英语专业王蔷教学法知识点总结归纳.pdf

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。

英语教学法教程王蔷第2版考研重点笔记和课后题答案英语教学法教程王蔷第2版考研重点笔记和课后题答案王蔷《英语教学法教程》（第2版）笔记和课后习题（含考研真题）详解内容简介《英语教学法教程》（第2版）（王蔷主编，高等教育出版社）为普通高等教育“十五”国家级规划教材，适用于师范院校英语专业学生，也可用于中学英语教师的继续教育课程和各类英语教师的在职培训课程。

该书被很多院校指定为英语专业考研必读书和学术研究参考书。

作为该教材的学习辅导书，本书具有以下几个方面的特点：1．梳理章节脉络，浓缩内容精华。

每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进行了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容几乎浓缩了经典教材的知识精华。

2．中英双语对照，凸显难点要点。

本书章节笔记采用了中英文对照的形式，强化对重要难点知识的理解和运用。

3．解析课后习题，提供详尽答案。

本书收录了课文中的所有习题，并在参考教材附录的基础上对习题答案进行了完善和补充。

4．精选考研真题，补充难点习题。

本书精选名校近年考研真题及相关习题，并提供答案和详解。

所选真题和习题基本体现了各个章节的考点和难点，但又不完全局限于教材内容，是对教材内容极好的补充。

试看部分内容语言和语言学习1.1 复习笔记本章要点：1. The way we learn language s我们习得语言的方式2. Views on language语言观点3. The structural view of language结构主义语言理论4. The functional view of language功能主义语言理论5. The interacti onal view of language交互语言理论6. Common views on language learning关于语言学习的普遍观点7. Pro ce ss-o rien te d th eo rie s an d con di tion-o ri e nted theories强调过程的语言学习理论和强调条件的语言学习理论8. The behaviori st theory行为主义学习理论9. Cognitive the ory认知学习理论10. Constructivi st theory建构主义学习理论11. Socio-constructivi st theory社会建构主义理论12. Qualities of a good language teacher一个好的语言老师必备的素养13. Teacher’s profession al developmen t教师专业技能发展本章考点：我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。

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 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects: Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view 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: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learningprocesses to be activated?6. Although these two questions have never been satisfactorily answered,a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories andcondition-oriented theories.1) Process-oriented theories are concerned with how the mindprocesses new information, such as habit formation, induction,making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human andphysical context in which language learning takes place, such as thenumber of students, what kind of input learners receive, and thelearning atmosphere.7. Two theories:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.8. A variety of elements that contribute to the qualities of a good language teacher:1) ethic devotion,道德素质2) professional qualities专业技能3) personal styles个人修养Adjectives which describe further qualitiesWallace’s(1991)"Reflective model" to demonstrate the development of professional competence(两种测试法：叙述/填表)Wallace’s(1991)"Reflective model"Stage 1 Stage 2GoalFrom the above model, we can see the development of professionalcompetence for a language teacher involves Stage 1, Stage 2, andGoal. The first stage is language training. All English teachers aresupposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involvesthree sub-stages:learning, practice, and reflection. The learningstage is actually the specific preparation(that a language teachershould make before they go to practice.)This preparation can be:1). learn from others' experience (empirical knowledge来自经验的知识)2). learn received knowledge (such as language theories,psycholinguistics, sociolinguistics, educational psychology,language teaching methodology, etc.)3). learn from one's own experienceBoth experiential knowledge (others' and one's own) and receivedknowledge are useful when the teachers go to practice. This is thecombination of "craft" and "applied science". The learning stage isfollowed by practice. The term "practice" can be used in two senses.In one sense, it is a short period of time assigned for student teachersto do teaching practice as part of their education, usually under thesupervision监督of their instructors. This practice is also calledpseudo practice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education.Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is to enable thestudents to use the foreign language in work or life when necessary.11. The goal of CLTThe goal of CLT is to develop students' communicative competence,12. Communicative competence:Competence simply means knowledge of the language system:grammatical knowledge in other words.13. Hymes (1979), communicative competence includes four aspects: 1) knowing whether something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguisticcompetence交流内容是否规范2) knowing whether something is understandable to human beings;3) knowing whether something is in line with与、、、有关social norms;4) knowing whether something is in fact done: Do people actually use language this way?14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic andcreative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates提倡task-based language teaching. Students should begiven tasks to perform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning (i.e. whatpeople do with language,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying outmeaningful task promote learning.3) Meaningfulness principle: Language that is meaningful to the learnersupports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences 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 or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:Unit 3 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.20. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims and languagecontents of the lesson.2). It also helps the teacher to distinguish the various stages of a lessonand to see the relationship between them so that the lesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware of theteaching aids that are needed.5). Lesson planning helps teachers to think about the relative value ofdifferent activities and how much time should be spent on them.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which were lesssuccessful.21. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkage.23. Definitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels: Macro planning and micro planning:The former is planning over time, for instance, the planning for a month,a term, or the whole course.The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus:26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.27. What does a lesson plan include? Three components:Teaching aims,Language contents and skills,Teaching stages and procedures.28. The aims of a lesson include:language components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.29. Language components and skills:By language contents, we mean structures (grammar), vocabulary, functions, topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing.30. Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.(At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice toguided practice and further to the exploitation of the texts whennecessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.)32. Another 3-stages frequently advised and adopted in reading lessons:Pre-reading,while-readingpost-reading stages.(This model is also often applied in listening lessons, which havepre-listening, while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), a teacherneeds to consider the following:1) when to focus on the structure and2) when to study it in context;3) whether to present the structure orally or in written form;4) when to give out information and when to elicit from students;5) when and how to use visual aids to help with the presentation;6) what to do if students fail to understand.36. Sample lesson plans 1I. AIMS: a). b). c)….(include function)II. CONTENTS1. PRONUNCIATION2. NEW LEXIS: a). b). c)….3. STRUCTURE/GRAMMAR: a). b). c)….III.TEACHING AIDS:IV. PROCEDURES ( It should be specific )1. WARM-UP (3 minutes): a). b).2. PRESENTATION (approx. 7 mins): a). b). c)….3. EXPLOITATION (approx. 10 mins): a). b). c)….4. PERFORMANCE (approx. 15 mins): a). b). c)….5. OTHER ACTIVITIES: Check yesterday's homework (approx. 5 mins).6. Set homework, page 73, ex. 4.7. RESERVE ACTIVITY: Substitution, game-like:V. COMMENTS: (Filled in immediately after the lesson). a). b).c)….Sample lesson plan 2I. AIMS: a) b) c) .(include function)II. CONTENTS1. NEW VOCABULARY: three new lexical items2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing. III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: You bringa/the/some ...!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New structure (flash cards)c) First model, spoken (BB drawings of speakers)3. PRACTICE (approx.15 mins)a) Repetition drill (backward build-ups)b) Cued substitution, chorus workc) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)d) Ditto. Books closede) Public check3. PRODUCTION (to end of lesson, 17 mins)a) Public pairs, new suggestions.b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.c) Acting out. Volunteer pairs.d) Write out created dialogues.4. HOMEWORK: Complete writing of dialogues.(5. RESERVE ACTIVITY: none)V. COMMENTS: (Filled in immediately after the lesson).Unit 4 Classroom Management37. Teachers’ roles:Before the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer4 Prompter ,5 Participant,6 Resource-providerAfter the class---Evaluator38. Further comments on the different roles that the teachers play in thelanguage classroom:Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss大惊小怪but gentle byHarmer)2). Organizing feedback (discouraging for the teacher to be critical不提倡吹毛疵, focusing on Ss’ success progress) Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by saying” and…?”“Anything else?” Yes, but why…?(Ss. read the example)Participant:The teacher shouldn’t dominate or appear to be authoritative. Resource-provider:We have criticized the jug-and-mug method, but the teacher shouldwithhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? And their definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answers Pair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately,Grouping Ss by drawing lots，All these methods have advantages and disadvantages.Individual study: It has some conditions: 1. Self-access centers,2. Materials aimed atself-instruction,3. Flexible time arrangement 41. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).Use the institution制度42. In order not to hurt the Ss, Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take things pe rsonally 对事不对人3).Do not use threatsUnit 5 Teaching Pronunciation43. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers’ meaning44. Three aspects of pronunciation to teach? Stress, intonation, rhythm45. One common problem in learning English of Ss: (Neglect stress and intonation)46. Ways of practicing sounds and their definitions:Focusing on a sound 单音练习:(sounds difficult to learn)Perception practice 知觉/领会性练习:( identify /distinguish different sounds)Production practice 生成性练习: (develop Ss’ ability to produce sounds)47. Six types of production practice activities:(1). Listen and repeat(2). Filling the blanks(3). Make up sentences(4). Use meaningful context(5). Use pictures(6). Use tongue twister48. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words: Use gestures, use thevoice, use the blackboard49. Practicing intonation:1). There are many subtle ways: surprise, complaint, ‘sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation: rising/falling arrows; draw linesUnit 6. Teaching Grammar50. What are grammar presentation methods? 演示法Deductive method演义/推论法; Inductive method归纳/诱导法51. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examplesFor example: (plural) “-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies3). Advantages:To be successful with selected and motivated主动的students;To save time;To help to increase students’ confidence in some exam.4). Disadvantages: To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.52. Inductive method1).Definition: It relies on inducing诱导2). Steps: give examples-----induce rules3). For example:(plural)“-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies4). Advantages: Inductive method is more effective in that studentsdiscover the grammar rules themselves while engaged in language use, 53. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision,whose primary objective(aim/task) is to consolidate learning "(Ur, 1988:11).54. Ur’s six factors contribute to su ccessful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.55. Two categories of grammar practice: Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills in mechanical practice: the students substitute apart in a structure so that they get to know how that part functions in a sentence. Sometimes certain prompts are given.For example (p64):(2) Transformation drills in mechanical practice::the students changea given structure in a way so that they are exposed to another similarstructure. The type of exercise also helps the students to have a deeper understanding of how the structures are formed and how they are used.For example (p65):2). Meaningful practice.In meaningful practice the focus is on the production, comprehension or exchange meaning though the students "keep an eye on" the waynewly learned structures are used in the process. Meaningful practice usually comes after mechanical practice.56. Using prompts for meaningful practice: (提示/刺激物，题词). This kind of practice is usually meaningful practice1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.produce language based on pictures and key phrases (words)provided by the teacher.For example(p69).5). Using chained phrases for story telling. Here is an example.7 o'clock -- got up -- had breakfast -- hurried to school -- school closed-- surprised --?6). Using created situations.Unit 7 Teaching Vocabulary57. The role of vocabulary uncertainty still remains regarding(about)What constitutes（组/构成）a vocabulary item,Which vocabulary items should be taught and learned, andHow vocabulary can be taught and learned most effectively.58. Seven suggestions helping teachers to present new words:1). Prepare examples to show meaning.2). Ask students to tell the meaning first.3). Think about how to show the meaning of a word with related wordssuch as synonyms, antonyms etc.4). Think about how to check students' understanding.5). Think about the context in real life where the word might be used.6). Think about possible misunderstanding or confusion that student may have.59. How do you present and explain vocabulary if you are a teacher?(Ways to present and explain vocabulary):l) Draw pictures, diagrams and maps to show meanings or connection of meanings;2) Use real objects (realia) to show meanings;3) Mime or act to show meanings, e.g. brushing teeth, playingPing-Pong;4) Use synonyms or antonyms to explain meanings;5) Use lexical sets, e.g. cook: fry, boil, bake, and grill;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.60. When does vocabulary learning become more fun and effective?(When students study vocabulary together, say in groups, through various activities, under the teacher's supervision, when students understand themeaning of the new vocabulary)61. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling标注词汇:2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) World bingo:9) Odd man out:10) Synonyms and antonyms:11) Using word categories word:12) Using word net-work62. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use learned vocabulary:Which clues can contribute to the discovery (revealing) of meaning.（1) The topic;（2) The grammatical structure;（3) The possible meaning connection between the given word and other words;（4）The linguistic pattern where the word appears.Unit 8 Teaching Listening63. Reasons for poor listening:1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of training in how to use the equipment;4) Listening is not included on many important tests;5) Lack of real-life situations where language learners need to understand spoken English;6) Lessons tend to test rather than to train students' listening skills.64. Why listening can be more difficult than reading:1) Different speakers produce the same sounds in different ways,2) The listener has little or no control over the speed of the input of spoken material;3) Spoken material is often heard only once. In most cases, we cannot goback and listen again4) The listener cannot pause to work out the meaning5) Speech is more likely to be distorted by background noise or the media that transmit sounds.6) The listener sometimes has to deal simultaneously with another taskwhile listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating equipment while listening to instructions.65. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.67. The following are situations where Chinese people need to listen toEnglish. Choose eight situations that you think are the most frequent:[] telephone conversations about business *[] radio news in English *[] lessons or lectures given in English *[] conversations with foreigners*[] instructions in English *[] watching television in English*[] watching movies in English [] shop assistants who sell goods to foreigners[] deal with tourists [] international tradefairs[] interviews with foreign-enterprises 企业[] negotiations withforeign businesses*[] socialize with foreigners *[] hotel and restaurant services*[] listening to English songs68. If you look back at the list of listening situations, you may judge thesituations according to the following criteria:1). Formal or informal?2). Rehearsed（背诵/排练/练习）or non-rehearsed?3). Can the listener interact with the speaker or not?69. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment调节70. Two major purposes in listening.*The first is for social reasons;(Like when we have a casual conversation with friends oracquaintances to maintain or build social relationships).*The second is for exchanging information.(The second kind is more difficult, according to Anderson and Lynch (1988), and needs more emphasis in the language classroom,especially at intermediate中级and advanced levels).71. Principles of teaching listening:1). Focus on process: How to process the information:* They have to hear what is being said,* They have to pay attention,* They have to construct a meaningful message in their mind byrelating what they hear to what they already know.2). Combine listening and speaking:Why is it so important?Most of the time in real life, these two skills are needed at the sametime. (There are two problems with this approach手段.* It does not give students chance to practice listening and speaking skills together.* The listening comprehension questions do not train the students howto listen or how to develop effective listening strategies，and onlytest the students,3). Focus on comprehending meaning:4). Grade (分。

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。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。

本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。

第1章语言和语言学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语言的方式2. Views on language语言观点3. The structural view of language结构主义语言理论4. The functional view of language功能主义语言理论5. The interactional view of language交互语言理论6. Common views on language learning关于语言学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8. The behaviorist theory行为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher一个好的语言老师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。

本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这一章主要是介绍教学法的方法论，其中讨论的问题涉及语言和语言学习的观点，或者一般学习及这些观点对教师教学方式和学习者学习方式的影响，本章也讨论了一个好的英语教师应具备的素质，以提高语言教学参与者对优秀英语教师相关要求的意识。

Revision Contents:Unit 1 Language and Learning1. 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 beforereading and writing and the use of mother tongue in the classroom is not allowed. Theprincipal features of audiolingualism are an emphasis on structures in the language whichcan 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 doingthings. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to dothings with it. To perform functions, learners need to know how to combine thegrammatical 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 tobuild up and maintain social relations between people. Therefore, learners not only needto know the grammar and vocabulary of the language, but also need to know the rules forusing 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 theoryBased 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 forsome 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 constantrepetition and the reinforcement of the teacher. Mistakes were immediately corrected, andcorrect utterances were immediately praised. This method is still used in many parts of theworld today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural 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 beensaid by others before.One influential idea is that students should be allowed to create their own sentencesbased 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 activelytries 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 teachingTeaching should be built based on what learners already know and engage learnersin learning activities.It is believed that education is used to develop the mind, not just to rotate or recallwhat 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 andthe learner and between learners. With the teacher’s scaffolding through questions and explanations, or with 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 Activities1. The goal of CLT is to develop students’communicative competence.2.What is communicative compentence? Try to list some of its components and theirimplication 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 meaningPragmatic competence --- the appropriate use of language in social contextDiscourse competence --- one’s ability to create coherent written text or conversation andthe 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 resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers 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 competenceTeachers 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 competenceTeachers 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 competenceTeachers 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…’FluencyTeachers 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。

《英语教学法教程》复习提纲（王蔷）Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects: Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view 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: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learningprocesses to be activated?6. Although these two questions have never been satisfactorily answered,a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories.1) Process-oriented theories are concerned with how the mindprocesses new information, such as habit formation, induction,making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human andphysical context in which language learning takes place, such as thenumber of students, what kind of input learners receive, and thelearning atmosphere.7. Two theories:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.8. A variety of elements that contribute to the qualities of a good language teacher:1) ethic devotion,道德素质2) professional qualities专业技能3) personal styles个⼈修养Adjectives which describe further qualitiesWallace?s(1991)"Reflective model" to demonstrate the development of professional competence(两种测试法：叙述/填表) Wallace?s(1991)"Reflective model"Stage 1 Stage 2GoalFrom the above model, we can see the development of professionalcompetence for a language teacher involves Stage 1, Stage 2, andGoal. The first stage is language training. All English teachers aresupposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involvesthree sub-stages:learning, practice, and reflection. The learningstage is actually the specific preparation(that a language teachershould make before they go to practice.)This preparation can be:1). learn from others' experience (empirical knowledge来⾃经验的知识)2). learn received knowledge (such as language theories,psycholinguistics, sociolinguistics, educational psychology,language teaching methodology, etc.)3). learn from one's own experienceBoth experiential knowledge (others' and one's own) and receivedknowledge are useful when the teachers go to practice. This is thecombination of "craft" and "applied science". The learning stage isfollowed by practice. The term "practice" can be used in two senses.In one sense, it is a short period of time assigned for student teachersto do teaching practice as part of their education, usually under thesupervision监督of their instructors. This practice is also calledpseudo practice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education. Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is to enable thestudents to use the foreign language in work or life when necessary.11. The goal of CLTThe goal of CLT is to develop students' communicative competence,12. Communicative competence:Competence simply means knowledge of the language system:grammatical knowledge in other words.13. Hymes (1979), communicative competence includes four aspects: 1) knowing whether something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguisticcompetence交流内容是否规范2) knowing whether something is understandable to human beings;3) knowing whether something is in line with与、、、有关social norms;4) knowing whether something is in fact done: Do people actually use language this way?14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic andcreative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates提倡task-based language teaching. Students should begiven tasks to perform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning (i.e. whatpeople do with language,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying outmeaningful task promote learning.3) Meaningfulness principle: Language that is meaningful to the learnersupports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences 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 or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:Unit 3 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.20. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims and languagecontents of the lesson.2). It also helps the teacher to distinguish the various stages of a lessonand to see the relationship between them so that the lesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware of theteaching aids that are needed.5). Lesson planning helps teachers to think about the relative value ofdifferent activities and how much time should be spent on them.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which were lesssuccessful.21. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkage.23. Definitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels: Macro planning and micro planning:The former is planning over time, for instance, the planning for a month,a term, or the whole course.The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus:26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.27. What does a lesson plan include? Three components:Teaching aims,Language contents and skills,Teaching stages and procedures.28. The aims of a lesson include:language components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.29. Language components and skills:By language contents, we mean structures (grammar), vocabulary, functions, topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing.30. Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.(At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice toguided practice and further to the exploitation of the texts whennecessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.)32. Another 3-stages frequently advised and adopted in reading lessons: Pre-reading,while-readingpost-reading stages.(This model is also often applied in listening lessons, which havepre-listening, while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), a teacherneeds to consider the following:1) when to focus on the structure and2) when to study it in context;3) whether to present the structure orally or in written form;4) when to give out information and when to elicit from students;5) when and how to use visual aids to help with the presentation;6) what to do if students fail to understand.36. Sample lesson plans 1I. AIMS: a). b). c)….(include function)II. CONTENTS1. PRONUNCIATION2. NEW LEXIS: a). b). c)….3. STRUCTURE/GRAMMAR: a). b). c)….III.TEACHING AIDS:IV. PROCEDURES ( It should be specific )1. WARM-UP (3 minutes): a). b).2. PRESENTATION (approx. 7 mins): a). b). c)….3. EXPLOITATION (approx. 10 mins): a). b). c)….4. PERFORMANCE (approx. 15 mins): a). b). c)….5. OTHER ACTIVITIES: Check yesterday's homework (approx. 5 mins).6. Set homework, page 73, ex. 4.7. RESERVE ACTIVITY: Substitution, game-like:V. COMMENTS: (Filled in immediately after the lesson). a). b).c)….Sample lesson plan 2I. AIMS: a) b) c) .(include function)II. CONTENTS1. NEW VOCABULARY: three new lexical items2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing. III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: You bringa/the/some ...!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New structure (flash cards)c) First model, spoken (BB drawings of speakers)3. PRACTICE (approx.15 mins)a) Repetition drill (backward build-ups)b) Cued substitution, chorus workc) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)d) Ditto. Books closede) Public check3. PRODUCTION (to end of lesson, 17 mins)a) Public pairs, new suggestions.b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.c) Acting out. Volunteer pairs.d) Write out created dialogues.4. HOMEWORK: Complete writing of dialogues.(5. RESERVE ACTIVITY: none)V. COMMENTS: (Filled in immediately after the lesson).Unit 4 Classroom Management37. Teachers’ roles:Before the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer4 Prompter ,5 Participant,6 Resource-providerAfter the class---Evaluator38. Further comments on the different roles that the teachers play in thelanguage classroom:Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss⼤惊⼩怪but gentle byHarmer)2). Organizing feedback (discouraging for the teacher to be critical不提倡吹⽑疵, focusing on Ss? success progress) Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher shoulddo:1). Giving hints (just like time, place…)2). Eliciting more (by saying” and…?”“Anything else?” Yes, but why…?(Ss. read the example)Participant:The teacher shouldn?t dominate or appear to be authoritative. Resource-provider:We have criticized the jug-and-mug method, but the teacher shouldwithhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? And their definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answers Pair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately, Grouping Ss by drawing lots，All these methods have advantages and disadvantages. Individual study: It has some conditions: 1. Self-access centers,。

Unit 2 Communicative Principles and TBLT2.1 Language use in real life vs. traditional pedagogy①Focus: In real life, language is used to perform certain communicative functions, (e. g .to give directions, to exchange information, or to make a complaint) in a traditional language classroom, the teaching focus is often on forms rather than functions.②Skills: Traditional pedagogy tends to focus on one or two language skills and ignore the others. In real language use we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing.③Context: In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.2.2 What is communicative competence?①名词解释：⑴Communicative competence is the goal of Communicative Language Teaching, which includes both the knowledge of the language itself and the knowledge of how to use language appropriately in communicative situations.⑵Five main components of communicative competence are linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.②简答：①+the main components of communicative competence.(每个competence的⑴)③论述：②+In other words, it is one’s ability to express or to understanda topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse such as “by the same token”, “at last” and also the reference words such as “it”, “they”, etc. in the context.2.3 What are the main components of communicative competence?(每个competence都可以出名词解释，回答⑴⑵)Five main components of communicative competence are linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.①Linguistic competence:⑴It is concerned with the knowledge of the language itself, its form and meaning.⑵More specifically, it involves spelling, pronunciation, vocabulary, wordformation, grammatical②Pragmatic competence:⑴Pragmatic competence is concerned with the appropriate of the language in social context.⑵That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.③Discourse competence:⑴Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.⑵In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse such as :“by the same token”, “to put it in other words”,“first”，“second”,“at last”, and also the reference words such as“it”,“they”,“that”,etc. in the context.④Strategic competence:⑴Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.⑵One can compensate for this by searching for other means of expressions, such as using a similar phrase, using gestures, or using a longer explanation.⑤Fluency: It means one’s ability to “link units of speech together with facility and without strain or inappropriate slowness or undue hesitation”2.4 What is CLT(名词解释)?①CLT refers to Communicative Language Teaching. It is one type of teaching method to cultivate communicative competence.②The goal of CLT is to make students know the knowledge of the language and the knowledge about how to use language appropriately in communicative situations. That’s to say, CLT not only focus on the linguistic knowledge but the functions of language such as advising, inviting suggesting, etc., which students should learn how to use.③The principles of CLT are communicative, task and meaningfulnessprinciples.④There are two versions of CLT proposed by Howatt, to describe the ways of language learning.2.5 What are the criteria for evaluating how communicative classroom activities are?①Communicative purpose: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake.②Communicative desire: The activity must create desire to communicate in the students. That is, even if communication is forced on the students, they must feel a real need to communicate.③Content, not form: When the students are doing the activity, they must be concentrating on what they are saying, not how they say it.④Variety of language: The activity must involve the students in using a variety of language, not just one specific language form.⑤No teacher intervention：The activity must be designed to be done by the students working by themselves rather than with the teacher.⑥No material control: The activity should not be designed to control what language the students should use. The choice about what language to use should rest with the students.2.6 How do you understand Task-based Language Teaching? (TBLT)（名词解释）①Task-based Language Teaching (TBLT)refers to an approach based on the use of task as the core unit of instruction in language.②Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching.③It shares the same beliefs, as language should be learned as close as possible to how it is used in real life.④However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.2.7 What does a task refer to? （名词解释）[A task is] an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.2.8 What are the four components of a task? (PPP+C)A task has four main components: a purpose, a process, a product and a context.①a purpose: making sure the students have a reason for undertaking the task②a process: getting the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating③a product: there will be some form of outcome, either visible or invisible④a context: this can be real, simulated or imaginary, and involves sociolinguistic issues2.9 What are the differences between tasks and exercises?①When the students are carrying out a task, they are focusing on the complete act of communication. (fluency)②When the students focus their attention on individual aspects of language, such as vocabulary, grammar or individual skills. We can call these activities exercise. (accuracy)2.10 What is PPP?(名词解释:①②)①It refers to Presentation, Practice and Production model of teaching.②At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate. At the practice stage, the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary. At the production stage, the students are encouraged to use what they have learned and practiced to perform communication tasks. At the last stage, the focus is on meaning rather than accurate use of language forms.③Some of the advantages of the PPP model are that first it is clear and easy to conduct by the teachers. Secondly, it is easy to evaluate as there are often clear goals to be obtained. Thirdly, there is the belief that learning with a focus on rules can be automatized through practice as “ a set of habits”.④The disadvantage is that students will not automatically acquire the language and use them in real life if only rules are introduced and mechanical exercises are emphasized.2.11 How to design tasks?①Think about students’ needs, interest, and abilities②Brainstorm possible tasksBear in mind that a task should have a communicative purpose and should be goal-oriented.③Evaluate the listAfter you have brain stormed the possible tasks, you can use the following criteria to evaluate them.⚫Educational value⚫Appropriateness to the students’ needs, interests and abilities⚫Availability of suitable resources⚫Time available④Choose the language items⑤Preparing the materials。

Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects: Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view 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: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learningprocesses to be activated?6. Although these two questions have never been satisfactorily answered,a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories andcondition-oriented theories.1) Process-oriented theories are concerned with how the mindprocesses new information, such as habit formation, induction,making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human andphysical context in which language learning takes place, such as thenumber of students, what kind of input learners receive, and thelearning atmosphere.7. Two theories:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.8. A variety of elements that contribute to the qualities of a good language teacher:1) ethic devotion,道德素质2) professional qualities专业技能3) personal styles个人修养Adjectives which describe further qualitiesWallace’s(1991)"Reflective model" to demonstrate the development of professional competence(两种测试法：叙述/填表)Wallace’s(1991)"Reflective model"Stage 1 Stage 2GoalFrom the above model, we can see the development of professionalcompetence for a language teacher involves Stage 1, Stage 2, andGoal. The first stage is language training. All English teachers aresupposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involvesthree sub-stages:learning, practice, and reflection. The learningstage is actually the specific preparation(that a language teachershould make before they go to practice.)This preparation can be:1). learn from others' experience (empirical knowledge来自经验的知识)2). learn received knowledge (such as language theories,psycholinguistics, sociolinguistics, educational psychology,language teaching methodology, etc.)3). learn from one's own experienceBoth experiential knowledge (others' and one's own) and receivedknowledge are useful when the teachers go to practice. This is thecombination of "craft" and "applied science". The learning stage isfollowed by practice. The term "practice" can be used in two senses.In one sense, it is a short period of time assigned for student teachersto do teaching practice as part of their education, usually under thesupervision监督of their instructors. This practice is also calledpseudo practice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education.Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is to enable thestudents to use the foreign language in work or life when necessary.11. The goal of CLTThe goal of CLT is to develop students' communicative competence,12. Communicative competence:Competence simply means knowledge of the language system:grammatical knowledge in other words.13. Hymes (1979), communicative competence includes four aspects: 1) knowing whether something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguisticcompetence交流内容是否规范2) knowing whether something is understandable to human beings;3) knowing whether something is in line with与、、、有关social norms;4) knowing whether something is in fact done: Do people actually use language this way?14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic andcreative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates提倡task-based language teaching. Students should begiven tasks to perform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning (i.e. whatpeople do with language,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying outmeaningful task promote learning.3) Meaningfulness principle: Language that is meaningful to the learnersupports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences 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 or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:Unit 3 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.20. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims and languagecontents of the lesson.2). It also helps the teacher to distinguish the various stages of a lessonand to see the relationship between them so that the lesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware of theteaching aids that are needed.5). Lesson planning helps teachers to think about the relative value ofdifferent activities and how much time should be spent on them.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which were lesssuccessful.21. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkage.23. Definitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels: Macro planning and micro planning:The former is planning over time, for instance, the planning for a month,a term, or the whole course.The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus:26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.27. What does a lesson plan include? Three components:Teaching aims,Language contents and skills,Teaching stages and procedures.28. The aims of a lesson include:language components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.29. Language components and skills:By language contents, we mean structures (grammar), vocabulary, functions, topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing.30. Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.(At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice toguided practice and further to the exploitation of the texts whennecessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.)32. Another 3-stages frequently advised and adopted in reading lessons:Pre-reading,while-readingpost-reading stages.(This model is also often applied in listening lessons, which havepre-listening, while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), a teacherneeds to consider the following:1) when to focus on the structure and2) when to study it in context;3) whether to present the structure orally or in written form;4) when to give out information and when to elicit from students;5) when and how to use visual aids to help with the presentation;6) what to do if students fail to understand.36. Sample lesson plans 1I. AIMS: a). b). c)….(include function)II. CONTENTS1. PRONUNCIATION2. NEW LEXIS: a). b). c)….3. STRUCTURE/GRAMMAR: a). b). c)….III.TEACHING AIDS:IV. PROCEDURES ( It should be specific )1. WARM-UP (3 minutes): a). b).2. PRESENTATION (approx. 7 mins): a). b). c)….3. EXPLOITATION (approx. 10 mins): a). b). c)….4. PERFORMANCE (approx. 15 mins): a). b). c)….5. OTHER ACTIVITIES: Check yesterday's homework (approx. 5 mins).6. Set homework, page 73, ex. 4.7. RESERVE ACTIVITY: Substitution, game-like:V. COMMENTS: (Filled in immediately after the lesson). a). b).c)….Sample lesson plan 2I. AIMS: a) b) c) .(include function)II. CONTENTS1. NEW VOCABULARY: three new lexical items2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing. III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: You bringa/the/some ...!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New structure (flash cards)c) First model, spoken (BB drawings of speakers)3. PRACTICE (approx.15 mins)a) Repetition drill (backward build-ups)b) Cued substitution, chorus workc) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)d) Ditto. Books closede) Public check3. PRODUCTION (to end of lesson, 17 mins)a) Public pairs, new suggestions.b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.c) Acting out. Volunteer pairs.d) Write out created dialogues.4. HOMEWORK: Complete writing of dialogues.(5. RESERVE ACTIVITY: none)V. COMMENTS: (Filled in immediately after the lesson).Unit 4 Classroom Management37. Teachers’ roles:Before the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer4 Prompter ,5 Participant,6 Resource-providerAfter the class---Evaluator38. Further comments on the different roles that the teachers play in thelanguage classroom:Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss大惊小怪but gentle byHarmer)2). Organizing feedback (discouraging for the teacher to be critical不提倡吹毛疵, focusing on Ss’ success progress) Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by saying” and…?”“Anything else?” Yes, but why…?(Ss. read the example)Participant:The teacher shouldn’t dominate or appear to be authoritative. Resource-provider:We have criticized the jug-and-mug method, but the teacher shouldwithhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? And their definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answers Pair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately,Grouping Ss by drawing lots，All these methods have advantages and disadvantages.Individual study: It has some conditions: 1. Self-access centers,2. Materials aimed atself-instruction,3. Flexible time arrangement 41. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).Use the institution制度42. In order not to hurt the Ss, Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take things pe rsonally 对事不对人3).Do not use threatsUnit 5 Teaching Pronunciation43. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers’ meaning44. Three aspects of pronunciation to teach? Stress, intonation, rhythm45. One common problem in learning English of Ss: (Neglect stress and intonation)46. Ways of practicing sounds and their definitions:Focusing on a sound 单音练习:(sounds difficult to learn)Perception practice 知觉/领会性练习:( identify /distinguish different sounds)Production practice 生成性练习: (develop Ss’ ability to produce sounds)47. Six types of production practice activities:(1). Listen and repeat(2). Filling the blanks(3). Make up sentences(4). Use meaningful context(5). Use pictures(6). Use tongue twister48. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words: Use gestures, use thevoice, use the blackboard49. Practicing intonation:1). There are many subtle ways: surprise, complaint, ‘sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation: rising/falling arrows; draw linesUnit 6. Teaching Grammar50. What are grammar presentation methods? 演示法Deductive method演义/推论法; Inductive method归纳/诱导法51. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examplesFor example: (plural) “-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies3). Advantages:To be successful with selected and motivated主动的students;To save time;To help to increase students’ confidence in some exam.4). Disadvantages: To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.52. Inductive method1).Definition: It relies on inducing诱导2). Steps: give examples-----induce rules3). For example:(plural)“-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies4). Advantages: Inductive method is more effective in that studentsdiscover the grammar rules themselves while engaged in language use, 53. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision,whose primary objective(aim/task) is to consolidate learning "(Ur, 1988:11).54. Ur’s six factors contribute to su ccessful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.55. Two categories of grammar practice: Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills in mechanical practice: the students substitute apart in a structure so that they get to know how that part functions in a sentence. Sometimes certain prompts are given.For example (p64):(2) Transformation drills in mechanical practice::the students changea given structure in a way so that they are exposed to another similarstructure. The type of exercise also helps the students to have a deeper understanding of how the structures are formed and how they are used.For example (p65):2). Meaningful practice.In meaningful practice the focus is on the production, comprehension or exchange meaning though the students "keep an eye on" the waynewly learned structures are used in the process. Meaningful practice usually comes after mechanical practice.56. Using prompts for meaningful practice: (提示/刺激物，题词). This kind of practice is usually meaningful practice1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.produce language based on pictures and key phrases (words)provided by the teacher.For example(p69).5). Using chained phrases for story telling. Here is an example.7 o'clock -- got up -- had breakfast -- hurried to school -- school closed-- surprised --?6). Using created situations.Unit 7 Teaching Vocabulary57. The role of vocabulary uncertainty still remains regarding(about)What constitutes（组/构成）a vocabulary item,Which vocabulary items should be taught and learned, andHow vocabulary can be taught and learned most effectively.58. Seven suggestions helping teachers to present new words:1). Prepare examples to show meaning.2). Ask students to tell the meaning first.3). Think about how to show the meaning of a word with related wordssuch as synonyms, antonyms etc.4). Think about how to check students' understanding.5). Think about the context in real life where the word might be used.6). Think about possible misunderstanding or confusion that student may have.59. How do you present and explain vocabulary if you are a teacher?(Ways to present and explain vocabulary):l) Draw pictures, diagrams and maps to show meanings or connection of meanings;2) Use real objects (realia) to show meanings;3) Mime or act to show meanings, e.g. brushing teeth, playingPing-Pong;4) Use synonyms or antonyms to explain meanings;5) Use lexical sets, e.g. cook: fry, boil, bake, and grill;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.60. When does vocabulary learning become more fun and effective?(When students study vocabulary together, say in groups, through various activities, under the teacher's supervision, when students understand themeaning of the new vocabulary)61. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling标注词汇:2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) World bingo:9) Odd man out:10) Synonyms and antonyms:11) Using word categories word:12) Using word net-work62. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use learned vocabulary:Which clues can contribute to the discovery (revealing) of meaning.（1) The topic;（2) The grammatical structure;（3) The possible meaning connection between the given word and other words;（4）The linguistic pattern where the word appears.Unit 8 Teaching Listening63. Reasons for poor listening:1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of training in how to use the equipment;4) Listening is not included on many important tests;5) Lack of real-life situations where language learners need to understand spoken English;6) Lessons tend to test rather than to train students' listening skills.64. Why listening can be more difficult than reading:1) Different speakers produce the same sounds in different ways,2) The listener has little or no control over the speed of the input of spoken material;3) Spoken material is often heard only once. In most cases, we cannot goback and listen again4) The listener cannot pause to work out the meaning5) Speech is more likely to be distorted by background noise or the media that transmit sounds.6) The listener sometimes has to deal simultaneously with another taskwhile listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating equipment while listening to instructions.65. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.67. The following are situations where Chinese people need to listen toEnglish. Choose eight situations that you think are the most frequent:[] telephone conversations about business *[] radio news in English *[] lessons or lectures given in English *[] conversations with foreigners*[] instructions in English *[] watching television in English*[] watching movies in English [] shop assistants who sell goods to foreigners[] deal with tourists [] international tradefairs[] interviews with foreign-enterprises 企业[] negotiations withforeign businesses*[] socialize with foreigners *[] hotel and restaurant services*[] listening to English songs68. If you look back at the list of listening situations, you may judge thesituations according to the following criteria:1). Formal or informal?2). Rehearsed（背诵/排练/练习）or non-rehearsed?3). Can the listener interact with the speaker or not?69. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment调节70. Two major purposes in listening.*The first is for social reasons;(Like when we have a casual conversation with friends oracquaintances to maintain or build social relationships).*The second is for exchanging information.(The second kind is more difficult, according to Anderson and Lynch (1988), and needs more emphasis in the language classroom,especially at intermediate中级and advanced levels).71. Principles of teaching listening:1). Focus on process: How to process the information:* They have to hear what is being said,* They have to pay attention,* They have to construct a meaningful message in their mind byrelating what they hear to what they already know.2). Combine listening and speaking:Why is it so important?Most of the time in real life, these two skills are needed at the sametime. (There are two problems with this approach手段.* It does not give students chance to practice listening and speaking skills together.* The listening comprehension questions do not train the students howto listen or how to develop effective listening strategies，and onlytest the students,3). Focus on comprehending meaning:4). Grade (分。

整理表姓名:职业工种:申请级别:受理机构:填报日期:A4打印/ 修订/ 内容可编辑以前在词汇教学中习惯于使用传统的教学方法，先领读单词、词组，再留出几分钟时间让学生熟悉生词，之后再讲解重点单词、词组用法，学生记笔记，下课时布置背单词的家庭作业，第二天上课时听写。

可考试结束后，我发现学生记单词遗忘现象非常严重。

期中考试二卷单词拼写题（10分）的平均得分只有3分，阅读理解成绩很不理想；另外，总是听到学生在抱怨学英语难，英语单词难记，学习积极性不高，效果不佳。

如何改变这种现状，我深入反思后，尝试了新的教学方法。

1.教授必备的语音知识在农村学校，由于很多英语教师是非专业的或者发音不是很到位或对学生的要求不是很严格致使我校大部分学生在入学时语音知识掌握的不好，我想这可能是学生记忆单词难的主要原因。

因此，掌握音标拼读规则，学会听其音能拼其形，见其形能发其音，形成从单词到发音的自动化反应如：tion、ssion、tian、ture、ar等等来促进学生内化语言规则，消除对单词拼写的恐惧感。

对于发音特殊，音形不一的单词特殊处理，对比记忆，如enough，thought，through，thorough，cough，tough，plough等。

这样学生才会对单词的发音和如何记忆单词有一定的了解, 他们在学习单词时心中才不会茫然。

2.反复领读单词有了必备的语音知识，在单词讲授之初，我就先让学生试读单词，之后和学生一起多次反复朗读单词。

我的作用是调整好学生朗读的节奏，朗读时中间不停顿，每个单词至少连续不断地大声朗读10遍。

在这种快速朗读的氛围中，学生不容易走神，精力高度集中，而且还可以带动学困生，更重要的是，因为多次反复记忆，记住的单词不容易遗忘。

如：在教授高二下册unit 13 单元时，cube，benefit，plankton，solid，substance，stable 等单词通过朗读学生很容易就记下了。

3. 听写单词，寻找规律有了前面的做法，学生反映背单词比以前用时少了，但从小测的结果来看，正确率不高。

Revision Contents:Unit 1 Language and Learning1. 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 t he 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 municative 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 a nd 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 theoryBased 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 wereimmediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky?s reaction to Skinner?s behavioural 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 processin which the learner constructs meaningbased o n his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching 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 n eed 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? interestand curiosity for learning.Socio-constructivist t heory: 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 with 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 Activities1. The goal of CLT is to develop students? communicative competence.2.What is communicative compentence? Try to list some of its components andtheir 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 meaningPragmatic 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 resourcesFluency---- one?s a bility to ,link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers 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 competenceTeachers 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 competenceTeachers 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 competenceTeachers 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…？FluencyTeachers 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 teachingCommunication 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: L anguage that is meaningful to the learning supports the learning process.5.Strong version and week versionA 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 activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets ”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate and discussionLarge-scale simulation activitiesimprovisation6. Main features communicative activities7. The Task-based ApproachA 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-basedSome main features of communicativeactivities (Ellis 1990)Students make use of materials 6. No materials controlStudents work by themselves.5. No teacher intervention Students are free to use all kinds of language formsand 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 formA need to do something 2. Communicative desireA need to know something.---?an information gap ?1. Communictivepurposenotes The six criterialesson 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 determinedby 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 interactionis 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 seeif 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 beyondtheir 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 knowledgethat the learner holds and new knowledge7. 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-------- Long (1985)work, at play and in between”．[A task is] an activity which require learners to arrive at an outcome from given information through some process o f thought, and which allows teachers t o controland 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 31. 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 developedfor a particular country or region.4. Designing principles for the National English Curriculum1) 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 concerns 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’comprehensive 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 is 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, d eveloping intelligence and broadening their views and visions. Teaching should 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 andparticipation.Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches a nd 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 learning. 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 facilitative 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 s hould 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 Planning1. 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 Linkage3. 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 planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lessonTeaching 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 a nd 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 homework2) The three P?s model: presentation, practice, and productionTeaching 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 assignmentOptional activitiesAfter 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 Management1.What is classroom management?Classroom Managementrefers to the way teachers organize what goes onin the classroom.2. Types of student grouping and their advantages and disadvantagesIn 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 time 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.DisadvantagesIt 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 problem. 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 whenstudents 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.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachersfeel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachersrather than peers.Some students may dominate the talk while others may be very passive or evenquiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers togroup students and there may be not enough space for students to move around inclassroom.Some groups may finish the task fast while some may be very slow. So teachersneed to prepare the optional activities for the quick group and be ready to help theslower ones all the time.4) individual study: Individual study is the stage where the students are left towork 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. Studentslearn by themselves and it does not promote team spirit. It may not be very motivatingfor students. It does not benefit communication between students. Students cannotdevelop speaking ability in this sense. Teachers n eed to prepare different tasks fordifferentstudents.Ac tivity 5: Group dis cus sionThe advantages and disadvantages of the above groupingLess dynamic classroom;No co-operation;No outside pressure;Study at own speed;Individual study The same as those in pair work;playssome 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-classwork Disadvantages Advantages Grouping。

Unit 1 Language and Learning1.1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning 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 LearningTwo 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 thereinforcement 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 beallowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what is already known.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacher and the learnerand between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice as part of one’spre-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formaleducation❖Teachers benefit from practice if they keep on reflecting on what they have beendoingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆Pragmatic competence （语用能力）The appropriate use of language in social context.◆Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)●Communicative purpose●Communicative desire●Content, not form●Variety of language●No teacher intervention●No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2. A context3. A process4. A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP.*Free of language control*A genuine need to use language to communicate*A free exchange of ideas*Appropriateness & accuracy of language form in general, not production of a single form*A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.■ A task-established context⏹Encouraged to think, analyze, not simply to repeat, manipulate and apply⏹ A more varied exposure to natural language⏹Language forms not pre-selected for focus⏹Learner-free selection of language⏹TBL cycle lead from Fluency to accuracy (+fluency)⏹In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.⏹Constraints of TBLT⏹The first is it may not be effective for presenting new language items⏹The second constraint is Time as teachers have to prepare task-based activities very carefully.⏹The third is the culture of learning⏹The forth is Level of difficultyUnit 33.1 A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20003.2 Designing principles for the National English Curriculum1)Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.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.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challenges facing English language teachers1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to usingtests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning备课4.1 why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teachers make advance decisions about whatthey hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan theactivities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationshipbetween them so that the activities of different difficulty levels can be arrangedproperly and the lesson can move smoothly from one stage to another;3.Gives teachers the opportunity to anticipate potential problems so that they can beprepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of the teaching aids needed;6.Planning is a good practice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways:☐To enable the teacher to improve class timing;☐Lesson plans are also an aid to continuing development(plan←-→practice ←-→reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do by the end of thelesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learning capabilityof the studentsDoing things that are beyond or below the students’ coping ability will diminish theirmotivation (Schumann, 1999)5.Linkage: the stages and the steps within each stage are linked with one another.4.3 what are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.❑Macro planning involves the following：Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components:➢Background information➢Teaching aims➢Teaching content and skills➢Stages and procedures➢Teaching aids➢End of lesson summary➢Optional activities and Assignment➢After lesson reflectionUnit 5 Classroom Management5.1 What is classroom management?the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)☐⏹environment, use various strategies to motivate learners, guide☐⏹acknowledge and respect individual differences; give each equal opportunity in learning;-round perspective…☐⏹reflect on the reasons, think about possible solutions, implement thesolutions and evaluate the results…Q: How much control is needed?⏹Appropriate degree of control⏹Different activities need a different degrees of control.⏹The more communicative an activity, the less control it needs.Q: What does the teacher do as an assessor?1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that a success-orientedlearning atmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems; clearinstructions given to students (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrong practices; take notesfor later feedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or what to say next…⏹When a student doesn’t seem to be ready for an answer,…⏹When a student finishes with a very short answer,…Q: why to participate in student’s activities?⏹Monitoring + participating changes the role from an authority to a conversationalist, agood chance for students to practise English with a superior…Q: What do you think of the jug-and-mug metaphor?Although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource for the students.”5.3 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of the students;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5.4 What are the different ways for student grouping?⏹Whole class work, pair work, group work, individual study1.Whole class work☐All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair work☐Students work in pairs on an exercise or task.3.Group work☐Students work in small groups of 3-5 students.4.Individual study☐Students work on their own at their own speed.Q: How to group? (Grouping methods)1.Whole class work is normally used when presenting and explaining new language or newinformation and it should be used wisely by the teachers.2.Successful group/pair work depends on skillful organization.3.The biggest problem for group work is the selection of group members.4.While teachers are encourage to use pair wok and group work to provide more practice chance,individual study should not be forgotten.Types of student grouping and their advantages and disadvantages in P314 (task4)5.5 Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)Q: Does discipline guarantee effective learning?☐No. There might be little learning even the class is very disciplined.☐Although discipline is necessary, it is not a sufficient condition for effective learning as a thoroughly indisciplined atmosphere will surely yield no learning at all. (79)Q: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)☐Ss are clear about learning purpose;☐Ss are able to do the work but find it challenging;☐Ss are emotionally, physically and intellectually involved by the tasks;☐The presentation, variety and structure of the work and activities generate curiosity and interest;☐Ss have opportunities to ask questions and try out ideas;☐Ss can see what they have achieved and how they had made progress;☐Ss get a feeling of satisfaction and enjoyment from the work.Q: What causes discipline problems?⏹ A gap in the lesson (e.g. bad planning, equipment fails to work)⏹Unclear instructions⏹Lack of teacher attention⏹The teacher concentrates on lengthy explanations to one individual so that the others get bored ⏹Work is too easy or too challengingQ: What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.5.6 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek their own answers;☐ A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued. 5.6.2 What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7 Dealing with errorsQ: What are errors? How are they different from mistakes?☐ A mistake refers to “a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system” (Brown, 2000: 218-219)☐An error has direct relation with the learner’s language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.Q: How to deal with errors?☐In dealing with errors and mistakes we need to be clear whether the task or activity is focusing on accuracy or fluency.Q: When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.Q: How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionQ: Which techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.☐The whole class correction is used for main error types (e.g.The Big Ten)Summary1.Roles of the teacher: controller, assessor, organiser, prompter, participant, resource-provider, facilitator,guide, researcher, etc.2.Classroom instructions: simple; suit the level of students3.Grouping: whole class work, group work, pair work, individual study4.Discipline: to engage ss in learning; how to maintain discipline, how to treat with undisciplined acts5.Questioning: different classifications; questioning techniques6.Error correction: error and mistake; different ways and techniques for correcting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.6.1 The role of pronunciation☐DebateSide A: students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.Side B: Failure in pronunciation is a great hindrance to language learning.Views of teaching pronunciation vary☐The Learners who have more exposure to English need less focus on pronunciation than those who only learn English in the class.☐Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.☐The teaching of pronunciation should focus on the ss’ ability to identify and produce English sounds themselves. (pronunciation vs. phonetics)☐Ss should not be led to focus on reading and writing phonetic transcripts of words, esp. for young students.☐Phonetic rules are helpful for ss to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.☐Stress and intonation are important and should be taught from the very beginning.6.2 The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation is as following:☐Consistency: the pronunciation should be smooth and natural;☐Intelligibility: the pronunciation should be understandable to the listeners;☐Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.6.3 What aspects of pronunciation do we need to teach?Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols, such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.Q: How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.6.4 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practice☐What is the goal of perception practice?⏹Developing the students’ ability to identify and distinguish between different sounds.☐Examples of perception practice:⏹Using minimal pairs (with one sound difference): will/well; ship/sheep; light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹CompletionProduction practiceThe goal of production practice is developing students’ ability to produce sounds.1.Listen and repeat ( practice individual sounds, individual words, groups of words,sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).6.5 Practising stress and intonation☐Two types of stress:⏹word-level stress☐It is very important to stress the proper syllable in multi-syllabic words.☐The best strategy is to emphasize the importance of learning the stress as part of learning a word.⏹Phrase-level or sentence-level stress☐Each phrase or sentence has one syllable which receives greater or more prominent stress than the others.☐Some phrases or sentences may have one stressed syllable, while others may have 5-6 stressed syllables.6.5.1 Teaching methods of stress⏹The most important thing in practising stress is making the students aware of where tostress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard (underline the stress parts or write with colored chalks6.5.2 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.⏹Use rising or falling arrows to mark intonation.⏹Draw lines to mark change of intonation.How can teachers help the students to improve pronunciation?。

Unit1 Language and Language Learning1.1How do we learn language?（如何学习语言）Much 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.1.2Views on language（学习观）1.3Views on language learning and learning in generalNow, the research about language learning theories can be broadly divided into two parts. They are Process-oriented theories and Condition-oriented theories. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. Here are What is done in these processes.1.4What makes a good language teacher?(好教师的素质要素)①Ethic devotion ②Professional qualities ③Personal styles1.5How can we become a good language teacher?(如何成为一名好的语言老师)The most important and 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.Teacher’s professional development1.6An overview of the bookUnit2 Communication Principles and Task-based Language Teaching 2.1 Language use in real life vs. traditional pedagogy2.2 What is communicative competence?communicative competence includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situation.2.3 Implications for teaching and learning (略)2.4 Principles of Communicative Language Teaching(CLT)1）Communication principle: Activities that involves real communication promote learning.2) Task principle: Activities in which language is used for carry out meaningful tasks promote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports the learning process.2.5 CLT and the teaching of language skills2.6 Main features of Communicative activities2.7 Task-based Language Teaching(TBLT)Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching.2.7.1 Definitions of a task√√2.7.2 Four components of a task.1) A purpose: making sure the students have a reason for undertaking the task.2) A context: this can be real, simulated, or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factors.3) A process: getting the students to use learning strategies such as problemsolving, reasoning, inquiring, conceptualizing and communicating.4) A product: there well be some form of outcome, either visible(written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.)2.7.3 Exercises, exercise-tasks and taskexercise exercise-task task2.8 PPP and Task-based Language TeachingMany teachers may be familiar with the Presentation, Practice and Production(PPP). A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc. Some teachers may also be familiar with the five-step teaching method, which is quite similar to the PPP model but adding revision at the beginning and consolidation at the end.2.8.1 Differences between PPP and TBL1) The way students use and experience language in TBL is rapidly different from PPP.2) TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.2.9 How to design tasks?√√2.10 Appropriateness of CLT and TBLT in the Chinese context1)The problems of CLT: ①If CLT is culturally appropriate.（Both its advantages and constraints are recognized by teachers and students.）②It is very difficult to design a syllabus with a one to one correspondence between a function and a form.2)The problems of TBLT: ①It may not be effective for presenting new language items.(Swan,2005) ②Time. Teachers have to prepare task-based activities very carefully. ③The culture of learning. Some students may find it difficult to adapt to TBLT. ④The level of difficulty. Students mayfind task-based learning quite difficult if they do not have sufficient linguistic resources to handle holistic communication.2.11 ConclusionIt is important to remember that a method is effective only when it is appropriate to the teaching context. Therefore, when a new method or approach emerges, it is unwise to simply cast away the traditional and follow the new trend. The best thing to do is to develop one’s own teaching methods based on the context where one teaches and integrates the merits of different methodologies to serve the purpose of one’s teaching objectives and the needs of one’s students.Unit3 The National English Curriculum3.1 A brief history of foreign language teaching in ChinaUnit4 Lesson Planning4.1 Why is lesson planning important?Definition: A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.Reasons: ①A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.②It helps teachers distinguish thevarious stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.③Proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson. ④Good planning gives teachers, especially novice teachers confidence in class. ⑤When planning the lesson, the teacher also becomes aware of the teaching aids that are needed for the lesson.⑥Planning is a good practice and a sign of professionalism.4.2 Principles for good lesson planning4.3 Macro planning vs. micro planning.（宏观计划vs.微观计划）The components of macro planning:(宏观计划包含的内容)1)Knowing about the profession.2)Knowing about the institution.3)Knowing about the learners.4)Knowing about the curriculum/syllabus.5)Knowing about the textbook.6)Knowing about the objectives.4.4 Components of a lesson planDifferent teachers have different teaching styles and may use different teaching procedures, so ‘every lesson is unique’(Robertson and Acklam,2000:6), and so is every lesson plan. A lesson plan include many parts.Unit5 Classroom ManagementDefinition：Classroom management is the way teachers organize what goes on in the classroom.Goal:To create an atmosphere conductive to interacting in English in meaningful ways.(Gebhard,1996)Conditions for achieving classroom management:1)The teacher plays appropriate roles.2)The teacher provides clear instructions.3)Students are grouped in a way suitable for the learning activities.4)The teacher asks appropriate questions.5)There is discipline as well as harmony in the class.6)The students errors are treated properly.5.1 The role of the teacherWhat are the teacher’s roles defined by Harmer?①controller ②assessor ③organiser ④prompter ⑤participant⑥resource-providerWhat are teacher’s new roles?①facilitators ②guides ③researchers5.2 Classroom instructionsDefinition: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities; providing explanations to a concept or language structure; setting requirements; checking comprehension; drawing attention; motivating learners; giving feedback and assigning homework, etc. Generally they include all classroom language that teachers may use for teaching purposes as well as for managing teaching.What are rules to follow for making instructions effective?①To use simple instructions and make them suit the comprehensionlevel of the students.②To use the mother-tongue only when it is necessary.③To be careful not to do all the talking in class.。

Unit1LanguageandLearning1.1Howdowelearnlanguage？WelearnlanguageatdifferentagesPeoplehavedifferentexperiencesPeoplelearnlanguagesfordifferentreasonsPeoplelearnlanguagesindifferentwaysPeoplehavedifferentcapabilitiesinlanguagelearning⏹Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelyprais ed.B.Cognitivetheory⏹InfluencedbyNoamChomsky(revivalofstructurallinguistics)⏹Languageasanintricaterule-basedsystem⏹Alearneracquireslanguagecompetencewhichenableshimtoproducelanguage.⏹Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.C.Constructivisttheory⏹JeanPiaget(1896—1980)⏹Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.D.Socio-constructivisttheory⏹Vygotsky⏹“ZoneofProximalDevelopment”(ZPD);scaffolding(脚手架)⏹Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.1.4Whatarethequalitiesofagoodlanguageteacher?Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyof elementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorized2.2Whatiscommunicativecompetence?Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoado ptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.2.2.1Definition: Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowto usethelanguageappropriatelyincommunicativesituations2.2.2Fivecomponentsofcommunicativecompetence(Hedge2000)◆Linguisticcompetence（语言能力）Theknowledgeoflanguageitself,itsformandmeaning.◆Pragmaticcompetence（语用能力）Theappropriateuseoflanguageinsocialcontext.◆Discoursecompetence（语篇能力）◆◆✓Structuralactivities✓Quasi-communicativeactivities类似,准,半Communicativeactivities(PP22-23)▪Functionalcommunicationactivities▪Socialinteractionactivities2.6SixCriteriaforevaluatingcommunicativeclassroomactivities (mainfeaturesofcommunicativeactivities?)●Communicativepurpose●Communicativedesire●Content,notform●Varietyoflanguage●Noteacherintervention●Nomaterialscontrol2.7WhatisTask-basedLanguageTeaching?TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstr essestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.1.2.3.4.1Theway studentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.■⏹⏹⏹⏹⏹⏹InTBLIntegratedskillspracticed2.9Howtodesigntasks?Step1Thinkaboutstudents’needs,interests,andabilitiesStep2BrainstormpossibletasksStep3EvaluatethelistStep4ChoosethelanguageitemsStep5Preparingmaterials2.10CLTandTBLTintheChinesecontext☐ProblemswithCLT1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate2.ThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcomp etenceleveloflearners.⏹ConstraintsofTBLT⏹Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems⏹ThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.⏹Thethirdisthecultureoflearning⏹TheforthisLevelofdifficultyUnit3spects languageknowledge,languageskills,learningstrategies,affectsandculturalunderstandi ng.3.4DesignoftheNationalEnglishCurriculum3.5Thestandardsfordifferentlevelsofcompetence3.6ChallengesfacingEnglishlanguageteachers1)?Englishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemofl inguisticknowledgebutameansforcommunication.2)?Englishlanguageteachersareexpectedtochangetheirtraditionalroleofaknowledgetransmitter toamulti-roleeducator.3)?Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputthestudentsatthe centeroflearning.4)?Englishlanguageteachersareexpectedtousemoreformativeassessmentinadditiontousingtests.5)?Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffecti veresourcesforlearningandforusingthelanguage.Unit4.LessonPlanning备课4.1whyisLessonPlanningImportant1.2.3.;4.5.6.☐☐1.2.3.4.5.Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation(Schumann,1999)6.Linkage:thestagesandthestepswithineachstagearelinkedwithoneanother.4.3whataremacroplanningandmicroplanning?MacroplanningPlanningoveralongperiodoftimewhichisoftendonebyagroupofteachers,itprovidesageneralguida nceforlanguageteachersMicroplanningPlanningforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectively.Microplanningisoftenanindividualactivityanddifferentteachersmayhavediffe rentwaysofwritingtheirownlessonplans.❑Macroplanninginvolvesthefollowing：KnowingabouttheprofessionKnowingabouttheinstitutionKnowingaboutthelearnersKnowingaboutthecurriculum/syllabusKnowingaboutthetextbookKnowingabouttheobjectivesAlessonplanusuallyhasthefollowingcomponents:Backgroundinformation助aniser(students’activities)4.Prompter(whenssdon’tknowwhattodo…)5.Participant(inss’activities)☐⏹☐⏹Activatestudents’priorknowledge;findindividualinterestsandexplorepotentialcapabilities;acknowledgeandrespectindividualdifferences;giveeachequalopportunityinlearning;eval-roundperspective…☐⏹andevaluatetheresults…Q:Howmuchcontrolisneeded?⏹Appropriatedegreeofcontrol⏹Differentactivitiesneedadifferentdegreesofcontrol.⏹Themorecommunicativeanactivity,thelesscontrolitneeds.Q:Whatdoestheteacherdoasanassessor?3.GivestudentstimetogetusedtolisteningtoEnglishinstructions;ebodylanguagetoassistunderstanding;5.Model thetask/activitybeforelettingstudentsintogroupsorpairs…6.Teachersarenotexpectedtodoallthetalkinginclass.Tip:Demonstrationisusuallymoreeffectivethanwords.5.4Whatarethedifferentwaysforstudentgrouping?⏹Wholeclasswork,pairwork,groupwork,individualstudy1.Wholeclasswork☐Allthestudentsareunderthecontroloftheteacher,doingthesameactivityatthesamerhythmandpace.2.Pairwork☐Studentsworkinpairsonanexerciseortask.3.Groupwork☐Studentsworkinsmallgroupsof3-5students.4.Individualstudy☐Studentsworkontheirownattheirownspeed.Q:Howtogroup?(Groupingmethods)1.Wholeclassworkisnormallyusedwhenpresentingandexplainingnewlanguageornewinformationanditshouldbeusedwiselybytheteachers.2.3.4.☐☐horoughlyindisciplinedatmospherewillsurelyyieldnolearningatall.(79)Q:Howtomaintaindiscipline?P.79Althoughdisciplineisoftendiscussedtogetherwithclassroommanagement,Classroommanagement skillsarenotsufficientifdisciplineistobeachieved，rather，avarietyofteacher’sbehaviorcontributetodiscipline,suchastheteacher’schoiceofmethodo logy,theirinterpersonalrelationshipswithstudents,theirpreparationforthelesson.Beside, student’smotivation,whichcanbeenhancedbytheteacheraction,isextremelyimportantfordisc ipline.Whenstudentsareengagedinlearning,theywillbedisciplined.(79)☐Ssareclearaboutlearningpurpose;☐Ssareabletodotheworkbutfinditchallenging;☐Ssareemotionally,physicallyandintellectuallyinvolvedbythetasks;☐Thepresentation,varietyandstructureoftheworkandactivitiesgeneratecuriosityandinter est;☐Sshaveopportunitiestoaskquestionsandtryoutideas;☐Sscanseewhattheyhaveachievedandhowtheyhadmadeprogress;☐Ssgetafeelingofsatisfactionandenjoymentfromthework.Q:Whatcausesdisciplineproblems?⏹Agapinthelesson(e.g.badplanning,equipmentfailstowork)⏹Unclearinstructions⏹⏹⏹☐⏹☐☐☐☐☐☐1.Closedandopenquestions;2.Displayandgenuinequestions;3.Lower-orderandhigh-orderquestions;4.Bloom’staxonomy分类系统(Nuttall,1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7DealingwitherrorsQ:Whatareerrors?Howaretheydifferentfrommistakes?☐Amistakerefersto“aperformanceerrorthatiseitherarandomguessora‘slipoftongue’,and itisafailure performancetoaknownsystem”(Brown,2000:218-219)☐Anerrorhasdirectrelationwiththelearner’slanguagecompetence.Errorsdonotresultfromc arelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.☐Amistakecanbeself-corrected;anerrorcannotbe.Q:Howtodealwitherrors?☐☐☐☐☐☐☐☐Summary1.ider,facilitator,guide,researcher,etc.2.Classroominstructions:simple;suitthelevelofstudents3.Grouping:wholeclasswork,groupwork,pairwork,individualstudy4.Discipline:toengagessinlearning;howtomaintaindiscipline,howtotreatwithundisciplinedacts5.Questioning:differentclassifications;questioningtechniques6.Errorcorrection:errorandmistake;differentwaysandtechniquesforcorrectingerrors Unit6TeachingPronunciationCriticalPeriodHypothesis:abiologicallydeterminedperiodoflifewhenlanguagecanbeacquiredmoreeasilyandbeyondwhichtimelanguageisincreasingdifficulttoacquire.6.1Theroleofpronunciation☐DebateSideA:studentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasth estudentsdevelopoveralllanguageability.SideB:Failureinpronunciationisagreathindrancetolanguagelearning. Viewsofteachingpronunciationvary☐TheLearnerswhohavemore exposure toEnglishneedlessfocusonpronunciationthanthosewhoonlyle arnEnglishintheclass.☐Adultlearners needmorefocusonpronunciationbecausetheyaremorelikelytosubstituteEnglishsQ:Howtoachievegoodpronunciation?☐Practicemakesperfect☐Bothmechanicalpracticeandmeaningfulpracticearebeneficial.6.4Practisingsounds(Listsomemethodsofpracticingsounds.)Mechanicaldrillingisboringanddemotivating;itisimportanttocombinedrillingpronunciat ionexerciseswithmoremeaningfulexercisesthatfocusonwhateveraspectofpronunciationist hefocusofthelesson.FocusonasoundFocusonaindividualsoundsespeciallythosesoundthataredifficulttolearnPerceptionpractice☐Whatisthegoalofperceptionpractice?⏹Developingthestudents’abilityto identifyanddistinguishbetweendifferentsounds.☐Examplesofperceptionpractice:⏹Usingminimalpairs(withonesounddifference):will/well;ship/sheep;light/night⏹Whichorder:bear,tear,ear⏹Sameordifferent?[met],[mi:t]⏹Oddoneout⏹Completionthewordsorphrases.egestures(e.g.clappinghands;usingarmmovements)ethevoice(raisethevoicetoindicatestress)etheblackboard(underlinethestresspartsorwritewithcoloredchalks6.5.2 Practicingintonation(Howtopractiseintonation?)⏹Usehandorarmmovementtoindicatechangeofintonation.⏹Userisingorfallingarrowstomarkintonation.⏹Drawlinestomarkchangeofintonation.Howcanteachershelpthestudentstoimprovepronunciation?eindividual,pair,groupandwholeclasswork;ehandsandarmstoconductpractice.3.Movearoundtheclassroomwhendoingchoralpractice.4.Varythecriteriaof‘good’togivestude ntsconfidence.5.Doarticulationpracticemorethanonce.6.Bringinterestsandvarietytothepractice.7.Themaincriteriaforgoodpronunciationareconsistency,intelligibilityandcommunicativeefficiency.8.Makefulluseofdemonstrations.9.•••☐1.T2.T法es3.TEachhasmeritsanddrawbacks.Thebestwayistovarymethodsindifferentsituations. Twokeytheoreticalissuesrelatedtothemethod:theroleofexplicitknowledgeinlanguagelearning;t hevalueofdiscoveryasageneralmethodoflearningImplicitandexplicitknowledge☐Implicitknowledge referstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseo fautomaticallywithoutmakinganyeffort.E.g.ofL1内隐知识☐Explicitknowledge referstoourconsciousknowledgeaboutthelanguage.Wecantalkaboutit,analy seitandapplyitinconsciousways.外显知识7.3GrammarpracticePracticemaybedefinedasanykindofengagingwiththelanguageonthepartofthelearner,usuallyunder theteachersupervision,whoseprimaryobjectiveistoconsolidatelearning Grammarpracticeisusuallydividedintotwocategories,mechanicalpracticeandmeaningfulpractice .Twotypesofpracticecanbecombined1.M echanicalpractice(focusonforms)纯形式练习☐Sspayrepeatedattentiontoakeyelementinastructure.☐Substitutionandtransformationdrillsaremostfrequentlyused.2.Meaningful/communicativepractice(focusonform)重形式练习☐Focusonmeaning(CLT)+overtstudyofformultimategoaloflearningEnglish.2.Threewaysofpresenting/teachinggrammar:thedeductivemethod,theinductivemethod,andtheguideddiscoverymethod.Eachhasmeritsanddrawbacks.Thebestwayistovarymethodsindifferentsitu ations.3.Ur(1996)suggeststhatagoodpresentationofgrammarshouldincludebothoralandwrittenandbothformandmeaning.Plentyofcontextualizedexamplesarenecessary;visualmaterialsarehelpful;us eofcomplexterminologyshouldbeavoidedforyounglearners;inductiveanddiscoverymethodshoul dbeusedforthosestructuresthatcanbeeasilyperceivedbythelearners;forcomplexstructuresit isbettertoteachtheruleexplicitlyanddeductively.4.Mechanicalpracticeandmeaningfulpracticeofgrammarhavebothadvantagesanddisadvantages.Twingprompts(pictures,mimes,tables,charts,keywords,crea tedsituations)hasprovedtobeaneffectivewayofgrammarpractice.Unit8TeachingVocabulary8.1Assumptionsaboutvocabularylearning1.Vocabularyitemscanbewords,compounds,phrases,sentences.2.Noteverysin glewordhasanequivalentinanotherlanguage,e.g.“the”.3.Vocabularycanbetaught.4.Bothteachersandstudentsshouldbeawareofthedifferencebetweenactiveandpassivevocabulary,andthentreatthemdifferently.5.6.7.8.9.10.☐⏹its⏹its⏹its⏹☐lations字面意义；外延Senserelationscollocations:wordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofword ssynonyms:itemsthatmeanthesame,ornearlythesameantonyms:itemsthatmeantheoppositeofawordhyponyms下义词wordswhichcanbegroupedtogetherunderthesamesuperordinate(上义词)concept Receptiveandproductivevocabulary☐Beawareofthedistinctionbetweenreceptive/passiveandproductive/activevocabulary.☐Receptivevocabularyreferstowordsthatoneisabletorecognizeandcomprehendinreadingorli steningbutunabletouseautomaticallyinspeakingorwriting.☐Productivevocabulary:wordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeecha ndwriting.8.3Howcanwepresentnewvocabularyitems?1.Provideavisualorphysicaldemonstration;2.Provideaverbalcontexttodemonstratemeaning;esynonymsorantonyms;elexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings;5.Translateandexemplify,ifwordswithabstractmeaning;6.7.8.9.10.☐1.2.3.4.5.6.7.8.9.1.2.☐anizevocabularyeffectively(p.131)eadictionary(whatdictionary,howtouse,whattolookfor,whentouse)5.keepavocabularynotebook(indifferentformats)6.Managestrategyuse:self-evaluate;shareexperiencesVocabularylearningstrategies☐Discoverystrategies⏹Determinationstrategies:discoverthewordmeaningbyguessingfrom1)itsstructuralknowledge;2)anL1cognate同源词;3)context;4)consultingothers.⏹Socialstrategies:askingsbwhoknows☐Consolidationstrategies⏹Socialstrategies:1)cooperativegrouplearning;2)teacherscheckforaccuracy;3)interactwithNSs⏹Memory/mnemonicstrategies:1)pictures/imagery;2)relatedwords;3)unrelatedwords;4)grouping;5)word’sorthographicalorphonologicalform⏹Cognitivestrategies:repetitionandusingmechanicalmeaningtostudyvocabulary,e.g.repeatedlysayingaword;wordlistsandflashcards;takingnotesinclass;recordingwordlists;vocnoteboo ks.⏹Metacognitivestrategies元认知:tocontrolandevaluatelearningConclusion☐☐☐1.2.3.4.5.6.☐☐skills,butlisteningcanbemoredifficultthanreadingbecause:⏹Differentspeakersproducethesamesoundsindifferentways(dialects,accents,stresses,rhythms,intonations…);⏹Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial;⏹Speechislikelytobedistortedwithbackgroundnoise;9.2Whatdowelistentoineverydaylife?(Ur,1996)☐Loudspeakerannouncements☐Radionews☐Lesson,lecture☐Conversation,gossip☐Instructions☐Watchingtelevision☐Watchingmovies☐Telephoneconversations☐Interview☐Shopping☐Story-telling☐Meetings☐Negotiations☐Theatershow9.4.2 Principlesforselectingandusinglisteningactivities☐Oxford(1993:210)offered12principles:1.Thelisteningactivitymusthaveareal,communicativepurpose.2.Theactivitymustuseauthenticlanguagewithoutsignificantlyslowerorsimplerspeech.3.Pre-listeningtasks(e.g.discussingthetopic,brainstorming,presentingvoc,sharingofrelatedarticles)mustbeusedtostimulatetheappropriatebackgroundknowledgeandhelplearnersidenti fythepurposeoftheactivity.4.Thelisteningtextmustoffercontentthatispersonallyinterestingandmotivatingtolearners.5.Toallowlistenerstoinfermeaningfrombodylanguageandrelatedcontextclues,thespeakermustbevisiblewheneverpossible.6.Theactivitymustoffermanyenvironmentalcluestomeaning.7.Whenpossible,thewholelisteningtextshouldbegiven,andthendividedintopartsthatcanberepeated.8.Attheend,thewholetextshouldbegivenagain,andssshouldhaveopportunitytodiscusstheirhypothesesandhowtheytestedandalteredthem.9.Theactivityrequireslistenerstorespondinsomemeaningfulfashion,individuallyorinpairs/groups.10.Theactivitymustbefashionedsothatsswithnormalbackgroundknowledgeareabletounderstandthetopic.11.Theactivitymustbetypicalforitsownspeechtype.1.☐2.☐☐1.2.3.☐☐Weselectmostoftenonekindofactivitybeforeeachlisteningsession.☐Thepurposeistomotivatess,activatetheirschema,toaddcontext,preparessfornecessarylangu agesothattheactuallisteningitselfbecomeseasier.9.6While-listeningactivities1.Nospecificresponses⏹Bynotgivingssanytaskthefirsttimetheylistentoapassage,itcantaketheanxietyoutoflistening.2.Listenandtick(p.148)3.Listenandsequence(p.149)4.Listenandact5.Listenanddraw(Task11)6.Listenandfill(intheblanks)7.Listenandtakenotes(p.151)9.7Post-listeningactivities1.Multiple-choicequestions2.Answeringquestions(comprehensionorinference)3.Note-takingandgap-filling(e.g.mini-lectureinTEM8)4.Dictogloss(cf.dictation)1.Preparation(introducethetopic,keywords,generalquestions)2.3.4.☐rd.☐☐••••1.2.3.4.5.6.Helpingssdevelopspeakingstrategies7.Makingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforss10.3Howtodesignspeakingtasks☐Characteristicsofsuccessfulspeakingtasks(Ur,1996)1.Maximumforeigntalk2.Evenparticipation3.Highmotivation4.Rightlanguagelevel10.4TypesofspeakingtasksItisimportanttogivethestudentsavarietyofspeakingactivitiessothattheywillbeabletocopewit hdifferentsituationsinreality.1.Classificationofspeakingactivities1)Controlledactivities:Controlledactivitiesmainlyfocusonformandaccuracy.2)Semi-controlledactivities.Semi-controlledactivitiesfocusmoreonmeaningandcommunication.3)Communicativeactivities.Communicativeactivitiesallowforrealinformationexchange,whichincludeinformationgapactivi2.6710.5HowtoorganizespeakingtasksDesignsmallgroupworkforthreereasons:(1)itincreasesthetimeforeachstudenttopractisespeakinginonelesson;(2)oftenssareafraidofmakingmistakesorlosingfaceorfeelshyspeakinginfrontofawholeclass;(3)speakinginsmallgroupsismorenaturalinreallife. Smallgroupworkhelpssslearntoworkcooperativelyandhelpsthemdevelopinterpersonalskills—”fosteringdevelopmentoftolerance,mutualrespectandharmony”(Cooke&Nicholson,1992:34)Unit11Teachingreading11.1Howdopeopleread?11.1.1 Assumptionsaboutreading1.Peoplereadfordifferentpurposes.2.Readingalouddoesnothelpssfocusonthemeaningofthetextbecausetheyhavetoconcentrateonpronunciation,intonation,pausingandtherecognitionofnewwords.3.Thepurposewillusuallydeterminewhatspecificinformationyouaregoingtolookforandtheappropriatetypeofreadingskillstobeused.4.Oureyesarealwaysjumping,from‘groupofwords’to‘groupsofwords’.5.Peoplereadatdifferentspeedandcan’t‘readtogether’.6.7.8.9.1.2.3.4.5.6.7.8.☐WereadagreatvarietyoftextsinEnglish.☐RefertoPage180foralistofthingswereadinourdailylife.☐ItisveryimportantforEFLteacherstobearinmindwhatwereadinreallifesothatwhenweselectrea dingmaterialsforourstudents,wewillensurenotonlythereisagreatvarietybutalsowecanhelppr eparesstomeettheirfutureneeds.☐EFLlearnersreadauthentictextsand/orsimulatedtextsdependingonproficiencylevel.11.4Strategiesinvolvedinreadingcomprehension11.4.1Reading and readingcomprehension☐Reading“istheconstructionofmeaningfromaprintedorwrittenmessage”.(Bamford,1998:12 )☐Readingcomprehension involvesextractingtherelevantinformationfromthetextasefficien tlyaspossible,connectingtheinformationfromthewr ittenmessagewithone’sownknowledgetoar riveatanunderstanding.11.4.2Twolevelsofreading1.Arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;2.Acognitivetaskofinterpretingthevisualinformation,relatingthereceivedinformationwiththereader’sow ngeneralknowledge,andreconstructingthemeaningthatthewriterhadmeanttoco nvey.1.2.3.4.5.6.7.8.9.24.Judginghowwellobjectivesweremet25.Reflectingonwhathasbeenlearnedfromthetext11.5Theroleofvocabularyinreading☐Day&Bamford(1998):efficientreadingbeginswithalightening-like automaticrecognitio nofwords,whichfreesone’smindtouseotherresourcestoconstructmean ing.☐Helpingsstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingth eirreadingskills.☐Thewaytodevelop sightvocabulary istoreadextensively(‘Familiaritybreedsautomatici ty’).Sightvocabulary视觉词汇，一见即懂的词汇☐Wordsthatoneisabletorecognizeimmediately[bothsoundsandmeanings]areoftenreferred toassightvocabulary.☐Howtodevelopsightvocabulary?A:Toreadextensively–‘Familiaritybreedsautomaticity’(Day&Bamford,1998:16).However,thematerialschosen[forextensivereadingafterclass]mustbeattherightlevelandadegre eofmonitoringshouldbeavailabletokeepthemotivationhighsothatsscanfeelasenseofachievement bysharingtheirreadingexperienceswithothers11.6Principlesandmodelsforteachingreading1.2.3.4.5.6.1.☐2.☐☐3.☐1.ncestructures,buildingadiscoursestructure,etc.2.Integratethisdecodingprocesswithwhathe/shealreadyknowsaboutthetopic–schemasorschemata图式,‘cognitiveconstructswhichallowfortheorganizationofinformationinourlong-term memory’(Widdowson,1983)11.7Proceduresofactivities☐Pre-readingactivities(Lead-in)☐While-readingactivities☐Post-readingactivities11.7.1Typesofreadingactivitites☐Pre-readingactivities☐Purpose:tostimulatess’interests;tofacilitate while-reading activities,bypoolingexis tingknowledgeaboutthetopic,predictingthecontentsofthetext,learningkeywordsandstruc tures,etc.☐Activities:predicting,settingthescene,skimming,scanning,etc.☐While-readingactivities☐Twomainwaysofexploitingtexts:☐⏹⏹⏹Wewriteforvariousreasons,toconveymessages,tokeeparecordofwhatisinourmind,tocomm unicate,toraiseawarenessofhowlanguageworks,tobecomemorefamiliarwiththelinguisticandso cialconventionsofwritinginEnglish,etc.3.Howdowewrite?WritingcanbebothcollaborativeandsolitaryEFLwritingvs.writinginreality☐Twomajordifferences:1.‘writingaslanguagelearning’(toconsolidatelanguagethatisrecentlystudied)vs.writingforcommunication(toconveymessagesorforselfcreation)2.EFLwritingtaskslackauthenticity.EFLwritingtasksfocusontheproductratherthanprocess,ignoringplanning,drafting,rewritingstages.3.✍Weshouldmakesswanttowriteinthefirstplace,thenteachthemhowtowrite.12.2Acommunicativeapproachtowriting☐Ssaremotivatedby authentic writingtasksthathavesome communicative elements.☐Withdifferentaudiencesanddifferentpurposes,thewritingpiececouldvarygreatly.☐Writingactivitiescanbe“writingforlearning”,“writingforcommunication”andsome wherebetween.12.3Problemsinwritingtasks1.2.3.4.5.6.7.8.☐1.2.3.Mapping;4.Freewriting;5.Outlining;6.Drafting;7.Editing;8.Revising;9.Proofreading;10.Conferencing12.5Motivatingstudentstowrite1.Makethetopicofwritingascloseaspossibletoss’life.2.Leavessenoughroomforcreativityandimagination.3.Preparesswellbeforewriting.4.Encouragecollaborativegroupwritingaswellasindividualwriting.5.Provideopportunitiesforsstosharetheirwritings.6.Provideconstructiveandpositivefeedback.7.Treatss’errorsstrategically.8.Givessasenseaachievementfromtimetotime12.6Designingwritingtasks☐Writingtasksshouldbemotivatingandcommunicative.☐☐☐☐☐☐☐☐☐☐☐☐Twotypesofintegration1.Simpleintegration:integrationwithinthesamemedium(eitheroralorwritten),fromreceptivetoproductiveskillsplexintegration:constructingaseriesofactivitiesthatuseavarietyofskills 13.3Whataretheimplicationsforteaching?☐Sinceintegrationofthefourskillsisconcernedwithrealisticcommunication,weare teach ingatthediscourselevel,notjustatthelevelofsentencesorindividualwordsandphrases .13.3.1Focusondiscourse☐Implication:weneedtobeawareofthediscoursefeaturesofatextandtobeabletomakessawar eofthem.☐Discoursefeaturesinclude:1.Thewaythatthetextisorganized2.Itslayout(forwrittentext)3.Thestyleofthelanguage(formalorinformal)4.Theregister(thevocabularythatiscommonlyfoundinsuchdiscourse)13.3.2 Adjustingthetextbookcontents☐☐☐☐☐☐⏹Complexintegration,whichisacombinationofactivitiesinvolvingdifferentskills,linkedthematically.☐Whatlimitations?⏹Theroleofafocusonindividuallanguageelements,suchasvocabularyandgrammar,shouldnotbeoverlooked.⏹Integrationisdemandingofteachersintermsoffindingordesigningsuitablematerials,particularlywhenitisnecessarytotakeintoaccountthedifferingratesofprogressofssinmasteringtheindividualskills.☐Integrationrequiresskillfulteaching,butitcanbringworthwhileresults.Unit14MoralLearning14.1MorallearningandEnglish“Teachersareengineersofthesoul.”Basiceducationshouldaimforbetterdevelopmentofstuden ts,notonlyinknowledge,skillsandabilitiesbutalsoinvalues,attitudes,andemotions.Moralvalues•Selfcontrol•Goodhealthandhygeine•Kindness••••••••SharingEssays•••••••••Sportsevents•FieldtripsUnit15AssessmentinLanguageTeaching15.1Whatisassessment?Howisitdifferentfromevaluationandtesting?☐Test:usudoneattheendofalearningperiod;res ultbyamark;ss’testscoresarecomparedwi theachother☐Assessment:involvesthecollectingofinformationorevidenceofalearner’slearningpro gressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.Formsofassessment:tests,commentfromT,T’sobservationnotes,ss’self-assessmentsheets,samplesofss’work,etc.ss’achievementismeasuredagainsthisownstartingpoin t.☐Evaluation:‘awholerangeofissuesinandbeyondlanguageeducation’;producesaglobalv iewofachievementbasedonmanydifferenttypesofinformation☐✍Evaluationisthemostgeneralofthethreeconcepts,fordecision-makingpurpose.Assess mentfocusonthelearningprogressandprocess-oriented,forthepurposesofimprovingteac hingandlearning.Testisoneinstrumentofassessment,focusingontheresultoflearning.15.2Thepurposeofassessment1.2.3.4.5.6.☐☐☐.☐cyacquisition.7.Clarifyandusestandardswhenassessingreading,writing,andcontentknowledge.8.Involvessandparents,aswellasotherpersonnelsuchastheESLormainstreamteacher,intheassessmentprocess.9.Makeassessmentanongoingpartofeveryday.15.6Testformats/testingtechniques☐Tenmostfrequentlyusedtestformats:1.Questionsandanswers2.TorF。