2020年初中英语教师资格考试知识点考点超详细总结

第一部分语言知识与能力第一章英语语言知识二、语音(SpeechSounds)P781、语音分类发音方式发音部位MuuierofarticuhtionPlaceofarticulationBilabialSR脣音Libio-dentiL脣齿音Dentil齿音Afreolir齿謀音Post-akeolir后吿謀音PalatalVelar软启Glottal声门Stops逞麻音VLPtkVDbdgFricatives磨揑音VLfesJhVDTdz3Affricates破揑音VL(ts)㈣tjVD㈣(dr)daNasals鼻音VDinn0Liquids盍音VDl,rGlides骨音VDwVL-清浊音(voicelessconsonant)VD-浊辅音(voicedconsonant)2、音系学(phonology)P79同化规则(assimilationRule)progressiveassimilation顺同化(前面带偏后面)workedregressiveassimilation逆同化(后面带偏前面)newspaperreciprocal/doubleassimilation互相同化didyou音节(syllable)teachi-naim-pos-si-ble重音(stress)声调(tone)语音变化(vocalvariety)liaison连读pickitupplosion爆破音plosionloss失去爆破sitdown；incompleteplosion不完全爆破askednasalplosion鼻腔爆破button；lateralplosion舌边爆破little三、形态学(Morphology)1、morpheme词素重点！P87freemorpheme自由词素dog；boundmorpheme黏着词素moonwalkroot词根；affix词缀(prefix前缀、suffix后缀)；stem词干friend-shipsinflectionalaffix屈折词缀-s,-ing,-ed不同形式derivationalaffix派生词缀改变词性和意义2、(1)inflection屈折变化-s,-ing,-ed不同形式word-formation词的形成：compounding复合法through-outderivation派生法（prefixation前缀化suffixation后缀化）il-logical-ly3、常见构词法P89invention新创词nylon；blending混成法smoke+fog=smogclipping截断法advertisement=ad；initialism首字母连写词WTOacronym首字母拼音词AIDS；back-formation逆构词法editor--editanalogicalcreation类似构词work--wrought/workedtypesofborrowing借词法：loanword/borrowing借词feast（法语中借来）loanblend混合借词Chinatown（本国加外来）loanshift转移借词bridge（借用意义）loantranslation翻译借词（从别种语言翻译而来）4、词义变化broadening词义扩大bird小鸟--鸟类；narrowing词义缩小girl年轻人--女孩meaningshift词义转移；classshift词性转换；folketymology俗词源（错多了成了对的）四、句法学（Syntax）P911、句法关系syntagmaticrelation组合关系（horizontalrelation/chainrelation）构成同一形式、序列或结构paradigmaticrelation聚合关系（verticalrelation/choicerelation）各要素可相互替换relationofco-occurrence共现关系（不同集合的词语一起组成句子）2、句子结构和成分immediateconstituentanalysis直接成分分析法（IC分析法）Theboyatetheapple.用树形图（treediagram）一般句子，主谓宾之类的endocentricconstruction向心结构一个词或词组可以确定为中心（center）或中心词（head）twostonebridge一般名词/动词/形容词短语exocentricconstruction离心结构没有确定的中心或中心词Theboysmiled.一般动宾/系表结构deepstructure深层结构（含义相同，说法不同）surfacestructure表层结构（句子表述方式）五、语义学（Semantics）P931、涵义关系（SenseRelations）lexicalrelation词汇关系（1）同义关系（Synonymy）synonyms同义词stylistic文体差别（formality）buy--perchase；dialectal地域差另Uunderground-subwaycollocational搭配差别accuse（of）--charge（with）；emotive情感差别thrifty--stingy；semantic语义差别enough--ample（2）反义关系（Antonymy）antonyms反义词relationalopposites意义相反词gradableantonymy等级反义warm--coolcomplementaryantonymy互补反义boy--girlconverseantonymy反向反义关系buy--sell上下义关系(Hyponymy)种类和成员包括上坐标词(superordinate)和下义词(hyponymy)flower--rose/tulip一词多义(Polysemy)同音/同形异义现象(Homonymy)homophone同音异义sun--sonhomograph同形异义liecompletehomonym完全同音同形异义bank岸边；银行2、句子逻辑关系iff--充分必要条件“SistrueiffP”P就是S的真值条件(truthcondition)Psynonymy同义关系“XissynonymouswithY.”同真同假P95contradiction矛盾关系“XisinconsistentwithY.”一真一假entailment蕴含关系“XentailsY."X小，Y大X：oldmanY：manpresupposition预设关系“XpresupposesY.”Y是前提X：repairthecarY：haveacar六、语用学(Pragmatics)P961、言语行为理论(SpeechActTheory)locutionaryact发话行为(说话人表达字面意思)istheactofsayingsomethingwhichismeaningfulancanbeunderstood.illocutionaryact行事行为(说话人表达意图)istheactinsayingsomethingtoperformafunction.perlocutionaryact取效行为(作用于听话人的效果)istheresultsoreffectsthatareproducedbymeansofsayingsomething.言外之意(illocutionarypoint)：representatives阐述类；directives扌旨令类；commissives承诺类；expressives表达类；declarations宣告类2、会话含义理论(ConversationalPrinciple/Maxim)violate违反P97cooperativeprinciple,CP合作原则(会话有共同目标)“Makeyourconversationalcontributionsuchasisrequired,atthestageatwhichitoccurs,bytheacceptedpurposeordirectionofthetalkexchangeinwhichyouareengaged”.themaximofquantity数量准则(信息充分)themaximofquality质量准则(说实话)themaximofrelation相关准则(说相关的事)themaximofmanner方式准则(清楚简洁避免歧义)conversationalimplicature会话含义(用会话准则暗示意义)calculability可推导性(含义能理解)cancellability可取消性(defeasibility)(因素变化，含义变化)non-detachability不可分离性(含义依附于内容)non-conventionality非规约性(含义不确定)七、修辞学(Rhetoric)问法：rhetoric/rhetoricaldevice修辞策略P981、simile明喻like,as...as,asif,asthough,similarto,suchas2、metaphor隐喻(暗含比较)elephantpause3、personification拟人（把事物或概念当做人）4、metonymy借代（用事物的名称代替亲密相关的另一事物）5、synecdoche提喻（部分代替整体或整体代替部分）hand/mouth--man6、euphemism婉言die--passaway7、irony反语（意思相反）8、allegory讽喻9、exaggeration夸张（夸大或缩小使表达生动有趣）10、transferredepithet移位修辞nervousexam11、oxymoron矛盾修辞bitter-sweetmemory12、pun双关语（homophonicpuns谐音双关；homographicpuns语义双关）八、语言教学P1001、中介语（interlanguage）2、对比分析（contrastiveanalysis）3、错误分析（erroranalysis）（1）error错误（因为知识不足）mistake失误（不注意犯错）（2）interlingualerrors语际错误（迁移错误）因为母语Cnglishintralingualerrors语内错误（发展性错误）因为过度概括语言规则eat-eated（错）4、错误性质：omissions省略（少成分）；additions添加（多成分）；misformations形式错误（eated）；doublemarkings双重标记（didn'twent）；misorderings顺序错误（howyouare）5、我国外语学习者错误类型（1）negativetransfer负迁移/干扰因为母语（2）over-generalization过度类推/过度概括因为过度概括语言规则（3）pragmaticfailure语用错误违反对方的文化习俗6、第二外语习得理论（SecondLanguageAcquisition,SLA）（1）Acquisition-LearningHypothesis语言习得和学得假说（习得和学得两条不同的途径）（2）MonitorHypothesis语言监察假说（学习者自己监督控制语言输出质量）（3）InputHypothesis语言输入假说（接触理解可理解性语言输入comprehensibleinput）（4）AffectiveFilterHypothesis情感过滤假说（输入input和吸收intake受到动力motivation、性格personality、情感状态affectivestate）（5）NaturalOrderHypothesis自然顺序假说（可以不按任何语法顺序来教学）第二章英语语言运用能力一、教学中的非语言交际1、非语言手段P118environmentlanguage环境语（座位安排、时间信息、室内标示装饰、声音灯光等）objectlanguage客体语（个人，衣着化妆、个人用品等）2、非语言行为bodylanguage体态语（身姿、手势、表情、目光）paralanguage副语言(声音音质、音量、语调、语速)第三章英语国家的语言、历史和文学三、语言、文化和社会1、局部结构P131毗邻对(adjacencypairs)一轮对话毗邻对的条件相关性(conditionalrelevance)preferredsecondpart/preferencestructure优选结构Hidispreferredsecondpart/dispreferencestructure非优选结构relevantabsence相关缺失毗邻对的扩展basepairs根毗邻对(被其他会话扩展之前的毗邻对)前扩展，指前序列(pre-sequences)，包括邀请、请求、结束、宣告中扩展，包括插入序列(insertionsequences)和旁侧序列(sidesequences)后扩展，指后序列(postsequences)，包括会话修正和主体化2、会话修正会话修正机制三个部分：修正源(troublesource)、修正的发起(repairinitiation)、修正(repair)lexical词汇启动(no,sorry,letmesee,youknow)non-lexical非词汇启动(um..,uh..)四、语言与文字1、小说语言P134小说与视角first-personnarrator第一人称叙述者(I)third-personnarrator第三人称叙述者(he,she,it,they)语言表达与思想表达directspeech直接言语(“F**kyou")indirectspeech间接言语(hesaid/asked)freeindirectspeech自由间接言语第二部分语言教学知识与能力第一章初中英语课程标准一、初中英语课程基础知识1、英语课程的性质P149ThenatureofEnglishCurriculumisinstrumentality/toolandhumanity（.工具性和人文性）Students'overalldevelopmentisthemotivationandgoaloftheEnglishcurriculum.2、英语课程的设计思路ThedesignofthenewNationalEnglishCurriculumunifiesbothprimaryandsecondaryschoolEnglishintoonecontinuumofdevelopmentanddividesEnglishlanguageteachingandlearningintoninecompetence-basedlevelsbyadoptingtheinternationalgeneralclassificationmethod.Level5istherequiredstandardfortheendofjuniormiddleschool.Level2--primaryschool二、英语课程的分级标准P1541、语言技能(LanguageSkills)Overallperformanceobjectivesforeachlevelaregiveninadditiontodetaileddescriptionsofabilitiesregardinglanguageknowledge,languageskills,affect,learningstrategiesaswellasculturalawarenessforrelevantlevels.2、语言知识(LanguageKnowledge)(语音、词汇、语法、功能和话题)Studentsarerequiredtolearnconsistsofphonetics,vocabulary,grammar,functionandtheme.3、情感态度(Affect)(兴趣、动机、自信、意志和合作精神；祖国意识和国际视野)interest,motivation,confidence,willandcooperation;Nationalconsciousnessandinternationalvision.4、学习策略(LearningStrategies)(认知、调控、交际、资源)Learningstrategiescanbeclassifiedintofourgroups:cognitivestrategy,regulativestrategy,communicativestrategyandresourcingstrategy.5、文化意识(CulturalAwareness/Understanding)(历史地理、风土人情、传统习俗、生活方式、行为规范、文学艺术、价值观念)Historicalgeography,localcustoms,traditionalcustoms,lifestyle,normsofbehavior,literatureandart,values.三、英语课程的实施建议P1611、教学建议面向全体学生，为每个学生学习英语奠定基础注意语言实践，培养学生的语言运用能力加强学习策略指导，培养学生自主学习能力培养学生的跨文化交际意识，发展跨文化交际能力结合实际教学需要，创造性地使用教材合理利用各种教学资源，提高学生的学习效率组织生动活泼的课外活动，拓展学生的学习渠道(8)不断提高专业水平，努力适应课程要求第二章初中英语教学基本理论一、语言观(ViewsofLanguage)P1731、语言的概念Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.2、语言的本质特征/设计特性(designfeatures)(1)arbitrariness任意性(体现了convention规约性)duality二重性(basiclevel,higherlevel基层和高层)creativity创造性/productivity能产性displacement移位性(赋予generalizations,abstractions概括和抽象)culturaltransmission文化传习性3、语言的功能(FunctionsofLanguage)informativefunction信息功能interpersonalfunction人际功能performativefunction施为功能emotivefunction情绪功能phaticfunction寒暄功能recreationalfunction娱乐功能metalingualfunction元语言功能4、语言学角度的语言观TheStructuralViewofLanguage结构语言观thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntax.TheFunctionViewofLanguage功能语言观thefunctionviewseeslanguagenotonlyasalinguisticsystembutalsoasameansfordoingthings.TheInteractionalViewofLanguage交互语言观(interaction,dynamics交互性和动态)theinteractionalviewoflanguageconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.二、语言学习观(ViewsofLanguageLearning)P1761、语言学习理论BehavioristLearningTheory行为主义学习理论Behaviorismisanapproachtopsychologythatarousesoutoftheideasthatattemptedtoexplainalllearningintermsofsomeformofconditioning(stimulus,response,andreinforcement)CognitiveLearningTheory认知主义学习理论Cognitivetheorythinksthat“languageisaintricaterule-basedsystemandwithaknowledgeofthefiniterules(languagecompetence),infinitesentencescanbeproduced”.ConstructivistLearningTheory构建主义学习理论Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhisownexperiencesandwhathealreadyknows.最近发展区理论ZoneofProximalDevelopment三、语言教学观(ViewsofLanguageTeaching)P1781、语言教学理论(结构主义教学理论、认知主义教学理论、社会语言学理论)四、外语教学法的主要流派1、grammar-translationmethod语法翻译法

2、audio-lingualmethod听说法（patterndrill句型操练、contrastiveanalysis对比分析法）3、totalphysicalresponse全身反应教学法P1814、cognitiveapproach认知教学法（提高accuracy,appropriateness得体性）5、communicateapproach交际法（包含function,notion功能和意念）P183（1）交际能力（communicativecompetence）grammaticalcompetence语法能力、sociolinguistic社会语言能力、discourse语篇能力、strategic策略能力、linguistic语言能力、pragmatic语用能力、fluency流利性（2）3P教学模式：presentation--practice--production6、task-basedapproach任务型教学P184（1）real-worldtasks/targettasks目标任务；pedagogicaltasks教学任务（2）任务的四个构成元素：objective、context、process、outcome（3）informationgap信息差/信息沟activitiesmusthaveclearandattainableobjectives./shouldbeconfinedtotheclassroomcontext./shouldhelpdevelopstudents'languageability.（4）constructivismlearningtheory建构主义学习理论（强调scene,writing,conversation,andmeaningconstruction情景、写作、会话和意义建构）（5）任务型教学的三个环节:pre-task前任务、task-cycle任务环（task、planning、report）、languagefocus语言聚焦（analysis、practice）第三章初中英语语言知识教学一、语音教学P1921、语音教学的内容Therealisticgoalofteachingpronunciationshouldbe©consistency:thepronunciationshouldbesmoothandnatural.©intelligibility:thepronunciationshouldbeunderstandabletothelisteners.©communicativeefficiency:thepronunciationshouldhelpconveythemeaningthatisintendedbythespeaker.2、Pronunciationknowledgeteaching发音知识教学（monophonic,alphabet,phoneticsymbols单音、字母、音标）3、Flowoflanguageteaching语流教学（sounds,stress,rhythm,andintonation重音、节奏、语调）4、Theprincipleofphoneticteaching语音教学的原贝V（accuracy,long-term,integrity,communication,pertinence,interest准确性、长期性、整体性、交际性、针对性、趣味性原贝）5、Theteachingmethodofphonetics语音的教学方法P195（1）Soundperception听音感知练习方法：usingminimalpairs最小对立体（live--leave）、whichorder排序、sameordifferent辨别异同、oddoneout同中选异、completion填空Imitationandexplanation模仿讲解personallydemonstration、imitate、practice亲自示范，反复模仿、练习Pronunciationpractice发音练习练习方法：listenandrepeat听音模仿、fillintheblanks填空、usingpictures借助图片、

usingmeaningfulcontext借助情景makeupsentences造句、usingtoguetwisters运用绕口令语流教学(见上)慢动作(slowmotionspeaking)二、词汇教学P197languageteachingtheories理论构成：receptive/passivevocabulary接受性/消极词汇和productive/产出性/积极词汇1、Learningcontent教学内容wordmeaning词汇的意义includelearningform,meaninganduse.Knowingawordmeans:knowingitspronunciationandstress/itsspellingandgrammaticalproperties/itsmeaning/howandwhentouseittoexpresstheintendedmeaning.词汇意义包括conceptualmeaning、associatedmeaning概念意义和关联意义概念意义：词典中意思，即literalmeaning/denotation字面意思/词汇的外延、关联意义：文化含义与语境意义，又称connotation词汇的内涵(learninthecontext)worduse词汇的用法包括：collocation/phrases/idiom/style/register搭配、词组、习语、风格、语域wordinformation词汇信息包括：partofspeech/prefixes/suffixes/spelling/pronunciation/grammarfeatures词类、前缀、后缀、拼写、发音、语法特征wordmemorystrategies词汇记忆策略avoidrote-learning避免死记硬背word-building构词法猜测词义2、Learningprinciple教学原则音形义结合pronounce、spelling、meaning词块整体教学lexicalchunks(knowledgeofcollocation搭配)具体语境中教learninthecontext(4)循序渐进stepbystep(5)反复练习巩固记忆review(6)培养自学词汇能力deducethemeaningofwords猜测词义3、Teachingmethod教学方法P200(1)呈现词汇:visual/physicaldemonstration直观呈现Word-building构词法、synonym/antonym(opposites)同义反义词、翻译、举例、问答verbalcontext/situation结合语境/创设情境运用词汇学习策略，如chunks/reasoning/analog/usingdictionary归类/推理/类比/查字典(2)巩固词汇：labelling/spotthedifference/describethedraw/playagame/wordbingo/wordassociation贴标签/找茬/描述绘画/玩游戏(宾果)/词汇联想三、语法教学P2011、Content教学内容grammar语法具有Threedimensions三维性：form,meaningandusage形式、意义和用法semantic语义包括grammaticalform/thegrammaticalmeaningofthestructure/contentsofmeaning语法形式、结构的语法意义和内容意义task教学任务:语法rules规则的cognition/drill/application认知/操练/应用、thegenerationofgrammarconsciousness语法意识的生成2、Principle教学原则（交际性/实践性、集中分散相结合、趣味性/通俗性）grammarteachingshouldbe:（1）collocational:thegrammarshouldbebuiltoncollocationalrelationsbetweenindividuallexicalitemsandtheirsubcategories.（2）Constructive:one'sknowledgeofgrammarisbuiltbitbybit,whichcloselymodelthewaylanguageislearnedandused.（3）Contextual:syntacticandlexicalchoicesareexplicitlyrelatedtopragmaticones,andtosocialandculturalcontexts.（4）Contrastive:grammarinvolvesdrawingthelearner'sattentiontocontrastthedifferencesbetweenthetargetlanguageandotherlanguages,andbetweensetsofsimilarfeaturesanditemsofthetargetlanguage.3、Method教学方法P202（1）deductivemethod演绎法（讲解规则，结合实例分析用法，句型练习）features:Itsavestime/paysmoreattentiontoform/teachesgrammarinadecontextualizedsituation脱离上下文（2）inductivemethod归纳法（学生自行归纳语法规则）startwithexamplesandguidessstoworkouttherules（3）guideddiscoverymethod引导发现法（学生归纳总结语法规则，老师强化其形式意义）四、语篇教学P2041、概念和结构（1）Conception概念discoursepattern语篇可以是dialogue、monologue对话、独白，包括written/spokenlanguage书面语、口语，form形式上是cohesion衔接的，semantic语义上是coherence连贯的（2）Tacticpattern结构模式语段/句群、句际关系（并列、顺序、层递、转折）（3）Cohesivedevice衔接手段logicalconnectors逻辑纽带（firstly,thus,ontheotherhand,ifnot）grammaticalconnectors语法纽带（时态什么的）Lexicalconnectors词汇纽带（repetition重复、synonym/antonym（opposites）同义/反义词）Developss'skillofrecognizingdiscoursepatterns训练方式：checkingthelogicoftheauthor'sarguments.gettingthescrambledsentencesintoaparagraph.（focusontextualcoherence）markingoutcommonopenerstostoriesandjokes.2、教学内涵Aimsatdevelopingss'discourseawareness.(teacheraskssstoconcentrateonsuchfeaturesasstructure,coherenceandcohesionofatext)3、教学方法P207overalleffectiveness整体性效能(用knowledgetransfer知识迁移实现，重在cultivateapplicationability应用能力培养)、overallgraspofthediscourse语篇的整体把握Teachinglanguageatthediscourselevel:utterancefunction/expectedresponse/congratulation/apology/acceptance/inform.第四章初中英语语言技能教学P212一、听力教学1、影响听力的主要因素objectivefactor客观因素：typesoflanguageused语言特征(语速/tone音调/pause停顿/liaison连读)、taskorpurposeinlistening听力任务、contextinwhichthelisteningoccurs文化背景知识subjectivefactor主观因素：psychological心理因素、knowledgeskills知识技能因素、methodsandtactics方法与策略因素2、听力教学的要领合理选择听力material材料(authenticity真实性'intelligibility可理解性、diversity/variety多样性)建立专门的听力trainingsystem训练体系优化心理氛围，降低焦虑感(arouseinterest调动兴趣、放松)重视听的过程中的skilltraining技巧训练prediction预测、guess猜测、coherentmemory连贯记忆(note-taking)、identifyingthediscoursemarkers辨认语段标记科学设计听力练习3、听力训练的type类型P216Focuslistening精听(tonaldiscrimination辨音、gapfilling填空、dictation听写)听写形式：dictogloss听释、fast-speechdictation快速听写、pauseandparaphrase听写大意、listeningcloze完形听写、erroridentification纠错听写、jigsawidentification线索听写Gistlistening泛听(decideonthebesttitle)Freelistening随意听4、听力教学model模式Bottom-upmodel“自下而上”(强调languageknowledge语言知识)Top-downmodel“自上而下”(侧重backgroundinformation背景知识)5、听力教学的过程P218Pre-listeningtasks听前环节(brainstorming/discussarelevantpicture/writingquestionaboutthetopic/associatingvocabularieswiththetopic)(2)While-listeningtasks听中环节(辨音、获取主要信息、预测、猜词悟义)Post-listeningtasks听后环节(writingasimilartext作文、discussion讨论)二、口语教学P2191、Spokenlanguage口语的特点(fragmentation结构不完整性、involvement人和场合紧密依存性)语法特征:Therearefourcommonfeaturesofspokenlanguage:Usinglesscomplexsyntax.语法Takingshortcuts,e.g.incompletesentences.(and,or,but)Usingfixedconventionalphrases/chunks俗语(fashionableword,two-partallegoricalsaying,colloquialism,slang,phrasalverbs歇后语/口语词/俚语/短语动词)Usingdevicessuchasfillers,hesitationdevicetogivetimetothinkbeforespeaking.结构特征：往往借助filler补白词(youknow,letmesee,um)形象特征：说话人的表情、语气及态度等bodylanguage身体语言；音质/声调/重音/停顿口语的交际特点“说”受语言rule规则支配/时间factor因素制约/对方response反应影响2、口语教学的要领在听的基础上培养说的能力(使输入的信息量大于输出的信息量)组织多样化的口语活动形式口语活动类型：pre-communicativeactivities前交际活动(操练/模仿/重复)和communicativeactivities交际活动(信息差活动/解决问题活动/讨论/辩论/采访/游戏)正确处理准确与流利的关系Accuracy(identifyparticularphonemesontape)Fluency(shouldn'tinterrupt)(4)创造浓厚外语氛围，鼓励学生敢说乐说Thecharacteristicsofasuccessfulspeakingtask:maximumforeigntalk/evenparticipation/highmotivation/rightlanguagelevel合理选择口语组织形式，增加学生开口的机会(小组形式/单双人活动)3、口语训练的方法imitativeness模仿性、monologue独白性、performing表演性的口语表达三、阅读教学P2231、外语阅读的type/form类型(1)根据阅读方式和技巧的不同划分Adaptivereading适应性阅读recognition--read--silent-reading认读--朗读--默读Learningreading学习型阅读plainsubstance主旨浅显information信息量大，强调阅读速度comprehension理解性阅读realmaterial材料真实、widetheme题材广泛、varioustypes体裁多样，higherdifficulty难度较高（2）根据阅读方式和技巧的不同划分Skinning面式读法/略读（掌握全文大意或中心思想；报刊、新书）quicklygetthegistScanning点式读法/寻读/跳读（查找具体信息；时间、人名、地点、数字）specificinformationIntensivereading线式读法/精读（详细地阅读，深入分析、理解和记忆）readindetailExtensivereading纵式读法/泛读（广泛地阅读，阅读速度、快速理解能力、拓宽视野）facilitateprocessofaccumulatingvocabulary/increasingtargetlanguageexpose/broadeningscopeofvision（3）根据阅读理解的层次划分Literalcomprehension字面理解（依靠语言知识/能力辨认词义和语法结构）languageknowledge/competenceidentifymeaningandgrammaticalstructureInferential/interpretivecomprehension推断性理解（经历、直觉、逻辑判断理解未明示信息）experience/intuition/logicjudgeandunderstandunexpressedinformationEvaluativecomprehension评价性理解/应用性理解（理解文章信息的价值）valueAppreciativecomprehension欣赏性理解（情感熏陶和思想启迪）Emotionalinfluenceandthoughtenlightenment2、阅读教学的要领P226（1）合理选择阅读材料Languagedifficulties难度（难于略高于学习者现有水平）higherthanpresentlevelInterest趣味性（充满可读性，激发求知欲和好奇心）readability、thirstforknowledgeandcuriosityAuthenticity真实性（英语本族语者撰写）writtenbynativeEnglishspeakersComprehensiveness宽泛性（内容反映历史、人物、风土人情、文化习俗以及时尚流行，体裁和题材丰富多样）contentvarioustypeorformsofliteratureandtheme（2）建立分析性（精读）与综合性（泛读）相结合的阅读教学体系分析性阅读与综合性阅读教学的分工改进现行分析性阅读教学模式，落实阅读训练综合性阅读教学应正规化、课程化（3）重视阅读threeelements三要素的培养vocabulary词汇、comprehend理解（topicsentence主题句）、speed速度（4）重视阅读过程中的技巧训练prediction预测、readingforspecific抓中心思想、readingforspecificinformation获取特殊信息、inferring推理（readingbetweenthelines）、identifyingthediscoursetypes确认语篇3、阅读教学的approach模式P229（1）Thetop-downmodel自上而下模式为主（pre-readingactivities读前环节活动的开展）（2）Thebottom-upmodel自下而上模式为辅（小到大的语言文字单位，重视词汇教学）teachingatextbyintroducingnewvocabulariesorstructuresfollowthesequenceofteachingnewwords,sentencesandthenthewholepassage（3）Theinteractive-compensatoryapproach交互补偿模式4、阅读教学的过程（1）Pre-readingtasks读前环节（背景知识、写作风格、西方风俗）predictingwhatapassageisabout/creatingawordwebrelatedtoatopic/sharingwhatisalreadyknownaboutatopic（2）While-readingtasks读中环节（保障充足阅读时间、阅读技能训练）（3）Post-readingtasks读后环节（思维和实践活动）四、写作教学P2311、写的教学要领（1）Motivatewritingmotivation激发写作动机communicativepurpose;audienceawareness交际目的读者意识（2）指导写作技巧：写的单项训练（结合语音教学）语篇写作技巧（designskills构思技巧；过程构思、文本构思；modelessay范文是有力工具）skillofplanning:findingideasandputtheminorder（3）根据不同文体风格指导相应的写作策略Formalwriting正式文体（第三人称）typicalfeature:theprecisionoflanguageisapriority语言精确优先well-organizedstructure有序的结构widerangeofvocabularyandstructuralpatterns有结构的模式technicaltermsanddefinitions专用名词和定义Informalwriting非正式文体（一、二人称）typicalfeature:shortandincompletesentencesarecommon多为短句、简单句（4）分阶段设计教学活动，训练写作技能Controlledwriting控制性写作（gapfilling/transcribe/sentencepatterntransformation填空/抄写/句型转换）Guidedwriting指导性写作（completion/reproduction/compression/transformation续写/复写/缩写/转写）Freewriting自由写作（5）写、correct/amend改、evaluate评相结合2、写作教学的模式（1）Product-orientedapproach注重结果（给题目--写--改，注重语篇整体）（2）Content-orientedapproach注重内容（收集材料--组织文章--修改，写前准备）（3）Process-orientedapproach注重过程（准备--写作--修改--再改，写作能力）what/howtowritepeer-editing3、写作教学的process过程（1）Pre-writingtasks写前环节的任务和活动（gatherandorganizeideas激发写作动机）Themainproceduresofprocesswritingincludecreatingamotivationtowrite,brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofreadingandconferencing.While-writingtasks写中环节的任务和活动(organizewritten组织成文)drafting,peer-editing,revisingPost-writingtasks写后环节的任务和活动(commentsandfeedback点评和反馈)conferencing第三部分教学设计第一章教学设计skill技能一、教学设计概述P2411、概念：传统的instructionaldesign教学设计即lessonplanning备课考虑“如何学”最核心的部分是lessonplan教案It'sateachingguide/Ittakesintoaccountsyllabus教学大纲andss./Itdescribesinadvance提前whatabouthowtoteach.2、教学设计principle原则aims目标性原则variety多样性原则flexibility灵活性原则learnability可学性原则linkage衔接性选择feasibility可行性原则3、教学设计的basicrequirements基本要求Alanguagelessonplanusuallyhasthefollowingcomponents:backgroundinformation,teachingaims,languagecontentsandskills,stagesandprocedures,teachingaids,assignments,andteacher'safter-lessonreflection.4、教学设计新concept理念学生参与课堂设计的自主性教学设计贯穿课堂教学的全过程教学设计的确定性与不确定性相统一5、教学设计的pattern模式Analysisdesignevaluation分析设计评价分析：学习需求(学习objectives目标分析是关键)、学习者、学习content内容设计：教学strategy策略、教学course过程(taskappearance--preparation--accomplishment--consolidation任务呈现--任务准备--任务完成--语言巩固)、教学technique技术评价：教学target目标是否达成是评价教学设计有效性的关键反馈修正(feedbackcorrection):教学评价能够提供大量的教学反馈信息6、英语教学设计的concreteform具体形式表格式tableform分别陈述学生/教师活动，说明活动目的/意图，突出教学design设计的理念流程图式flowchartform展示教学process过程(format格式不同)叙述式narrativeform二、学情分析P2481、学习者分析(1)认知特征学习风格authority-orientedlearners崇尚权威型；analyticallearners分析型；concretelearners具体型；communicativelearners交际型学习方式accepted接受性；experience体验性；independent自主性；Cooperation合作性；exploration探究性2、学习需求分析learningneeds的内涵学习目前状态与期望状态之间的差距学习需求分析的内容和方法datacollection数据采集；analyze分析三、教学内容分析P2511、教学内容的选择把握fundamentality基础性(vocabulary/syntacticstructure/languagecompete