Unit1:Structural View: It es language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to ntence. Each language has a finite number of such structural items.Functional View:It es language as a linguistic system but also as a means for doing things. Most of our day-to- day language u involves functional activities: offering, suggesting, advising, apologizing, etc.Interactional View: It considers language as a communicative tool, who main u is to build up and maintain social relations between people.
1.3view on language learning and learning in general:behaviourist theory( Skinner) ,cognitive theory( Noam Chomsky,Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning bad on his or her own experiences and what he /she already knows. Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context bad on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.
1.4elements that contribute to the qualities of a good language teacher: :ethic devotion(warm -hearted,hardworking,enthusiastic,Caring);professional qualities(creative, Resourceful, authoritative)and personal styles( Flexible,Dynamics,patient ).
1.5become a good teacher: learning(experience,knowledge),practice,reflection
变速箱漏油
诗歌三美
Unit2 communicative principles and task-bad language teaching
师德师风教育Communicative compentence refers to both the knowledge about the language and the knowledge about how to u the language appropriately in communicative situations. According to Hedge, it includes five components:1.Linguistic competence:knowledge of the language itlf, its form and meaning .Pragmatic competence:the appropriate u of language in social context. Discour competence: one‟s ability to create coherent written text or conversation and the ability to understand them.Strategic competence:strategies one employs when there is communication breakdown due to lack of resources.Fluency:one‟s ability to …link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.
2.4Principles in communicative language teaching:1.Communication principle:Activities that involve real communication promote learning.2.Task principle:Activities in which language is ud for carrying out meaningful tasks promote learning.
3.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.
2.6 main features of communicative activities:1) It stress the need to allow students opportunities f
or authentic and creative u of the language.2) It focus on meaning rather than form. 3) It suggests that learning should be relevant to the needs of the students. 4) It advocates task-bad language teaching. Students should be given tasks to perform or problems to solve in the classroom. 5) It emphasizes a functional approach to language learning (i.e. what people do with language, such as inviting, apologizing, greeting and introducing, etc.).1) Functional communicative activities: Identifying pictures;Discovering identical pairs;Discovering quence or locations;Discovering missing information;Discovering missing features;Discovering “crets”;Communicating patterns and pictures;Communicative models;Discovering differences;Following directions; Reconstructing story-quences;Pooling information to solve a problem 2) Social interaction activities:Role-playing through cued dialogues;Role-playing through cues and information;Role-playing through situation and goals;Role-playing through debate and discussion; Large-scale simulation activities improvisation
Ellis has listed six criteria for evaluating communicative classroom activities:communicate purpo;c ommunicate desire;content,not form;variety of language;no teacher intervention;no materials control 2.7.The Task-bad language teaching:A task is “a piece of work undertaken for onelf or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child.
In other words, by …task‟is meant the hundred and one things people do in everyday life, at work, at play and in between;is a piece of classwork combined with social function. Four components of a task: a purpo, a context, a process, and a
product.
2.8 PPP and Task-bad language teaching:PPP model consists of three stages: Prentation 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.) A task-bad language classroom consists of three stages: pre-task stage, the stage of task cycle, and the stage of language focus.
2.9 how to design tasks? :step1: think about students’needs,interests and ability.step2 brainstorm possible tasks .step3 evaluate the list.step4:choo the language items.step5:preparing materials
Unit3
1.Designing principles for the National English Curriculum:1) Aim for educating all students, and emphasize quality-oriented education. 2) Promote learner-centeredness, and respect individual differ
酒红色图片ences. 3. Develop competence-bad objectives, and allow flexibility and adaptability. 4) Pay clo attention to the learning process, and advocate experiential learning and participation.5. Attach particular importance to formative asssment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities for learning and using the language.
1.The overall language ability required in the 2001 National English Curriculum includes the following aspects :language knowledge, language skills, learning strategies, affects and cultural understanding.
3.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. Syllabus is often ud to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.
4. 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, objecti
移动接入点ves and targets learning purpo, and (3) implementations of a program. In some n, a syllabus is part of a curriculum.
Unit 4 lesson planning
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Components of a lesson plan:1.Background information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lesson2.Teaching objectives;3. Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.4.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. 1) Five-step teaching model (1) warm-up/ a tarter/revision; (2)prentation (3)drilling (4)consolidation (5)summary and homework
2)The PPP’s model: prentation, practice, and production.1.Teaching aids: 2.End of lesson summary:
3.Homework assignment
4.Optional activities
5.After class reflection
听不懂英语Unit 5 Classroom Management
1.The role of the teacher ---- contoller, asssor, organizer, prompter, participant, resource provider.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)Asssor: The teacher does two things:1). Correcting mistakes (not making a big fussbut gentle by Harmer)2). Organizing feedback (discouraging for the teacher to be critical, focusing on Ss‟success progress) Organizer: The teacher should be important and difficult as it: 1). Using creative/unlimited way 2). Envisaging activities, 3). Anticipating the problems 4). Giving clear and conci instructions5). Demonstrating6 ).Using native language to clarify if necessary 7.) Walking around and monitoring8). Rectifying9). Taking mental notes Prompter: The teacher should do:1). Giving hints 2). Eliciting more Participant:The teacher shouldn’t dominate or appear to be authoritative. Resource-provider:We have criticized the jug-and-mug method, but the teacher should withhold his/her readiness to provide resources.
2.The new curriculum requires the teacher to put on the following new roles:facilitator, guides, and
rearchers.
3.What are the functions or purpos of questions?To focus students‟attentions To invite thinking or imaginations To check understanding To stimulate recall of information To challenge students To asss learning
4.Classification of questions:Questions have been classified using different criteria, mainly bad on the level of thinking involved in answering the questions.Clod v.s open:Clod questions refer to tho with only one single correct answer while open questions may invite many different answers. Display v.s genuine:Display questions are tho that the answers are already known to the teacher and they are ud in checking if students know the answers, too. Genuine questions are tho which are ud to find out new information and more communicative. Lower-ordered v.s high-ordered:Lower-ordered questions refer to tho that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation.
5.How to deal with errors? When to correct：accuracy-bad activities；fluency-bad activities How to correct：Direct teacher correction;Indirect teacher correction;Self correction;Peer correction ;
Whole class correction ;Self-correction is encouraged before teacher correction or peer correction becau if it is a mistake, the student himlf/herlf will be able to correct it.I ndirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students‟Self esteem and confidence.
The distinction between mistakes and errors: A mistake: a performance error that is either a random guess or a “slip of tongue/pen”, it is a failure performance to a known system. A mistake has nothing to do with the language competence.An error has direct relation with the learners‟language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be lf-corrected.
Unit 6 Teaching Pronunciation
1.The goals of teaching pronunciation:Consistency; Intelligibility;Communicative efficiency
2.Three aspects of pronunciation to teach: Stress, intonation, rhythm
3.Ways of practicing sounds:Focusing on a sound(sounds difficult to learn);Perception practice;Production practice
4.Two kinds of stress: word-level stress;phra-level stress. Three ways to show stress pattern of words: U gestures, u the voice, u the blackboard . Practicing intonation:1). There are many subtle ways: surpri, complaint,sarcasm，friendliness, threats etc. 2). Two ways to make intonation: rising/falling arrows; draw lines Unit 7 Teaching Grammar
1.Grammar prentation methods:
1)The deductive method: The deductive method relies on reasoning, analysing and comparing.1) The rule is given first. 2) The teacher explains the rules with examples (in the students‟native language and u grammatical terms, comparison may be done between the newly prented structure and previously learned structures language and the native language). 3) Students apply the rules to given situations(practices).2)The inductive method:The teacher provides learner with authentic language data and induces the learners to realize grammar without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. After prentation, the students are invited to apply the newly prented structure to produce ntences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.3)The Guided Discovery Method:The students are induced to discover rules b
y themlves. The process of the discovery is carefully guided by the teacher and the rules are elicited and taught explicitly
2.Prenting new grammatical items by providing a reading text or a listening text:Prenting grammar using listening as input suggested by Ellis:Listening to comprehend;Listening to notice;Understanding the
grammar point;Checking;Trying it out
七言绝句诗3.Two categories of grammar practice:Mechanical practice;Meaningful practice. 1.Mechanical practice involves(1) Substitution drills : the students substitute a part in a structure so that they get to know how that part functions in a ntence. Sometimes certain prompts are given.(2) Transformation drills :the students change a given structure in a way so that they are expod to another similar structure. The type of exerci also helps the students to have a deeper understanding of how the structures are formed and how they are ud.2. Meaningful practice: In meaningful practice the focus is on the production, comprehension or exchange meaning though the students "keep an eye on" the way newly learned structures are ud in the process. Meaningful practice usually comes after mechanical practice.
4. Using prompts for meaningful practice:1). Using picture prompts:Ss produce ntences bad on the pictures provided 2). Using mime or gestures as prompts. 3).Using information sheet as prompts4). Using key phras or key words as prompts. The students are asked to produce language bad on pictures and key phras (words) provided by the teacher.5). Using chained phras for story telling. 6). Using created situations.
