Discovering missing information Discovering missing features Discovering “secrets”
Communicating patterns and pictures Communicative models Discovering differences Following directions
Reconstructing story-sequences
Pooling information to solve a problem 2) Social interaction activities
Role-playing through cued dialogues
Role-playing through cues and information Role-playing through situation and goals Role-playing through debate and discussion Large-scale simulation activities improvisation
6. Main features communicative activities
Some main features of communicative activities (Ellis 1990)The six criteria1. Communictivepurpose2. Communicative desire3. Content, not form4. Variety of language5. No teacher intervention6. No materials controlnotesA need to know something.---?an information gap?A need to do somethingConcentrate on what to do and what to say in the activity, not how to say certain forms.Students are free to use all kinds of language forms and skills, not just certain forms given by teacher.Students work by themselves.Students make use of materials 7. The Task-based Approach
A task-based approach sees the language process as one of learning through doing. It stresses the importance to combine form-focused teaching with communication-focused teaching. The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.
Task -based Learning offers an alternative for language teachers. In a task-based
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lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.
So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have comprehended correctly and，at times， they have to seek clarification． By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time．
Task presented in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge
7. What is a task?
Any one of the following definitions is ok:
A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by ?task? is meant the hundred and one things people do in everyday life, at work, at play and in between”.-------- Long (1985)
[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)
… a piece of classroom work which involve learners in comprehending,
manipulating, producing or interacting in the target language while their attention is
principally focused on meaning rather than on form. ----Nunan (1989)
Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”
A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.
8. A task is believed to have four components: a purpose, a context, a process, and a product. 9. What is PPP model?
In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)
10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.
Unit 3
1. The overall language ability required in the 2001 National English Curriculum includes the following aspectslanguage knowledge, language skills, learning strategies, affects and cultural understanding.
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2. What is a syllabus?
A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.
3. What is curriculum?
A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.
Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.
4. Designing principles for the National English Curriculum
1) Aim for educating all students, and emphasize quality-oriented education.
The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students? affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objective is to develop students’ comprehensive abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit. 2) Promote learner-centeredness, and respect individual differences.
Students? overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing intelligence and broadening their views and visions. Teaching should take full consideration of students? individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students.
3. Develop competence-based objectives, and allow flexibility and adaptability.
The overall aim of the curriculum or nine-year compulsory education is to develop students? comprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students can do with the language. It is thus designed to reflect the progressive nature of students? language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum.
4) Pay close attention to the learning process, and advocate experiential learning and
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participation.
Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students? language development.
During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher?s guidance.
5. Attach particular importance to formative assessment, and give special attention to the development of competence.
The assessment for the nine-year compulsory education should be geared to stimulating students? interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students? language performance and achievements during the learning process.
Assessment should be made facilitative to developing students? interests and self-confidence in learning. Summative assessment should focus on assessing students? overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum.
6. Optimize learning resources, and maximize opportunities for learning and using the language.
English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students? learning.
Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.
Unit 4. Lesson Planning 1. What is lesson planning?
Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.
2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage 3. Lesson planning at two levels:
Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)
Micro planning: planning for a specific unit or a lesson (40 or 50 minutes)
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