Revision Contents:
Unit 1 Language and Learning
1. What are the major views of language? What are their implications to language teaching or learning?
Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.
To learn a language means to learn these structural items so as to be able to understand and produce language.
Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.
Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.
Interactional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.
Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.
2. What are the major Views on language learning? What are their implications to language teaching?
Behaviouralist theory
Based on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.
One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the
world today.
Cognitive theory
It seems to be largely the result of Noam Chomsky?s reaction to Skinner?s behavio ural theory, which led to the revival of structural linguistics.
The key point of Chomsky?s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.
One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.
According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.
Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.
Implications for classroom teaching
Teaching should be built based on what learners already know and engage learners in learning activities.
It is believed that education is used to develop the mind, not just to rotate or recall what is learned.
Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.
Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners? interest and curiosity for learning.
Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of …Zone of Proximal Development?(ZPD) and scaffolding.
Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher?s scaffolding through questions and explanations, or w ith a more capable peers? support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.
Unit 2 Communicative Principles and Activities
1. The goal of CLT is to develop students? communicative competence.
2. What is communicative compentence? Try to list some of its components and their
implication to teaching.
Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.
Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social context
Discourse competence --- one?s ability to create coherent written text or conversation
and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic competence--- strategies one employs when there is communication breakdown due to lack of resources
Fluency---- one?s ability to …link units of speech tog ether with facility and without strain or inappropriate slowness or undue hesitation
Implications for teaching and learning:
Linguistic competence
Teachers need to help learners
----achieve accuracy in the grammatical forms of the language;
----pronounce the forms accurately;
----use stress, rhythm, and intonation to express meaning;
----build a range of vocabulary;
----learn the script and spelling rules;
----achieve accuracy in syntax and word formation.
Pragmatic competence
Teachers need to help learners
---learn the relationship between grammatical forms and functions;
---use stress and intonation to express attitude and emotion;
---learn the scale of formality;
---understand and use emotive tone;
---use the grammatical rules of language;
---select language forms appropriate to topic, listener, or setting, etc.
Discourse competence
Teachers need to help learners
----take longer turns, use discourse markers and open and close conversations;
----appreciate and be able to produce contextualised written texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts;
----be able to cope with authentic texts.
Strategic competence
Teachers need to enable learners
----to take risks in using the language;
----to use a range of communicative strategies;
----to learn the language needed to engage in some of these strategies, e.g. …What do you call a thing that/person who…?
Fluency
Teachers need to help learners
-----deal with the information gap of real discourse;
-----process language and respond appropriately with a degree of ease;
-----be able to respond with reasonable speed in …real time”.
3. What is communicative language teaching?
Communicative language teaching began in Britain in the 1960s as a replacement to
Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.
The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.
Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.
This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.
4. Principles in communicative language teaching
Communication principle: Activities that involve real communication promote learning.
Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.
Meaningfulness principle: Language that is meaningful to the learning supports the learning process.
5. Strong version and week version
A weak version: Learners first acquire language as a structural system and then learn how to use it in communication.
It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.
A strong version:
Strong version: The strong version claims that …language is acquire through communication?. Learners discover the structural system in the process of learning how to communicate.
It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.
5. List some of the communicative activities.
1) Functional communicative activities
Identifying pictures
Discovering identical pairs
Discovering sequence or locations
Discovering missing information
Discovering missing features
Discovering “secrets”
Communicating patterns and pictures
Communicative models
Discovering differences
Following directions
Reconstructing story-sequences
Pooling information to solve a problem
2) Social interaction activities
Role-playing through cued dialogues
Role-playing through cues and information
Role-playing through situation and goals
Role-playing through debate and discussion
Large-scale simulation activities
improvisation
6. Main features communicative activities Some main features of communicative
activities (Ellis 1990)
Students make use of materials
6. No materials control Students work by themselves.5. No teacher intervention Students are free to use all kinds of language forms and skills, not just certain forms given by teacher.4. Variety of language
Concentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not form
A need to do something 2. Communicative desire
A need to know something.---’an information gap ’1. Communictive purpose
notes The six criteria
7. The Task-based Approach
A task-based approach sees the language process as one of learning through doing. It
stresses the importance to combine form-focused teaching with communication-focused
teaching.
The task-based approach aims at providing opportunities for the learners to
experiment with and explore both spoken and written language through learning activities
which are designed to engage learners in the authentic, practical and functional use of
language for meaningful purposes.
Task -based Learning offers an alternative for language teachers. In a task-based
lesson the teacher doesn't pre-determine what language will be studied, the lesson is
based around the completion of a central task and the language studied is determined by
what happens as the students complete it.
So it aims to provide learners with a natural context for language use ．As learners work
to complete a task ，they have abundant opportunity to interact ．Such interaction is thought
to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have comprehended correctly and，at times，they have to seek clarification．By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time．
Task presented in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge
7. What is a task?
Any one of the following definitions is ok:
A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by …task? is meant the hundred and one things people do in everyday life, at work, at play and in between”. -------- Long (1985)
[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)
… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)
Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”
A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.
8. A task is believed to have four components: a purpose, a context, a process, and a product.
9. What is PPP model?
In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)
10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.
Unit 3
1. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.
2. What is a syllabus?
A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.
3. What is curriculum?
A curriculum, however, provides (1) general statements about the rationale about
language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.
Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.
4. Designing principles for the National English Curriculum
1) Aim for educating all students, and emphasize quality-oriented education.
The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show conce rns over students? affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objective is to develop students? comprehensi ve abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit.
2) Promote learner-centeredness, and respect individual differences.
Students? overall development i s the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing intelligence and broadening their views and visions. Teaching s hould take full consideration of students? individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students.
3. Develop competence-based objectives, and allow flexibility and adaptability.
The overall aim of the curriculum or nine-year compulsory education is to develop students? comprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students can do with the language. It is thus designed to reflect the progressive nature of students? language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum.
4) Pay close attention to the learning process, and advocate experiential learning and participation.
Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students? language development.
During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning
strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher?s guidance.
5. Attach particular importance to formative assessment, and give special attention to the development of competence.
The assessment for the nine-year compulsory education should be geared to stimulating students? interests and cultivating their autonomy in learnin g. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students? language performance and achievements during the learning process.
Assessment should be made facil itative to developing students? interests and self-confidence in learning. Summative assessment should focus on assessing students? overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum.
6. Optimize learning resources, and maximize opportunities for learning and using the language.
English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students? learning.
Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.
Unit 4. Lesson Planning
1. What is lesson planning?
Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.
2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage
3. Lesson planning at two levels:
Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)
Micro planning: planning for a specific unit or a lesson (40 or 50 minutes)
4. Components of a lesson plan
Background information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lesson
Teaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.
Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.
1) Five-step teaching model
(1) warm-up/ a tarter/revision;
(2) presentation
(3) drilling
(4) consolidation
(5) summary and homework
2) The three P?s model: presentation, practice, and production
Teaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.
End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.
Homework assignment
Optional activities
After class reflection:
Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students? performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.
Unit 5 Classroom Management
1.What is classroom management?
Classroom Management refers to the way teachers organize what goes on in the classroom.
2. Types of student grouping and their advantages and disadvantages
In language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.
1) whole-class work (lockstep)
Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.
Advantages:
It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.
It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.
Disadvantages:
Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.
Not everyone has the opportunity to express what they want.
Some students feel nervous and anxious when they are asked to present in front of the class.
It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.
It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.
2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.
Advantages:
It dramatically increases students?speaking t ime in each class.
It allows students to work together rather than under the teacher?s guidance.
It allows teacher?s time to work with the week pair while others are working on their own.
It can promote cooperation between students.
It can create a more relaxed and friendly context for students to learn.
It is relatively quick and easy to organize.
Disadvantages
It is often very noisy and teachers are afraid of losing control of the class.
Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.
Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.
The choice of a pair is also a pro blem. Some students don?t like to work with particular partner while someone may dominate all the time.
3) group work: Group work refers to the time when students work in small groups.
Advantages:
Like pair work, it dramatically increases the amount of talk of individual students.
There is always a great chance of different opinions and contributions to the work.
It also encourages cooperation and negotiation skills among students.
It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.
Disadvantages
Like pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.
Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.
Some students may dominate the talk while others may be very passive or even quiet all the time.
It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.
Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.
4) individual study: Individual study is the stage where the students are left to work
on their own and at their own speed.
Advantages:
It allows students free time, style and pace to study on their own.
It is less stressful compared with whole class work.
It can develop learner autonomy and form good learning habits.
It can create some peaceful and quiet time in class.
Disadvantages ：It does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit. It may not be very motivating for students. It does not benefit communication between students. Students cannot develop speaking ability in this sense. Teachers need to prepare different tasks for differentstudents.Ac tivity 5: Group dis c us s ion
The advantages and disadvantages of the above grouping
Less dynamic classroom;
No co-operation;No outside pressure;Study at own speed;Individual study
The same as those in pair work;plays some students might dominate;Difficult to group;Communication in its real sense;
More dynamic than pair work;promoting self-reliance;Group work Students stray away from the task;Using native language;Noise and indiscipline.More chance for practice;Encouraging co-operation;
Relaxing atmosphere;
Pair work Students have little chance to speak;Same speed for different students;Nervous in front of the whole class;Not enough communication;All the class are concentrating; good modeling from teacher;comfortable in choral practice
Whole-
class
work Disadvantages Advantages Grouping
3. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource provider
4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.
5. What are the functions or purposes of questions?
To focus students? attentio ns
To invite thinking or imaginations
To check understanding
To stimulate recall of information
To challenge students
To assess learning
6. Classification of questions
Questions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions.
Closed v.s open
--- Closed questions refer to those with only one single correct answer while open questions may invite many different answers.
Display v.s genuine
--- Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new information and more communicative.
Lower-ordered v.s high-ordered
--- Lower-ordered questions refer to those that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation.
7. How to deal with errors?
The distinction between mistakes and errors:
A mistake: a p erformance error that is either a random guess or a “slip of tongue/pen”, it is a failure performance to a known system. A mistake has nothing to do with the language competence.
An error has direct relation with the learners? language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected.
When to correct：accuracy-based activities；fluency-based activities
How to correct：
Direct teacher correction
Indirect teacher correction
Self correction
Peer correction
Whole class correction
Self-correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it.
Indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students? Self esteem and confidence.
Unit 6 Teaching Pronunciation
1.True or false?
2. Factors that determine whether students need focus on pronunciation
(1) Similarities of sound system between the native language and the target language.
(2) Learners? learning context --- Learners? exposure to English
(3) Learners? age
---- Adults are more likely to substitute English sounds with sounds from their native language.
3. Critical Period Hypothesis
This hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.
4. The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.
(1) Consistency: The pronunciation should be smooth and natural.
(2) Intelligibility: The pronunciation should be understandable to the listeners.
(3) Communicative efficiency: The pronunciation should help to convey the meaning that is intended by the speaker.
5. Imagine that you want to focus on a sound that your students are having difficulty with. Which of the following steps are necessary? In what order would you teach and practice the sound? On the line tick the steps that you think are necessary. In the brackets, write the order numbers.
Focus only on those sounds which are causing difficulty to the students. The following steps may be helpful in teaching the difficult sounds:
1) Say the sound alone, but this may be avoided wherever possible.
2) Say the sound in a word.
3) Contrast it with other sounds if necessary.
4) Write words on the board only when it becomes necessary to make your point clearer.
5) Explain how to make the sound when necessary.
6) Have students repeat the sound in chorus.
7) Have individual students repeat the sound.
6. List some methods of practicing sounds.
Minimal pairs
Which order
Odd one out
Completion
Same or different?
Unit 7 Teaching Grammar
1. Read the following statements about grammar in English learning and decide if you agree with them or not.
1) Students need to be given detailed grammar rules if they want to learn a foreign language successfully.
2) Children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.
3) If students get enough chance to practice using a foreign language, they do not need to
learn grammar.
4) Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.
5) Grammar should be taught to help students to analyze difficult structures in texts.
6)Teaching and learning grammar should focus on practice rather than the study of grammar itself.
7) Grammar should be taught and practiced in context.
8) Knowing grammar is not enough for real communication.
9) An inadequate knowledge of grammar would severely constrain the capacity for communication.
10) Grammar will always be “the boring bit” of language learning.
2. As research indicates, grammar instruction should be mainly implicit, supported by explicit instruction. At the beginning stage, it is better to adopt mainly the implicit approaches, and as students progress, the ratio of explicit instruction can be increased. The best approach is the combination of both implicit and explicit instruction.
3. Grammar presentation methods
The deductive method:
The deductive method relies on reasoning, analysing and comparing.
1) The rule is given first.
2) The teacher explains the rules with examples (in the students? native language and use grammatical terms, comparison may be done between the newly presented structure and previously learned structures language and the native language).
3) Students apply the rules to given situations(practices).
The deductive method is criticized because: Grammar is taught in an isolated way; Little attention is paid to meaning; The practice is often mechanical.
However, the deductive method is not without merits. It could be very successful with selected and motivated students. It could save time when students are confronted with a grammar rule which is complex but which has to be learned. It may help to increase student? confidence in those examinations which are written with accuracy as the main criterion of success.
The inductive method
The teacher provides learner with authentic language data and induces the learners to realize grammar without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. After presentation, the students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.
It is believed that the rules will become evident if the students are given enough appropriate examples.
It is believed that the inductive method is more effective in that(=because) students discover the grammar rules themselves while engaged in language use. What they discover by themselves are better remembered.
But if the structure is not easy for the learners to discover themselves even with a
context provided, it is better to teach the rule explicitly.
The Guided Discovery Method
The students are induced to discover rules by themselves. The process of the discovery is carefully guided by the teacher and the rules are elicited and taught explicitly 4. Pennington’s synthesis approach to grammatical pedagogy
--- Grammar teaching should be collocational, constructive, contextual and contrastive. 5. Presenting new grammatical items by providing a reading text or a listening text
Presenting grammar using listening as input suggested by Ellis (2002)
Listening to comprehend: the focus is on the message with target structures imbedded.
Listening to notice: listen more times to identify the target structure perhaps by completing a gapped version of the text to raise awareness.
Understanding the grammar point: the focus is on helping learners develop explicit knowledge of the grammar point by discovering and analysing the rules.
Checking: learners are given a written text containing errors and are asked to identify the errors and correct them.
Trying it out: finally, there is an opportunity for students to try out their understanding of the target structure in a short production activity.
6. Grammar practice is usually divided into two categories, mechanical practice and meaningful practice.
7. Heading match
Read the eight passages below about teaching grammar. Write the following headings above the correct passage.
Headings:
1) _________________________________
Don?t spend a long time at the blackboard explaining a grammar structure in a traditional way. Instead, introduce the structure in a way that will capture the students? attention. Show and talk about some pictures, tell a simple story or involve the students in the presentation.
2) _____________________________________
It?s a big mistake only to write a grammar structure on the blackb oard (for example: “sub. + be + vb + ing”) because it is difficult for students to understand. Instead, say and write lots of examples on the blackboard (for example: “I am going to England” etc) Students need to see the grammar “in action”. If you like, y ou can then explain the rule by referring to the examples you have given.
3) ________________________________
Let students get used to the new structure by giving them some controlled practice. At first, let them repeat after you, so they get used to the language. Then do some substitution drills (teacher elicits the structure from the students) so the students are thinking for themselves.
4) _________________________________
Relate the grammar structure to the students? own lives – it makes the idea easier to understand and easier to remember. For example, when teaching the comparative, the teacher could ask the students to practice by asking them to compare their hometown with
another place (for example: Beijing is bigger than Qinzhou. Beijing is noisier than Qinzhou. Qinzhou is more beautiful than Beijing…)
5) __________________________________
Help students to develop their thinking skills. Guide the students to the grammar rules, rather than explaining the rules straight away. Give lots of examples, and careful comprehension questioning. This is a principle of “Task Based Learning” that is featured in China?s New Curriculum.
6) _________________________
Don?t let students get bored by talking too much – make your presentation active. Ask lots of questions, ask volunteers to come to the front (to hold things, write on the blackboard, act or demonstrate something, play a game…) and make sure that you have your students? full attention.
7) _________________________________
Remember that many students find grammar difficult, so speak slowly and clearly. Use simple words and grammar that they already know. It is okay to use Chinese sometimes when explaining grammar but give the students a chance to think first, to try to understand by themselves.
8) _______________________________
Always follow a grammar presentation with lots of chances for students to use the new language. Also, revise recently taught structures regularly, until students are confident with the language.
8. The PPP model of grammar teaching
P1
The teacher:
asks students to close their books and look/listen
introduces the new structure in an interesting way
sets a context for the language
uses visual aids to make it fun and engaging
explains the grammar rules or lets the students discover the rules for themselves
P2
The teacher:
models and drills the new grammar
corrects mistakes (self-correction)
uses a variety of controlled practice activities, of increasing difficulty
makes students think
uses exercises in the text book
goes over any problem areas
P3
The teacher: lets the students produce the language organises free activities with a clear structure and aims monitors and corrects any mistakes later, with students
Which P? （Presentation, practice or production）
1) Students write a diary about what they did last week (using the past simple). Production
2) The teacher uses a timeline to show how to use the past continuous.
Presentation
3) Students discuss what food they would cook for a foreign friend (using the third conditional).
Production
4) Students fill in the gaps with the correct form of the present tense.
Practice
5) The teacher uses flashcards to elicit the correct form of the passive.
Practice
6) The teacher writes example sentences in a substitution table to show how to form the present perfect.
Practice
Unit 8 Teaching Vocabulary
1. What does knowing a word involve?
1) The form
2) How it is pronounced
3) How it is spelt
4) Denotative meaning
5) The connotations that the item may have
6) The situations when the word is or is not used
7) How the word is related to others
8) Collocation or the way that words occur together
9) What the affixes may indicate about the meaning? (the prefixes and suffixes)
2.Implication for teaching vocabulary
We now understand that knowing a word involves far more than just remembering its pronunciation and translated meaning. As teachers, we need to develop vocabulary learning activities based on our understanding of the lexical system of English to help students learn vocabulary more effectively. The following are some of the implications we can draw:
Both denotative and connotative meaning need to be learned;
Words are better understood in context;
A group of related words is likely to be more memorable than a list of unrelated items, i.e. words learned with synonyms, antonyms or hyponyms;
Knowledge of word formation is a useful source for developing vocabulary.
Exploring sense relations among/between words help with learning and remembering words.
Teachers and learners need to be aware of the difference between receptive and productive vocabulary.
3. Receptive vocabulary and productive vocabulary.
Receptive /passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Productive/active vocabulary refers to those that one is not only able to recognize but also able to use in speech and writing.
4. List some ways of presenting new words
1) Try to provide a visual or physical demonstration whenever possible, using pictures, stick drawings, photos, video clips, mime or gestures to show meaning.
2) Provide a verbal context to demonstrate meaning. Then ask the students to give meaning first before it is offered by the teacher.
3) Use synonyms or antonyms to explain the meanings.
4) Use lexical sets or hyponyms to show relations of words and their meanings.
5) Translate and exemplify, especially with technical words or words with abstract meaning.
6) Use word formation rules and common affixes to build new lexical knowledge on what is already known.
7) Teach vocabulary in chunks. Chunks refer to a group of words that go together to form meaning. It is also referred to as …prefabricated formulaic items? (Lewis, 2002:121) 8) Think about the context in real life where the word might be used. Relate newly-learned language to students? real life to promote high motivation.
9) Think about providing different context for introducing new words.
10) Prepare possible misunderstanding or confusion that student may have.
6. What does a teacher do after presentation?
Try to provide opportunities for students to use multiple senses such as visual, auditory, action, etc, to get familiar with the newly learned words.
Engage the students in variety of activities, such speaking, listening, reading, writing or acting, using multiple senses.
To create meaningful and personalized tasks for the students to use the words in their own ways.
Remember, a word can not be learned by only being presented to the students, often it has to be encountered at least seven times in different contexts/tasks before it can be learned by the students.
5. How to consolidate vocabulary?
Labeling: Students are given a picture. They are to write the names of objects indicated in the picture.
Spotting the difference: Students are put into pairs. Each member of the pair receives a picture which is slightly different from his partner?s. Students hide the pictures from one another and then, by a process of describing, questioning and answering, discover what the differences are.
Describe and draw: Students are put in pairs. One student has a picture, the other a blank piece of paper and a pencil. The student with a picture must tell his/her partner what to draw so that the drawing ends up the same as the original picture. The student must not show the picture until the drawing is completed.
Playing a game
Using words series: Students construct the series following an example.
Word bingo
Word association: The teacher says a key word, e.g. traveling. The students then
have to write down all the words they can think of connected with traveling. They have a time limit. When time is up, the person with the highest number of acceptable words is the winner.
Synonyms and antonyms: The students are given a list of words and asked to find pairs of words, either synonyms or antonyms.
Using word categories: Students can be asked to group words into different categories.
Using word net-work
6. Developing vocabulary building strategies
It is necessary to help the students to develop vocabulary building strategies as they will not be able to learn all the vocabulary simply from class teaching.
1) Review regularly
There is evidence that regular review helps to maintain largest amount of recall.
2) Guess meaning from context
Clues contributing to the discovery of meaning:
The topic
The grammatical structure
The possible meaning connection between the given word and other words
The linguistic pattern where the word appears
3) Organize vocabulary effectively
There is evidence that if information is organized and stored in special ways, e.g. related information is stored together or new information is related to previously stored information, it is more likely to be retained and easier to retrieve. Considering the mass English vocabulary, it is necessary for the teacher to guide students to organize the words they encounter. With a conscious attempt at vocabulary organization it is likely that a student?s word store will increase significantly.
4) Use a dictionary
5) Keep a vocabulary notebook:
Unit 9 Teaching Listening
1. Characteristics of listening process
Spontaneity (spontaneous and informal without rehearsing)
Context (known to the hearer)
---- the relationship between the speaker and the hearer
Visual clues (facial expressions, gestures, body language and surrounding environment) Listener?s response
Speaker?s adjustment
2. Two major purposes in listening:
Social (casual conversation) --- maintain and build up social relationship; To obtain and exchange information
3. Principles and models for teaching listening
Focus on process
Combining listening with speaking
Focus on the comprehension of meaning
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
第2章交际教学原则与任务型语言教学 2.1 复习笔记 本章要点： 1. Language use in real life vs. traditional pedagogy 语言在日常生活中的使用与传统教学法 2. The differences between language used in real life and language taught in the classroom 日常生活语言与课堂语言的不同 3. Definition of communicative competence and its five components 交际能力的定义和它的五个组成部分 4. Principles of Communicative Language Teaching 交际语言教学的原则 5. CLT and the teaching of language skills 交际语言教学与语言能力教学 6. Main features of communicative activities 交际活动的主要特点 7. T ask-based Language Teaching 任务型语言教学 8. Four components of a task
任务的四个部分 9. PPP and T ask-based Language Teaching 介绍，练习和产出与任务型语言教学 10. The steps to design tasks 设计任务的步骤 11. Appropriateness of CLT and TBLT in the Chinese context 交际语言教学的恰当性和中文环境的任务型语言教学 本章考点： 语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，练习和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学。 本章内容索引： Ⅰ. Language use in real life vs. traditional pedagogy Ⅱ. Communicative competence 1. Definition of communicative competence 2. Five components of communicative competence 3. Communicative competence and linguistic competence Ⅲ. Implications for teaching and learning Ⅳ. Principles of Communicative Language Teaching （CLT）
英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世
纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；
A Course in English Language Teaching Unit 1 Language and Learning Views on language语言观 Structural view结构主义 as a linguistic system functional view功能主义 as a linguistic system but also a means for doing things,base on communicative functions Interactional view交互性 as a communicative tool Views on language learning and learning in general 1)Process-oriented theories过程指向论 concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2)Condition-oriented theories 强调条件理论 emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere. Behaviourist theory 行为主义理论 =audio-lingual method听说教学法 A stimulus-response theory of psychology You can train an animal to do anything(within reason) if you
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.
总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：
第4章教案设计与书写 4.1 复习笔记 本章要点： 1. The significance of lesson planning 课程计划的重要性 2. Principles for good lesson planning 做好课程计划的准则 3. Macro planning vs. micro planning 宏观计划和微观计划 4. Components of a lesson plan 课程计划的构成因素 5. Sample lesson plans 课程计划的样本 本章考点： 课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。 本章内容索引： Ⅰ. The significance of lesson planning
1. Definition of lesson planning 2.The necessity of lesson planning for teachers 3. Benefits of lesson planning Ⅱ. Principles for good lesson planning Ⅲ. Macro planning vs. micro planning 1. Two levels of lesson planning 2. The advantage of a concrete teaching plan Ⅳ. Components of a lesson plan 1. Background information 2. T eaching aims 3. Language contents and skills 4. Stages and procedures 5. T eaching aids 6. End of lesson summary 7. Optional activities and assignments 8. After lesson reflection Ⅴ. Sample lesson plans Ⅵ. Conclusion Ⅰ. The significance of lesson planning（课程计划的重要意义） 1. Definition of lesson planning课程计划的定义 Lesson planning means making decisions in advance about what techniques,
第9章听力教学 TASK 1 In your English learning experience, did you find listening more difficult? What are the main difficulties you have encountered? Can you think of any reasons why listening is a difficult skill to develop? Work in groups and pool your ideas. Key: The main difficulties may be quickly forgetting what is heard and unable to recognise words they know. The main reason why listening is so difficult to develop is that listening is often neglected in language teaching due to lack of teaching materials, both with print materials and audio or video tapes, lack of equipment in some schools; and lack of real-life situations where language learners need to understand spoken English. TASK 2 How many situations can you think of where you listen to other people in our native language? Work with a partner and think about all the different situations where you need to listen in a routine day. Key: The following list is adapted from Ur, 1996: 105.
Revision Contents: Unit 1 Language and Learning 1. What are the major views of language? What are their implications to language teaching or learning? Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation. Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the
《英语教学法》模拟试题（附答案） 一、填空题（共10小题，每小题1分，共10分） 1.Among the four skills, foreign language learners often complain that l is the most difficult to acquire. 2.We are teaching our students English not only to help them pass exams, but also to prepare them to u English in real life. 3.In the traditional classroom, very often, too much attention has been paid to linguistic k , with little or no attention paid to practising language skills. 4.In the process approach to writing, the teacher provides guidance to the students through the writing process, and gradually withdraws the guidance so that the students finally become i writers. 5.If a teacher first asks the students to read a poster, then to have a discussion about the poster, and then to make a poster of their own, we can say that this teacher is integrating reading, speaking and w skills together. 6.One of the general views on language is that language is a s__ of symbols. 7.In tr pedagogy, listening and speaking were treated as skills different from what takes place in reality. 8.Introduction to phonetic rules should be avoided at the b stage of teaching pronunciation. 9.In meaningful practice the focus is on the production, comprehension or exchange of m . 10.People have d understanding of how a vocabulary item can be learned and consolidate. 二、配对题（共10小题，每小题2分，共20分） A B
Unit 1 Language and Learning 1.1 How do we learn language？ We learn language at different ages People have different experiences People learn languages for different reasons People learn languages in different ways People have different capabilities in language learning Learning can be affected by the way how language is taught Learning is affected by the degree of success one is expect to achieve. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality. 1. 2 What are the major views of language? 1) Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules. 2) Functional view: Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. 3) Interactional view: Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them. 1.3Views on Language Learning Two broad learning theories： Process-oriented theories are concerned with how the mind organizes new information. Condition-oriented theories emphasize the nature of human and physical context. Behaviorist theory ? B. F. Skinner ? A stimulus-response theory of psychology ?Audio-lingual method ?The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. B.Cognitive theory ?Influenced by Noam Chomsky (revival of structural linguistics) ?Language as an intricate rule-based system ? A learner acquires language competence which enables him to produce language. ?One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules. C.Constructivist theory ?Jean Piaget (1896—1980)
王蔷主编的《英语教学法教程》第二版-Unit-1
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language? 2.What are the common views on language? 3.What are the common views on language learning? 4.What are the qualities of a good language teacher? 5.How can one become a good language teacher? 1.1How do we learn languages? Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss From the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult; 3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have
Unit 1 Knowledge:sth that can be learned Skills:sth that only can be gained through practice or training, Language skills:listening, speaking, reading and writing Language 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 it Use the linguistic structure to express functions 3、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 vocabulary Language teacher qualifications： 1、a good command of spoken and written language 2、formulate theory presupposition 3、language background and experience 4、know how languages are learnt 5、the ability to use methods in various situations 6、deep understanding of cultural background 7、understanding the principles of teaching These elements can be categorized into three groups：ethic devotion，professional qualities and personal styles View on language learning 1. Psycholinguistic: the relationship between language and thinking. 1)Thinking in language 2)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 language without 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.