-
精品文档
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
)
P78
1
、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)
worked
regressive assimilation
逆同化
(后面带偏前面)
newspaper
reciprocal/double assimilation
互相同化
did you
(
2
)音节(
syll
able
)
tea
chi-na
im-pos-si-ble
重音(
stress
)
声调(
t
one
)
(
3
)语音变化(
vocal
variety
)
liaison
连读
pick it up
plosion
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
p>
三、形态学(
Morphology
)
p>
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
p>
)
inflectional affix
屈折词缀
-s,-ing,-ed
不同形式
<
/p>
(
4
)
deri
vational affix
派生词缀
改变词性和意义
2
、(<
/p>
1
)
inflection
屈折变化
-s,-ing,-ed
不同形式
<
/p>
(
2
)
word
-formation
词的形成:
compounding
复合法
through-out
.
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derivation
派生法
(
prefixation
前缀化
suffixation
后缀化
)
il-logical-ly
3
、常见构词法
P89
invention
新创词
nylon
;
blending
混成法
smoke+fog=smog
clipping
截断法
advertisement=ad
;
initialism
首字母连写词
WTO
acronym
首字母拼音词
AIDS
;
back-formation
逆构词法
editor--edit
analogical
creation
类似构词
work--wrought/worked
types 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
)
P91
1
、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(
p>
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<
/p>
)
P93
1
、涵义关系(
Sense
Relations
)
lexical relation
词汇关系
(
1
)同义关系(
Synonymy
)<
/p>
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
--girl
converse antonymy
反向反义关系
buy--sell
.
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(
3
)上下义关系(
Hyponym
y
)种类和成员
p>
包括上坐标词(
superordinate
)和下义词(
hyponymy
)
flower--rose/tulip
(
< br>4
)一词多义(
Polysemy
)
(
5
)
同音
/
同形异义现象(
Homonym
y
)
homophone
同音异义
sun--son
homograph
同形异义
lie
complete
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
)
pre
supposition
预设关系
“
X presupposes
Y.
”
Y
是前提
X
:
repair the car
Y
:
have a car
六、语用学(
Pragmatics
)
P96
1
、言语行为理论(
Speech
Act Theory
)
(
1
)
locutio
nary 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
)
perlocutionar
y 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(
Conversa
tional Principle/Maxim
)
violate
违反
P97
cooperative 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)
(<
/p>
4
)
non-
conventionality
非规约性(含义不确定)
p>
七、修辞学(
Rhetoric
)
问法:
rhetoric/rhetorical
device
修辞策略
P98
1
、
sim
ile
明喻
like,as...as,as if,as though,similar
to,such as
2
、
meta
phor
隐喻
(暗含比较)
elephant
pause
.
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3
、
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--man
6
、
euphemism
婉言
die--pass away
7
、
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 exam
11
、<
/p>
oxymoron
矛盾修辞
bitter-sweet memory
12
、
pun
双关语
(
homophonic puns
谐音双关;
homographic puns
语义双关)
八、语言教学
P100
1
、中介语(
interlanguage
)
< br>
2
、对比分析(
contra
stive analysis
)
3
、错误分析(
error
analysis
)
(
1
)
p>
error
错误
(因为知识不足)
mistake
失误
(不注意犯错)
(
2
)
p>
interlingual
errors
语际错误(迁移错误)因为母语
Cnglish
intralingual
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 <
/p>
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
p>
)
negative transfer
负迁移
/
干扰
因为母语
(
2
)
p>
over-generalization
过度类推
/
过度概括
因为过度概括语言规则
(
3
)
p>
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
p>
)
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
p>
)
Monitor
Hypothesis
语言监察假说
(学习者自己监督控制语言输出质量)
(
3
p>
)
Input Hypothesis
语言
输入假说(接触理解可理解性语言输入
comprehensible
input
)
(
4
)
p>
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
)
p>
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
P118
environment lan
guage
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)
.
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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
Hi
dispreferred
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 initiat
ion
)、修正(
repair
)
p>
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
P149
The 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
.
精品文档
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
P154
1
、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.
p>
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 A
wareness/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
P161
1
、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
p>
)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<
/p>
(
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
)
P173
1
、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(
des
ign features
)
(
p>
1
)
arbitrariness
任意性(体现了
convention
规约性
)
(
2
)<
/p>
duality
二重性(
basic
level, higher level
基层和高层)
.
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(
3
)
creativity
创造性<
/p>
/productivity
能产性
<
/p>
(
4
)
disp
lacement
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
)
P176
1
、语言学习理论
< br>(
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
)
P178
1
、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)
.
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3
、
total physical
response
全身反应教学法
P181
4
、
cognitive
approach
认知教学法(提高
accuracy,
appropriateness
得体性)
5
、
communicate
approach
交际法
(包含<
/p>
function,notion
功能和意念)
< br>
P183
(
1
)交际能力(
comm
unicative 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:<
/p>
presentation--practice--production
6
、
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
、
proc
ess
、
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
)
con
structivism 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
、
pr
actice
)
第三章
初中英语语言知识教学
一、语音教学
P192
1
、语音教学的内容
The realistic
goal of teaching pronunciation should be
①
consistency: the
pronunciation should be smooth and natural.
②
intelligibility: the
pronunciation should be understandable to the
listeners.
③
communicative 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
.
精品文档
(
2
)
Imitation and explanation
模仿讲解
personally demonstration
、
imitate
、
practice
亲自示范,反复模仿、练习
(
3
)
Pronunciat
ion 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
(
p>
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
(<
/p>
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
)
p>
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
(
p>
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 <
/p>
构词法、
synonym/antonym(opposites
)
同义反义词、翻译、举例、问答
verbal context/ situation <
/p>
结合语境
/
创设情境
运用词汇学习策略,如
chunks/ reasoning/
analog/ using dictionary
归类
/<
/p>
推理
/
类比
/<
/p>
查字典
(
2<
/p>
)巩固词汇:
labelling/ spot the
difference/ describe the draw/ play a game/ word
bingo/word association
贴标签
/
p>
找茬
/
描述绘画
/
玩游戏(宾果)
/
词汇联想
三、语法教学
P201
.
精品文档
1
、
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 <
/p>
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
< br>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
p>
(
2
)
induc
tive 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
P204
1
、概念和结构
(
1
)
Conception
概念
discourse patt
ern
语篇可以是
dialogue
、
monologue
对话、
独白,
p>
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
/<
/p>
句群、句际关系(并列、顺序、层递、转折)
< br>(
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 connect
ors
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
.
精品文档
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
P207
overall effecti
veness
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
)
objectiv
e factor
客观因素:
types of
language used
语言特征(语速
/tone
p>
音调
/pause
停
顿
/liaison
连读)、
tas
k or purpose in listening
听力任务、
context in which the
listening occurs
文化背景知识
(
2
)
subjecti
ve factor
主观因素:
psychological<
/p>
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
mate
rial
材料
(
authentici
ty
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
(
p>
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)
p>
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
)
p>
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)
(<
/p>
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
)
.
精品文档
(
2
)
While-listening
tasks
听中环节(辨音、获取主要信息、预测、猜词悟义)
(
3
)
Pos
t-listening tasks
听后环节(
writing a similar text<
/p>
作文、
discussion
讨论)
p>
二、口语教学
P219
1
、
Spoken
language
口语的特点
(
p>
fragmentation
结构不完整性、
involvement
人和场合紧密依存性)
(
1
)语法特征
:The
re are four common features of spoken language:
Using less complex
syntax.
语法
Taking short cuts,lete sentences.(and,
or,but)
Using fixed conventional ph
rases/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
p>
)
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(
< br>you know, let me see, um
)
形象特征:说话人的表情、语气及态度等
body langu
age
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
fact
or
因素制约
/
对方
< br>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
/
< br>模仿
/
重复)
和
communicative activities
p>
交际活动(信息差活动
/
解决问题活动
p>
/
讨论
/
辩论
p>
/
采访
/
游戏)<
/p>
(
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
p>
模仿性、
monologue
独白性、
p>
performing
表演性的口语表达
三、阅读教学
P223
1
、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
.
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