1、Unit 1Knowledge: sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills: listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。Views on language：1、Structural view （language competence）The
2、founder： SaussureThe structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology） 2、sound combinations（ morphology）3、 meaning for communication（syntax）Learning the language is to learn the structural items，study the inner structure and
3、rule of language，ignore the social functions of the language。2 、Functional view Representative： Johnson、marrow、swain canal (the core: grammar)The function view not only sees language as a linguistic system but also a means for doing thingsLearners learn a language in order to be able to doing things
4、 with it Use the linguistic structure to express functions3、Interactional view （communicative competence） Emphasis：appropriateness Language is a communicative tool，which main use is to build up and maintain social relations between peopleLearners need to know the rules for using the language in cert
5、ain contextThe structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to u
6、se methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion， professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between la
7、nguage and thinking.1) Thinking in language2) Language is necessary for thought.3) Language acquisition(语言习得)4) Learners in their earlier years acquire control over essential structure of their language without special teaching and learning in a effortless and almost an unconscious way (like the for
8、mation of a habit) people prefer first language acquisition to first language learning.2. Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input-absorb-outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, th
9、e using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learners own knowledge and experience.S -AT-R(刺激) (反应)Stimulus: assimilation and accommodation 把外部知识纳入自身 纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部
10、知识保持联系的创新的过程。Unit 21. CLT（交际英语教学）: it is an approach that considers the functional and social factors in language, emphasizes that the aim of language teaching is to help the learners acquire communicative ability. It offers an effective way to learn language through language use.The basis: the theo
11、ry of sociology and sociolinguistic.2. Language has two functions: A. the transactional functionto express the context B. the interactional(相互影响的) functionto show social relations and personal attitudeLanguage is used to perform certain communication functions; use all skills: A. Receptive skill: li
12、stening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language students develop all the language skills.3. Traditional pedagogy (传统教学法 ): focus on the forms of language.4. Traditional class VS. CLT
13、Listening: to the teacher, to the tape sth.unpredictable, sth.authentic, sth.meaningfulReading: learning language get information, exact meaning, different skillsSpeaking: repeating, answering, retelling sth.creating, express oneselfWriting: composition, translation write to express oneself, ones fe
14、eling, ones thought; write what people write in the way people write.5. Linguistic Competence (= language com.)Chomsky: tacit knowledge of language structures and the ability to use the knowledge to understand and produce language.6. Communicative CompetenceBoth knowledge about the language and the
15、knowledge about how to use the language in communicative situation appropriately. 7. Features of CLT:1.focus on developing communicative competence2.Focus on useful and necessary language3.Pay attention to the communicative task 4.Place importance on students being fluent5.Encourage students to take
16、 part in activities6.Understand the students are of different stand7.Aware that there is not just one kind of English8. Merits of CLT:1.likely to give the students all skills2.More relevant3.Less waste of time and effort9. Demerit of CLT:1.make great demands upon the professional training and skills
17、 of the teacher2.Difficult to cheek what student have leart3.Dont offer the teacher the security of the textbook Unit 41. What is teaching?Teaching means ensuring that the students have learnt or mastered what is being taught through a proper sequence of steps, so the teacher should carefully prepar
18、e the lessons, arrange the steps, made full use of every second in class.2. Principles for good lesson planningA. Aim B. Variety C. Flexibility D. learning ability E. linkage3. Macro planning involves the following:A. the analysis of the schoolB. the analysis of the students (information, background
19、)C. the analysis of the syllables (教学大纲). （principle, purpose, requirement ）D. the analysis of the textbook (教材分析)Ethe teaching methods and reform( 教学方法及其改革)Fthe teaching objective and arrangement(整体教学目标及安排 )4. Components of a lesson plan:A. Background informationB Teaching aimsC. Language contents
20、and skillsD. stages and proceduresE. Teaching aidsF. End of lesson summaryG Optional activities and assignmentsH. After lesson reflection5. How to make a micro plan.A. The teaching aims and demands (ability, knowledge)B. The teaching contentsa. vocabulary , phraseb. structurec. grammard. skillsC. Th
21、e teaching important and difficult pointsD. The teaching methods and aimsE. The teaching procedurea. stage 1: warm-up activitiesb. stage 2:( step1: presentation -step 2: pratice-step3: production)c .stage 3: lesson summaryd. stage 4: assignments/optional activitiese. stage 5: after class reflectionU
22、nit 5. The role of the teacher (based on the function of the teacher):1. Controller: control the pace, the time, the target language, the student.2. Assessor: two things a. as corrector: correct the mistakes, organizing feed back the learnersb. as evaluator: to create a success-oriented learning, at
23、mosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provide: as a walking dictionary. Rules for making instructions effective:1. simple 2. nat
24、ural 3. target language/body language 4. give time to get used to listening to English 5. Model the tasks/activities before doing them clear instructions. The common student groupings are: a. whole class work; b. pair work; c. group work; d. individual study. Discipline refers to a code of conduct w
25、hich binds a teacher and a group of students together so that learning can be more effective哪些因素影响学生纪律：1.teachers behaviora . choice of methodologyb. teachers preparation for the learnersc. interpersonal relationship with the learners2. motivation/ purpose/ desire/ surrounding. How to maintain the d
26、iscipline:1. create a code of behavior2. be consistent in applying the rules3. be friendly and talk to students4. immediately action 5. be fair to everyone deal with problems impersonally . Measures for in-disciplined acts and badly behaving students:（P81）1. act immediately2. stop the class3. rearra
27、nge the seats4. change the activities5. talk to students after class6. create a code of behavior. Advice about problems on class: (P81)1. deal with it quietly2. dont take things personally3. dont use threats. Question in the classPurpose:1. to focus on the students attention; 2. to invite thinking a
28、nd imagination; to check the understanding; 3. to simulate the students to recall information; 4. to challenge students; 5. to assess learningTypes of question (P83)1. close question- only one answer2. open question- many different answer. Dealing with errors 1. Mistake- with nothing to do with lang
29、uage competence (caused by carelessness self-correction)2. Error- has sth to do with the language competence (caused by lacking of knowledgebe dealt with the help of the teacher and other classmates)3. Dealing with spoken errorsa. fluency activity -after the activityb. accuracy activity -while the a
30、ctivity4. How to correcta. indirect teacher correction b. direct teacher correction c. self-correctiond. peer- correctionUnit 61. The role of pronunciation 2 views:a. pronunciation will take care of itself neednt teach pronunciationb. poor pronunciation is a great hindrance in language learning For
31、Chinese: pronunciation is important depend on a. Chinese is different from Englishb. Chinese have little exposure to English2. The goal of teaching pronunciation We can never get the native-like pronunciation a. Critical Period Hypothesis b. the amount of exposurec. biological and physiological diff
32、erences our realistic goal of teaching pronunciation (P93)a. Consistency b. Intelligibility c. Communicative efficiency3. Aspects of pronunciation focus on sounds, stress and intonation, these change the meaning of a sentence The ways of teach pronunciation: Step1. Giving model Step2. Imitating Step
33、3. Checking (explaining) Step4. Giving examples Step5. Comparing Step6. Meaningful practice Unit 71 There are different ways of presenting grammar in classroom: The deductive method, the inductive method, and the discovery method.2 Pennington proposes a synthesis approach to grammatical pedagogy. Sh
34、e emphasized that grammar teaching should be “ collocational, constructive, contextual and contrast” ( 4 C )3 Grammar practice is usually divided into two categories, mechanical practice and meaningful/communicative practice The deductive method:Step: 1 presentation of the grammar rules2 study of th
35、e examples 3 conclusion4 drillsThe guided discovery method:Step: 1 presentation of contextualized scenarios illustrating a specific structure2 induce students to find the rules structures3 teach/learn the new rules structures4 drillsThe role of Grammar 1) Grammar competence is one component of commu
36、nicative copentence2) Grammar makes expression formal, accuracy3) Instructive learns are found to outperform uninstructed learnersUnit 81. Item of vocabulary: words, compounds, phrases, idiomsA: passive/receptive words: words that can be recognized or compared in reading and listening but can not be
37、 used automatically in speaking and writing.B: active/productive words: words that can be recognized and also be used in speech and writing by learners.2. Aspects of learning a word:A: pronunciation (stress + sound)B: form ( spelling + grammatical properties)C: meaning (denotative meaning +connotati
38、ve meaning)D: usage (collocation, synonyms, antonyms, hyponyms)3. Ways to show meaning:A:using visuals(real object, pictures, drawings. etc.)B:giving examplesC:using the learner on language 4. Implications for teaching vocabulary: A:both denotative and connotative meaningsB:in contexts C:in groups o
39、f reflected words D:word formation is useful in developing E:vocabulary F:difference between passive and active ways 5.Some concepts:A:denotative meaning of a word refers to that we use to label things as regards real objects.B:connotative meaning of a word refers to the attitude or emotions of a la
40、nguage user. C:collocation:refers to words that concur with high frequency and have been accepted as ways for the use of words .6. Way of presenting vocabulary 1)provide a visual or physical demonstration whenever possible2)provide a verbal context to demonstrate meaning3)use synonyms or antonyms to
41、 explain meaning4)use lexical sets or by ponyms to show relation of words and meanings.5)translate and examplify6)use word formation.etc.Unit 91. Why do listening come first?A. students impossible to produce a sound doesnt exist in their mother tongue.B. students impossible to produce a sound with t
42、he right stress, rhythm, intonation without providing them a model.2. The essence of listeningIt is perfectly possible to hear, but here “hear” is not listening, similarly it is possible to listen, but not understand, listening means comprehend what you hear.3. Why does listening seem so difficult?T
43、he difficulties: A, quickly forget what is heardB, dont recognize the words you knowC, understand the words but not the intended messageD, while thinking about the meaning, neglect the next partE, cant form the mental representationUnit10Speaking is the skill that the students will be judge upon mos
44、t in real-life situation Speaking is to express oneselfthe feeling of oneself the experience of oneself Type of speaking tasks conclude (pre-communicative activities) and (Communicative activities)Designing speaking tasks conclude maximum foreign talk, even participation. high motivation . right lan
45、guage level The feature of speaking is spontaneous and time-constraint Unit 11 1. To summarize, reading aloud and silent reading are two types of reading practice.2. Reading aloud helps students to practice or acquire good pronunciation, intonation, and build up confidence in speaking. Silent readin
46、g helps students to comprehend the meaning to get information.3. Three kinds of reading materials: fast/rapid reading, intensive reading and extensive reading.4. There are two broad levels in the act of reading: 1. a recognition task of perceiving visual signals from the printed page through the eye
47、s; 2. a cognitive task of interpreting the visual information.5. Three models for teaching reading: bottom-up model, top-down model and interactive model.6. Five principles for teaching reading: 1. Accessible reading materials. 2. Clear prepared tasks. 3. Developing students reading strategies. 4. E
48、nough guidance. 5. Promoting the students reading ability.7. Predicting is an important reading skill.8. Predictions can be done many different ways: predicting based on the title, predicting based on vocabulary and predicting on the T/F questions.9. Pre-reading activities: predicting, setting the s
49、cene, skimming, and scanning.10. While-reading stage: sophisticated input, transition device, output, under reference and making reference.11. Post-reading activities: Gap-filling, discussion, role play, retelling and writing.12. Reading means the construction of meaning from a printed or written message.论述题1. How to Be a Go
