Использование коммуникативных метода в преподавании английской грамматики на материале на материале Cambridge Oxford University Press Macmillan Longman .

INTRODUCTION

Oral communication is typified as an activity involving two (or more) people in which the participants are both hearers and speakers having to react to what they hear and make their contributions at high speed. Each participant has an intention or set of intentions - goals that he wants to achieve in the interaction. Each participant has to be able to interpret what is said to him / her; which he cannot predict exactly either in terms of form or in terms of meaning, and reply with what language he has at his disposal in a way that takes account of what has just been said and which reflects his own intentions at this point in the interaction.
It is sometimes said that a structural approach, when it is orally based, with plenty of classroom activity, succeeds in doing this. It does not. It is important not to confuse plenty of student talk with learning to communicate. They are not synonymous. A communicative approach to speaking emphasises the use of language above the level of the sentence. Structural approaches, on the other hand, are concerned with the production of grammatically accurate sentences.
Structural dialogues lack communicative intent and you cannot identify what communicative operations the learner can engage in as a result of practice. The result of purely structural practice is the ability to produce a range of usages, but not the ability to use forms appropriately.
The role of the instructor in Communicative Subject Teaching (CST) is different from traditional teaching methods. In the traditional classroom, the teacher is “on duty” and \"controls\" the learning. In CST the teacher serves as a facilitator, allowing students to be in charge of their own learning. The teacher still gives direction to the class and sets up exercises and control works, but the students do much more speaking than in a traditional classroom. This responsibility to participate as a rule leads to an increased sense of confidence in using the subject in practice.

INTRODUCTION 3
CHAPTER 1. THE HISTORY OF COMMUNICATIVE APPROACH 6
CHAPTER 2. FEATURES OF THE COMMUNICATIVE METHOD APPLICATION IN RUSSIA AND IN EUROPE 11
2.1. Communicative method in our country and abroad 11
2.2. Broadenings students\' communicative competence in English Language Teaching 27
2.3. Communicative games In English Language Teaching 32
CHAPTER 3.REALIZATION OF THE COMMUNICATIVE METHOD (ADVANCED AND UPPER - INTERMEDIATE LEVEL) 37
3.1. Upper-Intermediate level (Inside Out. Upper-Intermediate. / – Macmillan; New Cutting Edge. Upper-Intermediate./ Longman) 50
CONCLUSIONS 58
LITERATURE 62

1. Arthur, B. 1980. \'Gauging the boundaries of second language competence: a study of learner judgments.\' Language learning 30:177094.
2. Bagrammova N.V. Communicative-interactive approach as method of increase of capture by a foreign language// Materials of XXXI of the All-russian scientifically-methodical conference of teachers and graduate students. – Is., 18. - p. 3-6.
3. Bell B. Teacher Development in Science Education // International Handbook for Science Education. Part Two. – N.-York: Kluver Academic Publishers, 1998. – P. 681-693.
4. Berdychiv Л.Н. A language policy and methodology of teaching of foreign languages are in the countries of Europe. The Foreign languages at school. - 2002. - №5. - p. 16-19.
5. Bimm I.L. The Personality-oriented approach is basic strategy of updating of school. The Foreign languages at school. - 2001. - №2. - p. 58-60.
6. Bress P. Which activities for which students? – MET. – 1994. V.3-2. April. – P.41–43.
7. Brumfil, C. 1984. Communicative Methodology in Language Teaching. Cambridge University Press.
8. Canale, M and M. Swain. 1980. \'Theoretical Bases of Communicative Approaches to Second Language Teaching.\' Applia Linguistics 1: 1—47.
9. Choice of teaching methods in middle school./ Red. Y.К.Babanskiy. - M.: Pedagogics, 1981.
10. Dummet P. Simulation and realistic tasks. – MET. – 1994. – V.3 #1 January. – P.41–44.
11. Fitzpatrick F. Communicating without the course book. – 1995. - V.4 #1 January. – P.7–11.
12. Holbrook, J. Assessing student achievement for Scientific and Technological Literacy (STL) // Science Education International. – December 1999. – Vol.10. – № 4. – P. 25-30.
13. Holbrook J. Making science teaching relevant // Chemical Education International. – 2005. – Vol. 6. – № 1. – P. 1-12.
14. Holbrook J. Operationalising Scientific and Technological Literacy – a new approach to science teaching // Science Education International. – June 1998. – Vol. 9. – No. 2. – P. 15-20.
15. Holbrook J. The Role of Science Teacher Associations in Promoting Scientific and Technological Literacy // Science Education International. – March 1996. – Vol. 7. – №1. – Р. 5-10.
16. Hutchinson, T. and Waters. 1987. English for Specific Purpose Cambridge University Press.
17. Hymes, D. 1991. On Communicative Competence. Philadelphia, Pa: University of Pennsylvania Press.
18. Communication in the modern languages classroom/By Joe Sheils. Strasbourg: Council of Europe Press, 1993.
19. Cutting Edge. Advanced. Students Book Sarah Cunningham Peter Moor with Jane Comyns Carr. – Longman, 2005.
20. Cutting Edge. Upper-Intermediate / David Albery. – Longman
21. Inside Out. Workbook Advanced. / Ceri Jones with Russell Stannard. – Macmillan.
22. Inside Out. Teacher’s Book Advanced. / Ceri Jones with Russell Stannard. – Macmillan.
23. Inside Out. Upper-Intermediate. / Helena Gomm. – Macmillan.
24. Grenfell M. Flexible learning: the teacher’s friend? – Modern English Teacher. – 1994. – Volume 3-4 October. – P.7–13.
25. Learning and teaching modern languages for communication. - Strasbourg: Council of Europe Press, 1988.
26. Milrud P., Maksimova I.Р. Modern conceptual principles of the communicative teaching to the foreign languages // Foreign languages at school - 2000 - №5. - p. 17.
27. Modern languages. - Strasbourg. Council of Europe Press, 1981.
28. Passov Е.I. Communicative method of teaching to the foreign talking. - М., 1991. - 223 p.
29. Rating Your Psychotherapist: The Search for Effective Cure. New York: Henry Holt, 1989 (Ballantine Books paperback).
30. Rules, Frames and Boundaries in Psychotherapy and Counselling. London: Karnac Books, 1998.
31. Sehlstrom P. Experimenting with student-generated materials. – MET. – 1994. – V.3-4 October. – P.31–37.
32. Take Charge of Your Emotional Life. New York: Henry Holt, 1991.
33. Tarone, E. E. 1984. Teaching Strategic Competencein the Foreign Language Classroom. Reading, Mass.: Addison-Wesley.
34. Tarone, E., Yule, G. 1995. \'Focus on the Language Learner\'. Oxford University Press.
35. Teaching communicativeness - in practice of school, edited Е.I. Passov, - М. 1985, Publ. Inlightening.
36. The Evolution of the Emotion-processing Mind: With an Introduction to Mental Darwinism. London: Karnac Books, 1996.
37. Threshold Level 1990. - Strasbourg: Council of Europe Press, 1991.
38. Unconscious Communication in Everyday Life. Northvale, NJ: Jason Aronson, 1983.
39. Wastage, 1990. - Strasbourg: Council of Europe Press, 1991.
40. Yule, G. 1986. \'Comprehensible notions\'. Applied Linguistics 7: 275—83.
41. Yule, G., J. Yans, and A Tsuda. 1985. \'Investigating Aspects of the Language Learner\'s Confidence: an Application of Theory of Signal Detection. Language Learning 35: 473—88.