1、教學(xué)法期末本科重點Unit 1: language and language learning What is language: language is a system of signs, which is arbitrarily chosen, vocal, conventionalized, graphic, and gesture symbol for verbal communication in a given society. Design features: refer to defining properties of human language that tell th

2、e difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission, and interchangeability. Features of language 和views on language 在P-3Several theories on language learning （behaviourist theory ,cognitive th

3、eory, constructivist theory, socio-constructivist theory ）在P5-P6A good language teachers features (ethic devotion, professional qualities, personal styles, language competence)Unit 2：communicative principles and TBLTCLT(goal在P-16): communicative language teaching TBLT(在P-27): Task-based language tea

4、ching Goal of foreign language teaching: to enable students to use the foreign language in work or life when necessary Difference between language use in real life and traditional pedagogyCommunicative competence (linguistic competence, pragmatic competence, discourse competence, strategic competenc

5、e, fluency) 在P-18Sever linguistics ideas about exercise types and activities (Richards, Rodgers, Finocchiaro, Brumfit, Ellis, Littleword.)在P-23下TBLT:（P-27）Task：（purpose，context，process，product） Exercise-task（P-28）PPP：（presentation，practice，production）在P-31Differences between PPP and TBL(task-based l

6、earning P-31) 在P-32How to design tasks(have four steps) 在P-34Brief history of foreign language teaching in china (before1978, 19781985, 1986- 1992, 19932000, after2000)在P39-41Unit 4 Lesson planningDefinition of lesson planning在P-51, Significant在P-52Principles for good lesson planning (aim, variety,

7、flexibility, learnability, linkage)在P-53 Macro planning and micro planning 在-P54Components of a lesson planning (background information, teaching aims, language contents and skills, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflect

8、ion )在P56-60Unit 5 classroom managementThe role of teacher(controller，assessor，organiser, prompter, participant and resource provider, facilitator, guide, researcher )在P68-72Classroom instructions 在P-73Student grouping (whole class work, pair work, group work, individual study 在P-75) Methods在P-75-76

9、Definition of discipline and indiscipline 在P-78Harmer (1983) suggests the following measures for indiscipline acts and bad behaving students (act immediately, stop the class, rearrange the seats, change the activity, talk to students after class, create a code of behaviour.) 在P-81Ur gives the follow

10、ing way to solve these problems (deal with it quietly, do not take things personally, do not use threats.)在P81-82Laverys idea about how to solve problems在P-82The use of questioning in the classroom在P-83The classification of question types (closed, open, display, genuine, lower-order, higher order qu

11、estions)在P-83Unit 6 teaching pronunciation Phonetic rules regarding what sounds a letter or a cluster of letters should be pronounced are helpful for students to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.在P-91Stress and intonation are as important as the sounds themselves and should be taught from the very beginning. 在P-91The goal of teaching pronunciation 在P-92-93Aspects of pr