教学法Unit 2.ppt

Unit 2 Communicative Principles and Task-based Language Teaching Communicative Language Teaching （CLT） Task-based Language Teaching（TBLT） Seven questions and other related terms Refer to P. 14 in the textbook. PPP = Presentation, Practice and Production Five-step teaching method = revision, presentation, practice, production and consolidation (巩固). Teaching methodology = (Teaching) pedagogy 2.1 Language use in real life vs. traditional pedagogy The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. We should teach language in the way it is used in the real world. Very often there is a big gap between the language used in real life and the language learned/taught in classroom. Three major differences In real life, on functions while in classroom, on forms. In real life, all language skills,esp. listening speaking while in classroom, one or two language skills and ignore the others. In real life, in certain context while in classroom,isolation from context. 2.2 What is communicative competence? One possible solution to bridge the gap between classroom language teaching and real-life language use is the adoption of communicative language teaching. The goal of CLT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. “Why don’t you close the door?” a real question a command a complaint a suggestion Task 3: Different ways of making suggestions (refer to P. 308) Task 4: Possible meanings and functions of present continuous tense Conclusion: one language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms. In other words, what we say is more or less decided by who we are, where we are, to whom we are talking and what kind of relationship we have with the persons invo