1、A Course in English Language TeachingUnit 1 Language and LearningViews on language 语言观Structural view 结构主义 as a linguistic systemfunctional view 功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view 交互性 as a communicative toolViews on languag
2、e learning and learning in general1) Process-oriented theories 过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2) Condition-oriented theories 强调条件理论emphasize the nature of the human and physical
3、context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method 听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you
4、follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论 Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Soci
5、o-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communic
6、ative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production 呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation
7、Five main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence 语篇能力Strategic competence 策略能力Fluency 语言顺畅CLTGoal :to develop students communicative competence, which includes both the knowledge about the language and the knowledge about how to
8、use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features: (1)Functional communicative activities: 功能互动活动Identifying pictures Discovering identical pairsDiscovering sequences or locationsDiscovering missing infor
9、mationDiscovering missing featuresDiscovering “secrets“Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole
10、-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes: No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activit
11、ies are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle,
12、 language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA pr
13、oduct: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language itemspurposeful dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.Th
14、e Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education 面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences 突出学生主体，尊重个体差异3.Develop competence-based objectives,
15、 and allow flexibility and adaptability 整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning and participation 强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Op
16、timize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能Learning : Cognitive; Self managem
17、ent; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; Motivation情感目标语言目标能力目标Cultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National
18、 English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6 ESP courses 应用类; Cultural a
19、nd literary studies courses 欣赏类 etc. Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and l
20、anguage contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson. 4
21、) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. 6) The teacher soon learn to judge lesson stages and phases with gre
22、ater accuracy.7) Plans are also an aid to continuing improvement. 8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful. Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；
23、多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro plann
24、ing, and macro planing is apt to be modified as lesson go on. Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus 教学大纲Knowing about the textbookKnowing about the objectivesComponents of a less
25、on plan:1.Background information 背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectives3.Language contents and skills 语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Op
26、tional activities and assignments 7.After lesson reflection:Feelings about the lesson; students performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class: 1 Controller, 2 Assessor 评估者, 3 Organizer ,4 Prompter 敦促者 ,
27、 5 Participant 参与者, 6 Resource-providerAfter the class: EvaluatorTeacher s new roles:Facilitators 促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer s suggestions on measures for indisciplined acts and badly behaving Students:1)Act im
28、mediately2) Stop the class3)Rearrange the seats 4)Change the activity5)Talk to Ss after class6)Use the institution 制度In order not to hurt the Students, Ur s advice on problems in class: 1)Deal with it quietly2)Don t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goa
29、ls of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility 可理解性:To be understandable to the listenersCommunicative efficiency 交际效率性: To help convey the speakers meaningWays of practicing sounds and their definitions: 1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Pe
30、rception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use to
31、ngue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation: rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and
32、comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is
33、carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur s six factors contribute to successful grammar practice:1) Pre-learning. 2) Volume and repetition(容量/重复). 3) Success-orientation 成功性联系. 4) Heterogeneity 多样性. 5) Teacher assistance.6) Interest. Two c
34、ategories 类别 of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the studen
35、ts keep an eye on the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1) Using picture prompts. 2) Using mime 哑剧 or gestures as prompts. 3) Using information sheet 信息表 as prompts.4) Using key phrases or key words 关键短语/ 单词 as prompts. 5) Using chained phra
36、ses for story telling. 6) Using created situations. Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, a
37、ntonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary 接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meani
38、ng. Then ask students to tell the meaning first before it is offered by the teacher.3.Use synonyms or antonyms to explain meanings4.Use lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaning6.Use
39、 word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or
40、 confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling 标注词汇 2) Spot the differences3) Describe and draw4) Play a game 5)using the Internet resources for more ideas 6) Use word series 单词系列7) Word bingo 9) word association 自此联想10) find synonyms and antonyms11) categories1
41、2) Using word net-work 网状图Developing vocabulary learning strategies: 1) Review regularly 2) Guess meaning from context 3) Organize vocabulary effectively 4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2)
42、 Context 环境3) Visual clues 视觉线索4) Listener s response 回应5) Speaker s adjustment 调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning 4) Grade difficulty level appropriately Three teaching stages1.Pre-listening activities:
43、 听前活动1) Predicting 预测2) Setting the scene 设置现场3) Listening for the gist 听力要点 4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记 3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill 填写7) Listen and take notes3.
44、Post-listening activities 听后活动1) Multiple-choice questions 多项选择 2) Answering questions3) Note-taking and gap-filling 填空Dictogloss(1) Preparation(2) Dictation 听写(3) Reconstruction. (4) Analysis and correction. Unit 10 Teaching SpeakingPrinciples for teaching speaking1.Balancing accuracy-based with fl
45、uency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsD
46、esigning speaking tasks:1) Maximum foreign talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities 交际前活动Structural activitiesQuasi-communication municative activitiesFunctional communication activitiesSocial i
47、nteraction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play 对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms: Re
48、ading aloud self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students errors strategically8.Give students a sense of achievement from time to time
