepartoflanguagelearning.Inrealcommunication,its functional value canbemore important.Students have touselanguageinreal communication soastobuild up therelationship betweenthecommunicativefunctions andthesentencestructures
• For students, knowing how to make correct sentences is only one part of language learning. In real communication, its functional value can be more important. Students have to use language in real communication so as to build up the relationship between the communicative functions and the sentence structures