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1、Unit 1一，Views on language： 1、Structural view （language competence）结构主义语言观The founder： Saussure，lasen freeman&long 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）thediscreteunitsofmeaning
2、 3、 thesystemofcombiningunitsofmeaning for communication（syntax） The structural view limits knowing a language to knowing its structural rules and vocabulary 2 、Functional view功能主义语言观 Representative： Johnson、marrow、swain canal (the core: grammar) The function view not only sees language as a linguis
3、tic system but also a means for doing things功能不仅认为语言是一个语言系统,但也做事情的一种方式 Learners learn a language in order to be able to doing things with it Use the linguistic structure to express functions3、Interactional view 交互语言观（communicative competence） Emphasis：appropriateness Language is a communicative tool
4、，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二，View on language learning语言学习观1.Process-oriented theories:强调过程 are concerned with how the mind organizes new information such as habit formation, ind
5、uction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheor
6、y,(Skinnerandwaston raynor) Athekeypointofthetheoryofconditioningisthat”youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement B the idea of this method is that language is learned by constant repletion and the reinforcement of the teac
7、her. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitivetheory:Chomsky)thinksthatlanguageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammatical rulesinthesystemand
8、withknowledgeoftheseaninfinitenumberofsentencescanbeproduced.5.Constructivisttheory:(JohnDewey)theconstructivisttheorybelievesthatlearningisa procesinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesand whathe/heralreadyknows6.Socio-constructivisttheory:(Vygotsky)heemphasizesinteractionan
9、dengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Unit 2一，Whatmakesagoodlanguageteacher?ethicdevotion,professionalqualities，certain desirable personalstyles.四，principlesofcommunicativelanguageteaching(CLT)交际语言教学法原则 1) Communicationprinc
10、iple:activitiesthatinvolverealcommunicationpromotelearning.2) Taskprinciple:activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.3) Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.五，HowattproposesaweakandastrongversionofCLT.Weakversion:le
11、arnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.-theweakversionregardsovertteachingoflanguageformsandfunctionsasnecessarymeansforhelpinglearnerstodeveloptheabilitytousethemforcommunication.Strongversion:languageisacquiredthroughcommunication.Thelearnersdiscoverthes
12、tructuralsystemintheprocessofleaninghowtocommunicate.-regardsexperiencesofusingthelanguageasthemainmeansornecessaryconditionsforlearningalanguageastheyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunication.六，PPP: presentation，practice，production三. Principles for good lesson planning A.
13、 Aim B. Variety C. Flexibility D. learning ability E. linkage四. Components of a lesson plan教案的内容 A. Background information B Teaching aims C. Language contents and skills D. stages and procedures E. Teaching aids F. End of lesson summary G. Optional activities and assignments H. After lesson reflect
14、ion Unit 5二，The role of the teacher 教师的角色1. Controller: control the pace, the time, the target language, the student.2. Assessor: two things a. as corrector: correct the mistakes, organizing feed back the learnersb. as evaluator: to create a success-oriented learning, atmosphere, more praise, less c
15、riticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provider: as a walking dictionaryUnit 6一， Critical Period Hypothesis 关键期假说This hypothesis states that if humans do not
16、learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker. Unit 7 三，pennington grammatical pedagogy:1. collocational grammar should biuld on collocational relations between individual
17、lexical items and their subcategories2. Constructive offer learners a way to build elements that can be continually added in sequence3. Contextual it means that elements and structures are taught in relation to their context.四，mechanical practice机械操练1. substitute drills 替换the students substitute a p
18、art in a structure so that they get to know how that part function in a sentence2. Transformation drills转换 change a given structure in a way so that they are exposed to another similar structureUnit 81. A: passive/receptive words :words that can be recognized or compared in reading and listening but
19、 can not be used automatically in speaking and writing. B: active/productive words: words that can be recognized and also be used in speech and writing by learners.Unit 11 Sight vocabulary:words that one is able to recognise immediately are often referred to as sight vocabulary.Unit15Testing takes t
20、he pencil and paper form and it is usually done at the end of a learning periodAssessment involves the collecting of in formation or evidence of a learner s teaching and learning. Evaluation:can be concerned with a whole range of issues in and beyond language education :lessons courses programs and
21、skills can all be evaluated ,四，blooms taxonomy 目标分类学1.knowledge知识:recalling facts ,terms,and basic concepts prehension理解:understanding of facts and ideas by organizing ,comparing,translating interpreting,describing and stating the main ideas3.application运用:applying acquired knowledge,facts ,techniqu
22、es and rules in a different context.4.analysis分析:identifying relationships,causes or motives,and finding evidence to support main ideas.5.synthesis综合：combing elements in a different way and proposing alternative solutions,creative thinking. 6.evaluation 评价：present and defend opinions by making infor
23、med judgement about information or ideas based on a set of criteria.、Teaching objectives中心the Ss will be able to understand the main idea of an article about XX and can write a list of XX for XX.词汇be able to name the new word about XX in english using pictures as cues and be able to tell each other
24、whatXX they like.情感be able to talk about their opinions or feelings about XX to each other.其他tell the five simple forms ofXX can role play the dialogue of XXWarming upStepsTeachers activitiesStudents activitiesTime1T asks the Ss a question, Why do you like it?The Ss talk about their favorite 3.Pre-r
25、eading1.Predicting based on the title T shows the title and gets the Ss to predict what the text is about.The Ss make a prediction according to the title.32.predicting based on vocabularyT shows some pictures as cues of the article, let the student predict some lexical items Student are asked to pre
26、dict the words that they think are likely to occur in the text33skimmingAsk the students read quickly to get the main idea and answer the question .5While reading1.transition deviceDiagramPicture ,map ,table,provide ,subtitles,taking notes while reading,list.Read complete the XXaccording.72.Understanding referencesUnderlined pronoun,help students to 8Post reading1.discussion 2.role play act outGap filling 动词5retellingWhat do you think of .exchange opinion5 provides key words and phrases. Students retell the story according to.