Unit 1 Language and language learning
1.2 views on language in the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements. 结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。语言学习目标是掌握这些元素。
In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning. 交际 /
功能观，语言是表达功能性意义的载体。虽然语法特点依然包括在内，但更强调语言的语义和交际层面。因此语言学习目标是学习表达通讯功能和意义类别。
The last one is the interactional view of language, it sees language is the means for establishing and maintaining relationship between people, and for performing social transactions between individuals. So the target of language learning is initiate and maintain conversations with others. 交际观，语言是建立和维持人与人关系，执行社交的方法。语言学习目标，发起并维持对话 1.3 views on language learning and learning in general 课本定义
1.4 elements contribute to qualities of a good language teacher 1.5 how can one become a good language teacher? Unit 2 Communicative principles and task-based language teaching The ultimate goal of foreign language teaching is:
to enable the learners to use the foreign language in work or life. 2.2 communicative competence 定义谁给出 ? (Hymes) Hedge
的解释
Linguistic competence .
语言能力
是指理解语言本身，语言形式及其意义的能力。语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。语言能力是交际能力的基石，一个不可缺少的组成部份。
pragmatic competence 语用能力
是指学习者在特定的语境中针对特定的对象知道如何合适清晰地表达自己的意图的能力。用 Hymes
的话说就是知道 “
何时说，何时不说，和谁，什么时间，什么地点，以什么方式说些什么 ” 。
discourse competence
篇章能力
是指在口语或书面语中理解或创造连贯的上下文内容的能力，或称 话语能力
。例如：在口语或书面语中，使用‘首先，其次，然后，最后‘等保持上下文的连贯。
strategic competence
策略能力
是指如何在一个真实的交际情景下保持交际渠道通畅的能力。它包括以下三个方面： 1)
在口语和书面语冒险一试的能力； 2)
使用具体交际策略的能力； 3)
习得具体交际策略中的常用语言形式。
fluency 语言流畅
语言流畅是指自如地把言语单元有效连结起来的能力。流畅涉及语言的输出，多指口语的输出。流畅包括三个方面： 1
）语义流畅， 2
）词汇，句法流畅， 3
）发音流畅。
2.4 principles of communicative language teaching Three principles for CLT
These are the three principles suggested by Richards and Rodgers: Communication principle: Activities that involve real communication promote learning. 交际原则：涉及交际的活动可以提高学习的效果。例如：问路
Task principle: Activities in which language is used for carrying out meaningful task promote learning.
任务原则：用语言完成有意义任务的活动可以提高学习的效果
例如：通过目标语言设置课堂活动的规则
Meaningfulness principle: Language that is meaningful to learner supports the learning process. 意义原则：
对学习者有意义的活动有利于学习过程
Howatt
（ 1984
）指出，交际教学法流派中可分出 “ 温和派 ” 和 “ 激进派 ” 两种： “
激进派 ”
声称语言是通过交际习得的，因此这并不是一个激活已有的知识的问题，而是一个促进掌握语言系统本身的问题。可称作 “
用英语学英语 ” （
using English to learn it ）。 “
温和派 ”
强调向学习者提供使用英语进行交际的机会的重要性，将这类交际活动置于更大范围的语言教学中。可以称作 “
学用英语 ” （
Learning to use English ）
2.6 main features of communicative activities
素材的真实性
Communicative activities 的分类
Criteria for evaluating how communicative classroom activities p24 Communicative purpose; (information gap)
活动要涉及日常交际，为学习创造出一个信息沟 Communicative desire; (real need) 要为学生创造交际的需求
(Focus on ) Content, not form; (message)
活动的设置的要点是内容，不是形式。是和说什么有关，不是和如何说有关 Variety of language; (not just one language form, free to improvise/create) 语言形式的多样化
No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the ‘product’ or on communicative purpose rather than on the language.) 教师不要干预活动的进行，不要纠错，评估 No material control.
活动不应对学生使用的语言有要求，由学生自己选择哪种语言的使用 2.7 task-based language teaching A purpose- a clear purpose 目的要明确
A context- a real world relationship 要与现实生活的语言活动相似
A process- comprehending, using the language and communicating 任务执行的过程是理解的过程，使用语言的过程，是交际的过程 A product- nonlinguistic outcome 任务应该有一个非语言成果 ex, ex-tasks, tasks
的区别
2.8 PPP and Task-based language teaching
两个图表
Unit 3 The national English curriculum
3.3 task 3 The new curriculum is designed to promote 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 into a few sub-categories. 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.
新课标的设计是为了促进学生的综合语言能力，包含五个互相关联的部分，文化意识，情感态度，学习策略，语言技能和语言知识，每个部分进一步分为不同的小类别。语言的教学不再仅仅注重发展语言技能和知识，它已经扩展到发展学习者的态度，动机，信息，以及学习策略，跨文化的知识（例子），意识和能力。
Unit 4 Lesson planning
Proper lesson planning is essential for both novice and experienced teachers. Although preparation does not guarantee successful lessons, walking into a classroom unprepared is more often than not the beginning of a disastrous [ di'z ɑ :str ? s
]
lesson.
备好课对新教师（比如像我这样的）和经验丰富的教师来说至关重要。虽然备好课并不能保证成功的课堂教学，但没有准备就走进课堂，就不仅仅是一堂失败的课的开始。
4.3 Macro planning vs Micro planning Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.
宏观性的备课是对一个很长时期的课，例如整个课程、或一个学期的课程进行准备。
In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place.
从这个意义上来说，宏观性的备课就不是针对特定的哪节，或哪几节课进行教案的书写。它更重要的作用是为教师提供一个关于这门课的总的规划，并帮助教师理解、熟悉对语言教学所发生的环境进行。
Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.
那么微观性的备课就是具体到每一节课，或每一个单元的备课活动。它可以分为一到两周一次，每次设计的教学时间是 40-50 分钟。
Unit 5 Classroom management
5.1 the role of the teacher ‘The teacher plays the role of controller when he is completely in charge of the class’ (Harmer: 1988). By control we refer to what students do, when they speak and what language they use.
当课堂完全被教师控制的时候，教师所扮演的角色是‘控制者’。我们这里所说的‘控制’，包括控制学生做什么，什么时候做，使用什么语言形式去做等。 A prompter
to encourage students to participate or male suggestions about how to proceed in an activity An organiser
organizing the activities A participant
(co-communicator) in an organized activity such as debate or role play. A resource- provider
provide a source of language and knowledge. 5.3 student grouping 对应的活动
Whole class work
is where all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace.
全班活动，所有学生都在教师的控制下进行学习，以同样的节奏和进度执行同一项活动。
Pair work