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ACourseinEnglishLanguageTeachingUnit1LanguageandLearningViewsonlanguage语言观Structuralview结构主义asalinguisticsystemfunctionalview功能主义asalinguisticsystembutalsoameansfordoingthings,baseoncommunicativefunctionsInteractionalview交互性asacommunicativetoolViewsonlanguagelearningandlearningingeneral1)Process-orientedtheories过程指向论concernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.2)Condition-orientedtheories强调条件理论emphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.Behaviouristtheory行为主义理论=audio-lingualmethod听说教学法Astimulus-responsetheoryofpsychologyYoucantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.Cognitivetheory认知主义理论communicateapproach交际法Constructivisttheory结构主义理论Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperienceandwhathe/shealreadyknows.Socio-constructivisttheory社会结构主义理论EmphasisesinteracionandengagementwiththetargetlanguageinasocialcontextAgoodlanguageteacherEthicdevotion,professionalqualitiesandpersonalstyles品德节操，职业素质和个性特征Learning,practice,andreflectionUnit2CommunicativePrinciplesandActivitiesCLT=CommunicativeLanguageTeaching交际语言教学法TBLT=Task-basedLanguageTeaching任务型教学法PPP=thePresentation,PracticeandProduction呈现，操练，展出CommunicativecompetenceEntailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituationFivemaincomponentsofcommunicativecompetenceLinguisticcompetence语言能力Pragmaticcompetence语用能力Discoursecompetence语篇能力Strategiccompetence策略能力Fluency语言顺畅CLTGoal:todevelopstudents'communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.Principles:CommunicativeprincipleTaskprincipleMeaningfulnessprincipleMainfeatures:(1)Functionalcommunicativeactivities:功能互动活动IdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequencesorlocationsDiscoveringmissinginformationDiscoveringmissingfeaturesDiscoveringsecretsCommunicatingpatternsandpicturesCommunicativemodelsDiscoveringdifferencesFollowingdirectionsReconstructingstory-sequencesPoolinginformationtosolveaproblem(2)Socialinteractionactivities:社会交往活动Role-playingthroughcueddialoguesRole-playingthroughcuesandinformationRole-playingthroughsituationandgoalsRole-playingthroughdebateordiscussionLarge-scalesimulationactivities模仿Improvisation即兴创作Notes:NospecificactivitiesalmostaboutlisteningandspeakingSixcriteriaforevaluatinghowcommunicativeclassroomactivitiesare:Communicativepurpose:informationgapCommunicativedesire:realneedContent,notform:messageVarietyoflanguageNoteacherintervention干涉NomaterialscontrolTBLTDefinition:ReferstoanapproachbasedontheuseoftaskasthecoreunitofinstructioninlanguageTBLT:pre-task,taskcycle,languagefocusDefinitionofatask:Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Fourcomponentsofatask:Apurpose:focusoncontent,notformAcontext:informationgapAprocess:problemsolvingreasoning,inquiring,conceptualisingandcommunicatingAproduct:nocommunicationalresultsExercises,exercise-tasksandtasks:Focusonindividuallanguageitems→purposeful&contextualisedcommunicationExercise→exercise-task→taskHowtodesigntasks:Thinkaboutstudents’needs,interests,andabilitiesBrainstormpossibletasksEvaluatethelistChoosethelanguageitemsPreparingmaterialsPPPmodelAtthepresentationstage:TheteacherintroducesnewvocabularyandgrammaticalstructuresinwhateverwaysappropriateAtthethepracticestage:ThelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessaryAttheproductionstage:Thestudentsareencouragedtousewhattheyhavelearnedandpractisedtoperformcommunicationtasks.Notes:Grammar-TranslationMethod:语法翻译法readingandwritingTheAudio-LingualMethod:听说教学法speakingandlistening;dialoguesanddrills对话和操练Unit3theNationalEnglishCurriculum课程标准Itwasinthe1993syllablesthatthewordcommunicationwasusedintheobjectivesofteachingforthefirsttime.TheSixDesignprinciplesfortheNationalEnglishCurriculumforNine-yearCompulsoryEducation:1.Aimforeducatingallstudents,andemphasisequality-orientededucation面向全体学生，注重素质教育2.Promotelearner-centredness,andrespectindividualdifferences突出学生主体，尊重个体差异3.Developcompetence-basedobjectives,andallowflexibilityandadaptability整体设计目标，体现灵活开放4.Paycloseattentiontothelearningpro-cess,andadvocateexperientiallearningandparticipation强调学习过程，倡导体验参与5.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence注重过程评价，强调能力发展6.Optimizelearningresources,andmaximiseopportunitiesforlearningandusingthelanguage开发课程资源，拓展学用渠道FrameworkofobjectivesinthenewNationalEnglishCurriculum：课程总目标Overalllanguageability:Learning学习策略Affect情感态度Cultural文化意识Language语言知识Languageskills语言技能Learning:Cognitive;Selfmanagement;Communication;ResourcingAffect:International;Perspective;Patriotism;Confidence;Motivation情感目标语言目标能力目标Cultural:Knowledg