Unit1Knowledge:sththatcanbelearnedSkills:sththatonlycanbegainedthroughpracticeortraining,Languageskills:listening,speaking,readingandwritingLanguageisasystemofarbitraryvocalsymbolsusedforhumancommunication。Viewsonlanguage：1、Structuralview（languagecompetence）—Thefounder：Saussure—Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems：1、thesoundsystem（phonology）2、soundcombinations（morphology）3、meaningforcommunication（syntax）—Learningthelanguageistolearnthestructuralitems，studytheinnerstructureandruleoflanguage，ignorethesocialfunctionsofthelanguage。2、Functionalview—Representative：Johnson、marrow、swaincanal(thecore:grammar)—Thefunctionviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings—LearnerslearnalanguageinordertobeabletodoingthingswithitUsethelinguisticstructuretoexpressfunctions3、Interactionalview（communicativecompetence）—Emphasis：appropriateness—Languageisacommunicativetool，whichmainuseistobuildupandmaintainsocialrelationsbetweenpeople—Learnersneedtoknowtherulesforusingthelanguageincertaincontext—ThestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabularyLanguageteacherqualifications：1、agoodcommandofspokenandwrittenlanguage2、formulatetheorypresupposition3、languagebackgroundandexperience4、knowhowlanguagesarelearnt5、theabilitytousemethodsinvarioussituations6、deepunderstandingofculturalbackground7、understandingtheprinciplesofteachingTheseelementscanbecategorizedintothreegroups：ethicdevotion，professionalqualitiesandpersonalstylesViewonlanguagelearning1.Psycholinguistic:therelationshipbetweenlanguageandthinking.ThinkinginlanguageLanguageisnecessaryforthought.Languageacquisition(語(yǔ)言習(xí)得)Learnersintheirearlieryearsacquirecontroloveressentialstructureoftheirlanguagewithoutspecialteachingandlearninginaeffortlessandalmostanunconsciousway(liketheformationofahabit)peoplepreferfirstlanguageacquisitiontofirstlanguagelearning.Cognitivetheory:theruleforpeopletoawaretocognizesth.Cognitiveprocesses:Process:inputabsorboutputLanguagelearningisnotjuststimulate-reflection,buttheusingofoursubjectivecapabilities,theusingofourcognitiveabilitytothinkthelanguageandstudyingitactively.3.Constructivisttheory:learningisaprocessofmeaningconstructionbasedonlearner’sownknowledgeandexperience.SATR(刺激)(反應(yīng))Stimulus:assimilation①andaccommodation②把外部知識(shí)納入自身納入自身后也不相符，就要對(duì)原有知識(shí)進(jìn)行變化，也就是一種原有懂得和外部知識(shí)保持聯(lián)絡(luò)旳創(chuàng)新旳過(guò)程。Unit21.CLT（交際英語(yǔ)教學(xué)）:itisanapproachthatconsidersthefunctionalandsocialfactorsinlanguage,emphasizesthattheaimoflanguageteachingistohelpthelearnersacquirecommunicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.Thebasis:thetheoryofsociologyandsociolinguistic.2.Languagehastwofunctions:A.thetransactionalfunction→toexpressthecontextB.theinteractional(互相影響旳)function→toshowsocialrelationsandpersonalattitudeLanguageisusedtoperformcertaincommunicationfunctions;useallskills:A.Receptiveskill:listeningandreadingB.Productiveskill:speakingandwriting;usedinacertainsocialcontext:teachthepartoflanguageinrealliferatherthanallthelanguagestudentsdevelopallthelanguageskills.3.Traditionalpedagogy(老式教學(xué)法):focusontheformsoflanguage.4.TraditionalclassVS.CLTListening:totheteacher,tothetape→sth.unpredictable,sth.authentic,sth.meaningfulReading:learninglanguage→getinformation,exactmeaning,differentskillsSpeaking:repeating,answering,retelling→sth.creating,expressoneselfWriting:composition,translation→writetoexpressoneself,one’sfeeling,one’sthought;writewhatpeoplewriteinthewaypeoplewrite.5.LinguisticCompetence(=languagecom.)Chomsky:tacitknowledgeoflanguagestructuresandtheabilitytousetheknowledgetounderstandandproducelanguage.6.CommunicativeCompetenceBothknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageincommunicativesituationappropriately.7.FeaturesofCLT:focusondevelopingcommunicativecompetenceFocusonusefulandnecessarylanguagePayattentiontothecommunicativetaskPlaceimportanceonstudents'beingfluentEncouragestudentstotakepartinactivitiesUnderstandthestudentsareofdifferentstandAwarethatthereisnotjustonekindofEnglish8.MeritsofCLT:likelytogivethestudentsallskillsMorerelevantLesswasteoftimeandeffort9.DemeritofCLT:makegreatdemandsupontheprofessionaltrainingandskillsoftheteacherDifficulttocheekwhatstudenthaveleartDon'toffertheteacherthesecurityofthetextbookUnit41.Whatisteaching?Teachingmeansensuringthatthestudentshavelearntormasteredwhatisbeingtaughtthroughapropersequenceofsteps,sotheteachershouldcarefullypreparethelessons,arrangethesteps,madefulluseofeverysecondinclass.2.PrinciplesforgoodlessonplanningA.AimB.VarietyC.FlexibilityD.learningabilityE.linkage3.Macroplanninginvolvesthefollowing:A.theanalysisoftheschoolB.theanalysisofthestudents(information,background)C.theanalysisofthesyllables(教學(xué)大綱).（principle,purpose,requirement）D.theanalysisofthetextbook(教材分析)E．theteachingmethodsandreform(教學(xué)措施及其改革)F．theteachingobjectiveandarrangement(整體教學(xué)目旳及安排)4.Componentsofalessonplan:A.BackgroundinformationBTeachingaimsC.LanguagecontentsandskillsD.stagesandproceduresE.TeachingaidsF.EndoflessonsummaryG..OptionalactivitiesandassignmentsH.Afterlessonreflection5.Howtomakeamicroplan.A.Theteachingaimsanddemands(ability,knowledge)B.Theteachingcontentsa.vocabulary,phraseb.structurec.grammard.skillsC.TheteachingimportantanddifficultpointsD.TheteachingmethodsandaimsE.Theteachingprocedurea.stage1:warm-upactivitiesb.stage2:(step1:presentationstep2:praticestep3:production)c.stage3:lessonsummaryd.stage4:assignments/optionalactivitiese.stage5:afterclassreflectionUnit5Ⅰ.Theroleoftheteacher(basedonthefunctionoftheteacher):1.Controller:controlthepace,thetime,thetargetlanguage,thestudent.2.Assessor:twothingsa.ascorrector:correctthemistakes,organizingfeedbackthelearnersb.asevaluator:tocreateasuccess-orientedlearning,atmosphere,morepraise,lesscriticism3.Organizer:taskbasedonteachingtodesigntasksandtoorganize4.Prompter:togiveappropriatepromptshints5.Participant:totakepartintheactivities6.Resource-provide:asawalkingdictionaryⅡ.Rulesformakinginstructionseffective:1.simple2.natural3.targetlanguage/bodylanguage4.givetimetogetusedtolisteningtoEnglish5.Modelthetasks/activitiesbeforedoingthemclearinstructionsⅢ.Thecommonstudentgroupingsare:a.wholeclasswork;b.pairwork;c.groupwork;d.individualstudyⅣ.Disciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective哪些原因影響學(xué)生紀(jì)律：1.teacher’sbehaviora.choiceofmethodologyb.teacher’spreparationforthelearnersc.interpersonalrelationshipwiththelearners2.motivation/purpose/desire/surroundingⅤ.Howtomaintainthediscipline:1.createacodeofbehavior2.beconsistentinapplyingtherules3.befriendlyandtalktostudents4.immediatelyaction5.befairtoeveryonedealwithproblemsimpersonallyⅥ.Measuresforindisciplinedactsandbadlybehavingstudents:（P81）actimmediatelystoptheclassrearrangetheseatschangetheactivitiestalktostudentsafterclasscreateacodeofbahaviourⅦ.Adviceaboutproblemsonclass:(P81)dealwithitquietlydon’ttakethingspersonallydon’tusethreatsⅧ.QuestionintheclassPurpose:1.tofocusonthestudents’attention;2.toinvitethinkingandimagination;tochecktheunderstanding;3.tosimulatethestudentstorecallinformation;4.tochallengestudents;5.toassesslearningTypesofquestion(P83)closequestion-onlyoneansweropenquestion-manydifferentanswer…Ⅸ.Dealingwitherrors1.Mistakewithnothingtodowithlanguagecompetence(causedbycarelessness→self-correction)2.Errorhassthtodowiththelanguagecompetence(causedbylackingofknowledge→bedealtwiththehelpoftheteacherandotherclassmates)3.Dealingwithspokenerrorsa.fluencyactivityaftertheactivityb.accuracyactivitywhiletheactivity4.Howtocorrecta.indirectteachercorrectionb.directteachercorrectionc.self-correctiond.peer-correctionUnit61.Theroleofpronunciation①2views:a.pronunciationwilltakecareofitselfneedn’tteachpronunciationb.poorpronunciationisagreathindranceinlanguagelearning②ForChinese:pronunciationisimportantdependona.ChineseisdifferentfromEnglishb.ChinesehavelittleexposuretoEnglish2.Thegoalofteachingpronunciation①Wecannevergetthenative-likepronunciationa.CriticalPeriodHypothesisb.theamountofexposurec.biologicalandphysiologicaldifferences②ourrealisticgoalofteachingpronunciation(P93)a.Consistencyb.Intelligibilityc.Communicativeefficiency3.Aspectsofpronunciation①focusonsounds,stressandintonation,thesechangethemeaningofasentence②Thewaysofteachpronunciation:Step1.GivingmodelStep2.ImitatingStep3.Checking(explaining)Step4.GivingexamplesStep5.ComparingStep6.MeaningfulpracticeUnit71Therearedifferentwaysofpresentinggrammarinclassroom:Thedeductivemethod,theinductivemethod,andthediscoverymethod.2Penningtonproposesasynthesisapproachtogrammaticalpedagogy.Sheemphasizedthatgrammarteachingshouldbe“collocational,constructive,contextualandcontrast”(4C)3Grammarpracticeisusuallydividedintotwocategories,mechanicalpracticeandmeaningful/communicativepracticeThedeductivemethod:Step:1presentationofthegrammarrules2studyoftheexamples3conclusion4drillsTheguideddiscoverymethod:Step:1presentationofcontextualizedscenariosillustratingaspecificstructure2inducestudentstofindtherulesstructures3teach/learnthenewrulesstructures4drillsTheroleofGrammarGrammarcompetenceisonecomponentofcommunicativecopentenceGrammarmakesexpressionformal,accuracyInstructivelearnsarefoundtooutperformuninstructedlearnersUnit81.Itemofvocabulary:words,compounds,phrases,idiomsA:passive/receptivewords:wordsthatcanberecognizedorcomparedinreadingandlisteningbutcannotbeusedautomaticallyinspeakingandwriting.B:active/productivewords:wordsthatcanberecognizedandalsobeusedinspeechandwritingbylearners.2.Aspectsoflearningaword:A:pronounciation(stress+sound)B:form(spelling+grammaticalproperties)C:meaning(denotativemeaning+connotativemeaning)D:usage(collocation,synonyms,antonyms,hyponyms)3.Waystoshowmeaning:A:usingvisuals(realobject,pictures,drawings.etc.)B:givingexamplesC:usingthelearnier'onlanguage4.Implicationsforteachingvocabulary:A:bothdenotativeandconnotativemeaningsB:incontextsC:ingroupsofreflectedwordsD:wordformationisusefulindevelopingE:vocabularyF:differencebetweenpassiveandactiveways5.Someconcepts:A:denotativemeaningofawordreferstothatweusetolabelthingsasregardsrealobjects.B:connotativemeaningofawordreferstotheattitudeoremotionsofalanguageuser.C:collocation:referstowordsthatconcurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.6.Wayofpresentingvocabulary1)provideavisualorphysicaldemonstrationwheneverpossible2)provideaverbalcontexttodemonstratemeaning3)usesynonymsorantonymstoexplainmeaning4)uselexicalsetsorbyponymstoshowrelationofwordsandmeanings.5)translateandexamplify6)usewordformation.etc.Unit91.Whydolisteningcomefirst?A.students→impossibletoproduceasounddoesn’texistintheirmothertongue.B.students→impossibletoproduceasoundwiththerightstress,rhythm,intonationwithoutprovidingthemamodel.2.TheessenceoflisteningItisperfectlypossibletohear,buthere“hear”isnotlistening,similarlyitispossibletolisten,butnotunderstand,listeningmeanscomprehendwhatyouhear.3.Whydoeslisteningseemsodifficult?Thedifficulties:A,quicklyforgetwhatisheardB,don’trecognizethewordsyouknowC,understandthewordsbutnottheintendedmessageD,whilethinkingaboutthemeaning,neglectthenextpartE,can’tformthementalrepresentationUnit10Speakingistheskillthatthestudentswillbejudgeuponmostinreal-lifesituationSpeakingistoexpressoneself㈠thefeelingofoneself㈡theexperienceofoneselfTypeofspeakingtasksconclude(pre-communicativeactivities)and(Communicativeactivities)Designingspeakingtasksconcludemaximumforeigntalk,evenparticipation.highmotivation.rightlanguagelevelThefeatureofspeakingisspontaneousandtime-constraintUnit11Tosummarize,readingaloudandsilentreadingaretwotypesofreadingpractice.Readingaloudhelpsstudentstopracticeoracquiregoodpronunciation,intonation,andbuildupconfidenceinspeaking.Silentreadinghelpsstudentstocomprehendthemeaningtogetinformation.Threekindsofreadingmaterials:fast/rapidreading,intensivereadingandextensivereading.Therearetwobroadlevelsintheactofreading:1.arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;2.acognitivetaskofinterpretingthevisualinformation.Threemodelsforteachingreading:bottom-upmodel,top-downmodelandinteractivemodel.Fiveprinciplesforteachingreading:1.Accessiblereadingmaterials.2.Clearpreparedtasks.3.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.12.Readingmeanstheconstructionofmeaningfromaprintedorwrittenmessage.論述題1.HowtoBeaGoodEnglishTeacher?TobeagoodEnglishteacherdoesnotonlydependonhisorhercommandofthelanguagebutonotherelements.Theseelementscanbecategorizedintothreegroups:ethicdevotion,professionalqualitiesandpersonalstyles.ThesethreeaspectsconstitutetheprofessionalcompetenceofagoodEnglishteacher.However,themostimportantandmostdifficultpartofbeingagoodEnglishteacherisnottheprofessionalcompetencebutthedevelopmentofit.ThedevelopmentofprofessionalcompetenceforagoodEnglishteacherinvolvestwostagesandagoal.Thefirststageislanguagedevelopment.AllEnglishteachersaresupposedtohaveasoundofEnglish.Aslanguageisthesubjectmatterforalanguageteacherandalsobecauselanguagealwayschanging,languagedevelopmentcannevercometoanend.Thesecondstageinvolvesthreesub-stages:learning,practice,andreflection.Thelearningstageisactuallythepurposefulpreparationwhichincludes:learningfromothers’experience,learningthereceivedknowledgeandlearningfromone’sownexperienceasalearner.Thelearningstageisfollowedbypracticethatcanbeusedintwosenses.Inonesense,itisashortperiodoftimeassignedtodoteachingpractice.Theothersenseofpracticeistherealclassroomteaching.Teachersbenefitfrompracticeiftheykeeponreflectiononwhatthenhavebeendoing.Ideally,ateachershouldbeabletoattainhisorhergoal,thatistheprofessionalcompetenceaftersomeperiodofpracticeandreflection.Actuallyprofessionalcompetenceis‘a(chǎn)movingtargetorhorizon,whichprofessionalstravelalltheirprofessionallifebutwhichisnevelfinallyattained.’2.Howcanonebecomeagoodlanguageteacher?Themostimportantandmostdifficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetence,whichisthestateorqualityofbeingadequatelyqualifiedfortheprofession,andarmedwithaspecificrangeofskills,strategies,knowledge,andability.Wallaceusesthefollowing‘reflectivemodel’todemonstratethedevelopmentofprofessionalcompetence.Themodelisanadaptedversiontoillustratetheprocessofbecomingaprofessionallycompetentteacher.Others’experienceOwnexperienceReceivedknowledgePracticeReflectionProfessionalcompetenceLanguagedevelopmentStage1Stage2GoalFromtheabovemodel,wecanseethedevelopmentofprofessionalcompetenceforlanguageteacherthreestages.AllEnglishteachersaresupposedtohaveasoundcommandofEnglish.Aslanguageisthesubjectmatterforlanguageteachersandalsobecauselanguageisalwayschanging,languagedevelopmentcannevercometoanend.Thesecondstageisthemostcrucialstageanditismorecomplicatedbecauseitinvolvesthreesub-stages:learning,practiceandreflection.Learningstagewhichisthepreparationbeforealanguageteacherstartsthepracticeofteaching.Thispreparationcaninclude:1.learningfromother’sexperience2.learningthereceivedknowledge3.learningfromone’sownexperienceasalearner.Teachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing.However,professionalcompetenceasanultimategoaldoesnotseemtohaveanend.3.CommunicativeLanguageTeaching(交際英語(yǔ)教學(xué)法）Definition:Itisanapproachthatconsidersthefunctionalandsocialfactorsinlanguage,emphasizestheaimoflanguageteachingistohelpthelearnersacquirecommunicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.Basis:Thetheoryofsociologyandsociolinguistics.Principles:Communicationprinciple;Taskprinciple;Meaningfulnessprinciple.Features:Focusondevelopingcommunicativecompetence;Concentrateonusefulandnecessarylanguage;Payattentiontothecommunicativetaskstoachieve;Placeimportanceonthestudentsbeingfluent;Encouragestudentstotakepartintheactivities;Understandthestudentsareofdifferentstandards;AwarethatthereisnotjustonekindofEnglish(Variety).4.Task-basedLanguageTeaching(TBLT)TBLTis,infact,afurtherdevelopmentofCommunicationLanguageTeaching(CLT).Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.However,ithasstressedtheimportanceofcombiningform-focusedteachingwithcommunication-focusedteaching.(definition)Itstressesholisticandrealisticinputandoutputandthefocusisonthestudents'learning,ratherthanonasetofdiscretelanguageknowledge,andtaskscancontributetowhole-persondevelopment-notjustlinguisticdevelopment.Theattentiontostudents'needs,interestsandabilitiesmeansthatweshouldvaryourteachingstylestotakeaccountofthedifferentwaysinwhichstudentslearn.(feature)Meritsanddemerits(4points)Basis(根據(jù))Principles(4)Goals(暫無(wú))5.HowtoteachagoodspokenEnglishlesson?TeachingspokenEnglishhaslongbeenattachedwithgreatimportance.Certainly,howtogiveagoodspokeEnglishlessonisofsignificance.Firstofall,distinctionsbetweenspokenEnglishandwrittenEnglishshouldbemadeclearly,soastounderstandthefeaturesofspokenlanguage.IntermsofspokenEnglish,itcontainsfourfeaturesasfollows,usinglesscomplexsyntax,takingshort