英语教学法教程主要知识点归纳 (自动保存的).docx

英语教学法教程主要知识点归纳 (自动保存的)
Unit　1
Ｋnｏｗlｅdｇe:　 　 sth thａt caｎ　be learnｅd
Skｉllｓ: sth　ｔｈat onｌｙ caｎ be gaｉned　ｔhｒｏugh　prａctice or tｒaｉning,
Languａge skills: ｌisteninｇ, speakiｎg, readinｇ anｄ wrｉtiｎg
Language iｓ a sｙstｅm of　aｒｂitrａry vocal ｓｙmｂols ｕｓed for ｈumａn munication。
Vｉｅws on ｌａnｇuage:
1、Struｃturａl　viｅw (laｎguａgｅ peｔeｎce)
—The founder: Sauｓｓurｅ
—Tｈe ｓtｒuｃtuｒaｌ ｖiew　of lａngｕagｅ seeｓ lanｇuagｅ　ａｓ　a ｌinguｉｓtic　system maｄｅ up of various ｓuｂsysｔems:1、the sｏund ｓｙsｔeｍ(ｐhonology) ２、sｏｕnd binations(morｐholoｇy)３、 ｍeaning ｆor　mｕｎicａtion(syｎtax)
—Learning the languａgｅ ｉｓ tｏ　learn　the ｓtｒｕcturａl ｉｔems,study tｈｅ inner sｔrｕcｔuｒe　and rｕle of laｎgｕage,ignoｒｅ the　social funcｔioｎｓ　oｆ　the ｌangｕaｇe。
2 、Functiｏnal　view
　— Represeｎtａtive:　Ｊoｈnsｏｎ、maｒrow、swain cａｎａl (the core: grａmｍａｒ)
—The function view ｎot oｎly　seｅｓ lａnｇｕaｇe as a lingｕistic sｙsteｍ but also a mｅans for　doｉng ｔｈings

—Ｌeａrners learｎ a　langｕage in　order to　be　aｂlｅ tｏ ｄoing thingｓ　ｗith ｉt　
Use tｈe linguiｓtic　strｕcture tｏ ｅxpress　fuｎctｉons
3、Ｉnteｒaｃｔionａl　view　(municａtivｅ　pｅtence)
　— Emphａｓis:apｐropriatｅnesｓ
— Languａge　is ａ　munｉcａtivｅ tool,which ｍaｉn ｕｓe is to ｂuiｌd uｐ　and maintain ｓｏciａｌ relatiｏnｓ　betweｅn pｅople
—Learｎeｒs ｎeed ｔo know tｈe ｒulｅｓ ｆor usｉｎg tｈｅ language in　ｃertain contｅxt
—Thｅ structuraｌ view lｉmｉtｓ kｎowing ａ laｎguagｅ to knowiｎg ｉtｓ　sｔructurａl rules aｎd vocａbuｌary
Ｌａnguagｅ teacher　quａlｉfｉcａｔｉｏｎｓ:
１、a good ｍand　ｏｆ sｐｏkeｎ anｄ　wriｔteｎ languａgｅ
２、forｍuｌatｅ　theory　prｅsupｐosｉtion

3、language　background ａnd ｅxｐｅrieｎcｅ
４、knｏw how laｎguａges　aｒe ｌearnt
5、the ａbiｌｉty to use　meｔｈods　in vａrｉous situaｔｉons
６、dｅep ｕｎｄｅｒstanｄing of cultｕrａl backgｒｏund
　７、ｕndeｒstanｄinｇ the prｉnciples oｆ　teachiｎg
Ｔheｓe　elements cａn　be cateｇｏrｉzed iｎｔo　tｈree groｕps:ethic ｄｅvｏtｉｏｎ,　ｐｒoｆessｉonal　quａliｔieｓ and perｓonaｌ ｓｔyles
View oｎ lａnguage lｅaｒning
1、 Ｐsｙchｏlinguisｔiｃ: tｈe reｌaｔioｎshiｐ ｂeｔweｅn laｎgｕage ａnｄ thinkｉnｇ、
1) Ｔhiｎkｉｎg ｉn language
2) Ｌanguaｇe is　ｎecesｓaｒｙ　for thought、
3) Lanｇuａge acｑｕiｓitiｏn(语言习得)
4) Lｅarnerｓ　in tｈeir earlｉeｒ yeaｒｓ acｑuire　ｃｏntrol ovｅｒ　ｅsｓenｔiａl　strｕctuｒe oｆ ｔheir lａnguａｇｅ 　　 　ｗiｔhｏut special teａｃhｉng　and leａｒnｉng ｉn　a effortleｓｓ　and ａlmosｔ an　uｎcｏnscioｕｓ　ｗａy　(ｌike tｈｅ fｏrmation ｏf a　ｈabiｔ) ｐeople　pｒｅfｅr　ｆirst　language ａcquｉsiｔiｏn to first lanｇｕａge learninｇ、
2. Coｇniｔｉve theory: ｔhe rule　foｒ　peopｌe　ｔo aware　to cｏgｎize sth、
Cｏgｎitivｅ pｒｏcesｓes:
Proceｓs: input－---aｂsorb----outpｕt
Laｎguagｅ learninｇ is　noｔ　just stimulatｅ-ｒeflｅctiｏｎ, buｔ thｅ ｕsing of ｏur　suｂｊectiｖe capabilitｉes, tｈｅ usiｎg ｏf ｏuｒ　cognitive abiliｔy to tｈink the lａngｕａｇe anｄ stuｄｙing　iｔ activｅly、
3、 Constｒｕctivｉst　theoｒy: leａrninｇ　is a process oｆ　ｍeａning cｏｎstruction ｂasｅd oｎ ｌeａrｎer’s own kｎｏwｌedge aｎd ｅｘperience、
Ｓ　-－-----－--AT------------R
(刺激) 　　　 　　 (反应)
Stimulus: asｓiｍilation ① and ａcmodatｉｏｎ②
① 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,也就就就是一种原有知道和外部知识保持联系得创新得过程。
Unｉt　２
1、 CLＴ(交际英语教学):　it　iｓ　an approａcｈ that consｉdｅrs　tｈe ｆunctionaｌ ａnd　socｉaｌ fａctors　ｉｎ　language, ｅｍphasizｅs tｈaｔ tｈe aim of　laｎgｕage teａching　iｓ tｏ　help　the learners　ａcquirｅ ｍuniｃａtive ａbility、 It offers ａn efｆective way　to　learn lanｇｕaｇe　tｈrougｈ languａge use、
The ｂａｓiｓ:　tｈe ｔheory oｆ ｓocioloｇy anｄ socioliｎguｉｓtic、
2、　Lanｇuage　ｈａs twｏ funcｔiｏns: A、 ｔhe tｒansaｃｔional ｆuｎctiｏｎ→tｏ　exｐｒeｓs ｔhe contｅxt B、　the inteｒactｉｏnal(相互影响得) ｆuｎcｔｉｏn→ｔo sｈow soｃｉal ｒｅlations and pｅrsｏｎal attiｔｕde
Languａｇe is ｕsed to perfoｒm cｅrtain muniｃatioｎ fｕnctions; use　all sｋills: A、 Ｒｅceptiｖe ｓkill: liｓteｎｉｎｇ and　ｒeａdｉng B、 Ｐｒoduｃtｉve skill:　speakｉｎg　aｎd　ｗrｉtｉng; uｓed iｎ ａ cerｔain　soｃial conteｘt:　teaｃh tｈe paｒｔ oｆ language in ｒｅal ｌife ratｈeｒ than　ａll the ｌanguage　studentｓ deveｌoｐ all tｈe language skiｌls、
3、 Ｔraｄｉtｉoｎａl pｅdagogy (传统教学法): focus on ｔhe foｒms　of　languagｅ、
4、 Traditｉonａl clａss ＶＳ、 CLT
Lisｔeniｎg: to the teａcher,　ｔo the tape　→stｈ、uｎprｅｄictaｂｌｅ, sｔh、authｅntic, sｔｈ、meａninｇｆul
Reａｄｉｎｇ:　ｌearning lanｇuagｅ →ｇet iｎｆｏｒmatｉon, ｅｘact ｍeaning,　ｄiｆfｅｒent skills
Ｓpeakｉng: repeaｔing,　ansｗerinｇ, ｒｅteｌling →ｓth、creatinｇ, eｘｐrｅss oｎeself
Writing: pｏsitｉｏn, translatiｏｎ →ｗrｉｔe ｔｏ eｘｐreｓｓ　oneｓelf,　one’s　fｅeｌiｎg, onｅ’ｓ thouｇｈｔ;　wriｔe　whａｔ　ｐeople wrｉte in　tｈe waｙ peopｌe　wrｉtｅ、
5、 Linｇｕiｓｔic　peｔeｎce (＝　language 、)
Ｃhｏmskｙ: tａｃit　knｏwｌeｄgｅ oｆ ｌangｕage　strｕctures and tｈe　ａbiliｔy　ｔo　uｓe　the kｎowledge ｔo understａｎｄ ａnｄ　pｒｏｄｕce languagｅ、
6、 municatｉve peteｎｃe
Boｔh knoｗｌedgｅ ａbｏuｔ the ｌanguaｇe ａnd　ｔhｅ knowｌｅｄｇe about　how to use　thｅ ｌａｎｇuａge　in　ｍunｉcativｅ situaｔｉoｎ apｐroprｉately、
７、　Ｆeaｔuｒes of CＬT:
1. fｏcｕs ｏn develｏpｉng mｕnｉcaｔivｅ petencｅ
2. Ｆocｕs　ｏｎ uｓefuｌ aｎd necessary ｌａnｇuage
3. Pａy aｔtenｔion tｏ the municatiｖｅ ｔaｓk　
4. Ｐｌace iｍportａnce　oｎ stuｄｅntｓ'　ｂｅinｇ flｕeｎｔ
5. Encoｕｒaｇe students to take　pａｒt in aｃtivities
6. Undｅｒstand the sｔuｄｅnts ａre ｏf diｆfｅrent sｔand
7. Ａwaｒｅ　ｔｈat ｔherｅ iｓ not juｓt oｎｅ kｉｎｄ　ｏｆ Enｇｌiｓh
8、 Ｍerｉts oｆ CLＴ:
1. likｅly　tｏ give tｈe stuｄentｓ ａll ｓkilｌｓ
2. Mｏre reｌevanｔ
3. Less wastｅ of　time aｎd efｆoｒt
9、　Deｍeriｔ ｏｆ CＬT:
1. make grｅａt ｄeｍanｄs　upoｎ thｅ　ｐrｏｆｅssional tｒaining and skills　oｆ the　tｅacheｒ
2. Diffiｃuｌt to cheek ｗhａt　sｔudenｔ have　ｌｅart
3. Ｄon＇t oｆｆer tｈe ｔeaｃheｒ tｈｅ　seｃuritｙ　ｏf ｔｈｅ tｅxtｂook　
Ｕnit 4
１、 Ｗhat　is teａｃhing?
Teaching meaｎs ｅnｓuring　thａｔ the　sｔuｄｅnts hａｖe lｅarnt　ｏr ｍasteｒed ｗhaｔ iｓ beiｎｇ tauｇht thｒｏugh a ｐｒｏper seqｕence　of　steps,　so the tｅａcｈeｒ shoulｄ ｃarｅfullｙ prepare the lessonｓ, arranｇｅ the steps,　made fulｌ uｓe of every seｃonｄ in ｃlass、
2、 Priｎｃiples ｆoｒ　gooｄ lessoｎ plannｉng
　　A、 Aim 　Ｂ、 Vａriｅtｙ C、 Flexｉbility　 D、 learninｇ abｉｌｉty 　Ｅ、 lｉnkage
３、 Ｍaｃrｏ planｎinｇ　iｎvolvｅｓ ｔhe foｌlowing:
Ａ、 ｔｈe　anａｌysｉｓ　ｏf　the　schooｌ
　 B、 tｈe analyｓiｓ　ｏｆ thｅ studｅnts　(infoｒmation,　backgrouｎd)
　 C、 tｈe aｎaｌysｉｓ　oｆ tｈe syllaｂleｓ (教学大纲)、(prｉnｃiple, purｐose, requiｒeｍent)
　D、 the　ａnalysｉｓ of tｈe ｔextbook (教材分析)
Ｅ、the teachｉnｇ metｈods ａnｄ　ｒefｏrm(教学方法及其改革)
　Ｆ、thｅ ｔeａchｉng　obｊective and ａrｒａｎgｅｍent(整体教学目标及安排)
4、　poｎenｔs of a leｓsｏn plan:
A、 Baｃkground ｉｎformaｔion
B Ｔeaｃhiｎg　aims
C、 Lａｎguａge cｏntents and skills
D、 stagｅs anｄ proｃedｕrｅｓ
E、 Tｅaching　aiｄｓ
Ｆ、　End ｏf lesｓon　sumｍaｒy
G、、 Opｔｉoｎal　activitieｓ and assｉｇnmeｎts
Ｈ、　Afteｒ　lｅsｓｏn　reｆlection
5、 Hｏw　ｔo mａｋe　a miｃｒo　plａｎ、
Ａ、 The ｔeａchiｎg　aims anｄ　dｅmands (ability, knowｌedge)
　Ｂ、　Ｔｈｅ teachinｇ ｃonｔentｓ
　a、 vocabｕｌａrｙ　, phrase
　 b、　stｒｕcture
c、 ｇｒammaｒ
　 d、 ｓkills
C、 The ｔeaｃhiｎｇ　iｍportant　aｎｄ diｆficulｔ　points
　Ｄ、 The　teacｈｉng ｍeｔhｏds ａnｄ　ａimｓ
　 E、 Tｈe　teaｃhiｎg prｏｃeｄure
　a、　staｇe 1: warm-up　activitiｅs
　　　 b、 sｔａge 2:( stｅｐ1: presentaｔiｏn --－-－－-stｅp　2: ｐratｉcｅ-－－----step3: ｐｒｏduｃtiｏn)
　 　　 c 、stage 3: lｅｓson　suｍmary
　 ｄ、 ｓtａge 4: aｓsigｎmｅnts/opｔional　actｉvｉties
　 　e、 ｓtage 5: afteｒ ｃlass rｅｆｌection
Ｕｎit ５
Ⅰ、 Ｔhe rｏle ｏf the tｅacher　(based　on the functiｏｎ　oｆ the teaｃhｅr):
１、　Controlleｒ: ｃoｎtｒoｌ ｔｈe pace,　ｔｈe tｉmｅ, the　tａrget languａge, ｔhe stｕdｅnt、
2、 Ａsseｓｓｏｒ: tｗo thiｎgs
ａ、 as correｃtor: corｒecｔ the　misｔakes, orgａnizing feｅd　back　the learｎｅrs
b、　aｓ evaluaｔor: to creatｅ a success-oriｅｎted lｅａrnｉng, atｍospｈere, ｍore pｒaｉse, lｅｓs criticｉsｍ
３、 Organｉzer :　tａsｋ baｓed　ｏn ｔeacｈing to desｉgn tａsks ａnd　to oｒganiｚe
4、 Prompｔer: to gｉve aｐpropriaｔe　promｐｔs hｉntｓ
5、　Pａrticｉpanｔ: ｔo　take ｐaｒt　in the　aｃtivitiｅs
6、 Ｒesource-provｉｄe:　as a walking dictｉonarｙ
Ⅱ、 Ｒulｅs fｏｒ maｋｉng iｎstｒuctions efｆectｉve:
1、　siｍｐle 2、 natuｒaｌ 3、 target lａｎguagｅ/ｂody languaｇe 　
4、 gｉve　tｉmｅ　to get usｅｄ ｔo liｓｔｅｎinｇ　tｏ Engｌish　
5、 Model the taskｓ／activｉtｉｅs before　dｏｉng　theｍ cｌeａｒ insｔructions
Ⅲ、 Ｔhe mon ｓtｕdeｎt　groupinｇs are:　
a、　wholｅ　ｃｌass　wｏrｋ;　　b、 ｐair work; c、 gｒouｐ　wｏrk;　 d、 inｄivｉdual stｕｄy
Ⅳ、 Ｄisｃiplｉｎe ｒeｆｅrｓ to a coｄe　ｏf ｃｏnｄuct ｗhich ｂiｎds a ｔeacher　ａnd a grｏup of studｅnts　togｅther so ｔhat lｅarning　can ｂe mｏｒe　ｅｆｆeｃtive
哪些因素影响学生纪律:
1、ｔeａcher’s behａvior
a 、 cｈoice of　meｔhodoｌogy
b、 teacｈer’s preparatiｏｎ ｆor tｈe leaｒners
ｃ、 ｉnｔerpersｏnal relaｔionship　with thｅ learnｅrs
2、 motivation/　purpose／　dｅsire/ suｒｒoｕndiｎg
Ⅴ、 Hｏw to maintaiｎ ｔhe disciｐｌine:
1、　creａte　a ｃode of　behavｉoｒ
２、 ｂe consisｔent in appｌyｉｎg the rules
3、 be frienｄly ａnd taｌk to ｓtudｅnts
4、 imｍediaｔｅly actｉon
5、 be fａir　to　everyone ｄeaｌ　with proｂlｅmｓ impersｏnally
Ⅵ、 Ｍｅaｓuｒｅs for　indisciｐlined acts　and baｄly behａving stuｄents:(P81)
1. act immediatelｙ
2. ｓｔop thｅ　ｃlass
3. reaｒrangｅ　thｅ seats
4. changｅ tｈe　acｔivｉties
5. ｔａlｋ to students afｔeｒ ｃlass
6. create ａ cｏde of bahaviouｒ
Ⅶ、 Adｖice about probleｍs　on clａss: (P8１)
1. ｄｅal with it ｑuｉeｔly
2. dｏn’t　tａｋe　thinｇs　persoｎallｙ
3. doｎ’t　uｓe ｔhｒeats
Ⅷ、　Question in the cｌaｓs
Purpose:
1、　ｔｏ focｕs on　tｈe studeｎts’　atｔentiｏn;
2、 to　inviｔe　ｔhｉnking ａｎd ｉmagination; to check ｔhe uｎderｓtandｉｎg;　
３、 to simulatｅ the　ｓtuｄeｎts to　recalｌ　ｉｎｆormａtion;
4、 to chａllｅnｇe　ｓｔudenｔｓ;
５、 ｔo ａssｅsｓ ｌｅarｎing
Types　oｆ qｕeｓtｉon 　(P8３)
1. cｌose　questiｏｎ－ oｎｌy one answeｒ
2. opｅn questｉon－　mａny different　ａnsｗer
…
Ⅸ、 Dｅaliｎg wｉth　erｒｏrs
1、 Ｍiｓtake--－-- with nothing to do　witｈ language petencｅ　(ｃauｓed by　carｅlessnｅss　→ seｌf－corrｅctｉｏｎ)
2、 Eｒrｏr----- haｓ　sth to dｏ　ｗith thｅ languａgｅ petｅｎce (causeｄ bｙ laｃking　of knowｌedge→be dｅａlt　wｉth tｈｅ ｈeｌp of　the ｔeacher anｄ other ｃlasｓmates)
3、 Ｄealiｎg with ｓpｏｋｅn　ｅrrors
ａ、 ｆlｕency ａctｉvity　----aftｅr　ｔhe actｉvity
b、　accurａcy aｃtivｉty　----whilｅ tｈｅ acｔｉvity
４、 Hｏw ｔｏ ｃorrｅcｔ
a iｎｄirect　teａcｈｅｒ correction
ｂ、 direcｔ ｔeａchｅr ｃorreｃtioｎ
c、 sｅlf-cｏrrection
d、 pｅer－ correｃｔion
Unit 6
1、 The roｌe of ｐroｎunｃiaｔｉon
① 2 vieｗs:
a、 pronｕnciａｔｉon wｉll taｋe care ｏｆ ｉtselｆ ｎeｅｄn’t　teach ｐronunｃiａtion
b、 pｏｏr pｒoｎunｃiatｉon is ａ　ｇreat hindrance in ｌanguage ｌeａrｎing
② For Chｉneｓe: pｒoｎuｎｃiatiｏｎ ｉs　important depend　on
a、 Chiｎese is　different　from Ｅnglish
b、 Ｃhineｓe ｈave liｔｔlｅ ｅｘposure ｔo　English
2、 The goal of teaching pronｕｎciａtion
① Wｅ ｃan nevｅr gｅｔ the　ｎative-ｌike ｐronunciatｉon
a、 Critiｃal Period　Ｈｙpotｈｅsｉs　
b、　ｔｈe　amount of expｏsure
c、 biological　ａnd ｐhysiｏlogiｃaｌ ｄiffeｒenｃes
② our reaｌiｓtiｃ goal　oｆ teacｈing proｎｕnciaｔion (P93)
a、 Conｓistenｃｙ　　 b、 Ｉntellｉgibｉlｉｔy　 　c、 ｍunｉcativｅ ｅfficiencｙ
3、 Asｐects of　pronuncｉation
① ｆｏcus oｎ sｏunds,　strｅｓｓ ａnd　intoｎation, theｓe　change the　meａning oｆ a sentence
② Tｈe waｙｓ of tｅach pronunｃiation:
Sｔep１、　Ｇiving　modｅｌ 　Ｓtep2、 Ｉmｉtatｉnｇ　 　　Ｓtｅp3、 Ｃhecｋｉｎg　　(ｅxｐｌａｉniｎg)　
Step４、 Giviｎg exａmples　 Stｅp5、　ｐarinｇ 　Steｐ6、 Meaｎingful practice
Unit　7
１ Tｈerｅ aｒe difｆeｒeｎt waｙｓ of preｓenting graｍmar in cｌassroｏｍ: The dｅduｃｔive ｍethod, the indｕｃtiｖe mｅthoｄ, ａｎd　thｅ　diｓcovｅｒy methoｄ、
2 Pｅnniｎgton ｐroposes a　synｔheｓis approacｈ tｏ graｍｍaticaｌ ｐeｄagoｇy、 She　emphasiｚｅd　that　ｇｒammaｒ teａching should ｂe “ collｏcatｉonal, cｏnsｔructive, ｃonteｘtuａl and cｏntrast” ( 4 C )
3 Grammａr ｐrａctice　is uｓually ｄiviｄed into ｔwｏ categoｒiｅs,　meｃhaｎiｃal prａcticｅ　and mｅａｎingfuｌ/muｎicａtiｖｅ　ｐraｃtｉｃe
The dedｕctiｖｅ method:
Sｔｅｐ:　　1 pｒesｅntation of tｈe ｇｒａmmar　ruｌes
　 ２ study ｏf ｔhｅ ｅxaｍples
3 cｏnclｕｓion
　 4 ｄriｌls
The gｕided ｄｉsｃoｖeｒｙ ｍeｔhod:
Sｔep:　 1 preｓenｔatioｎ ｏf conｔexｔｕalｉzeｄ ｓcenａｒioｓ ｉllustrａtｉnｇ　a　ｓpecｉfiｃ ｓtrｕｃture
2 induce studｅnｔs ｔo ｆｉnｄ the rules　ｓｔrｕｃtuｒes
　 　 　3 teacｈ/lｅａｒn the　nｅw ｒulｅs stｒｕｃtureｓ
　 　 4　drillｓ
The　role of Graｍmar
1) Ｇrammar peｔencｅ　is ｏne ponenｔ oｆ muｎicａtivｅ　copｅnｔｅｎce
2) Grammar mａｋes　ｅxpreｓsion　fｏrｍal,　acｃurａcy
3) Iｎsｔｒuｃtｉｖe ｌearns　are　fouｎd　to　ｏutｐerforｍ unｉｎstructed　learnｅrs
Unit　8
1、　Item ｏf　voｃabｕlarｙ:ｗords,　ｐounｄｓ, phrasｅs, iｄiomｓ
Ａ: passｉｖe/ｒeceptivｅ words :woｒdｓ that can bｅ rｅcoｇｎized ｏr pareｄ　ｉn reａｄing　and listｅninｇ but ｃan not be uｓeｄ ａutoｍatｉｃally iｎ spｅａkinｇ ａnｄ wriｔing、
Ｂ: active／pｒｏdｕｃtiｖe　wordｓ:　ｗorｄs that ｃan be　reｃogniｚed and aｌso bｅ uｓｅd ｉn　speech　and writing by learners、
2、 Aspecｔs　oｆ ｌearｎing a　ｗoｒd:

A:　pｒonouncｉation (stｒeｓs＋sｏund)
B: form ( ｓpellｉng+grammatｉcal propertｉes)
C: meanｉｎg (ｄenotatｉvｅ ｍeａninｇ　+ｃonnotative　ｍeaninｇ)
Ｄ: ｕsage　(colｌocaｔion,synoｎyｍs,antonymｓ,hyponyｍs)
3、　Waｙｓ ｔo show meaning:
Ａ:ｕｓing visuals(reａl　ｏbｊect,picｔurｅs,ｄｒawiｎgs、etc、)
B:ｇｉｖing　examplｅs
C:uｓing the　learnieｒ' on lanｇuage　 　 　
４、　Ｉmplicatｉoｎｓ ｆor teａｃｈinｇ vｏｃabulaｒy:
A:bｏｔh denotative and connｏtatｉve mｅaｎings
B:iｎ conｔｅxts　 　 　　　 　 　 　
C:in groｕｐs of　refｌectｅｄ worｄs 　 　　 　 　 　 　 　 　 　 　 　　
D:wｏrｄ　ｆｏrｍation ｉｓ　ｕsｅful in deveｌoｐinｇ 　 　 　 　 　　
Ｅ:ｖｏcaｂuｌａｒy 　　 　 　 　 　 　 　 　 　
F:dｉfferｅnce　betｗｅen paｓｓive aｎd active wａｙs 　 　 　 　 　　 　
５、Sｏme concｅpts:
A:denotａtiｖe　mｅanｉｎｇ of　a ｗorｄ refｅrｓ　to　thａt　wｅ uｓe to　ｌaｂel things as regaｒdｓ　reａl objeｃts、
B:ｃonnotativｅ meａｎｉng of　ａ ｗｏrd　referｓ to tｈe attitude　or emotiｏnｓ ｏf　a languaｇe ｕseｒ、 　 　 　
C:coｌloｃatｉon:ｒｅfeｒs　to wｏrds tｈat ｃoncuｒ with ｈigh frequenｃｙ ａｎｄ have beｅn　aｃceｐtｅd as ways　 　 　 　　　
ｆor　the use of ｗｏrｄs 　 　 　　 、
６、 Ｗａy of　presentｉng　vocabulaｒy
１)proｖiｄｅ　ａ visual ｏr phｙsical demｏnstｒａtiｏn ｗｈeneｖer　ｐｏssiｂle
2)ｐｒｏｖide ａ verbａl cｏｎtｅｘt　tｏ demonstratｅ　meaninｇ
　　3)usｅ synonｙms oｒ antｏnyｍｓ to explain mｅaninｇ
４)use lexicａl seｔs oｒ ｂy　pｏｎｙms ｔo show relaｔiｏn of ｗords ａｎｄ　meanｉngｓ、
5)traｎｓlａtｅ ａｎd examｐｌifｙ
　6)usｅ word formaｔiｏn、etc、
Uniｔ 9
1、　Whｙ　dｏ listening e fiｒst？
Ａ、 stｕｄｅｎts→　iｍpossｉble　tｏ ｐroduｃe　a sｏuｎd ｄoesn’t exｉst in　thｅir　ｍｏther　ｔongue、
B、 students→　ｉmpｏsｓibｌｅ to produｃe a souｎd　ｗith thｅ right　sｔrｅsｓ, rhｙｔｈm, intonａtion wｉthoｕt providinｇ ｔheｍ ａ moｄel、
2、 Tｈe　ｅssence　ｏf listenｉnｇ
It ｉs ｐeｒｆectly possible to hear,　buｔ　hｅre “hear” is not listｅｎinｇ, ｓiｍｉlarlｙ ｉt　is poｓsibｌe to lisｔeｎ, ｂｕt nｏｔ　ｕnderstaｎd,　listening ｍeans　prｅhｅnd whａt ｙｏu　hear、
3、　Why　does　lｉｓtｅning seeｍ so ｄiffiｃuｌt?
The ｄiffｉcultiｅｓ:
A,　quicklｙ fｏｒｇet wｈat ｉs hearｄ
B, don’t reｃognize　the ｗords you know
C,　uｎdersｔａnd thｅ woｒｄs bｕt　ｎot the　intendｅd　mｅsｓaｇｅ
D,　whilｅ tｈinking ａｂout　ｔhｅ meaｎinｇ, neglｅｃt the next pａｒt
E, can’t form ｔｈｅ　ｍeｎｔal　reprｅsｅntａtiｏn
Ｕniｔ１0
Ｓpeakinｇ is tｈe ｓｋill that ｔｈe sｔuｄeｎts will be jｕdge upon ｍost　in real-life situatｉｏn Speaking is to eｘpress　oneｓｅlf㈠the feｅlｉng of oneself ㈡ thｅ eｘｐeriencｅ of oｎeself　
Tｙpe ｏf sｐeakｉng tａsks conclｕdｅ (pre-muniｃａｔivｅ　actｉviｔｉes) ａｎd (ｍuniｃatｉｖe acｔivities)
Desiｇｎｉｎｇ　sｐeakinｇ　tasｋｓ　conclude ｍａxｉmｕｍ ｆorｅigｎ talk, ｅven partｉcipａｔion、 high motiｖaｔioｎ 、 righｔ lａnｇuａgｅ ｌevｅl　
Tｈｅ feａtuｒe of speaking　ｉs spoｎtａｎeous and tiｍe-consｔraint
Unit 1１
1. Tｏ suｍmaｒｉze, rｅａding aｌｏud　ａnd sｉlent readiｎg are twｏ types oｆ reaｄｉｎｇ ｐｒactice、
2. Reading ａlｏud　ｈeｌｐs ｓtｕｄeｎts ｔo　prａcｔiｃe or acｑuｉre goｏd ｐronunciatioｎ,　iｎtonaｔiｏn,　ａnｄ build up confｉdenｃe in ｓpeａkｉng、 Sileｎｔ reaｄing helps sｔudenｔｓ　to　prｅhenｄ thｅ mｅanｉng to get inｆormatioｎ、
3. Ｔｈｒee kinds　of ｒeａding maｔeriａlｓ:　ｆａsｔ/rapiｄ ｒeaｄｉng,　iｎtｅnｓive reａｄiｎg anｄ extensiｖｅ rｅadiｎg、
4. Theｒe ａre two bｒoad　levels in the　act of rｅadiｎg:　１、　a　ｒeｃoｇnitiｏn　taｓk of perceivｉｎg ｖisual ｓｉｇｎals fｒom the　ｐrｉnted paｇe through　tｈe　eyeｓ; ２、　a cognitive　tａsk　ｏf intｅｒｐreting the　ｖｉsuaｌ　ｉnformation、
5. Ｔhreｅ models for　tｅachinｇ readiｎg: bｏttom-up moｄel, tｏp-down