(完整)英语考试重点

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初一期中考试卷英语重点

初一期中考试卷英语重点

一、听力理解1. 听懂日常生活中的简单对话,如问候、介绍、购物等。

2. 听懂一般过去时和现在进行时的句子,并能正确回答问题。

3. 听懂描述人物、地点和事件的简单听力材料。

二、单项选择1. 掌握基本语法知识,如名词、代词、形容词、副词、动词等。

2. 理解并运用固定搭配,如“make sure”、“take care of”等。

3. 理解并运用常见介词短语,如“in front of”、“on the left”等。

三、完形填空1. 理解短文大意,掌握文章结构。

2. 根据上下文推测词义,正确选择填空词。

3. 理解文章中的逻辑关系,如因果关系、转折关系等。

四、阅读理解1. 阅读理解日常生活中的对话、故事和说明文。

2. 理解文章中的细节信息,如人物、时间、地点、事件等。

3. 推理判断,根据文章内容回答问题。

五、词汇1. 掌握初中英语词汇,如:日常生活、学习、家庭、学校等。

2. 理解并运用同义词、反义词、近义词。

3. 掌握词组、短语,如:take a look、have a good time等。

六、语法1. 掌握一般现在时、一般过去时、一般将来时、现在进行时等时态。

2. 掌握动词的过去式和过去分词。

3. 掌握名词、形容词、副词的比较级和最高级。

七、写作1. 能够运用所学词汇和语法知识进行简单的英语写作。

2. 写作内容应包括日常生活、学习、家庭、学校等。

3. 注意文章的结构,如开头、中间、结尾。

以下是一些具体的题目示例:1. 听力理解:A. How are you today?B. I'm fine, thank you. And you?C. I'm also fine. What's your name?2. 单项选择:Choose the correct answer.A. He _______ (go) to the park yesterday.A. goesB. wentC. goingD. going to3. 完形填空:My favorite animal is the _______ (1) _______. It has a _______ (2)_______ body and long, _______ (3) _______ legs. I like it very much.(1) A. cat B. dog C. bird D. fish(2) A. fat B. thin C. short D. tall(3) A. strong B. weak C. soft D. hard4. 阅读理解:Read the passage and answer the questions.My name is Alice. I am a student. I am in Class 1, Grade 1. I have a brother and a sister. My brother is a teacher. My sister is a doctor. Welive in a small town. Our house is near a park. We often go to the park on weekends.Question: What is Alice's job?A. TeacherB. DoctorC. StudentD. Nurse5. 词汇:Choose the correct word to complete the sentence.A. I _______ (have) a new bike.A. hasB. haveC. hadD. having6. 语法:Choose the correct form of the word to complete the sentence.A. She _______ (be) happy when she heard the news.A. isB. wasC. will beD. be7. 写作:Write a short passage about your favorite animal. You should include its appearance, habits, and why you like it.注意事项:1. 在考试过程中,注意审题,确保答案准确无误。

英语本科-英语词汇(考试重点)

英语本科-英语词汇(考试重点)

英语本科英语词汇学Chapter1—Basic concepts of words and vocabularyWord(词的定义):A word is a minimal free form of a language that has a given sound and meaning and syntactic function.(1)a minimal free form of a language(2)a sound unity(3)a unit of meaning(4)a form that can function alone in sentenceSound and meaning(声音与意义):almost arbitrary“no logical relationship between the sound which stands for a thing or an idea and the actual thing and idea itself”.Sound and form(读音和形式):不统一的四个原因(1)t he English alphabet was adopted from the Romans, which does not have a separate letter to represent each other;(2)T he pronunciation has changed more rapidly than spelling over the years;(3)S ome of the difference were creates by the early scribes;(4)T he borrowing is an important channel of enriching the English vocabulary; Vocabulary(词汇):all the words in a language make up its vocabularyClassification of English Words:By use frequency: basic word stocking & nonbasic vocabularyBy notion: content words& functional wordsBy origin: native words& borrowed wordsThe basic word stock(基本词汇):is the foundation of the vocabulary accumulated over centuries and forms the common core of the language. Though it constitute a small percentage of the EV, it is the most important part of vocabulary.The Fundamental Features of the Basic Word Stock(基本词汇的特征):1)All- National character(全民通用性most important)2)Stability(相对稳定性) 3)Productivity(多产性)4)Polysemy(多义性) 5)Collocability(可搭配性)没有上述特征的words:(1)Terminology(术语)(2)Jargon(行话)(3)slang(语)(4)Argot(暗语)(5) Dialectal words(方言)(6)Archaisms(古语)(7)Neologisms(新词语):Neologisms means newly-created words or expressions, or words that have taken on new meaning.(email)Content words/notional words实词(cloud, run walk, never, five, frequently) and functional words/empty words虚词(on, of and, be, but)Native Words and Borrowed Words(外来词语):Native words(本族词语):known as Anglo-Saxon words(50,000-60,000), are words brought to Britain in the 5th century by the Germanic tribes. (mainstream of the basicword-stocks). Two other features:(1)neutral in style;(2)frequent in use;Borrowed words/Loan words(外来词语):Words taken over from foreign languages (80% of modern EV) .4 Types of loan words:1)denizens(同化词):(shirt form skyrta(ON))2)aliens(非同化词、外来词):are borrowed words which have retained their originalpronunciation and spelling(kowtow(CH)磕头)3)translation loans(译借词):按其他语言方式组成英语long time no see(From China)4)Semantic loans(借义词):they are not borrow with reference to the form, but theirmeaning are borrowed.Chapter 2 the development of the English VocabularyThe Indo-European Language Family(印欧语系)The Threes Stage of Development of the English Vocabulary:1.Old English (450-1100)(vocabulary50,000 to 60,000): was I high inflected language.2.Middle English (1150-1500): remains much fewer inflections.3.Modern English (1500-up to now): in fact more than 25% of modern E words comealmost directly from classical language. In Modern E, word endings were mostly lost with just a few exceptions. English has evolved from a synthetic language (Old English ) to the present analytic language.Modes of Vocabulary Development(词汇的发展模式)1)creation创造新词:the formation of new words by using the existing materials, namelytoots, affixes and other elements(最重要的方式)。

英语B级考试重点单词表

英语B级考试重点单词表

高频词表a / an★★★★★art.一about★★★★adv.大约,附近prep.在附近,关于after★★★prep./conj.在…之后again★adv.又,再次age★n.年龄,时代v.变老,上年纪all★★★★★pron.全部adj./adv.全部的(地)not at ~above ~~ right~ over~ kinds ofalso★★adv.也,同样always★adv.总是,永远America★n.美国American★★★n.美国人adj.美国的,美洲的and★★★★★conj.和,并animal★n.动物another★adj.另外的,又一answer★★n.答案,回答v.回答,答复说any★adj.任何的,所有的pron.无论哪个,任何around★prep./adv.在…周围,四处as★★★★★conj.与…一样,当…之时prep.当做ask★★★v.询问,要求at★★★★★prep.在,于,在…方面away★adv.在远处back★★adj./adv.后面的(地),向后n.背部,后面bad★★adj.有害的,坏的be★★★★★v./aux.是,在beautiful★adj.美丽的because★★★★conj./adv.因为become★★v.变成,成为before★★★prep./conj.在…之前begin★v.开始best★adj./adv.最好的(地)better★★adj./adv.更好的(地)book★n.书籍v.预订both★adj./prep两者,双方boy★★n.男孩break★n.休息,暂停v.打破bring★vt.拿来,带来Britain★★adj.英国(人)的business★n.商业,生意,事情busy★adj.忙碌的,热闹的but★★★★★prep.除…以外conj.而是, 但是buy★★★v.买by★★★★★prep.在附近,由,按照adv.通过,附近call★★★n.喊声,叫声v.呼叫,召集can★★★★★modal v.能,可以n.罐头car★★★n.汽车care★n.注意,照料vt.在意,关心,喜爱change★n./v.改变,变化child★★★★n.孩子class★n.班级,阶级close★v.关,关闭adj.近的,亲密的n.结束come★★★★vi.来,到达could★★★★modal v.能够,可以country★★★n.国家,乡村day★★★★n.天,白天different★★adj.不同的difficult★dj.困难的do★★★★★v.做doctor★n.医生,博士dog★★n.狗down★★★adj./adv.向下的(地) prep.往下,沿着drink★v.喝n.饮料each★★adj.各自的,每个的adv.每个pron.各自,每个early★adj.早的,早期的adv.早,在初期eat★v.吃English★★★adj.英文的,英国人的n.英国人,英语enjoy★v.享受,欣赏,喜爱enough★★adj./adv.足够的(地) n.充足,足够even★adj.平的adv.甚至,即使evening★n.傍晚,晚会every★★★adj.每个的,全部的family★★n.家庭,家属fast★adj./adv.快速的(地)father★n.父亲feel★★★n./v.触摸,感觉feeling★n.感觉,情绪few★★★adj.很少的film★n.胶卷,影片find★★★vt.找到,发现fine★adj.好的,细的vt./n.罚款finish★vt./n.完成,结束fire★n.火,火灾v.开枪,解雇,着火first★★★adj./num.第一的(个) adv.首先,最初flag★n.旗following★n./adj.下列(的)food★n.食物,养料for★★★★★prep.为了,因为,对于conj.因为found★★v.建立,创立France★n.法国friend★★★n.朋友from★★★★★prep.从,来自furniture★n.家具get★★★★★v.获得,变成girl★n.女孩give★★★★vt.给,供给glad★adj.高兴的go★★★★★vi.离去,走goal★★n.目标,(球赛等的)得分good★★★★adj.优良的,有益的great★★★adj.伟大的,非常的grow★v.生长,成长,种植hand★n.手happy★★adj.快乐的,幸福的hard★adj.硬的,困难的,艰苦的adv.努力地,辛苦地have★★★★★v.有,持有he★★★★★pron.他hear★★v.听到,听说help★★★★v./n.帮助her★★★★★pron.她的,她here★★★adv./n.(在)这里high★adj.高的him★★★★pron.他his★★★★★pron.他的home★★★★n./adj.家(的) adv.在家,回家hour★n.小时,钟头house★★n.房子,住宅how★★★★★adv.怎样,多么however★adv./conj.无论如何husband★n.丈夫I★★★★★pron.我idea★★★n.想法,主意if★★★★conj.如果important★★adj.重要的,重大的in★★★★★prep.在…之内interest★★v./n.(感)兴趣into★★prep.到…里it★★★★★pron.它its★pron.它的job★★n.工作just★★adj.公正的adv.正好,仅仅keep★★v.保持,保存kind★★★adj.仁慈的,和蔼的know★★★★v.知道,了解large★adj.巨大的last★★adj./adv.最后的(地) vi.持续,支持late★★★adj.迟的,新近的adv.晚,迟,最近learn★★★v.学会,认识到leave★★vt.离开,剩下,遗忘let★vt.允许,让life★★★★n.生命,生活like★★★★★prep.象,如同adj.相似的,同样的v.喜欢little★★★adj.少的,小的adv.很少,稍微live★★★★adj.活的,实况转播的vi.活着,生活living★n.生活,生计adj.活的,逼真的,现存的long★★★adj.长的look★★★★n.看,面容,外表vi.看lose★vt.遗失,迷路,失败lot★★n.一堆,许多adv.很,非常love★★n./v.爱,热爱make★★★★★v.制作,制定man★★★★★n.男人,人类many★★★★adj./pron.许多(人或物)matter★★n.问题,物质may★★★★modal v.可能,也许me★★★★★pron.我mean★★v.意思是,意味meet★vt.遇见,会面mind★★n.头脑,精神vi.介意,留心minute★n.分钟miss★v.思念,错过money★★n.货币,钱more★★★★n./adj.更多(的) adv.更,更加morning★n.早晨,上午most★★★adj.最多的, 大多数的adv.最, 最多, 极其pron.大多数, 大部分move★★v.移动,离开Mr★★abbr.先生Mrs★abbr.夫人much★★★★n./adj.大量(的) adv.非常,很,多music★n.音乐must★★★modal v.必须,一定my★★★★pron.我的name★n.名字,名称vt.命名,提名need★★n./v./modal v.需要,必需never★★adv.决不,从未new★★★★adj.新的next★adj./adv.下次的(地) n.下次,下一个nice★adj.好的,宜人的night★n.夜晚no★★★★★adj.没有,不许adv.不,并不not★★★★★adv.不now★★★adv.现在, 立刻of★★★★★prep....的,关于off★prep./adv.从...离开offer★v./n.提供,出价often★★adv.经常oh★★int.啊,哎哟old★★★★adj.年老的,旧的on★★★★★prep.在...之上adv.在上,向前,进展one★★★★★pron.一个人,一方num./n.一,一个only★★★adj.唯一的,单独的adv.仅仅,只不过or★★★★★conj.或者,还是other★★★★adj./pron.其他的adv.另外地our★★★pron.我们的out★★★★adj.外面的,出局的adv.在外over★★★adv.结束,越过,从头到尾prep.在...之上,越过own★adj.自己的vt.拥有paper★★n.纸,报纸,文件parent★n.父亲(或母亲)part★n.部分,零件,角色adj.部分的party★n.党,社交集会passage★★★n.通过,通道,(一)段people★★★★★n.人们,民族person★★n.人place★★★n.地方,位置vt.放置play★★★n.游戏,比赛,剧本v.玩,播放,进行比赛please★★★★v.使喜欢,使满足,请prepare★v.准备problem★n.问题,难题put★★v.放,摆quickly★adv.快速地,迅速地quite★adv.相当,十分read★v.阅读really★adv.真正地rent★v.租借,出租n.租金right★★★n.正确,权利,右边adj.对的,合适的adv.正确地,直接地room★★n.房间,空间,余地run★v.奔跑,运营same★★adj.相同的pron.同样的事物say★★★★v.说,讲school★★★n.学校,学院see★★★★v.看见,了解she★★★★★pron.她shop★n.商店,店铺vi.买东西,购物short★adj.短的,矮的n.短路,短裤should★★★★modal v.将,会show★v.显示,说明,展出n.展览,炫耀small★★★adj.小的,少的so★★★★★conj.因而,所以adv.如此,非常some★★★★adj.一些,少许pron.一些,若干something★★pron.某事,某物soon★adv.立刻,不久sorry★★★adj.遗憾的,对不起的speak★★★v.说话spend★v.花费sport★n.运动start★n./v.动身,开始stay★n./v.逗留,停留still★adj.静止的adv.还,仍stop★n.停止,车站v.停止,阻止story★★n.故事, 小说student★★★★n.学生study★n./v.学习,研究such★adj.这样的pron.这样的人(物)sure★adj.无疑,确实adv.的确,当然take★★★★v.拿,取,抓talk★★★n./v.谈话,会谈teacher★n.教师tell★★★v.告诉,说,讲述term★n.学期,条款,术语than★★★★prep.与…相比较thank★★★★vt.感谢that★★★★★pron.那,那个adv.如此,这般conj.引导从句the★★★★★art.那,这their★★★★★pron.他(她,它)们的them★★★★pron.他们,她们,它们then★★★adv.在那时,那么there★★★★adv.在那里they★★★★★pron.他们,她们,它们thing★★★n.东西,事情think★★★★v.想,认为this★★★★★pron.这,这个adv.如此thought★★n.思考,想法three★num./pron./n.三(个)through★prep.穿过,通过adv.自始至终,彻底,完全time★★★★★n.时间,时侯,次数to★★★★★prep.向,往,给,于today★★n./adv.今天,现今too★★★★adv.也,太train★n.火车vt.训练try★v.试图,努力turn★n./v.转动,转变方向two★★★num./pron./n.二(个)until★prep./conj.到...为止up★★★★prep.向上,在上,沿adv.向上,彻底,靠近us★★★pron.我们use★★★★n./v.使用,利用usually★adv.通常very★★★★★adv.很,非常wait★v.等待,等候want★★★★vt.想要,需要watch★n.注意,手表,看守vt.看,照顾,监视water★★★v./n.(浇)水way★★★★n.道路,方式,方法we★★★★★pron.我们weather★★n.天气week★★★n.星期,周well★★★★n.井adj.健康的,良好的adv.好,满意地,充分地what★★★★★pron.什么adv.到什么程度when★★★★★adv.什么时侯,那时conj.在...的时候where★★★adv.什么地方,在哪里which★★★★pron.哪个while★n.一会儿conj.当...的时候,虽然who★★★★pron.谁why★★★adv.为什么wife★n.妻子will★★★★★n.意志,决心aux.将,愿意win★v.获胜,赢得with★★★★★prep.有,以,用,和without★prep.没有,不woman★★★n.女人,妇女word★★★n.字,词,话work★★★★n.工作,劳动v.工作,运转,起作用working★adj.工作的,劳动的world★★★n.世界worry★v.烦恼,焦虑would★★★★aux.将,愿意write★v.写,写信,写作wrong★adj.错误的n.坏事,错误year★★★★n.年,年龄yes★★★★interj.是you★★★★★pron.你,你们young★★★★adj.年轻的your★★★★★pron.你的,你们的。

英语专升本考试重点复习内部资料 (专升本英语语法,词汇,阅读理解、翻译)

英语专升本考试重点复习内部资料 (专升本英语语法,词汇,阅读理解、翻译)

语法七大语法考试重点一独立主格(一):独立主格结构的构成:名词(代词)+现在分词、过去分词;名词(代词)+形容词;名词(代词)+副词;名词(代词)+不定式;名词(代词) +介词短语构成。

(二)独立主格结构的特点:1)独立主格结构的逻辑主语与句子的主语不同,它独立存在。

2)名词或代词与后面的分词,形容词,副词,不定式,介词等是主谓关系。

3)独立主格结构一般有逗号与主句分开。

举例:The test finished, we began our holiday.= When the test was finished, we began our holiday.The president assassinated, the whole country was in deep sorrow.= After the president was assassinated, the whole country was in deep sorrow.Weather permitting, we are going to visit you tomorrow.This done, we went home.The meeting gone over, everyone tired to go home earlier.He came into the room, his ears red with cold.He came out of the library, a large book under his arm.二过去完成时1)概念:表示过去的过去其构成是had +过去分词构成。

2)用法a.在told, said, knew, heard, thought等动词后的宾语从句。

She said (that) she had never been to Paris.b. 状语从句在过去不同时间发生的两个动作中,发生在先,用过去完成时;发生在后,用一般过去时。

英语教学法考试重点(推荐文档)

英语教学法考试重点(推荐文档)

❤判断主张并简要说明理由:Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.❤What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.❤教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答:The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.❤真实应用语言&课堂语言的不同(The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.❤交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面(名词解释or简答)There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.) Strategic competence is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.❤Principles of communicative language teaching.(交际教学语言CLT原则)(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.❤交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。

大学英语四级考试重点笔记

大学英语四级考试重点笔记

6大学英语四级考试写作辅导笔记六类作文行文思路六类作文行文思路1. 现象解释型现象解释型2. 问题解决型问题解决型3. 对比选择型对比选择型4. 观点论证型观点论证型5. 记叙文记叙文6. 应用文应用文现象解释型写作模板---行文思路1 Topic首段(描述图表段)首段(描述图表段)⑴From/According to the chart/graph/table/picture, we clearly learn that 总述现象. ⑵Asearly as 图表中最早的时间,当时的数据. ⑶Then 一段时间一段时间later, 图表中数据的变化/ And (However), by 图表中数据发生显著变化的时间,图表中数据的显著变化.中间段(说明原因段)中间段(说明原因段)⑷ There are many reasons accounting for 现象或变化. / Then why 产生该现象或变化.⑸Firstly ,原因一. ⑹ 进一步说明原因一. ⑺Secondly ,原因二. ⑻ Finally, 原因三. (As a result, 以上原因导致的结果. )结尾段(阐述观点段/说明影响段/说明问题段)说明问题段)⑼As to me/ As far as I am concerned, "我"的态度相关情况或是现象将来的趋势、可能带来的(好或坏的)影响或存在的问题. ⑽For one thing, 理由一/影响一/问题一. ⑾Foranother/In addition/ Besides,理由二/影响二/问题二. ⑿ In brief/ To conclude, 总结全文(经常是提出建议或作出期望.现象解释型写作模板---行文思路2Topic首段(描述现象段)首段(描述现象段)⑴From/According to the chart/graph/table/picture, we clearly learn that 总述现象. ⑵现象表现或变化(表现一、二/变化一、二.) ⑶The reason for this phenomenon are varied./ There aremany different factors influencing 该现象或其他情况/说清楚原因.中间段(说明原因/影响段)影响段)⑷Among these reasons/factors, 原因一原因一 plays a critical role. /Undoubtedly, 该现象该现象have brought great (negative) effect on 影响对象. ⑹ 进一步说明原因一/影响一. ⑺ Secondly ,原因二/影响二. ⑻ In addition, 原因三/影响三.结尾段(阐述观点段/说明影响段/说明问题段)说明问题段)⑼No doubt/From my point of view, 对该现象做出总体评价对该现象做出总体评价. ⑽ However,可能存在的问题./ it is worth noting that 应该注意的事项. ⑾ 进一步描述问题或注意事项. ⑿All in all/Therefore, 总结全文.问题解决型写作模板---行文思路行文思路Topic首段(描述问题段)首段(描述问题段)⑴Nowadays/recently/In recent years, 问题问题is becoming more and more of a problem/has become quite a serious problem in /has aroused widespread attention/concern from.⑵问题表现一/原因一/危害性一⑶What's worse/In addition,问题表现二/原因二/危害性二危害性二中间段(说明危害/原因段)原因段)⑷ It is very clear that 该问题该问题 is bringing great harm to 危害对象危害对象/There are many factors resulting in 该问题该问题 / ⑸Above all, 危害一/Among these 原因一原因一plays a vital role.⑹ 进一步说明危害/原因一. ⑺ What's more ,危害二/原因二.结尾段(说明方法段)结尾段(说明方法段)⑻Considering the seriousness of 该问题, it is an urgent thing for us to take effectivemeasures to 解决该问题. ⑼First of all 方法一.⑽进一步阐述方法一/Secondly,方法二.⑾Thirdly/In addition,方法三. ⑿ Only through these ways, can the problem be solved./To conclude,it is everyone's responsibility to take effort to solve the problem.对比选择型写作模板---行文思路1Topic首段(提出观点段)首段(提出观点段)⑴When it comes to 谈论主题, there is no complete agreement among people/differentpeople will offer different ⑵Some people take it for granted/believe 一种观点/选择⑶However,others maintain /prefer 另一种观点另一种观点/选择. 中间段(对比论证段)中间段(对比论证段)⑷ Those people who hold the first opinion/make the former choice believe 观点/选择一的理由一. ⑸ (In addition,) in their eyes, they maintain/point out 观点/选择一的理由二. ⑹ However,still others think differently/ do not agree this. ⑺In their opinions, 观点/选择二的理由一. ⑻Besides, they argue 观点/选择二的理由二.结尾段(总结观点段)结尾段(总结观点段) ⑼Weighing up these two argument/choices/preferences, I prefer/am inclined to theformer/the latter one/"我"的选择.⑽ For one thing,理由一. ⑾ For another/What's more,理由二. ⑿Taking above-mentioned factors into consideration, we/ I may reasonably conclude/suggest 重申观点. / In a word, 提出建议.对比选择型写作模板---行文思路2Topic首段(提出观点段)首段(提出观点段)⑴Nowadays/In recent years, 一种现象. ⑵Some people 一些人的看法或做法,while others, 另一些人地看法或做法. ⑶ As to me, I prefer to/ am in favor of the former/latter.中间段(反面论证段)中间段(反面论证段)⑷ Of course, "我"不赞同观点的合理性. ⑸ For example, 支持其合理性的例./进一步阐述其合理性. ⑹ But it doesn't mean/it is worth noting that "我" 不赞同不赞同观点的不足. ⑺From my point of view/In my view, 我的不同观点.结尾段(正面论证段)结尾段(正面论证段)⑻The following reasons can account for/contribute to/support my argument. ⑼ First,理由一. ⑽ A good example to illustrate,支持理由一的例子/进一步说明理由一. ⑾ Second, 理由二.⑿ To conclude/From the foregoing,重申观点.观点论证型写作模板---行文思路行文思路Topic首段(提出观点段)首段(提出观点段)⑴Nowadays still many people believe/For years many people have such thought that 与论点冲突的背景观点或现象.⑵进一步说明背景观点或现象. ⑶However, 论点. ⑷The following reasons can support the argument.中间段(说明危害/原因段)原因段)⑸Undoubtedly, 论据一. ⑹进一步说明论据一. ⑺ Furthermore/Moreover,论据二. ⑻ For example ,支持论据二的事例/进一步说明论据二. ⑼ In addition/ What's more, 论据三.结尾段(总结观点段)结尾段(总结观点段)⑽ All mentioned above tell that 重申观点. ⑾ 进一步阐述论点. ⑿Therefore, we should正确态度或做法.记叙文写作模板---行文思路1Topic首段(描述背景段)首段(描述背景段)⑴背景事件⑴背景事件will come soon, 事件的重要性或意义.⑵There is no more appropriate time than this for 相关人员的态度或行动.⑶So on this special occasion, 我的愿望或打算.中间段(叙述经过段)中间段(叙述经过段)⑷ Now I still remember clearly 主题事件. ⑸Firstly ,原因一. ⑹ 进一步说明原因一.⑺Secondly ,原因二. ⑻ Finally, 原因三. (As a result, 以上原因导致的结果. )结尾段(阐述观点段)结尾段(阐述观点段) ⑼As to me/ As far as I am concerned, “我”的态度相关情况或是现象将来的趋势、可能带来的(好或坏的)影响或存在的问题. ⑽For one thing, 理由一/影响一/问题一. ⑾Foranother/In addition/ Besides,理由二/影响二/问题二. ⑿ In brief/ To conclude, 总结全文(经常是提出建议或作出期望.)记叙文写作模板---行文思路2Topic首段(描述背景段)首段(描述背景段)⑴简要介绍事件发生的时间, I witnessed 总述目击事件.⑵ 事件给人印之处, which isstill vivid in my mind./该事件was so 事件的突出特点that I was left a deep impression.中间段(叙述经过段)中间段(叙述经过段) ⑶It was/happened 事件开始时间,when 当时的情形. ⑷ ( Suddenly, ) 事件的发展一. ⑸ 事件的发展二. ⑹ 事件的发展三. ⑺As a result, 事件的最终结果或影响.结尾段(阐述观点段)结尾段(阐述观点段)⑻ 总述该事件带来的影响/事件产生的原因.⑼For one thing, 影响一/原因一/措施一. ⑽进一步说明影响一/原因一/措施一. ⑾For another, 影响二/原因二/措施二. ⑿Therefore, 总结全文(提出建议或作出期望).Or Such an incident teaches us an important moral, that is “我的感受或得到的启示. 感受一/行动一. Furthermore,感受二/行动二. In conclusion,I do believe that 总结全文。

高考英语语法考试重点大纲解读

高考英语语法考试重点大纲解读

高考英语语法考试重点大纲解读对于即将参加高考的学子们来说,英语语法是英语学习中至关重要的一部分。

掌握高考英语语法的重点,不仅有助于在考试中取得优异成绩,更能为日后的英语学习打下坚实的基础。

接下来,让我们一起深入解读高考英语语法考试的重点大纲。

一、动词时态和语态动词的时态和语态是高考英语语法中的核心考点。

时态主要包括一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、将来进行时、现在完成时、过去完成时、将来完成时以及现在完成进行时。

一般现在时用于表示经常发生的动作、客观事实或真理。

例如:“The sun rises in the east” 一般过去时则用于描述过去发生的动作或状态。

比如:“I went to Beijing last year” 一般将来时表示将来要发生的动作,常见的表达有“will +动词原形”“be going to +动词原形”等。

现在进行时表示正在进行的动作,结构为“be +动词的现在分词”。

过去进行时强调过去某个时刻正在进行的动作。

例如:“I was reading a book at 8 o'cl ock last night” 将来进行时表示将来某个时刻正在进行的动作。

现在完成时表示过去发生的动作对现在造成的影响或结果,或者从过去开始一直持续到现在的动作。

其结构为“have/has +过去分词”。

过去完成时则以过去某个时间为基准,表示过去的过去所发生的动作。

语态方面,分为主动语态和被动语态。

被动语态的构成是“be +过去分词”,需要根据时态和主语的单复数来确定具体形式。

二、非谓语动词非谓语动词包括动词不定式、动名词和分词(现在分词和过去分词)。

动词不定式具有名词、形容词和副词的特征,可在句中作主语、宾语、定语、状语等。

例如:“To learn English well is not easy” (作主语)“I want to go shopping” (作宾语)动名词具有名词的特征,可作主语、宾语、定语等。

英语高考重点语法定语从句主语从句和动词

英语高考重点语法定语从句主语从句和动词

英语高考重点语法定语从句主语从句和动词英语考试考察的是全方位的知识内容,从英语的单词到英语的句型句法都是必要的考察点。

从学生的掌握情况来看,单词和短语都不成问题,但是句法的问题是相当严重。

小编整理了相关资料,希望能帮助到您。

高考英语重点语法定语从句主语从句用法定语从句、主语从句-答疑二十五问1.连接词有几个?一共有9个:who , whom , whose, that, which , when , where, why, as2. 引导词的功能有哪些?⑴引导定语从句。

⑵代替先行词在定语从句中充当一个成分。

3. 定语从句的关键是什么?判断先行词在定语从句中充当什么成分。

根据充当的成分选择相应的引导词。

4. 只能用that引导定语从句有哪些情况?现行词前为all, everything, nothing, something, anything, little, much等不定代词时.先行词前有:all, every, no, some, any, little, much, few等不定代词修饰时.先行词被叙述词修饰时.先行词被形容词最高级修饰时.先行词前only, just, very, last有等修饰时.先行词是表示人和物混杂的两个名词时.主句是以who, which,开头的疑问句或先行词是疑问代词时.在修饰时间、地点等先行词时,只有用that代替when, where等引导词。

例:I'll never forget the Sunday (that) you first arrived.Do you know anywhere (that) I can get a drink ?先行词为reason, way (意为"方法")时,常用that 代替why, which, in which,也可省略.引导词在定语从句中作表语时,多用that引导.先行词是主句表语时.例:It is a dictionary that will help you a lot.当主语以there be 开头时.当先行词是数词时.同一个复合句里有两个定语从句,一个用which,另一个通常用that.5. reason后面用什么引导?way 后面用什么引导?reason后面的定于从句用why引导。

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〕。

英语人称代词的用法考试重点

英语人称代词的用法考试重点

英语人称代词的用法考试重点人称代词在英语语法中扮演着重要的角色。

熟练掌握人称代词的用法,不仅可以在日常交流中流利表达,还可以提高英语考试的成绩。

本文将重点讨论英语人称代词的用法,并给出相关例句进行说明。

一、主格代词(Subject Pronouns)主格代词通常用作句子的主语,用于代替特定的人或物。

以下是常见的主格代词:1. I(我)2. You(你/你们)3. He(他)4. She(她)5. It(它)6. We(我们)7. They(他们/她们/它们)例如:- I am a student.(我是学生。

)- You are my friend.(你是我的朋友。

)- She is a doctor.(她是一名医生。

)- We are going to the park.(我们要去公园。

)- They are playing soccer.(他们正在踢足球。

)二、宾格代词(Object Pronouns)宾格代词用作动词或介词的宾语。

以下是常见的宾格代词:1. Me(我)2. You(你/你们)3. Him(他)4. Her(她)5. It(它)6. Us(我们)7. Them(他们/她们/它们)例如:- John called me yesterday.(约翰昨天给我打电话了。

)- Can you help us with the homework?(你能帮我们做作业吗?)- I saw him at the supermarket.(我在超市看到他了。

)- She gave it to her sister.(她把它给了她的妹妹。

)- The teacher is talking to them.(老师正在和他们交谈。

)三、所有格代词(Possessive Pronouns)所有格代词表示所属关系,用于代替名词所有格或代名词所有格。

以下是常见的所有格代词:1. Mine(我的)2. Yours(你的)3. His(他的)4. Hers(她的)5. Its(它的)6. Ours(我们的)7. Theirs(他们的/她们的/它们的)例如:- Is this book yours?(这本书是你的吗?)- The red pen is mine.(那支红笔是我的。

高中英语学业水平考试知识点总结

高中英语学业水平考试知识点总结

高中英语学业水平考试知识点总结如下:【重点句型】1、Remove clothing using scissors if necessary unless it is stuck to the burn.除非衣服粘在烧伤面上,否则都要把衣服脱掉。

如果需要的话,可以使用剪刀。

unless是连词,意为“如果不,除非”。

在真实条件句中,unless引导的肯定条件状语从句,可以和if...not...引导的否定状语从句互换。

Unless you change your mind,I won,t be able to help you.=If you don?t change your mind,I won ’t be able to help you.除非你改变想法,否则我不能帮助你。

I want you to keep working unless I tell you to stop.=I want you to keep working if I don’t tell you to stop.如果我没说让你停,你就得继续干。

注意:unless 不可用于假想的事情,因此当if...not引导非真实条件状语从句时,一般不可改用unless。

例题:单项填空①All the dishes in this menu, ______ otherwise stated, will serve two to three people.A. AsB. ifC. thoughD. unless解析: 选D。

考查状语从句的引导词。

句意为:在这份菜单上的所有菜,除非另外说明,会给两到三个人食用。

②Don’t promise anything ______ you are one hundred percent sure.A. WhetherB. afterC. howD. unless解析: 选D。

句意为:除非你有完全的把握,否则不要做出承诺。

英语考试重点

英语考试重点

Unit 1单词填空1.The equator ,an imaginary circle on the surface of the earth,divides the earth into the northern hemisphere and the southern one.2.Over the course of the century,jazz has remained a dynamic tradition that has profoundly influenced America and the world.3.His mother raised him alone,fostering his interest in the arts.4.A number of maritime nations feel that to protect the fishery resources of their bordering seas,they must keep out foreign fisherman.5.India’s population now surpass that of Africa.6.Paris is the politicial,cultural,and economic center of France as well as one of the most vibrant metropolises in the world.7.Political analysts generally regard the third year of a president’s term as crucial to his reelection prospects.8.Ivory trade is one of Africa’s oldest,most lucrative,and now most debatable export trades.9.Since I have seen the fearful ravages of war,I have learned to pity and forgive.10.Despite the improvement in influenza vaccines,influenza is expected to remained a formidable opponent of human health.词组填空1.The president defended the government’s policy,accusing the media of misinforming the people.2.The less you spend,the less you’ll owe,and the less likely you’ll end up bankrupt.3.Lee was looking for a way to improve the image of the company when he came upon the idea of inviting students from the local universities to visit the company.4.As far as I can remember,this was their mother at her worst,her voice was strident,and she was ready to be angry at anyone.5.If you don’t take care of your body now,you’ll pay for it when you’re older.6.If they failed to complete the project on schedule,they would run a risk of beingdismissed.7.In our university,students are also encouraged to maks use of the Arts Center and to participate in music and drama.8.In many cases,optional subjects other than science are available,such as business studies.9.The young artist’s parents objected to his giving up his day job for fear that he might fail in his quest for fame.10.Some people think that most pills offer either no real improvement or,at best,only moderate improvements.用所给句型翻译1.My father always gete information from the local library.You might as well go there to see whether there is the information you need.2.While you live alone,you can do anything as you like.We might as well call it freedom.3.They miss you very much.You might as well call and tell them you’re going to visit them.4.It’s no good waiting for the bus.We might as well walk home.5.This passage is too difficult for us to read.We might as well find an easier one.6.Since you have started the job,you might as well finish it.汉译英1.It’s half past ten,and you should not be sleeping!It’s time to head for the airport to pick up your cousin.(已经十点半了,你不应该还在睡觉!赶快到机场去接你表妹。

英语课程教学论考试重点

英语课程教学论考试重点

Unit 1 Language and Language Learning 语言和语言学习1.Views on language 有关语言的观点Different views on language generate different teaching methodologies. P2不同的语言观产生不同的教学方法..Three different views of language: 三种不同观点的语言:1. Structural view: language as a system made up of various subsystems: the sound system phonology; the discrete units of meaning morphology; the system of combining units of meaning for communication syntax p3a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统语音;离散单元的意义形态;对通信相结合的系统单位的意义语法2. Functional view: Language is not only a linguistic system but also a means for doing things. 功能观:语言不仅是一种语言系统;但也做事情的一种方式..3. Interactional view: language as a communicative tool to build up and maintain social relations between people. p3交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系..2. Views on language learning and learning in general 语言学习两类理论:Process-oriented theories and Condition-oriented theories1. Behaviourist theory: p5 行为主义学习理论面向流程理论和条件理论behavioural psychologist Skinner; 行为心理学家斯金纳Watson and Raynor’s theory of conditioning; stimulus; response; and reinforcement;the audio-lingual method; the language is learned by constant repetition and reinforcement of the teacher 沃森和雷诺的调节理论;刺激响应;和强化;听说教学法;语言是不断的重复和强化学习的老师2. Cognitive theory: students are asked to think rather than simply repeat; p5Noam Chomsky; 乔姆斯基认知学习理论:要求学生想而不是简单的重复;language is an intricate rule-based system and a large part of language acquisition is the learning of this system; there are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. 有数量有限的语法规则系统和知识的这些可以生成无限的句子语言是一个复杂的基于规则的系统语言习得和一个大的部分是这个系统乔姆斯基认知语言学 Transformational-Generative T-G Grammer 转换生成语法(3). Constructivist theory:P6 Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already know; 建构主义学习理论:学习是一个过程;学习者建构意义基于自己的经历和已经知道什么;applicable to learning in general; 适用于一般学习 John Dewey 杜威teaching should be built based on what learners already knew and engage learners in learning activities; 教学应构建基于学习者已经知道和学习者参与学习活动to foster inventive; creative; critical learner; 培养创造力;创造力;关键的学习者4. Social-constructivist theory: P6 社会-建构主义理论 Vygotsky; 维果斯基emphasizes interaction and engagement with the target language in a social context;the concept of ‘Zone of Proximal Development’ ZPD 可能发展区/临近发展区and scaffolding 鹰架理论; 概念和鹰架理论强调互动和社会背景与目标语言接触learning is best achieved through the dynamic interaction betweenthe teacher and the learner and between learners.学习是最好的通过教师和学习者之间的动态交互和学习者之间3. qualities of What makes a good language teacher P7 品质好的语言老师ethic devotion; professional qualities; personal style; professional competence道德奉献职业素质个人风格专业能力4. Development of teacher’s professional competence教师专业能力的发展Figure 1.1 P9: Stage 1; Stage 2 and Goal 图1.19页:第一阶段、第二阶段和目标Stage 1: language development 阶段1:语言发展Stage 2: three sub-stages: learning; practice; reflection方案变动包括:学习实践反思The learning stage: 1. learning from others’ experiences; 2. learning the received knowledge; 3. learning from one’s own experiences学习阶段:借鉴别人的经验;学习获得知识;从自己的学习经验5. The most influential language teaching approaches in the past two decadesCommunicative Language Teaching CTL 交际语言教学最具影响力的语言Task-basked Language Teaching TBLT 任务型语言教学教学方法过去二十年Unit 2 Communicative Principles and Task-based Language Teaching 交际原则任务型语言教学1. Language use in real life vs. traditional pedagogy 在现实生活中与传统的教育学The language used in real life 在现实生活中;语言是用来执行特定的交际功能in real life; language is used to perform certain communicative functionsThe language learned in classroom 在教室里学到的语言A big gap between the two 一个很大的差距Main differences: P15 1. traditional pedagogy tends to focus on forms rather than functions; 2. traditional pedagogy tends to focus on one or two language skills and ignore the others; 3. traditional pedagogy tends to isolate language from its context.主要差异:1、传统教学往往关注形式而不是功能;2、传统教育学往往集中在一个或两个语言技能而忽略其他人;3、传统教学往往孤立的语言上下文..2. CLT 交际语言教学弥合两人之间的差距To bridge the gap between the two 目标是发展学生的交际能力The goal of CLT is to develop students’ communicative competence. Five main components of communicative competence p17-18交际能力的五个方面1. Linguistic competence 语言能力It’s concerned with knowledge of the language; it involves spelling; pronunciation; vocabulary; word formation; grammatical structure; sentence structure; and semantics.语言的知识;它包括拼写;发音;词汇;构词、语法结构、句子结构和语义..2. Pragmatic competence 语用能力适当的使用语言的社会环境It’s concerned with the appropriate use of the language in social context;To know when to speak; when not; what to talk about with whom; when; where and in what manner. 知道何时说话;何时不说;谈论与谁;何时、何地、以何种方式..3. Discourse competence 语篇能力It refers to one's ability to create coherent written text or conversation and the ability to understand them. 一个人的能力来创建一致的书面文本或对话和理解的能力..The cohesive markers used in the discourse. 有凝聚力的话语中使用的标记..The reference words in the context. 参考词汇在上下文.. 有凝聚力的词汇意义Cohesive words hold meaning together in a sensible way. 在一个合理的方式..One’s ability to initiate; develop; enter; interrupt; check or confirm in a conversation.一个启动的能力;开发、进入中断;请检查或确认的谈话..4. Strategic competence 策略能力It is similar to communication strategies. 它类似于沟通策略..It refers to strategies one employs when there is communication breakdown due to lack of resources. 它指的是战略雇佣通信故障时由于缺乏资源..By searching for other means of expression; such as using a similar phrase; using gestures; or using a longer explanation. 寻找其他的方式表达;如使用类似的短语;Keep the conversation going. 保持谈话.. 使用手势;或使用一个更详细的解释..Get input from the other end. 从另一端获取输入..5. Fluency 流利程度It means one’s ability to link units of speech toge ther with fluency and without nervousness or inappropriate slowness or undue hesitation. 这意味着一个人的能力联系单位一起演讲流利和没有紧张或不恰当的缓慢或不适当的犹豫..chunks of language大块的语言 Lexical phrases词汇短语Prefabricated language 预制语言Linguistic competence Chomsky: rules of grammar/ grammatical rules/grammar knowledge; the knowledge of language structure and the ability to use this knowledge to understand and produce language. P19 语言能力乔姆斯基:语法规则/语法规则/语法知识;语言的知识结构和使用这些知识的能力去理解和生成语言..Communicative competence Hymes: besides grammatical rules language use is governed by rules of use /knowledge of what to say; when; how; where and to whom.交际能力海姆斯:除了语法规则的语言的使用是由规则的使用/知识该说什么;何时、何地、如何和人..3. Principles of CLT 交际语言教学的原则 Communicative Language Teachingcommunication principle; task principle; meaningfulness principle 交际性原则工作原理有意义原则The weak version of CLT: learners first learn the language as a structural system and then learn how to use it in communication. 强大版本:语言是通过沟通..The strong version of CLT: language is acquired through communication.薄弱版本:学习者首先学习语言作为一种结构体系;然后学习如何使用它在沟通..4. CLT and the teaching of language skills 语言技能的教学交际能力Communicative competence is to develop learners’ language skills; namely; listening; speaking; reading and writing. 是培养学习者的语言能力;即听、说、阅读和写作..5. Main features of communicative activities 交际活动的主要特征The Key assumption in CLT is that students learn the language through engaging in a variety of communicative activities. 关键假设是学生学习语言通过从事各种各样Functional communicative activities 功能性交际活动的交际活动..Social interaction activities P22-23 社会互动活动6. Six criteria for evaluating communicative classroom activities Ellis 19901. Communicative purpose 交际目的六个标准评价课堂交际活动埃利斯2. Communicative desire 交际需要3. Content; not form 注重内容;不是形式4. Variety of language 语言的多样性5. No teacher intervention 没有老师的干涉6. No materials control 没有语言材料控制7. Task-based Language Teaching TBLT 任务型语言教学Task-based language teaching is a further development of Communicative Language Teaching. 是交际语言教学的进一步发展结合形式;集中教学与沟通combine form-focused teaching with communication-focused teaching Definitions of a task on P27 任务的定义Willis; 1996 Tasks are activities where the target language is used by the learner for a communicative purpose goal in order to achieve an outcome. 威利斯;1996任务活动;使用目标语言学习者交际目的目标为了实现一个结果..Four components of a task P28 任务的四个组成部分a purpose; a context; a process; a product 一个目的、内容、过程、结果8.Exercises; exercise-tasks; tasks 练习与任务Exercises: focus on individual aspects of language; such as vocabulary; grammar or individual skills 关注个人方面的语言;如词汇、语法和个人技能Exercise-tasks: contextualized practice of language items often a particular grammar point 符合实际的语言实践项目通常是一个特定的语法点Task: the complete act of communication purposeful & contextualized communication 完整的沟通行为有目的的和符合实际的沟通9.PPP P31-32 属于传统教学模式 traditional teaching mode Presentation of single new item 呈现单新项目Practice of new item: drills; exercises; dialogue 练习新项目:演习;演习、对话Production Activity; role play or task to encourage free use of language产出活动;角色扮演或任务鼓励免费使用语言The five-step teaching method 五步教学法修订;表示;实践;生产;整合revision; presentation; practice; production ; consolidation 10. TBLT/TBL P31Task-based Language Teaching TBLT 任务型语言教学Task-based Learning TBL 任务型学习Pre-task: introduction to topic and task 介绍主题和任务Task cycle: task/planning/report; students hear task recording or read text.任务周期:任务/计划/报告;学生听到任务记录或阅读文本Language focus: analysis and practice: Review and repeat task.语言重点:分析和实践:审查和重复的任务Five steps of designing tasks P34 五个步骤的设计任务1. Think about students’ needs; interests; and abilities考虑学生的需要兴趣和能力2. Brainstorm possible tasks 头脑风暴可能的任务3. Evaluate the list 评估列表使用以下标准:①. 教育价值using the following criteria: ①. educational value; ②.appropriateness to the students’ needs; interest and abilities;③. availability of suitable resources; ④. time available4. Choose the language items 选择的语言项目②. 适合学生的需要兴趣能力5. Preparing materials 准备材料③. 合适的资源的可用性;④.可用时间11. Appropriateness of CLT and TBLT in the Chinese context p35适当的交际语言教学和任务型语言教学在中国语境It is very difficult to design a syllabus with a one to one correspondence between a function and a form. 很难设计教学大纲与之间的一一对应一个功能和一个表单One function of the language can be fulfilled by several language forms.One language form may also have several functions. CLT一个功能可以实现语言的一些语言形式.. 一种语言形式也可能有几个功能..12. Potential constraints of TBLT 任务型语言教学的潜在限制1. It may not be effective for presenting new language items. Swan; 20052. Time 时间它可能不是有效的呈现新语言项目学习的文化:3. The culture of learning: some students may find it difficult to adapt to TBLT. Lack of appropriate skills such as problem-solving;discussing; inquiring and reasoning. 一些学生可能难以适应..缺乏适当的技能;如解决问题、讨论、4. Level of difficulty. 水平的困难查询和推理..Unit 3 The National English Curriculum 国家英语课程标准1. A brief history of foreign language teaching in China 在中国外语教学简史Main events before 1978 主要事件在1978年之前Four major phases of the development of ELT in China since 1978. Restoration; Rapid Development; Reform; and Innovation 发展的四个主要阶段;英语教学在中国自1978年以来修复、快速发展、改革和创新1. Restoration 1978-1985 : 恢复a national syllabus in 1978; 一个国家1978年教学大纲一套新的教科书a new set of textbooks by the People’s Education Press PEP; 由人民教育出版社grammar-based audio-lingual teaching method. 基本语法和听说教学方法2. Rapid development1986-1992: 快速发展the 1986 English Syllabus a revised one; 1986年英语教学大纲修订the rewriting of the textbooks by PEP. 重写教科书English is not only instrumental but also communicative and educational.Teaching should focus more on the use of the language.英语不仅是工具也是交际和教育.. 教学应更注重语言的使用..3. Reform 1993-2000: 改革The policy of nine-year compulsory education. 九年义务教育的政策..The communicative approach. 交际的方法在1993年发布的一份新的教学大纲A new syllabus issued in 1993. 很多教科书区域机构除了鼓舞士气的新系列A number of textbooks by regional agencies besides a new series by PEP.A synthesis of the new and the old approaches. 新和旧的合成方法A more communication-oriented language teaching. 面向更多的交流;语言教学4. Innovation from 2000: 创新A call for quality-oriented education. 呼吁素质教育A review of the curriculum prior 2000. overemphasis on the delivery of language knowledge; ignoring Ss’ language ability and individual learner differences; paper-and-pencil tests 回顾2000年之前的课程..过分强调语言知识的传递;忽略了学生的语言能力和学习者个别差异;纸笔测试A transition to the New National English Curriculum. 过渡到新的国家英语课程..2.the six designing principles for the National English Curriculum6种设计原则1. Aim for educating all students; and emphasise quality-oriented education.2. Promote learner-centeredness; and respect individual differences. p42/p3103. Develop competence-based objectives; and allow flexibility and adaptability.4. Pay close attention to the learning process; and advocate experiential learning and participation. 1面向全体学生;注重素质教育..2突出学生主体;尊重个体差异..5. Attach particular importance to formative assessment; and givespecial attention to the development of competence. 3整体设计目标;体现灵活开放..6. Optimize learning resources; and maximize opportunities forlearning and using the language. 4强调学习过程;倡导体验参与.. 5注重过程评价;强调能力发展.. 6开发课程资源;拓展学用渠道..The overall aim of the curriculum for nine-year compulsory educationis to develop students’ comprehensive abilities in language use.Language skills; language knowledge; affects; culture awareness and learning strategies. 九年义务教育课程的总体目标是培养学生的综合语言运用能力..语言技能;语言知识、影响、文化意识、学习策略.. 九年义务教育的英语课程The English curriculum for nine-year compulsory education.The related senior high school English curriculum. 有关高中英语课程..Nine competence-based objectives. 9个能力本位的目标..Each level is described in terms of what students can do with the language.The integrity; flexibility and openness of the curriculum.每个级别的描述语言的学生能做什么.. 完整性、灵活性和开放性的课程..The principle of learner-centered approach. 原则为中心的方法Education for all students and quality-oriented education. 所有学生教育和素质教育Develop effective learning strategies and autonomous learning abilities by means of experiencing; practicing; participating; exploring and cooperating under the teacher’s guidence. 发展有效的学习策略和自主学习能力通过体验、实践、参与、探究和合作老师的引导.. 形成性评价中扮演主要角色..Formative assessment playing a primary role. 总结性评估应关注Summative assessment should focus on assess ing students’ overall language ability and the ability to use the language. 评估学生的综合语言能力和运用语言的能力..3. The changes of goals and objectives of English language teaching p45 目的目标Compare the teaching objectives in the syllabi which have appeared since 1978; and pay attention to the changes. 比较教学大纲中的教学目标;出现了自1978年以来;并注意更改.. 该框架的目标在新的国家英语课程.. 整体目标的5个方面the framework of objectives in the new National English Curriculum. Overall Language ability: 整体语言能力: 语言知识:语音;语法;词汇;功能;1. Language knowledge: Phonetics; Grammar; Vocabulary; Functions; Topics 话题2. Language skills: listening; Speaking; Reading; Writing 语言技能:听;说;读;写3. Learning strategies: Cognitive; Self-management; Communication; Resourcing学习策略:认知策略;自我调控策略;交际策略;资源策略4. Affection and attitude: Motivation; Confidence; Patriotism;International perspectives 感情和态度:动机兴趣;自信意志;合作精神;国际视野5. Cultural awareness: Knowledge; Understanding; Awareness of cross-culture communication 文化意识:知识;理解;跨文化交际的意识4. Design of the National English Curriculum 国家英语课程的设计Before 2001; the English syllabus did not include the primary phase.教学大纲主要阶Nine-competence based levels 9段能力水平The primary phase: Level 1; Level 2 初级阶段:1级、2级The junior high school phase: Level 3 to Level 5 初中阶段:3 - 5级水平The senior high school phase: Level 6 to Level 9 高中阶段:6 - 9级的水平Level 7 is the requirement for every senior high school leavers. 是高中毕业生要求Required courses English 1-5 必修课程英语1 - 5Two tracks of elective courses 选修课程的两个轨道Elective Track 1 English 6-11 选修课跟踪1 选修课跟踪2三大系列课程Elective Track 2 three series of courses: Specialized skills courses; ESP courses; Culture and literary studies courses.专业技能课程;ESP课程;文化和文学研究课程5. Performance standards for different levels of competence Refer to the Chinese version 指中国版本不同级别的能力的性能标准6. Challenges facing English language teachers 英语教师面临的挑战Faced with the new curriculum; English teachers are expected to change in many ways. 面对新课程;英语教师将在很多方面发生变化.. What should English teachers do 英语教师应该做什么使用更多的to change their views about language. 改变他们对语言的看法任务型活动to become a multi-role educator. 成为一个多功能教育家学生学习的中心to use more task-based activities and put the students in the centre of learning.to use more formative-assessment in addtion to using tests. 造型评估使用的测试to use modern technology in teaching; creating more effective resources for learning and for using the language. 教学技术;创造更有效的资源来学习使用语言Unit 4 Lesson Planning 课程计划1.Teaching Contents 教学内容1. Importance of lesson planning 课程计划的重要性2. Principles for good lesson planning 好的课程规划的原则3. Macro planning & micro planning 宏观规划和微观规划4. Components of a lesson plan 教案的组成5. Suitable form of a lesson plan 合适的教学计划1. Importance of lesson planning 课程计划的重要性A Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. P51教案是一个框架的一课教师预先决定他们希望获得什么以及他们如何想实现它..Benefits from lesson planning P52 课程计划的好处Be aware of the aims and language contents of a lesson; 注意目标和语言课内容Distinguish the various stages of a lesson and see the relationship between them;Anticipate potential problems; 预测潜在的问题区分不同阶段的一个教训Give teachers confidence; 给教师的信心看到它们之间的关系Be aware of the teaching aids; 注意教学用具2. Principles for good lesson planning P53 好的课程规划的原则They are described in terms of aim; variety; flexibility; learnability; and linkage.Aim: the things that students are able to do by the end of the lesson. Variety: a number of different types of activity; a wide selection of materialsFlexibility: some extra and alternative tasks and activities灵活性:额外和替代的任务Learnability: the contents and tasks should be within the learning capability of the students 可学习性原则:内容和任务应该在学生的学习能力Linkage: the stages and the steps within each stage are someway linked with one another. 关联性原则:阶段;在每个阶段的步骤以某种方式相关..目标:学生能做的事情的教训.. 多样性:许多不同类型活动;参加多种多样的材料3. Macro planning & micro planning P54 宏观规划和微观规划Macro planning: Planning over a long period of time 规划在很长一段时间Micro planning: Planning for a specific unit or a lesson 一个特定的单元或课程Micro planning should be based on macro planning; and macro planning is apt to be modified as lessons go on. 微观规划应该基于;宏观规划课上容易被修改..4. Components of a lesson plan P55 教案的组成Different teachers have different teaching styles and may use different teaching procedures; so ‘every lesson is unique’ Robertson and Acklam; 2000:6; and so is every lesson plan. 不同的老师有不同的教学风格;可以使用不同的教学程序;所以“每课是独一无二的”;也是每一个教案..①. What should a lesson plan include P56-P60Background information; Teaching aims; Language contents and skills; Stages and procedures; Teaching aids; End of lesson summary; Optional activities and assignments; After lesson reflection 背景信息;教学目标;语言内容和技能;阶段和过程;教学用具;总结教训;教训后可选的活动和任务;反思②. Teaching aims: P56-P57 教学目标language skills; knowledge; affection & attitude; Learning strategies; culture awareness 语言技能;知识;情感与态度;学习策略;文化意识Language contents: structure grammar; vocabulary; functions; topics etc. P58Language skills: communicative skills listening; speaking; reading and writing语言内容:结构语法、词汇、功能、话题等.. 语言技能:交际技能听说读写Stages and procedures P58 阶段和过程Teaching stages refer to the major activities that teachers go through in a lesson.Procedures are the detailed steps in each teaching stage.指教学阶段的主要活动;教师经过一个教训程序在每个教学阶段的详细步骤A warm-up or a starter P58 热身或起动器A starter is an activity or a series of activities that a teacher does at the beginning of the lesson. 起动器是一种活动或一系列活动;教师在课的开始..③. A new structure-based lesson P59 一种新的基于结构课The PPP model 适合此种课程介绍:介绍新词汇和语法结构 Presentation: introduce new vocabulary and grammatical structuresPractice: controlled practice; guided practice 实践:控制实践;指导实践Production: communicative tasks 生产:交际任务④. A skill-oriented lesson 一个技巧性的课The PWP model 适合此种课程任务前:准备工作;例如设置场景;Pre-task: preparation work; such as setting the scene; warmingup; or providing the key information such as key words. 热身;或者提供的关键信息如关键字While-task: activities or tasks the students must perform while they are reading or listening. 任务中:学生活动或任务必须执行在他们阅读或倾听Post-task: students obtain feedback on their performance at the while-stage; some follow-up activities. 任务后:学生获得反馈性能的同时;舞台上;一些后续行动5. Suitable form of a lesson plan P55 合适的教学计划Teaching plan for lesson ~Teaching Contents:……教学内容Teaching aims: 教学目标1. Students are able to … by the end of the lesson.2. ……3. ……Teaching key points: 教学重点Teaching difficulties: 教学难点Teaching methods: 教学方法教学工具:卡片、图片、录音机、多媒体Teaching aids: cards; pictures; tape-recorder; multi-media; etc. Teaching procedures: 教学过程Step 1 Revision/Introduction 复习/介绍描述;介绍/任务前/快速阅读/略读/浏览Step 2 Presentation/pre-task/fast-reading/skimming/scanningStep 3 Drill/while-task/detailed-reading 训练/任务中/精读…………Step 6 Oral practice/interview/Discussion 口头练习/面谈/讨论Step 7 Consolidation 巩固Step 8 Summary 总结Homework/Assignments:1.……2.……Layout of Blackboard: 板书设计……Reflection: ……教学反思2. Group Activity: Teaching aims designing 小组活动:教学目标设计Students can introduce themselves in English——telling other people about their names; telephone numbers; addresses; and where they are from; etc. 介绍自己Students are able to find out information about other people in English. 发现信息Students are able to ask other people to clarify if they do not understand. 清晰Students can talk confidently and politely with strangers. 自信礼貌地与人交谈Students can make an ID card for themselves in English; 用英语自己的身份证Homework:Choose a lesson from the books of primary school and write a lesson plan.Unit 5 Classroom Management 课堂管理1.Classroom management is the way teachers organize what goes on in the classroom.contribute directly to the efficiency of teaching and learning. The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways. 目标是创建一种氛围有利于英语交流课堂管理是教师组织在教室里发生了什么.. 直接导致了教学和学习的效率..2. Six aspects of classroom management 课堂管理的六个方面1. Appropriate roles of the teacher 适当的教师角色2. Classroom instructions 教师课堂教学用语3. Student grouping 学生分组4. Classroom discipline 课堂纪律5. Questioning in the classroom 不同类型的问题6. Dealing with errors 课堂纠错3. Multi-roles of the teacher P68 多元化教师角色Different approaches stipulate different roles for the teacher. 为老师规定不同角色What are the most common roles that teachers play in present-day second/foreign language teaching 什么是最常见的角色;教师在今天的二/外语教学吗Planner; evaluator; controller: appropriate degree of control 规划师评估者控制器assessor: correcting mistakes; organising feedback 评估员:纠正错误;组织反馈organiser: to design and organise task-based activities 组织者:设计组织任务型活动prompter: give appropriate prompts 提词员:给予适当提示participant: participate in students’ activities 参与者:参与学生的活动resource-provider; facilitator; guides; researcher资源-提供者主持人指南研究员4. Classroom instructions 教师课堂教学用语Classroom instructions refer to the type of language teachers use to organise or guide learning. P73 课堂指令引用类型的语言教师使用组织或指导学习①. Use of classroom instruction 利用课堂教学指路;提供解释;设置要求;giving directions; providing explanation; setting requirements; checking comprehension; drawing attention; motivating learners; giving feedback; assigning homework; etc. 检查理解;注意;激励学习者;给予反馈;分配作业等..②. Function: useful model; meaningful input; tools for organizing learning作用有用的模型;有意义的输入;组织学习的工具有经验的教师③. Experienced teachers: use simple and clear instructions to organize learning activities and form a routine of using it.简单明确指示组织学习活动;形成常规使用Novice teachers: not able to target their instructions to the level of the learners; long and complicated instructions. 新手教师:指导学习者;长期和复杂的指令..④. Rules to follow: 规则: 1使用简单的指令;让他们适合学生的理解水平;1 to use simple instructions and make them suit the comprehension level of the students; try to establish a limited but realistic range of instructions and build upon them gradually. 试图建立一个有限但现实的一系列指令和逐步建立在他们身上..2 to use mother-tongue only when it is necessary: explain grammarrules or rules for a game or task. 使用母语;只有当它是必要的:解释语法规则或规则游戏或任务..3 to use body language. 使用肢体语言4 to model a task/ activitiy. 模型任务/活动5 not to do all the talking in class; maximum student participation; avoid lengthy explanations. 不要在课堂上说话;最大的学生参与;避免冗长的解释..5. Student grouping 学生分组Whole class work: all the students are under the control of the teacher. 全班的活动Pair work: students work in pairs. 双人活动:学生成对工作Group work: students work in small groups. 小组作业:学生在小组工作Individual study: students work on their own at their own speed. 个人学习individual study 自习 individualised study 个性化学习6. Discipline in the language classroom 课堂纪律①. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. p78 纪律是指一个行为准则;老师和一群学生紧密联系在一起;这样可以更有效的学习..②. Maitaining discipline: 先进性原则: 措施;目无法纪和行为严重的学生:Harmer 1983’s measures for indisciplined acts and badly behaving students:Act immediately; Stop the class; Rearrange the seats; Change the activity; Talk to students after class; Create a code of behaviour 立即行动;停止上课;重新安排座位;改变活动;跟学生下课后交谈;创建一个代码的行为③. Ur 1996; advice about problems in class 建议在课堂上的问题 Deal with it quietly; Don’t take things personally; Don’t use threats静静地处理它;不要感情用事;不要用威胁④. Problems of teachers 老师的问题Inadequate preparation; Unclear instruction; Lack of teacher attention; Lengthy explanations to one individual; Level of difficulty 不充分的准备;不清楚的指令;老师缺乏关注;冗长的解释一个人;水平的困难7. Questioning in the classroom 不同类型的问题The most common form of interaction between the teacher and the students in the classroom. P83 最常见的在教室里老师和学生之间的互动..①. Functions: 作用to focus students’ attention集中学生的注意力to invite thinking and imaginations 邀请的思维和想象力to check understanding 检查了解to stimulate recall of information 刺激召回的信息to challenge students 挑战的学生to assess learning 评估学习②. Questions should be wise and purposeful. 问题应该是明智和有目的的contribute to the overall objectives of the lesson 对课程的总体目标作出贡献stimulate the development of knowledge and thinking 促进知识和思维的发展Help to maintain effective interaction. 帮助维持有效的互动③. Classification of question types: 问题类型的分类:1. Closed questions and open questions 封闭性问题和开放性问题2. Display questions and genuine questions 展示性问题和演示性问题3. Lower-order questions and higher-order questions 低层次问题和高层次问题4. A taxonomy proposed by Bloom different question types: 布鲁姆提出的分类:Knowledge; Comprehension; Application; Analysis; Synthesis; Evaluation知识性问题;理解性问题;应用性问题;分析性;综合性;评价性问题8. Dealing with errors 课堂纠错①. distinction between an error and a mistakeA mistake is refers to a performance error that is either a random guess or a ‘slip of tongue’; and it is a failure performance to a known system. …has nothing to do with the language competence. …can be self-corrected. 是指性能错误随机猜测或“口误”;并且它是一个失败的一个已知系统性能..与语言能力无关..可以自我纠正An error has direct relation with the learners’ language competence. It results from lack of knowledge in the target language. … can not be self-corrected. 一个错误与学习者的语言能力有直接关系..它的结果缺乏知识在目标语言..不能自我纠正..②. Dealing with spoken errors 处理口语错误Whether the task or activity is focusing on accuracy or fluency.A balance between accuracy-based activities and fluency-based activities任务或活动是否专注于精确和流畅基于平衡精度的基于活动和流畅性的活动③. When to correct 何时纠错Not to interrupt students during fluency-based activities 不要打断学生。

高考英语必背知识点

高考英语必背知识点

高考英语必背知识点高考英语对于许多考生来说是一个重要的科目,掌握一些必背的知识点能够帮助我们在考试中取得更好的成绩。

以下是为大家整理的一些高考英语必背知识点。

一、词汇词汇是英语学习的基础,在高考中占有重要地位。

1、高频词汇像 abandon,ability,able,abnormal 等这些常见的单词,需要我们牢记它们的词义、用法和搭配。

2、一词多义很多单词有多种含义,比如“cover”,有“覆盖;包括;报道”等意思。

3、易混淆词汇例如“adapt”和“adopt”,“affect”和“effect”,要注意区分它们的用法和含义。

4、动词短语如“put up”(张贴;搭建;提供住宿),“put off”(推迟;拖延),“put out”(扑灭;生产)等,要准确理解和运用。

二、语法1、时态和语态高考中常考的时态有一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、现在完成时、过去完成时等。

语态则包括主动语态和被动语态,要清楚各种时态和语态的构成及用法。

2、非谓语动词包括动词不定式、动名词和分词(现在分词和过去分词)。

要掌握它们在句子中的作用和用法,比如作主语、宾语、定语、状语等。

3、从句(1)定语从句:要清楚关系代词(which,that,who,whom,whose)和关系副词(when,where,why)的用法。

(2)名词性从句:包括主语从句、宾语从句、表语从句和同位语从句,掌握引导词的使用。

(3)状语从句:如时间状语从句(when,while,as,before,after,since,until 等)、条件状语从句(if,unless,as/so long as 等)、原因状语从句(because,since,as 等)等。

4、虚拟语气要了解虚拟语气在不同条件下的形式和用法,比如与现在事实相反、与过去事实相反、与将来事实相反的情况。

5、主谓一致要注意主语和谓语在人称和数上的一致,如“Neithernor”“Eitheror”“Not onlybut also”等结构的主谓一致问题。

(完整版)英语四六级考试必备资料

(完整版)英语四六级考试必备资料

英语四六级考试必备资料四级考试听力短文题10大解题原则.1.听即原则:所听即所得,听到什么就选什么(正好与短对话相反,短对话时听到的一般不选)2.重读原则:某单词被反复读到或是在语音上加以重读,因引起重视如果选项中出现很可能是正确答案3.顺序原则:出题顺序一般与行文顺序相同除了主题题和部分说明文4.主题原则:主题一般出现在段落的头尾部分,所以要集中精力听清前三句话和最后两句话5.原因原则:凡出现表示原因,目的的很有可能是考点如:because so as 等词前后要着重听6.转则原则:凡出现表示转则的词如:but however yet 等,后面的句子往往是考点,要引起重视7.光明原则:事情一般都是向着好的方面发展的,主人公多数是大难不死的,事情总是逢凶化吉,绝处逢生的8.男女原则:同短对话9.穷学生原则:学生一般都是比较穷的,不能继续学业一般都是因为经济原因,因为穷一般还比较喜欢DIY一些东西10.偏怪小原则:一般故事总是稀奇古怪的,经过总是曲折离奇的,结局总是出人意料的。

宗旨就是意料之外、情理之考试听力短文题10大类标志词:2.唯一级标志词only / unique / prefer / every / one / of all / perfect / ……3.因果项标志词cause / lead to / contribute to / thanks to / owing to / question / answer / why / reason / 其他形式的问句/ ……4.转则项关键词despite / in spite of / instead / while / from ~ to ~ / although ~ (yet)~ / not only ~ but also ~ / ……5.序数项标志词所有的序数词(first , second)/ another / the other / next / last / in addition / on the other hand / ……6.时间项标志词when / how / today / as / before / after / since / then / unti l / ……7.解释项标志词or / namely / in other words / that is / that is to say / ……8.目的项标志词to / for / ……9.总结项标志词all in all / in brief / to conclude / at last / in summary / in short / ……10.强调项标志词副词:especially / particularly / almost / al ways / usually / …… 动词:show / remember / note / notice / say / pronounce / ……根据四级考试大纲,完型填空满分占710分的10%。

(完整版)英语三级考试重点词汇归纳

(完整版)英语三级考试重点词汇归纳

大学英语三级核心词汇:需要掌握其拼写(中译英)、词性、意义、搭配(听力、阅读、翻译)、读音(听力)force,力量,武力,影响力;强迫,强夺enforce,加强,迫使,强制实施reinforce,加固物;增援,加强;加强,增援report,报告,报导,成绩单;报告,报导,记录scope,范围spirit,精神decline,衰微,跌落;降低,婉谢climate,气候lend to 借,贷款,增添,accuse,责备,控告afford,提供,供应得起,给于anxiety,焦虑,挂念,担心,渴望,热望atmosphere,大气,气氛blame,过失,责备calculate,计算,考虑,计划circle,圆周,社交圈,循环;包围,盘旋,环绕confidence,信任,信心conscious,神志清醒的,意识到的,自觉的,有意的convince,说服,使...相信custom,习俗,风俗,海关desperate,不顾一切的,绝望的encourage,鼓励,激励,支持discourage,使气馁,阻碍economy,经济,节约motive,动机,目的;发动的,机动的promote,促进,提升,升迁,促销emotional,感情的,情绪的motion,打手势,示意,移动,动作,提议fail to,失败,不及格,辜负,极少flat,平坦的,单调的,扁平的;平直地,干脆地install,安装,安置,使...就职intimate,亲密的,私人的,秘密的;暗示,通知,告诉limit,限制,限定;限度major,主修,成年人,陆军少校;主要的,较多的,大部份的no matter,无论neutral,中立的,中性的outlet,出口,出路,通风口,批发商店perform,执行,表演,做inform,告诉,通知,检举,高发,formal,正式的normal,正常的,正规的;正常状态radiate,放射,散发,辐射authority,权力,权威,当局companion,同伴,同事concept,观念,概念create,创造,造成creature,生物,动物,人dentist,牙科医生identify,识别,认明,鉴定identical,相同的,同一的identity,身份engage,答应,预定,使忙碌,雇佣,订婚entitle,取名为,给与名称,叫做,使有权利evaluate,评价,估价fluid,流体,液体;流动的,流体的influence,影响力,感化力,权势,影响fortune,运气,命运fulfill,完成,履行general,一般的,普遍的intense,非常的,强烈的,紧张的,热情的interpret,解释,演出,翻译justice,司法,正义,公正;法官adjust,调整,使……适于judge,法官;裁决,判断,审判;断定,判断minor,未成年人,副修科目;次要的,较小的,二流的,未成年的;辅修observe,观察,遵守,注意到deserve,应该得到,应受,值得preserve,保护,保持,维持,防腐,做蜜饯parallel.平行的;平行线percept,知觉的对象,知觉对象stuff,材料,原料,东西; 填满,塞满surrounding,环绕,周围的事物transport,运输,流放transmit,传输,传达,传送transform,转换,使……变形undergo,遭受,经历,忍受wander,游荡wonder,奇迹,惊奇,怀疑;奇妙的widespread,分布广的,普遍的ambition,雄心,野心,追求approach,途径,方法,靠近,接近brief,摘要,简报,公事包;简短的,简洁的对...作简报,摘要conquer,克服,征服,战胜result,结果,成绩,答案;产生,起于,致使consult,商讨,向……请教,查询insult,侮辱deliberate,仔细考虑,研讨;深思熟虑的,故意的despair,绝望,失望compare,比较,比喻,对照emergence.出现establish,建立,确立,创办exhaust,排气,排气装置;用尽,耗尽,使……筋疲力尽expand,使膨胀,扩张扩充fade,褪色,消失,凋谢frustrate,挫败,击败,破坏;无益的,挫败的,挫折的handy,方便的,手边的incredible,难以置信的inherit,继承conference,会议infer,推断,推论offer,出价,提议,提供,企图interfere,妨碍,冲突,干涉length,长度manufacture,产品,制造,制造业,加工mood,心情,情绪,语气necessity,需要,必需品。

英语A级考试重点词汇

英语A级考试重点词汇

英语A级考试重点词汇英语 A 级考试是很多同学在学习英语过程中会面临的一项重要考试。

在备考过程中,掌握重点词汇是非常关键的。

以下是为大家整理的一些英语 A 级考试重点词汇,希望能对大家的备考有所帮助。

一、名词类1、 Accommodation:这个词常见的意思是“住处;住宿”,例如:“The hotel provides comfortable accommodation for tourists”(这家酒店为游客提供舒适的住宿。

)2、 Advantage:意思是“优势;有利条件”,比如:“The advantageof this method is its simplicity”(这种方法的优点是简单。

)3、 Application:常见释义为“申请;应用”,“I submitted an application for the job”(我提交了这份工作的申请。

)“The applicationof new technology has improved our production efficiency”(新技术的应用提高了我们的生产效率。

)4、 Communication:“交流;通讯”,“Good communication is important in a relationship”(良好的交流在一段关系中很重要。

)5、 Competition:“竞争;比赛”,“There is fierce competition in the job market”(就业市场竞争激烈。

)6、 Concentration:“集中;专心”,“You need to improve your concentration when st udying”(学习时你需要提高专注力。

)7、 Confidence:“信心”,“She has confidence in her ability to pass the exam”(她对自己通过考试有信心。

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◆Translation●Unit 16、因为穷人连饭都吃不饱便认为他们不需要义务教育的看法完全是一种错误的想法。没有教育人们怎能克服贫穷?It is a complete misconception that the poor do not need compulsory education because they do not even have enough to feed on. Without education, how can people ever overcome their poverty?8、很明显,她拒绝他的求婚给了他沉重的打击,但他最终还是从痛苦中恢复了过来。It was obvious that her rejection of his proposal hit him hard, but in time he recovered from his wounds.●Unit 22、孩子们在儿童节有资格免费进入每一个城市公园。这是对他们全年长期呆在学校里的一种补偿。On Children’s Day, children are entitled to free entry to all city parks. This is a way of compensating them for the long hours they spend in school all year.7、没有任何实际理由要保留为女性开门的那种习俗,更不用说保留“妇女和儿童优先”的传统了。There’s no practical reason to perpetuate the custom of opening doors for women, let alone the tradition of “women and children first”.●Unit 31、我们不久就对她无休止地抱怨感到厌倦,并尽量避开她。We soon grew weary of her constant complaints, and avoided her as much as possible.3、如果我们有更多的时间可支配,我会带你上这座山。从山顶上四下观望真令人惊叹。If we had more time at our disposal, I’d take you up this mountain. The view from the top is truly awe-inspiring.●Unit 42、我希望我的忠告对处于压力下的学生们会起作用:前面的路充满了不能遇见的机遇。I hope my advice will work with students under pressure—the road ahead is full of unforeseen opportunities.5、现在的年轻人变得老成,他们确信成就是以拥有多少财产来衡量的。Young people nowadays are growing up old, with the conviction that achievement is measured by how many possessions one owns.●Unit 53、我千里迢迢到纽约来看他,结果却发现他两天前出国了。I came to New York from far away to see him, only to find that he had gone abroad two days before.7、他们拒绝给他进入这个国家的签证,理由是他是个危险分子。He was refused an entry permit to this country on the grounds that he was a dangerous person.●Unit 61、我真希望你对这一件事能采取一种更加通情达理的态度。I wish you could adopt a more reasonable attitude towards the event.4、在他过世五十年之后,他的成就才为社会所承认。It was 50 years after his death that his accomplishments were acknowledged by society.◆Vocabulary●Unit 11.Do you think that making music and art compulsory subjects in schools would reduce some children’s enjoyment of them?2. Bob’s one of those people who relish risk and danger—he’d be bored in a safe, steady job.3.Elizabeth is certainly talented enough to succeed in her career; she j ust doesn’t have enough confidence in her own abilities.4.I’m sorry you’re in trouble,but as you made your decision on your own you’ll just have to face the consequences.5.Many educators would be delighted to abolish exams, but they also worry that without them there would be too little incentive for students to work hard.6.The teacher accidentally hit the boy’s hand with an eraser and was henceforth known as “Dead-Eye Bean”.7. If I had money, I’d invest it all in Internet companies.8.Psychologists say that our behavior is influenced by many factors too subtle for us to consciously perceive .9. He’s always had a passion for books. If he could work in a library, it would be a dream come true.10. Look at those three whispering in the corner again—they’re scheming something, I just don’t know what !●Unit 21.In a healthy relationship, the partners’ strengths abilities complement each other, rather than being identical.2. Millions of dollars and lots of famous actors are not indispensable to the production of a successful film, but they help !3.I never felt I had a right to expect any special privileges because of my university education.4.The marketing strategy that Edward proposed would be brilliant if only he hadn’t forgotten about good business ethics.5.It’s true that not having a car imposes some constraints, but owning one also complicates life in many ways.6.According to Chinese law, every child is entitled to nine years of free education.7.Life should consist of more than just a struggle for survival.8.The sight of the helpless child aroused her maternal instinct.9.The winners of the contest were chosen randomly; no consideration was given to age, gender or income.10.He has lost the use of his limbs but he is still in possession of all his faculty.11.Please give the highest priority to this very urgent matter.12.She enjoyed parts of her trip to India, but said she found the poverty she saw there rather depressing.●Unit 31. Colors often have symbolic meanings that vary from culture to culture.2.All the years that have passed have not dimmed my memory of our first glorious autumn in Beijing.3.His most recent essay focuses on the problems that people confront in everyday life.4. His failure in business was due not so much to misfortune as to his own mistakes.5. If you have any questions concerning our products, please feel free to contact our customer service department.6. My boss’s moods change very quickly; one moment he’s light-hearted and cheerful, and the next he hates everything and everybody.7.Christy is bright, creative and quick to assimilate new ideas.8.She loves to sit on the hill alone at night, gazing at the stars and pondering the mysteries of life.9.These educational toys give children a feeling of self-worth by arousing their interest in challenging tasks.10.Despite widespread public recognition of the worsening air quality in these areas, little has been done to control air pollution.11.The human body has great self-healing powers, and sometimes all it needs to overcome a mild illness is rest and a healthy diet.12.Dogs and wolves rely on their keen sense of smell to find food and recognize danger.●Unit 41.When every student imagines that every other student is working harder and doing better,stress is the inevitable result.2.It is my firm conviction that violence is never a reasonable solution to conflict.3.Everyone jumped up when a piercing scream suddenly broke the silence.4.In many cultures a memorial service is a joyful celebration, not a solemn event.5.The recession has put increasing pressure on the job market, so employment prospects forthis year’s graduates are unfortunately rather grim.6.If you keep too firm a grip on your children, they’ll never learn to think for themselves.7.I don’t know what induced Alfred to read your letter. Presumably he thought it wasaddressed to him.8.What are you thinking of!? This medicine is much too potent for a small child!9. A large segment of the population—reckoned at about 20%—still takes spirit-worshipseriously.10.Befor e going on a camping trip, it’s wise to make sure you’re well equipped for a widerange of emergencies.11.As soon as the director left the room, Sam commenced entertaining us with his wild stories.12.I talked to Alice last week—incidentally, has she returned the book you lent her? I’d like toborrow it, if you don’t mind.●Unit 51.Politicians are always promising to introduce legislation to raise salaries and lower taxes.2.The new poetry collection was compiled from a wide variety of sources and includes poems from twelve countries and seven centuries.3.Every culture is full of beliefs and assumptions that most people never question until they come into contact with another culture.4.Many people who emigrate to America in hopes of becoming rich are surprised at how hard they have to work.5.He has a wide circle of acquaintances but very few close friends6.She’s a renowned tennis player, but her real ambition is to become a writer.7.To avoid confusion, you’d better start by explaining the whole idea from beginning to end in an orderly way.8.When you take a small child on a long trip, you need to bring lots of books and toys to keep him or her amused.9.Most visitors to Shanghai find it a very impressive city.10.They teach at night school to supplement their income, which otherwise wouldn’t be sufficient to live on.●Unit 61.When he failed the entrance exam, his despair drove him to consider suicide.2.Their van ran into a taxi but fortunately no one was injured.3.It would take years for the pain over her divorce to fade away.4.The soldiers vowed to get revenge for their captain’s death.k baths are a very effective way to soothe the pain of minor burns or insect bites.6.When his health failed and he had to close his business, it shattered all his hopes for his family’s future.7.The man was wealthy, handsome and powerful; why he insisted on destroying his life through gambling defied all comprehension.8.We need to have the roof repaired—it leaks every time it rains.9.The whole trip was a nightmare—the motel had lost our reservation, then our car was stolen, and besides that, the weather was terrible.10.I had a very strange dream last night, but only remember a few fragments of it.◆Reading Aloud●Unit 1A common misconception among youngsters attending school is that teachers were child prodigies. Who else but a bookworm, with none of the normal kid’s tendency to play rather than study, would grow up to be a teacher anyway?I’ve tried desperately to explain to my students that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus. On the contrary, I hated compulsory education with a passion. I could never quite accept the notion of having to go to school while the fish were biting.●Unit 2Children are entitled to special consideration for two reasons: helplessness and innocence. They have not yet acquired either the faculty of reason or the wisdom of experience. Consequently, they are defenseless (incapable of fending for themselves) and blameless (incapable of real sin). That’s why we gran t them special protection. In an emergency, it is our duty to save them first because they, helpless, have put their lives in our hands. And in wartime, they are supposed to be protected by special immunity because they can have threatened or offended no one.●Unit 3I sincerely believe that for children, and for parents seeking to guide them, it is not half so important to know as it is to feel. If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow. The years of early childhood are the time to prepare the soil. Once the emotions have been aroused—a sense of the beautiful, the excitement of the new and the unknown, a feeling of sympathy, pity, admiration or love—then we wish for knowledge about the object of our emotional response. Once found, such knowledge has far more lasting meaning than mere information. It is more important to pave the way for children’s desire to know than to put them on a diet of facts they are not ready to assimilate.●Unit 4What I wish for all students is some release from the grim grip of the future. I wish them a chance to enjoy each segment of their education as an experience in itself and not as a tiresome requirement in preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as educational as victory and is not the end of the world.My wish, of course, is naive. One of the few rights that America does not proclaim is the right to fail. Achievement is the national god, worshipped in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.●Unit 5America can be a strange experience for a foreigner. My wife and I arrived in the United States in January after seven years overseas—four in France, three in Poland. From the jumble of first impressions, we compiled an A-to-Z explanation of why America can be such a foreign country to those who arrive here from Europe.I should explain at the outset that I am from Britain, but my Florida-born wife Lisa is as American as apple pie. In our list, however, A doesn’t stand for apple pie. It stands for: Ambition. In the Old World, people are taught to hide it. Here it’s quite proper to announce that you’re after the boss’s job or want to make a million dollars by the age of 30.●Unit 6Every 23 minutesA heart breaks.Someone’s pain shatters the confines of her body, leaking out in tears, exploding in cries, defying all efforts to soothe the despair. Sleep offers no escape from the nightmare of awakening. And morning brings only the irreversibility of loss.Every 23 minutesA dream ends.Someone’s future blurs and goes blank as anticipation fades into nothingness. The phone will not ring, the car will not pull up to the house. The weight of tomorrow becomes unbearable in a world in which all promises have been broken by force.◆Listening and Speaking●Unit 2 Part COne of the best-known (1)collections of parallels is between the careers of Abraham Lincoln and John F. Kennedy. Both were (2)shot on a Friday, in the (3)presence of their wives; both were succeeded by a Southerner named Johnson; both their killers were themselves killed before they could be brought to (4)justice. Lincoln had a secretary called Kennedy; Kennedy a secretary called Lincoln. Lincoln was killed in the Ford (5)Theater; Kennedy met his death while riding in a Lincoln convertible made by the Ford Motor Company—and so on.Similar coincidences often (6)occur between twins. A news story from Finland reported of two 70-year-old twin brothers dying two hours apart in separate accidents, with both being hit by trucks while crossing the same road on bicycles. According to the police, the second (7) victim c ould not have known about his brother’s death, as (8)officers had only managed to identify the first victim minutes before the second accident.Connections are also found between identical twins who have been separated at birth. Dorothy Lowe and Bridget Harrison were separated in 1945, and did not meet until 1979, when they were flown over from Britain for an investigation by a psychologist at the University of Minnesota. They found that when they met they were both wearing seven rings on their hands, two bracelets on one wrist, a watch and a bracelet on the other. (9)They married on the same day, had worn identical wedding dresses and carried the same flowers. Dorothy had named her son Richard Andrew and her daughter Catherine Louise; Bridget had named her son Andrew Richard and her daughter Karen Louise. In fact, she had wanted to call her Catherine. Both had a cat called Tiger. They also had a string of similar mannerisms when they were nervous.(10)How can we explain the above similarities.●Unit 9 Part CFor a century much attached to national (1)symbols, France took the imminent death of the franc calmly. It was as if an (2)ancient great-great uncle were about to pass away: a time for nostalgia and regret, rather than (3)grief.Unlike the German mark, the franc had never been a symbol of national (4)rebirth or glory. Its recent history was relatively (5)stable but it had to be revalued as recently as 1960. In the 1950s, its value and (6)reputation were so weak that French politicians considered (7)abolishing it and replacing it with something else, based on the value of the pound.But money is money after all. It is with us every day. It was surprising that (8)such a conservative people did not express greater sorrow for the loss of their familiar francs. It was also surprising they did not feel a greater sense of aesthetic loss for the franc had always been one of the world’s mos t beautiful currencies.(9)The name franc was first used in 1360, to celebrate and help to pay for the release of the King of France, King Jean II, who was captured by the still poundless English. He created the “franc” or “free” to celebrate the occasion.Over the next 400 years the name came and went but was finally restored by the Revolution in 1795. (10)On February 17th, 2002, the French franc disappeared completely from the financial scene.●Unit 11 Part C90% of people in the world are (1)naturally right-handed. Why is this so, and are we (2)born one way or the other? The answer to this question is rather (3)complicated.In babies and young children, no (4)single side becomes (5)dominant until around the age of eight. At 12 weeks, babies usually use both hands (6)equally, but by 16 weeks, they mostly use the left hand for (7)touching. By 24 weeks, they have changed again and start using both hands. Then at 28 weeks, they become one-handed again, although this time it is the right hand that is used more. At 32 weeks, they start using both hands again. (8)When they reach the age of 36 weeks, there is another change, with most babies now preferring to use the left hand. Between 40 and 44 weeks, the right hand is once again more used. At 48 weeks, babies switch to using their left hands again, and then between 52 and 56 weeks, the right hand takes over.There are further changes still. (9)At 80 weeks, the right hand loses control, and boht are used again equally. When the young child reaches the age of two, the right hand takes over again, but between two and a half and three years, both hands are used equally.(10)Things finally become stable at around four years and stay the same until by the age of eight, one hand is strongly dominating over the other.●Unit 13 Part CNowadays in the United States, there are (1)200,000 miles of pipeline, 170000 gas stations and 243 million vehicles using petroleum fuels.Guy Negre, the (2)founder and CEO of Motor Development International, is hoping to change all that. He has invented a compressed air (3)technology for cars. The new invention is the AirPod.The AirPod is a small four-wheel (4)mini-car that uses compressed air to move pistons. It uses a small motor to compress outside air to keep the tank (5)full.The small motor can not only operate on gasoline, diesel, vegetable oil, but also be(6)plugged into an electrical outlet for (7)recharging.(8)With the demand for inexpensive, user-friendly, high-mileage vehicles that will not cause global warming, the Airpod is getting a lot of attention. Air France and KLM airlines will be using AirPods to transport passengers between arrival and departure gates at airports in Paris and Amsterdam beginning in 2009. Zero Pollution Motors (9)has purchased the rights for the U.S. market and expects to manufacture 8000 vehicles a year in the United States beginning in 2011. Automaker, Tata Motors has purchased the manufacturing rights for India.(10)Licensing arrangements for other countries are currently in progress.●Test 1 Part CDid you know that one out of every ten people in the world are left-handed? And did you also know that in many countries left-handedness is still thought of as being wrong? In India, for example, you shouldn’t eat with your left hand.Even at the beginning of the 20th century left-handedness was considered to be a sign of weakness. (16)Researchers used to try and prove that left-handed people were more likely to commit (17)murder, or have reading problems than right-handed people.(18)Fortunately, not all cultures think like this. In China both sides are needed for(19)harmony.Left-handedness can in fact be an (20)advantage in sport. Many left-handed (21)boxers and tennis players have achieved outstanding success. This is partly because of the element of surprise the left hand can offer and partly because left-handed people’s (22)brains work quicker.Nevertheless, this is still a right-handed people’s world. And this can be clearly seen when you’re buying everyday things like scissors or golf clubs. (23)Even the most ordinary household items such as irons or can-openers are desiged for right-handed people.But, here’s some good news for all left-handed people. There is a shop in London which sells goods especially for left-handed people. It’s called Anything Left-handed.There (24)you can buy anything from left-handed pocket calculators to knives and coffee mugs. In fact you can even buy watches for the left hand which work anti-clockwise. (25)People who buy things from the shop say it just makes their everyday life much easier.Test 2 Part CIn the (16)course of modernization, our environment is being polluted faster than man’s present efforts can (17)prevent. Advanced (18)technology and modern industries bring our society many (19)benefits, making our life easy and comfortable, but they also lead to greater pollution.One form of pollution, in (20)particular, that has received a lot of attention in recent years, is that produced by waste plastic bags and boxes. (21)Due to improper disposal, they lie here and there along the railway tracks, in the rivers, on the hills, on the sea and around(22)communities. On a windy day, (23)they are to be seen flying freely in the sky.Measures must be taken to clean them up. (24)Recycling should be put into consideration and more importantly. (25)consumers themselves have to be responsibe for the proper disposal of their garbage.。

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