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1、Revision Contents: Unit 1 Language and Learning 1. What are the major views of language" What are their implications to language teaching or learning" Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, le*ical, etc. to sentenc

2、e. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes th

3、e teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed.The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learnin

4、g is a process of habit formation. Functional View:It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to d

5、o things with it. To perform functions, learners need to know how to bine the grammatical rules and the vocabulary to e*press notions that perform the functions.municative approaches are based on this view of language. Interactional View: It considers language as a municative tool, whose main use

6、 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 also need to know the rules for using them in a whole range of municative conte*t. Some of the language learning approaches and methods based on t

7、his view of language are: Strategic interaction; municative approaches. 2. What are the major Views on language learning" What are their implications to language teaching" Behaviouralist theory Based on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be

8、learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America. One influential result is the audio-lingual method, which involves en

9、dless “l(fā)isten and repeat〞 drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world t

10、oday. Cognitive theory It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child

11、produce a sentence that has never been said by others before. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method. According to the cognitive theory, lear

12、ning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task. Constructivist theory: Learning is a ple* cognitive processin which the learner constructs meaningbased on his or her

13、 own e*periences and what he /she already knows. Implications for classroom teaching Teaching should be built based on what learners already know and engage learners in learning activities. It is believed that education is used to develop the mind, not just to rotate or recall what is learned. T

14、eachers need to design activities to interact with learners to foster inventive, creative, critical learners. Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interestand cu

15、riosity for learning. Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social conte*t based on the concept of ‘Zone of Pro*imal Development’(ZPD) and scaffolding. Learning is best achieved through the dynamic interaction between the teacher and th

16、e learner and between learners. With the teacher’s scaffolding through questions and e*planations, or with a more capable peers’ support, the learner can move to a higher level of understanding and e*tend his / her skills and knowledge to the fullest potential. Unit 2 municative Principles and Acti

17、vities 1. The goal of CLT is to develop students’ municative petence. 2. What is municative pentence" Try to list some of its ponents and their implication to teaching. municative pentence refers to both the knowledge about the language and the knowledge about how to use the language appropriatel

18、y in municative situations.According to Hedge, it includes five ponents. Linguistic petence --- knowledge of the language itself, its form and meaning Pragmatic petence --- the appropriate use of language in social conte*t Discourse petence --- one’s ability to create coherent written te*t or co

19、nversation and the ability to understand them (ability to e*press or to understand a topic logically and coherently by effectively employing or prehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic peten

20、ce --- strategies one employs when there is munication breakdown due to lack of resources Fluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation Implications for teaching and learning: Linguistic petence Teach

21、ers need to help learners ----achieve accuracy in the grammatical forms of the language; ----pronounce the forms accurately; ----use stress, rhythm, and intonation to e*press meaning; ----build a range of vocabulary; ----learn the script and spelling rules; ----achieve accuracy in synta* and

22、word formation. Pragmatic petence Teachers need to help learners ---learn the relationship between grammatical forms and functions; ---use stress and intonation to e*press attitude and emotion; ---learn the scale of formality; ---understand and use emotive tone; ---use the grammatical rule

23、s of language; ---select language forms appropriate to topic, listener, or setting, etc. Discourse petence Teachers need to help learners ----take longer turns, use discourse markers and open and close conversations; ----appreciate and be able to produce conte*tualised written te*ts in a variet

24、y of genres; ----be able to use cohesive devices in reading and writing te*ts; ----be able to cope with authentic te*ts. Strategic petence Teachers need to enable learners ----to take risks in using the language; ----to use a range of municative strategies; ----to learn the language neede

25、d to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’ Fluency Teachers need to help learners -----deal with the information gap of real discourse; -----process language and respond appropriately with a degree of ease; -----be able to respond with reasonab

26、le speed in ‘real time〞. 3. What is municative language teaching" municative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of

27、 British functional linguistics, as well as American sociolinguists. The goal of municative language approaches is to create a realistic conte*t for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to e*press their own ideas, feelings, att

28、itudes, desires and needs. Open ended questioning and problem-solving activities and e*changes of personal information are utilized as the primary means of munication. Students usually work with authentic materials in small groups on munication activities, during which they receive practice in nego

29、tiating meaning. This method is learner-centered and emphasizes munication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves

30、as more of a facilitator, allowing students to be in charge of their own learning. 4. Principles in municative language teaching munication principle: Activities that involve real munication promote learning. Task principle: Activities in which language is used for carrying out meaningful tasks p

31、romote learning. Meaningfulness principle: Language that is meaningful to the learning supports the learning process. 5. Strong version and week version A weak version:Learners first acquire language as a structural system and then learn how to use it in munication. It regards overt teaching

32、of language forms and functions as necessary means for helping learners to develop the ability to use them for munication. A strong version: Strong version: The strong version claims that ‘language is acquire throughmunication’. Learners discover the structural system in the process of learning ho

33、w to municate. It regards e*periences of using the language as the main means or necessary conditions for learning a language as they provide the e*perience for learners to see how language is used in munication. 5. List some of the municative activities. 1) Functional municative activities

34、Identifying pictures Discovering identical pairs Discovering sequence or locations Discovering missing information Discovering missing features Discovering “secrets〞 municating patterns and pictures municative models Discovering differences Following directions Reconstructing story-sequenc

35、es Pooling information to solve a problem 2) Social interaction activities Role-playing through cued dialogues Role-playing through cues and information Role-playing through situation and goals Role-playing through debate and discussion Large-scale simulation activities improvisation 6. Ma

36、in features municative activities 7. The Task-based Approach A task-based approach sees the language process as one of learning through doing. It stresses the importance to bine form-focused teaching with munication-focused teaching. The task-based approach aims at providing opportunities for th

37、e learners to e*periment with and e*plore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes. Task -based Learning offers an alternative for language teachers. In a tas

38、k-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the pletion of a central task and the language studied is determined by what happens as the students plete it. So it aims to provide learners with a natural conte*t for language use．As learner

39、s work to plete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to e*press their own meaning．By so doing，they have to check to see if they have prehended correctly and，at times， the

40、y have to seek clarification． By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time． Task presented in the form of a problem-solving negotiation between kn

41、owledge that the learner holds and new knowledge 7. What is a task" Any one of the following definitions is ok: A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus e*amples of tasks include painting a fence, dressing a child. In other words, by ‘task’

42、 is meant the hundred and one things people do in everyday life, at work, at play and in between〞.-------- Long (1985) [A task is] an activity which require learners to arrive at an oute from given information through some process of thought, and which allows teachers to control and regulate that p

43、rocess. ------ Prabhu (1987) … a piece of classroom work which involve learners in prehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)

44、 Tasks are always activities where the target language is used by the learner for a municative purpose (goal) in order to achieve an oute.〞 A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose. 8. A task

45、 is believed to have four ponents: a purpose, a conte*t, a process, and a product. 9. What is PPP model" In this model, a language classroom consists of three stages: Presentation of new language item in a conte*t---controlled practice (drilling, repetition, dialogue reading, etc)---production of

46、the language in a meaningful way (a role-play, a drama, an interview, etc.) 10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus. Unit 3 1. The overall language ability required in the 2001 National Englis

47、h Curriculum includes the following aspectslanguage knowledge, language skills, learning strategies, affects and cultural understanding. 2. What is a syllabus" A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes

48、 contains suggestions of methodology. 3. What is curriculum" A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a

49、 program. In some sense, a syllabus is part of a curriculum. Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region. 4. Designing principles for the Na

50、tional English Curriculum 1) Aim for educating all students, and emphasize quality-oriented education. The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students’ affective needs as well as other learni

51、ng needs in order to stimulate their interests in learning, help them e*perience the sense of success, and gain self-confidence in learning. Its overall objective is to develop students’ prehensive abilities in using the language and to improve their cultural quality, to develop their practical skil

52、ls, as well as to cultivate their creative spirit. 2) Promote learner-centeredness, and respect individual differences. Students’ overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the devel

53、opment of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should bee a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing i

54、ntelligence and broadening their views and visions. Teaching should take full consideration of students’ individual differences in learning process and their learning styles and teaching should be fle*ible in using teaching methods, resources and ways of assessment so as to make teaching beneficial

55、to all kinds of students. 3. Develop petence-based objectives, and allow fle*ibility and adaptability. The overall aim of the curriculum or nine-year pulsory education is to develop students’ prehensive abilities in language use. Such abilities are grounded in the development of language skills, l

56、anguage knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year pulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students ca

57、n do with the language. It is thus designed to reflect the progressive nature of students’ language development during the process of school education so as to ensure the integrity, fle*ibility and openness of the curriculum. 4) Pay close attention to the learning process, and advocate e*periential

58、 learning and participation. Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students’ language development. During the process of learning English in nine-year pulsory education, s

59、tudents should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of e*periencing, practicing, participating, e*ploring and coopera

60、ting under the teacher’s guidance. 5. Attach particular importance to formative assessment, and give special attention to the development of petence. The assessment for the nine-year pulsory education should be geared to stimulating students’ interests and cultivating their autonomy in learning. T

61、he system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students’ language performance and achievements during the learning process. Assessment should be made facilitative to developing students’ interests and s

62、elf-confidence in learning. Summative assessment should focus on assessing students’ overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualit

63、ies and for the development and improvement of the English curriculum. 6. Optimize learning resources, and ma*imize opportunities for learning and using the language. English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy

64、resources that are practical, lively, updated for students’ learning. Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to e*pand the opportunities for students to learn and use the language. Also teachers should encoura

65、ge students to take part in e*ploring and utilizing resources for learning. Unit 4. Lesson Planning 1. What is lesson planning" Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be us

66、ed in order to achieve the aims of the lesson. 2. Principles for good lesson planning include: Aim, Variety, Fle*ibility, Learnability and Linkage 3. Lesson planning at two levels: Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning) Micro planning: planning for a specific unit or a lesson (40 or 50 minutes) 4. ponents of a lesson plan Background information: number of students/ ages/ grade/ ge