英语学科知识与教学能力考点必背(语音部分)教师资格证

初中英语教师资格证英语语音知识补充语音教学（读音规则）1、重音（Stress）（初高中）：指的是读音节的时候的发声程度。

（Stress refer to the degree of force used in producing a syllable.）分为单词重音和句子重音。

单词重音：(stress at word level) （初高中）基本规则（basic rules）就是:1.首先包含两个以上音节的单词才有重音。

（Stress only applies to words with at least two syllables）2.其次①包含两个音节的词，重读在第一个音节，例如:'apple。

②包含三个音节及三个音节以上的词，重读在倒数第二个音节上。

③双音节词(也就是包含两个音节的词)中有一部分词做名词和做动词时具有不同的重读音节。

做名词时，重读在第一个音节;做动词时，重读在第二个音节。

句子重音：(stress at sentence level)结构重音(structural stress)：句与句之间的对比产生的某一个单词重音的变化或某一个一般不重读的单词的重读，(The comparison between sentences result in the structural stress).如Thirteen girls and thirty boys 中teen重读。

强调重音(contrastive stress) ：指纯粹出于交际需要对句中的任意部分进行强调，句中的任意音节都可能成为重读音节。

（We can stress any part of a sentence for the purpose of communication）语法重音(grammatical stress )：约定俗成的语法成分功能决定的重音，如重读实词，轻读虚词等。

(The prescribed grammatical function would contribute to the stress of a sentence)2、语调（Intonation）（初高中）：说话的腔调。

英语学科知识与教学能力预测一、语音知识1.元音vowel[i:] high front tense unrounded vowel[І] high front lax unrounded vowel[u:] high back tense rounded vowel[ʊ]即[u] high back lax rounded vowel[З:]或[ə:] central tense unrounded vowel[ə] central lax unrounded vowel[e] mid-high front lax unrounded vowel[æ] low front lax unrounded vowel[Λ] mid-low back lax unrounded vowel[ɔ:] mid-low back tense rounded vowel[ɒ] low back lax rounded vowel[ɑ:] low back tense unrounded vowel双元音Diphthongs [eI] [aI] [ɔI] [əʊ] [aʊ] [Iə] [eə] [ʊə]A double movement produces 三元音Triphthong例如：tower中[aʊə]【答案】D。

解析：本题考查时态。

四个选项中都有连词and连接两个时态，因此前后必须相互搭配，而ABC三项的前后两种时态搭配不当，因此选择D，现在完成时和将来时。

本句意思是：作为一名公民Marsha意识到并且会一直明白自己的道德义务。

2. Potential subjects should be informed of the research and _____ an opportunity to decide if they want to participate.A. gaveB. givingC. giveD. be given【答案】D。

教资•初中英语•科三《英语学科知识与教学能力》第一章考点总结●非谓语V.●不定式●to do●分词●现在分词●doing●过去分词●done●动名词●基本用法●做主语●可以用it做形式主语It is no use saying that again and again. (动名词saying, it做形式主语)●Painting is his hobby.(Painting做主语)●做表语●My favorite sport is swimming.●作定语表示所修饰词的用途或性能●Don't forget to bring the sleeping bags.(动名词sleeping作为定语，修饰bags。

)●固定搭配后面+doing●consider考虑●suggest, advice建议●look forward to期待●excuse, pardon抱歉●admit承认●delay, put off迟到●fancy想要，喜欢●avoid避免●Can't help情不自禁●mind介意●allow, permit允许●escape逃跑，逃避●动名词的复合结构名词所有格/ 形容词性物主代词+动名词（one's doing）●介意我开窗。

Mind my opening。

(主要强调人“我”)●Her being late made boss angry(复合形式, 在动词made前做主语)●时态语态●●独立主格有两个句子，且两个句子的主语不是指同一个。

●句子中已经有完整的谓语时●there being+名词/代词表示“有”●There being nothing else to do, they went home.●it being+名词/代词表示“是”●It being a holidaym, all the shops were shut.●名词/代词+介词短语介词短语前后的名词前没有修饰词●A young lady came over, dictionary in hand.●with/without+宾语+介词短语介词短语前后的名词前有修饰词●A young lady came over, with a dictionary in her hand.。

教资面试英语语音知识语音知识是教资面试中的一个重要考察点，它涉及到英语语音的发音、音标、重音、语调等方面的知识。

在教资面试中，掌握好英语语音知识不仅可以帮助我们正确地发音，还可以提高我们的英语口语水平。

下面将介绍一些常见的英语语音知识。

1. 英语音标英语音标是一种用来标示语音的符号系统，它能够准确地表示出每个英语音素的发音特点。

在教资面试中，我们需要了解并熟悉一些常用的英语音标。

以下是一些重要的英语音标及其对应的发音：•/i:/：长元音“ee”的发音，例如“see”；•/æ/：短元音“a”的发音，例如“cat”；•/ə/：中央元音的发音，例如“about”；•/θ/：清辅音“th”的发音，例如“think”；•/ð/：浊辅音“th”的发音，例如“this”；•/ʃ/：清辅音“sh”的发音，例如“she”；•/ʒ/：浊辅音“zh”的发音，例如“treasure”；•/ŋ/：鼻音“ng”的发音，例如“song”。

掌握好这些英语音标的发音规则，对于我们准确地理解和发音英语单词是很有帮助的。

2. 英语重音和弱读英语单词中的重音在口语中起着非常重要的作用，它能够决定一个单词的意思和语法功能。

在教资面试中，我们需要了解英语单词的重音规律，并能够正确地使用重音来发音单词。

英语单词通常有两种类型的重音：主重音和次重音。

主重音是在一个多音节单词中最强烈的重音，次重音则是次于主重音的重音。

例如，在单词“computer”中，主重音在第一音节“com”上，次重音在第二音节“pu”上。

此外，英语中还有一种现象叫做弱读。

在口语中，只有在强读词和非强读词之间有明显的对比时，我们才会真正地发出非强读词的音。

例如，在句子“The cat is sleeping.”中，只有单词“cat”和“sleeping”是强读词，其他单词都是非强读词。

因此，在教资面试中，我们需要注意英语单词的重音和弱读规律，并能够准确地发音。

第一部分语言知识与能力第一章英语语言知识二、语音（Speech Sounds）P781、语音分类发音方式发音部位VL - 清浊音（voiceless consonant） VD - 浊辅音（voiced consonant）2、音系学（phonology）P79（1）同化规则（assimilation Rule）progressive assimilation 顺同化（前面带偏后面）workedregressive assimilation 逆同化（后面带偏前面）newspaperreciprocal/double assimilation 互相同化 did you（2）音节（syllable） tea chi-na im-pos-si-ble重音（stress）声调（tone）（3）语音变化（vocal variety）liaison 连读 pick it upplosion 爆破音plosion loss 失去爆破 sit down ；incomplete plosion 不完全爆破 ask ed nasal plosion 鼻腔爆破 button ；lateral plosion 舌边爆破 little三、形态学（Morphology）1、morpheme 词素重点！ P87（1）free morpheme 自由词素 dog ；bound morpheme 黏着词素 moonwalk（2）root 词根； affix 词缀（prefix 前缀、suffix 后缀）； stem 词干friend-ships（3）inflectional affix 屈折词缀 -s,-ing,-ed不同形式（4）derivational affix 派生词缀改变词性和意义2、（1）inflection 屈折变化 -s,-ing,-ed不同形式（2）word-formation 词的形成：compounding 复合法 through-outderivation 派生法（prefixation 前缀化 suffixation 后缀化）il-logical-ly3、常见构词法P89invention 新创词 nylon ；blending 混成法 smoke+fog=smogclipping 截断法 advertisement=ad ；initialism 首字母连写词 WTOacronym 首字母拼音词 AIDS ；back-formation 逆构词法 editor--editanalogical creation 类似构词 work--wrought/workedtypes of borrowing 借词法：loanword/borrowing 借词 feast（法语中借来）loanblend 混合借词 Chinatown （本国加外来）loanshift 转移借词 bridge （借用意义）loan translation 翻译借词（从别种语言翻译而来）4、词义变化broadening 词义扩大 bird 小鸟--鸟类；narrowing 词义缩小 girl 年轻人--女孩meaning shift 词义转移；class shift 词性转换；folk etymology 俗词源（错多了成了对的）四、句法学（Syntax） P911、句法关系syntagmatic relation 组合关系（horizontal relation/chain relation）构成同一形式、序列或结构paradigmatic relation 聚合关系（vertical relation/choice relation）各要素可相互替换relation of co-occurrence 共现关系（不同集合的词语一起组成句子）2、句子结构和成分immediate constituent analysis 直接成分分析法（IC分析法）The boy ate the apple. 用树形图（tree diagram）一般句子，主谓宾之类的endocentric construction 向心结构一个词或词组可以确定为中心（center）或中心词（head）two stone bridge 一般名词/动词/形容词短语exocentric construction 离心结构没有确定的中心或中心词 The boy smiled. 一般动宾/系表结构deep structure 深层结构（含义相同，说法不同）surface structure 表层结构（句子表述方式）五、语义学（Semantics） P931、涵义关系（Sense Relations）lexical relation 词汇关系（1）同义关系（Synonymy）synonyms 同义词stylistic 文体差别(formality) buy--perchase ；dialectal 地域差别underground--subwaycollocational 搭配差别 accuse(of)--charge(with) ；emotive 情感差别 thrifty--stingy ；semantic 语义差别 enough--ample（2）反义关系（Antonymy）antonyms 反义词 relational opposites 意义相反词gradable antonymy 等级反义 warm--coolcomplementary antonymy 互补反义 boy--girlconverse antonymy 反向反义关系 buy--sell（3）上下义关系（Hyponymy）种类和成员包括上坐标词（superordinate）和下义词（hyponymy） flower--rose/tulip（4）一词多义（Polysemy）（5）同音/同形异义现象（Homonymy）homophone 同音异义 sun--sonhomograph 同形异义 liecomplete homonym 完全同音同形异义 bank 岸边；银行2、句子逻辑关系 iff--充分必要条件“S is true iff P”P就是S的真值条件（truth condition）P（1）synonymy 同义关系“X is synonymous with Y.”同真同假 P95（2）contradiction 矛盾关系“X is inconsistent with Y.”一真一假（3）entailment 蕴含关系“X entails Y.” X小，Y大 X：old man Y：man（4）presupposition 预设关系“X presupposes Y.” Y是前提 X：repair the car Y：have a car六、语用学（Pragmatics） P961、言语行为理论（Speech Act Theory）（1）locutionary act 发话行为（说话人表达字面意思）is the act of saying something which is meaningful an can be understood.（2）illocutionary act 行事行为（说话人表达意图）is the act in saying something to perform a function.（3）perlocutionary act 取效行为（作用于听话人的效果）is the results or effects that are produced by means of saying something.言外之意（illocutionary point）：representatives 阐述类； directives 指令类； commissives 承诺类；expressives 表达类； declarations 宣告类2、会话含义理论（Conversational Principle/Maxim） violate 违反 P97cooperative principle,CP 合作原则（会话有共同目标）“Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.”（1）the maxim of quantity数量准则（信息充分）（2）the maxim of quality质量准则（说实话）（3）the maxim of relation相关准则（说相关的事）（4）the maxim of manner方式准则（清楚简洁避免歧义）conversational implicature 会话含义（用会话准则暗示意义）（1）calculability 可推导性（含义能理解）（2）cancellability 可取消性（defeasibility）（因素变化，含义变化）（3）non-detachability 不可分离性（含义依附于内容）（4）non-conventionality非规约性（含义不确定）七、修辞学（Rhetoric）问法：rhetoric/rhetorical device 修辞策略 P981、simile明喻 like,as...as,as if,as though,similar to,such as2、metaphor隐喻（暗含比较） elephant pause3、personification拟人（把事物或概念当做人）4、metonymy借代（用事物的名称代替亲密相关的另一事物）5、synecdoche提喻（部分代替整体或整体代替部分） hand/mouth--man6、euphemism婉言 die--pass away7、irony反语（意思相反）8、allegory讽喻9、exaggeration夸张（夸大或缩小使表达生动有趣）10、transferred epithet移位修辞 nervous exam11、oxymoron矛盾修辞 bitter-sweet memory12、pun双关语（homophonic puns 谐音双关；homographic puns 语义双关）八、语言教学 P1001、中介语（interlanguage）2、对比分析（contrastive analysis）3、错误分析（error analysis）（1）error错误（因为知识不足）mistake失误（不注意犯错）（2）interlingual errors语际错误（迁移错误）因为母语 Cnglishintralingual errors语内错误（发展性错误）因为过度概括语言规则 eat-eated(错)4、错误性质：omissions 省略（少成分）；additions 添加（多成分）；misformations 形式错误（eated）；double markings 双重标记（didn’t went）；misorderings 顺序错误（how you are）5、我国外语学习者错误类型（1）negative transfer 负迁移/干扰因为母语（2）over-generalization过度类推/过度概括因为过度概括语言规则（3）pragmatic failure语用错误违反对方的文化习俗6、第二外语习得理论（Second Language Acquisition,SLA）（1）Acquisition-Learning Hypothesis语言习得和学得假说（习得和学得两条不同的途径）（2）Monitor Hypothesis语言监察假说（学习者自己监督控制语言输出质量）（3）Input Hypothesis语言输入假说（接触理解可理解性语言输入comprehensible input）（4）Affective Filter Hypothesis情感过滤假说（输入input和吸收intake受到动力motivation、性格personality、情感状态affective state）（5）Natural Order Hypothesis自然顺序假说（可以不按任何语法顺序来教学）第二章英语语言运用能力一、教学中的非语言交际1、非语言手段 P118environment language环境语（座位安排、时间信息、室内标示装饰、声音灯光等）object language客体语（个人，衣着化妆、个人用品等）2、非语言行为body language体态语（身姿、手势、表情、目光）paralanguage 副语言（声音音质、音量、语调、语速）第三章英语国家的语言、历史和文学三、语言、文化和社会1、局部结构 P131毗邻对（adjacency pairs）一轮对话（1）毗邻对的条件相关性（conditional relevance）preferred second part/preference structure 优选结构 Hidispreferred second part/dispreference structure 非优选结构relevant absence 相关缺失（2）毗邻对的扩展base pairs 根毗邻对（被其他会话扩展之前的毗邻对）前扩展，指前序列（pre-sequences），包括邀请、请求、结束、宣告中扩展，包括插入序列（insertion sequences）和旁侧序列（side sequences）后扩展，指后序列（post sequences），包括会话修正和主体化2、会话修正会话修正机制三个部分：修正源（trouble source）、修正的发起（repair initiation）、修正（repair）lexical 词汇启动（no,sorry,let me see,you know）non-lexical 非词汇启动（um..,uh..）四、语言与文字1、小说语言 P134（1）小说与视角first-person narrator 第一人称叙述者（I）third-person narrator第三人称叙述者（he,she,it,they）（2）语言表达与思想表达direct speech 直接言语（“F**k you”）indirect speech间接言语（he said/asked）free indirect speech 自由间接言语第二部分语言教学知识与能力第一章初中英语课程标准一、初中英语课程基础知识1、英语课程的性质 P149The nature of English Curriculum is instrumentality/tool and humanity.（工具性和人文性）Students’ overall development is the motivation and goal of the English curriculum.2、英语课程的设计思路The design of the new National English Curriculum unifies both primary and secondary school English into one continuum of development and divides English language teaching and learning into nine competence-based levels by adopting the international general classification method.Level 5 is the required standard for the end of junior middle school. Level 2--primary school二、英语课程的分级标准 P1541、语言技能（Language Skills）Overall performance objectives for each level are given in addition to detailed descriptions of abilities regarding language knowledge, language skills, affect, learning strategies as well as cultural awareness for relevant levels.2、语言知识（Language Knowledge）（语音、词汇、语法、功能和话题）Students are required to learn consists of phonetics, vocabulary, grammar, function and theme.3、情感态度（Affect）（兴趣、动机、自信、意志和合作精神；祖国意识和国际视野）interest, motivation, confidence, will and cooperation; National consciousness and international vision.4、学习策略（Learning Strategies）（认知、调控、交际、资源）Learning strategies can be classified into four groups: cognitive strategy, regulative strategy, communicative strategy and resourcing strategy.5、文化意识（Cultural Awareness/Understanding）（历史地理、风土人情、传统习俗、生活方式、行为规范、文学艺术、价值观念）Historical geography, local customs, traditional customs, lifestyle, norms of behavior, literature and art, values.三、英语课程的实施建议 P1611、教学建议（1）面向全体学生，为每个学生学习英语奠定基础（2）注意语言实践，培养学生的语言运用能力（3）加强学习策略指导，培养学生自主学习能力（4）培养学生的跨文化交际意识，发展跨文化交际能力（5）结合实际教学需要，创造性地使用教材（6）合理利用各种教学资源，提高学生的学习效率（7）组织生动活泼的课外活动，拓展学生的学习渠道（8）不断提高专业水平，努力适应课程要求第二章初中英语教学基本理论一、语言观（Views of Language） P1731、语言的概念Language is a system of arbitrary vocal symbols used for human communication.2、语言的本质特征/设计特性（design features）（1）arbitrariness 任意性（体现了convention规约性）（2）duality 二重性（basic level, higher level基层和高层）（3）creativity 创造性/productivity能产性（4）displacement 移位性（赋予generalizations, abstractions概括和抽象）（5）cultural transmission 文化传习性3、语言的功能（Functions of Language）（1）informative function信息功能（2）interpersonal function人际功能（3）performative function施为功能（4）emotive function情绪功能（5）phatic function寒暄功能（6）recreational function娱乐功能（7）metalingual function元语言功能4、语言学角度的语言观（1）The Structural View of Language 结构语言观the structural view sees language as a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax.（2）The Function View of Language 功能语言观the function view sees language not only as a linguistic system but also as a means for doing things.（3）The Interactional View of Language 交互语言观（interaction, dynamics交互性和动态）the interactional view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.二、语言学习观（Views of Language Learning） P1761、语言学习理论（1）Behaviorist Learning Theory 行为主义学习理论Behaviorism is an approach to psychology that arouses out of the ideas that attempted to explain all learning in terms of some form of conditioning (stimulus, response, and reinforcement)（2）Cognitive Learning Theory认知主义学习理论Cognitive theory thinks that “language is a intricate rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced”.（3）Constructivist Learning Theory构建主义学习理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows.最近发展区理论 Zone of Proximal Development三、语言教学观（Views of Language Teaching） P1781、语言教学理论（结构主义教学理论、认知主义教学理论、社会语言学理论）四、外语教学法的主要流派1、grammar-translation method 语法翻译法2、audio-lingual method 听说法（pattern drill 句型操练、contrastive analysis对比分析法）3、total physical response 全身反应教学法 P1814、cognitive approach 认知教学法（提高accuracy, appropriateness得体性）5、communicate approach 交际法（包含function,notion功能和意念） P183（1）交际能力（communicative competence）grammatical competence 语法能力、sociolinguistic 社会语言能力、discourse 语篇能力、strategic 策略能力、linguistic 语言能力、pragmatic语用能力、fluency流利性（2）3P教学模式：presentation--practice--production6、task-based approach任务型教学 P184（1）real-world tasks /target tasks 目标任务； pedagogical tasks 教学任务（2）任务的四个构成元素：objective、context、process、outcome（3）information gap 信息差/信息沟activities must have clear and attainable objectives./should be confined to the classroom context./should help develop students’ language ability.（4）constructivism learning theory建构主义学习理论（强调scene, writing, conversation, and meaning construction情景、写作、会话和意义建构）（5）任务型教学的三个环节：pre-task前任务、task-cycle任务环（task、planning、report）、language focus语言聚焦（analysis、practice）第三章初中英语语言知识教学一、语音教学 P1921、语音教学的内容The realistic goal of teaching pronunciation should be①consistency: the pronunciation should be smooth and natural.②intelligibility: the pronunciation should be understandable to the listeners.③communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.2、Pronunciation knowledge teaching发音知识教学（monophonic, alphabet, phonetic symbols单音、字母、音标）3、Flow of language teaching语流教学（sounds, stress, rhythm, and intonation重音、节奏、语调）4、The principle of phonetic teaching语音教学的原则（accuracy, long-term, integrity, communication, pertinence, interest准确性、长期性、整体性、交际性、针对性、趣味性原则）5、The teaching method of phonetics语音的教学方法 P195（1）Sound perception听音感知练习方法：using minimal pairs 最小对立体(live--leave)、which order 排序、same or different 辨别异同、odd one out 同中选异、completion 填空（2）Imitation and explanation 模仿讲解personally demonstration、imitate、 practice亲自示范，反复模仿、练习（3）Pronunciation practice发音练习练习方法：listen and repeat 听音模仿、fill in the blanks 填空、using pictures 借助图片、using meaningful context 借助情景make up sentences 造句、using togue twisters运用绕口令（4）语流教学（见上）慢动作（slow motion speaking）二、词汇教学 P197 language teaching theories 理论构成：receptive/passive vocabulary 接受性/消极词汇和productive/产出性/积极词汇1、Learning content教学内容（1）word meaning 词汇的意义 include learning form,meaning and use.Knowing a word means: knowing its pronunciation and stress/ its spelling and grammatical properties/ its meaning/ how and when to use it to express the intended meaning.词汇意义包括conceptual meaning 、 associated meaning 概念意义和关联意义概念意义：词典中意思，即literal meaning/ denotation 字面意思/词汇的外延、关联意义：文化含义与语境意义，又称connotation 词汇的内涵( learn in the context )（2）word use 词汇的用法包括：collocation/ phrases/ idiom/ style/ register 搭配、词组、习语、风格、语域（3）word information 词汇信息包括：part of speech/ prefixes/ suffixes/ spelling/ pronunciation/ grammar features 词类、前缀、后缀、拼写、发音、语法特征（4）word memory strategies 词汇记忆策略avoid rote-learning 避免死记硬背 word-building构词法猜测词义2、Learning principle教学原则（1）音形义结合 pronounce、spelling、meaning（2）词块整体教学 lexical chunks ( knowledge of collocation 搭配)（3）具体语境中教 learn in the context（4）循序渐进 step by step（5）反复练习巩固记忆 review（6）培养自学词汇能力 deduce the meaning of words猜测词义3、Teaching method教学方法 P200（1）呈现词汇:visual/physical demonstration 直观呈现Word-building 构词法、synonym/antonym(opposites)同义反义词、翻译、举例、问答 verbal context/ situation 结合语境/创设情境运用词汇学习策略，如chunks/ reasoning/ analog/ using dictionary归类/推理/类比/查字典（2）巩固词汇：labelling/ spot the difference/ describe the draw/ play a game/ word bingo/word association贴标签/找茬/描述绘画/玩游戏（宾果）/词汇联想三、语法教学 P2011、Content 教学内容grammar语法具有Three dimensions三维性：form, meaning and usage形式、意义和用法semantic语义包括grammatical form/the grammatical meaning of thestructure/contents of meaning语法形式、结构的语法意义和内容意义task 教学任务：语法rules规则的cognition/ drill/ application认知/操练/应用、the generation of grammar consciousness语法意识的生成2、Principle 教学原则（交际性/实践性、集中分散相结合、趣味性/通俗性）grammar teaching should be:(1)collocational:the grammar should be built on collocational relations between individual lexical items and their subcategories.(2)Constructive:one's knowledge of grammar is built bit by bit,which closely model the way language is learned and used.(3)Contextual:syntactic and lexical choices are explicitly related to pragmatic ones,and to social and cultural contexts.(4)Contrastive:grammar involves drawing the learner's attention to contrast the differences between the target language and other languages,and between sets of similar features and items of the target language.3、Method教学方法 P202（1）deductive method 演绎法（讲解规则，结合实例分析用法，句型练习）features: It saves time/pays more attention to form/teaches grammar in a decontextualized situation脱离上下文（2）inductive method 归纳法（学生自行归纳语法规则）start with examples and guides ss to work out the rules（3）guided discovery method 引导发现法（学生归纳总结语法规则，老师强化其形式意义）四、语篇教学 P2041、概念和结构（1）Conception 概念discourse pattern语篇可以是dialogue、monologue对话、独白，包括written/spoken language 书面语、口语，form形式上是cohesion衔接的，semantic语义上是coherence 连贯的（2）Tactic pattern结构模式语段/句群、句际关系（并列、顺序、层递、转折）（3）Cohesive device 衔接手段logical connectors逻辑纽带（firstly, thus, on the other hand, if not）grammatical connectors语法纽带（时态什么的）Lexical connectors词汇纽带（repetition重复、synonym/antonym(opposites)同义/反义词）Develop ss’ skill of recognizing discourse patterns训练方式：checking the logic of the author’s arguments.getting the scrambled sentences into a paragraph.(focus on textual coherence) marking out common openers to stories and jokes.2、教学内涵Aims at developing ss’ discourse awareness.(teacher asks ss to concentrate on such features as structure, coherence and cohesion of a text)3、教学方法 P207overall effectiveness整体性效能（用knowledge transfer知识迁移实现，重在cultivate application ability应用能力培养）、overall grasp of the discourse语篇的整体把握Teaching language at the discourse level :utterance function / expected response/ congratulation/ apology/ acceptance/ inform.第四章初中英语语言技能教学 P212一、听力教学1、影响听力的主要因素（1）objective factor客观因素：types of language used 语言特征（语速/tone音调/pause停顿/liaison连读）、task or purpose in listening 听力任务、context in which the listening occurs文化背景知识（2）subjective factor主观因素：psychological心理因素、knowledge skills知识技能因素、methods and tactics方法与策略因素2、听力教学的要领（1）合理选择听力material材料（authenticity真实性、intelligibility可理解性、diversity/variety多样性）（2）建立专门的听力training system训练体系（3）优化心理氛围，降低焦虑感（arouse interest调动兴趣、放松）（4）重视听的过程中的skill training技巧训练prediction 预测、guess 猜测、coherent memory 连贯记忆（note-taking）、identifying the discourse markers辨认语段标记（5）科学设计听力练习3、听力训练的type类型 P216（1）Focus listening精听（tonal discrimination辨音、gap filling填空、dictation 听写）听写形式：dictogloss听释、fast-speech dictation快速听写、pause and paraphrase听写大意、listening cloze 完形听写、error identification纠错听写、jigsaw identification线索听写（2）Gist listening泛听( decide on the best title )（3）Free listening随意听4、听力教学model模式（1）Bottom-up model“自下而上”（强调language knowledge语言知识）（2）Top-down model“自上而下”（侧重background information背景知识）5、听力教学的过程 P218（1）Pre-listening tasks 听前环节（brainstorming/discuss a relevantpicture/writing question about the topic/associating vocabularies with the topic）（2）While-listening tasks听中环节（辨音、获取主要信息、预测、猜词悟义）（3）Post-listening tasks 听后环节（writing a similar text作文、discussion讨论）二、口语教学 P2191、Spoken language口语的特点（fragmentation结构不完整性、involvement人和场合紧密依存性）（1）语法特征:There are four common features of spoken language:Using less complex syntax.语法Taking short cuts, sentences.(and, or,but)Using fixed conventional phrases/chunks.俗语(fashionable word, two-part allegorical saying,colloquialism,slang,phrasal verbs 歇后语/口语词/俚语/短语动词)Using devices such as fillers,hesitation device to give time to think before speaking.结构特征：往往借助filler补白词（you know, let me see, um）形象特征：说话人的表情、语气及态度等body language身体语言；音质/声调/重音/停顿（2）口语的交际特点“说”受语言rule规则支配/时间factor因素制约/对方response反应影响2、口语教学的要领（1）在听的基础上培养说的能力（使输入的信息量大于输出的信息量）（2）组织多样化的口语活动形式口语活动类型：pre-communicative activities 前交际活动（操练/模仿/重复）和communicative activities 交际活动（信息差活动/解决问题活动/讨论/辩论/采访/游戏）（3）正确处理准确与流利的关系Accuracy( identify particular phonemes on tape )Fluency( shouldn’t interrupt )（4）创造浓厚外语氛围，鼓励学生敢说乐说The characteristics of a successful speaking task:maximum foreign talk/even participation/high motivation/right language level （5）合理选择口语组织形式，增加学生开口的机会（小组形式/单双人活动）3、口语训练的方法imitativeness模仿性、monologue独白性、performing表演性的口语表达三、阅读教学 P2231、外语阅读的type/form类型（1）根据阅读方式和技巧的不同划分Adaptive reading适应性阅读recognition--read--silent-reading认读--朗读--默读Learning reading学习型阅读plain substance主旨浅显information信息量大，强调阅读速度comprehension理解性阅读real material材料真实、wide theme题材广泛、various types体裁多样，higher difficulty 难度较高（2）根据阅读方式和技巧的不同划分Skinning 面式读法/略读（掌握全文大意或中心思想；报刊、新书）quickly get the gistScanning 点式读法/寻读/跳读（查找具体信息；时间、人名、地点、数字）specific informationIntensive reading 线式读法/精读（详细地阅读，深入分析、理解和记忆）read in detailExtensive reading 纵式读法/泛读（广泛地阅读，阅读速度、快速理解能力、拓宽视野） facilitate process of accumulating vocabulary / increasing target language expose/ broadening scope of vision（3）根据阅读理解的层次划分Literal comprehension 字面理解（依靠语言知识/能力辨认词义和语法结构）language knowledge/competence identify meaning and grammatical structure Inferential/interpretive comprehension 推断性理解（经历、直觉、逻辑判断理解未明示信息）experience/ intuition/ logic judge and understand unexpressed information Evaluative comprehension 评价性理解/应用性理解（理解文章信息的价值）valueAppreciative comprehension 欣赏性理解（情感熏陶和思想启迪）Emotional influence and thought enlightenment2、阅读教学的要领 P226（1）合理选择阅读材料Language difficulties 难度（难于略高于学习者现有水平）higher than present levelInterest 趣味性（充满可读性，激发求知欲和好奇心）readability、thirst for knowledge and curiosityAuthenticity 真实性（英语本族语者撰写）written by native English speakersComprehensiveness 宽泛性（内容反映历史、人物、风土人情、文化习俗以及时尚流行，体裁和题材丰富多样）content various type or forms of literature and theme（2）建立分析性（精读）与综合性（泛读）相结合的阅读教学体系分析性阅读与综合性阅读教学的分工改进现行分析性阅读教学模式，落实阅读训练综合性阅读教学应正规化、课程化（3）重视阅读three elements三要素的培养vocabulary词汇、comprehend理解（topic sentence主题句）、speed速度（4）重视阅读过程中的技巧训练prediction预测、reading for specific抓中心思想、reading for specific information 获取特殊信息、inferring推理（reading between the lines）、identifying the discourse types确认语篇3、阅读教学的approach模式 P229（1）The top-down model 自上而下模式为主（pre-reading activities读前环节活动的开展）（2）The bottom-up model 自下而上模式为辅（小到大的语言文字单位，重视词汇教学） teaching a text by introducing new vocabularies or structuresfollow the sequence of teaching new words, sentences and then the whole passage （3）The interactive-compensatory approach交互补偿模式4、阅读教学的过程（1）Pre-reading tasks 读前环节（背景知识、写作风格、西方风俗）predicting what a passage is about/ creating a word web related to a topic/ sharing what is already known about a topic（2）While-reading tasks读中环节（保障充足阅读时间、阅读技能训练）（3）Post-reading tasks 读后环节（思维和实践活动）四、写作教学 P2311、写的教学要领（1）Motivate writing motivation 激发写作动机communicative purpose; audience awareness 交际目的读者意识（2）指导写作技巧：写的单项训练（结合语音教学）语篇写作技巧（design skills构思技巧；过程构思、文本构思；model essay范文是有力工具）skill of planning: finding ideas and put them in order（3）根据不同文体风格指导相应的写作策略Formal writing 正式文体（第三人称）typical feature: the precision of language is a priority 语言精确优先well-organized structure 有序的结构wide range of vocabulary and structural patterns 有结构的模式technical terms and definitions 专用名词和定义Informal writing 非正式文体（一、二人称）typical feature: short and incomplete sentences are common 多为短句、简单句（4）分阶段设计教学活动，训练写作技能Controlled writing 控制性写作（gap filling/ transcribe/ sentence pattern transformation填空/抄写/句型转换）Guided writing 指导性写作（completion/ reproduction/ compression/ transformation 续写/复写/缩写/转写）Free writing 自由写作（5）写、correct/ amend改、evaluate评相结合2、写作教学的模式（1）Product-oriented approach注重结果（给题目--写--改，注重语篇整体）（2）Content-oriented approach注重内容（收集材料--组织文章--修改，写前准备）（3）Process-oriented approach注重过程（准备--写作--修改--再改，写作能力）what/how to write peer-editing3、写作教学的process过程（1）Pre-writing tasks写前环节的任务和活动（gather and organize ideas激发写作动机）The main procedures of process writing include creating a motivation to write, brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofreading and conferencing.（2）While-writing tasks写中环节的任务和活动（organize written组织成文）drafting, peer-editing, revising（3）Post-writing tasks写后环节的任务和活动（comments and feedback 点评和反馈） conferencing第三部分教学设计第一章教学设计skill技能一、教学设计概述 P2411、概念：传统的instructional design 教学设计即lesson planning 备课考虑“如何学”最核心的部分是lesson plan 教案It’s a teaching guide/ It takes into account syllabus教学大纲 and ss./It describes in advance提前 what about how to teach.2、教学设计principle原则aims目标性原则 variety 多样性原则 flexibility 灵活性原则learnability可学性原则 linkage 衔接性选择 feasibility 可行性原则3、教学设计的basic requirements基本要求A language lesson plan usually has the following components:background information,teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher's after-lesson reflection.4、教学设计新concept理念（1）学生参与课堂设计的自主性（2）教学设计贯穿课堂教学的全过程（3）教学设计的确定性与不确定性相统一5、教学设计的pattern模式Analysis----design----evaluation 分析----设计----评价分析：学习需求（学习objectives目标分析是关键）、学习者、学习content内容设计：教学strategy策略、教学course过程（task appearance--preparation--accomplishment--consolidation 任务呈现--任务准备--任务完成--语言巩固）、教学technique技术评价：教学target目标是否达成是评价教学设计有效性的关键反馈修正（feedback correction）：教学评价能够提供大量的教学反馈信息6、英语教学设计的concrete form 具体形式（1）表格式 table form分别陈述学生/教师活动，说明活动目的/意图，突出教学design 设计的理念（2）流程图式 flow chart form 展示教学process过程（format格式不同）（3）叙述式 narrative form二、学情分析 P2481、学习者分析（1）认知特征（2）学习风格 authority-oriented learners崇尚权威型；analytical learners分析型； concrete learners具体型；communicative learners交际型（3）学习方式 accepted 接受性；experience 体验性；independent 自主性；Cooperation 合作性；exploration 探究性2、学习需求分析（1）learning needs的内涵学习目前状态与期望状态之间的差距（2）学习需求分析的内容和方法data collection 数据采集；analyze 分析三、教学内容分析 P2511、教学内容的选择把握fundamentality基础性（vocabulary/ syntactic structure/ language competence/ learning strategy/ cultural knowledge词汇/句法结构/语言能力/学习策略/文化知识）adaptation 适应性（age/ cognitive characteristic 年龄/认知特点）high frequency高频性（frequently used经常使用的）enjoyment 趣味性（激发学习兴趣，保证学习effectiveness 有效性）2、正确理解textbook教材（1）分析教材 textbook evaluation provides authentic language/ matches the needs of learners/ can help realize the objectives of a language program（2）处理教材的方法（LARA法：leave-adapt-replace-add）（3）教材的使用：活化教材、挖掘资源、选准话题（探究性、开放性、生成性）When a teacher using an ELT course book, he should:select appropriate supporting materials and resources.interpret curriculum goals and its expectations for the course.plan lessons in relation to specific goals, topics, texts, and tasks.3、Auxiliary teaching materials辅助教学材料的screening筛选（1）教学材料筛选的原则：启发式、因材施教、动态生成、适时适度（2）教学材料筛选的策略：遵循理念、吃透教材、研究学生（3）辅助教学材料的分类：知识类、技能类、课外活动类、教学辅助类、自主学习类四、教学目标 P2551、教学目标的陈述内容三个维度：knowledge objective/ ability objective/ emotion objective知识与技能、过程与方法、情感态度与价值观2、教学目标的陈述要素以行为目标来陈述教学目标，包括四个要素：ABCD模式A-audience 主体或听众（程度副词/百分比/范围副词）+主语（ss/learners）B-behavior 行为listen,sing,imitate,recite,depict,recognize,apply,understand,know,master,enjoyC-conditions 条件after this class, under the guidance of the teacher, after attending alecture,with the help of substances, through imitation/repeatD-degree 程度/标准clearly, fluently, correctly, efficiently, basically, preliminarily, smoothly, appropriately3、教学目标的陈述方式按照层级划分有三种goals,aims,objectives（course goals, teaching aims）（1）结果性目标（知识与技能）4、教学目标的陈述原则comprehensive、suitable、specific、 accurate全面、恰当（目标层次性/内容和已有知识一致性/教学活动连贯性）、具体、准确五、教学重难点 P2591、教学重难点的meaning涵义（1）Teaching key/ Important point教学重点。

教师资格证外语教育知识与能力简答题归
纳汇总
第一部分语言知识
语音知识
- 拼音规则及应用
- 四声规律和变调规律
- 音节结构、重读和轻读
- 特殊音（拼音中特有的音）
- 声调的意义、类型及区分
- 浊音、清音的发音及特点
- 同音异调、同调异音、多音字及其应用
- 外语中的读音规律及英语中重读音节规律
语法知识
- 中文句子成分及其功能
- 并列句、复合句和简单句的概念、特征、类型和结构
- 句子的语序及其特点
- 语法关系（主谓关系、动宾关系、定状补关系、并列关系、从属关系）
- 助动词的种类、用法及其含义
- 外语语法中的基本句型和时态
词汇知识
- 词类及其区分
- 同义词、反义词的辨析
- 单词的构成及其排序
- 多义词、近义词和错误词用法
第二部分形式与技巧
外语教学中的思维技巧
- 思维的类型和层次
- 思维技巧的种类和难点
外教教学中的语言技巧
- 外教教学中的情景语言（简介、道歉、询问等常用情景）
- 外教教学中的听说技巧（如声音的语调、正确发音等）
- 教学中的情态动词（如“可以”、“应该”等）
外语教学中的心理技巧
- 研究的目标和难点
- 研究的心态
结束语
以上就是本文对于教师资格证外语教育知识与能力简答题的归纳汇总，只要认真掌握上述内容，并且在实践中多加运用，相信一定能够取得优异的成绩。

第一部分语音知识1、元音vowel：单元音monophthong、双元音diphthong(1)按舌高部位的位置分：前元音front vowel、中元音central vowel、后元音back vowel(2)按发音的长短分：长元音long vowel、短元音short vowel；(3)按唇的园展分：圆唇元音rounded vowel、非圆唇元音unrounded vowel；(4)按舌抬起的高度分：高元音high vowel、中元音mid vowel、低元音low vowel；(5)按口型大小分：闭元音closed vowel、半闭元音semi-closed vowel、半开元音semi-open vowel、开元音open vowel2、辅音consonant：(1)按发音方式manner of articulation：塞音stop、擦音fricative、塞擦音affricate、鼻音nasal、边音lateral、近音approximant；(2)按发音部位place of 8巾3匕七。

门：双唇音bilabial、唇齿音labiodental、齿音dental、齿音后音post-alveolar、硬颚音palatal、软腭音velar、声门音glottal；(3)按声带振动vocal cord vibration：清辅音voiceless、浊辅音voiced(备注：两个或以上辅音连在一起的现象称为‘辅音连缀constant cluster’，如/tr//dz/)3、音节syllable 的类型：单音节monosyllable、双音节disyllable、m音节three-syllable>^ 音节multisyllable、成音节syllabication(一个辅音加上一个/l/或/m/或/n/)、重读音节stressed syllable4、语音现象phonetic phenomena：连读、重读accent、语调intonation、爆破、同化assimilation、省音elision第五章语言学知识1、语言是言语交际(verbal communication)的一种方式，是人类用于交流的一种任意的声音符号系统(a system of arbitrary vocal symbols)o2、语言的定义特征design features(1)任意性arbitrariness：是指语言符号的形式与其所表示的意义没有天然的联系。

2019年教师资格考试英语学科知识与教学能力知识点一、词汇教学的内容（一）意义（meaning）1.外延意义（denotative meaning）即概念意义（conceptual meaning）字面意义、词典中2.内涵意义（connotative meaning）同一个单词在不同文化和语境中可能有不同的意义e.g.dog：loyalty（二）词汇信息（basic information）词性（part of speech）、词缀（affixes）、词的拼写（spelling）、发音（pronunciation）、词法规则（lexical rules）、句法结构（syntax structures）（三）用法（usage）搭配（collocation）、短语（phrases）、习语（idioms）、风格（style）、语域（register）（四）策略（strategies）调控策略（controlling strategies）：属于元认知策略（metacognitive strategies）资源策略（resource strategies）、认知策略（cognitive strategies）记忆策略（memory strategies）、活动策略（strategies for organizing activities）二、词汇教学的原则（一）词汇选择原则1.所选词汇必须是经常出现的词汇2.所选词汇必须能够用于其他活动3.所选词汇应具有一定的代表性（二）系统性原则展示词汇之间的系统性、联系性，化机械记忆为理解性记忆。

系统性主要关注词汇的形音练习、形义联系、结构联系、语义和用法联系等。

（三）文化性原则（四）呈现原则词汇的呈现应坚持直观性、情景性和趣味性。

（五）运用原则给学生创设具体运用词汇的条件和语境让学生使用词汇，让学生在运用中加深对词汇意义的理解，掌握词汇的用法和功能。

三、词汇教学模式（一）PPT模式1.呈现presentation：教师借助实物、图片、视频、行为等方式呈现单词的意义和用法。

初中英语教资考试知识点超详细考点总结第⼀部分语⾔知识与能⼒第⼀章英语语⾔知识⼆、语⾳（Speech Sounds）P781、语⾳分类发⾳⽅式发⾳部位VL - 清浊⾳（voiceless consonant）VD - 浊辅⾳（voiced consonant）2、⾳系学（phonology）P79（1）同化规则（assimilation Rule）progressive assimilation 顺同化（前⾯带偏后⾯）workedregressive assimilation 逆同化（后⾯带偏前⾯）newspaperreciprocal/double assimilation 互相同化did you（2）⾳节（syllable）tea chi-na im-pos-si-ble重⾳（stress）声调（tone）（3）语⾳变化（vocal variety）liaison 连读pick it upplosion 爆破⾳plosion loss 失去爆破sit down ；incomplete plosion 不完全爆破ask ednasal plosion ⿐腔爆破button ；lateral plosion ⾆边爆破little三、形态学（Morphology）1、morpheme 词素重点！P87（1）free morpheme ⾃由词素dog ；bound morpheme 黏着词素moonwalk（2）root 词根；affix 词缀（prefix 前缀、suffix 后缀）；stem 词⼲friend-ships （3）inflectional affix 屈折词缀-s,-ing,-ed不同形式（4）derivational affix 派⽣词缀改变词性和意义2、（1）inflection 屈折变化-s,-ing,-ed不同形式（2）word-formation 词的形成：compounding 复合法through-outderivation 派⽣法（prefixation 前缀化suffixation 后缀化）il-logical-ly3、常见构词法P89invention 新创词nylon ；blending 混成法smoke+fog=smogclipping 截断法advertisement=ad ；initialism ⾸字母连写词WTOacronym ⾸字母拼⾳词AIDS ；back-formation 逆构词法editor--editanalogical creation 类似构词work--wrought/workedtypes of borrowing 借词法：loanword/borrowing 借词feast（法语中借来）loanblend 混合借词Chinatown （本国加外来）loanshift 转移借词bridge （借⽤意义）loan translation 翻译借词（从别种语⾔翻译⽽来）4、词义变化broadening 词义扩⼤bird ⼩鸟--鸟类；narrowing 词义缩⼩girl 年轻⼈--⼥孩meaning shift 词义转移；class shift 词性转换；folk etymology 俗词源（错多了成了对的）四、句法学（Syntax）P911、句法关系syntagmatic relation 组合关系（horizontal relation/chain relation）构成同⼀形式、序列或结构paradigmatic relation 聚合关系（vertical relation/choice relation）各要素可相互替换relation of co-occurrence 共现关系（不同集合的词语⼀起组成句⼦）2、句⼦结构和成分immediate constituent analysis 直接成分分析法（IC分析法）The boy ate the apple. ⽤树形图（tree diagram）⼀般句⼦，主谓宾之类的endocentric construction 向⼼结构⼀个词或词组可以确定为中⼼（center）或中⼼词（head）two stone bridge ⼀般名词/动词/形容词短语exocentric construction 离⼼结构没有确定的中⼼或中⼼词The boy smiled. ⼀般动宾/系表结构deep structure 深层结构（含义相同，说法不同）surface structure 表层结构（句⼦表述⽅式）五、语义学（Semantics）P931、涵义关系（Sense Relations）lexical relation 词汇关系（1）同义关系（Synonymy）synonyms 同义词stylistic ⽂体差别(formality) buy--perchase ；dialectal 地域差别underground--subway collocational 搭配差别accuse(of)--charge(with) ；emotive 情感差别thrifty--stingy ；semantic 语义差别enough--ample（2）反义关系（Antonymy）antonyms 反义词relational opposites 意义相反词gradable antonymy 等级反义warm--cool complementary antonymy 互补反义boy--girlconverse antonymy 反向反义关系buy--sell（3）上下义关系（Hyponymy）种类和成员包括上坐标词（superordinate）和下义词（hyponymy）flower--rose/tulip（4）⼀词多义（Polysemy）（5）同⾳/同形异义现象（Homonymy）homophone 同⾳异义sun--sonhomograph 同形异义liecomplete homonym 完全同⾳同形异义bank 岸边；银⾏2、句⼦逻辑关系iff--充分必要条件“S is true iff P”P就是S的真值条件（truth condition）P （1）synonymy 同义关系“X is synonymous with Y.”同真同假P95（2）contradiction ⽭盾关系“X is inconsistent with Y.”⼀真⼀假（3）entailment 蕴含关系“X entails Y.”X⼩，Y⼤X：old man Y：man（4）presupposition 预设关系“X presupposes Y.”Y是前提X：repair the car Y：have a car六、语⽤学（Pragmatics）P961、⾔语⾏为理论（Speech Act Theory）（1）locutionary act 发话⾏为（说话⼈表达字⾯意思）is the act of saying something which is meaningful an can be understood. （2）illocutionary act ⾏事⾏为（说话⼈表达意图）is the act in saying something to perform a function.（3）perlocutionary act 取效⾏为（作⽤于听话⼈的效果）is the results or effects that are produced by means of saying something. ⾔外之意（illocutionary point）：representatives 阐述类；directives 指令类；commissives 承诺类；expressives 表达类；declarations 宣告类2、会话含义理论（Conversational Principle/Maxim）violate 违反P97cooperative principle,CP 合作原则（会话有共同⽬标）“Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.”（1）the maxim of quantity数量准则（信息充分）（2）the maxim of quality质量准则（说实话）（3）the maxim of relation相关准则（说相关的事）（4）the maxim of manner⽅式准则（清楚简洁避免歧义）conversational implicature 会话含义（⽤会话准则暗⽰意义）（1）calculability 可推导性（含义能理解）（2）cancellability 可取消性（defeasibility）（因素变化，含义变化）（3）non-detachability 不可分离性（含义依附于内容）（4）non-conventionality⾮规约性（含义不确定）七、修辞学（Rhetoric）问法：rhetoric/rhetorical device 修辞策略P981、simile明喻like,as...as,as if,as though,similar to,such as2、metaphor隐喻（暗含⽐较）elephant pause3、personification拟⼈（把事物或概念当做⼈）4、metonymy借代（⽤事物的名称代替亲密相关的另⼀事物）5、synecdoche提喻（部分代替整体或整体代替部分）hand/mouth--man6、euphemism婉⾔die--pass away7、irony反语（意思相反）8、allegory讽喻9、exaggeration夸张（夸⼤或缩⼩使表达⽣动有趣）10、transferred epithet移位修辞nervous exam11、oxymoron⽭盾修辞bitter-sweet memory12、pun双关语（homophonic puns 谐⾳双关；homographic puns 语义双关）⼋、语⾔教学P1001、中介语（interlanguage）2、对⽐分析（contrastive analysis）3、错误分析（error analysis）（1）error错误（因为知识不⾜）mistake失误（不注意犯错）（2）interlingual errors语际错误（迁移错误）因为母语Cnglishintralingual errors语内错误（发展性错误）因为过度概括语⾔规则eat-eated(错) 4、错误性质：omissions 省略（少成分）；additions 添加（多成分）；misformations 形式错误（eated）；double markings 双重标记（didn’t went）；misorderings 顺序错误（how you are）5、我国外语学习者错误类型（1）negative transfer 负迁移/⼲扰因为母语（2）over-generalization过度类推/过度概括因为过度概括语⾔规则（3）pragmatic failure语⽤错误违反对⽅的⽂化习俗6、第⼆外语习得理论（Second Language Acquisition,SLA）（1）Acquisition-Learning Hypothesis语⾔习得和学得假说（习得和学得两条不同的途径）（2）Monitor Hypothesis语⾔监察假说（学习者⾃⼰监督控制语⾔输出质量）（3）Input Hypothesis语⾔输⼊假说（接触理解可理解性语⾔输⼊comprehensible input）（4）Affective Filter Hypothesis情感过滤假说（输⼊input和吸收intake受到动⼒motivation、性格personality、情感状态affective state）（5）Natural Order Hypothesis⾃然顺序假说（可以不按任何语法顺序来教学）第⼆章英语语⾔运⽤能⼒⼀、教学中的⾮语⾔交际1、⾮语⾔⼿段P118environment language环境语（座位安排、时间信息、室内标⽰装饰、声⾳灯光等）object language客体语（个⼈，⾐着化妆、个⼈⽤品等）2、⾮语⾔⾏为body language体态语（⾝姿、⼿势、表情、⽬光）paralanguage 副语⾔（声⾳⾳质、⾳量、语调、语速）第三章英语国家的语⾔、历史和⽂学三、语⾔、⽂化和社会1、局部结构P131毗邻对（adjacency pairs）⼀轮对话（1）毗邻对的条件相关性（conditional relevance）preferred second part/preference structure 优选结构Hidispreferred second part/dispreference structure ⾮优选结构relevant absence 相关缺失（2）毗邻对的扩展base pairs 根毗邻对（被其他会话扩展之前的毗邻对）前扩展，指前序列（pre-sequences），包括邀请、请求、结束、宣告中扩展，包括插⼊序列（insertion sequences）和旁侧序列（side sequences）后扩展，指后序列（post sequences），包括会话修正和主体化2、会话修正会话修正机制三个部分：修正源（trouble source）、修正的发起（repair initiation）、修正（repair）lexical 词汇启动（no,sorry,let me see,you know）non-lexical ⾮词汇启动（um..,uh..）四、语⾔与⽂字1、⼩说语⾔P134（1）⼩说与视⾓first-person narrator 第⼀⼈称叙述者（I）third-person narrator第三⼈称叙述者（he,she,it,they）（2）语⾔表达与思想表达direct speech 直接⾔语（“F**k you”）indirect speech间接⾔语（he said/asked）free indirect speech ⾃由间接⾔语第⼆部分语⾔教学知识与能⼒第⼀章初中英语课程标准⼀、初中英语课程基础知识1、英语课程的性质P149The nature of English Curriculum is instrumentality/tool and humanity.（⼯具性和⼈⽂性）Students’ overall development is the motivation and goal of the English curriculum.2、英语课程的设计思路The design of the new National English Curriculum unifies both primary and secondary school English into one continuum of development and divides English language teaching and learninginto nine competence-based levels by adopting the international general classification method. Level 5 is the required standard for the end of junior middle school. Level 2--primary school⼆、英语课程的分级标准P1541、语⾔技能（Language Skills）Overall performance objectives for each level are given in addition to detailed descriptions of abilities regarding language knowledge, language skills, affect, learning strategies as well as cultural awareness for relevant levels.2、语⾔知识（Language Knowledge）（语⾳、词汇、语法、功能和话题）Students are required to learn consists of phonetics, vocabulary, grammar, function and theme.3、情感态度（Affect）（兴趣、动机、⾃信、意志和合作精神；祖国意识和国际视野）interest, motivation, confidence, will and cooperation; National consciousness and international vision.4、学习策略（Learning Strategies）（认知、调控、交际、资源）Learning strategies can be classified into four groups: cognitive strategy, regulative strategy, communicative strategy and resourcing strategy.5、⽂化意识（Cultural Awareness/Understanding）（历史地理、风⼟⼈情、传统习俗、⽣活⽅式、⾏为规范、⽂学艺术、价值观念）Historical geography, local customs, traditional customs, lifestyle, norms of behavior, literature and art, values.三、英语课程的实施建议P1611、教学建议（1）⾯向全体学⽣，为每个学⽣学习英语奠定基础（2）注意语⾔实践，培养学⽣的语⾔运⽤能⼒（3）加强学习策略指导，培养学⽣⾃主学习能⼒（4）培养学⽣的跨⽂化交际意识，发展跨⽂化交际能⼒（5）结合实际教学需要，创造性地使⽤教材（6）合理利⽤各种教学资源，提⾼学⽣的学习效率（7）组织⽣动活泼的课外活动，拓展学⽣的学习渠道（8）不断提⾼专业⽔平，努⼒适应课程要求第⼆章初中英语教学基本理论⼀、语⾔观（Views of Language）P1731、语⾔的概念Language is a system of arbitrary vocal symbols used for human communication.2、语⾔的本质特征/设计特性（design features）（1）arbitrariness 任意性（体现了convention规约性）（2）duality ⼆重性（basic level, higher level基层和⾼层）（3）creativity 创造性/productivity能产性（4）displacement 移位性（赋予generalizations, abstractions概括和抽象）（5）cultural transmission ⽂化传习性3、语⾔的功能（Functions of Language）（1）informative function信息功能（2）interpersonal function⼈际功能（3）performative function施为功能（4）emotive function情绪功能（5）phatic function寒暄功能（6）recreational function娱乐功能（7）metalingual function元语⾔功能4、语⾔学⾓度的语⾔观（1）The Structural View of Language 结构语⾔观the structural view sees language as a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax.（2）The Function View of Language 功能语⾔观the function view sees language not only as a linguistic system but also as a means for doing things.（3）The Interactional View of Language 交互语⾔观（interaction, dynamics交互性和动态）the interactional view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.⼆、语⾔学习观（Views of Language Learning）P1761、语⾔学习理论（1）Behaviorist Learning Theory ⾏为主义学习理论Behaviorism is an approach to psychology that arouses out of the ideas that attempted to explain all learning in terms of some form of conditioning (stimulus, response, and reinforcement)（2）Cognitive Learning Theory认知主义学习理论Cognitive theory thinks that “language is a intricate rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced”.（3）Constructivist Learning Theory构建主义学习理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows.最近发展区理论Zone of Proximal Development三、语⾔教学观（Views of Language Teaching）P1781、语⾔教学理论（结构主义教学理论、认知主义教学理论、社会语⾔学理论）四、外语教学法的主要流派1、grammar-translation method 语法翻译法2、audio-lingual method 听说法（pattern drill 句型操练、contrastive analysis对⽐分析法）3、total physical response 全⾝反应教学法P1814、cognitive approach 认知教学法（提⾼accuracy, appropriateness得体性）5、communicate approach 交际法（包含function,notion功能和意念）P183（1）交际能⼒（communicative competence）grammatical competence 语法能⼒、sociolinguistic 社会语⾔能⼒、discourse 语篇能⼒、strategic 策略能⼒、linguistic 语⾔能⼒、pragmatic语⽤能⼒、fluency流利性（2）3P教学模式：presentation--practice--production6、task-based approach任务型教学P184（1）real-world tasks /target tasks ⽬标任务；pedagogical tasks 教学任务（2）任务的四个构成元素：objective、context、process、outcome（3）information gap 信息差/信息沟activities must have clear and attainable objectives./should be confined to the classroom context./should help develop students’ language ability.（4）constructivism learning theory建构主义学习理论（强调scene, writing, conversation, and meaning construction情景、写作、会话和意义建构）（5）任务型教学的三个环节：pre-task前任务、task-cycle任务环（task、planning、report）、language focus语⾔聚焦（analysis、practice）第三章初中英语语⾔知识教学⼀、语⾳教学P1921、语⾳教学的内容The realistic goal of teaching pronunciation should be①consistency: the pronunciation should be smooth and natural.②intelligibility: the pronunciation should be understandable to the listeners.③communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.2、Pronunciation knowledge teaching发⾳知识教学（monophonic, alphabet, phonetic symbols单⾳、字母、⾳标）3、Flow of language teaching语流教学（sounds, stress, rhythm, and intonation重⾳、节奏、语调）4、The principle of phonetic teaching语⾳教学的原则（accuracy, long-term, integrity, communication, pertinence, interest准确性、长期性、整体性、交际性、针对性、趣味性原则）5、The teaching method of phonetics语⾳的教学⽅法P195（1）Sound perception听⾳感知练习⽅法：using minimal pairs 最⼩对⽴体(live--leave)、which order 排序、same or different 辨别异同、odd one out 同中选异、completion 填空（2）Imitation and explanation 模仿讲解personally demonstration、imitate、practice亲⾃⽰范，反复模仿、练习（3）Pronunciation practice发⾳练习练习⽅法：listen and repeat 听⾳模仿、fill in the blanks 填空、using pictures 借助图⽚、using meaningful context 借助情景make up sentences 造句、using togue twisters运⽤绕⼝令（4）语流教学（见上）慢动作（slow motion speaking）⼆、词汇教学P197 language teaching theories 理论构成：receptive/passive vocabulary 接受性/消极词汇和productive/产出性/积极词汇1、Learning content教学内容（1）word meaning 词汇的意义include learning form,meaning and use.Knowing a word means: knowing its pronunciation and stress/ its spelling and grammatical properties/ its meaning/ how and when to use it to express the intended meaning.词汇意义包括conceptual meaning 、associated meaning 概念意义和关联意义概念意义：词典中意思，即literal meaning/ denotation 字⾯意思/词汇的外延、关联意义：⽂化含义与语境意义，⼜称connotation 词汇的内涵( learn in the context )（2）word use 词汇的⽤法包括：collocation/ phrases/ idiom/ style/ register 搭配、词组、习语、风格、语域（3）word information 词汇信息包括：part of speech/ prefixes/ suffixes/ spelling/ pronunciation/ grammar features 词类、前缀、后缀、拼写、发⾳、语法特征（4）word memory strategies 词汇记忆策略avoid rote-learning 避免死记硬背word-building构词法猜测词义2、Learning principle教学原则（1）⾳形义结合pronounce、spelling、meaning（2）词块整体教学lexical chunks ( knowledge of collocation 搭配)（3）具体语境中教learn in the context（4）循序渐进step by step（5）反复练习巩固记忆review（6）培养⾃学词汇能⼒deduce the meaning of words猜测词义3、Teaching method教学⽅法P200（1）呈现词汇:visual/physical demonstration 直观呈现Word-building 构词法、synonym/antonym(opposites)同义反义词、翻译、举例、问答verbal context/ situation 结合语境/创设情境运⽤词汇学习策略，如chunks/ reasoning/ analog/ using dictionary归类/推理/类⽐/查字典（2）巩固词汇：labelling/ spot the difference/ describe the draw/ play a game/ word bingo/word association 贴标签/找茬/描述绘画/玩游戏（宾果）/词汇联想三、语法教学P2011、Content 教学内容grammar语法具有Three dimensions三维性：form, meaning and usage形式、意义和⽤法semantic语义包括grammatical form/the grammatical meaning of the structure/contents of meaning语法形式、结构的语法意义和内容意义task 教学任务：语法rules规则的cognition/ drill/ application认知/操练/应⽤、the generation of grammar consciousness语法意识的⽣成2、Principle 教学原则（交际性/实践性、集中分散相结合、趣味性/通俗性）grammar teaching should be:(1)collocational:the grammar should be built on collocational relations between individual lexical items and their subcategories.(2)Constructive:one's knowledge of grammar is built bit by bit,which closely model the way language is learned and used.(3)Contextual:syntactic and lexical choices are explicitly related to pragmatic ones,and to social and cultural contexts.(4)Contrastive:grammar involves drawing the learner's attention to contrast the differences between the target language and other languages,and between sets of similar features and items of the target language.3、Method教学⽅法P202（1）deductive method 演绎法（讲解规则，结合实例分析⽤法，句型练习）features: It saves time/pays more attention to form/teaches grammar in a decontextualized situation脱离上下⽂（2）inductive method 归纳法（学⽣⾃⾏归纳语法规则）start with examples and guides ss to work out the rules（3）guided discovery method 引导发现法（学⽣归纳总结语法规则，⽼师强化其形式意义）四、语篇教学P2041、概念和结构（1）Conception 概念discourse pattern语篇可以是dialogue、monologue对话、独⽩，包括written/spoken language 书⾯语、⼝语，form形式上是cohesion衔接的，semantic语义上是coherence连贯的（2）Tactic pattern结构模式语段/句群、句际关系（并列、顺序、层递、转折）（3）Cohesive device 衔接⼿段logical connectors逻辑纽带（firstly, thus, on the other hand, if not）grammatical connectors语法纽带（时态什么的）Lexical connectors词汇纽带（repetition重复、synonym/antonym(opposites)同义/反义词）Develop ss’ skill of recognizing discourse patterns训练⽅式：checking the logic of the author’s arguments.getting the scrambled sentences into a paragraph.(focus on textual coherence)marking out common openers to stories and jokes.2、教学内涵Aims at developing ss’ discourse awareness.(teacher asks ss to concentrate on such features as structure, coherence and cohesion of a text)3、教学⽅法P207overall effectiveness整体性效能（⽤knowledge transfer知识迁移实现，重在cultivate application ability应⽤能⼒培养）、overall grasp of the discourse语篇的整体把握Teaching language at the discourse level :utterance function / expected response/ congratulation/ apology/ acceptance/ inform.第四章初中英语语⾔技能教学P212⼀、听⼒教学1、影响听⼒的主要因素（1）objective factor客观因素：types of language used 语⾔特征（语速/tone⾳调/pause停顿/liaison连读）、task or purpose in listening 听⼒任务、context in which the listening occurs ⽂化背景知识（2）subjective factor主观因素：psychological⼼理因素、knowledge skills知识技能因素、methods and tactics⽅法与策略因素2、听⼒教学的要领（1）合理选择听⼒material材料（authenticity真实性、intelligibility可理解性、diversity/variety 多样性）（2）建⽴专门的听⼒training system训练体系（3）优化⼼理氛围，降低焦虑感（arouse interest调动兴趣、放松）（4）重视听的过程中的skill training技巧训练prediction 预测、guess 猜测、coherent memory 连贯记忆（note-taking）、identifying the discourse markers辨认语段标记（5）科学设计听⼒练习3、听⼒训练的type类型P216（1）Focus listening精听（tonal discrimination辨⾳、gap filling填空、dictation听写）听写形式：dictogloss听释、fast-speech dictation快速听写、pause and paraphrase听写⼤意、listening cloze 完形听写、error identification纠错听写、jigsaw identification线索听写（2）Gist listening泛听( decide on the best title )（3）Free listening随意听4、听⼒教学model模式（1）Bottom-up model“⾃下⽽上”（强调language knowledge语⾔知识）（2）Top-down model“⾃上⽽下”（侧重background information背景知识）5、听⼒教学的过程P218（1）Pre-listening tasks 听前环节（brainstorming/discuss a relevant picture/writing question about the topic/associating vocabularies with the topic）（2）While-listening tasks听中环节（辨⾳、获取主要信息、预测、猜词悟义）（3）Post-listening tasks 听后环节（writing a similar text作⽂、discussion讨论）⼆、⼝语教学P2191、Spoken language⼝语的特点（fragmentation结构不完整性、involvement⼈和场合紧密依存性）（1）语法特征:There are four common features of spoken language:Using less complex syntax.语法Taking short cuts,e.g.incomplete sentences.(and, or,but)Using fixed conventional phrases/chunks.俗语(fashionable word, two-part allegorical saying,colloquialism,slang,phrasal verbs 歇后语/⼝语词/俚语/短语动词)Using devices such as fillers,hesitation device to give time to think before speaking.结构特征：往往借助filler补⽩词（you know, let me see, um）形象特征：说话⼈的表情、语⽓及态度等body language⾝体语⾔；⾳质/声调/重⾳/停顿（2）⼝语的交际特点“说”受语⾔rule规则⽀配/时间factor因素制约/对⽅response反应影响2、⼝语教学的要领（1）在听的基础上培养说的能⼒（使输⼊的信息量⼤于输出的信息量）（2）组织多样化的⼝语活动形式⼝语活动类型：pre-communicative activities 前交际活动（操练/模仿/重复）和communicative activities 交际活动（信息差活动/解决问题活动/讨论/辩论/采访/游戏）（3）正确处理准确与流利的关系Accuracy( identify particular phonemes on tape )Fluency( shouldn’t interrupt )（4）创造浓厚外语氛围，⿎励学⽣敢说乐说The characteristics of a successful speaking task:maximum foreign talk/even participation/high motivation/right language level（5）合理选择⼝语组织形式，增加学⽣开⼝的机会（⼩组形式/单双⼈活动）3、⼝语训练的⽅法imitativeness模仿性、monologue独⽩性、performing表演性的⼝语表达三、阅读教学P2231、外语阅读的type/form类型（1）根据阅读⽅式和技巧的不同划分Adaptive reading适应性阅读recognition--read--silent-reading认读--朗读--默读Learning reading学习型阅读plain substance主旨浅显information信息量⼤，强调阅读速度comprehension理解性阅读real material材料真实、wide theme题材⼴泛、various types体裁多样，higher difficulty 难度较⾼（2）根据阅读⽅式和技巧的不同划分Skinning ⾯式读法/略读（掌握全⽂⼤意或中⼼思想；报刊、新书）quickly get the gistScanning 点式读法/寻读/跳读（查找具体信息；时间、⼈名、地点、数字）specific informationIntensive reading 线式读法/精读（详细地阅读，深⼊分析、理解和记忆）read in detailExtensive reading 纵式读法/泛读（⼴泛地阅读，阅读速度、快速理解能⼒、拓宽视野）facilitate process of accumulating vocabulary / increasing target language expose/ broadening scope of vision（3）根据阅读理解的层次划分Literal comprehension 字⾯理解（依靠语⾔知识/能⼒辨认词义和语法结构）language knowledge/competence identify meaning and grammatical structureInferential/interpretive comprehension 推断性理解（经历、直觉、逻辑判断理解未明⽰信息）experience/ intuition/ logic judge and understand unexpressed informationEvaluative comprehension 评价性理解/应⽤性理解（理解⽂章信息的价值）valueAppreciative comprehension 欣赏性理解（情感熏陶和思想启迪）Emotional influence and thought enlightenment2、阅读教学的要领P226（1）合理选择阅读材料Language difficulties 难度（难于略⾼于学习者现有⽔平）higher than present levelInterest 趣味性（充满可读性，激发求知欲和好奇⼼）readability、thirst for knowledge and curiosityAuthenticity 真实性（英语本族语者撰写）written by native English speakersComprehensiveness 宽泛性（内容反映历史、⼈物、风⼟⼈情、⽂化习俗以及时尚流⾏，体裁和题材丰富多样）content various type or forms of literature and theme（2）建⽴分析性（精读）与综合性（泛读）相结合的阅读教学体系分析性阅读与综合性阅读教学的分⼯改进现⾏分析性阅读教学模式，落实阅读训练综合性阅读教学应正规化、课程化（3）重视阅读three elements三要素的培养vocabulary词汇、comprehend理解（topic sentence主题句）、speed速度（4）重视阅读过程中的技巧训练prediction预测、reading for specific抓中⼼思想、reading for specific information获取特殊信息、inferring推理（reading between the lines）、identifying the discourse types确认语篇3、阅读教学的approach模式P229（1）The top-down model ⾃上⽽下模式为主（pre-reading activities读前环节活动的开展）（2）The bottom-up model ⾃下⽽上模式为辅（⼩到⼤的语⾔⽂字单位，重视词汇教学）teaching a text by introducing new vocabularies or structuresfollow the sequence of teaching new words, sentences and then the whole passage（3）The interactive-compensatory approach交互补偿模式4、阅读教学的过程（1）Pre-reading tasks 读前环节（背景知识、写作风格、西⽅风俗）predicting what a passage is about/ creating a word web related to a topic/ sharing what is already known about a topic （2）While-reading tasks读中环节（保障充⾜阅读时间、阅读技能训练）（3）Post-reading tasks 读后环节（思维和实践活动）四、写作教学P2311、写的教学要领（1）Motivate writing motivation 激发写作动机communicative purpose; audience awareness 交际⽬的读者意识（2）指导写作技巧：写的单项训练（结合语⾳教学）语篇写作技巧（design skills构思技巧；过程构思、⽂本构思；model essay范⽂是有⼒⼯具）skill of planning: finding ideas and put them in order（3）根据不同⽂体风格指导相应的写作策略Formal writing 正式⽂体（第三⼈称）typical feature: the precision of language is a priority 语⾔精确优先well-organized structure 有序的结构wide range of vocabulary and structural patterns 有结构的模式technical terms and definitions 专⽤名词和定义Informal writing ⾮正式⽂体（⼀、⼆⼈称）typical feature: short and incomplete sentences are common 多为短句、简单句（4）分阶段设计教学活动，训练写作技能Controlled writing 控制性写作（gap filling/ transcribe/ sentence pattern transformation填空/抄写/句型转换）Guided writing 指导性写作（completion/ reproduction/ compression/ transformation 续写/复写/缩写/转写）Free writing ⾃由写作（5）写、correct/ amend改、evaluate评相结合2、写作教学的模式（1）Product-oriented approach注重结果（给题⽬--写--改，注重语篇整体）（2）Content-oriented approach注重内容（收集材料--组织⽂章--修改，写前准备）（3）Process-oriented approach注重过程（准备--写作--修改--再改，写作能⼒）what/how to write peer-editing3、写作教学的process过程（1）Pre-writing tasks写前环节的任务和活动（gather and organize ideas激发写作动机）The main procedures of process writing include creating a motivation to write, brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofreading and conferencing.（2）While-writing tasks写中环节的任务和活动（organize written组织成⽂）drafting, peer-editing, revising（3）Post-writing tasks写后环节的任务和活动（comments and feedback 点评和反馈）conferencing第三部分教学设计第⼀章教学设计skill技能⼀、教学设计概述P2411、概念：传统的instructional design 教学设计即lesson planning 备课考虑“如何学”最核⼼的部分是lesson plan 教案It’s a teaching guide/ It takes into account syllabus教学⼤纲and ss./It describes in advance提前what about how to teach.2、教学设计principle原则aims⽬标性原则variety 多样性原则flexibility 灵活性原则learnability可学性原则linkage 衔接性选择feasibility 可⾏性原则3、教学设计的basic requirements基本要求A language lesson plan usually has the following components:background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher's after-lesson reflection.4、教学设计新concept理念（1）学⽣参与课堂设计的⾃主性（2）教学设计贯穿课堂教学的全过程（3）教学设计的确定性与不确定性相统⼀5、教学设计的pattern模式Analysis----design----evaluation 分析----设计----评价分析：学习需求（学习objectives⽬标分析是关键）、学习者、学习content内容设计：教学strategy策略、教学course过程（task appearance--preparation--accomplishment--consolidation 任务呈现--任务准备--任务完成--语⾔巩固）、教学technique技术评价：教学target⽬标是否达成是评价教学设计有效性的关键反馈修正（feedback correction）：教学评价能够提供⼤量的教学反馈信息6、英语教学设计的concrete form 具体形式（1）表格式table form分别陈述学⽣/教师活动，说明活动⽬的/意图，突出教学design设计的理念（2）流程图式flow chart form 展⽰教学process过程（format格式不同）（3）叙述式narrative form⼆、学情分析P2481、学习者分析（1）认知特征（2）学习风格authority-oriented learners崇尚权威型；analytical learners分析型；concrete learners具体型；communicative learners交际型（3）学习⽅式accepted 接受性；experience 体验性；independent ⾃主性；Cooperation 合作性；exploration 探究性2、学习需求分析（1）learning needs的内涵学习⽬前状态与期望状态之间的差距（2）学习需求分析的内容和⽅法data collection 数据采集；analyze 分析三、教学内容分析P2511、教学内容的选择把握fundamentality基础性（vocabulary/ syntactic structure/ language competence/ learning strategy/ cultural knowledge词汇/句法结构/语⾔能⼒/学习策略/⽂化知识）adaptation 适应性（age/ cognitive characteristic 年龄/认知特点）high frequency⾼频性（frequently used经常使⽤的）enjoyment 趣味性（激发学习兴趣，保证学习effectiveness 有效性）2、正确理解textbook教材（1）分析教材textbook evaluation provides authentic language/ matches the needs of learners/ can help realize the objectives of a language program（2）处理教材的⽅法（LARA法：leave-adapt-replace-add）（3）教材的使⽤：活化教材、挖掘资源、选准话题（探究性、开放性、⽣成性）When a teacher using an ELT course book, he should:select appropriate supporting materials and resources.interpret curriculum goals and its expectations for the course.plan lessons in relation to specific goals, topics, texts, and tasks.3、Auxiliary teaching materials辅助教学材料的screening筛选（1）教学材料筛选的原则：启发式、因材施教、动态⽣成、适时适度（2）教学材料筛选的策略：遵循理念、吃透教材、研究学⽣（3）辅助教学材料的分类：知识类、技能类、课外活动类、教学辅助类、⾃主学习类四、教学⽬标P2551、教学⽬标的陈述内容三个维度：knowledge objective/ ability objective/ emotion objective知识与技能、过程与⽅法、情感态度与价值观2、教学⽬标的陈述要素以⾏为⽬标来陈述教学⽬标，包括四个要素：ABCD模式A-audience 主体或听众（程度副词/百分⽐/范围副词）+主语（ss/learners）B-behavior ⾏为listen,sing,imitate,recite,depict,recognize,apply,understand,know,master,enjoyC-conditions 条件after this class, under the guidance of the teacher, after attending a lecture,with the help of substances, through imitation/repeatD-degree 程度/标准clearly, fluently, correctly, efficiently, basically, preliminarily, smoothly, appropriately 3、教学⽬标的陈述⽅式按照层级划分有三种goals,aims,objectives（course goals, teaching aims）（1）结果性⽬标（知识与技能）4、教学⽬标的陈述原则comprehensive、suitable、specific、accurate全⾯、恰当（⽬标层次性/内容和已有知识⼀致性/教学活动连贯性）、具体、准确五、教学重难点P2591、教学重难点的meaning涵义（1）Teaching key/ Important point教学重点称为subject学科教学的core knowledge核⼼知识（2）Teaching difficult point 教学难点（3）教学重难点的relation关系教学重点：stability、chronicity 稳定性、长期性教学难点：temporary、relativity 暂时性、相对性2、教学重难点的确定（1）深刻理解课程标准熟悉和贯彻执⾏课程标准的内容要求（2）深⼊研究教材教材是教学的主要依据（3）了解学⽣的实际情况学⽣是教学的对象/主体（4）善于总结经验虚⼼学习、不断提⾼⾃⾝教学素质和能⼒3、突出重点、突破难点的method⽅法metaphor description⽐喻说明法、list comparison 列表对⽐法、exercise 练习法、Multimedia assisted instruction 多媒体辅助教学法、game activity游戏活动法六、教堂教学process过程设计P260教学过程（teaching procedure）实现教学、发展和教育三⼤功能1、课堂导⼊活动的设计Lead-in导⼊应达到“3A”的功效：arouse激励启发；advertise引起注意；advance促进（1）课堂导⼊的⽅法复习导⼊法（新旧知识的联结点）、直观导⼊法（直观教具或多媒体⼿段）情境导⼊法（duty report/⾳乐/故事/游戏导⼊）、悬念导⼊法（呈现⼀系列问题）（2）注意事项导⼊时间不宜过长（5’/45’）；符合教学⽬标/内容；从学⽣实际出发（年龄、性格、认知特征）；⽅式新颖有创意2、语⾔学习与实践活动的设计（呈现、讲解、练习巩固和实践新语⾔知识）（1）呈现活动的设计（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）（2）练习与巩固活动的设计（practice and consolidate）机械性练习mechanical exercise 控制式的练习频率⾼⽆需过多思考，不超过8min，1~2项练习内容，学⽣个体/全班练习为主，⽴即纠错练习形式：模仿、跟读、重复、替换练习、简单回答活动半开放性练习semi-open practice 半控制式的意义性练习。