2022年初中英语教资考试知识点超详细考点总结

第一某些语言知识与能力第一章英语语言知识语音(SpeechSounds)P781、语音分类发音方式发音部位VL-清浊音(voicelessconsonant)VD-浊辅音(voicedconsonant)音系学(phonology)P79同化规则(assimilationRule)progressiveassimilation顺同化(前面带偏背面)workedregressiveassimilation逆同化(背面带偏前面)newspaperreciprocal/doubleassimilation互相似化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 形态学(Morphology)1、morpheme词素重点!P87(1)freemorpheme自由词素dog;boundmorpheme黏着词素moonwalk(2)root词根;affix词缀(prefix前缀、suffix后缀);stem词干friend-ships(3)inflectionalaffix屈折词缀-s,-ing,-ed不同形式(4)derivationalaffix派生词缀变化词性和意义2、(1)inflection屈折变化-s,-ing,-ed不同形式(2)word-formation词形成:compounding复合法through-outderivation派生法(prefixation前缀化suffixation后缀化)il-logical-ly常用构词法 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)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)四、句法学(Syntax)P91句法关系syntagmaticrelation组合关系(horizontalrelation/chainrelation)构成同一形式、序列或构造paradigmaticrelation聚合关系(verticalrelation/choicerelation)各要素可互相替代relationofco-occurrence共现关系(不同集合词语一起构成句子)句子构造和成分immediateconstituentanalysis直接成分分析法(IC分析法)Theboyatetheapple.用树形图(treediagram)普通句子,主谓宾之类endocentricconstruction向心构造一种词或词组可以拟定为中心(center)或中心词(head)twostonebridge普通名词/动词/形容词短语exocentricconstruction离心构造没有拟定中心或中心词Theboysmiled.普通动宾/系表构造deepstructure深层构造(含义相似,说法不同)surfacestructure表层构造(句子表述方式)语义学(Semantics)P93涵义关系(SenseRelations)lexicalrelation词汇关系同义关系(Synonymy)synonyms同义词stylistic文体差别(formality)buy--perchase;dialectal地区差别underground--subwaycollocational搭配差别accuse(of)--charge(with);emotive情感差别thrifty--stingy;semantic语义差别enough--ample反义关系(Antonymy)antonyms反义词relationalopposites意义相反词gradableantonymy级别反义warm--coolcomplementaryantonymy互补反义boy--girlconverseantonymy反向反义关系buy--sell上下义关系(Hyponymy)种类和成员涉及上坐标词(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;银行句子逻辑关系iff--充分必要条件“SistrueiffP”P就是S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语用学(Pragmatics)P96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(作用于听话人效果)istheresultsoreffectsthatareproducedbymeansofsayingsomething.言外之意(illocutionarypoint):representatives阐述类;directives指令类;commissives承诺类;expressives表达类;declarations宣布类会话含义理论(ConversationalPrinciple/Maxim)violate违背P97cooperativeprinciple,CP合伙原则(会话有共同目的)“Makeyourconversationalcontributionsuchasisrequired,atthestageatwhichitoccurs,bytheacceptedpurposeordirectionofthetalkexchangeinwhichyouareengaged.”themaximofquantity数量准则(信息充分)themaximofquality质量准则(说实话)themaximofrelation有关准则(说有关事)themaximofmanner方式准则(清晰简洁避免歧义)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(含义不拟定)修辞学(Rhetoric)问法:rhetoric/rhetoricaldevice修辞方略P98simile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(用事物名称代替密切有关另一事物)5、synecdoche提喻(某些代替整体或整体代替某些)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)语言教学P100中介语(interlanguage)2、对比分析(contrastiveanalysis)3、错误分析(erroranalysis)(1)error错误(由于知识局限性)mistake失误(不注意出错)(2)interlingualerrors语际错误(迁移错误)由于母语Cnglishintralingualerrors语内错误(发展性错误)由于过度概括语言规则eat-eated(错) 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)国内外语学习者错误类型(1)negativetransfer负迁移/干扰由于母语(2)over-generalization过度类推/过度概括由于过度概括语言规则(3)pragmaticfailure语用错误违背对方文化习俗第二外语习得理论(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和吸取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) 英语语言运用能力教学中非语言交际非语言手段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)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)英语国家语言、历史和文学三、语言、文化和社会1、局部构造P131毗邻对(adjacencypairs)一轮对话毗邻对条件有关性(conditionalrelevance)preferredsecondpart/preferencestructure优选构造Hidispreferredsecondpart/dispreferencestructure非优选构造relevantabsence有关缺失毗邻对扩展basepairs根毗邻对(被其她会话扩展之前毗邻对)前扩展,指前序列(pre-sequences),涉及邀请、祈求、结束、宣布中扩展,涉及插入序列(insertionsequences)和旁侧序列(sidesequences)后扩展,指后序列(postsequences),涉及会话修正和主体化会话修正会话修正机制三个某些:修正源(troublesource)、修正发起(repairinitiation)、修正(repair)lexical词汇启动(no,sorry,letmesee,youknow)non-lexical非词汇启动(um..,uh..)语言与文字1、故事语言P134故事与视角first-personnarrator第一人称论述者(I)third-personnarrator第三人称论述者(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自由间接言语第二某些语言教学知识与能力初中英语课程原则初中英语课程基本知识英语课程性质P149ThenatureofEnglishCurriculumisinstrumentality/toolandhumanity.(工具性和人文性)Students’overalldevelopmentisthemotivationandgoaloftheEnglishcurriculum.英语课程设计思路ThedesignofthenewNationalEnglishCurriculumunifiesbothprimaryandsecondaryschoolEnglishintoonecontinuumofdevelopmentanddividesEnglishlanguageteachingandlearningintoninecompetence-basedlevelsbyadoptingtheinternationalgeneralclassificationmethod.Level5istherequiredstandardfortheendofjuniormiddleschool.Level2--primaryschool英语课程分级原则P154语言技能(LanguageSkills)Overallperformanceobjectivesforeachlevelaregiveninadditiontodetaileddescriptionsofabilitiesregardinglanguageknowledge,languageskills,affect,learningstrategiesaswellasculturalawarenessforrelevantlevels.语言知识(LanguageKnowledge)(语音、词汇、语法、功能和话题)Studentsarerequiredtolearnconsistsofphonetics,vocabulary,grammar,functionandtheme.情感态度(Affect)(兴趣、动机、自信、意志和合伙精神;祖国意识和国际视野) interest,motivation,confidence,willandcooperation;Nationalconsciousnessandinternationalvision.学习方略(LearningStrategies)(认知、调控、交际、资源)Learningstrategiescanbeclassifiedintofourgroups:cognitivestrategy,regulativestrategy,communicativestrategyandresourcingstrategy.文化意识(CulturalAwareness/Understanding)(历史地理、风土人情、老式习俗、生活方式、行为规范、文学艺术、价值观念)Historicalgeography,localcustoms,traditionalcustoms,lifestyle,normsofbehavior,literatureandart,values.英语课程实行建议P161教学建议面向全体学生,为每个学生学习英语奠定基本注意语言实践,培养学生语言运用能力加强学习方略指引,培养学生自主学习能力培养学生跨文化交际意识,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运用各种教学资源,提高学生学习效率组织生动活泼课外活动,拓展学生学习渠道不断提高专业水平,努力适应课程规定初中英语教学基本理论语言观(ViewsofLanguage)P173语言概念Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.语言本质特性/设计特性(designfeatures)(1)arbitrariness任意性(体现了convention规约性)(2)duality二重性(basiclevel,higherlevel基层和高层)(3)creativity创造性/productivity能产性(4)displacement移位性(赋予generalizations,abstractions概括和抽象)(5)culturaltransmission文化传习性语言功能(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元语言功能语言学角度语言观TheStructuralViewofLanguage构造语言观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.语言学习观(ViewsofLanguageLearning)P176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.近来发展区理论ZoneofProximalDevelopment三、语言教学观(ViewsofLanguageTeaching)P1781、语言教学理论(构造主义教学理论、认知主义教学理论、社会语言学理论)外语教学法重要流派grammar-translationmethod语法翻译法audio-lingualmethod据说法(patterndrill句型操练、contrastiveanalysis对比分析法)totalphysicalresponse全身反映教学法P181cognitiveapproach认知教学法(提高accuracy,appropriateness得体性)communicateapproach交际法(包括function,notion功能和意念)P183交际能力(communicativecompetence) grammaticalcompetence语法能力、sociolinguistic社会语言能力、discourse语篇能力、strategic方略能力、linguistic语言能力、pragmatic语用能力、fluency流利性(2)3P教学模式:presentation--practice--production

task-basedapproach任务型教学P184real-worldtasks/targettasks目的任务;pedagogicaltasks教学任务任务四个构成元素:objective、context、process、outcomeinformationgap信息差/信息沟activitiesmusthaveclearandattainableobjectives./shouldbeconfinedtotheclassroomcontext./shouldhelpdevelopstudents’languageability.

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)任务型教学三个环节:pre-task前任务、task-cycle任务环(task、planning、report)、languagefocus语言聚焦(analysis、practice)初中英语语言知识教学语音教学P192语音教学内容Therealisticgoalofteachingpronunciationshouldbe①consistency:thepronunciationshouldbesmoothandnatural.②intelligibility:thepronunciationshouldbeunderstandabletothelisteners.③communicativeefficiency: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,and

intonation重音、节奏、语调) Theprincipleofphoneticteaching语音教学原则(accuracy,long-term,integrity,communication,pertinence,interest精确性、长期性、整体性、交际性、针对性、趣味性原则)Theteachingmethodofphonetics语音教学办法P195Soundperception听音感知练习办法: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模仿解说 personallydemonstration、imitate、practice亲自示范,重复模仿、练习Pronunciationpractice发音练习练习办法: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/悲观词汇和productive/产出性/积极词汇Learningcontent教学内容wordmeaning词汇意义includelearningform,meaninganduse.Knowingawordmeans:knowingitspronunciationandstress/itsspellingandgrammaticalproperties/itsmeaning/howandwhentouseittoexpresstheintendedmeaning.词汇意义涉及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/词汇外延、关联意义:文化含义与语境意义,又称connotation词汇内涵(learninthecontext)worduse词汇用法涉及:collocation/phrases/idiom/style/register搭配、词组、习语、风格、语域wordinformation词汇信息涉及:partofspeech/prefixes/suffixes/spelling/pronunciation/grammarfeatures词类、前缀、后缀、拼写、发音、语法特性wordmemorystrategies词汇记忆方略avoidrote-learning避免死记硬背word-building构词法猜测词义Learningprinciple教学原则音形义结合pronounce、spelling、meaning词块整体教学lexicalchunks(knowledgeofcollocation搭配)详细语境中教learninthecontext循序渐进stepbystep重复练习巩固记忆review培养自学词汇能力deducethemeaningofwords猜测词义Teachingmethod教学办法P200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方略,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P201Content教学内容grammar语法具备Threedimensions三维性:form,meaningandusage形式、意义和用法semantic语义涉及grammaticalform/thegrammaticalmeaningofthestructure/contentsofmeaning语法形式、构造语法意义和内容意义task教学任务:语法rules规则cognition/drill/application认知/操练/应用、thegenerationofgrammarconsciousness语法意识生成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教学办法P202(1)deductivemethod演绎法(解说规则,结合实例分析用法,句型练习)features:Itsavestime/paysmoreattentiontoform/teachesgrammarinadecontextualizedsituation脱离上下文inductivemethod归纳法(学生自行归纳语法规则)startwithexamplesandguidessstoworkouttherulesguideddiscoverymethod引导发现法(学生归纳总结语法规则,教师强化其形式意义)四、语篇教学P204概念和构造Conception概念discoursepattern语篇可以是dialogue、monologue对话、独白,涉及written/spokenlanguage书面语、口语,form形式上是cohesion衔接,semantic语义上是coherence连贯Tacticpattern构造模式语段/句群、句际关系(并列、顺序、层递、转折)Cohesivedevice衔接手段logicalconnectors逻辑纽带(firstly,thus,ontheotherhand,ifnot)grammaticalconnectors语法纽带(时态什么)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.教学内涵Aimsatdevelopingss’discourseawareness.(teacheraskssstoconcentrateonsuchfeaturesasstructure,coherenceandcohesionofatext)教学办法P207overalleffectiveness整体性效能(用knowledgetransfer知识迁移实现,重在cultivateapplicationability应用能力培养)、overallgraspofthediscourse语篇整体把握Teachinglanguageatthediscourselevel:utterancefunction/expectedresponse/congratulation/apology/acceptance/inform.初中英语语言技能教学P212听力教学影响听力重要因素objectivefactor客观因素:typesoflanguageused语言特性(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办法与方略因素2、听力教学要领合理选取听力material材料(authenticity真实性、intelligibility可理解性、diversity/variety多样性)建立专门听力trainingsystem训练体系优化心理氛围,减少焦急感(arouseinterest调动兴趣、放松)注重听过程中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type类型P216Focuslistening精听(tonaldiscrimination辨音、gapfilling填空、dictation听写)听写形式:dictogloss听释、fast-speechdictation迅速听写、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、听力教学过程P218Pre-listeningtasks听前环节(brainstorming/discussarelevantpicture/writingquestionaboutthetopic/associatingvocabularieswiththetopic)While-listeningtasks听中环节(辨音、获取重要信息、预测、猜词悟义)Post-listeningtasks听后环节(writingasimilartext作文、discussion讨论)口语教学P219Spokenlanguage口语特点(fragmentation构造不完整性、involvement人和场合紧密依存性)(1)语法特性: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.构造特性:往往借助filler补白词(youknow,letmesee,um)形象特性:说话人表情、语调及态度等bodylanguage身体语言;音质/声调/重音/停顿口语交际特点“说”受语言rule规则支配/时间factor因素制约/对方response反映影响口语教学要领在听基本上培养说能力(使输入信息量不不大于输出信息量)组织多样化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)对的解决精确与流利关系Accuracy(identifyparticularphonemesontape)Fluency(shouldn’tinterrupt)创造浓厚外语氛围,勉励学生敢说乐说 Thecharacteristicsofasuccessfulspeakingtask:maximumforeigntalk/evenparticipation/highmotivation/rightlanguagelevel合理选取口语组织形式,增长学生开口机会(小组形式/单双人活动)口语训练办法imitativeness模仿性、monologue独白性、performing表演性口语表达阅读教学P223外语阅读type/form类型依照阅读方式和技巧不同划分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难度较高依照阅读方式和技巧不同划分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(查找详细信息;时间、人名、地点、数字)specificinformationIntensivereading线式读法/精读(详细地阅读,进一步分析、理解和记忆)readindetailExtensivereading纵式读法/泛读(广泛地阅读,阅读速度、迅速理解能力、拓宽视野)facilitateprocessofaccumulatingvocabulary/increasingtargetlanguageexpose/broadeningscopeofvision依照阅读理解层次划分Literalcomprehension字面理解(依托语言知识/能力辨认词义和语法构造)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(理解文章信息价值)valueAppreciativecomprehension欣赏性理解(情感熏陶和思想启迪)Emotionalinfluenceandthoughtenlightenment阅读教学要领P226合理选取阅读材料Languagedifficulties难度(难于略高于学习者既有水平)higherthanpresentlevelInterest趣味性(布满可读性,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、文化习俗以及潮流流行,体裁和题材丰富多样)contentvarioustypeorformsofliteratureandtheme建立分析性(精读)与综合性(泛读)相结合阅读教学体系分析性阅读与综合性阅读教学分工改进现行分析性阅读教学模式,贯彻阅读训练综合性阅读教学应正规化、课程化注重阅读threeelements三要素培养vocabulary词汇、comprehend理解(topicsentence主题句)、speed速度注重阅读过程中技巧训练prediction预测、readingforspecific抓中心思想、readingforspecificinformation获取特殊信息、inferring推理(readingbetweenthelines)、identifyingthediscoursetypes确认语篇阅读教学approach模式P229Thetop-downmodel自上而下模式为主(pre-readingactivities读前环节活动开展)Thebottom-upmodel自下而上模式为辅(小到大语言文字单位,注重词汇教学)teachingatextbyintroducingnewvocabulariesorstructuresfollowthesequenceofteachingnewwords,sentencesandthenthewholepassageTheinteractive-compensatoryapproach交互补偿模式阅读教学过程Pre-readingtasks读前环节(背景知识、写作风格、西方风俗)predictingwhatapassageisabout/creatingawordwebrelatedtoatopic/sharingwhatisalreadyknownaboutatopicWhile-readingtasks读中环节(保障充分阅读时间、阅读技能训练)Post-readingtasks读后环节(思维和实践活动)写作教学P231写教学要领Motivatewritingmotivation激发写作动机communicativepurpose;audienceawareness交际目读者意识指引写作技巧:写单项训练(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 依照不同文体风格指引相应写作方略Formalwriting正式文体(第三人称)typicalfeature:theprecisionoflanguageisapriority语言精准优先well-organizedstructure有序构造widerangeofvocabularyandstructuralpatterns有构造模式technicaltermsanddefinitions 专用名词和定义Informalwriting非正式文体(一、二人称)typicalfeature:shortandincompletesentencesarecommon多为短句、简朴句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指引性写作(completion/reproduction/compression/transformation续写/复写/缩写/转写)Freewriting自由写作写、correct/amend改、evaluate评相结合写作教学模式Product-orientedapproach注重成果(给题目--写--改,注重语篇整体)Content-orientedapproach注重内容(收集材料--组织文章--修改,写前准备)Process-orientedapproach注重过程(准备--写作--修改--再改,写作能力)what/howtowritepeer-editing写作教学process过程Pre-writingtasks写前环节任务和活动(gatherandorganizeideas激发写作动机)Themainproceduresofprocesswritingincludecreatingamotivationtowrite,brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofreadingandconferencing.While-writingtasks写中环节任务和活动(organizewritten组织成文)drafting,peer-editing,revisingPost-writingtasks写后环节任务和活动(commentsandfeedback点评和反馈)conferencing第三某些教学设计教学设计skill技能教学设计概述P2411、概念:老式instructionaldesign教学设计即lessonplanning备课考虑“如何学”最核心某些是lessonplan教案It’sateachingguide/Ittakesintoaccountsyllabus教学大纲andss./Itdescribesinadvance提前whatabouthowtoteach.教学设计principle原则aims目的性原则variety多样性原则flexibility灵活性原则learnability可学性原则linkage衔接性选取feasibility可行性原则教学设计basicrequirements基本规定Alanguagelessonplanusuallyhasthefollowingcomponents:backgroundinformation,teachingaims,languagecontentsandskills,stagesandprocedures,teachingaids,assignments,andteacher'safter-lessonreflection.教学设计新concept理念学生参加课堂设计自主性教学设计贯穿课堂教学全过程教学设计拟定性与不拟定性相统一教学设计pattern模式Analysis----design----evaluation分析----设计----评价分析:学习需求(学习objectives目的分析是核心)、学习者、学习content内容设计:教学strategy方略、教学course过程(taskappearance--preparation--accomplishment--consolidation任务呈现--任务准备--任务完毕--语言巩固)、教学technique技术评价:教学target目的与否达到是评价教学设计有效性核心反馈修正(feedbackcorrection):教学评价可以提供大量教学反馈信息英语教学设计concreteform详细形式表格式tableform分别陈述学生/教师活动,阐明活动目/意图,突出教学design设计理念流程图式flowchartform展示教学process过程(format格式不同)论述式narrativeform学情分析P248学习者分析认知特性学习风格authority-orientedlearners崇尚权威型;analyticallearners分析型;concretelearners详细型;communicativelearners交际型学习方式accepted接受性;experience体验性;independent自主性;Cooperation合伙性;exploration探究性学习需求分析learningneeds内涵学习当前状态与盼望状态之间差距学习需求分析内容和办法datacollection数据采集;analyze分析教学内容分析P251教学内容选取把握fundamentality基本性(vocabulary/syntacticstructure/languagecompetence/learningstrategy/culturalknowledge词汇/句法构造/语言能力/学习方略/文化知识)adaptation适应性(age/cognitivecharacteristic年龄/认知特点)highfrequency高频性(frequentlyused经常使用)enjoyment趣味性(激发学习兴趣,保证学习effectiveness有效性)对的理解textbook教材分析教材textbookevaluationprovidesauthenticlanguage/matchestheneedsoflearners/canhelprealizetheobjectivesofalanguageprogram解决教材办法(LARA法:leave-adapt-replace-add)教材使用:活化教材、挖掘资源、选准话题(探究性、开放性、生成性)WhenateacherusinganELTcoursebook,heshould:erpretcurriculumgoalsanditsexpectationsforthecourse.planlessonsinrelationtospecificgoals,topics,texts,andtasks.Auxiliaryteachingmaterials辅助教学材料screening筛选教学材料筛选原则:启发式、因材施教、动态生成、适时适度教学材料筛选方略:遵循理念、吃透教材、研究学生辅助教学材料分类:知识类、技能类、课外活动类、教学辅助类、自主学习类教学目的P255教学目的陈述内容三个维度:knowledgeobjective/abilityobjective/emotionobjective知识与技能、过程与办法、情感态度与价值观教学目的陈述要素以行为目的来陈述教学目的,涉及四个要素:ABCD模式A-audience主体或听众(限度副词/比例/范畴副词)+主语(ss/learners)B-behavior行为listen,sing,imitate,recite,depict,recognize,apply,understand,know,master,enjoyC-conditions条件afterthisclass,undertheguidanceoftheteacher,afterattendingalecture,withthehelpofsubstances,throughimitation/repeatD-degree限度/原则clearly,fluently,correctly,efficiently,basically,preliminarily,smoothly,appropriately教学目的陈述方式按照层级划分有三种goals,aims,objectives(coursegoals,teachingaims)成果性目的(知识与技能)Know<understand<masterLevelVerbknowledgetell,list,define,name,recall,identify,state,repeat,remember,recognizeComprehensiondescribe,explain,review,infer,paraphrase,interpret,summarize,memorizeApplicationapply,practice,employ,use,illustrate,show,report,demonstrate,planAnalysisanalyze,distinguish,examine,compare,survey,investigate,classify,organizeSynthesiscreate,invent,compose,design,modify,construct,imagine,produceEvaluationjudge,decide,select,justify,evaluate,debate,verify,assess,recommend体验性目的或体现性目的(过程与办法、情感态度与价值观)LevelVerbReceivingaccept,acknowledge,attendto,follow,meet,observeRespondingagree,allow,answer,ask,choose,communicate,cooperate,describe,displayValuingadopt,carefor,complete,encourage,evaluate,respect,justify,share,suggest,thankOrganizinganticipate,consider,consult,design,manage,modify,revise,simplify,test,varyInternalizingvaluesact,administrate,advance,advocate,criticize,defend,forgive,object,promote,Question,solve教学目的陈述原则comprehensive、suitable、specific、accurate全面、恰当(目的层次性/内容和已有知识一致性/教学活动连贯性)、详细、精确教学重难点P259教学重难点meaning涵义Teachingkey/Importantpoint教学重点称为subject学科教学coreknowledge核心知识Teachingdifficultpoint教学难点教学重难点relation关系教学重点:stability、chronicity稳定性、长期性教学难点:temporary、relativity暂时性、相对性教学重难点拟定深刻理解课程原则熟悉和贯彻执行课程原则内容规定进一步研究教材教材是教学重要根据理解学生实际状况学生是教学对象/主体善于总结经验虚心学习、不断提高自身教学素质和能力突出重点、突破难点method办法metaphordescription比喻阐明法、listcomparison列表对比法、exercise练习法、Multimediaassistedinstruction多媒体辅助教学法、gameactivity游戏活动法教堂教学process过程设计P260教学过程(teachingprocedure)实现教学、发展和教育三大功能课堂导入活动设计Lead-in导入应达到“3A”功能:arouse勉励启发;advertise引起注意;advance增进课堂导入办法复习导入法(新旧知识联结点)、直观导入法(直观教具或多媒体手段)情境导入法(dutyreport/音乐/故事/游戏导入)、悬念导入法(呈现一系列问题)注意事项导入时间不适当过长(5’/45’);符合教学目的/内容;从学生实际出发(年龄、性格、认知特性);方式新颖有创意语言学习与实践活动设计(呈现、解说、练习巩固和实践新语言知识)呈现活动设计(presentation)问题呈现、情景呈现、故事呈现(完整故事贯穿整个课堂教学)、直观呈现(简笔画/图片/模型/幻灯片/身势语)练习与巩固活动设计(practiceandconsolidate)机械性练习mechanicalexercise控制式练习频率高无需过多思考,不超过8min,1~2项练习内容,学生个体/全班练习为主,及时纠错练习形式:模仿、跟读、重复、替代练习、简朴回答活动半开放性练习semi-openpractice半控制式意义性练习需要理解和思考,10min,3~4项,配对练习为主,互相改正,频率低练习形式:采访活动、重述故事、运用