1、 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 vocabularyLanguag
2、e teacher qualifications ：1、 a good command of spoken and written language2、 formulate theory presupposition3、 language background and experience4、 know how languages are learnt5、 the ability to use methods in various situations6、 deep understanding of cultural background7、 understanding the princip
3、les of teachingThese elements can be categorized into three groups ： ethic devotion ， professional qualities and personal styles1.Psycholinguistic: the relationship between language and thinking.1）Thinking in language2）Language is necessary for thought.3）Language acquisition（ 语言习得 ）4）Learners in the
4、ir 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 theory: the rule for people
5、to aware to cognize sth. Cognitive processes:Process: input-absorb-outputLanguage 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 theory: learning is a process
6、 of meaning construction based on learnerown knowledge and experience.S -AT-R（刺激 ） （反应 ）Stimulus: assimilatio n and accommodation s 把外面知识纳入自己 纳入自己后也不切合，就要对原有知识进行改变，也就是一种原有知道和外面知识保持联系的创新的过程。Unit 21.CLT （交际英语授课） : it is an approach that considers the functional and social factors in language, emphasiz
7、es that the aim of language teaching is to help the learners acquirecommunicative 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 functio n to express the context B.
8、the interactional（ 相互影响的 ） function to show social relations and personalattitudeLanguage is used to perform certain communication functions; use all skills: A. Receptiveskill: listening and reading B. Productive skill: speaking and writing; used in a certain socialcontext: teach the part of languag
9、e in real life rather than all the language students develop all the language skills.3.Traditional pedagogy （ 传统授课法 ） : focus on the forms of language.4.Traditional class VS. CLTListening: to the teacher, to the tape Reading: learning language get information, exact meaning, different skillsSpeaking
10、: repeating, answering, retelling sth.creating, express oneselfWriting: composition, translation write to express oneself, one s feeling, one s thought; writewhat people write in the way people write .5. Linguistic Competence （= language com.）Chomsky: tacit knowledge of language structures and the a
11、bility to use the knowledge tounderstand 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 CLT:1.focus on developing communicative competence2.Focus on useful and n
12、ecessary language3.Pay attention to the communicative task4.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 one kind of English8. Merits of CLT:1.likely to give the students all ski
13、lls2.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 the textbookUnit 41. What is teaching?Teaching means ensuring that the
14、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 lesson planningA. Aim B. Variety C. Flexibility D. learning ability E. linka
15、ge3.Macro planning involves the following:A.the analysis of the schoolB.the analysis of the students （information, background）C.the analysis of the syllables （ 授课大纲 ）.（ principle, purpose, requirement ）D.the analysis of the textbook （ 教材解析 ）4.Components of a lesson plan: A. Background informationG.O
16、ptional activities and assignmentsH.After lesson reflection5.How to make a micro plan.A.The teaching aims and demands （ability, knowledge）B.The teaching contentsa.vocabulary , phraseb.structurec.grammard.skillsC.The teaching important and difficult pointsD.The teaching methods and aimsE.The teaching
17、 procedurea. stage 1: warm-up activitiesb. stage 2:（ step1: presentation -step 2: pratice-step3: production）c .stage 3: lesson summaryd. stage 4: assignments/optional activitiese. stage 5: after class reflectionUnit 5. The role of the teacher （based on the function of the teacher）:1.Controller: cont
18、rol the pace, the time, the target language, the student.2.Assessor: two thingsa. 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 teaching to design tasks a
19、nd 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 language4.give time to get used to listening to English5.Model the
20、 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 can be more effective哪些因素影响学
21、生纪律： s behaviora . choice of methodologyb. teacher s 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 rules3.be friendly and talk to studen
22、ts4.immediately action5.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 code of bahaviour. Advice about problem
23、s on class: （P81）1.deal with it quietly2.don t take things personally3.don t 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 information;4.to challenge students;5.to
24、assess learningTypes of question（P83）1.close question- only one answer2.open question- many different answer. Dealing with errors1.Mistake - with nothing to do with language competence （caused by carelessness self-correction）2.Error - has sth to do with the language competence （caused by lacking of
25、knowledge bedealt 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 correctionb. direct teacher correctionc. self-correctiond. peer- correctionUnit 6The role
26、 of pronunciation 2 views:a. pronunciation will take care of itself needn t teach pronunciationb. poor pronunciation is a great hindrance in language learning For Chinese: pronunciation is importantdepend ona. Chinese is different from Englishb. Chinese have little exposure to EnglishThe goal of tea
27、ching pronunciationWe can never get the native-like pronunciation a. Critical Period Hypothesisb. the amount of exposurec. biological and physiological differences our realistic goal of teaching pronunciation （P93）a. Consistency b. Intelligibility c. Communicative efficiency3. Aspects of pronunciationfocus on sounds, stress and intonation, these change the meaning of a sentenceThe ways of teach pronunciation:Step1. Giving modelStep2. ImitatingStep3. Checking （explaining）Step4. Giving examplesStep5. ComparingStep6. Meaningfu
