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1、Unit 1Language 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.
2、 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-
3、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 lear
4、ning theory underlying an approach or methodusually 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 learning processes to be activated?6. Although these two questions have n
5、ever 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 mind processes new information, such as habit formation, ind
6、uction, making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.7. Two theori
7、es:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinner)- 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 pr
8、ocedure which has three major stages, stimulus, response, and reinforcement2) 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
9、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 qualitiesEthic devotionProfessionalpersonal stylesqualitieswarm -heartedcreativeFlexible 灵活的hardworkingenthusiastic Caringkindwell-prepared 准备充分的disciplinedResourceful 知识渊博的authoritat
10、ivewell-informed 见多 识 广 的 accuratespeaking clearly Personally-trained经过专业训练的Dynamics 有动力的patientAttentive 专心的Intuitive 有洞察力的humorous9. How can one become a good language teacher? Wallaces(1991)Reflective model to demonstrate the development of professional competence(两种测试法：叙述/填表)Wallaces(1991)Reflec
11、tive modelGoalStage 1Stage 2From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal. The first stage is language training. All English teachers are supposed to have a sound command of English. Of course, language is alway
12、s changing so language training can never come to an end.The second stage seems to be more complicated because it involves three sub-stages:learning, practice, and reflection. The learning stage is actually the specific preparation(that a language teacher should make before they go to practice.)This
13、 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 ones own experienceBoth experiential knowledge (o
14、thers and ones own) and received knowledge are useful when the teachers go to practice. This is the combination of craft and applied science. The learning stage is followed by practice. The term practice can be used in two senses. In one sense, it is a short period of time assigned for student teach
15、ers to do teaching practice as part of their education, usually under thesupervision 监 督 of their instructors. This practice is also called pseudo practice. The other sense of practice is the real work that the teacher undertakes when he finishes his education.Unit 2 Communicative Principles and Act
16、ivities10. The ultimate goal of foreign language teaching is to enable the students 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 lang
17、uage system:grammatical knowledge in other words.13. Hymes (1979), communicative competence includes four aspects:1) knowing whether something is formally possible (grammatically acceptable), which is roughly equivalent to Chomskys linguisticcompetence 交流内容是否规范2) knowing whether something is underst
18、andable 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
19、 has the following features:1) It stresses the need to allow students opportunities for authentic and creative 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. S
20、tudents 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.).15. Richards and Rodgers(1986:72)three principles of Communicat
21、ive language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful task promote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports he l
22、earning process.16. Littlewoods(1981)classificationofcommunicativeactivities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities: Identifying pictures Discovering identical pairs Discovering sequences or locations Discovering missing inf
23、ormation Discovering missing features Discovering secretsCommunicating 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 dialoguesR
24、ole-playing through cues and informationRole-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). Communica
25、tive desire:3). Content, not form: 4). Variety of language:5). No teacher intervention:Unit 3Lesson 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 lesso
26、n 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 language contents of the lesson.2). It also helps the teacher to distinguish the various stages of a lesson an
27、d 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 fully engaged in the lesson.4). when planning the lesson, the teacher also becomes aware of the teaching aids thatare needed.5). Lesson p
28、lanning helps teachers to think about the relative value of different 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
29、an evaluation to the plan, identifying those parts which went well and those which were less successful.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 mean
30、s 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
31、 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
32、 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 s
33、hould 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 cou
34、rse: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 e
35、asier 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
36、 to practice, activities 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 an
37、d 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 Ps model: presentation, practice and production.(At the presentation stage, the teacher introduces n
38、ew vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the texts when necessary.At the production stage, the students are encouraged to use what they ha
39、ve 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 lesson
40、s, which have pre-listening, while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), a teacher needs 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 for
41、m;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. STRUCTUR
42、E/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 yesterdays homework (approx. 5 min
43、s).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: mak
44、ing suggestion.3. ADDITIONAL LANGUAGE: Declining: I dont feel like -ing.III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: You bring a/the/some .!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New s
45、tructure (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 (flashcards)d) Ditto. Books closede) Public check3. PRODUCTION (
46、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: (Fi
47、lled in immediately after the lesson).Unit 4Classroom Management37. Teachersroles:Before the class-PlannerDuring the class-1 Controller,2 Assessor,3 Organizer4 Prompter ,5 Participant, 6Resource-provider After the class-Evaluator38. Further comments on the different roles that the teachers play in the language 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). Corre