论文代写：语言学
交际教学法是指学习者在不同情境下能够有效地进行交际的一种方法。的一些比较常见的功能在交际语言教学是邀请学习者暗示,抱怨和在不同的情况下表达自己等。在英语教学中,使用交际方法的优点是,它非常以学生为中心,主要是基于活动的邀请学生参加的任务和活动,他们模仿现实生活情况。它通常考虑学生的不断变化的需求，并提供一个安全的环境来专注于口语、阅读和学习。与学生互动的老师也可以在这里建立信任关系。这种学习方式的批评者认为，学习方法更注重于流畅的建筑活动，较少关注实际的语法、发音等(Li et al .，2012)。提出了一种论点，即必须平衡教学的交际形式，以确保沟通的流畅性参与到一个更大的范式中，在这种范式中，沟通的形式和作用也同样重要。
论文代写：语言学
不是所有单元的活动都是关于流畅性和交流的，结构在这里也同样重要，尽管不是只关注语法。例如，考虑第2单元中关于领导行为的结构分析是如何引入的。与合作伙伴一起工作，学生们就可以比较和对比他们的工作，因此他们也有机会指出对方在形式和功能方面的错误。在一定程度上，写作任务中似乎没有强调语法。例如，在同一个工作页面中，一个小盒子，强调读者在与合作伙伴一起工作时，用书面或评估的方式来检查他们的语法，这是很有帮助的。这些补充将在本文的第2部分中详细讨论。
论文代写：语言学
Communicative language teaching is a method where the learner would be guided to communicate effectively in different situations that they could find themselves in the real world. Some of the more common course functions when it comes to communicative language teaching is to invite the learner to work on suggesting, complaining and expressing themselves in different situations etc. The advantages of using the communicative approach in teaching English is that it is very student centric and is mostly activity based which invited students to take part in tasks and activities where they mimic real life situations. It usually considers the evolving needs of students and presents with a safe setting to focus on speaking, reading and learning by practice. The teacher in interacting with the students would also be able to develop a trust relationship here. Critics of this form of learning argue that the learning approach is more focused on fluency building activities, and is less focused on the actual grammar, pronunciations etc (Li et al., 2012). Places the argument that the communicative form of teaching must be balanced in order to ensure that communication fluency takes part in a larger paradigm where form and function of communication is also given importance.
论文代写：语言学
Not all activities in the unit are about fluency and communication, structure is given equal importance here, although not focused only on grammar. For instance, consider how structure analysis is introduced in Unit 2 on leadership behavior on p.26. Working with a partner, the students would get to compare and contrast their work and hence they would also have a chance to point out each other’s mistakes with respect to form and function. To a certain extent it does appear that the work has not given much emphasis to grammar in writing tasks. For instance, in the same work page, a small box emphasizing to the readers to check their grammar in writing or assess one another when working with a partner would have been helpful. These additions would be discussed in detail in Part 2 of this paper.
