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1、Unit 1Unit 1Knowledge:Knowledge:sth that can be learnedSkills:Skills:sth that only can be gained through practice or training,Language skills:Language skills:listening, speaking, reading and writingLanguageLanguage is a system of arbitrary vocal symbols used for human communication。Views on language
2、Views on language：1 1、Structural viewStructural view （language competencelanguage competence）The founder： SaussureThe structural view of language sees language as a linguistic system made up of varioussubsystems：1、the sound system（phonology） 2、sound combinations（morphology）3、 meaning for communicati
3、on（syntax）Learning the language is to learn the structural items ，study the inner structure and rule oflanguage，ignore the social functions of the language。2 2 、Functional viewFunctional view Representative： Johnson、marrow、swain canal (the core: grammar)The function view not only sees language as a
4、linguistic system but also a means for doingthingsLearners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3 3、Interactional viewInteractional view （communicative competencecommunicative competence） Emphasis：appropriateness Language is a c
5、ommunicative tool，which main use is to build up and maintain socialrelations between peopleLearners need to know the rules for using the language in certain contextThe structural view limits knowing a language to knowing its structural rules andvocabularyLanguage teacher qualificationsLanguage teach
6、er 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 use methods in various situations6、deep understanding of cultural background7、understanding the principles of teaching
7、These elements can be categorized into three groups： ethic devotion，professional qualities andpersonal stylesView on language learningView on language learning1. 1.Psycholinguistic: the relationship between language and thinking.Psycholinguistic: the relationship between language and thinking.1)Thin
8、king 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 languagewithout special teaching and learning in a effortless and almost an unconscious way (like theformation of a habit) people prefer
9、 first language acquisition to first language learning.2. 2. Cognitive theory: the rule for people to aware to cognize sth.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 o
10、f our subjective capabilities,the using of our cognitive ability to think the language and studying it actively.3. 3.ConstructivistConstructivist theory:theory: learning is a process of meaning construction based on learnersown knowledge and experience.S -AT-R(刺激)(反应)Stimulus: assimilation and accom
11、modation 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知识保持联系的创新的过程。Unit 2Unit 21. 1. CLTCLT（交际英语教学）（交际英语教学）: it is an approach that considers the functional and social factors inlanguage, emphasizes that the aim of language teaching is to help the learners acquirecommunicative ability. It offers an e
12、ffective way to learn language through language use.The basisThe basis: the theory of sociology and sociolinguistic.2. Language2. Language has two functions: A. the transactional functionto express the context B.the interactional(相互影响的 ) functionto show social relations and personalattitudeLanguageL
13、anguage is used to perform certain communication functions; use all skills: A. Receptive skill:listening 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 languageskill
14、s.3. Traditional pedagogy (3. Traditional pedagogy (传统教学法传统教学法) ): focus on the forms of language.4. Traditional class VS. CLT4. Traditional class VS. CLTListening: to the teacher, to the tapesth.unpredictable, sth.authentic, sth.meaningfulReading: learning languageget information, exact meaning, di
15、fferent skillsSpeaking: repeating, answering, retellingsth.creating, express oneselfWriting: composition, translation write to express oneself, ones feeling, ones thought; writewhat people write in the way people write.5. Linguistic Competence (= language com.)5. Linguistic Competence (= language co
16、m.)Chomsky: tacit knowledge of language structures and the ability to use the knowledge tounderstand and produce language.6. Communicative Competence6. Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language incommunicative situation appropriately.7.
17、 Features of CLT:7. Features of CLT:1.focus on developing communicative competence2.Focus on useful and necessary language3.Pay attention to the communicative task4.Place importance on students being fluent5.Encourage students to take part in activities6.Understand the students are of different stan
18、d7.Aware that there is not just one kind of English8. Merits of CLT:8. Merits of CLT:1.likely to give the students all skills2.More relevant3.Less waste of time and effort9. Demerit of CLT:9. Demerit of CLT:1.make great demands upon the professional training and skills of the teacher2.Difficult to c
19、heek what student have leart3.Dont offer the teacher the security of the textbookUnit 4Unit 41. What is teaching?1. What is teaching?Teaching means ensuring that the students have learnt or mastered what is being taught through aproper sequence of steps, so the teacher should carefully prepare the l
20、essons, arrange the steps,made full use of every second in class.2. Principles for good lesson planning2. Principles for good lesson planningA. AimB.VarietyC. FlexibilityD. learning abilityE. linkage3. Macro planning involves the following:3. Macro planning involves the following:A. the analysis of
21、the schoolB. the analysis of the students (information, background)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
22、:4. Components of a lesson plan:A. Background informationB Teaching aimsC. Language contents and skillsD. stages and proceduresE. Teaching aidsF. End of lesson summaryG. Optional activities and assignmentsH. After lesson reflection5. How to make a micro plan.5. How to make a micro plan.A. The teachi
23、ng aims and demands (ability, knowledge)B. The teaching contentsa. vocabulary , phraseb. structurec. grammard. skillsC. The 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-s
24、tep3: production)c .stage 3: lesson summaryd. stage 4: assignments/optional activitiese. stage 5: after class reflectionUnit 5Unit 5. .The role of the teacher (based on the function of the teacher):The role of the teacher (based on the function of the teacher):1. Controller: control the pace, the ti
25、me, the target language, the student.2. Assessor: two thingsa. as corrector: correct the mistakes, organizing feed back the learnersb. as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. P
26、rompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provide: as a walking dictionary. Rules for making instructions effective:. Rules for making instructions effective:1. simple2. natural3. target language/body language4. give time to get used to liste
27、ning to English5. Model the tasks/activities before doing them clear instructions. The common student groupings are. The common student groupings are:a. whole class work;b. pair work;c. group work;d. individual study. Discipline. Discipline refers to a code of conduct which binds a teacher and a gro
28、up of students togetherso 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 discipline:. How to maintain the
29、 discipline:1. create a code of behavior2. be consistent in applying the rules3. be friendly and talk to students4. immediately action5. be fair to everyone deal with problems impersonally. Measures for indisciplined acts and badly behaving students:. Measures for indisciplined acts and badly behavi
30、ng students:（P81）1.act immediately2.stop the class3.rearrange the seats4.change the activities5.talk to students after class6.create a code of bahaviour. Advice about problems on class:. Advice about problems on class: (P81)1.deal with it quietly2.dont take things personally3.dont use threats. Quest
31、ion in the class. Question in the classPurpose:Purpose:1. to focus on the students attention;2. to invite thinking and imagination; to check the understanding;3. to simulate the students to recall information;4. to challenge students;5. to assess learningTypes of questionTypes of question(P83)1.clos
32、e question- only one answer2.open question- many different answer. Dealing with errors. Dealing with errors1. Mistake1. Mistake- with nothing to do with language competence (caused by carelessness self-correction)2. Error2. Error- has sth to do with the language competence (caused by lacking of know
33、ledgebedealt with the help of the teacher and other classmates)3. Dealing with spoken errors3. Dealing with spoken errorsa. fluency activity -after the activityb. accuracy activity -while the activity4. How to correct4. How to correcta. indirect teacher correctionb. direct teacher correctionc. self-
34、correctiond. peer- correctionUnit 6Unit 61. The role of pronunciation1. 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 Chinese: pronunciation is importantFor Chinese: pronunciat
35、ion is importantdepend ona. Chinese is different from Englishb. Chinese have little exposure to English2. The goal of teaching pronunciation2. The goal of teaching pronunciation We can never get the native-like pronunciationa. Critical Period Hypothesisb. the amount of exposurec. biological and phys
36、iological differences our realistic goal of teaching pronunciation(P93)a. Consistencyb. Intelligibilityc. Communicative efficiency3. Aspects of pronunciation3. Aspects of pronunciation focus on sounds, stress and intonation, these change the meaning of a sentence The ways of teach pronunciation:Step
37、1. Giving modelStep2. ImitatingStep3. Checking(explaining)Step4. Giving examplesStep5. ComparingStep6. Meaningful practiceUnit 7Unit 71 1 There are different waysways ofof presentingpresenting grammargrammar in classroom: The deductive method, theinductive method, and the discovery method.2 2 Pennin
38、gton proposes a synthesis approach to grammaticalgrammatical pedagogypedagogy. She emphasized thatgrammar teaching should be“ collocational, constructive, contextual and contrast”( 4 C )3 3 GrammarGrammar practicepractice is usually divided into two categories, mechanical practice andmeaningful/comm
39、unicative practiceThe deductive method:The deductive method:Step:1 presentation of the grammar rules2 study of the examples3 conclusion4 drillsThe guided discovery method:The guided discovery method:Step:1 presentation of contextualized scenarios illustrating a specific structure2 induce students to
40、 find the rules structures3 teach/learn the new rules structures4 drillsThe role of GrammarThe role of Grammar1)Grammar competence is one component of communicative copentence2)Grammar makes expression formal, accuracy3)Instructive learns are found to outperform uninstructed learnersUnit 8Unit 81. I
41、tem of vocabulary:words, compounds, phrases, idioms1. Item of vocabulary:words, compounds, phrases, idiomsA: passive/receptive words :words that can be recognized or compared in reading and listeningbut can not be used automatically in speaking and writing.B: active/productive words: words that can
42、be recognized and also be used in speech and writingby learners.2. Aspects of learning a word:2. Aspects of learning a word:A: pronounciation (stress+sound)B: form ( spelling+grammatical properties)C: meaning (denotative meaning +connotative meaning)D: usage (collocation,synonyms,antonyms,hyponyms)3
43、. Ways to show meaning:3. Ways to show meaning:A:using visuals(real object,pictures,drawings.etc.)B:giving examplesC:using the learnier on language4. Implications for teaching vocabulary:4. Implications for teaching vocabulary:A:both denotative and connotative meaningsB:in contextsC:in groups of ref
44、lected wordsD:word formation is useful in developingE:vocabularyF:difference between passive and active ways5.Some concepts: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
45、of a language user.C:collocation:refers to words that concur with high frequency and have been accepted as waysfor the use of words .6. Way of presenting vocabulary6. Way of presenting vocabulary1)provide a visual or physical demonstration whenever possible2)provide a verbal context to demonstrate m
46、eaning3)use synonyms or antonyms to explain meaning4)use lexical sets or by ponyms to show relation of words and meanings.5)translate and examplify6)use word formation.etc.Unit 9Unit 91. Why do listening come first?1. Why do listening come first?A. students impossible to produce a sound doesnt exist
47、 in their mother tongue.B. students impossible to produce a sound with the right stress, rhythm, intonation withoutproviding them a model.2. The essence of listening2. The essence of listeningIt is perfectly possible to hear, but here “hear” is not listening, similarly it is possible to listen, butn
48、ot understand, listening means comprehend what you hear.3. Why does listening seem so difficult?3. Why does listening seem so difficult?The 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
49、meaning, neglect the next partE, cant form the mental representationUnit10Unit10Speaking is the skill that the students will be judge upon most in real-life situation Speaking is toexpress oneselfthe feeling of oneself the experience of oneselfType of speaking tasks conclude (pre-communicative activ
50、ities) and (Communicative activities)Designing speaking tasks conclude maximum foreign talk, even participation.high motivation .right language levelThe feature of speaking is spontaneous and time-constraintUnit 11Unit 111. 1.To summarize,reading aloudreading aloud and silent reading silent readinga
51、re two types of reading practice.2. 2.Reading aloudReading aloud helps students to practice or acquire good pronunciation, intonation, and buildup confidence in speaking. Silent reading helps students to comprehend the meaning to getinformation.3. 3.ThreeThree kindskinds ofof readingreading material
52、smaterials: fast/rapid reading, intensive reading and extensivereading.4. 4.There are two broad levels in the act of readingtwo broad levels in the act of reading : 1. a recognition task of perceiving visualsignals from the printed page through the eyes; 2. a cognitive task of interpreting the visua
53、linformation.5. 5.ThreeThree modelsmodels forfor teachingteaching readingreading: bottom-up model, top-down model and interactivemodel.6. 6.Five principles for teaching readingFive principles for teaching reading: 1. Accessible reading materials. 2. Clear prepared tasks.3. Developing students readin
54、g strategies. 4. Enough guidance. 5. Promoting the studentsreading ability.7. 7.PredictingPredicting is an important reading skill.8. 8.PredictionsPredictions can be done many different ways: predicting based on the title, predicting basedon vocabulary and predicting on the T/F questions.9. 9.Pre-re
55、ading activitiesPre-reading activities: predicting, setting the scene, skimming, and scanning.10.10. While-readingWhile-reading stagestage: sophisticated input, transition device, output, under reference andmaking reference.11.11. Post-reading activitiesPost-reading activities: Gap-filling, discussi
56、on, role play, retelling and writing.12.12. ReadingReading means the construction of meaning from a printed or written message.论述题论述题1. How to Be a Good English Teacher?1. How to Be a Good English Teacher?To be a good English teacher does not only depend on his or her command of the language buton o
57、ther elements. These elements can be categorized into three groups: ethic devotion,professional qualities and personal styles. These three aspects constitute the professionalcompetence of a good English teacher.However, the most important and most difficult part of being a good English teacher is no
58、t theprofessional competence but the development of it. The development of professional competencefor a good English teacher involves two stages and a goal.The first stage is language development. All English teachers are supposed to have a sound ofEnglish .As language is the subject matter for a la
59、nguage teacher and also because languagealways changing, language development can never come to an end.The second stage involves three sub-stages: learning, practice, and reflection. The learning stageis actually the purposeful preparation which includes: learning from others experience, learningthe
60、 received knowledge and learning from ones own experience as a learner. The learning stage isfollowed by practice that can be used in two senses. In one sense, it is a short period of timeassigned to do teaching practice. The other sense of practice is the real classroom teaching.Teachers benefit fr
61、om practice if they keep on reflection on what then have been doing.Ideally, a teacher should be able to attain his or her goal, that is the professional competence aftersome period of practice and reflection. Actually professional competence isa moving target orhorizon, which professionals travel a
62、ll their professional life but which is nevel finally attained. 2. How can one become a good language teacher?2. How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is thedevelopment of professional competence, which is the s
63、tate or quality of being adequatelyqualified for the profession, and armed with a specific range of skills, strategies, knowledge, andability. Wallace uses the following reflective model to demonstrate the development ofprofessional competence. The model is an adapted version to illustrate the proce
64、ss of becoming aprofessionally competent teacher.LanguagedevelopmentOthers experienceReceivedknowledgeOwnexperiencePracticeReflectionProfessionalcompetenceStage 1Stage2GoalFrom the above model, we can see the development of professional competence for languageteacher three stages. All English teache
65、rs are supposed to have a sound command of English. Aslanguage is the subject matter for language teachers and also because language is always changing,language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves threesub-sta
66、ges: learning, practice and reflection. Learning stage which is the preparation before alanguage teacher starts the practice of teaching. This preparation can include:1. learning from others experience2. learning the received knowledge3. learning from ones own experience as a learner.Teachers benefi
67、t from practice if they keep on reflecting on what they have been doing.However, professional competence as an ultimate goal does not seem to have an end.3. Communicative Language Teaching(3. Communicative Language Teaching( 交际英语教学法）交际英语教学法）Definition:Definition:It is an approach that considers the
68、functional and social factors in language, emphasizes the aimof language teaching is to help the learners acquire communicative ability. It offers an effectiveway to learn language through language use.Basis:Basis:The theory of sociology and sociolinguistics.Principles:Principles:1.Communication pri
69、nciple;2.Task principle;3.Meaningfulness principle.Features:Features:1.Focus on developing communicative competence;2.Concentrate on useful and necessary language;3.Pay attention to the communicative tasks to achieve;4.Place importance on the students being fluent;5.Encourage students to take part i
70、n the activities;6.Understand the students are of different standards;7.Aware that there is not just one kind of English (V ariety).4. Task-based Language Teaching (TBLT)4. Task-based Language Teaching (TBLT)TBLT is, in fact, a further development of Communication Language Teaching (CLT).Itshares th
71、e same beliefs, as language should be learned as close as possible to how it is used in reallife. However, it has stressed the importance of combining form-focused teaching withcommunication- focused teaching.(definition)It stresses holistic and realistic input and output and the focus is on the stu
72、dents learning,rather than on a set of discrete language knowledge, and tasks can contribute to whole-persondevelopment-not just linguistic development. The attention to students needs, interests andabilities means that we should vary our teaching styles to take account of the different ways inwhich
73、 students learn. (feature)Merits and demerits(4 points)Basis(依据)Principles(4 )Goals(暂无)5. How to teach a good spoken English lesson?5. How to teach a good spoken English lesson?Teaching spoken English has long been attached with great importance. Certainly, how togive a good spoke English lesson is
74、of significance.First of all, distinctions between spoken English and written English should be made clearly,so as to understand the features of spoken language. In terms of spoken English, it contains fourfeatures as follows, using less complex syntax, taking short cuts, using fixed conventional ph
75、rases,and using devices such as fillers, hesitation device to give us time to think before speaking.Secondly, principles for teaching speaking should be noticed as well, which mainly includethe next four aspectsbalancing accuracy based with fluency and practices, contextualizingpractice, personalizi
76、ng practice, and building up confidence, maximizing meaningful interactions,helping students develop speaking strategies and making the best use of classroom learningenvironment to provide sufficient language input and practice for the students.Finally, when we design speaking tasks, one important c
77、onsideration is the languageproficiency level of the students. We should design the activities and practice in accordance withstudents ability, and try to diversify the forms so as to arouse their interest.6. 6. 论述如何组织一堂论述如何组织一堂 READINGREADING 课课Reading is the construction of meaning from a printed
78、or written message.First we should bear in mind the following principles:A. accessible reading materialsB. cleared prepared tasksC. promote students reading strategiesD. enough guidanceE. promoting the students reading ability models.Then during the tasks we should teach the student of three techniq
79、ues as:bottom-up model, top-down model ,interactive modelTeaching procedures can be divided into three stages as :pre-reading, while-reading, post-reading. Reading comprehension is a cognitive task, teacher help develop the students strategiesof interpreting the visual information, relating the rece
80、ived information with the readers owngeneral knowledge, and reconstructing the meaning that the writer had meant to convey.（feature）教案教案Teaching GrammarTeaching GrammarBackground information:Background information:Students: 28 Senior high school studentsLesson duration: 45 minsTeaching objectives:Te
81、aching objectives:By the end of the lesson, students should be able to:1.The rules of changing the verbs into past participle form2.The usage of the past simple tenseTeaching content:Teaching content:The pat simple tenseTeaching aids:Teaching aids:backboard, chalkTeaching procedures:Teaching procedu
82、res:1.Presentation of the grammar rules2.Giving example to illustrate the rule3.Presentation of the requirements of the past simple tense to the verb4.drillsHomework:Homework: use the past simple tense to make some sentencesReflection:Reflection: to be written immediately after the lesson(详细请见课本 62 页)
