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 the 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-3
Several theories on language learning （behaviourist theory ,cognitive theory, constructivist theory, socio-constructivist theory）在P5-P6 A good language teacher’s features (ethic devotion, professional qualities, personal styles, language competence)
Unit 2：communicative principles and TBLT
CLT(goal在P-16): communicative language teaching
TBLT(在P-27): Task-based language teaching
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 pedagogy Communicative competence (linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency) 在P-18
Sever 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-31
Differences between PPP and TBL(task-based learning P-31)在P-32
How to design tasks(have four steps) 在P-34
Brief history of foreign language teaching in china (before1978, 1978—1985, 1986- 1992, 1993—2000, after2000)在P39-41
Unit 4 Lesson planning
Definition of lesson planning在P-51,Significant在P-52
Principles for good lesson planning(aim, variety, flexibility, learnability, linkage)在P-53 Macro planning and micro planning 在-P54
Components 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 reflection )在P56-60
Unit 5 classroom management
The role of teacher(controller，assessor，organiser,
prompter, participant and resource provider, facilitator,
guide, researcher )在P68-72
Classroom instructions 在P-73
Student grouping (whole class work,pair work,group work,
individual study 在P-75) Methods在P-75-76
Definition of discipline and indiscipline 在P-78 Harmer(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-81
Ur gives the following way to solve these problems (deal with it quietly, do not take things personally, do not use threats.)在P81-82
La very’s idea about how to solve problems在P-82
The use of questioning in the classroom在P-83
The classification of question types (closed, open, display, genuine, lower-order, higher order questions)在P-83
Unit 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-91
Stress and intonation are as important as the sounds themselves and should be taught from the very beginning. 在P-91
The goal of teaching pronunciation 在P-92-93
Aspects of pronunciation(sounds, phonetic symbols,
stress, intonation, rhythm)在P-93
Practicing sounds (focusing on a sound, perception practice-using minimal pair, production practice)在P-95-98。