2023初中英语教资考试知识点超详细考点总结

1、 - 21 -第一局部 语言知识与能力第一章 英语语言知识语音Speech SoundsP78 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音系学phonologyP79同化规那么assimilation Ruleprogressive assimilation 顺同化 前面带偏后面workedregressive assimilation 逆同化 后面带偏前面newspaperreciprocal/double assimilation 互相同化 did you音节syllable tea chi-

2、na im-pos-si-ble 重音stress 声调tone语音变化vocal varietyliaison 连读 pick it upplosion 爆破音plosion loss 失去爆破 sit down ；incomplete plosion 不完全爆破 ask ed nasal plosion 鼻腔爆破 button ；lateral plosion 舌边爆破 little 形态学Morphology 1、morpheme 词素 重点！ P871free morpheme 自由词素 dog ；bound morpheme 黏着词素 moonwalk2root 词根 ； affix

3、 词缀prefix 前缀、suffix 后缀 ； stem 词干 friend-ships3inflectional affix 屈折词缀 -s,-ing,-ed不同形式4derivational affix 派生词缀 改变词性和意义 2、1inflection 屈折变化 -s,-ing,-ed不同形式2word-formation 词的形成：compounding 复合法 through-out derivation 派生法 prefixation 前缀化 suffixation 后缀化 il-logical-ly 常见构词法P89 invention 新创词 nylon ；blending

4、 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 translatio

5、n 翻译借词 从别种语言翻译而来词义变化 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 re

6、lation of co-occurrence 共现关系不同集合的词语一起组成句子句子结构和成分 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headtwo 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 d

7、eep 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语义学Semantics P93 涵义关系Sense Relationslexical relation 词汇关系同义关系Synonymysynonyms 同义词 stylistic 文体差异(formality) buy-perchase ；dialectal 地域差异 underground-subway collocational 搭配差异 accuse(of)-charge(with) ； emotive 情感差异 thrifty-stingy ；semantic 语义差异

8、enough-ample反义关系Antonymyantonyms 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上下义关系Hyponymy种类和成员 包括上坐标词superordinate和下义词hyponymy flower-rose/tulip一词多义Polysemy同音/同形异义现象Homonymy homophone 同音异义 sun-son homograph 同形

9、异义 lie complete homonym 完全同音同形异义 bank 岸边；银行句子逻辑关系 iff-充分必要条件“S is true iff PP就是S的真值条件truth conditionPsynonymy 同义关系 “X is synonymous with Y. 同真同假 P95contradiction 矛盾关系 “X is inconsistent with Y. 一真一假 entailment 蕴含关系 “X entails Y. X小，Y大 X：old man Y：manpresupposition 预设关系 “X presupposes Y. Y是前提 X：repai

10、r the car Y：have a car语用学Pragmatics P96言语行为理论Speech Act Theory locutionary act 发话行为说话人表达字面意思 is the act of saying something which is meaningful an can be understood. illocutionary act 行事行为说话人表达意图 is the act in saying something to perform a function.perlocutionary act 取效行为作用于听话人的效果 is the results or

11、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 宣告类会话含义理论Conversational Principle/Maxim violate 违反 P97 cooperative principle,CP 合作原那么会话有共同目标“Make your conversational contribution such

12、 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.the maxim of quantity数量准那么信息充分the maxim of quality质量准那么说实话the maxim of relation相关准那么说相关的事the maxim of manner方式准那么清楚简洁防止歧义 conversational implicature 会话含义用会话准那么暗示意义calc

13、ulability 可推导性含义能理解cancellability 可取消性defeasibility因素变化，含义变化non-detachability 不可别离性含义依附于内容non-conventionality非规约性含义不确定 修辞学Rhetoric 问法：rhetoric/rhetorical device 修辞策略 P98 simile明喻 like,as.as,as if,as though,similar to,such as2、metaphor隐喻 暗含比拟 elephant pause3、personification拟人 把事物或概念当做人4、metonymy借代 用事

14、物的名称代替亲密相关的另一事物5、synecdoche提喻 局部代替整体或整体代替局部 hand/mouth-man6、euphemism婉言 die-pass away7、irony反语 意思相反8、allegory讽喻9、exaggeration夸张 夸大或缩小使表达生动有趣10、transferred epithet移位修辞 nervous exam11、oxymoron矛盾修辞 bitter-sweet memory12、pun双关语 homophonic puns 谐音双关；homographic puns 语义双关语言教学 P100中介语interlanguage2、比照分析con

15、trastive analysis3、错误分析error analysis 1error错误 因为知识缺乏 mistake失误 不注意犯错 2interlingual errors语际错误迁移错误因为母语 Cnglish intralingual errors语内错误开展性错误因为过度概括语言规那么 eat-eated(错)错误性质： omissions 省略少成分；additions 添加多成分； misformations 形式错误eated； double markings 双重标记didnt went；misorderings 顺序错误how you are 我国外语学习者错误类型 1

16、negative transfer 负迁移/干扰 因为母语 2over-generalization过度类推/过度概括 因为过度概括语言规那么 3pragmatic failure语用错误 违反对方的文化习俗第二外语习得理论Second Language Acquisition,SLA 1Acquisition-Learning Hypothesis语言习得和学得假说 习得和学得两条不同的途径 2Monitor Hypothesis语言监察假说 学习者自己监督控制语言输出质量 3Input Hypothesis语言输入假说接触理解可理解性语言输入comprehensible input 4Af

17、fective 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 5Natural Order Hypothesis自然顺序假说可以不按任何语法顺序来教学英语语言运用能力教学中的非语言交际非语言手段 P118 environment language环境语座位安排、时间信息、室内标示装饰、声音灯光等 object language客体语个人，衣着化装、个人用品等非语言行为 body language体态语身姿、手势、表情、目光 paralanguage 副语言声音音质、

18、音量、语调、语速英语国家的语言、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

19、，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会话修正 会话修正机制三个局部： 修正源trouble source、修正的发起repair initiation、修正repair lexical 词汇启动no,sorry,let me see,you know non-lexical 非词汇启动um.,uh.语言与文字1、小说语言 P134小说与视角 first-person narrator 第一人称表达者I third-person narrator第三人称表达者he,she,i

20、t,they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 自由间接言语第二局部 语言教学知识与能力初中英语课程标准初中英语课程根底知识英语课程的性质 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 cur

21、riculum.英语课程的设计思路 The design of the new National English Curriculum unifies both primary and secondary school English into one continuum of development and divides English language teaching and learning into nine competence-based levels by adopting the international general classification method. Le

22、vel 5 is the required standard for the end of junior middle school. Level 2-primary school英语课程的分级标准 P154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 strate

23、gies as well as cultural awareness for relevant levels.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. 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 consciousne

24、ss and international vision.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.文化意识Cultural Awareness/Understanding历史地理、风土人情、传统习俗、生活方式、行为标准、文学艺术、价值观念 Historical geography,

25、local customs, traditional customs, lifestyle, norms of behavior, literature and art, values.英语课程的实施建议 P161教学建议面向全体学生，为每个学生学习英语奠定根底注意语言实践，培养学生的语言运用能力加强学习策略指导，培养学生自主学习能力培养学生的跨文化交际意识，开展跨文化交际能力结合实际教学需要，创造性地使用教材合理利用各种教学资源，提高学生的学习效率组织生动活泼的课外活动，拓展学生的学习渠道不断提高专业水平，努力适应课程要求初中英语教学根本理论语言观Views of Language P173

26、语言的概念 Language is a system of arbitrary vocal symbols used for human communication.语言的本质特征/设计特性design features1arbitrariness 任意性表达了convention规约性2duality 二重性basic level, higher level基层和高层3creativity 创造性/productivity能产性4displacement 移位性赋予generalizations, abstractions概括和抽象5cultural transmission 文化传习性语言

27、的功能Functions of Languageinformative function信息功能interpersonal function人际功能performative function施为功能emotive function情绪功能phatic function应酬功能recreational function娱乐功能metalingual function元语言功能语言学角度的语言观The Structural View of Language 结构语言观 the structural view sees language as a linguistic system made up

28、of various subsystems: phonology, morphology, lexicology and syntax. 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.The Interactional View of Language 交互语言观interaction, dynamics交互性和动态 the interactional view of

29、language considers language as a communicative tool, whose main use is to build up and maintain social relations between people. 语言学习观Views of Language Learning P176语言学习理论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 expl

30、ain all learning in terms of some form of conditioning (stimulus, response, and reinforcement)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.C

31、onstructivist 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. 最近开展区理论 Zone of Proximal Development 三、语言教学观Views of Language Teaching P1781、语言教学理论 结构主义教学理论、认知主义教学理论、社会

32、语言学理论 外语教学法的主要流派grammar-translation method 语法翻译法audio-lingual method 听说法pattern drill 句型操练、contrastive analysis比照分析法total physical response 全身反响教学法 P181cognitive approach 认知教学法提高accuracy, appropriateness得体性communicate approach 交际法 包含function,notion功能和意念 P183交际能力communicative competence grammatical c

33、ompetence 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23P教学模式：presentation-practice-production task-based approach任务型教学 P184real-world tasks /target tasks 目标任务； pedagogical tasks 教学任务任务的四个构成元素：objective、context、process、outcomeinformation gap 信息差/

34、信息沟 activities must have clear and attainable objectives./should be confined to the classroom context./should help develop students language ability.constructivism learning theory建构主义学习理论 强调scene, writing, conversation, and meaning construction情景、写作、会话和意义建构任务型教学的三个环节：pre-task前任务、task-cycle任务环task、pl

35、anning、report、language focus语言聚焦analysis、practice初中英语语言知识教学语音教学 P192 语音教学的内容 The realistic goal of teaching pronunciation should beconsistency: the pronunciation should be smooth and elligibility: the pronunciation should be understandable to the municative efficiency: the pronunciation s

36、hould 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, andintonation重音、节奏、语调The principle of phonetic teaching语音教学的原那么 accuracy, long-term, integrity, c

37、ommunication, pertinence, interest准确性、长期性、整体性、交际性、针对性、趣味性原那么The teaching method of phonetics语音的教学方法 P195Sound 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 区分异同、odd one out 同中选异、completion 填空Imitation and explanation 模仿讲解 personally demonstration、imitate、

38、 practice亲自示范，反复模仿、练习Pronunciation practice发音练习 练习方法：listen and repeat 听音模仿、fill in the blanks 填空、using pictures 借助图片、using meaningful context 借助情景make up sentences 造句、using togue twisters运用绕口令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

39、极词汇和productive/产出性/积极词汇Learning content教学内容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 、 as

40、sociated 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 )word use 词汇的用法 包括：collocation/ phrases/ idiom/ style/ register 搭配、词组、习语、风格、语域word information 词汇信息 包括：part of speech/ prefixes/ suffixes/ spelling/ pronunciation/ gr

41、ammar features 词类、前缀、后缀、拼写、发音、语法特征word memory strategies 词汇记忆策略 avoid rote-learning 防止死记硬背 word-building构词法猜想词义Learning principle教学原那么音形义结合 pronounce、spelling、meaning 词块整体教学 lexical chunks ( knowledge of collocation 搭配)具体语境中教 learn in the context循序渐进 step by step反复练习稳固记忆 review培养自学词汇能力 deduce the me

42、aning of words猜想词义Teaching method教学方法 P200呈现词汇: visual/physical demonstration 直观呈现 Word-building 构词法、synonym/antonym(opposites)同义反义词、翻译、举例、问答 verbal context/ situation 结合语境/创设情境 运用词汇学习策略，如chunks/ reasoning/ analog/ using dictionary归类/推理/类比/查字典2稳固词汇： labelling/ spot the difference/ describe the draw/

43、 play a game/ word bingo/word association贴标签/找茬/描述绘画/玩游戏宾果/词汇联想三、语法教学 P201Content 教学内容 grammar语法具有Three dimensions三维性：form, meaning and usage形式、意义和用法 semantic语义包括grammatical form/the grammatical meaning of the structure/contents of meaning语法形式、结构的语法意义和内容意义 task 教学任务：语法rules规那么的cognition/ drill/ appl

44、ication认知/操练/应用、the generation of grammar consciousness语法意识的生成2、Principle 教学原那么交际性/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:ones knowledge of grammar

45、 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 learners attention to contrast the differences between th

46、e target language and other languages,and between sets of similar features and items of the target language.3、Method教学方法 P2021deductive method 演绎法讲解规那么，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inductive method 归纳法学生自行归纳语法规那

47、么 start with examples and guides ss to work out the rulesguided discovery method 引导发现法学生归纳总结语法规那么，老师强化其形式意义四、语篇教学 P204概念和结构Conception 概念discourse pattern语篇可以是dialogue、monologue对话、独白，包括written/spoken language 书面语、口语，form形式上是cohesion衔接的，semantic语义上是coherence连贯的Tactic pattern结构模式 语段/句群、句际关系并列、顺序、层递、转折C

48、ohesive device 衔接手段 logical connectors逻辑纽带firstly, thus, on the other hand, if not grammatical connectors语法纽带时态什么的 Lexical connectors词汇纽带repetition重复、synonym/antonym(opposites)同义/反义词Develop ss skill of recognizing discourse patterns训练方式： checking the logic of the authors arguments.getting the scramb

49、led sentences into a paragraph.(focus on textual coherence) marking out common openers to stories and jokes. 教学内涵 Aims at developing ss discourse awareness.(teacher asks ss to concentrate on such features as structure, coherence and cohesion of a text)教学方法 P207 overall effectiveness整体性效能用knowledge t

50、ransfer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.初中英语语言技能教学 P212听力教学影响听力的主要因素objective factor客观因素：types of language used 语言特征语速/tone音调

51、/pause停顿/liaison连读、task or purpose in listening 听力任务、context in which the listening occurs文化背景知识subjective factor主观因素：psychological心理因素、knowledge skills知识技能因素、methods and tactics方法与策略因素2、听力教学的要领合理选择听力material材料authenticity真实性、intelligibility可理解性、diversity/variety多样性建立专门的听力training system训练体系优化心理气氛，降

52、低焦虑感arouse interest调动兴趣、放松重视听的过程中的skill training技巧训练 prediction 预测、guess 猜想、coherent memory 连贯记忆note-taking、identifying the discourse markers识别语段标记科学设计听力练习3、听力训练的type类型 P216Focus listening精听tonal discrimination辨音、gap filling填空、dictation听写听写形式： dictogloss听释、fast-speech dictation快速听写、pause and paraphr

53、ase听写大意、listening cloze 完形听写、error identification纠错听写、jigsaw identification线索听写 Gist listening泛听( decide on the best title )Free listening随意听4、听力教学model模式Bottom-up model“自下而上强调language knowledge语言知识Top-down model“自上而下侧重background information背景知识5、听力教学的过程 P218Pre-listening tasks 听前环节brainstorming/dis

54、cuss a relevant picture/writing question about the topic/associating vocabularies with the topicWhile-listening tasks听中环节辨音、获取主要信息、预测、猜词悟义Post-listening tasks 听后环节writing a similar text作文、discussion讨论口语教学 P219Spoken language口语的特点fragmentation结构不完整性、involvement人和场合紧密依存性1语法特征:There are four common fea

55、tures of spoken language: Using less complex syntax.语法 Taking short cuts,e.g.incomplete sentences.(and, or,but) Using fixed conventional phrases/chunks.俗语(fashionable word, two-part allegorical saying,colloquialism,slang,phrasal verbs 歇后语/口语词/俚语/短语动词) Using devices such as fillers,hesitation device

56、to give time to think before speaking.结构特征： 往往借助filler补白词you know, let me see, um形象特征：说话人的表情、语气及态度等body language身体语言；音质/声调/重音/停顿口语的交际特点“说受语言rule规那么支配/时间factor因素制约/对方response反响影响口语教学的要领在听的根底上培养说的能力使输入的信息量大于输出的信息量组织多样化的口语活动形式口语活动类型：pre-communicative activities 前交际活动操练/模仿/重复 和communicative activities 交

57、际活动信息差活动/解决问题活动/讨论/辩论/采访/游戏正确处理准确与流利的关系 Accuracy( identify particular phonemes on tape ) Fluency( shouldnt interrupt ) 创造浓厚外语气氛，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合理选择口语组织形式，增加学生开口的时机小组形式/单双人活动口语训练的方法

58、 imitativeness模仿性、monologue独白性、performing表演性的口语表达阅读教学 P223外语阅读的type/form类型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

59、难度较高根据阅读方式和技巧的不同划分Skinning 面式读法/略读掌握全文大意或中心思想；报刊、新书 quickly get the gistScanning 点式读法/寻读/跳读查找具体信息；时间、人名、地点、数字 specific informationIntensive reading 线式读法/精读详细地阅读，深入分析、理解和记忆 read in detailExtensive reading 纵式读法/泛读广泛地阅读，阅读速度、快速理解能力、拓宽视野 facilitate process of accumulating vocabulary / increasing target

60、language expose/ broadening scope of vision根据阅读理解的层次划分Literal comprehension 字面理解依靠语言知识/能力识别词义和语法结构 language knowledge/competence identify meaning and grammatical structureInferential/interpretive comprehension 推断性理解经历、直觉、逻辑判断理解未明示信息 experience/ intuition/ logic judge and understand unexpressed infor