【英语教学法课件】Unit 2 Part 1 Communicative Language Teaching.ppt

Have you had your lunch? 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. 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. 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. 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. But when two Chinese people meet in real life, Xiao Li says to Lao Wang: Have you had your lunch? 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. In communication, a certain sentence can be understood very differently in different situations. 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. We are not teaching English, but we are teaching about English. This seems to result in the phenomenon of “dumb English” in