会计学Howcanonebecomeagoodlanguageteacher?(Textbookpp8-10)Unit2Part1Haveyouhadyourlunch?Step1Teacherreadsthesentenceandthengetsthestudentstoreadthesentenceaftertheteacher.Step2TeacherexplainsthemeaningandtranslatesthesentencefromEnglishintoChinese.Step3Teacherexplainsthegrammaticalstructureorrulesandtellsthestudentstobeclearandrememberthetenseusedinthesentence“thepresentperfecttense”andtheformationofthiskindoftense(have+p.p.),andtheformofquestionandnegation(have/has+subj.;Subj.+have/has+not),andtheirabbreviation:haven’t/hasn’t.Step4Teachergivesmoreexamplessuchas:Haveyouhadyourbreakfast?Yes,Ihave/No,Ihaven’t.Step5Studentsdopatterndrillsandreadtheexamplesaloudagainandagain.Step6Studentsdosomewrittenexercises.Inthisway,thestructureofthesentencewillbelearnedandremembered,andthestudentsmaybeabletocomposegrammaticallycorrectsentences,e.g.Haveyouhadyoursupper?Yes,Ihave./No,Ihaven’t.ButwhentwoChinesepeoplemeetinreallife,XiaoLisaystoLaoWang:Haveyouhadyourlunch?ForChinese,it’sausualinformalgreeting,andithasthesamefunctionas“Hello”.ButforEnglish,itoftenmeansaninvitation(Areyouinvitingme?)oraformalquestion(Whydoyouaskmesuchapersonalquestion?).HewillfeelconfusediftheChinesemovesawaywithoutwaitingfortheanswer.Incommunication,acertainsentencecanbeunderstoodverydifferentlyindifferentsituations.Forstudents,knowinghowtomakecorrectsentencesisonlyonepartoflanguagelearning.Inrealcommunication,itsfunctionalvaluecanbemoreimportant.Studentshavetouselanguageinrealcommunicationsoastobuilduptherelationshipbetweenthecommunicativefunctionsandthesentencestructures.Whatarethedifferencesbetweenlanguageusedinreallifeandthetraditionallanguageteaching?Languageuseinreallifevs.traditionalpedagogyWearenotteachingEnglish,butweareteachingaboutEnglish.Thisseemstoresultinthephenomenonof“dumbEnglish”inEnglishteachinginChina.Onepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreallifelanguageuseistheadoptionofcommunicativelanguageteaching(CLT).ThegoalofCLTistodevelopstudents’com