1、Unit1Thestructuralview(概念)結(jié)構(gòu)主義考點(diǎn)：掌握三者的概念及區(qū)別Thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems.Thesystemoflanguage=thesystemofsounds+thesystemofwords+thesystemofgrammarThefunctionalview功能主義語言學(xué)習(xí)理論Thefunctionalviewseeslanguageasalinguisticsystemandasameansfordoingthings.Theintera

2、ctionalview交互語言理論Theinteractionalviewseeslanguageasacommunicativetool(tobuildupandmaintainrelationsbetweenpeople).Theinteractionalviewseeslanguageprimarilyasmeansforestablishingandmaintaininginterpersonalrelationshipsandforperformingtransactionsbetweenindividuals.Thetargetoflanguagelearningislearnin

3、gtoinitiateandmaintainconversationwithotherpeopleTwothingsareneededforcommunicationoflanguageform(grammar&vocabulary)oflanguageuseinacontext(Isitappropriatetousethislanguageiteminthiscontext)補(bǔ)充考點(diǎn)：掌握Krashen五個假設(shè)Acquisition-learningHypothesis習(xí)得一學(xué)習(xí)假說Acquisition:anunconsciousprocessthatinvolvesthenatural

4、isticdevelopmentoflanguageproficiencythroughunderstandinglanguageandthroughusinglanguageformeaningfulcommunication.Learning:aprocessinwhichconsciousrulesaboutalanguagearedeveloped.Itresultsinexplicitknowledgeabouttheformsofalanguageandtheabilitytoverbalizethisknowledge.ThemonitorHypothesis監(jiān)察假說Onsome

5、occasionslearnersmakeaparticulareffortwiththeirlanguage.whentheyarewritingsth.formal,talkingtosomeoneimportant,etc.).Theymonitortheirownspeech-checkingitcarefullybeforetheyproduceit.NaturalOrderHypothesis自然順序彳貿(mào)說:Theacquisitionofgrammaticalstructuresproceedsinapredictableorder.TheInputHypothesis輸入假說:

6、Weacquire(notlearn)languagebyunderstandinginputthatisalittlebeyondourcurrentlevelofcompetence.Theaffectivefilterhypothesis情感過濾假說Affectisregardedasa“filter”.Thelearnersemotionalstateorattitudesareseenasanadjustablefilterthatfreelypasses?impedes,orblocksinputnecessarytoacquisition.filter(motivation,se

7、lf-confidence,anxiety)InputI.LanguageacquiredcompetenceAcquisitionDeviceUnit2CommunicativeLanguageTeaching掌握目標(biāo)ThegoalofCLTistodevelopstudentscommunicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations(knowledgeofw

8、hattosay,when,how,where,andtowhom).FivemaincomponentsofcommunicativecompetenceLinguisticcompetence:knowledgeofthelanguageitself,itsformandmeaning(spelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,semantics)語言能力Pragmaticcompetence:theappropriateuseofthelanguageins

9、ocialcontext(thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakersandtheirrelationships.)語用能力Discoursecompetence:onesabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.(toexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployi

10、ngorcomprehendingthecohesivemarkersusedinthediscourse)語篇能力Strategiccompetence:onesabilitytocompensateforthecommunicationbreakdownduetolackofresourcesbysearchingforothermeansofexpression,suchasusingasimilarphrase,usinggestures,orusingalongerexplanation.策略能力Fluency:onesabilitytolinkunitsofspeechtogeth

11、erwithfacilityandwithoutstrainorinappropriateslownessorunduehesitationPrinciplesofCLT流利度考點(diǎn)：三者的概念Pragmaticcompetence；Discoursecompetence；Strategiccompetence;記住五個名詞PrinciplesofCLTCommunicationprinciple:activitiesthatinvolverealcommunicationpromotelearningTaskprinciple:activitiesinwhichlanguageisusedfo

12、rcarryingoutmeaningfultaskspromotelearningMeaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocessSixcriteriaforevaluatingcommunicativeclassroomactivitiesP24purposedesire,notformoflanguageteacherinterventionmaterialscontrol考點(diǎn)：簡答題，這個活動是不是communicative首先列出標(biāo)準(zhǔn)，評價符合哪些標(biāo)準(zhǔn)，最后判斷

13、是與否Unit3NewNationalEnglishCurriculumin2001了解新版教學(xué)大綱從1978到2001年的大綱規(guī)定()可以看到有如下幾點(diǎn)進(jìn)步：1 .教學(xué)目標(biāo)：單純傳授知識提高學(xué)生全面素質(zhì)2 .教學(xué)要求：單一、封閉靈活、開放(分級：初一、初二必修，初三選修；高一高二必修，高三選修；不同學(xué)校：普通、重點(diǎn)、外國語學(xué)校等，有不同要求，可以超越大綱)3 .教學(xué)觀念和方法：明確英語教學(xué)的目的是培養(yǎng)學(xué)生運(yùn)用語言進(jìn)行交際的能力提出了四項(xiàng)技能綜合訓(xùn)練，不同階段各有側(cè)重(聽說入手讀寫，高中側(cè)重閱讀)強(qiáng)調(diào)處理好語言教學(xué)與文化的關(guān)系注意發(fā)揮教師的指導(dǎo)作用，充分調(diào)動學(xué)生的學(xué)習(xí)主動性和積極性重視利用直觀

14、教具和現(xiàn)代化教學(xué)手段，不利創(chuàng)設(shè)英語環(huán)境(掛圖、錄音帶、幻燈片、錄像帶、VCD、CD-ROMDVD、軟件4 .教材：教材的內(nèi)容逐漸貼近學(xué)生的生活和現(xiàn)代社會生活，滲透思想情感的教育，滲透大量自然和社會科學(xué)知識采用結(jié)構(gòu)、功能、話題相結(jié)合的方法，有些教材加上任務(wù)型教學(xué)活動，教材語言真實(shí)、自然、地道，教法靈活教材編寫注意學(xué)生生理和心理發(fā)展的特征，重視從教學(xué)內(nèi)容、編排體系到呈現(xiàn)形式等方面提高趣味性，激發(fā)興趣力求符合學(xué)生學(xué)習(xí)英語的認(rèn)知規(guī)律，調(diào)節(jié)難易運(yùn)用現(xiàn)代教學(xué)技術(shù)編制多媒體教材多樣化：一綱多本、引進(jìn)國外教材、編寫不同起點(diǎn)的教材。5 .測試：筆試、口試、聽力形成性和終結(jié)性結(jié)合Unit4Principlesfo

15、rgoodlessonplanning評價教案的標(biāo)準(zhǔn)Aim:whatstudentsareexpectedtoachieveeg.1.Learnandmasterthenewwordsandexpressionsinthisperiod:handinhand,appealto,accuseof2.Abletotalkaboutadvertising目的性Variety:differenttypesofactivities,interesting&motivating(discussion),while-reading(Q&A,f川inthetable),post-reading(vocabul

16、ary&translation)多樣性Flexibility:preparesomeextraandalternativetasks,copewithunexpectedsituations.Pre-reading(Q&A)靈活性Learnability:contents,tasksshouldbewithinthelearningcapabilityofthestudents彳馬體性Linkage:stagesandstepsarelinkedwithoneanother連貫性Componentsofalessonplan掌握教案的組成部分BackgroundinformationTeach

17、ingaim:whatstudentsareabletoachievebytheendofthelesson,includinglearningstrategies,affectiveattitudeandcultureknowledgeLanguagecontents（grammar,vocabulary）andskills（communicativeskillsinvolvedinlistening,speaking,readingwriting）StagesandproceduresPresentation,practice,productionpre-reading,while-rea

18、ding,post-readingpre-listening,while-listening,post-listeningTeachingaids:computer,projector,multimedia,courseware,taperecorder,blackboard,pictures,cue-cards,輔助手段OptionalactivitiesandassignmentEndoflessonsummaryAfterlessonreflection:briefaccountofwhathappenedinclass:feelingsabouttheclass,studentsper

19、formance,unexpectedincidents,thingswentwellandwrong,thingstobeimproved課后反思Unit5Theroleofteacher（掌握3個概念）Assessor:asanassessor,theteacherdoestwothings,thatis,correctingmistakesandorganisingfeedback.Organiser:oneoftheteachersmajortasksistodesignandorganisetasksthatstudentscanperformintheclass.Prompter:

20、theteachershouldgiveappropriateprompts.Studentgrouping（概念掌握）Wholeclassworkreferstothetimewhenallthestudentsareunderthecontrolofteacher.Pairworkreferstothetimewhenstudentsworkinpairsonanexerciseortask.Groupworkreferstothetimewhenstudentsworkinsmallgroups.Individualstudyisthestagewhenstudentsareexpect

21、edtoworkontheirownattheirownspeed.QuestionsintheclassroomClassificationofquestiontypes（概念掌握）1. Closedquestionsvs.openquestionsClosequestionsreferstothosewithonlyonesinglecorrectanswerwhileopenquestionsmayinvitemanydifferentgenuinequestions.2. Displayquestionsvs.genuinequestionsDisplayquestionsaretho

22、sethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswers.Genuinequestionsarequestionswhichareusedtofindoutnewinformationandsincetheyoftenreflectrealcontexts,theyarethereforemorecommunicative.3. Lower-orderquestionsvs.higher-orderquestionsLower-orderquestionsrefert

23、othosethatsimplyrequirerecallingofinformationormemorisationoffactswhilehigherorderquestionsrequiremorereasoning,analysis,andevaluation.Unit7GrammarpresentationThedeductivemethodTexplainsrulesTheinductivemethodTgivesauthenticP105演繹法:考點(diǎn)：設(shè)計題掌握三種教授方式的步驟fSspractice歸納法：languagedatafSsgeneralizerulesSsprac

24、ticeTheguideddiscoverymethod引導(dǎo)發(fā)現(xiàn)法:TgivescontextualizedexamplespracticefSsareguidedtodiscoverrulesTexplainsfSsGrammarpracticeP109考點(diǎn)：設(shè)計活動，不要求背誦概念Mechanicalpractice:activitiesaimedatformaccuracy.substitutiondrills&transformationdrillsMeaningfulpractice:focusontheproduction,comprehensionorexchangeofmean

25、ing(comesafterMechanicalpractice)Unit8考點(diǎn)：掌握兩個概念?Denotation字面含義referstotheliteralmeaningofaword,thedictionarydefinition.”AccordingtoTheRandomHouseDictionary,ahomeis“ahouse,apartment,orotherplaceofresidence”.?Connotation言外含義,ontheotherhand,referstotheassociationsthatareconnectedtoacertainwordortheemot

26、ionalsuggestionsrelatedtothatword.Theconnotativemeaningsofawordexisttogetherwiththedenotativemeanings.homemaysuggestchildhood,familymemories,asenseofbelongs,andothercomfortingthoughts.Receptiveandproductivevocabulary接受性詞?匚與產(chǎn)出性詞7匚Receptivevocabularyreferstowordsthatoneisabletorecogniseandcomprehendin

27、readingorlisteningbutunabletouseautomaticallyinspeakingorwriting.Thosewordsthatoneisnotonlyabletorecognisebutalsoabletouseinspeechandwritingareconsideredasonesproductivevocabulary.Unit9PrinciplesandmodelsforteachinglisteningFocusonprocess:designtaskstheperformanceofwhichshowhowwellthestudentshavecom

28、prehendedthelisteningmaterialsCombinelisteningwithotherskills:withspeaking(roleplays,retelling,interviewing,discussions),note-taking,writingFocusonthecomprehensionofmeaning:notmemoryGradedifficultylevelappropriatelyListeningprocessesBottom-upmodel:listeningcomprehensionisbelievedtostartwithsoundandm

29、eaningrecognition.Listenersconstructmeaningofwhattheyhearbasedonthesoundtheyhear.Top-downmodel:listenersconstructmeaningbymakinguseofthecontextualclues(sth.aboutthespeaker,thesetting,thetopicandpurposeofthetalk)andbackgroundknowledge設(shè)計活動P144Pre-listeningWhile-listening:Post-listeningUnit10Principles

30、forteachingspeaking1.Balancingaccuracy-basedwithfluency-basedpractices2 .Contextualisingpractice3 .Personalisingpractice4 .Buildingupconfidence5 .Maximisingmeaningfulinteractions6 .Helpingstudentsdevelopspeakingstrategies7 .Makingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinp

31、utandpracticeforthestudents.P162設(shè)計交際性的口語活動Unit11Models:Bottom-upmodel:wordsphrasessentencesparagraphsmeaningofthewholetextTop-downmodel:teachthebackgroundknowledgefirst(playsamorerolethanwordsandstructures)Interactivemodel:languageskills(automaticrecognitionofwordsandphrases,understandingsentencestr

32、uctures),onesknowledgeoftheworldandofthetexttypesinteractwitheachotherandcompensateforeachother設(shè)計活動pre-readingwhile-readingafter-readingUnit12AprocessapproachtowritingWritingactivitiesshouldservetoencourageaprocessofbrainstorming,drafting,writing,feedback,revising,editingMainproceduresCreatingamotivationtowrite:createareasonforstudentstowrite,topicshouldbef