2018年初中英语教资考试知识点超详细考点总结

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2018年中学英语教师招聘考试基础知识

2018年中学英语教师招聘考试基础知识

2018年中学英语教师招聘考试基础知识一名词和冠词专练1. —Is that 110? A thief is in my house ...—OK. Help is ______.A. in the wayB. on the wayC. by the wayD. in a way2. We went to the beach and collected ______.A. dozen shellsB. dozens shellsC. dozen of shellsD. dozens of shells3. As a result of the heavy snow, the airport has been closed until further______.A. newsB. informationC. messageD. notice4. —I’d like to meet Mr. King.—Sorry, to my ______, he has gone home.A. delightB. knowledgeC. awarenessD. sorrow5. The policeman was questioning the man who was one of the ______ of theaccident.A. observersB. viewersC. witnessesD. audiences6. Jack tried hard to get a gold medal in the sports meeting but he hadno ______.A. luckB. timeC. fateD. result7. Once there was a growing ______ towards historical films.A. traditionB. rateC. trendD. direction8. The ______ involved in starting a business are high.A. pricesB. costsC. moneyD. value9. Chinese arts have won the ______ of a lot of people outside China.A. enjoymentB. appreciationC. entertainmentD. achievement10. Tom has been preparing carefully for the test so that he could passit at his first ______.A. purposeB. desireC. attemptD. intention11. —I’d like to see the movie very much, but I have no mo ney with me.—That’s OK. My ______ this time.A. offerB. treatC. promiseD. service12. Before the final exam, many students have shown ______ of tension. Somehave trouble in sleeping and others have lost their appetite.A. featuresB. marksC. signsD. looks13. The manager lost his ______ just because his secretary was ten minuteslate.A. temperB. moodC. mindD. thought14. It is said that in this area over a third of the population have no______ to health care.A. aidB. helpC. wayD. access15. It was dark and he had completely lost his ______ of direction.A. understandingB. feelingC. experienceD. sense16. The performance is so moving and perfect that it is almost beyond allthe viewers’ ______.A. hopeB. wishC. expectationD. demand17. —Few children are as bright as he is, and also, he works very hard. —It’s no ______ that he always wins first place in every examination.A. doubtB. wonderC. problemD. question18. Numerous studies already attach the first meal of the day to betterclassroom ______.A. behaviorB. functionC. displayD. performance19. You have been sitting on my hat and now it is badly out of ______.A. dateB. shapeC. sightD. balance20. The private school was closed down as a(n) ______ of its terribly badmanagement.A. matterB. consequenceC. actionD. fact名词和冠词专练参考答案:1-5 BDDBC 6-10 ACBBC 11-15 BCADD 16-20 CBDBB形容词和副词专练1. All of us believe that a great many leaders from other countries willbe __ at the opening ceremony of the 2018 Olympics.A. presentB. necessaryC. enjoyableD. important2. I’m always ve ry ______ when I am asked to recite the text in class.A. curiousB. nervousC. mysteriousD. conscious3. Programs on the earthquake were broadcast ______ 24 hours a day ontelevision in those days.A. aliveB. livingC. liveD. lively4. I’d be ______ if y ou could give me an early reply.A. worriedB. gratefulC. satisfiedD. helpful5. Those MP3 players are usually $35 each, but today they have a ______price of $19.A. regularB. particularC. normalD. special6. I’m surprised that you should have been foo led by such a ______ trick.A. friendlyB. difficultC. skillfulD. simple7. He is such an important person that you should talk in a(n) ______ way.A. properB. usualC. casualD. exact8. —What’s the ______ population of this province?—Over ten million.A. totalB. fullC. completeD. all9. Cold as it was, the trip was ______ and people were enjoying themselves.A. differentB. pleasantC. amusedD. pleased10. In general, the amount that a student spends on housing should be heldto one-fifth of the living expenses ______.A. acceptableB. advisableC. availableD. applicable11. Being taught in a small group is far ______ to being in a large, noisyclassroom.A. adaptableB. beneficialC. preferableD. influential12. Young people are not ______ to stand and look at sports; they want sportsthey can participate in.A. enthusiasticB. contentC. confidentD. energetic13. The new research team was led by the ______ engineer.A. mainB. majorC. chiefD. super14. She looks very ______ but I can’t remember her name.A. memorableB. forgetfulC. similarD. familiar15. I’m afraid I must seem very ______ compared with all those interestingpeople you meet.A. dullB. boredC. tiredD. annoyed16. —Are you content with the information she offered?—Not at all. Itcou ldn’t have been ______.A. worseB. badC. betterD. good17. John told me that ______ nothing important had ever happened when hewas on holiday.A. seldomB. rarelyC. nearlyD. almost18. —Do you think he is clever?—I’m afraid he’s ______ than clever.A. more diligentB. diligentC. much diligentD. most diligent19. Exercise is ______ as diet to build up a strong body.A. so a useful wayB. as a useful wayC. as useful a wayD. such useful away20. I’m pleased to say that I’ve already finished ______ 60%of the workin these three days.A. no more thanB. no less thanC. not more thanD. much less than形容词和副词专练参考答案:1-5 ABCBD 6-10 DAABC 11-15 CBCDA 16-20 ADACB动词及短语动词专练1. All the people should ______ to help those suffering the earthquake.A. uniteB. connectC. combineD. add2. Over the past thirty-two years, Tangshan has ______ a series of greatchanges in its city image and economy.A. foundB. appearedC. seenD. looked3. —Hello, may I speak to one of your reporters?—Sorry, all of them havegone to ___ the games of the Olympics.A. setB. meetC. coverD. serve4. Today in China many young people ______ important positions in thegovernment.A. seizeB. catchC. graspD. hold5. Early this year cruel snowstorms hit southern China, ______ greattransportation problems in some areas.A. leadingB. causingC. resultingD. creating6. —How about having some fried chicken?—Oh, no. It ______ lots of fat.A. remainsB. containsC. keepsD. includes7. —Do you think John is coming to attend the lecture?—Sure. I have ______him to.A. advisedB. suggestedC. persuadedD. supposed8. You’d better wash the shirt in c old water, or the colour will ______.A. loseB. runC. reduceD. die9.—Good morning, sir. Can I help you?—I’d like a barbecue together withan orange juice. How much do you ___?A. chargeB. sellC. payD. afford10. Little Tom, you have to ______ your m anners at your uncle’s or I won’ttake you there.A. watchB. noticeC. careD. mind11. I don’t like the paintings. They don’t ______ well with the wallsof the room.A. fitB. suitC. goD. match12. It ______ to me that if I had continued that, I would have been rude.A. happenedB. showedC. leftD. occurred13. If you find something useful on the Internet, you can download and _____it in your personal computer file.A. saveB. collectC. shareD. fill14. There was once a time when a gentleman would immediately rise and ______his seat as soon as he saw a lady got onto a crowded bus.A. offerB. donateC. supplyD. provide15. —I want to go to the cinema with you, Dad.—Sorry, my darling, butthe film is ______ for adults.A. consideredB. intendedC. permittedD. developed16. Though the job is not difficult to finish within two months,we must______ no effort.A. spareB. giveC. doD. try17. Only ticket-holders were ______ into the stadium for the concert.A. allowedB. askedC. acceptedD. admitted18. She could have beco me a brilliant musician if she’d ______ her mindto it.A. followedB. changedC. openedD. put19. Each time I fail, my father will always tell me “If your dream is bigenough, the facts don’t ______.”A. costB. countC. valueD. mean20. Good students always ______ more attention on what the teachers teach.A. callB. drawC. fixD. attract动词及短语动词专练参考答案:1-5 ACCDB 6-10 BCBAD 11-15 CDAAB 16-20 ADDBC高中英语语法分类总复习名词、冠词1. To save some of the human languages before they are forgotten, the students in our school started a discussion “Save Our ______”. (安徽2018)A. SkyB. LifeC. ArtsD. Voices2. What’s the ______ of having a public open space where you can’t eat,drink or even simply hang out for a while?(福建2018)A. senseB. matterC. caseD. opinion3. The young man made a ______ to his parents that he would try to earnhis own living after graduation.A. predictionB. promiseC. planD. contribution4. The top leaders of the two countries are holding talks in a friendly______.(湖北2018)A. atmosphereB. stateC. situationD. phenomenon5. —Shall we go out for a walk?—Sorry. This is not the right ______ toinvite me. I am too tired to walk.A. momentB. situationC. placeD. chance6. Have you heard ______ news?The price of ______ petrol is going up again!(湖南2018)A. the; theB. 不填; theC. the; 不填D. 不填; 不填7. —I am so sorry to have come late for the meeting.—It is not your fault. With ______ rush-hour traffic and ______ heavy rain,it is no wonder you were late.A. a; aB. the; theC. 不填; 不填D. 不填; a8. It’s not ______ good idea to drive for four hours without ______break.(2018全国卷II)A. a; aB. the; aC. the; theD. a; the9. In many places in China, ______ bicycle is still ______ popular meansof transportation. (重庆2018)A. a; theB. 不填; aC. the; aD. the; the10. In the United States, there is always ______ flow of people to areasof __ country where more jobs can be found.A. a; theB. the; aC. the; theD. a; aKey: 1-5 DABAA 6-10 CBACA形容词、副词1. —Hi, Mark. How was the musical evening?—Excellent! Alex and Andyperformed __ and they won the first prize.A. skillfullyB. commonlyC. willinglyD. nervously2. After the long journey, the three of them went back home, ______. (北京2018)A. hungry and tiredlyB. hungry and tiredC. hungrily and tiredlyD. hungrilyand tired3. In spite of repeated wrongs done to him, he looks ______ to peoplegreeting him. (福建2018)A. friendlyB. livelyC. worriedD. cold4. In those days, our _concern was to provide people who were stopped bythe snow storm with food and health care.A. normalB. constantC. permanentD. primary5. As he works in a remote area, he visits his parents only ______. (湖北2018)A. occasionallyB. anxiouslyC. practicallyD. urgently6. Last night Mr. Crook didn’t come back at the usual time. __, he metsome friends and stayed out until midnight.A. MeanwhileB. HoweverC. InsteadD. Yet7. Jack is late again. It is ______ of him to keep others waiting. (江西2018)A. normalB. ordinaryC. commonD. typical8. You’re driving too fast. Can you drive ______?(2018全国卷I)A. more slowly a bitB. slowly a bit moreC. a bit more slowlyD. slowlymore a bit9. The weather was ______ cold that I didn’t like to leave my room. (2018全国卷I)A. reallyB. suchC. tooD. so10. Ten years ago the population of our village was ______ that of theirs.(陕西2018)A. as twice large asB. twice as large asC. twice as much asD. as twicemuch as11. My brother is really ______. He often works in his office far into thenight. (天津2018)A. open-mindedB. hard-workingC. self-confidentD. warm-hearted12. Although badly hurt in the accident, the driver was ______ able to makea phone call. (四川2018)A. stillB. evenC. alsoD. everKey: 1-5 ABADA 6-10 CDCDB11-12 BA动词、短语动词1. —Are you happy with your new computer?—No, it is ______ me a lot oftrouble. (安徽2018)A. showingB. leavingC. givingD. sparing2. Don’t be so discouraged. If you _______ such feelings, you will do betternext time. (安徽2018)A. carry onB. get backC. break downD. put away3. ______ a moment and I will go to your rescue. (福建2018)A. Go onB. Hold onC. Move onD. Carry on4. Though having lived abroad for years, many Chinese still ______ thetraditional customs. (湖北2018)A. performB. possessC. observeD. support5. As nobody here knows what is wrong with the machine, we must send foran engineer to ______ the problem.A. handleB. raiseC. faceD. present6. The teacher stressed again that the students should not ______ anyimportant details while retelling the story.A. bring outB. let outC. leave outD. make out7. In modern times, people have to learn to ______ all kinds of pressurealthough they are leading a comfortable life.A. keep withB. stay withC. meet withD. live with8. The present situation is very complex, so I think it will take me sometime to ______ its reality.A. make upB. figure outC. look throughD. put off9. I it as a basic principle of the company that suppliers of rawmaterials should be given a fair price for their prodcts.A. makeB. lookC. takeD. think10. If a person has not had enough sleep, his actions will give him ______during the day. (江西2018)A. awayB. upC. inD. back11. The performance ______ nearly three hours, but few people left thetheatre early.(2018全国卷I)A. coveredB. reachedC. playedD. lasted12. After studying in a medical college for five years, Jane ______ herjob as a doctor in the countryside.A. set outB. took overC. took upD. set up13. —What are you reading, Tom?—I’m not really reading, just ______ thepages. (2018全国卷II)A. turning offB. turning aroundC. turning overD. turning up14. Her shoes ______ her dress; they look very well together. (天津2018)A. suitB. fitC. compareD. match15. Little Johnny felt the bag, curious to know what it ______. (2018全国卷II)A. collectedB. containedC. loadedD. saved16. It’s going to rain. Xiao Feng, will you please help me ______ the clotheson the line?(陕西2018)A. get offB. get backC. get inD. get on17. You have to ______ a choice. Are you going to leave the job or stay?(四川2018)A. decideB. getC. doD. make18. The meal over, the managers went back to the meeting room to ______their discussion.(天津2018)A. put awayB. take dowC. look overD. carry onKey: 1-5 CDBCA 6-10 CDBCA11-15 DCCDB 16-18 CDD2018年中学英语教师招聘考试基础知识二时态和语态及非谓语动词专练1. It was reported that more than one million people ______ light showerson May 2, 2018 to cheer the Olympic torch relay in Hong Kong.A. had ignoredB. ignoredC. ignoreD. have ignored2. —He can speak English because he once lived in London.—Really? Howlong ______ there?A. does he liveB. is he livingC. has he livedD. did he live3. —When do you know Beijing Olympic tickets can ______ online? —From April, 2007. And I am sure that tickets for the 110 meters hurdleswill ______ well.A. be booked; be soldB. book; be soldC. be booked; sellD. book; sell4. The other day, Johnny returned to his house after a holiday only to findthat it ______.A. is broken intoB. has been broken intoC. had broken intoD. had beenbroken into5. Don’t take the picture-book away. It ______ me.A. belongs toB. is belonged toC. was belonged toD. belonged t6. Jane, look at the clouds! It ______!A. is about to rainB. is going to rainC. rainsD. is to rain7. —Don’t forget to buy me an MP4, Dad.—______.A. I don’tB. I won’tC. I didn’tD. I haven’t8. —You were not at home yesterday evening. Did you go to see a film?—Yes. I ______ seeing films.A. have likedB. had likedC. likedD. like9. —Have you got your test result?—Not yet. I believe that the papers______.A. are correctingB. have not correctedC. are still being correctedD. hadnot been corrected10. Mary mentioned that the dog ______ her daughter more than once.A. had attackedB. attacksC. has attackedD. would attack11. So difficult ______ it to work out the problem that I decided to askLily for help.A. do I findB. did I findC. would I findD. have I found12. —Oh, Mr. Wang, I forgot the textbook again.—You ______ something.A. have leftB. are always leavingC. leftD. did leave13. —What ______ when I phoned you yesterday?—I ______ my work, and Iwas going out.A. have you done; finishedB. were you doing; finishC. did you do; had just finishedD. were you doing; had just finished14. No sooner ______ to the office than she got down to writing the report.A. has she gotB. did she getC. does she getD. had she got15. Lisa ______ a book about China last year but I don’t know whether shehas finished it.A. was writingB. wroteC. had writtenD. has written16. —How are you planning to travel to Beijing?—I ______ yet, but I ______taking a train.A. didn’t decide; am consideringB. haven’t decided; considerC. haven’t decided; am consideringD. hadn’t decided; have considered17. —Have you finished the article?—No, but I ______ it all this week.A. writeB. had writtenC. have writtenD. have been writing18. We first met in 1998, and from then on we ______ good friends.A. areB. will beC. have beenD. had been19. —Did you notice our head teacher just now?—No, I ______ of somethingelse.A. was thinkingB. thoughtC. had thoughtD. have thought20. —I left my dictionary on the desk by the window, but now it’s gone—Who do you think ______ it?A. will takeB. has takenC. takesD. had taken21. All of the students ______ by 7:30, but their headmaster ______ until20 minutes later.A. had arrived; hasn’t turned upB. arrived; didn’t turn upC. had arrived;didn’t turn upD. arrived; hadn’t turned up22. I promise the matter will ______.A. be taken careB. be taken care ofC. take careD. take care of23. The little girl is generally healthy, but every now and then she ______a cold.A. has caughtB. is catchingC. will catchD. does catch24. —Has Mr. Zhang returned from America yet? I’d li ke to see him. —I’m very sorry, but he ______ back here only last weekend and is nowin CanadaA. has beenB. would beC. isD. was25. Mr. Li, I should tell you this is the fifth time you ______ me for mytwin sister.A. have mistakenB. mistakeC. had mistakenD. mistook26. Jack woke up from a terrible dream, only ______ in another world, onethat was real.A. finding himB. found himselfC. be foundD. to find himself27. ______ around the lab, the visitors were taken to the playground.A. Having shownB. Having been shownC. Being shownD. To be shown28. The students are not allowed, unless they have special passes, ______after 10:30 pm.A. to stay outB. staying outC. stay outD. stayed out29. I think that more attention should be paid ______ the studen ts’abilities.A. to developingB. developingC. to developD. develop30. ______ on Main Street, the market is busy every day.A. To locateB. LocateC. LocatedD. Locating#p31. My teacher advised the dictionary ______ be bought in three days.A. refer toB. referringC. referred toD. to refer32. —Sorry, sir, I can’t answer this question.—Well, you’re supposed______ this part of history.A. readingB. having readC. to have readD. to read33. She seemed ______ who I was, so I had to introduce myself.A. to not recognizeB. not to recognizeC. to have not recognizedD. not tohave recognized34. Mrs. Smith warned her daughter ______ after drinking.A. never to driveB. to never driveC. never drivingD. never drived35. My computer wants _______. It’s out of c ontrol.A. to repairB. being repairedC. repairedD. repairing36. I asked my employer to get me ______ what’s going on in my office whileI was away on holiday.A. informedB. informed ofC. informing ofD. to be informed37. It remains ______ when we’ll h ave the next meeting.A. to decideB. to be decidedC. decidingD. decided38. We only have little time together, so we try ______ it wisely.A. spendingB. spendC. to spendD. having spent39. Many students expect there ______ no exams in the future.A. beB. to beC. beingD. been40. It’s no use ______ — you just need ______ the test again later.A. complaining; to takeB. to complain; to takeC. to complain; takingD.complaining; taking41. The teacher was the last ______ the _______ classroom.A. to leave; fallingB. left; fallenC. having left; fallingD. leaving;fallen42. Many businessmen attended the Boao Forum because they knew what ______from it.A. gettingB. to be goC. gotD. to get43. Having been shaken by the big earthquake, ______.A. doctors came to their rescueB. the tall building collapsedC. an emergency measure was takenD. warning was given to the tourists44. What worried the child most was ______ to visit his mother in hospital.A. his being not allowedB. not allowingC. his not being allowedD. notallowed45. Mrs. Brown was disappointed to see the washing machine she had had ______went wrong again.A. to repairB. being repairedC. repairedD. repair46. Once your business becomes international, ______ constantly will bepart of your life.A. to flyB. flyC. to be flyingD. flying47. Everything ______ into consideration, they believed themselves more.A. takenB. to takeC. takingD. to be taken48. In that situation, they couldn’t do anything but ______.A. sitting and waitingB. sat and waitedC. sit and waitD. to sit and towait49. He pushed his way through the crowd, ______ “Excuse me.”A. to sayB. saC. saidD. saying50. ______ the fare, I got out of the taxi and dashed into the station.A. To payB. PaidC. Having paidD. Paying时态和语态及非谓语动词专练参考答案:1-5 BDCDA 6-10 BBDCA 11-15 BBDDA 16-20 CDCAB21-25 CBDDA 26-30 DBAAC 31-35 CCDAD 36-40 BBCBA41-45 ADBCC 46-50 DACDC 2018年中学英语教师招聘考试基础知识三介词、代词和数词及情态动词和虚拟语气专练1. _______ being late for the important conference, the secretary was firedfrom her job.A. In reference toB. In exchange forC. In case ofD. On account of2. Sometimes, happiness is like a butterfly which, when pursued, is always_______ our grasp.A. beyondB. overC. underD. against3. Many of the best-educated people have gone to big cities _______ betterjobs.A. in the face ofB. in honor ofC. in search ofD. in terms of4. He insisted on going abroad for further study _______ his parents’disapproval.A. by means ofB. in favor ofC. regardless ofD. for the purpose of5. I’d like to have a car _______ my own one day.A. forB. toC. withD. of6 The news that she had been married _______ Mr. Brown came to me as asurprise.A. toB. withC. ofD. by7. Many children are afraid _______ being blamed _______ making mistakesin speaking English.A. for; ofB. of; forC. of; ofD. for; for8. The direction _______ which the president would go was kept secret_______ safety.A. for; overB. from; aboutC. at; asD. in; for9. When I came into the room, I saw Bill standing _______ Mrs. Black andthe hostess.A. betweenB. amongC. inD. from10. She’s the type of person who just says what’s _______ her mind.A. aboutB. onC. toD. against11. Tom’s carelessness resulted _______ our failure but I think I’m alsoresponsible _______ it.A. in; toB. from; toC. in; forD. from; for12. —Have you seen my notebook?—Oh, Jane must have taken it _______mistake; she has the same one as yours.A. forB. onC. byD. of13. _______ your advice, I would have caught in the traffic and wouldn’thave been there on time.A. But forB. Except forC. Because ofD. As of14. _______ such subjects, the department also taught mathematics.A. As a result ofB. By the side ofC. In need ofD. In addition to15. —I was surprised to see wild flowers in Alaska.—Many people thinkthere is nothing there ____ ice and snow.A. in place ofB. in spite ofC. instead ofD. apart from16. She had to walk home _______ her bike stolen.A. withB. asC. forD. since17. Terry told me that he would come to see me ___ two days, but he cameto my house _______ only a few hours.A. in; inB. in; afterC. for; afterD. after; in18. A large number of world famous paintings are _______ show in thisexhibition.A. onB. ofC. toD. for19. —These boxes are too heavy for me to move.—Don’t worry; I’ll g iveyou a hand _______ them.A. forB. toC. withD. on20. This country has recently had a high level of unemployment — but thesame is true ____ many other countries.A. withB. toC. ofD. for21. In recent years, especially _______ the end of last year, great changeshave taken place in our hometown.A. atB. byC. sinceD. in22. “I want to be _______ myself for a while,” John said.A. ofB. toC. forD. by23. We need a better leader, _______ with a strong will as well as a goodsense of humor.A. oneB. the oneC. heD. who24. The group has been teaching students how to spend money wisely andoffering financial advice to _____ in debt.A. themB. thoseC. onesD. that25. —Do you want the red hat, the blue hat or the yellow one?—_______.I really don’t car e.A. AllB. NoneC. AnythingD. Any26. He _______ at the meeting this morning. He left for Britain yesterday.A. couldn’t have spokenB. mustn’t have spokenC. shouldn’t have spokenD.needn’t have spoken27. It is urgent so you _______ waste any time.A. ne edn’tB. mustn’tC. may notD. won’t28. It has been announced that all the students _______ remain in theirseats until all the papers have been collected.A. shallB. willC. canD. may29. —Could I borrow your dictionary?—Yes, of course you _______.A. mightB. willC. canD. could30. Many people _______ to his home as he keeps a big dog.A. not dare goB. dare not goC. not dare to goD. dare not to go31. He never remembers my telephone number, and always _______ look it up.A. mustB. need toC. shouldD. has to32. If he _______ his legs in the last training, he _______ the comingBeijing Olympic Games.A. hadn’t hurt; would take part inB. hadn’t hurt; would have taken partinC. didn’t hurt; would take part inD. didn’t hurt; would have taken partin33. If only I _______ how to operate a computer as you do!。

教资初中英语科三《英语学科知识与教学能力》第一章考点总结

教资初中英语科三《英语学科知识与教学能力》第一章考点总结

教资•初中英语•科三《英语学科知识与教学能力》第一章考点总结●非谓语V.●不定式●to do●分词●现在分词●doing●过去分词●done●动名词●基本用法●做主语●可以用it做形式主语It is no use saying that again and again. (动名词saying, it做形式主语)●Painting is his hobby.(Painting做主语)●做表语●My favorite sport is swimming.●作定语表示所修饰词的用途或性能●Don't forget to bring the sleeping bags.(动名词sleeping作为定语,修饰bags。

)●固定搭配后面+doing●consider考虑●suggest, advice建议●look forward to期待●excuse, pardon抱歉●admit承认●delay, put off迟到●fancy想要,喜欢●avoid避免●Can't help情不自禁●mind介意●allow, permit允许●escape逃跑,逃避●动名词的复合结构名词所有格/ 形容词性物主代词+动名词(one's doing)●介意我开窗。

Mind my opening。

(主要强调人“我”)●Her being late made boss angry(复合形式, 在动词made前做主语)●时态语态●●独立主格有两个句子,且两个句子的主语不是指同一个。

●句子中已经有完整的谓语时●there being+名词/代词表示“有”●There being nothing else to do, they went home.●it being+名词/代词表示“是”●It being a holidaym, all the shops were shut.●名词/代词+介词短语介词短语前后的名词前没有修饰词●A young lady came over, dictionary in hand.●with/without+宾语+介词短语介词短语前后的名词前有修饰词●A young lady came over, with a dictionary in her hand.。

2018年最新教师资格证综合素质笔记整理(重点)辅导班内部资料,严禁外传

2018年最新教师资格证综合素质笔记整理(重点)辅导班内部资料,严禁外传

2017年-2018年最新仁爱英语八年级上册知识点汇总Unit1 topic1P11 . play basketball 打篮球2 . cheer sb on 为某人加油3.have a basketball game举行一场篮球比赛4. summer holiday=summer vacation 暑假5.the school rowing team 学校划船队6.①see sb. do sth.看见某人做了某事②see sb. doing sth.看见某人正在做某事7.Do you row much?=Do you often row?你经常划船吗?8.quite a lot=quite a bit.许多;大量9.一般将来时态:be going to do 与will 区别①be going to 用于主观判断,及说话人主观上计划或安排将要去做的事情。

②will 则多用于客观的情况,即客观上将要发生的事情。

例:I’m not going to ask her. 我不打算去问她。

It will be rainy tomorrow.明天会下雨。

P31. play for 为……效力2. grow up 长大成人;成长3. 在复合句中,当主句为将来时或表将来意义时,时间状语从句必须用一般现在时表将来例:I’ll write to her when I have time.Turn off the lights before you leave.P51.go cycling 去骑自行车2.go mountain climbing 去爬山3.be good at 擅长于某事=do well in4.next weekend 下周末5.the long jump 跳远6.the high jump 跳高7.take part in 参加8.①spend …… (in) doing sth 花费(时间、金钱)做某事②spend ……on sth 在某事/某物上花费时间或金钱例:①He spends half an hour (in) playing computer games every day.②My father spent fifty yuan on this book.9.a school sports meet 学校运动会10.①be good for 对……有益②be bad for 对……有害11.①all over the world 全世界②around the world 全世界③throughout the world 全世界12.make him strong 使他身体强壮make+sb./sth.+adj.使某人/某物怎么样13.keep her heart and lungs healthy保持她心肺健康keep+sb./sth.+adj. 使某人/某物一直处于某种状态14.①a way to do sth.“……的方法”②a way of doing sth. “……的方法”例:a good way to keep fit 保持健康的一种好方法15.keep healthy 保持健康keep fit 保持健康16.There be 句型的一般将来时结构:①There will be……②There is/are going to be……There is going to be a school sports meet next weekend.17.the day after tomorrow 后天P71.①play with 和……一起玩②play against 与……进行(对抗性质的)比赛2.①arrive in+大地点“到达……”arrive at+小地点“到达……”②get to+地点“到达……”③reach+地点“到达……”4. It’s too bad that+句子=It’s a pity that+句子“很遗憾……”2例:It’s too bad that I can’t help you.=It’s a pity that I can’t help you.5. 现在进行时表将来的用法:英语中表示位置转移的词,如go, come, leave, arrive, fly 可用现在进行时表将来They are flying to New York tomorrow.I’m coming to see you this afternoon.6. leave for 动身去某地;启程去某地leave from 离开某地Unit1 topic2P91. have a soccer game 举行一场足球比赛2. fall ill 生病;患病(强调患病的过程)be ill 生病了(强调患病的状态)3. be glad to do sth.乐意做某事4. ①Do/Would you mind doing sth.?你介意做某事吗?②Would you mind not doing sth.?你介意不要做某事吗?例:①Do/Would you mind giving me a hand? 肯定回答:Not at all./Of course not./Certainly not.否定回答:I’m sorry, I’m afraid I can’t.②Would you mind not putting your bike here?Sorry./I’m sorry about that.5. pass sb. sth.=pass sth.to sb.把某物传给某人kick sb.sth.=kick sth.to sb.把某物踢给某人give sb.sth.=give sth.to sb.把某物给某人show sb.sth.=show sth.to sb.给某人看某物6.have a try 试一试7.somewhere else 别的地方8.give sb. a hand 帮某人一个忙P111. shout at sb.对某人大声说2. do one’s best to do sth.尽力干某事=try one’s best to do sth.3. be angry with sb.生某人的气4. I’m sorry for what I said.我为我说过的话感到抱歉。

教资英语主观题重要考点梳理

教资英语主观题重要考点梳理

教资英语主观题重要考点梳理说明:1.以下所有内容既可出简答题、教学情境分析题,也可出单选题;2.各课型教学过程、活动、模式、技能等与教学设计基本相同,不再赘述;3.先完成重要考点的理解和识记,有精力的同学还是要阅读讲义的其他内容,有备无患;4.教资考试比较灵活,出处多样,如有出现过教育理论相关知识以及一些教学常识等考题,该类知识无法归类,还须各位同学注意平时积累,考试时根据常识分条答题,言之成理即可。

一、历年简答题回顾梳理(用作考点追溯与比较,参考答案见真题解析(下册))(一)初中1.2020 年下:简述学习策略对学生英语学习的作用(5分)。

以记笔记为例,简述学习策略培养的三种方法。

(15 分)【考点追溯:学习策略】2.2019 年上:简述小组活动(group work)在英语教学中的两个作用(8分),并提出有效实施小组活动的三条建议(12 分)。

【考点追溯:教学设计/教学活动】3.2018年下:简述形成性评价(formative assessment)的含义(4分),列举两种形成性评价的方法或手段(8分),并提出实施中应该注意的两个问题(8 分)【考点追溯:教学评价】4.2018年上:简述英语校内课外活动的三个主要作用(6分),列出四种活动形式(8分),并写出教师组织课外活动的三点注意事项(6 分)。

【考点追溯:教学活动/教学常识】5.2017年下:简述教材在英语教学中的两个作用(10分),列出教师使用教材的三点注意事项(10分)。

【考点追溯:教材/教学常识/课程标准】6.2017 年上:课后作业布置要体现“差异性原则”。

简述你对“差异性原则”的理解(8分),并从作业类型、作业难度和作业量三个方面举例说明如何布置作业(12 分)【考点追溯:作业】7.2016 年下:简述组织小组活动的注意事项(8分),教师应发挥的两个角色(6分),应具备的两种能力(6分)。

【考点追溯:教学设计/教学活动/教师角色】(二)高中1.2020 年下:简述短文听写(dictation)的目的(6 分)与三个基本步骤(6 分)。

2018初中英语教师资格证笔试复习资料

2018初中英语教师资格证笔试复习资料

第一部分语言知识与能力1.掌握英语语言的基础知识,了解语言研究中与英语教学相关的基本概念和知识,并能在课堂教学中加以运用。

2.具有良好的英语语言运用能力,包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力;能够筛选并改编适合初中学生英语水平的语言材料。

3.能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。

第一章英语语言基础知识1.根据发音时是否受到发音器官的阻碍及阻碍程度,将26个英文字母分为三类:元音字母,半元音字母和辅音字母。

元音字母有5个:a,e,i,o,u。

半元音字母有:w,y。

2.音素(phoneme)是音的最小单位,有区分语言意义的作用。

英语中有48个音素,分为元音音素和辅音音素两大类。

其中元音音素20个,辅音音素28个。

3.音标是记录音素的符号,是音素的标写符号。

一个音素只用一个音标表示,而一个音标并不知表示一个音素。

标音法:用音标标记语音的方法。

宽式标音法和严式标音法两种。

宽式标音法是用一个符号来表示一个语音的标音方式。

严式标音法是一种使用变音符号的标音方式,旨在记录同一个音在不同的语音环境下所发生的细微的变化。

国际音标,K.K音标,D.J音标。

4.音节的类型:单音节,双音节,三音节,多音节,成音节。

重读音节的四大类型:开音节,闭音节,-r音节,-re音节。

5音节的划分:(1)一个音节至少有一个元音字母(2)当两个元音字母中间只有一个辅音字母时,而且左边的元音又是按重读开音节规则发音,这个辅音字母通常划入右边的音节。

(3)两个元音之间只有一个辅音字母或辅音字母组合,左边的元音按重读闭音节规则发音,那么这个辅音字母或辅音字母组合通常划入左边的音节。

(4)如果两个元音字母中间有两个辅音字母,通常这两个辅音字母分别划入左右两个音节。

(5)如果两个元音字母中间有两个辅音字母,第一个是r,这两个辅音字母分别划入左右两个音节。

(6)如果两个元音或元音和半元音字母组合发的是一个元音或双元音,划分音节时,不能将其从中分开,要划在一起。

英语教资初中知识点总结

英语教资初中知识点总结

英语教资初中知识点总结1. IntroductionEnglish is an important subject for students to learn in middle school. It is not only a language used worldwide, but also a key subject for students to further their education and explore the world. In order to improve the teaching efficiency and help students better understand the knowledge points, this article will summarize the key points of English teaching in middle school from different aspects.2. ListeningListening is an essential part of English learning. In middle school, students should be taught to listen to different types of English materials, such as conversations, news reports, and broadcasts. They should also be trained to listen for general understanding, specific information, and details. It's important for teachers to create a variety of listening activities to help students improve their listening skills, such as listening comprehension exercises, shadowing, and role-playing.3. SpeakingSpeaking is another important element of English learning. Students should be encouraged to speak in English as much as possible in and out of the classroom. Teachers can organize various speaking activities, such as debates, presentations, and discussions, to help students practice their speaking skills. Pronunciation and intonation should also be emphasized during teaching to help students speak English fluently and accurately.4. ReadingReading is fundamental to learning a language. In middle school, students should be exposed to a wide range of English reading materials, including books, newspapers, magazines, and online articles. Teachers should help students develop reading strategies, such as skimming, scanning, and predicting, to improve their reading efficiency. In addition, teachers should guide students to understand the content, analyze the structure, and grasp key information while reading.5. WritingWriting is a crucial skill for students to communicate effectively in English. Teachers should guide students to practice different types of writing, such as narratives, descriptions, and argumentative essays. Students should also be taught to organize their thoughts, use appropriate language and grammar, and edit their writing to improve its quality. Moreover, teachers should provide constructive feedback and help students improve their writing step by step.6. Vocabulary and GrammarVocabulary and grammar are the building blocks of language learning. In middle school, students should expand their vocabulary and grasp essential grammar rules. Teachers should help students develop learning strategies to memorize new words and understand how to use them in context. To master grammar, teachers can provide clear explanations, examples, and practice exercises to consolidate students' understanding and application of grammar rules.7. Cultural AwarenessIn addition to language skills, it's important for students to develop cultural awareness in English learning. Teachers should introduce the cultural background of English-speaking countries, including their customs, traditions, and social norms. Through various activities, such as watching English movies, celebrating English holidays, and participating in cultural exchanges, students can broaden their horizons and develop a deeper appreciation for the English language and culture.8. Integrated SkillsFinally, English teaching in middle school should focus on integrating listening, speaking, reading, and writing skills. Teachers should design tasks and activities that require students to use multiple skills simultaneously, such as giving a presentation, summarizing a reading passage, or participating in a group discussion. By integrating these skills, students can develop a comprehensive understanding of English and improve their overall language proficiency.In conclusion, English teaching in middle school involves various key points, including listening, speaking, reading, writing, vocabulary and grammar, cultural awareness, and integrated skills. By addressing these key points, teachers can create a comprehensive and effective English learning environment for middle school students, helping them to develop language skills, cultural awareness, and global competence.。

教师资格初中英语知识点

教师资格初中英语知识点

教师资格初中英语知识点教师资格初中英语知识点涵盖了多个方面,包括语言知识、语言技能、文化意识、学习策略和情感态度。

以下是一些主要的知识点:1. 语言知识:- 词汇:掌握初中阶段要求的词汇量,包括基础词汇和一些专业词汇。

- 语法:理解并运用各种时态、语态、句型结构等。

- 句法:能够正确构造简单句、并列句和复合句。

2. 语言技能:- 听:能够听懂正常语速的英语对话和短文,理解主旨大意。

- 说:能够进行日常交流,表达个人意见和情感。

- 读:能够阅读并理解英语文章,获取信息,分析作者意图。

- 写:能够书写连贯的英语短文,表达清晰的观点和论据。

3. 文化意识:- 了解英语国家的文化背景,包括节日、风俗习惯等。

- 能够识别和尊重不同文化之间的差异。

4. 学习策略:- 学会使用字典、参考资料等工具辅助学习。

- 掌握有效的记忆方法,如联想记忆、分类记忆等。

- 能够自主制定学习计划,合理安排学习时间。

5. 情感态度:- 培养积极的学习态度,对英语学习保持兴趣和热情。

- 学会面对学习中的困难和挫折,保持坚韧不拔的精神。

6. 教学方法:- 了解并运用不同的教学方法,如任务型教学、合作学习等。

- 能够根据学生的特点和需求调整教学策略。

7. 评估与反馈:- 掌握对学生英语水平的评估方法,包括形成性评价和总结性评价。

- 能够提供有建设性的反馈,帮助学生改进学习。

8. 课程标准与教学大纲:- 熟悉国家课程标准和教学大纲,确保教学内容和要求与标准相符。

9. 教育技术:- 能够运用现代教育技术,如多媒体教学、在线学习平台等,提高教学效果。

10. 专业发展:- 不断更新自己的专业知识和教学技能,参加教师培训和研讨会。

教师在准备教师资格考试时,应该系统地复习这些知识点,并结合实际教学经验,形成自己的教学理念和方法。

同时,教师资格考试通常还包括对教育心理学、教育法律法规等内容的考查,考生也需要对这些领域有所了解。

2018初中英语教资考试知识点超详细考点总结

2018初中英语教资考试知识点超详细考点总结

2018初中英语教资考试知识点超详细考点总结work Information Technology Company.2020YEAR第一部分语言知识与能力第一章英语语言知识二、语音(Speech Sounds)P781、语音分类发音方式发音部位VL - 清浊音(voiceless consonant) VD - 浊辅音(voiced consonant)2、音系学(phonology)P79(1)同化规则(assimilation Rule)progressive assimilation 顺同化(前面带偏后面)workedregressive assimilation 逆同化(后面带偏前面)newspaperreciprocal/double assimilation 互相同化 did you(2)音节(syllable) tea chi-na im-pos-si-ble重音(stress)声调(tone)(3)语音变化(vocal variety)liaison 连读 pick it upplosion 爆破音plosion loss 失去爆破 sit down ;incomplete plosion 不完全爆破 ask ed nasal plosion 鼻腔爆破 button ;lateral plosion 舌边爆破 little三、形态学(Morphology)1、morpheme 词素重点! P87(1)free morpheme 自由词素 dog ;bound morpheme 黏着词素 moonwalk(2)root 词根; affix 词缀(prefix 前缀、suffix 后缀); stem 词干 friend-ships (3)inflectional affix 屈折词缀 -s,-ing,-ed不同形式(4)derivational affix 派生词缀改变词性和意义2、(1)inflection 屈折变化 -s,-ing,-ed不同形式(2)word-formation 词的形成:compounding 复合法 through-outderivation 派生法(prefixation 前缀化 suffixation 后缀化)il-logical-ly3、常见构词法P89invention 新创词 nylon ;blending 混成法 smoke+fog=smogclipping 截断法 advertisement=ad ;initialism 首字母连写词 WTOacronym 首字母拼音词 AIDS ;back-formation 逆构词法 editor--editanalogical creation 类似构词 work--wrought/workedtypes of borrowing 借词法:loanword/borrowing 借词 feast(法语中借来)loanblend 混合借词 Chinatown (本国加外来)loanshift 转移借词 bridge (借用意义)loan translation 翻译借词(从别种语言翻译而来)4、词义变化broadening 词义扩大 bird 小鸟--鸟类;narrowing 词义缩小 girl 年轻人--女孩meaning shift 词义转移;class shift 词性转换;folk etymology 俗词源(错多了成了对的)四、句法学(Syntax) P911、句法关系syntagmatic relation 组合关系(horizontal relation/chain relation)构成同一形式、序列或结构paradigmatic relation 聚合关系(vertical relation/choice relation)各要素可相互替换relation of co-occurrence 共现关系(不同集合的词语一起组成句子)2、句子结构和成分immediate constituent analysis 直接成分分析法(IC分析法)The boy ate the apple. 用树形图(tree diagram)一般句子,主谓宾之类的endocentric construction 向心结构一个词或词组可以确定为中心(center)或中心词(head)two stone bridge 一般名词/动词/形容词短语exocentric construction 离心结构没有确定的中心或中心词 The boy smiled. 一般动宾/系表结构deep structure 深层结构(含义相同,说法不同)surface structure 表层结构(句子表述方式)五、语义学(Semantics) P931、涵义关系(Sense Relations)lexical relation 词汇关系(1)同义关系(Synonymy)synonyms 同义词stylistic 文体差别(formality) buy--perchase ;dialectal 地域差别 underground--subwaycollocational 搭配差别 accuse(of)--charge(with) ;emotive 情感差别 thrifty--stingy ;semantic 语义差别 enough--ample(2)反义关系(Antonymy)antonyms 反义词 relational opposites 意义相反词gradable antonymy 等级反义 warm--coolcomplementary antonymy 互补反义 boy--girlconverse antonymy 反向反义关系 buy--sell(3)上下义关系(Hyponymy)种类和成员包括上坐标词(superordinate)和下义词(hyponymy) flower--rose/tulip(4)一词多义(Polysemy)(5)同音/同形异义现象(Homonymy)homophone 同音异义 sun--sonhomograph 同形异义 liecomplete homonym 完全同音同形异义 bank 岸边;银行2、句子逻辑关系 iff--充分必要条件“S is true iff P”P就是S的真值条件(truth condition)P (1)synonymy 同义关系“X is synonymous with Y.”同真同假 P95(2)contradiction 矛盾关系“X is inconsistent with Y.”一真一假(3)entailment 蕴含关系“X entails Y.” X小,Y大 X:old man Y:man(4)presupposition 预设关系“X presupposes Y.” Y是前提 X:repair the car Y:have a car六、语用学(Pragmatics) P961、言语行为理论(Speech Act Theory)(1)locutionary act 发话行为(说话人表达字面意思)is the act of saying something which is meaningful an can be understood.(2)illocutionary act 行事行为(说话人表达意图)is the act in saying something to perform a function.(3)perlocutionary act 取效行为(作用于听话人的效果)is the results or effects that are produced by means of saying something.言外之意(illocutionary point):representatives 阐述类; directives 指令类; commissives 承诺类;expressives 表达类; declarations 宣告类2、会话含义理论(Conversational Principle/Maxim) violate 违反 P97cooperative principle,CP 合作原则(会话有共同目标)“Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.”(1)the maxim of quantity数量准则(信息充分)(2)the maxim of quality质量准则(说实话)(3)the maxim of relation相关准则(说相关的事)(4)the maxim of manner方式准则(清楚简洁避免歧义)conversational implicature 会话含义(用会话准则暗示意义)(1)calculability 可推导性(含义能理解)(2)cancellability 可取消性(defeasibility)(因素变化,含义变化)(3)non-detachability 不可分离性(含义依附于内容)(4)non-conventionality非规约性(含义不确定)七、修辞学(Rhetoric)问法:rhetoric/rhetorical device 修辞策略 P981、simile明喻 like,as...as,as if,as though,similar to,such as2、metaphor隐喻(暗含比较) elephant pause3、personification拟人(把事物或概念当做人)4、metonymy借代(用事物的名称代替亲密相关的另一事物)5、synecdoche提喻(部分代替整体或整体代替部分) hand/mouth--man6、euphemism婉言 die--pass away7、irony反语(意思相反)8、allegory讽喻9、exaggeration夸张(夸大或缩小使表达生动有趣)10、transferred epithet移位修辞 nervous exam11、oxymoron矛盾修辞 bitter-sweet memory12、pun双关语(homophonic puns 谐音双关;homographic puns 语义双关)八、语言教学 P1001、中介语(interlanguage)2、对比分析(contrastive analysis)3、错误分析(error analysis)(1)error错误(因为知识不足)mistake失误(不注意犯错)(2)interlingual errors语际错误(迁移错误)因为母语 Cnglishintralingual errors语内错误(发展性错误)因为过度概括语言规则 eat-eated(错)4、错误性质:omissions 省略(少成分);additions 添加(多成分);misformations 形式错误(eated);double markings 双重标记(didn’t went);misorderings 顺序错误(how you are)5、我国外语学习者错误类型(1)negative transfer 负迁移/干扰因为母语(2)over-generalization过度类推/过度概括因为过度概括语言规则(3)pragmatic failure语用错误违反对方的文化习俗6、第二外语习得理论(Second Language Acquisition,SLA)(1)Acquisition-Learning Hypothesis语言习得和学得假说(习得和学得两条不同的途径)(2)Monitor Hypothesis语言监察假说(学习者自己监督控制语言输出质量)(3)Input Hypothesis语言输入假说(接触理解可理解性语言输入comprehensible input)(4)Affective Filter Hypothesis情感过滤假说(输入input和吸收intake受到动力motivation、性格personality、情感状态affective state)(5)Natural Order Hypothesis自然顺序假说(可以不按任何语法顺序来教学)第二章英语语言运用能力一、教学中的非语言交际1、非语言手段 P118environment language环境语(座位安排、时间信息、室内标示装饰、声音灯光等)object language客体语(个人,衣着化妆、个人用品等)2、非语言行为body language体态语(身姿、手势、表情、目光)paralanguage 副语言(声音音质、音量、语调、语速)第三章英语国家的语言、历史和文学三、语言、文化和社会1、局部结构 P131毗邻对(adjacency pairs)一轮对话(1)毗邻对的条件相关性(conditional relevance)preferred second part/preference structure 优选结构 Hidispreferred second part/dispreference structure 非优选结构relevant absence 相关缺失(2)毗邻对的扩展base pairs 根毗邻对(被其他会话扩展之前的毗邻对)前扩展,指前序列(pre-sequences),包括邀请、请求、结束、宣告中扩展,包括插入序列(insertion sequences)和旁侧序列(side sequences)后扩展,指后序列(post sequences),包括会话修正和主体化2、会话修正会话修正机制三个部分:修正源(trouble source)、修正的发起(repair initiation)、修正(repair) lexical 词汇启动(no,sorry,let me see,you know)non-lexical 非词汇启动(um..,uh..)四、语言与文字1、小说语言 P134(1)小说与视角first-person narrator 第一人称叙述者(I)third-person narrator第三人称叙述者(he,she,it,they)(2)语言表达与思想表达direct speech 直接言语(“F**k you”)indirect speech间接言语(he said/asked)free indirect speech 自由间接言语第二部分语言教学知识与能力第一章初中英语课程标准一、初中英语课程基础知识1、英语课程的性质 P149The nature of English Curriculum is instrumentality/tool and humanity.(工具性和人文性)Students’ overall development is the motivation and goal of the English curriculum.2、英语课程的设计思路The design of the new National English Curriculum unifies both primary and secondary school English into one continuum of development and divides English language teaching and learning into nine competence-based levels by adopting the international general classification method.Level 5 is the required standard for the end of junior middle school. Level 2--primary school二、英语课程的分级标准 P1541、语言技能(Language Skills)Overall performance objectives for each level are given in addition to detailed descriptions of abilities regarding language knowledge, language skills, affect, learning strategies as well as cultural awareness for relevant levels.2、语言知识(Language Knowledge)(语音、词汇、语法、功能和话题)Students are required to learn consists of phonetics, vocabulary, grammar, function and theme.3、情感态度(Affect)(兴趣、动机、自信、意志和合作精神;祖国意识和国际视野)interest, motivation, confidence, will and cooperation; National consciousness and international vision.4、学习策略(Learning Strategies)(认知、调控、交际、资源)Learning strategies can be classified into four groups: cognitive strategy, regulative strategy, communicative strategy and resourcing strategy.5、文化意识(Cultural Awareness/Understanding)(历史地理、风土人情、传统习俗、生活方式、行为规范、文学艺术、价值观念)Historical geography, local customs, traditional customs, lifestyle, norms of behavior, literature and art, values.三、英语课程的实施建议 P1611、教学建议(1)面向全体学生,为每个学生学习英语奠定基础(2)注意语言实践,培养学生的语言运用能力(3)加强学习策略指导,培养学生自主学习能力(4)培养学生的跨文化交际意识,发展跨文化交际能力(5)结合实际教学需要,创造性地使用教材(6)合理利用各种教学资源,提高学生的学习效率(7)组织生动活泼的课外活动,拓展学生的学习渠道(8)不断提高专业水平,努力适应课程要求第二章初中英语教学基本理论一、语言观(Views of Language) P1731、语言的概念Language is a system of arbitrary vocal symbols used for human communication.2、语言的本质特征/设计特性(design features)(1)arbitrariness 任意性(体现了convention规约性)(2)duality 二重性(basic level, higher level基层和高层)(3)creativity 创造性/productivity能产性(4)displacement 移位性(赋予generalizations, abstractions概括和抽象)(5)cultural transmission 文化传习性3、语言的功能(Functions of Language)(1)informative function信息功能(2)interpersonal function人际功能(3)performative function施为功能(4)emotive function情绪功能(5)phatic function寒暄功能(6)recreational function娱乐功能(7)metalingual function元语言功能4、语言学角度的语言观(1)The Structural View of Language 结构语言观the structural view sees language as a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax.(2)The Function View of Language 功能语言观the function view sees language not only as a linguistic system but also as a means for doing things.(3)The Interactional View of Language 交互语言观(interaction, dynamics交互性和动态)the interactional view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.二、语言学习观(Views of Language Learning) P1761、语言学习理论(1)Behaviorist Learning Theory 行为主义学习理论Behaviorism is an approach to psychology that arouses out of the ideas that attempted to explain all learning in terms of some form of conditioning (stimulus, response, and reinforcement)(2)Cognitive Learning Theory认知主义学习理论Cognitive theory thinks that “language is a intricate rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced”.(3)Constructivist Learning Theory构建主义学习理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows.最近发展区理论 Zone of Proximal Development三、语言教学观(Views of Language Teaching) P1781、语言教学理论(结构主义教学理论、认知主义教学理论、社会语言学理论)四、外语教学法的主要流派1、grammar-translation method 语法翻译法2、audio-lingual method 听说法(pattern drill 句型操练、contrastive analysis对比分析法)3、total physical response 全身反应教学法 P1814、cognitive approach 认知教学法(提高accuracy, appropriateness得体性)5、communicate approach 交际法(包含function,notion功能和意念) P183(1)交际能力(communicative competence)grammatical competence 语法能力、sociolinguistic 社会语言能力、discourse 语篇能力、strategic 策略能力、linguistic 语言能力、pragmatic语用能力、fluency流利性(2)3P教学模式:presentation--practice--production6、task-based approach任务型教学 P184(1)real-world tasks /target tasks 目标任务; pedagogical tasks 教学任务(2)任务的四个构成元素:objective、context、process、outcome(3)information gap 信息差/信息沟activities must have clear and attainable objectives./should be confined to the classroom context./should help develop students’ language ability.(4)constructivism learning theory建构主义学习理论(强调scene, writing, conversation, and meaning construction情景、写作、会话和意义建构)(5)任务型教学的三个环节:pre-task前任务、task-cycle任务环(task、planning、report)、language focus语言聚焦(analysis、practice)第三章初中英语语言知识教学一、语音教学 P1921、语音教学的内容The realistic goal of teaching pronunciation should be①consistency: the pronunciation should be smooth and natural.②intelligibility: the pronunciation should be understandable to the listeners.③communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.2、Pronunciation knowledge teaching发音知识教学(monophonic, alphabet, phonetic symbols单音、字母、音标)3、Flow of language teaching语流教学(sounds, stress, rhythm, and intonation重音、节奏、语调)4、The principle of phonetic teaching语音教学的原则(accuracy, long-term, integrity, communication, pertinence, interest准确性、长期性、整体性、交际性、针对性、趣味性原则)5、The teaching method of phonetics语音的教学方法 P195(1)Sound perception听音感知练习方法:using minimal pairs 最小对立体(live--leave)、which order 排序、same or different 辨别异同、odd one out 同中选异、completion 填空(2)Imitation and explanation 模仿讲解personally demonstration、imitate、 practice亲自示范,反复模仿、练习(3)Pronunciation practice发音练习练习方法:listen and repeat 听音模仿、fill in the blanks 填空、using pictures 借助图片、using meaningful context 借助情景make up sentences 造句、using togue twisters运用绕口令(4)语流教学(见上)慢动作(slow motion speaking)二、词汇教学 P197 language teaching theories 理论构成:receptive/passive vocabulary 接受性/消极词汇和productive/产出性/积极词汇1、Learning content教学内容(1)word meaning 词汇的意义 include learning form,meaning and use.Knowing a word means: knowing its pronunciation and stress/ its spelling and grammatical properties/ its meaning/ how and when to use it to express the intended meaning.词汇意义包括conceptual meaning 、 associated meaning 概念意义和关联意义概念意义:词典中意思,即literal meaning/ denotation 字面意思/词汇的外延、关联意义:文化含义与语境意义,又称connotation 词汇的内涵( learn in the context )(2)word use 词汇的用法包括:collocation/ phrases/ idiom/ style/ register 搭配、词组、习语、风格、语域(3)word information 词汇信息包括:part of speech/ prefixes/ suffixes/ spelling/ pronunciation/ grammar features 词类、前缀、后缀、拼写、发音、语法特征(4)word memory strategies 词汇记忆策略avoid rote-learning 避免死记硬背 word-building构词法猜测词义2、Learning principle教学原则(1)音形义结合 pronounce、spelling、meaning(2)词块整体教学 lexical chunks ( knowledge of collocation 搭配)(3)具体语境中教 learn in the context(4)循序渐进 step by step(5)反复练习巩固记忆 review(6)培养自学词汇能力 deduce the meaning of words猜测词义3、Teaching method教学方法 P200(1)呈现词汇:visual/physical demonstration 直观呈现Word-building 构词法、synonym/antonym(opposites)同义反义词、翻译、举例、问答verbal context/ situation 结合语境/创设情境运用词汇学习策略,如chunks/ reasoning/ analog/ using dictionary归类/推理/类比/查字典(2)巩固词汇:labelling/ spot the difference/ describe the draw/ play a game/ word bingo/word association贴标签/找茬/描述绘画/玩游戏(宾果)/词汇联想三、语法教学 P2011、Content 教学内容grammar语法具有Three dimensions三维性:form, meaning and usage形式、意义和用法semantic语义包括grammatical form/the grammatical meaning of the structure/contents of meaning语法形式、结构的语法意义和内容意义task 教学任务:语法rules规则的cognition/ drill/ application认知/操练/应用、the generation of grammar consciousness语法意识的生成2、Principle 教学原则(交际性/实践性、集中分散相结合、趣味性/通俗性)grammar teaching should be:(1)collocational:the grammar should be built on collocational relations between individual lexical items and their subcategories.(2)Constructive:one's knowledge of grammar is built bit by bit,which closely model the way language is learned and used.(3)Contextual:syntactic and lexical choices are explicitly related to pragmatic ones,and to social and cultural contexts.(4)Contrastive:grammar involves drawing the learner's attention to contrast the differences between the target language and other languages,and between sets of similar features and items of the target language.3、Method教学方法 P202(1)deductive method 演绎法(讲解规则,结合实例分析用法,句型练习)features: It saves time/pays more attention to form/teaches grammar in a decontextualized situation脱离上下文(2)inductive method 归纳法(学生自行归纳语法规则)start with examples and guides ss to work out the rules(3)guided discovery method 引导发现法(学生归纳总结语法规则,老师强化其形式意义)四、语篇教学 P2041、概念和结构(1)Conception 概念discourse pattern语篇可以是dialogue、monologue对话、独白,包括written/spoken language 书面语、口语,form形式上是cohesion衔接的,semantic语义上是coherence连贯的(2)Tactic pattern结构模式语段/句群、句际关系(并列、顺序、层递、转折)(3)Cohesive device 衔接手段logical connectors逻辑纽带(firstly, thus, on the other hand, if not)grammatical connectors语法纽带(时态什么的)Lexical connectors词汇纽带(repetition重复、synonym/antonym(opposites)同义/反义词)Develop ss’ skill of recognizing discourse patterns训练方式:checking the logic of the author’s arguments.getting the scrambled sentences into a paragraph.(focus on textual coherence)marking out common openers to stories and jokes.2、教学内涵Aims at developing ss’ discourse awareness.(teacher asks ss to concentrate on such features asstructure, coherence and cohesion of a text)3、教学方法 P207overall effectiveness整体性效能(用knowledge transfer知识迁移实现,重在cultivate application ability应用能力培养)、overall grasp of the discourse语篇的整体把握Teaching language at the discourse level :utterance function / expected response/ congratulation/ apology/ acceptance/ inform.第四章初中英语语言技能教学 P212一、听力教学1、影响听力的主要因素(1)objective factor客观因素:types of language used 语言特征(语速/tone音调/pause停顿/liaison连读)、task or purpose in listening 听力任务、context in which the listening occurs 文化背景知识(2)subjective factor主观因素:psychological心理因素、knowledge skills知识技能因素、methods and tactics方法与策略因素2、听力教学的要领(1)合理选择听力material材料(authenticity真实性、intelligibility可理解性、diversity/variety多样性)(2)建立专门的听力training system训练体系(3)优化心理氛围,降低焦虑感(arouse interest调动兴趣、放松)(4)重视听的过程中的skill training技巧训练prediction 预测、guess 猜测、coherent memory 连贯记忆(note-taking)、identifying the discourse markers辨认语段标记(5)科学设计听力练习3、听力训练的type类型 P216(1)Focus listening精听(tonal discrimination辨音、gap filling填空、dictation听写)听写形式:dictogloss听释、fast-speech dictation快速听写、pause and paraphrase听写大意、listeningcloze 完形听写、error identification纠错听写、jigsaw identification线索听写(2)Gist listening泛听( decide on the best title )(3)Free listening随意听4、听力教学model模式(1)Bottom-up model“自下而上”(强调language knowledge语言知识)(2)Top-down model“自上而下”(侧重background information背景知识)5、听力教学的过程 P218(1)Pre-listening tasks 听前环节(brainstorming/discuss a relevant picture/writing question about the topic/associating vocabularies with the topic)(2)While-listening tasks听中环节(辨音、获取主要信息、预测、猜词悟义)(3)Post-listening tasks 听后环节(writing a similar text作文、discussion讨论)二、口语教学 P2191、Spoken language口语的特点(fragmentation结构不完整性、involvement人和场合紧密依存性)(1)语法特征:There are four common features of spoken language:Using less complex syntax.语法Taking short cuts,e.g.incomplete sentences.(and, or,but)Using fixed conventional phrases/chunks.俗语(fashionable word, two-part allegorical saying,colloquialism,slang,phrasal verbs 歇后语/口语词/俚语/短语动词)Using devices such as fillers,hesitation device to give time to think before speaking.结构特征:往往借助filler补白词(you know, let me see, um)形象特征:说话人的表情、语气及态度等body language身体语言;音质/声调/重音/停顿(2)口语的交际特点“说”受语言rule规则支配/时间factor因素制约/对方response反应影响2、口语教学的要领(1)在听的基础上培养说的能力(使输入的信息量大于输出的信息量)(2)组织多样化的口语活动形式口语活动类型:pre-communicative activities 前交际活动(操练/模仿/重复)和communicative activities 交际活动(信息差活动/解决问题活动/讨论/辩论/采访/游戏)(3)正确处理准确与流利的关系Accuracy( identify particular phonemes on tape )Fluency( shouldn’t interrupt )(4)创造浓厚外语氛围,鼓励学生敢说乐说The characteristics of a successful speaking task:maximum foreign talk/even participation/high motivation/right language level(5)合理选择口语组织形式,增加学生开口的机会(小组形式/单双人活动)3、口语训练的方法imitativeness模仿性、monologue独白性、performing表演性的口语表达三、阅读教学 P2231、外语阅读的type/form类型(1)根据阅读方式和技巧的不同划分Adaptive reading适应性阅读recognition--read--silent-reading认读--朗读--默读Learning reading学习型阅读plain substance主旨浅显information信息量大,强调阅读速度comprehension理解性阅读real material材料真实、wide theme题材广泛、various types体裁多样,higher difficulty 难度较高(2)根据阅读方式和技巧的不同划分Skinning 面式读法/略读(掌握全文大意或中心思想;报刊、新书)quickly get the gistScanning 点式读法/寻读/跳读(查找具体信息;时间、人名、地点、数字)specific informationIntensive reading 线式读法/精读(详细地阅读,深入分析、理解和记忆)read in detailExtensive reading 纵式读法/泛读(广泛地阅读,阅读速度、快速理解能力、拓宽视野)facilitate process of accumulating vocabulary / increasing target language expose/ broadening scope of vision(3)根据阅读理解的层次划分Literal comprehension 字面理解(依靠语言知识/能力辨认词义和语法结构)language knowledge/competence identify meaning and grammatical structureInferential/interpretive comprehension 推断性理解(经历、直觉、逻辑判断理解未明示信息)experience/ intuition/ logic judge and understand unexpressed informationEvaluative comprehension 评价性理解/应用性理解(理解文章信息的价值)valueAppreciative comprehension 欣赏性理解(情感熏陶和思想启迪)Emotional influence and thought enlightenment2、阅读教学的要领 P226(1)合理选择阅读材料Language difficulties 难度(难于略高于学习者现有水平)higher than present levelInterest 趣味性(充满可读性,激发求知欲和好奇心)readability、thirst for knowledge and curiosityAuthenticity 真实性(英语本族语者撰写)written by native English speakersComprehensiveness 宽泛性(内容反映历史、人物、风土人情、文化习俗以及时尚流行,体裁和题材丰富多样)content various type or forms of literature and theme(2)建立分析性(精读)与综合性(泛读)相结合的阅读教学体系分析性阅读与综合性阅读教学的分工改进现行分析性阅读教学模式,落实阅读训练综合性阅读教学应正规化、课程化(3)重视阅读three elements三要素的培养vocabulary词汇、comprehend理解(topic sentence主题句)、speed速度(4)重视阅读过程中的技巧训练prediction预测、reading for specific抓中心思想、reading for specific information获取特殊信息、inferring推理(reading between the lines)、identifying the discourse types确认语篇3、阅读教学的approach模式 P229(1)The top-down model 自上而下模式为主(pre-reading activities读前环节活动的开展)(2)The bottom-up model 自下而上模式为辅(小到大的语言文字单位,重视词汇教学)teaching a text by introducing new vocabularies or structuresfollow the sequence of teaching new words, sentences and then the whole passage(3)The interactive-compensatory approach交互补偿模式4、阅读教学的过程(1)Pre-reading tasks 读前环节(背景知识、写作风格、西方风俗)predicting what a passage is about/ creating a word web related to a topic/ sharing what is already known about a topic(2)While-reading tasks读中环节(保障充足阅读时间、阅读技能训练)(3)Post-reading tasks 读后环节(思维和实践活动)四、写作教学 P2311、写的教学要领(1)Motivate writing motivation 激发写作动机communicative purpose; audience awareness 交际目的读者意识(2)指导写作技巧:写的单项训练(结合语音教学)语篇写作技巧(design skills构思技巧;过程构思、文本构思;model essay范文是有力工具)skill of planning: finding ideas and put them in order(3)根据不同文体风格指导相应的写作策略Formal writing 正式文体(第三人称)typical feature: the precision of language is a priority 语言精确优先well-organized structure 有序的结构wide range of vocabulary and structural patterns 有结构的模式technical terms and definitions 专用名词和定义Informal writing 非正式文体(一、二人称)typical feature: short and incomplete sentences are common 多为短句、简单句(4)分阶段设计教学活动,训练写作技能Controlled writing 控制性写作(gap filling/ transcribe/ sentence pattern transformation填空/抄写/句型转换)Guided writing 指导性写作(completion/ reproduction/ compression/ transformation 续写/复写/缩写/转写)Free writing 自由写作(5)写、correct/ amend改、evaluate评相结合2、写作教学的模式(1)Product-oriented approach注重结果(给题目--写--改,注重语篇整体)(2)Content-oriented approach注重内容(收集材料--组织文章--修改,写前准备)(3)Process-oriented approach注重过程(准备--写作--修改--再改,写作能力)what/how to write peer-editing3、写作教学的process过程(1)Pre-writing tasks写前环节的任务和活动(gather and organize ideas激发写作动机)The main procedures of process writing include creating a motivation to write, brainstorming, mapping,freewriting,outlining,drafting,editing,revising,proofreading and conferencing.(2)While-writing tasks写中环节的任务和活动(organize written组织成文)drafting, peer-editing, revising(3)Post-writing tasks写后环节的任务和活动(comments and feedback 点评和反馈) conferencing第三部分教学设计第一章教学设计skill技能一、教学设计概述 P2411、概念:传统的instructional design 教学设计即lesson planning 备课考虑“如何学”最核心的部分是lesson plan 教案It’s a teaching guide/ It takes into account syllabus教学大纲 and ss./It describes in advance提前 what about how to teach.2、教学设计principle原则aims目标性原则 variety 多样性原则 flexibility 灵活性原则learnability可学性原则 linkage 衔接性选择 feasibility 可行性原则3、教学设计的basic requirements基本要求A language lesson plan usually has the following components:background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments,and teacher's after-lesson reflection.4、教学设计新concept理念(1)学生参与课堂设计的自主性(2)教学设计贯穿课堂教学的全过程(3)教学设计的确定性与不确定性相统一5、教学设计的pattern模式Analysis----design----evaluation 分析----设计----评价分析:学习需求(学习objectives目标分析是关键)、学习者、学习content内容设计:教学strategy策略、教学course过程(task appearance-- preparation--accomplishment--consolidation 任务呈现--任务准备--任务完成--语言巩固)、教学technique技术评价:教学target目标是否达成是评价教学设计有效性的关键反馈修正(feedback correction):教学评价能够提供大量的教学反馈信息6、英语教学设计的concrete form 具体形式(1)表格式 table form分别陈述学生/教师活动,说明活动目的/意图,突出教学design设计的理念(2)流程图式 flow chart form 展示教学process过程(format格式不同)(3)叙述式 narrative form二、学情分析 P2481、学习者分析(1)认知特征(2)学习风格 authority-oriented learners崇尚权威型;analytical learners分析型;concrete learners具体型;communicative learners交际型(3)学习方式 accepted 接受性;experience 体验性;independent 自主性;Cooperation 合作性;exploration 探究性2、学习需求分析(1)learning needs的内涵学习目前状态与期望状态之间的差距(2)学习需求分析的内容和方法data collection 数据采集;analyze 分析三、教学内容分析 P2511、教学内容的选择把握fundamentality基础性(vocabulary/ syntactic structure/ language competence/learning strategy/ cultural knowledge词汇/句法结构/语言能力/学习策略/文化知识)adaptation 适应性(age/ cognitive characteristic 年龄/认知特点)high frequency高频性(frequently used经常使用的)enjoyment 趣味性(激发学习兴趣,保证学习effectiveness 有效性)2、正确理解textbook教材(1)分析教材 textbook evaluation provides authentic language/ matches the needs of learners/ can help realize the objectives of a language program(2)处理教材的方法(LARA法:leave-adapt-replace-add)(3)教材的使用:活化教材、挖掘资源、选准话题(探究性、开放性、生成性)When a teacher using an ELT course book, he should:select appropriate supporting materials and resources.interpret curriculum goals and its expectations for the course.plan lessons in relation to specific goals, topics, texts, and tasks.3、Auxiliary teaching materials辅助教学材料的screening筛选(1)教学材料筛选的原则:启发式、因材施教、动态生成、适时适度(2)教学材料筛选的策略:遵循理念、吃透教材、研究学生(3)辅助教学材料的分类:知识类、技能类、课外活动类、教学辅助类、自主学习类四、教学目标 P2551、教学目标的陈述内容三个维度:knowledge objective/ ability objective/ emotion objective知识与技能、过程与方法、情感态度与价值观2、教学目标的陈述要素以行为目标来陈述教学目标,包括四个要素:ABCD模式A-audience 主体或听众(程度副词/百分比/范围副词)+主语(ss/learners)B-behavior 行为listen,sing,imitate,recite,depict,recognize,apply,understand,know,master,enjoyC-conditions 条件after this class, under the guidance of the teacher, after attending a lecture,with the help of substances, through imitation/repeatD-degree 程度/标准clearly, fluently, correctly, efficiently, basically, preliminarily, smoothly, appropriately3、教学目标的陈述方式按照层级划分有三种goals,aims,objectives(course goals, teaching aims)(1)结果性目标(知识与技能)(2)体验性目标或表现性目标(过程与方法、情感态度与价值观)4、教学目标的陈述原则comprehensive、suitable、specific、 accurate全面、恰当(目标层次性/内容和已有知识一致性/教学活动连贯性)、具体、准确五、教学重难点 P259。

2018七年级英语知识点

2018七年级英语知识点

2018七年级英语知识点英语是一门重要的语言,作为全球通用的第一语言之一,英语与人们的生活息息相关。

在学习英语的过程中,对于七年级的学生来说,首先需要掌握一些基础的知识点,这些知识点包括语法、词汇、听说读写等方面。

一、语法知识点语法是英语学习中最基础的一部分,无论是在口语还是写作中,语法都是非常重要的。

七年级英语的语法知识点主要包括以下几个方面:1. 时态在英语中,时态是表示时间的一种语法形式,常见的时态有:一般现在时、一般过去时、一般将来时等。

在学习语法时,需要掌握各种时态的用法,并且能够正确运用它们。

2. 语态英语中的语态主要有主动语态和被动语态两种。

学生需要学会如何区分它们,在写作或者口语中会用到。

3. 名词在英语中,名词是一个非常重要的语法部分。

学生需要学习名词的单数形式和复数形式,例如:apple — apples,box — boxes等。

4. 冠词英语中的冠词有定冠词和不定冠词两种,学生需要学习它们的用法,并能够正确运用。

二、词汇知识点词汇是英语学习中最为重要的一部分,词汇量的大小直接影响到学生的口语和写作水平。

在七年级英语中,词汇知识点主要包括以下几个方面:1. 常用词汇学生需要掌握一些基本的常用词汇,并能够读出、理解和正确使用它们,例如:hello、goodbye、friend、family等。

2. 动词词组学生需要学习一些常见的动词词组,例如:look after、put on、take off、get up等。

这些动词词组在日常交流和写作中使用频繁。

3. 句子结构在学习英语的过程中,学生需要学会构建正确的句子结构。

学生需要掌握主谓宾、主系表等基本的句型,并能够正确运用它们。

三、听说读写知识点除了语法和词汇,听说读写也是英语学习中非常重要的一部分。

在七年级英语中,学生需要注意以下几个方面:1. 听力学生需要进行大量的听力训练,以提高自己的听力水平。

学生需要学会寻找关键词,抓住信息,提高对话和文章的理解能力。

教师资格证英语学知识点汇总

教师资格证英语学知识点汇总

教师资格证英语学知识点汇总词汇知识点
1. 词汇分类:名词、动词、形容词、副词、介词、连词
2. 词汇搭配:动词短语、介词短语、形容词短语、副词短语
3. 常用固定搭配:常用动词+noun,常用介词短语,常用形容
词+noun,常用副词+verb
语法知识点
1. 时态:一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、过去完成时
2. 句型结构:肯定句、否定句、疑问句、祈使句、感叹句
3. 语态:主动语态、被动语态
4. 并列结构:and、but、or
5. 从句:名词性从句、定语从句、状语从句、主语从句
阅读理解知识点
1. 段落主题:找出段落的主题句,理解文章大意
2. 阅读策略:扫读、略读、详读、归纳总结
3. 推理判断:通过文中信息进行推理判断
4. 词义理解:上下文推测词义
5. 作者观点:理解作者观点、态度和立场
写作知识点
1. 作文结构:引言段、主体段、结论段
2. 表达方式:句型多样化、词汇丰富、逻辑清晰
3. 文章连贯:词语过渡、段落衔接
4. 观点表达:论证和举例支持观点
5. 语言风格:注意使用恰当的语言风格和修辞手法
以上是教师资格证英语学知识点的简要汇总,希望对您的备考有所帮助。

参考资料:
- [参考书目1]
- [参考书目2]
- [参考网站1]。

初中英语教资考试知识点超详细考点总结

初中英语教资考试知识点超详细考点总结

第一局部语言知识及能力第一章英语语言知识二、语音〔〕P781、语音分类发音方式发音部位- 清浊音〔〕- 浊辅音〔〕2、音系学〔〕P79(1)同化规那么〔〕顺同化〔前面带偏后面〕逆同化〔后面带偏前面〕互一样化(2)音节〔〕重音〔〕声调〔〕(3)语音变化〔〕连读爆破音失去爆破;不完全爆破鼻腔爆破;舌边爆破三、形态学〔〕1、词素重点!P87〔1〕自由词素;黏着词素〔2〕词根;词缀〔前缀、后缀〕;词干〔3〕屈折词缀不同形式〔4〕派生词缀改变词性与意义2、〔1〕屈折变化不同形式〔2〕词的形成:复合法派生法〔前缀化后缀化〕3、常见构词法P89新创词;混成法截断法;首字母连写词首字母拼音词;逆构词法类似构词借词法:借词〔法语中借来〕混合借词〔本国加外来〕转移借词〔借用意义〕翻译借词〔从别种语言翻译而来〕4、词义变化词义扩大小鸟鸟类;词义缩小年轻人女孩词义转移;词性转换;俗词源〔错多了成了对的〕四、句法学〔〕P911、句法关系组合关系〔〕构成同一形式、序列或构造聚合关系〔〕各要素可相互替换共现关系〔不同集合的词语一起组成句子〕2、句子构造与成分直接成分分析法〔分析法〕. 用树形图〔〕一般句子,主谓宾之类的向心构造一个词或词组可以确定为中心〔〕或中心词〔〕一般名词/动词/形容词短语离心构造没有确定的中心或中心词 . 一般动宾/系表构造深层构造〔含义一样,说法不同〕表层构造〔句子表述方式〕五、语义学〔〕P931、涵义关系〔〕词汇关系(1)同义关系〔〕同义词文体差异() ;地域差异搭配差异()() ;情感差异;语义差异(2)反义关系〔〕反义词意义相反词等级反义互补反义反向反义关系(3)上下义关系〔〕种类与成员包括上坐标词〔〕与下义词〔〕(4)一词多义〔〕(5)同音/同形异义现象〔〕同音异义同形异义完全同音同形异义岸边;银行2、句子逻辑关系充分必要条件“S P〞P就是S的真值条件〔〕P(1)同义关系“X Y.〞同真同假P95(2)矛盾关系“X Y.〞一真一假(3)蕴含关系“X Y.〞X小,Y大X:Y:(4)预设关系“X Y.〞Y是前提X:Y:a六、语用学〔〕P961、言语行为理论〔〕(1)发话行为〔说话人表达字面意思〕(2)行事行为〔说话人表达意图〕a .(3)取效行为〔作用于听话人的效果〕言外之意〔〕:阐述类;指令类;承诺类;表达类;宣告类2、会话含义理论〔〕违反P97合作原那么〔会话有共同目标〕(1)数量准那么〔信息充分〕(2)质量准那么〔说实话〕(3)相关准那么〔说相关的事〕(4)方式准那么〔清楚简洁防止歧义〕会话含义〔用会话准那么暗示意义〕(1)可推导性〔含义能理解〕(2)可取消性〔〕〔因素变化,含义变化〕(3)不可别离性〔含义依附于内容〕(4)非规约性〔含义不确定〕七、修辞学〔〕问法:修辞策略P981、明喻2、隐喻〔暗含比拟〕3、拟人〔把事物或概念当做人〕4、借代〔用事物的名称代替亲密相关的另一事物〕5、提喻〔局部代替整体或整体代替局部〕6、婉言7、反语〔意思相反〕8、讽喻9、夸大〔夸大或缩小使表达生动有趣〕10、移位修辞11、矛盾修辞12、双关语〔谐音双关;语义双关〕八、语言教学P1001、中介语〔〕2、比照分析〔〕3、错误分析〔〕〔1〕错误〔因为知识缺乏〕失误〔不注意犯错〕〔2〕语际错误〔迁移错误〕因为母语语内错误〔开展性错误〕因为过度概括语言规那么(错) 4、错误性质:省略〔少成分〕;添加〔多成分〕;形式错误〔〕;双重标记〔’t 〕;顺序错误〔〕5、我国外语学习者错误类型〔1〕负迁移/干扰因为母语〔2〕过度类推/过度概括因为过度概括语言规那么〔3〕语用错误违反对方的文化习俗6、第二外语习得理论〔〕〔1〕语言习得与学得假说〔习得与学得两条不同的途径〕〔2〕语言监察假说〔学习者自己监视控制语言输出质量〕〔3〕语言输入假说〔接触理解可理解性语言输入〕〔4〕情感过滤假说〔输入与吸收受到动力、性格、情感状态〕〔5〕自然顺序假说〔可以不按任何语法顺序来教学〕第二章英语语言运用能力一、教学中的非语言交际1、非语言手段P118环境语〔座位安排、时间信息、室内标示装饰、声音灯光等〕客体语〔个人,衣着化装、个人用品等〕2、非语言行为体态语〔身姿、手势、表情、目光〕副语言〔声音音质、音量、语调、语速〕第三章英语国家的语言、历史与文学三、语言、文化与社会1、局部构造P131毗邻对〔〕一轮对话(1)毗邻对的条件相关性〔〕优选构造非优选构造相关缺失(2)毗邻对的扩展根毗邻对〔被其他会话扩展之前的毗邻对〕前扩展,指前序列〔〕,包括邀请、请求、完毕、宣告中扩展,包括插入序列〔〕与旁侧序列〔〕后扩展,指后序列〔〕,包括会话修正与主体化2、会话修正会话修正机制三个局部:修正源〔〕、修正的发起〔〕、修正〔〕词汇启动〔〕非词汇启动〔..〕四、语言及文字1、小说语言P134(1)小说及视角第一人称表达者〔I〕第三人称表达者〔〕(2)语言表达及思想表达直接言语〔“F**k 〞〕间接言语〔〕自由间接言语第二局部语言教学知识及能力第一章初中英语课程标准一、初中英语课程根底知识1、英语课程的性质P149.〔工具性与人文性〕2、英语课程的设计思路5 . 2二、英语课程的分级标准P1541、语言技能〔〕2、语言知识〔〕〔语音、词汇、语法、功能与话题〕3、情感态度〔〕〔兴趣、动机、自信、意志与合作精神;祖国意识与国际视野〕4、学习策略〔〕〔认知、调控、交际、资源〕5、文化意识〔〕〔历史地理、风土人情、传统习俗、生活方式、行为标准、文学艺术、价值观念〕三、英语课程的实施建议P1611、教学建议(1)面向全体学生,为每个学生学习英语奠定根底(2)注意语言实践,培养学生的语言运用能力(3)加强学习策略指导,培养学生自主学习能力(4)培养学生的跨文化交际意识,开展跨文化交际能力(5)结合实际教学需要,创造性地使用教材(6)合理利用各种教学资源,提高学生的学习效率(7)组织生动活泼的课外活动,拓展学生的学习渠道(8)不断提高专业水平,努力适应课程要求第二章初中英语教学根本理论一、语言观〔〕P1731、语言的概念a .2、语言的本质特征/设计特性〔〕〔1〕任意性〔表达了规约性〕〔2〕二重性〔, 基层与高层〕〔3〕创造性能产性〔4〕移位性〔赋予, 概括与抽象〕〔5〕文化传习性3、语言的功能〔〕(1)信息功能(2)人际功能(3)施为功能(4)情绪功能(5)应酬功能(6)娱乐功能(7)元语言功能4、语言学角度的语言观(1)构造语言观a : , , .(2)功能语言观a a .(3)交互语言观〔, 交互性与动态〕a , .二、语言学习观〔〕P1761、语言学习理论(1)行为主义学习理论“ a a ( ), 〞.(3)构建主义学习理论a .最近开展区理论三、语言教学观〔〕P1781、语言教学理论〔构造主义教学理论、认知主义教学理论、社会语言学理论〕四、外语教学法的主要流派1、语法翻译法2、听说法〔句型操练、比照分析法〕3、全身反响教学法P1814、认知教学法〔提高, 得体性〕5、交际法〔包含功能与意念〕P183(1)交际能力〔〕语法能力、社会语言能力、语篇能力、策略能力、语言能力、语用能力、流利性〔2〕3P教学模式:6、任务型教学P184(1)目标任务;教学任务(2)任务的四个构成元素:、、、(3)信息差/信息沟〔强调, , , 情景、写作、会话与意义建构〕(5)任务型教学的三个环节:前任务、任务环〔、、〕、语言聚焦〔、〕第三章初中英语语言知识教学一、语音教学P1921、语音教学的内容2、发音知识教学〔, , 单音、字母、音标〕3、语流教学〔, , , 重音、节奏、语调〕4、语音教学的原那么〔, , , , , 准确性、长期性、整体性、交际性、针对性、趣味性原那么〕5、语音的教学方法P195(1)听音感知练习方法:最小对立体()、排序、区分异同、同中选异、填空(2)模仿讲解、、亲自示范,反复模仿、练习(3)发音练习练习方法:听音模仿、填空、借助图片、借助情景造句、运用绕口令(4)语流教学〔见上〕慢动作〔〕二、词汇教学P197 理论构成:承受性/消极词汇与产出性/积极词汇1、教学内容(1)词汇的意义 .a : .词汇意义包括、概念意义与关联意义概念意义:词典中意思,即字面意思/词汇的外延、关联意义:文化含义及语境意义,又称词汇的内涵( )(2)词汇的用法包括:搭配、词组、习语、风格、语域(3)词汇信息包括:词类、前缀、后缀、拼写、发音、语法特征(4)词汇记忆策略防止死记硬背构词法猜想词义2、教学原那么(1)音形义结合、、(2)词块整体教学( 搭配)(3)具体语境中教(4)循序渐进(5)反复练习稳固记忆(6)培养自学词汇能力猜想词义3、教学方法P200(1)呈现词汇:直观呈现构词法、()同义反义词、翻译、举例、问答结合语境/创设情境运用词汇学习策略,如归类/推理/类比/查字典〔2〕稳固词汇:a 贴标签/找茬/描述绘画/玩游戏〔宾果〕/词汇联想三、语法教学P2011、教学内容语法具有三维性:, 形式、意义与用法语义包括语法形式、构造的语法意义与内容意义教学任务:语法规那么的认知/操练/应用、语法意识的生成2、教学原那么〔交际性/实践性、集中分散相结合、趣味性/通俗性〕(1) .(2)'s .(3) .(4) 's .3、教学方法P202〔1〕演绎法〔讲解规那么,结合实例分析用法,句型练习〕: a 脱离上下文(2)归纳法〔学生自行归纳语法规那么〕(3)引导发现法〔学生归纳总结语法规那么,教师强化其形式意义〕四、语篇教学P2041、概念与构造(1)概念语篇可以是、对话、独白,包括书面语、口语,形式上是衔接的,语义上是连贯的(2)构造模式语段/句群、句际关系〔并列、顺序、层递、转折〕(3)衔接手段逻辑纽带〔, , , 〕语法纽带〔时态什么的〕词汇纽带〔重复、()同义/反义词〕’训练方式:’s .a .( )2、教学内涵’ .( , a )3、教学方法P207整体性效能〔用知识迁移实现,重在应用能力培养〕、语篇的整体把握第四章初中英语语言技能教学P212一、听力教学1、影响听力的主要因素(1)客观因素:语言特征〔语速音调停顿连读〕、听力任务、文化背景知识(2)主观因素:心理因素、知识技能因素、方法及策略因素2、听力教学的要领(1)合理选择听力材料〔真实性、可理解性、多样性〕(2)建立专门的听力训练体系(3)优化心理气氛,降低焦虑感〔调动兴趣、放松〕(4)重视听的过程中的技巧训练预测、猜想、连贯记忆〔〕、识别语段标记(5)科学设计听力练习3、听力训练的类型P216(1)精听〔辨音、填空、听写〕听写形式:听释、快速听写、听写大意、完形听写、纠错听写、线索听写(2)泛听( )(3)随意听4、听力教学模式(1)“自下而上〞〔强调语言知识〕(2)“自上而下〞〔侧重背景知识〕5、听力教学的过程P218(1)听前环节〔a 〕(2)听中环节〔辨音、获取主要信息、预测、猜词悟义〕(3)听后环节〔a 作文、讨论〕二、口语教学P2191、口语的特点〔构造不完整性、人与场合严密依存性〕〔1〕语法特征:.语法.俗语( , 歇后语/口语词/俚语/短语动词)构造特征:往往借助补白词〔, , 〕形象特征:说话人的表情、语气及态度等身体语言;音质/声调/重音/停顿(2)口语的交际特点“说〞受语言规那么支配/时间因素制约/对方反响影响2、口语教学的要领(1)在听的根底上培养说的能力〔使输入的信息量大于输出的信息量〕(2)组织多样化的口语活动形式口语活动类型:前交际活动〔操练/模仿/重复〕与交际活动〔信息差活动/解决问题活动/讨论/辩论/采访/游戏〕(3)正确处理准确及流利的关系( ’t )(4)创造浓厚外语气氛,鼓励学生敢说乐说a :(5)合理选择口语组织形式,增加学生开口的时机〔小组形式/单双人活动〕3、口语训练的方法模仿性、独白性、表演性的口语表达三、阅读教学P2231、外语阅读的类型(1)根据阅读方式与技巧的不同划分适应性阅读认读朗读默读学习型阅读主旨浅显信息量大,强调阅读速度理解性阅读材料真实、题材广泛、体裁多样,难度较高(2)根据阅读方式与技巧的不同划分面式读法/略读〔掌握全文大意或中心思想;报刊、新书〕点式读法/寻读/跳读〔查找具体信息;时间、人名、地点、数字〕线式读法/精读〔详细地阅读,深入分析、理解与记忆〕纵式读法/泛读〔广泛地阅读,阅读速度、快速理解能力、拓宽视野〕(3)根据阅读理解的层次划分字面理解〔依靠语言知识/能力识别词义与语法构造〕推断性理解〔经历、直觉、逻辑判断理解未明示信息〕评价性理解/应用性理解〔理解文章信息的价值〕欣赏性理解〔情感熏陶与思想启迪〕2、阅读教学的要领P226(1)合理选择阅读材料难度〔难于略高于学习者现有水平〕趣味性〔充满可读性,激发求知欲与好奇心〕真实性〔英语本族语者撰写〕广泛性〔内容反映历史、人物、风土人情、文化习俗以及时尚流行,体裁与题材丰富多样〕(2)建立分析性〔精读〕及综合性〔泛读〕相结合的阅读教学体系分析性阅读及综合性阅读教学的分工改良现行分析性阅读教学模式,落实阅读训练综合性阅读教学应正规化、课程化(3)重视阅读三要素的培养词汇、理解〔主题句〕、速度(4)重视阅读过程中的技巧训练预测、抓中心思想、获取特殊信息、推理〔〕、确认语篇3、阅读教学的模式P229(1)自上而下模式为主〔读前环节活动的开展〕(2)自下而上模式为辅〔小到大的语言文字单位,重视词汇教学〕a(3)交互补偿模式4、阅读教学的过程(1)读前环节〔背景知识、写作风格、西方风俗〕a a a a(2)读中环节〔保障充足阅读时间、阅读技能训练〕(3)读后环节〔思维与实践活动〕四、写作教学P2311、写的教学要领(1)激发写作动机; 交际目的读者意识(2)指导写作技巧:写的单项训练〔结合语音教学〕语篇写作技巧〔构思技巧;过程构思、文本构思;范文是有力工具〕(3)根据不同文体风格指导相应的写作策略正式文体〔第三人称〕: a 语言准确优先有序的构造有构造的模式专用名词与定义非正式文体〔一、二人称〕: 多为短句、简单句(4)分阶段设计教学活动,训练写作技能控制性写作〔填空/抄写/句型转换〕指导性写作〔续写/复写/缩写/转写〕自由写作(5)写、改、评相结合2、写作教学的模式(1)注重结果〔给题目写改,注重语篇整体〕(2)注重内容〔收集材料组织文章修改,写前准备〕(3)注重过程〔准备写作修改再改,写作能力〕3、写作教学的过程(1)写前环节的任务与活动〔激发写作动机〕a , , .(2)写中环节的任务与活动〔组织成文〕(3)写后环节的任务与活动〔点评与反响〕第三局部教学设计第一章教学设计技能一、教学设计概述P2411、概念:传统的教学设计即备课考虑“如何学〞最核心的局部是教案’s a 教学大纲提前 .2、教学设计原那么目标性原那么多样性原那么灵活性原那么可学性原那么衔接性选择可行性原那么3、教学设计的根本要求A ,, , , , , 's .4、教学设计新理念(1)学生参及课堂设计的自主性(2)教学设计贯穿课堂教学的全过程(3)教学设计确实定性及不确定性相统一5、教学设计的模式分析设计评价分析:学习需求〔学习目标分析是关键〕、学习者、学习内容设计:教学策略、教学过程〔任务呈现任务准备任务完成语言稳固〕、教学技术评价:教学目标是否达成是评价教学设计有效性的关键反响修正〔〕:教学评价能够提供大量的教学反响信息6、英语教学设计的具体形式(1)表格式分别陈述学生/教师活动,说明活动目的/意图,突出教学设计的理念(2)流程图式展示教学过程〔格式不同〕(3)表达式二、学情分析P2481、学习者分析(1)认知特征(2)学习风格崇尚权威型;分析型;具体型;交际型(3)学习方式承受性;体验性;自主性;合作性;探究性2、学习需求分析(1)的内涵学习目前状态及期望状态之间的差距(2)学习需求分析的内容与方法数据采集;分析三、教学内容分析P2511、教学内容的选择把握根底性〔词汇/句法构造/语言能力/学习策略/文化知识〕适应性〔年龄/认知特点〕高频性〔经常使用的〕趣味性〔激发学习兴趣,保证学习有效性〕2、正确理解教材(1)分析教材 a(2)处理教材的方法〔法:〕(3)教材的使用:活化教材、挖掘资源、选准话题〔探究性、开放性、生成性〕a , :3、辅助教学材料的筛选(1)教学材料筛选的原那么:启发式、因材施教、动态生成、适时适度(2)教学材料筛选的策略:遵循理念、吃透教材、研究学生(3)辅助教学材料的分类:知识类、技能类、课外活动类、教学辅助类、自主学习类四、教学目标P2551、教学目标的陈述内容三个维度:知识及技能、过程及方法、情感态度及价值观2、教学目标的陈述要素以行为目标来陈述教学目标,包括四个要素:模式主体或听众〔程度副词/百分比/范围副词〕+主语〔〕行为条件, , a ,程度/标准3、教学目标的陈述方式按照层级划分有三种〔, 〕(1)结果性目标〔知识及技能〕(2)体验性目标或表现性目标〔过程及方法、情感态度及价值观〕4、教学目标的陈述原那么全面、恰当〔目标层次性/内容与已有知识一致性/教学活动连贯性〕、具体、准确五、教学重难点P2591、教学重难点的涵义(1)教学重点称为学科教学的核心知识(2)教学难点(3)教学重难点的关系教学重点:、稳定性、长期性教学难点:、暂时性、相对性2、教学重难点确实定(1)深刻理解课程标准熟悉与贯彻执行课程标准的内容要求(2)深入研究教材教材是教学的主要依据(3)了解学生的实际情况学生是教学的对象/主体(4)善于总结经历虚心学习、不断提高自身教学素质与能力3、突出重点、突破难点的方法比喻说明法、列表比照法、练习法、多媒体辅助教学法、游戏活动法六、教堂教学过程设计P260教学过程〔〕实现教学、开展与教育三大功能1、课堂导入活动的设计导入应到达“3A〞的成效:鼓励启发;引起注意;促进(1)课堂导入的方法复习导入法〔新旧知识的联结点〕、直观导入法〔直观教具或多媒体手段〕情境导入法〔音乐/故事/游戏导入〕、悬念导入法〔呈现一系列问题〕(2)考前须知导入时间不宜过长〔5’/45’〕;符合教学目标/内容;从学生实际出发〔年龄、性格、认知特征〕;方式新颖有创意2、语言学习及实践活动的设计〔呈现、讲解、练习稳固与实践新语言知识〕(1)呈现活动的设计〔〕问题呈现、情景呈现、故事呈现〔完整故事贯穿整个课堂教学〕、直观呈现〔简笔画/图片/模型/幻灯片/身势语〕(2)练习及稳固活动的设计〔〕机械性练习控制式的练习频率高无需过多思考,不超过8,1~2项练习内容,学生个体/全班练习为主,立即纠错练习形式:模仿、跟读、重复、替换练习、简单答复活动半开放性练习半控制式的意义性练习需要理解与思考,10,3~4项,配对练习为主,相互更正,频率低练习形式:采访活动、重述故事、运用语言构造与已学知识进展对话练习(3)语言实践活动的设计〔〕小组活动,规定活动主题,1~2个任务,10,提醒学生注意人物身份与具体场合3、学习评论活动的设计(1)形成性评价的设计评价标准设计结合具体情况分为几个阶段,诊断性/过程性/目标达成评价标准评价过程设计安排什么阶段开展评论,开展什么样的评论评价内容设计知识到理解、理解到应用、理解到分析与综合,最后再到评价教师要分解课堂教学的过程,根据教学过程的要求设计评价内容评价方式〔活动〕设计评价内容是理解能力——选择、匹配、正误判断、排序、逻辑识别应用能力——提问、讨论、课件制作、演讲、表演参及度——问卷、量卷、反思性问题评价反响设计定性的方式描述学生表现、定量的方式〔数量方式呈现评价结果〕反响方式:即时反响与延迟反响、教师反响与学生反响(2)终结性评价的设计测试时最常用〔人们最信赖〕的终结性评价方式客观题的设计填空、匹配、图表填空主观题的设计简答题、论述题、写作需要明确的评分标准4、课堂总结活动的设计整个教学过程的最后一个环节(1)课堂总结的作用对教学进展归纳梳理;促进学生掌握/记忆新知识;为进一步学习架桥梁,为复习提供依据(2)课堂总结的方式总结式运用准确精炼的语言对主要内容、知识构造、技能技巧进展总结还可采用:归纳演示、师生问答、列表看图、专项操练悬念式设计悬念〔问问题〕,引发学生求知欲,对预习起到指导作用延伸式将简述内容有机地向外延伸〔组织进一步活动〕练习式普遍采用,练习题应针对性强、有代表性、难度与题量均适中探索式探讨难以理解的内容七、教学板书的设计P2681、语言板书的要求语言准确,书写标准;层次清楚,重点突出;精练简明,画龙点睛;速度适宜,适时呈现2、板书设计的布局正板书与副板书布局一般分为:中心板、两分板、三分板3、板书的形式(1)辅助板书的教学手段:简笔画、图解(2)板书的类型:提纲式、比拟式、词语式、创意式、发散式、模块式第二章不同课程的教学设计一、英语课型概述P2761、英语课型的分类(1)从课的性质与任务划分新授课、稳固课、复习课、活动课〔演讲、话剧表演〕(2)从教学内容划分语音课、词汇课、语法课、听说课、阅读课与写作课2、教学模式(1)英语教学中常用的教学模式3P教学模式适用于语言知识〔语言、词汇、语法〕教学、、呈现、操练、应用a教学模式适用于语言技能〔听说读写〕教学〔复习导入〕、〔呈现讲解〕、〔运用评价〕任务型教学模式以完成某种交际任务为目标,不只为了掌握语言知识、、详见本文档P8任务型教学探究式教学模式通过问题设置培养学生语言运用能力教学过程:问题呈现小组合作研究解决方案收集信息/解决问题呈现解决方式评价(2)教学模式的功能3、课型及教学模式的区别及联系课型:客观存在;教学模式:主观的认识与改造二、主要课程的教学设计P2781、听说课2、阅读课3、读写课4、词汇课5、语法课第四局部教学实施及评价第一章课堂教学根本策略一、课程教学根本步骤及方法P2991、教学根本步骤(1)教学启动〔复习与激活已有知识〕(2)语言学习导入、新知呈现、讲解、例释、操练、稳固(3)语言运用实践、运用训练〔〕、运用实践〔语言输出/展示成果〕(4)总结应该及布置作业衔接起来2、课程教学方法(1)选择教学方法的原那么:掌握丰富的教学方法;教学有法、教无定法(2)选择教学方法的依据:课程标准、环境与条件、教材或课型、学生实际情况、(3)教学方法的优化选择组合调整二、教学情境的创设p3021、创设教学情境的意义语境归为五大要素:、、、、背景、交际者、交际目的、交际渠道与话题2、创设教学情境的要求真实自然、贴近生活;目标明确有意义;难度适当、照顾层次、扩大参及面3、创设教学情境的方法(1)基于生活联系现实生活,挖掘利用学生经历(2)注重形象性感性可见摸得着,形象具体(3)表达学科特点表达学科特色,紧扣教学内容,凸现学习重点(4)内含问题目的性、适应性与新颖性(5)融入情感包含场景,内含情感4、教学情境的类型:故事情境、模拟情境、生活情境、问题情境三、课程教学中的互动模式P3051、课堂教学活动的组织形式〔1〕课堂活动的特点:互交性、平等性、多样性、有效性、趣味性、科学性〔2〕教学活动的组织策略:抓好“三度〞〔广度深度延展度〕;关注细节讲究技巧2、课堂教学中的人际互动(1)教师的角色控制者评估者(“〞) 合作组织者( ) 提示者(“〞)资源提供指导研究诱导(’t )(2)学生的分组模式班级活动( 构造控制)全班共同参及步调一致展示型活动〔〕小组活动( ) 教师是3~6人异质分组交际性活动〔游戏、角色表演、访谈、信息差活动〕结对活动( )2人训练型活动〔模仿对话、复述/对话练习、检查词汇、完成表格〕。

2018年英语知识点总结

2018年英语知识点总结

2018年英语知识点总结2018年,作为一个全球性的语言,英语在世界各地都有影响。

英语知识点的学习和掌握对于很多人来说都是必不可少的。

在过去的一年中,英语知识点也有许多新的发展和变化,对于学习者来说是一个不错的学习机会。

在本文中,我将总结2018年英语知识点的一些重要内容,并对这些知识点进行详细的分析和总结。

一、语法知识在2018年,英语语法知识点的学习依然是学习者的重点之一。

在语法知识方面,一些新的知识点被引入,例如虚拟语气的使用和理解,以及非限定性定语从句的运用等。

同时,以往学习者普遍存在的错误,如动词时态的混淆,名词复数形式的不规范使用等问题,也受到了更为严格的重视和纠正。

此外,一些在以往学习中较为难以掌握的内容,如倒装句的使用和理解,主谓一致等,也受到了更为详尽的讲解和解释。

对于语法知识点的学习,2018年也出现了一些新的趋势。

首先,学习者在学习语法的过程中更加注重语境的理解和应用。

很多学习者习惯性地将语法知识点和语境场合进行分开,导致在实际应用中不能够准确地使用。

因此,在2018年,越来越多的教学资源和学习材料强调了语境的重要性,例如通过对话、短文等形式进行语法知识的学习和练习,以便学习者更好的掌握语法知识。

另外,2018年的语法知识点学习也更多地注重了学习者的自主学习能力的培养。

传统的教学模式更多地依赖于教师的讲解和指导,但是在2018年,自主学习的理念逐渐被引入到语法知识点的学习中。

通过阅读、听力、写作等方式进行自主学习,学习者可以更好地培养自己的语法知识的掌握和运用能力。

综上所述,2018年的语法知识点学习呈现出了一些新的趋势和特点。

学习者在学习语法知识点的时候应该更加注重语境的理解和应用,同时也要自主学习能力的培养。

二、词汇知识在2018年,英语词汇知识也有一些新的发展。

一方面,在词汇的学习和掌握中,学习者更加注重新词汇和短语的积累。

随着社会的不断进步和发展,很多新的词汇和短语不断出现在人们的生活中,因此学习者也需要不断地学习和掌握这些新的词汇。

(完整版)2018年最新版人教版初中英语知识点汇总,推荐文档

(完整版)2018年最新版人教版初中英语知识点汇总,推荐文档

初中英语知识点汇总2018年最新版初一年级(上)【知识梳理】I. 重点短语1. Sit down2. on duty3. in English4. have a seat5. at home6. look like7. look at8. have a look9. come on10. at work11. at school12. put on13. look after14. get up15. go shoppingII. 重要句型1. help sb. do sth.2. What about…?3. Let’s do sth.4. It’s time to do sth.5. It’s time for …6. What’s…? It is…/ It’s…7. Where is…? It’s….8. How old are you? I’m….9. What class are you in? I’m in….10. Welcome to….11. What’s …plus…? It’s….12. I think…13. Who’s this? This is….14. What can you see?I can see….15. There is (are) ….16. What colour is it (are they)? It’s (They’re)…17. Whose …is this? It’s….18. What time is it? It’s….III. 交际用语1. Good morning, Miss/Mr….2. Hello! Hi!3. Nice to meet you. Nice to meet you, too.4. How are you? I’m fine, thank you/thanks. And you?5. See you. See you later.6. Thank you! You’re welcome.7. Goodbye! Bye!8. What’s your name? My name is ….9. Here you are. This way, please.10. Who’s on duty today?11. Let’s do.12. Let me see.IV. 重要语法1. 动词be的用法;2. 人称代词和物主代词的用法;3. 名词的单复数和所有格的用法;4. 冠词的基本用法;5. There be句型的用法。

初中英语教资面试各重点语法逐字稿

初中英语教资面试各重点语法逐字稿

初中英语教资面试各重点语法逐字稿重点语法1:时态时态是英语语法中的重要部分,它表达了动作或状态发生的时间。

以下是初中英语教资面试中常考的几种时态:1. 现在简单时:表示经常发生的动作、客观真理、现有状态等。

例如:I play soccer every weekend.2. 过去简单时:表示已经发生并结束的动作或状态。

例如:He went to the park yesterday.3. 将来时:表示将来要发生的动作或状态。

例如:I will study English tomorrow.重点语法2:被动语态被动语态用于强调动作的接受者而非执行者,常用的被动语态结构为:be + 过去分词。

以下是被动语态的几个例子:1. The book is being read by the students.2. The cake has been eaten by my sister.3. English is spoken all over the world.重点语法3:条件句条件句用于表达假设和结果之间的关系,常用的条件句有三种类型:1. 第一类条件句(现实条件):如果主句发生,从句就会发生。

例如:If it rains, we will stay at home.2. 第二类条件句(非真实条件):如果主句发生,从句就有可能会发生。

例如:If I were rich, I would travel around the world.3. 第三类条件句(过去非真实条件):如果过去某个条件成立,现在就会有不同的结果。

例如:If I had studied harder, I would have passed the test.重点语法4:连词连词用于连接句子、短语或单词,使句子更连贯。

以下是一些常用的连词:1. 并列连词:and, but, or, so等。

例如:I like to read books and watch movies.2. 连接副词:however, therefore, moreover等。

初中英语教师资格证考点汇总

初中英语教师资格证考点汇总

初中英语教师资格证考点汇总文档简介本文档汇总了初中英语教师资格证考试的主要考点和内容要点,帮助考生更好地备考和掌握考试重点。

考试内容概述初中英语教师资格证考试主要测试考生在英语教学方面的知识和能力。

考试包括语言知识与能力、教育教学知识与能力和专业知识与能力三个部分。

语言知识与能力词汇与语法- 常用单词和词组- 基本语法知识- 情态动词的用法- 动词时态和语态- 名词、代词、形容词和副词的基本用法句型与篇章- 常用句型和短语- 句子结构和语法规则- 阅读理解和写作技巧教育教学知识与能力教育心理学- 研究理论与教育心理学原理- 学生发展特点和心理需求- 教学中的评价与反馈教学设计与评价- 教学目标和内容的设计- 不同教学方法的应用- 教学评价和教育研究方法教学组织与管理- 教学组织与班级管理- 学科教学与综合实践活动的组织- 学校教育改革和教学发展的趋势专业知识与能力英语教育基础- 英语教学理论- 英语教材与教学方法- 外语教育研究与教学改革英语教学实践- 教学设计与实施- 教学材料和教具的选择与应用- 多媒体技术在英语教学中的应用考试准备建议- 熟练掌握常用单词和词组,加强词汇积累- 熟悉基本语法知识,掌握常见句型和语法规则- 注重阅读理解和写作训练,提高语言表达能力- 研究教育心理学知识,了解学生发展特点和教学评价方法- 针对专业知识与能力部分,研究相关教育理论和教学改革动向> 注意:本文档总结了初中英语教师资格证考试的主要考点和内容要点,但具体的考试内容以官方发布的考试大纲为准。

考生在备考过程中应结合大纲进行综合复习和准备。

初中英语知识点总结教资

初中英语知识点总结教资

初中英语知识点总结教资一、词汇与语法1. 词汇积累- 基础词汇:掌握日常生活中常用的名词、动词、形容词、副词、介词等。

- 主题词汇:根据课程内容,学习与学校生活、家庭、职业、食物、交通等相关的词汇。

- 词性转换:了解名词、动词、形容词之间的转换规则,如动词+ing构成动名词,形容词+ly构成副词等。

2. 语法结构- 时态:掌握一般现在时、一般过去时、一般将来时等基本时态的构成和用法。

- 句型:学习肯定句、否定句、疑问句的构造,以及简单句、并列句的运用。

- 语态:区分主动语态和被动语态,了解其构成和用法。

- 非谓语动词:学习动名词、分词(现在分词和过去分词)的用法。

- 情态动词:掌握can, could, may, might, must, should等情态动词的基本用法。

二、阅读理解1. 阅读技巧- 快速阅读:通过扫读(skimming)和略读(scanning)技巧,快速获取文章大意和具体信息。

- 精读理解:细致阅读文章,理解句子结构和文章内容,把握作者意图和文章主旨。

2. 题型解析- 细节理解题:通过定位法找到文中相关信息,准确把握细节。

- 主旨大意题:抓住文章标题、首尾段落和主题句,理解文章中心思想。

- 推理判断题:根据文章内容进行逻辑推理,推断隐含信息。

三、写作技巧1. 文章结构- 开头:引入话题,提出观点或描述情境。

- 正文:分段论述,每段明确中心句,提供支持细节。

- 结尾:总结全文,重申观点或提出建议。

2. 写作类型- 描述性写作:描述人物、地点、事件等,使用形象生动的语言。

- 叙述性写作:叙述故事或经历,注意时态和顺序。

- 议论性写作:提出观点,给出理由和例证,进行逻辑论证。

四、听力训练1. 听力技巧- 预测:根据题目和图片信息预测对话或短文内容。

- 注意力集中:专注于听力材料,捕捉关键信息。

- 笔记:记录重要信息,帮助理解和记忆。

2. 听力题型- 对话理解:理解对话双方的意图和态度。

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第一部分语言知识与能力第一章英语语言知识二、语音(Speech Sounds)P781、语音分类发音方式发音部位VL - 清浊音(voiceless consonant)VD - 浊辅音(voiced consonant)2、音系学(phonology)P79(1)同化规则(assimilation Rule)progressive assimilation 顺同化(前面带偏后面)workedregressive assimilation 逆同化(后面带偏前面)newspaperreciprocal/double assimilation 互相同化did you(2)音节(syllable)tea chi-na im-pos-si-ble重音(stress)声调(tone)(3)语音变化(vocal variety)liaison 连读pick it upplosion 爆破音plosion loss 失去爆破sit down ;incomplete plosion 不完全爆破ask ednasal plosion 鼻腔爆破button ;lateral plosion 舌边爆破little三、形态学(Morphology)1、morpheme 词素重点!P87(1)free morpheme 自由词素dog ;bound morpheme 黏着词素moonwalk(2)root 词根;affix 词缀(prefix 前缀、suffix 后缀);stem 词干friend-ships (3)inflectional affix 屈折词缀-s,-ing,-ed不同形式(4)derivational affix 派生词缀改变词性和意义2、(1)inflection 屈折变化-s,-ing,-ed不同形式(2)word-formation 词的形成:compounding 复合法through-outderivation 派生法(prefixation 前缀化suffixation 后缀化)il-logical-ly3、常见构词法P89invention 新创词nylon ;blending 混成法smoke+fog=smogclipping 截断法advertisement=ad ;initialism 首字母连写词WTOacronym 首字母拼音词AIDS ;back-formation 逆构词法editor--editanalogical creation 类似构词work--wrought/workedtypes of borrowing 借词法:loanword/borrowing 借词feast(法语中借来)loanblend 混合借词Chinatown (本国加外来)loanshift 转移借词bridge (借用意义)loan translation 翻译借词(从别种语言翻译而来)4、词义变化broadening 词义扩大bird 小鸟--鸟类;narrowing 词义缩小girl 年轻人--女孩meaning shift 词义转移;class shift 词性转换;folk etymology 俗词源(错多了成了对的)四、句法学(Syntax)P911、句法关系syntagmatic relation 组合关系(horizontal relation/chain relation)构成同一形式、序列或结构paradigmatic relation 聚合关系(vertical relation/choice relation)各要素可相互替换relation of co-occurrence 共现关系(不同集合的词语一起组成句子)2、句子结构和成分immediate constituent analysis 直接成分分析法(IC分析法)The boy ate the apple. 用树形图(tree diagram)一般句子,主谓宾之类的endocentric construction 向心结构一个词或词组可以确定为中心(center)或中心词(head)two stone bridge 一般名词/动词/形容词短语exocentric construction 离心结构没有确定的中心或中心词The boy smiled. 一般动宾/系表结构deep structure 深层结构(含义相同,说法不同)surface structure 表层结构(句子表述方式)五、语义学(Semantics)P931、涵义关系(Sense Relations)lexical relation 词汇关系(1)同义关系(Synonymy)synonyms 同义词stylistic 文体差别(formality) buy--perchase ;dialectal 地域差别underground--subwaycollocational 搭配差别accuse(of)--charge(with) ;emotive 情感差别thrifty--stingy ;semantic 语义差别enough--ample(2)反义关系(Antonymy)antonyms 反义词relational opposites 意义相反词gradable antonymy 等级反义warm--coolcomplementary antonymy 互补反义boy--girlconverse antonymy 反向反义关系buy--sell(3)上下义关系(Hyponymy)种类和成员包括上坐标词(superordinate)和下义词(hyponymy)flower--rose/tulip(4)一词多义(Polysemy)(5)同音/同形异义现象(Homonymy)homophone 同音异义sun--sonhomograph 同形异义liecomplete homonym 完全同音同形异义bank 岸边;银行2、句子逻辑关系iff--充分必要条件“S is true iff P”P就是S的真值条件(truth condition)P(1)synonymy 同义关系“X is synonymous with Y.”同真同假P95(2)contradiction 矛盾关系“X is inconsistent with Y.”一真一假(3)entailment 蕴含关系“X entails Y.”X小,Y大X:old man Y:man(4)presupposition 预设关系“X presupposes Y.”Y是前提X:repair the car Y:have a car六、语用学(Pragmatics)P961、言语行为理论(Speech Act Theory)(1)locutionary act 发话行为(说话人表达字面意思)is the act of saying something which is meaningful an can be understood.(2)illocutionary act 行事行为(说话人表达意图)is the act in saying something to perform a function.(3)perlocutionary act 取效行为(作用于听话人的效果)is the results or effects that are produced by means of saying something.言外之意(illocutionary point):representatives 阐述类;directives 指令类;commissives 承诺类;expressives 表达类;declarations 宣告类2、会话含义理论(Conversational Principle/Maxim)violate 违反P97cooperative principle,CP 合作原则(会话有共同目标)“Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.”(1)the maxim of quantity数量准则(信息充分)(2)the maxim of quality质量准则(说实话)(3)the maxim of relation相关准则(说相关的事)(4)the maxim of manner方式准则(清楚简洁避免歧义)conversational implicature 会话含义(用会话准则暗示意义)(1)calculability 可推导性(含义能理解)(2)cancellability 可取消性(defeasibility)(因素变化,含义变化)(3)non-detachability 不可分离性(含义依附于内容)(4)non-conventionality非规约性(含义不确定)七、修辞学(Rhetoric)问法:rhetoric/rhetorical device 修辞策略P981、simile明喻like,as...as,as if,as though,similar to,such as2、metaphor隐喻(暗含比较)elephant pause3、personification拟人(把事物或概念当做人)4、metonymy借代(用事物的名称代替亲密相关的另一事物)5、synecdoche提喻(部分代替整体或整体代替部分)hand/mouth--man6、euphemism婉言die--pass away7、irony反语(意思相反)8、allegory讽喻9、exaggeration夸张(夸大或缩小使表达生动有趣)10、transferred epithet移位修辞nervous exam11、oxymoron矛盾修辞bitter-sweet memory12、pun双关语(homophonic puns 谐音双关;homographic puns 语义双关)八、语言教学P1001、中介语(interlanguage)2、对比分析(contrastive analysis)3、错误分析(error analysis)(1)error错误(因为知识不足)mistake失误(不注意犯错)(2)interlingual errors语际错误(迁移错误)因为母语Cnglishintralingual errors语内错误(发展性错误)因为过度概括语言规则eat-eated(错)4、错误性质:omissions 省略(少成分);additions 添加(多成分);misformations 形式错误(eated);double markings 双重标记(didn’t went);misorderings 顺序错误(how you are)5、我国外语学习者错误类型(1)negative transfer 负迁移/干扰因为母语(2)over-generalization过度类推/过度概括因为过度概括语言规则(3)pragmatic failure语用错误违反对方的文化习俗6、第二外语习得理论(Second Language Acquisition,SLA)(1)Acquisition-Learning Hypothesis语言习得和学得假说(习得和学得两条不同的途径)(2)Monitor Hypothesis语言监察假说(学习者自己监督控制语言输出质量)(3)Input Hypothesis语言输入假说(接触理解可理解性语言输入comprehensible input)(4)Affective Filter Hypothesis情感过滤假说(输入input和吸收intake受到动力motivation、性格personality、情感状态affective state)(5)Natural Order Hypothesis自然顺序假说(可以不按任何语法顺序来教学)第二章英语语言运用能力一、教学中的非语言交际1、非语言手段P118environment language环境语(座位安排、时间信息、室内标示装饰、声音灯光等)object language客体语(个人,衣着化妆、个人用品等)2、非语言行为body language体态语(身姿、手势、表情、目光)paralanguage 副语言(声音音质、音量、语调、语速)第三章英语国家的语言、历史和文学三、语言、文化和社会1、局部结构P131毗邻对(adjacency pairs)一轮对话(1)毗邻对的条件相关性(conditional relevance)preferred second part/preference structure 优选结构Hidispreferred second part/dispreference structure 非优选结构relevant absence 相关缺失(2)毗邻对的扩展base pairs 根毗邻对(被其他会话扩展之前的毗邻对)前扩展,指前序列(pre-sequences),包括邀请、请求、结束、宣告中扩展,包括插入序列(insertion sequences)和旁侧序列(side sequences)后扩展,指后序列(post sequences),包括会话修正和主体化2、会话修正会话修正机制三个部分:修正源(trouble source)、修正的发起(repair initiation)、修正(repair)lexical 词汇启动(no,sorry,let me see,you know)non-lexical 非词汇启动(um..,uh..)四、语言与文字1、小说语言P134(1)小说与视角first-person narrator 第一人称叙述者(I)third-person narrator第三人称叙述者(he,she,it,they)(2)语言表达与思想表达direct speech 直接言语(“F**k you”)indirect speech间接言语(he said/asked)free indirect speech 自由间接言语第二部分语言教学知识与能力第一章初中英语课程标准一、初中英语课程基础知识1、英语课程的性质P149The nature of English Curriculum is instrumentality/tool and humanity.(工具性和人文性)Students’ overall development is the motivation and goal of the English curriculum.2、英语课程的设计思路The design of the new National English Curriculum unifies both primary and secondary school English into one continuum of development and divides English language teaching and learning into nine competence-based levels by adopting the international general classification method.Level 5 is the required standard for the end of junior middle school. Level 2--primary school二、英语课程的分级标准P1541、语言技能(Language Skills)Overall performance objectives for each level are given in addition to detailed descriptions of abilities regarding language knowledge, language skills, affect, learning strategies as well as cultural awareness for relevant levels. 2、语言知识(Language Knowledge)(语音、词汇、语法、功能和话题)Students are required to learn consists of phonetics, vocabulary, grammar, function and theme.3、情感态度(Affect)(兴趣、动机、自信、意志和合作精神;祖国意识和国际视野)interest, motivation, confidence, will and cooperation; National consciousness and international vision. 4、学习策略(Learning Strategies)(认知、调控、交际、资源)Learning strategies can be classified into four groups: cognitive strategy, regulative strategy, communicative strategy and resourcing strategy.5、文化意识(Cultural Awareness/Understanding)(历史地理、风土人情、传统习俗、生活方式、行为规范、文学艺术、价值观念)Historical geography, local customs, traditional customs, lifestyle, norms of behavior, literature and art, values.三、英语课程的实施建议P1611、教学建议(1)面向全体学生,为每个学生学习英语奠定基础(2)注意语言实践,培养学生的语言运用能力(3)加强学习策略指导,培养学生自主学习能力(4)培养学生的跨文化交际意识,发展跨文化交际能力(5)结合实际教学需要,创造性地使用教材(6)合理利用各种教学资源,提高学生的学习效率(7)组织生动活泼的课外活动,拓展学生的学习渠道(8)不断提高专业水平,努力适应课程要求第二章初中英语教学基本理论一、语言观(Views of Language)P1731、语言的概念Language is a system of arbitrary vocal symbols used for human communication.2、语言的本质特征/设计特性(design features)(1)arbitrariness 任意性(体现了convention规约性)(2)duality 二重性(basic level, higher level基层和高层)(3)creativity 创造性/productivity能产性(4)displacement 移位性(赋予generalizations, abstractions概括和抽象)(5)cultural transmission 文化传习性3、语言的功能(Functions of Language)(1)informative function信息功能(2)interpersonal function人际功能(3)performative function施为功能(4)emotive function情绪功能(5)phatic function寒暄功能(6)recreational function娱乐功能(7)metalingual function元语言功能4、语言学角度的语言观(1)The Structural View of Language 结构语言观the structural view sees language as a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax.(2)The Function View of Language 功能语言观the function view sees language not only as a linguistic system but also as a means for doing things.(3)The Interactional View of Language 交互语言观(interaction, dynamics交互性和动态)the interactional view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.二、语言学习观(Views of Language Learning)P1761、语言学习理论(1)Behaviorist Learning Theory 行为主义学习理论Behaviorism is an approach to psychology that arouses out of the ideas that attempted to explain all learning in terms of some form of conditioning (stimulus, response, and reinforcement)(2)Cognitive Learning Theory认知主义学习理论Cognitive theory thinks that “language is a intricate rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced”.(3)Constructivist Learning Theory构建主义学习理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows.最近发展区理论Zone of Proximal Development三、语言教学观(Views of Language Teaching)P1781、语言教学理论(结构主义教学理论、认知主义教学理论、社会语言学理论)四、外语教学法的主要流派1、grammar-translation method 语法翻译法2、audio-lingual method 听说法(pattern drill 句型操练、contrastive analysis对比分析法)3、total physical response 全身反应教学法P1814、cognitive approach 认知教学法(提高accuracy, appropriateness得体性)5、communicate approach 交际法(包含function,notion功能和意念)P183(1)交际能力(communicative competence)grammatical competence 语法能力、sociolinguistic 社会语言能力、discourse 语篇能力、strategic 策略能力、linguistic 语言能力、pragmatic语用能力、fluency流利性(2)3P教学模式:presentation--practice--production6、task-based approach任务型教学P184(1)real-world tasks /target tasks 目标任务;pedagogical tasks 教学任务(2)任务的四个构成元素:objective、context、process、outcome(3)information gap 信息差/信息沟activities must have clear and attainable objectives./should be confined to the classroom context./should help develop students’ language ability.(4)constructivism learning theory建构主义学习理论(强调scene, writing, conversation, and meaning construction情景、写作、会话和意义建构)(5)任务型教学的三个环节:pre-task前任务、task-cycle任务环(task、planning、report)、language focus 语言聚焦(analysis、practice)第三章初中英语语言知识教学一、语音教学P1921、语音教学的内容The realistic goal of teaching pronunciation should be①consistency: the pronunciation should be smooth and natural.②intelligibility: the pronunciation should be understandable to the listeners.③communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.2、Pronunciation knowledge teaching发音知识教学(monophonic, alphabet, phonetic symbols单音、字母、音标)3、Flow of language teaching语流教学(sounds, stress, rhythm, and intonation重音、节奏、语调)4、The principle of phonetic teaching语音教学的原则(accuracy, long-term, integrity, communication, pertinence, interest准确性、长期性、整体性、交际性、针对性、趣味性原则)5、The teaching method of phonetics语音的教学方法P195(1)Sound perception听音感知练习方法:using minimal pairs 最小对立体(live--leave)、which order 排序、same or different 辨别异同、odd one out 同中选异、completion 填空(2)Imitation and explanation 模仿讲解personally demonstration、imitate、practice亲自示范,反复模仿、练习(3)Pronunciation practice发音练习练习方法:listen and repeat 听音模仿、fill in the blanks 填空、using pictures 借助图片、using meaningful context 借助情景make up sentences 造句、using togue twisters运用绕口令(4)语流教学(见上)慢动作(slow motion speaking)二、词汇教学P197 language teaching theories 理论构成:receptive/passive vocabulary 接受性/消极词汇和productive/产出性/积极词汇1、Learning content教学内容(1)word meaning 词汇的意义include learning form,meaning and use.Knowing a word means: knowing its pronunciation and stress/ its spelling and grammatical properties/ its meaning/ how and when to use it to express the intended meaning.词汇意义包括conceptual meaning 、associated meaning 概念意义和关联意义概念意义:词典中意思,即literal meaning/ denotation 字面意思/词汇的外延、关联意义:文化含义与语境意义,又称connotation 词汇的内涵( learn in the context )(2)word use 词汇的用法包括:collocation/ phrases/ idiom/ style/ register 搭配、词组、习语、风格、语域(3)word information 词汇信息包括:part of speech/ prefixes/ suffixes/ spelling/ pronunciation/ grammar features 词类、前缀、后缀、拼写、发音、语法特征(4)word memory strategies 词汇记忆策略avoid rote-learning 避免死记硬背word-building构词法猜测词义2、Learning principle教学原则(1)音形义结合pronounce、spelling、meaning(2)词块整体教学lexical chunks ( knowledge of collocation 搭配)(3)具体语境中教learn in the context(4)循序渐进step by step(5)反复练习巩固记忆review(6)培养自学词汇能力deduce the meaning of words猜测词义3、Teaching method教学方法P200(1)呈现词汇:visual/physical demonstration 直观呈现Word-building 构词法、synonym/antonym(opposites)同义反义词、翻译、举例、问答verbal context/ situation 结合语境/创设情境运用词汇学习策略,如chunks/ reasoning/ analog/ using dictionary归类/推理/类比/查字典(2)巩固词汇:labelling/ spot the difference/ describe the draw/ play a game/ word bingo/word association贴标签/找茬/描述绘画/玩游戏(宾果)/词汇联想三、语法教学P2011、Content 教学内容grammar语法具有Three dimensions三维性:form, meaning and usage形式、意义和用法semantic语义包括grammatical form/the grammatical meaning of the structure/contents of meaning语法形式、结构的语法意义和内容意义task 教学任务:语法rules规则的cognition/ drill/ application认知/操练/应用、the generation of grammar consciousness语法意识的生成2、Principle 教学原则(交际性/实践性、集中分散相结合、趣味性/通俗性)grammar teaching should be:(1)collocational:the grammar should be built on collocational relations between individual lexical items and their subcategories.(2)Constructive:one's knowledge of grammar is built bit by bit,which closely model the way language is learned and used.(3)Contextual:syntactic and lexical choices are explicitly related to pragmatic ones,and to social and cultural contexts.(4)Contrastive:grammar involves drawing the learner's attention to contrast the differences between the target language and other languages,and between sets of similar features and items of the target language.3、Method教学方法P202(1)deductive method 演绎法(讲解规则,结合实例分析用法,句型练习)features: It saves time/pays more attention to form/teaches grammar in a decontextualized situation脱离上下文(2)inductive method 归纳法(学生自行归纳语法规则)start with examples and guides ss to work out the rules(3)guided discovery method 引导发现法(学生归纳总结语法规则,老师强化其形式意义)四、语篇教学P2041、概念和结构(1)Conception 概念discourse pattern语篇可以是dialogue、monologue对话、独白,包括written/spoken language 书面语、口语,form形式上是cohesion衔接的,semantic语义上是coherence连贯的(2)Tactic pattern结构模式语段/句群、句际关系(并列、顺序、层递、转折)(3)Cohesive device 衔接手段logical connectors逻辑纽带(firstly, thus, on the other hand, if not)grammatical connectors语法纽带(时态什么的)Lexical connectors词汇纽带(repetition重复、synonym/antonym(opposites)同义/反义词)Develop ss’ skill of recognizing discourse patterns训练方式:checking the logic of the author’s arguments.getting the scrambled sentences into a paragraph.(focus on textual coherence)marking out common openers to stories and jokes.2、教学内涵Aims at developing ss’ discourse awareness.(teacher asks ss to concentrate on such features as structure, coherence and cohesion of a text)3、教学方法P207overall effectiveness整体性效能(用knowledge transfer知识迁移实现,重在cultivate application ability应用能力培养)、overall grasp of the discourse语篇的整体把握Teaching language at the discourse level :utterance function / expected response/ congratulation/ apology/ acceptance/ inform.第四章初中英语语言技能教学P212一、听力教学1、影响听力的主要因素(1)objective factor客观因素:types of language used 语言特征(语速/tone音调/pause停顿/liaison连读)、task or purpose in listening 听力任务、context in which the listening occurs文化背景知识(2)subjective factor主观因素:psychological心理因素、knowledge skills知识技能因素、methods and tactics 方法与策略因素2、听力教学的要领(1)合理选择听力material材料(authenticity真实性、intelligibility可理解性、diversity/variety多样性)(2)建立专门的听力training system训练体系(3)优化心理氛围,降低焦虑感(arouse interest调动兴趣、放松)(4)重视听的过程中的skill training技巧训练prediction 预测、guess 猜测、coherent memory 连贯记忆(note-taking)、identifying the discourse markers 辨认语段标记(5)科学设计听力练习3、听力训练的type类型P216(1)Focus listening精听(tonal discrimination辨音、gap filling填空、dictation听写)听写形式:dictogloss听释、fast-speech dictation快速听写、pause and paraphrase听写大意、listening cloze 完形听写、error identification纠错听写、jigsaw identification线索听写(2)Gist listening泛听( decide on the best title )(3)Free listening随意听4、听力教学model模式(1)Bottom-up model“自下而上”(强调language knowledge语言知识)(2)Top-down model“自上而下”(侧重background information背景知识)5、听力教学的过程P218(1)Pre-listening tasks 听前环节(brainstorming/discuss a relevant picture/writing question about thetopic/associating vocabularies with the topic)(2)While-listening tasks听中环节(辨音、获取主要信息、预测、猜词悟义)(3)Post-listening tasks 听后环节(writing a similar text作文、discussion讨论)二、口语教学P2191、Spoken language口语的特点(fragmentation结构不完整性、involvement人和场合紧密依存性)(1)语法特征:There are four common features of spoken language:Using less complex syntax.语法Taking short cuts,e.g.incomplete sentences.(and, or,but)Using fixed conventional phrases/chunks.俗语(fashionable word, two-part allegoricalsaying,colloquialism,slang,phrasal verbs 歇后语/口语词/俚语/短语动词)Using devices such as fillers,hesitation device to give time to think before speaking.结构特征:往往借助filler补白词(you know, let me see, um)形象特征:说话人的表情、语气及态度等body language身体语言;音质/声调/重音/停顿(2)口语的交际特点“说”受语言rule规则支配/时间factor因素制约/对方response反应影响2、口语教学的要领(1)在听的基础上培养说的能力(使输入的信息量大于输出的信息量)(2)组织多样化的口语活动形式口语活动类型:pre-communicative activities 前交际活动(操练/模仿/重复)和communicative activities 交际活动(信息差活动/解决问题活动/讨论/辩论/采访/游戏)(3)正确处理准确与流利的关系Accuracy( identify particular phonemes on tape )Fluency( shouldn’t interrupt )(4)创造浓厚外语氛围,鼓励学生敢说乐说The characteristics of a successful speaking task:maximum foreign talk/even participation/high motivation/right language level(5)合理选择口语组织形式,增加学生开口的机会(小组形式/单双人活动)3、口语训练的方法imitativeness模仿性、monologue独白性、performing表演性的口语表达三、阅读教学P2231、外语阅读的type/form类型(1)根据阅读方式和技巧的不同划分Adaptive reading适应性阅读recognition--read--silent-reading认读--朗读--默读Learning reading学习型阅读plain substance主旨浅显information信息量大,强调阅读速度comprehension理解性阅读real material材料真实、wide theme题材广泛、various types体裁多样,higher difficulty 难度较高(2)根据阅读方式和技巧的不同划分Skinning 面式读法/略读(掌握全文大意或中心思想;报刊、新书)quickly get the gistScanning 点式读法/寻读/跳读(查找具体信息;时间、人名、地点、数字)specific informationIntensive reading 线式读法/精读(详细地阅读,深入分析、理解和记忆)read in detailExtensive reading 纵式读法/泛读(广泛地阅读,阅读速度、快速理解能力、拓宽视野)facilitate process of accumulating vocabulary / increasing target language expose/ broadening scope of vision (3)根据阅读理解的层次划分Literal comprehension 字面理解(依靠语言知识/能力辨认词义和语法结构)language knowledge/competence identify meaning and grammatical structureInferential/interpretive comprehension 推断性理解(经历、直觉、逻辑判断理解未明示信息)experience/ intuition/ logic judge and understand unexpressed informationEvaluative comprehension 评价性理解/应用性理解(理解文章信息的价值)valueAppreciative comprehension 欣赏性理解(情感熏陶和思想启迪)Emotional influence and thought enlightenment2、阅读教学的要领P226(1)合理选择阅读材料Language difficulties 难度(难于略高于学习者现有水平)higher than present levelInterest 趣味性(充满可读性,激发求知欲和好奇心)readability、thirst for knowledge and curiosityAuthenticity 真实性(英语本族语者撰写)written by native English speakersComprehensiveness 宽泛性(内容反映历史、人物、风土人情、文化习俗以及时尚流行,体裁和题材丰富多样)content various type or forms of literature and theme(2)建立分析性(精读)与综合性(泛读)相结合的阅读教学体系分析性阅读与综合性阅读教学的分工改进现行分析性阅读教学模式,落实阅读训练综合性阅读教学应正规化、课程化(3)重视阅读three elements三要素的培养vocabulary词汇、comprehend理解(topic sentence主题句)、speed速度。

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