1、语言观views on language ①structural view ②functional view ③interactional view2、语言学习观views on language learning ①behaviorist theory ②cognitivetheory ③constructivist theory ④socio-constructivist theory3、好教师的素质要素①ethic devotion ②professional qualities ③personalstyles . ④补充的excellent teachers: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communication.4、语言教学的最终目标the ultimate goal of ELT: the ultimate of foreignlanguage teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).5、交际能力communicative competence ①linguistic competence ②pragmaticcompetence ③discourse competence ④strategic competence ⑤fluency6、交际语言教学的原则principles of Communicative Language Teaching①communication principle ②task principle ③meaningfulness principle7、评估交际教学的六个标准 6 criteria for evaluating communicate①communicative purpose ②communicative desire ③content, not form④variety of language ⑤no teacher intervention ⑥no materials control8、任务型教学的特征task-based Language Teaching ①skill and knowledge②process of doing, thinking in English ③product ④context ⑤purpose9、任务型教学的定义和四要素：a piece of classroom work which involveslearners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. ①a purpose ②a context ③a process ④a product10、设计任务时的四种问题four sets of question when designing tasks:①what isthe objective of the task ②what is the content of the task ③how is the task to be carried out ④in what situation is the task to be carried out11、设计任务的步骤①thinking about students’ needs, interests, and abilities②brainstorm possible tasks ③evaluate the list ④choose the language items⑤preparing materials12、语言教学的目标（课程目标）Overall Language Ability ①languageknowledge: phonetics, grammar, vocabulary, functions, topics ②language skills: listening, speaking, reading, writing ③learning strategy: cognitive, self management, communication, resourcing ④affect and attitude: international, perspectives, patriotism, confidence, motivation ⑤cultural awareness: knowledge, understanding, awareness.13、教学计划lesson plan: a lesson plan is a framework of a lesson in whichteachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about①the aims to be achieved, ②materials to be covered, ③activities to beorganized, and ④techniques and resources to be used in order to achieve the aims of the lesson.14、好教学计划的原则principles for good lesson planning ①aim ②variety③flexibility ④learnability ⑤linkage15、宏观计划内容what does macro planning involve ①knowing about theprofession ②knowing about the institution ③knowing about the learners④knowing about the curriculum/syllabus ⑤knowing about the textbook⑥knowing about the objectives16、微观计划的组成micro planning (components of a lesson plan):backgroundinformation, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.17、3P. ①语言知识structure-based lesson: presentation, practice, production.②语言技能skill-oriented lesson: pre-, while-, post-.18、课堂管理classroom management: classroom management is the wayteachers organise what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.19、有效的课堂管理的六个条件：①the teacher plays appropriate roles. ②theteacher provides clear instructions. ③students are grouped in a way suitable for the learning activities. ④the teacher asks appropriate questions. ⑤there is discipline as well as harmony in the class. ⑥the students’ errors are treated properly.20、教师角色roles of teachers ①controller: control the pace; control time;control the whole class. ②assessor: assess the students’ work; correct mistake;organize feedback. ③organiser: design and organize tasks ④prompter: give appropriate prompts; ⑤participant: join students ⑥resource-provider：instruction materials. ⑦new roles: facilitator; guide; researcher.21、课堂指令classroom instructions : classroom instructions refer to the type oflanguage teachers use to organize or guide learning. They include ①giving directions to tasks or activities, ②providing explanations to a concept or language structure, ③setting requirements, ④checking comprehension,⑤drawing attention, ⑥motivating learners, ⑦giving feedback, and⑧assigning homework.22、有效的课堂指令规则rules to follow for making instructions effective：①usesimple instructions and make them suit the comprehension level of the students. ②use the mother-tongue only when it is necessary. ③give students time to get used to listening to English instructions and help them make an effort to understand them.23、学生分组类型students grouping：①whole class work ②pair work ③groupwork ④individual study24、课堂纪律Discipline in the language classroom: discipline here refers to acode of conduct which binds a teacher and a group of students together so that learning can be more effective.25、课堂纪律的要素What contributes to discipline: ①classroom management②teachers’ behavior③students’ motivation26、对无纪律课堂的措施measures ①act immediately ②stop the class③rearrange the class ④change the activity ⑤talk to students after class⑥create a code of behavior27、课堂问题的建议advice about problems in class ①deal with it quietly ②don’ttake things personally ③don’t use threats28、课堂上的问问题questioning in the classroom：teachers use questions ①tofocus stude nts’ attention, ②to invite thinking and imagination, ③to check understanding, ④to stimulate recall of information, ⑤to challenge students, and ⑥to assess learning. Questions should be wise and purposeful, contributing to the overall objectives of the lesson, stimulating the development of knowledge and thinking, as well as helping to maintain interaction.29、错误处理dealing with errors: ①when to correct ②how to correct ③who tocorrect30、语法教学3P模式:Ⅰ.presentation: ①purpose: students perceive thestructure——its form and meaning——in both speech and writing, and take it into short-term memory. ②ways: the deductive method; the inductive method;the guided discovery method: 步骤：create a context, clear model, highlight rules, check understanding. Ⅱ.practice: ①purpose: students learn to use the grammar item. Absorb the structure thoroughly, or to transfer what they know from short-term to long-term memory. ②ways: mechanical practice(substitution drills, transformation drills); meaningful practice(定义：in meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on ”the way newly learned structures are used in the process).③要素factors: ⑴can’t be said to have really mastered it yet. ⑵aimed at form accuracy. ⑶the students pay repeated attention to a key element in a structure. ⑷controlled/mechanical and semi-controlled. ⑸group. ⑹ways. Ⅲ. Production: ①purpose: there is a need for meaningful practice and communicative use of the structure taught so that students can be helped to achieve both accuracy and fluency in language use.②ways: communicative practice(guessing games, completing the picture,information sheet, find someone who, paired cue card, role play, story telling);task.31、 A synthesis approach to teaching grammar: collocational, constructive,contextual, and contrastive.32、有效阅读者怎么做what do effective readers do: ①have a clear purpose inreading ②read silently ③read phrase by phrase, rather than word by word④concentrate on the important bits, skim the rest, and skip the insignificantparts ⑤use different speeds and strategies for different reading tasks⑥perceive the information in the target language rather than mentallytranslate ⑦guess the meaning of new words from the context, or ignore them⑧have and use background information to help understand the text.33、阅读策略reading strategies: ①specifying a purpose for reading ②planningwhat to do ③previewing the text ④predicting the contents of the text⑤checking predictions ⑥skimming the text for specific information⑦distinguishing main ideas from supporting details ⑧posing questions aboutthe text ⑨finding answers to posed questions ⑩connecting one part of the text to another34、The three models for teaching reading: ①bottom-up model ②top-down model③interactive model35、读前pre-reading activities: ①purpose: the purpose of pre-reading is tofacilitate while-reading activities. ②ways: predicting(predicting based on the title, predicting based on vocabulary, predicting based on the T/F questions);setting the scene. 读中While-reading:①fast reading: skimming; scanning.②reading in detail: transition device（信息转换）⑴purpose: focus attentionon the main meaning of the text; be able to simplify sophisticated input so that it becomes the basis for output; allow students to perform tasks while they are reading; highlight the main structural organization of a text, and show how the structure relates to meaning; involve all the students in clearly defined reading tasks; precede one step at a time; when a TD is completed, use it as a basis for further oral and written language practice. ⑵ways: picture; drawings; maps;tables; tree diagrams; cyclic diagrams; pie charts; bar charts; flowcharts;chronological sequence; subtitles; notes. 读后post reading ① purpose ⑴to consolidate or reflect on what has been read in the text. ⑵to relate the text to the students’ own knowledge interests or view. ⑶to give the students the chance to consolidate that language by using it freely. ②activities: discussion questions; reproducing the text; role play; gap-filling; discussion36、阅读理解问题的类型types of reading comprehension questions ①questionsof literal comprehension ②questions involving reorganization or reinterpretation ③questions for inferences ④questions for evaluation or appreciation ⑤questions for personal response. ⑥understanding references.。