英语教学法教程(第二版)Unit 1要点(英文版)

Unit 1

Further reading

?Approaches and Methods in Language Teaching: Jack C. Richards & Theodore S. Rodgers 外语教学与研究出版社，2000

?How to be a good teacher: Scrivener, J. Learning Teaching. Heinemann 1994, Chapter 1

?Communicative Language Teaching: Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University Press 1989

?How to plan lessons: Ur, P. A Course in Language Teaching. Cambridge University Press. 1996. Module 15

?Classroom Management: Gower, R., Phillips,D. and Walters, S. Teaching Practice Handbook new edition. Heinemann 1995

?How to teach listening: Underwood, M. Teaching Listening Skill. Longman. 1989 .

?How to teach speaking: Harmer, J. The Practice of English Language Teaching.new edition. Longman 1991. Chapter 8

?How to teach reading: Grellet,F. Developing Reading Skills. Cambridge University Press . 1981 Harmer, J. The Practice of English Language Teaching . new edition. Longman. 1991. Chapter 10 How to teach writing: Tribble, C. Writing. Oxford University Press. 1996.

Harmer, J. The Practice of English Language Teaching . new edition. Longman 1991. Chapter 7 & 8

?How to use textbooks: Grant, N. Making the Most of Your Textbook. Longman. 1987.

?Keith Johnson. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press. 2003

?《外语教学法丛书》20本Shanghai Foreign Language Education Press

The structural view

The structural view sees language as a linguistic system.

The system of language = the system of sounds +

the system of words +

the system of grammar

The functional view

(The functional-notional view)

The functional view sees language as

a linguistic system

and as

a means for doing things

The interactional view

The interactional view sees language as

a communicative tool

(to build up and maintain relations between people).

?The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.

?The target of language learning is learning to initiate and maintain conversation with other people Two things are needed for communication

?Rules of language form (grammar & vocabulary)

?Rules of language use in a context (Is it appropriate to use this language item in this context?)

Views on Language Learning

Behaviorism

Three basic behaviorist ideas about learning

?1. Conditioning (Pavlov and the dribbling dogs): learning is seen as a question of developing connections (known as stimulus-response bonds) between events.

?2. Habit formation (Skinner and the sporty pigeon)

?3. The importance of the environment (writing on a clean slate) organism: person or animal that does the learning

?Environment: an event, a situation or another person (teacher or parent)

Environment Organism

The Cognitive theory

?Chomsky:

?Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.)

?There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. (Language is generative. )

Students should be asked to think rather than simply repeat.

Constructivist views

?Learning is a process in which the learner construct meaning based on his/her own experiences and what he/she already knows.

?Constructivism is a broad term used by philosophers, curriculum designers, psychologists, educators, and others. Most people who use the term emphasize “the learner’s contribution to meaning and learning through both individual and social activity”.

Social constructivism

?Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.

V ygotsky’s theory

?V ygotsky’ concept of the zone of proximal development: a child can solve a problem with the help (scaffolding) of an adult or more able peer.

?V ygotsky’s work formed the basis for the cooperative learning programs .He even recommended pairing more competent students with less competent students to elevate the latter’s competence.

scaffolding

?Scaffolding: the technique of changing the level of support over the course of a teaching session; a

more-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the student’s current p erformance. When the task the student is learning is new, the teacher might use direct instruction. As the student’s competence increases, less guidance is provided.

Think of scaffolding in learning like the scaffolding used to construct a building. The scaffolding provides support when needed, but it is adjusted and gradually removed as the building approaches completion.Researchers found that when scaffolding is used by teachers and peers in collaborative learning, students’ learning benefits.

第一单元知识点归纳

小学数学五年级上册单元知识点归纳复习资料(2014.09.24晚20.57) 第一单元小数乘法 1小数乘整数 (1)意义:就是求几个相同小数和的简便运算.如:2.5X3表示3个2 .5的和是多少. (2)计算方法:先把小数扩大为整数,再按照猫画虎整数乘法算出乘积,最后看小数中有几 位,点上小数点.(注意:小数点末尾有0要把0去掉.) (3)小数倍:一个整数的小数倍,可以化成一个小数的整数倍.如:3X2.5表示3的2 .5倍,可 以化成2.5X3表示2.5的3倍是多少. 2小数乘小数 (1)意义:就是求一个小数的几分之几.如1.5X0.7表示1.5的十分之七是多少. (2)计算方法:先按整数乘法算出积,再看因数中一共有几位小数,就从积的右边起数出几 位,点上小数点.如果积的小数位数不够,在积的前面用0补足,再点小数点. (3)规律:一个数(0除外)乘以小于1的数时,积要比原来的数小. 3积的近似数 方法:用”四舍五入”法求积的近似数.先明确要保留的小数位数,再看保留的小数位数下一位数字,如果大于或者等于5,身前进一并舍去后面的小数;如果小于5,就直接舍去后面的小数. 4小数乘法的运算定律 整数乘法的运算定律同样适用于小数乘法.如乘法交换律AXB=BXA;乘法结合律(AXB)XC=AX(BXC);乘法分配律AX(B+C)=ZXB+AXC 5常见题型 (1)加法算式改写成乘法算式.按照小数乘整数的意义,小数加法算式可以与小数乘法算 式互换灵活运用.如:1.2+1.2+1.2=1.2X3. (2)数小数位.给一个小数乘法算式,数出积的小数位.如:3.6X2.4的积有几位小数. (3)小数乘法的计算.分为小数乘整数和小数乘小数两类.计算方法一样,先按整数乘法算 出积,再点小数点. (4)保留小数位.用”四舍五入”法保留小数乘法积的几位小数.如:2.35X4.56(保留两位小 数). (5)运算定律的应用.给一个算式计算过程,判断运用了什么定律。如：1.2X3=3X1.2运用 小数什么定律(乘法交换律)或者运用定律进行小数乘法的简便计算,如 2 .3X1.8+2.3X8.2进行简便计算.__(运用了乘法分配律_)_______________________ 填空题考试要点: 1.小数乘法应先按照( 整数乘法)算出积,再点( 小数点),点小数点时,看( 两 个因数)中一共有几位小数,就从积的( 右边)起数出几位,点上小数点. 2一个数(0除外)乘以大于1的数时,积要比原来的数( 大). 一个数(0除外)乘以小于1的数时, 积要比原来的数( 小). 3小数乘法积的近似数应按( ＂四舍五入法＂)法保留一定的小数位数. 4整数乘法的( 交换)律．（结合律．（分配）律，对于小数乘法也适用． ５０．４＋０．４＋０．４改用乘法算式表示是（０．４Ｘ３） ６３．５７Ｘ３＋７Ｘ３．５７可以用（乘法分配律）进行简算，0.25X(8.6X8)可以用（乘法结合律）进行简算。—————————————————————— 7 2.5X(7X4)=7X(2.5X4),这是根据乘法结合律. 85个2.4的和,乘法算式是(2.4X5 ),36的2.8倍是( 36X2.8) . 90.37X0.05的积有(四)位小数.

人教版高中英语必修一unit1知识点总结

Survey n. 纵览,视察,测量v. 审视,视察,通盘考虑,调查 1. We stood on the top of the mountain and surveyed the countryside. 我们站在山顶上，眺望乡村。 2. A quick survey of the street showed that no one was about. 扫视街道, 空无一人。 Add v. 增加 1. He added some wood to increase the fire. 他加了一些木柴，使火旺些。 2. If you add 4 to 5, you get 9. 四加五等于九。 3. Add up all the money I owe you. 把我应付你的钱都加在一起。 Upset a. 烦乱的,不高兴 v. 颠覆,推翻,扰乱,使心烦意乱,使不舒服 1. I'm always upset when I don't get any mail. 我接不到任何邮件时总是心烦意乱。 2. He has an upset stomach. 他胃不舒服。 3. The news quite upset him. 这消息使他心烦意乱。 Ignore v. 不顾,不理,忽视 1. I said hello to her, but she ignored me completely! 我向她打招呼, 可她根本不理我! 2. I can't ignore his rudeness any longer. 他粗暴无礼, 我再也不能不闻不问了。 Calm n. 平稳,风平浪静 a. 平静的,冷静的 v. 平静下来,镇静 1. It was a beautiful morning, calm and serene. 那是一个宁静、明媚的早晨。 2. You should keep calm even in face of danger. 即使面临危险，你也应当保持镇静。 3. Have a brandy it'll help to calm you (down). 来点儿白兰地--能使你静下来。 calm down vt. 平静下来(镇定下来) 1. His rage was soon calmed down by the rustic peace. 乡村的宁静很快就使他的怒气平静下来。 2. I told myself to calm down. 我告诫自己要冷静下来。 have got to conj. 不得不(必须) 1. You may not like him, but you have got to admire his persistence. 你可以不喜欢他，但你不得不佩服他那种坚忍不拔的精神。 2. I couldn't have got to the meeting on time -- unless I had caught an earlier train. 我不可能及时赶到会场，除非我赶上了较找的一班火车。 Concern n. 关心,关系, 关切的事,忧虑 v. 涉及,与...有关,影响;使关心 1. How much money I earn is none of your concern. 我挣多少钱与你无关。 2. These problems concern all of us. 这些问题影响到我们每一个人。 3. This restaurant is a family concern. 这家饭店是由一家人经营的。 be concerned about vt. 关心(挂念) 1. It is reassuring to be enquired after when you're ill. It shows your friends haven't stopped being concerned about you. 如果能询问一下你是何时生病的我们也就放心了。因为你的朋友一直在关心你。 2. The government's claim to be concerned about unemployment is sheer hypocrisy. 政府声称对失业表示关注纯属做做姿态。 Cheat n. 骗子,欺骗行为 v. 欺骗,作弊 1. His father was cheated of his land. 他的父亲被人骗走了地产。 2. He never cheats to pass examination. 他考试从不作弊。 3. He was cheated (out) of his rightful inheritance. 他依法应得的遗产被人骗走了. Reason n. 理由,原因,理智,理性 v. 说服,推论,下判断 1. She can reason very clearly. 她能很清晰地思考。 2. Copernicus reasoned that the earth revolved around the sun. 哥白尼论证了地球绕着太阳转。 3. We have reason to believe that he was murdered. 我们有理由相信他是被谋杀的。 list n. 目录,名单,明细表 v. 列出,列于表上,记入名单内 1. He wrote down his name on the list. 他将他的名字写在清单上。 2. He listed all the things he had to do. 他把自己必须做的事列成表。 Share n. 部份,股份,分担 v. 共享,共有,分配 1. If you want a share of the pay, you'll have to do your fair share of the work. 要是你想得到一份报酬，你就必须做好你该分担的那一份工作。 2. She's got all her money in stocks and shares. 她所有的钱都投放到股票里去了。

英语教学法教程教案(王蔷)

英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世

纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；

七年级下册英语unit-1-12单元全册知识点归纳与复习教案

七年级下册英语 Unit 1 Can you play the guitar ? 1、can+动词原形，它不随主语和数而变化。 (1)含有can的肯定句：主语+can+谓语动词的原形+其他。 (2)变一般疑问句时，把can提前：Can+主语+动词原形+其他？ 肯定回答：Yes，主语+can。否定回答：No，主语+can't. (3)含有can的否定句：主语+can't+动词的原形+其他。 (4)含有can的特殊疑问句：特殊疑问词+can+主语+动词原形+其他？ 2、may+动词的原形。（may为情态动词）一般疑问句是把may提前， 肯定回答是：Yes，主语+may。否定回答是：No，主语+mustn't。或please don't。 join+某个组织，俱乐部，party，参军，党派等“加入” Join sb. “参加到某人中” join in (doing)sth “加入做......，参加某个活动” Join in=take part in +活动，比赛 3、说某种语言：speak+语言 4、play+球、棋、牌；play+the+乐器。 5、擅长于（做）什么：be good at +名词/动ing 6、帮助某人做某事：help sb. (to ) do sth. help sb. with sth. 7、我能知道你名字吗？May I know your name? 8、想要做什么：want to do sth 例如：I want to learn about art. 9、What club do you want to join? I want to join the chess club and the basketball club. 10、What club does Tom want to join? He wants to join the swimming club . 11、He can’t play the violin or the piano. Can you help kids with swimming? 12、Why do you want to join the English club? Because I want to learn English well. Unit 2 What time do you go to school ? 1、what time和when引导的特殊疑问句。 (1)对时间提问用what time，也可以用when。询问钟点时用what time，询问日期、月份、年份时用when。 (2)询问做某事的时间时，两者可以互换。(3)其他询问时间的句子： What's the time? =What time is it?现在几点了？ 时刻表达法：顺读法和逆读法。 (1)顺读法：“钟点+分钟”直接读数字。 (2)逆读法：借助介词past或to表示，要先说分再说钟点。 A.当分钟不超过30分钟时（包括30分钟），即<或=30，用past表示。其结构为：“分钟+past+整点” 意为“几点过几分”。 B.当超过30分钟时，即>30，用to表示。其结构为：“所差分钟（即60—所 过分钟数）+to+下一个整点”，to译成“差”，差几分钟到几点。 C.当分钟为30分钟用half表示，当分钟为15分钟用a quarter。 2、always 总是>usually 通常>often常常>sometime 有时 3、Watch+TV、球赛“观看，观赏”，特指长时间注视。 See+电影、医生“看见”，强调看的结果。 Look “看”，强调看的动作，look后接宾语时要用介词at。 Read+书刊、杂志“阅读”

第1单元知识点梳理

第一单元知识小结 一、易读错的字 古诗．（shī）村．（cūn）居化妆．（zhuāng） 喝醉．（zuì）丝．（sī）绦裁．（cái）剪 遮．（zhē）掩兴致．（zhì）茁．（zhuó）壮 花籽．（zǐ）绚．（xuàn）丽植．（zhí）树 二、易写错的字 绿：右边的“录”，下面不是“水”。 柳：右边是“卯”，不要丢掉第七笔“丿”。 格：右边是“各”，不是“名”。 局：下面不是“可”。 三、会写词语 古诗村居儿童碧绿化妆丝带剪刀冲出寻找姑娘吐丝柳枝荡秋千 鲜花桃花杏花邮递员先生原来 大叔邮局东西太太做客惊奇 去年美好一堆礼物邓小平植树 格外引人注目满意休息树苗 四、多音字 cháng（长处）sì（似乎）长似 zhǎng（长大）shì（似的）

chōng（冲锋枪） cáng（捉迷藏） 冲藏 chòng（冲着）zàng（藏族） zhòng（栽种）qí（奇怪） 种奇 zhǒng（种子）jī（奇数） 五、形近字 村（山村）妆（化妆）冲（冲动） 树（大数）壮（壮丽）种（种植） 桃（桃树）姑（姑娘）车（汽车） 跳（跳动）咕（咕咕）东（东西） 礼（有礼）植（植物）住（居住） 扎（挣扎）值（值日）注（注意）六、近义词 丝绦—丝带裁—剪奔—跑仔细—细心 寻找—寻觅懊丧—沮丧惊奇—诧异 碧空如洗—万里无云格外—特别 兴致勃勃—兴味盎然 七、反义词 赶紧—迟缓懊丧—兴奋惊奇—平静 仔细—马虎害羞—大方探出—缩进 茁壮—瘦弱笔直—弯曲满意—不满

八、词语搭配 1. 动词搭配： （脱掉）棉袄（冲出）家门（奔向）田野 （寻找）春天 2. 形容词搭配： （害羞）的小姑娘（解冻）的小溪 （难忘）的日子（绿油油）的小柏树 （精心）地挑选（兴致勃勃）地挖着 九、词语归类 1. AABB 式的词语：遮遮掩掩躲躲藏藏叮叮咚咚 高高兴兴快快乐乐 2. ABCC 式的词语：兴致勃勃人才济济仪表堂堂 十、句子积累 1. 设问句、比喻句：不知细叶谁裁出，二月春风似剪刀。 2. 疑问句、感叹句：这是谁在我家门前种的花？真美啊！ 3. 比喻句：一棵绿油油的小柏树栽好了，就像战士一样笔直地站在 那里。 十一、考点提示 1. 背诵：《村居》《咏柳》《赋得古原草送别（节选）》。 2. 理解《村居》《咏柳》所描绘的春天的景象。 3.《找春天》最后一个自然段常以填空题的形式考查。 4.《开满鲜花的小路》第6-12 自然段常以课内阅

Unit1知识点整理

Vocabulary 1.flame ◎n. The whole building was soon in flames. burst into flames ※literary a sudden strong feeling a flame of passion anger desire hope ◎v. literary to become suddenly bright with light or colour, especially red or orange: Erica’s cheeks fla med (with anger.) https://www.sodocs.net/doc/887898478.html,sh---lace ◎ something firmly to something else, or to tie two things together firmly using a rope After lashing the boat to the bank, we ran for shelter from the storm. ◎to hit/attack sth. with violent force The man lashed the horse to go faster. Giant waves /wind/rain/sea lashed the sea wall. ◎if an animal lashes its tail, or if its tail lashes, it moves its tail fast and violently from side to side, often when it is angry ◎to criticize someone angrily –used especially in newspapers: Democrats lashed Republican plans, calling them extreme. Gallins lashed back at those who accused him of corruption. ※Olson lashed out at the media.(critcize sb. suddenly) She would suddenly lash out at other children.( to suddenly try to hit sb) n. (作为惩罚的)鞭打,抽打: They each received 20 lashes for stealing. *eye?brow /?a?bra?/眉毛 lash/eyelash睫毛 3.scoff ◎If you scoff at something, you laugh at it in a way that shows you think it is ridiculous David scoffed at her fears. Officials scoffed at the idea. ‘You, a scientist!’ he scoffed. It’s easy to scoff when you haven’t tried it yourself. 4.sway ◎to move slowly from one side to another:

EIM Book 1 Unit 1 Free time 单元知识要点

Unit 1 Free Time Part 1 (p11-12) New Word unusual [?n?ju: ?u?l] adj. 特别的，不寻常的while [wa?l] n. 一段时间，一会儿 bee [bi:] n. 蜜蜂kilo [?ki: l??] n. 千克，公斤 beekeeping [?bi: ki: p??] n. 养蜂produce [pr??dju: s] v. 生产 beehive [?bi: ha?v] n. 蜂窝，蜂巢sell [sel] v. 卖(sold-sold) typical [?t?p?kl] adj. 典型，传统的near [n??(r)] adv. 靠近，附近 feed [fi: d] v. 喂养keep[ki: p] v. 保持，保存 photograph [?f??t?ɡrɑ: f] n. 照片volleyball [?v?lib?: l] n. 排球 Word Form https://www.sodocs.net/doc/887898478.html,ual adj. ---unusual adj. ---usually adv. ---unusually adv. 2.produce [pr??dju: s] v. 生产---product n. 产品 3.sell [sel] v. 卖(sold-sold) ---sale [se?l] n. 销售 4.scared [ske?d] adj. 害怕，恐惧---scary [?ske?ri] adj. 恐怖的，吓人的---scare [ske?(r)] v. 惊吓，使害怕 Phrases and Sentences 1.like doing.../love doing... /enjoy doing... 喜欢做... 2.feed... with... 用...喂养... Claire feeds the bees with sugar and water. feed on 以...为食 https://www.sodocs.net/doc/887898478.html,e round 拜访(visit) My close friend came round last weekend, and we had fun together. 4.go near 靠近 The little boy goes near the cage and feeds the rabbit with carrots. 5.be scared of sth. 害怕某物 6.for a while 一会儿 7.take photos of 给...照相 8. a kilo of honey 一千克蜂蜜two kilos of honey 两千克蜂蜜 9.take ...to... 把...带去... (bring...to... 把...带来) 10.keep sb./sth. adj. 保持某人/某事怎么样 keep doing... 一直做某事 beekeeping =keeping bees 养蜂

苏教语文三年级下第1单元知识点

第一单元复习 一、要掌握的词。 １． 民族谱写万里长城绸带创造连绵起伏驾驶曲折蜿蜒不朽的诗篇奇异的景象辽阔岛屿 矿产水天相连壮观宝库海龟星罗棋布不仅曾母暗沙合璧变幻无常腾云驾雾资源 千姿百态云遮雾罩瞬息万变一泻千里四蹄生风流连忘返庐山瀑布似乎笼罩关系系鞋带 杭州航行嘉峪关奇迹搏击晶莹 浩瀚繁衍用之不竭清澈心旷神怡海域 五彩缤纷翡翠幽谷游览飘飘欲仙弥漫 2．近义词：奇异（奇特）曲折（波折）蕴藏（储藏）珍贵（宝贵）神秘（秘密）五彩缤纷（五颜六色）秀丽（秀美）增添（增加）千姿百态（姿态万千） 反义词：奇异（寻常）曲折（笔直）清澈(混浊) 增添（削减）变幻无常（始终如一） 二、照样子写词语。 １．形容云雾的词语有：气象万千风云变幻奇峰异岭若隐若现 腾云驾雾飘飘欲仙白云苍狗瞬息万变 形容变化多而快的成语：风云变幻白云苍狗瞬息万变 ２．我国各省、市、自治区的简称： 辽（辽宁）吉（吉林）黑（黑龙江）蒙（内蒙古） 冀（河北）晋（山西）陕（陕西）宁（宁夏） 鲁（山东）皖（安徽）苏（江苏）浙（浙江） 渝（重庆）沪（上海）津（天津）京（北京） 豫（河南）鄂（湖北）湘（湖南）赣（江西） 台（台湾）闽（福建）滇（云南）琼（海南）

川（四川）黔（贵州）粤（广东）桂（广西） 甘（甘肃）新（新疆）藏（西藏）青（青海） 港（香港）澳（澳门）回归举国欢庆 ３．现代的人间奇迹有：宏伟的南京长江大桥举世瞩目的三峡工程人造地球卫星 万里长城京杭大运河神舟五号宇宙飞船青藏铁路无绳电话上海东方明珠电视塔４．古代的人间奇迹有：北京故宫西安兵马俑龙门石窟西藏布达拉宫敦煌莫高窟５．形容海面景色的词：微波粼粼碧波荡漾波浪滔天波澜壮阔碧波浩渺水天一色６．形容景色美丽的词：风景如画色彩斑斓秀丽迷人景色优美 ７．我国的风景名胜有：桂林山水秦始皇兵马俑黄山迎客松黄果树瀑布济南泉城苏州园林西藏布达拉宫海南三亚北京故宫云南西双版纳杭州西湖８．形容山的词语：山清水秀山高水远青山绿水 9．春节的习俗有：贴春联、吃年夜饭、舞龙、向长辈拜年、看春晚、放烟花等。 三、词语搭配。 不朽的诗篇奇异的景象蜿蜒的巨龙辽阔的海域高高的蓝天 极为丰富的矿产资源动人的诗篇美丽的景象浩瀚的大海洁白的浪花 晶莹的珍珠难以计数的海洋生物迷人的世界神秘的色彩清澈的海水 巨大的天幕茫茫的大海用之不竭的海洋动力千姿百态的云雾 飘飘欲仙的感觉变幻无常的云雾景色秀丽的庐山美丽的南沙群岛 随风飘荡的轻烟一泻千里的银河四蹄生风的白马 一条玉带一缕轻烟一座山峰一座冰山一匹白马一朵浪花一顶绒帽一道彩虹香港（东方之珠）济南（泉城）南京（石头城）杭州（人间天堂）广州（羊城） 四、多音字组词。 行xíng（行人、行走、航行）曲（曲线、曲折、弯曲）华（中华、华丽）（银行、行列、行业）（歌曲、乐曲、戏曲）（华山） 漂（漂亮）似（似乎、相似）系（联系、关系）（漂浮、漂流）（似的）（系鞋带） 数（数落、数不胜数）曾（曾今、未曾）转（转身、好转）（数学、数字）（曾孙、曾祖）（旋转、转圈）

unit1 知识点

Unit 1 知识点汇总 1. 问路的句型---Where is…? 课文应用：Where is the museum shop?（博物馆商店在哪里？） It’s near the door.（在大门附近。） 句型结构：问句---Where is+地点？ 答句---It’s+表示地点的词语（near the park; over there; next to the school…）此问句是由特殊疑问词where 引导的一个特殊疑问句，where意为“在哪里，到哪里”，用来询问地点，放在句子的开头。where is 后接名词或代词的单数形式，where are 后接名词或代词的复数形式。 2. 如何表达“我想要…”---I want to … 课文应用：I want to buy a postcard.（我想要买一张明信片。） 句型结构：I want to+动词原形+其他。 3. It’s near the door.(在门的附近。) 此句中near是表示位置的介词，意为“旁边，附近”，其同义句是：It’s next to the door.（它在门的旁边。） ·neat与next to的不同：near和next to都可以表示较近的距离，但是next to表示“挨着；与…相邻”，而near表示“在…附近”。很显然，near表示的范围更大一些。4. 询问怎么到某地的句型 课文应用：How can we get there?（我们怎么到那儿？） 句型结构：How can+主语+get (to)+地点？ 回答时，可以用“turn left, turn right, go straight.”等用来指路的句型回答。同时表示在某处的介词用at。如：Turn left at the bookstore. Then turn right at the hospital. 此句5. Is the Thames far from here? No.此句是个be动词开头的一般疑问句，其回答要用yes或no.句中的far from意为“离……远”。反义词组为near to.

王蔷主编的《英语教学法教程》第二版-unit1

Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.

六上英语 Unit1单元知识点教学提纲

六上Unit1 单元知识点一、词组 1皇帝的新衣the king’s new clothes 2很久以前long long ago 3某一天one day 4两个男子two men 5拜访国王visit the king 6为你做新衣服 make new clothes for you 7给国王看他的新衣 show the king his new clothes 8试穿try on 9这些魔法衣服these magic clothes 10聪明的人clever people 11愚蠢的人foolish people 12穿着他的新衣in his new clothes wear his new clothes 13许多人a lot of people 14在街上in the street 15看着国王look at the king 16 一个小男孩a little boy 17指着国王point at the king 18嘲笑他laugh at him 19非常合身fit well 20在四点半at half past four 21讲故事tell a story 22每个学生each student 23下一句the next sentence 24生病了be sick / be ill 25穿过城市walk through the city 26轮到波比了。It is Bobby’s turn. 27努力地想think hard 28不得不重新开始讲故事 have to start the story again 29在山上on the mountain 30在狮子的房子前面 in front of the lion’s house 31在房子旁边散步walk by the house 32对着老人大喊shout at the old man 33把你的孩子给我give me your child give your child to me 34和狮子住在一起live with the lion 35对她很好be nice to her 36照顾他look after him 37快点be quick 38变成一个王子turn into a prince △39一个苏格兰男士 a Scottish man △40穿一条苏格兰裙wear a kilt △41一美国牛仔an American cowboy △42 穿牛仔裤wear jeans 二、句型 1. Long long ago, there was a king. 很久以前，有一位国王。 2. There were a lot of people in the street. 街上有许多人。 3. One day, two men visited the king. 一天，两个男人拜访国王。 4. The king was happy. 国王很高兴。 5. The king liked new clothes. 国王喜欢新衣服。 6. They looked at the king and shouted. 他们看着国王叫喊。 一个小男孩指着国王笑。 国王穿着新衣服步行穿过这座城市。 9. The king isn’t wea国王没有穿任何衣服。

必修三Unit1知识点

必修三Unit1知识点

Unit 1 1. mean的用法 1）mean to do意欲做 e.g. I didn’t mean to hurt you. 2）mean doing意味着 e.g. Missing the train means waiting for another hour. 3) be meant for 适合做 e.g. He is not meant for a teacher and will always be unhappy in the school. means 方式，方法，途径 by all means 当然可以，没问题by no means 绝不 by means of 借助……手段；依靠……方法 练习：他说他不适合读书因为懒。He says he _______a student for his laziness. 这次考试失败意味着要再考一次。Failing this exam _______________another one. 我并不是故意迟到的。I didn’t ____________ be l ate for school. 2. celebrate vt. & vi. (1) 庆祝；祝贺celebrate Christmas / one’s birthday / a victory (成功) (2) 赞扬；称颂 e.g. The names of many heroes are celebrated by the poets. 词语辨析：celebrate, congratulate celebrate表示“庆祝”后常接日期,事情或场合，表示“赞扬”时，宾语可以是人，也可是物。 congratulate后常接人，表示向某人祝贺congratulate sb. on/upon (doing) sth. congratulations (to sb) on sth/ doing sth. 3. 英语中表示“发生”的词或短语均为不及物，不用于被动语态，主语为所发生的事。词语辨析：take place, happen, occur, come about, break out的比较 1)take place“发生,举行”侧重安排或计划而发生的事,带有“非偶然”的意思 e.g. Great changes have taken place in China in the past 10 years. 2) happen “发生”常指具体客观事物或情况的偶然或未能预见地发生。happen 还可以表示“碰巧发生了什么事”常构成sb/sth. happens to do或It happens that… e.g. It happened to rain that day. The traffic accident occurred on Wednesday. 3）occur “发生，出现”,较正式用词，指事情偶然地、意外地发生或思想突然浮在心头。occur to 有“想起”的意思。 e.g. A good idea occurred to me. 4）break out (火灾、战争、疾病)突然发生、爆发 e.g. The Second World War broke out in 1939. 5）come about “发生”, 往往注重事情发生的原因。且很多时候与how 连用。 与happen 用法较接近

英语教学法教程-王蔷主编

总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：