Unit 1 language and language teaching
1. What makes a good language teacher?
● Ethic devotion
● Professional qualities
● Personal styles
2. Views on language learning and learning in general:
● Process-oriented theories: concerned with how the mind organizes new
information such as habit formation, induction, making inference, hypothesis testing and generalization.
● Condition-oriented theories: emphasize the nature of the human and physical
context in which the language learning take place, such as the number of the students and the kind of input learners receive, and the atmosphere.
3. How can one become a language teacher? It involves more factors and longer learning time, and may never be finished.
Stage 1: all English teachers are suppod to have a sound command of English. Stage 2: learning, practice and reflection.
● Learning:
✓ Learning from others’ experience (empirical knowledge gained
through reading and obrvation)
✓ Learning the received knowledge (language learning theories,
educational psychology, language teaching methodology, etc.)
● Practice
✓ Pre-rvice practice (pudo practice)
✓ Real classroom practice
● Reflection: take on reflection riously and keep reflection
Goal: (do not have an end) one can never become a perfect teacher. There is always
room for improvement.
language development other's experience
received knowledge
own experience Practice Reflectio Professional competence Stage 1 Stage 2 Goal
Unit 2 communicative principles and task-bad language teaching
1.What is communicative competence
●Linguistic competence
Knowledge of language itlf
●Pragmatic competence
The choice of the vocabulary and structure depends on the tting, the relative
status of the speakers and their relationship.
●Discour competence
The ability to understand or to express a topic logically and coherently by
effectively employing or comprehending the cohesive marks, such as first,
cond.
●Strategic competence
Searching for other means of expression, such as using a similar phra ……
●Fluency
the ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation)
CLT: communicative language teaching
2.Principles of communicative language teaching
●Communication principle
Activities that involve real communication promote learning.
●Task principle
Activities in which language is ud for carrying out meaningful tasks promote learning.
●Meaningfulness principle
Language that is meaningful to the learner support the learning process.
3.Main features of communicative activities
●Communicative purpo
There must be some information gap that students ek to bridge
●Communicative desire
A real need to communicate
●Content not form
They must have some massage they want to communicate
●Variety of language
●No teacher intervention
●No material control
TBLT: task- bad language teaching
4.Four components of a task
● A purpo
Make sure students have a reason for undertaking the task
● A context
This can be real, simulated or imaginary, and involves sociolinguistic issues such as the location and the relationship of the speaker……
● A process
Getting students to learn some language strategies such as problem solving, reasoning……
● A product
5.Focus on individual language items –
Purpoful and contextualized communication +
Then
Exerci → task
6.TBL:
●Pre-task
Introduction to topic and task
●Task cycle
✓Task
✓Planning
✓Report
✓Students hear task recording or read text
●Language focus
✓Analysis and practice
✓Review and repeat task
7.PPP
●Prentation
Of single new item; teachers introduces new vocabulary and grammatical structures.
●Practice
Of new item: drills, exerci, and dialogue
●Production
Activity, role play or task to encourage ‘free’ u of language
8.How to design tasks
●Think about students’ needs and interests and abilities
●Brainstorm possible tasks
●Evaluate the list
●Choo the language items
●Preparing materials
9.Constrains of CLT:
●Whether it will meet the needs of learners from different contexts
●It is very difficult to design a one to one correspondence between a function a
form.
10.Constrains of TBLT
●Not effective for prenting new languages
●Time is limited: teachers are busy
●Culture of learning: some students may find it difficult to adapt to TBLT
●Level of difficulty: students may find task-ba language teaching quite
difficult of they do not have sufficient linguistic resources.
Unit 4 lesson planning
1.Why is lesson planning important?
●It can make teachers aware of the aims and language contents of the lesson.
●It helps teachers distinguish the various stages of a lesson and e the
relationship between them so that activities of different difficulty levels can be
arranged properly and the lesson can move smoothly from one stage to another.
●It gives teachers opportunity to anticipate potential problems that may ari in
class, and prepare some solutions to them.
●It builds teachers’ confidence in class.
●Teachers can also be aware of teaching aids in class.
●Planning is a good practice and sign of professionalism.
2.Principles for good class planning:
●Aim
It means realistic goals for the lesson; the things students are able to do at the
end of the class.
●Variety
Planning a variety of different activities to introduce a wide lection of
materials, so that learning is always interesting.
●Flexibility
Preparing some extra and alternative activities and tasks as the class does not
always go according to the plan.
●Learnability
The contents and tasks planned for the lesson should be within the learning
capability of the students.
●Linkage
The steps and steps in each stage are planned in such a way that they are
someway linked with another one.
3.Macro planning
A planning over a longer period of time, for instance a whole-year cour. It is
often done by a group of teachers who are to teach the same cour.
●Knowing about the profession
Which language area and language stage should be taught?
●Knowing about the institution
The institution arrangements of the time, frequency of the class……
●Knowing about the learners
●Knowing about the syllabus
●Knowing about the textbook
●Knowing about the objectives
4.Components of a lesson plan
●Background information
