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??1.?how is language learned in classroom different from language used in real life?
1）in real life,language is used to perform certain communicative?functions,such as to give directions,to exchange information,or to make a complaint.
in a traditional language classroom,the teaching focus is often on forms rather than functions.so students have learned a lot of structures or patterns without knowing how they should function in social contexts.
2)?traditional pedagogy(传统教学法）tends to focus on one or two language skills and ignore the others.for example,the grammar-translation method emphasised reading and writing skills and virtually ignore listening and speaking skills.
in real language use?we use all skills,including receptive skills（接受能力）such as listing and reading,and productive skills（输出/产出能力）such as speaking and writing.
3)?in reality language?is always used in certain context,but traditional pedagogy?tends to isolate language from its context.
2.?what is communicative competence?（交际能力）*
(what is clt【交际式教学法】?加上这一句full name:clt is refers to communicative language teaching）
(linguistic competence/pragmatic competence/discourse competence/strategic competence/fluency)
从aim/goal/component/summary四部分答题
1）to bridge the gap between classroom language teaching and real-life language use,we should adopt communicative language teaching(交际式教学法）(aim)
2）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.
3）there are five main components?of communicative competence.namely,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.
(a)?linguistic competence（语言能力）.linguistic competence ‘is concerned with knowledge of the language itself,its form and meaning’.more specifically,it involves spelling,pronunciation,vocabulary,word formation,grammatical structure,sentence structure and semantics.
(b)?pragmatic competence（语用能力）.pragmatic competence is concerned with the appropriate use of the language in social context,that is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.in other words,to know ‘when to speak,when not,what to talk about with whom,when,where and in what manner’
(c)?discourse competence（语篇能力）.discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.in other words,it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse.
(d)?strategic competence（策略能力）.it refers to strategies one employs when there is communication breakdown due to lack of resources.one can compensate for this by searching for other means of expression,such as using a similar phrase,using gestures,or using a longer explanation.
(e)?fluency（流利性）.it means one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation’.
4)summary.communicative competence includes knowledge of what you say,when,how,where,and to whom.
3.?implications for teaching and learning
1)?linguistic competence 语言能力
(a)?achieve accuracy in the grammatical forms of the language.
(b)?pronounce the forms accurately.
(c)?use stress,rhythm,and intonation to express meaning.
2)?pragmatic competence语用能力
(a)?learn the relationship between grammatical forms and functions.
(b)?use stress and intonation to express attitude and emotion.
3)?discourse competence语篇能力
(a)?appreciate and be able to produce contextualised written texts in a variety of genres.
(b)?be able to use cohesive devices in reading and writing texts.
4)?strategic competence策略能力
??to take risks in using the language.
5)?fluency语言流畅
??deal with the information gap of real discourse.
4.?principles of communicative language teaching(clt)交际式语言教学原则*
1)?communication principle（交际原则）:activities that involves real communication promote learning.
2)?task principle（任务原则）:activities in which language is used for carrying out meaningful tasks promote learning.
3)?meaningfulness principle（有意义原则）:language that is meaningful to the learner supports the learning process.
4)?there are two versions of clt,a weak version and a strong version,the weak version is learners first acquire language as a structural system and then learn how to use it in communication.the strong version?of clt claims that ‘language is acquired through communication’
5.?clt and the teaching of language skills(交际式语言教学在听说读写方面的运用）
the translation of communicative competence in language teaching practice is to develop learner’s language skills,namely,listening,speaking,reading and writing.
1)?listening and speaking skills need to be redefined in terms of the real communicative use,that is,students should have the chance to listen to and produce what is meaningful,authentic,unpredictable,and creative if possible.listening,therefore,is viewed not only as the counterpart of speaking,but as an independent skill with its own objectives.
2)?in clt,reading is to extract meaning or information and the learning of grammar and vocabulary is to facilitate such as a process.in clt with different reading purposes,students use different skills,such as skimming,scanning,etc.
3)?in clt,the writing skill has been expanded to focus on its communicative goals as well.students should practice writing what people write in everyday life and writing in the way people write in reality.students should have the chance to write to express their own feelings or describe their own experience,thus making the practice of writing meaningful and authentic.
6.?main features of communicative 
activities?(p22了解即可）
7.?six criteria for evaluating how communicative classroom activities
six criteria for evaluating how communicative classroom activities are:
1)?communicative purpose:the activity must involve the students in performing a real communicative purpose rather than just practising language for its own sake.
2)?communicative desire:the activity must create a desire to communicate in the students,that is,even if communications is forced on the students,they must feel a real need to communicate.
3)?content,not form:when the students are doing the activity,they must be concentrating on what they are saying,not how they say it.
4)?variety of language:the activity must involve the students in using a variety of language,not just one specific language form.the students should feel free to improvise,using whatever resources they choose.
5)?no teacher intervention:the activity must be designed to be done by the students working by themselves rather than with the teacher.this assessment should be based on whether the students have achieved their communicative purpose,not whether the language they used was correct.
6)?no materials control:the activity should not be designed to control what language the students should use.
8.?what is task-based language teaching(tblt)任务型语言教学法*
1)?task-based language teaching refers to an approach based on the use of tasks,as the core unit of instruction in language.
2)?task-based language teaching is a further development of communicative language teaching.it shares the same beliefs,as language should be learned as close as possible to how it is used in real life.however,it has stressed the importance to combine form-focused teaching with communication-focused teaching.
9.?task
1)?definition:a task is a piece of work undertaken for others,freely or for some reward.tasks are activities where the target language is used by the learner for a communicative purpose(goal) in order to achieve an outcome.
2)?four components:a task had four main components:a purpose,a context,a process and a product.
(a)?a purpose:making sure the students have a reason for understanding the task
(b)?a context:a context can be real,simulated or imaginary,and involves sociolinguistic issues such as the location,the participants and their relationship,the time,and other important factors.
(c)?a process:getting the students to use learning strategies such as problem solving,reasoning,inquiring,conceptualising and communicating.
(d)?a product:there will be some form of outcome,either visible(a written plan,a play,a letter,etc.)or invisible(enjoying a story,learning about another country,etc.)
3)?how to design a task?
(1)?step 1.think about students’??needs,interests,and abilities.
(2)?step 2.brainstorm a list of communicative tasks for the topic(s) listed in your textbooks that students may be interested in doing.bear in mind that a task should have a communicative purpose and should be goal-oriented.
(3)?step 3.evaluate the list
?after you have brainstormed the possible tasks,you can use some criteria to evaluate them,such as:
(a)?educational value
(b)?appropriateness to the students’?needs,interests and abilities.
(c)?a vailability of suitable resources.
(d)?time available
you might need to modify some of the tasks and reduce some others.
(4)?step 4.choose the language items
you need to analyse the language items required by the tasks at two stages.
(a)?in the first stage,you need to consider the level of linguistic difficulty in order to decide whether to accept,reject or modify a task that you originally planned.
(b)?the second stage is when you have drawn up your final list of tasks.you need to work out the possible language knowledge and skills needed to accomplish the task.
(5)?step 5.preparing material
at this stage,you need to prepare the materials that the students need to carry out the tasks.
4)?task/exercise
when students are carrying out a?task,they are focusing on the complete act of communication.however,we may wish to focus their attention on individual aspects of language,such as vocabulary,grammar or individual skills.we can call these activities exercises.another kind of activity,which is very common in communicative language teaching,comes halfway between tasks tasks and exercises.this kind of activity consists of contextualised practice of language items.this kind of activity can be called an exercise-task.
10.what is ppp?
ppp refers to presentation,practice and production(ppp).a typical ppp lesson would start by the teacher introducing a new language item in a context followed by some controlled practice,such as drilling,repetition,dialogue reading,etc.students then move on to produce the language in a more meaningful way,such as a role play,a drama,an interview.etc.
what is five-step teaching method(五步教学法）?
1)?revision
2)?presentation
3)?practice
4)?production
5)?consolidation
11.differences between ppp and task-based learning*
1)?the way students use and experience language in tbl is radically different from ppp.
(1)?all three components(task,planning and report) are genuinely free of language control and learners rely on their own linguistic resources.
(2)?the?task?supplies a genuine need to use language to communicate.
(3)?the report?allows a free exchange of ideas,summarizing learners’?achievements.
(4)?the planning?stage encourages learners to consider appropriateness and accuracy of language from in general,rather than the production of a single form.
(5)?there is a genuine need to strive for accuracy and fluency as learners prepare to ‘go public’?for the report stage.
2)?tbl can provide a context for grammar teaching and form-focused activities.ppp is different in this aspect.
(1)?in a ppp cycle,with the presentation of the target language coming first,this context has to be invented./in a tbl?framework,the context is already established by the task itself.
(2)?in the?tbl?language focus activities encourages students to think and analyse,not simply to repeat,manipulate and apply.
(3)?listening and reading-both part of the tbl?framework-provide a more varied exposure to natural language.(examples made up to illustrate a single language item as in a ppp?cycle).
(4)?the exposure in the?tbl?framework will include a whole range of words,collocations,lexical phrases and patterns in addition to language forms pre-selected for focus.
(5)?in a ppp?cycle,it is the teacher who pre-selects the language to be taught.during the tbl?analysis stage,learners are free to ask about any aspects of language they notice.
(6)?a?ppp?cycle leads from accuracy to fluency;a tbl?cycle leads from fluency to accuracy
(7)?in?tbl,all four skills---listening,speaking,reading and writing---are naturally integrated.ppp only provides a paradigm for grammar and form-focused lessons;it needs to be supplemented by skills lessons to give learners practice in listening and reading and more exposure to language.
12.?appropriateness of clt and tblt in the chinese context
1)?clt:(a)they very first and forceful argument is whether it is culturally appropriate,whether it will meet the needs of learners from different contexts becomes a question.
(b)the second problem of clt relates to the design of the syllabus for teaching purposes in the classroom.clt emphasises that people use language to fulfil functional purposes.however,it is very difficult to design a syllabus with a one to one correspondence between a function and a form.
(c)the third problem is that some people doubt that whether such an approach is suitable for all age level of learners or all competence level of learners.
2)?tblt:(a)the first is that it may not be effective for presenting new language items.
(b)the second constraint is time as teachers have to prepare task-based activities very carefully.
??????(c)the third is the culture of learning.some students may find it difficult to adapt to tblt.
??????(d)the fourth is level of difficulty.students may find task-based learning quite difficult if they do not have sufficient linguistic resources.
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