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第一某些语言知识与能力第一章英语语言知识
二、语音Speech SoundsP
78、语音分类1发音方式发音部位Manner ofPlaceof articulationarticuhtionBilabial Labio-dental唇Dental缶Akeolar Post-alveolar双唇音缶音音缶龈音后缶剪音Palatal Glottal硬肩音软信音声门音VL Pt k爆破音Stops VDb dgsFricatives VLf es h磨擦音VD V*z5破Affricates VLts trtj擦音「VD dzd15mVD n0昌音NasalsVD Lr美音Liquids■JGlides VDw看音清浊音浊辅音VL-voiceless consonantVD-voiced consonant、音系学2phonology P79同化规则1assimilation Rule讣顺同化前面带偏背面progressive assimation worked逆同化背面带偏前面regressive assimilationnewspaper互相似化reciprocal/double assimilationdid you音节2syllable teachi-na im-pos-si-ble重音声调stress tone语音变化3vocal variety连读liaison pickit up爆破音plosion失去爆破；不完全爆破鼻腔plosion losssit downincomplete plosionask ednasal plosion爆破；舌边爆破button lateralplosion little娱乐功能6recreational function元语言功能7metalingual function、语言学角度语言观4构造语言观1The StructuralView ofLanguagethe structuralview seeslanguage asa linguisticsystem madeup ofvarious subsystemsphonology,morphology,lexicology andsyntax.功能语言观2The FunctionView ofLanguagethe functionview seeslanguage notonly asa linguisticsystem butalso asa meansfor doingthings.交互语言观交互性和动态3The InteractionalView ofLanguage interaction,dynamics theinteractionalview of language considerslanguage asa communicativetool,whose mainuse istobuild up and maintainsocial relationsbetween people.
二、语言学习观Views ofLanguage LearningP
176、语言学习理论1行为主义学习理论1Behaviorist LearningTheoryBehaviorism is an approachto psychologythat arousesout of the ideasthat attemptedto explain alllearning interms ofsome formof conditioningstimulus,response,and reinforcement认知主义学习理论2Cognitive LearningTheoryCognitive theorythinks thatlanguage is a intricaterule-based systemand witha knowledge of thefiniterules language competence,infinite sentencescan beproduced.构建主义学习理论3Constructivist LearningTheoryThe constructivisttheory believesthat learningisaprocess inwhich thelearner constructsmeaningbased onhis ownexperiences andwhat healready knows.近来发展区理论Zone ofProximal Development
三、语言教学观Views ofLanguage TeachingP
178、语言教学理论构造主义教学理论、认知主义教学理论、社会语言学理论1
四、外语教学法重要流派语法番羽译法1grammar-translation method、据说法句型操练、对比分析法2audio-lingual methodpattern drillcontrastive analysis、全身反映教学法3total physicalresponse P
181、认知教学法提高得体生4cognitive approachaccuracy,appropriateness I、交际法包括功能和意念5communicate approachfunction,notion P183交际能力1communicative competence语法能力、社会语言能力、语篇能力、grammatical competencesociolinguistic discourse方略能力、语言能力、语用能力、流利性strategic linguisticpragmatic fluency教学模式23P presentation-practice-production、任务型教学6task-based approach P184目的任务；教学任务1real-world tasks/target taskspedagogical tasks任务四个构成元素、2objective contextprocess outcome信息差/信息沟3information gapactivitiesmust haveclear andattainable objectives./should beconfined tothe classroomcontext./should helpdevelop studentslanguage ability.建构主义学习理论4constructivism learningtheory强调写作、会话和意义scene,writing,conversation,and meaningconstruction建构任务型教学三个环节前任务、任务环5pre-task task・cycle taskplanning、吾言聚焦、report languagefocus Ianalysis practice第三章初中英语语言知识教学
一、语音教学P
192、语音教学内容1The realisticgoal of teaching pronunciationshould be©consistencythe pronunciationshould besmooth andnatural.©intelligibilitythe pronunciationshould beunderstandable tothe listeners.©communicative efficiencythe pronunciationshould helpconvey themeaning thatis intendedbythe speaker.、发音矢口识教学2Pronunciation knowledgeteaching单音、字母、音标monophonic,alphabet,phonetic symbols、语流教学3Flow oflanguage teaching重音、节奏、语调sounds,stress,rhythm,and intonation语音教学原则4The principleof phoneticteaching精确性、长期性、accuracy,long-term,integrity,communication,pertinence,interest整体性、交际性、针对性、趣味性原则、语音教学办法5The teachingmethod ofphonetics P195听音感知1Sound perception练习办法最小对立体、排序、辨别using minimalpairs live-leave whichorder sameor different异同、同中选异、填空odd oneout completion模仿解说2Imitation andexplanation、亲自示范，重复模仿、练习personally demonstrationimitate practice发音练习3Pronunciation practice练习办法听音模仿、填空、借助图片、listen andrepeat fillin theblanks usingpictures using借助情景造句、运用绕□令meaningful contextmake upsentences usingtogue twisters语流教学见上慢动作4slow motionspeaking
二、词汇教学理论P197language teachingtheories构成接受性/悲观词汇和产出性/积极词汇receptive/passive vocabularyproductive/、教学内容1Learning content词:匚意义1word meaninginclude learningform,meaning anduse.Knowing aword meansknowing itspronunciation andstress/its spellingand grammaticalproperties/its meaning/how andwhen touse itto expressthe intendedmeaning.词汇意义涉及、概念意义和关联意义概念意义词典conceptual meaningassociated meaning中意思，即字面意思/词汇外延、关联意义文化含义与语境意义，literal meaning/denotation又称词汇内涵connotatiorr learn in the context词汇用法2word use涉及搭配、词组、习语、风格、语域collocation/phrases/idiom/style/register词汇信息3word information涉及词类、前缀、part ofspeech/prefixes/suffixes/spelling/pronunciation/grammar features后缀、拼写、发音、语法特性词汇记忆方略4word memorystrategies避免死记硬背构词法猜测词义avoid rote-learning word-building、教学原贝2Learning principleU音形义结合、、1pronounce spellingmeaning词块整体教学搭配2lexical chunksknowledgeofcollocation详细语境中教3learnin thecontext循序渐进4step bystep重复练习巩固记忆5review培养自学词汇能力猜测词义6deduce themeaning ofwords、教学办法3Teaching methodP200呈现词汇1直观呈现visual/physical demonstration构词法、同义反义词、翻译、举例、问答Word-building synonym/antonymopposites结合语境/创设情境verbal context/situation运用词汇学习方略,归类/推理/类比/查字典chunks/reasoning/analog/using dictionary巩固词汇2贴labelling/spot thedifference/describe thedraw/play agame/word bingo/word association标签/找茬/描述绘画/玩游戏（宾果）/词汇联想
三、语法教学P
201、教学内容1Content语法具备三维性形式、意义和用法grammar Threedimensions form,meaning andusage语义步及semantic7grammatical form/the grammaticalmeaning of the structure/contents of语法形式、构造语法意义和内容意义meaning教学任务语法规则认知/操练/应用、task rulescognition/drill/application thegeneration of语法意识生成grammar consciousness、教学原则交际性/实践性、集中分散相结合、趣味性/通俗性2Principlegrammar teachingshould be:lcollocationakthe grammarshould bebuilt oncollocational relationsbetween individuallexicalitems andtheir subcategories.2Constructive:ones knowledgeof grammaris builtbit bybit,which closelymodel theway languageislearned andused.3Contextual:syntactic andlexical choicesare explicitlyrelated topragmatic ones,and tosocial andculturalcontexts.4Contrastive:grammar involvesdrawing thelearners attention to contrastthe differencesbetweenthe targetlanguage andother languages,and betweensets ofsimilar featuresand itemsof thetargetlanguage.、教学办法3Method P202演绎法解说规则，结合实例分析用法，句型练习1deductive methodfeaturesIt savestime/pays moreattentiontoform/teaches grammarinadecontextualized脱离上下文situation归纳法学生自行归纳语法规则2inductive methodstartwith examplesand guidesss towork outthe rules引导发现法学生归纳总结语法规则，教师强化其形式意义3guided discoverymethod
四、语篇教学P
204、概念和构造1概念1Conception语篇可以是、对话、独白，涉及discourse patterndialogue monologuewritten/spoken书面语、口语，形式上是衔接，语义上是连贯language formcohesion semanticcoherence构造模式语段/句群、句际关系并列、顺序、层递、转折2Tactic pattern衔接手段3Cohesive device逻辑纽带logical connectorsfirstly,thus,on theother hand,if not语法纽带时态什么grammatical connectors词匚纽带重复、同义/反义词Lexical connectors7repetition synonym/antonymopposites训练方式Develop ssskill ofrecognizing discoursepatterns Icheckingthe logicof theauthor/s arguments.getting thescrambled sentencesinto aparagraph.focus ontextual coherencemarkingout commonopeners tostories andjokes.、教学内涵2Aims atdeveloping ssdiscourse awareness.teacher asksss toconcentrate onsuch featuresasstructure,coherence andcohesion of a text、教学办法3P207整体性效能用知识迁移实现，重在overall effectivenessknowledge transfercultivate应用能力培养、语篇整体把握application abilityoverall graspofthe discourseTeaching languageat the discourse level:utterance function/expected response/congratulation/apology/acceptance/inform.第四章初中英语语言技能教学P
212、听力教学、影响听力重要因素1客观因素语言特性语速音调停顿1objective factortypes oflanguage used/tone/pause连读、听力任务、文化背/liaison taskor purposein listeningcontext inwhich thelistening occurs景知识主观因素心理因素、知识技能因素、2subjective factorpsychological knowledgeskills办法与方略因素methods andtactics、听力教学要领2合理选取听力材料真实性、可理解性、多1material authenticityintelligibility diversity/variety样性建立专门听力训练体系2training system优化心理氛围，减少焦急感调动兴趣、放松3arouse interest注重听过程中技巧训练4skill training预测、猜测、连贯记乙、prediction guesscoherent memoryT note-taking identifyingthediscourse辨认语段标记markers科学设计听力练习
5、听力训练类型3type P216精听辨音、填空、听写1Focus listeningtonal discriminationgap fillingdictation听写形式听释、迅速听写、听写大意、dictogloss fast-speech dictationpause andparaphrase listeningcloze完形听写、纠错听写、线索听写error identificationjigsaw identification泛听2Gist listeningdecide onthe besttitle随意听3Free listening、听力教学模式4model“自下而上”强调语言知识1Bottom-up modellanguage knowledge“自上而下”侧重背景知识2Top-down modelbackground information听前环节1Pre-listening tasksbrainstorming/discuss arelevant picture/writing questionaboutthe topic/associating vocabularieswith thetopic听中环节辨音、获取重要信息、预测、猜词悟义2While-listening tasks听后环节作文、讨论3Post-listening taskswriting asimilar textdiscussion
二、口语教学P
219、口语特点1Spoken language构造不完整性、人和场合紧密依存性fragmentation involvement语法特性:1There arefour commonfeatures ofspoken language:.语法Using lesscomplex syntax，Taking shortcuts,e.g.incomplete sentences.and or,but.俗语Using fixedconventional phrases/chunks fashionableword,two-part allegorical歇后语/口语词/俚语/短语动词saying^olloquialism^lang,phrasal verbsUsingdevices such as fillers,hesitation deviceto givetime tothink beforespeaking.构造特性:往往借助补白词filler you know,let mesee,um形象特性说话人表情、语调及态度等身体语言；音质/声调/重音/停顿body language口语交际特点2“说”受语言规则支配/时间因素制约/对方反映影响rule factorresponse、口语教学要领2在听基本上培养说能力使输入信息量不不大于输出信息量1组织多样化口语活动形式2口语活动类型前交际活动操练/模仿/重复pre-communicative activities和交际活动信息差活动/解决问题活动/讨论/辩论/采访/游戏communicative activities对的解决精确与流利关系3Accuracy identifyparticular phonemeson tapeFluency shouldntinterrupt创造浓厚外语氛围，勉励学生敢说乐说4The characteristicsofasuccessful speakingtask maximumforeign talk/even participation/high motivation/right languagelevel（）合理选取口语组织形式，增长学生开口机会（小组形式/单双人活动）
5、口语训练办法3模仿性、独白性、表演性口语表达imitativeness monologueperforming
三、阅读教学P
223、外语阅读类型1type/form依照阅读方式和技巧不同划分
（1）适应性阅读Adaptive reading认读--朗读--默读recognition-read-silent-reading学习型阅读Learning reading主旨浅显信息量大，强调阅读速度plain substanceinformation理解性阅读comprehension材料真实、题材广泛、体裁多样,度较高real materialwide themevarious typeshigher difficultyM）依照阅读方式和技巧不同划分（2面式读法/略读（掌握全文大意或中心思想；报刊、新书）Skinningquickly getthe gist点式读法/寻读/跳读（查找详细信息；时间、人名、地点、数字）Scanningspecific information线式读法/精读（详细地阅读，进一步分析、理解和记忆）Intensive readingreadin detail纵式读法/泛读（广泛地阅读，阅读速度、迅速理解能力、拓宽视野）Extensive readingfacilitateprocess ofaccumulating vocabulary/increasing targetlanguage expose/broadeningscope ofvision）依照阅读理解层次划分（3字面理解（依托语言知识/能力辨认词义和语法构造）Literal comprehensionlanguageknowledge/competence identifymeaning andgrammatical structure推断性理解（经历、直觉、逻辑判断理解未明示信Inferential/interpretive comprehension息）experience/intuition/logic judgeand understandunexpressed information评价性理解/应用性理解（理解文章信息价值）Evaluative comprehensionvalue欣赏性理解（情感熏陶和思想启迪）Appreciative comprehensionEmotionalinfluence andthought enlightenment、阅读教学要领2P226）合理选取阅读材料（1难度（难于略高于学习者既有水平）Language difficultieshigherthan presentlevel趣味性（布满可读性，激发求知欲和好奇心）Interestreadability thirstfor knowledgeand curiosity真实性（英语本族语者撰写）Authenticitywritten bynative Englishspeakers宽泛性（内容反映历史、人物、风土人情、文化习俗以及潮流流行，体裁和Comprehensiveness题材丰富多样）content varioustype orforms ofliterature andtheme）建立分析性（精读）与综合性（泛读）相结合阅读教学体系（2分析性阅读与综合性阅读教学分工改进现行分析性阅读教学模式，贯彻阅读训练综合性阅读教学应正规化、课程化（）注重阅读三要素培养3three elements词汇、理解（主题句）、速度vocabulary comprehendtopic sentencespeed（）注重阅读过程中技巧训练4预测、抓中心思想、获取特殊信息、prediction reading for specificreadingforspecific information推理（）、确认语篇inferring readingbetween thelines identifyingthediscoursetypes、阅读教学模式3approachP229（）自上而下模式为主（读前环节活动开展）1The top-down modelpre-reading activities（）自下而上模式为辅（小到大语言文字单位，注重词汇教学）2The bottom-up model
三、形态学Morphology、morpheme词素重点！1P87自由词素黏着词素1free morphemedog；bound morphememoonwalk词根;词缀前缀、后缀；词干2root affixprefix suffixstem friend-ships屈折词缀不同形式3inflectional affix-s,-ing,-ed派生词缀变化词性和意义4derivational affix、屈折变化不同形式21inflection・s,-ing,-ed词形成复合法5word-formation compoundingthrough-out派生法前缀化后缀化derivation prefixationsuffixation il-logical-ly、常用构词法3P89新仓词；昆成法invention llnylon blending7smoke+fog=smog截断法；首字母连写词clipping advertisement=ad initialismWTO首字母拼音词；逆构词法acronym AIDSback-formation editor-edit类似构词analogical creationwork-wrought/worked借词法借词法语中借来types ofborrowing loanword/borrowing feast混合借词本国加外来loanblend Chinatown转移借词借用意义loanshift bridge翻译借词从别种语言翻译而来loan translation、词义变化4词义扩大小鸟一鸟类；词义缩小年轻人-女孩broadening birdnarrowing girl词义转移词性转换俗词源（错多了成了对）meaning shift；class shift；folk etymology
四、句法学）（Syntax P
91、句法关系1组合关系（）构成同——形式、序歹或构syntagmatic relationhorizontal relation/chain relationU造聚合关系各要素可互相替代paradigmatic relationvertical relation/choice relationteachinga textby introducingnew vocabulariesor structuresfollowthe sequenceofteachingnew words,sentences andthen thewhole passage（）交互补偿模式3The interactive-compensatory approach、阅读教学过程4（）读前环节（背景知识、写作风格、西方风俗）1Pre-reading taskspredictingwhat apassage isabout/creating aword webrelated toa topic/sharing whatis alreadyknownabout atopic（）读中环节（保障充分阅读时间、阅读技能训练）2While-reading tasks（）读后环节（思维和实践活动）3Post-reading tasks
四、写作教学P
231、写教学要领1（）激发写作动机1Motivate writingmotivation交际目读者意识communicative purpose；audience awareness）指引写作技巧（2写单项训练（结合语音教学）语篇写作技巧构思技巧；过程构思、文本构思；范文是有力工具）（design skillsmodel essayskillof planningfinding ideasand putthem inorder）依照不同文体风格指引相应写作方略（3正式文体（第三人称）Formal writing语言精准优先typical featurethe precisionoflanguageisapriority有序构造well-organized structure有构造模式wide rangeof vocabularyand structuralpatterns专用名词和定义technical termsand definitions非正式文体（
一、二人称）Informal writing多为短句、简朴句typical featureshort andincomplete sentencesare common）分阶段设计教学活动，训练写作技能（4控制性写作Controlled writing（填空/抄写/句型转换）gap filling/transcribe/sentence patterntransformation指引性写作Guided writing（续写/复写/缩写/转写）completion/reproduction/compression/transformation Freewriting自由写作（）写、改、评相结合5correct/amend evaluate、写作教学模式2（）注重成果（给题目--写一改，注重语篇整体）1Product-oriented approach（）注重内容（收集材料-组织文章-修改，写前准备）2Content-oriented approach（）注重过程（准备--写作-修改-再改，写作能力）3Process-oriented approachwhat/how towritepeer-editing、写作教学过程3process（）写前环节任务和活动（激发写作动机）1Pre-writing tasksgather andorganize ideasThe mainproceduresof processwriting includecreating amotivation towrite,brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofreading andconferencing.（）写中环节任务和活动（组织成文）2While-writing tasksorganize writtendrafting,peer-editing,revising（）写后环节任务和活动（点评和反馈）3Post-writing taskscomments andfeedback conferencing第三某些教学设计第一章教学设计技能Skill
一、教学设计概述P
241、概念老式教学设计即备课考虑“如何学”1instructional designlesson planning最核心某些是教案lesson plan教学大纲Its ateaching guide/It takesinto accountsyllabus andss./提前It describesin advancewhat abouthow toteach.、教学设计原则2principle目的性原则多样性原则灵活性原则可学性原则衔接性aims varietyflexibility learnabilitylinkage选取可行性原则feasibility、教学设计基本规定3basic requirementsAlanguage lessonplan usuallyhas thefollowing components:background information,teaching aims,language contentsand skills,stages andprocedures,teaching aids,assignments,and teachersafter-lesson reflection.、教学设计新理念4concept学生参加课堂设计自主性1教学设计贯穿课堂教学全过程2教学设计拟定性与不拟定性相统一
3、教学设计模式5pattern分析.一设计.一评价Analysis--design--evaluation分析学习需求学习目的分析是核心、学习者、学习内容objectives content设计教学方略、教学过程strategy coursetask appearance-preparation-任务呈现-任务准备-任务完毕-语言巩固、教学技术accomplishment-consolidation technique评价教学目的与否达到是评价教学设计有效性核心target反馈修正教学评价可以提供大量教学反馈信息feedback correction、英语教学设计详细形式6concrete form表格式分别陈述学生/教师活动，阐明活动目/意图，突出教学设计理念1tableform design流程图式展示教学过程格式不同2flow chartform processformat论述式3narrative form
二、学情分析P
248、学习者分析1认知特性1学习风格崇尚权威型；分析型;2authority-oriented learnersanalytical learners详名川型；交际型concrete learnerscommunicative learners学习方式接受性；体验性；自主性；合伙性；3accepted experienceindependent Cooperation探究性exploration、学习需求分析2（）内涵学习当前状态与盼望状态之间差距1learning needs学习需求分析内容和办法2数据采集；分析data collectionanalyze
三、教学内容分析P
251、教学内容选取1把握基本性fundamentality vocabulary/syntactic structure/languagecompetence/learning词汇/句法构造/语言能力/学习方略/文化知识strategy/cultural knowledge适应性年龄/认知特点adaptation age/cognitive characteristic高频性经常使用high frequencyfrequently used趣味性激发学习兴趣，保证学习有效性enjoyment effectiveness、对的理解教材2textbook（）分析教材2textbook evaluationprovides authenticlanguage/matches theneeds oflearners/can helprealize theobjectives ofa languageprogram解决教材办法2LARA leave-adapt-replace-add教材使用活化教材、挖掘资源、选准话题探究性、开放性、生成性3When ateacher usingan ELTcourse book,he should:select appropriatesupporting materialsand resources.interpret curriculumgoals andits expectationsfor thecourse.plan lessonsin relationto specificgoals,topics,texts,and tasks.、辅助教学材料筛选3Auxiliary teachingmaterials screening教学材料筛选原则启发式、因材施教、动态生成、适时适度1教学材料筛选方略遵循理念、吃透教材、研究学生2辅助教学材料分类知识类、技能类、课外活动类、教学辅助类、自主学习类3
四、教学目的P
255、教学目的陈述内容1三个维度knowledge objective/ability objective/emotion objective知识与技能、过程与办法、情感态度与价值观、教学目的陈述要素2以行为目的来陈述教学目的，涉及四个要素模式ABCD主体或听众A-audience限度副词度匕例/范畴副词+主语ss/learners行为B-behaviorlisten^ingjmitate/ecite,depict,recognize,apply,understand^know,mastecenjoy条件C-conditionsafter thisclass,under theguidance ofthe teacher,after attendinga lecture,with thehelp ofsubstances,through imitation/repeat限度/原则D-degreeclearly,fluently,correctly,efficiently,basically,preliminarily,smoothly,appropriately、教学目的陈述方式3按照层级戈分有三种goals,aims,objectives coursegoals,teaching aims成果性目的知识与技能1KnowunderstandmasterLevel Verbknowledgetell,list,define,name,recall,identify,state,repeat,remember,recognizeComprehension describe,explain,review,infer,paraphrase,interpret,summarize,memorizeApplication apply,practice,employ,use,illustrate,show,report,demonstrate,planAnalysis analyze,distinguish,examine,compare,survey,investigate,classify,organizeSynthesis create,invent,compose,design,modify,construct,imagine,produceEvaluation judge,decide select,justify,evaluate,debate,verify,assess,recommendz）体验性目的或体现性目的（过程与办法、情感态度与价值观）（2Level VerbReceivingaccept,acknowledge,attend to,follow,meet,observeResponding agree,allow,answer,ask,choose,communicate,cooperate,describe,displayValuing adopt,care for,complete,encourage,evaluate,respect,justify,share,suggest,thankOrganizing anticipate,consider,consult,design,manage,modify,revise,simplify,test,varyInternalizing act,administrate,advance,advocate,criticize,defend,forgive,object,promote,valuesQuestion,solve、教学目的陈述原则
4、comprehensive suitablespecific accurate全面、恰当（目的层次性/内容和已有知识一致性/教学活动连贯性）、详细、精确
五、教学重难点P
259、教学重难点涵义1meaning（）教学重点3Teaching key/Important point称为学科教学核心知识subject coreknowledge（）教学难点4Teaching difficultpoint（）教学重难点关系3relation教学重点、稳定性、长期性stability chronicity教学难点:、暂时性、相对性temporary relativity、教学重难点拟定2（）深刻理解课程原则熟悉和贯彻执行课程原则内容规定1）进一步研究教材教材是教学重要根据
（2）理解学生实际状况学生是教学对象/主体
（3）善于总结经验虚心学习、不断提高自身教学素质和能力（
4、突出重点、突破难点办法3method比喻阐明法、列表对比法、练习法、metaphor descriptionlist comparisonexercise多媒体辅助教学法、游戏活动法Multimedia assistedinstruction gameactivity
六、教堂教学过程设计process P260教学过程）实现教学、发展和教诲三大功能（teaching procedure、课堂导入活动设计1导入应达到功能勉励启发；引起注意;增进Lead-in“3A”arouse advertiseadvance（）课堂导入办法1复习导入法（新旧知识联结点）、直观导入法（直观教具或多媒体手段）情境导入法音乐/故事/游戏导入）、悬念导入法（呈现一系列问题）（duty report/（）注意事项2导入时间不适当过长（符合教学目的/内容；5W）;从学生实际出发（年龄、性格、认知特性）；方式新颖有创意、语言学习与实践活动设计（呈现、解说、练习巩固和实践新语言知识）2（）呈现活动设计）1（presentation问题呈现、情景呈现、故事呈现（完整故事贯穿整个课堂教学）、直观呈现（简笔画/图片/模型/幻灯片/身势语练习与巩固活动设计2practice andconsolidate机械性练习控制式练习频率高mechanical exercise无需过多思考，不超过项练习内容，学生个体/全班练习为主，及时纠错8min,1~2练习形式模仿、跟读、重复、替代练习、简朴回答活动半开放性练习半控制式意义性练习semi-open practice需要理解和思考，项，配对练习为主，互相改正，频率低lOmin,3~4练习形式采访活动、重述故事、运用语言构造和已学知识进行对话练习语言实践活动设计3production小组活动，规定活动主题，个任务，提示学生注意人物身份和详细场合1~2lOmin,学习评论活动设计3Review activities形成性评价设计1评价原则设计结合详细状况分为几种阶段，诊断性/过程性/目的达到评价原则评价过程设计安排什么阶段开展评论，开展什么样评论评价内容设计知识到理解、理解到应用、理解到分析和综合，最后再到评价教师要分解课堂教学过程，依照教学过程规定设计评价内容评价方式活动设计评价内容是理解能力一一选取、匹配、正误判断、排序、逻辑辨认应用能力一一提问、讨论、课件制作、演讲、表演参加度一一问卷、量卷、反思性问题评价反馈设计定性方式描述学生体现、定量方式数量方式呈现评价成果反馈方式即时反馈和延迟反馈、教师反馈和学生反馈终结性评价设计测试时最惯用人们最信赖终结性评价方式2客观题设计填空、匹配、图表填空主观题设计简答题、阐述题、写作需要明确评分原则、课堂总结活动设计整个教学过程最后一种环节4Summary课堂总结作用1对教学进行归纳梳理；增进学生掌握/记忆新知识；为进一步学习架桥梁，为复习提供根据课堂总结方式2总结式运用精确精炼语言对重要内容、知识构造、技能技巧进行总结还可采用归纳演示、师生问答、列表看图、专项操练悬念式设计悬念问问题，引起学生求知欲，对预习起到指引作用延伸式将简述内容有机地向外延伸组织进一步活动练习式普遍采用，练习题应针对性强、有代表性、难度和题量均适中摸索式探讨难以理解内容
七、教学板书设计Board planP
268、语言板书规定1语言精确，书写规范；层次分明，重点突出；精练简要，画龙点睛；速度适当，适时呈现、板书设计布局2正板书和副板书布局普通分为中心板、两分板、三分板、板书形式3辅助板书教学手段简笔画、图解1stick figuresdiagram板书类型提纲式、比较式、词语式、2outline comparewords andexpressions创意式、发散式、模块式creativity divergencemodules第二章不同课程教学设计
一、英语课型概述Lesson typeP
276、英语课型分类1从课性质和任务划分新授课、巩固课、复习课、活动课演讲、话剧表演1从教学内容划分语音课、词汇课、语法课、据说课、阅读课和写作课
2、教学模式2Model ofteaching英语教学中惯用教学模式1教学模式合用于语言知识语言、词汇、语法教学3P phonetics/vocabulary/grammar呈现、操练、应用presentation practice productionPresentation aimsto getlearners toperceive theform andmeaning ofa structure教学模式合用于语言技能（据说读写）教学PWP（复习导入）、（呈现解说）、（运用评价）pre-learning while-learning post-learning任务型教学模式以完毕某种交际任务为目的，不只为了掌握语言知识详见本文档任务型教学pre-task task-cycle languagefocus P8探究式教学模式通过问题设立培养学生语言运用能力教学过程问题呈现--小组合伙研究解决方案-收集信息/解决问题--呈现解决方式--评价）教学模式功能（
2、课型与教学模式区别与联系3课型客观存在；教学模式主观结识和改造
二、重要课程教学设计P
278、据说课
1、阅读课
2、读写课
3、词汇课
4、语法课5共现关系（不同集合词语一起构成句子）relation ofco-occurrence、句子构造和成分2直接成分分析法分析法immediate constituentanalysis IC.用树形图普通句子，主谓宾之类The boyate theapple treediagram向心构造endocentric construction一种词或词组可以拟定为中心或中心词普通名词/动词/center headtwo stonebridge形容词短语离心构造exocentric construction没有拟定中心或中心词普通动宾/系表构造The boysmiled.深层构造含义相似,说法不同deep structure表层构造句子表述方式surface structure
五、语义学Semantics P
93、涵义关系词汇关系1Sense Relationslexical relation同义关系同义词1Synonymy synonyms文体差另；地区差另stylistic ijformalitybuy-perchase dialectalunderground-subway搭配差别；collocational accuseof-chargewith情感差别；语义差别emotive thrifty-stingy semanticenough-ample反义关系反义词意义相反词2Antonymy antonymsrelational opposites级另反义gradable antonymyll warm-cool互补反义complementary antonymyboy-girl反向反义关系converse antonymybuy-sell上下义关系种类和成员3Hyponymy涉及上坐标词和下义词superordinate hyponymyflower-rose/tulip一词多义4Polysemy同音/同形异义现象5Homonymy同音异义homophone sun-son同形异义homograph lie完全同音同形异义岸边；银行complete homonymbank第四某些教学实行与评价第一章课堂教学基本方略
一、课程教学基本环节与办法P
299、教学基本环节1教学启动复习和激活已有知识1Warming-up语言学习2Language learning、、lead-in presentationexplanation illustrationdrill consolidation导入、新知呈现、解说、例释、操练、巩固语言运用实践3Language using运用训练、运用实践语言输出/展示成果practiceproductionguided tasks总结应当与布置作业衔接起来4Summing-up、课程教学办法2选取教学办法原则掌握丰富教学办法；教学有法、教无定法1选取教学办法根据课程原则、环境和条件、教材或课型、学生实际状况、2教学办法优化选取--组合-调节3
二、教学情境创设P
302、创设教学情境意义1语境归为五大要素:、、、setting participantspurpose channeKtopic背景、交际者、交际目、交际渠道和话题、创设教学情境规定2真实自然、贴近生活；目的明确故意义；难度恰当、照顾层次、扩大参加面、创设教学情境办法3基于生活联系现实生活，挖掘运用学生经验1注重形象性感性可见摸得着，形象详细2体现学科特点体现学科特色，紧扣教学内容，凸现学习重点3内含问题目性、适应性和新颖性4融入情感包括场景，内含情感
5、教学情境类型故事情境、模仿情境、生活情境、问题情境4
三、课程教学中互动模式P
305、课堂教学活动组织形式1课堂活动特点互交性、平等性、多样性、有效性、趣味性、科学性1教学活动组织方略抓好“三度”广度深度延展度；关注细节讲究技巧
2、课堂教学中人际互动2教师角色1Role控制者评估者合伙controller assessordo youmeanand feedbackparticipant组织者提示者organizer standupandact outthe dialogueprompter anythingelse资源提供指弓研究resource-provider guideI researcher诱导facilitator dontknow howto putsth intoproper Englishand thusask forhelp学生分组模式2Student grouping班级活动构造控制Whole classwork structurallycontrolled全班共同参加步调一致展示型活动presenting小组活动教师是Group workcognitively challengingguide andcontroller人异质分组交际性活动游戏、角色表演、访谈、信息差活动3〜6It concerns:peer interaction/individual practice/provide varietyand dynamics结对活动Pair worklinguistically simple人训练型活动模仿对话、复述/对话练习、检查词汇、完毕表格2个人活动Individual studythematically non-demanding独立完毕单项操练性活动填空、选取、默读silent reading课堂上人际互动模式3
四、课堂管理方略P
310、课堂教学管理1Classroom managementis theway teachersorganize whatgoes onintheclassroom,whose goalis tocreatean atmosphereconductive tointeracting inEnglish inmeaningful ways.课堂教学指令祈使句特定命令语1routine调控教学过程2教学节奏思维最佳时间Rhythm ofteaching5~20min学生参加面最大限度让学生参加课堂Students participation教学反馈Teaching feedback、课堂环境管理2物理环境管理1Physical environment课堂座位安排Seating arrangements基本-秧田式，特殊-集体讨论、矩形环形马蹄形暂时—演示用堆式，辩论看录像、椭圆马蹄形教室空间运用Classroom spaceutilization贴名言、展览作品、装饰花草或手工作品、做小实验、阅读区社会心理环境管理2Social psychology学习动机学习直觉性和学习兴趣Learning motivationlearning intuition/interest激发学习动机办法发挥情感效应，激发学习动机调节教学办法，诱发学习动机指引学习办法，培养学习兴趣课堂氛围Classroom climate课堂氛围作用增进创造性思维发展增长学生参加限度营造梁高英语课堂氛围办法具备人格魅力和良好文化素质将自己积极情绪带进课堂融洽师生关系是前提生动活泼课堂教学设计是核心、课堂纪律管理3（）良好纪律特点严而不死严而有度；活而不乱井然有序；和谐平等收放自如1）纪律管理方略教师/集体/自我/任务促成方略（2
五、教学技术手段P315常规教学媒体1conventional直观教具人、实物、模型、图片、图表常规电教媒体影像媒体（视觉，幻灯机投影仪）、音响媒体（声情并茂，收音机录音机扩音器）、声像媒体（视听觉，录像机、电视）、多媒体技术2Multi-media多维性、交互性和情境性使外语教学由单向知识传授向多维信息互动传播转变（）多媒体技术与中学英语教学整合1）多媒体技术在中学英语教学中应用优势（2有助于提高学生学习积极性/增长课堂学习信息容量/创设尽量真实语言环境实现因材施教/提高英语教师自身素质）多媒体技术在中学英语教学应用中应注意问题（3强调多媒体技术辅助作用；把握其应用度第二章课堂教学基本技能
一、语言解说技能Explanation P324两个构成某些呈现要解说主题（事实、概念、程序、原理、规则）使用实例在故意义情境下描述主题（实物、行动、样板、图画/表、公式、语言、符号）普通分为、有筹划解说和即席解说planned explanationspontaneous explanation、解说功能
1、解说方式手段2语言解说、阐明（图表录像讲义）、示范演示verbal explanationillustration demonstration、解说基本规定3注意课堂语言；使用例证；形成连接；获得反馈、解说类型4描述式（论述式和描绘式）、诠释式、（解释式）原理中心式、行为动作式、问题中心式、
二、组织练习技能P
328、练习类型
1、练习组织2
三、课堂提问技能P
331、问题类型
1、课堂提问类型
2、课堂提问方略3
四、课堂纠错技能P
334、纠错对象
1、纠错时机
2、纠错主体
3、纠错手段4
五、教学反馈技能P
337、教学反馈类型
1、教学反馈基本规定2
六、布置与批改作业技能P
341、布置与批改作业技能
1、新型作业类型与实践
2、作业批改3第三章教学评价
一、英语学习评价P
348、形成性评价
1、终结性评价2
二、语言测试P
352、语言测试类型
1、语言测试评价原则
2、语言测试设计过程
3、语言测试与外语教学4
三、案例评析P
358、教学案例及其基本特性
1、教学案例评析2
四、教学反思P
360、教学反思基本内容
1、教学反思基本办法
2、句子逻辑关系充分必要条件就是真值条件2iff--“S istrue iffP PS truthcondition P1synonymy同义关系X issynonymous withY.v同真同假P952contradiction矛盾关系uX isinconsistent withY.v一真一假3entailment蕴含关系UX entailsY.v X小，Y大Xold manYman预设关系是前提4presupposition“X presupposesY.Y Xrepair thecar Yhave acar
六、语用学Pragmatics P
96、言语行为理论1Speech ActTheory发话行为说话人表达字面意思1locutionary actis the actof saying something whichis meaningfulan canbe understood.行事行为说话人表达意图2illocutionary actis the actin sayingsomething toperform afunction.取效行为作用于听话人效果3periocutionary actisthe resultsor effectsthat areproduced bymeans ofsayingsomething.言外之意illocutionary point阐述类；指令类；承诺类；representatives directivescommissives表达类；宣布类expressives declarations、会话含义理论违背合伙2Conversational Principle/Maxim violateP97cooperative principle,CP原则会话有共同目的“Make yourconversational contributionsuch asis required,at thestage atwhich itoccurs,bythe acceptedpurpose ordirection ofthe talkexchange inwhich you are engaged.”1the maxim数量准则信息充分of quantity质量准则说实话2the maximof quality有关准则说有关事3the maximof relation方式准则清晰简洁避免歧义4the maximof manner会话含义用会话准则暗示意义conversational implicature可推导性含义能理解1calculability（）可取消性（）（因素变化,含义变化）2cancellability defeasibility（）不可分离性（含义依附于内容）3non-detachability（）非规约性（含义不拟定）4non-conventionality
七、修辞学（）问法修辞方略Rhetoric rhetoric/rhetorical deviceP
98、明喻1simile like,as.,.as,as ifas though,similar to,suchas
7、隐喻（暗含比较）2metaphor elephantpause、拟人（把事物或概念当做人）3personification、借代（用事物名称代替密切有关另一事物）4metonymy、提喻（某些代替整体或整体代替某些）5synecdoche hand/mouth-man、婉言6euphemism die-pass away、反语（意思相反）7irony、讽喻8allegory、夸张（夸大或缩小使表达生动有趣）9exaggeration、移位修辞10transferred epithetnervous exam矛盾修辞11oxymoron bitter-sweet memory双关语（谐音双关；语义双关）12pun homophonicpuns homographicpuns
八、语言教学P
100、中介语（）1interlanguage、对比分析（）2contrastive analysis、错误分析（）3error analysis（）错误（由于知识局限性）1error失误（不注意出错）mistake（）语际错误（迁移错误）由于母语2interlingual errorsCnglish语内错误（发展性错误）由于过度概括语言规则（错）intralingual errorseat-eated、错误性质4省略（少成分）；添加（多成分）；omissions additions形式错误（）；misformations eated双重标记）；顺序错误（）double markings（didnt wentmisorderings howyouare、国内外语学习者错误类型5负迁移/干扰由于母语1negative transfer过度类推/过度概括由于过度概括语言规则2over-generalization语用错误违背对方文化习俗3pragmatic failure、第二外语习得理论6Second LanguageAcquisition,SLA语言习得和学得假说习得和学得两条不同途径1Acquisition-Learning Hypothesis语言监察假说学习者自己监督控制语言输出质量2Monitor Hypothesis语言输入假说接触理解可理解性语言输入3Input Hypothesiscomprehensible input情感过滤假说输入和吸取受到动力4Affective FilterHypothesis inputintake性格、情感状态motivation personalityaffective state自然顺序假说可以不按任何语法顺序来教学5Natural OrderHypothesis第二章英语语言运用能力
一、教学中非语言交际、非语言手段1P118环境语座位安排、时间信息、室内标示装饰、声音灯光等environment language客体语个人，衣着化妆、个人用品等object language、非语言行为2体态语身姿、手势、表情、目光body language副语言声音音质、音量、语调、语速paralanguage第三章英语国家语言、历史和文学
三、语言、文化和社会、局部构造1P131毗邻对一轮对话adjacency pairs毗邻对条件有关性1conditional relevance优选构造preferred secondpart/preference structureHi非优选构造dispreferred secondpart/dispreference structure有关缺失relevant absence毗邻对扩展2根毗邻对被其她会话扩展之前毗邻对base pairs前扩展，指前序列涉及邀请、祈求、结束、宣布pre-sequences,中扩展，涉及插入序列和旁侧序列insertion sequencesside sequences后扩展，指后序列涉及会话修正和主体化post sequences,、会话修正2会话修正机制三个某些修正源、修正发起、修正trouble sourcerepair initiationrepair词汇启动lexical no,sorry,let mesee,youknow非词汇启动non-lexical um..,uh..
四、语言与文字、故事语言1P134故事与视角1第一人称论述者first-person narratorI第三人称论述者third-person narratorhe,she,it,they语言表达与思想表达2直接言语direct speechF**kyou间接言语indirect speechhe said/asked自由间接言语free indirectspeech第二某些语言教学知识与能力第一章初中英语课程原则
一、初中英语课程基本知识、英语课程性质1P149（工具性和人文性）The natureof English Curriculum isinstrumentality/tool andhumanity.Students/overall developmentisthemotivation andgoal ofthe Englishcurriculum.、英语课程设计思路2The designofthenew NationalEnglishCurriculumunifies bothprimary andsecondary schoolEnglishinto onecontinuum ofdevelopment anddivides Englishlanguage teachingand learningintonine competence-based levelsby adoptingthe internationalgeneral classificationmethod.Level5istherequired standardfor theend ofjunior middleschool.Level2-primary school
二、英语课程分级原则P
154、语言技能1LanguageSkillsOverall performanceobjectives foreach levelare givenin additionto detaileddescriptions ofabilitiesregarding languageknowledge,language skills,affect,learning strategiesas wellas culturalawarenessfor relevantlevels.、语言知识语音、词汇、语法、功能和话题2Language KnowledgeStudentsare requiredto learnconsists ofphonetics,vocabulary,grammar,function andtheme.、情感态度兴趣、动机、自信、意志和合伙精神；祖国意识和国际视野3Affectinterest,motivation,confidence,will andcooperation；National consciousnessand internationalvision.、学习方略认知、调控、交际、资源4Learning StrategiesLearningstrategies canbe classifiedinto fourgroupscognitive strategy,regulative strategy,communicative strategyand resourcingstrategy.、文化意识历史地理、风土人情、老式习俗、生5Cultural Awareness/Understanding活方式、行为规范、文学艺术、价值观念Historical geography,local customs,traditional customs,lifestyle,norms ofbehavior,literatureand art,values.
三、英语课程实行建议P
161、教学建议1面向全体学生，为每个学生学习英语奠定基本1注意语言实践，培养学生语言运用能力2加强学习方略指引，培养学生自主学习能力3培养学生跨文化交际意识，发展跨文化交际能力4结合实际教学需要，创造性地使用教材5合理运用各种教学资源，提高学生学习效率6组织生动活泼课外活动，拓展学生学习渠道7不断提高专业水平，努力适应课程规定8第二章初中英语教学基本理论
一、语言观Views ofLanguage P
173、语言概念1Language isa systemof arbitraryvocal symbolsused forhuman communication.、语言本质特性/设计特性2design features任意性体现了规约性1arbitrariness convention二重性基层和高层2duality basiclevel,higher level创造性能产性3creativity/productivity移位性赋予概括和抽象4displacement generalizations,abstractions文化传习性5cultural transmission、语言功能3Functions ofLanguage信息功能1informative function人际功能2interpersonal function施为功能3performative function情绪功能4emotive function寒暄功能5phaticfunction。
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