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Lesson Plan Justification for a College Speaking English Class大学英语交际语言教学法口语课堂设计实例与有效性论证论文

导读:本论文是一篇关于Lesson Plan Justification for a College Speaking English Class大学英语交际语言教学法口语课堂设计实例与有效性论证的优秀论文范文,对正在写有关于Lesson Plan Justification for a College Speaking English Class大学英语交际语言教学法口语课堂设计实例与有效性论证论文的写作者有一定的参考和指导作用,《Lesson Plan Justification for a College Speaking English Class大学英语交际语言教学法口语课堂设计实例与有效性论证论文》论文片段:语流利程度,克服紧张,提升学生面对特定听众和在特定语境中实际口语交流能力,同时推动学生学习自治和生生互动。  【关键词】交际语言教学法 学生为中心教学法 任务型学习  【基金项目】中央高校基本科研业务费专项资金资助项目,课题编号 NKZXC10006。  2095-3089(2013)09-0129-03  Introduction  This lesson plan

Lesson Plan Justification for a College Speaking English Class大学英语交际语言教学法口语课堂设计实例与有效性论证论文WORD版下载 英语论文范文 :
【摘要】本文系为以交际语言教学法为指导原则的大学英语口语课堂设计实例提供有效性论证。该课堂设计遵循学生为中心及任务型学习原则,旨在提高学生英语流利程度,克服紧张,提升学生面对特定听众和在特定语境中实际口语交流能力,同时推动学生学习自治和生生互动。
  【关键词】交际语言教学法 学生为中心教学法 任务型学习
  【基金项目】中央高校基本科研业务费专项资金资助项目,课题编号 NKZXC10006。
  2095-3089(2013)09-0129-03
  Introduction
  This lesson plan (Appendix 1) is designed for a Chinese speaking class that consists of 30 freshman students. It will be carried out in a 50?鄄mintue session.
  It is composed of 5 procedures with activities designed based on Communicative Language Teaching (CLT) approach. It is task?鄄based and student?鄄centered. The aims of this lesson are to improve students’ communication skills, to reduce their anxiety while talking, to promote students’ interest and fluency in speaking within a context and in front an audience and to encourage cooperative learning, student?鄄student interaction and learner autonomy.
  Detailed rationale for the aims of the lesson and for each stage of the lesson
  The author have found that college freshman students in China are lack of interest and fluency in English speaking even though they have studied English for at least 6 years before they entered university. The reason for their lack of fluency in speaking is mainly because they almost always have learned English in “structure?鄄based methods” (Littlewood, p.118) and a PPP (‘presentation, practice, performance’) model (Foster, 1999, p. 69). Few communicative activities ever involved in their learning process. Thus it’s not surprising why their communicative ability is

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 the lesson and for each stage of the lesson  The author have found that college freshman students in China are lack of interest and fluency in English speaking even though they have studied English for at least 6 years before they entered university. The reason for their lack of fluency in speakiWWw.YingyuLunwen.com 英语论文网整理提供

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