语言文化教育在外语教学中的作用 (外研版英语)
【简介】感谢网友“三斤奶油包”参与投稿，以下是小编整理的语言文化教育在外语教学中的作用 (外研版英语)（共7篇），欢迎阅读分享，希望对您有所帮助。
篇1：语言文化教育在外语教学中的作用 (外研版英语)
摘要：外语教学的根本目的也是在实施一种文化教育，所以在实施这种语言文化教育的同时就不能仅仅向学生传输语言本身的知识，而要结合语言特点赋予其丰富的语言文化信息，才能更好促进外语学习的成效。本文旨在讨论英语文化教育在外语教学中所起的重要作用。
关键词：外语教学 文化教育 背景信息
引言
我国外语教育在相当长的一段时间里受结构主义和行为主义的影响而偏重在语言形式的教学上，文化教育在外语教学中所占的比重甚低。近年来随着人们对语言与文化，文化与交际之间的关系的认识逐渐加深，人们开始肯定语言与文化之间的不可分割以及文化因素在跨文化交际中的重要性。本文重点论述外语教学过程中语言文化教育所起的不可忽视的作用。
一、英语语言文化简史及概要。
谈到英语语言文化，我们不可能不谈英国和美国。英国文化源远流长，经历了长期、复杂的发展演变过程。在这个过程中，文学本体以外的各种现实的、历史的、政治的、文化的力量对文学发生着影响，文学内部遵循自身规律，历经盎格鲁-萨克逊、文艺复兴、新古典主义、浪漫主义、现实主义、现代主义等不同历史阶段。战后英国文学大致呈现从写实到实验和多元的走势。美国文学在`19世纪末就已不再是“英国文学的一个分支”。进入20世纪，美国文学日趋成熟，成为真正意义上独立的、具有强大生命力的民族文学。战后美国文学历经50年代的新旧交替、60年代的实验主义精神浸润、70年代至世纪末的多元化发展阶段，形成了不同于以往历史时期的鲜明特色和特征。
英语的根源很复杂，包括拉丁语、日耳曼语、凯尔特语、挪威语等等，这样一种语言难免不会出现混乱。但它同时也变得更富有弹性，也更强大。在需要新词时，英语本身设置的障碍很少。出版商每年都要推出记录大量新创词的字典，而英语随时准备接纳它们。
目前，全世界有3.8亿人把英语作为第一语言，大约2.5亿人将其作为第二语言；另外还有10亿人正在学习它；全球大约1/3的人口每天都会在一定程度上接触到它；并且据估计到 2050年，世界上一半的人都能比较流利地使用这种语言。它是全球化的语言，广泛应用在国际商务、政治和外交领域中；它也是电脑和互联网的通用语言。你会在罗马街头的广告上发现它；从东京的流行歌曲里听到它；在柬埔寨官方文件中读到它；德国的电视和广播中有它的专门节目；法国的商务学校教授它；波利维亚内阁开会时，它是主要的表达工具。诚然，这种在14世纪的英格兰只有“下等人”才讲的口语，已经在漫长的历史中发展演变为全球通用的语言。[论文网 LunWenNet.Com]
二、语言文化对人类文化发展所起的认知作用。
语言是构成文学作品的基本元素，是对人生体验的文化表征。而文学作品又隐含对生活的思考、价值取向和特定的意识形态。阅读英美文学作品，是了解西方文化的一条重要途径，可以接触到支撑表层文化的深层文化，即西方文化中带根本性的思想观点、价值评判、西方人经常使用的视角，以及对这些视角的批评。
英美文学是对时代生活的审美表现，是英国人民和美国人民创造性使用英语语言的产物。英语表意功能强，文体风格变化多，或高雅、或通俗、或含蓄、或明快、或婉约、或粗犷，其丰富的表现力和独特的魅力在英美作家的作品里得到了淋漓尽致的发挥。阅读优秀的英美文学作品，可以感受到英语音乐性的语调和五光十色的语汇，回味其“弦外之音”。
因此，开展外国文化研究，有助于我们开阔眼界，了解外国文化，丰富我们的知识，启迪我们的智慧，有效提高外语教师队伍的业务水平和综合素质；从而更好促进外语教学的发展。
三、外语教学中的文化教育手段和途径。
首先在教材选编上应使语言教学和文化教育同步发展。因此在语篇选取时要考虑那些语言精华的文学作品和介绍语言国家风俗习惯的语言材料。随着语言水平的提高，文化愈益显得重要，教材中便可以选入一些反映深层文化的语言材料。
其次在文化教学过程中要坚持实用性和循序渐进性原则。教师可以采用多种方法进行语言文化教学，注解，实践，对比，融合等都是常用教学方法。
另外在课外补充上要下大功夫。教师要根据学生水平布置难度相当的外语原版读物任务，同时包括阅读心得，主题概括和课堂讨论等方式来巩固阅读效果。要求学生根据不同的阅读材料采用不同的阅读方法，有的要掠读，有的要精读，还有的就要反复咀嚼，以此来大量摄取语言文化知识，深层挖掘语言背景信息。
整个语言文化教育过程中教师要教授学生学会主动积极地创造条件和环境去学习和了解语言文化。
结语
我们提倡跨文化交际的外语教育，目的在于培养和加强外语学习者的跨文化交际能力和文化适应能力。未来社会对人才的需要要求外语教学中的文化渗透，未来社会的外语人才，不仅仅要具有外语语言的自如运用能力和外语交际能力，同时还要求是具有较高的人文素质的国际化外语人才。
参考文献：
[1]陈申，外语教学中的文化教学[M]. 北京：北京语言文化大学出版社，.
[2]许国璋，Culturally-loaded Words and English Language Teaching［A］。
[3]胡文仲， 文化与交际[C]. 北京：外语教学与研究出版社，1994.
[4]王宗炎，语言学和语言的应用[M]. 上海：上海外语教育出版社，.
[5]张红玲， 从跨文化角度看中国外语教学改革：中国外语教学中的文化现状调查[A].[论文网 Www.LunWenNet.Com]
本文关键词：外语教学 文化教育 背景信息
篇2：外研版英语八年级中知识点 教学总结(外研版英语八年级)
1. give a concert 2. fall down
3. go on 4. at the end of
5. go back 6. in ahurry
7. write down 8. come out
9. all the year round10. later on
11. at times 12. ring sb. up
13. Happy New Year! 14. have a party
15. hold on 16. hear from
17. be ready18. at the moment
19. take out20.the same as
21. turn over 22. get-together
23. put on 24. take a seat
25. wait for26. get lost
27. just then 28. first of all
29. go wrong 30. make a noise
31. get on 32. get off
33. stand in line 34. at the head of
35. laugh at 36. throw about
37. in fact38. at midnight
39. enjoy oneself40. have a headache
41. have a cough42. fall asleep
43. again and again 44. look over
45. take exercise
1. be good for sth.
2. I think …
3. I hope…
4. I love…
5. I don’t like…
6. I’m sure…
7. forget to do sth.
8. take a message for sb.
9. give sb. the message
10. help yourself to sth.
11. be famous for sth.
12. on one’s way to…
13. make one’s way to…
14. quarrel with sb.
15. agree with sb.
16. stop sb. from doing sth.
之交际用语
1.What’s the weather like today?
2.It’s cold, but quite suuny.
3.How cold it is today!
4.Yes, but it’ll be warmer later on.
5.Shall we make a snowman?
6.Ok. Come on!
7.Happy New Year!
8.May I speak to Ann, please?？
9.Hold on, please.
10.Thanks a lot for inviting me to your party.
11.Ok. But I’m afraid I may be a little late.
12.Can I take a message for you?
13.That’s OK. It doesn’t matter.
14.I’m very sorry, but I can’t come.
15.I’m sorry to hear that.
16.Happy birthday!
17.Would you like ...? Would you like to ...?
18.Do you think ...? Yes, I think so. / No, I don't think so.
19.Do you agree? Yes, I agree. / No, don't really agree. I really can't agree.
20.There are a few / a lot of ... / on it.
21.So do we.
22.I'm happy you like it.
23.Which is the way to ..., please?
24.Turn right/left at the ... crossing.
25.Go on until you reach ...
26.How can I get to ...? Go down/up/along this road.
27.What's the matter?
28.It'll take you half an hour to ...
29.We'd better catch a bus.
30.It may be in ... Ah, so it is
31.You must be more careful!
32.You mustn't cross the road now.
33.If you want to cross a street, you must wait for the green light.
34.Please stand in line.
35.You must wait for your turn.
36.If you don't go soon, you'll be late.
37.I don't feel very well.
38.My head hurts.
39.You mustn't eat anything until you see the doctor.
40.What's the trouble?
41.What's the matter with…?
42.She didn't feel like eating anything.
43.Nothing serious.
44.Have/get a pain in…
45.No problem.
46.Take this medicine three times a day.
1. above/ over/ on
这三个介词都表示“在……之上”，但含义不同。on指在某物的表面上，和某物接触；above指在某物的上方，不和某物接触，但也不一定在某物的正上方；over指在某物的正上方，不和某物接触。试比较：
There is a book on the desk.课桌上有一本书。
I raise my right hand above my head. 我把右手高举过头。
There is a stone bridge over the river. 河面上有座石桥。
2. forget to do sth./forget doing sth.
forget to do sth.意思是“忘记做某事”，实际上还没做；forget doing sth,意思是“忘记做过某事”，实际上已经做过了。试比较：
I forgot to tell him the news.我忘记告诉他这条消息了。
I forgot telling him the news.我已经把这条消息告诉他了，我却忘了。
类似的词还有：remember, regret等。
3. hope/wish
hope和wish 在汉语中都有“希望”的意思，但其含义和用法有所不同。主要区别如下：
(1)wish可以用来表示不可实现的愿望；hope只能用来表示可能实现的愿望。例如：
I wish I were 20 years younger.我但愿自己能年轻二十岁。 I hope you’ll be better soon. 我希望你能很快好起来。
I wish the weather wasn’t so cold. 但愿天气不这麽冷。I hope he will come, too. 我希望他也能来。
(2)wish可以接sb. to do sth. 的结构，而hope不可以。例如：
Do you wish me to come back later? 你是否希望我再来？
4. be sure to do sth./ be sure of/about sb. or sth.
(1)be sure to do sth.可以用来表示说话人给对方提出要求，意思是“务必”，也可以用来表示说话人做出的推断，意思是“一定”，“肯定”。例如：
Be sure to lock the door when you leave.你离开时务必把门锁好。
It’s a good film. You are sure to enjoy it.这是一部好电影，你肯定会喜欢的。
(2)be sure of/about sb.or sth. 可用来表示“某人对某事有把握”。例如：
I’m sure of his success.我相信他会成功。
I think it was three years ago, but I’m not sure about it.我想那是三年前的事情，但我没有把握。
5. hear from/hear of
hear意思是“听到”，从哪里听到要用from来表示。例如：
I’ve heard from Xiao Wu that we’ll start out military training tomorrow.我听小吴说，我们明天开始军训。
Listen to the tape and write out what you hear from Han Mei. 听录音，并写出你从韩梅那里听到的内容。
hear from还有一个意思是“收到某人的来信”（=receive a letter from sb.）。例如：
I heard from my pen friend in the U.S.A. last month. 上个月我受到了美国笔友的来信。
I heard from her last week. 我上周接到了她的来信。
hear of和和hear from含义不同。hear of 意思是“听说”，“得知”（某事或某人的存在），常用在疑问句和否定句里。例如：Who is he? I’ve never heard of him.他是谁？我从来没有听说过他。
I never heard of such a thing! 这样的事我从来没有听说过。
6. It’s a pleasure./With pleasure.
It’s a pleasure这句话常用作别人向你表示致谢时的答语，意思是“那是我乐意做的”。例如：
---Thank you for helping me. 谢谢你地帮助。---It’s a pleasure. 那是我乐意做的。
---Thanks a lot. Bye.非常感谢。 再见。---It’s a pleasure. 那是我乐意做的。再见。
类似的话还有 “Not at all.” “You are welcome.” “That’s all right.”
With pleasure也用作客气的答语，主要用在别人要你做某事，而你又非常愿意去做的场合。例如：
---Will you please pass me the newspaper, please? 请你把报纸递给我好吗？
---With pleasure. 当然可以。
7. seem/look
(1)二者都可以作“看起来”讲，但seem暗示凭借一些迹象作出的有根据的判断，这种判断往往接近事实；look着重强调由视觉得出的印象。两者都可跟(to be)+形容词和as if从句。如：
He seems / looks (to be) very happy today. 他今天看起来很高兴。
It looks (seems) as if it it is going to rain. 好像要下雨了。
(2)但下列情况中只用seem不用look：
1)后跟不定式to do时。如：He seems to know the answer. 他似乎知道答案。
2)在It seems that ...结构中。如：It seems that he is happier now than yesterday.他像比昨天高兴些了。
8. be ready to do/be ready for/ get ready to do/get ready for
(1)be ready to do和be ready for…表示“已作好…的准备”，强调状态
(2)get ready to do和get ready for…表示“为…做准备”，强调行为。如：
I'm ready to do anything you want me to do. 我愿意/随时准备做一切做你要我做的事。
I'm ready for any questions you may ask.我愿意/随时准备回答你可能问的问题。
He's getting ready to leave for Tokyo.他正准备动身去东京。
Let's get ready for the hard moment.我们为这一艰难时刻作好准备吧。
(3)be ready to do 通常可理解“乐于做某事”，即思想上总是有做某事的准备。be not ready to do表示
“不轻易做某事”。如：He's usually not ready to listen to others.他通常不轻易听从别人。
9. at table/at the table
at table在吃饭，at the table在桌子旁边。例如：The Greens are at table. 格林一家人在吃饭。
Mr. Black is sitting at the table and reading a book.布莱克先生坐在桌旁读书。
10.reach, arrive/get to
三者都有“到达”之意。reach是及物动词，后直接加名词，get和arrive是不及物动词，不能直接加名词，须借助于介词。get to后加名词地点，若跟副词地点时，to去掉；arrive at +小地方，arrive in+大地方。如：
Lucy got to the zoo before 8 o'clock. 露西8点前到了动物园。
When did your parents arrive in Shanghai? 你父母何时到上海的？
It was late when I got home. 我到家时天色已晚。
11.sick/ill
二者都是形容词。当“生病的，患病“之意时，ill只作表语，不作定语；而sick既可作表语也可作定语。sick有“呕吐，恶心”的意思，只能作表语，而ill无此意。如：
Li Lei was ill last week. (只作表语)李磊上周生病了。
He's a sick man. （作定语）他是病人。不能说成：He's an ill man.
My grandfather was sick for a month last year. （作表语）我祖父去年病了一个月。
12. in time/on time
in time是“及时”的意思，on time是“准时，按时”。如：
I didn't get to the bus stop in time. 我没有及时赶上汽车。We'll finish our job on time. 我们要按时完成任务。
13. may be/maybe
It may be in your inside pocket. = Maybe it is in your inside pocket. 也许在你里边的口袋里。第一句中may be是情态动词+be 动词构成的谓语部分，意思是“也许是”，“可能是”；第二句中的maybe是副词，意思是“可能”，常位于句首，不能位于句中，相当于另一副词perhaps。再如：
Maybe you put it in that bag.也许你放在了那只包里。（不能说You maybe put itin that bag.）
It may be a hat.那可能是顶帽子。（不能说It maybe a hat. 或It maybe is a hat.）
14. noise/ voice/ sound
noise 指嘈杂声，噪音大的吵杂声。voice是指说话的声音，嗓音，嗓子。sound是指耳朵能够听到的声音、闹声等。它是表示声音之意的最普通的字。有时还用作科学上的声音。例如：
Don't make so much noise! 别那么大声喧哗！
I didn't recognize John's voice on the telephone. 在电话里我听不出约翰的声音。
He spoke in a low voice. 他低声说话。We heard a strange sound. 我们听到了一种奇怪的声音。
Sound travels fast, but light travels faster. 声音传得快，但是光传得更快。
1. (长沙市中考试题)
---Do you know if we will go to the cinema tomorrow? ---I think we’ll go if we ________ too much homework.
A. will have B. had C. won’t have D. don’t have
2. (20佛山市中考试题)
You have been to Tibet, _________? I was told that the snow-covered mountains were very beautiful.
A.have you B. haven’t you C. don’t you
3. (年扬州市中考试题)
---Jacky, look at that Japanese sumoist(相扑手). ---Wow, ______________!
A. How a fat man B. What a fat man C. How fat man D. What fat man
4. (2004年福建省泉州市中考试题)
---Thanks for your help. ---__________________
A. It doesn’t matter B. Don’t thank me C. You’re welcomeD. That’s right
一. 选择填空
1. Don’t forget _________your book here tomorrow. , A. to take B. to bring C. taking D. bringing
2. Mrs Brown went to the cinema, ______she? A. didn’t B. doesn’t C. wasn’t D. isn’t
3. It was half past four. Everything _______ready. A. is B. was C. are D. were
4. ---Happy New Year! ---____________.
A. The same to you B. I’m glad to hear thatC. I’m very happy D. Thank you. It’s very kind of you.
5. I got up late yesterday. There _________no time to have breakfast. A. has B. had C. was D. is
6. Thank you for ______me to your party. A. invite B. inviting C. to invite D. invited
7. ---I’m sorry I took your pen by mistake yesterday.---______________.
A. All right B. That’s right C. Right D. That’s all right
8.---Thank you for showing me the way!---________________.
A. The same to youB. It doesn’t matter C. It’s a pleasure D. That’s right
9. ---Could I use your computer for a moment?---_____________. A. Sure B. Really C. Right D. It doesn’t matter
10. ---I just lost my bike. ---________________.
A I wish you to buy a new one B. You’d better buy a new one
C. I’m sorry to hear that D. It’s always nice to ride a new one
二. 选择能代替句中划线部分的词语或短语
1.What’s the matter with your mother? A.problem B. question C. message D. wrong
2.---Thank you very much.
---It’s a pleasure. A. I’m very glad.B. That’s right. C. It doesn’t matter D. Not at all
3.What is he doing at the moment? A.now B. a moment ago C. late D later on
4.Did you have a good time at the party? A.stay long B. sing and dance C. enjoy yourself D. eat enough
5.---May I speak to John, please? ---Certainly. A.Sure. B. I think so. C. I’d love to D. That’s all right.
6.---Could I speak to Jim, please? ---Sorry，he isn’t in. A.is at home B. is not at work C. is out D. is free
7.There is nothing but an old table in the room. A. many B. some C. any D. only
8.What’s the weather like? A. When B. Where C. why D. How
9.Please let me look at your photo. A.give me B. pass me C. bring me D. show me
10.Please ask him to ring me up when he comes back. A. see B. help C. call D. thank
三. 完形填空
When I __1__ in London last year, it had one of the thickest fogs(雾) in years. You could __2____ see your hand in __3___ of your face. When evening fell, it became even __4___ . All traffic __5___ to a stop. I decided to walk.
A few minutes __6___ , I couldn’t find my__7___ . Then I saw a young man and asked him to help me. He agreed. As I was following him __8__ the streets, he told me, “I know this part of London quite well. And the thick fog ___9__ to me. You see, I’m __10___ .”
1.A. is B. was C. am D. are
2. A. easily B. Hard C. hardly D. even
3. A. front B. the front C. back D. the back
4. A. bad B. worseC. good D. better
5.A. began B. started C. went D came
6.A. late B. laterC. early D. earlier
7.A. road B. way C. street D. home
8.A. along B. in C. Through D. by
9.A. is not good B. does good C. is nothing D. has something
10.A. strong B. week C. blind D. clever
四. 阅读理解
(A)
John was a very famous pianist. When he was a small boy, he once played at a party at the home of a rich man. He
was only eight years old. But he had played for several years. At the party he played a famous piece by Beethoven (贝多
芬). He played wonderfully.
The famous piece has in it several very long rests. In each of these rests he took his hands from the piano and waited.
To him this was very exciting. But it seemed that the mother of the rich man thought differently. Finally during one of
these rests she came over to him. She touched him on the head with a smile and said, “My boy, why don’t you play us what you know well?”
根据短文内容判断正误：正确的答“A”，错误的答“B”。
1.John once played the piano at a party when he was only a little boy.
2.John began to play the piano at the age of eight.
3.In each of the rests John took his hands from the piano because he felt tired.
4.The rich man’s mother did not think John played the piece well.
5.I n fact the mother of the rich man knew the piece well.
(B)
One day, we had an English class. The teacher saw a boy reading a picture book and said, “Tom, what do you usually do after lunch?” Tom nervously(紧张地)got up from his seat, but he did not know what to answer. He thought for some time and then said, “Wait for supper.”
The teacher was displeased and just at that moment, he saw another boy asleep. The teacher was getting a little angry now, but he was trying not to show it. Then he asked, “And you, Joke?”
As Joke was asleep, of course, he could not hear what the teacher had said. His deskmate(同桌) woke him up. Joke stood up quickly and answered in a loud voice, “So do I”.
1.This story happened____________. A. in the teacher’s office B. after lunch C. in class D. a home
2.Tom’s answer made the teacher __________. A. angry B. displeased C. surprising D. laughing
3.The teacher asked Joke ________.
A.what he wanted to do after class B.what he did in class C.the same question as he asked Tom D.to help Tom
4.Joke’s answer meant that_______.
A.he knew what to do and what not to do after lunch B.he did the same thing as Tom did
C.he read a picture-book D.he did many things after lunch
5.From the above story we can see that ________.
A. Joke did not know what question the teacher had asked B.Tom did well in his lessons
C.Joke was good at his lessons D.Tom and Joke worked hard at their lessons
(C)
Mrs Black, the wife of a rich business man, invited some of her friends to have lunch. She wanted to try a new way
of cooking a fish, and she was very pleased with herself when the dish was ready. As the dish was very hot, she put it near the open window to cool for a few minutes. But, five minutes later, when she came back for it, she was shocked(震惊)to find the neighbour’s cat at the dish. She was in time to stop the car. That afternoon was successful and everyone enjoyed the dish very much. They talked and laughed till four o’clock.
At the end of the afternoon, when she was alone again, Mrs Black felt tired and happy. She was in a chair just near
the window. She looked out of the window and shocked to see the neighbour’s cat dead in her garden. Why, the fish dish
must be bad! What would happen to her friends? She at once telephoned the family doctor for advice. The doctor told her
to telephone each of the visitors to meet him at the hospital as soon as he could. Finally the danger was over. Once again
Mrs Black was alone in her chair in the sitting-room, still tired but no longer happy. Just then the telephone rang. It was
her neighbour. “Oh, Mrs Black,” her neighbour cried, “My cat is dead. She was killed by someone in a car and put it in
your garden.”
1.Mrs Black invited _______to lunch.A. Mr Black’s friends B. her neighbour C. her parents D. some of her friends
2.Why was Mrs Black not happy after she had a good party?
A.She was sad about the dead cat. B.She found her fish dish was bad.
C.She never thought that she would have so much trouble. D.She felt tired after she had a busy day.
3.Mrs Black________________________.
A.stopped the cat before it began to eat the fish B.was too late to stop the cat in time
C.stopped the cat before it ate the fish upD.stopped the cat but it was too late
4.Why was Mrs Black so shocked to see the cat dead in her garden?
A.She liked the cat very much. B.She worried about her friends.
C.She was sure that her fish was bad. D.She didn’t know how the cat died.
5.Finally________________.
A.Mrs Black found that all her friends were all right
B.a visitor told her that the cat was killed by someone in a car
C.Mrs Black felt happy as all her friends were safe D.Mrs Black met all her friends at the hospital
篇3：Book1 Module 1语言知识点 备课资料(外研版英语高一)
Module 1
I live in Shijiazhuang, a city not far from Beijing. 我住在离北京不远的石家庄。
“a city not far from Beijing” is in apposition to “Shijiazhuang”。
通常情况下, 同位语有以下形式：
You must have heard of Charles Dickens, the great British writer.
The manager gave the work to us two.
We saw a woman teacher in front of us, old and thin.
There is only one way to help you, namely, to work harder than before.
There is no doubt that we will finally communicate in English freely.
We’re using a new textbook and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High schools.
我们用的是一本新教材, 沈老师的教学方法完全不同于我的初中老师的教学方法。
nothing like (infml):
(1) not at all like 完全不像；根本不像
It looks nothing like a horse. 它看上去根本不像一匹马。
2) absolutely not 绝对不
Her cooking is nothing like as good as yours.
她做饭的手艺绝对比不上你。
I had nothing like enough time to answer all the questions.
我根本来不及回答所有的问题。
“That” here is used to refer to “the method of teaching”, and we can also use “that” to refer to an uncountable noun. If we want to refer to a plural form of a noun, we should use “those”.
Finish the following exercises:
1. The information on the Internet gets around much more rapidly than ______ in the newspaper. (D)
A. it B. those C. one D. that
2. Little joy can equal ______ of a surprising ending when you read stories. (A)
A. that B. those C. any D. some
3. The books are more interesting on this shelf than ______ on that shelf. (B)
A. ones B. those C. these D. that
4. As they are retired, Mr. and Mrs. Scott prefer a house in the country to spend their late years to ______ in a large city. (C)
A. the one B. it C. one D. that
And we have fun. 我们过得很快乐。
“Fun” is an uncountable noun.
在昨天的晚会上我们非常高兴。
We had a lot of fun / enjoyed ourselves at the yesterday’s party.
在这么热的天喝上一杯冷饮简直是享受！
What fun it is to have a cold drink on such a hot day!
I'm not saying such a serious thing for fun.
我说如此严肃的事情绝不是开玩笑。
It's bad manners to make fun of the blind.
取笑盲人是不礼貌的。
We do this in a fun way, with spelling games and other activities.
我们用一种很有趣的方式来做这些，通过做游戏或者是别的一些活动。
in a fun way 用有趣的方式
用这种方法
in this way / by this means / with this method
只有用这种方法我们才能解决此问题。
We can solve the problem only in this way / by this means / with this method.
Only in this way / by this means / with this method can we solve the problem.
In other words, there are three times as many girls as boys.
换句话说，女孩的数量是男孩的三倍。
in other words 换句话说
Other phrases of “word”:
In a word, I think he is a good man. (简言之)
Keeping one’s word is a good quality. In other words, if a person usually breaks his word, nobody will believe him. (遵守诺言; 不守诺言)
Word came that our team had won the game. (…的消息传来)
Could we have a word with you before you go to the meeting? (与……说几句话)
They have often had words with each other since they got married. (和某人吵架)
Actions speak louder than words. (行动胜于雄辩。)
倍数的表达方式常用的有4种形式:
①A＋is + 倍数 + as +adj.原级＋as + B
②A＋is + 倍数 + adj.比较级＋than + B
③A＋is + 倍数 + the size / length / height / width / depth of B
④The size / length / height / width / depth of A+ is + 倍数 of B
这个教室是那个教室的4倍大。
This classroom is four times as big as that one.
This classroom is three times bigger than that one.
This classroom is four times the size of that one.
The size of this classroom is four times of that one.
I’m looking forward to doing it. 我很期待做它。
look forward to + n. / doing sth 盼望，期望
Some phrases with “to” as a preposition:
We should pay attention to protecting the environment. (注意)
It’s time to get down to some serious work. (着手干某事)
He is so hardworking that he devotes all his efforts to his research. (奉献于)
After three weeks he got used to living in the extreme weather here. (习惯于)
His carelessness led to the terrible traffic accident. (导致；通向)
The more he was depressed, the more he turned to wine. (转向; 求助于)
Li Kang is very impressed with the teachers and the technology in his new school.
新学校的老师和技术给李康留下了深刻的印象。
impress vt. 使印象深刻
1. impress sb. = sb. be impressed by / at / with
那本书在很多人心中留下了深刻的印象.
The book impressed a lot of people.
A lot of people were impressed by / at / with the book.
2. impress sth on / upon sb = impress sb with sth 使某人对……印象深刻
He impressed the importance of work on me
= He impressed me with the importance of work.
他让我铭记工作的重要性。
3. impress sth 印上某物
impression n. 印象
His first speech made / left / created a strong / deep impression on (留下深刻的印象)his audience.
He gives the impression of being (给人的印象是) a hard worker.
篇4：数字化语言实验室在大学英语教学改革中的作用
数字化语言实验室在大学英语教学改革中的作用
新的大学荚语教学要求明确提出要大学英语教学模式改革,本文分析了大学英语教学改革的.新趋势和数字化语言实验室的特点,就如何整合数字化语言实验室为大学英语教学改革助力提出了笔者自己的见解.
作 者：陈晓宁 陈鸣芬 作者单位：华南热带农业大学基础学院,海南,儋州,571737 刊 名：希望月报（上半月） 英文刊名：HOPE MONTHLY 年，卷(期)： “”(12) 分类号：H3 关键词：大学英语 教学改革 数字化语言实验室篇5：《英语》（新标准）必修1（含教师用书）中的错误及其分析 (外研版英语高一)
学生用书中所发现的错误出现在词汇表上。
一.113页Module 2的词汇表(Word List)中energetic的注音/enˊetk/是错误的，第一音节没有次重读符号，正确的注音为/,enˊetk/。119页的总词汇表(Vocabulary)中energetic的注音是正确的。
二.115页Module 4的词汇表中architecture的注音/ˊɑ：ktek,/也是错误的，次重读符号应该标在第三音节上而不是在第四音节上，正确的注音为/ˊɑ：k,tek/。118页的总词汇表中architecture的注音是正确的。
三.114页Module 2的词汇表中grade一词在Module 2中未出现，应删除。119页的总词汇表中grade一词也应删除。
四. 113页Module 2的词汇表中appreciate的汉语释义是“感激”，而在12页的阅读文章中该词的含义应该是“欣赏”，因此，appreciate的汉语释义应为“欣赏；感激”。 118页的总词汇表中appreciate的汉语释义也应这样修改。appreciate表示“感激”或“感谢”时，其宾语应该是表物的名词或代词（即表示感激或感谢的事情的词语），其英文释义是be grateful for sth that sb has done。除此以外，appreciate还有“欣赏”，“赏识”或“重视”（recognise and enjoy the good qualities of sb/sth）以及“理解”或“领会”（undrestand or realise that sth is true）等含义。
在12页的阅读文章中该词所在的句子是：Some of our class don’t like her, but most of us really appreciate her because her teaching is so well organised and clear. 该句中appreciate后跟人称代词宾格her，其含义应为“欣赏”或“赏识”（recognise and enjoy the good qualities of sb/sth）。教师用书29页上的“课文译文”对该句是这样翻译的：“有些学生不喜欢她，可班上大多数人确实欣赏她的课，因为她的讲解非常有条理，很清楚。”然而在13页“活动2”（activity 2）的填空练习里的第3句所填的appreciate又是“感激”或“感谢”的意思。Thank you so much. I really appreciate your help.因此，appreciate的汉语释义应为“欣赏；感激”才符合教材行文要求的含义。
教师用书中所发现的错误也有四处。
一.104页左栏第11行infinite应改为infinitive。该词所在句的原文是：The verbs are followed by the gerund rather than the infinite.“infinite”一词没有“动词原形”或“动词不定式”的含义，应改为“infinitive”。“infinitive”才有“动词原形”或“动词不定式”的含义。学生用书24页Grammar 1中有这样的句子：Trained,abandoned and cooked are adjectives, but they are also partipicles of verbs. What are the infinitives of the verbs? 这里用的是infinitive表示“动词原形”； 牛津词典里的不规则动词表（Irregular Verbs）也是用infinitive表示“动词原形”或“动词不定式”。必修2的附录（Appendices）中的语法（Grammar）部分的“不定式”是用“The Infinitive”表达的。
二.116页左栏第16行fall应改为falls。该词所在句的原文是：Ask the students to separate the three,four and five syllable words, and then decide which syllable the stress fall on.从原文可以看出fall应改为falls。
三.117页右栏第6行Sentence应改为Sentences。该词所在句的原文是：Sentence 3,4 describe events that happen at a particular point in time. 从原文可以看出Sentence应改为Sentences。
四.69页倒数第4行原文是这样的：
“1 one and a half或a and a half”
这是介绍分数词的读法，但a and a half是错误的。
薄冰主编的《高级英语语法》给冠词的定义是：冠词是置于名词之前、说明名词所指的人或物的一种虚词。冠词也可以说是名词的一种标志，它不能离开名词而单独存在。
张道真的《实用英语语法》给冠词的定义是：冠词是一种虚词，本身不能独立使用，只能附着在一个名词上帮助说明这名词的含义。
学生用书本身的附录中的语法部分对冠词的定义是：冠词是加在名词前面的一个辅助词，以限定名词的含义。
因此“a and a half”中前一个“a”属于单独使用，是错误的。张道真在《实用英语语法》中介绍分数词的读法时有这样的表述：“1 one and a half或a… and a half”。这说明单独说“1 ”时，只能用“one and a half”不能用“a and a half”。然而当“1 ”后面跟有名词时，习惯上可以说“one and a half…”、“one…and a half”或“a… and a half”。如“1 months”就可以表示为：“one and a half months”、“one month and a half”、“a month and a half”。
篇6：教师在任务型教学中的作用 (译林牛津版英语)
【摘要】新课程标准倡导任务型教学方式，注重以学生为主体，强调学生自主学习，在整个教学过程中，教师应该科学合理地设置任务，并控制好任务的实施，把握好教学思路和目标，用各种教学方法和手段来激发学生的学习兴趣，调动他们的学习积极性，还应该重视评价的作用，从而形成有效的教学活动。
关键词：任务型教学 可行性 评价 案例
新课程标准强调教学应从学生的学习兴趣、生活经验和认知水平出发，倡导体验，实践，参与，合作与交流的任务型教学方式。任务型教学方式注重以学生为主体，通过调动学生的学习积极性来获得知识水平上的提高。在任务型教学模式中，教师把更多的时间交给了学生，因此，对于教师而言，就面临着更为严峻的考验。作为任务的布置者，教学活动的组织者和调控者，笔者认为教师应做好以下几方面的工作：
一、教师应确保任务的提出具有可行性和实用性。
任务的可行性是教学活动能够胜利进行的保证。《牛津初中英语》教材每一个单元都围绕一个话题编写，这个话题包含着若干个学习任务，有些任务是相互关联的，而有些任务又缺乏关联性。为了能确保教师在任务型教学中提出的任务具有可行性，教师平时应该深入钻研教材，分析教材的特点，然后根据学生的知识水平和生活经验，设计出既与主题相关又能让学生学习知识，锻炼能力的任务。应尽量避免那些环节过多，程序过于复杂，难度很高的课堂任务。
教师提出的任务要能够激发学生的学习兴趣，调动他们的学习积极性。学生只有面对自己熟悉，感兴趣的材料，才会产生讨论和探求的兴趣，才会有抒发自己观点和见解的需求，这样才能够形成课堂上良好的学习氛围。教师应结合教学内容，精心设计符合学生兴趣的话题，激发他们参与讨论的欲望。设计的任务互动性要强，这样有助于锻炼他们发现问题，解决问题的能力，同时也锻炼了学生的反应能力。教师在设计任务时也要考虑多样性原则，应避免单一的教学模式，给学生布置的任务可以是指令型任务，猜测型任务，竞赛型任务和表演型任务等。总之，要采用灵活的教学手段和方法，创设丰富多彩的教学情景来激发学生的学习兴趣。
二．教师在整个任务型教学过程中起着调控的作用。
在任务型教学中，教师要由传统的知识灌输者变为教学活动的组织者，引导者，参与者和调控者。既要组织好整个教学活动，引导学生跟上自己的教学思路，实现教学目标，又要随时随地处理好各个环节上的突发事件，这就对教师提出了更高的要求。
首先，教师应按照学生的学习规律安排好教学活动，引导学生一步步地由简单的语言输出逐步过渡到复杂的语言处理，从而提高他们运用语言的能力。教学上要遵循由易到难，由简单到复杂的规律，
其次，教师本身应具备较高的英语水平，较强的语言表达能力，对教材要有深刻的理解。要给学生做出准确的指示，有效的示范，要把握好每一堂课的教学目标和教学思路，能够做到师生之间真正意义上的有效互动。教师必须在话题语境中激活学生已有的知识和经验，呈现新的知识，帮助学生加工和整理新旧知识体系。
再次，新课程标准下，课堂活动是开放式的，因而课堂上随时会出现突发情况，教师应随机应变，灵活地处理课堂中出现的各种情况，教师要认真倾听学生的交流，及时发现学生的语言问题，准确诊断，适时适度进行纠错，使学生能正确熟练地运用语言。上课时，教师应保持精神饱满，不要总是站在讲台上，应经常融入到学生中，要和颜悦色，耐心启发，用微笑来鼓励学生，消除学生的恐惧和顾虑，使学生能够大胆地参与课堂活动。对基础相对差的学生要多启发，可以用暗示法，设疑法，点拨法等，使学生领会你的教学思路及过程，从而顺利完成你的教学目标。教师应该用一视同仁地态度去对待每一位学生，让每一位学生都能够感受到老师的关心和尊重，不应该对差生表示不满，甚至当众训斥，羞辱，这样会打消他们的学习积极性。另外，不少学生会因为一时紧张，不能迅速想出合适的词来完成所要表达的意思，有些教师为了教学流程能快速进行下去，采取了主动帮助学生说完的方式。这种做法看似节省时间，却不知，他在不经意间伤了学生自尊心，挫败了他们的学习积极性。成功的教学依赖于真诚理解和相互信赖的教学关系。
三、教师需要对教学活动做出及时的评价
有效的课堂活动需要评价手段的支持。及时的评价、反馈具有导向、激励的功能，能够更好的巩固学生的学习成果。如果教学过程缺乏评价，那么学生就会处于迷茫的状态，学习上就会收效甚微。因此，在任务型教学中，要加强评价意识。可以开展学生自评，让学生谈收获，谈感想，提高他们的交流能力。也可以由教师进行评价，教师对学生在整个教学过程中的表现进行点评，肯定好的方面，改进不妥之处，使他们的学习取得更有效地回报。
评价可以从几个方面进行考虑：首先，从内容上，观察学生所说的内容是否符合话题，内容安排上是否有序。其次，从语言的组织方面，判断学生能否正确地用英语描述事物或表达自己的观点、见解，表达是否流利。再者，教师可以从学生在完成任务时所体现出来的团结合作精神出发进行评价。
教师对学生的每一个评价反馈都对学生的学习态度和学习积极性产生一定的影响。对学生的评价应避免单一性，不要只是停留在缺乏感情的“very good!” “not bad!”之类的套话上。要实现评价的多元性和多样性，较全面地来评价学生的发展与进步。教师要学会欣赏学生在学习过程中的点滴进步，善于发现他们的闪光点，使他们有信心来取得更大地进步，要用发展的眼光来看待每一位学生。
四、任务型教学活动设计案例
下面，笔者就以《牛津初中英语》8B Unit 2 Travelling为例，说明怎样有效地进行任务型教学活动。
本单元以travelling为话题，先向学生介绍了几处世界名胜，然后引入课文 “Welcome to Hong Kong”, 记叙了作者游览香港迪斯尼乐园的经过。本课是reading的第二课时，第一课时和学生一起整理了文中的一些重要词组和句子，了解了课文大意。
教学过程：
Step 1: Warming-up
笔者分别给学生展示了几幅关于香港迪斯尼乐园的图片，让学生猜图片描述的是什么
第一幅：The Sleeping Beauty Castle
第二幅: Cinderella
第三幅: The whale fountain at the entrance
第四幅：The parade with excited people
第五幅： Many souvenirs in Main Street USA
设计说明：猜谜是学生最感兴趣的活动，通过竞猜游戏给学生做热身准备，这样能充分调动学生的学习积极性，使学生迅速把注意力集中到课堂学习中来。此任务相对比较简单，适应了学生由易到难的学习规律。
Step 2: Find out the route of the trip
笔者让学生先听了遍课文录音，重新熟悉了一下课文内容，然后把学生分为八组，讨论这次游玩迪斯尼乐园的路线。先组内讨论，然后教师提问，最后全班一起讨论决定。
The route: the entrance--- Tomorrowland ---a fast food restaurant---Fantasyland--- Adventureland---Main Street USA---Sleeping Beauty Castle
设计说明：分组讨论，学生可以在团队中充分展示自己的能力，同时也从团队其他成员中得到一些感悟，充分体现了团队合作的优越性。通过完成此项任务，学生在了解课文结构的基础上，使语言能力得到了提高。
Step 3: Describe the trip to Disneyland according to the route
笔者让学生根据任务二得出的游览路线，叙述游览的过程。叙述的过程中用第一人称。先组内进行练习，组员间相互纠错评价，然后各组选派一名代表进行各组间的竞争，评出优秀小组。
设计说明：在对整个迪斯尼游览有个初步认识的基础上，让学生用自己的话描述游览过程，锻炼他们由语言输入转化为语言输出的能力。通过小组合作，组员之间相互完善，使学生的描述更为生动。根据学生自评、小组互评和教师总评相结合，选出表现好的小组，并颁发奖品，这在一定程度上激励了学生的学习热情。
Step 4: Improve the description of the trip
完成任务三之后，笔者引导学生思考自己所叙述的内容，最后得出结论：加个开头和结尾会更好，于是就产生了第四个任务。各组分别讨论怎样设计这个开头和结尾，然后全班交流。
学生的开头：We have looked forward to travelling to Hong Kong Disneyland for a long time. The day finally arrived.
学生的结尾：Hong Kong Disneyland was a wonderful place. We really had a fantastic time there. We hope to visit it again soon.
设计说明：让学生明白，一篇记事的文章，要有精彩的开始和结尾才具有完整性，才能算是好文章。通过这四个任务，让学生了解了怎样来记叙一件事情，为后面的Main Task做准备。
本案例中设计的任务由简单到复杂，前后贯通，，层层深入，由几个微任务构成了一个任务链。采取的形式有竞猜型、展示型和竞赛型，任务的多样性调动了学生的学习热情，使课堂气氛更为活跃。
很明显，教师在整个任务型教学中起着极其重要的作用。在新课程标准下，教师要深入钻研新教材，不断提高自身素质，要利用各种教学手段和方法来提高学生的听、说、读、写能力，形成有效的教学活动。
参考文献：
[1] . 教育部. 英语课程标准(实验稿) [M] 北京, 北京师范大学出版社.
[2] . 张静. 任务型教学法的应用[J] 中小学英语教学与研究(4)
[3] . 朱慕菊. 走进新课程[M]. 北京, 北京师范大学出版社.
[4] 程晓堂. 任务型语言教学[M] 北京, 北京高等教育出版社.
篇7：素质教育在英语教学中的渗透 --从“创设语言情境体现”谈起 (新目标版英语七年级)
随着教育改革的不断深入和发展，由应试教育向素质教育的转变已成为我国基础教育改革的主旋律。《中国教育改革和发展纲要》明确指出：中小学要由“应试教育”转向全面提高国民素质的轨道。这就为我们广大的教育工作者提出了教育思想转变的重大课题。为迎接二十一世纪的经济和科技的挑战，为培养大批高素质的适应时代需要的人才，我们必须坚定不移地实施素质教育。
英语作为当今世界的一种通用语，在国际交流中运用的广泛性是毋庸置疑的。如何切实搞好英语基础教学，使青少年一代--二十一世纪的中坚熟练地掌握并运用这种语言，是每一个英语教学工作者必须关注的问题。几年来，我们在英语教学实践中不断地探索和总结，深深地体会到：“创设语言情境”是实施素质教育的重要方法之一。
《九年义务教育初级中学英语教学大纲》规定：初级中学英语教学目的是通过听、说、读、写的全面训练，使学生获得英语基础知识和为交际初步运用英语的能力。为此，JEFC教材在教学内容和编排上一改传统的以语法脉络为线索的方法，而是以最贴近学生日常生活程序的英语交际语为线索，循序渐进，“螺旋式”上升。这就要求我们在教学方法上刻意创新，努力改变传统的“注入式”，通过各种不同途径，创造浓厚的课堂英语氛围，对学生进行听、说、读、写的全面训练，提高他们的交际能力，即所谓的“交际式”。当今流行的“五步教学法”（即：Revision→Presentation→Drill→Practice→Consolidation）是既适合于新教材的编排特点又注重提高学生的英语素质的行为有效的教学方法。但本人认为，要充分合理地运用这种方法，以达到最佳的教学效果，应力求做好以下几点：
（一）课堂英语化。“课堂英语化“就是尽可能运用英语组织教学和进行教学，克服传统的用母语组织教学的不良习惯，坚持用英语教英语，使英语课由纯知识性教学转变为知识和技能相结合的教学。如单词教学，可通过出示图片、实物、演示动作，或利用学生已学内容加以引导，让他们自己掌握生词的意义和用法。如教学“accident”一词时可这样进行：
What must you do when you cross a street?
Help the students to answer , then say:
Yes ,when we cross a street , we must be careful.Look around and make sure that there is no traffic on the road, then we can cross it . If we don’t , we may have a traffic accident . In other words , an accident may happen.
Then show the picture and talk about it.
这样，学生理解了单词的意义，记住了单词的用法，同时又巩固了旧知，加强了新旧知识间的联系。
（二）教学情景化。“教学情景化”就是利用现代化教学手段，用图片、简笔画、体态语等，努力创设语言环境。JEFC教材内容精心设计和创设语言情境，增强英语氛围，使学生有身临其境之感。如在教学“Book Ⅱ Unit 13 Christmas Day”时，可充分利用录像教学。这样，学生既有听觉感受，又有视觉感受，那种“圣诞节”的浓重气氛和场面使学生深受感染，仿佛置身其中。“圣诞老人”的那副滑稽相又会令学生捧腹大笑。学生在轻松愉悦中接受了知识，同时也大大地提高了课堂教学效率。
（三）练习多样化。“练习多样化”不仅是指练习形式的变换，而且也包括练习内容的改变。根据初中生的年龄和心理特征，他们的注意力难以在长时间内保持高度集中。教师可采用组、排、行、对的练习或做小游戏、小竞赛的形式，不断变换方法来激发学生的学习兴趣，使学生在练习或竞赛中获得满足，以提高学生运用英语的能力。在练习内容上，可通过对话或表演，复述或回答与课文内容有关的理解性问题达到变化的目的，充分调动学生的积极性，提高课堂利用率。
常言道“教学有法而教无定法”。以上只是本人一些浅陋的看法，如何提高学生的英语素质，还有待于我们每一个英语教学工作者在实践中不断深入探讨。
