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Unit1

Knowledge:sththatcanbelearned

Skills:sththatonlycanbegainedthroughpracticeortraining,

Languageskills:listening,speaking,readingandwriting

Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication。

Viewsonlanguage：

1、Structuralview（languagecompetence）

—Thefounder：Saussure

—Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarious

subsystems：1、thesoundsystem（phonology）2、soundcombinations（morphology）

3、meaningforcommunication（syntax）

—Learningthelanguageistolearnthestructuralitems，studytheinnerstructureandruleof

language，ignorethesocialfunctionsofthelanguage。

、Functionalview

—Representative：Johnson、marrow、swaincanal(thecore:grammar)

—Thefunctionviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings

—LearnerslearnalanguageinordertobeabletodoingthingswithitUsethelinguisticstructuretoexpressfunctions

3、Interactionalview（communicativecompetence）

—Emphasis：appropriateness

—Languageisacommunicativetool，whichmainuseistobuildupandmaintainsocialrelationsbetweenpeople

—Learnersneedtoknowtherulesforusingthelanguageincertaincontext

—Thestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabulary

Languageteacherqualifications：

1、agoodcommandofspokenandwrittenlanguage

2、formulatetheorypresupposition

3、languagebackgroundandexperience

4、knowhowlanguagesarelearnt

5、theabilitytousemethodsinvarioussituations

6、deepunderstandingofculturalbackground

7、understandingtheprinciplesofteaching

Theseelementscanbecategorizedintothreegroups：ethicdevotion，professionalqualitiesandpersonalstyles

Viewonlanguagelearning

Psycholinguistic:therelationshipbetweenlanguageandthinking.

Thinkinginlanguage

Languageisnecessaryforthought.

Languageacquisition(語言習(xí)得)

Learnersintheirearlieryearsacquirecontroloveressentialstructureoftheirlanguagewithoutspecialteachingandlearninginaeffortlessandalmostanunconsciousway(liketheformationofahabit)peoplepreferfirstlanguageacquisitiontofirstlanguagelearning.

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2.Cognitivetheory:theruleforpeopletoawaretocognizesth.

Cognitiveprocesses:

Process:inputabsorboutput

Languagelearningisnotjuststimulate-reflection,buttheusingofoursubjectivecapabilities,theusingofourcognitiveabilitytothinkthelanguageandstudyingitactively.

Constructivisttheory:learningisaprocessofmeaningconstructionbasedonlearner’sownknowledgeandexperience.

SATR

(刺激)(反應(yīng))

Stimulus:assimilation①andaccommodation②

①把外面知識歸入自己

②歸入自己后也不吻合，就要對原有知識進(jìn)行改變，也就是一種原有知道和外面知識保持聯(lián)系的創(chuàng)新的過程。

Unit2

CLT（交際英語講課）:itisanapproachthatconsidersthefunctionalandsocialfactorsinlanguage,emphasizesthattheaimoflanguageteachingistohelpthelearnersacquirecommunicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.

Thebasis:thetheoryofsociologyandsociolinguistic.

2.Languagehastwofunctions:A.thetransactionalfunction→toexpressthecontextB.

theinteractional(互相影響的)function→toshowsocialrelationsandpersonal

attitude

Languageisusedtoperformcertaincommunicationfunctions;useallskills:A.Receptiveskill:listeningandreadingB.Productiveskill:speakingandwriting;usedinacertainsocialcontext:teachthepartoflanguageinrealliferatherthanallthelanguagestudentsdevelopallthelanguageskills.

Traditionalpedagogy(傳統(tǒng)講課法):focusontheformsoflanguage.

TraditionalclassVS.CLT

Listening:totheteacher,tothetape→sth.unpredictable,sth.authentic,sth.meaningful

Reading:learninglanguage→getinformation,exactmeaning,differentskills

Speaking:repeating,answering,retelling→sth.creating,expressoneself

Writing:composition,translation→writetoexpressoneself,one’sfeeling,one’sthought;writewhatpeoplewriteinthewaypeoplewrite.

5.LinguisticCompetence(=languagecom.)

Chomsky:tacitknowledgeoflanguagestructuresandtheabilitytousetheknowledgetounderstandandproducelanguage.

6.CommunicativeCompetence

Bothknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageincommunicativesituationappropriately.

7.FeaturesofCLT:

1.focusondevelopingcommunicativecompetence

2.Focusonusefulandnecessarylanguage

3.Payattentiontothecommunicativetask

4.Placeimportanceonstudents'beingfluent文案大全適用文檔

5.Encouragestudentstotakepartinactivities

6.Understandthestudentsareofdifferentstand

7.AwarethatthereisnotjustonekindofEnglish

8.MeritsofCLT:

1.likelytogivethestudentsallskills

2.Morerelevant

3.Lesswasteoftimeandeffort

9.DemeritofCLT:

1.makegreatdemandsupontheprofessionaltrainingandskillsoftheteacher

2.Difficulttocheekwhatstudenthaveleart

3.Don'toffertheteacherthesecurityofthetextbook

Unit4

1.Whatisteaching?

Teachingmeansensuringthatthestudentshavelearntormasteredwhatisbeingtaughtthroughapropersequenceofsteps,sotheteachershouldcarefullypreparethelessons,arrangethesteps,madefulluseofeverysecondinclass.

2.Principlesforgoodlessonplanning

A.AimB.VarietyC.FlexibilityD.learningabilityE.linkage

Macroplanninginvolvesthefollowing:

theanalysisoftheschool

theanalysisofthestudents(information,background)

theanalysisofthesyllables(講課大綱).（principle,purpose,requirement）

theanalysisofthetextbook(教材解析)

E．theteachingmethodsandreform(講課方法及其改革)

F．theteachingobjectiveandarrangement(整體講課目標(biāo)及安排)

4.Componentsofalessonplan:

A.Backgroundinformation

BTeachingaims

C.Languagecontentsandskills

D.stagesandprocedures

E.Teachingaids

F.Endoflessonsummary

Optionalactivitiesandassignments

Afterlessonreflection

Howtomakeamicroplan.

Theteachingaimsanddemands(ability,knowledge)

Theteachingcontents

vocabulary,phrase

structure

grammar

skills

Theteachingimportantanddifficultpoints

Theteachingmethodsandaims

Theteachingprocedure文案大全適用文檔

a.stage1:warm-upactivities

b.stage2:(step1:presentationstep2:praticestep3:production)

c.stage3:lessonsummary

d.stage4:assignments/optionalactivities

e.stage5:afterclassreflection

Unit5

.Theroleoftheteacher(basedonthefunctionoftheteacher):

Controller:controlthepace,thetime,thetargetlanguage,thestudent.

Assessor:twothings

a.ascorrector:correctthemistakes,organizingfeedbackthelearners

b.asevaluator:tocreateasuccess-orientedlearning,atmosphere,morepraise,lesscriticism

Organizer:taskbasedonteachingtodesigntasksandtoorganize

Prompter:togiveappropriatepromptshints

Participant:totakepartintheactivities

Resource-provide:asawalkingdictionary

.Rulesformakinginstructionseffective:

1.simple2.natural3.targetlanguage/bodylanguage

givetimetogetusedtolisteningtoEnglish

Modelthetasks/activitiesbeforedoingthemclearinstructions

.Thecommonstudentgroupingsare:

a.wholeclasswork;b.pairwork;c.groupwork;d.individualstudy

.Disciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogether

sothatlearningcanbemoreeffective

哪些要素影響學(xué)生紀(jì)律：

1.teacher’sbehavior

a.choiceofmethodology

b.teacher’spreparationforthelearners

erpersonalrelationshipwiththelearners

2.motivation/purpose/desire/surrounding

.Howtomaintainthediscipline:

createacodeofbehavior

beconsistentinapplyingtherules

befriendlyandtalktostudents

immediatelyaction

befairtoeveryonedealwithproblemsimpersonally

.Measuresforindisciplinedactsandbadlybehavingstudents:（P81）

actimmediately

stoptheclass

rearrangetheseats

changetheactivities

talktostudentsafterclass

createacodeofbahaviour

.Adviceaboutproblemsonclass:(P81)

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don’ttakethingspersonally

don’tusethreats

.Questionintheclass

Purpose:

tofocusonthestudents’attention;

toinvitethinkingandimagination;tochecktheunderstanding;

tosimulatethestudentstorecallinformation;

tochallengestudents;

toassesslearning

Typesofquestion(P83)

closequestion-onlyoneanswer

openquestion-manydifferentanswer

?

.Dealingwitherrors

1.Mistakewithnothingtodowithlanguagecompetence(causedbycarelessness→

self-correction)

2.Errorhassthtodowiththelanguagecompetence(causedbylackingofknowledge→be

dealtwiththehelpoftheteacherandotherclassmates)

3.Dealingwithspokenerrors

a.fluencyactivityaftertheactivity

b.accuracyactivitywhiletheactivity

4.Howtocorrect

a.indirectteachercorrection

b.directteachercorrection

self-correction

peer-correction

Unit6

1.Theroleofpronunciation

2views:

nunciationwilltakecareofitselfneedn’tteachpronunciationb.poorpronunciationisagreathindranceinlanguagelearning

ForChinese:pronunciationisimportantdependona.ChineseisdifferentfromEnglish

b.ChinesehavelittleexposuretoEnglish

2.Thegoalofteachingpronunciation

Wecannevergetthenative-likepronunciation

a.CriticalPeriodHypothesis

b.theamountofexposure

c.biologicalandphysiologicaldifferences

②ourrealisticgoalofteachingpronunciation(P93)

a.Consistencyb.Intelligibilityc.Communicativeefficiency

3.Aspectsofpronunciation

focusonsounds,stressandintonation,thesechangethemeaningofasentence

Thewaysofteachpronunciation:

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Step1.GivingmodelStep2.ImitatingStep3.Checking(explaining)

Step4.GivingexamplesStep5.ComparingStep6.Meaningfulpractice

Unit7

1Therearedifferentwaysofpresentinggrammarinclassroom:Thedeductivemethod,theinductivemethod,andthediscoverymethod.

2Penningtonproposesasynthesisapproachtogrammaticalpedagogy.Sheemphasizedthatgrammarteachingshouldbe“collocational,constructive,contextualandcontrast”(4C)

3Grammarpracticeisusuallydividedintotwocategories,mechanicalpracticeandmeaningful/communicativepractice

Thedeductivemethod:

Step:1presentationofthegrammarrules

2studyoftheexamples

conclusion

drills

Theguideddiscoverymethod:

Step:1presentationofcontextualizedscenariosillustratingaspecificstructure2inducestudentstofindtherulesstructures

3teach/learnthenewrulesstructures

4drills

TheroleofGrammar

Grammarcompetenceisonecomponentofcommunicativecopentence

Grammarmakesexpressionformal,accuracy

Instructivelearnsarefoundtooutperformuninstructedlearners

Unit8

Itemofvocabulary:words,compounds,phrases,idioms

passive/receptivewords:wordsthatcanberecognizedorcomparedinreadingandlisteningbutcannotbeusedautomaticallyinspeakingandwriting.

active/productivewords:wordsthatcanberecognizedandalsobeusedinspeechandwritingbylearners.

Aspectsoflearningaword:

pronounciation(stress+sound)

form(spelling+grammaticalproperties)

meaning(denotativemeaning+connotativemeaning)

usage(collocation,synonyms,antonyms,hyponyms)

3.Waystoshowmeaning:

A:usingvisuals(realobject,pictures,drawings.etc.)

B:givingexamples

C:usingthelearnier'onlanguage

4.Implicationsforteachingvocabulary:

A:bothdenotativeandconnotativemeanings

B:incontexts

C:ingroupsofreflectedwords

D:wordformationisusefulindeveloping

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F:differencebetweenpassiveandactiveways

5.Someconcepts:

A:denotativemeaningofawordreferstothatweusetolabelthingsasregardsrealobjects.

B:connotativemeaningofawordreferstotheattitudeoremotionsofalanguageuser.

C:collocation:referstowordsthatconcurwithhighfrequencyandhavebeenacceptedasways

fortheuseofwords.

Wayofpresentingvocabulary

1)provideavisualorphysicaldemonstrationwheneverpossible

2)provideaverbalcontexttodemonstratemeaning

3)usesynonymsorantonymstoexplainmeaning

4)uselexicalsetsorbyponymstoshowrelationofwordsandmeanings.

5)translateandexamplify

6)usewordformation.etc.

Unit9

1.Whydolisteningcomefirst?

A.studentsimpossible→toproduceasounddoesn’texistintheirmothertongue.

B.students→impossibletoproduceasoundwiththerightstress,rhythm,intonationwithoutprovidingthemamodel.

2.Theessenceoflistening

Itisperfectlypossibletohear,buthere“hear”isnotlistening,similarlyitispossibletolisten,butnotunderstand,listeningmeanscomprehendwhatyouhear.

3.Whydoeslisteningseemsodifficult?

Thedifficulties:

A,quicklyforgetwhatisheard

B,don’trecognizethewordsyouknow

C,understandthewordsbutnottheintendedmessage

D,whilethinkingaboutthemeaning,neglectthenextpart

E,can’tformthementalrepresentation

Unit10

Speakingistheskillthatthestudentswillbejudgeuponmostinreal-lifesituationSpeakingisto

expressoneself㈠thefeelingofoneself㈡theexperienceofoneself

Typeofspeakingtasksconclude(pre-communicativeactivities)and(Communicativeactivities)

Designingspeakingtasksconcludemaximumforeigntalk,evenparticipation.highmotivation.

rightlanguagelevel

Thefeatureofspeakingisspontaneousandtime-constraint

Unit11

Tosummarize,readingaloudandsilentreadingaretwotypesofreadingpractice.

Readingaloudhelpsstudentstopracticeoracquiregoodpronunciation,intonation,andbuildupconfidenceinspeaking.Silentreadinghelpsstudentstocomprehendthemeaningtogetinformation.

Threekindsofreadingmaterials:fast/rapidreading,intensivereadingandextensivereading.

Therearetwobroadlevelsintheactofreading:1.arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;2.acognitivetaskofinterpretingthevisual

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information.

Threemodelsforteachingreading:bottom-upmodel,top-downmodelandinteractivemodel.

Fiveprinciplesforteachingreading:1.Accessiblereadingmaterials.2.Clearpreparedtasks.

Developingstudentsreadingstrategies.4.Enoughguidance.5.Promotingthestudentsreadingability.

Predictingisanimportantreadingskill.

Predictionscanbedonemanydifferentways:predictingbasedonthetitle,predictingbasedonvocabularyandpredictingontheT/Fquestions.

Pre-readingactivities:predicting,settingthescene,skimming,andscanning.

While-readingstage:sophisticatedinput,transitiondevice,output,underreferenceandmakingreference.

Post-readingactivities:Gap-filling,discussion,roleplay,retellingandwriting.

Readingmeanstheconstructionofmeaningfromaprintedorwrittenmessage.

論述題

1.HowtoBeaGoodEnglishTeacher?

TobeagoodEnglishteacherdoesnotonlydependonhisorhercommandofthelanguagebut

onotherelements.Theseelementscanbecategorizedintothreegroups:ethicdevotion,professionalqualitiesandpersonalstyles.ThesethreeaspectsconstitutetheprofessionalcompetenceofagoodEnglishteacher.

However,themostimportantandmostdifficultpartofbeingagoodEnglishteacherisnottheprofessionalcompetencebutthedevelopmentofit.ThedevelopmentofprofessionalcompetenceforagoodEnglishteacherinvolvestwostagesandagoal.

Thefirststageislanguagedevelopment.AllEnglishteachersaresupposedtohaveasoundof

English.Aslanguageisthesubjectmatterforalanguageteacherandalsobecauselanguage

alwayschanging,languagedevelopmentcannevercometoanend.

Thesecondstageinvolvesthreesub-stages:learning,practice,andreflection.Thelearningstage

isactuallythepurposefulpreparationwhichincludes:learningfromothers’experience,learning

thereceivedknowledgeandlearningfromone’sownexperienceasalearner.Thelearningstageis

followedbypracticethatcanbeusedintwosenses.Inonesense,itisashortperiodoftime

assignedtodoteachingpractice.Theothersenseofpracticeistherealclassroomteaching.

Teachersbenefitfrompracticeiftheykeeponreflectiononwhatthenhavebeendoing.

Ideally,ateachershouldbeabletoattainhisorhergoal,thatistheprofessionalcompetenceafter

someperiodofpracticeandreflection.Actuallyprofessionalcompetenceis‘a(chǎn)movingtargetor

horizon,whichprofessionalstravelalltheirprofessionallifebutwhichisnevelfinallyattained.’

2.Howcanonebecomeagoodlanguageteacher?

Themostimportantandmostdifficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetence,whichisthestateorqualityofbeingadequatelyqualifiedfortheprofession,andarmedwithaspecificrangeofskills,strategies,knowledge,andability.Wallaceusesthefollowing‘reflectivemodel’todemonstratethedevelopmentofprofessionalcompetence.Themodelisanadaptedversiontoillustratetheprocessofbecomingaprofessionallycompetentteacher.文案大全適用文檔

Others’experienceLanguageReceivedProfessionaldevelopmentPracticeReflectionknowledgecompetenceOwn

experience

Stage1Stage2Goal

Fromtheabovemodel,wecanseethedevelopmentofprofessionalcompetenceforlanguageteacherthreestages.AllEnglishteachersaresupposedtohaveasoundcommandofEnglish.Aslanguageisthesubjectmatterforlanguageteachersandalsobecauselanguageisalwayschanging,languagedevelopmentcannevercometoanend.

Thesecondstageisthemostcrucialstageanditismorecomplicatedbecauseitinvolvesthreesub-stages:learning,practiceandreflection.Learningstagewhichisthepreparationbeforealanguageteacherstartsthepracticeofteaching.Thispreparationcaninclude:

learningfromother’sexperience

learningthereceivedknowledge

learningfromone’sownexperienceasalearner.

Teachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing.

However,professionalcompetenceasanultimategoaldoesnotseemtohaveanend.

3.CommunicativeLanguageTeaching(交際英語講課法）

Definition:

Itisanapproachthatconsidersthefunctionalandsocialfactorsinlanguage,emphasizestheaimoflanguageteachingistohelpthelearnersacquirecommunicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.

Basis:

Thetheoryofsociologyandsociolinguistics.

Principles:

Communicationprinciple;

Taskprinciple;

Meaningfulnessprinciple.

Features:

Focusondevelopingcommunicativecompetence;

Concentrateonusefulandnecessarylanguage;

Payattentiontothecommunicativetaskstoachieve;

Placeimportanceonthestudentsbeingfluent;

Encouragestudentstotakepartintheactivities;

Understandthestudentsareofdifferentstandards;

AwarethatthereisnotjustonekindofEnglish(Variety).

4.Task-basedLanguageTeaching(TBLT)文案大全適用文檔

TBLTis,infact,afurtherdevelopmentofCommunicationLanguageTeaching(CLT).Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.However,ithasstressedtheimportanceofcombiningform-focusedteachingwithcommunication-focusedteaching.(definition)

Itstressesholisticandrealisticinputandoutputandthefocusisonthestudents'learning,ratherthanonasetofdiscretelanguageknowledge,andtaskscancontributetowhole-persondevelopment-notjustlinguisticdevelopment.Theattentiontostudents'needs,interestsandabilitiesmeansthatweshouldvaryourteachingstylestotakeaccountofthedifferentwaysinwhichstudentslearn.(feature)

Meritsanddemerits(4points)

Basis(依照)

Principles(4)

Goals(暫無)

5.HowtoteachagoodspokenEnglishlesson?

TeachingspokenEnglishhaslongbeenattachedwithgreatimportance.Certainly,howtogiveagoodspokeEnglishlessonisofsignificance.

Firstofall,distinctionsbetweenspokenEnglishandwrittenEnglishshouldbemadeclearly,soastounderstandthefeaturesofspokenlanguage.IntermsofspokenEnglish,itcontainsfourfeaturesasfollows,usinglesscomplexsyntax,takingshortcuts,usingfixedconventionalphrases,andusingdevicessuchasfillers,hesitation