第一章Viewsonlanguage:Structuralview,Functionalview,interactionalview.2.Viewsonlanguagelearningandlearningingeneral:Behavioristtheory,Cognitivetheory,Constructivisttheory,Socio-constructivisttheory.3.ElementsthatcontributetothequalitiesofagoodEnglishteacher:Ethicdevotion,professionalqualities,personalstyles.④補充的excellentteachers:flexibility,encouragement,enthusiasm,leadingbyexample,integrity,neverstoplearning,goodcommunication.4.Excellentteachers:Flexibility,Encouragement,Enthusiasm,Leadingbyexample—e.g.risktaking,Integrity,Neverstopslearning,Goodcommunication.5?Stage1languagedevelopment,stage2learningfromother'sexperiencelearningthereceivedknowledgelearningfromone'sownexperienceasalearner?Stage3professionalcompetence?第二章1.TheultimategoalofELT:theultimateofforeignlanguageteachingistoenablestudentstousetheforeignlanguageinworkorlifewhennecessary.Thusweshouldteachthatpartofthelanguagethatwillbeused(ratherthanallpartofthelanguage).2Componentsofcommunicativecompetence:Linguisticcompetence,Pragmaticcompetence,Discoursecompetence,Strategiccompetence,Fluency.33principlesofcommunicativelanguageteaching:communicationprinciple,taskprinciple,meaningfulnessprinciple4thekeyassumptioninCLTisthatstudentslearnthelanguagethroughengaginginavarietyofcommunicativeactivities,56criteriaforEvaluatinghowcommunicativeclassroomactivitiesare:■Communicativepurpose:Communicativedesire:Content,notform:Varietyoflanguage:Noteacherintervention:d.Nomaterialcontrol:6Definitionoftask:apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentioninprincipallyfocusedonmeaningratherthanform.(Nunan1989:8)Fourcomponentsofatask:apurpose,acontext,aprocess,aproduct.7Foursetsofquestionswhendesigningtasks:(howtodesigntasks?)---Whatistheobjectiveofthetask?---Whatisthecontentofthetask?---Howisthetasktobecarriedout?---Inwhatsituationisthetasktobecarriedout?5個設(shè)計任務(wù)的步驟：Thinkaboutstudents'need,interests,andabilitiesBrainstormpossibletasksEvaluatethelistChoosethelanguageitemse.Preparingmaterials第三章nrFigure3.1FrameworkofobjectivesinthenewNationalEnglishCurriculum:LearningStrategy:Cognitive,Self-management,Communication,ResourcingLanguageskills:Listening,Speaking,Reading,WritingLanguageknowledge:Phonetics,Grammar,Vocabulary,Functions,TopicsCulturalawareness:Knowledge,Understanding,AwarenessAffectandattitudes:International,Perspectives,Patriotism,Confidence,MotivationQuestions:WhatisthemainaimofEnglishlanguageteaching?Whatisitcomposedof?Whataretherelationsamongallthecomponents?Whatarethemajorcharacteristicscomparedwiththe1992Syllabus?Thenewcurriculumisdesignedtopromotethestudents‘overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedtoafewsubcategoriesasshowninthediagram.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners'positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.LEVEL2coversGrade5andGrade6LEVEL3toLEVEL5areintendedforthejuniorhighschoolphasefromJunior1toJunior3(alsonamedGrades7-9)LEVEL6and7arerequiredofeveryseniorhighschoolstudentLEVEL7isrequirementforeveryseniorhighschoolleavers語言教學的目標（課程目標）OverallLanguageAbility①languageknowledge:phonetics,grammar,vocabulary,functions,topics②languageskills:listening,speaking,reading,writing③learningstrategy:cognitive,selfmanagement,communication,resourcing④affectandattitude:international,perspectives,patriotism,confidence,motivation⑤culturalawareness:knowledge,understanding,awareness.第4章一what‘salessonplan:Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.Inotherwords,teachersneedtothinkabouttheaimstobeachieved,materialstobecovered,activitiestobeorganized,andtechniquesandresourcestobeusedinordertoachievetheaimsofthelesson.P52:whatcanteachersbenefitfromlessonplanning?(para.2,totallythereare6ideas)Firstly,aclassplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.Secondly,ithelpsteacherdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessonscanmovesmoothlyfromonestagetoanother.Thirdly,properlessonplanninggivesteacherstheopportunitytoanticipatepotentialproblemsthatmayariseinclasssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.Fourthly,goodlessonplanninggivesteachers,especiallynoviceteacher,confidenceinclass.TheyknowwhattheyaregoingtodonextthereforetheycanpaymoreattentiontoSs'reactionandperformanceinclassratherthanthemselves.Fifthly,whenplanningtheclass,theTalsobecomesawareoftheteachingaidsthatareneededforthelesson.Lastbutnotleast,planningisagoodpracticeandasignofprofessionalism.P53:principlesforgoodlessonplanningAimVarietyFlexibilityLearnabilityLinkageP54:whatdoesmacroplanninginvolve?Knowingabouttheprofession:theTshouldgettoknowwhichlanguageareasandlanguageskillsshouldbetaughtorpracticedinthecourse,whatmaterialsandteachingaidsareavailable,andwhatmethodsandtechniquescanbeused.Knowingabouttheinstitution:theTshouldgettoknowtheinstitution'sarrangementsregardingtime,length,frequencyoflessons,physicalconditionsofclassrooms,andexamrequirement.Knowingaboutthelearners:theTshouldacquireinformationabouttheSs'agerange,sexproportion,socialbackground,motivation,attitudes,interests,learningneedsandotherindividualfactors.Knowingaboutthecurriculum/syllabus:theteachershouldbeclearabouttheprinciples,purposes,requirementsandtargetsspecifiedbythecurriculumorsyllabus.She/Heshouldalsobeawareofthemethodologicalsuggestionsandassessmentrequirementforthecourse.Knowingaboutthetextbook:inChina,teachingisgenerallybasedonatextbookprovidedtoateacher.Therefore,teachersshouldnotonlyknowthecurriculumwellbutalsoknowthetextbookwellintermsofitsphilosophyofteaching,organizationoflearningcontents,majortopics,recommendedteachingmethodology,unitcomponentsandwaysofassessment.Knowingabouttheobjectives:theTshouldgettoknowwhatthelearnersareexpectedtoachieveandabletodoafteronesemesterorayear'slearningsothathe/shecandesignsuitableactivitiestomeettheobjectives.5.P55-60:8componentsofalessonplan(microplanning)BackgroundinformationTeachingaimsLanguagecontentsandskillsStagesandproceduresTeachingaidsEndoflessonsummaryOptionalactivitiesandassignmentsAfterlessonreflectionsP59:modelsforteachinganewstructure-basedlessonand

foraskill-orientedlesson(seetheboldwords)Modelsforteachinganewstructure-based基于結(jié)構(gòu)lesson:Presentation,Practice,ProductionModelsforteachinganewskill-oriented導向lesson:Pre-reading,While-reading,Post-reading7.閱讀教學的步驟Pre-reading:1.Arouseinterestandintroducetopics.(leadin)2.Teachkeynewwords/phrases,predictcontent,etc.(pre-tasks)While-reading:1.Focusonoverallunderstanding.2.Focusondetailunderstanding/teachnewwordsandsentences.Post-reading:Encouragepersonalresponse.第五章1.Classroommanagement1.Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.Itcontributesdirectlytotheefficiencyofteachingandlearningasthemosteffectiveactivitiescanbemadealmostuselessiftheteacherdoesnotorganizethemefficiently.AsthegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.Efficientclassroommanagementcanbeachievedwhenthefollowingsixconditionsaremet:Theteacherplaysappropriateroles.Theteacherprovidesclearinstructions.Studentsaregroupedinawaysuitableforthelearningactivities.Theteacherasksappropriatequestions.Thereisdisciplineaswellasharmonyintheclass.TheSs'errorsaretreatedproperly.Rolesoftheteacher:ControllerAssessorOrganizerPrompterParticipantResource-providerTeacher'snewroles(Guidesresearchers)controller:controlthepace;controltime;controlthewholeclass.assessor:assessthestudents'work;correctmistake;organizefeedback.③organiser:designandorganizetasks④prompter:giveappropriateprompts;?participant:joinstudents?resource-provider:instructionmaterials.⑦newroles:facilitator;guide;researcher.ClassroominstructionsGivingdirectionstotasksoractivitiesProvidingexplanationtoaconceptorlanguagestructureSettingrequirementsCheckingcomprehensionDrawingattentionMotivatinglearnersGivingfeedbackAssigninghomework對無紀律課堂的方法measures①actimmediately②stoptheclass③rearrangetheclass④changetheactivity⑤talktostudentsafterclass?createacodeofbehaviorStudentgroupingWholeclassworkPairworkGroupworkIndividualstudyDisciplineherereferstoacodeofconductwhichbindsateacherandagroupofSstogethersothatlearningcanbemoreeffective.Whatcontributetodiscipline:classroommanagement,T'sbehavior,S'smotivation.8.Questioningintheclassroom:TsusequestionstofocusSs'attention,toinvitethinkingandimaginations,tocheckunderstanding,tostimulaterecallofinformation,tochallengeSs,andtoasseslearning.議adviceaboutproblemsinclass①dealwithitquietly②don'ttakethingspersonally③don'tusethreats有效的課堂指令規(guī)那么rulestofollowformakinginstructionseffective:①usesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents?②usethemother-tongueonlywhenitisnecessary.③givestudentstimetogetusedtolisteningtoEnglishinstructionsandhelpthemmakeanefforttounderstandthem.第7章一．Grammarpresentation1?Purpose:Ssperceive明白得thestructure—itsformandmeaning—inbothspeechandwriting,andtakeitintoshort-termmemory.pun>PO)ID(?da4sAqdaps*l?s翻s).ojpoul.leaj(.fvBSSW、KE,s.KK^fESSBK“bs碼SK、)?w詈8e??uriK^spo￡oulKlaJAOOMPPOJP30Inol-Idm??揺Bipo￡aEaj>tnp￡a上二POLICEKlolAOQS.Ppap-noOJIIJ.?％^理POII4OE0)>tnpaa0114:uoesuasaldu-pOJsnsAemm?z?C^BBgEgqlvue-s-sse.lollpeOJJ.U.24e4u.2」o?ssagns!s?sIKw$Rs?4<uo}E%dalpueaumoA6.EEeolaldHKwu&w^^ffi)Qw一tald3JSSowuns04侶nqfnuousloted?z?XIOUJQEE」Qr6uo-04uuartollsEO」JMOiDfAOII4pellM」ajsue」4?AE6no4alruon.!%Q上4q」osqe?EQ起」eEule」6Q￡asn04Es-ss:Qsod」nd?Taj￡te」d-leulul&lo?HInterest愛好P109。語法練習（機械練習）的兩種方式：Substitution替換練習，transformation句型轉(zhuǎn)換練習P110。意義練習（半操縱練習）的概念：focusontheproduction產(chǎn)出,comprehension明白得orexchangeofmeaningthoughtheSskeepinganeyeonthewaynewlylearnedstructuresandusedintheprocess.P112起。意義練習（半操縱練習）的方式Usingpictureprompts圖片的提示Usingmimesorgesturesasprompts模擬演出，手勢的提示Usinginformationsheetasprompts紙張上的信息提示Usingkeyphrasesorkeywordsasprompts關(guān)鍵句關(guān)鍵字提示Usingchainedphrasesforstorytellingpr°ducti°n方式：guessinggame,completingthepicture,informationsheet,findsomeonewho,pairedcuecard,roleplay,storytelling.（communicativepurpose）taskconstructiveconstructivecontextual語境，contrastive對照1.R1Q4.三種語法呈現(xiàn)方式的區(qū)別Deductivemethod:TheDeductivemethodreliesonreasoning,analyzingandcomparing.First,theTwritesanexampleonboardordrawsattentiontoanexampleinthetextbook.Second,theTexplainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralwords.TheexplanationsareoftendoneintheS'snativelanguageandusegrammaticalterms.Sometimes,comparisonsaremadebetweenthenativelanguageandthetargetlanguageorbetweenthenewlypresentedstructureandpreviouslylearnedstructures.Finally,theSspracticeapplyingtheruletoproducesentenceswithgivenprompts.Inductivemethod:theTprovideslearnerswithauthenticlanguagedataandinducesthelearnerstorealizegrammarruleswithoutanyformsofexplicitexplanation.Guideddiscoverymethod:thismethodissimilartotheinductivemethodinthattheSsareinducedtodiscoverrulesbythemselvesbutdifferentinthattheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicity.3。riq?Approachtoteachinggrammar,collocational搭配,8。P115。最后兩段語法教學3p模式:I.presentation:①purpose:studentsperceivethestructure——itsformandmeaning——inbothspeechandwriting,andtakeitintoshort-termmemory.②ways:thedeductivemethod;theinductivemethod;theguideddiscoverymethod:步驟：createacontext,clearmodel,highlightrules,checkunderstanding.n.practice:①purpose:studentslearntousethegrammaritem?Absorbthestructurethoroughly,ortotransferwhattheyknowfromshort-termtolong-termmemory.②ways:mechanicalpractice(substitutiondrills,transformationdrills);meaningfulpractice(概念:inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaningthoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess).?要素factors:⑴can'tbesaidtohavereallymasteredityet.(2)aimedatformaccuracy.(3)thestudentspayrepeatedattentiontoakeyelementinastructure.⑷controlled/mechanicalandsemi-controlled?(⑸group?(6)ways?m.Production:①purpose:thereisaneedformeaningfulpracticeandcommunicativeuseofthestructuretaughtsothatstudentscanbehelpedtoachievebothaccuracyandfluencyinlanguageuse?②ways:communicativepractice(guessinggames,completingthepicture,informationsheet,findsomeonewho,pairedcuecard,roleplay,storytelling);task.第11章溫習內(nèi)容1、P178:whatdoeffectivereadersdo?Haveaclearpurposeinreading.Readsilently.Readphrasebyphrase,ratherthanwordbyword.Concentrateontheimportantbits,skimtherest,andskiptheinsignificantparts.Usedifferentspeedsandstrategiesfordifferentreadingtasks.Perceivetheinformationinthetargetlanguageratherthanmentallytranslate.Guessthemeaningofnewwordsfromthecontext,orignorethem.Haveandusebackgroundinformationtohelpunderstandthetext.閱讀策略readingstrategies：①specifyingapurposeforreading②planningwhattodo③previewingthetext④predictingthe

questionscontentsofthetext⑤checkingpredictions⑥skimmingthetextforspecificinformation⑦distinguishingmainideasfromsupportingdetails⑧posingquestionsaboutthetext?findinganswerstoposedquestionsconnectingonepartofthetexttoanotherP184:thethreemodelsforteachingreading:bottom-upmodel,top-downmodel,interactivemodelP186:purposeofpre-readingThepurposeofpre-readingistofacilitatewhile-readingactivities,purposeSslinguisticallyforthetasksinreading,familiarisethemwiththetopicofthereadingtext,anddrawonSs'existingknowledge.CreatexpectationsandarousetheS'sinterestinthesubjectmatterofthetext.P186-187:waysofpredictingPredictingbasedonthetitlePredictingbasedonvocabularyPredictingbasedontheT/Fquestions5.Waysofpre-readin:predicting,settingthesceneP189-190:waysoffastreading:skimming,scanning6.P191:tipsforconductingscanningactivitiesSetatimelimit.Giveclearinstructionsforthetask.Waituntil70%oftheSsfinish(Thinkaboutwhyso).Makeclearhowyouaregoingtogetfeedback.Makesurethatanswerstothescanningquestionsarescatteredthroughoutthetextratherthanclusteredatoneplace.P198:purposesoftransitiondevice轉(zhuǎn)換手法Focusattentiononthemainmeaningofthetext.Beabletosimplifysophisticatedinputsothatitbecomesthebasisforoutput.AllowSstoperformtaskswhiletheyarereading.Highlightthemainstructuralorganizationofatext/partofatext,andshowhowthestructurerelatestomeaning.InvolvealltheSsinclearlydefinedreadingtasks.Precedeonestepatatime(i.e.Ssshoulddoeasiertasksbeforedoingmorecomplicatedones).WhenaTDiscompleted,useitasabasisforfurtheroraland/orwrittenlanguagepractice.P199:typesofreadingcomprehensionquestions(要加上P20O,2O1的understandingreferences,makinginferences)Questionsofliteralcomprehension.Questionsinvolvingreorganisationorreinterpretation.QuestionsforinferencesQuestionsforevaluationorappreciation.Questionsforpersonalresponse.Understandingreferences.P202:purposeofpostreadingToconsolidateorreflectonwhathasbeenreadintext.=reinforceandexaminethelanguagewelearnt.(Thematicallyprepared)TorelatethetexttotheSs'ownknowledgeinterest,orviews.=personalizecontentsofthereadingmaterial.(Affectivelyprepared)TogivetheSsthechancetoconsolidatethatlanguagebyusingitfreely.=practiceotherlanguageskillsusingthesametheme/topic.(Linguisticallyprepared)10.Post-readingactivities:RoleplayGap-fillingRetellingWriting讀前pre-readingactivities:①purpose:thepurposeofpre-readingistofacilitatewhile-readingactivities.②ways:predicting(predictingbasedonthetitle,predictingbasedonvocabulary,predictingbasedontheT/Fquestions);settingthescene.讀中While-reading:①fastreading:skimming;scanning?②readingindetail:transitiondevice［信轉(zhuǎn)換)⑴purpose:focusatte