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s. In generalprogram, the goals may be put out in following ways: (1) Goals are general statements of theprogram's purposes. (2) Goals should usually focus on what the program hopes to accomplish inthe future, and particularly on what the students should be able to do when they leave the program.(3) Goals can serve as one basis for developing more precise and observable objectives. (4) Goalsshould never be viewed as permanent, that is, they should never become set in cement(Brown,2000:71). So the general concepts of program goals can also be used for language teaching aidedby films.

Chapter 3 A Framework of Language Teaching Aided............25-36
    3.1 Theory basis of ELTAF........... 25
    3.2 Design of ELTAF........... 25-29
        3.2.1 Teaching Objectives........... 25-26
        3.2.2 Teaching Content........... 26
        3.2.3 Teaching Activities ...........26-28
        3.2.4 The Role of the Teache........... 28-29
    3.3 Procedures of ELTAF ...........29-31
        3.3.1 Pre-viewing Stage........... 30
        3.3.2 While-viewing stage...........30-31
        3.3.3 Post-viewing stage........... 31
    3.4 A Sample Lesson Plan for ELTAF........... 31-36
Chapter 4 Conclusion........... 36-39
    4.1 Implications........... 36-37
    4.2 Limitations ...........37
4.3 Suggestions for Future Researches ...........37-39

Conclusion

Teachers should update their comprehensive ability continually. At first, they shouldreinforce their own language knowledge bases. The teacher should not only have profoundlanguage knowledge about pronunciation, vocabulary or context, but also have high level oflistening, speaking and writing. Secondly, the teacher should always have acute cross-cultureawareness when taking the film into the language classroom. Thirdly, the teacher should widentheir humanity knowledge. Fourthly, the teacher should use foreign related film teaching theoriesand methods for reference, combine and update them with their teaching practices. Lastly, theteacher must get familiar with multimedia equipment and can use it proficiently so that it canachieve the best teaching effects with lest time.
In order to make the best use of films for achieving our teaching goal, many essential effortsshould be made by the teachers. While preparing materials and activities before we take films intothe language class, a principled method should be taken and the main purposes of using thisauthentic material and the objectives of the particular lesson should be always kept in mind.Generally speaking, care in assuring a fit or specific appropriateness to curricular goals may bethought as the overriding criterion for appropriate and beneficial use of this tool.

Bibliography
[1] Arcario, P, Criteria for selecting video www.51lunwen.org/englishpaperguide/ materials [J], In S. Stempleski & P. Arcario (Eds), Videoin second language teaching: Using, selecting and producing video for the classroom (本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。