交际法在中学英语课堂的应用论文

i交际法在中学英语课堂的应用摘要摘要：在中国，中学课堂教学仍旧采用传统教育模式－应试教育,这就导致了学生出现高分低能的现象。中学阶段在整个学习英语过程中占着重要的位置,是一个学生学习英语的关键时段。中学生学英语具有很多优势比如说在年龄、思维、心理上。(Mei,2004)。所以老师们很有必要更好的学习这一时期的英语教学法。本文介绍了交际教学法的相关理论知识，谈到了在中学英语教学中运用交际教学法的优势，并提出了运用交际教学法的许多建议。关键词：优势;交流;能力iiTheApplicationofCommunicativeApproachtoEnglishClassofMiddleSchoolAbstractAbstract:Nowdays，ChinesetraditionalEnglishteachingapproachinmiddleschoolsisleadedbyexaminations，whichiscausedChinesestudent'shighmark，butlowability.Andstudents’studyinmiddleschoolsistherealtime.MiddleschoolstudentshavemanyadvantagesinlearningEnglish,suchasage,ideationandpsychology(Mei,2004).SoitisusefulandnecessaryforChineseteachertolearneffectiveteachingapproachforEnglishteaching.ThispaperanalyzesthetheoryofCommunicativeApproach,thenecessityoflearningCommunicativeApproach,anddrawssomesuggestionontheapplicationofCommunicativeApproachproperly.Keywords:advantages;communicative;abilityiii目录摘要.............................................................................................................................iAbstract.........................................................................................................................ii1Introduction...............................................................................................................12CommunicativeApproach........................................................................................12.1Thedefinition....................................................................................................22.2FourSkills.........................................................................................................22.3TwoVersions.....................................................................................................22.4Twoprinciples...................................................................................................32.5TheNecessityofLearningCommunicativeApproach.....................................43AdvantagesofEnglishTeachinginMiddleSchools...............................................53.1AtAge...............................................................................................................53.2InIdeation.........................................................................................................53.3InPsychology....................................................................................................64WaystoApplyCommunicativeApproachtoPractice..........................................64.1GettingRidoftheMisunderstanding................................................................74.2DesigningActivitiesintheClass......................................................................84.3StimulatingStudents’Interests..........................................................................94.4ReformingEnglishTest..................................................................................104.5Buildingaharmoniousteacher-studentrelationship.......................................114.6TrainingStudent’sAbility...............................................................................114.7FocusingonCommunicatingandTeachingApproach...................................125Conclusions..............................................................................................................15References...................................................................................................................16Acknowledgements....................................................................................................171TheApplicationofCommunicativeApproachinEnglishClassofMiddleSchoolinChinaAuthor：LiuYunxiaMajor：EnglishEducationGrade：07Advisor：ZhuMinjieLecturer1IntroductionWiththeglobalizationin21stcentury,theapplicationofEnglishbecomesauniversallanguage.ItisnecessaryforustouseEnglishnowandthen.Englishisarequiredcourseinmiddleschools.SoitisnecessaryforaEnglishteachertotakeeffectiveteachingapproachinEnglishteaching.ButthetraditionalEnglishteachingapproachinChinaisguidedbytheexamination，emphasizesonstudents’vocabularyandgrammarlearningandhenceignorestrainingstudents’communicativeability.ButitisimportantandusefulforstudentstocommunicateinEnglish.Theconflictbetweenteachingapproachandteachingresultsrequiresmiddleschoolteacherstofindaneffectiveteachingapproachtotrainstudents’communicativeability,andsolvetheproblembetweenteachingandapplication.Communicativeapproachemphasizesoncommunication，soitcanimprovestudents’communicativeabilityobviously.Communicativeapproachhasappearedsince1950，andithasbeenwidelyacceptedandachievedalot，suchasimprovingthelisteningability,communicatingabilityandreadingability.ThisarticleanalyzestheadvantagesofcommunicativeapproachandtheapplicationinEnglishteachingofmiddleschools.CommunicativeApproachrequiresthatteachershouldtakereallanguageandrealscenetoteach,andadvocatesthatstudentsshoulduselanguageeverynowandthen.Basedonthis,wecanknowthattheapplicationofcommunicativeapproachcanimprovestudents’communicativeability,canmeetthedemandofno