1、在一些特定的讲学场合,比如书院、皇室,也称教师为“院长、西席、讲席”等。 Language skills: listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。Views on language: 1、Structural view (language competence)The founder: Saussure The structural view of language sees language as
2、a linguistic system made up of various subsystems:1、the sound system(phonology) 2、sound combinations(morphology)3、 meaning for communication(syntax)Learning the language is to learn the structural items,study the inner structure and rule of language,ignore the social functions of the language。2 、Fun
3、ctional view Representative: Johnson、marrow、swain canal (the core: grammar) The function view not only sees language as a linguistic system but also a means for doing things Learners learn a language in order to be able to doing things with it Use the linguistic structure to express functions3、Inter
4、actional view (communicative competence) 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 kno
5、wing its structural rules and vocabularyLanguage 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 c
6、ultural background 7、understanding the principles 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 i
7、s necessary for thought.3) Language acquisition(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 acquisit
8、ion to first language learning.2. Cognitive 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
9、and studying it actively.3. Constructivist 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
10、that considers the functional and social factors 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 t
11、wo functions: A. the transactional functionto 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
12、 writing; used in a certain social context: teach 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.unpredictab
13、le, sth.authentic, sth.meaningfulReading: learning 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 wa
14、y people write.5. Linguistic Competence (= language 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 communicati
15、ve situation appropriately. 7. Features of CLT: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 di
16、fferent stand7.Aware that there is not just one 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
17、leart3.Dont offer the teacher the security of 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 eve
18、ry second in class.2. Principles for good lesson 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).(principl
19、e, purpose, requirement) D. the analysis of the 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
20、aids F. End of lesson summary G. Optional activities 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
21、points D. The teaching methods and aims E. The 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 teach
22、er (based on the function of the teacher):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
23、criticism3. 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-provide: as a walking dictionary. Rules for making instructions effective:1. simple 2. natural 3. target language/body
24、 language 4. give time to get used to listening 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 g
25、roup of students together so that learning can 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 o
26、f behavior2. be consistent in applying the rules3. 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 ac
27、tivities5. talk to students after class6. create a 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
28、understanding;3. to simulate the students to recall information;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 carel
29、essness self-correction)2. Error- has sth to do with the 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. self-correctiond. peer- correctionUnit 61. The role of pronunciation 2 views:a. pronunciation w