A Course in English Language Teaching

Unit 1 Language and Learning

Views on language语言观

Structural view结构主义 as a linguistic system

functional view功能主义 as a linguistic system but also a means for doing things,base on communicative functions

Interactional view交互性 as a communicative tool

Views on language learning and learning in general

1) Process-oriented theories 过程指向论

concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.

2) Condition-oriented theories 强调条件理论

emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.

Behaviourist theory 行为主义理论 =audio-lingual method听说教学法

A stimulus-response theory of psychology

You can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.

Cognitive theory 认知主义理论 communicate approach 交际法

Constructivist theory 结构主义理论

Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.

Socio-constructivist theory 社会结构主义理论

Emphasises interacion and engagement with the target language in a social context

A good language teacher

Ethic devotion,professional qualities and personal styles

品德节操，职业素质和个性特征

Learning, practice, and reflection

Unit 2 Communicative Principles and Activities

CLT=Communicative Language Teaching 交际语言教学法

TBLT=Task-based Language Teaching 任务型教学法

PPP=the Presentation, Practice and Production呈现，操练，展出

Communicative competence

Entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation

Five main components of communicative competence

Linguistic competence 语言能力

Pragmatic competence 语用能力

Discourse competence语篇能力

Strategic competence策略能力

Fluency 语言顺畅

CLT

Goal :

to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.

Principles :

Communicative principle

Task principle

Meaningfulness principle

Main features:

(1)Functional communicative activities: 功能互动活动

Identifying pictures

Discovering identical pairs

Discovering sequences or locations

Discovering missing information

Discovering missing features

Discovering "secrets"

Communicating patterns and pictures

Communicative models

Discovering differences

Following directions

Reconstructing story-sequences

Pooling information to solve a problem

(2)Social interaction activities: 社会交往活动

Role-playing through cued dialogues

Role-playing through cues and information

Role-playing through situation and goals

Role-playing through debate or discussion

Large-scale simulation activities 模仿

Improvisation 即兴创作

Notes:

No specific activities almost about listening and speaking

Six criteria for evaluating how communicative classroom activities are:

Communicative purpose: information gap

Communicative desire: real need

Content, not form: message

Variety of language

No teacher intervention 干涉

No materials control

TBLT

Definition:

Refers to an approach based on the use of task as the core unit of instruction in language

TBLT:pre-task, task cycle, language focus

Definition of a task:

A task is a piece of work undertaken for oneself or for others, freely or for some reward.

Four components of a task:

A purpose: focus on content,not form

A context: information gap

A process:problem solving reasoning , inquiring, conceptualising and communicating

A product: no communicational results

Exercises, exercise-tasks and tasks:

Focus on individual language items

→purposeful&contextualised communication

Exercise → exercise-task → task

How to design tasks:

Think about students’ needs, interests, and abilities

Brainstorm possible tasks

Evaluate the list

Choose the language items

Preparing materials

PPP model

At the presentation stage:

The teacher introduces new vocabulary and grammatical structures in whatever ways appropriate

At the the practice stage:

The lesson moves from controlled practice to guided practice and exploitation of the texts when necessary

At the production stage:

The students are encouraged to use what they have learned and practised to perform communication tasks.

Notes:

Grammar-Translation Method: 语法翻译法

reading and writing

The Audio-Lingual Method: 听说教学法

speaking and listening; dialogues and drills 对话和操练

Unit 3 the National English Curriculum 课程标准

It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.

The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:

for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育

learner-centredness, and respect individual differences突出学生主体，尊重个体差异

competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放

close attention to the learning pro-cess, and advocate experiential learning and participation强调学习过程，倡导体验参与

particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展

learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道

Framework of objectives in the new National English Curriculum：

课程总目标

Overall language ability:

word/media/image1.gifLearning学习策略

Affect情感态度

Cultural文化意识

Language语言知识

Language skills语言技能

Learning : Cognitive; Self management; Communication; Resourcing

Affect: International; Perspective; Patriotism; Confidence; Motivation

Cultural: Knowledge; understanding; Awareness

Language: Phonetics; Grammar; Vocabulary; Functions; Topics

Language skills: Listening; Speaking; Reading; Writing

The design of the new National English Curriculum

Level 1: Grade 3-4

Level 2: Grade 5-6; basic requirements for 6th graders

Graduate from primary school

Level 3: Grade 7/ Junior 1

Level 4: Grade 8/ Junior 2

Level 5: Grade 9/ Junior 3

Graduate from junior high school

Above is during Compulsory Education

Level 6&Level 7: required of every senior high school students

2 tracks of elective course:

Track 1: level 8& level 9

Track 2: from the beginning of senior 1

Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.

Unit 4 Lesson Planning

A lesson plan:教案

A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.

Benefits from lesson planning：

1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.

2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.

3) The teacher can also think about how the students can be fully engaged in the lesson.

4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.

5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.

6) The teacher soon learn to judge lesson stages and phases with greater accuracy.

7) Plans are also an aid to continuing improvement.

8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.

Principles for good lesson planning:

Aim; Variety; Flexibility; Learnability; Linkage

目标性；多样性；灵活性；可学性；连接性

Two levels of lesson planning: macro planning and micro planning

宏观备课和微观备课

Macro planning: planning over a longer period of time

Micro planning: planning for a specific unit or a lesson

There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to be

modified as lesson go on.

Macro planning involves the following:

Knowing about the profession

Knowing about the institution

Knowing about the learners

Knowing about the curriculum/ syllabus教学大纲

Knowing about the textbook

Knowing about the objectives

Components of a lesson plan:

information背景资料

aims: 教学目标

Language objectives; Ability objectives; Moral objectives

contents and skills语言的内容和技巧

Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment

aids 教学手段

of lesson summary 总结

activities and assignments

lesson reflection:

Feelings about the lesson; students’ performances; unexpected incidents; surprise things

Unit 5 Classroom Management

The role of the teacher:

Before the class: Planner

During the class:

1 Controller, 2 Assessor评估者, 3 Organizer ,4 Prompter敦促者 , 5 Participant参与者, 6 Resource-provider

After the class: Evaluator

Teacher’ s new roles:

Facilitators促进者; guides; researchers

The most common students groupings:

Whole class work

Pair work

Group work

Individual study

Harmer’ s suggestions on measures for indisciplined acts and badly behaving Students:

1)Act immediately

2) Stop the class

3)Rearrange the seats

4)Change the activity

5)Talk to Ss after class

6)Use the institution制度

In order not to hurt the Students, Ur’ s advice on problems in class:

1)Deal with it quietly

2)Don’ t take things personally 对事不对人

3)Do not use threats

Unit 6 Teaching Pronunciation

The goals of teaching pronunciation:目的

Consistency连贯性: To be smooth natural

Intelligibility可理解性:To be understandable to the listeners

Communicative efficiency交际效率性: To help convey the speakers’ meaning

Ways of practicing sounds and their definitions:

on a sound 单音练习:(sounds difficult to learn)

practice 知觉/领会性练习:( identify /distinguish different sounds):

Which order; Same or different; Odd one out; Completion

3.Production practice 生成性练习: (develop Students’ ability to produce sounds):

Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twisters

Three ways to show the stress of words, phrases and sentences:

Use gestures

Use the voice

Use the blackboard

Two ways to make intonation:

rising/falling arrows; draw lines

Unit 7 Teaching Grammar

Three ways of grammar presentation: 演示法

Deductive method 演绎法

It relies on reasoning, analysing and comparing

Inductive method 归纳法

The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.

Guided discovery method 引导发现法

It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.

Ur’ s six factors contribute to successful grammar practice:

1) Pre-learning.

2) Volume and repetition(容量/重复).

3) Success-orientation成功性联系.

4) Heterogeneity多样性.

5) Teacher assistance.

6) Interest.

Two categories 类别of grammar practice:

Mechanical practice 机械性练习

It involves activities that are aimed at form accuracy.

In Substitution drills 替换练习

In Transformation drills 转移变形练习

Meaningful/ communicative practice 有意义/ 交际性练习

It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.

Using prompts for meaningful practice 提示

1) Using picture prompts.

2) Using mime 哑剧or gestures as prompts.

3) Using information sheet 信息表as prompts.

4) Using key phrases or key words关键短语/ 单词 as prompts.

5) Using chained phrases for story telling.

6) Using created situations.

Unit 8 Teaching Vocabulary

Knowing a word involves what:

Pronunciation and stress

Spelling and grammatical properties

Meaning

How and when to use it to express the intended meaning

Denotative meaning 指示意义

Connotative meaning 内涵意义

Collocations 搭配

Synonyms, antonyms, hyponyms 近义词，反义词，下位词

Receptive and productive vocabulary接受性和产出性词汇

Ways of presenting vocabulary: 呈现词汇的方法

to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.

a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.

synonyms or antonyms to explain meanings

lexical sets or hyponyms to show relations of words and their meanings

and exemplify, especially with technical words or words with abstract meaning

word formation rules and common affixes to build new lexical knowledge what is already known

vocabulary in chunks.

about the context in real life where the word might be used.

about providing different context for introducing new words

for possible misunderstanding or confusion that students may have

Ways of consolidating vocabulary 巩固词汇的方法

1) Labeling标注词汇

2) Spot the differences

3) Describe and draw

4) Play a game

5)using the Internet resources for more ideas

6) Use word series 单词系列

7) Word bingo

9) word association 自此联想

10) find synonyms and antonyms

11) categories

12) Using word net-work 网状图

Developing vocabulary learning strategies:

1) Review regularly

2) Guess meaning from context

3) Organize vocabulary effectively

4) Use learned vocabulary

Unit 9 Teaching Listening

The characteristics of listening in real life (adapted from Ur, 1996:106-7):

1) Spontaneity 自发性

2) Context 环境

3) Visual clues 视觉线索

4) Listener’ s response 回应

5) Speaker’ s adjustment调节

Principles and models for teaching listening:

1)Focus on process

2) Combine listening and speaking

3) Focus on comprehending meaning

4) Grade difficulty level appropriately

Three teaching stages

activities: 听前活动

1) Predicting 预测

2) Setting the scene设置现场

3) Listening for the gist 听力要点

4) Listening for specific information 细节理解

activities

1) No specific responses

2) Listen and tick 标记

3) Listen and sequence 顺序

4) Listen and act

5) Listen and draw

6) Listen and fill填写

7) Listen and take notes

activities听后活动

1) Multiple-choice questions 多项选择

2) Answering questions

3) Note-taking and gap-filling填空

Dictogloss

(1) Preparation

(2) Dictation 听写

(3) Reconstruction.

(4) Analysis and correction.

Unit 10 Teaching Speaking

Principles for teaching speaking

accuracy-based with fluency-based practices

practice

practice

up confidence

meaningful interactions

students develop speaking strategies

the best use of classroom learning environment to provide sufficient language input and practice for the students

Designing speaking tasks:

1) Maximum foreign talk 尽可能用外语交谈

2) Even participation 平等参与

3) High motivation 高积极性

4)Right language level 语言水平相对应

Types of speaking tasks:

1.pre-communicative activities交际前活动

Structural activities

Quasi-communication activities

2.communicative activities

Functional communication activities

Social interaction activities 人际互动

Some Speaking activities

Controlled activities

Semi-controlled activities

Communicative activities

Information-gap activities

Dialogues and role-play对话和角色扮演

Activities using pictures

Problem-solving activities

Unit 10 Teaching Reading

Two types of reading practice in classrooms:

Reading aloud&Silent reading

The ways of Reading effectively:

a clear purpose in reading

silently

phrase by phrase

on the important bits, skim the rest, and skip the insignificant parts

different speeds and strategies for different reading tasks

the information in the target language rather than mentally translate

the meaning of new words from the context, or ignore them

and use background information to help understand the text

Principles and models for teaching reading:

Bottom-up model:teaching new vocabulary and structures first

Top-down model: introducing background knowledge first

Interactive model:visual information

Three stages:

Pre-reading:

Predicting, setting the scene, skimming浏览, and scanning寻读

Predicting based on the title, vocabulary,the T/ F question

While-reading

Reading comprehension questions 阅读理解

Understanding references 理解引用

Making inferences: reading between the lines

Post-reading

Discussion question

Reproducing the text 复述故事

Role play

Gap-filling

Discussion

Retelling 复述

Writing

Unit12 Teaching Writing

The main procedures of process writing :

Creating a motivation to write

Brainstorming

Mapping 绘图

Freewriting

Outlining 列提纲

Drafting 起草

Editing 编辑：peer-editing; self-editing

Revising 修改

Proofreading 校正

Conferencing 与老师讨论

Motivating students to write:

the topic of writing as close as possible to students’ life

students enough room for creativity and imagination

students well before writing

collaborative group writing as well as individual writing

opportunities for students to share their writing

constructive ans positive feedback

students’ errors strategically

students a sense of achievement from time to time