2024年1月13日发(作者：)
Unit1 Language and Language Learning
1.1 How do we learn language?（如何学习语言）
Much of human behavior is influenced by their experiences. The way
language teachers teach in the classroom is to some extent influenced by
the way they learned languages.
1.2 Views on language（学习观）
Structural
view
结构观
To learn a language means to learn these
structural items so as to be able to understand
and produce language.
Functional
view
功能观
The functional view not only sees language as a
linguistic system but also a means for doing
things. Therefore, learners learn a language in
order to be able to do things with it.
International
互动交The interactional view considers language to be
view
互观
a communicative tool, whose main use is to
build up and maintain social relations between
people. Therefore, learners not only need to
know the grammar and vocabulary of the
language but as importantly they need to know
the rules for using them in a whole range of
communicative contexts.
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1.3 Views on language learning and learning in general
Now, the research about language learning theories can be broadly
divided into two parts. They are Process-oriented theories and
Condition-oriented theories. Some researchers attempt to formulate
teaching approaches directly from these theories. For example, the
Natural Approach, Total physical Response, and the Silent Way are
based on one or more dimensions of processes and conditions. Here are
What is done in these processes.
Behaviourist
theory
行为主义理论
In this theory all
Behavioural
complex forms of
psychologist
Skinner (斯behavior-motions,
habits, and such-are seen
金纳——行as composed of simple
为心理学家
muscular and glandular
)
elements that can be
observed and measured.
Cognitive
theory
认知语The term cognitivism is Noam
言学理often used loosely to
Chomsky(诺论
describe methods in which
姆·乔姆斯基students are asked to think
——美国哲rather than simply repeat.
学家)
Language is not a form of
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behavior, it is an intricate
rule-based system and a
large part of language
acquisition is the learning
of this syetem.
Constructivist
theory
结构主The theory believes that John Dewey义理论
learning is a process in
（约翰·杜威which the learner
——美国哲constructs meaning based
学家，教育on his/her own
家)
experiences and what
he/she already knows.
Socio-constructivist
theory
社会结The theory emphasizes
Vygotsky( 维构主义interaction
理论
engagement with
and
果茨基/ 维the
果斯基——target language in a social
前苏联心理context base on the
学家)
concept of ‘Zone of
Proximal Development’
(ZPD) and scaffolding.
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1.4 What makes a good language teacher?(好教师的素质要素)
① Ethic devotion ②Professional qualities ③Personal styles
1.5 How can we become a good language teacher?(如何成为一名好的语言老师)
The most important and difficult part of the making of a good
language teacher is the development of professional competence,
which is the state or quality of being adequately qualified for the
profession, and armed with a specific range of skills, strategies,
knowledge, and ability.
Teacher’s professional development
Stage1(第Language
一步)
development
All English teacher are
supposed to have a sound
command of English.
Stage2（第Learning
二步）
Learning from other’s
experiences.(Empirical
knowledge gained through
reading and observations).
Learning the received
knowledge.(Language learning
theories, educational
psychology, language teaching
methodology,etc.)
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Learning from one’s own
experiences as a learner.
Practice ① Pseudo practice.
② The real classroom teaching.
Reflection ① Reflect after they finish a
certain period of practice.
② Reflect while they are doing
the practice.
Goal Professional
competence
Professional competence is a
‘moving target or horizon,
towards which professionals
travel all their professional life
but which is never finally
attained.’(Wallace,1991:58)
1.6 An overview of the book
Unit1 Serves as an introduction for setting the scene for
this methodology course.
Unit2
Introduce the basic principles of CLT and activities
followed by an introduction to task-based
approach.
Unit 3 A new unit which focuses on the new National
English Curriculum.
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Unit4,5 Lesson planning and
classroom management.
Unit6,7,8 The teaching of language
and components.(pronunciation,
vocabulary)
grammar
Unit9,10,11,12 The teaching of four skills.(listening, speaking,
reading and writing)
Unit13
Unit14
Unit15
Unit16,17
Integration of four skills.
Moral education
Language assessment
Learners differences and learner training.
Using and creating resources.
Unit18 The most basic things in the evaluation, selection
and adaptation of textbooks used in language
teaching and learning.
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Unit2 Communication Principles and Task-based Language Teaching
2.1 Language use in real life vs. traditional pedagogy
In real life In the classroom
How is language Language is used to Focus on two language
used?/taught? perform
communicative
functions.
What parts of Language is used in a Tends to isolate language
language
used/taught?
2.2 What is communicative competence?
communicative competence includes both the knowledge about the
language and the knowledge about how to use the language appropriately
in communicative situation.
Five main components of Communicative competence
Linguistic
competence
语言能力
It involves spelling, pronunciation,
vocabulary, word formation,
are certain context. from its context.
certain skills and ignore the others.
grammatical structure, sentence
structure and semantics.
Pragmatic
competence
语用能力
It concerned with the appropriate use
of the language in social context.
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That means ‘When to speak, when
not, what to talk about with whom,
when, where and in what
manner.’(Hedge)
Discourse
competence
语篇能力
It is one’s ability to express or to
understand a topic logically and
coherently. Such as: ‘first’, ‘second’,
‘at last’, ‘to put in other words’, ‘by
the same token’ and so on.
Strategic
competence
策略能力
It means one can compensate for this
by searching for other means of
expression, such as using a similar
phrase, using gestures, or using a
longer explanation.
Fluency
流利性
It means one’s ability to ‘link units of
speech together with facility and
without strain or inappropriate
slowness or undue
hesitation’(Hedge) such as: ‘in my
opinion’, ‘by the same token’, ‘to
make a long story short’,etc.
2.3 Implications for teaching and learning (略)
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2.4 Principles of Communicative Language Teaching(CLT)
1）Communication principle: Activities that involves real communication
promote learning.
2) Task principle: Activities in which language is used for carry out
meaningful tasks promote learning.
3) Meaningfulness principle: Language that is meaningful to the learner
supports the learning process.
2.5 CLT and the teaching of language skills
In a communicative
In a traditional classroom(In
classroom(CLT)
ListeningSpeaking
traditional pedagogy)
＆Students should have the Students listen to texts either
chance to listen to and read by the teacher or pre-produce what is recorded on the tape; repeat
meaningful, authentic, what is heard; answer
unpredictable,
creative if possible.
and questions according to what
is heard; produce responses
bases on given cues; retell
what is heard,etc.
Reading Reading is to extract Reading is to learn language,
meaning or information namely vocabulary,
and the learning of grammar, etc. The reading
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grammar
vocabulary is
and skill involved might be
to decoding, structural
facilitate such a process. analyzing, etc.
Students use different
skills, such as skimming,
scanning, etc.
Writing Students should have the Writing ignores its
goals. chance to write to communicative
express their own Students just imitate the
feelings or describe their samples of writing.
own experiences, thus
making the practice of
writing meaningful and
authentic.
2.6 Main features of Communicative activities
The style of communicative Main features of communicative
activities
Functional
activities
Social interaction activities
activities for evaluation
communicative
1) Communicative purpose
2) Communicative desire.
3) Content, not form.
4) Variety of language.
5) No teacher intervention.
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6) No material control.
2.7 Task-based Language Teaching(TBLT)
Task-based Language Teaching is, in fact, a further development of
Communicative Language Teaching.
2.7.1 Definitions of a task√√
Kinds of teaching Focus of each method Tip
methods
Grammar Translation Focus on accuracy.（关Method(GTM)
Communicative
Language
注精确性）
Focus on fluency.（关Activities≠
tasks（活动不等于是任务）
Teaching
注流利度）
Method(CLT)
Task-based Language Focus on accuracy and
Teaching(TBLT) fluency.（既关注精确性又关注流利度）
2.7.2 Four components of a task.
1) A purpose: making sure the students have a reason for undertaking the
task.
2) A context: this can be real, simulated, or imaginary, and involves
sociolinguistic issues such as the location, the participants and their
relationship, the time, and other important factors.
3) A process: getting the students to use learning strategies such as problem
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solving, reasoning, inquiring, conceptualizing and communicating.
4) A product: there well be some form of outcome, either visible(written
plan, a play, a letter, etc.) or invisible (enjoying a story, learning about
another country, etc.)
2.7.3 Exercises, exercise-tasks and task
jjhjdhfsh
Purposeful
＆contextualised communication
exercise exercise-task task
2.8 PPP and Task-based Language Teaching
Many teachers may be familiar with the Presentation, Practice and
Production(PPP). A typical PPP lesson would start by the teacher
introducing a new language item in a context followed by some controlled
practice, such as drilling, repetition, dialogue reading, etc. Students then
move on to produce the language in a more meaningful way, such as a role
play, a drama, an interview, etc. Some teachers may also be familiar with
the five-step teaching method, which is quite similar to the PPP model but
adding revision at the beginning and consolidation at the end.
Focus on individual language
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Pre-taskTBL/TBLTTask cycle
Language
focus
PresentationPracticeproduction
2.8.1 Differences between PPP and TBL
1) The way students use and experience language in TBL is rapidly
different from PPP.
2) TBL can provide a context for grammar teaching and form-focused
activities. PPP is different in this aspect.
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2.9 How to design tasks?√√
Pre-task Step1 To help learners define the The teachers’
area. Topics like families, school or roles:
work facilitator,
Step2 To help students recall and
language guide
activate words and phrases. And
and
introduce a few vital topic-related words
guide
and phrases.
Step3 To ensure all students
understand the task, its goals and
outcome.
Task cycle
Step1(The task stage): To carry out the
task by using whatever language
learners know.
Step2(The planning stage): To come
after the task stage before the report
stage; To form the central part of the
task cycle; To plan the presentation in
the report stage to introduce the
outcome of the task.
Step3(The report stage): The natural
conclusion of the task cycle; Slightly
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course
less of a learning opportunity than the
planning stage.
Post task
(Language
focus)
Step2: Having some activities to get
students identify and think about
particular features of language form and
use; to help them recognize these
features when they meet them again; to
lead to a deeper understanding of their
meaning and uses.
硕士研究生阶段的学习笔记，比书本详细，请仔细研读运用。
2.10 Appropriateness of CLT and TBLT in the Chinese context
1)The problems of CLT: ①If CLT is culturally appropriate.（Both its
advantages and constraints are recognized by teachers and students.）② It
is very difficult to design a syllabus with a one to one correspondence
between a function and a form.
2)The problems of TBLT: ①It may not be effective for presenting new
language items.(Swan,2005) ②Time. Teachers have to prepare task-based
activities very carefully. ③The culture of learning. Some students may
find it difficult to adapt to TBLT. ④The level of difficulty. Students may
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Step1: To benefit from activities
focusing on language form.
find task-based learning quite difficult if they do not have sufficient
linguistic resources to handle holistic communication.
2.11 Conclusion
It is important to remember that a method is effective only when it is
appropriate to the teaching context. Therefore, when a new method or
approach emerges, it is unwise to simply cast away the traditional and
follow the new trend. The best thing to do is to develop one’s own teaching
methods based on the context where one teaches and integrates the merits
of different methodologies to serve the purpose of one’s teaching
objectives and the needs of one’s students.
Unit3 The National English Curriculum
3.1 A brief history of foreign language teaching in China
Foreign language
teaching before
1978A phase of
restoration(1978-1985)A phase of
innovation from
2000A phase of
reform(1993-2000)A phase of rapid
development(1986-1992)
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相关专有词汇详解
MOE
PEP
SEdC
NFLTRA
Ministry of Education
People’s Education Press
State Education Commission
The National Foreign Language Teaching and
Research Association
JEFC
SEFC
Nine-year
Compulsory
Education
Junior English for China
Senior English for China
九年义务教育
Unit4 Lesson Planning
4.1 Why is lesson planning important?
Definition: A lesson plan is a framework of a lesson in which teachers
make advance decisions about what they hope to achieve and how they
would like to achieve it.
Reasons: ①A clear lesson plan makes the teacher aware of the aims
and language contents of the lesson. ②It helps teachers distinguish the
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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
lesson can move smoothly from one stage to another.③Proper 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. ④Good planning gives teachers,
especially novice teachers confidence in class. ⑤When planning the
lesson, the teacher also becomes aware of the teaching aids that are needed
for the lesson. ⑥Planning is a good practice and a sign of professionalism.
4.2 Principles for good lesson planning
Aim
Variety
Flexibility
目标
Realistic and clear goals for the lesson.
多样性
Different types of activities and where possible
灵活性
Teachers have the options to cope with the
expected situations through some extra and
alternatives tasks and activities.
Learnability
有效性
The contents and tasks planned for the lesson
should be within the learning capability of the
students.
Linkage
连续性
Good linkage makes the lesson transit from one
stage to the next smoothly and students
experience less anxiety.
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4.3 Macro planning vs. micro planning.（宏观计划vs.微观计划）
Macro
planningLesson
planningMicro
planningPlanning for a
whole
ng for a
whole-year
ng for a
specific unit
or a lesson.
The components of macro planning:(宏观计划包含的内容)
1) Knowing about the profession.
2) Knowing about the institution.
3) Knowing about the learners.
4) Knowing about the curriculum/syllabus.
5) Knowing about the textbook.
6) Knowing about the objectives.
4.4 Components of a lesson plan
Different teachers have different teaching styles and may use different
teaching procedures, so ‘every lesson is unique’(Robertson and
Acklam,2000:6), and so is every lesson plan. A lesson plan include many
parts.
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Background
information
背景信息
To know who the students
are.(number, ages, grades,
genders, hobbies.)
Teaching aims
教学目标
To know what his/her
students are able to achieve
by the end of the lesson.
contents: Language contents and
语言内容和技能
Language
skills
structures(grammar),
vocabulary,
topics.
Language skills：listening,
speaking,
writing
reading and
functions,
Stages and procedures
层次和步骤
Teaching stages refer to the
major chunks of activities
that teachers go through in a
lesson.
Teaching procedures are the
detailed steps in each
teaching stage.
Teaching aids
教具
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Materials and resources
needed for the lesson.
End of lesson
课堂小结
To summarize what is
learned in the lesson. summary
Optional activities and
可选择性的活动To be used as backups in
assignments
和任务
case the lesson goes too fast
and there are a few minutes
left.
After lesson reflection
课后反思
Unit5 Classroom Management
Definition：Classroom management is the way teachers organize what goes
on in the classroom.
Goal: To create an atmosphere conductive to interacting in English in
meaningful ways.(Gebhard,1996)
Conditions for achieving classroom management:
1) The teacher plays appropriate roles.
2) The teacher provides clear instructions.
3) Students are grouped in a way suitable for the learning activities.
4) The teacher asks appropriate questions.
5) There is discipline as well as harmony in the class.
6) The students errors are treated properly.
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To be finished after a lesson
5.1 The role of the teacher
What are the teacher’s roles defined by Harmer?
①controller ②assessor ③organiser ④prompter ⑤participant
⑥resource-provider
What are teacher’s new roles?
① facilitators ②guides ③researchers
5.2 Classroom instructions
Definition: Classroom instructions refer to the type of language
teachers use to organize or guide learning. They include giving directions
to tasks or activities; providing explanations to a concept or language
structure; setting requirements; checking comprehension; drawing
attention; motivating learners; giving feedback and assigning homework,
etc. Generally they include all classroom language that teachers may use
for teaching purposes as well as for managing teaching.
What are rules to follow for making instructions effective?
① To use simple instructions and make them suit the comprehension
level of the students.
② To use the mother-tongue only when it is necessary.
③ To be careful not to do all the talking in class.
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