Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage 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 subsystems：1、the sound system（phonology）2、sound combinations（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：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 itUse the linguistic structure to express functions3、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 vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)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 languagewithout 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----outputLanguage 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 ①and accommodatio n②①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 21. 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 attitudeLanguage 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. CLTListening: to the teacher, to the tape →sth.unpredictable, sth.authentic, sth.meaningful Reading: learning language →get information, exact meaning, different skillsSpeaking: repeating, answering, retelling →sth.creating, express oneselfWriting: 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 CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.7. Features of CLT:1.focus on developing communicative competence2.Focus on useful and necessary language3.Pay attention to the communicative task4.Place importance on students' being fluent5.Encourage students to take part in activities6.Understand the students are of different stand7.Aware that there is not just one kind of English8. Merits of CLT:1.likely to give the students all skills2.More relevant3.Less waste of time and effort9. Demerit of CLT:1.make great demands upon the professional training and skills of the teacher2.Difficult to cheek what student have leart3.Don't offer the teacher the security of the textbookUnit 41. 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 planningA. AimB. VarietyC. FlexibilityD. learning abilityE. linkage3. Macro planning involves the following:A. the analysis of the schoolB. the analysis of the students (information, background)C. the analysis of the syllables (教学大纲).（principle, 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 informationB Teaching aimsC. Language contents and skillsD. stages and proceduresE. Teaching aidsF. End of lesson summaryG.. Optional activities and assignmentsH. After lesson reflection5. How to make a micro plan.A. The teaching aims and demands (ability, knowledge)B. The teaching contentsa. vocabulary , phraseb. structurec. grammard. skillsC. The teaching important and difficult pointsD. The teaching methods and aimsE. The teaching procedurea. stage 1: warm-up activitiesb. stage 2:( step1: presentation -------step 2: pratice-------step3: production)c .stage 3: lesson summaryd. stage 4: assignments/optional activitiese. stage 5: after class reflectionUnit 5Ⅰ. 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 thingsa. as corrector: correct the mistakes, organizing feed back the learnersb. as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provide: as a walking dictionaryⅡ. Rules for making instructions effective:1. simple2. natural3. target language/body language4. give time to get used to listening to English5. Model the tasks/activities before doing them clear instructionsⅢ. The common student groupings are:a. whole class work;b. pair work;c. group work;d. individual studyⅣ. 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：1.teacher’s behaviora . choice of methodologyb. teacher’s preparation for the learnersc. interpersonal relationship with the learners2. motivation/ purpose/ desire/ surroundingⅤ. How to maintain the discipline:1. create a code of behavior2. be consistent in applying the rules3. be friendly and talk to students4. immediately action5. be fair to everyone deal with problems impersonallyⅥ. Measures for in-disciplined acts and badly behaving students:（P81）1.act immediately2.stop the class3.rearrange the seats4.change the activities5.talk to students after class6.create a code of behaviorⅦ. Advice about problems on class: (P81)1.deal with it quietly2.don’t take things personally3.don’t use threatsⅧ. Question in the classPurpose: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 learningTypes of question (P83)1.close question- only one answer2.open question- many different answer…Ⅸ. Dealing with errors1. 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 errorsa. fluency activity ----after the activityb. accuracy activity ----while the activity4. How to correcta. indirect teacher correctionb. direct teacher correctionc. self-correctiond. peer- correctionUnit 61. The role of pronunciation①2 views:a. pronunciation will take care of itself needn’t teach pronunciationb. poor pronunciation is a great hindrance in language learning②For Chinese: pronunciation is important depend ona. Chinese is different from Englishb. Chinese have little exposure to English2. The goal of teaching pronunciation①We can never get the native-like pronunciationa. Critical Period Hypothesisb. the amount of exposurec. biological and physiological differences②our realistic goal of teaching pronunciation (P93)a. Consistencyb. Intelligibilityc. Communicative efficiency3. Aspects of pronunciation①focus on sounds, stress and intonation, these change the meaning of a sentence②The ways of teach pronunciation:Step1. Giving model Step2. Imitating Step3. Checking (explaining)Step4. Giving examples Step5. Comparing Step6. Meaningful practiceUnit 71There are different ways of presenting grammar in classroom: The deductive method, the inductive method, and the discovery method.2 Pennington proposes a synthesis approach to grammatical pedagogy. She emphasized that grammar teaching should be “ collocational, constructive, contextual and contrast” ( 4 C )3 Grammar practice is usually divided into two categories, mechanical practice and meaningful/communicative practiceThe deductive method:Step: 1 presentation of the grammar rules2 study of the examples3 conclusion4 drillsThe guided discovery method:Step: 1 presentation of contextualized scenarios illustrating a specific structure2 induce students to find the rules structures3 teach/learn the new rules structures4 drillsThe role of Grammar1)Grammar competence is one component of communicative copentence2)Grammar makes expression formal, accuracy3)Instructive learns are found to outperform uninstructed learnersUnit 81. Item of vocabulary: words, compounds, phrases, idiomsA: passive/receptive words: words that can be recognized or compared in reading and listening but can not be used automatically in speaking and writing.B: active/productive words: words that can be recognized and also be used in speech and writing by learners.2. Aspects of learning a word:A: pronunciation (stress + sound)B: form ( spelling + grammatical properties)C: meaning (denotative meaning +connotative meaning)D: usage (collocation, synonyms, antonyms, hyponyms)3. Ways to show meaning:A:using visuals(real object, pictures, drawings. etc.)B:giving examplesC:using the learner' on language4. Implications for teaching vocabulary:A:both denotative and connotative meaningsB:in contextsC:in groups of reflected wordsD:word formation is useful in developingE:vocabularyF:difference between passive and active ways5.Some concepts:A:denotative meaning of a word refers to that we use to label things as regards real objects.B:connotative meaning of a word refers to the attitude or emotions of a language user.C:collocation:refers to words that concur with high frequency and have been accepted as waysfor the use of words .6. Way of presenting vocabulary1)provide a visual or physical demonstration whenever possible2)provide a verbal context to demonstrate meaning3)use synonyms or antonyms to explain meaning4)use lexical sets or by ponyms to show relation of words and meanings.5)translate and examplify6)use word formation.etc.Unit 91. Why do listening come first?A. students→ impossible to produce a sound doesn’t exist in their mother tongue.B. students→ impossible to produce a sound with the right stress, rhythm, intonation without providing them a model.2. The essence of listeningIt is perfectly possible to hear, but here “hear” is not listening, similarly it is possible to listen, but not understand, listening means comprehend what you hear.3. Why does listening seem so difficult?The difficulties:A, quickly forget what is heardB, don’t recognize the words you knowC, understand the words but not the intended messageD, while thinking about the meaning, neglect the next partE, can’t form the mental representationUnit10Speaking is the skill that the students will be judge upon most in real-life situation Speaking is to express oneself㈠the feeling of oneself ㈡the experience of oneselfType of speaking tasks conclude (pre-communicative activities) and (Communicative activities) Designing speaking tasks conclude maximum foreign talk, even participation. high motivation . right language levelThe feature of speaking is spontaneous and time-constraintUnit 111.To summarize, reading aloud and silent reading are two types of reading practice.2.Reading aloud helps students to practice or acquire good pronunciation, intonation, and buildup confidence in speaking. Silent reading helps students to comprehend the meaning to get information.3.Three kinds of reading materials: fast/rapid reading, intensive reading and extensivereading.4.There are two broad levels in the act of reading: 1. a recognition task of perceiving visualsignals from the printed page through the eyes; 2. a cognitive task of interpreting the visualinformation.5.Three models for teaching reading: bottom-up model, top-down model and interactivemodel.6.Five principles for teaching reading: 1. Accessible reading materials. 2. Clear prepared tasks.3. Developing students reading strategies.4. Enough guidance.5. Promoting the studentsreading ability.7.Predicting is an important reading skill.8.Predictions can be done many different ways: predicting based on the title, predicting basedon vocabulary and predicting on the T/F questions.9.Pre-reading activities: predicting, setting the scene, skimming, and scanning.10.While-reading stage: sophisticated input, transition device, output, under reference andmaking reference.11.Post-reading activities: Gap-filling, discussion, role play, retelling and writing.12.Reading means the construction of meaning from a printed or written message.论述题1. How to Be a Good English Teacher?To be a good English teacher does not only depend on his or her command of the language but on other elements. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles. These three aspects constitute the professional competence of a good English teacher.However, the most important and most difficult part of being a good English teacher is not the professional competence but the development of it. The development of professional competence for a good English teacher involves two stages and a goal.The first stage is language development. All English teachers are supposed to have a sound of English .As language is the subject matter for a language teacher and also because language always changing, language development can never come to an end.The second stage involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation which includes: learning from others’ experience, learning the received knowledge and learning from one’s own experience as a learner. The learning stage is followed by practice that can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice. The other sense of practice is the real classroom teaching. Teachers benefit from practice if they keep on reflection on what then have been doing.Ideally, a teacher should be able to attain his or her goal, that is the professional competence after some period of practice and reflection. Actually professional competence is ‘a moving target or horizon, which professionals travel all their professional life but which is nevel finally attained.’2. How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability. Wallace uses the following ‘reflective model’ to demonstrate the development of professional competence. The model is an adapted version to illustrate the process of becoming a professionally competent teacher.Stage 1Stage2GoalFrom the above model, we can see the development of professional competence for language teacher three stages. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice and reflection. Learning stage which is the preparation before a language teacher starts the practice of teaching. This preparation can include:1. learning from other’s experience2. learning the received knowledge3. learning from one’s own experience as a learner.Teachers benefit from practice if they keep on reflecting on what they have been doing.However, professional competence as an ultimate goal does not seem to have an end.3. Communicative Language Teaching(交际英语教学法）Definition:It is an approach that considers the functional and social factors in language, emphasizes the aim of language teaching is to help the learners acquire communicative ability. It offers an effective way to learn language through language use.Basis:The theory of sociology and sociolinguistics.Principles:munication principle;2.Task principle;3.Meaningfulness principle.Features:1.Focus on developing communicative competence;2.Concentrate on useful and necessary language;3.Pay attention to the communicative tasks to achieve;4.Place importance on the students being fluent;5.Encourage students to take part in the activities;6.Understand the students are of different standards;7.Aware that there is not just one kind of English (V ariety).4. Task-based Language Teaching (TBLT)TBLT is, in fact, a further development of Communication Language Teaching (CLT).It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance of combining form-focused teaching with communication- focused teaching.(definition)It stresses holistic and realistic input and output and the focus is on the students' learning, rather than on a set of discrete language knowledge, and tasks can contribute to whole-person development-not just linguistic development. The attention to students' needs, interests and abilities means that we should vary our teaching styles to take account of the different ways in which students learn. (feature)Merits and demerits(4 points)Basis(依据)Principles(4 )Goals(暂无)5. How to teach a good spoken English lesson?Teaching spoken English has long been attached with great importance. Certainly, how to give a good spoke English lesson is of significance.First of all, distinctions between spoken English and written English should be made clearly, so as to understand the features of spoken language. In terms of spoken English, it contains four features as follows, using less complex syntax, taking short cuts, using fixed conventional phrases, and using devices such as fillers, hesitation device to give us time to think before speaking.Secondly, principles for teaching speaking should be noticed as well, which mainly include the next four aspects—balancing accuracy based with fluency and practices, contextualizing practice, personalizing practice, and building up confidence, maximizing meaningful interactions, helping students develop speaking strategies and making the best use of classroom learning environment to provide sufficient language input and practice for the students.Finally, when we design speaking tasks, one important consideration is the language proficiency level of the students. We should design the activities and practice in accordance with student’s ability, and try to diversify the forms so as to arouse their interest.6. 论述如何组织一堂READING课Reading is the construction of meaning from a printed or written message.First we should bear in mind the following principles:A. accessible reading materialsB. cleared prepared tasksC. promote students reading strategiesD. enough guidanceE. promoting the students reading ability models.Then during the tasks we should teach the student of three techniques as:bottom-up model, top-down model ,interactive modelTeaching procedures can be divided into three stages as :pre-reading, while-reading, post-reading. Reading comprehension is a cognitive task, teacher help develop the students strategies of interpreting the visual information, relating the received information with the reader's own general knowledge, and reconstructing the meaning that the writer had meant to convey.（feature）。