2023年英語教學(xué)法教程主要知識點歸納

Unit1Kｎowlｅｄgｅ:sｔhtｈａt(yī)canbeｌｅarnedSkills：sththａt(yī)onlycanbｅgａinｅｄｔhroｕghpracticeorｔｒaining,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.ThinkiｎginlanguageLａnguageｉsnecessaryｆorthoｕｇht.Languagｅaｃquｉsitiｏn（語言習(xí)得)Leａrnersintｈｅirｅarliｅryｅaｒsａcｑuirｅｃontroloveressentialｓtrucｔureoｆthｅirｌangｕaｇewitｈoutsｐeciaｌteacｈinｇａnｄleaｒnｉnｇinaｅffｏrtｌessandａｌmosｔaｎｕncoｎsciｏusway（liketｈｅformａt(yī)ionｏfahaｂｉt)peoｐｌepｒeferfｉrsｔlａnguaｇeａcquiｓｉtiontoｆirstlanguａgelｅａrniｎg.Cognitivetｈeory:theｒｕlefｏｒpeoｐletoawａretｏcognizesｔh.Cognitiveprocesｓes：Process:inpuｔ--－-aｂｓｏｒｂ－-－-outputLanguagelearningisnｏtjuststimulａt(yī)ｅ-reflecｔiｏn,buｔtｈeusingofoursubjｅｃtiｖecａpａbｉlitｉes,thｅuｓingofｏurcoｇnitiveaｂｉlｉtｙtothiｎｋtｈelａnｇuageandｓtuｄｙingiｔａｃtively.3.Cｏnstructivisttheｏry:learｎinｇisapｒocessofmeaningconｓtrucｔiｏnbasｅdonleａrnｅr’sｏｗnｋｎｏwｌeｄgeａndｅxｐｅriencｅ.S－－－AＴ－－-－-－R(刺激)(反映）Stimｕｌus:assimilaｔiｏn①andａccoｍｍoｄation②把外部知識納入自身納入自身后也不相符,就要對原有知識進行改變，也就是一種原有知道和外部知識保持聯(lián)系的創(chuàng)新的過程。Unit21.ＣLT（交際英語教學(xué)）:itisanaｐｐroachthatconsｉdersthefuｎcｔiｏｎaｌａndsociａlｆaｃtorsinlanguaｇe,emｐhａsizesthatｔheaimoｆlangｕageteａcｈiｎgｉｓtoｈelpthｅｌｅarｎerｓａcquiｒeｃommunｉcaｔivｅａbiｌity.Iｔｏｆfersaneffｅctivewaytoｌｅａrｎlanguagethｒouｇhｌanguａgeｕｓｅ.Thebａsis:theｔhｅoryofsociologyａndsｏciolinguiｓtｉc．2.Lanｇuaｇeｈａstwofunｃtions:A.thetraｎsａcｔionalｆunｃｔiｏｎ→ｔoeｘpｒessthecｏnｔextB.theinteｒacｔional（互相影響的)fｕｎｃtioｎ→ｔosｈｏwsｏciａlreｌatioｎsaｎdｐersonalattitudｅLanｇuageiｓｕｓedtoperｆｏｒmceｒtａｉnｃomｍunicaｔionfunctions;useａllｓkｉlls:A.Rｅceｐtivｅsｋill:listeningaｎdｒｅａdｉngB.Prｏductiｖeskilｌ:spｅaｋingａndwritiｎｇ;usedｉnａceｒtaｉnsociaｌcｏntｅxt:teａcｈthｅpartoflaｎｇuageinrealliferａt(yī)herthanaｌlthelanguａgesｔｕｄentsdｅｖelｏｐallthelangｕａgesｋilｌｓ．3.Ｔｒadｉtｉonalｐeｄagogｙ(傳統(tǒng)教學(xué)法):fｏcusｏnthｅfoｒmsoflangｕagｅ.4．ＴｒａｄiｔｉonalｃlassVS.CLTＬｉｓteniｎg:totheteacher,totheｔaｐe→sｔｈ.unpｒedｉctａble,sth．a(chǎn)utheｎtic,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:ｆocuｓｏndevelopｉngcｏmmuniｃatiｖecomｐeｔｅnceFocuｓonusefulaｎdnｅceｓsarylanguaｇｅPayatｔeｎtiｏntothecomｍuｎｉcativetaskPlaceimporｔanｃeonstudeｎｔs'beiｎgflｕeｎtEncoｕragｅｓtｕdentsｔotakｅpartinactiviｔiｅsUndersｔaｎdｔhestudentsaｒeofdiffeｒentｓtandAｗarethatthereiｓｎｏtjustonekindｏｆEｎglish8．MeritsｏfCLT:ｌikelyｔogｉvetｈｅstudentsaｌlsｋillｓＭorｅrelevanｔLesｓwaｓteoftimeanｄeｆfort9.ＤｅｍｅｒitofCＬT:ｍaｋｅgｒeaｔdemａndsuｐonｔheprofeｓsiｏnalｔraiｎｉnｇａｎdskillsoｆthetｅachｅｒDiｆficuｌtｔｏcheekwhatstudｅｎthａvelｅaｒtDon'tｏffeｒtheｔeａchertｈeseｃｕｒityｏftｈｅtｅxｔbｏokUniｔ4１．Whatiｓｔeaｃhｉnｇ?Teａchingmeaｎsensuringthatthesｔudentshaveleａrntoｒmasｔereｄｗhatiｓbeingｔaughtｔｈｒougｈａｐroｐersequｅｎceｏfsｔepｓ,sothetｅacｈｅrshouldcarefullyｐrepareｔhｅlｅssｏnｓ,aｒrangethesteｐs,madｅｆｕlｌusｅofｅｖｅrysecondinｃｌass.2．PrinciｐｌesfoｒｇoodleｓsｏnplaｎningA．ＡｉmＢ.VaｒiｅｔyＣ.FlexibilityD.learningaｂiliｔｙE．linkage3.Maｃｒopｌanｎinginｖolvｅsthefollowing：A.theａｎalｙsisoｆthesｃhoolB.thｅanalysｉｓoftｈestuｄents(iｎfｏrmation，backgroｕnd）C.thｅａnalysisoftheｓyllables(教學(xué)大綱).（pｒinciple,pｕrpose,requiremｅｎt)D．theａnalｙｓisoftｈeｔextboｏk(教材分析)Ｅ.tｈetｅachingmｅｔｈoｄsandｒefｏrｍ（教學(xué)方法及其改革）Ｆ.thｅｔeaｃhｉngobjectiveandarｒangemeｎt(整體教學(xué)目的及安排)4.Ｃomponｅntsoｆalessonｐｌaｎ：A.BackgｒouｎdinformationBTｅａｃhｉngａimｓC．LaｎguagecｏｎtentｓandskillsＤ.sｔａgeｓaｎｄprｏｃeduｒesE.TｅachingａidｓF．EnｄoflｅｓｓoｎsuｍmａryG．.OptｉonａlactｉvｉtiesａndassignmｅnｔsH.Afteｒｌessonreflectioｎ5.Ｈowtoｍakeａｍicｒoplａｎ.Ａ.Ｔheｔeachｉｎgaimsanddemands（abiｌity,ｋnｏwleｄｇe）B.Thｅｔeａchinｇｃontentｓa．vocabulary,ｐhraseb.sｔｒuctｕｒeｃ.grａmmaｒd．ｓkiｌlsC.ThｅtｅacｈinｇiｍportａｎtａnddｉfｆiｃultpｏiｎtsD.TheteaｃhingmethodsaｎdaimsE.Tｈｅｔｅacｈiｎgｐｒoceｄurｅa.staｇe1:warm-upactｉvｉtｉｅsb.ｓtａgｅ2:(steｐ1:presentatiｏn－-step2:pｒatiｃe－ｓteｐ3:prodｕｃtion）ｃ.stａgｅ3：lｅssonsumｍａryd.sｔage4:assｉｇｎments/opｔionalactivitiese.ｓtaｇｅ5:aｆteｒｃlassreflｅctionUnit５Ⅰ.Thｅｒoleｏftheteachｅr（bａsedｏｎthefuｎctｉonｏftheteaｃｈer):1.Coｎｔｒoller:controlｔhepace,thetimｅ,tｈｅtarｇｅtlanguage，theｓtudeｎｔ.2.Asｓｅｓｓｏr:twothｉngsａ．a(chǎn)scorｒeｃtor:coｒrectthemistakes,ｏrgａnizｉngｆeｅdｂａckthelearnersｂ．ａsevａｌuatｏｒ:toｃreａt(yī)eａsuｃcｅss－ｏrientedｌeａrｎiｎg,aｔmosｐhere,ｍoｒepraise,ｌｅsscrｉtｉciｓm３．Ｏｒganiｚer:tasｋｂasedontｅａchingtoｄesigntaｓkｓaｎｄtoｏrganｉze4．Proｍptｅr:toｇiveappｒopriatｅｐromptshints5.Ｐａrticｉpanｔ:ｔoｔakepartintｈeａctivｉties６.Rｅsouｒce-pｒoｖidｅ:asaｗalkiｎｇｄiｃtionaryⅡ.Ruleｓｆorｍakｉngｉｎstructiｏｎsefｆectｉve:1.simｐle2.naｔurａl3.targetｌaｎｇuaｇe／ｂｏｄｙｌａnguage4．givetｉmetoｇｅtusedtoliｓteｎinｇtoEnglｉsh5.Modelthｅｔasks/activitiesbｅfｏreｄoinｇtheｍｃlearinｓtｒuctiｏｎsⅢ．Thecommoｎstudｅnｔgｒoupiｎｇｓare:a．wｈｏｌeclassｗork；ｂ．pairwｏrk;c.grｏupwork;d．ｉndivｉduaｌstudyⅣ.Disciplinｅreｆerｓtoaｃodeofconductwhichbindsaｔeaｃhｅrandagroupofsｔuｄentstogｅtｈｅrsoｔhatlｅaｒnｉｎgｃanbeｍｏrｅeｆfeｃｔivｅ哪些因素影響學(xué)生紀(jì)律:1.ｔeａcｈｅｒ’ｓｂｅhavioｒａ.cｈoicｅoｆmetｈｏdoｌｏgyb.ｔeａcｈer’sｐrｅparａt(yī)ionforｔｈelearnｅｒsc.inｔｅrpersonalｒｅlatioｎｓhipｗiththｅlearｎeｒs2．moｔivａt(yī)ion/purpose/dｅｓiｒe／ｓｕrrounｄinｇⅤ．Ｈowtｏmａintainｔhediscipliｎe:1．ｃrｅaｔeacodeoｆbehavioｒ2.beconsistｅntinapｐlyingtheｒuleｓ3.befriendｌｙａndtalｋtosｔuｄents4.iｍmediatelyacｔiｏｎ5.ｂefａirtoｅveｒyoｎｅｄealwｉｔhprｏblemsimpersonａlｌｙⅥ.Measurｅsforｉndisｃｉplinｅｄactsａｎdbadlｙbehaｖingstudents：（Ｐ8１)acｔimmediatelｙｓtoｐtｈeclassreａrranｇethesｅatschａｎgetheactiｖｉtiestalktｏstudeｎtsafterclａsscｒeateａcodeofbaｈaviourⅦ.Adｖiceaｂouｔｐroblｅmsｏnclass：(P8１）deａlｗiｔｈiｔquietｌydon’ttaｋeｔhｉngsperｓｏnallydｏn’ｔusethreaｔｓⅧ.QuesｔionintｈeclassPuｒpose：1.ｔｏfoｃusonthｅstuｄｅnts’aｔｔention;２.ｔoｉnviteｔhｉnｋingaｎdimaｇiｎatｉｏn；tochecktheｕnderstａnding;3.ｔosiｍulａt(yī)ｅthｅstuｄentstｏrecallinformａt(yī)ion;4.tocｈａlｌeｎgeｓｔｕdents;5.toassesｓｌearninｇTｙpeｓofqｕestion（P83)clｏｓequestion-oｎlyｏneａnsweｒoｐenｑｕｅｓtiｏn-mａnyｄifferenｔaｎｓｗer…Ⅸ．Dｅalｉnｇwitherroｒs１.Mistake--－--withnoｔhingtodoｗithｌaｎｇuａgecompeｔence（ｃausedｂycarｅlｅssness→ｓｅｌｆ-corrｅｃtion)２.Ｅrrｏｒ－h(huán)ａsｓthtodowiｔhｔhelａngｕａgecomｐeｔenｃe(cａuｓｅdbyｌackinｇofknowledge→beｄeａｌtwiththehｅｌｐoｆtheｔeａchｅｒandｏtherclａssｍaｔｅs)3.Deａlinｇｗithｓpokｅnｅｒｒorsa．flｕencyａｃtiｖiｔyaｆtertｈeactiｖityb．a(chǎn)ccurａｃyactｉvｉtｙ－－-－wｈｉletheactivｉty４.Ｈowtocorrecta.ｉndｉｒeｃtｔｅaｃｈｅｒcorrｅｃtｉｏｎｂ．directteaｃhercorrecｔionc.self-correcｔiond.peeｒ-corrｅｃtｉoｎUnit61.Theｒolｅｏfprｏｎｕnciatｉon①2views:a.pｒｏnuｎciaｔionwｉlltakｅcareofｉtsｅlｆｎｅedn’ttｅａchｐronｕnciatiｏnb.pｏorpｒonunｃiａｔionisａgreａt(yī)ｈindｒanceｉnlanｇuａgeleaｒｎiｎｇ②FｏrChｉｎese:ｐrｏｎunciationisiｍpｏｒtantdepenｄoｎa．ChineｓeisdiｆfｅrentfromEnglisｈb.ChｉnesehavｅlittleexposureｔoＥngｌiｓｈ2.Theｇoaｌoｆteachinｇpｒｏnuｎciation①Wecａnneｖｅrgettｈｅnatiｖｅ-liｋepronuｎｃｉａt(yī)ionａ.CritiｃａlＰｅriodHｙｐothesisb．ｔheaｍｏuntoｆeｘpｏｓｕrｅc.biologiｃaｌanｄｐhysｉolｏgiｃaldｉffereｎces②ｏurｒｅaｌisｔiｃgoaｌｏｆｔeａchingｐronｕncｉatｉon(P９3）a．Cｏnsiｓｔｅnｃｙb.Intelligibiｌｉtyc.Ｃoｍmunicativｅefｆｉｃienｃy３．Ａｓpeｃtsofｐrｏnuｎciation①ｆoｃｕsonsｏundｓ，sｔｒｅssandintｏnａt(yī)ｉｏn,thesechangethemｅanｉngofasenteｎce②Thewａｙｓofｔｅachpｒｏnuｎciaｔioｎ:Step1.GivinｇｍodeｌＳｔep2.ＩmiｔatingSteｐ3.Cheｃking(ｅｘplaining)Step4.ＧｉvingexamplｅsSｔep５．ComparｉngSｔep6.MeaｎiｎgfulｐracｔiｃeUnit７1Thｅreaｒediｆｆｅrentwaysｏｆprｅｓｅｎtiｎgｇrammarinｃlassroｏm：Ｔhｅｄeductiｖeｍethod,ｔheiｎductiveｍethod,aｎdthｅdｉscovｅrymｅtｈoｄ.2Pｅnningtｏnｐrｏposeｓasyntｈesisapprｏacｈtogｒaｍmａt(yī)icalpｅdagoｇy.Shｅemphasizedtｈatgｒamｍarteａcｈingshouｌｄbe“collｏｃａt(yī)ioｎal,ｃonｓtructive,conｔexｔｕaｌandcontrast”(4C)3Grammａrpｒａctｉｃｅｉsusｕallydｉvidedintotwocategoriｅs,meｃhanicaｌpractiｃeａndmeａningfｕl／commｕnｉcatiｖepracticｅTｈeｄedｕctiｖｅmetｈｏd:Sｔep:1pｒｅsentａｔioｎofthｅｇraｍmarruleｓ2sｔｕdyoftheｅxａmpｌes３cｏnclusion4drillsTheguiｄｅｄdiｓｃoｖerｙmetｈod:Steｐ:1pｒeｓeｎｔationoｆcontextualizｅdscｅｎarｉｏsｉllustｒatingaspｅcifiｃｓtructｕre２indｕｃestｕｄｅntｓtoｆiｎdｔheｒｕlesstruｃturｅs3ｔｅach／learnｔｈenewrulesstructures4dｒｉllsＴheroleoｆGｒammarGrammarcompetenceisoｎｅcｏｍpoｎｅnｔofcｏmmunｉｃativecopentｅnｃeGrａｍmarmakeseｘprｅｓsionfｏｒmal,accuracyＩnsｔrucｔivｅlｅarnsarefｏundtooｕｔpｅｒformunｉnstrucｔedlearｎeｒｓＵnit81.Itemｏｆｖocabularｙ：ｗords,cｏmpouｎds,ｐhrases,idｉomsA:ｐａssｉve/rｅcepｔivｅwords:wｏrdsthａｔcaｎｂｅrｅcｏgnizedorｃompａrｅdinrｅａｄingandliｓteｎingｂutｃａnnotbｅuseｄａutomaticallyinｓｐｅakｉｎgandｗriｔiｎg.B:active/prｏductiｖeworｄs:wordｓｔhaｔcaｎberecｏgnizedａndalsｏbeuｓeｄinｓｐeecｈａndwritｉngbｙlearnｅｒs.2.Aspecｔsｏｆleａrｎingaworｄ:A：pronoｕｎciation(stｒesｓ＋sｏunｄ)Ｂ:form(sｐelling+ｇｒａmmａt(yī)icａlpropｅrties)C:meａniｎg(denotaｔivｅmeａniｎg＋conｎotativｅmeaninｇ)D:ｕsａge（ｃollocａt(yī)iｏn,ｓynonyms，ａntｏnyms，hyponｙms）3.Ｗａyｓｔｏsｈowmｅaｎinｇ:A：ｕｓingｖisuａlｓ(realobｊect，ｐiｃｔures，ｄｒawiｎｇs.etc.）B:giviｎgexamｐlｅsC:usingｔheｌｅaｒnｉer'onlaｎguagｅ4．Ｉmplicatiｏｎsfｏｒteachｉngvｏcabuｌaｒｙ:Ａ：ｂｏthdｅnoｔaｔiveaｎdconnoｔａt(yī)ivemeaningｓＢ:inconｔextsC:iｎgrouｐsofｒeflectedwｏrdsD:wｏrｄfoｒｍationisusｅfulindｅｖeｌoｐiｎｇＥ:ｖocabularyＦ:ｄifferenceｂetweenｐassiveaｎｄactｉvewａys5.Someconｃepts:A:dｅnotatiｖeｍeａningoｆawordrｅferstothａt(yī)weusetｏｌａbeｌthｉngｓａsregardsrealoｂjeｃtｓ.Ｂ:coｎnotativemeaｎingofａwｏrdｒeferstoｔheatｔitudeoremotiｏnsofalanguageuser.C:ｃolｌoｃａｔiｏn:rｅｆｅrｓtowordsthａt(yī)concｕrwiｔｈhｉgｈfrequeｎcyaｎdhavｅbeenacceptｅdasｗaysfｏｒｔheｕseofwordｓ.6.Wayｏｆpｒｅseｎtiｎgvoｃａbｕlaｒｙ１)ｐroviｄｅavｉsualｏrｐhysｉcａｌdemｏnstrａt(yī)ｉｏnwｈeneverｐossiblｅ2)provideavｅrｂalｃonteｘtｔodemonstｒatemeanｉｎｇ3）useｓｙnoｎyｍsorantonｙmｓtｏeｘplainmeaｎing4)uselexicalsｅtsorbyponymsｔoshowrｅlａt(yī)iｏnofwｏrdｓaｎｄmeaniｎgs.5)trａnｓｌａt(yī)ｅanｄeｘａmｐｌify6)ｕsｅworｄfoｒｍａt(yī)ioｎ．ｅtｃ.Unit91.Whｙdｏlistenｉngｃomeｆiｒsｔ?A.ｓtudents→ｉmpｏssibletoprｏduceａｓｏuｎｄdoeｓn’texｉsｔintheiｒmothｅrｔonguｅ.B．studｅｎts→imｐｏssiｂleｔoproduceaｓoｕndｗｉthｔｈｅrightstress,rｈytｈm,intｏnatｉonｗiｔｈoutproｖｉdｉngｔｈemamodeｌ.２.TｈeｅｓsenceoflisteningＩtispeｒfeｃtｌypossibleｔoｈｅar,ｂuthere“hear”isnｏtliｓteniｎｇ,similarlyitispossibletoｌisten，ｂutnoｔunｄeｒstand,lｉsteｎingmeanscｏmｐrehenｄwhａt(yī)youhear.3.Wｈydｏesｌisteningseeｍsoｄiｆｆicuｌt?Tｈｅdiｆficｕlｔies：A,quiｃklyｆorgetwhatisｈeardB，ｄon’ｔrecognizeｔhewordsyoｕknowC,understandｔｈewｏrdsbｕtnottｈｅiｎｔendeｄmeｓsａgｅD,whilethinkｉnｇabｏｕｔthｅmｅanｉng,neglecｔｔｈenextｐartE,can’tfoｒmthｅmentalrｅprｅsentationＵnit10Ｓpｅaｋingistheskiｌlｔhattheｓtｕｄeｎtswiｌlbejｕｄgeｕponmosｔinreal-ｌifesituａｔionSpeakingistoexｐressonｅselｆ㈠tｈｅfeelingofoｎeselｆ㈡tｈeeｘperiｅnceofonｅselｆTypeofspeaｋingtａsksconcｌuｄe(pre-communｉcaｔiveactivｉties)ａｎd（Ｃommunｉcａt(yī)ｉveacｔiｖｉｔｉeｓ)Desigｎiｎgspeakｉngtａsksconcｌｕdemａximumfｏreigntａlk,eｖenpａrｔｉcipaｔion．highmoｔivaｔiｏn．rightｌanguagｅｌｅvelTheｆeaturｅofsｐeaｋingissｐontaneousandｔｉme-cｏnstｒaintUnｉt1１Tｏｓｕmmarizｅ,readiｎgalouｄandsｉlentrｅadingaretwotypｅｓｏfｒｅadingｐrａctice.Ｒｅａdiｎgaloudｈeｌpsstuｄｅｎtsｔoprａｃｔiceoracquiｒegoodprｏｎｕnｃｉａt(yī)ｉon，inｔonａt(yī)iｏｎ，anｄbuildupcoｎfidencｅinsｐｅakｉng.Siｌentｒeaｄiｎghelpsｓtudentstocomprehendtｈemｅanｉnｇtｏgetinformａｔｉon.Ｔhreeｋindsofreaｄｉngｍaｔｅｒialｓ:ｆａst/rapidreading,ｉntensivereadｉngandextenｓｉｖerｅａdｉnｇ.Therearetｗobroａdlevelsintheactofｒeadiｎg:１.aｒｅcognｉtiontaskｏfperceiｖiｎｇviｓuａlsigｎａlsfrｏmtheprinteｄpagethrｏuｇhtheeｙes;2.aｃogｎitivetaskofiｎｔerｐrｅtingtｈevisualｉnｆormaｔion.Thｒｅemｏdｅｌsforｔeａｃｈｉｎｇreading：boｔtｏm-uｐｍodeｌ,top－dｏwnmｏdｅlanｄinteracｔivｅmodｅｌ.Fｉveprｉｎciｐlesfoｒｔｅａｃhiｎgreａdiｎg：1.Accessiblereadiｎgmａt(yī)eriaｌs.2.Clearprepａｒｅdtａsks.3.Dｅveｌｏｐingstuｄentsrｅadingsｔrateｇieｓ.４.Ｅnouｇｈｇuｉdaｎce.５.Promotingthestｕdentsrｅadingａbility.Predｉｃtingisａniｍpｏrtaｎtreadinｇskill.Prediｃtｉonsｃanbedonemａnydｉｆfeｒeｎtwaｙｓ：ｐrｅdictingｂaseｄontｈｅtｉtｌｅ，predictingbaseｄoｎvocabularｙaｎdpｒｅdiｃtｉｎｇonthｅT/Fqｕｅstionｓ.Ｐre－rｅadiｎgａctivitieｓ：prediｃtiｎg,settingthesｃeｎe,sｋimｍing,andsｃanniｎg.Whiｌe－readingｓtage:sopｈiｓticａt(yī)ｅｄinput,ｔransiｔｉｏnｄｅvicｅ,ouｔｐｕｔ,undeｒreｆerencｅａｎｄmakingrｅｆerｅnｃe.Pｏsｔ-reａｄｉngacｔiｖitieｓ:Gａp-filｌiｎg,discussion,roｌeplay,retellingandwｒiting.12.Readingmeanstheｃonsｔruｃtionofｍeａniｎgfromapｒinｔeｄorwrｉtｔeｎｍesｓaｇｅ.論述題１.HowtｏBｅａGoodEｎｇｌiｓhＴeacher?ＴoｂeagoodＥｎgｌishｔeacherdoesnotｏnｌydeｐendｏｎhisｏrheｒcommａndofthelanguaｇｅｂutonｏthｅrelements.Tｈeｓeelemeｎtscanｂeｃaｔeｇorizediｎｔoｔhreｅgrｏupｓ:ｅthｉcdevotiｏn,ｐroｆessionalｑuａlitiesanｄpeｒsonalｓtyles.TheｓetｈreeaspectscｏnｓtiｔutetｈeprofessionalcｏmpeｔenceｏfａgoodEnglｉshteａｃhｅｒ.Hoｗeｖer,tｈeｍostimｐortantandmostdiｆｆicｕlｔpaｒｔｏfｂeｉｎgagoodEnglisｈteacｈerisnｏtｔｈepｒｏfessioｎalcompetｅncebｕｔthedｅveｌopmentofｉｔ.TｈedevｅlopｍenｔofprofessionaｌcompeｔｅncｅｆｏｒagｏodEnglｉｓｈteacheriｎvolvｅsｔwostagesaｎｄagoaｌ.Thefｉrststageiｓlanguagedｅvｅlopｍeｎｔ．AllEngｌｉshtｅachｅｒsareｓｕｐposedtohａveａsｏundｏfEnｇliｓｈ.Aslａngｕaｇeisｔhesuｂjecｔmatterfoｒａｌanｇｕageteacｈerandalsoｂecaｕｓelaｎguageａlwayschanｇｉng，langｕaｇedeveｌopmｅｎtｃanｎeｖｅrｃｏmetoaｎend．Theseｃonｄstaｇeinｖolvesthｒeｅsｕb-ｓtages：leａrｎｉnｇ,pracｔｉｃe，aｎdrefleｃtｉon．Tｈelearｎiｎgstaｇeiｓacｔｕａｌlｙｔhｅpｕrｐｏseｆulpｒepａrationwhiｃｈinｃlｕdｅs:leaｒniｎgfromｏthers’experiｅnce,learningｔhｅｒeceivedknoｗledgｅaｎdlｅarｎingｆrｏmone’ｓownexpｅrienｃeasaleaｒｎer.Ｔhelｅaｒｎinｇｓtageisｆollowｅdbyｐraｃticethatcanｂeusｅｄｉntwosｅnsｅｓ.Inonｅsense,itisａｓhｏｒｔpeｒioｄofｔｉmeasｓignedtoｄoteachｉngｐｒaｃｔice.Theothｅrsｅｎｓeofpractｉceiｓｔhｅｒeａlｃlassroｏmteacｈｉng.Ｔeachｅrｓbenｅfitfrｏmpraｃticeiｆｔheｙkeeponreflectｉononwhatｔｈenhａveｂeendoinｇ.Ideaｌｌy,ａt(yī)eａｃhershoulｄbeaｂletoattaｉnhｉsorhergoａｌ,tｈatｉstheproｆesｓｉonalｃompｅtｅｎceaftersoｍeperｉｏdｏfｐｒactiｃeandｒefｌeｃｔion.Actｕａlｌｙproｆessｉonａｌcoｍpeｔenceis‘a(chǎn)ｍｏvingｔargeｔorhorｉzon,ｗhichprｏfesｓionａｌstraｖｅlalｌｔheirprofｅｓsioｎallifeｂutwhicｈisｎevｅlfｉnａｌlyａt(yī)taiｎed.’２.Hｏwcaｎoｎebeｃomｅagｏｏdlanｇuａgｅｔｅachｅｒ?Tｈeｍostimportantandmostｄiｆficultpaｒｔoftheｍakｉngofａgｏoｄｌanguaｇeｔeaｃhｅristheｄevｅｌopｍentofｐｒofesｓionａlcｏmｐeｔence，whiｃhisthｅstaｔeｏrqualityｏfbeingadeqｕaｔelyｑualifiｅｄforｔheprofesｓion,ａｎｄａrmeｄwithaｓｐecifｉcrangｅoｆsｋills,stｒａｔｅｇｉes,kｎowledｇe,ａｎdaｂility.Walｌacｅusesthefollｏwｉng‘rｅfｌecｔiｖｅmｏdel’todemonstｒatetｈedeｖelopmentoｆpｒｏｆesｓiｏnａlｃompeｔｅnce．Ｔhemodelisanadaｐtｅｄveｒｓiｏnｔｏｉlｌustrａt(yī)etｈeprocessｏｆｂecomｉｎgaｐroｆｅssｉoｎalｌｙcompeｔeｎｔteacheｒ．Otheｒs’ｅxperienceOwneｘperienceＲeceiveｄｋnowｌｅdgePractｉｃｅＲeflectｉonＰrｏfessｉoｎalcompｅtｅｎcｅＬaｎguａgedevelｏｐｍeｎｔSｔage1Staｇe2ＧoａlＦrｏmｔheａboveｍｏｄeｌ,wecaｎseｅthedｅvelopmentofproｆeｓsionａlcｏmpetenceforｌaｎguaｇeteachertｈreｅsｔａｇｅs.AｌlEnglｉshteａｃｈeｒsaresuｐposedtｏhavｅａｓounｄｃｏmｍanｄofＥngliｓｈ．Aｓlanguageｉｓthesubｊeｃｔmａt(yī)ｔerforlanｇuagｅtｅａｃｈeｒsａｎｄａｌsｏｂeｃauselaｎgｕａｇｅisalwayscｈａｎgiｎg,languageｄeveｌopｍentcannevｅrcoｍetoanend.Thesecondｓtaｇeisthemoｓtｃruｃiａlｓｔaｇeaｎdｉｔiｓmorecomplｉcateｄbeｃauseiｔinｖolｖeｓthreesub－stａgeｓ:leａrniｎｇ,praｃticeanｄrefleｃtioｎ．Leａrniｎgstagewhicｈｉstheｐｒｅpaｒationbeforealanguageｔｅaｃherstartstheｐracｔiｃeofteaｃhｉng.Tｈisprepaｒationcanincluｄe:1.learningfrｏmother’ｓexｐerienｃe２.ｌearningtherecｅｉveｄknoｗlｅｄge3.lｅarniｎgfromonｅ’sowｎexperiencｅasalearｎeｒ.Teachersｂenefitfrｏmpｒａcｔｉcｅifthｅykeｅponreflecｔiｎgonwｈattheyhavebｅeｎdｏing．Ｈoweｖer，ｐrofessioｎａlｃoｍpeteｎceａsanultｉmａt(yī)ｅｇｏaldｏeｓnotsｅeｍｔoｈａvｅanｅnd.3．CoｍmunicativeLａnｇuaｇeTeachinｇ（交際英語教學(xué)法）Ｄefiｎition：Ｉｔiｓａnａｐｐｒoachthaｔcoｎsidｅrｓthefuｎctiｏnaｌandｓoｃｉalfacｔorsiｎlanguａgｅ，ｅmｐｈaｓizesthｅaimoflａnguaｇetｅachｉｎgｉｓｔoheｌｐｔｈelｅarnersacquirecｏmmunicatiｖeaｂiｌity.Itoffeｒｓaneffectivewaytoｌｅarｎｌａnguagethｒoughlanｇuageuse.Basis:Thetｈeoryofｓocｉｏloｇyａndｓociolinguiｓtics.Priｎciplｅｓ:Cｏmｍunicａt(yī)ionpｒinｃiplｅ；Taskprinciple;Ｍeaniｎgfulnesspｒｉｎｃｉpｌe.Ｆeaｔures:Ｆｏcｕsoｎdｅvｅloｐiｎgcommuniｃａt(yī)iｖecompｅtence；Concenｔrateonusefulanｄnecessaｒylanguａge;Pａｙattentiontoｔhecomｍuｎｉcａt(yī)ivｅｔａsｋsｔoachｉevｅ;Plaｃeｉｍporｔanceontheｓtuｄｅｎtsｂeingfluenｔ;Enｃｏｕragestudentsｔｏtakeｐａrtinｔｈｅactivities；Undeｒｓｔaｎdｔhestudｅntｓareｏｆdifｆｅｒentstａndards;ＡｗａretｈattherｅｉsnotjuｓtｏneｋindofＥｎｇliｓh（Variety).4．Task-ｂaseｄLangｕaｇeＴeaｃhing（ＴBＬＴ)TBLTｉs，inｆact，afｕrtherdevelopmentofCommｕnｉcatiｏnLaｎｇuageTeaｃｈing(CLT).Iｔshaｒｅsｔheｓamｅｂeliefs,aslａnguageshoulｄbeleａrnｅdaｓclosｅａspossiblｅｔｏhoｗitｉｓuｓedinreallifｅ．Hoｗeｖer,ｉthａsstｒesｓｅｄtheiｍpoｒtanceofcombiniｎgｆorm-focusedｔeachｉngwiｔhcommunicatｉon-fｏcusｅｄteacｈinｇ.（definition）Itｓｔreｓsesｈolisticandrealisticinpｕtanｄouｔputａndｔhefocｕｓisontｈestudents'lｅａｒninｇ,ｒathertｈanonasetoｆdｉscreｔelanguaｇｅkｎｏwｌeｄge,andtａsｋscaｎｃontｒibｕtｅtowhole-ｐｅｒｓｏndeveloｐment-notjｕstlinｇuisticｄeveｌopｍｅnt．Theattｅntiontｏｓtｕdents'needｓ,ｉｎteresｔsandabiｌitiesmeansthatweshoｕldvａryourteａｃhｉngsｔyleｓtｏｔakeａccountofｔｈeｄifferentwaｙsiｎwhichｓtudｅntｓｌeaｒｎ．(feature)Ｍerｉtｓanddemｅｒｉｔs（4ｐoints）Ｂasiｓ(依據(jù))Ｐrincｉples(4)Goals(暫無)5.HｏwｔotｅacｈａgoodspｏkenEｎglｉshｌesson?TeaｃhingspokenＥnglisｈhaslonｇbeｅnattａchedwitｈgreａt(yī)ｉｍｐｏｒtanｃｅ.Cｅrtainly,howtｏgiveａgoodｓｐokeEngｌisｈleｓsonｉsｏfsiｇnifｉcaｎｃｅ.Ｆirstｏfａll,diｓｔincｔiｏnｓbetwｅeｎｓｐokenEｎglisｈandwriｔｔenＥｎｇliｓhshｏuldｂｅmadecleａrｌy,ｓoａsｔoｕｎｄerstaｎｄthefｅaturesｏｆｓpokｅｎlanguage.InterｍｓofsｐoｋeｎEnglｉsh,iｔconｔainsfourfeatｕresaｓｆｏllowｓ,ｕsiｎgｌeｓsｃomplexｓｙntax,ｔａkｉnｇshｏ