第一章
1. Views on language: Structural view, Functional view, interactional view.
2. Views on language learning and learning in general: Behaviorist theory, Cognitive theory, Constructivist theory, Socio-constructivist theory.
3. Elements that contribute to the qualities of a good English teacher: Ethic devotion, professional qualities, personal styles. ④补充的 excellent teachers:
flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communication.
4. Excellent teachers: Flexibility, Encouragement, Enthusiasm, Leading by example—e.g. risk taking, Integrity, Never stops learning, Good communication.
5. Stage 1 language development ,stage 2 learning from other`s experience learning the received knowledge learning from one`s own experience as a learner. Stage3 professional competence.
第二章
1. The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).
2Components of communicative competence: Linguistic competence, Pragmatic competence, Discourse competence, Strategic competence, Fluency.
3 3 principles of communicative language teaching :communication principle , task principle , meaningfulness principle
4 the key assumption in CLT is that students learn the language through engaging in a variety of communicative activities,
5 6 criteria for Evaluating how communicative classroom activities are: a. Communicative purpose: b. Communicative desire: c. Content, not form: d. Variety of language:
e. No teacher intervention: d. No material control:
6 Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)
Four components of a task: a purpose ,a context ,a process , a product.
7 Four sets of questions when designing tasks:(how to design tasks?) --- What is the objective of the task? --- What is the content of the task? --- How is the task to be carried out?
--- In what situation is the task to be carried out? 7. 5
个设计任务的步骤：
a. Think about students’ need, interests, and abilities b. Brainstorm possible tasks c. Evaluate the list
d. Choose the language items e. Preparing materials 第三章
1. Figure 3.1 Framework of objectives in the new National English Curriculum:
Learning Strategy: Cognitive, Self-management, Communication, Resourcing Language skills: Listening, Speaking, Reading, Writing
Language knowledge: Phonetics, Grammar, Vocabulary, Functions, Topics Cultural awareness: Knowledge, Understanding, Awareness
Affect and attitudes: International, Perspectives, Patriotism, Confidence, Motivation Questions: What is the main aim of English language teaching? What is it composed of?
What are the relations among all the components?
What are the major characteristics compared with the 1992 Syllabus?
The new curriculum is designed to promote the students ‘overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided to a few subcategories as shown in the diagram. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with
cross-cultural knowledge, awareness and capabilities.
2. LEVEL 2 covers Grade 5 and Grade 6
LEVEL 3 to LEVEL 5 are intended for the junior high school phase from Junior 1 to Junior 3(also named Grades 7-9)
LEVEL 6 and 7 are required of every senior high school student LEVEL 7 is requirement for every senior high school leavers
语言教学的目标 （课程目标）Overall Language Ability ①language
knowledge: phonetics, grammar, vocabulary, functions, topics ②language skills: listening, speaking, reading, writing ③learning strategy: cognitive, self management, communication, resourcing ④affect and attitude: international, perspectives, patriotism, confidence, motivation ⑤cultural awareness: knowledge, understanding, awareness.
第4章
1、what ‘s a lesson plan :A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.
2. P52: what can teachers benefit from lesson planning? (para. 2, totally there are 6 ideas)
Firstly, a class plan makes the teacher aware of the aims and language contents of the lesson. Secondly, it helps teacher distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lessons can move smoothly from one stage to another.
Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.
Fourthly, good lesson planning gives teachers, especially novice teacher, confidence in class. They know what they are going to do next therefore they can pay more attention to Ss’ reaction and performance in class rather than themselves.
Fifthly, when planning the class, the T also becomes aware of the teaching aids that are needed for the lesson.
Last but not least, planning is a good practice and a sign of professionalism.
3. P53: principles for good lesson planning
Aim Variety Flexibility Learnability Linkage
4. P54: what does macro planning involve?
a. Knowing about the profession: the T should get to know which language areas and language skills should be taught or practiced in the course, what materials and teaching aids are available, and what methods and techniques can be used.
b. Knowing about the institution: the T should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirement.
c. Knowing about the learners: the T should acquire information about the Ss’ age range, sex proportion, social background, motivation, attitudes, interests, learning needs and other individual factors.
d. Knowing about the curriculum/syllabus: the teacher should be clear about the principles, purposes, requirements and targets specified by the curriculum or syllabus. She/ He should also be aware of the methodological suggestions and assessment requirement for the course.
e. Knowing about the textbook: in China, teaching is generally based on a textbook provided to a teacher. Therefore, teachers should not only know the curriculum well but also know the textbook well in terms of its philosophy of teaching, organization of learning contents, major topics, recommended teaching methodology, unit components and ways of assessment.
f. Knowing about the objectives: the T should get to know what the learners are expected to achieve and able to do after one semester or a year’s learning so that he/she can design suitable activities to meet the objectives.
5. P55-60: 8 components of a lesson plan (micro planning) Background information Teaching aims
Language contents and skills Stages and procedures Teaching aids
End of lesson summary
Optional activities and assignments After lesson reflections
6. P59: models
for teaching a new structure-based lesson and for a
skill-oriented lesson (see the bold words)
Models for teaching a new structure-based基于结构lesson: Presentation, Practice, Production Models for teaching a new skill-oriented 导向lesson: Pre-reading, While-reading, Post-reading
7. 阅读教学的步骤
Pre-reading: 1. Arouse interest and introduce topics. ( lead in)
2. Teach key new words/phrases, predict content, etc. ( pre-tasks) While-reading: 1. Focus on overall understanding.
2. Focus on detail understanding/teach new words and sentences. Post-reading: Encourage personal response. 第五章
1. Classroom management is the way teachers organize what goes on in the classroom.
It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.
2. Efficient classroom management can be achieved when the following six
conditions are met:
a. The teacher plays appropriate roles. b. The teacher provides clear instructions.
c. Students are grouped in a way suitable for the learning activities. d. The teacher asks appropriate questions.
e. There is discipline as well as harmony in the class. f. The Ss’ errors are treated properly.
3. Roles of the teacher:
Controller Assessor Organizer Prompter Participant
Resource-provider
Teacher’s new roles(Guides researchers )
①controller: control the pace; control time; control the whole class. ②assessor: assess the students’ work; correct mistake; organize feedback. ③organiser: design and organize tasks ④prompter: give appropriate prompts; ⑤participant: join students ⑥resource-provider： instruction materials. ⑦new roles: facilitator; guide; researcher.