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ing is to develop what Hymes (1972) referredto as "communicative competence，，. Communicative Language Teaching has a richtheoretical base. Some of the characteristics of this communicative views of languagefollow; Language is a system for the expression of meaning; The primary function oflanguage is for interaction and communication; The structure of language reflects itsfunctional and communicative uses; The primary units of language are not merely itsgrammatical and structural features, but categories of functional and communicativemeaning as exemplified in discourse.Elements of an underlying learning theory can be discerned in some CLT practices.One such element might be described as the communication principle: Activities thatinvolve real communication promote learning. A second element is the task principle:Activities in which language is used for carrying out meaningful tasks promote learning(Johnson 1982). A third element is the meaningfulness principle: language that ismeaningful to the learner supports the learning process. Learning activities areconsequently selected according to how well they engage the learner in meaningfiil andauthentic language use (rather than merely mechanical practice of languagepattems.).These principles, we suggest, can be inferred from CLT practices (e.g.,Littlewood 1981; Johnson 1982).They addresses the conditions needed to promotesecond language learning, rather than the processes of language acquisition.
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2.2 Task-Based Language Teaching (TBLT)
Task-based Language Teaching was produced in the nineteen eighties; it is theproduct of the combination of communicative language teaching and second languageresearch, on behalf of the language learning of real context of modem language teaching.Peter Skehan (1999) pointed out: the task-based teaching is "in the classroom, teachingmethod for students to complete the task. This method can make learners obtain naturallanguage acquisition approach, expand potential interlanguage system". Skehan on thetask-based language teaching defined the task in TBLT as the following five factors:activity task with meaning; the task to have problems to be resolved by the language; thetask is similar with the real world activities; the first is to complete the task; assess tasksaccording to the results. In the task-based teaching mode，teachers around the specificteaching purpose and language project design a variety of teaching activities, studentscomplete language learning tasks through these language activities, ultimately achievethe purpose of learning and mastering language.
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Chapter Three The Second Classroom Activities........10
3.1 Definition of the Second Classroom Activities........ 10
3.2 Basic Features of the Second Classroom Activities........ 10
3.2.1 Complementing the first classroom teaching........ 10
3.2.2 Being various, flexible, joyful and student-centered........ 11
3.3 The Application of the Second Classroom Activities ........ 12
3.3.1 General Principles of Designing the Second ........12
3.3.2 Forms of the Second Classroom Activities........ 14
Chapter Four Brief Introduction of the Practice........ 16
Chapter Five The Investigation: Questionnair........19
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