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Unit 1
Knowledge:
sth
that can be learned
Skills:
sth that only can be gained through
practice or training,
Language
skills:
listening, speaking, reading and
writing
Language
is a system
of arbitrary vocal symbols used for human
communication
。
Views on
language
：
1
、
Structural view
（
language
competence
）
—
The
founder
：
Saussure
—
The
structural
view
of
language
sees
language
as
a
linguistic
system
made
up
of
various
subsys
tems
：
1
、
the sound system
（
phonology<
/p>
）
2
、
sound combinati
ons
（
morphology
）
3
、
meaning for communication
（
syntax
）
—
Learning the language is to
learn the structural
items
，
study the inner
structure and rule of
language
，
ignore
the social functions of the
language
。
2
、
Functional view
—
Representative
：
<
/p>
Johnson
、
marrow
、
swain canal (the core: grammar)
—
The function
view not only sees language as a linguistic system
but also a means for doing
things
—
Learners learn
a language in order to be able to doing things
with it
Use the linguistic
structure to express functions
3
、
Interactional
view
（
communicative
competence
）
—
Emphasis
：
appropriateness
—
Language
is
a
communicative
tool
，
which
main
use
is
to
build
up
and
maintain
social
relations between
people
—
Learners
need to know the rules for using the language in
certain context
—
The
structural
view
limits
knowing
a
language
to
knowing
its
structural
rules
and
vocabulary
Language teacher
qualifications
：
1
、
a good command
of spoken and written language
2
、
formulate
theory presupposition
3
、
language
background and experience
4
、
know how
languages are learnt
5
、
the ability to
use methods in various situations
6
、
deep
understanding of cultural background
7
、
understanding
the principles of teaching
These
elements can be categorized into three
groups
：
ethic
devotion
，
professional qualities and
personal styles
View on
language learning
1.
Psycholinguistic: the relationship
between language and thinking.
1)
Thinking in language
2)
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
formation 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----
output
Language learning is
not just stimulate-reflection, but the using of
our subjective capabilities,
the 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
learner
’
s
own knowledge and experience.
S ----------AT------------R
(
刺激
)
(
反应
)
Stimulus: assimilatio
n
①
and
accommodatio
n
②
①
把外部知识纳入自身
②
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 2
1.
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 theory of sociology and
sociolinguistic.
2. Language
has two functions: A. the transactional
functio
n
→
to
express the context B.
the
interactional(
相互影响的
)
function
→
to show social
relations and personal
attitude
Language
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 language
skills.
3. Traditional
pedagogy (
传统教学法
)
:
focus on the forms of language.
4.
Traditional class VS. CLT
Listening: to
the teacher, to the tape
→ictable, tic,
gful
Reading: learning
language
→get information, exact
meaning, different skills
Speaking: repeating, answering,
retelling
→
ng, express
oneself
Writing:
composition,
translation
→
write
to
express
oneself,
one
’
s
feeling,
one
’
s
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
Competence
Both
knowledge
about
the
language
and
the
knowledge
about
how
to
use
the
language
in
communicative situation appropriately.
7. Features of CLT:
on developing communicative competence
on useful and necessary language
attention to the communicative task
importance on students'
being fluent
age students
to take part in activities
tand the
students are of different stand
that
there is not just one kind of English
8. Merits of CLT:
to give
the students all skills
relevant
waste of time and effort
9.
Demerit of CLT:
great demands upon the
professional training and skills of the teacher
ult to cheek what student have leart
't offer the teacher the security of
the textbook
Unit 4
1. 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 prepare the
lessons, arrange the steps,
made full
use of every second in class.
2.
Principles for good lesson planning
A. Aim
B.
Variety
C. Flexibility
D. learning
ability
E.
linkage
3. Macro planning involves the
following:
A.
the analysis of the school
B. the analysis of the students
(information, background)
C. the analysis of the syllables (
教学大纲
).
（
prin
ciple, purpose, requirement
）
D. the analysis
of the textbook (
教材分析
)
E
．
the teaching
methods and reform(
教学方法及其改革
)
F
．
the teaching
objective and
arrangement(
整体教学目标及安排
)
4. Components of a lesson plan:
A. Background
information
B
Teaching aims
C. Language contents and skills
D. stages and
procedures
E.
Teaching aids
F. End of lesson summary
G
.. Optional
activities and assignments
H. After lesson reflection
5. How to make a micro plan.
A. The teaching
aims and demands (ability, knowledge)
B. The teaching contents
a. vocabulary , phrase
b. structure
c. grammar
d.
skills
C. The
teaching important and difficult points
D. The teaching
methods and aims
E. The teaching procedure
a. stage 1: warm-up
activities
b. stage 2:(
step1: presentation -------step 2:
pratice-------step3: production)
c .stage 3: lesson summary
d. stage 4:
assignments/optional activities
e. stage 5: after class reflection
Unit 5
Ⅰ
.
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 learners
b. as
evaluator: to create a success-oriented learning,
atmosphere, more praise, less criticism
3. Organizer : task based on teaching
to design tasks and to organize
4.
Prompter: to give appropriate prompts hints
5. Participant: to take part in the
activities
6. Resource-provide: as a
walking dictionary
Ⅱ
. Rules
for making instructions effective:
1.
simple
2. natural
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
Ⅲ
. The common
student groupings are
:
a. whole class work;
b. pair work;
c.
group work;
d. individual
study
Ⅳ
.
Discipline
refers to a code of conduct
which 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：
r
’
s behavior
a . choice of methodology
b.
teacher
’
s preparation for
the learners
c. interpersonal
relationship with the learners
2.
motivation/ purpose/ desire/ surrounding
Ⅴ
. How to maintain the
discipline:
1. create a code of
behavior
2. be consistent in applying
the rules
3. be friendly and talk to
students
4. immediately action
5. be fair to everyone deal
with problems impersonally
Ⅵ
. Measures for
indisciplined acts and badly behaving students:
（
P81
）
1.
act
immediately
2.
stop the class
3.
rearrange the seats
4.
change the
activities
5.
talk to students after class
6.
create a code
of bahaviour
Ⅶ
. Advice about
problems on class:
(P81)
1.
deal with it
quietly
2.
don
’
t take things
personally
3.
don
’
t use threats
Ⅷ
. Question in the class
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
learning
Types of question
(P83)
1.
close
question- only one answer
2.
open question- many different answer
…
Ⅸ
.
Dealing with errors
1.
Mistake
----- with nothing to do with
language competence (caused by carelessness
→
self-
correction)
2. Error
-----
has sth to do with the language competence (caused
by lacking of knowledge
→
be
dealt with the help of the teacher and
other classmates)
3. Dealing with
spoken errors
a. fluency activity
----after the activity
b. accuracy
activity ----while the activity
4. How
to correct
a. indirect teacher
correction
b. direct
teacher correction
c. self-
correction
d. peer- correction
Unit 6
1. The role of
pronunciation
①
2
views:
a. pronunciation will take care
of itself needn
’
t teach
pronunciation
b. poor pronunciation is
a great hindrance in language learning
②
For Chinese:
pronunciation is important
depend on
a. Chinese is different
from English
b. Chinese have little
exposure to English
2. The goal of
teaching pronunciation
①
We can never
get the native-like pronunciation
a. Critical Period Hypothesis
b. the amount of exposure
c. biological and physiological
differences
②
our
realistic goal of teaching pronunciation
(P93)
a.
Consistency
b. Intelligibility
c.
Communicative efficiency
3. Aspects of
pronunciation
①
focus on sounds, stress and intonation,
these change the meaning of a sentence
②
The ways of
teach pronunciation:
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