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）the discrete units of meaning 3、the system of combining units of meaning 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 linguistic 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 functions
3、Interactional view 交互语言观（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
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, induction, 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.Behavioristtheory,(Skinner and waston raynor)
A the key point of the theory of conditioning is that” you can train an animal to do anything if yo u follow a certain procedure which has three major stages, s timulus, response, and reinforcemen t
B the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.
4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.
5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows
6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (Z
PD) and scaffolding.
Unit 2
一，What makes a good language teacher?
ethic devotion, professional qualities ，certain desirable personal styles.
四， principles of communicative language teaching (CLT) 交际语言教学法原则
1) Communication principle: activities that involve real communication promote learning.
2) Task principle: activities in which language is used for carrying out meaningful tasks promote learning.
3) Meaningfulness principle: language that is meaningful to the learner supports the learning pro cess.
五，Howatt proposes a weak and a strong version of CLT.
Weak version: learners first acquire language as a structural system and then learn how to use it i n communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication. Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the languag e as the main means or necessary conditions for learning a language as they provide the experienc e for learners to see how language is used in communication.
六，PPP: presentation，practice，production
三. Principles for good lesson planning
A. 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 reflection
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 learners
b. as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism
3. Organizer : task based on teaching to design tasks and to organize
4. Prompter: to give appropriate prompts hints
5. Participant: to take part in the activities
6. Resource-provider: as a walking dictionary
Unit 6
一，Critical Period Hypothesis关键期假说
This hypothesis states that if humans do not 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 lexical items and their subcategories
2.Constructive offer learners a way to build elements that can be continually added in sequence
3.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 part in a structure so that they get to know how
that part function in a sentence
2.Transformation drills转换change a given structure in a way so that they are exposed to another similar structure
Unit 8
1.A: passive/receptive words :words that can be recognized or compared in reading and listening
but 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.
Unit15
Testing takes the pencil and paper form and it is usually done at the end of a learning period Assessmen t 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 skills can all be evaluated ,
四，bloom’s 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 ideas
3.application运用:applying acquired knowledge,facts ,techniques 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 informed judgement about information
or ideas based on a set of criteria.
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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 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 XX
Warming up。
