英语教学法PPT-Unit+2+CLT.ppt

Unit 2 CLTTBLT Aims of the unit How is language learned in classrooms different from language learned in real life? What is communicative competence? What are the implications of CLT for teaching and learning? What are the main features of communicative activities? What is task-based language teaching? How is TBLT different from PPP? Are there limitations of CLT and TBLT? Language used in real life VS. language taught in classrooms The relationship between language form and communicative function 1.one language form may express a number of communicative functions. 2. one communicative function can also be expressed by a variety of language forms. 3. when talking to other people, we need to choose the most appropriate form for that particular situation. What is communicative competence? Communicative competence includes both the knowledge of language and the knowledge about how to use the language appropriately in communicative situations. (in other words, it includes linguistic knowledge and appropriate use of language) Five components of communicative competence Linguistic competence Pragmatic competence Discourse competence Strategic competence Fluency Hedge (2000:46-55) Implications for teaching and learning See task 5 Principles of CLT Communicative principle: 1) purpose 2) context either real or created 3) actual use of the target language Task principle: 1) authentic tasks ( classroom activities involving the real use of the target language) 2) tasks should be meaningful and promote learning Meaningfulness principle: language used is meaningful to both the speaker and learner Implications of CLT for the teaching of language skills Listening and speaking: students should have the chance to listen to and produce meaningful, authentic and creative language. Reading: students should read with different purposes and skills and focus on both meaning and form. Writing: students should practise writing what p