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?
Chapter 2 What is error? Appropriacy vs. accuracy Use vs. usage Cohesion vs. coherence
Chapter 3 Structural approach vs. communicative approach Lexical syllabus Task-based approach Learner variables Subskills of reading
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?
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
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
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
Chapter 7 Listening skills Pre-listening activities Listening activities Post-listening activities
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
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter