Unit1languageandlanguageteachingWhatmakesagoodlanguageteacher?EthicdevotionProfessionalqualitiesPersonalstylesViewsonlanguagelearningandlearningingeneral:Process-orientedtheories:concernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.Condition-orientedtheories:emphasizethenatureofthehumanandphysicalcontextinwhichthelanguagelearningtakeplace,suchasthenumberofthestudentsandthekindofinputlearnersreceive,andtheatmosphere.Howcanonebecomealanguageteacher?Itinvolvesmorefactorsandlongerlearningtime,andmayneverbefinished.PracticeReflectionProfessionalcompetenceGoalStage1Stage2Stage1:allEnglishteachersaresupposedtohaveasoundcommandofEnglish.Stage2:learning,practiceandreflection.Learning:Learningfromothers’experience(empiricalknowledgegainedthroughreadingandobservation)Learningthereceivedknowledge(languagelearningtheories,educationalpsychology,languageteachingmethodology,etc.)PracticePre-servicepractice(pseudopractice)RealclassroompracticeReflection:takeonreflectionseriouslyandkeepreflectionGoal:(donothaveanend)onecanneverbecomeaperfectteacher.Thereisalwaysroomforimprovement.Unit2communicativeprinciplesandtask-basedlanguageteachingWhatiscommunicativecompetenceLinguisticcompetenceKnowledgeoflanguageitselfPragmaticcompetenceThechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakersandtheirrelationship.DiscoursecompetenceTheabilitytounderstandortoexpressatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarks,suchasfirst,second.StrategiccompetenceSearchingforothermeansofexpression,suchasusingasimilarphrase……Fluencytheabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation)CLT:communicativelanguageteachingPrinciplesofcommunicativelanguageteachingCommunicationprincipleActivitiesthatinvolverealcommunicationpromotelearning.TaskprincipleActivitiesinwhichlanguageisu