大家都搜：
交际语言教学
1、teaching───n.教学；教义；v.教学；教导（teach的ing形式）
2、teaching assistantship───n.助教金
3、teaching style───教学风格
4、language───n.语言；语言文字；表达能力
5、communicative───adj.交际的；爱说话的，健谈的；无隐讳交谈的
6、communicative method───交际法
7、language teaching───语言教学
8、communicative properties───交际性
9、teaching practice───教学实习；试教；教学实习，试教
1、Communicative Language Teaching has been introduced to China.───交际式语言教学由此开始在中国试行。
2、The author advocates integrating Communicative Language Teaching with grammar teaching into a more effective way.───将交际教学方法与语法教学相整合，探索更加有效的语法教学途径。
3、This thesis discusses how weak version of Communicative Language Teaching is applied to college vocabulary teaching.───本文讨论了弱式交际法在词汇教学中的应用。
4、Communicative Language Teaching attaches much importance to cultivation of communicative competence in ELT.───语言交际教学则强调重视在英语语言教学中培养交际能力的重要性。
5、How to conduct a communicative language teaching class?───怎样组织一堂交际教学课呢？
6、Using CLT (Communicative Language Teaching) is one of language methods that offer a? new view and strategy in language teaching.───互动式语言教学作为其中的一种方法给我们语音教学提供了全新的理念和策略。
7、Communicative language teaching in primary schools is an important component of teaching.───小学口语交际教学是语文课程教学的重要组成部分。
8、Communicative Language Teaching (CLT) emphasizes that the goal of language teaching is to enhance the communicative competence of students.───交际教学法强调以培养学生的实际语言交际能力为教学目标。
9、As a version of communicative language teaching, Discussion-oriented teaching is designed in intensive reading course of college English.───在大学英语精读教学实践中运用交际教学法，采取以讨论为主的交际教学形式，是对交际教学法理论的一个大胆实践和创新。
1、It often seems to be supposed that a concern for grammar is inconsistent with the principles of communicative language teaching.
2、Meanwhile, communicative language teaching approach and cooperative learning method are integrated into the classroom activities.
3、To solve this problem, first we review the history of English vocabulary teaching, mainly including Grammar Translation Method, Direct Method, Audio-lingual Method and Communicative Language Teaching.
4、Grammar and metalinguistic knowledge as well as mother tongue's positive transfer are often neglected in communicative language teaching.