英语语言学导学手册(上)

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冀教版三年级英语上册全册导学案

1. 知识与技能目标：识记单词 boy、girl 、teacher ，能把句型 This is … 教
和它们结合起来说话。学
2. 方法与技能目标：在复习 what is your name？的情况下能把 your 换目
成 his 和 her 进行问答。标
3. 情感态度价值观目标：大家进入英语环境互助互学增强技能。
重点识记单词 boy 、girl 、teacher ，认读单词 his 、her 并把它们用到 This
难点 is…和 What is…name？的问答中。
学法指导
情景教学法
教具课件、学具卡片
通案
个案
㈠组织教学：用 Hello、Hi 向师生问好。㈡复习检测：两个学生一组进行询问姓名对话。
让一个女生到前面来，首先要告诉学生 “her name”用于女孩，“his name”用于男孩。然后指向女孩说：What’s her name? 告诉大家应回答 Her name is …
依照同样步骤，教授 What’s his name? His name is … b.教师领读这两组对话
自由结组练习，请几组到前台演示，演得好的以掌声鼓励。㈣课堂小结：本节课识记和认读了 boy、 girl 、teacher、 his 和 her。学习了句型 This is …和 What is her / his name？ Her /His name is… ㈤作业和练习
1. 唱“How are you？” 2. What’s this? It’s a book.大家请读出来,并译成汉语。㈢学习新课: 1. 导入新课: How many...?现在我找到了 my book 共几本呢?这一节课我们就来学习几个基数词。 2．ａ.板书 1 one 、2 two 、3 three 、4 four 、5 five

chapter syntax 简明英语语言学戴炜栋

2.4 Phrasal categories and their structures
• NP名词短语: a tall man, the student • VP动词短语: read a book, walk in the park • PP介词短语: in the park, after dark • AP形容词短语: quite rude, very anxious
2.Categories（范畴）
Category refers to a group of linguistic items which fulfill the same or similar functions in a particular language such as a sentence, a noun phrase or a verb. 指词类和功能(n, v, pre, adj, adv…) 专门指语言单位的特性(number, gender, person, case, mood, concord/agreement, government)
Either my brothers or my father is coming. Not only you but also he is wrong. Neither Tom nor I am a student.
2.2.2 Government (支配关系)
• The idea of government is the way in which certain prepositions and verbs determine the case of nouns.
IC Analysis refers to divide the sentence up into immediate constituents by using binary cutting until obtaining its ultimate constituents.

英语语言学导学手册(下)

《英语语言学》导学手册（下）语用学基本知识1.What does pragmatics study? 语用学是什么？Pragmatics is the study of how speakers use the sentences of a language to effect successful communication.The development of pragmatics within linguistics is the necessary consequence of the development of linguistic studies, especially that of semantics. Although both pragmatics and semantics basically study meaning, pragmatics differs from traditional semantics in that it studies meaning not in isolation but in context.1.1sentence meaning vs. utterance meaning 句子意义与话语意义Sentence meaning refers to the abstract context-independent entity called semantic proposition. On the other hand, utterance meaning is context-dependent. It is generally regarded as the product of sentence meaning and context; therefore the meaning of an utterance is richer than the meaning of the sentence from which it is derived. Utterance meaning is identical with the purpose for which the speaker utters the sentence.1.2Context 语境Context is an important notion in the pragmatic study of meaning. It is generally considered as constituted by the knowledge shared by the speaker and the hearer. It includes background knowledge, i.e. knowledge of the world, knowledge specific to the situation of communication, as well as knowledge of the language they use.2.Speech Act Theory 言语行为理论The speech act theory proposed by John Austin is an important theory in the study of meaning as related to the context. According to this theory, we are performing various kinds of acts when we are speaking; thus linguistic communication is composed of a succession of acts.2.1Constative and Performative Utterances 陈述性话语与行为性话语Austin first made the primary distinction between two types of utterances: constative and performative. The constative utterance is verifiable and it is either true or false. The performative utterance is used o perform an action and has no true value. But Austin was not satisfied with it; he finally conducted a new model.2.2Austin’s New Model奥斯汀的新模式According to Austin‟s new model, a speaker, while making an utterance, is in most cases performing three acts simultaneously.a)A Locutionary Act 以言指事行为A locutionary act is the act of saying something; it is the act of conveying literal meaning by means of syntax, lexicon and phonology.b)An Illocutionary Act 以言做事行为An illocutionary act is the act performed in saying something; its force is identical with the speaker‟s intention.c)A Perlcutionary Act 以言成事行为A perlocutionary act is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance.2.3Searle’s Contributions to the Speech Act Theory斯尔对言语行为理论的贡献a)The Distinction and Relatedness between the Propositional Content and Illocutionary ActThe propositional content of an utterance is constituted by what object is being referred to in the utterance and what action is predicated about the object.b)The Classification of Illocutionary Act 以言做事行为的分类Searle specifies five general types of Illocutionary acts(1)Representatives 阐述类The illocutionary point of the representatives is to commit the speaker to something‟s being the case, to the truth of the expressed proposition. In other words, while performing this type of act, the speaker is making a statement or giving a description which he himself believes to be true. Stating, believing, swearing, hypothesizing are among the most typical of the representatives.(2)Directives 指令类Directives are attempts by the speaker to get the hearer to do something. Inviting, suggesting, requesting, warning, threatening, ordering are all specific instance of this class.(3)Commissives 承诺类Commissives are those illocutionary acts whose point is to commit the speaker to some future course of action. Promising, undertaking, vowing are the most typical cases.(4)Expressives 表达类The illocutionary point of expressives is to express the psychological state specified in the propositional content. The speaker is expressing his feelings and attitudes towards the existing state of affairs, e.g. apologizing, thanking, congratulating.(5)Declarations 宣布类The last class …declarations‟ has the characteristic that the successful performance of an act of this type brings about the correspondence between the propositional content and reality.3.Principles of Conversation 会话原则3.1The Co-operative Principle 合作原则In making conversation, there is, as Grice holds, a general principle which all participants are expected to observe. He calls this guiding principle the Cooperative Principle. He further specifies four maxims:a)The Maxim of Quantity 量的准则(1)Make your contribution as informative as required.(2)Do not make your contribution more informative than is required.b)The Maxim of Quality 质的准则(1)Do not say what you believe to be false.(2)Dot not say that for which you lack adequate evidence.c)The Maxim of Relation 关系准则Be relevantd)The Maxim of Manner 方式准则(1)A void obscurity of expression.(2)A void ambiguity(3)Be brief.(4)Be orderly.These maxims are not always strictly observed. Rather, for various reasons they are often violated. Some of these violations give rise to what Grice terms “conversational implicatures”. In other words, when we violate any of these maxims, our language might become indirect.3.2The Politeness Principle 礼貌The cooperative principle explains how conversational implicature is given rise to but it does not tell us why people are often so indirect in conveying what they want to say. This is where the politeness principle comes in. In the most general terms, the politeness principle can be formulated as “maximize” the expression of polite beliefs”, or, in its negative form, “Minimize the expression of impolite beliefs.The politeness principle seems to have a higher regulative role than the cooperative princip le because it requires for smooth and effective communication.ExercisesI.Match each of the following terms in column A with one of the appropriate definitions in column B:Column A column B1.locutionary act A. The speaker is expressing his feelings and attitudes towards theexisting state of affairs,2.illocutionary act B. The last class …declarations‟ has the characteristic that thesuccessful performance of an act of this type brings about thecorrespondence between the propositional content and reality.3.perlocutionary act C. The constative utterance is verifiable and it is either true or false.4.representatives D. The performative utterance is used o perform an action and hasno true value.5.directives E. Commissives are those illocutionary acts whose point is tocommit the speaker to some future course of action.misives F. A locutionary act is the act of saying something; it is the act ofconveying literal meaning.7.expressives G.The illocutionary point of the representatives is to commit thespeaker to something‟s being the are, to the truth of theexpressed proposition.8.Declarations H. A perlocutionary act is the act performed by or resulting fromsaying something; it is the consequence of, or the changebrought about by the utterance.9.constative utterance I. Directives are attempts by the speaker to get the hearer to dosomething.10. performative utterance J. An illocutionary act is the act performed in saying something; itsforce is identical with the speaker‟s intention.II. Explain each of the following terms in no more than 50 words:1. pragmatics2. utterance meaning3. representatives4. expressives5. commissives6. politeness principle7. locutionary act 8. Illocutionary act 9. Perlocutionary actIII. Develop one of the following topics into a 200-word essay:1.A ustin‟s speech act theory.2.C ooperative principle.VIII. Language Change 语言的变化本章的学习目的要求本章学习的中心内容是语言的变化。

《新编简明英语语言学教程》学习手册(打印版)_戴炜栋(word文档良心出品)

《语言学概论》学习指导第一章III. Answer the following questions briefly.1.What features does human language have, which can notbe found in animal communication system?2.Why is spoken language given priority to writtenlanguage in modern linguistics?3.What are the features of modern linguistics?第二章语音学一、导读2.1 语音研究人类交际包括两种形式：语言交际(linguistic communication) 和非语言交际(paralinguistic communication)。

非语言交际包括手势、表情、眼神或图表等。

语言交际包括口语（spoken language）和书面语(written language)。

在多数情况下，人们主要是通过口语进行交际。

口语交际的媒介是语音(speech sounds)，也就是说人们通过声道（vocal track）发出的音来表达意义。

这种对语音的研究被叫做语音学(phonetics)。

口语交际是一个复杂的过程。

可以想象，当人们交际时，语音首先被说话者发出，然后，它在空气中被传递并被听话者接收。

也就是说，口语交际包括三个基本步骤：语音的发出→语音在空气中的传导→语音的接收。

根据这三个步骤, 语音研究也自然地分成三个主要研究领域。

对第一个步骤的研究是发声语音学(articulatory phonetics)，研究语音的产生。

对第二个步骤的研究是声学语音学(acoustic phonetics)，研究语音的物理特征。

对第三个步骤的研究是听觉语音学(auditory phonetics），研究和语音感知有关的内容。

语言学导论-语言学教程修订版-胡壮麟

语言学导论-语言学教程修订版-胡壮麟An Introduction to Linguistics语言学导论胡壮麟主编《语言学教程》（修订版）：大学2001年Chapter 1 Invitations to Linguistics1.1Why study language?●Languages are the best mirror of the human mind. --Leibniz(莱布尼兹1646-1716)psychology mind/brain pedagogy cognitive science●The three basic questions that concern Chomsky are:(i) What constitutes knowledge of language?(ii) How is knowledge of language acquired?(iii) How is knowledge of language put to use?1.2What is language?●Language is a purely human and non-instinctive method of communicating ideas,emotions and desires by means of voluntarily produced symbols. – Sapir（萨丕尔1884-1939)●Language is a system of arbitrary vocal symbols used for human communication.-- Wardhaugh（沃道）● A language is a set (finite or infinite) of sentences, each finite in length andconstructed out of a finite set of elements. – Chomsky（乔姆斯基1928 -）● A language is a system for meanings. – Halliday （礼德1925 -）We shall define language as “meaning potential”: that is, as sets of options, or alternatives, in meaning, that are available to the speaker-hearer. -- Halliday1.3Design features of language●Design features Concept introduced by C. F. Hockett in the 1960sof a set of key properties of language not shared or not known to be shared, as a set, with systems of communication in any other species. Their number and names vary from one account to another; but all include, as among the most important, the properties of duality, arbitrariness, and productivity.1.3.1Arbitrariness任意性: The property of language by which there is in general nonatural (i.e. logical) relation between the form of a single lexical unit and itsmeaning. 书book livre rose motivated 理据sheep cow moo moo quackoink bedroomWhat’s in a name? that which we ca ll a roseBy any other name would smell as sweet. – Shakespeare(莎士比亚1564-1616)名无固宜，约之以命，约定俗成谓之宜，异于约则谓之不宜。

《新编简明英语语言学教程》学习手册簿(打印版)_戴炜栋

《语言学概论》学习指导第一章III. Answer the following questions briefly.1.What features does human language have,which can not be found in animal communication system?2.Why is spoken language given priority towritten language in modern linguistics?3.What are the features of modern linguistics?第二章语音学一、导读2.1 语音研究人类交际包括两种形式：语言交际(linguistic communication) 和非语言交际(paralinguistic communication)。

非语言交际包括手势、表情、眼神或图表等。

语言交际包括口语（spoken language）和书面语(written language)。

在多数情况下，人们主要是通过口语进行交际。

口语交际的媒介是语音(speech sounds)，也就是说人们通过声道（vocal track）发出的音来表达意义。

这种对语音的研究被叫做语音学(phonetics)。

口语交际是一个复杂的过程。

可以想象，当人们交际时，语音首先被说话者发出，然后，它在空气中被传递并被听话者接收。

也就是说，口语交际包括三个基本步骤：语音的发出→语音在空气中的传导→语音的接收。

根据这三个步骤, 语音研究也自然地分成三个主要研究领域。

对第一个步骤的研究是发声语音学(articulatory phonetics)，研究语音的产生。

对第二个步骤的研究是声学语音学(acoustic phonetics)，研究语音的物理特征。

对第三个步骤的研究是听觉语音学(auditory phonetics），研究和语音感知有关的容。

英语语言学实用教程课件

“You’re a vicious tyrant and villain and I hate you!”
I am terribly sorry to interrupt, but I wonder if you would be so kind as to lower your voices a little.
tiny (colloquial) diminutive (very formal) wee (colloquial,dialectal)
d. Affective meaning （情感意义）
It has to do with the personal feelings of the speaker, including his attitude to the listener, or his attitude to something he is talking about. It’s often explicitly conveyed through conceptual or connotative content of the words used.
spy
decease
die
pegged out
slim
thin
skinny
strong-minded
firm
pig-headed
public servant government employee bureaucrat
c. Social/stylistic meaning
（社会/文体意义）
It refers to what language conveys about the social circumstances of its use. It relates to people’s recognition of different dimensions and levels of style with the same language.

戴炜栋《新编简明英语语言学教程》(第2版)笔记和课后习题(含考研真题)详解(第1章导言——第3章

第1章导言1.1 复习笔记本章要点：1. The definition and main branches of linguistics study语言学的定义和研究的范围2. Important distinctions in Linguistics语言学的一些重要区分3. The definition and the design features of language语言的定义与识别特征4. Functions of language语言的功能本章考点：1. 有关语言学的常考考点语言学的定义；语言学中几组重要区别，每组两个概念的含义、区分及其意义；普通语言学的主要分支学科及各自的研究范畴；宏观语言学及应用语言学的主要分支及各自的研究范畴。

2. 有关语言的常考考点语言的定义；语言的识别特征(任意性、能产性、二重性、移位性、文化传递)；语言的功能。

本章内容索引：I. The definition of linguisticsII. The scope of linguistics1. Micro-linguistics2. Macro-linguisticsIII. Some important distinctions in linguistics1. Descriptive vs. Prescriptive2. Synchronic vs. Diachronic3. Speech vs. Writing4. Langue vs. Parole5. Competence vs. Performance6. Traditional Grammar vs. Modern Linguistics IV. The definition of languageV. The design features of language1. Arbitrariness2. Productivity3. Duality4. Displacement5. Cultural Transmission6. InterchangeabilityVI. Functions of language1. Main functions2. Basic functions3. MacrofuntionsI. The definition of linguistics（语言学的定义）Linguistics is generally defined as the scientific study of language.It is a scientific study because it is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure.语言学通常被定义为对语言进行科学性研究的学科。

英语语言学教程(胡壮麟版)精编版

英语语言学教程（胡壮麟版）Chapter one. Invitation to Linguistic.1.What is language?“Language is system of arbitrary vocal symbols used for human communication. It is a system, since linguistic elements are arranged systematically, rather than randomly. Arbitrary, in the sense that there is usually no intrinsic connection between a work (like “book”) and the object it refers to. This explains and is explained by the fact that different languages have different “books”: “book” in English, “livre” in French, “shu” in Ch inese. It is symbolic, because words are associated with objects, actions, ideas etc. by nothing but convention. Namely, people use the sounds or vocal forms to symbolize what they wish to refer to. It is vocal, because sound or speech is the primary medium for all human languages. Writing systems came much later than the spoken forms. The fact that small children learn and can only learn to speak (and listen) before they write (and read) also indicates that language is primarily vocal, rather than written. The term “human” in the definition is meant to specify that language is human specific.2.Design Features of Language.“Design features” here refer to the defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission and interchangeability(1)Arbitrariness: By “arbitrariness”, we mean there is no logical connection between meanings andsounds.(2)Duality: The property of having two levels of structures (phonological and grammatical), units ofthe primary level being composed of elements of the secondary level and each level having its own principles of organization.(3)Productivity: Productivity refers to the ability to the ability to construct and understand anindefinitely large number of sentences in one’s native language, including those that has never heard before, but that are appropriate to the speaking situation. The property that enables native speakers to construct and understand an indefinitely large number of utterances, including utterances that they have never previously encountered.(4)Displacement: “Displacement”, as one of the design features of the human language, refers to thefact that one can talk about things that are not present, as easily as he does things present. In other words, one can refer to real and unreal things, things of the past, of the present, of the future. Language itself can be talked about too.(5)Cultural transmission: This means that language is not biologically transmitted from generationto generation, but that the details of the linguistic system must be learned anew by each speaker.(6)Interchangeability: Interchangeability means that any human being can be both a producer and areceiver of messages.3.Functions of Language.Language has at least seven functions: phatic, directive, Informative, interrogative, expressive, evocative and performative.(1)Phatic function: The “phatic function” refers to language being used for setting up a certainatmosphere or maintaining social contacts (rather than for exchanging information or ideas).Greetings, farewells, and comments on the weather in English and on clothing in Chinese all serve this function.(2)Directive function: The “directive function” means that language may be used to get the hearerto do something. Most imperative sentences perform this function, e. g., “Tell me the result when you finish.”(3)Informative function: Language serves an “informational function” when used to tellsomething, characterized by the use of declarative sentences. Informative statements are often labeled as true (truth) or false (falsehood).(4)Interrogative function: When language is used to obtain information, it serves an “interrogativefunction”. This includes all questi ons that expect replies, statements, imperatives etc.(5)Expressive function: The “expressive function” is the use of language to reveal somethingabout the feelings or attitudes of the speaker.(6)Evocative function: The “evocative function” is the use of langu age to create certain feelings inthe hearer. Its aim is, for example, to amuse, startle, antagonize, soothe, worry or please.(7)Per formative function: This means people speak to “do things” or perform actions.4. What is linguistic?“Linguistics” is the sc ientific study of language. It studies not just one language of any one society, but the language of all human beings. In short, linguistics studies the general principles whereupon all human languages are constructed and operate as systems of communication in their societies or communities. 5. Main branches of linguistics.The study of language as a whole is often called general linguistics. But a linguist sometimes is able to deal with only one aspect of language at a time, thus the arise of various branches: phonetics, phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, applied linguistics, psycholinguistics etc. 6. Important distinctions in linguistic.(1) synchronic study vs. diachronic studyThe description of a language at some point of time (as if it stopped developing) is a synchrony study (synchrony). The description of a language as it changes through time is a diachronic study (diachronic).(2) Speech vs. writingSpeech is primary, because it existed long before writing systems came into being. Genetically children learn to speak before learning to write. Secondly, written forms just represent in this way or that the speech sounds: individual sounds, as in English and French as in Japanese. In contrast to speech, spoken form of language, writing as written codes, gives language new scope and use that speech does not have. Most modern linguistic analysis is focused on speech, different from grammarians of the last century and theretofore.(3) Descriptive vs. prescriptiveA linguis tic study is “descriptive” if it only describes and analyses the facts of language, and “prescriptive” if it tries to lay down rules for “correct” language behavior. Linguistic studies before this century were largely prescriptive because many early grammars were largely prescriptive because many early grammars were based on “high” (literary or religious) written records. Modern linguistics is mostly descriptive.(4). langue vs. paroleF. de Saussure refers “langue” to the abstract linguistic system shared by all the members of a speech community and refers “parole” to the actual or actualized language, or the realization of langue. Langue is abstract, parole specific to the speaking situation; langue not actually spoken by an individual, parole always a naturally occurring event; langue relatively stable and systematic, parole is a mass of confused facts, thus not suitable for systematic investigation. What a linguist ought to do, according to Saussure, is to abstract langue from instances of parole, i.e. to discover the regularities governing all instances ofparole and make than the subject of linguistics. The langue-parole distinction is of great importance, which casts great influence on later linguists.(5). competence vs. performanceAccording to N. Ch omsky, “competence” is the ideal language user’s knowledge of the rules of his language, and “performance” is the actual realization of this knowledge in utterances. The former enables a speaker to produce and understand an indefinite number of sentences and to recognize grammatical mistakes and ambiguities. A speaker’s competence is stable while his performance is often influenced by psychological and social factors. So a speaker’s performance does not always match or equal his supposed competence. Chomsky believes that linguists ought to study competence, rather than performance. (6). linguistic potential vs. linguistic behaviorThese two terms, or the potential-behavior distinction, were made by M. A. K. Halliday in the 1960s, from a functional point of view. There is a wide range of things a speaker can do in his culture, and similarly there are many things he can say, for example, to many people, on many topics. What he actually says (i.e. his “actual linguistic behavior”) on a certain occasion to a cert ain person is what he has chosen from many possible injustice items, each of which he could have said (linguistic potential).Chapter 2 Phonetics1.What is phonetics?“Phonetics” is the science which studies the characteristics of human sound-making, especially those sounds used in speech, and provides methods for their description, classification and transcription, speech sounds may be studied in different ways, thus by three different branches of phonetics.(1) Articulatory phonetics; the branch of phonetics that examines the way in which a speech sound is produced to discover which vocal organs are involved and how they coordinate in the process.(2) Auditory phonetics, the branch of phonetic research from the hearer’s point of view, looking into the impression which a speech sound makes on the hearer as mediated by the ear, the auditory nerve and the brain.(3) Acoustic phonetics: the study of the physical properties of speech sounds, as transmitted between mouth and ear. Most phoneticians, however, are interested in articulatory phonetics.2. The IPAThe IPA, abbreviation of “International Phonetic Alphabet”, is a compromise system making use of symbols of all sources, including diacritics indicating length, stress and intonation, indicating phonetic variation. Ever since it was developed in 1888, IPA has undergone a number of revisions.3. Place of articulationIt refers to the place in the mouth where, for example, the obstruction occurs, resulting in the utterance ofa consonant.4. Manner of articulationThe “manner of articulation” literally means the way a sound is articulated.5. Phonology“Phonology” is the study of sound systems- the invention of distinctive speech sounds that occur in a language and the patterns wherein they fall. Minimal pair, phonemes, allophones, free variation, complementary distribution, etc., are all to be investigated by a phonologist.6. Narrow transcription and broad transcription.The former was meant to symbolize all the possible speech sounds, including even the most minute shades of pronunciation while Broad transcription was intended to indicate only those sounds capable ofdistinguishing one word from another in a given language.7. Phone Phoneme AllophoneA “phone” is a phonetic unit or segment. The speech sounds we hear and produce during linguistic communication are all phones. When we hear the following words pronounced: [pit], [tip], [spit], etc., the similar phones we have heard are [p] for one thing, and three different [p]s, readily making possible the “narrow transcription or diacritics”. Phones may and may not distinguish meaning.A “phoneme” is a phonological unit; it is a unit that is of distinctive value. As an abstract unit, a phoneme is not any particular sound, but rather it is represented or realized by a certain phone in a certain phonetic context. For example, the phoneme[p] is represented differently in [pit], [tip] and [spit].The phones representing a phoneme are called its “allophones”, i.e., the different (i.e., phones) but do not make one word so phonetically different as to create a new word or a new meaning thereof. So the different [p] s in the above words is the allophones of the same phoneme [p]. How a phoneme is represented by a phone, or which allophone is to be used, is determined by the phonetic context in which it occurs. But the choice of an allophone is not random. In most cases it is rule-governed; these rules are to be found out by a phonologist.8.Minimal pairs?When two different phonetic forms are identical in every way except for one sound segment which occurs in the same place in the string, the two forms (i. e., word) are supposed to form a “minimal pair”, e.g., “pill” and “bill”, “pill” and “till”, “till” and “dill”, “till” and “kill”, etc. All these words together c onstitute a minimal set. They are identical in form except for the initial consonants. There are many minimal pairs in English, which makes it relatively easy to know what English phonemes are. It is of great importance to find the minimal pairs when a phonologist is dealing with the sound system of an unknown language.9. Free variationIf two sounds occurring in the same environment do not contrast; namely, if the substitution of one for the other does not generate a new word form but merely a different pronunciation of the same word, the two sounds then are said to be in “free variation”.10. Complementary distributionWhen two sounds never occur in the same environment, they are in “complementary distribution”. For example, the aspirated English plosives never occur after [s], and the unsaturated ones never occur initially. Sounds in complementary distribution may be assigned to the same phoneme.11. Assimilation rule.The “assimilation rule” assimilates one segment to another by “copying” a feature of a sequential phoneme, thus making the two phones more similar.12. Deletion ruleThe “deletion rule” tell us when a sound is to be deleted although is orthographically represented.13. Suprasegmental phonology and suprasegmental features“Suprasegmental phonology” refers to the study of phonological properties of linguistic units larger than the segment called phoneme, such as syllable, length and pitch, stress, intonation.Chapter 3. Morphology1.Morpheme and MorphologyThe “morpheme” is the smallest unit in terms of relationship between expression and content, a unit which cannot be divided without destroying or drastically altering the meaning, whether it is lexical or grammatical.“Morphology” is the branch of grammar that studies the internal structure of words, and the rules by which words are formed. It is generally divided into two fields: inflectional morphology and lexical/derivational morphology.2.Types of Morphemes.(1)free morpheme and bound morphemeA “free morpheme” is a morpheme that constitutes a word by itself, such as ‘bed”, “tree”, etc. A “bound morpheme” is one that appears with at least another morpheme, such as “-s” in “beds”, “-al” in “national” and so on.All monomorphemic words are free morphemes. Those polymorphemic words are either compounds (combination of two or more free morphemes) or derivatives (word derived from free morphemes).(2). root; affix; stemA “root” is the base form of a word that cannot be further analyzed without total loss of identity. It is the part of the word that is left when all the affixes are removed.“Affixes”is a collective term for the type of morpheme that can be used only when added to another morpheme (the root or stem), so affix is naturally bound. (prefix, suffix, infix)A “stem” is any morpheme or combi nation of morphemes to which an affix can be added.(3). Inflectional affix and derivational affix.Inflectional affixes: do not change the word class, but only added a minute or delicate grammatical meaning to the stem.Derivational affixes: often change the lexical meaning and word class.Inflectional affixes are mostly suffixes, and derivational affixes can be prefixes (sub-, de-) or suffixes (-er, -able).3. Inflection“Inflection” is the manifestation of grammatical relationships through the addition of inflectional affixes, such as number, person, finiteness, aspect, and case, which does not change the grammatical class of the items to which they are attached.4. Word formationIn its restricted sense, refers to the process of word variations signaling lexical relationships. It can be future sub classified into the compositional type (compound) and the derivational type.5. Lexical change(1) lexical change proper(特有词汇变化)A. InventionB. Blending: blending is relative complex from of compounding, in which two words are blended by joining the initial part of the first word and the final part of the second word, or by joining the initial parts of the two words.C. Abbreviation: a new word is created by cutting the final part, the initial part, or both the initial and final parts accordingly.D. Acronym: acronym is made up from the first letters of the name of an organization, which have a heavily modified headword.E. Back-formation: it refers to an abnormal type of word-formation where a shorter word is derived by deleting an imagined affix from a longer form already in the language.F. Analogical creation: it can account for the co-existence of the forms, regular and irregular, in the conjugation of some English verbs.G. Borrowing:a. loanwords: the borrowing of loanwords is a process in which both form and meaning are borrowed with only a slight adaptation, in some causes, to the phonological system of the new language that they enter.b. loanblend: it is a process in which part of the form is native and the rest has been borrowed, but the meaning is fully borrowed.c. loanshift: it is a process in which the meaning is borrowed, and the form is native.d. loan translation: a special type of borrowing, in which each morpheme or word is translated in the equivalent morpheme or word in another language.(2). Morpho-syntactical change （形态句法变化）A. morphological change: the words have changed their formsB. syntactical change(3). Semantic change （语义变化）A. broading: a process to extend or elevate the meaning from its originally specific sense to a relative general one.B. narrowing: it refers to a process in which the original meaning of a word can be narrowed or restricted to a specific sense.C. meaning shift: the change of meaning has nothing to do with generalization or restriction.D. fork etymology: it refers to a change in form of a word or phrase, resulting from an incorrect popular notion of the origin or meaning of the term on from the influence of more familiar terms mistakenly taken to be analogous.(4). Phological change （音位变化)Refers to changes in sound leading to change in form.a. loss（语音的脱落）b. addition （语音的增加）c. metathesis（换位）d. assimilation （同化）(5). Orthographic change （书写法变化）Chapter Four. Syntax1. Syntax.“Syntax” is the study of the rules governing the ways in which words, word groups and phrases are combined to form sentences in a language, or the study of the interrelationships between sentential elements.2. Sentence.L. Bloomfield defines “sentence” as an independent linguistic form not included by some grammatical marks in any other linguistic from, i. e., it is not subordinated to a larger linguistic form, and it is a structurally independent linguistic form. It is also called a maximum free form.3. Syntactic relations.“Syntactic relations” refer to the ways in which words, word groups or phrases form sentences; hence three kinds of syntactic relations: positional relations, relations of substitutability and relations of co-occurrence.a.“Positional relation”, or “word order”, refers to the sequential a rrangement to words in a language.It is a manifestation of a certain aspect of what F. de Saussure called “syntagmatic relations”, or of what other linguists call “horizontal relations” or “chain relations”.b.“Relations of substitutability” refer to classe s or sets of words substitutable for each othergrammatically in same sentence structures. Saussure called them “associative relations”. Otherpeople call them “paradigmatic/vertical/choice relations”.c.“Relations of co-occurrence”, one means that words of different sets of clauses may permit orrequire the occurrence of a word of another set or class to form a sentence or a particular part of a sentence. Thus relations of co-occurrence partly belong to syntagmatic relations and partly to paradigmatic relations.3.Grammatical constructionGrammatical construction: it can be used to mean any syntactic construct which is assigned one or more conventional function in a language, together with whatever is linguistically conventionalized about its contribution to the meaning or use the construct contains.4.IC analysis and immediate constituents.“IC analysis” is a new approach of sentence study that cuts a sentence into two (or more) segments. This kind of pure segmentation is simply dividing a sentence into its constituent elements without even knowing what they really are. What remain of the first cut is called “immediate constituents”, and what are left at the final cut is called “ultimate constituents”.5.Endocentric and exocentric constructions“Endocentric construction” is one whose distribution is functionally equivalent to that of one or more of its constituents, i.e., a word or a group of words, which serves as a definable “centre” or “head”. Usually noun phrases, verb phrases and adjective phrases belong to endocentric types because the constituent items are subordinate to the head.“Exocentric construction”, opposite of endocentric construction, refers to a group of syntactically related words where none of the words is functionally equivalent to the group as whole; that is to say, there is no definable centre or head inside the group. Exocentric construction usually includes basic sentence, prepositional phrase, predicate (verb + object) construction, and connective (be + complement) construction.6.Coordination and subordination.They are two main types of endocentric construction.Coordination is a common syntactic pattern in English and other languages formed by grouping together two of more categories of the same type with the help of a conjunction such as “and” ,“but” and “or”. Subordination refers to the process or result of linking linguistic units so that they have different syntactic status, one being dependent upon the other, and usually a constituent of the other. (three basic types of subordination clause: complement clause, adjunct clause, relation clause.)7. Syntactic function(1) Subject: “subject” refers to one of the nouns in the nominative case. In English, the subject of a sentence is often said to be the doer of the action, while the object is the person or thing acted upon by the doer.a. Grammatical subject: it refers to a noun which can establish correspondence with the verb and which can be checked by a tag-question test, e.g., “He is a good cook, (isn’t he?).”b. Logical subject: the original object noun phrase occupies the grammatical space before a verb, the space that a subject normally occupies, the core subject, now the object of a preposition, is called the logical subject.(2). Predicate: A “predicate” refers to a major constituent of s entence structure in a binary analysis in which all obligatory constituents other than the subject are considered together. e.g., in the sentence “The monkey is jumping”, “is jumping” is the predicate.(3) Object: “object” refers to the receiver or goal of an action and it is further classified into two kinds:direct object and indirect object. In some inflecting languages, an object is marked by case labels: the “accusative case” for direct object, and the “dative case”for direct object, and the “dative case” for indirect to word order (after the verb and preposition) and by inflections (of pronouns). e.g., in the sentence “John kissed me”, “me” is the object. Modern linguists suggest that an object refers to such an item that it can become a subject in passive transformation.8. CategoryThe term “category” in some approaches refers to classes and functions in its narrow sense, e.g., noun, verb, subject, predicate, noun phrase, verb phrase, etc. More specifically it refers to the defining properties of these general units: the categories of the noun, for example, include number, gender, case and countability; and of the verb, for example, tense, aspect, voice, etc.(1)Number: “Number” is a grammatical category used for the analysis of word classes displaying suchcontrasts as singular, dual, plural, etc. In English, number is mainly observed in nouns, and there are only two forms: singular and plural. Number is also reflected in the inflections of pronouns and verbs.(2)Gender: “Gender” displays such contrasts as“masculine”, “feminine”, “neuter”, or “animate” and“inanimate”, etc., for the analysis of word classes. When word items refer to the sex of the real-world entities, we natural gender (the opposite is grammatical gender).(3)Case: “Case” identifies the synta ctic relationship between words in a sentence. In Latin grammar,cases are based on variations in the morphological forms of the word, and are given the terms “accusative”, “nominative”, “dative”, etc. In English, the case category is realized in three way s: by following a preposition and by word order.(4)Agreement (or Concord): “Concord” may be defined as requirement that the forms of two or morewords of specific word classes that stand in specific syntactic relationship with one another shall be characteri zed by the same paradigmatically marked category or categories, e.g., “man runs”, “men run”.9. Syntagmatic relation and paradigmatic relationSyntagmatic relation: it is a relation between one item and other in a sequence, or between elements which are all present, such as the relation between “weather” and the others in the following sentence “If the weather is nice, we’ll go out.”Paradigmatic relation: it is also called Associative, a relation between elements replaceable with each other at a particular place in a structure, or between one element present and the others absent. It is also known as the vertical relation or choice relation.10. Phrase; clause and sentence.A “phrase” is a single element of structure containing more than one word, and lacki ng the subject-predicate structure typical of “clauses”. Traditionally, it is seen as part of a structural hierarchy, falling between a clause and word, e.g., “the three tallest girls” (nominal phrase). There is now a tendency to make a distinction between word groups and phrases. A “word group” is an extension of a word of a particular class by way of modification with its main features of the class unchanged. Thus we have nominal group, verbal group, adverbial group, conjunction group and preposition group.A “clause” is group of words with its own subject and predicate included in a larger subject-verb construction, namely, in a sentence. Clauses can also be classified into two kinds: finite and non-finite clauses, the latter referring to what are traditionally called infinitive phrase, participle phrase and gerundial phrase.Sentence is the minimum part of language that expresses a complete thought. Bloomfield (1935) definedthe sentence as “one not included by virtue of any grammatical construction in any larger linguistic form.”11. RecursivenessIt mainly means that a phrasal constituent can be embedded within another constituent having the same category. By “recursiveness” we mean that there is theoretically no limit to the number of the embedded cl auses in a complex sentence. This is true also with nominal and adverbial clauses, e.g., “I saw the man who killed a cat who…a rat which…that…”(1)Conjoining: “Conjoining” refers to a construction where one clause is co-ordinated or conjoined withanother, e. g., “John bought a cat and his wife killed her.”(2)Embedding: “Embedding” refers to the process of construction where one clause is included in thesentence (or main clause) in syntactic subordination, e.g., “I saw the man who had killed a chimpanzee.”12. Beyond the sentence(1) Sentential connection: the notion of hypotactic and paratactic relations can also be applied to the study of syntactic relations between sentences.a. “Hypotactic relation” refers to a construction where constituents are linked by means of conjunction, e.g. “He bought eggs and milk.”b. “Paratactic relation” refers to constructions which are connected by juxtaposition, punctuation or intonation, e. g., “He bought tea, coffee, eggs and milk” (pay attention to the first three nouns co nnected without “and”).(2). Cohesion:Cohesion is a concept to do with discourse of text rather than with syntax, it refers to relations of meaning that exist within the text, and defines it as a text.Textual cohesiveness can be realized by employing various cohesive devices: conjunction, ellipsis, lexical collection, lexical repetition, reference, substitution etc.Chapter Five. Meaning1.Semantics:“Semantics” refers to the study of the communication of meaning through language. Or simply, it is the study of meaning.2.What is meaning?Though it is difficult to define, “meaning” has the following meaning: (1) an intrinsic property; (2) the connotation of a word; (3) the words put after a dictionary entry; (4) the position an object occupies in a system; (5) what the symbol user actually refers to; (6) what the symbol user should refer to; (7) what the symbol user believes he is referring to; (8) what the symbol interpreter refers to; (9) what the symbol interpreter believes it refers to; (10) what the sym bol interpreter believes the user refers to…linguists argued about “meaning of meaning” fiercely in the result of “realism”, “conceptualism/mentalism”, “mechanism”, “contextualism”, “behaviorism”, “functionalism”, etc. Mention ought to be made of the “Semantic Triangle Theory” of Ogden & Richards. We use a word and the listener knows what it refers to because, according to the theory, they have acquired the same concept/reference of the word used and of the object/referent.3.What is the difference between meaning, concept, connotation, sense, implication, denotation,notation, reference, implicature and signification?“Meaning” refers to the association of language symbols with the real word.“Concept” or “notion” is the impression of objects in people’s min d.。

语言学教(胡壮麟版)英文目录

Chapter 1 Invitations to Linguistics1.1why Study Language1.2what Is Language1.3 Design Features Language1.3.1 Arbitrariness1.3.2 Duality1.3.3 Creativity1.3.4 Displacement1.4 Origin of Language1.5functions of Language1.5.1 Informantive1.5.2 Interpersonal Function1.5.3 Performative1.5. 4 Emotive Function1.5.5 Phatic Communion1.5.6 Recreational Function1.5.7 Metalingual Function1.6 What Is Linguistics?1.7 Main Branches of Linguistics1.7.1 Phonetics1.7.2 Phonology1.7.3 Morphology1.7.4 Syntax1.7.5 Semantics1.7.6 Pragmatics1.8 Macrolinguistics1.9 Important Distinction in Linguistics1.9.1 Descriptive Vs. Prescriptive1.9.2 Synchronic Vs. Diachronic1.9.3 Langue & Parole1.9.4 Competence and PerformanceChapter 2 Speech Sounds2.1 How Speech Sounds Are Made?2.1.1 Speech Organs2.1.2 The IPA2.2 consonants and Vowels2.2.1 Consonants2.2.2 V owels2.2.3 The Sounds of English2.3 From Phonetics to Phonology2.3.1 Coarticulation and Phonetic Transcription2.3.2 Phonemes2.3.3 Allophones2.4 Phonological Processes, Phonological Rules and Distinctive Features2.4.1 Assimilation2.4.2 Epenthesis, Rule Ordering, and the Elsewhere Condition2.4.3 Distinctive Features2.5 Suprasegmentals2.5.1 The Syllable Structure2.5.2 Stress2.5.3 Intonation2.5.4 ToneChapter 3 From Morpheme To Phrase3.1 What Is Morpheme3.1.1 Morpheme and Morphology3.1.2 Types of Morphemes3.1.3 Morphological Change and Allomorph 3.2 What Is Word?3.2.1Word and Lexical Items3.2.2 Classification of Words3.3 Word Formation (1): From Morpheme to Word3.3.1 The Inflectional Way of Formation3.3.2The Derivational Way of Formation 3.4 Word Formation (2): Lexical Change3.5 Word Group and PhraseChapter 4 From Word To Text4.1 Syntactic Relation4.1.1The Positional Relation4.1.2Relation of Substitubility4.1.3Relation of Co-Occurrence4.2 Grammatical Construction and Its Constituents4.2.1 Grammatical Construction4.2.1 Immediate Constituents4.2.3 Endocentric and Exocentric Constructions4.2.4 Coordination and Subordination4.3 Syntactic Function4.3.1Subject4.3.2Predicate4.3.3Object4.3.4The Relation between Classes and Functions 4.4 Category4.4.1 Number4.4.2 Gender4.4.3 Case4.4.4 Agreement4.5 Phrase,clause,sentence4.5.1 Phrase4.5.2 Clasue4.5.3 Sentence4.6 Recursiveness4.6.1Conjoining4.6.2 Embedding4.7 Beyond the Sentence4.7.1 Sentential Connection4.7.2 CohesionChapter5 meaning5.1 Meanings of MEANING5.2 The Referential Theory5.3 Sense Relations5.3.1 Synonymy5.3.2 Antonymy5.3.3 Hyponymy5.4 Componential Analysis5.5 Sentence Meaning5.5.1 An Integrated Theory5.5.2 Logical SemanticsChapter 6 Language and Cognition6.1 What Is Cognition?6.2 What Is Psycholinguistics?6.2.1 Language Acquisition6.2.2 Language Comprehension6.2.3 Language Production6.3 What Is Cognitive Linguistics?6.3.1 Construal and Construal Operations6.3.2 Categorization6.3.3 Image Schemas6.3.4 Metaphor6.3.5 Metonymy6.3.6 Blending TheoryChapter 7 Language, Culture and Society7.1 Language and Culture7.1. 1How Does Language Relate To Culture7.1.2 More about the Sapir-Whorf Hypothesis7.1.3 Case Studies7.1.4 To Which Extent Do We Need Culture in Our Linguistic Study7.1.5 Culture in Language Teaching Classroom7.2 Language and Society7.2.1 How Does Language Relate to Society7.2.2 A Situationally and Socially Variationist Perspective7.2.3 What Should We Know About Sociolinguistics?7.2.4 What Implications Can We Get From Sociolinguistics?7.3 Cross-Culture Communication7.3.1 What Should We Know All About Cross-Culture Communication?7.3.2 Case Studies7.4 SummaryThe Chapter 8 Language in Use8.1 Speech Act Theory8.1.2 Performatives and Constatives8.1.3 A Theory of Illocutionary Act 8.2 The Theory of Conversational Implicature8.2.1 The Cooperative Principle8.2.2 Violation of the Maxims8.2.3 Characteristics of Implicature 8.3 Post-Gricean Development8.3.1 Relevance Theory8.3.2 The Q- And R-Principles8.3.3 The Q-, I- And M-Principles9.2 Some General Features of the Literary Language9.2.1 Foregrounding and Grammatical Form9.2.2 Literal Language and Figurative Language 9.3 The Language in Poetry9.3.1 Sound Patterning9.3.2 Different Forms of Sound Patterning9.3.3 Stress and Metrical Patterning9.3.4 Conversational Forms of Metre and Sound9.3.5 The Poetic Functions of Sound and Metre9.3.6 How to Analyse Poetry9.4 The Language in Fiction9.4.1 Fictional Prose and Point Of View9.4.2 Speech and Thought Presentation9.4.3 Prose Style9.4.4 How to Analyse the Language of Fiction 9.5 The Language in Drama9.5.1 How Should We Analyse Drama9.5.2 Analysing Dramatic Language9.5.3 How to Analyse Dramatic Texts?9.6 The Cognitive Approach to Literature9.6.1 Theoretical Background9.6.2An Example of Cognitive Analysis10.1 Computer-Assisted Language Learning (CALL)10.1.1 CAI/CAL vs CALL10.1.2 Phases of CALL Development10.1.3 Technology10.2 Machine Translation10.2.1 History of Development10.2.2 Research Methods10.2.3 MT Quality10.2.4 MT and the Internet10.2.5 Speech Translation10.2.6 MT and Human Translation10.3 Corpus Linguistics10.3.1 Definition10.3.2 Criticism and Revival of Corpus Linguistics10.3.3 Concordance10.3.4 Text Encoding and Annotation10.3.5 The Roles and Corpus Data10.4 Computer Mediated Communication10.4.1 Mail and News10.4. 2 PowerPoint10.4.3 Blog10.4.4 Chatroom10.4.5 Emoticons and SmileysChapter 11 Linguistics and Foreign Language Teaching11.1 The Relation between Linguistics and Language Teaching 11.2 Linguistics and Language Learning11.2.1 Grammar and Language Learning11.2.3 Input and Language Learning11.2.4 Interlinguage in Language Learning11.3linguistics and Language Teaching11.3.1 The Discourse-Based View of Language Teaching11.3.2 The Universal Grammar and Language Teaching 11.4 Linguistics and Syllabus Design11.4.1 A Clarification of Terms: Syllabus and Curriculum11.4.2 Theoretical Views behind Syllabus Design11.4.3 Types of Syllabus11.4.4 Components of Syllabus11.4.5 Current Trends in Syllabus Design11.5 Contrastive Analysis and Error Analysis11.5.1 Contrastive Analysis (CA)11.5.2 Error Analysis (EA)11.6 Corpus Linguistics and Language Teaching11.6.1Types of Corpora11.6.2What Uses Can We Make Of Corpora?11.7 SummaryChapter 12 Theories and Schools of Modern Linguistics 12.0 Introduction12.1the Plague School12.1.1 Introduction12.1.2 Phonology and Phonological Oppositions12.1.3 Functional Sentence Perspective (FSP) 12.2 The London School12.2.1 Malinowski’s Theory12.2.2 Firth’s Theory12.2.3 Holliday and Systemic-Functional Grammar 12.3 American Structuralism12.3.1 Early Period: Boas and Sapir12.3.2 Bloomfield’s Theory12.3.3 Post-Bloomfieldian Linguistics12.4 Transformational-Generative Grammar12.4.1 The Innateness Hypothesis12.4.2 What Is Generative Grammar12.4.3 The Classical Theory12.4.4 The Standard Theory12.4.5 The Extended Standard Theory12.4.6 The Government and Binding Theory12.4.7 The Minimalist Theory And After12.4.8 Chomsky’s Fundamental Contribution12.5 Revisionist or Rebels12.5.1 Case Grammar12.5.2 Generative Semantics。

《新编简明英语语言学教程》自学指导书

《新编简明英语语言学教程》自学指导书一、课程编码及适用专业课程编码：04101212适用专业：英语专业函授本科二、课程性质《新编简明英语语言学教程》是英语专业函授本科必修的一门基础课程，是高等学校英语专业（四年制）高年级阶段所开设的一门课。

英语语言学是一门理论性很强的课程，涉及多个学科，知识广泛，是英语专业本科阶段由基础步入提高阶段的一门综合性理论课程。

三、本课程的地位和作用本课程与英语专业其他课程相辅相成。

作为一门理论性较强的课程，英语语言学的学习和理解有赖于英语专业其他课程为学生打下良好的英语基础。

同时，本课程介绍的语言各层次的基本理论和成果将会提高学生对语言的社会、人文、经济、科技以及个人修养等方面重要性的认识，使学生了解语言研究的丰富成果，这对于学生学好英语专业其他课程，也大有裨益。

四、学习目的和要求本课程的学习目的和要求在于全方位地提高学生的语言学理论水平和理论指导实践的能力，引导学生探索英语交际能力的提高途径、英汉两种语言的差异，拓宽学生的思路和视野，培养语言意识，发展理性思维，以期帮助学生理解和掌握英汉语习得规律，用以指导语言学习和教学实践。

为了学好这门课，学习时应注意以下几点：（一）理解和掌握语言学各个分支的基本定义和概念。

（二）在掌握定义的基础上，反复练习和实践语言的产生、发展和结构。

（三）将语言学和现实生活结合起来，把语言和社会结合起来，把语言和文化结合起来。

（四）将英语语言学和汉语语言学进行比较学习。

五、本课程的学习方法为了学好本课程，首先要树立正确的学习目的和态度，在学习中要刻苦钻研、踏踏实实、掌握语言及语言学各层次的各种概念和术语，全面系统地了解语言现象，意识到语言研究的重要性，并能描述语言现象。

通过认真听老师讲课，对语言学理论有一个整体的把握，熟悉语言学各层面研究的经典理论并能把握语言学理论的最新发展。

在学习中注意语言学理论的各个不同层次与不同阶段的不同要求，把握不同阶段的侧重点，理清语言学发展的脉路。

Unit 5 Can I have a pet？ (导学案)湘少版(三起)英语五年级上册

Unit 5 Can I have a pet?（导学案）教学目标1.掌握以下单词：pet, dog, cat, fish, bird, rabbit, hamster, turtle。

2.能够表达自己想拥有的宠物及原因。

3.发展对话交流能力及听力能力。

4.能够阅读并理解简单的英文描述。

教学重点能够表达自己想拥有的宠物及原因。

教学难点发展对话交流能力及听力能力。

教学准备教师：课件，实物宠物图片学生：笔，笔记本教学过程Step1：导入新课（10分钟）1.跟学生们打招呼，问好并介绍今天我们学什么。

2.呈现一些可爱的宠物的图片，跟学生们一起讨论有哪些宠物，问学生是否有过自己心仪的宠物。

3.引导学生阅读本单元标题为 Can I have a pet?Step2：学生自我介绍（10分钟）1.教师询问学生们是否想要拥有依靠自己照顾的宠物。

2.要求学生拿出自己准备好的笔记本，把自己想拥有的宠物写下来，并给出一个原因，如：I want to have a dog because it can play with me and protect me.3.鼓励学生互相分享自己的想法，提高学生们的自信和表达能力。

Step3：老师介绍一些常见的宠物及它们的特点（20分钟）1.引导学生看课件中的图片。

让学生们猜测图片中是什么动物，如：What is this? Is it a dog? Is it a cat?2.老师介绍宠物的名称及特点，并呈现出实物宠物图片，让学生们可以亲自看到这些可爱的生物。

pet (宠物)dog (狗)cat (猫)fish (鱼)bird (鸟)rabbit (兔子)hamster (仓鼠)turtle (乌龟)3.老师发起问题，询问宠物的特点、食物、生活习性，并鼓励学生们一起回答问题。

Step4：播放听力，并完成听力练习（20分钟）1.播放本单元的听力材料。

2.让学生们听一遍，然后再听一遍，并请学生们把答案写在笔记本上。

英语语言学教程课后整理

What is linguistics?Linguistics is the scientific study of language.----A person who studies linguistics is known as a linguist.Prescriptive &Descriptive规定性&描写性(定义、区别)Prescriptive ---- If a linguistic study aims to lay down rules for “correct” linguistic behavior in using language (traditional grammar)Descriptive ---- If a linguistic study aims to describe and analyze the language people actually use (modern linguistic)Synchronic & Diachronic 共时性对历时性（定义）Synchronic study---- description of a language at some point of time in history (modern linguistics)Diachronic study---- description of a language as it changes through time (historical development of language over a period of time)Langue &Parole (F. de Saussure) 语言对话语Langue ---- the abstract linguistic system shared by all members of a speech community.Parole ---- the realization of langue in actual use.Saussure takes a sociological view of language and his notion of langue is a matter of social conventions.Competence &Performance (Chomsky) 语言能力对语言运用（定义）Competence ---- the ideal user’s knowledge of the rules of this languagePerformance ---- the actual realization of this knowledge in linguistic communicationChomsky looks at language from a psychological point of view and to him competen ce is a property of the mind of each individual.Traditional grammar & Modern linguistics 传统语法对现代语言学（区别）Traditional grammar ---- prescriptive, written, Latin-based frameworkModern linguistics ----- descriptive, spoken, not necessarily Latin-based frameworkThe design features of human language (Charles Hockett)Arbitrariness（任意性）声音和事物之间的关联Productivity/Creativity（能产性）Duality（双层性）Displacement（移位性）Cultural transmission（文化传承）Phonetics语音学(定义和分类)Phonetics is defined as the study of the phonic medium of language, it is concerned with all the sounds that occur in the world’s language.Three branches of phonetics（发音语音学，听觉语音学，声学语音学）Articulatory phonetics----from the speakers’ point of view, “how speakers produce speech sounds”Auditory phonetics----fr om the hearers’ point of view, “how sounds are perceived”Acoustic phonetics----from the physical way or means by which sounds are transmitted from one to another.Classification of vowels（元音）Monophthongs or pure/single vowels（单元音）Diphthongs or gliding vowels （双元音）According to which part of the tongue is held highest in the。

13三年级英语导学案第一课

T: Hello, boys and girls. Ss: Hello.
（2）教师利用这个机会及时向学生介绍自己body, eye, nose, mouth, face, ear…
（4）给学生带上Sarah, Chen Jie, Mike, Wu Yifan的面具或头饰，扮演这些人物到讲台前说This is the head and this is the face….
难
点
Does it have…?句型及其否定回答
复数形式的运用。
课前准备
1.教材相关人物的面具或头饰
2.为Let's play中的击鼓传花游戏准备相应的道具
3.教材相配套的录音带
第
一
课
时
（一）热身
、复习（Warm-up
/Revision）
（5分）
（二）呈现
新课（Presen
tation）
（20分）
（三）趣
学情分析
三年级学生活泼好动，教师在设计活动时，要注重从学生的实际情况出发，活动的形式和内容要符合他们的心理，生理特点和认识水平。同时要注重对学生思想品德的教育，以及他们用英语思维，分析问题和解决问题的能力
教
学
目
标
1、听懂、会说This is…It has a/ two…及These are…Those are….。
学生自己动手制作名卡。
让学生用This is…的句型来展示自己制好的名卡
学生跟录音一起学Let’s say
学生看图，说说图中学生手中的物品
教学流程
分课时
环节
与时间
教师活动
学生活动
△设计意图
◇资源准备
□评价○反思

戴炜栋《简明英语语言学教程》Chapter1

II. The scope of linguistics v. Semantics: the study of the abstract or inherent meaning in isolation, not in context
II. The scope of linguistics vi. Pragmatics: the study of how speakers of a language use sentences to effect successful communication.
I. Definition of linguistics the goal of the linguist:
observe, collect language facts
discover the common elements of all languages (describe, explain)
III. Some important distinctions in linguistics ii. Synchronic vs. Diachronic e.g. gossip God sibling Godparent Acquaintance Medieval
talk idly, wiபைடு நூலகம்h no academic or business purpose
III. Some important distinctions in linguistics ii. Synchronic vs. Diachronic 1. Synchronic analysis: Analyze linguistic phenomena only at one point in time, usu. the present. 2. Diachronic analysis: Analyze the historical development of a language, which involves two points in time.

导学手册样本

-通辽市中小学教师教育技术能力中级全员培训导学手册( 上)适用于培训项目华东师范大学通辽市教育局华夏教师在线10月编写说明为使学员了解培训课程、掌握学习方法、顺利完成培训课程特编写本手册, 手册主要分为”项目概述及课程介绍”、”学习导引”、”学习提要”三部分。

在”项目概述及课程介绍”部分, 学员能够了解项目的背景、课程的培训目标、课程的内容简介、培训的整体日程安排等相关信息。

在”学习导引”中, 学员能够了解课程学习的流程、课程栏目的学习要求, 以及各阶段的学习任务与学习方法。

”学习提要”部分是网络课程各模块”导学”栏目中”编者的话”的文字稿。

经过学习”编者的话”, 能够帮助我们更好地理解课程内容。

在开始网络课程学习之前, 建议首先阅读”项目概述及课程介绍”部分, 了解课程的背景及课程内容的结构。

在开始各模块的学习之前, 首先阅读本手册中各模块的学习导引, 以明确各模块学习的任务、要求与知识概要。

目录第一部分项目概述及课程介绍.......................... 错误!未定义书签。

一、项目概述..................................... 错误!未定义书签。

二、培训课程介绍................................. 错误!未定义书签。

三、培训安排..................................... 错误!未定义书签。

第二部分: 《模块0课前准备》学习导引和学习提要....... 错误!未定义书签。

一、学习导引..................................... 错误!未定义书签。

二、学习提要..................................... 错误!未定义书签。

第三部分: 《模块1 走进培训项目》学习导引和学习提要.. 错误!未定义书签。