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系统功能语言学英汉对照术语表

系统功能语言学英汉对照术语表

系统功能语言学英汉术语对照表作者:翁素贤提供 转贴自:摘自《系统功能语言学多维思考》您要打印的文件是:系统功能语言学英汉术语对照表打印本文系统功能语言学英汉术语对照表―――摘自《系统功能语言学多维思考》AAbitliy 能力 Actor 施动者Addressee 受话者 Addresser 发话者 Agent 施事Anaphoric 指前的 Antonym 反义词 Antonymy 反义意义 Autonomy 自治性 BBehavior 行为Behavioral process 行为过程 Beneficiary 受益者 CCataphoric 指后的 Categorical 绝对的 Categorization 范畴化 Central token 中心标志 Chain 链Channel 渠道 Choice 选择 Clause 小句Clause as theme 句项主位 Cleft sentence 分裂句 Closed system 封闭系统 Coclassisfication 相互区分Coextension相互扩展Coherence连贯Cohesion链接Cohesive chain链接链Cohesive tie链接纽带Cohyponym共同下义词Collocation搭配Collocational chain搭配链Comeronym共同局部关系词Command命令Comment述题Competence(语言)能力Complementarity互补性Congruence一致性Conjunction连接,连词Consonant辅音Consonant grammar协和语法Constructivism构建主义Context语境,上下文Context of culture文化语境Context of situation情境语境Continuity连续体Continuum连续体Conventional meaning常规意义Coocurrence同现Cooperative principle合作原则Coordination并列Coreference相互对应Correspondence对应Critical linguistics批评语言学Cross-coupling交互匹配DDecategorization非范畴化Declarative陈述的Delicacy精密度Dialect方言Dialectal variety方言变体Diatypic variety功能变体Didactic教导性的Direct speech act直接言语行为Discontinuity脱节,间断性Discourse话语Discourse analysis话语分析Distribution分布Dynamic动态的EElegance雅致Ellipsis省略Endophoric指内的Entry condition入列条件Exchange交换Exclusive排他的Exhaustiveness有尽性Existential clause存在句Existential process存在过程Exophoric 指外的Experiential function经验功能Experiential meaning经验意义Explicitness明晰性的Expository说明性的External text外在语篇Extragrammartical语法外的FFalling tone降调Falling-rising tone降升调Falsifiability可反证性Family resemblance家族相似性Feature特征Field of discourse话语范围Finiteness限定性,有限性First-order一级的Formal 形式的,形式主义的,正式的Formal linguistics形式主义语言学Formality正式化Formalization形式化Frozen僵化Function功能Functional linguistics功能主义语言学Functional sentence perspective功能句子观Functional tenor功能基调GGenerative semantics生成语义学Generic structure语类结构,体裁结构,类型结构Genre语类,体裁,类型Gestalt psychology格式塔心理学,完形心理学Given information已知信息Global coherence整体连贯Goal目标,对象Goods & services物品与服务Grammar语法Grammatical metaphor语法比喻Group词组HHearer受话者Heuristic function启发功能Hyponym下义词Hyponymy下义关系Hypotactic从属关系的Hypotaxis从属关系Hypothesis假说,假设IIdeational function概念功能Ideational meaning概念意义Identity chain同一链Ideology思想,意识形态Illocutionary act言外行为Illocutionary function言外功能Imaginative function想象功能Immediate situation直接情景Imperative 祈使的Iimplicature含义,蕴含Inclination意愿Inclusive内包的Incongruence不一致性Indicative直陈的Indirect speech act间接言语行为Inference推理Informal非正式的Information信息Information focus信息中心Information structure信息结构Information unit信息单位Informative function告知功能Instantiation例示Instrumental function工具功能Instrumentality工具性Intention意图Interactional function交流功能Interactionism互动主义Interface接面Internal structure内部结构Inter-organism机体之间Interpersonal function人际功能Interpersonal meaning人际意义Interpersonal theme人际主位Interpretative semantics解释语义学Interrogative疑问的Intonation语调Intra-organism机体内部KKey口吻,调式LLanguage acquisition device语言习得机制Language语言Level(of language)(语言的)层次Lexical词汇的Lexical cohesion词汇链接Lexis词汇Linguistic determinism语言决定论Linguistic relativity语言相对论Local coherence局部连贯Locutionary act言内行为Logical function逻辑功能Logical meaning逻辑意义London School伦敦学派MMacrofunction宏观功能Macrorule宏观规则Macrostructure宏观结构Marked有标记的Material process物质过程Meaning potential意义潜能Mental process心理过程Mental text内在语篇,心理语篇Meronym局部关系词Meronymy局部关系Metafunction纯理功能Metalingual元语言的Metaphor比喻Microfunction微观功能Missing link脱节Modality情态Mode of discourse话语方式Modifier修饰成分Modular system模块系统Modulation意态Monosystem单系统Mood语气Multiple theme复项主位NNarrative陈述性的Network网络New information新信息Nominal group名词词组Non-constructivism非构建主义Non-structural非结构的OObligation义务Obligatory element必备成分Offer提供Old information旧信息,已知信息Open system开放系统Opposition对立,对立体Option选择Optional element非必备成分PParadigmatic纵聚合的Paratactic并列关系的Parataxis并列关系Parole言语Participant参与者Patterns of thematic progression主位推进模式Performance(语言)运用Peripheral token外围标记Perlocutionary act言后行为Person人称Personal function个体功能Personal tenor个人基调Persuasive说服性的Phatic communion寒暄语Phatic function寒暄功能Phonological 音系层的Pitch音高,音调Pitch contour音调曲线Point of departure起点Polarity极性Politeness principle礼貌原则Polysystemic多系统的Pragmatic function实用功能Pragmatics语用学Prague school布拉格学派Predicator预设Presupposition假设Probability盖然性,或然性Process过程Proposal提议,建议Proposition命题Protolanguage原型语言Prototype原型Pseudo-cleft sentence假分裂句QQualifier(名次词组中心词后面的)修饰成分Question问题,提问RRank级Rankshift 级变Realization体现Register语域Regulatory function控制功能Relational process关系过程Relevance相关Repetition重复Residue剩余部分Resource源泉Restriction制约Rheme述位Rising升调Rising-falling tone升降调Role角色Role relationship角色关系Rule规则SSapir-Whorf hypothesis萨丕尔-沃尔夫假说Scale-and-category grammar阶与范畴语法Schema theory图示理论Second-order二级的Selectional restriction选择性限制Semantic anomaly语义异常Semantic configuaration语义组合,语义配置Semiotic符号Semiotics符号学Semogenesis创义Similarity chain相似链Simple theme单项主位Situation情景Slot空位Social function社会功能Speaker讲话者Speech act言语行为Speech function言语功能Speech role言语角色Statement陈述Static静态的Stratificational grammar层次语法Structural结构的Structural operation结构运作Structure结构Style风格Subject主语Subordination从属Substitution替代Sub-system子系统Superordinate上义词Synonym同义词Synonymy同义关系Syntagmatic横组合的System系统Systemic-functional grammar系统功能语法Systemic-functional linguistics系统功能语言学TTagmemics法位学Tenor of discourse话语基调Tense时态Term(in a system)(系统中的)项目Text语篇Textual function语篇功能Textual meaning语篇意义Textual theme语篇主位Texture语篇特征,谋篇机制Thematic progression主位推进Thematic structure主位结构Theme主位Token标记Topic话题Topical sentence主题句Topical theme话题主位Transference转义Transformation转换Transformational-generative grammar转换生成语法Transitivity及物性Truth condition真值条件UUnit单位Unmarked无标记的VValidity可信度Value值,价值Variety变体Verbal event言语事件Verbal group动词词组verbal process言语过程Voice语态Vowel元音W Word词Page 11of 11系统功能语言学英汉术语对照表2014-2-14 /Article_Print.asp?ArticleID=214。

英语专八人文-最全语言学知识点

英语专八人文-最全语言学知识点

语言学* 现代语言学理论和学派1. Ferdinand de Saussure(1857-1913 瑞士):Father of modern linguistics 现代结构主义语言学创始人Course in General Linguistics《普通语言学教程》:由其学生- C. Bally & A. Sechehaye整理,现代语言学开端,19163 lines: linguistics, sociology and psychology 符号任意性理论;语言单位间的关系;语言和言语区分;共时和历时区分。

语言是符号系统。

符号是形式和意义的联合,即能指signifier和所指signified。

2. The Prague School布拉格学派:synchronic linguistics; Function1) 对语言的共时研究由于可得到全面可控的语言材料以供参考而被充分强调,同时,也没有严格理论;界限被竖立起来将之与历时语言研究相分离。

2) 强调语言的系统性这一本质属性。

3) 在某种意义上,把语言看作是一种功能,是一种有某一语言社团使用的,用来完成一系列基本职责和任务的工具。

~ Phonology and Phonological Oppositions(音位对位):Trubetzkoy–Phonetics belonged to parole whereas phonology belonged to langue. – phoneme~ Functional Sentence Perspective(FSP 句子功能前景):语言学分析理论用信息论原理来分析话语或篇章。

其基本原则就是一句话中各部分的作用取决于它对全局意义的贡献。

捷克语言学家- The point of departure is equally present to the speaker and to the hearer, which is their rallying point, the Theme.The goal of discourse presents the very information that is to be imparted to the hearer and is called the Rheme.3.The London School伦敦学派–systemic linguistics and functional linguistics Sociological approach1) J.R. Firth(1890-1960 英国):伦敦学派创始人; 学生-Malinowski & Halliday语言学的研究对象是实际使用中的语言。

英语教学法

英语教学法

Chapter one IntroductionI. Introduction to the course1.ELTM: English Language Teaching Methodology英语教学法2.Reasons3.Aim4.Main content1)Theories2)practice5.Requirements1)prevision2)participation in classroom teaching practice3)full preparations for teaching practice before class4)attendance5)assignments6.Assessment1)performance 50%2)final exam 50%II. Main schools of foreign language teaching methodology外语教学法的主要流派1.The Grammar-T ranslation Method 语法翻译法(from the 18th)1)Main objective: to enable Ss to read and translate the target language2)Main content of classroom teaching:grammar3)Main medium of instruction:native language4)Language skills to be developed:reading and writing5)Main teaching activities: explanation, analysis, translation6)Main practice technique:translation7)The emphasized form of language:written language8)Arrangement of the teaching materials:according to the grammar system9)Advantages:parison between the native language and target languageb.development of reading and writing abilitiesc.systematic study of grammatical rules10)Disadvantages:a. overemphasis on translation, overdependence on native languageb. too much emphasis on reading and writing, neglect of listening and speakingc. rote-learning2.The Direct Method 直接法(from the late 19th)1)Main objective:to enable the Ss to communicate in the target language2)T eaching language:target language3)The emphasized language form:spoken language (correct pronunciation)4)Language skills :listening, speaking, reading and writing with emphasis onlistening and speaking5)Main teaching technique: direct association of the target language with the physicalworld6) Way of developing the ability to communicate: providing practice in listening andspeaking through imitation and repetition7) Attitude towards the Ss’ errors: intolerant8)Advantages:e of the target languageb.emphasis on language practicec.favorable atmosphere of learning9)Disadvantages:a. overemphasis on the similarities between first language acquisition and secondlanguage learningb. lack of the knowledge of the target language grammarc. very demanding for non-native teachers3.The Audio-lingual Method 听说法(from 1950s)1)Main objective:to enable the Ss to use the target language communicatively2)Language skills: listening, speaking, reading and writing; listening and speakingcome before reading and writing3)Way of presenting the language: using dialogues4)Main practice form: dialogue and pattern drills5)T eaching aids: tapes, language labs, visual aids6)Language used in classroom teaching: target language7) Practice techniques:mimicry, memorization, pattern drills8)Attitude towards the Ss’ errors:intolerant9) Advantages:a.emphasis on the importance of practice in language learningb.development of the separation of the language skillse of the lab10) Disadvantages:a. boredom caused by endless pattern drillsb. teacher’s domination of the class4.The Cognitive Approach 认知法(from 1960s)1)Main objective:to develop the Ss language abilities possessed by native speakers2)Language skills: four skills are equally important3)Main form of language learning:language practice4)Mode of classroom teaching: learner-centered5)Way of teaching : conscious teaching of grammar and language rules6)Attitude towards the Ss’ mistakes:tolerant7)T eaching aims: to teach the Ss language knowledge, language skills and the ability tolearn by themselves8)The focus of classroom teaching :a.rule learningb.meaningful practicec.creativity9)Advantages:a.enjoyable and meaningful learningb.emphasis on the four language skills10)Disadvantages:a.overdependence on analysis and understandingb.not well-researched and developed5.The Communicative Approach 交际法(from 1970s)1)Main objective:to develop the Ss’ communicative competence in the target language2)T eaching mode:learner-centered, task-based3)Language skills: four skills4)Main activities:communicative activities5)Way of learning:by communicating6)Attitude towards the Ss’ errors:tolerant7)Role of the teacher:facilitator, manager, advisor, co-communicator8)Role of the student:communicator, independent learner9)Advantages:a. a very effective approachb.realistic and motivating language practice6.The Audio-visual Method 视听法7.The Oral Approach 口语法8.The Natural Approach 自然法9.T otal Physical Response 全身反应法10.The Silent Way 沉默法munity Language Learning 集体学习法12.Suggestopaedia 暗示法III. Introduction to teaching skills教学技能介绍1.Leading in 导入1) interest2) naturalness3) close connection with new material4) purposefulness5) moderate amount of time2.Asking questions 提问1) proper order2) suitability3) clearness4) time for thinkinging the teaching language语言1) accurateness2) fluentness3) specialization4) understandability5) emotionality6) humorousness4.Presenting and explaining讲解1) emphasis on key and difficult points2) combination with other skills ------ blackboard writing, asking questions, varying3) good organization4) illustration with examples5) proper speed5.varying变化1) voice ( intonation, volume, speed)2) facial expression3) pause and silence4) eye contact with students5) gesture6) position7) teaching method8) interaction pattern9) classroom activity (individual work, group work, games, etc.)6.demonstrating演示1) object2) picture3) card4) slides5) multi-media6) action7.Writing on the blackboard板书1) important points2) standard writing3) good arrangement4) various forms8.Intensifying 强化1)by language2)by body language3)by signs4)by silenceanising 组织1)classroom discipline2)classroom teaching3)interaction between teacher and students4)active involvement of all students in the teaching10.Ending结束1) summarization2) comparison or contrast3) consolidation4) conciseness5) homeworkChapter two English Language teaching in middle schoolsI. Other methods of English teaching in middle schools1. Five – step method 五步法1)revision 复习2) presentation 呈现3) drill 训练4) practice 练习5) consolidation 巩固2. T ask – based approach 任务法A. stages1) pre-task: introduction to the topic and task2) task cycle:a. performing tasksb. planning to report the outcome to the classc. reporting to the class3) post-task: language focusB. types of tasks1) listing2) ordering , sorting, classifying3) comparing4) problem-solving5) sharing personal experienceC. principles of task-designing1) interest2) purpose3) application4) realness5) encouragement6) varietyD. characteristics of task-based language teaching1) purpose2) communication3) cooperationE. Way of learning1) perceiving2) experiencing3) practicing4) communicating5) cooperatingF. Types of activities1) individual work2) pair work3) group work4) full-class workG. Forms of tasks1) oral form2) written formII. Reforms of EL T in middle schools1.New conceptions of ELT in middle schoolsOld New1)T eaching way:explanation; elicitation;impartation discovery2)T eaching mode:teacher-centered; student-centered;text-based activity-based,task-based3)Interaction pattern:T → ST; T →← ST;T →Ss T →←Ss;ST →←ST;ST→←Ss;Ss →←Ss;4)Student’s role:passive listener; active participant;5) Way of learning:rote learning independent learningcooperative learning;inquiring learning 6) T eacher’s role:imparter organizer;participant;guide;facilitator; promoter;7) T eaching method: presentation task-based teaching2. N e w objectives of curriculum in middle school English teaching1) language knowledge2)language skills3) affective; affect4)cultural awareness5)learning strategyIII. Classroom teaching techniques1. Methods of leading in 导入的方法1)by using the illustrations in the book 插图导入法2)by using objects, pictures, slides, videos 直观导入法3)by reviewing what was learned last time if the new material is connected with it复习导入法4)by talking about the background knowledge 背景知识导入法5)by enjoying music 音乐欣赏导入法6)by building a suspense 设置悬念导入法7)by telling a story 故事导入法8)by discussing the topic 讨论导入法9)by asking questions concerning the new topic 提问导入法10)by guessing a riddle 猜谜导入法2. T echniques of asking questions 提问的技巧1) purposes of asking questionsa. focusing learners’ attentionb. arousing learners’ interestc. making learners thinkd. getting feedbacke. developing learners’ oral ability2) types of questionsa. memory questionsb. comprehension questionsc. inference questionsd. extension questions3) characteristics of good questionsa. specificb. worth thinkingc. enlightening4) arts of asking questionsa. being friendlyb. asking from easy questions to difficult questionsc. giving more learners chancesd. commenting promptly and positively5)leading strategies in asking questionsa. giving hintsb. rewordingc. adding more information to the questiond. encouraging learners to guessChapter three Lesson planningI. Lesson preparation1. Aspects of preparation1) aims2) materials: key points; difficult points3) methods4) stages5) teaching aids6) tasks7) types of activities8) blackboard writing design2. How to talk about your teaching 怎样说课1) T alk about your teaching materials 说教材a. status, content and importanceb. teaching focusc. teaching difficultiesd. teaching aids2) T alk about your teaching objectives 说目标a. knowledge 知识b. ability 能力c. culture 文化d. affect 情感e. strategy 策略3) T alk about your teaching methods说教法4) T alk about your learners’ studying ways 说学法5) T alk about your teaching procedure 说教学过程6) T alk about the design of your blackboard writing说板书设计7)T alk about your reflection on the teaching 说教学反思3.How to write a teaching period plan1) T eaching materials:2) T eaching aims:a. knowledge aimb. ability aimc. affect aim3) T eaching focus:4) T eaching difficulties5) T eaching aids:6) T eaching duration: 40 minutes.7) T eaching procedure:Step 1.Step 2.Step 3.Step 4.Step 5.…8) Layout of the blackboard writingII. Basic requirements for classroom teaching1. Basic teaching manners 基本教态1) clear voice2) proper speaking speed3)natural facial expressions4)frequent eye contact with all students5)good posture2. Requirements for teaching1) good teaching manners2) standard teaching language3) clear and correct presentations and explanations4) active involvement of learners5) proper teaching methods3. Classroom teaching practice1) full preparations2) standard teaching plan3) complete teaching procedure4) JEFC teaching materials5) ten minutes’ teachingIII. Lesson variation1. Ways of varying a lesson1) tempo2) organization3) mode and skill4) difficulty5) topic6) mood7) stir-settle8) active-passive2. Criteria for lesson effectiveness1)The class seemed to be learning the material well.2)The learners were engaging with the foreign language throughout.3)The learners were active, attentive, enjoying themselves all the time.4)The lesson went according to plan.5)The language was used communicatively.IV. Classroom interaction1. Most common type of classroom interaction: IRF (Initiation - Response - Feedback)2. Patterns of classroom interaction1) T----S2) T----Ss3) S----S4) S----Ss5) Ss---Ss3. Questioning1) types of questionsa. closed-ended questionb. open-ended question2) criteria for effective questioninga. clarityb.learning valuec. interestd.availabilitye. extensionf. teacher reaction4. Group work1) importance2) organizationa. presentationb. processc. endingd. feedbackChapter four Classroom ManagementI . Classroom discipline1. DefinitionClassroom discipline is a state in which both teacher and learners accept and consistently observe a set of rules about behavour in classroom whose function is to facilitate smooth and efficient teaching and learning in a lesson.2. T eachers’ factors contributing to classroom discipline1) classroom management2) methodology3) interpersonal relationships4) lesson planning5) student motivation3. How to deal with discipline problems1) Before the problem arisesa. careful planningb. clear instructionsc. keep in touch2) When the problem is beginningII. Giving feedback1. Definition of feedbackFeedback is information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance.2. Components of feedback1) assessment2) correction3. Forms of feedback4. T echniques of correctionChapter five T eaching pronunciationI. Components of language1. the phonology→pronunciation2. the lexis →vocabulary3. the structure→grammarII. Aspects of pronunciation1. soundsvowels: front vowels, central vowels, back vowels, diphthongseg: 1) he sea; big city; bed beg ; bad bag;2)love does; sir fur; about arrive;3)full could; do who; jaw tore; off top; car jar4)say day; eye why; boy toy; go toe; bow now; here near;hair where; pure sureconsonants: friction consonants, stop consonants, affricate consonants, (voicelessconsonants, voiced consonants,) nasal consonants, lateral consonant, glides(semi-vowels)eg: 1) feel fan; veal van; thieves thanks; these than; sink said; zink,zed;precious vacation; treature, occasion; hat head; rat red2) pear park; bear, bark; tear bet; dear, bed; card cave; guard gave;3) chin cheer; gin jeer; beats carts; beads cards; try trim; dry dream4) me moon; neck not; sing hang5) leave let6) yet yard; we when2. stress: the amount of force with which a sound or syllable is utteredword stress: The stressed syllable in a word is given more force than other syllables when it is utteredsentence stress: Some words are stressed in a sentence. As a rule, the important words in a sentence such as the nouns, adjectives, numerals, demonstrative andinterrogative pronouns, verbs and adverbs are usually given more stressand energy. They are generally stressed more than the other words in asentence. Other grammatical words, e.g. auxiliary verbs, personalpronouns, conjunctions, articles, prepositions, are generally unstressed. 3. rhythm: Each language has its own rhythm of speech. English is read not in single wordswith spaces between them, but in groups of words, several words followingsmoothly one after the other. The intervals between stressed syllables are more orless the same no matter how many unstressed syllables there are in each interval.Thus the stressed syllables occur at fairly regular intervals in English speech. Thisregular reoccurrence of stressed syllables is rhythm.4. intonationIII. Steps of improving learners’ pronunciation1. learners’ perception2. teacher’s description and demonstration3. learners’ practiceIV. T echniques of teaching pronunciation1. demonstrating2. contrasting3. gesturing4. distinguishing5. imitating6. recordingChapter six T eaching grammarI. Content of grammar1. morphology 词法2. syntax句法II. Parts of speech 词类1. noun1)proper noun2) common nouna. individual noun →countable noun →singular formb. collective noun plural formc. material noun →uncountable nound. abstract noun2. verbA. types1) transitive verb2) intransitive verb3) link verb4) auxiliary verb5) modal verbB. forms1) finite forms限定形式a. tenseb. voicei. active voiceii. passive voicec. moodi. indicative moodii. imperative moodiii. subjunctive mood2) non-finite forms 非限定形式a. gerundb. participlec. infinitive3. adjective1) positive degree2) comparative degree3) superlative degree4. adverb5. pronoun1) personal pronoun2) possessive pronoun3) self pronoun4) reciprocal pronoun5) demonstrative pronoun6) interrogative pronoun7) relative pronoun8) conjunctive pronoun9) indefinite pronoun6. article1) indefinite article2) definite article7. conjunction1) coordinating conjunction2) subordinating conjunction8. exclamation: interjection9. numeral1) cardinal numeral2) ordinal numeral3) fractional numeral10. prepositionIII.Types of sentences1. according to the purpose of use1) declarative sentence2) interrogative sentence3) imperative sentence4) exclamatory sentence2. according to the structure1) simple sentence2) compound sentence3) complex sentence4) compound-complex sentenceIV. Parts of sentence 句子成分1. subject2. predicate3. object4. predictive5. adverbial6. attributive1) restrictive attributive clause2) non-restrictive attributive clause7. appositionV. Grammar presentation1. forms2. language3. methods1) the deductive method 演绎法2) the inductive method 归纳法3) the guided discovery method 引导发现法VI. Grammar practice1. mechanical practice1) substitution drills2) transformation drills2. meaningful practiceChapter seven T eaching vocabularyI. Aspects of vocabulary teaching1. form2grammar3collocation4meaning1)denotation2)connotation3)synonym4)antonym5)hyponym6)superordinate7)co-hyponym5word formation1) conversion 转化2) derivation 派生3) compounding 合成II. Ways of vocabulary teaching1. incidental vocabulary teaching 附带性的词汇教学方式1) clues of the contexts 文章上下文线索2) guessing ability 猜词能力3) reading tasks 阅读任务2. explicit vocabulary teaching明确性的词汇教学方式3. connectionist vocabulary teaching连通主义的词汇教学方式III. vocabulary presentation1.concise definition1) Paralympics2) crimson2.detailed description1) bathtub2) mascot3.examples (hyponyms)1) furniture2) beverage4.illustration (picture, object)1) sill2) mouse5.demonstration (acting, mime)1) yawn2) doze6.context (story or sentence in which the item occurs)1) stress2) insomnia7.synonyms1) tube2) culmination8.antonym1) coma2) amiable9.translation1)dimple2) jasmine10.associated ideas, collocations1)sneer2)heaveIV. Strategies of English vocabulary learning1) metacognitive strategy 元认知策略:measures to facilitate learning by actively involvingthe learner in conscious efforts to remember newwordsa. pre-planningb. self-supervisingc. self-evaluating2) cognitive strategy 认知策略: concrete measures to learn vocabularya. consulting dictionaryb. repeatingc. practicingd. reading articlese. sortingf. guessingg. associatingh. translating3) social / emotional strategy 社会/情感策略: measures to learn from each other and toencourage oneselfV. V ocabulary memorizationPrinciple of ACTION1. A=Association 联想2. C=Contrast 对比3. T=Text surroundings 语境4. I=Induction 归纳5. O=Observation 观察N=Note-taking 笔记Chapter eight T eaching listeningI.The two criteria for one’s language proficiency1. accuracy1) pronunciation2) vocabulary3) grammar2. fluency1) listening2) speaking3) reading4) writingII. Classroom listening teaching1. objective2. principles3. materials4. tasks5. stages6. f actors affecting learners’ listeningIII. Major listening strategies1. listening for gist2. listening for specific information3. listening for detailed information4. predicting5. guessing6. inferring7. note-takingChapter nine T eaching speakingI. Basic functions of language1. phatic2. directive3. informative4. interrogative5. expressive6. evocative7. performativeII. Principles of teacher’s oral language1. accuracy2. fluency3. appropriateness4. orderliness5. vividness6. elicitation7. artistry8. interest9. popularization10. educationIII. Factors affecting learners’ speakingIV. Solutions to learners’ speaking problemsV. Speaking strategies1. lowering anxiety2. visualizing3. using non-verbal cues4. paraphrasing1) lexical substitution2) circumlocution5. choosing logical patterns of organization6. analyzing interests of the audienceVI. Speaking activities1. oral fluency activities1) topic-based activity2) task-based activity2. types of oral activities3. characteristics of a successful speaking activityChapter ten T eaching readingI. Types of reading activities1. text+comprehension question activitieseg. Answering comprehension questions (1)READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.Y esterday I saw the palgish flester gollining begrunt the bruck. He seemed very chanderbil, so I did not jorter him, just deapled to him quistly. Perhaps later he will besand cander, and I will be able to rangel to him.1) What was the flester doing, and where?2) What sort of a flester was he?3) Why did the writer decide not to jorter him?4) How did she deaple?5) What did she hope would happen later?Answering comprehension questions (2)READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.Y esterday I saw the new patient hurrying along the corridor. He seemed very upset. So I did not follow him, just called to him gently. Perhaps later he will feel better, and I will be able to talk to him.1)What is the problem described here?2)Is this event taking place indoors or outside?3)Did the writer try to get near the patient?4)What do you think she said when she called to him?5)What might the job of the writer be?6)Why do you think she wants to talk to the patient?Answering comprehension questions (3)READ THE QUESTIONS AND GUESS WHA T THE ANSWERS ARE GOING TO BE. LA TER, YOU WILL READ THE TEXT AND BE ABLE TO CHECK HOW MANY YOU GOT RIGHT.1)Where was Jane walking?2)What did she hear behind her?3)What was her necklace made of?4)What did the thief steal ?5)What did he do next?As Jane was walking down the street, she heard someone walking quietly behind her.She began to feel afraid. Suddenly a large hand touched her neck: her gold necklace broke and disappeared. In another moment, her bag too was gone, and the thief was running away.2. Reading tasks other than questions1) listing2) ordering , sorting, classifying3) comparing4) problem-solving5) sharing personal experienceII.Factors affecting learners’ reading1. reading habits2. attention3. strategy4. linguistic, cultural and background knowledge5. reading purposeIII. Solutions to learners’ problemsIV. Major reading strategies1. skimming2. scanning3. skipping4. predicting5. guessing6. inferringV.Models of teaching reading1) bottom-up model 自下而上模式2) top-down model自上而下模式3)interactive model 交互作用模式VI. Stages of teaching reading1. pre-reading stage2. while-reading stage3. post-reading stageChapter eleven T eaching writingI. Differences between spoken and written discourse1. permanence2. explicitness3. density4. detachment5. organization6. slowness of production, speed of reception7. standard language8. sheer amount and importanceII. Objectives of writing1. as a means2. as an end3. as both means and endIII. Basic requirements for writing1. content: valuable, interesting ideas2. organization: clear organization, unity, coherence, good use of transitional words3. language: standard language, correct and proper choice of words and phrases, richvocabularyIV.Types of outlines1. topic outline2. sentence outlineV. Writing practice1. sentence2. paragraph1) time2) process3) space4) example5) comparison and contrast6) cause and effect7) classification8) definition3. whole composition1) description2) narration3) exposition4) argumentation4. summary5. book report6. practical writing1) notice2) note3) letter4) resumeVI. Feedback on writing1. focus2. principle of correcting mistakes3. necessity of rewriting4. occasional peer correctionVII. Some common writing errors1. the comma splice 逗号拼接eg. We couldn’t decide upon a new car, there were many attractive models.2. the sentence fragment不完全句eg. They guided us to the edge of the village. Leaving us to find our way home alone.3. the run-on sentence 连续接排句eg. We shopped all day we were very tired by evening.4. dangling element 垂悬成分eg. Looking up at the sky, the sun went under a cloud.To finish the work this morning, time is not enough.While climbing the hill, the rain began to fall.5. misplaced modifier 修饰语错置eg. I listened when he talked attentively.The car is in that garage which was damaged.6. grammar mistake 语法错误7. Chinese English汉语式英语8. meaning unclear意思表达不清9. spelling mistake拼写错误10. logic mistake逻辑错误Chapter twelve Language learning and teachingI. Ultimate goal of learning a languageII. Objectives of teaching a language1. language2. ability1) skillsa. receptive skillsb. productive skills2) integration of four skillsa. simple integrationb. complex integration3. culture4. affect5. strategyIII. Assessment in language teaching1. summative assessment2. formative assessmentChapter thirteen Learner differencesI. Factors affecting language learning1. Intelligence factors1) observation2) attentiveness3) imitation4) memorization5) analysis6) comprehension7) generalization8) creativity9) expression2. Non-intelligence factors1) motivation2) confidence3) will4) teacher-student relationships5) habit6) method7) personalityII. Multiple intelligencesIII. Learner motivation1. integrative motivation and instrumental motivation2. intrinsic motivation and extrinsic motivation3. global motivation, situational motivation and task motivation。

新教材Unit1 Teenage Life 教案

新教材Unit1 Teenage Life  教案

Unit 1 Teenage Life Period 3 Discovering Useful Structures 教案教材分析:This teaching period mainly deals with the grammar: Phrases.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.教学目标与核心素养:1. Get students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.2. Enable students to use the basic phrases structures flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.教学重难点:1. How to enable students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.2. How to enable students to use the basic usages of phrases flexibly.教学过程:Step1:语法自主探究读下列例句并感知画线部分的共性。

从语言个体发生的角度提高语言学习者的隐喻能力

从语言个体发生的角度提高语言学习者的隐喻能力
Halliday 认为,从小学升入中学时个体语言发展的一个重要转折点, 即进入“科技语言”(technical language)阶段,其特点是“从一 致式到隐喻式”(from congruent to metaphorical);儿童学会了通 过语言对各种事物和现象进行隐喻化(metaphorization)。
Painter( 2003:154-5)pointed out that “the use of a word to construe an imaginative context and the use of a word to name a representation rather than a thing are admittedly not what we first think of as metaphors, but they do share some sense of shifting to the non-literal or non-concrete, and they are important in the child’s language development.”
Halliday (1989:96) suggests that learning to deploy metaphor through the grammar is something a child will come to in the late primary years, largely as a response to the functional demands of written language.
A more obvious example of metaphor, however, would be the phenomenon of ‘overextension’ of early word meaning, where a child uses a mother tongue word for a referent not included in the word’s semantic domain in adult language…

新编简明英语语言学 第一章

新编简明英语语言学 第一章

What is linguistics?
---It is a scientific study because it is based on the systemetic investigation of linguistic data, conducted with reference to some general theory of language structure.
> Modern linguistics regards the spoken language as primary, not the written. Traditional grammarians tended to emphasize the importance of the written word.
---Hall, 1968
语言是“人类利用约定俗成的任意性视听符号借以相互交流和影响的习惯体 系”。
---霍尔 , 1968
What is language?
From now on I will consider language to be a set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of elements.
synchronic and diachronic
>The description of a language at some point of time in history is a synchronic study.
对历史上某一时间点的语言状况 所作的研究是共时研究
>The description of a language as it changes through time is a diachronic study.

韩宝成教授《欧洲语言共同参考框架》对我国大学英语教学的启示

韩宝成教授《欧洲语言共同参考框架》对我国大学英语教学的启示

二、《欧框》(CEFR)
Versions 1996, 1998, 2001 (CUP)
The CEFR
The Common European Framework of Reference for Languages (CEFR) was developed to support Council of Europe policy by providing
LPU: Policy instruments and initiatives
European Language Portfolio (ELP) Reference Level Descriptions for national / regional languages Manual for Relating Language Examinations to the CEFR Guide for the Development of Language Education Policies Language Education Policy Profiles
CoE
47 member states Created in 1949
Council of Europe (CoE)
• Political international organisation • Main bodies: Committee of Ministers, Parliamentary Assembly, Congress of Local and Regional Authorities of Europe and European Court of Human Rights. • Goal: democracy, human rights and rule of law. • In pursuit of that goal it promotes awareness of a European identity that is based on shared values.

Grammar教案

Grammar教案

8B Unit 3 Online travelGrammar一、The Clues of TeachingThrough asking and answering the questions, discussing the questions in groups and acting out the dialogues, arouse the interests of the students. Improve the students’ability to use the language and form the ability to use the language. Through practising , joining, cooperating and communicating, enable the students to form the habits of study and improve students’ ability to study.二、Teaching Aims1. To revise some names about computers.2. To learn the new points passive voice.三、Difficult Points1. Words: widely e-dictionary restart connect properly2. Structure: 主语+ am/is/are + done主语+ was/were + done四、Key Points1. The changes of the verbs.2. The usage of passive voice.五、Teaching Equipments: Tape recorder pictures.六、Teaching Procedures:Step one RevisionThe title of unit 3 is online travel. Last class, We learnt some words about computers , can you remember, What they are? Then ask some students to answer. Show some pictures of computer to students./i?ct=503316480&z=&tn=baiduimagedetail&word= %B5%E7%C4%D4%CA%F3%B1%EA&in=10757&cl=2&lm=-1&st=-1&pn=8&rn= 1&di=53760832920&ln=1999&fr=&fm=result&fmq=1332151045406_R&ic=0&s=0&se=1&sme=0&tab=&width=&height=&face=0&is=&istype=2#pn8&-1&di5376083 2920&objURLhttp%3A%2F%%2F20090313%2F1383578_00053 7027_2.jpg&fromURLhttp%3A%2F%%2Fshow%2F1%2F46%2F1 1a55849e166e3e4.html&W795&H1024&T7436&S32&TPjpg/i?ct=503316480&z=&tn=baiduimagedetail&word=%B5%E7 %C4%D4%BC%FC%C5%CC&in=7207&cl=2&lm=-1&st=-1&pn=2&rn=1&di=184 ********&ln=1954&fr=&fm=result&fmq=1332151155718_R&ic=0&s=0&se=1&s me=0&tab=&width=&height=&face=0&is=&istype=2#pn2&-1&di184********&ob jURLhttp%3A%2F%%2Fpics%2F20080407%2Fb5f3ced7e18c8e8d 73113c8cfbd55eb147dc_o.jpg&fromURLhttp%3A%2F%%2Ftradel ead%2Fb5f3ced7e18c8e8d73113c8cfbd55eb147dc__%25E4%25BE%259B%25E5% 25BA%2594%25E9%25BB%2591%25E8%2589%25B2%25E7%25BB%258F%25E 5%2585%25B8%25E5%25B8%2583%25E8%2589%25BA%25E5%25BA%258A% 2F&W1024&H768&T9361&S80&TPjpg/i?tn=baiduimage&ct =201326592&cl=2&lm=-1&st=-1&fm=result&fr=&sf=1&fmq=1332151242046_R& pv=&ic=0&z=&se=1&showtab=0&fb=0&width=&height=&face=0&istype=2&word =%B4%F2%D3%A1%BB%FA&s=0Keyboard menu mouse printer screen.Ask some questions to revise the words.1. It is used for typing. Do you know what is it?2. There are lots of words and pictures on it, what do we call it?3. I find that it can put the words and pictures on paper, what is it?Step Two presentationⅠ. We all want to travel around the world and we learnt a new educational CD-Rom call ed “around the world in Eight hours”.T: Who is the designer?S: It is designed by Nancy Jackson.T: What colour have you visited? (show a picture)S: The places you have visited are marked in bright purple.T: Get the game now before it is sold out.Ⅱ.Show some pictures and say/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&st=-1&fm=r esult&fr=&sf=1&fmq=1332151350609_R&pv=&ic=0&z=&se=1&showtab=0&fb=0 &width=&height=&face=0&istype=2&word=%B5%E7%C4%D4%CD%BC%C6%A C&s=01. Mr Li bought a new computer yesterday.A new computer was bought by Mr Li.2. We speak English.English is spoken by us.Let some students find out sentences like these.Step Three DiscussionLook at the sentences on the blackboard and work out the rules:1. concept: 主动语态:表示主语是动作的执行者被动语态:表示主语是动作的承受者2. structure: Simple present tense: am/is/are +doneSimple past tense: was/were +done主动语态变为被动语态的步骤a.将主动句的宾语变为主语,如果主动句的宾语是代词,需将其由宾格变为主格b.将动词改为“be + 过去分词”c.将主动语态的主语改为“by + …”放在谓语动词后,如果原主语是代词,则应由主格变为宾格Step Four PracticeⅠ Do some exercise to consolidate写出下列动词的过去分词live buy sellcome see finishborrow cut sayⅡ改写句子1. The woman cut the cake into two halves.(改成被动语态)The cake into two halves the woman.2.Our school needs two more good English teachers(同上)Two more good English teachers in our school.3.A book was borrowed by Jim yesterday(改为主动语态)a book yesterday.ⅢLet some students write down their answers on the blackboard and check the answers together.Blackboard PlanHomework1.Remember the new words and some expressions after class.2.Do some exercises to consolidate the usage of passive voice.七、Teaching Notes通过学生课堂反馈,教案使用达到了预先设想的教学目标,在复习板块中,学生都能积极地参与,在新课讲授过程中,大部分学生能够投入课堂中来,充分体现了教师的主导性和学生的主体性,引导他们逐渐将兴趣转化为学习动机,并使他们认识到自己的优势与不足,部分学生在练习的时候主动句和被动句的人称代词转换容易出错,课后应加强练习,使学生能够完全的掌握主、被动句的运用,并且督促学生记牢不规则动词的过去分词。

英语 请您理解与配合 -回复

英语 请您理解与配合 -回复

英语请您理解与配合-回复一步一步回答[英语请您理解与配合] 主题:Step 1: Understanding the TopicThe first step in writing an article on the theme "Understanding and Cooperating in English" is to comprehend the topic itself. In this context, it means grasp the idea of understanding and effectively collaborating in the English language.Step 2: Defining Understanding and Cooperation Understanding refers to comprehending the meaning or purpose of something. In the context of English language, it implies having a thorough knowledge of grammar, vocabulary, and syntax. Cooperation, on the other hand, denotes working together towards a common goal. In English, cooperation can entail effective communication, active listening, and collaboration with others who share the same language.Step 3: Importance of Understanding and Cooperation in English Understanding and cooperating in English are of utmost importance in various aspects of life. In education, a strong understanding of the language is essential for academic success.Cooperation allows students to participate actively in class discussions, group projects, and effectively communicate their thoughts and ideas. In professional settings, understanding and cooperation in English facilitate clear communication, teamwork, and problem-solving. Additionally, in intercultural contexts, understanding and cooperation are vital for building relationships and fostering mutual respect.Step 4: Developing Understanding in EnglishTo improve understanding in English, it is crucial to dedicate time and effort to language learning. This can be achieved by attending English classes, studying grammar rules, and expanding vocabulary through reading and listening to English materials. Using resources like language apps, online tutorials, and language exchange programs can also contribute to better understanding.Step 5: Enhancing Cooperation in EnglishCooperation in English can be enhanced through active participation in group discussions, engaging in conversation with native speakers, and practicing effective listening skills. Joining language clubs, participating in language exchange programs, or finding conversation partners can create opportunities forcooperative learning and help improve language proficiency.Step 6: Overcoming Challenges in Understanding and Cooperation Challenges in understanding and cooperating in English are common for language learners. However, with perseverance and various strategies, these challenges can be overcome. Some potential hurdles in understanding include complex grammar rules, unfamiliar vocabulary, and pronunciation difficulties. Strategies to overcome these challenges may include seeking help from a tutor or language expert, practicing regularly, and using language learning tools that provide explanations and examples. Overcoming challenges in cooperation might involve actively seeking opportunities for collaboration, initiating conversations in English, and being open to feedback and corrections.Step 7: Benefits of Understanding and Cooperation in EnglishThe benefits of understanding and cooperating in English are vast. Improved language skills open up opportunities for personal and professional growth. In academically diverse environments, understanding and cooperation enable individuals to express their thoughts effectively and succeed in collaborative projects. In the workplace, effective understanding and cooperation in English canlead to better teamwork, increased productivity, and career advancement. Furthermore, in intercultural contexts, understanding and cooperation serve as bridges to connect individuals from different backgrounds, fostering multicultural understanding and promoting a global perspective.Step 8: ConclusionUnderstanding and cooperating in English are essential for individuals seeking personal, professional, and intercultural growth. By continuously improving language skills, actively participating in cooperative learning, and overcoming challenges, individuals can reap the benefits of effective communication and collaboration, creating a more connected and inclusive world.。

新课标背景下小学英语评课稿范文

新课标背景下小学英语评课稿范文

新课标背景下小学英语评课稿范文全文共3篇示例,供读者参考篇1New Curriculum Primary English Lesson EvaluationAs a fifth-grade student, I've experienced quite a few changes to how English is taught over the past few years due to the new national curriculum standards. Overall, I think the updates have been really positive and helped make English classes more engaging and effective. Let me share my thoughts on some key aspects:Class Environment and InteractionOne of the biggest shifts has been creating a more immersive English environment in the classroom. Our teacher, Ms. Wang, speaks to us almost entirely in English during lessons which pushes us to listen and respond in English too. She also incorporates lots of games, songs, rhymes and hands-on activities which makes it feel less like we're just doing rote memorization.The classroom is decorated with lots of English labels on objects, motivational phrases, and posters with grammar tips ornew vocabulary words. We're encouraged to use English as much as possible with our classmates during group activities as well. At first this was quite challenging since we were so accustomed to using Chinese, but it's helped improve our listening and speaking abilities a lot over time.Content and Skills DevelopmentThe content we cover has expanded beyond just simple vocabulary and simple grammar patterns. We still build those foundational skills, but there's more emphasis now on practical, everyday English usage. The dialogues we practice are conversations you might actually have like introducing yourself, talking about hobbies, discussing the weather, etc. The readings have also shifted to focus more on interesting stories and informational texts about different countries and cultures.We spend time working on skills like expressing opinions, making requests politely, and giving reasons or explanations which are super useful. Before it felt like we just memorized words and patterns without much application. These practical components make English feel more relevant and motivate me to learn since I can see how I'd use it in real life.Learning Materials and TechnologyOur textbooks and learning materials have improved a ton too! The textbooks are full of colorful pictures, varied activities, listening exercises and games. We also use education apps, video clips, songs, and online resources like Bilingual Bedtime Stories that make lessons way more interactive and multimedia. Compared to the old texts which were very dry and monotonous, the updated materials keep us more engaged.Our school has also invested in classroom technology like projectors and desktop computers. We sometimes watch animations or themed videos at the beginning of a unit to spark interest in the new topic. Having visuals and animations really helps make the language more contextualized and memorable. Plus, we can look up extras like cultural tips, idioms, or slang related to the lessons.Teaching Style and Classroom ManagementMs. Wang is amazing at creating a positive, supportive atmosphere in our English classes. She always starts with an energetic warmup game or chant to get us excited about English. She gives us lots of encouragement and praise, even for small successes. If someone struggles, she offers extra help and strategies in a kind, patient way.Her lessons include a good mix of individual work, pair activities, and group projects. The collaborative stuff is helpful for practicing dialogue, building teamwork skills, and allowing students to assist each other. She also provides different options for assignments sometimes to fit varied learning styles and abilities.Ms. Wang also uses good techniques to keep everyone focused and managed. She has attention getters like clapping patterns we respond to, as well as clear rewards and consequences. Transitions between activities are smooth and she's skilled at regaining control if we get too rambunctious. Having a consistent routine and her positive demeanor creates a classroom that feels lively yet structured.Assessment StylesIn the past, English assessments seemed to be predominantly written tests focused just on vocabulary and grammar drills. Now there's more diversity in the way our learning is evaluated with a balance of formative and summative checks.For formative assessment, Ms. Wang will circulate and observe our conversations to check pronunciation and oral fluency. Sometimes we'll record ourselves to evaluate ourspeaking. She'll have us turn in assignments like journals, dialogue scripts, or short writing pieces to check our reading comprehension and writing skills.For tests and bigger summative checks, we'll have written components but also oral exams. We might be asked to study a picture and describe it verbally or record ourselves reading a passage out loud. Projects like making videos or putting on skits are another way to get evaluated in a more authentic, comprehensive manner.I appreciate this broader view of assessment because it feels more reflective of overall English proficiency versus just memorization ability. The frequent formative checks also provide helpful feedback along the way before major tests.Overall Thoughts and TakeawaysTo summarize, I've been really impressed with how English instruction has evolved in alignment with the new curriculum guidelines. Creating an immersive environment, focusing on practical skills and real-world usage, providing engaging multimedia materials, and implementing a supportive yet structured classroom approach have all contributed to more effective, student-centered learning.While there's still room for improvement in areas like increasing opportunities for cultural exposure or incorporating project-based learning, I feel the updates have been extremely positive overall. English class is way more interesting and meaningful compared to the boring textbook drilling of the past. I'm much more motivated to keep building my English abilities because I can clearly see the value and applications now.For other students experiencing similar curriculum changes, I'd encourage them to embrace it with an open, positive mindset. It may seem difficult adjusting to more speaking, collaboration, and skill application at first. However, pushing yourself to participate and taking advantage of the improved resources will pay off tremendously. An interactive, communicative classroom leveraging modern techniques and materials is proven to be so much more powerful for achieving real language proficiency.I'm grateful our education system recognized the need to reform English teaching. The new student-centered, proficiency-oriented approach puts us in a much better position to become confident English users equipped for the global community and future opportunities. I'm excited to continue my English journey in this more engaging, practical way!篇2Lesson Observation Report: Ms. Johnson's 4th Grade English ClassToday we had our weekly English lesson with Ms. Johnson. I always look forward to her classes because she makes learning English fun and engaging. Under the new national curriculum standards, there is more emphasis on using English for practical communication rather than just rote memorization of vocabulary and grammar rules. Ms. Johnson's lessons reflect this shift towards a more interactive and student-centered approach.The lesson began with a warm-up activity called "Fortunately/Unfortunately." Ms. Johnson wrote a simple sentence starter on the board, such as "One sunny day, a boy went to the park." She then called on students to continue the story by adding their own sentence, alternating between starting with "Fortunately..." or "Unfortunately..." For example, one student said "Fortunately, he brought a frisbee to play with." The next student continued with "Unfortunately, the wind blew the frisbee into a tree." We went around the class building an entertaining story through our collective sentences. Not only was this a lively way to warm up our English skills, but it also encouraged creativity, spontaneity, and listening skills.After the warm-up, Ms. Johnson transitioned into the main lesson topic of describing favorite foods. She showed us a short video of a child talking about their favorite pizza toppings. We had to listen carefully and jot down the descriptive words used, like "gooey," "savory," and "mouth-watering." Ms. Johnson then gave us a simple template for describing our own favorite foods and had us work in pairs to discuss and share descriptions. My partner Daniel and I happily chatted about how much we love crispy fried chicken and buttery mashed potatoes.The real fun began when Ms. Johnson introduced an information gap activity. She had brought in cutouts of different foods from magazines and one student from each pair had to describe their cutout to their partner without showing it. The partner then had to listen and draw what they thought the food looked like based on the description. After we revealed our drawings, there were lots of giggles because some didn't match at all! But that was the point - to get us practicing descriptive language in a low-stress, engaging way.Throughout the activities, Ms. Johnson was an encouraging guide on the side. She monitored our conversations, gently corrected mistakes, and provided sentence starters or vocabulary assistance if we got stuck. Instead of lecturing at us, shefacilitated our learning by creating opportunities for us to practice speaking, listening, describing, and cooperating with partners. I felt motivated to use as much English as I could because the activities made it feel like a fun challenge rather than a chore.At the end of class, Ms. Johnson reviewed the main vocabulary words and phrases we had used related to describing foods. She also had us reflect on what we had learned and which skills we had practiced. I raised my hand to share that not only had I learned new descriptive adjectives, but I had also practiced skills like creative storytelling, listening carefully, negotiating meaning with a partner, and not being afraid to make mistakes. These were invaluable real-world language and life skills.Overall, I continue to be impressed with how Ms. Johnson makes our English lessons engaging and relevant under the new curriculum guidelines. Her class was interactive from start to finish, giving us ample opportunities to use English in authentic ways. The activities were level-appropriate and incrementally challenged us, building our confidence. Most importantly, we were active participants in the lesson rather than passive recipients of knowledge. I left class today feeling energized and proud of the English I had produced. Ms. Johnson'sstudent-centered, communicative approach is effectively preparing me with the language skills I need to thrive.篇3New Curriculum Standards and Primary English Teaching: A Student's PerspectiveAs a student who has been learning English since the first grade under the new national curriculum standards, I have some thoughts to share on how my English classes have been conducted over the past few years. Overall, I feel that the new standards have brought positive changes, emphasizing practical communication skills and engaging classroom activities. However, there are also some areas where improvement is needed.One of the biggest improvements I've noticed is the focus on listening and speaking practice from a very young age. Instead of just rote memorization of vocabulary and grammar rules, we spend a lot of time in class doing listening exercises, repeating after the teacher or audio recordings, and practicing dialogues with classmates. We also have many opportunities to speak English through role-plays, presentations, and open discussions.This intensive practice with the spoken language has really helped build my confidence in understanding and speaking English. I used to be very shy about speaking up in English class, but now I don't feel as self-conscious. The supportive classroom environment created by my English teachers has been vital - they are always patient and encouraging when we make mistakes. They also make the lessons fun by incorporating games, songs, and interactive activities.The new emphasis on learning English through context and practical scenarios has made the lessons much more relevant and interesting compared to just studying isolated words and rules. For example, we learn words and expressions related to different situations like shopping, ordering food, asking for directions etc. We then apply what we've learned throughrole-plays or watching video clips. This makes the language feel more "alive" and purposeful.That said, I do feel we could use even more exposure to authentic English materials and cultures from an early age. While our textbooks have improved in quality, the content can still feel oversimplified and "localized" at times. Bringing in more children's storybooks, media, and resources fromEnglish-speaking countries would make the learning experiencericher. It would also be beneficial to have more opportunities to interact with native speakers, even if just through video calls or correspondence.Another critique I have is that testing and assessment has not fully adapted to the new communicative approach. Many of our tests still heavily emphasize rote learning of vocabulary, grammar rules, and reading comprehension. There needs to be a bigger shift towards evaluating practical skills like listening comprehension, fluency, and the ability to communicate effectively in different situations. Overreliance on standardized written tests can contradict the spirit of the new curriculum standards.I also wonder if the training for English teachers in the new standards and methodologies has been sufficient. While my current teachers are doing a good job overall, I've had some teachers in the past who still relied heavily on outdated teaching methods like excessive rote memorization andgrammar-translation. Handling the new curriculum requires strong English proficiency and expertise in communicative teaching approaches. More robust teacher training is likely needed across the board.Despite these areas for improvement, I am grateful overall for the direction the new English curriculum has taken us. The emphasis on practical English ability and trying to make learning engaging and relevant to real-life has gone a long way in kindling my interest in the language. While we have more work to do in addressing gaps, I feel the new standards have set a strong foundation for cultivating communicative competence from a young age.As China's integration with the world continues andcross-cultural exchanges intensify, being proficient in English will only become more vital. By building on the innovations of the new curriculum and addressing the remaining challenges, we can ensure the next generation gains robust English skills and develops a keen interest in diverse cultures and global literacy. The journey has been positive so far, and I look forward to further enriching English learning experiences in the years ahead.。

胡壮麟《语言学教程》(修订版)测试题——第八章:语言的使用

胡壮麟《语言学教程》(修订版)测试题——第八章:语言的使用

Chapter 8 Language in UseI. Choose the best answer. (20%)1. What essentially distinguishes semantics and pragmatics is whether in the study of meaning _________ is considered.A. referenceB. speech actC. practical usageD. context2. A sentence is a _________ concept, and the meaning of a sentence is often studied in isolation.A. pragmaticB. grammaticalC. mentalD. conceptual3. If we think of a sentence as what people actually utter in the course of communication, it becomes a (n) _________.A. constativeB. directiveC. utteranceD. expressive4. Which of the following is true?A. Utterances usually do not take the form of sentences.B. Some utterances cannot be restored to complete sentences.C. No utterances can take the form of sentences.D. All utterances can be restored to complete sentences.5. Speech act theory did not come into being until __________.A. in the late 50’s of the 20the centuryB. in the early 1950’sC. in the late 1960’sD. in the early 21st century6. __________ is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance.A. A locutionary actB. An illocutionary actC. A perlocutionary actD. A performative act7. According to Searle, the illocutionary point of the representative is ______.A. to get the hearer to do somethingB. to commit the speaker to something’s being the caseC. to commit the speaker to some future course of actionD. to express the feelings or attitude towards an existing state of affairs8. All the acts that belong to the same category share the same purpose, but they differ __________.A. in their illocutionary actsB. in their intentions expressedC. in their strength or forceD. in their effect brought about9. __________ is advanced by Paul GriceA. Cooperative PrincipleB. Politeness PrincipleC. The General Principle of Universal GrammarD. Adjacency Principle10. When any of the maxims under the cooperative principle is flouted, _______ might arise.A. impolitenessB. contradictionsC. mutual understandingD. conversational implicaturesII. Decide whether the following statements are true or false. (10%)11. Pragmatics treats the meaning of language as something intrinsic and inherent.12. It would be impossible to give an adequate description of meaning if the context oflanguage use was left unconsidered.13. What essentially distinguishes semantics and pragmatics is whether in the study of meaning the context of use is considered.14. The major difference between a sentence and an utterance is that a sentence is not uttered while an utterance is.15. The meaning of a sentence is abstract, but context-dependent.16. The meaning of an utterance is decontexualized, therefore stable.17. Utterances always take the form of complete sentences18. Speech act theory was originated with the British philosopher John Searle.19. Speech act theory started in the late 50’s of the 20th century.20. Austin made the distinction between a constative and a performative.III. Fill in the blanks. (20%)21. The notion of __________ is essential to the pragmatic study of language.22. If we think of a sentence as what people actually utter in the course of communication, it becomes an __________.23. The meaning of a sentence is __________, and decontexualized.24. __________ were statements that either state or describe, and were thus verifiable.25. __________ were sentences that did not state a fact or describe a state, and were not verifiable.26. A(n) __________ act is the act of uttering words, phrases, clauses. It is the act of conveying literal meaning by means of syntax, lexicon and phonology.27. A(n) __________ act is the act of expressing the speaker’s intention; it is the act performed in saying something.28. A(n) _________ is commit the speaker himself to some future course of action.29. A(n) ________ is to express feelings or attitude towards an existing state.30. There are four maxims under the cooperative principle: the maxim of __________, the maxim of quality, the maxim of relation and the maxim of manner.IV. Explain the following terms, using examples. (20%)31. Conversational implicature32. Performative33. Locutionary act34. Q-principle (Horn)V. Answer the following questions. (20%)35. Explain the following remarks with examples or make some comments.“Both semantics and pragmatics are concerned with meaning, but the difference between them can be traced to two different uses of the verb mean: (a) What does X mean? (b) What did you mean by X?”(东北师范大学,2006)36. Do you think B is cooperative in the following dialogue? Support your argument with Cooperative Principle. (南开大学,2004)A: When is the bus coming?B: There has been an accident further up the road.VI. Analyze the following situation. (20%)37. What is the function of context in communication? Try to explain the following utterances rather than just state facts.(1) The room is messy.(2) It would be good if she had a green skirt on.Key:I.1~5 DBCBA 6~10 CBCADII.11~15 FTTFF 16~20 FFFTTIII.21. context 22. utterance23. abstract 24. Constatives25. Performatives 26. locutionary27. illocutionary 28. commissive29. expressive 30. quantityIV.31. Conversational implicature: In our daily life, speakers and listeners involved in conversation are generally cooperating with each other. In other words, when people are talking with each other, they must try to converse smoothly and successfully. In accepting speakers’ presuppositions, listeners have to assume that a speaker is not trying to mislead them. This sense of cooperation is simply one in which people having a conversation are not normally assumed to be trying to confuse, trick, or withhold relevant information from one another. However, in real communication, the intention of the speaker is often not the literal meaning of what he or she says. The real intention implied in the words is called conversational implicature.32. Performative: In speech act theory an utterance which performs an act, such as Watch out (= a warning).33. Locutionary act: A locutionary act is the saying of something which is meaningful and can be understood.34. Horn’s Q-principle: (1) Make your contribution sufficient (cf. quantity); (2) Say as much as you can (given R).V.35.Pragmatics is the study of the use of language in communication, particularly the relationships between sentences and the contexts and situations in which they are used. Pragmatics includes the study of(1) How the interpretation and use of utterances depends on knowledge of the real world;(2) How speakers use and understand speech acts;(3) How the structure of sentences is influenced by the relationship between the speaker and the hearer.Pragmatics is sometimes contrasted with semantics, which deals with meaning without reference to the users and communicative functions of sentences.36.Yes, B is cooperative. On the face of it, B’s statement is not an answer to A’s question. B doesn’t say “when.” However, A will immediately interpret the statement as meaning “I don’t know” or “I am not sure.” Just assume that B is being “relevant” and “informative.” Given that B’s answer contains relevant information, A can work out that “an accident further up the road”conventionally involves “traffic jam,” and “traffic jam” preludes “bus coming.” Thus, B’s answer is not simply a statement of “when the bus comes”; it contains an implicature concerning “when the bus comes.”VI.37.It occurs before and / or after a word, a phrase or even a longer utterance or a text. The context often helps in understanding the particular meaning of the word, phrase, etc.The context may also be the broader social situation in which a linguistic item is used.(1)a. A mild criticism of someone who should have cleaned the room.b. In a language class where a student made a mistake, for he intended to say “tidy.”c. The room was wanted for a meeting.(2)a. A mild way to express disagreement with someone who has complimented on a lady’s appearance.b. A regret that the customer had not taken the dress.c. That she wore a red shirt was not in agreement with the custom on the occasion.。

人教版英语八下第六单元第三课时教案设计

人教版英语八下第六单元第三课时教案设计

教学设计教学内容:《新目标英语》八年级下册第六单元第三课时设计制作:湖北省宜昌市第三中学方波教学课题:Unit 6 How long have you been collecting shells?教学背景《新目标英语》八年级下册一至五单元,通常为期中考试阶段内容。

第六单元是在考试后一个新阶段的新起点,因此非常重要和关键。

在第六单元的教学中,我将以新课程理念为依据进行教学设计和课堂活动。

通过对教材的分析,我确立了以培养学生听和说的能力训练为中心的教学目标,充分体现为学生全面发展、终生发展奠定学习基础的原则。

以小组合作学习形式,围绕教学目标,层层推进。

由于贴近生活,具有可实践性和操作性。

教材分析:人教版新目标八年级下册第六单元话题为爱好,主要谈论你已经在做这些事多久了。

本单元语法主要训练现在完成进行时态。

本节课为第三课时,将通过听和说的训练,让学生学会运用现在完成进行时态去谈论业余收藏爱好。

教案设计:设计理念1、热身体验。

本单元是接触学习现在完成进行时,采用简单而又直观体验的教学方法将是最有效的方法。

可以让全体同学在上课铃响时起立,师生相互问好后,不让他们坐下,复习上节课内容:谈论Hilltop School的马拉松滑冰赛,两分钟后,一半的同学坐下,而另一部分继续站立。

这时询问坐下的同学:When did they start to stand? How long have they been standing?” 学生回答积极踊跃,在轻松而又愉快的氛围中学生体验自己已经在做这事多久了。

2、激发热情。

借助课前准备好的实物、图片,特别鼓励同学们自己准备ppt展示自己的收藏爱好,注重对新时态的导入教学及训练技巧,激发学生的学习兴趣,调动学生学习的积极性。

课堂教学的各环节遵循由易到难的渐进过程,让学生学会运用现在完成进行时态去谈论业余爱好。

采用多种教学手段,通过听、说训练,力求使教学生动活泼,做到既能激发学生的兴趣又能提高教学效果。

英语教师说课过程5个模块及必备万能说课稿

英语教师说课过程5个模块及必备万能说课稿

英语教师说课过程5个模块及必备万能说课稿所谓说课,就是教师在备课的基础之上,面对同行或教研人员,讲述自己的教学设计及其理论依据,然后由听者评说,达到互相交流、共同提高的一种教学研究活动。

说课的过程通常情况下,说课教师要在规定时间(10-20分钟)内把自己将要上的,或已上过的一节课的教学设计及其理论依据用简明、准确、形象、生动的语言(包括体态语)表述出来,有时还要对同行的质疑或评课专家的提问进行解释或答辩,接受专家或同行的评价或建议。

说课的全过程可以划分为五个模块。

模块一是“介绍”包括简单问候、说课者自我介绍和对说课内容或程序的简单介绍。

模块二是“分析”包括教材分析和学情分析。

分析教材和学情,说明教材的内容和对教材的理解,确定教材的地位和作用,说明学生的知识与技能基础、学习兴趣和认知风格,为确定教学目标以及选择教法和学法寻求依据。

模块三是“陈述”包括陈述重点难点、教学目标、教材处理、教育法方法和教具、教法指导等。

模块四是“描述”包括描述教学设计思路、描述教学过程的组织与调控、描述师生活动及其(预测)效果、作业设计与板书设计,等等。

为了使“描述”更加形象生动和有理有据,突出说课的理论性,在教学活动描述后要说明设计意图和教学活动操作的注意事项等。

模块五是“反思”包括总体教学效果、教学设计亮点和教学反思。

英文万能说课稿Good morning, ladies and gentlemen. It is my great honor and pleasure to be here sharing my lesson with you. I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching MaterialThe content of my lesson is New Senior English for ChinaBook____Unit_____.This unit is about _____(topics). By studying of this unit, we will enable students to know______and develop the interest in_____. At the same time, let the students learn how to______(functionalitems). Form this lesson, it starts _____(structures). Therefore, this lesson is in theimportant position of this unit. If the students can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching AimsAccording to the new standard curricuium and the syllabus(新课程标准和教学大纲), and after studying the teaching material, the teching aims are the followings :1.Knowing objects(语言目标:语音,词汇,语法。

杨忠 系统功能语法讲义(AN INTRODUCTION TO FUNCTIONAL GRAMMAR杨忠讲义)

杨忠 系统功能语法讲义(AN INTRODUCTION TO FUNCTIONAL GRAMMAR杨忠讲义)

Session One1. Branches of linguistics and schools of linguistics●Branches of linguistics are divided by reference to object of study, i.e.the subject matter of language as a phenomenon, seen as composed of many aspects or facets.●Schools of linguistics are divided by perspectives and methodology.2. Formalism and functionalism of Post-Saussurean Western linguistics●Logico-philosophical vs. rhetorical-ethnographic orientations oflinguistic studies in Western countries---language as rule or language as resource●Differences in perspectives between formalism and functionalism3. Functionalism as a stream of linguistics●Functionalism in EuropeThe Prague School:Major achievement — phonemic analysisRepresentatives — V. Mathesius (马西/泰修斯)N.S. Trubetzky(特鲁别茨科依)[Russian]A. Martinet (马丁内)[French]The Copenhagen School:Major achievement — text/ discourse analysisRepresentative — L. Hjelmslev (1899 -1965) [叶尔姆斯列夫] The London School:Major achievement — theory of contextSystemic-functional grammar Major representatives —J. R. Firth (1890-1960) [弗斯] (British)M.A.K. Halliday(1925-)●Functionalism in the U. S. A.Major achievement—linguistic relativity;Conitive grammar;Cognitive semantcs;Conceptual metaphorRepresentatives — F.Boas (1858-1942)E.Sapir (1884-1939)B.L.Whorf (1897-1941)FillmoreLangackerLakoffTalmy●Functionalism in China11 annual conferences held(7th held in NENU); China Association of Functional Linguistics4. The meaning of the term function●Organic/ constitutive function●Role function●Speech functions (as purpose or intention)●Metafunctions (as broad categories of meanings)The theory of metafunctions is the cornerstone of systemic- functional linguistics5. Tenets of functional approach to language(as generalised by Butler, C.S. 2003. Sturcture and Function: A Guide to Three Major Structural-functional Theories. Amsterdam/Philodelphia: John Benjamins)(1) An emphasis on language as as means of human communication in social and psychological contexts;(2) Rejection of the claim that the language system(the grammar) is arbitrary and self-contained, in favour of functional explanation in terms ofcognition, socio-cultural, physiological and diachraonic factors;(3) Rejection of the claim that syntax is a self-contained system, in favour of an approach where semantic and pragmatic patterning is regarded as central;(4) Recognition of the importance of non-discreteness in linguistic description and, more generally, of the importance of the cognitive dimensions;(5) A consern for the analysis of texts and their contexts of use;(6) A strong interest in typological matters;(7) The adoption of a constructionist rather than an adaptionist view of language acquisition.Session Two1.What is system?●Definition“A group of related parts that work together as a whole for a particular purpose” ( Longman Dictionary of Contemporary English)“同类事物按一定的关系组成的整体”(《现代汉语词典》)---Traffic lights as system of symbols:Stopping --- redSlowing down --- amberGoing --- green( Now at main crossroads there are also arrows for right and left turns, so the system is changed )---Chess as a system---The difference between chess and language●Features---Elements---Wholeness1) The idea of system as a concept in linguistics is first expounded in Course in General Linguistics, where system refers to langue, understood as the syntagmatic relation(linear).“What is language?“Language,[……], is a self-contained whole and a principle of classification”(Saussure1959:9)But the meaning of system is different in Halliday’s theory of grammar.2) The conception of system appeared in Halliday’s early publications:Halliday, M.A.K(1956 )Grammatical Categories in Modern Chinese. Transitions of the Philological Society, 1956. pp. 177-224. Reprinted in Kress(ed.)( 1976).Halliday, M.A.K, 1961 Categories of the Theory of Grammar. In Word, vol. 17, 3: 241-292.Halliday, M.A.K, 1963. ‘Class in relation to the axes of chain and choice in language’.Linguistics.No.2In these articles, Halliday put forward four fundamental categories of grammar: unit(单位), class(类别), structure (结构)and system(系统). In addition, there are three scales(阶): rank(级), exponence(标示), delicacy(精密度).“韩礼德对语法的两大部分‘范畴’和‘阶’做了比过去全面成熟的归纳和阐述,对语言学界产生深远的影响,被公认为‘阶与范畴’(scale and category grammar)语法的发端。

语言学习策略

语言学习策略

Compensation strategies
Guessing intelligently Overcoming limitations in speaking and writing
Indirect strategies
Metacognitive Strategies
Centering your learning Arranging and planning your learning Evaluating your learning
the centrality of the learner the domineering role of the teacher
a guide, a counselor
after 1970 learning strategies general teaching discipline lg learning subject
Attitudes Motivation Language level Study environment
Strategies for Vocabulary Development
3 kinds of vocabulary
Whether influencing the understanding of context Frequency Similar or not
Affective Strategies
Lowering your anxiety Encouraging yourself Taking your emotional temperature
Social Strategies
Asking questions Cooperating with others Emphathising with others

剑桥少儿英语第一级上册第十二单元

剑桥少儿英语第一级上册第十二单元

The student knows the proposals used to indicate location, such as "in," "on," "under," etc
Subject verb agreement
The student knows how to match the subject with the correct form of the verb
different sounds and patterns
Listening skills
Identify main ideas
Encourage children to identify the main ideas in a conversation or story, helping them understand the overall meaning
Create synonyms and antonyms
introduce related words and potential means to expand the student's vocabulary
Use word families
teach students to recognize and use word families (e.g., "cat," "dog," "hat") to expand their vocabulary
The student can understand and use simple English sentences in different contexts, such as greetings, introductions, and requests

团结友爱互助进步英语

团结友爱互助进步英语

团结友爱互助进步英语In order to foster unity, friendship, mutual assistance, and progress in English, we should prioritize effective communication and interaction. Embracing diversity and actively engaging in language exchange activities will play a crucial role in individuals' development and overall improvement. By staying open-minded and promoting a supportive environment, we can encourage each other to enhance our language skills and expand our knowledge.Language barriers should never be seen as obstacles; instead, they should be viewed as opportunities for growth. We can utilize various platforms, such as language exchange programs, online forums, and social media, to connect with native English speakers or fellow English learners. Engaging in conversations with them will not only improve our proficiency but also offer valuable insights into different cultures and perspectives.It is important to remember that everyone has a unique learning style and pace. By cooperating with one another, we can tailor our learning methods to suit our individual needs. Creating study groups or joining existing ones can facilitate this collaborative approach, allowing us to make progress together. We can share resources, discuss challenging grammar points, and practice speaking in a supportive and constructive environment.In addition, encouraging one another when faced with difficulties is essential. Motivating words and constructive feedback can go a long way in boosting confidence and pushing each other to achieve greater heights in English proficiency. By celebrating each other's milestones and successes, we create a positive and motivating atmosphere for all.Furthermore, we should embrace the use of technology as it offers a wide array of resources for enhancing our English skills. Online language learning platforms, language apps, and virtual language tutors are just a few examples of the available tools that can assist us in our learning journey. Utilizing these resources effectively will enable us to practice grammar, expand vocabulary, and improve pronunciation.In summary, by embracing unity, friendship, mutual assistance, and progress, we can create a supportive and inclusive environment for English language learners. Through effective communication, collaboration, and utilization of resources, we can enhance our language skills and broaden our understanding of the world. Let us strive towards a brighter future together, where English fluency brings individuals closer and bridges cultural gaps.。

2019统编人教版高中英语必修第一册unit 3《Sports and fitness》全单元教案

2019统编人教版高中英语必修第一册unit 3《Sports and fitness》全单元教案

【2019 统编版】人教版高中英语必修第一册Unit 3 全单元备课教案教学设计3.2 Period 2 Reading and Thinking Living Legends3.3 Period 3 Discovering Useful Structures—tag questions 3.4 Period 4 Reading For WritingPeriod 1 Listening Speaking &Talking教学目标与核心素养:1. Instruct students to get main facts by listening and motivate themto talk about the topics about how to invite a friend to a sports event,voice one’s own opinions about sportsmanship by listening.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.教学重难点:1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to invitea friend to a sports event and voice one’s own opinions about sportsmanship.教学过程:Part 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about sports events.Boys and girls, look at the posters on p36, what sports events do you like to watch? Which sports would you like to try? After their small talk, the teacher can move on by finishing the following listening task: Play conversation 1 which is about Shen Qi’s main purpose for talkingto Amy and after finishing listening for the first time, the students needto solve the following tasks.1.Purpose_________________________________________________________________________________________________________________2. Listen to conversation 1 again and write down the words that thespeaker stresses:_________________________________________________________________ _____________________________________________________________________ ___Listening tip:Listen for main ideas.Try to catch the main ideas instead of trying to remember and translate each word you hear.After finishing the task above, the teacher is expected to play conversation 2 which is about Adam’s inviting Julie to a sports event and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1. When will the event happen?The event will happen____________________________________2. What's a "Blue Paint" run?A "Blue Paint run is a fun run that- flled ________________________________________________3. Why is it called a "Blue Paint" run?Because people can buy water ballons with_________________and_______________the runners.4. If 200 people take part in the run and 400 balloons are sold, how much money will they collect?_____________________________________________________________________ __________Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project: Speaking ProjectWhat event or activity would you like to invite your friend to? Makea conversation with a partner.Ski Race: Zhangjiakou, a beautiful city in northern China, will host the Youth Ski Race in December.Track Meet: a great event for track –and –field lovers on 26 October.Gym Class: come and work out at a gym! You can make it.Part 2: Listening and Talking:The teacher is advised to talk with their new students about the related topic:Boys and girls , what do you think of sportsmanship? Let’s listen and find out:Play the listening and match each opinion with the right speaker. Who do you agree with? Why?Cao Jing ________________Lily_____________________Max________________A. An athlete should do his/her best to win.B. The girl should stop and help the other girl. Good sportsmanship is more important than wining!C. An athlete should think about honorand his/her fans if he/she is competing for his/her country.Listen again and circle the expressions that you hear in the conversation.disagreeingI'm sorry, but I disagree/don'tagree.All rightGood idea. Yes, I think so. That doesn't make any sense! That's not how I see it.I see what you mean, but …Sure./Certainly./Of course. You're right/correct.I guess so.Talking projectWork in groups. Choose one of the situations below and make a conversation: ●A soccer player should not pretend to fall down even if it helps his/her team.●In school teams, everyone should get a chance to play, not only the best players.●It is wrong to pay people millions of yuan to play sports.●Athletes should play only for their own country.EXAMPLEA: I agree with the idea that a soccer player should never pretend to fall down even if it helps his or her team. You should never cheat.B: Exactly! It's important to do the right thing.C: Well, | don't think so. Many players do it, and they think it helps their team to win.A: That doesn't make any sense!B: I see what you mean, but the audience wants fair play.Period 2 Reading and ThinkingLiving Legends教学目标与核心素养:1. Read quickly to get basic information about Lang Ping and Jordan; read deeply to understand why they can be called sports legends.2. Understand the meaning of some languages in the context of the text through question guidance, such as "time seems to stand still, graceful" and so on.3. Read and clarify the context of each part of the text, learning how to talk and write sports legends.4. Through comparative analysis, we can form the criteria for judging the legendary figures and learn to choose the legendary sports stars we like.教学重难点:1. Get basic information about Lang Ping and Jordan; read deeply2. Understand why they can be called sports legends.3. Understand the meaning of some languages in the context of thetext, such as "time seems to stand still, graceful" and so on.教学过程:1. Warming upStep 1 Leading-inQ2: Do you like him/her? Why?Q1: What do you know about Lang Ping and Michael Jordan?Q2: What else do you want to know about them?Step 2: Reading to get related information about the two sports star1. Read quickly to answer students’ own questions and the following questions.Q1: What contributions did Lang Ping make in volleyball?Q2: What contributions did Michael Jordan make in basketball?Q3: What’s special about Michael Jordan in his life?2. Discuss answers and deal with some new words.Step 3 Understanding the title and the lead paragraphAnswer the following questions.Q1: Why do you think the author chooses to write these two sports stars? Q2: What does “living legend” mean?Q3: What are the standards or requirements to be chosen as a living legend of sports star?Step 4 Getting detailed information about Lang Ping1. Read to answer the following questions.Q1: Is Lang Ping a master in her area? How do you know that?Q2: What good examples does Lang Ping set for others?2. Focus on the story about Lang Ping.Q1: Lang Ping’s determination was tested. What happened to her?Q2: Was the challenge big? How do you know?Q3: Did she give up?Q5: What can we learn about Lang Ping from the sentence “She had met difficulties before.” mean?Q6: What can we learn about Lang Ping from the sentence “She knew her young player could win if they worked together as a team.”?4. Sum up the information about Lang Ping with the tableGreat determinationand courageAs aQ: Why is Lang Ping a living legend of sports?Step 5: Exploring detailed information about Michael Jordan1. Read the paragraph of Michael Jordan and complete the following table. We have got to know why Lang Ping is a living legend. Now read and find out why Michael Jordan is a living legend on your own by completing the following table.Living legends Jordan Masters?Good examples?Q: Which part is about Michael Jordan as a master? Which part is about the example he set?(2) Focus on why Michael Jordan is a master.Q1: How does the author describe his impressive skills?Q2: How do you understand “time seemed to stand still”?Q3: What does “graceful” mean?(3) Focus on what good examples Michael Jordan set.Q4. Which sentence do you think best describes his mental strength?Q5. Which words is important in the sentence in describing his mental strength? Why?Q6: How do you understand “unique”?Q7: What can we learn from Michael Jordan?Work in groups to choose your own living legend of sports and give the reasons of your choice.Period 3 Discovering UsefulStructures—tag questions教学目标与核心素养:1. Get students to have a good understanding of the basic usages of tag questions.2. Enable students to use the basic phrases structures flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.教学重难点:1. How to enable students to have a good understanding of the basic usages of tag questions.2. How to enable students to use the basic usages of tag questions flexibly.教学过程:Step1: 语法自主探究(一)基本组成方法1. 肯定式陈述You often play badminton, don’t you? 你经常打羽毛球,部分+否定附加是吗?She’s been to shanghai before, hasn’t she? 她以前去过上海,是吗?2. 否定式陈述It isn't a beautiful flower, is it? 那不是美丽的花,是部分+肯定附加吗?疑问部分(前否You didn't go skating yesterday, did you? 你昨天没去滑They can’t finish it by Friday, can they?他们不能在星期五之前完成,是吗?3. 含有否定词(1)当陈述句中含有He hardly goes to school by car, 的附加疑问句seldom, hardly, never, does he?rarely, little, few, 他几乎不开车去上学,是吗?none, neither ,no, not, You have never been to Paris,nowhere, nothing no one, have you?nobody 等否定意义的词你从没去过巴黎,是吗?时,后面的附加疑问句则为They seldom come late, do they?Little has been done to preventpollution, has it? 几乎没有做什么来防止污染,是吗?(2)如果陈述句中仅含否He is unfit for his job, isn’t定前缀的词unhappy, he?dislike, impossible等,他不适合这项工作,是吗?则后面的附加疑问句仍为It is impossible, isn't it? 那He dislikes his classmates,doesn’t he?他不喜欢他的同学,是吗?4. 祈使句的附(1)肯定的祈使句的附加Come along with me, will you /疑问句在句末加“w i l l won’t you ?/can you ?/ can’tyou? /won’t you?/can you?(2)否定的祈使句的附加Don't make any noise, will you?疑问句通常在句末加别出声,好吗?“will you?”(1)Let's 开头的祈使句, Let's go and listen to the附加疑问句用shall we? music, shall we?(2)Let us 开头的祈使让我们去听音乐,好吗?句,附加疑问句用 will Let us wait for you in thereading-room, will you? 我们在阅览室等你,好吗?(二)附加疑问句注意几种特殊情况:1. 当陈述部分主语是everyone/ Nobody saw him walk into the room, everybody, someone/somebody, no one/ did they? 没人看见他走进房间,是nobody, none 等表示人的不定代词时,吗?附加疑问句部分的主语多用 they,但也Everything has gone wrong today, 可用he ;当陈述部分的主语是hasn’t it?everything, anything, something, 今天什么都出了问题了,是不是?nothing 等表示物的不定代词时,附加疑问句部分的主语用it。

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TUCS Research Group
1 Introduction
The interest in \DNA computing" has been growing rapidly since Adleman's famous contribution, 1], as apparent from the list of references in 12]. The impact of the resulting new notions and ideas to the theory of formal languages can be seen also from the recent Handbook, 14]. A keynote in theoretical studies about DNA computing is a phenomenon known as Watson-Crick complementarity. DNA (deoxyribonucleic acid) consists of polymer chains, referred to as DNA strands. A chain is composed of nucleotides or bases. The four DNA bases are customarily denoted by A (adenine), C (cytosine), G (guanine) and T (thymine). A DNA strand can be viewed as a word over the DNA alphabet DNA = fA; C; G; T g. The familiar DNA double helix arises by the boundage of two strands. The Watson-Crick complementarity comes into the picture in the formation of such double strands. The bases A and T are complementary, and so are the bases C and G. Bonding occurs only if the bases in the corresponding positions in the two strands are complementary. Consider the letter-to-letter endomorphism hW of DNA de ned by hW (A) = T; hW (T ) = A; hW (G) = C; hW (C ) = G: The morphism hW will be referred to as the Watson-Crick morphism. Thus, a DNA strand x bonds with hW (x) to form a double strand. The complementarity of two strands leads (under appropriate conditions) to bondage. By encoding information on the original strands in a clever way, far-reaching conclusions can be made from the mere fact that bondage has occurred. This means that the phenomenon of complementarity provides computing power. The idea of using the fundamental knowledge, concerning how the double strands have possibly come into being, is central in Adleman's experiment, 1]. The idea is also behind the computational universality of many models of DNA computing, 17, 12]. Complementarity can be viewed also as a language-theoretic operation. As such hW is only a morphism of a special kind. However, the operational complementarity can be considered also as a tool in a developmental model: undesirable conditions in a string trigger a transition to the complementary string. Thus, the class of \bad" strings is somehow speci ed. Whenever a bad string x is about to be produced by a generative process, the string hW (x) is taken instead of x. If the generative process produces a unique sequence of strings (words), the sequence continues from hW (x). Suppose that the class of bad strings satis es the following soundness condition: whenever x is bad, the complementary string hW (x) is not bad. Then no bad strings are produced. While the operational complementarity can be investigated in connection with any generative process for words, it seems particularly suitable for Lindenmayer systems, the systems themselves being developmental models. 1
The simplest L system, namely the D0L system, has been thoroughly investigated, 13, 14]. A D0L system generates a sequence of words. When it is augmented with a trigger for complementarity transitions, as described above, the resulting sequences contain no bad words. The study of such \Watson-Crick D0L systems" was begun in 10, 11, 18], and continued in 2, 7, 19]. The present paper constitutes a further contribution to this topic. The formal de nitions will be given below but an important remark should be made already at this stage. So far we have spoken only of the four-letter DNA alphabet but in our theoretical considerations below the size of the alphabet will be arbitrary. Indeed, we will consider DNA-like alphabets n = fa1 ; : : : ; an ; a1 ; : : : ; an g (n 1) and refer to the letters ai and ai , i = 1; : : : ; n, as complementary. The endomorphism hW of n de ned by hW (ai ) = ai ; hW (ai) = ai ; i = 1; : : : ; n; is also now referred to as the Watson-Crick morphism. When we view the original DNA alphabet in this way, the association of letters is as follows: a1 = A; a2 = G; a1 = T; a2 = C: (Observe that this conforms with the two de nitions of hW .) The nucleotides A and G are purines, whereas T and C are pyrimidines. This terminology is extended to concern DNA-like alphabets: the non-barred letters a1 ; : : : ; an are called purines, and the barred letters a1 ; : : : ; an are called pyrimidines. The class of bad words, considered most frequently in the sequel and denoted by PY R, consists of words where the pyrimidines form a majority. Thus PY R consists of words over the alphabet n , where the number of occurrences of barred letter exceeds that of non-barred letters. Clearly, PY R is a context-free non-regular language. In spite of their formal simplicity, Watson-Crick D0L systems have quite remarkable properties. This observation made already in 10, 11, 18] will be further substantiated in this paper. For the decision problems we will be concerned with, the following turns out to be very signi cant. Problem Zpos. Decide whether or not a negative number appears in a given Z -rational sequence of integers. The decidability status of Zpos is open, although the problem is generally believed to be decidable. The input is of course assumed to be given by some e ective means such a linear recurrence with integer coe cients, or a square matrix M with integer entries such that the sequence is read from the upper right corners of the powers M i , i = 1; 2; 3; : : : . Further discussion about this problem and its di erent representations can be found in 13, 9]. We will use standard language-theoretic terminology and notation. In particular, is the empty word, jwj is the length of the word w, and jwja 2
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