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Published byRudolph Hamilton Modified over 6 years ago
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Chapter 2 Four components of communicative competence
Key words for communicative materials Language form vs. language function Examples of form-function relationship (one to many/many to one) Under which section should this example (“How about buying this red dress instead”) be placed in a grammar-focused book? And in a functional- communicative book?
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Chapter 2 What is error? Appropriacy vs. accuracy Use vs. usage
Cohesion vs. coherence
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Chapter 3 Structural approach vs. communicative approach
Lexical syllabus Task-based approach Learner variables Subskills of reading
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Chapter 4 Evaluating ELT materials
External evaluation vs. Internal evaluation External evaluation ---What does ‘blurb’ and introduction entail? What are the criteria in the internal evaluation?
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Chapter 4: Internal evaluation
Presentation of language skills Grading & sequencing To promote discourse competence Authentic or artificial? Suitable for the target learners? Add your own criteria
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Chapter 6 Reading skills
The text as object vs. as process view point Schema theory Top-down vs. bottom up approach Steps in designing reading courses Explicit vs. implicit vocabulary teaching
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Chapter 7 Listening skills
Reasons for listening Transactional speech with one-way information flow vs. two way interactional speech Processing sound Processing meaning Context and knowledge Main reasons for problems with listening
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Chapter 7 Listening skills
Pre-listening activities Listening activities Post-listening activities
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Chapter 8 Speaking sills
Reasons for speaking 4 characteristics of a communicative view of language Teaching pronunciation Pre-communicative language teaching vs. Communicative framework Skill getting vs. skill using Types of activity
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