2020年初中英語教師資格考試知識點考點超詳細總結(jié)

第一部分語言知識與能力第一章英語語言知識二、語音(SpeechSounds)P781、語音分類發(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！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派生詞綴改變詞性和意義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、常見構(gòu)詞法P89invention新創(chuàng)詞nylon；blending混成法smoke+fog=smogclipping截斷法advertisement=ad；initialism首字母連寫詞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（法語中借來）loanblend混合借詞Chinatown（本國加外來）loanshift轉(zhuǎn)移借詞bridge（借用意義）loantranslation翻譯借詞（從別種語言翻譯而來）4、詞義變化broadening詞義擴大bird小鳥--鳥類；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（錯多了成了對的）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.用樹形圖（treediagram）一般句子，主謂賓之類的endocentricconstruction向心結(jié)構(gòu)一個詞或詞組可以確定為中心（center）或中心詞（head）twostonebridge一般名詞/動詞/形容詞短語exocentricconstruction離心結(jié)構(gòu)沒有確定的中心或中心詞Theboysmiled.一般動賓/系表結(jié)構(gòu)deepstructure深層結(jié)構(gòu)（含義相同，說法不同）surfacestructure表層結(jié)構(gòu)（句子表述方式）五、語義學(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等級反義warm--coolcomplementaryantonymy互補反義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、語用學(xué)(Pragmatics)P961、言語行為理論(SpeechActTheory)locutionaryact發(fā)話行為(說話人表達字面意思)istheactofsayingsomethingwhichismeaningfulancanbeunderstood.illocutionaryact行事行為(說話人表達意圖)istheactinsayingsomethingtoperformafunction.perlocutionaryact取效行為(作用于聽話人的效果)istheresultsoreffectsthatareproducedbymeansofsayingsomething.言外之意(illocutionarypoint)：representatives闡述類；directives扌旨令類；commissives承諾類；expressives表達類；declarations宣告類2、會話含義理論(ConversationalPrinciple/Maxim)violate違反P97cooperativeprinciple,CP合作原則(會話有共同目標)“Makeyourconversationalcontributionsuchasisrequired,atthestageatwhichitoccurs,bytheacceptedpurposeordirectionofthetalkexchangeinwhichyouareengaged”.themaximofquantity數(shù)量準則(信息充分)themaximofquality質(zhì)量準則(說實話)themaximofrelation相關(guān)準則(說相關(guān)的事)themaximofmanner方式準則(清楚簡潔避免歧義)conversationalimplicature會話含義(用會話準則暗示意義)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（意思相反）8、allegory諷喻9、exaggeration夸張（夸大或縮小使表達生動有趣）10、transferredepithet移位修辭nervousexam11、oxymoron矛盾修辭bitter-sweetmemory12、pun雙關(guān)語（homophonicpuns諧音雙關(guān)；homographicpuns語義雙關(guān)）八、語言教學(xué)P1001、中介語（interlanguage）2、對比分析（contrastiveanalysis）3、錯誤分析（erroranalysis）（1）error錯誤（因為知識不足）mistake失誤（不注意犯錯）（2）interlingualerrors語際錯誤（遷移錯誤）因為母語Cnglishintralingualerrors語內(nèi)錯誤（發(fā)展性錯誤）因為過度概括語言規(guī)則eat-eated（錯）4、錯誤性質(zhì)：omissions省略（少成分）；additions添加（多成分）；misformations形式錯誤（eated）；doublemarkings雙重標記（didn'twent）；misorderings順序錯誤（howyouare）5、我國外語學(xué)習(xí)者錯誤類型（1）negativetransfer負遷移/干擾因為母語（2）over-generalization過度類推/過度概括因為過度概括語言規(guī)則（3）pragmaticfailure語用錯誤違反對方的文化習(xí)俗6、第二外語習(xí)得理論（SecondLanguageAcquisition,SLA）（1）Acquisition-LearningHypothesis語言習(xí)得和學(xué)得假說（習(xí)得和學(xué)得兩條不同的途徑）（2）MonitorHypothesis語言監(jiān)察假說（學(xué)習(xí)者自己監(jiān)督控制語言輸出質(zhì)量）（3）InputHypothesis語言輸入假說（接觸理解可理解性語言輸入comprehensibleinput）（4）AffectiveFilterHypothesis情感過濾假說（輸入input和吸收intake受到動力motivation、性格personality、情感狀態(tài)affectivestate）（5）NaturalOrderHypothesis自然順序假說（可以不按任何語法順序來教學(xué)）第二章英語語言運用能力一、教學(xué)中的非語言交際1、非語言手段P118environmentlanguage環(huán)境語（座位安排、時間信息、室內(nèi)標示裝飾、聲音燈光等）objectlanguage客體語（個人，衣著化妝、個人用品等）2、非語言行為bodylanguage體態(tài)語（身姿、手勢、表情、目光）paralanguage副語言(聲音音質(zhì)、音量、語調(diào)、語速)第三章英語國家的語言、歷史和文學(xué)三、語言、文化和社會1、局部結(jié)構(gòu)P131毗鄰對(adjacencypairs)一輪對話毗鄰對的條件相關(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)缺失毗鄰對的擴展basepairs根毗鄰對(被其他會話擴展之前的毗鄰對)前擴展，指前序列(pre-sequences)，包括邀請、請求、結(jié)束、宣告中擴展，包括插入序列(insertionsequences)和旁側(cè)序列(sidesequences)后擴展，指后序列(postsequences)，包括會話修正和主體化2、會話修正會話修正機制三個部分：修正源(troublesource)、修正的發(fā)起(repairinitiation)、修正(repair)lexical詞匯啟動(no,sorry,letmesee,youknow)non-lexical非詞匯啟動(um..,uh..)四、語言與文字1、小說語言P134小說與視角first-personnarrator第一人稱敘述者(I)third-personnarrator第三人稱敘述者(he,she,it,they)語言表達與思想表達directspeech直接言語(“F**kyou")indirectspeech間接言語(hesaid/asked)freeindirectspeech自由間接言語第二部分語言教學(xué)知識與能力第一章初中英語課程標準一、初中英語課程基礎(chǔ)知識1、英語課程的性質(zhì)P149ThenatureofEnglishCurriculumisinstrumentality/toolandhumanity（.工具性和人文性）Students'overalldevelopmentisthemotivationandgoaloftheEnglishcurriculum.2、英語課程的設(shè)計思路ThedesignofthenewNationalEnglishCurriculumunifiesbothprimaryandsecondaryschoolEnglishintoonecontinuumofdevelopmentanddividesEnglishlanguageteachingandlearningintoninecompetence-basedlevelsbyadoptingtheinternationalgeneralclassificationmethod.Level5istherequiredstandardfortheendofjuniormiddleschool.Level2--primaryschool二、英語課程的分級標準P1541、語言技能(LanguageSkills)Overallperformanceobjectivesforeachlevelaregiveninadditiontodetaileddescriptionsofabilitiesregardinglanguageknowledge,languageskills,affect,learningstrategiesaswellasculturalawarenessforrelevantlevels.2、語言知識(LanguageKnowledge)(語音、詞匯、語法、功能和話題)Studentsarerequiredtolearnconsistsofphonetics,vocabulary,grammar,functionandtheme.3、情感態(tài)度(Affect)(興趣、動機、自信、意志和合作精神；祖國意識和國際視野)interest,motivation,confidence,willandcooperation;Nationalconsciousnessandinternationalvision.4、學(xué)習(xí)策略(LearningStrategies)(認知、調(diào)控、交際、資源)Learningstrategiescanbeclassifiedintofourgroups:cognitivestrategy,regulativestrategy,communicativestrategyandresourcingstrategy.5、文化意識(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)、價值觀念)Historicalgeography,localcustoms,traditionalcustoms,lifestyle,normsofbehavior,literatureandart,values.三、英語課程的實施建議P1611、教學(xué)建議面向全體學(xué)生，為每個學(xué)生學(xué)習(xí)英語奠定基礎(chǔ)注意語言實踐，培養(yǎng)學(xué)生的語言運用能力加強學(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，發(fā)展跨文化交際能力結(jié)合實際教學(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)效率組織生動活潑的課外活動，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教學(xué)基本理論一、語言觀(ViewsofLanguage)P1731、語言的概念Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.2、語言的本質(zhì)特征/設(shè)計特性(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娛樂功能metalingualfunction元語言功能4、語言學(xué)角度的語言觀TheStructuralViewofLanguage結(jié)構(gòu)語言觀thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntax.TheFunctionViewofLanguage功能語言觀thefunctionviewseeslanguagenotonlyasalinguisticsystembutalsoasameansfordoingthings.TheInteractionalViewofLanguage交互語言觀(interaction,dynamics交互性和動態(tài))theinteractionalviewoflanguageconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.二、語言學(xué)習(xí)觀(ViewsofLanguageLearning)P1761、語言學(xué)習(xí)理論BehavioristLearningTheory行為主義學(xué)習(xí)理論Behaviorismisanapproachtopsychologythatarousesoutoftheideasthatattemptedtoexplainalllearningintermsofsomeformofconditioning(stimulus,response,andreinforcement)CognitiveLearningTheory認知主義學(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、語言教學(xué)觀(ViewsofLanguageTeaching)P1781、語言教學(xué)理論(結(jié)構(gòu)主義教學(xué)理論、認知主義教學(xué)理論、社會語言學(xué)理論)四、外語教學(xué)法的主要流派1、grammar-translationmethod語法翻譯法

2、audio-lingualmethod聽說法（patterndrill句型操練、contrastiveanalysis對比分析法）3、totalphysicalresponse全身反應(yīng)教學(xué)法P1814、cognitiveapproach認知教學(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語法能力、sociolinguistic社會語言能力、discourse語篇能力、strategic策略能力、linguistic語言能力、pragmatic語用能力、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目標任務(wù)；pedagogicaltasks教學(xué)任務(wù)（2）任務(wù)的四個構(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（強調(diào)scene,writing,conversation,andmeaningconstruction情景、寫作、會話和意義建構(gòu)）（5）任務(wù)型教學(xué)的三個環(huán)節(jié):pre-task前任務(wù)、task-cycle任務(wù)環(huán)（task、planning、report）、languagefocus語言聚焦（analysis、practice）第三章初中英語語言知識教學(xué)一、語音教學(xué)P1921、語音教學(xué)的內(nèi)容Therealisticgoalofteachingpronunciationshouldbe?consistency:thepronunciationshouldbesmoothandnatural.?intelligibility:thepronunciationshouldbeunderstandabletothelisteners.?communicativeefficiency:thepronunciationshouldhelpconveythemeaningthatisintendedbythespeaker.2、Pronunciationknowledgeteaching發(fā)音知識教學(xué)（monophonic,alphabet,phoneticsymbols單音、字母、音標）3、Flowoflanguageteaching語流教學(xué)（sounds,stress,rhythm,andintonation重音、節(jié)奏、語調(diào)）4、Theprincipleofphoneticteaching語音教學(xué)的原貝V（accuracy,long-term,integrity,communication,pertinence,interest準確性、長期性、整體性、交際性、針對性、趣味性原貝）5、Theteachingmethodofphonetics語音的教學(xué)方法P195（1）Soundperception聽音感知練習(xí)方法：usingminimalpairs最小對立體（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聽音模仿、fillintheblanks填空、usingpictures借助圖片、

usingmeaningfulcontext借助情景makeupsentences造句、usingtoguetwisters運用繞口令語流教學(xué)(見上)慢動作(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、風(fēng)格、語域wordinformation詞匯信息包括：partofspeech/prefixes/suffixes/spelling/pronunciation/grammarfeatures詞類、前綴、后綴、拼寫、發(fā)音、語法特征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)具體語境中教learninthecontext(4)循序漸進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、問答verbalcontext/situation結(jié)合語境/創(chuàng)設(shè)情境運用詞匯學(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貼標簽/找茬/描述繪畫/玩游戲(賓果)/詞匯聯(lián)想三、語法教學(xué)P2011、Content教學(xué)內(nèi)容grammar語法具有Threedimensions三維性：form,meaningandusage形式、意義和用法semantic語義包括grammaticalform/thegrammaticalmeaningofthestructure/contentsofmeaning語法形式、結(jié)構(gòu)的語法意義和內(nèi)容意義task教學(xué)任務(wù):語法rules規(guī)則的cognition/drill/application認知/操練/應(yīng)用、thegenerationofgrammarconsciousness語法意識的生成2、Principle教學(xué)原則（交際性/實踐性、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)生自行歸納語法規(guī)則）startwithexamplesandguidessstoworkouttherules（3）guideddiscoverymethod引導(dǎo)發(fā)現(xiàn)法（學(xué)生歸納總結(jié)語法規(guī)則，老師強化其形式意義）四、語篇教學(xué)P2041、概念和結(jié)構(gòu)（1）Conception概念discoursepattern語篇可以是dialogue、monologue對話、獨白，包括written/spokenlanguage書面語、口語，form形式上是cohesion銜接的，semantic語義上是coherence連貫的（2）Tacticpattern結(jié)構(gòu)模式語段/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語法紐帶（時態(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知識遷移實現(xiàn)，重在cultivateapplicationability應(yīng)用能力培養(yǎng))、overallgraspofthediscourse語篇的整體把握Teachinglanguageatthediscourselevel:utterancefunction/expectedresponse/congratulation/apology/acceptance/inform.第四章初中英語語言技能教學(xué)P212一、聽力教學(xué)1、影響聽力的主要因素objectivefactor客觀因素：typesoflanguageused語言特征(語速/tone音調(diào)/pause停頓/liaison連讀)、taskorpurposeinlistening聽力任務(wù)、contextinwhichthelisteningoccurs文化背景知識subjectivefactor主觀因素：psychological心理因素、knowledgeskills知識技能因素、methodsandtactics方法與策略因素2、聽力教學(xué)的要領(lǐng)合理選擇聽力material材料(authenticity真實性'intelligibility可理解性、diversity/variety多樣性)建立專門的聽力trainingsystem訓(xùn)練體系優(yōu)化心理氛圍，降低焦慮感(arouseinterest調(diào)動興趣、放松)重視聽的過程中的skilltraining技巧訓(xùn)練prediction預(yù)測、guess猜測、coherentmemory連貫記憶(note-taking)、identifyingthediscoursemarkers辨認語段標記科學(xué)設(shè)計聽力練習(xí)3、聽力訓(xùn)練的type類型P216Focuslistening精聽(tonaldiscrimination辨音、gapfilling填空、dictation聽寫)聽寫形式：dictogloss聽釋、fast-speechdictation快速聽寫、pauseandparaphrase聽寫大意、listeningcloze完形聽寫、erroridentification糾錯聽寫、jigsawidentification線索聽寫Gistlistening泛聽(decideonthebesttitle)Freelistening隨意聽4、聽力教學(xué)model模式Bottom-upmodel“自下而上”(強調(diào)languageknowledge語言知識)Top-downmodel“自上而下”(側(cè)重backgroundinformation背景知識)5、聽力教學(xué)的過程P218Pre-listeningtasks聽前環(huán)節(jié)(brainstorming/discussarelevantpicture/writingquestionaboutthetopic/associatingvocabularieswiththetopic)(2)While-listeningtasks聽中環(huán)節(jié)(辨音、獲取主要信息、預(yù)測、猜詞悟義)Post-listeningtasks聽后環(huán)節(jié)(writingasimilartext作文、discussion討論)二、口語教學(xué)P2191、Spokenlanguage口語的特點(fragmentation結(jié)構(gòu)不完整性、involvement人和場合緊密依存性)語法特征:Therearefourcommonfeaturesofspokenlanguage:Usinglesscomplexsyntax.語法Takingshortcuts,e.g.incompletesentences.(and,or,but)Usingfixedconventionalphrases/chunks俗語(fashionableword,two-partallegoricalsaying,colloquialism,slang,phrasalverbs歇后語/口語詞/俚語/短語動詞)Usingdevicessuchasfillers,hesitationdevicetogivetimetothinkbeforespeaking.結(jié)構(gòu)特征：往往借助filler補白詞(youknow,letmesee,um)形象特征：說話人的表情、語氣及態(tài)度等bodylanguage身體語言；音質(zhì)/聲調(diào)/重音/停頓口語的交際特點“說”受語言rule規(guī)則支配/時間factor因素制約/對方response反應(yīng)影響2、口語教學(xué)的要領(lǐng)在聽的基礎(chǔ)上培養(yǎng)說的能力(使輸入的信息量大于輸出的信息量)組織多樣化的口語活動形式口語活動類型：pre-communicativeactivities前交際活動(操練/模仿/重復(fù))和communicativeactivities交際活動(信息差活動/解決問題活動/討論/辯論/采訪/游戲)正確處理準確與流利的關(guān)系A(chǔ)ccuracy(identifyparticularphonemesontape)Fluency(shouldn'tinterrupt)(4)創(chuàng)造濃厚外語氛圍，鼓勵學(xué)生敢說樂說Thecharacteristicsofasuccessfulspeakingtask:maximumforeigntalk/evenparticipation/highmotivation/rightlanguagelevel合理選擇口語組織形式，增加學(xué)生開口的機會(小組形式/單雙人活動)3、口語訓(xùn)練的方法imitativeness模仿性、monologue獨白性、performing表演性的口語表達三、閱讀教學(xué)P2231、外語閱讀的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認讀--朗讀--默讀Learningreading學(xué)習(xí)型閱讀plainsubstance主旨淺顯information信息量大，強調(diào)閱讀速度comprehension理解性閱讀realmaterial材料真實、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；報刊、新書）quicklygetthegistScanning點式讀法/尋讀/跳讀（查找具體信息；時間、人名、地點、數(shù)字）specificinformationIntensivereading線式讀法/精讀（詳細地閱讀，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（依靠語言知識/能力辨認詞義和語法結(jié)構(gòu)）languageknowledge/competenceidentifymeaningandgrammaticalstructureInferential/interpretivecomprehension推斷性理解（經(jīng)歷、直覺、邏輯判斷理解未明示信息）experience/intuition/logicjudgeandunderstandunexpressedinformationEvaluativecomprehension評價性理解/應(yīng)用性理解（理解文章信息的價值）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真實性（英語本族語者撰寫）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)的分工改進現(xiàn)行分析性閱讀教學(xué)模式，落實閱讀訓(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）重視閱讀過程中的技巧訓(xùn)練prediction預(yù)測、readingforspecific抓中心思想、readingforspecificinformation獲取特殊信息、inferring推理（readingbetweenthelines）、identifyingthediscoursetypes確認語篇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)活動的開展）（2）Thebottom-upmodel自下而上模式為輔（小到大的語言文字單位，重視詞匯教學(xué)）teachingatextbyintroducingnewvocabulariesorstructuresfollowthesequenceofteachingnewwords,sentencesandthenthewholepassage（3）Theinteractive-compensatoryapproach交互補償模式4、閱讀教學(xué)的過程（1）Pre-readingtasks讀前環(huán)節(jié)（背景知識、寫作風(fēng)格、西方風(fēng)俗）predictingwhatapassageisabout/creatingawordwebrelatedtoatopic/sharingwhatisalreadyknownaboutatopic（2）While-readingtasks讀中環(huán)節(jié)（保障充足閱讀時間、閱讀技能訓(xùn)練）（3）Post-readingtasks讀后環(huán)節(jié)（思維和實踐活動）四、寫作教學(xué)P2311、寫的教學(xué)要領(lǐng)（1）Motivatewritingmotivation激發(fā)寫作動機communicativepurpose;audienceawareness交際目的讀者意識（2）指導(dǎo)寫作技巧：寫的單項訓(xùn)練（結(jié)合語音教學(xué)）語篇寫作技巧（designskills構(gòu)思技巧；過程構(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)的寫作策略Formalwriting正式文體（第三人稱）typicalfeature:theprecisionoflanguageisapriority語言精確優(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、簡單句（4）分階段設(shè)計教學(xué)活動，訓(xùn)練寫作技能Controlledwriting控制性寫作（gapfilling/transcribe/sentencepatterntransformation填空/抄寫/句型轉(zhuǎn)換）Guidedwriting指導(dǎo)性寫作（completion/reproduction/compression/transformation續(xù)寫/復(fù)寫/縮寫/轉(zhuǎn)寫）Freewriting自由寫作（5）寫、correct/amend改、evaluate評相結(jié)合2、寫作教學(xué)的模式（1）Product-orientedapproach注重結(jié)果（給題目--寫--改，注重語篇整體）（2）Content-orientedapproach注重內(nèi)容（收集材料--組織文章--修改，寫前準備）（3）Process-orientedapproach注重過程（準備--寫作--修改--再改，寫作能力）what/howtowritepeer-editing3、寫作教學(xué)的process過程（1）Pre-writingtasks寫前環(huán)節(jié)的任務(wù)和活動（gatherandorganizeideas激發(fā)寫作動機）Themainproceduresofprocesswritingincludecreatingamotivationtowrite,brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofreadingandconferencing.While-writingtasks寫中環(huán)節(jié)的任務(wù)和活動(organizewritten組織成文)drafting,peer-editing,revisingPost-writingtasks寫后環(huán)節(jié)的任務(wù)和活動(commentsandfeedback點評和反饋)conferencing第三部分教學(xué)設(shè)計第一章教學(xué)設(shè)計skill技能一、教學(xué)設(shè)計概述P2411、概念：傳統(tǒng)的instructionaldesign教學(xué)設(shè)計即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principle原則aims目標性原則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)計的basicrequirements基本要求Alanguagelessonplanusuallyhasthefollowingcomponents:backgroundinformation,teachingaims,languagecontentsandskills,stagesandprocedures,teachingaids,assignments,andteacher'safter-lessonreflection.4、教學(xué)設(shè)計新concept理念學(xué)生參與課堂設(shè)計的自主性教學(xué)設(shè)計貫穿課堂教學(xué)的全過程教學(xué)設(shè)計的確定性與不確定性相統(tǒng)一5、教學(xué)設(shè)計的pattern模式Analysisdesignevaluation分析設(shè)計評價分析：學(xué)習(xí)需求(學(xué)習(xí)objectives目標分析是關(guān)鍵)、學(xué)習(xí)者、學(xué)習(xí)content內(nèi)容設(shè)計：教學(xué)strategy策略、教學(xué)course過程(taskappearance--preparation--accomplishment--consolidation任務(wù)呈現(xiàn)--任務(wù)準備--任務(wù)完成--語言鞏固)、教學(xué)technique技術(shù)評價：教學(xué)target目標是否達成是評價教學(xué)設(shè)計有效性的關(guān)鍵反饋修正(feedbackcorrection):教學(xué)評價能夠提供大量的教學(xué)反饋信息6、英語教學(xué)設(shè)計的concreteform具體形式表格式tableform分別陳述學(xué)生/教師活動，說明活動目的/意圖，突出教學(xué)design設(shè)計的理念流程圖式flowchartform展示教學(xué)process過程(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fundamentality基礎(chǔ)性(vocabulary/syntacticstructure/languagecompete