交际教学法概要1.pptVIP

作者：Rhea Design Ⅰ.Objectives reflecting 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 communicative needs. Ⅱ.The syllabus 1. Introduction notional syllabus semantic-grammatical categories the categories of communicative function that learners need to express The Council of Europe developed this into a syllabus that included: 1.description of the objectives of foreign language courses for European adults 2.the situations in which they might typically need to use a foreign language 3.the topic they might need to talk about 4.the function they needed language for 5.the notions made use of in communication 6.vocabulary and grammar 2.The type of syllabus structures plus functions functional spiral around a structural core structural, functional, instrumental functional notional interactional task-based learner-generated Yalden(1993) Conclusion of the type of syllabus descriptions of interactional strategies example:teacher and student doctor and patient advantage: interesting disadvantage: restriction of the field of inquiry two-person remain a superordinate-to superordinate relationship 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 nonlinguistic form. (letter) function: In the process of making products, learners interaction and communicative skills are