word專業(yè)資料可復(fù)制編輯歡迎下載?判斷主張并簡(jiǎn)要說明理由：Structuralview:Thestructurelanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:phonology,morphologyandsyntax.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Functionalview:Thefunctionalviewisnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings,suchasofferingsuggesting,etc.Leanersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Internationalview:Theinternationalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Leanersnotonlyneedtoknowthegrammarandvocabularybutalsoneedtoknowtherulesforusingtheminacommunicativecontexts.?Whatmakesagoodlanguageteacher?Theseelementscanbecategorizedintothreegroups:ethicdevotion,professionalqualitiesandpersonalstyles.?教師的專業(yè)能力是如何發(fā)展起來的Howcanbeagoodteacher/Thedevelopmentofprofessional)答：Thedevelopmentofprofessionalcompetenceincludingthreeparts:Stage1,Stage2andGoal.I.Thefirststageislanguagedevelopment.AllEnglishteacheraresupposedtohaveasoundcommandofEnglish,andlanguageisalwayschanging,languagedevelopmentcannevercometoanend.II.Thesecondstageisthemostimportantstageanditismorecomplicatedbecauseitinvolvesthreesub-stages:learning,practice,andreflection.(1)Thelearningstageisthepurposefulpreparationbeforeateacherstartsthepracticeofteaching.Itincludesthreeparts:learningfromother'sexperience,learningthereceivedknowledgeandlearningfromone'sexperiences.Bothexperienceknowledgeandreceivedknowledgeareusefulwhenateachergoestonpractice.(2)Theterm'practice'canbeusedintwosenses.Onesenseisalsocalledpseudopractice.Theothersenseistherealclassroomteaching.(3)Teacherbenefitfrompracticeiftheykeeponreflectingonwhatthey'vedone,Notonlyaftertheyfinishtheirpractice,butalsowhiletheyaredoingthepractice,III.Aftersomeperiodofpracticeandreflection,ateachershouldbeabletoreachhisorherprofessionalcompetence.Asanfinalitshouldn'tanend,onemustbekeeplearning,practicingandreflecting.?真實(shí)應(yīng)用語(yǔ)言課堂語(yǔ)言的不同（Thedifferencesbetweenlanguageusedinreallifeandlanguagetaughtintheclassroom.)Languageusedinreallifediffersfromlanguagelearnedunderthetraditionallanguageteachingpedagpgyinthefollowingaspects:word專業(yè)資料可復(fù)制編輯歡迎下載(1)Inreallife,languageisusedtoperformcertaincommunicationfunctions;inatraditionallanguageclassroom,theteachingfocusisoftenonformsratherthanfunctions.(2)Forvariousreasons,traditionalpedagogytendstofocusononeortwolanguageskillsandignoreothers.Inreallanguageuseweuseallskills,includingreceptiveskillsandproductiveskills.(3)Inrealitylanguageisalwaysusedinacertaincontext,buttraditionalpedagogytendstoisolatelanguagefromitscontext.?交際教學(xué)法的目標(biāo)ThegoalofCLTistodevelopstudents'communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandthelanguageabouthowtousethelanguageappropriatelyincommunicativesituations.Therearefivemaincomponentsofcommunicativecompetence.Namely,linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency.Linguisticcompetenceisconcernedwithknowledgeitself,itsformandmeaning.(Itinvolvesspelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,andsemantics.Itisanintegralpartofcommunicativecompetence.)Pragmaticcompetenceisconcernedwiththeappropriateuseofthelanguageinsocialcontext.(Thatistosay,thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakers,andtheirrelationships.)Discoursecompetencereferstoone'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.(AccordingtoHedge,alsoincludesone'sabilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation.)Strategiccompetenceissimilartocommunicationstrategies.Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Onecancompensateforthisbysearchingforothermeansofexpression.Fluencymeansone'sabilityto'linkunitofspeechtogetherwithfacilityandwithoutstrainorinappropriateorunduehesitation.?Principlesofcommunicativelanguageteaching.(交際教學(xué)語(yǔ)言CLT原則）(1).Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.(2)Task:Activitiesinwhichlanguageisusedforcarringoutmeaningfultaskspromotelearning.(3)Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.?交際教學(xué)法語(yǔ)言技能的關(guān)系(CLTandtheteachingoflanguageskills)(聽說讀寫在交際教學(xué)法中怎樣?？赡艹雎燨R讀OR說OR寫）Communicativecompetenceinlanguageteachingpracticeistodeveloplearners'languageword專業(yè)資料可復(fù)制編輯歡迎下載skills,suchaslistening,speaking,readingandwriting.Intraditionallisteningandspeakingactivitiesinvolvesuseoflanguageinacompletelydifferentwayfromhowlanguageisusedinreality.ThelisteningskillhasreceivedspecialattentioninCLT.Listeningsharesanumberoffeatureswithreadingsince.Listeningisnotonlyasthecounterpartofspeakingbutasanindependentskillswithitsownobjectives.Inreallife,therearesituationinwhichweactaslistenersonly,forexampleasaudienceforradio,television,lecture,films,etc.Thereadingskillsisredefinedtofocusonthepurposeofreading.Traditionallythepurposeofreadingistolearnlanguage,namelyvocabulary,grammar,etc.InCLT,readingistoextractmeaningorinformation.WithDifferentreadingpurpose,studentsusedifferentskills,suchasskimming,scanning,etc.InCLT,thewritingskillhasbeenexpandedtofocusonitscommunicativegoals.Studentsshouldpracticewritingwhatpeoplewriteineverydaylifeabdwritinginthewaypeoplewriteinreality.Studentsshouldwritetoexpresstheirownfeelingsordescribetheirownexperiences.Inaword,CLTonlyexpandedtheareas:languagecontent,learningprocess,andproduct.CLTrequiresahigherlevelofcommunicativecompetenceonthepartoftheteacher.Sixcriteriaforevaluatinghowcommunicativeclassroomactivities:(怎樣判斷XX是不是一個(gè)好的交際活動(dòng)）(1)Communicativepurpose;Theactivitymustinvolvethestudentsinperformingarealcommunicativepurpose.Inorderforthistooccurtheremustbesomekindof"informationgap"thatstudentsseektobridgewhentheyarecommunicate.(2)Communicative:Theactivitymustcreateadesiretocommunicateinthestudents.(3)Content,notform:Whenthestudentsaredoingtheactivity,theymustbeconcentratingonwhattheyaresaying.Theymusthavesome"message"thattheywanttocommunicate.(4)Varietyoflanguage:Theactivitymustinvolvethestudentsinusingavarietyoflanguage,notjustonespecificlanguageform.Thestudentsshouldfeelfreetoimprovise,usingwhateverresources(5)Notteacherintervention:Theactivitymustbedesignedtobedonebythestudentsworkingbythemselvesratherthanwiththeteacher.Thisassessmentshouldbebasedonwhetherthestudenthaveachievedthecommunicativepurpose.word專業(yè)資料可復(fù)制編輯歡迎下載(6)Nomaterialscontrol:Theactivityshouldnotbedesignedtocontrolwhatlanguagethestudentsshouldbeuse.Thechoiceaboutwhatlanguagetouseshouldberestwith（取決于）thestudents.?Task-basedlanguageteachingisafurtherdevelopmentofcommunicativelanguageteaching.Itsconsidersthatlanguageshouldbelearnedasclosedaspossibletohowitisinreallife.Fourcomponentsofatask:apurpose,acontext,aprocess,aproduct.?PPPandTBLPresentation,PracticeandproductionAtypicalPPPlessonwouldstartbytheteacherintroduceanewlanguageiteminacontextfollowedbysomecontrolledpractice,suchasdrilling,repetition,dialoguereading,etc.Studentsthenmoveontoproducethelanguageinamoremeaningfulway,suchasaroleplay,adrama,aninterview,etc.(1)ThewaystudentsuseandexperienceinTBLisradicallydifferentfromPPP.—Allthreecomponents(task,planingandreport)aregenuinelyfreeoflanguagecontrolandleanersrelyontheirownlinguisticresources.—Thetasksuppliesagenuineneedtouselanguagetocommunicate,andtheothercomponentsfollowonnaturallyfromthetask.—Inallthreecomponentslanguageisusedforagenuinepurpose—thereareoutcomestoachieveforthetaskandthepurposeoftheplanningstageistoadjusttheirlanguageforthereportstage.—Thereportallowsafreeexchangeofideas,summarizingleaner'sachievements.—Theplaningstageencouragesleanerstoconsiderappropriatenessandaccuracyoflanguageformingeneral.—Thereisagenuineneedtostriveforaccuracyandfluencyasleanersprepareto"gopublic"forthereportstage,itisnotaquestionofeitheraccuracyorfluencyatanyonepointinthecycle.（2）TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPisdifferentinthisaspect.—InaPPPcycle,withthepresentationofthetargetlanguagecomingfirst,thiscontexthastobeinvented.InaTBLframework,thecontextisalreadyestablishedbythetaskitself.word專業(yè)資料可復(fù)制編輯歡迎下載—TheprocessofconsciousnessraisingusedintheTBLlanguagefocusactivitiesencouragestudentstothinkandanalyse,notsimplytorepeat,manipulateandapply.—ListeningandreadingoftheTBLframeworkprovideamorevariedexposuretonaturallanguage.—TheexposureintheTBLframeworkwillincludeawholerangeofwords,collocation,lexicalphrasesandpatterninadditiontolanguagethanverbtensesandnewword.—InaPPPcycle,itistheteacherwhoarepre-selectsthelanguagetobetaught.DuringtheTBLanalysisstage,leanersarefreetoaskaboutanyaspectsoflanguagetheynotice.—APPPcycleleadsfromaccuracytofluency;aTBLcycleleadsfromfluencytoaccuracy.—InTBL,allfourskills--listening,speaking,readingandwriting--arenaturallyintegrated.PPPonlyprovidesaparadigmforgrammarandform-focusedlessons;itneedtobesupplementedbyskillslessonstogiveleanerspracticeinlisteningandreadingandmoreexposuretolanguage.Aswecanseefromtheabovediscussions,PPPoffersasimplifiedapproachtolanguagelearning.Itisbasedupontheideathatyouanpresentlanguageinaneatandclearway.AndyourlanguagedevelopsbyaddingnewformsfromonelessontotheN.?Howtodesigntasks?（5個(gè)）(1)Thinkaboutstudents'needs,interests,andabilities.Whataretheneeds,interestsandabilitiesofthestudents?Whatkindofthingsdotheyliketodo?Whatcantheyhandle?(2)Brainstormpossibletasks.Brainstormalistofcommunicativetasksforthetopic(s)listedinyourtextbooksthatstudentsmaybeinterestedindoing.(3)Evaluatethelist.Afteryouhavebrainstormedthepossibletasks,youcanusethefollowingcriteriatoevaluatethem.—Educationalvalue.—Appropriatenesstothestudents'needs,interestsandanilities—Availabilityofsuitableresources.—Timeavailable.Youmightneedtomodifysomeofthetasksandreducesomeothers.Thenorderthetasksaccordingtotheirlevelsofdifficulty.(4)Choosethelanguageitems.Youneedtoanalysethelanguageitemsrequiredbythetasksattwostages.Inthefirststage,youneedtoconsidertheleveloflinguisticdifficultyinordertodecidewhethertoaccept,rejectormodifyataskthatyouoriginallyplanned.ThesecondstageiswhenyouhavedrawnupyourFinallistoftasks.Youneedtoworkoutthepossiblelanguageknowledgeandskillsneededtoaccomplishthetask.(5)Preparingmaterials.Atthisstage,youneedtopreparethematerialsthatthestudentsneedtocarryoutthetasks.Astasksinvolvetheholisticuseofcommunicativelanguage,thestudentsaregoingtoneedsupportinthisaspect.?名解LessonPlanning定義：Alessonplanisaframeworkofalessonthatinwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.word專業(yè)資料可復(fù)制編輯歡迎下載?教案的六個(gè)好處？a