2020年初中英語(yǔ)教師資格考試知識(shí)點(diǎn)考點(diǎn)超詳細(xì)總結(jié)

第一部分語(yǔ)言知識(shí)與能力第一章英語(yǔ)語(yǔ)言知識(shí)二、語(yǔ)音(SpeechSounds)P781、語(yǔ)音分類發(fā)音方式發(fā)音部位MuuierofarticuhtionPlaceofarticulationBilabialSR脣音Libio-dentiL脣齒音Dentil齒音Afreolir齒謀音Post-akeolir后吿謀音PalatalVelar軟啟Glottal聲門(mén)Stops逞麻音VLPtkVDbdgFricatives磨揑音VLfesJhVDTdz3Affricates破揑音VL(ts)㈣tjVD㈣(dr)daNasals鼻音VDinn0Liquids盍音VDl,rGlides骨音VDwVL-清濁音(voicelessconsonant)VD-濁輔音(voicedconsonant)2、音系學(xué)(phonology)P79同化規(guī)則(assimilationRule)progressiveassimilation順同化(前面帶偏后面)workedregressiveassimilation逆同化(后面帶偏前面)newspaperreciprocal/doubleassimilation互相同化didyou音節(jié)(syllable)teachi-naim-pos-si-ble重音(stress)聲調(diào)(tone)語(yǔ)音變化(vocalvariety)liaison連讀pickitupplosion爆破音plosionloss失去爆破sitdown；incompleteplosion不完全爆破askednasalplosion鼻腔爆破button；lateralplosion舌邊爆破little三、形態(tài)學(xué)(Morphology)1、morpheme詞素重點(diǎn)！P87freemorpheme自由詞素dog；boundmorpheme黏著詞素moonwalkroot詞根；affix詞綴(prefix前綴、suffix后綴)；stem詞干friend-shipsinflectionalaffix屈折詞綴-s,-ing,-ed不同形式derivationalaffix派生詞綴改變?cè)~性和意義2、(1)inflection屈折變化-s,-ing,-ed不同形式word-formation詞的形成：compounding復(fù)合法through-outderivation派生法（prefixation前綴化suffixation后綴化）il-logical-ly3、常見(jiàn)構(gòu)詞法P89invention新創(chuàng)詞nylon；blending混成法smoke+fog=smogclipping截?cái)喾╝dvertisement=ad；initialism首字母連寫(xiě)詞WTOacronym首字母拼音詞AIDS；back-formation逆構(gòu)詞法editor--editanalogicalcreation類似構(gòu)詞work--wrought/workedtypesofborrowing借詞法：loanword/borrowing借詞feast（法語(yǔ)中借來(lái)）loanblend混合借詞Chinatown（本國(guó)加外來(lái)）loanshift轉(zhuǎn)移借詞bridge（借用意義）loantranslation翻譯借詞（從別種語(yǔ)言翻譯而來(lái)）4、詞義變化broadening詞義擴(kuò)大bird小鳥(niǎo)--鳥(niǎo)類；narrowing詞義縮小girl年輕人--女孩meaningshift詞義轉(zhuǎn)移；classshift詞性轉(zhuǎn)換；folketymology俗詞源（錯(cuò)多了成了對(duì)的）四、句法學(xué)（Syntax）P911、句法關(guān)系syntagmaticrelation組合關(guān)系（horizontalrelation/chainrelation）構(gòu)成同一形式、序列或結(jié)構(gòu)paradigmaticrelation聚合關(guān)系（verticalrelation/choicerelation）各要素可相互替換relationofco-occurrence共現(xiàn)關(guān)系（不同集合的詞語(yǔ)一起組成句子）2、句子結(jié)構(gòu)和成分immediateconstituentanalysis直接成分分析法（IC分析法）Theboyatetheapple.用樹(shù)形圖（treediagram）一般句子，主謂賓之類的endocentricconstruction向心結(jié)構(gòu)一個(gè)詞或詞組可以確定為中心（center）或中心詞（head）twostonebridge一般名詞/動(dòng)詞/形容詞短語(yǔ)exocentricconstruction離心結(jié)構(gòu)沒(méi)有確定的中心或中心詞Theboysmiled.一般動(dòng)賓/系表結(jié)構(gòu)deepstructure深層結(jié)構(gòu)（含義相同，說(shuō)法不同）surfacestructure表層結(jié)構(gòu)（句子表述方式）五、語(yǔ)義學(xué)（Semantics）P931、涵義關(guān)系（SenseRelations）lexicalrelation詞匯關(guān)系（1）同義關(guān)系（Synonymy）synonyms同義詞stylistic文體差別（formality）buy--perchase；dialectal地域差另Uunderground-subwaycollocational搭配差別accuse（of）--charge（with）；emotive情感差別thrifty--stingy；semantic語(yǔ)義差別enough--ample（2）反義關(guān)系（Antonymy）antonyms反義詞relationalopposites意義相反詞gradableantonymy等級(jí)反義warm--coolcomplementaryantonymy互補(bǔ)反義boy--girlconverseantonymy反向反義關(guān)系buy--sell上下義關(guān)系(Hyponymy)種類和成員包括上坐標(biāo)詞(superordinate)和下義詞(hyponymy)flower--rose/tulip一詞多義(Polysemy)同音/同形異義現(xiàn)象(Homonymy)homophone同音異義sun--sonhomograph同形異義liecompletehomonym完全同音同形異義bank岸邊；銀行2、句子邏輯關(guān)系iff--充分必要條件“SistrueiffP”P(pán)就是S的真值條件(truthcondition)Psynonymy同義關(guān)系“XissynonymouswithY.”同真同假P95contradiction矛盾關(guān)系“XisinconsistentwithY.”一真一假entailment蘊(yùn)含關(guān)系“XentailsY."X小，Y大X：oldmanY：manpresupposition預(yù)設(shè)關(guān)系“XpresupposesY.”Y是前提X：repairthecarY：haveacar六、語(yǔ)用學(xué)(Pragmatics)P961、言語(yǔ)行為理論(SpeechActTheory)locutionaryact發(fā)話行為(說(shuō)話人表達(dá)字面意思)istheactofsayingsomethingwhichismeaningfulancanbeunderstood.illocutionaryact行事行為(說(shuō)話人表達(dá)意圖)istheactinsayingsomethingtoperformafunction.perlocutionaryact取效行為(作用于聽(tīng)話人的效果)istheresultsoreffectsthatareproducedbymeansofsayingsomething.言外之意(illocutionarypoint)：representatives闡述類；directives扌旨令類；commissives承諾類；expressives表達(dá)類；declarations宣告類2、會(huì)話含義理論(ConversationalPrinciple/Maxim)violate違反P97cooperativeprinciple,CP合作原則(會(huì)話有共同目標(biāo))“Makeyourconversationalcontributionsuchasisrequired,atthestageatwhichitoccurs,bytheacceptedpurposeordirectionofthetalkexchangeinwhichyouareengaged”.themaximofquantity數(shù)量準(zhǔn)則(信息充分)themaximofquality質(zhì)量準(zhǔn)則(說(shuō)實(shí)話)themaximofrelation相關(guān)準(zhǔn)則(說(shuō)相關(guān)的事)themaximofmanner方式準(zhǔn)則(清楚簡(jiǎn)潔避免歧義)conversationalimplicature會(huì)話含義(用會(huì)話準(zhǔn)則暗示意義)calculability可推導(dǎo)性(含義能理解)cancellability可取消性(defeasibility)(因素變化，含義變化)non-detachability不可分離性(含義依附于內(nèi)容)non-conventionality非規(guī)約性(含義不確定)七、修辭學(xué)(Rhetoric)問(wèn)法：rhetoric/rhetoricaldevice修辭策略P981、simile明喻like,as...as,asif,asthough,similarto,suchas2、metaphor隱喻(暗含比較)elephantpause3、personification擬人（把事物或概念當(dāng)做人）4、metonymy借代（用事物的名稱代替親密相關(guān)的另一事物）5、synecdoche提喻（部分代替整體或整體代替部分）hand/mouth--man6、euphemism婉言die--passaway7、irony反語(yǔ)（意思相反）8、allegory諷喻9、exaggeration夸張（夸大或縮小使表達(dá)生動(dòng)有趣）10、transferredepithet移位修辭nervousexam11、oxymoron矛盾修辭bitter-sweetmemory12、pun雙關(guān)語(yǔ)（homophonicpuns諧音雙關(guān)；homographicpuns語(yǔ)義雙關(guān)）八、語(yǔ)言教學(xué)P1001、中介語(yǔ)（interlanguage）2、對(duì)比分析（contrastiveanalysis）3、錯(cuò)誤分析（erroranalysis）（1）error錯(cuò)誤（因?yàn)橹R(shí)不足）mistake失誤（不注意犯錯(cuò)）（2）interlingualerrors語(yǔ)際錯(cuò)誤（遷移錯(cuò)誤）因?yàn)槟刚Z(yǔ)Cnglishintralingualerrors語(yǔ)內(nèi)錯(cuò)誤（發(fā)展性錯(cuò)誤）因?yàn)檫^(guò)度概括語(yǔ)言規(guī)則eat-eated（錯(cuò)）4、錯(cuò)誤性質(zhì)：omissions省略（少成分）；additions添加（多成分）；misformations形式錯(cuò)誤（eated）；doublemarkings雙重標(biāo)記（didn'twent）；misorderings順序錯(cuò)誤（howyouare）5、我國(guó)外語(yǔ)學(xué)習(xí)者錯(cuò)誤類型（1）negativetransfer負(fù)遷移/干擾因?yàn)槟刚Z(yǔ)（2）over-generalization過(guò)度類推/過(guò)度概括因?yàn)檫^(guò)度概括語(yǔ)言規(guī)則（3）pragmaticfailure語(yǔ)用錯(cuò)誤違反對(duì)方的文化習(xí)俗6、第二外語(yǔ)習(xí)得理論（SecondLanguageAcquisition,SLA）（1）Acquisition-LearningHypothesis語(yǔ)言習(xí)得和學(xué)得假說(shuō)（習(xí)得和學(xué)得兩條不同的途徑）（2）MonitorHypothesis語(yǔ)言監(jiān)察假說(shuō)（學(xué)習(xí)者自己監(jiān)督控制語(yǔ)言輸出質(zhì)量）（3）InputHypothesis語(yǔ)言輸入假說(shuō)（接觸理解可理解性語(yǔ)言輸入comprehensibleinput）（4）AffectiveFilterHypothesis情感過(guò)濾假說(shuō)（輸入input和吸收intake受到動(dòng)力motivation、性格personality、情感狀態(tài)affectivestate）（5）NaturalOrderHypothesis自然順序假說(shuō)（可以不按任何語(yǔ)法順序來(lái)教學(xué)）第二章英語(yǔ)語(yǔ)言運(yùn)用能力一、教學(xué)中的非語(yǔ)言交際1、非語(yǔ)言手段P118environmentlanguage環(huán)境語(yǔ)（座位安排、時(shí)間信息、室內(nèi)標(biāo)示裝飾、聲音燈光等）objectlanguage客體語(yǔ)（個(gè)人，衣著化妝、個(gè)人用品等）2、非語(yǔ)言行為bodylanguage體態(tài)語(yǔ)（身姿、手勢(shì)、表情、目光）paralanguage副語(yǔ)言(聲音音質(zhì)、音量、語(yǔ)調(diào)、語(yǔ)速)第三章英語(yǔ)國(guó)家的語(yǔ)言、歷史和文學(xué)三、語(yǔ)言、文化和社會(huì)1、局部結(jié)構(gòu)P131毗鄰對(duì)(adjacencypairs)一輪對(duì)話毗鄰對(duì)的條件相關(guān)性(conditionalrelevance)preferredsecondpart/preferencestructure優(yōu)選結(jié)構(gòu)Hidispreferredsecondpart/dispreferencestructure非優(yōu)選結(jié)構(gòu)relevantabsence相關(guān)缺失毗鄰對(duì)的擴(kuò)展basepairs根毗鄰對(duì)(被其他會(huì)話擴(kuò)展之前的毗鄰對(duì))前擴(kuò)展，指前序列(pre-sequences)，包括邀請(qǐng)、請(qǐng)求、結(jié)束、宣告中擴(kuò)展，包括插入序列(insertionsequences)和旁側(cè)序列(sidesequences)后擴(kuò)展，指后序列(postsequences)，包括會(huì)話修正和主體化2、會(huì)話修正會(huì)話修正機(jī)制三個(gè)部分：修正源(troublesource)、修正的發(fā)起(repairinitiation)、修正(repair)lexical詞匯啟動(dòng)(no,sorry,letmesee,youknow)non-lexical非詞匯啟動(dòng)(um..,uh..)四、語(yǔ)言與文字1、小說(shuō)語(yǔ)言P134小說(shuō)與視角first-personnarrator第一人稱敘述者(I)third-personnarrator第三人稱敘述者(he,she,it,they)語(yǔ)言表達(dá)與思想表達(dá)directspeech直接言語(yǔ)(“F**kyou")indirectspeech間接言語(yǔ)(hesaid/asked)freeindirectspeech自由間接言語(yǔ)第二部分語(yǔ)言教學(xué)知識(shí)與能力第一章初中英語(yǔ)課程標(biāo)準(zhǔn)一、初中英語(yǔ)課程基礎(chǔ)知識(shí)1、英語(yǔ)課程的性質(zhì)P149ThenatureofEnglishCurriculumisinstrumentality/toolandhumanity（.工具性和人文性）Students'overalldevelopmentisthemotivationandgoaloftheEnglishcurriculum.2、英語(yǔ)課程的設(shè)計(jì)思路ThedesignofthenewNationalEnglishCurriculumunifiesbothprimaryandsecondaryschoolEnglishintoonecontinuumofdevelopmentanddividesEnglishlanguageteachingandlearningintoninecompetence-basedlevelsbyadoptingtheinternationalgeneralclassificationmethod.Level5istherequiredstandardfortheendofjuniormiddleschool.Level2--primaryschool二、英語(yǔ)課程的分級(jí)標(biāo)準(zhǔn)P1541、語(yǔ)言技能(LanguageSkills)Overallperformanceobjectivesforeachlevelaregiveninadditiontodetaileddescriptionsofabilitiesregardinglanguageknowledge,languageskills,affect,learningstrategiesaswellasculturalawarenessforrelevantlevels.2、語(yǔ)言知識(shí)(LanguageKnowledge)(語(yǔ)音、詞匯、語(yǔ)法、功能和話題)Studentsarerequiredtolearnconsistsofphonetics,vocabulary,grammar,functionandtheme.3、情感態(tài)度(Affect)(興趣、動(dòng)機(jī)、自信、意志和合作精神；祖國(guó)意識(shí)和國(guó)際視野)interest,motivation,confidence,willandcooperation;Nationalconsciousnessandinternationalvision.4、學(xué)習(xí)策略(LearningStrategies)(認(rèn)知、調(diào)控、交際、資源)Learningstrategiescanbeclassifiedintofourgroups:cognitivestrategy,regulativestrategy,communicativestrategyandresourcingstrategy.5、文化意識(shí)(CulturalAwareness/Understanding)(歷史地理、風(fēng)土人情、傳統(tǒng)習(xí)俗、生活方式、行為規(guī)范、文學(xué)藝術(shù)、價(jià)值觀念)Historicalgeography,localcustoms,traditionalcustoms,lifestyle,normsofbehavior,literatureandart,values.三、英語(yǔ)課程的實(shí)施建議P1611、教學(xué)建議面向全體學(xué)生，為每個(gè)學(xué)生學(xué)習(xí)英語(yǔ)奠定基礎(chǔ)注意語(yǔ)言實(shí)踐，培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力加強(qiáng)學(xué)習(xí)策略指導(dǎo)，培養(yǎng)學(xué)生自主學(xué)習(xí)能力培養(yǎng)學(xué)生的跨文化交際意識(shí)，發(fā)展跨文化交際能力結(jié)合實(shí)際教學(xué)需要，創(chuàng)造性地使用教材合理利用各種教學(xué)資源，提高學(xué)生的學(xué)習(xí)效率組織生動(dòng)活潑的課外活動(dòng)，拓展學(xué)生的學(xué)習(xí)渠道(8)不斷提高專業(yè)水平，努力適應(yīng)課程要求第二章初中英語(yǔ)教學(xué)基本理論一、語(yǔ)言觀(ViewsofLanguage)P1731、語(yǔ)言的概念Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.2、語(yǔ)言的本質(zhì)特征/設(shè)計(jì)特性(designfeatures)(1)arbitrariness任意性(體現(xiàn)了convention規(guī)約性)duality二重性(basiclevel,higherlevel基層和高層)creativity創(chuàng)造性/productivity能產(chǎn)性displacement移位性(賦予generalizations,abstractions概括和抽象)culturaltransmission文化傳習(xí)性3、語(yǔ)言的功能(FunctionsofLanguage)informativefunction信息功能interpersonalfunction人際功能performativefunction施為功能emotivefunction情緒功能phaticfunction寒暄功能recreationalfunction娛樂(lè)功能metalingualfunction元語(yǔ)言功能4、語(yǔ)言學(xué)角度的語(yǔ)言觀TheStructuralViewofLanguage結(jié)構(gòu)語(yǔ)言觀thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntax.TheFunctionViewofLanguage功能語(yǔ)言觀thefunctionviewseeslanguagenotonlyasalinguisticsystembutalsoasameansfordoingthings.TheInteractionalViewofLanguage交互語(yǔ)言觀(interaction,dynamics交互性和動(dòng)態(tài))theinteractionalviewoflanguageconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.二、語(yǔ)言學(xué)習(xí)觀(ViewsofLanguageLearning)P1761、語(yǔ)言學(xué)習(xí)理論BehavioristLearningTheory行為主義學(xué)習(xí)理論Behaviorismisanapproachtopsychologythatarousesoutoftheideasthatattemptedtoexplainalllearningintermsofsomeformofconditioning(stimulus,response,andreinforcement)CognitiveLearningTheory認(rèn)知主義學(xué)習(xí)理論Cognitivetheorythinksthat“l(fā)anguageisaintricaterule-basedsystemandwithaknowledgeofthefiniterules(languagecompetence),infinitesentencescanbeproduced”.ConstructivistLearningTheory構(gòu)建主義學(xué)習(xí)理論Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhisownexperiencesandwhathealreadyknows.最近發(fā)展區(qū)理論ZoneofProximalDevelopment三、語(yǔ)言教學(xué)觀(ViewsofLanguageTeaching)P1781、語(yǔ)言教學(xué)理論(結(jié)構(gòu)主義教學(xué)理論、認(rèn)知主義教學(xué)理論、社會(huì)語(yǔ)言學(xué)理論)四、外語(yǔ)教學(xué)法的主要流派1、grammar-translationmethod語(yǔ)法翻譯法

2、audio-lingualmethod聽(tīng)說(shuō)法（patterndrill句型操練、contrastiveanalysis對(duì)比分析法）3、totalphysicalresponse全身反應(yīng)教學(xué)法P1814、cognitiveapproach認(rèn)知教學(xué)法（提高accuracy,appropriateness得體性）5、communicateapproach交際法（包含function,notion功能和意念）P183（1）交際能力（communicativecompetence）grammaticalcompetence語(yǔ)法能力、sociolinguistic社會(huì)語(yǔ)言能力、discourse語(yǔ)篇能力、strategic策略能力、linguistic語(yǔ)言能力、pragmatic語(yǔ)用能力、fluency流利性（2）3P教學(xué)模式：presentation--practice--production6、task-basedapproach任務(wù)型教學(xué)P184（1）real-worldtasks/targettasks目標(biāo)任務(wù)；pedagogicaltasks教學(xué)任務(wù)（2）任務(wù)的四個(gè)構(gòu)成元素：objective、context、process、outcome（3）informationgap信息差/信息溝activitiesmusthaveclearandattainableobjectives./shouldbeconfinedtotheclassroomcontext./shouldhelpdevelopstudents'languageability.（4）constructivismlearningtheory建構(gòu)主義學(xué)習(xí)理論（強(qiáng)調(diào)scene,writing,conversation,andmeaningconstruction情景、寫(xiě)作、會(huì)話和意義建構(gòu)）（5）任務(wù)型教學(xué)的三個(gè)環(huán)節(jié):pre-task前任務(wù)、task-cycle任務(wù)環(huán)（task、planning、report）、languagefocus語(yǔ)言聚焦（analysis、practice）第三章初中英語(yǔ)語(yǔ)言知識(shí)教學(xué)一、語(yǔ)音教學(xué)P1921、語(yǔ)音教學(xué)的內(nèi)容Therealisticgoalofteachingpronunciationshouldbe?consistency:thepronunciationshouldbesmoothandnatural.?intelligibility:thepronunciationshouldbeunderstandabletothelisteners.?communicativeefficiency:thepronunciationshouldhelpconveythemeaningthatisintendedbythespeaker.2、Pronunciationknowledgeteaching發(fā)音知識(shí)教學(xué)（monophonic,alphabet,phoneticsymbols單音、字母、音標(biāo)）3、Flowoflanguageteaching語(yǔ)流教學(xué)（sounds,stress,rhythm,andintonation重音、節(jié)奏、語(yǔ)調(diào)）4、Theprincipleofphoneticteaching語(yǔ)音教學(xué)的原貝V（accuracy,long-term,integrity,communication,pertinence,interest準(zhǔn)確性、長(zhǎng)期性、整體性、交際性、針對(duì)性、趣味性原貝）5、Theteachingmethodofphonetics語(yǔ)音的教學(xué)方法P195（1）Soundperception聽(tīng)音感知練習(xí)方法：usingminimalpairs最小對(duì)立體（live--leave）、whichorder排序、sameordifferent辨別異同、oddoneout同中選異、completion填空Imitationandexplanation模仿講解personallydemonstration、imitate、practice親自示范，反復(fù)模仿、練習(xí)Pronunciationpractice發(fā)音練習(xí)練習(xí)方法：listenandrepeat聽(tīng)音模仿、fillintheblanks填空、usingpictures借助圖片、

usingmeaningfulcontext借助情景makeupsentences造句、usingtoguetwisters運(yùn)用繞口令語(yǔ)流教學(xué)(見(jiàn)上)慢動(dòng)作(slowmotionspeaking)二、詞匯教學(xué)P197languageteachingtheories理論構(gòu)成：receptive/passivevocabulary接受性/消極詞匯和productive/產(chǎn)出性/積極詞匯1、Learningcontent教學(xué)內(nèi)容wordmeaning詞匯的意義includelearningform,meaninganduse.Knowingawordmeans:knowingitspronunciationandstress/itsspellingandgrammaticalproperties/itsmeaning/howandwhentouseittoexpresstheintendedmeaning.詞匯意義包括conceptualmeaning、associatedmeaning概念意義和關(guān)聯(lián)意義概念意義：詞典中意思，即literalmeaning/denotation字面意思/詞匯的外延、關(guān)聯(lián)意義：文化含義與語(yǔ)境意義，又稱connotation詞匯的內(nèi)涵(learninthecontext)worduse詞匯的用法包括：collocation/phrases/idiom/style/register搭配、詞組、習(xí)語(yǔ)、風(fēng)格、語(yǔ)域wordinformation詞匯信息包括：partofspeech/prefixes/suffixes/spelling/pronunciation/grammarfeatures詞類、前綴、后綴、拼寫(xiě)、發(fā)音、語(yǔ)法特征wordmemorystrategies詞匯記憶策略avoidrote-learning避免死記硬背word-building構(gòu)詞法猜測(cè)詞義2、Learningprinciple教學(xué)原則音形義結(jié)合pronounce、spelling、meaning詞塊整體教學(xué)lexicalchunks(knowledgeofcollocation搭配)具體語(yǔ)境中教learninthecontext(4)循序漸進(jìn)stepbystep(5)反復(fù)練習(xí)鞏固記憶review(6)培養(yǎng)自學(xué)詞匯能力deducethemeaningofwords猜測(cè)詞義3、Teachingmethod教學(xué)方法P200(1)呈現(xiàn)詞匯:visual/physicaldemonstration直觀呈現(xiàn)Word-building構(gòu)詞法、synonym/antonym(opposites)同義反義詞、翻譯、舉例、問(wèn)答verbalcontext/situation結(jié)合語(yǔ)境/創(chuàng)設(shè)情境運(yùn)用詞匯學(xué)習(xí)策略，如chunks/reasoning/analog/usingdictionary歸類/推理/類比/查字典(2)鞏固詞匯：labelling/spotthedifference/describethedraw/playagame/wordbingo/wordassociation貼標(biāo)簽/找茬/描述繪畫(huà)/玩游戲(賓果)/詞匯聯(lián)想三、語(yǔ)法教學(xué)P2011、Content教學(xué)內(nèi)容grammar語(yǔ)法具有Threedimensions三維性：form,meaningandusage形式、意義和用法semantic語(yǔ)義包括grammaticalform/thegrammaticalmeaningofthestructure/contentsofmeaning語(yǔ)法形式、結(jié)構(gòu)的語(yǔ)法意義和內(nèi)容意義task教學(xué)任務(wù):語(yǔ)法rules規(guī)則的cognition/drill/application認(rèn)知/操練/應(yīng)用、thegenerationofgrammarconsciousness語(yǔ)法意識(shí)的生成2、Principle教學(xué)原則（交際性/實(shí)踐性、集中分散相結(jié)合、趣味性/通俗性）grammarteachingshouldbe:（1）collocational:thegrammarshouldbebuiltoncollocationalrelationsbetweenindividuallexicalitemsandtheirsubcategories.（2）Constructive:one'sknowledgeofgrammarisbuiltbitbybit,whichcloselymodelthewaylanguageislearnedandused.（3）Contextual:syntacticandlexicalchoicesareexplicitlyrelatedtopragmaticones,andtosocialandculturalcontexts.（4）Contrastive:grammarinvolvesdrawingthelearner'sattentiontocontrastthedifferencesbetweenthetargetlanguageandotherlanguages,andbetweensetsofsimilarfeaturesanditemsofthetargetlanguage.3、Method教學(xué)方法P202（1）deductivemethod演繹法（講解規(guī)則，結(jié)合實(shí)例分析用法，句型練習(xí)）features:Itsavestime/paysmoreattentiontoform/teachesgrammarinadecontextualizedsituation脫離上下文（2）inductivemethod歸納法（學(xué)生自行歸納語(yǔ)法規(guī)則）startwithexamplesandguidessstoworkouttherules（3）guideddiscoverymethod引導(dǎo)發(fā)現(xiàn)法（學(xué)生歸納總結(jié)語(yǔ)法規(guī)則，老師強(qiáng)化其形式意義）四、語(yǔ)篇教學(xué)P2041、概念和結(jié)構(gòu)（1）Conception概念discoursepattern語(yǔ)篇可以是dialogue、monologue對(duì)話、獨(dú)白，包括written/spokenlanguage書(shū)面語(yǔ)、口語(yǔ)，form形式上是cohesion銜接的，semantic語(yǔ)義上是coherence連貫的（2）Tacticpattern結(jié)構(gòu)模式語(yǔ)段/句群、句際關(guān)系（并列、順序、層遞、轉(zhuǎn)折）（3）Cohesivedevice銜接手段logicalconnectors邏輯紐帶（firstly,thus,ontheotherhand,ifnot）grammaticalconnectors語(yǔ)法紐帶（時(shí)態(tài)什么的）Lexicalconnectors詞匯紐帶（repetition重復(fù)、synonym/antonym（opposites）同義/反義詞）Developss'skillofrecognizingdiscoursepatterns訓(xùn)練方式：checkingthelogicoftheauthor'sarguments.gettingthescrambledsentencesintoaparagraph.（focusontextualcoherence）markingoutcommonopenerstostoriesandjokes.2、教學(xué)內(nèi)涵Aimsatdevelopingss'discourseawareness.(teacheraskssstoconcentrateonsuchfeaturesasstructure,coherenceandcohesionofatext)3、教學(xué)方法P207overalleffectiveness整體性效能(用knowledgetransfer知識(shí)遷移實(shí)現(xiàn)，重在cultivateapplicationability應(yīng)用能力培養(yǎng))、overallgraspofthediscourse語(yǔ)篇的整體把握Teachinglanguageatthediscourselevel:utterancefunction/expectedresponse/congratulation/apology/acceptance/inform.第四章初中英語(yǔ)語(yǔ)言技能教學(xué)P212一、聽(tīng)力教學(xué)1、影響聽(tīng)力的主要因素objectivefactor客觀因素：typesoflanguageused語(yǔ)言特征(語(yǔ)速/tone音調(diào)/pause停頓/liaison連讀)、taskorpurposeinlistening聽(tīng)力任務(wù)、contextinwhichthelisteningoccurs文化背景知識(shí)subjectivefactor主觀因素：psychological心理因素、knowledgeskills知識(shí)技能因素、methodsandtactics方法與策略因素2、聽(tīng)力教學(xué)的要領(lǐng)合理選擇聽(tīng)力material材料(authenticity真實(shí)性'intelligibility可理解性、diversity/variety多樣性)建立專門(mén)的聽(tīng)力trainingsystem訓(xùn)練體系優(yōu)化心理氛圍，降低焦慮感(arouseinterest調(diào)動(dòng)興趣、放松)重視聽(tīng)的過(guò)程中的skilltraining技巧訓(xùn)練prediction預(yù)測(cè)、guess猜測(cè)、coherentmemory連貫記憶(note-taking)、identifyingthediscoursemarkers辨認(rèn)語(yǔ)段標(biāo)記科學(xué)設(shè)計(jì)聽(tīng)力練習(xí)3、聽(tīng)力訓(xùn)練的type類型P216Focuslistening精聽(tīng)(tonaldiscrimination辨音、gapfilling填空、dictation聽(tīng)寫(xiě))聽(tīng)寫(xiě)形式：dictogloss聽(tīng)釋、fast-speechdictation快速聽(tīng)寫(xiě)、pauseandparaphrase聽(tīng)寫(xiě)大意、listeningcloze完形聽(tīng)寫(xiě)、erroridentification糾錯(cuò)聽(tīng)寫(xiě)、jigsawidentification線索聽(tīng)寫(xiě)Gistlistening泛聽(tīng)(decideonthebesttitle)Freelistening隨意聽(tīng)4、聽(tīng)力教學(xué)model模式Bottom-upmodel“自下而上”(強(qiáng)調(diào)languageknowledge語(yǔ)言知識(shí))Top-downmodel“自上而下”(側(cè)重backgroundinformation背景知識(shí))5、聽(tīng)力教學(xué)的過(guò)程P218Pre-listeningtasks聽(tīng)前環(huán)節(jié)(brainstorming/discussarelevantpicture/writingquestionaboutthetopic/associatingvocabularieswiththetopic)(2)While-listeningtasks聽(tīng)中環(huán)節(jié)(辨音、獲取主要信息、預(yù)測(cè)、猜詞悟義)Post-listeningtasks聽(tīng)后環(huán)節(jié)(writingasimilartext作文、discussion討論)二、口語(yǔ)教學(xué)P2191、Spokenlanguage口語(yǔ)的特點(diǎn)(fragmentation結(jié)構(gòu)不完整性、involvement人和場(chǎng)合緊密依存性)語(yǔ)法特征:Therearefourcommonfeaturesofspokenlanguage:Usinglesscomplexsyntax.語(yǔ)法Takingshortcuts,e.g.incompletesentences.(and,or,but)Usingfixedconventionalphrases/chunks俗語(yǔ)(fashionableword,two-partallegoricalsaying,colloquialism,slang,phrasalverbs歇后語(yǔ)/口語(yǔ)詞/俚語(yǔ)/短語(yǔ)動(dòng)詞)Usingdevicessuchasfillers,hesitationdevicetogivetimetothinkbeforespeaking.結(jié)構(gòu)特征：往往借助filler補(bǔ)白詞(youknow,letmesee,um)形象特征：說(shuō)話人的表情、語(yǔ)氣及態(tài)度等bodylanguage身體語(yǔ)言；音質(zhì)/聲調(diào)/重音/停頓口語(yǔ)的交際特點(diǎn)“說(shuō)”受語(yǔ)言rule規(guī)則支配/時(shí)間factor因素制約/對(duì)方response反應(yīng)影響2、口語(yǔ)教學(xué)的要領(lǐng)在聽(tīng)的基礎(chǔ)上培養(yǎng)說(shuō)的能力(使輸入的信息量大于輸出的信息量)組織多樣化的口語(yǔ)活動(dòng)形式口語(yǔ)活動(dòng)類型：pre-communicativeactivities前交際活動(dòng)(操練/模仿/重復(fù))和communicativeactivities交際活動(dòng)(信息差活動(dòng)/解決問(wèn)題活動(dòng)/討論/辯論/采訪/游戲)正確處理準(zhǔn)確與流利的關(guān)系A(chǔ)ccuracy(identifyparticularphonemesontape)Fluency(shouldn'tinterrupt)(4)創(chuàng)造濃厚外語(yǔ)氛圍，鼓勵(lì)學(xué)生敢說(shuō)樂(lè)說(shuō)Thecharacteristicsofasuccessfulspeakingtask:maximumforeigntalk/evenparticipation/highmotivation/rightlanguagelevel合理選擇口語(yǔ)組織形式，增加學(xué)生開(kāi)口的機(jī)會(huì)(小組形式/單雙人活動(dòng))3、口語(yǔ)訓(xùn)練的方法imitativeness模仿性、monologue獨(dú)白性、performing表演性的口語(yǔ)表達(dá)三、閱讀教學(xué)P2231、外語(yǔ)閱讀的type/form類型(1)根據(jù)閱讀方式和技巧的不同劃分Adaptivereading適應(yīng)性閱讀recognition--read--silent-reading認(rèn)讀--朗讀--默讀Learningreading學(xué)習(xí)型閱讀plainsubstance主旨淺顯information信息量大，強(qiáng)調(diào)閱讀速度comprehension理解性閱讀realmaterial材料真實(shí)、widetheme題材廣泛、varioustypes體裁多樣，higherdifficulty難度較高（2）根據(jù)閱讀方式和技巧的不同劃分Skinning面式讀法/略讀（掌握全文大意或中心思想；報(bào)刊、新書(shū)）quicklygetthegistScanning點(diǎn)式讀法/尋讀/跳讀（查找具體信息；時(shí)間、人名、地點(diǎn)、數(shù)字）specificinformationIntensivereading線式讀法/精讀（詳細(xì)地閱讀，深入分析、理解和記憶）readindetailExtensivereading縱式讀法/泛讀（廣泛地閱讀，閱讀速度、快速理解能力、拓寬視野）facilitateprocessofaccumulatingvocabulary/increasingtargetlanguageexpose/broadeningscopeofvision（3）根據(jù)閱讀理解的層次劃分Literalcomprehension字面理解（依靠語(yǔ)言知識(shí)/能力辨認(rèn)詞義和語(yǔ)法結(jié)構(gòu)）languageknowledge/competenceidentifymeaningandgrammaticalstructureInferential/interpretivecomprehension推斷性理解（經(jīng)歷、直覺(jué)、邏輯判斷理解未明示信息）experience/intuition/logicjudgeandunderstandunexpressedinformationEvaluativecomprehension評(píng)價(jià)性理解/應(yīng)用性理解（理解文章信息的價(jià)值）valueAppreciativecomprehension欣賞性理解（情感熏陶和思想啟迪）Emotionalinfluenceandthoughtenlightenment2、閱讀教學(xué)的要領(lǐng)P226（1）合理選擇閱讀材料Languagedifficulties難度（難于略高于學(xué)習(xí)者現(xiàn)有水平）higherthanpresentlevelInterest趣味性（充滿可讀性，激發(fā)求知欲和好奇心）readability、thirstforknowledgeandcuriosityAuthenticity真實(shí)性（英語(yǔ)本族語(yǔ)者撰寫(xiě)）writtenbynativeEnglishspeakersComprehensiveness寬泛性（內(nèi)容反映歷史、人物、風(fēng)土人情、文化習(xí)俗以及時(shí)尚流行，體裁和題材豐富多樣）contentvarioustypeorformsofliteratureandtheme（2）建立分析性（精讀）與綜合性（泛讀）相結(jié)合的閱讀教學(xué)體系分析性閱讀與綜合性閱讀教學(xué)的分工改進(jìn)現(xiàn)行分析性閱讀教學(xué)模式，落實(shí)閱讀訓(xùn)練綜合性閱讀教學(xué)應(yīng)正規(guī)化、課程化（3）重視閱讀threeelements三要素的培養(yǎng)vocabulary詞匯、comprehend理解（topicsentence主題句）、speed速度（4）重視閱讀過(guò)程中的技巧訓(xùn)練prediction預(yù)測(cè)、readingforspecific抓中心思想、readingforspecificinformation獲取特殊信息、inferring推理（readingbetweenthelines）、identifyingthediscoursetypes確認(rèn)語(yǔ)篇3、閱讀教學(xué)的approach模式P229（1）Thetop-downmodel自上而下模式為主（pre-readingactivities讀前環(huán)節(jié)活動(dòng)的開(kāi)展）（2）Thebottom-upmodel自下而上模式為輔（小到大的語(yǔ)言文字單位，重視詞匯教學(xué)）teachingatextbyintroducingnewvocabulariesorstructuresfollowthesequenceofteachingnewwords,sentencesandthenthewholepassage（3）Theinteractive-compensatoryapproach交互補(bǔ)償模式4、閱讀教學(xué)的過(guò)程（1）Pre-readingtasks讀前環(huán)節(jié)（背景知識(shí)、寫(xiě)作風(fēng)格、西方風(fēng)俗）predictingwhatapassageisabout/creatingawordwebrelatedtoatopic/sharingwhatisalreadyknownaboutatopic（2）While-readingtasks讀中環(huán)節(jié)（保障充足閱讀時(shí)間、閱讀技能訓(xùn)練）（3）Post-readingtasks讀后環(huán)節(jié)（思維和實(shí)踐活動(dòng)）四、寫(xiě)作教學(xué)P2311、寫(xiě)的教學(xué)要領(lǐng)（1）Motivatewritingmotivation激發(fā)寫(xiě)作動(dòng)機(jī)communicativepurpose;audienceawareness交際目的讀者意識(shí)（2）指導(dǎo)寫(xiě)作技巧：寫(xiě)的單項(xiàng)訓(xùn)練（結(jié)合語(yǔ)音教學(xué)）語(yǔ)篇寫(xiě)作技巧（designskills構(gòu)思技巧；過(guò)程構(gòu)思、文本構(gòu)思；modelessay范文是有力工具）skillofplanning:findingideasandputtheminorder（3）根據(jù)不同文體風(fēng)格指導(dǎo)相應(yīng)的寫(xiě)作策略Formalwriting正式文體（第三人稱）typicalfeature:theprecisionoflanguageisapriority語(yǔ)言精確優(yōu)先well-organizedstructure有序的結(jié)構(gòu)widerangeofvocabularyandstructuralpatterns有結(jié)構(gòu)的模式technicaltermsanddefinitions專用名詞和定義Informalwriting非正式文體（一、二人稱）typicalfeature:shortandincompletesentencesarecommon多為短句、簡(jiǎn)單句（4）分階段設(shè)計(jì)教學(xué)活動(dòng)，訓(xùn)練寫(xiě)作技能Controlledwriting控制性寫(xiě)作（gapfilling/transcribe/sentencepatterntransformation填空/抄寫(xiě)/句型轉(zhuǎn)換）Guidedwriting指導(dǎo)性寫(xiě)作（completion/reproduction/compression/transformation續(xù)寫(xiě)/復(fù)寫(xiě)/縮寫(xiě)/轉(zhuǎn)寫(xiě)）Freewriting自由寫(xiě)作（5）寫(xiě)、correct/amend改、evaluate評(píng)相結(jié)合2、寫(xiě)作教學(xué)的模式（1）Product-orientedapproach注重結(jié)果（給題目--寫(xiě)--改，注重語(yǔ)篇整體）（2）Content-orientedapproach注重內(nèi)容（收集材料--組織文章--修改，寫(xiě)前準(zhǔn)備）（3）Process-orientedapproach注重過(guò)程（準(zhǔn)備--寫(xiě)作--修改--再改，寫(xiě)作能力）what/howtowritepeer-editing3、寫(xiě)作教學(xué)的process過(guò)程（1）Pre-writingtasks寫(xiě)前環(huán)節(jié)的任務(wù)和活動(dòng)（gatherandorganizeideas激發(fā)寫(xiě)作動(dòng)機(jī)）Themainproceduresofprocesswritingincludecreatingamotivationtowrite,brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofreadingandconferencing.While-writingtasks寫(xiě)中環(huán)節(jié)的任務(wù)和活動(dòng)(organizewritten組織成文)drafting,peer-editing,revisingPost-writingtasks寫(xiě)后環(huán)節(jié)的任務(wù)和活動(dòng)(commentsandfeedback點(diǎn)評(píng)和反饋)conferencing第三部分教學(xué)設(shè)計(jì)第一章教學(xué)設(shè)計(jì)skill技能一、教學(xué)設(shè)計(jì)概述P2411、概念：傳統(tǒng)的instructionaldesign教學(xué)設(shè)計(jì)即lessonplanning備課考慮“如何學(xué)”最核心的部分是lessonplan教案It'sateachingguide/Ittakesintoaccountsyllabus教學(xué)大綱andss./Itdescribesinadvance提前whatabouthowtoteach.2、教學(xué)設(shè)計(jì)principle原則aims目標(biāo)性原則variety多樣性原則flexibility靈活性原則learnability可學(xué)性原則linkage銜接性選擇feasibility可行性原則3、教學(xué)設(shè)計(jì)的basicrequirements基本要求Alanguagelessonplanusuallyhasthefollowingcomponents:backgroundinformation,teachingaims,languagecontentsandskills,stagesandprocedures,teachingaids,assignments,andteacher'safter-lessonreflection.4、教學(xué)設(shè)計(jì)新concept理念學(xué)生參與課堂設(shè)計(jì)的自主性教學(xué)設(shè)計(jì)貫穿課堂教學(xué)的全過(guò)程教學(xué)設(shè)計(jì)的確定性與不確定性相統(tǒng)一5、教學(xué)設(shè)計(jì)的pattern模式Analysisdesignevaluation分析設(shè)計(jì)評(píng)價(jià)分析：學(xué)習(xí)需求(學(xué)習(xí)objectives目標(biāo)分析是關(guān)鍵)、學(xué)習(xí)者、學(xué)習(xí)content內(nèi)容設(shè)計(jì)：教學(xué)strategy策略、教學(xué)course過(guò)程(taskappearance--preparation--accomplishment--consolidation任務(wù)呈現(xiàn)--任務(wù)準(zhǔn)備--任務(wù)完成--語(yǔ)言鞏固)、教學(xué)technique技術(shù)評(píng)價(jià)：教學(xué)target目標(biāo)是否達(dá)成是評(píng)價(jià)教學(xué)設(shè)計(jì)有效性的關(guān)鍵反饋修正(feedbackcorrection):教學(xué)評(píng)價(jià)能夠提供大量的教學(xué)反饋信息6、英語(yǔ)教學(xué)設(shè)計(jì)的concreteform具體形式表格式tableform分別陳述學(xué)生/教師活動(dòng)，說(shuō)明活動(dòng)目的/意圖，突出教學(xué)design設(shè)計(jì)的理念流程圖式flowchartform展示教學(xué)process過(guò)程(format格式不同)敘述式narrativeform二、學(xué)情分析P2481、學(xué)習(xí)者分析(1)認(rèn)知特征學(xué)習(xí)風(fēng)格authority-orientedlearners崇尚權(quán)威型；analyticallearners分析型；concretelearners具體型；communicativelearners交際型學(xué)習(xí)方式accepted接受性；experience體驗(yàn)性；independent自主性；Cooperation合作性；exploration探究性2、學(xué)習(xí)需求分析learningneeds的內(nèi)涵學(xué)習(xí)目前狀態(tài)與期望狀態(tài)之間的差距學(xué)習(xí)需求分析的內(nèi)容和方法datacollection數(shù)據(jù)采集；analyze分析三、教學(xué)內(nèi)容分析P2511、教學(xué)內(nèi)容的選擇把握f(shuō)undamentality基礎(chǔ)性(vocabulary/syntacticstructure/languagecompete