英语复习要点
英语教学法复习要点
Unit 1 Language and Learning1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.2. What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.3.Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.A stimulus-response theory of psychologyAudio-lingual methodThe idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theoryInfluenced by Noam Chomsky (revival of structural linguistics)Language as an intricate rule-based systemA learner acquires language competence which enables him to produce language.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Constructivist theoryJean Piaget (1896—1980)The learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theoryVygotsky“Zone of Proximal Development” (ZPD); scaffolding(脚手架)Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice aspart of one’s pre-service education, usually under the supervision ofinstructorsThe real classroom teaching:what a teacher undertakes after he/shefinishes formal education❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in the classroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from its context2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’communicative competence.3. Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations4 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆Pragmatic competence （语用能力）The appropriate use of language in social context.◆Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’6.Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.7. Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)8. Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities9.Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:1. Identifying pictures2. Discovering identical pairs3. Discovering sequences or locations4. Discovering missing information5. Discovering missing features6. Discovering "secrets"municating patterns and pictures8. Communicative models9. Discovering differences10. Following directions11. Reconstructing story-sequences12. Pooling information to solve a problem(2). Social interaction activities:1. Role-playing through cued dialogues2.Role-playing through cues and information3.Role-playing through situation and goals4.Role-playing through debate or discussionrge-scale simulation activities6. Improvisation10.Six Criteria for evaluating communicative classroom activitiesmunicative purpose2. Communicative desire3. Content, not form4.Variety of language5.No teacher intervention6. No materials control9.What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.10.Four components of a task1. A purpose2. A context3. A process4. A product11. Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.12. Differences between PPP and TBLT1The way students use and experience language in TBLT is radically different from PPP. 1.Free of language control2. genuine need to use language to communicate3.A free exchange of ideas4.Appropriateness & accuracy of language form in general, not production of a single form5.A genuine need for accuracy and fluency2.TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBL cycle lead from Fluency to accuracy (+fluency)In TBL Integrated skills practiced13. How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials14. CLT and TBLT in the Chinese contextProblems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learnersConstraints of TBLT1.The first is it may not be effective for presenting new language items2.The second constraint is Time as teachers have to prepare task-based activities very carefully.3.The third is the culture of learning4.The forth is Level of difficultyUnit 31. A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20002. Designing principles for the National English Curriculum1)Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3. Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-longThe standards for different levels of competence5 Challenges facing English language teachers1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1.Lesson planning means making decisions in advance about whattechniques, activities and materials will be used in the class.2. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.3. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims andlanguage contents of the lesson.2). It also helps the teacher to distinguish the various stages of alesson and to see the relationship between them so that thelesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware ofthe teaching aids that are needed.5). Lesson planning helps teachers to think about the relative valueof different activities and how much time should be spent onthem.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which wereless successful.4. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkageDefinitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient. Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course,things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement. 5.Macro planning involves:1) Knowing about the profession:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus/curriculum:5) Knowing about the textbook6) Knowing about the objectivesponents of a lesson plan1.Background information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lesson2.Teaching objectives: What do you want students to know and be able to do?nguage contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.4.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1)warm-up/ a tarter/revision;(2)presentation(3)drilling(4)consolidation(5)summary and homework2) The three P’s model: presentation, practice, and production5.Teaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.6.End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.7.Optional activities and assignment8.After class reflection7.The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.8. The aims of a lesson includelanguage components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Managementorganize what goes on in thethe goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).2.Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly3 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)learners, guide students in planning and assessing their learning and develop their …’prior knowledge; find individual interests and explorepotential capabilities; acknowledge and respect individual differences; give each equal opportunity in learning; evaluate students’development fairly from anreflect on the reasons, think about possible solutions, implement the solutions and evaluate the results…Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss大惊小怪butgentle by Harmer)2). Organizing feedback (discouraging for the teacher to becritical不提倡吹毛疵, focusing on Ss’success progress)Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by saying” and…?”“Anything else?” Yes, butwhy…?(Ss. read the example)Participant:The teacher shouldn’t dominate or appear to be authoritative.Resource-provider:We have criticized the jug-and-mug method, but the teacher should withhold his/her readiness to provide resourc4 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of thestudents;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5. What are the different ways for student grouping?Whole class work, pair work, group work, individual study1.Whole class workAll the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair workStudents work in pairs on an exercise or task.3.Group workStudents work in small groups of 3-5 students.4.Individual studyStudents work on their own at their own speed.Types of student grouping and their advantages and disadvantages in P314 (task4)6.Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)7: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)1.Ss are clear about learning purpose;2.Ss are able to do the work but find it challenging;3.Ss are emotionally, physically and intellectually involved by the tasks;4.The presentation, variety and structure of the work and activities generatecuriosity and interest;5.Ss have opportunities to ask questions and try out ideas;6.Ss can see what they have achieved and how they had made progress;7.Ss get a feeling of satisfaction and enjoyment from the work.8What causes discipline problems?1.A gap in the lesson (e.g. bad planning, equipment fails to work)2.Unclear instructionsck of teacher attention4.The teacher concentrates on lengthy explanations to one individual so that the others get bored5.Work is too easy or too challenging9. What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.10 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek their own answers;☐ A secure and relaxed atmosphere of trust is needed and ss’opinions and ideas are valued.11. What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation12: What are errors? How are they different from mistakes?☐ A mistake refers to “a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system” (Brown, 2000: 218-219)☐An error has direct relation with the learner’s language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.13 When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.14 How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionWhich techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.☐The whole class correction is used for main error types (e.g.The Big Ten) Unit 6 Teaching Pronunciation1.Critical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.2. The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.3The realistic goals of teaching pronunciation is as following: Consistency: the pronunciation should be smooth and natural;Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.4.Three aspects of pronunciation to teach? Stress, intonation, rhythm5. One common problem in learning English of Ss: (Neglect stress and intonation)6. What aspects of pronunciation do we need to teach? Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols, such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.7. How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.8 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learn Perception practice☐What is the goal of perception practice?⏹Developing the students’ability to identify and distinguish betweendifferent sounds.☐Examples of perception practice:⏹Using minimal pairs(with one sound difference): will/well; ship/sheep;light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹Completion9.The goal of production practice is developing students’ ability to producesounds.1.Listen and repeat ( practice individual sounds, individual words, groupsof words, sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).10. Practising stress and intonation☐Two types of stress:⏹word-level stress⏹Phrase-level or sentence-level stress11. Teaching methods of stress⏹The most important thing in practising stress is making the studentsaware of where to stress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard(underline the stress parts or write with coloredchalks12 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.⏹Use rising or falling arrows to mark intonation.⏹Draw lines to mark change of intonation.13.How can teachers help the students to improve pronunciation?e individual, pair, group and whole class work;e hands and arms to conduct practice.3.Move around the classroom when doing choral practice.4.Vary the criteria of ‘good’ to give students confidence.5.Do articulation practice more than once.6.Bring interests and variety to the practice.7.The main criteria for good pronunciation are consistency, intelligibility andcommunicative efficiency.8.Make full use of demonstrations.9.Try to use visual aids.Unit 7 Teaching Grammar1. The role of grammar in language learningIt is generally believed that•Grammar teaching is less important for children than for adults;•Grammar teaching is less important in listening and reading than in writing. •Grammar teaching can be seen in most formal classroom language teaching. Generally speaking, Chinese EFL learners need a certain degree of mastery of English grammar. However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2 Grammar presentationWhat are the major types of grammar presentation method?☐Three ways of presenting grammar in the classroom:1.The deductive method 演绎法reasoning from general principles to a particularcaseThe deductive method relies on reasoning, analyzing and comparing2.The inductive method 归纳法method of logical reasoning which obtains ordiscovers general laws from particular facts or examples3.T he guided discovery method 引导式发现法Similar to the inductive method in that ss are induced to discover rules by themselves;But different in that the process of the discovery is carefully guided and assisted by the teachers and the rules are then elicited and taught explicitly.Each has merits and drawbacks. The best way is to vary methods in different。
六年级英语考试答题技巧与复习措施
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英语教学法复习要点
英语教学法复习要点Unit 1 Language and Learning1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.2. What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.3.Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theoryB. F. SkinnerA stimulus-response theory of psychologyAudio-lingual methodThe idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theoryInfluenced by Noam Chomsky (revival of structural linguistics) Language as an intricate rule-based systemA learner acquires language competence which enables him to producelanguage.One influential idea of cognitive approach to language teaching is that students should be allowed to create their ownsentence based on their own understanding of certain rules.Constructivist theoryJean Piaget (1896—1980)The learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theoryVygotsky“Zone of Proximal Development” (ZPD); scaffolding(脚⼿架)Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three5 How can one become a good language teacher?Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflectionThe learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiencesThe practice stage (2 senses)Pseudo practice:short period of time assigned to do teachingpractice as part of one’s pre-service education, usually under thesupervision of instructorsThe real classroom teaching:what a teacher undertakes after he/shefinishes formal educationTeachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching 1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in the classroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’communicative competence.3. Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations4 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语⾔能⼒）The knowledge of language itself, its form and meaning.◆ Pragmatic competence （语⽤能⼒）The appropriate use of language in social context.◆ Discourse competence （语篇能⼒）One’s ability to create coherent written text or conversation and the ability to understand them◆ Strategic competence （策略能⼒）Strategies one employs when there is communication breakdown due to lack of resources.◆ Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’6.Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.7. Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)8. Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activitiesStructural activitiesQuasi-communicative activities类似,准,半Communicative activities (PP22-23)Functional communication activitiesSocial interaction activities9.Littlewood’s (1981)classification of communicativeactivities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:1. Identifying pictures2. Discovering identical pairs3. Discovering sequences or locations4. Discovering missing information5. Discovering missing features6. Discovering "secrets"/doc/24e21abdb42acfc789eb172ded630b1c59ee9bb2.html municating patterns and pictures8. Communicative models9. Discovering differences10. Following directions11. Reconstructing story-sequences12. Pooling information to solve a problem(2). Social interaction activities:1. Role-playing through cued dialogues2.Role-playing through cues and information3.Role-playing through situation and goals4.Role-playing through debate or discussion/doc/24e21abdb42acfc789eb172ded630b1c59ee9bb2.html rge-scale simulation activities6. Improvisation10.Six Criteria for evaluating communicative classroomactivities/doc/24e21abdb42acfc789eb172ded630b1c59ee9bb2.html municative purpose2. Communicative desire3. Content, not form4.Variety of language5.No teacher intervention6. No materials control9.What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.10.Four components of a task1. A purpose2. A context3. A process4. A product11. Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.12. Differences between PPP and TBLT1The way students use and experience language in TBLT is radically different from PPP. 1.Free of language control2. genuine need to use language to communicate3.A free exchange of ideas4.Appropriateness & accuracy of language form in general, not production of a single form5.A genuine need for accuracy and fluency2.TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBL cycle lead from Fluency to accuracy (+fluency)In TBL Integrated skills practiced13. How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials14. CLT and TBLT in the Chinese contextProblems with CLT1. The very first and forceful argument is whether it is culturallyappropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learnersConstraints of TBLT1.The first is it may not be effective for presenting new language items2.The second constraint is Time as teachers have to prepare task-based activities very carefully.3.The third is the culture of learning4.The forth is Level of difficultyUnit 31. A brief history of foreign language teaching in ChinaA phase of restoration (1978-1985)A phase of rapid development (1986-1992)A phase of reform (1993-2000)A phase of innovation from 20002. Designing principles for the National English Curriculum 1)Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3. Goals and objectives of English language teachingThe new curriculum is designed to promote students’overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’positive attitude, motivation, confidence as well as strategies for life-long learning along with。
阶梯英语(二)复习要点
公共英语第三学期阶梯英语（二）复习要点交际用语复习练习一1. —I’m afraid I must be off now.—Oh?B. I’m very sorry.C. No, don’t go now.D. That’s OK.2. —Hello, Bob, haven’t seen you for ages, you look fine.—B. Hello, where have you been?C. I’m not fine these days.D.I met you just last week.3. —Would you be able to make a phone call for me?—,sir.A. I’m glad toC. That’ll be fineD. Yes, I would be4. —Thanks for the present. It’s really nice.—A. Yes, I think so.B. Never Mind.C. I’d love to.5. —Let’s go for a flower show. What do you say?—A. No, I wouldn’t.B. I didn’t say anything.C. Yes, I would.6. —Happy New Year!—B. Oh, no, thanks.C. Wish you, too.D. It’s the same to you.7. —I got a D in the math test.—’s too bad. B. It is not bad.C. Good for you.D. You shouldn’t have worked hard.8. — Can you turn down the radio, please?—.A. Oh, I knowC. I’ll keep it down next tim eD. Please forgive me9. — Hi, is Mary there, please?—_________B. No, she isn’t here.C. Yes, she lives here.D. Yes, what do you want?10.—Doctor, I don’t feel well.—_________A. You are f ine.B. It doesn’t matter.D. Don’t take it seriously.11. — Let me help you with your luggage.—A. Yes, please.B. I know you’ll help me.D. Yes, of course.12. ——I want to buy two 50fenstamps.B. What do you want to buy?C. Do you want to buy stamps or envelopes?D. What are you looking for?13. —Can you win the match?—A. I’m sure you will.I’m afraid not.C. No one knows.D. I don’t hope so.14. —I’m sorry I can’t follow you. Would you mind saying that slowly?—B. No, I wouldn’t.C. I’ve no idea.D. No, I would.15. ——I’ve just asked where you are from.B. Repeat.C. Excuse me!D. What’s wrong?答案：1．A。
《英语》课程复习要点
《英语（本）》课程复习要点课程名称：大学英语适用专业：专升本级各专业辅导教材：《新编大学实用英语教程》林立编著、《新编大学实用英语教程》林立编著教育科学出版复习要点：一、语音考生应能掌握下列语音规则..元音字母在单词中的读音.辅音字母在单词中的读音.常见字母组合的读音二、词汇考生应掌握约个英语单词的基本用法和相应的常用词组。
教材中课后词汇要重点掌握三、语法考生应掌握下列基本语法规则(一)词法.名词.冠词.代词.数词.形容词.副词.介词.动词.连词.感叹词(二)句法.基本句型.句子按用途分类()陈述句()疑问句()析使句()感叹句.句子按结构分类()简单句()并列句（)复合句(二)构词法.派生法.台成法.转换法四、阅读考生应能读懂各种题材(包括社会生话、人物传记、科普、史地、政经、文化等)和体裁(包括记叙文、说明文、描写文、议论文、应用文等)、生词量不超过所读材料的文字材料。
考生应能理解所读材料的主旨大意，掌握主要事实和有关细节，辨识作者的基本态度和观点，能根据有关信息进行一定的推理、判断或引申。
五、翻译考生应能理解所给出的语言情景，能够运用相关的语言知识完成所规定的句子翻译任务。
考试形式及试卷结构试卷总分：分考试时间：分钟考试方式：闭卷，笔试试卷内容比例语法与词汇约阅读理解约单词释义约补全对话话约汉译英约英译汉约详细的考查内容和要求如下：部分考察内容题号题量分值一语法与词汇二阅读理解三单词释义四补全对话五汉译英六英译汉合计教案方式与考核方式：教案方式：面授辅导、平时作业考核方式：考勤、作业和考试。
英语语法中的语法总结与复习方法
英语语法中的语法总结与复习方法语法是英语学习中重要的一部分，掌握好语法规则能够帮助我们更准确地表达意思。
然而，许多学习者在学习语法时感到困惑和无从下手。
本文将介绍一些语法总结与复习方法，帮助大家更好地学习和掌握英语语法。
一、掌握基本语法知识在开始语法学习之前，首先需要掌握基本的语法知识，包括主谓宾结构、时态、语态、修饰语等基本概念。
了解这些基础概念将有助于我们理解和分析复杂的语法规则。
二、学习语法规则学习语法需要系统地掌握各种语法规则，例如名词的单复数形式、动词的时态和语态变化、代词的使用等。
可以通过查阅语法书籍、参加语法课程或者在网上搜索相关资源来学习语法规则。
同时，要注重理解规则的应用，并进行大量的练习以巩固所学知识。
三、总结语法要点语法知识繁多，我们可以通过总结语法要点来记忆和理解。
可以将语法要点整理成表格、图表或者笔记等形式，以便于我们随时回顾和复习。
例如，可以将各种时态的构成和用法整理成表格，以帮助我们更清晰地记忆。
四、应用语法知识学习语法并不仅仅是为了记忆规则，更重要的是能够灵活运用。
在实际的英语学习和交流中，我们应该尽量多地使用语法知识，例如在写作和口语表达中积极运用各种语法结构。
通过不断的实践，我们将更加熟练地掌握和运用语法知识。
五、多做练习和巩固复习是巩固语法知识的关键。
可以通过做练习题、参加语法测验或者使用语法学习网站等方式进行复习和巩固。
同时，也可以参考语法练习书籍和教材，选择适合自己的练习内容进行学习。
通过大量的练习，我们可以更好地理解和掌握语法知识。
六、模仿和分析范例阅读英语文章和文本是提高语法水平的有效方式之一。
可以选择一些经典的英语文章，通过分析其语法结构和使用方式来提高语法意识和水平。
同时，也可以模仿这些范例，将所学的语法知识应用到自己的写作和表达中。
七、寻求帮助和互动学习语法过程中，难免会遇到难以理解或者混淆的地方。
这时，我们可以寻求老师、同学或者其他学习者的帮助，进行讨论和交流。
初中英语八种时态归纳复习要点
初中英语八种时态归纳复习要点初中英语语法时态一、一般现在时概念：经常、反复发生的动作或行为及现在的某种状况。
时间状语：always, usually, often, sometimes, every week (day, year, month), once a week, on Sundays, etc.基本结构：①be动词;②行为动词否定形式：①am/is/are+not;②此时态的谓语动词若为行为动词，则在其前加dont,如主语为第三人称单数，则用doesnt，同时还原行为动词。
一般疑问句：①把be动词放于句首;②用助动词do提问，如主语为第三人称单数，则用does，同时，还原行为动词。
初中英语语法时态二、一般过去时概念：过去某个时间里发生的动作或状态;过去习惯性、经常性的动作、行为。
时间状语：ago, yesterday, the day before yesterday, last week(year, night, month), in 1989, just now, at the age of 5, one day, long long ago, once upon a time, etc.基本结构：①be动词;②行为动词否定形式：①was/were+not;②在行为动词前加didnt，同时还原行为动词。
一般疑问句：①was或were放于句首;②用助动词do的过去式did 提问，同时还原行为动词。
初中英语语法时态三、现在进行时概念：表示现阶段或说话时正在进行的动作及行为。
时间状语：now, at this time, these days, etc.基本结构：am/is/are+doing否定形式：am/is/are+not+doing.一般疑问句：把be动词放于句首。
初中英语语法时态四、过去进行时概念：表示过去某段时间或某一时刻正在发生或进行的行为或动作。
时间状语：at this time yesterday, at that time或以when引导的谓语动词是一般过去时的时间状语等。
高三英语复习课(词汇)要点 PPT课件 图文
5. __________ from heart trouble for years,
Professor White has to take some medicine with
him wherever he goes. (2001年春季上海)
A. Suffered
B. Suffering
C. Having suffered
—Taking plenty of exercise every day. A. power B. strength C. force D. energy
2. I’m trying to break the __________ of getting up
too late. (2009年天津)
A. tradition
out of danger
risk one’s life to save the child
safe and sound have a sound sleep
Practice Makes Perfect!
I. 单项填空
1. —You are always full of __________. Can you tell me the secret? (2007年福建)
2. 《英语课程标准研修》：词汇在发展听、 说、读、写能力中起重要作用，影响听、说、 读、写活动成功与失败的诸多因素中，词汇 因素居主要因素的首位。
3.《英语教学心理学》：英语学习者词汇 量的大小和词汇运用的熟练程度，往往是衡量 其英语水平的重要指标之一。
4.新课程对高中毕业生要求掌握的词汇量. 扩增到3660词（八级要求，3300个单词和360 个短语或词组），让我们更清楚的看出词汇在 语言学习中的重要性。
湘少版英语六年级下册复习要点1-10单元
Unit 1 Y ou are good at drawing, Peter.一、重点词汇1、擅长于……去溜冰看电影好主意最（好）的动名词变化：skate-- 溜冰 swim-- 游泳draw-- 绘画jump-- 跳高playing table tennis -- 打乒乓球fish-- 钓鱼sing-- 唱歌2、单词表中的单词二、语法要点1、be good at + 动词ing形式表示“擅长于做某事”如：I am good at swimming .我擅长于游泳。
He is good at drawing. 他擅长于绘画。
They are good at playing football. 他们擅长于踢足球。
2、like + 动词ing形式表示“喜欢做某事”如：I like drawing. 我喜欢绘画。
He likes skating. 他喜欢溜冰。
They like watching films.他们喜欢看电影。
三、重点句子你喜欢干什么？我喜欢画画/唱歌/跳舞/打乒乓球/游泳/滑冰/…。
明明喜欢干什么？他喜欢游泳。
你擅长什么？我擅长钓鱼。
你不擅长什么？我不擅长跳高。
安擅长什么？她擅长唱歌。
你最好的朋友擅长什么？他/她擅长跳舞。
Unit 2 Anne wanted to skate.一、单词词组溜冰场想去溜冰试着学不要紧的摔倒保持笔直修理骑自行车好吧二、语法要点1、want/wants/wanted to （do…）想（做……）want/wants/wanted to后面要求用动词的原型如：I want to skate like you. 我想像你一样溜冰。
Anne wanted to learn skating. 安想要学溜冰。
Tingting wants to cycle in the park.婷婷想在公园骑自行车。
2、部分动词过去式want--- 想要ask--- 问help--- 帮助try-- 尝试say--- 说go--- 去fall--- 掉、落三、重点句子安想去溜冰。
中专英语考试大纲及复习要点
中专英语考试大纲及复习要点对于中专的同学们来说，英语考试是学习过程中的一个重要环节。
了解考试大纲和掌握复习要点能够帮助大家更有针对性地进行学习，提高考试成绩。
接下来，我们将详细介绍中专英语考试大纲及复习要点。
一、考试大纲1、词汇要求掌握约 1500 个常用单词和一定数量的短语和习惯用语。
能够正确拼写单词，理解其基本词义和用法。
2、语法（1）名词：掌握名词的复数形式、所有格的构成和用法。
（2）代词：掌握人称代词、物主代词、指示代词、反身代词、不定代词的用法。
（3）数词：掌握基数词和序数词的构成和用法。
（4）冠词：掌握定冠词、不定冠词和零冠词的用法。
（5）形容词和副词：掌握形容词和副词的比较级和最高级的构成和用法，以及形容词和副词在句中的位置。
（6）动词：掌握动词的时态（一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、现在完成时）、语态（主动语态和被动语态）、非谓语动词（动词不定式、动名词、分词）的用法。
（7）介词：掌握常用介词的基本用法。
（8）连词：掌握并列连词和从属连词的用法。
（9）句子：掌握陈述句、疑问句（一般疑问句、特殊疑问句、反意疑问句）、祈使句、感叹句的构成和用法；掌握简单句的五种基本句型；掌握主从复合句（宾语从句、状语从句、定语从句）的构成和用法。
3、阅读理解能读懂简单的英语文章，理解主旨大意，捕捉主要信息，能根据上下文猜测生词的词义。
4、书面表达能根据所给的提示或要求，用英语写一篇短文，内容包括日常生活、学习、兴趣爱好等，词数在 80 左右。
二、复习要点1、词汇复习（1）制定合理的词汇学习计划，每天背诵一定数量的单词。
（2）结合例句和语境记忆单词，加深对单词用法的理解。
（3）运用多种方法记忆单词，如联想、分类、词根词缀等。
（4）定期复习已学单词，巩固记忆。
2、语法复习（1）系统学习语法知识，构建语法框架。
（2）通过做语法练习题，加深对语法规则的理解和运用。
（3）对易错语法点进行重点突破，分析错误原因，加强记忆。
初中英语2023中考复习连词知识要点整理
中考英语连词知识要点一、连词的分类1、按连词的构成可将其分为以下几类：1) 简单连词，如and, if, or, because, but, so2)关联连词，如both … and …, not … but …, not only … but also …3)分词连词，如supposing, providing, provided, given4)短语连词，如as if / through, even if / through, as / so long as2、连词的性质可将其分为以下几类：（1）并列连词如and, but, or, nor, so, for, as well as, while, when, not only … but also …, both … and …, either … or …, neither … nor, therefore, yet, nevertheless, however 等。
它们用来连接平行的词、词组或分句。
（2）从属连词如after, when, before, as, while, since, until, till, although, though, if, even if, unless, lest, because, than, that, whether, so that, as soon as, as long as, in order that, as though, suppose (that), provided (that), in case (that), now (that), on condition (that), seeing that, so … that, such … that, as … as, so …as等。
它们用来引导从句。
二、连词 and 和 or 用法比较1. and和or在否定句中的用法比较在通常情况下，在肯定句中用and，相应的否定句中则用 or。
英语知识要点复习小结
英语知识要点巩固复习1.“too + 形容词或副词＋to + 行为动词原型”——表示“太……而不能……”，注意该句型本身表示否定，不需要再加not.例如：The teacher speaks too fast to understand .2.距离的表达方式：（1）、表示某地离某地远，常用far from, 句式为：某地+be+far from+某地。
例如：Shanghai is far from our city. （2）、表示两地之间的具体距离，常用句式：It’s +数词+量词（kilometres/ metres）+from A 地+to B 地。
对句式中数词提问用how far. 例如：It’s 6 kilometres from my home to my school.How far is it from your home to your school?3、invite sb to do sth邀请某人干某事；invite sb tosp邀请某人去某地4、want to do sth =would like todo sth 想要干某事want sb to do sth=would likesb to do sth 想要某人干某事He wants me to come his home onSunday.5、taik to/with 和某人交谈、和某人谈话talk about sth 谈论某事He often talks about English withhis classmates.6、当hundred、thousand、million等前有具体的数字时，它们的词尾不能加S，当表示“数百个、数千个、数百万个“这种不具体的数字时，其后要加S和介词of 。
如：Our school has onethousand students./Our schoolhas thousands of students.我们学校有一千名学生/我们学校有数千名学生。
2023年小学六年级毕业英语语法复习要点归纳人教版
小学英语语法点复习归纳一、名词复数规则1．一般状况下，直接加-s，如：book-books, bag-bags, cat-cats, bed-beds 2．以s、x、sh、ch结尾，加-es，如：bus-buses, box-boxes, brush-brushes, watch-watches3．以“辅音字母+y”结尾，变y为i, 再加-es，如：family-families, strawberry-strawberries4．以“f或fe”结尾，变f或fe为v, 再加-es，如：knife-knives5．不规则名词复数：man- , woman- , policeman-policewoman- , mouse- child-foot- ,.tooth- fish- , people- ,Chinese- , Japanese-I _________him _________this ___________her ______watch _______that _______photo ________diary ______day________ foot________ book_______ dress ________tooth_______ sheep ______box_______ strawberry _____thief _______yo-yo ______ peach______ sandwich ______tomato______ potato_______ paper_______ juice___________water________ milk________ rice__________ tea__________pork mutton二、一般目前时1．重点：（句子特性；以及第三人称动词旳变化原则）2. 句子出现旳时间标志为：often， usually, everyday，…等词汇）3. 动词变化规则：1）．一般状况下，直接加-s，如：cook-cooks, milk-milks，climbs，cleans 2）．以s. x. sh. ch. o结尾，加-es，如：guess-guesses, wash-washes, watch-watches, go-goes3）．以“辅音字母+y”结尾，变y为i, 再加-es，如：study-studies专题练习：一．写出一下东西旳第三人称单数形式：drink ________ go _______ stay ________ make ________look _________ have_______ pass_______ carry ____come________ watch______ plant_______ fly ________study_______ brush________ do_________ teach_______二．用所给单词旳对旳形式填空1. He often ________(have) dinner at home.2. Daniel and Tommy _______(be) in Class One.3. We _______(not watch) TV on Monday.4. Nick _______(not go) to the zoo on Sunday.5. ______ they ________(like) the World Cup?6. What _______they often _______(do) on Saturdays?7. _______ your parents _______(read) newspapers every day?8. The girl _______(teach) us English on Sundays.9. She and I ________(take) a walk together every evening.10. There ________(be) some water in the bottle.11. Mike _______(like) cooking.12. They _______(have) the same hobby.13. My aunt _______(look) after her baby carefully.14. You always _______(do) your homework well.15. I _______(be) ill. I’m staying in bed.16. She _______(go) to school from Monday to Friday.17. Liu Tao _______(do) not like PE.18. The child often _______(watch) TV in the evening.19. Su Hai and Su Yang _______(have) eight lessons this term.20. What day _______(be) it today?三、目前进行时1．概念：表达正在进行旳动作。
学位英语知识点复习资料【优秀4篇】
学位英语知识点复习资料【优秀4篇】一、词汇与语法篇1. 常用词汇积累（1）学术相关词汇：thesis（论文）、research（研究）、analysis（分析）、conclusion（结论）等。
（2）日常交流词汇：benefit（好处）、challenge（挑战）、solution（解决方案）、opportunity（机会）等。
（3）动词短语：account for（解释）、contribute to（贡献）、cope with（应对）等。
2. 关键语法点巩固（1）时态：熟练运用一般现在时、一般过去时、一般将来时、现在进行时等。
（2）语态：区分主动语态和被动语态，并能在句子中正确运用。
（3）非谓语动词：了解并掌握动名词、分词和不定式等非谓语动词的用法。
二、阅读理解篇1. 提高阅读速度（1）跳读：快速浏览文章，抓住主题和关键信息。
（2）精读：针对重要段落和细节，仔细阅读，理解文章内涵。
2. 策略性解题（1）事实细节题：直接在文章中寻找答案。
（2）推理判断题：根据文章内容和背景知识，进行合理推断。
（3）主旨大意题：把握文章结构，概括文章主题。
三、完形填空篇1. 培养语感2. 注意上下文联系在解题过程中，关注上下文之间的联系，尤其是代词、转折词等。
四、写作篇1. 提高写作能力（1）积累素材：多阅读优秀文章，学习写作技巧。
（2）模拟练习：针对不同题型，进行模拟练习。
2. 熟悉写作模板学位英语知识点复习资料【优秀4篇】三、听力理解篇1. 提升听力技巧（1）预测能力：在听前根据题目和选项预测对话或短文的内容。
（2）关键词定位：在听的过程中，关注关键词，如数字、专有名词等，以便抓住关键信息。
2. 培养日常听力习惯（1）多听英语广播、新闻、电影等，提高对不同口音和语速的适应能力。
四、翻译篇1. 掌握翻译技巧（1）直译与意译相结合：根据语境灵活运用直译和意译。
（2）词汇准确：确保翻译的词汇准确无误，符合原文含义。
英语专业英美文学史复习要点
英语专业英美文学史复习要点I. Some Historical Facts ★★★The earliest inhabitants: Britons (a tribe of Celts)Britain: ―the land of Britons‖Now, the Three Famous Conquests:A. The Roman Conquest (55BC-410AD)1. Britain was invaded by the Romans under the leadership of Julius Caesar in 55 BC, and was completely subjugated to the Roman Empire in 78 A.D.2. Roman mode of life came across to Britain:Conqueror s→theaters; bathsnative Briton s→slaves3. Roman Empire began to decline at the beginning of the 5th C.In 410 A. D. all the Roman troops withdrew and never returned.B. The Anglo-Saxon Conquest (449-1066)In 449 A.D., Britain was invaded by three Germanic tribes from the Northeast of Europe:Angles（盎格鲁人）Saxons（撒克逊人）Jutes（朱特人）C. The Norman Conquest (1066-1485)French-speaking Normans, under the leadership of Duke William (William the Conqueror) came in 1066.After defeating the English at Hastings, William was crowned as the King of England. In the Anglo-Norman period, the prominent kind of literature, Romances, were at first all in French.At the end of the 14th century, English became dominant once more.II. Anglo-Saxon LiteratureAnglo-Saxon Poetry★★1. Pagan Poetry（世俗诗）Also called secular poetry, it does not contain any specific Christian doctrine. It was represented by Beowulf (贝奥武甫).2. Religious Poetry（宗教诗）Also called Christian poetry, it is mainly on biblical stories and sa ints’ lives. Butsometimes there is a mixture of Christian and pagan（异教徒）ideas. It is represented by Caedmon （凯德蒙）and Cynewulf (基涅武甫）.National epic（民族史诗）★★National epic: epic written in vernacular（本国的）languages, namely, the languages of various national states that came into being in the Middle Ages.It was the starting point of a gradual transition of European literature from Latin culture to a culture that was the combination of a variety of national characteristics. Poetic Features of ―Beowulf‖ (贝奥武甫)★★★i. The use of alliteration (头韵) is one of its most striking features.In alliterative verse, certain stressed or accented words in a line begin with the same consonant. There are 4 stresses in a line generally, of which three or two show alliteration.ii. The use of kennings:Kenning (代喻）: compound words that serve as metaphor, used in place of a name or noun, especially in Old English and Old Norse poetry.For example: ―storm of swords‖ is a kenning for ―battle‖.iii. The use of understatements(抑言陈述) or euphemism (委婉语) , e.g.:―not troublesome‖ > very welcome―need not praise‖ > a right to condemniv. The basically pagan poem has an evident Christian overlay.e.g.:(1) ―God‖ or ―Lord‖ is frequently mentioned as the omnipotent supreme being, along wit h such Christian concepts as the belief in ―future life‖.(2) Grendel is said to be descendant of the errant biblical figure, Cain.The Religious Poetry ★★The religious poetry is also called Christian poetry. It is mainly on biblical stories and saints’ lives. But sometimes there is a mixture of Christian and pagan ideas in these poems. It is represented by Caedmon and Cynewulf.Anglo-Saxon Prose（散文）★★Prose literature did not show its appearance until the 8th century.There were two famous prose writers:V enerable Bede （比德）Alfred the Great （阿尔弗烈德大王）Anglo-Norman Literature★★1066, the year of the Norman conquest, marks the beginning of Anglo-Norman period (1066-1485).Ca. 1200: the beginning of the Middle English Literature.A. Romance ★★★Romance (骑士文学), mostly in French, is the dominant kind of literature in the Anglo-Norman period.It is a long composition in verse or prose, describing the life and adventures of a noble hero. It generally concerns knights and involves a large amount of fighting a s well as a number of miscellaneous adventures.E ssential features of the Romance★★★1. It lacks general resemblance（相似）to truth or reality.2. It exaggerates the vices（罪恶）of human nature and idealizes the virtues.3. It contains perilous（危险的）adventures more or less remote from ordinary life.4. It lays emphasis on supreme devotion to lady.5. The central character of the romance is the knight, a man of noble birth, skilled in the use of weapons. He is commonly described as riding forth to seek adventures, taking part in tournaments, or fighting for his lord in battle. He is devoted to the church and the king.The Matters of Britain★★★This Cycle mainly deals with the exploits（功绩）of King Arthur and his knights of the Round Table.Sir Gawain and the Green Knight is the culmination（高潮）of the Arthurian romances.Sir Gawain and the Green Knight★★Sir Gawain and the Green Knight (《高文爵士和绿衣骑士》), a verse romance of 2530 lines, derived from Celtic legend. It was considered as the best of Arthurian romance.English Ballads （民歌）★★1. It is oral literature of the English people (esp. peasants).2. It is a story told in song, usu. in 4-line stanzas, with the 2nd and the 4th lines rhymed.3. Its subject matters: young lovers’ struggle against patriarchy（父权制）; conflict between love and wealth; cruelty of jealousy; criticism of the civil war (1337~1453) between England and France.; matters of class struggle.Robin Hood Ballads: most noted.Translation of the Bible★★1. John Wycliffe (1320-1384), the first attempt to translate the Latin version of the Bible into Middle English.King James’ version (the Authorized V ersion) (1611)Geoffrey Chaucer (1343-1400)杰弗里·乔叟（Geoffrey Chaucer）★★★Father of English poetryThe first great poet writing in Middle EnglishFounder of English realismMain WorksThe Romance of the Rose《玫瑰传奇》The House of Fame 《声誉殿堂》Troilus and Criseide 《特罗伊拉斯和克莱西德》The Canterbury Tales 《坎特伯雷故事集》Chaucer’s Contributions★★★i. Chaucer made the London dialect the standard for modern English language, and was the first to write in English. In doing so, established English as the literary language of the country.ii. He introduced ( from France and Italy) the rhymed stanza （诗节）of various types, esp. heroic couplet（英雄偶句诗）, to take the place of the old alliterative verse. iii. His works give a comprehensive picture of Chau cer’s time; For his true-to-life （写实的）depictions, Chaucer is generally regarded as the forerunner of English realism.iv. Chaucer’s gentle satire（讽刺）and mild irony made him a pioneering English humorist writer.The Canterbury Tales（坎特伯雷故事集）(1387-1400)★★★1.The outline of the storyThe story opens with a general prologue telling that on a spring evening, at the Tabard Inn (泰巴旅店), at the South end of London Bridge, Chaucer meets 29 pilgrims ready for Canterburyand he joins them.Suggested by the host of the inn, each is to tell 2 stories going and 2 returning. The best teller will be treated with a fine supper, by the host.Clearly, the structure of The Canterbury Tales is indebted to Boccaccio's Decameron （《十日谈》).As a gigantic plan, 120 stories should be told but only 24 were written.But these tales cover practically all the major types of medieval literature: a. romance;b. folk tale;c. beast fable (神话);d. adventures;e. saint’s life;f. allegorical tale（寓言）;g. sermon（训诫）;h. alchemical account（炼丹术）, etc.2. The General Prologue（总序言）The Canterbury Tales consists of three parts:The General Prologue,24 tales, four of which left unfinished,Separate prologues to each tale.The General Prologue was considered the best part of the whole work, which supplies a picture of people from all walks of life in the medieval England. It in essence serves as a guide.3.The charactersAll kinds of people except the highest and the lowest are represented by these thirty pilgrims（朝圣者）:The gentle class （绅士阶层）is represented by the knight, the squire （骑士扈从）, the monk, the prioress（女修道院院长）,the Oxford scholar, and the Franklin（地主）; The burgher class （市民阶层）is represented by the wealthy trademan, the haberdasher（服装店主）, the carpenter, the landed proprietor（土地业主）, the weaver, the tapestry-maker（挂毯商）, and the Wife of Bath（巴斯夫人）;The professionals are represented by the lawyer and the physician.Rhyme★★Alliteration（头韵）:stressed words in a line begin with the same consonant, e.g.: great, grew Assonance（谐韵）:stressed words in a line share the same vowel （谐元韵）, e.g.: great, failRhyme（尾韵）:Identity or sameness of terminal sounds in poetic lines or in words, e.g.: great, bait Feet（音步）feet: small groups of syllables（音节）, i.e. the combination of a strong stress and one or two weak stresses.simply put（简言之）:Combination of one stressed syllable（重读音节）& one or two unstressed syllables （非重读音节）e.g. hazel; to swell;The clock struck one.Four standard feet★★(1) iambic (抑扬格, n. iamb)an unstressed syllable is followed by a stressed syllable:defeat return(2) anapestic (抑抑扬格, n. anapest)two unstressed syllables → a stressed:understand with a leap(3) trochaic (扬抑格, n. trochee)a stressed → an unstressed:listen double(4) dactylic (扬抑抑格, n. dactyl)a stressed → two unstressed syllables:Here we go merrilyNumber of feet in a line★★★(1) monometer 单音步（one foot）(2) dimeter 二音步（two feet）(3) trimeter 三音步（three feet ）(4) tetrameter 四音步（four feet ）(5) pentameter 五音步（five feet ）(6) hexameter 六音步（six feet）(7) heptameter 七音步（seven feet）(8) octameter 八音步（eight feet）Meter（韵律）The meter of a line（诗行的韵律）not only includes the predominant foot of the line, but also the number of feet that it contains.rhymed stanza （押<尾>韵诗节）Rhymed: correspondence of terminal sounds of words, or of lines of verse. Stanza: a group of lines in a repeated pattern that form a unit within a larger poem. List of stanza names according to number of lines:2 lines = Couplet（对联）3 lines = Tercet（三行诗）4 lines = Quatrain（四行诗）5 lines = Cinquain（五行诗）6 lines = Sestet（六行诗）7 lines = Septet（七行诗）8 lines = Octave（八行诗）heroic couplet (英雄诗体，英雄双韵句)It is a rhymed couplet （押韵对句):a pair of rhyming lines in iambic pentameter.rhyming scheme（韵法）英语诗歌的行与行之间的押韵格式称韵法。
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英语复习要点 听力：Exercise one Directions:In this part ,you will hear 5 short conversations. 1、A)Bob’ half sister B)Bob’ cousin C)Bob’s aunt D)Bob’s wife 2、A)8933466 B)8913462 C)8913526 D)8913427 3、A) Teacher and student B) Doctor and patient C)Shop assistant and customer D)Husband and wife 4、A)20 B)18 C)19 D)21 5、A)Buy some food B)Buy some fish C)Buy some flowers and fruit D)Buy some vegetables and fruit Exercise two Directions:In this part ,you will hear a long conversation. 6、A)He is very tired B)He is very busy C)He is very helpful D)He is very kind 7、A)$10 B）$20 C)$30 D)$ 40 8、A) Because he wants to go outside B)Because he wants to play with him C)Because he wants to borrow another $10 from him D)Because he wants to have dinner with him 9、A）Are you tired B)How much do you make an hour ? C) May I please borrow $10? D)Can I buy an hour of your time ? 选词填空： 1、I’ve never believed that the only way to get an education is to sit at a desk with four walls around you.The world is our classroom and our home ,a 41-foot sailing boat ,takes us there. My husband and I(1) dream (2)desire (3)added (4)intelligent (5)challenged （6）devised （7）choosing (8)topics (9)advantage (10)outweigh 2、women in the United States and in many other countries participate in a growing number of sports and games .This has not always been the case ,however. In fact, women have not been as (1) active (2)catch (3)image (4)delicacy (5)involved (6)view (7)allowed (8)considered (9)highly (10)different 完形填空： 1、We all have weaknesses and strengths -no matter who we are. Sometimes the weaknesses seem to 1)C the strengths and sometimes it’s the other way around . some people get 2)B easily. Some 3)D to manage their finances properly. Some people are 4)A communicators and struggle with relationships. (1)A、weigh B、weight C、outweigh D、under weigh (2)A、well B、sick C、excellent D、bad (3)A、struggled B、struggles C、struggling D、struggle (4)A、hopeless B、hopeful C、useless D、useful (5)A、receive B、adapt C、accept D、adult (6)A、using B、facing C、losing D、ending (7)A、tremendous B、wonderful C、real D、glorious (8)A、limit B、add C、increase D、declines (9)A、took part B、attended C、entered D、came (10) A、overcome B、go by C、overestimate D、transfer (11)A、principal B、principle C、political D、popular (12)A、randomly B、regularly C、properly D、often (13)A、on B、at C、from D、in (14)A、same B、familiar C、similar D、different (15)A、assure B、believe C、suppose D、suspect (16)A、voice B、rewards C、advice D、teaching (17)A、in spite B、in spite of C、in respect D、in respect of (18)A、profession B、job C、behavior D、effect (19)A、main B、credible C、significant D、visible (20)A、missed B、missing C、losing D、loose 2、I was raised speaking English,but I also spoke Spanish at home .when I went to school for the first time, I 1)A in ESL classes -classes of English 2)D a Second language .I was also put in the Limited Proficiency Program(水平有限的培训项目）。In all these classes ,I always got the 3）A grades .I was the best reader and speaker .There was no 4)D for me to be in any of those classes. (1)A、was enrolled B、had enrolled C、would enroll D、was enrolling (2)A、of B、with C、for D、as (3)A、highest B、fewest C、most D、lowest (4)A、evidence B、effect C、result D、reason (5)A、observed B、discovered C、invented D、realized (6)A、as a result of B、in terms of C、instead of D、for the sake of (7)A、another B、many C、other D、few (8)A、reflect on B、complain about C、watch over D、respond to (9)A、nothing B、anything C、everything D、something (10)A、through B、into C、over D、out of (11)A、while B、although C、but D、because (12)A、reward B、receive C、contribute D、award (13)A、purpose B、excuse C、plan D、suggestion （14）A、family B、neighborhood C、group D、household （15）A、way B、course C、method D、direction （16）A、stopped B、prepared C、held D、remained （17)A、until B、if C、after D、unless (18)A、let B、preferred C、transferred D、made (19)A、where B、what C、that D、which (20)A、foreign B、non-native C、native D、local
语句翻译： 1、按照他所拥有的知识来衡量，他非常富有。（in terms of) He is quite rich in terms of knowledge ,he has with himself. 2、童年艰难生活给他的磨练对于他的成功有很大的影响。（comply with) The hardship he experiences in his childhood had an great effect on his success. 3、这份表格只能由你来签字。（other than ) This form can’t be sighed buy anyone other than you self.