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Unit1Knowledge:sththatcanbelearnedSkills:sththatonlycanbegainedthroughpracticeortraining,Languageskills:listening,speaking,readingandwritingLanguageisasystemofarbitraryvocalsymbolsusedforhumancommunication。Viewsonlanguage：1、Structuralview（languagecompetence）—Thefounder：Saussure—Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems：1、thesoundsystem（phonology）2、soundcombinations（morphology）3、meaningforcommunication（syntax）—Learningthelanguageistolearnthestructuralitems，studytheinnerstructureandruleoflanguage，ignorethesocialfunctionsofthelanguage。2、Functionalview—Representative：Johnson、marrow、swaincanal(thecore:grammar)—Thefunctionviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings—LearnerslearnalanguageinordertobeabletodoingthingswithitUsethelinguisticstructuretoexpressfunctions3、Interactionalview（communicativecompetence）—Emphasis：appropriateness—Languageisacommunicativetool，whichmainuseistobuildupandmaintainsocialrelationsbetweenpeople—Learnersneedtoknowtherulesforusingthelanguageincertaincontext—ThestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabularyLanguageteacherqualifications：1、agoodcommandofspokenandwrittenlanguage2、formulatetheorypresupposition3、languagebackgroundandexperience4、knowhowlanguagesarelearnt5、theabilitytousemethodsinvarioussituations6、deepunderstandingofculturalbackground7、understandingtheprinciplesofteachingTheseelementscanbecategorizedintothreegroups：ethicdevotion，professionalqualitiesandpersonalstylesViewonlanguagelearning1.Psycholinguistic:therelationshipbetweenlanguageandthinking.1)Thinkinginlanguage2)Languageisnecessaryforthought.3)Languageacquisition(语言习得)4)Learnersintheirearlieryearsacquirecontroloveressentialstructureoftheirlanguagewithoutspecialteachingandlearninginaeffortlessandalmostanunconsciousway(liketheformationofahabit)peoplepreferfirstlanguageacquisitiontofirstlanguagelearning.2.Cognitivetheory:theruleforpeopletoawaretocognizesth.Cognitiveprocesses:Process:input----absorb----outputLanguagelearningisnotjuststimulate-reflection,buttheusingofoursubjectivecapabilities,theusingofourcognitiveabilitytothinkthelanguageandstudyingitactively.3.Constructivisttheory:learningisaprocessofmeaningconstructionbasedonlearner’sownknowledgeandexperience.S----------AT------------R(刺激)(反应)Stimulus:assimilation①andaccommodation②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。Unit21.CLT（交际英语教学）:itisanapproachthatconsidersthefunctionalandsocialfactorsinlanguage,emphasizesthattheaimoflanguageteachingistohelpthelearnersacquirecommunicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.Thebasis:thetheoryofsociologyandsociolinguistic.2.Languagehastwofunctions:A.thetransactionalfunction→toexpressthecontextB.theinteractional(相互影响的)function→toshowsocialrelationsandpersonalattitudeLanguageisusedtoperformcertaincommunicationfunctions;useallskills:A.Receptiveskill:listeningandreadingB.Productiveskill:speakingandwriting;usedinacertainsocialcontext:teachthepartoflanguageinrealliferatherthanallthelanguagestudentsdevelopallthelanguageskills.3.Traditionalpedagogy(传统教学法):focusontheformsoflanguage.4.TraditionalclassVS.CLTListening:totheteacher,tothetape→sth.unpredictable,sth.authentic,sth.meaningfulReading:learninglanguage→getinformation,exactmeaning,differentskillsSpeaking:repeating,answering,retelling→sth.creating,expressoneselfWriting:composition,translation→writetoexpressoneself,one’sfeeling,one’sthought;writewhatpeoplewriteinthewaypeoplewrite.5.LinguisticCompetence(=languagecom.)Chomsky:tacitknowledgeoflanguagestructuresandtheabilitytousetheknowledgetounderstandandproducelanguage.6.CommunicativeCompetenceBothknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageincommunicativesituationappropriately.7.FeaturesofCLT:1.focusondevelopingcommunicativecompetence2.Focusonusefulandnecessarylanguage3.Payattentiontothecommunicativetask4.Placeimportanceonstudents'beingfluent5.Encouragestudentstotakepartinactivities6.Understandthestudentsareofdifferentstand7.AwarethatthereisnotjustonekindofEnglish8.MeritsofCLT:1.likelytogivethestudentsallskills2.Morerelevant3.Lesswasteoftimeandeffort9.DemeritofCLT:1.makegreatdemandsupontheprofessionaltrainingandskillsoftheteacher2.Difficulttocheekwhatstudenthaveleart3.Don'toffertheteacherthesecurityofthetextbookUnit41.Whatisteaching?Teachingmeansensuringthatthestudentshavelearntormasteredwhatisbeingtaughtthroughapropersequenceofsteps,sotheteachershouldcarefullypreparethelessons,arrangethesteps,madefulluseofeverysecondinclass.2.PrinciplesforgoodlessonplanningA.AimB.VarietyC.FlexibilityD.learningabilityE.linkage3.Macroplanninginvolvesthefollowing:A.theanalysisoftheschoolB.theanalysisofthestudents(information,background)C.theanalysisofthesyllables(教学大纲).（principle,purpose,requirement）D.theanalysisofthetextbook(教材分析)E．theteachingmethodsandreform(教学方法及其改革)F．theteachingobjectiveandarrangement(整体教学目标及安排)4.Componentsofalessonplan:A.BackgroundinformationBTeachingaimsC.Languagecontentsandsk