英语资料教学提纲
人教版小学四年级英语下册全册教学大纲
人教版小学四年级英语下册全册教学大纲课程简介本教学大纲为人教版小学四年级英语下册全册的教学大纲。
本教材旨在引领小学四年级学生全面提升英语听、说、读、写的能力。
通过生动有趣的教学内容和多种教学活动，培养学生的英语研究兴趣，并帮助他们掌握基本的英语交流技能。
教学目标1. 培养学生的听力理解能力，能够听懂和理解简单的英语对话和短文。
2. 培养学生的口语表达能力，能够用简单的英语进行基本的对话和表达。
3. 培养学生的阅读能力，能够正确地读出课文和简单的英语单词。
4. 培养学生的书写能力，能够正确地书写简单的英语句子和单词。
5. 培养学生的语法意识，让他们能够正确地运用基本的英语语法知识。
教学内容本教学大纲包括以下几个部分：1. 单元主题：每个单元都有一个主题，通过这个主题引导学生研究相关的词汇、句型和语法知识。
2. 课文研究：每个单元都包括一篇或多篇课文，通过听、说、读、写的综合训练，帮助学生掌握课文的内容和语言表达。
3. 词汇研究：每个单元都包括一定数量的生词和短语，通过多种教学方法帮助学生掌握这些词汇。
4. 句型研究：每个单元都包括几个常用的句型，通过对句型的研究和练，培养学生正确运用句型的能力。
5. 语法研究：每个单元都包括一些基本的英语语法知识，通过对语法的研究和练，提高学生的语法意识和语言运用能力。
教学方法本教学大纲采用多种教学方法，包括听力训练、口语训练、阅读训练、写作训练以及游戏和活动等。
教师可以根据学生的实际情况和兴趣灵活运用这些教学方法，提高教学效果。
评估方式本教学大纲包括课前、课中和课后的评估方式。
教师可以通过观察学生的课堂表现、听力测试、口语测试、阅读测试和写作测试等方式对学生进行评估。
评估结果可以为教师调整教学方法和教学内容提供参考。
结束语通过本教学大纲的实施，学生将能够全面提升他们的英语听、说、读、写的能力，为进一步研究英语打下坚实的基础。
以上为人教版小学四年级英语下册全册教学大纲的简要介绍，具体的教学内容和教学方法请参考教材。
英语语法入门基础知识教学提纲
语法基础知识目录一、字母与语音 (1)二、词法 (3)三、句法 (12)四、时态 (16)语法基础知识一、字母与语音❖主要字母组合的发音❖几个发音特殊的辅音字母A.字母c在a,l,o,r,u等前读[k],如come[k ʌm],coat[k əut] 等.字母c在e,I,y前读[s],如pencil[pensl]等B.字母g一般读[g],如go[gəu],leg[leg]等，字母g和e(即ge)在词尾读[dʒ],如orange[ɔrindʒ]等C.双写辅音字母虽然是两个相同的辅音字母写在一起，但只读一个音,如apple[æ pl]egg[eg]等。
二、词法❖简单缩写n. 名词v. 动词vi 不及物动词vt 及物动词adv. 副词adj. 形容词art. 冠词pron. 代词prep. 介词num. 数词❖名词的分类名词就是表示人，事物，地点，现象及其他抽象概念等名称的词，它分为普通名词和专有名词。
普通名词分为可数名词与不可数名词；专有名词是指具体的人物、地点、组织、机构、国家或地区的名词等。
❖规则名词单数变复数：1)一般情况下，在名词后加-s;2)词尾是s,x,ch,sh结尾的词，在词尾后加-es;3)“辅音字母+y”结尾的词，变y为i，再加-es;以y结尾的专有名词或“元音字母+y”结尾的词，直接加-s;4)以“+o”结尾的词，一般在词尾加-s;在词尾加-es的词：黑人（Negro）英雄（hero）爱吃西红柿（tomato）土豆（potato）5)以-f/fe结尾的词，变复数，将-f/fe改为v加es;❖不规则名词单数变复数：1）含man（男人）的词一般变为men2）将oo 改为ee 的有foot-feet（脚）tooth-teeth（牙刷goose-geese(鹅肉笨蛋) 3）以en结尾的有child-childen（孩子）ox-oxen（公牛）4）将ouse 改为ice 的mouse-mice（老鼠）5）单复数同形的是sheep（羊）deer（鹿）Chinese（中国人）注：fish ①作“鱼肉”讲，为不可数名词，没有复数形式；②作“鱼类”讲，复数形式为fishes；③作“鱼的条数”讲，复数形式为fish，单复同形。
典范英语6-4 Oh, Otto!教学提纲
典范英语6-4O h,O t t o!Oh, Otto!1. Something importantThe children in Class Four were busy workingThen their teacher, Miss Underwood, said: ‘I have something very important to tell you.’She smiled and said: ‘A new boy is coming to our class. His name is Otto and he comes from far, far away. In fact, he comes from outer space…’(This is Otto’s first day at earth school. Here he is…)The door opened and a boy came in. he looked just like the other children-but he was a different color. He was green.Miss Underwood told Otto to sit with Jo and Charlie and Josh. Then she looked at Jo and added, ‘I want you to take care of our new boy and give him a hand if he needs it.’‘Please, Miss,’ said Otto. ‘I’m not NEW. I’m seven and a half. And I don’t already. Look!’‘Oh, Otto!’ Miss Underwood smiled. ‘Just sit down and be a dear.’Otto sat down.Then he said, ‘I don’t think I can be a deer…but I can quack like a duck.’He flapped his arms, like wings, and went: ‘Quack! Quack! Quack!’Charlie joined in: ‘Quack!QUACK! QUACK!’Miss Underwood smiled at Otto. ‘No quacking n class!’ she said.Then she frowned at Charlie. ‘Charlie!’ she said. ‘You know better than that! Get on with your work.’‘It’s not fair!’ Charlie grumbled. ‘I get into trouble and that new boy doesn’t!’That’s when Charlie decided he didn’t like Otto. He didn’t like him one bit.2. Charlie is crossOtto made a lot of mistakes.Charlie leaned back on his chair. Otto tried to do the same thing. But he fell down……and so did all the paints.Now Charlie was green too-and he wasn’t happy about it.Charlie got crosser and crosser and crosser.At playtime, when Otto was in the playground, Charlie decided to scare him. ‘If you stand there, you’ll get eaten by a bear,’ said Charlie.‘A bear! Where?’ O tto screamed.Charlie goggled. ‘We keep the bear in the head’s office. All Earth schools have a bear,’ he went on. ‘Sometimes the bear gets out…and sometimes it’s hungry!’Otto looked very scared.3. Treasure HuntThat afternoon the class was having a Treasure Hunt. All the children were looking forward to it.Miss Underwood gave each pair of children the same clue.‘I want you to work in a pair with Otto,’ she said to Jo.‘Work in a pear?’ said Otto ‘How? It will have to be a big pear. Not too juicy. We could all get sticky.’Jo laughed. ‘Oh, Otto! You don’t understand anything! ’The Treasure Hunt began.Charlie worked with Josh. Jo worked with Otto.This was the clue that they had to follow:(Start at the classroom door.Then walk along.Don’t go ri ght.Then you won’t go wrong.)‘What does that mean?’ said Charlie.‘I don’t know,’ said Josh. ‘But when Miss Underwood hid the treasure last time, it was in the playground.’‘Let’s go there!’ Charlie said to Josh. ‘Quick! We’ll be first.’Otto jumped up to follow them-but Charlie had a plan. He stuck out his foot and tripped Otto up.‘Enjoy your trip!’ Charlie laughed, and ran off with Josh.Jo helped Otto up.All the other children ran out of the classroom and followed Charlie and Josh. They turned right, towards the playground.Jo sighed. ‘Now we’re going to be last.’‘We won’t be last,’ said Otto, ‘because they’re all going the wrong way. Lookat the clue.’(Start at the classroom door.Then walk along.Don’t go right.Then you won’t go wrong.Otto poin ted at the clue. ‘It means we start here-at the classroom door and we don’t turn RIGHT-because that would be wrong. We have to turn LEFT.’They set off in the other direction to the rest of the children.Charlie and Josh were looking for treasure in the playground and they were getting fed up.‘There’s nothing here,’ said Charlie. ‘Let’s look inside the school.’They went back into the school hall, past the head’s office and that’s when they saw it…‘There IS a bear!’ Charlie said. ‘There really is!’They ran screaming back to their classroom.‘Help! Help! We’ve seen a bear.’4. Oh, OttoJo and Otto had turned left and walked along the corridor.‘Look!’ said Otto.There was an arrow and it was pointing to a plant pot.Jo picked up the pot and found a map.There was another clue on the map.(Clue number2Follow this map if you want to do well.Just look in the place where you find a spell.)Jo and Otto followed the map to the school library.Jo read out the clue again:Follow this map if you want to do well.Just look in the place where you find a spell.‘I understand!’ said Otto. ‘Look-there’s a pile of spelling books. That’s where we’ll find a “spell!”’‘You’ve got it, Otto!’ said Jo.Behind the pile of spelling books, there was a box of golden coins. ‘Yum!’ said Jo. ‘It’s chocolate money!’Back in the classroom, Jo and Otto shared out the treasure chocolate.‘But what’s the matter with Josh and Charlie?’ asked Otto.Some of the other children laughed.‘Charlie and Josh thought they saw a bear!’‘A bear!’ said Otto. ‘Jo told me you were making up that story to scare me.’Charlie looked ashamed. ‘It wasn’t really a bear,’ he said. ‘It was the head’s big new coat hanging on the door…’‘But it LOOKED like a bear,’ said Josh.Charlie and Josh went bright red.‘Don’t worry,’ said Otto. ‘Everyone makes mistakes. Have a chocolate.’‘I’m sorry I made fun of you,’ said Charlie.Charlie looked so sad that Miss Underwood felt sorry for him.‘We’ll forgive you, Charlie,’ she said. ‘We all have bad days.’She smiled. ‘You and Josh seem to have lost your heads, today!’‘Oh!’ said Otto. ‘Shall I look for their heads, Miss? I’m good at finding things!’1.重要的事情中四班孩子们忙工作然后他们的老师，安德伍德小姐，说： ' 我有非常重要的事情要告诉你。
基础英语教学大纲
基础英语教学大纲
引言：
英语作为全球通用的语言，在现代社会中扮演着非常重要的角色。
因此，教授基础英语的教学显得尤为重要。
本文将介绍一份基
础英语教学大纲，旨在帮助教师和学生达到理想的教学效果。
一、教学目标：
1. 帮助学生掌握英语的基本语法和句式结构。
2. 发展学生的听、说、读、写四项英语技能。
3. 培养学生的词汇量和语言运用能力。
4. 培养学生的自学能力和团队合作精神。
5. 培养学生的文化意识和跨文化交际能力。
二、教学内容：
1. 语法：教授基本的英语语法知识，包括时态、语态、疑问句、否定句等。
2. 句式结构：引导学生学习常见的句式结构，如主语+谓语、主语+谓语+宾语等。
3. 听力：通过听力活动提高学生的听力技能，包括理解对话、听取指令、听写等。
4. 口语：通过口语练习，提高学生的口语表达能力，让他们能够自信地进行日常对话。
5. 阅读：教授阅读技巧，提高学生的阅读理解能力，并帮助他们扩展词汇量。
6. 写作：引导学生进行简单的英文写作，包括日记、介绍人物或地点等。
7. 词汇：教授常用词汇和短语，帮助学生扩大词汇量并提高语言运用能力。
8. 文化：介绍英语国家的文化和习俗，增加学生的文化意识和跨文化交际能力。
三、教学方法：。
最新王蔷主编的《英语教学法教程》第二版-Unit 1教学提纲
Unit 1 Language and Language LearningAims of the unitIn 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 1Below 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 inFrom the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult; 3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities inlanguage learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language?’The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what is language?To give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language?’ rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged. Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only seeslanguages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantly a tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.1.3 Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above. When you are ready, join another group and share your ideas.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes. Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement’ (Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the U.S. One influential result is the audio-lingual method, which involves endless’ listen and repeat’ drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival ofstructural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.1.4 What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon? Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities thatIt is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion, whichdescribe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper.2. Add any adjectives to the list which describe further qualities that you feel aremissing.3.These adjectives are intended to describe positive qualities or styles. Do you feelthat any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him\her.From the above activities we can see that a good English teacher should have ethicdevotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book, can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’ techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” to demonstrate the development of professional competence. The followi ng model is an adapted version to illustrate the process of becoming a professionally competent teacher.(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others’experiences (empirical knowledge gained through readingand observations)2. learning the received knowledge (language learning theories, educationalpsychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’ and ‘applied science’ knowledge. The learning stage is followed by practice. The term ‘practice’can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’ is the real classroom teaching that a teacher undertakes after he/she finishesformal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure 1.1. However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’ a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure 1.1.1.6 An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text. Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hopedthat classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, i.e. giving effective instructions, asking effective questions, and dealing with students’ errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’学习资料awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will needto play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’further comments. Occasionally, some tasks seem to need more ‘concrete’ solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.精品文档。
人教版七年级英语上册复习资料教学提纲
人教版七年级英语上册复习资料人教版七年级英语（上册）辅导材料第一块国际音标国际音标是一种工具，其作用是标记英语字母和单词的读音1、20个元音单兀曰：/i:/ Ee / 3/her /u:/ do/1 / it / ?/ about / u/ book/ a: / are / / or /? / any/ / us // off / e/ at双元音：/ / Ii / / out / / ear/ / Aa,/ / Oo / / air/ / boy // sure2、28辅音:成对的清浊辅音：/ p/ map /1/ it / k/ book / f/off / 0/ math /s/ yes/ b/ club / d/dad / g/big / v/ have / e/this / z/zoo/ / fish / / watch /tr / tree /ts/ its/ / orange /dr/ dress / dz/ beds/ / usually其他辅音:/m/ am / n/ and / / English /1 / like/ h/ hello / r/ red / w / what / j / yes3、国际音标拼读规则：辅见元，碰一碰。
/1 /在前，发本音；音节后面卷下舌。
/p/、/1/、/ k/、/ tr /清辅音，/s/后读成浊辅音本块词汇：speak说讲start 开始school 学校strict 严格的out 外面club 俱乐部usually 通常dress 化妆about 关于大约us 我们her她的ear 耳朵En英语sure 当然可以air 空气glishor或者any 一些boy 男孩orange 橙子,桔子map地图tree 树math 数学off 离开watch 观看手表do 做like喜欢beds 床what 什么hello 喂是的red 红色的yes是的book 书its 它的zoo 动物园fish 鱼dad爸爸big 大的have 有this 这it 它Starter un it1-3一、文化常识1、英语文化区域，熟人之间见面，常要互相问好。
朗文英语2B英语复习资料(全面)教学提纲
朗文2B复习资料班级______ 姓名______ 分数______单词过关训练过关一：请填上空缺的字母。
1) w__sh the d__shes 2) d__ my h__mework 3) g __ to b__d 4) s__t the t__ble5) sw__ep the fl__ __r6) br__sh my t__eth 7) b__tt__r 8)or__nge10) s__g__ __ 11) fl__ __ __13) gr__ p __ 14) __gg15) h__v__ a sh__ __er 16) w__sh my f__c__17) dr__ the d__shes 18) t__d__ the l__ving r__ __m 19) w__t__ the pl__ __ts 20) f__ __tball21) t__ble t__nnis22) b__dm__nton 23) pl__ __ b__sk__tb__ll 24) pl__ __ t__nn__s 25) pl__ __ v__ll__ __b__ll 26) go h__k__ __ __ 27) go c__ __ling 28) go d__ __cing29) go sw__mming 30) go __c__-sk__ting 31) go j__gging综合练习一1.用like和likes填空1. My father _______ salty food。
2. I _______ chilli fish too.3. We ________ potato chips.4. Sam _________ ice cream.5. My dogs ________ beef(牛肉).6. They _________ fish too.7. Ben and I _________ raisins.8.Mr.and Mrs.Lee ____potato chips9. Does Lily ____ hamburgers?10.Mr.Huang doesn’t ____sour plums.2. 用don’t like和doesn’t like填空1. Paul ________ potato chips.2. The children _______ peanuts.3.用Do和Does, don’t和doesn’t填空,3. _______ the children like chilli fish? Yes, they ________.4. _______ Beeno like ice cream? No, he __________.5. ________ your sister like ginger? No, she ________ like ginger.4.用do/does/like/likes填空（1）What ________ he ________?He ________ potato chips and cheese rings. They are salty.（2）What ________ your sisters ________?They ________ curry beef balls and hamburgers.二．选择正确的答案。
英语十大词性及其详细讲解教学提纲
一、词性的分类词类又叫词性，英语单词根据其在句子中的功用，可以分成十个大类。
1.名词noun n. student 学生2.代词pronoun pron. you 你3.形容词adjective adj. happy 高兴的4.副词adverb adv. quickly 迅速地5.动词verb v. cut 砍、割6.数词numeral num. three 三7.冠词article art. a 一个8.介词preposition prep. at 在...9.连词conjunction conj. and 和10.感叹词interjection interj. oh 哦前六类叫实词，后四类叫虚词。
二、名词名词复数的规则变化名词的格在英语中有些名词可以加“‘s”来表示所有关系，带这种词尾的名词形式称为该名词的所有格，如： a teacher’s book。
名词所有格的规则如下：1）单数名词词尾加“'s”，复数名词词尾没有s，也要加“'s”，如the boy ‘s bag 男孩的书包，men’s room 男厕所。
2）若名词已有复数词尾-s ，只加“'”，如：the workers’struggle工人的斗争。
三、代词大多数代词具有名词和形容词的功能。
英语中的代词，按其意义、特征及在句中的作用分为：人称代词、物主代词、指示代词、反身代词、相互代词、疑问代词、关系代词、连接代词和不定代词九种人称代词的用法：I saw her with them，at least，I thought it was her.我看到她和他们在一起，至少我认为是她。
（her做宾语，them做介词宾语，her作主补）a. -- Who broke the vase？--谁打碎了花瓶？b. -- Me.--我。
并列人称代词的排列顺序1) 单数人称代词并列作主语时，其顺序为：第二人称 you第三人称 he/she；it第一人称 I如：You, he and I should return on time.2) 复数人称代词作主语时，其顺序为：第一人称 we第二人称 you第三人称 they反身代词指示代词指示代词分单数（this / that）和复数（these / those）两种形式，既可作限定词又可做代词，疑问代词指人：who，whom，whose指物：what既可指人又可指物：which四、冠词冠词是位于名词或名词词组之前或之后，在句子里主要是对名词起限定作用的词。
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英语资料1. His mother has a great recovery(recover) from her injury.2. The student is very helpful(help) to others.3. Mike spent some years in the leading industrial(industry) country.4. Owing to a shortage(short) of time, I gave up my travel plan.5. We need some skilled(skill) doctors to help the patients.6. The government did its best to encourage investment(invest).7. The rising (rise) food price is very frustrating.8. The girl spent most of her earnings (earn) on housing.1. You need to read the instructions (instruct) carefully before you use the machine.2. The police found out about the deaths of the three men accidentally (accident).3. The rarity(rare) of air on a high mountain is bad for people with weak hearts.4. I’ve had no response (respond) to my letter.5. If you want to go to the concert, you’ll have to make a reservation (reserve) , orthere will be no tickets.6. He is very proud of his spotless (spot) kitchen.7. I have no inclination (incline) to be a doctor.8. We put up pictures and other decorations (decorate) in the classroom.1.His father is an eye specialist (special). .2. Pushy (push) parents get their children into the best schools.3.John kicked the door open, which was typical (type) of him.4. My mother learned to operate (operation) a sewing machine at a very early age.5.My sister is in charge of the registration (register) of births.6.His mother is employed (employee) in a hospital.7.The teacher was confused (confusion) by what the student said.8.The two small shops combined (combination) to make a larger one.1. After I paid for the dress, the salesgirl forgot to give me receipt (receive).2. What’s the total (totally) money you paid for the books?3. I need to buy a dressing (dress) table for the new house.4. It is not easy to find the entrance (enter) to the museum.5. Peter handed (hand) a little box of chocolate to me.6. There is no parking (park) space around this building.7. I like the variety (vary) of food that is available at the dining hall.8. A new shopping (shop) center will be open next month.1.It is hard to imagine how we could spend a day without electronics (electronic)today.2. It is typical (typically) of Jack to wear formal clothing on such an occasion.3. Professor Wang is very productive (productivity) as a linguist.4. Students today face a lot of distractions (distract) from their study.5. The technological (technology) progress of our country is amazing.6. Sorry for all the inconveniences (convenient) I’ve caused you.7. I like the opening (open) part of your speech most.8. The social (society) life of the village is rather dull.单选题:1. The boy acted D he didn’t know me.A. so thatB. such asC. as soonD. as if2. Hourly output by workers B 1.3% in the first quarter.A. ReducedB. DeclinedC. FelledD. slowed3. There is no reason A he should refuse to join us.A. WhyB. BecauseC. ThatD. so that4. Some of these methods will work, but D will not.A. OtherB. the otherC. AnotherD. others5. The country is suffering from a D of food.A. LackingB. zeroC. PovertyD. shortage6. The A between rich and poor is getting bigger and bigger in some places.A. GapB. DifferenceC. VariationD. hole7.There are good opportunities to learn skills C the job.A. InB. AboveC. On C. on8. On C , my mother earns 5000 yuan a month.A. WholeB. TotalC. AverageD. balance1. Do you think the film is worth D ?A. SeeB. to seeC. SeenD. seeing2. Finally, my sister got a job C assistant manager in a bank.A. ForB. WithC. AsD. like3. It is predicted that the heavy rain last night will badly A the crops.A. AffectB. EffectC. ImpressD. hurt4. We became friends quite A accident.A. ByB. InC. AtD. out of5. The boss didn’t like Joan. The B was her laziness.A. MatterB. ProblemC. QuestionD. wrong6. Johnson said that the evening party would cost him 200 dollars. But the C expense was 300 dollars.A. ReallyB. TrueC. ActualD. certain7. It is very hard to A the meaning of “rich” today.A. DefineB. SayC. ShowD. give8. B a sense, he may be right to say that.A. AtB. InC. ForD. Without9.Don’t talk C you are eating.A. WhenB. AsC. WhileD. as soon as10. Hardly had I got to the cinema D the film began.A. BeforeB. AfterC. ThenD. When1. Each key on the board is C a different type of function.A. withB. AsC. forD. to2. When he was in danger, nobody came to his D .A. HelpB. AssistanceC. assistD. rescue3. You need to place the carton of fries with the McDonald’s name B the customer.A. to faceB. FacingC. faceD. faced4. The staff in the kitchen has A the message that a customer wanted a special dish.A. receivedB. OrderedC. acceptedD. pointed5. When it comes to A , I’m best at preparing fish.A. CookingB. CookC. CookerD. cooked6. Natural foods also D vegetables not nourished by chemical fertilizers.A. removeB. HaveC. ContainD. include7. Modern experts C healthy eating suggest we eat more vegetables.A. withB. OfC. onD. above8. She had to B so that she could be heard by her parents.A. call upB. call outC. point upD. point out1. From a very far place I could hear the D of my father.A. ToneB. NoiseC. SoundD. voice2. The price of paper A according to its quality.A. VariesB. FallsC. RisesD. exchanges3. The young man fooled the old lady B saying that the product was imported.A. AroundB. ByC. InD. on4. Newspapers are expected to provide the A news.A. LatestB. LaterC. LastD. late5. The new machine is easy to operate. A it is not very expensive.A. PlusB. For exampleC. AgainD. Because6. The river separates the school B his village.A. ToB. FromC. WithD. By7. I can hardly imagine D my old classmate on the street.A. MeetB. to meetC. MetD. meeting8. I have no idea how the computer A .A. WorksB. DesignsC. GoesD. affords1.He sold his farm and B he had enough money for his journey.A. HoweverB. ThusC. YetD. also2. The next day when I went to meet John, I almost failed to A him in his Australian bush hat.A. RecognizeB. DiscoverC. DetectD. distract3. I would like you to feel that I am talking directly to you as you read C the book.A. OutB. UpC. ThroughD. in4. She is D behind with her school work because of her illness.A. StayingB. SearchingC. GraspingD. falling5. He was considered A of a hero in the town.A. SomethingB. SomewhatC. SometimeD. some6. We are justified in C equal rights at work.A. NeedingB. RequiringC. DemandingD. wanting7. The army defended the town A the enemy attack.A. AgainstB. ToC. WithD. over8. I want B pencils, please!A. two of dozenB. two dozenC. two dozens C. two dozens（1）Many fresh college...(1) labor(2)shortage(3)ashamed(4)insufficient (5)skilled(6)quality（2）Cigarette Pollution(1)harmful(2)health (3)environment (4) far (5)smoke (6) public（3）Changes in the Diet of the Chinese(1)diet (2) role (3) off (4) afford (5) factor (6) importance(7) result（4）When I’ve filled my basket(1) wish (2) fooled (3) checked (4) total (5) amount (6) hand(7) change（5）Twenty years ago(1) single (2) regular (3) information (4)favorite (5) online (6) personal(7) website (8) same翻译：1.当今中国社会非常缺少蓝领工人。