文摘
英文文摘
声明
Acknowledgements
1. Introduction
1.1 The general goals of the curriculum reform in basic education in China
1.2 The specific requirements of the English Curriculum Standards
1.3 The current situation of ELT in China
2. The communicative competence and communicative approach
2.1 Communicative competence
2.1.1 What is communicative competence
2.1.2 Category of communicative competence
2.2 Communicative approach
2.2.1 What is communicative approach
2.2.2 Origins of this approach
2.2.3 General principles and theories of communicative approaches
2.2.4 Objective of the communicative approach
2.2.5 Main features of the communicative approach
2.2.6 The advantages and disadvantages of this approach
2.3 Necessity of grammar teaching in communicative framework
3. Grammar Teaching
3.1 What is grammar
3.2 Different attitudes towards grammar teaching
3.2.1 The sentence-machine argument
3.2.2 The fine-tuning argument
3.2.3 The fossilization argument
3.2.4 The advance-organizer argument
3.2.5 The discrete item argument
3.2.6 The rule-of-law argument
3.2.7 The learn expectations argument
3.2.8 The exam-oriented argument
3.2.9 The knowledge-how argument
3.2.10 The acquisition argument
3.2.11 The communication argument
3.2.12 The natural order argument
3.1.13 The lexical chunks argument
3.2.14 The learner expectations argument
3.3 The place of grammar in language teaching
4. Strategies commonly employed in teaching grammar communicatively
4.1 Models of English grammar teaching based on CA
4.1.1 Brumfit's Model
4.1.2 Harmer's Model
4.1.3 Byme's Model
4.1.4 Willis's Model
4.2 Creation of communicative activities and selection of contexts
4.2.1 Interesting
4.2.2 Communicative
4.2.3 Originating from daily life
4.2.4 Up-dated and authoritative
4.3 Inductive sequence to teach grammar
4.4 Procedure of grammar teaching in the communicative way
4.4.1 Presenting grammatical points by using situations
4.4.2 Teachers-students discussion
4.4.3 Summing-up
4.4.4 Consolidation practice
4.4.5 Comprehensive use
4.5 Making old things new
4.6 Asking students to induce grammatical rules by themselves
4.7 Teaching grammar in the context
4.8 Comparative method
Conclusion
REFERENCES
