【正文】 e between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.Guided discovery method: this method is similar to the inductive method in that the Ss are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicity.3。） d. Check understanding. （跟讀“目的”）二．Grammar practice1. Purpose: Ss learn to use the grammar item, absorb the structure toughly, transfer what they know from shortterm to longterm memory.2. Factors contribute to successful practice(語法練習(xí)的幾個要素):PrelearningVolume and repetition大量的和反復(fù)的背誦Successorientation成就感Teacher assistance老師的幫助Interest興趣3. P109。有興趣、有話題，在其中梳理語言知識。 organize feedback. ③organiser: design and organize tasks ④prompter: give appropriate prompts。第一章1. Views on language: Structural view, Functional view, interactional view.2. Views on language learning and learning in general: Behaviorist theory, Cognitive theory, Constructivist theory, Socioconstructivist theory.3. Elements that contribute to the qualities of a good English teacher: Ethic devotion, professional qualities, personal styles. ④補充的 excellent teachers: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good munication.4. Excellent teachers: Flexibility, Encouragement, Enthusiasm, Leading by example—. risk taking, Integrity, Never stops learning, Good munication. 5. Stage 1 language development ,stage 2 learning from other`s experience learning the received knowledge learning from one`s own experience as a learner. Stage3 professional petence.第二章1. The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).2Components of municative petence: Linguistic petence, Pragmatic petence,Discourse petence, Strategic petence, Fluency.3 3 principles of municative language teaching :munication principle , task principle , meaningfulness principle4 the key assumption in CLT is that students learn the language through engaging in a variety of municative activities,5 6 criteria for Evaluating how municative classroom activities are: a. Communicative purpose: b. Communicative desire:c. Content, not form: d. Variety of language: e. No teacher intervention: d. No material control:6 Definition of task: a piece of classroom work which involves learners in prehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)Four ponents of a task: a purpose ,a context ,a process , a product.7 Four sets of questions when designing tasks:(how to design tasks?) What is the objective of the task? What is the content of the task? How is the task to be carried out? In what situation is the task to be carried out?7. 5個設(shè)計任務(wù)的步驟： a. Think about students’ need, interests, and abilities b. Brainstorm possible tasks c. Evaluate the list d. Choose the language items e. Preparing materials第三章1. Figure Framework of objectives in the new National English Curriculum: Learning Strategy: Cognitive, Selfmanagement, Communication, Resourcing Language skills: Listening, Speaking, Reading, Writing Language knowledge: Phonetics, Grammar, Vocabulary, Functions, Topics Cultural awareness: Knowledge, Understanding, Awareness Affect and attitudes: International, Perspectives, Patriotism, Confidence, Motivation Questions: What is the main aim of English language teaching? What is it posed of? What are the relations