【正文】 s in teaching, municative approach does not provide any regulations to restrict teachers’ mind, but encourage them to teach English by using teaching approach 2. Stressing Language Structures Many English teachers in middle school think that municative approach only stresses the use of language. They neglect the choosing of vocabulary and grammar teaching. In this case, the students feel that they haven’t achieved anything. So grammar is important in all kind of language. If the grammatical teaching is neglected, the language will be illogic when municating with others. In such a case, many people believe that some grammatical point should be firstly introduced, and then applied in the course of munication. Nevertheless, this kind of teaching is defined as structural teaching of language。 本 科畢業(yè)論文 交際法在中學(xué)英語課堂的應(yīng)用 學(xué)生姓名 ： 學(xué) 生 學(xué)號(hào) ： 20xx10206062 院 （ 系） ： 外國語學(xué)院 年級(jí)專業(yè)： 20xx 級(jí)英語本科 3 班 指導(dǎo)教師 ： 二〇〇七年五月 The Application of Communicative Approach to English Class of Middle School Qing Xiaoqing Under the Supervision of Fan Xiying School of Foreign Languages and Cultures Panzhihua University May 20xx 攀枝花學(xué)院本科畢業(yè)論文 Contents Contents Abstract ...........................................................................................................................I Key Words.......................................................................................................................I 摘 要 .............................................................................................................................. II 關(guān)鍵詞 ............................................................................................................................ II Introduction .................................................................................................................... 1 Ⅰ . Communicative Approach ....................................................................................... 2 A. Four Skills ............................................................................................................. 2 B. Two Versions of Communicative Approach .......................................................... 2 Ⅱ .Features of Communicative Approach...................................................................... 3 Ⅲ .Existing Problems in the Teachers’ Beliefs and Practice of Communicative Approach ........................................................................................................................ 4 A. Problems in the Teachers’ Beliefs ......................................................................... 4 1. Taking Communicative Approach as a Method ................................................. 4 2. Stressing Language Structures ........................................................................... 5 3. Misunderstanding of Communicative Approach ............................................... 5 B. Some Practical Problems....................................................................................... 6 1. Some Differences between Reality and Theory ................................................. 6 2. The Teacher’s Problems ..................................................................................... 6 3. The Students’ Problems...................................................................................... 7 4. Fluency or Accuracy .......................................................................................... 8 5. Improper Testing System ................................................................................. 10 Ⅳ . Ways to Apply Communicative Approach to Practice ........................................... 10 Rid of the Misunderstanding ................................................................... 10 B. Designing the Introduction in the Class .............................................................. 11 Students’ Interests, and Enhancing Their Desire of English Learning.............................................................................................................................. 12 up a Good Relationship Between Teacher and Students ....................... 12 the Students and Meet Their Needs...................................................... 13 攀枝花學(xué)院本科畢業(yè)論文 Contents F. Focusing on Communicating and Teaching Approach ........................................ 14 Conclusion ................................................................................................................... 17 Acknowledgements ...................................................................................................... 19 Bibliography................................................................................................................. 20 攀枝 花學(xué)院本科畢業(yè)論文 Abstract I Abstract Communicative approach appeared in the 1950’s， it has been studied in China for almost 30 years. As a young teaching approach, it is widely accepted by many middle school English teachers. It is also a good teaching approach with many advantages. For example, it emphasizes the central position of students, and advocates that English is learnt to use, it emphasizes the municative function of the language. Communicative approach helps the students to learn concisely and lively. Communicative approach in the class of middle school is adapted in accordance with the students’ psychological features. However, it still needs improvement. This paper analyzes the disadvantages of municative approach. For example, it puts emphasis on flue