Practice Reflectio
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Unit 2 communicative principles and task-bad language teaching
1.What is communicative competence
●Linguistic competence
Knowledge of language itlf
●Pragmatic competence
The choice of the vocabulary and structure depends on the tting, the relative
status of the speakers and their relationship.
●Discour competence
The ability to understand or to express a topic logically and coherently by
effectively employing or comprehending the cohesive marks, such as first,
cond.
●Strategic competence
Searching for other means of expression, such as using a similar phra ……
●Fluency
the ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation)
CLT: communicative language teaching
2.Principles of communicative language teaching
●Communication principle
Activities that involve real communication promote learning.
●Task principle
托福成绩单Activities in which language is ud for carrying out meaningful tasks promote learning.
●Meaningfulness principle
Language that is meaningful to the learner support the learning process.
3.Main features of communicative activities
●Communicative purpo
There must be some information gap that students ek to bridge
●Communicative desire
A real need to communicate
●Content not form
They must have some massage they want to communicate
●Variety of language
●No teacher intervention
●No material control
TBLT: task- bad language teaching
4.Four components of a task
● A purpo
Make sure students have a reason for undertaking the task
美式英语听力● A context
This can be real, simulated or imaginary, and involves sociolinguistic issues such as the location and the relationship of the speaker……
● A process
Getting students to learn some language strategies such as problem solving, reasoning……
爱词霸英语● A product
5.Focus on individual language items –
Purpoful and contextualized communication +
Then
Exerci → task
6.TBL:
●Pre-task
Introduction to topic and task
●Task cycle
✓Task
英语翻译专业✓Planning
✓Report
✓Students hear task recording or read text
●Language focus
✓Analysis and practice
✓Review and repeat task
7.PPP
●Prentation
Of single new item; teachers introduces new vocabulary and grammatical structures.
●Practice
Of new item: drills, exerci, and dialogue
●Production
Activity, role play or task to encourage ‘free’ u of language
8.How to design tasks
computernetwork●Think about students’ needs and interests and abilities
●Brainstorm possible tasks
●Evaluate the list
●Choo the language items
●Preparing materials
9.Constrains of CLT:
●Whether it will meet the needs of learners from different contexts
●It is very difficult to design a one to one correspondence between a function a
form.
10.Constrains of TBLT
●Not effective for prenting new languages
●Time is limited: teachers are busy
●Culture of learning: some students may find it difficult to adapt to TBLT
●Level of difficulty: students may find task-ba language teaching quite
规章制度英文difficult of they do not have sufficient linguistic resources.
Unit 4 lesson planning
1.Why is lesson planning important?
●It can make teachers aware of the aims and language contents of the lesson.
●It helps teachers distinguish the various stages of a lesson and e the
relationship between them so that activities of different difficulty levels can be
arranged properly and the lesson can move smoothly from one stage to another.
●It gives teachers opportunity to anticipate potential problems that may ari in安和
class, and prepare some solutions to them.
●It builds teachers’ confidence in class.
●Teachers can also be aware of teaching aids in class.
●Planning is a good practice and sign of professionalism.
2.Principles for good class planning:
lili●Aim
It means realistic goals for the lesson; the things students are able to do at the
end of the class.
●Variety
Planning a variety of different activities to introduce a wide lection of
materials, so that learning is always interesting.
●Flexibility
Preparing some extra and alternative activities and tasks as the class does not
always go according to the plan.
●Learnability
The contents and tasks planned for the lesson should be within the learning
capability of the students.
●Linkage
The steps and steps in each stage are planned in such a way that they are
someway linked with another one.
3.Macro planning
A planning over a longer period of time, for instance a whole-year cour. It is
often done by a group of teachers who are to teach the same cour.
●Knowing about the profession
Which language area and language stage should be taught?
●Knowing about the institution
常见英语名字The institution arrangements of the time, frequency of the class……
●Knowing about the learners
●Knowing about the syllabus
●Knowing about the textbook
●Knowing about the objectives
4.Components of a lesson plan
家传
●Background information
