2， Interactional view on language： to be a communicative tool, whose main use is to build up and maintain social relations between people.
learners not only need to know the grammar and vocabulary but how to use the language appropriately in communicative situations.
3，Communicative competence：The goal of CLT is to develop students' …., which includes both the knowledge about the language& how to use the language appropriately in communicative situations. 5main components of…:
linguistic competence, pragmatic…, discourse…, strategic…, fluency
4.Task in English language teaching：TBLT is a further development of CLT.It believes language should be learned as close as possible to how it is used in real life. H,it has stressed the imp to combine form-focused teaching & communicative-focused teaching.
5.Overall language ability：
• Learning: cognitive; self management; communication; resourcing
• Language learning: 听说读写
• Language: phonetics; gra； voca； functions; topics
• Cultural: knowledge; understanding; awareness
• Affect: international; perspectives; patriotism; confidence; motivation
6.Components of a lesson plan：
1，background information, 2，teaching aims // 3，language contents and skills 4， stages and procedures 5， teaching aids, 6，end of lesson summary, // 7，optional activities and assignments, 8，after-lesson reflection.
7.The role of the teacher： assessor, controller, facilitators, guides,
organizer, prompter, participant, resource-provider, researchers （9）
8.Errors ：有关 the learners' language competence. 不因carelessness nor hesitation, 而是lack of knowledge in the target language. 。。cannot be self-corrected （no matter how much attention is given.）
Mistakes：无关 the language competence,因 a temporary breakdown. （反之）
The goal of teaching pronunciation： Consistency: 。should be smooth and natural; Intelligibility:。 understandable to the listeners; Communicative efficiency: 。help convey the meaning that is intended by the speaker. 顺懂意
9.Principles for teaching speaking：1，balancing accuracy-based ,& fluency-based practices;（准、顺,2， contextualising practice,3. personalising practice // 4，confidence;,5，maximising meaningful interactions; /,6，helping students develop speaking strategies;,7， 利用classroom learning environment to provide sufficient language input and practice for the students. （7）
10.Mechanical practice：involves activities aimed at form accuracy. By doing。, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used
11.Meaningful practice： the focus is on the production, comprehension or exchange of meaning though the students 'keep an eye on' the way newly learned structures are used in to process. 。usually comes after mechanical practice.
12.The deductive method：relies on reasoning, analyzing and comparing. 1st, writes an example on the board 或draws attention to an example in the textbook. 2, explains the underlying rules regarding the forms and positions of certain structural terms. Sometimes, comparisons are made between the native language & the target language 或 the newly presented structure & previously learned structure.3, the students practice applying the rule to produce sentences with given prompts.
13.Guided discovery method：似 the inductive method （因 the students are induced to discover rules by themselves ）but different （因the process of the discovery is carefully guided and assisted by the teacher，the rules are then elicited and taught explicitly. ） 2 key theoretical issues related to this method: the role of explicit knowledge in language learning & the value of discovery as a general method of learning.
14.Knowing a word：know pronunciation and stress; spelling and grammatical properties; /// its meaning; how and when to use it to express the intended meaning.(4)
15.Vocabulary consolidation activities：labelling; spot the difference; ///
describe and draw; play a game; use word series; word bingo; word association;///
find synonyms and antonyms; categories; using word net-work (10)
16， Vocabulary learning strategies：review regularly, organize vocabulary effectively, use a dictionary, //// guess meaning from context, manage strategy use （5）
24，The process approach to writing：creating a motivation, brainstorming, /// mapping, freewriting, outlining, drafting, //// editing, revising, proofreading, conferencing
Denotative meaning of a word： 。。of a lexical item= those words that we use to label things as regards real objects in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn.
Connotative meaning of a word：= the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader's interpretation of the word. These would include words that may express a positive or negative attitude or subtle feelings towards something.
Top-down model of listening： listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.
Bottom-up model of listening： listening comprehension starts with sound and meaning recognitions. (=we use info in the speech to try to comprehend the meaning). Listeners construct meaning of what they hear based on the sound they hear. This process of listening expects the listener to have a very effective short-term memory（ 因 they have to make sense of every sound in order to figure out the meaning of words, phrases and structures. ） If there are unfamiliar sounds, listeners will find it very hard to keep up with the speaker.
21，Sight vocabulary：Words （one is able to recognise immediately ）are often referred to as sight vocabulary. 。。will be those words that you can recognise with both sounds and meanings without special effort from your brain.
22， The transition device：The way to transfer information from one form to another is called a transition device. Some transition devices that are often used in teaching reading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles and notes. Most of the transition devices listed above make use of visual aids so that information in text form is visualized. 目的：
•Focus attention on the main meaning of the text;
•Be able to simplify sophisticated input so that it becomes the basis for output;
•Allow students to perform tasks while they are reading;
•Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning;
•Involve all the students in clearly defined reading tasks;
•Precede one step at a time;
•When a TD is completed, use it as a basis for further oral and/or written language practice.
23，A communicative approach to writing：It acknowledges that mechanical writing activities do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. （either writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. ）In short, students can be motivated by authentic writing tasks that have some communicative elements. 下载本文
