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Unit1Knowledge:sth thatcan belearnedSkills:sth thatonly can be gainedthrough practiceor training,Language skills:listening,speaking,reading and writingLanguage is a systemof arbitraryvocal symbolsused forhuman communicationoViewson language:
1.Structural viewlanguage competence一The founder:Saussure一The structuralview of language seeslanguage asa linguisticsystem madeup ofvarioussubsystems:l.the soundsystem phonology
2.sound combinationsmorphology
3.meaning forcommunicationsyntax一Learning the language isto learn the structuralitems,study theinner structureand ruleof language,ignore thesocial functionsof thelanguageo、2Functional view一Representative:Johnsonmarrowswain canalthe core:grammar一The functionview notonly seeslanguage asa linguisticsystem butalso ameans fordoing things一Learners learna languagein orderto be able todoing thingswith itUsethe linguisticstructure to express functions
3.1nteractional viewcommunicative competence一Emphasis:appropriateness—Language isa communicativetool,which mainuse isto buildup andmaintain socialrelationsbetween people一Learners needto knowthe rulesfor usingthelanguagein certaincontext——The structuralview limitsknowing alanguage toknowing itsstructural rulesand3Grammar practiceis usuallydivided intotwo categories,mechanical practiceandmeaningful/communicative practiceThe deductive method:Step:1presentation of the grammarrules2study of the examples3conclusion4drillsThe guideddiscovery method:Step:1presentation ofcontextualized scenariosillustrating aspecific structure5induce studentsto findthe rulesstructures6teach/learnthenew rulesstructures7drillsThe roleof Grammar1Grammar competenceis onecomponent ofcommunicative copentence2Grammar makesexpression formal,accuracy3Instructive learnsare foundto outperformuninstructed learnersUnit8l.Ite.o.vocabulary:words.compounds.phrases.idiomsA:passive/receptive words:words thatcan berecognized orcompared inreading andlistening butcannot beused automaticallyin speakingandwriting.B:active/productive words:words thatcan berecognized andalso beused inspeech andwriting bylearners.
2.AspecLo.learnin..word:A:pronounciation stress+soundB:formspelling+grammatical propertiesC:meaning denotative meaning+connotative meaningD:usage collocation,synonyms,antonyms,hyponyms
3.Way.t.sho.meaning:A:using visualsrealobject,pictures,drawings.etc.B:giving examplesCiusingthe learnier*on language
4.1mplication.fo.teachin.vocabulary.A:both denotativeand connotativemeaningsB:in contextsC:in groupsof reflectedwordsD:word formationis usefulin developingE:vocabularyF:difference betweenpassive andactive ways
6.Wa.o.presentin.vocabular.lprovide avisual orphysical demonstrationwhenever possible2provide averbal contextto demonstratemeaning3use synonymsor antonymsto explainmeaning4use lexicalsets orby ponymsto showrelation ofwords andmeanings.5translate andexamplify6use wordformation.etc.Unit
91.Wh.d.listenin.com.firstA.students.impossibl.t.produc..soun.doesn,.exis.i.thei.mothe.tongue.B.students.impossibLt.produc..soun.wit.th.righ.stress.rhythm.intonatio.withou.providin.the..model.
2.Th.essenc.o.listeningIt isperfectly possibleto hear,but herehear is not listening,similarly itis possibleto listen,but notunderstand,listening meanscomprehend whatyou hear.
3.Wh.doe.listenin.see.s.difficultThe difficulties:A,quickly forgetwhat isheardB,dont recognizethe wordsyou knowC,understand thewords butnot theintended messageD,while thinkingabout the meaning,neglect thenext partE,cant formthe mentalrepresentationUnitlOSpeaking isthe skillthat the students willbe judgeupon mostin real-life situationSpeaking isto㈠㈡express oneselfthe feelingof oneselfthe experienceof oneselfTypeof speakingtasks concludepre-communicative activitiesand CommunicativeactivitiesDesignin.speakin.task.conclud.maximu.foreig.talk.eve.participation.hig.motivatio..righ.languag.leve.The featureof speakingis spontaneousand time-constraintUnit
111.To summarize,reading aloudand silentreading aretwo typesof readingpractice.
2.Readin.alou.help.studenLt.practic.o.acquir.goo.pronunciation.intonation.an.buil.u.confidenc.i.speaking.Silen.readin.help.studenLLcomprehen.th.meanin.t.ge.information.3・Three kindsof readingmaterials:fast/rapid reading,intensive readingand extensivereading.
4.Ther.ar.tw.broa.level.i.th.ac.o.reading.L.recognitio.tas.o.perceivin.visua.signaLfro.th.printe.pag.throug.th.eyes.
2..cognitiv.tas.o.interpretin.th.visua.information.
5.Three modelsfor teachingreading:bottom-up model,top-down modeland interactivemodel.
6.Fiv.principle.fo.teachin.reading.l.Accessibl.readin.materiaIs.
2.Clea.prepare.tasks.
3.Developin.student.readin.strategies.
4.Enoug.guidance.
5.Promotin.th.student.readin.ability.
7.Predicting isan importantreading skill.
8.Predictions canbe donemany different ways:predicting basedon thetitle,predicting basedonvocabulary andpredicting on the T/F questions.
9.Pre-reading activities:predicting,setting thescene,skimming,and scanning.
10.While-reading stage:sophisticated input,transition device,output,under referenceand makingreference.
11.Post-reading activities:Gap-filling,discussion,role play,retelling andwriting.
12.Readin.mean.th.constructio.o.meanin.fro..printeeo.writte.message.论述题
1.Ho.t.B..Goo.Englis.TeacherT.b..goo.Englis.teache.doe.no.onl.depen.o.hi.o.he.comman.o.th.languag.bu.o.othe.elements.Thes.element.ca.b.categorize.int.thre.groups.ethi.devotion.professiona.qualitie.an.persona.styles.Thes.thre.aspect.constitut.th.professiona.competenc.o..goo.Englis.teacher.However.th.mos.importan.an.mos.difficuI.par.o.bein..goo.Englis.teache.i.no.th.professiona.competenc.bu.th.developmen.o.it.Th.developmen.o.professiona.competenc.fo..goo.Englis.teache.involve.tw.stage.an..goal.Th.firs.stag.i.languag.development.Al.Englis.teacher.ar.suppose.t.hav..soun.o.Englis..A.languag.i.th.subjec.matte.fo..languag.teache.an.als.becaus.languag.alway.changing.languag.developmen.ca.neve.com.t.a.end.Th.secon.stag,involve,thre.sub-stages.learning,practice,an.reflection.Th.learnin.stag.i.actuall.th.pur posefu.preparatio.whic.includes.learnin.fro.others.experience.learnin.th.receive.knowledg.an.learnin.fro.one.ow.experienc.a..learner.Th.learnin.stag.i.followe.b.practic.tha.ca.b.use.i.tw.senses.I.on,sense.i.i..shor.perio.o.tim.assigne.t.d.teachin.practice.Th.othe.sens.o.practic.i.th.rea.classroo.teaching.Teacher.benefi.fro.practic.i.the.kee.o.reflectio.o.wha.the.hav.bee.doing.Ideally..teache.shoul.b.abl.t.attai.hi.o.he.goal.tha.i.th.professiona.competenc.afte.som.perio.o.practic.an.reflection.Actuall.professiona.competenc.i.’.movin.targe.o.horizon.whic.professional.trave.al.thei.professiona.lif.bu.whic.i.neve.finall.attain ed.
2.Ho.ca.on.becom..goo.languag.teacherTh.mos.importan.an.mos.diffProfessionalicul.par.o.tcompetenceh.makin.o..goo.languag.teache.i.th.developmen.o.professiona.competence.whic.i.th.stat.o.qua lit.上o ein.adequatel.qualifie.fo.th.profession.an.arme.wit..specifi.rang.o.skills.strategies.knowReceivedledge.an.a PracticeknowledgeLanguagebility.Walldevelopmentac.use.th.f Reflectionollowin.Ownreflectiv experience.model.t.demonstrat.th.developmen.o.professiona.cStage1ompetence.Th.mode,Stage2i.a.adapte.versio.t.illGoalustrat.th.pr.Fro.th.abov.model,oces.o.becomin..profw.ca.se.th.developmeessionall.competen.tn.o.professiona.compeacher.Others eexperiencetenc.fo.languag.teachis.teacher.ar.suppose.t.hav..soun.comman.o.English.A.languag.i.th.subjec.matte.fo.languag.teacher.an.als.becaus.languag.i.alway.changing.languag.developmen.ca.neve.com.t.a.end..Th.secon.stag.i.th.mos.crucia.stag.an.i.i.mor.complicate.becaus.i.involve.thre.sub-stages.learning.practic.an.reflection.Learnin.stag.whic.i.th.preparatio.befor.Janguag.teache.start.th.practic.o.teaching.Thi.preparatio.ca.include:l.learnin.fro.other.experience
2.1earnin.th.receive.knowledge
3.1earnin.fro.one,.ow.experienc.a..learner.Teachers benefitfrom practiceif theykeep onreflecting onwhat theyhavebeendoing.However,professional competenceas anultimate goaldoes notseem tohave anend.配交际英语教学法3011111111112m.
121181128.102±1118Definition:I.i.a.approac.tha.consider.th.functiona.an.socia.factor.i.language.emphasize.th.ai.o.languag.teachin.i.t.hel.th.learner.acquir.communicativ.abilityJ.offer.a.effectiv.wa.t.lear.languag.throug.languag.use.Basis:The theoryof sociologyand sociolinguistics.Principles:
1.Communication principle;
2.Task principle;
3.Meaningfulness principle.Features:
1.Focus ondeveloping communicativecompetence;
2.Concentrate onuseful andnecessary language;
3.Pay attentionto thecommunicative tasksto achieve;
4.Place importanceonthe students being fluent;
5.Encourage studentsto takepart inthe activities;
6.Understand thestudents areof differentstandards;
7.Aware thatthere isnot justone kindof EnglishVariety.
4.Task-base.Languag.Teachin.TBLT..TBL.is.i.fact..furthe.developmen.o.Communicatio.Languag.Teachin.CLT.I.share.th.sam.beliefs.a.languag.shoul.b.learne.a.clos.a.possibl.t.ho.i.i.use.i.rea.life.However.i.ha.stresse.th.importanc.o.combinin.form-focuse.teachin.wit.communication.focuse.teaching.definition..I.stresse.holisti.an.realisti.inpu.an.outpu.an.th.focu.i.o.th.students.learning.rathe.tha.o..se.o.discret.languag.knowledge.an.task.ca.contribut.t.whole-perso.development-no.jus.linguisti.development.Th.attentio.t.students.needs.interest.an.abilitie.mean.tha.w.shoul.var.ou.teachin.style.t.tak.accoun.o.th.differen.way.i.whic.student.learn.featureMerits anddemerits4points根据BasisPrinciples4暂无Goals
5.Ho.t.teac..goo.spoke.EngIis.lessonTeachin.spoke.Englis.ha.lon.bee.attache.wit.grea.importance.Certainly.ho.t.giv..goo.spok.Englis.lesso.i.o.significance.Firs.o.all.distinction.betwee.spoke.Englis.an.writte.Englis.shoul.b.mad.clearly.s.a.t.understan.th.feature.o.spoke.language.Lterm.o.spoke.English.i.contain.fou.feature.a.follows.usin.les.comple.syntax.takin.shor.cuts.usin.fixe.conventiona.phrases.an.usin.device.suc.a.fillers.hesitatio.devic.t.giv.u.tim.t.thin.befor.speaking.Secondly,principles forteaching speakingshould benoticed aswell,which mainlyinclude thenextfour aspects——balancing accuracybased withfluency andpractices,contextualizing practice,personalizing practice,and buildingup confidence,maximizing meaningfulinteractions,helpingstudents developspeaking strategiesand makingthe bestuse ofclassroom learningenvironment toprovidesufficient languageinput andpractice forthestudents.Finally.whe.w.desig.speakin.tasks.on.importan.consideratio.i.th.languag.proficienc.leve.o.th.students.W.shoul.desig.th.activitie.an.practic.i.accordanc.wit.student.ability.an.tr.t.diversif.th.fbrm.s.a.t.arous.thei.interest..论述怎样组织一堂课6READINGReading isthe constructionof meaningfrom aprinted orwritten message.First we should bearin mindthe followingprinciples:A.accessibl.readin.materialsB.cleare.prepare.tasksC.promot.student.readin.strategiesD.enoug.guidanc.E.promotin.th.student.readin.abilit.models.Then duringthe tasksweshouldteach thestudent ofthree techniquesas:bottom-up model,top-down modelinteractive modelTeachingprocedures canbe dividedinto threestages as:pre-reading,while-reading,post-reading.Reading comprehensionisacognitive task,teacher helpdevelop thestudents strategiesof interpretingthevisual information,relating thereceived informationwith thereaders owngeneral knowledge,andreconstructing themeaning thatthe writerhad meantto convey.feature教案Teaching GrammarBackgroundinformation:Students:28Senior highschool studentsLessonduration:45minsTeaching objectives:By theend of the lesson,students shouldbeableto:
1.The rulesof changingthe verbsinto pastparticiple form
2.The usageofthepast simple tenseTeaching content:The patsimpletenseTeachingaids:backboard,chalk
2.Teachin.procedures:
1.Presentatio.o.th.gramma.rules
3.Giving exampleto illustratethe rule
4.Presentation ofthe requirementsofthepast simpletense to the verb
5.drillsHomework:use thepast simpletense tomake somesentencesReflection:to bewritten immediatelyafter thelesson（详细请见书本页）62vocabularyLanguage teacherqualifications:
1.a goodcommand ofspoken andwritten language
2.formulate theorypresupposition
1.1anguage backgroundand experience
4.know howlanguages arelearnt
5.the ability to usemethods invarious situations
6.deep understandingof culturalbackground、7understanding theprinciples of teachingThese elementscanbecategorized intothree groups:ethic devotion,professional qualitiesandpersonal stylesViewon languagelearning
11.Psycholinguistic.th.relationshi.betwee.languag.an.thinking.2Thinking inlanguage3Language isnecessary forthought.语言习得4Language acquisition5Learners intheir earlieryears acquirecontrol overessential structureof theirlanguage withoutspecialteaching andlearning ina effortlessand almostan unconsciousway likethe formationof ahabitpeople preferfirst languageacquisition tofirst languagelearning.
2.Cognitive theory:the rulefor peopleto awareto cognizesth.Cognitive processes:Process:input——absorb——outputLanguage learningisnot just stimulate-reflection,but theusing ofour subjectivecapabilities,theusing ofour cognitiveabilitytothink thelanguage andstudying itactively.
3.Constructivis.theory.learnin.i..proces.o.meaniii.constructio.base.o.learner.ow.knowledg.an.experience.S----------AT-----------R（刺激）（反应）Stimulus:assimilation
①and accommodation
②①把外部知识纳入自身纳入自身后也不相符，就要对原有知识进行变化，也就是一种原有懂得和外部知识保持联络日勺创新日勺过程Unit2（交际英语教
1.CLT学）Jj.a.approac.tha.considenth.functiona.an.sociaJactoraJanguage.emphasize.tha.th.ai.oJanguag.teachin.i.t.hel.th.learner.acquir.communicativ.ability.Loffer.a.effectiv.wa.t.lear.languag.throug.languag.use.The basis:the theoryof sociologyand sociolinguistic.
2.Languag.ha.tw.functions.A.th.transactiona.function—t.expres.th.contex..（互相影响B.th.interactional Btl.fiinctioiift.sho.soda.relation.an.persona.attitiideLanguag.i.use.t.perfor.certai.communicatio.functions.us.al.skills.A.Receptiv.skill.listenin.an.readin.B.Productiv.skilI.speakin.an.writing.use.i..certai.socia.context.teac.th.par.o.languag.i.rea.lif.rathe.tha.aLth.languag.studenLdevelo.aLth.languag.skills.
3.Traditiona.pedagog.（老式教学法）.focu・o・th・form・o・langiiage.
4.Traditiona.clas.VS.CLTListening:to the teacher,to thetape-^sth.unpredictable,sth.authentic,sth.meaningful一Reading:learning languageget information,exact meaning,different skillsSpeaking:repeating,一answering,retelling sth.creating,express oneself一Writing:composition,translation writetoexpressoneself,ones feeling,ones thought;write whatpeople write inthe waypeoplewrite.
5.Linguisti.Competenc..languag.com.Chomsky:tacit knowledgeoflanguagestructures and the abilityto usethe knowledgeto understandandproduce language.
6.Communicativ.CompetenceBot.knowledg.abou.th.languag.an.th.knowledg.abou.ho.t.us.th.languag.i.communicativ.situatio.appropriately.
1.
7.Feature.o.CLT:
2.focus ondeveloping communicativecompetence
3.Focus onuseful andnecessary language
4.Pay attentiontothecommunicative task
5.Place importanceon students*beingfluent
6.Encourage studentsto takepart inactivities
7.Understand thestudents areof differentstand
8.Aware thatthere isnotjustone kindof English
1.
8.Merit.o.CLT:
2.likely togive thestudents allskills
3.More relevant
4.Less wasteof timeand effort
1.
9.Demeri.o.CLT:
2.make greatdemands uponthe professionaltraining andskills ofthe teacher
3.Difficult tocheek whatstudent haveleart
4.Don,t offertheteacherthe securityofthetextbookUnit4l.Wha.i.teachingTeaching meansensuring thatthestudentshave learntor masteredwhat isbeing taughtthrough apropersequence ofsteps,so theteacher shouldcarefully preparethe lessons,arrange thesteps,made fulluseofevery secondin class.l.Principle.fo.gooJesso.planning.A.Ai...B.Variet..C.Flexibilit..D.learnin.abilit..E.linkage
3.Macr.plannin.involve.th.following:.A.th.analysi.o.th.school.B.th.analysi.o.th.student.information.background.
2.由・@1^1丫
510.由・5丫1匕13怕.教学大2冈.principle.purpose.requirement口,由・2皿1^.
0.由.1©*由
00.教材分析教学措施及其改革E.the teachingmethods andreform整体教学目的及安排F.the teachingobjective andarrangement
4.Componento.Jesso.plan:.A.Backgroun.informationB Teachingaims.C.Languag.content.an.skills.D.stage.an.procedures.E.Teachin.aids.F.En.o.lesso.summary.G.Optiona.activitie.an.assignments.H.Afte.lesso.reflection5・Ho・t・mak・・micr・plan・.A.Th.teachin.aim.an.demand.ability.knowledge.B.Th.teachin.contents・.a.vocabular..phrase..b.structure..c.grammar..d.skills.C.Th.teachin.importan.an.difficul.points.D.Th.teachin.method.an.aims.E.Th.teachin.procedure..a.stag.
1.warm-u.activities・.b.stag.2:.step
1.presentatio.-----ste.
2.pratice-------step
3.productionc.stage3:lesson summary..d.stag.
4.assignments/optiona.activities..e.stag.
5.afte.clas.reflectionUnitsI・Th.rol.o.th.teache.base.o.th.functio.o.th.teacher:
1.Controller.contro.th.pace.th.time.th.targe.language.th.student.
2.Assessor,tw.thing.a.a.corrector.correc.th.mistakes.organizin.fee.bac.th.learnersb.a.evaluator.t.creat..success-oriente.learning.atmosphere.mor.praise.les.criticism
3.Organize..tas.base.o.teachin.t.desig.task.an.
1.organize
4.Prompter.t.giv.appropriat.prompt.hints
5.Participant.t.tak.par.i.th.activities
6.Resource-provide.a..walkin.dictionaryII.Rule,fo.makin.instruction,effective:l.simpl.
2.natura.
3.targe.language/bod.languag..
4.giv.tim.t.ge.use.t.listenin.t.Englis.
5.Mode.th.tasks/activitie.befor.doin.the.clea.instructions ni.Th.commo.studen.grouping.are.a.whol.clas.work.b.pai.work.c.grou.work.d.individua.studyIV.Disciplin.refer.L.cod.o.conduc.whic.bind..teache.an..grou.o.student.togethe.s.tha.learnin.ca.b.mor.effective哪些原因影响学生纪律
1.teachers behavior..choic.o.methodologybleacher.preparatio.fo.th.1earnersc.interpersona.relationshi.wit.th.learners
2.motivation.purpose.desire.surroundingV.Ho.t.maintai.th.discipline:
1.creat.cod.o.behavior
2.b.consisten.i.applyin.th.rules
3.b.friendl.an.tal.t.students
4.immediatel.actio.
5.b.fai.t.everyon.dea.wit.problem.impersonal!.
1.VI.Measure.fo.indiscipline.act.an.badLbehavin.students:P
812.act immediately
3.stop theclass
4.rearrange theseats
5.change theactivities
6.talk tostudents afterclass
7.create acode ofbahaviour
1.VH.Advic.abou.problem.o.class.P
812.deal withit quietly
3.dont takethings personally
4.dont usethreatsVUI.Questio.i.th.classPurpose:
1.t.focu.o.th.students.attention..
2.t.invit.thinkin.an.imagination.t.chec.th.understanding.
3.t.simulat.th.student.t.recal.information.
4.t.challeng.students.
5.t.asses.learningTypes ofquestion P
831.close question-only oneanswer
2.open question-many differentanswer•••IX.Dealin.wit.error.•一l.Mistake.wit.nothin.t.d.wiLlanguag.competenc.cause.b.careIessnes..self-correction
2.Error-™.ha.st.t.d.wiLth.languag.competencXcause.b.lackin.o.knowledge-b.deal.wit.th.hel.o.th.teache.an.othe.classmates
3.Dealin.wit.spoke.errorsa.fluenc.activit.——afte.th.activityb.accurac.activit.——whil.th.activity
4.Ho.t.correcta.indirec.teache.correctio.b.direc.teache.correctio.c.self-correctiond.peer.correctionUnit6l.Th.rol.o.pronunciation12views:a.pronunciatio.wil.tak.car.o.itsel.needn.teac.pronunciationb.poo.pronunciatio.i..grea.hindranc.i.languag.learningC2For Chinese:pronunciation isimportant dependona.Chines.i.differen.fro.Englishb.Chines.hav.Iittl.exposur.t.English
2.Th.goa.o.teachin.pronunciatio.1We cannever getthe native-like pronunciationa.Critica.Perio.Hypothesi.b.th.amoun.o.exposurec.biologica.an.physiologica.differences
②our realisticgoal ofteaching pronunciationP93a.Consistenc..b.Intelligibilit..c.Communicativ.efficiency
3.Aspecto.pronunciatio.
①focus onsounds,stress andintonation,these changethemeaningof asentence2The waysofteachpronunciation:Stepl.Givin.mode...Step
2.Imitatin...Step
3.Checkin.explaining..Step
4.Givin.example..Step
5.Comparin..Step
6.Meaningfu.practic.Unit71There aredifferentwaysof presentinggrammar inclassroom:Thedeductivemethod,the inductivemethod,andthediscovery method..Penningto.propose..synthesi.approac.t.grammatica.pedagogy.Sh.emphasize.tha.gramma.teachin.shoul.b..collocational.constructive.contextua.an.contrast....。
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