1、 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 vocabulary
2、Language teacher qualifications： 1、a good command of spoken and written language 2、formulate theory presupposition 3、language background and experience 4、know how languages are learnt 5、the ability to use methods in various situations 6、deep understanding of cultural background 7、understanding the p
3、rinciples 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 acquis
4、ition（语言习得）4）Learners in their earlier years acquire control over essential structure of their language without 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
5、 theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input-absorb-output Language 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
6、theory: learning is a process of meaning construction based on learners own knowledge and experience.S -AT-R（刺激） （反应）Stimulus: assimilation and accommodation1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 21. CLT（交际英语教学）: it is an approach that considers the functional and social fact
7、ors in language, emphasizes that the aim of language teaching is to help the learners acquire communicative ability. It offers an effective way to learn language through language use.The basis: the theory of sociology and sociolinguistic.2. Language has two functions: A. the transactional functionto
8、 express the context B. the interactional（相互影响的） functionto show social relations and personal attitudeLanguage is used to perform certain communication functions; use all skills: A. Receptive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: t
9、each the part of language in real life rather than all the language students develop all the language skills.3. Traditional pedagogy （传统教学法）: focus on the forms of language.4. Traditional class VS. CLTListening: to the teacher, to the tape sth.unpredictable, sth.authentic, sth.meaningfulReading: lea
10、rning language get information, exact meaning, different skillsSpeaking: repeating, answering, retelling sth.creating, express oneselfWriting: composition, translation write to express oneself, ones feeling, ones thought; write what people write in the way people write.5. Linguistic Competence （= la
11、nguage com.）Chomsky: tacit knowledge of language structures and the ability to use the knowledge to understand and produce language.6. Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately. 7. Features of CL
12、T:1.focus on developing communicative competence2.Focus on useful and necessary language3.Pay attention to the communicative task 4.Place importance on students being fluent5.Encourage students to take part in activities6.Understand the students are of different stand7.Aware that there is not just o
13、ne kind of English8. Merits of CLT:1.likely to give the students all skills2.More relevant3.Less waste of time and effort9. Demerit of CLT:1.make great demands upon the professional training and skills of the teacher2.Difficult to cheek what student have leart3.Dont offer the teacher the security of
14、 the textbook Unit 41. What is teaching?Teaching means ensuring that the students have learnt or mastered what is being taught through a proper sequence of steps, so the teacher should carefully prepare the lessons, arrange the steps, made full use of every second in class.2. Principles for good les
15、son planning A. Aim B. Variety C. Flexibility D. learning ability E. linkage3. Macro planning involves the following: A. the analysis of the school B. the analysis of the students （information, background） C. the analysis of the syllables （教学大纲）.（principle, purpose, requirement） D. the analysis of t
16、he textbook （教材分析） Ethe teaching methods and reform（教学方法及其改革） Fthe teaching objective and arrangement（整体教学目标及安排）4. Components of a lesson plan: 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 act
17、ivities and assignments H. After lesson reflection5. How to make a micro plan. A. The teaching aims and demands （ability, knowledge） B. The teaching contents a. vocabulary , phrase b. structure c. grammar d. skills C. The teaching important and difficult points D. The teaching methods and aims E. Th
18、e teaching procedure a. stage 1: warm-up activities b. stage 2:（ step1: presentation -step 2: pratice-step3: production） c .stage 3: lesson summary d. stage 4: assignments/optional activities e. stage 5: after class reflectionUnit 5. The role of the teacher （based on the function of the teacher）:1.
19、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 criticism3. Organizer : task based on teachin
20、g to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provide: as a walking dictionary. Rules for making instructions effective:1. simple 2. natural 3. target language/body language 4. give time to get used to listeni
21、ng to English 5. Model the tasks/activities before doing them clear instructions. The common student groupings are: a. whole class work; b. pair work; c. group work; d. individual study. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning ca
22、n be more effective哪些因素影响学生纪律：1.teachers behaviora . choice of methodologyb. teachers preparation for the learnersc. interpersonal relationship with the learners2. motivation/ purpose/ desire/ surrounding. How to maintain the discipline:1. create a code of behavior2. be consistent in applying the ru
23、les3. be friendly and talk to students4. immediately action 5. be fair to everyone deal with problems impersonally . Measures for indisciplined acts and badly behaving students:（P81）1.act immediately2.stop the class3.rearrange the seats4.change the activities5.talk to students after class6.create a
24、code of bahaviour. Advice about problems on class: （P81）1.deal with it quietly2.dont take things personally3.dont use threats. Question in the classPurpose:1. to focus on the students attention;2. to invite thinking and imagination; to check the understanding;3. to simulate the students to recall in
25、formation;4. to challenge students;5. to assess learningTypes of question （P83）1.close question- only one answer2.open question- many different answer. Dealing with errors 1. Mistake- with nothing to do with language competence （caused by carelessness self-correction）2. Error- has sth to do with the
26、 language competence （caused by lacking of knowledgebe dealt with the help of the teacher and other classmates）3. Dealing with spoken errorsa. fluency activity -after the activityb. accuracy activity -while the activity4. How to correcta. indirect teacher correction b. direct teacher correction c. s
27、elf-correctiond. peer- correctionUnit 61. The role of pronunciation 2 views:a. pronunciation will take care of itself neednt teach pronunciationb. poor pronunciation is a great hindrance in language learning For Chinese: pronunciation is important depend on a. Chinese is different from Englishb. Chi
28、nese have little exposure to English2. The goal of teaching pronunciation We can never get the native-like pronunciation a. Critical Period Hypothesis b. the amount of exposurec. biological and physiological differences our realistic goal of teaching pronunciation （P93）a. Consistency b. Intelligibility c. Communicative efficiency3. Aspects of pronunciation focus on sounds,
