Topic: Objectives

1. Topic: Objectives • General Objectives: • 1. Students will be able to set general objectives for a unit with the task-based approach. • 2. Students will be able to make comparison between traditional methods and the communicative approach as far as objectives are concerned.

2. Lesson OneSetting general objectives for a unit with the task-based approach Pre-task activities • Step One: Students choose a topic they like most and negotiate with the teacher. • Step Two: List tasks they are going to fulfill. • While-task activities • Step Two: Use the special terms to express the objectives of unit development • Post-task activities • Step Three: set unit objectives for the topic of shopping

3. Theoretical basis of defining objectives • Social needs in the development of politics, economy, culture, education etc. • Educational aim. • Students’needs. • Students’ current level • Linguistic theories • Educational theories

4. Types of objectives • 1.Goals vs objectives • 2.General objectives vs specific objectives • 3. Behavioral obj. vs non behavioral obj. • 4.Analytical obj. vs holistic obj. • 5.Product-oriented obj. vs Process-oriented

5. Learning how-to-learn Socio-cultural Communication General knowledge Language and cultural awareness Interrelated Broad Goals

6. The Communicative Approach • To foster students’ communicative competence according to their needs. The ability of producing correct, clear, acceptable, and authentic discourse of a target language.

7. The mouse the cat the dog the man the woman married beat chased ate had a white tail.

8. You were applying to a university and needed a letter of recommendation. You went to a professor, who was also your friend, and said： • A. “I’d appreciate it if you could write a letter of recommendation for me.” (正确，得2分) • B. “I want to ask you to write a letter of recommendation for me.” (语法正确，不够得体，得1分) • C．“I wonder if you could wrete a letter recommendation me.”(较得体，但语言有误，得1分)。 • D. “Hey, give me recommendation letter.”(语言有误，内容不得体，不得分)。

9. Specific Goals of Communication • To be able to use the target language to: • 1. Establish and maintain personal relationships • 2. Participate in social interaction • 3.a ) Obtain specific information • b) Obtain general information. • 4. Give information • 5. enjoy artistic works • 6. Create artistic works

10. 具体交际目标 1、使学生能使用目的语建立和维持人际关系， 讨论有 趣的话题。 2、使学生能使用目的语参加社会交际。 3、使学生能使用目的语的口语或书面语获得 a、具体信息；b、总体信息。 4、使学生能以目的语的口语或书面语形式提供信息。 5、使学生能使用目的语听、读、看各种文艺作品， 并作出个人反应。 6、使学生能使用目的语进行口头和书面的文艺创作。

11. General Objectives(activity clusters) • In relation to communication goal(1) learners will be able to use the target language to: • Introduce themselves and others • Invite and thank others • Say how they feel • Describe their routine and that of friends and other people • Express likes and preferences

12. Topic: SHOPPING General objectives: 1.Students will be able to make a shopping plan within a budget. 2.Students will be able to make a market investigation. 3. Students will be able to participate in a simulated shopping. 4. Students will be able to make an advertisement of a product. 1

13. Topic : Personal Information • General objectives: • students will be able to introduce themselves to other people. • Students will be able to talk about family photos. • Students will be able to understand and write personal resume. • Students will be able to look for friends with written information

14. Topic: Health • General objectives: • Students will be able to • learn to do an exercise. learn to do a first-aid. see a doctor and have a talk with doctor. fill in a health form.

15. Topic: Interests and Hobbies • General objectives: • Students will be able to know how to express likes and dislikes. • Students will be able to describe a most interesting activity. • Students will be able to make an interview on their hobbies and interests. • Students will be able to participate in a debate on video game .

16. Specific Objectives Learners will be able to : generate questions use the future tense use vocabulary related to the activity

17. Lesson TwoMaking comparison between traditional methods and the communicative approach Pre-task activities • Step One: Introducing objectives of traditional methods to students. • Step Two: Introducing objectives of the communicative approach to students. • While-task activities • Step Two: Students writing papers to make comparison between traditional methods and the communicative approach as far as objectives are concerned. • Post-task activities • Step Three: Peer works to evaluate the papers.

18. The Grammar-translation Method • To enable the learners to read and translate its literature. Grammar-translation is considered as a necessary preliminary to the study of literary works. Students are required to memorize grammatical rules in order to understand and manipulate the morphology and syntax of the target language. The students who can translate from one language into another are considered successful language learners. • To provide students with good mental exercise that helps develop their minds. • To gain a better understanding of the first language.

19. The Direct Method • The objectives of the Direct Method are to foster the students' ability to communicate in the target language. The reason for the exclusive use of the foreign language in the Direct Method is to enable the student to think in the target language. The teaching of all four basic language skills is advocated, but the reading and writing exercises are based upon what the students practise orally first. Pronunciation is paid attention to from the beginning of a course. Vocabulary takes precedence over grammar.

20. The Audiolingual Method • Control of the structures of sound, form and order, mastery over symbols of the language; Development of mastery in all four language skills, beginning with listening and speaking, and using these as a basis for the teaching of reading and writing. The ultimate goal is to develop in the students the abilities to use language automatically without stopping to think.

21. The Cognitive Approach • To develop in the students the same type of abilities possessed by native speakers.To develop the students’ ability to the point at which they have a minimum control over the rules that allow native speakers to create the language necessary to communicate. That is , they should reach the point at which they can formulate their own replies to previously unmet language situations. Cognitive theory is less concerned with the primacy of the audiolingual skills. Instead, it emphasizes the control of the language in all its manifestations as a coherent and meaningful system, a kind of consciously acquired “competence” which the learner can put to use in real-life situations.

22. The Communicative Approach • To foster students’ communicative competence according to their needs. The ability of producing correct, clear, acceptable, and authentic discourse of a target language.

23. The mouse the cat the dog the man the woman married beat chased ate had a white tail.

24. You were applying to a university and needed a letter of recommendation. You went to a professor, who was also your friend, and said： • A. “I’d appreciate it if you could write a letter of recommendation for me.” (正确，得2分) • B. “I want to ask you to write a letter of recommendation for me.” (语法正确，不够得体，得1分) • C．“I wonder if you could wrete a letter recommendation me.”(较得体，但语言有误，得1分)。 • D. “Hey, give me recommendation letter.”(语言有误，内容不得体，不得分)。

25. The Activities-based ApproachGoals and Objectives Interrelated Broad Goals Specific Goals of Communication General Objectives(activity cluster) Specific Objectives

26. The Task-based Language Teaching 国际视野 祖国意识 合作精神 自信意志 动机兴趣 文化知识 文化理解 跨文化交际 意识和能力 情感态度 文化意识 资源策略 交际策略 调控策略 认知策略 学习策略 综合语言运用能力 语言知识 语言技能 话题 功能 语法 词汇 语音 写 读 说 听