language this way?
4) Features of Communicative Language Teaching
[1] It stresses the need to allow students opportunities for authentic and
creative use of the language.
[2] It focuses on meaning rather than form.
[3] It suggests that learning should be relevant to the needs of the students. [4] It advocates task-based language teaching. Students should be given tasks to
perform or problems to solve in the classroom. 5) Principles
[1] Communication principle [2] Task principle
[3] Meaningfulness principle
6) Criteria for evaluating communicative activities [1] Communicative purpose [2] Communicative desire [3] Content, not form [4] Variety of language
[5] No teacher intervention [6] No material controls 7) Merits of CLT:
[1] likely to give the students all skills [2] More relevant
[3] Less waste of time and effort 8) Demerit of CLT:
[1] make great demands upon the professional training and skills of the
teacher
[2] Difficult to cheek what student have learnt
[3] Don't offer the teacher the security of the textbook 9) Traditional class VS CLT
[1] Listening: to the teacher, to the tape →sth. unpredictable, sth. authentic,
sth. meaningful
[2] Reading: learning language →get information, exact meaning, different
skills
[3] Speaking: repeating, answering, retelling →sth. creating, express oneself [4] Writing: composition, translation →write to express oneself, one’s feeling,
one’s thought; write what people write in the way people write.
10) Linguistic Competence: tacit knowledge of language structures and the ability
to use the knowledge to understand and produce language. (Chomsky)
11) Communicative Competence: Both knowledge about the language and the
knowledge about how to use the language in communicative situation appropriately.
2. Task-based Language Teaching (TBLT) 1) TBLT vs. CLT
[1] TBLT is, in fact, a further development of CLT.
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[2] It shares the same beliefs, as language should be learned as close as
possible to how it is used in real life.
[3] However, it has stressed the importance to combine form-focused teaching
with communication-focused teaching. 2) model [1] Pre-task [2] Task cycle
? Task: do the task
? Planning: prepare to report/rehearse ? Report
? Hearing task recording or read text [3] Language focus
? Analysis ? Practice 3) What is a task?
[1] A task is essentially goal-oriented; it requires the group, or pair, to achieve
an objective that is usually expressed by an observable result, such as brief note or lists, rearrangement of jumbled items, a drawing, a spoken summary.
[2] This result should be attainable only by interaction between participants: so,
within the definition of the task you often find instructions such as ‘reach a consensus’, or ‘find out everyone’s opinions’.
[3] Four Components of a Task: purpose, context, process, product [4] Differences among Exercises, Exercise-tasks and Tasks:
? Tasks are the activities which let students focus on the complete act of
communication.
? Exercises are the activities which let students focus their attention on
the individual aspects of language, such as vocabulary, grammar or individual skills.
? Exercise-tasks are the activities which helps the students to master the
individual aspects of language by using them in certain kinds of contexts.
[5] The Principles in Designing Tasks:
? authenticity principle ? form-function principle ? task dependency principle ? leaning by doing ? scaffolding
[6] steps in designing tasks:
? Think about students' needs, interests, and abilities ? Brainstorm possible tasks ? Evaluate the list
? Choose the language items ? Prepare materials
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[7] Types of Tasks
? listing
? ordering and sorting ? comparing
? problem solving
? sharing personal experience ? creative tasks ? jigsaw tasks
? decision-making tasks ? opinion exchange tasks
3. PPP (Presentation, Practice, Production) 1) Differences between PPP and TBLT
[1] The way students use and experience language in TBLT is radically
different from PPP.
? Free of language control
? A genuine need to use language to communicate ? A free exchange of ideas
? Appropriateness & accuracy of language form in general, not
production of a single form
? A genuine need for accuracy and fluency
[2] TBLT can provide a context for grammar teaching and form-focused
activities. PPP is different in this aspect. ? A task-established context
? Encouraged to think, analyze, not simply to repeat, manipulate and
apply
? A more varied exposure to natural language ? Language forms not pre-selected for focus ? Learner-free selection of language
? TBLT cycle lead from Fluency to accuracy (+fluency) ? In TBLT Integrated skills practiced 4. Total Physical Response
1) Total Physical Response (TPR) is a language teaching method developed by
James Asher who advocates the coordination of speech and action. 2) Language is taught through physical (motor) activity. 3) Features:
[1] TPR reveals structuralist or grammar-based views of language.
According to Asher, the verb, especially the verb in the imperative, as the central linguistic motif around which language use and learning are organized.
[2] The language learning theory in TPR is behaviorism. Learning is
effective and meaningful through stimulus-response action.
[3] The objective of a TPR course is to develop learners’ communicative
ability through the use of action-based drills in the imperative form.
[4] TPR syllabus is a sentence-based one with teaching items of grammar
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and vocabulary. However, the focus is not on the structure, but on meaning in a way that grammar points and vocabulary items are selected according to situations in which they are used.
[5] The learning and teaching activities in TPR are imperative drills such as
orders, commands or instructions, which are used to elicit physical actions and activity on the learner.
[6] TPR learners are listeners and performers. They are required to
respond and monitor and evaluate their own progress.
[7] The teacher in TPR is active, directing the classroom interaction and
turn taking to make sure everything goes well.
4) Merits
[1] Physical activity helps retain the language.
[2] Learning is made a matter of effortless process.
[3] It gives due attention to right-brained learning, which is supposed to
precede left-brain language processing.
[4] It facilitates students to communicate uninhibitedly. 5) Demerits
[1] It may not appeal to learners as they advance in their competence.
[2] A lot of complex language structures cannot be effectively incorporated
into the imperative.
[3] Learners’ needs for unrehearsed language cannot be met by such
dramatic nature of language learning.
[4] It does not have basic textbooks, which may be difficult for both
teachers and learners.
4. The English curriculum and coursebooks
1. Curriculum: Curriculum refers to the programme of studies of an educational institution. It refers to the substance of what is taught in a given subject: (a) defining objectives, (b) determining content, (c) indicating some sort of sequence or progression.
2. Syllabus: A syllabus provides a focus for what should be studied, along with a rational for how the content should be selected and ordered. 1) Characteristics of a Syllabus:
[1] consists of a comprehensive list of content items (words, structures,
topics) and process items (tasks, methods) [2] is ordered (easier, more essential items first)
[3] has explicit objectives (usually expressed in the introduction) [4] is a public document
[5] may indicate a time schedule
[6] may indicate a preferred methodology or approach [7] may recommend materials 3. coursebook:
1) definition: A coursebook is a textbook of which the teacher and, usually,
each student has a copy, and which is in principle to be followed
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systematically as the basis for a language course. Coursebooks are best seen as a resource in achieving aims and objectives that have already been set in terms of learner needs. 2) Role of coursebooks:
[1] Coursebooks should not determine the aims themselves or become
aims.
[2] The role of the coursebook is to be at the service of teachers and
learners but not to be their master.
[3] The aims of the coursebook should correspond as closely as possible to
the aims of the teacher, and both should seek to meet the needs of the learners to the highest degree.
3) 英语教学材料包括教科书以及教师用书、练习册、活动手册、读物、音
视频材料、挂图、卡片、教学实物、软件等。通常说的教材是指英语教学材料中的教科书。 [1] 编写原则：
? 坚持思想性原则，落实立德树人根本任务，培养学生的英语学科核
心素养
? 英语课程标准为依据，满足学生的多元发展
? 以主题为引领，以活动为重点，整体设计教材学习单元
? 采用真实的英语语言素材，帮助学生增长知识，丰富生活经验 ? 遵循语言学习的客观规律，满足学生的个性化学习需要 ? 教材编写应具有开放性，注重培养学生的自主学习能力 ? 教材要渗透信息技术在英语教学中的应用
4. 语言能力：
1) 语言能力指在社会情境中，以听、说、读、看、写等方式理解和表达意
义的能力，以及在学习和使用语言的过程中形成的语言意识和语感。 2) 英语语言能力构成英语学科核心素养的基础要素。
3) 英语语言能力的提高蕴含文化意识、思维品质和学习能力的提升，有助
于学生拓展国际视野和思维方式，开展跨文化交流。
4) 语言能力目标：具有一定的语言意识和英语语感，在常见的具体语境中
整合性地运用已有语言知识，理解口头和书面语篇所表达的意义，识别其恰当表意所采用的手段，有效地使用口语和书面语表达意义和进行人际交流。
5. 文化意识：
1) 文化意识指对中外文化的理解和对优秀文化的认同，是学生的全球化背
景下表现出的跨文化认知、态度和行为取向。 2) 文化意识体现英语学科素养的价值取向。
3) 文化意识有助于学生增强国家认同和家国情怀，坚定文化自信，树立人
类命运共同体意识，学会做人做事，成长为有文明素养和社会责任感的人。
4) 文化意识目标：获得文化知识，理解文化内涵，比较文化异同，汲取文
化精华，形成正确的价值观，坚定文化自信，形成自尊、自信、自强的良好品格，具备一定的跨文化沟通和传播中华文化的能力。
6. 思维品质：
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