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Unit1一，Viewsonlanguage：1、Structuralview（languagecompetence）结构主义语言观—Thefounder：Saussure，lasenfreeman&long—Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems：1、thesoundsystem（phonology）2、soundcombinations（morphology）thediscreteunitsofmeaning3、thesystemofcombiningunitsofmeaningforcommunication（syntax）—Thestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabulary2、Functionalview功能主义语言观—Representative：Johnson、marrow、swaincanal(thecore:grammar)—Thefunctionviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings功能不仅认为语言是一个语言系统,但也做事情的一种方式—LearnerslearnalanguageinordertobeabletodoingthingswithitUsethelinguisticstructuretoexpressfunctions3、Interactionalview交互语言观（communicativecompetence）—Emphasis：appropriateness—Languageisacommunicativetool，whichmainuseistobuildupandmaintainsocialrelationsbetweenpeople—Learnersneedtoknowtherulesforusingthelanguageincertaincontext二，Viewonlanguagelearning语言学习观1.Process-orientedtheories:强调过程areconcernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.2.Condition-orientedtheories:强调条件emphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,thekindofinputlearnersreceives,andtheatmosphere.3.Behavioristtheory,(Skinnerandwastonraynor)Athekeypointofthetheoryofconditioningisthat”youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcementBtheideaofthismethodisthatlanguageislearnedbyconstantrepletionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.4.Cognitivetheory:Chomsky)thinksthatlanguageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheseaninfinitenumberofsentencescanbeproduced.5.Constructivisttheory:(JohnDewey)theconstructivisttheorybelievesthatlearningisaprocesinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/heralreadyknows6.Socio-constructivisttheory:(Vygotsky)heemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Unit2一，Whatmakesagoodlanguageteacher?ethicdevotion,professionalqualities，certaindesirablepersonalstyles.四，principlesofcommunicativelanguageteaching(CLT)交际语言教学法原则1)Communicationprinciple:activitiesthatinvolverealcommunicationpromotelearning.2)Taskprinciple:activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.3)Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.五，HowattproposesaweakandastrongversionofCLT.Weakversion:learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.---theweakversionregardsovertteachingoflanguageformsandfunctionsasnecessarymeansforhelpinglearnerstodeveloptheabilitytousethemforcommunication.Strongversion:languageisacquiredthroughcommunication.Thelearnersdiscoverthestructuralsystemintheprocessofleaninghowtocommunicate.---regardsexperiencesofusingthelanguageasthemainmeansornecessaryconditionsforlearningalanguageastheyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunication.六，PPP:presentation，practice，production三.PrinciplesforgoodlessonplanningA.AimB.VarietyC.FlexibilityD.learningabilityE.linkage四.Componentsofalessonplan教案的内容A.BackgroundinformationBTeachingaimsC.LanguagecontentsandskillsD.stagesandproceduresE.TeachingaidsF.EndoflessonsummaryG..OptionalactivitiesandassignmentsH.AfterlessonreflectionUnit5二，Theroleoftheteacher教师的角色1.Controller:controlthepace,thetime,thetargetlanguage,thestudent.2.Assessor:twothingsa.ascorrector:correctthemistakes,organizingfeedbackthelearnersb.asevaluator:tocreateasuccess-orientedlearning,atmosphere,morepraise,lesscriticism3.Organizer:taskbasedonteachingtodesigntasksandtoorganize4.Prompter:togiveappropriatepromptshints5.Participant:totakepartintheactivities6.Resource-provider:asawalkingdictionaryUnit6一，CriticalPeriodHypothesis关键期假说Thishypothesisstatesthatifhumansdonotlearnaforeignlanguagebeforeacertainage,thenduetochangessuchasmaturationofthebrain,itbecomesimpossibletolearntheforeignlanguagelikeanativespeaker.Unit7三，penningtongrammaticalpedagogy:1.collocationalgrammarshouldbiuldoncollocationalrelationsbetweenindividuallexicalitemsandtheirsubcategories2.Constructiveofferlearnersawaytobuildelementsthatcanbecontinuallyaddedinsequence3.Contextualitmeansthatelementsandstructuresaretaughtinrelationtotheircontext.四，mechanicalpractice机械操练1.substitutedrills替换thestudentssubstituteapartinastructuresothattheygettoknowhowthatpartfunctioninasentence2.Transformationdrills转换changeagivenstructureinawaysothattheyareexposedtoanothersimilarstructureUnit81.A:passive/receptivewords:wordsthatcanberecognizedorcomparedinreadingandlisteningbutcannotbeusedautomaticallyinspeakingandwriting.B:active/productivewords:wordsthatcanbereco