英语语法词法句法简介 65页

英语语法词法句法简介★清华大学★英语系测试：为中学英语量身定做.官方网站：http://qinghua.yeryy.com/清华大学英语教授50年研究成果词法句法基本知识1词类（partsofspeech）词类英语名称作用所作句子成分例词实词名词Noun(n.)表示人或事物名称主语/宾语/表语/定语/状语/同位语/补语man,car,China,Beijing,desk,advice(建议),代词Pronoun(pron.)代替名词等主语/宾语/表语/定语I,it,them,that,his,who,any,数词Numeral(num.)表示数目或顺序主语/宾语/表语/定语one,two,first,second动词Verb(v.)表示动作或状态谓语is,am,are,have,study，work，want,like形容词Adjective（adj.）修饰人、事物的特征表语/定语/补语big，small，long，short,boring,new,sad,funny副词Adverb(adv.)修饰动词/形容词/副词状语/表语also,too,very,often,here,there,not虚词冠词Article(art.)用在名词前，限制名词的意义不作句子成分a,an,the介词Preposition（prep.）表示名词或代词与他词关系of，in，on,for,at,about，with，over,连词Conjunction（conj.）and，but，or，because，when，where 用来连接词与短语/从句/句子的词/从句/句子感叹词Interjection（interj.）表示说话的感情oh，aha，hi,hello,2句子成分(membersofsentences)（1）句子成分：组成句子的各个部分。（2）英语句子成分有主语，谓语，宾语，表语，状语，同位语，补语定语等。（3）主语（Subject）:主语表示句子主要说明的人或事物。由名词、代词、动词不定式、动名词、从句等充当。Thisfishisrichinoil．这种鱼很肥。（4）谓语动词（PredicateVerb）：谓语说明主语的动作，状态或特征。一般由动词充当。一般可分为两类：1)简单谓语：由动词(或短语动词)或助动词+动词构成。可以有不同的时态，语态和语气。Westudyforthepeople.我们为人民学习。（动词）Iamstudyingintheclassroomnow.(助动词am+现在分词studing)2)复合谓语：情态动词＋动词原形IcanspeakalittleEng"lish.我可以说一点英语。（5）宾语（Object）：宾语表示动作行为的对象，跟在及物动词或介词之后。能作宾语的有名词，代词，数词，动词、不定式、动名词、从句等。WeloveChina.Thisbookisforthestudents.一些及物动词可以带两个宾语，往往一个指人，一个指物，指人的叫间接宾语，指物的叫直接宾语。Hegavemesomeink.他给了我一点墨水。有些及物动词的宾语后面还需要有一个补足语，意思才完整，宾语和它的补足语构成复合宾语。如：Wemakehimourmonitor.我们选他当班长。（6）表语（Predicative）:表语是谓语的一部分，它位于系动词如be之后，说明主语身份，特征，属性或状态。一般由名词，代词，形容词，副词，不定式，介词短语等充当。WeareChinese.（7）定语（Attribute/Attributive）: 在句中修饰名词或代词的成分叫定语。用作定语的主要是形容词，代词，数词，名词，副词，动词不定式，介词短语、从句等。形容词，代词，数词，名词等作定语时，通常放在被修饰的词前面。Thisisanexcitingmovie.但副词，动词不定式，介词短语等作定语时，则放在被修饰的词之后。Thebikeintheroomismine.房间里的自行车是我的。（8）状语（Adverbial）：修饰动词，形容词，副词以及全句的句子成分，叫做状语。说明方式、因果、条件、时间、地点、让步、方向、程度、目的等。用作状语的通常是副词，介词短语，不定式和从句等。状语一般放在被修饰的词之后或放在句尾。副词作状语时可放在被修饰的词前或句首。HelivesinLondon.他住在伦敦。Herunsfast.（9）补语（Complement）：补语又叫宾语补足语，位于宾语之后对宾语作出说明的成分。宾语与其补足语有逻辑上的主谓关系，它们一起构成复合宾语。宾语变为主语，宾语补足语则叫做主语补足语。由形容词、名词、代词、数词、介词短语、动词不定式、分词、从句充当。Weelectedhimmonitor.Hewaselectedmonitor.Ioftenfindhimatwork.我经常发现他在工作.Isawacatrunningacrosstheroad.我看见一只猫跑过了马路.（10）同位语（Appositive）：同位语是在名词或代词之后并列名词或代词对前者加以说明的成分，近乎于后置定语。由名词、代词、数词、从句等充当。如：Westudentsshouldstudyhard.(students是we的同位语，都是指同一批‘学生’）Weallarestudents.(all是we的同位语，都指同样的‘我们’）ThisisMr.zhao,ourheadmaster.（11）插入语（Parenthesis）：一些句中插入的Ithink,Ibelieve等。Tobefrank,Idon’tquiteagreewithyou.3.基本句型（BasicSentencePatterns）：英语中千变万化的句子归根结底都是由以下五种基本句型组合、扩展、变化而来的： 1）主+动（SV）例如：　　Iwork.Westudyhard.2）主+动+表（SVP）例如：　　Johnisbusy.　约翰忙。状态系动词be持续系动词keep,rest,remain,stay,lie,stand,Healwayskeptsilentatmeeting.　他开会时总保持沉默。Thismatterrestsamystery.　此事仍是一个谜。表像系动词seem,appear,look,Helookstired.　他看起来很累。Heseems(tobe)verysad.　他看起来很伤心。感官系动词feel,smell,sound,taste,Thiskindofclothfeelsverysoft.这种布手感很软。Thisflowersmellsverysweet.这朵花闻起来很香。变化系动词become,grow,turn,fall,get,go,come,run,Hebecamemadafterthat.　自那之后，他疯了。Shegrewrichwithinashorttime.　她没多长时间就富了。终止系动词prove,trunout,表达"证实"，"变成"之意，Therumorprovedfalse.　这谣言证实有假。Thesearchproveddifficult.　搜查证实很难。Hisplanturnedoutasuccess.　他的计划终于成功了。（turnout表终止性结果）3）主+动+宾（SVO）例如：　ShestudiesEnglish.　她学英语。动词+副词：Hethoughtitoverallthenight.Hethoughtovertheplanallthenight.动词+介词：Hethoughtaboutit/theplanallthenight.4）主+动+间宾+直宾（SVOiOd）例如：Mymothermademeanewdress.　我母亲给我做了一件新衣裳。5）主+动+宾+补（SVOC）例如：Timewouldprovemeright.时间会证明我是对的。Wemadehimmonitor.比较：Wemadehimagoodstudent.4.句子的种类 （一）按使用目的可分为陈述句、疑问句、祈使句和感叹句。1）陈述句（DeclarativeSentences）：说明一个事实或陈述一种看法。　Lighttravelsfasterthansound.　光比声速度快。　　（说明事实）　Thefilmisratherboring.　这部电影很乏味。2）疑问句（InterrogativeSentences）：提出问题。有以下四种：a.一般疑问句（GeneralQuestions）：be,have,情态动词，助动词开头Canyoufinishtheworkintime?你能按时完成工作吗？b.特殊疑问句（WQuestions;HQuestions）：疑问代词、疑问副词　Wheredoyoulive?　你住那儿？　Howdoyouknowthat?你怎么知道那件事？who,what,which作主语，按第三人称单数看whatissb.?问职业Whoissb.?问姓名或与某人的关系whatisthedate…?问日期Whatdayis…?问星期几howmanyhowmuchhowlonghowsoonhowoftenhowmanytimesc.选择疑问句（AlternativeQuestions）：　Doyouwantteaorcoffee?你是要茶还是要咖啡？d.反意疑问句（Tag-Questions）：陈述句+简略问句　Hedoesn"tknowher,doeshe?　他不认识她，对不对？①陈述句含否定词no,never,hardly,little②陈述句主语为this/that/nothing/动词不定式/动名词/从句，简略问句主语为it③陈述句主语为these/those/nobody/everybody/somebody,简略问句主语为they④陈述句主语为therebe句型，简略问句用there:Therewillbeameetingtomorrow,won’tthere?⑤陈述句为复合句，简略问句的主语和助动词与主句一致：ShelivedinBeijingwhenshewasyoung,didn’tshe?但陈述句为复合句而主句的谓语动词为think,suppose,believe,imagine,expect,feel,且主语为第一/第二人称时，简略问句只有肯定/否定与主句对应，而主语和时态要与宾语从句一致。Idonotthinkthatyouareastudent,areyou?⑥陈述句和简略问句情态动词/助动词要保持一致，但有例外：have(拥有)---haven’t,don’thave（进行某一动作）---don’thave（构成完成时）---haven’thaveto----don’toughtto---oughtn’t must（必须）---mustn’tmust(必要)----needn’tmustbe/do（表示猜测）---be/domusthavedone（对过去某一时间的事情推测）----didn’tmusthavedone（对发生在过去但对现在造成影响的动作进行推测）---haven’tmustnot（表禁止）---may⑦简略问句部分表示语气否定祈使句+willyou?肯定祈使句+won’tyou?（表示邀请）肯定祈使句+willyou?Let’s（包括对方）…+shallwe?（表示建议）Letus（不包括对方）…+willyou?（表示请求）Let+第三人称…+willyou?3）祈使句（ImperativeSentences）：提出请求，建议或发出命令，例如：　Sitdown,please.　请坐。Don"tbenervous!　别紧张！4）感叹句（ExclamatorySentences）：表示说话人惊奇、喜悦、愤怒等情绪，例如：　Whatgoodnewsitis!　多好的消息啊！Whatabeautifulparkitis!Howbeautifulparkitis!Howbeautifultheparkis!Howwellshedances!（二）句子按其结构可以分为以下三类：1）简单句（SimpleSentences）：只包含一个主谓结构句子叫简单句，例如：Sheisfondofcollectingstamps.　她喜欢集邮。(主)　(谓)2）并列句（CompoundSentences）：包含两个或两个以上主谓结构的句子叫并列句，句与句之间通常用并列连词或分号来连接，有转折、因果、联合、选择并列句。　Module1*buyv．买callv.打电话 drivev．开车enjoyv.享受liev.躺下*shopv．逛商店；购物*takev．获得；拿；抓takephotos拍照*tellv．讲；告诉*waitv．等*forprep．为；为了*waitfor等待；等候*postcardn.明信片theGreatWall长城*reallyadv．(表语气)真的吗agoodtime美好时光alot非常anywayadv．(转换话题、结束谈话时说)无论如何，反正carn.小汽车puton穿上*thingn.事情；东西leavev.离开workn.＆v.工作athome在家pubn．洒馆*restaurantn．饭馆operan．歌剧balletn．芭蕾舞sleepn&v．睡觉*washv．洗；洗涤dressv．穿衣服*startn&v．开始middayn.正午*hotdog热狗coffeen.咖啡seev．探望；看见greetingn．问候；致意atthemoment现在，此时lookat看……*soonadv．立刻；不久*loven.&v．爱；热爱Seeyoulater再见。 *nightn．夜晚goodnight晚安（打招呼用语）*streetn．街道Module2festivaln．节目SpringFestival春节readyadj．有准箭的getreadyfor为……准备好*cleanv．打扫；弄干净*cookv．做饭；烹饪mealn．一餐，一顿饭*learnv．学；学会dragonn．龙dragondance舞龙lanternn．灯笼LanternFestival元宵节sweepv．打扫sweepaway扫去*floorn．地板*happenV．发生*helpv．帮助atwork在工作*traditionn．传统badadj．坏的；不好的*luckn．运气*paintv．涂；绘域*meanv．意思是；意味decoratev．装饰decc)rationn．装饰papercut剪纸everyonepron．每个人；haircutn．理发*givev．给NewYear新年NewYear"sEve新年前夜dumplingn．饺子；团子sweetadj．甜的 puddingn．布丁；甜点心fireworksn．(复)焰火fewn．小多，很少afew一些*wantv．要；想要*week星期roundadj．圆的adv．在周围alltheyearround一年到头*bringv．带来colourn．颜色*somethingpron．某事；某物*cutv剪；切*Christmasn．圣诞节*longadj．长的Module3*plann.＆v．计划；打算revisev.温习；复习revisefor温习；复习*picnicn．野餐*haveapicnic吃野餐testn.&v．测试；测验walkup沿……走；登上*forwardadv．向前*lookforwardto期待daughtern．女儿granddaughtern．(外)孙女*becauseconj．因为*plane／pleIn／n．飞机sightseeingn．游览；观光dosomesightseeing游览*culturen．文化beachn．海滨；海滩*sean．海；海洋wifen．妻子*cookn．炊事员；厨师*whyadv．为什么 术foreignadj．外国的get(from…)to…(从……)到达gosightseeing去观光*cyclev.骑白行车gocycling去骑自行年shoppingn．买东西；购物goshopping去买东两；去购物*earlyadj.＆adv．早*outadv．出外；在外goout外出Module4*lifen．生活；生命futuren．将来；未来inthefuture在将来；在未来cableTV有线}U视calculatorn．讣钟：器cellphone移动电话chalkn．粉笔papern．纸rulern．直尺satelliteTV卫星电视*no／nou／adj．没有；尢noone没有人；无人*farmn．农场*holiday／"holldeff／7．假日；节日*rainn．雨；雨水v．下雨*weathern．天气windn．风Soconj.因此；所以cheapadj．便宜的fueln．燃料*expensiveadj．昂贵的*shortadj．短暂的；短的；矮自*get变得；得到；拿到getwarm变暖roughadj．(海浪等)汹涌的．(气候)有暴风雨的 springn．舂天autumnn．秋天heavyrain大雨；暴雨*strongadj．强烈的；强壮的；强大的comfortable／．kAmflobl／adj．舒适的；舒服的heatv．加热machinen．机器dulladj．单凋的；枯燥的jobn．工作freeadj．自由的climaten．气候technologyn．科技；技术transportn．运输*easyadj．容易的interestingadj．有趣的*difficultadj．困难的smoothadj．平静的；平稳的uncomfortableadj．不舒服的weakadj．弱的*dreamn．梦想Module5hometownn.故乡；家乡*thanconj．(用于形容词、副词的比较级之后)比*eastadj．东方的n.东方*southadj．南方的n．南方kilometren．千米；公*metren．米*highadj．高的millionnum.百万*busyadj．忙的；繁忙的*coastn．海岸*hilln．小山；丘陵*islandn．岛屿populationn．人口answerv．回答n．回答；答案 *questionn．问题V．提问；询问*northn．北方adj.北方的*westn．西方adj.西方的*rivern．河；江churchn．教堂*famousadj．著名的*capitalv．首都；省会*laken．湖lowadj．低的*mountainn．山；山脉*aboutadv．大约；几乎．prep．关于*near／mo／prep．靠近；接近villagen．村庄regionn．地区；区域*wideaaj．宽的*factn．事实；细节Module6Olympicadj．奥林匹克的*adventuren．激动人心的活动；冒险moreadj．更多的adv．更*dangerousadj．危险的gymnasticsn．体操skiv．滑雪*popularadj．流行的；受欢迎的*excitingadj．激动人心的tiringadj．累人的unpopularadj．不流行的，不受欢迎的boringadj．令人厌烦的relaxv．(使)放松relaxingaaj．放松的；轻松自在的safeadj．安全的begoodat擅长 neighbourhoodn．居住区；邻近地区；邻里关系committeen．委员会arrivev．到达lateadv．迟；晚于规定时刻adj．迟的；晚的backn．后面；后部howeveradv．可是；然而*slowlyadv．慢地loudlyadv．大声地；吵闹土眭clearlyadv．清楚地visitorn．游客；观光者*needv.＆modalv．需要*quicklyadv．快地*welladv．好地badlyadv．坏地；糟糕地carelesslyadv．粗心地；马虎地*betteradj．＆adv．更好*hardadv．努力地*takearound领(某人)四处参观cassetten．盒式磁带playern．播放机vocabularyn．词汇carefullyadv．认真地quietlyadv．安静地continuev．继续untilprep．直到……时；到……为止Module8*pastadj．＆n．过去(的)prep．超过……was动词be(am，is)的过去式*born(动词bear／beo／的过去分词)出生beborn出生于foundern．创建者scientistn．科学家professorn．教授were动词be(are)的过去式strictadj．严格的；严厉的*niceadj．友好的；令人愉快的 friendlyadj．友好的*naughtyadj．淘气的primaryadj．初等的；初级的primaryschool小学well-behavedadj．有礼貌的，循规蹈矩的heyint．嘿；喂provincen．省；省份Mrsn．夫人；太太presidentn．总统*withprep．带有；和……在一起storen．商店movien．电影*baseballn．棒球livingroom起居室*kitchenn．厨房bathroomn．浴室bedroomn．卧室walln．墙postern．招贴画；海报gardenn．花园*pondn．池塘*fishn．鱼；鱼肉backadv．回(原处)；向后goback回去somewheren．某处；某个地方unfriendlyadj．不友好的partnern．搭档；同伴charactern．性格Module9*onceadv．曾经；一度onceuponatime(常用作讲故事的开头语)从前*bearn．熊*beginv．开始*decidev．决定*riden．＆v．骑(马；车等)goforaride去乘(骑……)goldenadj．金黄色的*littleadj．小的；矮小的 pickv．采摘noticev．注意到*hurryv．＆n．赶忙；匆忙knockv．敲nobodypron．没有人；无人pushv．推*openadj．敞开的V．建立；开；打开enterv．进人*countv．数bowln．碗pickup捡起alladj．全部的adv．全部地：hungryadj．饿的rushv．冲；奔tryv．尝试destroyV．毁坏；破坏unhappyadj．不高兴的asleepadj．睡着的*returnv．返回；归还cryv．哭；喊叫pointv．(用手指等)指withoutprep．无；没有lookaround向四周看diev．死changeinto变成emperorn．皇帝Module10Januaryn．1月Februaryn．2月Marchn．3月Apriln．4月Mayn．5月Junen．6月Julyn．7月Augustn．8月Septembern．9月 Octobern．10月Novembern．11月Decembern．12月goaway走开；离开actorn．(男)演员writern．作家playn．戏剧poemn．诗歌agen．年龄attheageof在……岁时marryv．结婚movev．搬(家)；移动joinv．参加；加人companyn．剧团；公司becomev．(过去式became)成为successfuladj．成功的richadj.富有的*snowv．下雪n．雪Module11*nationaladj．民族的；国家的heron．英雄bridgen．桥buildv．(过去式built)建造engineern．工程师governmentn．政府*museumn．博物馆patrioticadj．爱国的railroadn．铁路tunneln．隧道Russianadj．俄国的；俄国人的，俄语的n．俄国人；俄语throughprep．从一端到另一端，穿越gothrough穿过*overprep．在……的上面astronautn．宇航员flagn．旗，旗帜spacen．太空；空间 wavev．挥手(致意)spacecraftn．宇宙飞船headlinen．标题*newsn．新闻backgroundn．背景资料agoadv．以前pilotn．飞行员sonn．儿子orbitv．绕轨道运行n．轨道reachv．到达altituden．高度；海拔flightn．飞行；航程*lastv．持续landv．着陆n．陆地safelyadv．安全地thirdnum．第三personn．人airforce空军*programmen．项目；(电视)节目restv.＆n．休息husbandn．丈夫daten．日期*middlen．＆adj．中间（的）endn．＆v．结尾；结束Module12spendv．（过去式spent）花费（时间、金钱）*hopev．＆n．希望onholiday在度假；在休假*clockn．时钟；计时器dosomeshopping买东西；购物*tomorrown．明天adv．在明天grann．<主英口>奶奶；外婆[granny的缩略]RevisionmoduleBplaywith和……一起玩 *meaningn．意义；意思Emily2011年1月13日星期四★清华大学★英语系测试：为中小学生英语量身定做.官方网站：http://qinghua.yeryy.com/清华大学英语教授50年研究成果Learner-BasedTeachinginELTClassAuthor:QianLiSupervisor:WangYuelanAThesisSubmittedasaPartialFulfillmentoftheRequirementfortheDegreeofB.A.inEnglishForeignLanguageDepartmentFuyangTeachersCollege,AnhuiProvinceMay,2007　学位论文　 以学生为主体的英语课堂教学钱丽（学号：200520201222）指导教师姓名王月兰　职称副教授单　　位阜阳师范学院外语系　专业名称英语教育申请学位级别学士学位授予单位阜阳师范学院2007年5月Learner-BasedTeachinginELTClassAbstractTheauthorarguesthatwiththeprocessofteachingconceptandthepopularityofmoderninformationmedia,traditionaldidacticteachingisnotthemosteffectivemethod.Forvariousreasons,traditionalteachingtendstofocusononeortwolanguageskillsandignoretheothers.OnepossiblesolutiontobridgethegapbetweenELTclassandreallifelanguageuseistheadoptionofLearner-basedTeaching,whichhasbeeninsyllabusdesignandinthemethodologyofforeignlanguageteaching.TheemphasisofLearner-basedTeachingisthatallclassactivitiescanbedoneusing informationthatthelearnersthemselvesbringtotheclass.Furthermore,asLearner-basedTeachingpatterngoes,theemphasishereisonLearnerIndependenceinthegroupmoderatherthanindividualself-studymode.Theultimategoalofthelearner-basedTeachinginELTclassistoenablethestudentstousetheforeignlanguageineverydaylifewhennecessary.Learner-basedTeachinghasitsadvantages:itcanraisestudents’interestandmotivation.Amongitsadvantagesisitspowerasatoolforteachers’development.Noteachertakingthisroutecanfailtodevelopbothasapersonandasaprofessional.Theapproachoffersanexcitingandrewardingalternativetothoseteacherswillingtotryit.Itundoubtedlytakescouragetocastoffthesecurityofcontrolandpre-determinedmaterials,totrusttothepowerofprocessandoflearner-input,buttherewardsarecorrespondinglygreat.AnefficientELTclassneedsLearner-basdTeaching.Keywords:Learner-BasedTeaching;TraditionalPedagogy;ELT.以学生为主体的英语课堂教学内容摘要 作者认为随着教学思想的发展和现代信息传播的流行，传统迂腐的教学法已不是最有效的方法了。传统的教学法倾向于单种技能而忽略其他。近年来，在教学大纲设计和外语教学法中，一个可能填补英语教学法与现实生活语言使用之间空白问题的方法就是采用以学生为主体的英语教学法。此种教学法强调使用学生带入班级的信息来组织教学，并相信全部学习活动均可以在学生自身经验的基础上进行。而且，它强调的不是个人自学而是在群体学习过程中的学习自主性。它最终的目的是使学生能够在日常生活中“随心所欲”的使用外语。此种教学法优点颇多，它能提高学生的学习兴趣和动力，并还能有力的促进教师自身人格与专业发展。从原先充满安全操作的教学转向相信学习过程的力量和学生输入的力量，这无疑是需要勇气的，但相应的回报也将是巨大的。一个效率高的英语教学课堂需要以学生为主体的英语教学。关键词：学生为主教学法；传统教学法；英语教学.Learner-BasedTeachinginELTClassThesisStatementThroughthelinguistictheoriesandthecurrentsituation,onecanseethatleaner-basedteachingshouldbeadoptedwidelyinEnglishLanguageTeachingclass.OutlineⅠ.IntroductionⅡ.TheLinguisticTheoriesA.ViewsonlanguageB.ViewsonLanguageLearningⅢ.TheCurrentSituationA.TraditionalPedagogyB.TraditionalPedagogyandtheLanguageUseinRealLife1.WritinginELTClass 2.RoteLearningwithoutMeaningfulContextⅣ.Learner-BasedTeachinginELTClassA.ViewsonLearner-BasedTeachingB.AdvantagesofUsingLearner-BasedTeachingC.WaysofUsingLearner-BasedTeaching1.ViewsonLearner-BasedTeachinginClass2.Teachers’RoleinLearner-BasedTeaching3.TwoActivitiesaboutLearner-BasedTeachingⅤ.ConclusionLearner-BasedTeachinginELTClassⅠ.IntroductionInteachingEnglishasaforeignlanguage,theimportanceofLearner-basedTeachinghasbeenwidelyrecognized.HoweverhowtoattaintheaimintheEnglishlanguageTeaching(ELT)classisaproblemfacedbylanguageeducatorsallovertheworld.InthepresentdissertationtheconcerninglinguistictheoriesandteacherchangesandtheadvantagesoftheLearner-basedTeachingintheELTclasswillbesurveyedandstudiedinthelightoftheChinesestudents’situation.ThepresentdissertationstressesthatLearner-basedTeachingisveryessentialintheELTclass.TheteachingoflanguageandLearner-basedTeachingareofthesameimportanceintheELTclass.Studentsandpedagogyarecloselyrelatedinforeignlanguageteachingistoenablethestudentstousetheforeignlanguageineverydaylifewhennecessary,butveryoftenthereisabiggapbetweentheuseoflanguageinreallifeandthetraditionalforeignlanguagepedagogy.ThereareclearlinksbetweenthisapproachandthecurrenttrendtowardsLearnerAutonomy,self-directedlearning,andLearnerIndependence.Perhapsunusuallyhowever,theemphasishereisonLearnerIndependenceinthegroupmoderatherthantheindividualself-studymode.Amongitsancillaryadvantagesisinpowerasatoolforteacherdevelopment.Noteachertakingthis routecanfailtodevelopbothasapersonandasaprofessional.FurthermoreLearner-basedTeachingoffersanexcitingandrewardingalternativetothoseteacherswillingtotryit,itundoubtedlytakescouragetocastoffthesecurityofcontrolandpre-determinedmaterials,totrusttothepowerofprocessandofLearner-input,buttherewardsarecorrespondinglygreat.FromyearsofmyexperienceinteachingEnglishasatutorIgraduallyrealizetheimportanceofLearner-basedTeachingtoChinesestudents.Englishteachingshouldbeaimedatdevelopingstudents"communicativecompetencesothattheywouldbeabletoreactfreelyandproperwithnativespeakersofEnglishinvarioussocialsituations.Learner-basedTeachingshouldbeadoptedinELTclass.It’ssoimportant。Ⅱ.TheLinguisticTheoriesA.ViewsonLanguageOnequestionthatallapproachesoflanguageteachingshouldansweris“Whatislanguage?”Theanswertothisquestionisthebasisforsyllabusdesign,teachingmethods,teachingproceduresintheclassroom,andeventhetechniquesusedintheclass.Differentviewsonlanguagegeneratedifferentteachingmethodologies.Togiveaconcisedefinitionofthelanguagehasbeenanenormousamountofresearchinlanguageinthepasthalfcentury;noauthoritativeanswerhasbeengivento“Whatislanguage?”Rather,peopletalkaboutviewsoflanguage,seeminglyallowingfororacceptingdifferenttheoriesforthemoment.However,“teachersclearlyneedtoknowgenerallywhatsortofentitytheyaredealingwithandhowtheparticularlanguagetheyareteachingfitsintothatentity(Brown,1994).Inthepasthalfcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalview,andtheinteractionalview.Thestructuralviewseeslanguageasalinguisticsystemmadeupofsubsystem;fromphonological,morphological,lexical,etc.tosentences.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoas tobeabletounderstandandproducelanguage.Thefunctionalviewseeslanguageasalinguisticsystembutalsoasmeansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertobeabletodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Examplesofnotionsareconceptofpresent,pastandfuturetime;theexpressionsofcertaintyandpossibility;therolesofagentandinstrumentwithinasentence;andspecialrelationshipsbetweenpeopleandobjects.Theinternationalviewconsiderslanguageasacommunicativetool.Whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople?Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutmoreimportantlytheyneedtoknowrulesforusingtheminawholerangeofcommunicativecontexts.Thesethreeviewspresentaneverwideroflanguage.Thestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabulary.Thecommunicativeornotional-functionalviewaddstheneedtoknowhowtousetherulesandvocabularytodowhateveritisonewantstodo.Theinteractionalviewsaysthattoknowhowtodowhatonewantstodoinvolvesalsoknowingwhetheritisappropriatetodoso,andwhere,whenandhowitisappropriatetodoit.Inordertoknowthis,thelearnerhastostudythepatternsandrulesoflanguageabovethesentenceleveltolearnhowlanguageisusedindifferentspeechcontexts.Theunderstandingofthenatureoflanguagemayprovidethebasisforaparticularteachingmethod(RichardsandRodger,1986),butmoreimportantly,itiscloselyrelatedtotheunderstandingoflanguagelearning.Iflanguageisconsideredtohaveafinitenumberofstructuralitems,learningthelanguageprobablymeanslearningtheseitems.Iflanguageismorethanasystemofstructure,itismoreimportantatool,thentolearnthelanguagemeanstouseit,ratherthanjuststudywhatitisandhowitisformed.B.ViewsonLanguageLearning Thelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:1)whatarepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?Althoughthesetwoquestionshaveneverbeensatisfactorilyanswered,avastamountofresearchhasbeendonefromallaspects,whichcanbebroadlydividedintoprocess-orientedtheoriesandcondition-orientedtheories(WangQiang,2000).Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.Conditional-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.Someresearchersattempttoformulateteachingapproachesdirectlyfromthesetheories.Forexample,theNaturalApproach,TotalPhysicalResponseandtheSilentWayarebasedononeormoredimensionofprocessesandconditions.Atthislevel,Itistooearlytoformulateaspecificapproach,becausesomeaspectsstilltoovague,forexample,whatisdoneintheseprocesses.ThebehavioristtheoryoflanguagewasinitiatesbybehavioralpsychologistSkinner,whoappliedWatsonandRaynor’stheoryofconditioningtothewayhumansacquirelanguage(Harmer,1983).Basedontheirexperience,WatsonandRaynorformulatedastimulusresponsetheoryofpsychology.Inthistheoryallcomplexformsofbehavior—motions,habits,andsuch—areseenascomposedofsimplemuscularandglandularelementsthatcanbeobservedandmeasured.Theyclaimedthatemotionalreactionsarelearnedinmuchthesamewayasothersskills.Thekeypointofthetheoryconditioningisthat“youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”(Harmer,1983:30).Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryof learningisreferredtoasbehaviorism,whichwasadoptedforsometimebylanguageteachingprofession,particularlytoAmerica.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Thismethodisstillusedinmanypartsoftheworldtoday.Thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItseemstobetheresultofNoamChomsky’sreactiontoSkinner’sbehavioristtheory,whichledtotherevivalofstructurallinguistics.ThekeypointofChomsky’theoryisreflectedinhismostfamousquestion:ifalllanguageisalearnedbehavior,howcanachildproducesentencethathasneverbeensaidbyothersbefore?ThoughChomsky’theoryisnotdirectlyappliedinlanguageteaching,ithashadagreatimpactontheprofession.Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.Thisideaisclearlyinoppositiontotheaudio-lingualmethod.Althoughpeoplearestillprettymuchinthedarkastowhatlanguageisandhowlanguageislearned,itisbelievedthatageneralknowledgeaboutlanguageandlanguagelearningwillhelplanguageteachersdoabetterjob.Ⅲ.TheCurrentSituationA.TraditionalPedagogyOurschoolsareexpectedtotransmitknowledgetoyoungergenerations.Theyare,however,alsoincreasinglycriticizedforindoctrinatingso-calledinertknowledgemainlyforthewell-knownreason——pressureofgoingtoabetterhigherschooloruniversity.Itmaybethemostdirectwaybutnotthemosteffectiveway,I’mafraid.Sinceteachingnowadaysoftenfocusesonhowwellstudentsabsorbtheideasspokenatthembyteachersthroughendless,repeatedrotepracticeandhowfasttheymightrecallfactsforatestratherthanonhowstudentsareconstructingandreasoning.Instructionalteachingproceduresthatresultinrotelearninginthesenseofbeingabletorecallrelevantinformation providenoguaranteethatstudentswillspontaneouslyuseitlater.B.TraditionalPedagogyandtheLanguageUseinRealLifeTheultimategoalofforeignlanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.Thusweshouldteachthatpartoflanguagethatisused(ratherthanallpartsoflanguage);andweshouldteachlanguageinthewaythatisusedintherealworld(ZhouYan,2004).Howeverthisisnotalwaysthecaseinthepresentdayforeignlanguageteachingpractice.Veryoftenthereisabiggapbetweentheuseoflanguageinreallifeandthetraditionalforeignlanguageteachingpedagogy(ZhangJianwei,2001).Thedifferencesbetweenlanguageuseinreallifeandwhatisdoneintraditionallanguageteachingpedagogyarenumerousandbeyondthescopeofdiscussioninthisdissertation.Wecanonlyfocusonafewmajorpoints.Generallyspeakinglanguageuseinreallifediffersfromtraditionallanguageteachingpedagogyinthefollowingaspects:1)Inreallife,languageisusedtoperformcertaincommunicativefunction;intraditionalpedagogy,theteachingfocusisonformratherthanfunctions.Sowhenstudentshavelearnedalotofsentencesorpatterns,theydonotknowtheirfunctions.Thustheyareunabletousethemappropriatelyinreallifesituations.2)Forvariousreasons,traditionalpedagogytendstofocusononeortwolanguagesskillsandignoretheothers.Forexample,duetotheneedsoflanguagelearninginthe19thcentury,thegrammar-translationmethodemphasizedreadingandwritingskillsandvirtuallyignoredlisteningandspeakingskills.Inreallanguageuseweuseallskills,includingthereceptiveskillsoflisteningandreading,andtheproductiveskillsofspeakingandwriting.3)Inreality,languageisalwaysusedinacertaincontext,buttraditionalpedagogytendstoisolatelanguagefromitscontext.Forexample,intraditionalpedagogy,whentheEnglishpassivevoiceisintroduced,theteachertriestopresenthowtheobjectinanactivesentenceismovedtothefrontofapassivesentenceandhowtheverbischangedto anauxiliaryplusan–edformoftheoriginalverb.Thenthestudentswillaskwhenthepassiveisusedandwhytheyshouldlearnit.Inmanycasestheteachermayexplainthereasons,oneofwhichis,whenitisnotnecessarytotellwhohasdonetheaction,thepassiveisused.Thenthestudentswillaskanotherquestion“Whyisitnotnecessarytotellwhohasdonetheaction?”Studentskeepaskingquestionsbecausethegrammarpatternistakenawayfromthelanguagecontext.Iftheteachingofthepassivevoicestartswithexamplesfromreallanguageuseincontext,studentswillhavefewerquestionstoask.1.WritinginELTClassComparingwritinginourELTclasswithwritinginreality,itiseasytofindtwomajordifferences.First,writingintheELTclassisoftenseenasameanstoconsolidatelanguagethatisrecentlystudied.Veryoftenthestudentswritefromsomeoneelse’sidea.Thiskindofwritingisseenas“writingaslanguagelearning”.Andveryoften,whengivenatopic,thestudentsmakeupthingstowriteaboutbecausetheirpersonalexperiencescannotcontributetothegiventopic.Wecansaythisispseudowriting.Whileinreality,mostwritingisforcommunication,thatis,toconveymessagesorforself-creation,suchaspoemsthatreflectthestudents’innerthoughtsorfeelings.Second,intheELTclass,especiallyintraditionalpedagogy,writingoftengoesthisway:theteachergivesatopicoraselectionoftopics,asetofrequirementsandatimelimit;thestudentsfinishthetaskwithinthetimelimitandhandinthefinalproduct,thestudentsworkisevaluatedbasedontheaccuracyofthefinalproduct.Theprocessthatthestudentsgothroughwhiledoingthewritingtaskisvirtuallyignored;thatis,theteacherturnsablindeyetohowthestudentsproducetheproduct.Inreality,wemayhavesomeideaslongbeforeweputthemonpaper.Andweoftenplan,draft,andrewrite.Also,teachertendstooverlookthequalityofideasinstudents’writing.Instead,theyonlycommendonthequalityofthelanguage.Ifwritingtaskslackauthenticity,theydonotmotivatestudents.Ifwritingtasksfocusontheproductratherthanontheprocess,theydonnothelpstudentstodeveloprealwritingskills.Inordertomotivatestudents,we shouldadvocateauthenticwriting;thatis,askourstudentstowritethingswewriteinrealityorthingstheywanttowriteabout.Inordertomaketheteachingofwritingeffective,weshouldadvocatetheprocessapproachtowriting;thatis,guidethestudentsintheprocessofwriting.Webelieveweshouldmakestudentswanttowriteinthefirstplace,andthenteachthemhowtowriteinthefirstplace,andthenteachthemhowtowrite.2.RoteLearningwithoutMeaningfulContextOneofthepersuasiveexamplesshowingthedistinctionbetweenroteandmeaningfullearningiswhenwecompareadultslearningaforeignlanguagebyrotemethodswithchildrenlearningtheirfirstlanguageinanatural,meaningfulcontext;wewillclaimthesuperiorityofthechild’slearning.Itcan’tbedeniedthatchildrenaregoodrotelearnerssincetheymakegooduseofmeaninglessrepetitionandmimickingaftertheirparentsorotherpeoplearoundthem.Butchildren’spracticeandimitationisaverymeaningfulactivitythatiscontextualizedandpurposeful.Forinstance,whenachildbeginningtolearntospeak“Iwanttoeatthesweets”,firsthemaystretchouthishandsforthesweetswithsomeuncertainpronunciation.Butifhismothermotivateshimtospeaksomewordslike“sweet”orasimplesentencelike“Iwantsweet”,thenafterseveraltimes,thechildlearnstospeaktheword“sweet”andknowswhattosaywhenhewantssomething.Adults,actually,havegreaterabilityforrotelearning,butrotelearningisusuallyusedonlyforshort-termmemoryorforartificialpurposes.Manyoftheadultshavetheexperiencethattheycankeepalotofrelevantvocabularies,grammarrulesorevenpassagesinmind,buttheydon’tknowhowtoputthemintopracticewhentheyencounterproblemsinrealsituation.Thecauseofchildren’slanguagelearningsuperioritymaynotbeintheageoftheperson,butinthecontextoflearning.Thechildhappenstobelearninglanguagemeaningfulandtheadultisnot.Byinference,wemayconcludethattheforeignlanguage,mainlyEnglishforChineselearners,classroomshouldnotbecomethelocusofexcessiveroteactivity,rotedrills,patternpracticewithoutcontextandotheractivitiesthatarenotinthecontextofmeaningfulcommunication. Ⅳ.Learner-BasedTeachinginELTClassA.ViewsonLearner-BasedTeachingEducationalresearchhasmadeitveryclearthattraditionaldidacticteachingisnotthemosteffectivemethod(ChenQiandZhangJianwei,1998).WiththeprogressofteachingconceptandthepopularityofmoderninformationMediassuchascomputerandinternet,weteacherscanbuildupabrand-newmodernteachingschema.Astraditionalteachingpatterngoes,itemphasizesteacher’slecturingandindoctrinatinginclasswherestudentspassivelyreceiveknowledgejustlikespongeabsorbingwater(ChenQiandZhangJianwei,1998).Nowadaystherearestillagreatnumberofteacherswhoareteachingtextbooksinatraditional“teacher-centered”way.Students’potentialisneglected.Practiceisakey.Piaget’stheoryofcognitivedevelopmentproposesthathumancannotbe“given”informationthattheyimmediatelyunderstandanduse.Instead,humansmust“construct”theirownknowledge.Theyarebuildingtheirownknowledgebytestingideasandapproachesbasedontheirpriorknowledgeandexperience,whichenablethemtocreatementalschemasintheirheads,applyingthistoanewsituation,andintegratingthenewknowledgegainedwithpre-existingintellectualconstructs.Learner-basedTeachingintheeducationalareaismoreconcernedwithunderstandingsachievedthroughexperiencethanwithfactsreceivedfromothers.Ithasbeenfoundbyscientistthatpeopleremember10%ofwhattheyhear,30%ofwhattheysee,70%ofwhattheyseeandhearand90%ofwhattheydo.Studentslearnbydoing.OnepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreallifelanguageuseistheadoptionofLearner-basedTeaching,whichhasrecentyearsbecomeafashionabletermtocoveravarietyofdevelopmentsinsyllabusdesignandinthemethodologyofforeignlanguageteaching.Therefore,Learner-basedTeacingisbasedonstudents’activeparticipationinproblem-solvingandcriticalthinkingregardingalearningactivitywhichtheyfindrelevantandvaried.Themainprincipleinlearner-basedTeachingisthatallclassactivitiescanbedoneusing informationthatthelearnerthemselvesbringtotheclass.Allhumanisticapproachestoteachingacceptthatsomelanguageinputcanbebasedontheexperience,knowledge,andexpertiseofindividualstudents(ColinandHanna,1998:12).Thebasicprocedureshavetwostages.Inthefirststage,learnerspreparematerialsthataredesignedtopractice,forexample,aparticularskill,function,orgrammaritem.Indoingthis,theydrawonallthelinguisticresourcestheyalreadyhave.Inthesecondstage,thesematerialsarepassedtootherlearnersintheclasswhocarryouttheactivities.Inthiswaystudentsobtainvaluablelanguagepractice,notonlywhiletheyareusingthematerials,butwhiletheyarepreparingthemaswell.Inlearner-basedTeaching,firstly,thelearnerstakeovermuchofthedecision-makingnormallyassignedbyteachers,andmakelearner-inputcentraltothelearningprocess.Itisthelearnersthemselveswhobecomethemajorteachingresource.Itshowshow,bytappingintotheknowledgeandexperienceofthelearners,thequalityofthelearningprocessisenhanced,sinceitbecomesbothmorerelevantandmoredeeplyfelt.Thereisasenseinwhichtheteacherbecomesalearnerandlearnersaretransformedintoteachers.Secondly,thereisaclearmoveawayfromdependenceonthepre-determinedcontentandformatofpublishedmaterials:everyclasswillbringitsownuniquemixofindividualsandtheirpastexperiences;everylessonwillgenerateauniquesetoftheneeds.Thisfreedomfromdependenceonsophisticatedmaterialsortechnologymakestheapproachespeciallysuitableforresource--poorenvironment.ThereareclearlinksbetweenthisapproachandthecurrenttrendtowardsLearnerAutonomy,Self-directedLearning,andLearnerIndependence(HolecH,1981)Perhapsunusuallyhowever,theemphasishereisonLearnerIndependenceinthegroupmoderatherthantheindividualself-studymode.B.AdvantagesofUsingLearner-BasedTeaching1).Sincestudentsbringalotwiththem.Theyallhavetheirownideas,opinions,experiences,andareasofexperience.Allofthisisimportanttothem.WhattheyneedfromtheEnglishlanguageclassroomisthelanguagetoexpressallthis,andtherebythemselves,inEnglish.Students shouldbeallowedandencouragedtoexpresstheirideasfreely.Thisroutetofluencyismoredirectthantheteacherimposingirrelevanttopicsorrigidgrammarrulesinthehopethatwiththetimelearnerswillbeabletosaywhattheyreallywantto.Alloftheactivities,evengrammarpractice,arebasedontheinterestandexperienceofthelearners.2).Theactivitiesforstudentsarechosentomeetthecurrentneedsofthem.Asthestudentscarryoutanactivity,teachercanfindoutthegapsintheirlanguagecompetenceandintroducesuitablepracticeactivitiesinsubsequentlessons.Inlearner-basedTeaching,therefore,analysisandself-introspectionareacontinuallydevelopingprocess.3).Asmaterialsarenotavailableinadvance,thereisastrongelementofsurprise.Notonlydothelearnersnotknowwhatiscomingbeforethelessonstarts,buttheyareoftenunabletopredicthowthelessonwilldevelop,andhowthematerialtheyhavepreparedwillbeused.Thereforeunpredictableelementsproducestronginterestinstudentsmindandkeepthemconcentrateinlearning.4).Learner-basedTeachingallowsusEnglishteacherstointroducelocalorinternationalissuesandideaswhichareofcurrentinteresttostudents,forexample,environmentprotection,scientificdevelopments,orsportsnews.5).Languagepracticeisdoubledinlearner-basedTeachingbecauselearnersareinvolvedinpreparingpracticematerialsaswellasusingthem.Theyareclearlyinterestedinhowotherswillusewhattheyhaveprepared.Forexample,ifgroupsofstudentspreparelistsofwordsforothergroupstouseasthebasisforwritingashortcomposition,the“authors”ofthelistwillshowinterestinhowtheirwordshavebeenused.Theynowhavearealreasontopayattentioninthefollowingstage.6).Studentsinaclassorevenagroupwithsimilarlearningexperienceswillalwayshavedifferentlevelsoflanguagecompetence.Learner-basedTeachingencouragesstudentstoworktogetherandlearnfromeachother.Activitiesaredesignedforthepurposethatlearnershavetopayattentiontowhattheirclassmatesaresaying.Theycanteachandcorrecteachother.Furthermore,theactivitieshelptofosteraspiritofgroupsolidarity,inwhicheveryone hasavalidcontributiontomake,regardlessoflinguisticability.Learnersareworkingwithoneanother,notincompetitionwithoneanother.C.WaysofUsingLearner-BasedTeaching1.ViewsonLearner-BasedTeachinginClassEfficientELTclassmanagementisoneofthemostimportantfactorsthatcontributetotheefficiencyoftheteachingandlearningactivities.Themosteffectiveactivitiescanbemadealmostuselessiftheteacherdoesnotorganizethemefficiently(Harmer,1983:2000).ThegoalofELTclassmanagementistocreateatmosphereconductivetointeractinginEnglishinmeaningfulways(Gebhard,1996:69).Efficientclassroommanagementcanbeachievedwhenthefollowingthreeconditionsaremet:thefirst,theteacherplaysappropriateroles;thesecond,thestudentsaregroupedinawaysuitablefortheactivities;thethird,thereisdisciplineandharmonyinclass.Itisessentialforusteacherstochangeourteachingconceptinourmindsandadaptourselvestotheneweducationaltrend,usingLearner-basedTeaching,sometimes,weteachercannotmakeeveryclass100percentlearners-centeredforsomerealisticreasons.Butwecantryourbesttocreateasmanymeaningfulactivitiesaspossibleinclass.2.Teachers’RoleinLearner-BasedTeachingAsWangQiangandWangLei(2000)stressed,theurgentneedforthechangesanddevelopmentsinteachersisbasedonthefollowingreasons.1)Withtherapidsocialandeconomicdevelopment,andinthelightoftheworldknowledgeeconomyandinformationtechnology,thereisanincreasingdemandforEnglish.Ahigherlevelofabilitytousethelanguageincommunicationisverymuchstressed.2)QualityeducationistobeimplementedatallthelevelsinChina’seducationalsystem,andthisassumesthe existenceofaholisticapproachtoeducation.Educationshouldnurturestudents’creativityandimprovetheirpracticalabilities.3)ReformsineducationatalllevelswerelaunchedandanewEnglishcurriculumforschoolsbegantobedesignedin1999.Itwaspilotedin2001andwillbeimplementedfullyinaboutthreetofiveyear’stime.4)Topavethewayfortheimplementationofthenewcurriculum,andtoaddresspresentneedsandchanges,the1993syllabuswasrevisedinearly2000andbecameeffectiveinSeptember2000.Obviously,theaboveexternalfactorshavebroughtteachersinChinatothepointofhavingtochange,whethertheywanttoornot.However,thereremainthequestionsofwhethertheteachersarereadyforthesechangesandhowchangesanddevelopmentscanhappen.Changeanddevelopmentineducationareconsideredasaprocess,inwhichschoolimprovementandmanagementisoneoftheperspectivesfromwhichtolookatissueofchange(Fullan,1993;HargreavesandFullan,1992).Anotherperspectiveistoconsiderchangesinteacher’mentalmodels,beliefs,andperceptionsregardingstudents’mindsandlearning(GuskeyandHuberman,1995).Thoughanumberofstudiesreportpositivechangesinteachers’perceptionandbehavior(HubermanandMiles,1984;Mevarech,1995;Huberman,1995;Guskey,2002),otherstudiesontheeffectsofstaffdevelopmentprogrammesindicatethatteachers’perceptionareratherstableandchangestoteachers’perceptionsbroughtbystaffdevelopmentprogrammesarenotsignificant(Guskey,1989;MevarechandNetz1991).Shulman(2000)evenpointedoutthatpeople’sdeeplyheld,private,andintuitivetheoriesweredifficulttochangeasconceptualchangewasengagedinaprocessthatwasdeeplyemotionalaswellascognitive.Therefore,withregardtothesituationinChina,wheretheteachershavenootherchoice,buttocopewiththechangesanddevelopments,whatisimportantinthisstudyistounderstandtheprocessofchangeandtounderstandthepain,orjoys,theteachersareexperiencing,sothatteacherpreparationandteacherdevelopmentprojectscancontribute tosuchchange.Withthesebasicprinciplesinmind,ratherthanworkingoutaframeworkofteachers’knowledgeorbeliefs,theresearchindicatedthatanychangeinknowledge,beliefsandbehaviorisacomplicatedissuewhichmusttakeintoaccountboththeteachers’mentalworldandthecontextinwhichtheywork.Changecannothappeninavacuum,ittakesplaceinanecologicalsysteminwhichcognitiveaspectsandsocialaspectsareintertwined.Changeanddevelopmentindifferentcontextsshouldbedifferentlyhandledbecauseofdifferencesinpoliticsandsystems.IntheuniquesystemofChina,thesedifferencesobviouslyplayacrucialroleinthechangeanddevelopmentoftheteachers(WuXin,2005).WangQiangandWangLei(2000)claimedthatEnglishLanguageTeachinginchinawasenteringanewphaseofrapiddevelopment.Teachingtrainingandmaterialsdevelopmentareallunderwaytopreparebothteachersandstudentstomeetthenewchallengeandchanges.Teachersshouldadjusttheirviewsonlanguageandlanguageteachinganduseamorestudent-centredapproach,andteachersshouldprovidemorechangesforstudents’participationinELTclassteaching.Althoughmanypeopleconsidertheroleofteacheranimportantcomponentofefficientclassroommanagement,someresearchersregarditaspartofthedesignofamethodologyorapproach.AsRichardsandRodgers(1986)pointedout,teacherrolesarerelatedultimatelytoassumptionsaboutlanguageandlanguagelearningatthelevelofapproach.Thatis,differentapproachesstipulatedifferentrolesfortheteachers.Sowithoutconfiningourdiscussiontooneparticularapproach,itisnogoodtalkingaboutteacherrolesinELTclass.Basedonthefunctionsthatteacherperformsindifferentactivities,Hamer(1983:201)definedtheteacher’srolesascontroller,assessororganizer,prompter,participantandresourceprovider.TeachercanbeanactiveparticipantintheLearner-basedTeaching,genuinelytakingpartintheactivities,contributingideasandopinions,orrelatingpersonalexperiences.Theteacherisalsoahelperandresource,respondingtolearners`requestsforhelpwithvocabularyandgrammar.By providingwhatthelanguagestudentsaskfor,atthetimetheyactuallyneedittoexpressthemselves;theteachercanfacilitatemoreeffectivelearning.Atothertimestheteacherisamonitor,checkingwhatlearnershaveproducedbeforetheypassitontootherlearners.Teachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavedone(Stanley,1999).Itshouldbenotedthatteachersreflectontheirworknotonlyaftertheyfinishacertainthepractice.Whatevertheactivity,alearner-basedapproachisaimedatnarrowingthetraditionalgapbetweenteacherandstudent.Inlearner-basedTeaching,theteachingandthelearningaretakingplaceonbothsides.3.TwoActivitiesaboutLearner-BasedTeachingTeachingisofcommunication,bycommunicationandforcommunication.Communicationincludestheabilitiesoflistening,speaking,readingandwriting.Thus,inmyteaching,Iusevariousactivitiestopracticegrammarrules,toexpandvocabulary,toprovideaspringboardforthewriting.Ithinkitisaneffectivewaytomakelearnerbecomethecenterofteaching.E.g.Englishlanguageitem——confirmingSteps:1).Eachlearnertakesapieceofpaperandfoldsitintwo.Ononesidethelearnerswritetheheading“Ilike”,andontheotherside“Idon’tlike”.2).Undereachheadingtheywritefivethingsoractivitiestheyreallylikeanddislike.3).Learnersthengetintopairsandexchangetheirpiecesofpaper.4).StudentAfirstmakessomestatementsinanyorderabouttheotherstudentusingtheinformationfrombothcolumns,andstudentBhastoconfirmit.A:Youlikemilk.B:Yes,Ido.A:Youdon’tliketea.B:No,Idon’t5.Theyreverseroles.Thisactivityisprovedtobeameaningfuldrillsinceitiscrucialforlearnerstowritetruefactsaboutthemselves,otherwisetheywouldbeunabletorespondquicklyand correctlywithoutconsultingtheirownsheets.Atthesametime,thedrillisusefulforlearnerswhosenativelanguageworksinthiswaysuchas:—Youdon’tlikeswimming.—Yes,Idon’t.(Chineselearnersatthebeginningstagewouldeasilymakesuchamistake.)Then,Iintroduceanotheractivity,itsname“TheMerryAlphabet”.Thisactivityaimsatexpandingvocabularythrough:(1).Learningnewwordsfromotherlearners.(2).Activatingtheindividual’spassivevocabulary.(3).Lookingupspecificwordsinbilingualdictionaries.(4).Learningfromtheteacher(butonlythosewordsthatlearnersspecificallyaskfor).Steps:1).Inpairsorgroupsofthree,learnerswritetheEnglishalphabetinacolumninblockcapitals,LetterAandLetterB.2).ThentheywriteoneormoresentenceswiththefirstwordbeginningwiththeletterA,thesecondwiththeletterBandsoon.3).Onepairwritestheirsentencesontheblackboard.4).Theotherlearnersaskthewritersquestionstoclarifyambiguitiesortoexpandthestory:“Howbigwasthebeast?”5).Thewritersimprovisetheanswers.Languagepracticeisdoubledinlearner-basedTeachingbecauselearnersareinvolvedinpreparingaswellasusingthepracticematerials.Theyareclearlyinterestedinhowotherswillusewhattheyhaveprepared(LiuGailinandZhangWeiguo,2005).Ⅴ.ConclusionInthispaper,Ihavediscussedthetraditionalpedagogyanditsdisadvantages,andintroduceaneweducationalteaching–Leaner-basedTeaching,alsothesubjectofELTclassmanagement.“Learner-basedTeaching”candevelopstudents’learningability.It’sagoodwaytogiveanewlesson.Studentstakepartinvariousactivities.Thisisalsoaneffectivewayofdevelopingstudents’learningability.Soweteachersshouldprovidemoreopportunitiesforstudentstolearn.Ihaveexperimentedwithanewteachingmethod“Learner-basedTeaching”inmyEnglishteachingasatutor. Byusing“Learner-basedTeaching”inmyteaching,mystudents’learningabilityisdevelopingquickly.Mystudentshavemadegreatprogressandgotagoodresult.IamfirminmyconvictionIwilldevelopstudentslearningabilitiesandIcanmakegreatachievementsinmyteaching.WorksCitedBrown,H.D.PrinciplesofLanguageLearningandTeaching.PrenticeHall.1994.Campbell,ColinandKryszewska,Hanna.Learner-BasedTeaching.1998.Shanghai:EastChinaNormalUniversityPressandOxfordUniversityPress.1987.ColinCompbellandHannaKryszewska.Leaner-basedTeaching.OxfordUniversityPress.1998.Fullan,M.G.ChangeForce:ProbingtheDepthofEducationReform.London:Palmer.1993.Gebhard,J.G.TeachingEnglishasaForeignorSecondLanguage.Michigan:TheUniversityofMichiganPress.1964.Guskey,T.R.andHuberman,M.Introduction,InT.R.GuskeyandHuberman(Eds),ProfessionalDevelopmentinEducation:NewParadigmsandPractices.NewYork:TeachersCollegePress.1995:1—6.Guskey,T.R“AttitudeandPerceptionalChangeinTeachers”.InternationalofEducationalResearch.1989:439—454.Harmer,J.ThePracticeofEnglishLanguageTeaching.Oxford:OxfordUniversityPress.1983.HolecH.AutomyandLanguageLearning.Oxford:PergamonPress.1983.Huberman,M.andMiles,M.InnovationupClose:“HowSchoolImprovementWorks”.NewYork:Plenum.1984.Richards，J.andRodgers.ApproachesandMethodsinLanguageTeaching.CambridgeUniversityPress.1986.Shulman,L.TeacherDevelopment:“RolespfDomainExpertise andPedagogicalKnowledge”.JournalofAppliedDevelopmentPsychology.2000.Stanley,C.“LearningtoThink,FeelandTeachReflectively”.InAronld,J.(Ed.),AffectinLanguageLearning.CambridgeUniversityPress.1999:109—124.WangQiang,ACourseinEnglishLanguageTeaching.Beijing:HigherEducationPress.2000.WangQiangandWangLei.TheEnglishCurriculaDevelopmentforSchoolinChina.PlenaryTalkatInternational.2000.WuXin,TeacherChangein-ServiceEFLTeacherEducation.Beijing:ForeignLanguageandResearchPress.2005.陈琦,张建伟.建构主义与教学改革[M].教育研究与实验.1998:03.刘改琳,张卫国.对外大学生外语自主学习的调查研究[J].西安:西安外语学院报.2005(4):38.张建伟.从传统教学观到建构性教学观—兼论现代教育技术[M].教育研究与验.2001:09.周燕.英语学习[M].外语教学与研究出版社.2004(10):1.★清华大学★英语系测试：为中小学生英语量身定做.官方网站：http://qinghua.yeryy.com/清华大学英语教授50年研究成果重点中学九年级英语试题启东中学2006-2007年初中期终模拟试卷九年级英语试题（总分：140分时间：100分钟）启东中学英语组命题题项一二三四五六七八总得分得分第一卷（共90分）一、听力（共25小题。每小题1分，满分25分。）A)根据所听内容将下列图片正确排序。ABCD1.2.3.4.B)根据所听句子选择答案。()5.A.Thankyou.B.CanIhelpyou?C.It’sfine.()6.A.Noproblem.B.Itdoesn’tmatter.C.With pleasure.()7.A.No,Iranveryslowly.B.Thankyou.C.I’msorry.()8.A.Yes,verywell.B.Really?C.Goodidea.()9.A.Yes,theyare.B.Yes,youcan.C.Great.()10.A.Goodidea.B.Nohurry.C.Ofcourse.C)根据所听对话选择答案。听第一段对话，完成11—12小题。()11.A.Atthemarket.B.Intheoffice.C.Inthepark.()12.A.Threeyuan.B.Fiveyuan.C.Tenyuan.听第二段对话，完成13—15小题。()13.A.Getonline.B.Readabook.C.WatchedTV.()14.A.Yes,shewas.B.No,shewasn’t.C.Yes,sheis.()15.A.Wentswimming.B.Playedfootball.C.WatchedTV.听第三段对话，完成16—18小题。()16.A.Thesportsmeeting.B.Theschool.C.Theclothes.()17.A.Thelongjump.B.Thehighjump.C.The100-metrerace.()18.A.Becausehedoesn’tlikesports.B.Becausehefeelstoonervous.C.Becausehehastolookafterthethingsfortheplayers.听第四段对话，完成19—20小题。()19.A.ATV.B.ACD.C.Aradio.()20.A.It’stoocheap.B.B.It’sbeautiful.C.It’stooexpensive.D)根据所听独白选择答案。()21.WheredidJackwork?A.Onafarm.B.Inanoffice.C.Inafactory.()22.Howoftendidhegethismoney?A.Everymonth.B.Everyweek.C.Everyhalfmonth.()23.Whathappenedthismonth?A.Jackgotmoremoney. B.Jackgotlessmoney.C.Jackgotenoughmoney.()24.Fromthispassageweknowthat.A.themanagerbelievedJackB.Jackwasn’tanhonestmanC.Jackwasanhonestman()25.CouldJackgoonworkinginthisfactory?A.Thestorydidn’ttellus.B.Yes,hecould.C.No,hecouldn’t.二、单项填空（共15小题。每小题1分，满分15分。）()26.hewasveryrich,hegavelittlemoneytothepoor.A.BecauseB.ThoughC.AsD.Since()27.Mumisthebusiestinmyfamily,sheearlyeveryday.A.usedtogetupB.isusedtogetupC.usedtogettingupD.isusedtogettingup()28.TheWorldCuptwoyearsaftertheOlympics.A.istakenplaceB.takesplaceC.heldD.ishold()29.–Willyoushowmethephotoofyourfamily?–OK!I’llitherenextweek.A.takeB.catchC.carryD.bring()30.–Didyourfathertellyouyesterday?–No,hesaidnothing.A.howtodoB.whattodoitC.whattodowithitD.howtodowithit()31.MostbusinesslettersaroundtheworldinEnglish.A.writesB.iswrittenC.wroteD.arewritten()32.MillieisgoodatEnglish.IthinkitiseasyherEnglish.A.for,tolearnB.for,leavingC.of,tolearnD.of,leaving()33.-Iyougoodluckinthecomingnewyear.-Thanks.A.wantB.hopeC.wishD.think ()34.Ididn’tfindintoday’snewspaper.A.somethinginterestingB.anythinginterestingC.interestingsomethingD.interestinganything()35.Heisn’ttobeagoodfootballplayer.A.healthenoughB.healthyenoughC.enoughhealthD.enoughhealthy()36.–Don’tforgettoturnofftheTVwhenyougotobed.–.A.Ok,Iwill.B.No,Iwon’t.C.Yes,Iwon’t.D.No,Iwon’t.()37.Sandyisfullofenergy.HeplayfootballwatchTV.A.wouldrather,thanB.wouldrather,toC.prefer,thanD.prefer,to()38.Thisisstory.A.aneight-hundred-wordsB.aeight-hundreds-wordsC.aneight-hundred-wordD.aneight-hundred-words()39.-Tellmeifyoutothemeeting.-IwillifIfree.A.willcome,amB.willcome,willbeC.come,amD.come,willbe()40.TheSummerPalaceisknownabeautifulpark.A.as　B.for　　　C.to　　D.at三、完形填空（共20小题。每小题1分，满分20分。）AItisinterestingtovisitanothercountry,buttherearesomeproblemswhenyoudon’tknowthe41verywell.Itmaybe42totalkwiththepeoplethere.Wemaynotknowhowtousethetelephoneinthecountrythatwearevisiting.Wemaynotknowhowtobuy43weneed.Ina44countrywemightnotknowwheretoeatorwhattoorderina45.Itisnoteasytodecidehow46totipwaitersortaxidrivers.Whenweneedhelp,wemightnotknowhowtoaskforhelp.Itisnotpleasanttohaveanexperience47that.48ashorttime,however,welearnwhattodoandwhatto49.Welearntoenjoylifeinanothercountryandthenwemaybe50toleave.()41.A.languageB.peopleC.wordsD. country()42.A.tiredB.happyC.difficultD.easy()43.A.somethingB.anythingC.thingsD.shopping()44.A.goodB.strangeC.oldD.young()45.A.shopB.schoolC.hospitalD.restaurant()46.A.soonB.manyC.muchD.often()47.A.asB.likeC.forD.with()48.A.AfterB.InC.BeforeD.For()49.A.talkB.tellC.speakD.say()50.A.gladB.worriedC.sorryD.interestedBYourroomisyourownspecialspace.It"s51justaplaceforyoutostudyandsleep.Somakeitfunand52tolivein.Herearesometipstohelpyou.Giveyourroomatheme.Havinga53makesyourroomlookmorestylishandbeautiful.Aroom"sthemecanbe54.Itcouldbeaboutoneofyourfavoritethings,likefootballormusicoracolour.Pickathemeandkeepitinmind,thendecoratetheroomaroundthethemeyouhavechosen.55,someboyslikeskateboarding.Paintthewallsinskaterstripes,and56discoballsfromtheceilinganduseskateboardsasshelves.57youareagirl,youmaybemoreinterestedin58likedolphins.Pickcurtainsandbedcoverswithdolphinpatternsonthem.Putdolphintoysonyourbed,too.Draworpaintpicturesofdolphinsplayingonyourwalls.Makeyourroomasblueasthe59.Sowhenyouwalkintotheroom,you60it"sahomefordolphins!()51.A.lessthan　　B.morethan　　C.asmuchas　　D.aslongas()52.A.boring　　B.tiring　　C.enjoyable　　D.suitable()53.A.problem　　B.flower　　C.doll　　D. theme()54.A.different　　B.difficult　　C.important　　D.interesting()55.A.Asaresult　　B.Suchas　　C.Forexample　D.Asissaid()56.A.hang　　B.wrap　　C.tie　　D.stick()57.A.When　　B.While　　C.As　　D.If()58.A.vegetables　　B.sports　　C.animals　　D.pictures()59.A.sky　　B.sea　　C.river　　D.lake()60.A.looklike　　B.soundlike　　C.feellike　　D.tastelike四、阅读理解（共15小题。每小题2分，满分30分。）A“Ifyouwanttoseeathingwell,reachoutandtouchit!”Thatmayseemastrangethingtosay.Buttouchthingscanhelpyoutoseethembetter.Youreyescantellyouthataglassballisround.Butbyholdingitinyourhands,youcanfeelhowsmoothandcooltheballis.Youcanfeelhowheavytheglassis.Whenyoufeelalltheseabouttheball,youreallyseeit.Withyourskin,youcanfeelbetter.Forexample,yourfingerscantellthedifferencebetweentwocoinsinyourpocket.Youcanfeelalittledropofwateronthebackofyourhand,too.Allchildrensoonlearnwhat“Don’ttouch!”means.Theyhearitoften.Yetmostofuskeepontouchingthingsaswegrowup.Inshops,wetouchthingsaswemightbuy:food,clothes.Toseesomethingwell,wehavetotouchit.Therearewaysoflearningtoseewellbyfeeling.Onewayistocloseyoureyesandtrytofeeleverythingthatistouchingyourskin.Feeltheshoesonyourfeet,theclothesonyourbody,theaironyourskin.Atfirst,itisnoteasytofeelthesethings.Youaretoousedtothem!Mostmuseumsarejustforlooking.Buttodaysomemuseumshavesomethingstotouch.Theirsignssay,“Dotouch!”Thereyoucanfeeleverythingonshow.Ifwewanttoseebetter,reachoutandtouch.Thenyouwillreallysee!()61.Bytouchingthings,_____. A.youwillhaveastrangefeelingB.youwilllearnhowtoreachoutyourhandC.youcantellthedifferenceofthethingsD.youcantellcolortheyare()62.Whenpeoplebuythingsinshops,theyoften_____.A.trythemonfirstB.keeptheirrighthandsonthemC.askaboutthemD.feelandtouchthem()63.Whichofthefollowingistrue?A.TouchingismoreimportantthanseeingB.Ourfeet,fingers,hands,andskincanhelpusbuyfoodC.Peoplehavetolearntoseebyfeelingastheygrowup.D.VisitorscanfeelthethingsonshowinsomemuseumsBAlmosteverychildincitieshasthechancetogotoschool,butnotallchildreninthecountriesaresolucky.ThereisagirlcalledXiaoFang.SheiseightyearsoldandlivesinasmallvillageinGuangxi.Whenshewasyoung,shewantedtogotoschool.Butshecouldnot,becauseherfamilywastoopoortoaffordtheschoolfeesforher,soherparentshadtokeepherathome.Insteadofstudying,XiaoFangworkedinthefieldswithherparentseveryday.ThenHopeProjectheardaboutXiaoFang.ItagreedtohelpXiaoFangtogotoschool.Herwishofstudycametrue,andnowsheisstudyinginaschool.Unluckilytherearemanythousandsofchildrenwhocannotgotoschool.YoucanjoininHopeProjectandhelpthesechildren.Youknowallthegoodworkneedsmoney.HopeProjectneedsyourhelp.IfyougiveHopeProject￥300eachyear,itcanpayforonechildtogotoschoolforawholeyear.Withmoremoney,HopeProjectcanbuildnewschools,buygooddesks,chairs,blackboardsandbooks.let’shelpthechildrentogetherandgivethemachancetohaveagoodstartinlife.()64._____cangotoschool.A.Almosteverychildintheworld B.AlmosteverychildinChinaC.AlmosteverychildinbigcitiesD.Almosteverychildinsmallvillages()65.With￥300,_____.A.onechildcangotoschoolfornineyearsB.anewschoolcanbebuiltC.manychildrencangotoschoolD.achildcangotoschoolforawholeyear()66.HopeProjecthelpedXiaoFangbecause_____.A.ItheardaboutherB.shewenttoaskforhelpC.sheknewsomeoneworkingthereD.shewrotealettertothenewspaper()67.WhichofthefollowingisTRUE?A.HopeProjecthelpsthepoorchildrentogotoschoolB.HopeProjecthelpstobuildnewschoolsC.HopeProjecthelpsschoolstobuydesks,chairs,books,etc.D.AlltheaboveCWhenyouarenextinHawaii,besuretostayattheGardenHotel.Whetheryoucomeonbusinessoronholiday,youwillfindeverythingascomfortableandasconvenientasyouwouldexpectinafirst-classinternationalhotel.Everybedroomhasitsownprivatebathroom,telephone,wall-to-wallcarpetingandcolorful,modernmaterialsandfurnitureinthelocalstyle.IntheMitsuiRestaurant,youcanchooseyourmealsfromaswideavarietyofdishes,bothEasternandEuropean,asyouwillfindanywhereinthecountry.IntheBeachBar,youcandrinkwithyourfamilyandfriendsinair-conditionedcomfort,tothemusicofinternationallyknownmusicians.Oryoucantakeyourdrinkoutsideintothebeautifulgardenthatgivesthehotelitsname,ortothetablesthatsurroundtheswimmingpool.Throughoutthehotel,youwillfindtheserviceisbothfriendlyandefficient.TheGardenHotelisrightonthebeach,onlyfiveminutesfromHawaii’smodernshoppingcenter.Hereyouwillfindallthatmoneycanbuy,atpricesyoucanafford.()68.EverybedroomattheGardenHotelhave_____. A.acolorful,localstyletelephoneB.abathroomwithacarpetfromwalltowallC.localstylefurnitureD.comfortableandmodernfurniture’()79.TheMitsuiRestaurantserve_____.A.bothEasternandWesternvarietiesB.foodfromallovertheworldC.AmericanstylefoodD.localstylefood()70.“serviceisbothfriendlyandefficient”means_____.A.youcangetwhatyouwantquicklyandpleasantly.B.youcanserveyourself,youfamilyandyourfriendsC.internationallyknownmusicianswillserveyouD.youcanmeetyourfriendsthereinair-conditionedcomfort()71.TheGardenHotellies_____.A.onthebeachnotfarfromHawaii’sexcellentshopsB.onthebeachwhereyouwillfindallthemoneycanbuyC.closetoshopswhereeverythingischeapandjustlyfamousD.justoffthecoast,fiveminutesfromtheshop.DCaptainGoodfellowDoyourchildrenenjoyinterestingstories,funnygames,andexcitingdances?CaptainGoodfellowwillbereadytoteachallthesethingstochildrenattheCityTheatreonSaturdaymorningat10:00,free. FilmsattheMuseumsTwoAmericanfilmswillbeshownonSaturdayafternoonattheMuseumTheatre.SeeBrokenWindowat1:30.TheWorkerswillbeat3:45.Forfurtherinformation,call4987898.InternationalPicnicAreyoutiredofeatingthesamefoodeveryday?CometoCentralParkonSaturdayandenjoyfoodfromallovertheworld.Deliciousandnotexpensive.Noonto5:00p.m.TakemeouttotheBallgameIt’sOctober,andSaturdaynight(7:00-9:00)isyourlastchancetoseetheRedBirdsthisyear.Getyourticketsatthegate.Itmightbecold.Don’tforgetsweatersandJackets.Doyouwanttohear‘TheZoo’‘TheZoo’,apopularrockgroupfromAustralia,willgivetheirfirstU.S.concertthisSaturdaynight,ateightinRoseHall,CityCollege.()72.TheRedBirdsballgame_____.A.isintheafternoonB.isoutsideC.isatthegateD.mightbecold()73.Youcaneatmanydifferentfoodfromallovertheworldifyou_____.A.gototheCityTheatreB.gototheCentralParkC.buyticketsatthegateD.gotoseeafilm()74.“TheZoo”is_____.A.aU.SconcertB.aparkwithmanyredbirdsinit C.amusicgroupD.goingtogivetheirlastconcert()75.MrTurnerwantstohaveaniceSaturdayandhaveagoodrestatnight.WhichisNOTpossibleforhimtodo?A.Watchingaballgameandhavingpicnic.B.Havingapicnicandseeingafilm.C.Listeningtoaconcertandwatchingaballgame.D.Seeingafilmandlisteningtoaconcert.第二卷（共50分）一、词汇运用（共20小题。每小题1分，满分20分。）A)根据句意或提示写单词76.Whenhewasyoung,hereceivedagoodinthefamousschool.77.Ofalltheseasons,Ilike(thefirstseasonoftheyear).78.Theskirt(goeswellwith)myredblouse.79.Youcan(askarestauranttosellyousth.)manydeliciousdishes.80.It’sour(责任)tokeepourenvironmentcleanandtidy.81.Thoughthemanwasn’trich,he(捐赠)alotofmoneytothepoor82.Doyouthinkitisa(严重的)problem?B)选择方框内所给的词，并用其适当形式填空，每词限填一次。celebratestronginterestingimpatienthelpdecidelibrary83.TheEnglish-Chinesedictionaryisvery.84.Haveyoumadeatogiveitup?85.TherearemanywonderfulonChristmasDay.86.Allthestudentsinourclassareinscience.87.Ifyouneedphysical,you’dbettertakemoreexercise.88.Youshouldbeenoughtowaitfortheresultsoftheexams.89.Howmanyinthebigschool?C)选择方框内所给的动词，并用其适当时态填空，每词限填一次。cleanwatchsharesleepbuyprefer90.Jacktoreadstoriesinthepast. 91.Helenisagenerousgirl.Sheoftenthingswithothers.92.–Whereisyourlittlebrother?–Heinhisownroom.93.Sandydidn’tgohikingyesterday.HeTVathome.thewholemorning.94.Theroomisverycleantoday.Whoit?95.Hehasnocomputeryet.Hisfatheroneforhiminafewdays.二、对话填空（共5小题。每小题1分，满分5分。）A:What’s(96)wwithyou,youngman?B:Ifeelveryweak,andIcougheddayandnight.Icouldn’tgoto(97)satalllastnight.IthinkIamgoingtodie.A:Letmelookoveryoucarefully.Pleasesay“Aha…”.B:“Aha…”.A:OK.Youjusthadabadcold.Don’t(98)w.That’s(99)nterrible.B:WhatshallIdothen?A:Youjustneedtodrinklotsofwaterand,(100)hagoodrest.B:Iknow.Thankyouverymuch.96.97.98.99.100.三、根据短文内容回答问题。（共5小题。每小题1分，满分5分。）CharlesDickenswasbornin1812inoneofthesmalltownsofEngland.WhenDickenswasnineyearsold,hisfatherfoundajobinLondonandthefamilymovedthere.Lateronhisfatherwasputintoprison（监狱）forowing.Hismothercouldn’tsupplyenoughfoodtohimandhisyoungerbrothersandsisters.Hehadtodosomethingforhisfamily.Hedidsomehouseworkandlookedafterhisbrothersandsisters.Theirlifewashard,sohecouldnotgotoschool.Onlyuntilhisfatherwasoutofprison,couldCharlesgotoschool.Atthattimehewasalreadytwelve.Buthedidnotfinishschool.Twoyearslaterhebegantoworkinafactory.Andhewasajournalist（记者）andwrotefornewspapers.Thefutureheoftenwenttolibrarytoreadbooks.Hereadalot.Then,attheageoftwenty-two,Dickensbegantowriteandhewrotewlotofnovelsandstoriesallhislife.Dickensdiedoverahundredyearsage,butpeoplearestillreadinghisbookswithgreatinterest. 101.WhatwasCharlesDickens?102.HowlongdidDickensliveinhishometown?103.Whycouldn’tDickensgotoschool?104.WhendidDickensbegintowork?105.WheredidDickensreadalot?四、书面表达。（满分20分。）假如今天你是值日生，请根据下表的提示，写一篇80词左右的值日生报告。注意：文中应包括表中所有的内容，可以适当增加细节，使内容连贯。日期2007年1月18日星期三天气晴出勤情况Tom缺席（上周回英国度假）主要事件1、Andy拾到我丢失的一本图书馆的书；2、送还图书馆；3、图书馆的王老师的忠告；4、感谢Andy；5、从中悟出什么或得到的教训。【参考答案】第一卷（共90分）一、听力（共25小题。每小题1分，满分25分。）A)根据所听内容将下列图片正确排序。1.MillieandPeterwereplayingPin-Pongatsevenyesterdaymorning.2.Weoftenplayfootballintheplaygroundafterschool.3.MymothersometimesdoessomewashingonSaturday.4.Lilyandherlittlesisterarewateringtheflowersnow.B)根据所听句子选择答案。5.Helpyourselftosomefish.6.It’sniceofyoutohelpmewithmyEnglish.7.Congratulations,Julia!Youranveryfast.8.Whynotplayhide-and-seekinthebeautifulpark? 9.I’dliketobuythesefourThanksgivingcards.Aretheytenseach?10.CouldIborrowyourbike,please?Minehasjustbroken.C)根据所听对话选择答案。听第一段对话，完成11—12小题。M:WhatcanIdoforyou?W:Iwanttobuysomeoranges.Howmucharethey?M:Fiveyuanperkilo.W:Threekilosplease.Question11:Wherearetheytalking?Question12:Howmuchshouldthewomanpayfortheoranges?听第二段对话，完成13—15小题。M:Hi,Tina!Didyouhaveagoodweekend?W:Yes,Idid.IstayedinbedalldayonSunday.M:Wow!Allday?Youwereill?W:No,IreadabooknamedGonewiththeWind.M:It’saverygoodbook.Ihavereaditbefore.W:Whataboutyou,Millie?M:Iwenttoseeafilmwithmyparents.W:Soyouhadawonderfultime,too.Question:13:HowdidTinaspendtheweekend?Question14:WasTinaillthatSunday?Question15:HowdidMilliespendtheweekend?听第三段对话，完成16—18小题。M:Hi,Susan.You’lltakepartinthe100-metrerunningrace,won’tyou?W:Yeah.ButBill,youarenottakingpart.Why?M:Ilikesports,butIfeeltoonervoustotakepartinagame.W:LiuYanisgoodatjumping.She’lldoherbestforourclass.M:Longjumporhighjump?W:Both.M:Sheisgreat.I’lllookafteryourthings.Question:16:Whataretheytalkingabout?Question:17:WhatwillSusantakepartin?Question:18:Whydoesn’tBillwanttotakepartinthegame?听第四段对话，完成19—20小题。 M:Howmuchdidyoupayforit?W:200dollars.M:200dollarsforaCDlikethat?Ican’tbelieveit!W:Whatdoyoumean?M:It’snotworth200dollars.Question19:Whatdidthewomanbuy?Question20:Whatdoesthemanthinkofit?D)根据所听独白选择答案。Jackworkedinafactory,andattheendoflastmonthhegothismoneyinapaperbag.Heopenedthebagandfounditwaswrong.Hegotfiftymoredollars.Heputthemoneycarefullyinhispocketandsaidnothingtoothers.Amonthlater,hegothismoneyagain.Hefounditwaswrongagainthistime.Therewasnotenoughmoneyinhispaperbag.Thenhewenttoseethemanager.“That’sright,”saidthemanagerafterJacktoldhisstory.“Imadeamistakelastmonth.Foronemistake,Icanclosemyeyes.Butfortwo,Ican’t.Thankyou,Jack.I’veknownyoualready.Ihavetochooseanothermaninsteadofyou.Ithingyoushouldknowwhattodointhefuture.”九年级英语参考答案一、听力（共25小题。每小题1分，满分25分。）1—5CADBA6—10CBCAC11—15ADBBD16—20ACBBC21—25CABBC二、单项填空（共15小题。每小题1分，满分15分。）26—30BDBDC31—35DCCBB36—40BACAA三、完形填空（共20小题。每小题1分，满分20分。）41—45ACCBD46—50CBADC51—55BCDAC56—60ADCBC四、阅读理解（共15小题。每小题2分，满分30分。）61—65CDDCD66—70ADCAA71—75ABBCC 第二卷（共50分）一、词汇运用（共20小题。每小题1分，满分20分。）A)根据句意或提示写单词76.education77.January78.matches79.order80.duty81.donated82.seriousB)词形转换83.helpful84.decision85.celebrations86.interested87.strength88.patient89.librariesC)动词时态填空90.preferred91.shares92.issleeping93.waswatching94.hascleaned95.willbuy二、对话填空（共5小题。每小题1分，满分5分。）96.wrong97.sleep98.worry99.nothing100.have.三、根据短文内容回答问题。（共5小题。每小题1分，满分5分。）101.HewasoneofthegreatestEnglishwriters.102.Helivedtherefoenineyears.103.Hehadtodosomehouseworkandlookafterhisbrothersandsistersathome.104.Whenhewasfourteenhebegantowork.105.Hereadalotinthelibrary.四、书面表达。（满分20分。）Itismyturntobeondutytoday.It’sJanuary18,2007,Wednesday.Todayisafineday.Everyoneishere,exceptTom.HewentbacktoEnglandforhisholidaylastweek.Bestwishestohimforhisholiday.NowIwillsay“thankyou”toAndy.LastweekIborrowedabookfromthelibrary.ButIcouldn’tfindit.Iwasveryworried.Andysawitontheplaygroundonedayandgaveittothelibraryatonce.MrWang,theassistantofthelibrary,toldmethatIshouldbecareful.Fromthisthing,IknowImustbemorecarefulandlookaftertheschoolthingwell.That’sall.Thankyou..★清华大学★英语系测试：为中小学生英语量身定做.官方网站：http://qinghua.yeryy.com/清华大学英语教授50年研究成果 2010年独家解密预测初一第一学期期中考试英语试卷4第一部分听力（20分）Ⅰ．听并完成单词（5分）1．__wo2．p__nc__l3．tw__lve4．clo____5．a__ple6．b__n__n__7．b____d8．b__d9．b____t10．w__m__nⅡ．听并选出你所听到的单词（5分）（）11．A．Kate　B．grade　C．cake（）12．A．wrongB．song　C．long（）13．A．nice　B．like　C．fine（）14．A．that　B．cat　　C．bag（）15．A．thoseB．nose　C．theseⅢ．听后完成句子（5分）（）16．Isthis______pencil-box?　　　　A．yourB．hisC．her（）17．It"sa_______.　　　　A．bananaB．jeepC．dog（）18．Isthat______eraser?　　　　A．anB．theC．a19．laminRow______.　　　　A．TwoB．FourC．Five（）20．----What"s_____and______?　　----Six.　　　　A．three,threeB．two,fourC．one,fiveⅣ．听问题，然后做出回答（5分）（）21．A．Yes,itis.　　　　B．Yes,theyare　　　　　　C．Itisaschool.（）22．A．Yes,Itis.　　　　B．No,theyaren"t.　　　　　　C．TheyaremapsofBeijing.（）23．A．Iamastudent.　　B．HernameisLiuWei.　　　　　　C．MynameisLiLei.（）24．A．That"sHanMeimei.　B．That"sabook.　　　　　　C．It"sacat.（）25．A．Theyareatschool.B．Sheisathome.　　　　　　C．Heisatschool.第二部分笔试（80分）Ⅴ．按照字母表的顺序，写出英语字母表（13分） Ⅵ．语音知识（5分）找出下列各组单词中划线部分发音不同于其他三个的词．（）26．A．name　B．have　C．game　D．cake（）27．A．not　B．no　　C．note　D．know（）28．A．his　B．houseC．hers　D．this（）29．A．farm　B．car　C．park　D．quarter（）30．A．go　　B．so　　C．do　　D．noⅦ．单词拼写（5分）（从A，B，C，D四个选项中，找出正确的拼写形式31．__r__nge　　A．o;o　B．o;a　C．a;e　D．o;u32．r____m　　A．ee　B．ia　C．oo　D．ea33．m__ther　　A．a　B．e　C．u　D．o34．t____n　　A．ur　B．ir　C．er　D．ar35．cl____s　　A．es　B．as　C．os　D．isⅧ．词形转换（10分）根据括号中的要求，写出下列单词的相应形式．36．she（宾格）___________37．boy（复数形式）____________38．box（复数）___________39．white（反义词）___________40．women（单数）__________41．I（名词性物主代词）_________42．these（单数）_________43．they（所有格）________44．yes（反义词）_________45．that（复数形式）_________Ⅸ．选择填空（20分）　　46．Thisisa__________.　　A．apple　B．apples　　C．bananaD．bananas　　47．Whatis_____name?　　A．she　B．her　　C．he　D．him　　48．Thisisacat.What"s_______ name?　　A．her　B．it　　C．its　D．it"s　　49．Look!That"s_____bike.　　A．he　　B．his　　C．he"s　D．Tom　　50．Jimis______Englishboy.　　A．a　　B．an　　C．the　D．/　　51．Thisisapple.It"s______bigapple.　　A．an;an　B．a;a　　C．an;a　D．a;an　　52．That"smy________.　　A．pencil－box　　　B．apencil－box　　C．thepencil－box　D．pencil－boxes　　53．TomandJim_________inGradeOne.　　A．am　B．is　　C．are　D．be　　54．----Whatthat?　　----It"saChinesebook.　　A．am　B．is　　C．are　D．be　　55．----What?　　----Theyareredcars.　　A．isthatB．thoseare　　C．thatisD．arethose　　56．----IsthatanEnglishbook?　　----_________.　　A．Yes,itis　B．Yes,theyare　　C．No,itis　D．No,theyaren"t　　57．----Areyou_________?　　----Yes,Iam.　　A．inGradeOneB．atGradeOne　　C．inOneGradeD．atOneGrade　　58．----Isyourfriendaboyoragirl?　　----__________.　　A．Yes,he"saboy　B．Yes,she"sagirl　　C．They"reboys　　D．He"saboy　　59．----__________that?　　----That"sourteacher,MrLi.　　A．What"s　B． Who"s　　C．Where"s　D．How"s　　60．----__________?　　----MynameisWangHai.　　A．What"sthis　　　　　　　B．AreyouWangHai　　C．What"syourname,please　D．Howoldareyou　　61．----Howdoyoudo?　　----________　　A．Fine,thankyou.　B．Allright.　　C．I"mOK.　　　　　D．Howdoyoudo?　　62．----Thankyouverymuch.　　----__________.　　A．Thankyou.B．That"sallright.　　C．No　　　　D．Good　　63．----Goodmorning!　　----_________!　　A．Goodmorning　B．Goodafternoon　　C．Goodbye　　　D．Hello　　64．Ishe_______today？　　A．inschoolB．intheschool　　C．atschoolD．attheschool　　65．----___________?　　----HernameisLiLan.　　A．Howareyou　　　B．What"shername　　C．Howoldisshe　　D．Who"sLiLanⅩ．按要求改写句子（10分）66．TheyareinGradeTwo．（就划线部分提问）___________________67．Thesearebuses．（改单数）_________________________68．HeisanEnglishteacher．（改一般疑问句）____________________________69．Thoseareapples．（就apples提问）_______________________70．Icanseeacatunderthedesk．（就underthedesk提问）______________________Ⅺ．连词成句（7分）71．not,her,this,bike,is,(.)________________72．am,in,I,not,two,class,(.)________________ 73．his,are,these,pictures,(.)________________74．pencils,your,are,these,(?)________________75．that,is,who,old,woman,(?)________________76．is,my,where,school-bag(?)________________77．school,at,is,not,Jim,today(.)________________Ⅻ．翻译句子（5分）78．这是一个英国男孩。____________________79．今天是谁值日？_____________________80．刘英是我的好朋友。_______________________81．他在一年级三班。_____________________82．那是一把尺子。___________________XIII．口语应用：从右框中选择恰当短语填入下面的空中（5分）W：83,Mary.M：Goodmorning,WangPing.84?W：She"smysister,Lingling.L：Hello,Mary!85.M：Hello,Lingling!Nicetoseeyou,too.86?L：I"meleven.L：I"meleven.L：87.I"minClass3,Grade1.M：Oh,good.We"reinthesamegrade. 参考答案Ⅰ．听后完成单词（5分）1．two2．pencil3．twelve4．clock5．apple6．banana7．bird8．bed9．boat10．womanⅡ．听并选出你所听到的单词（5分）11．grade（B）12．song（B）13．fine（C）14．that（A）15．these（C） Ⅲ．听后完成句子（5分）16．B17．C18．A19．B20．AⅣ．听问题，然后做出回答（5分）21．Isthisabird?（A）22．Whatarethese?（C）23．What"sthegirl"sname?（B）24．Who"sthatoverthere?（A）25．WhereisLily?（B）Ⅴ．略。Ⅵ．语音知识（5分）26．B27．A28．D29．D30．CⅦ．单词拼写（5分）31．orange（B）32．room（C）33．mother（D）34．turn（A）35．class（B）Ⅷ．词形转换（10分）36．her37．boys38．boxes39．black40．woman41．mine42．this43．their44．no45．thoseⅨ．单项选择（20分）46．C47．B48．C49．B50．B51．C52．A53．C54．B55．D56．A57．A58．D59．B60．C61．D62．B63．A64．C65．BⅩ．改写句子（10分）66．Whatgradeareyouin?67．Thisisabus.68．IsheanEnglishteacher?69．Whatarethose?70．Wherecanyouseeacat?Ⅺ．连词成句（7分）71．Thisisnotherbike.72．IamnotinClassTwo.73．Thesearehispictures.74．Aretheseyourpencils?75．Whoisthatoldwoman?76．Whereismyschool-bag?77．Jimisnotatschooltoday.Ⅻ．翻译句子（5分）78．ThisisanEnglishboy.79．Who"sondutytoday?80．LiuYingismygoodfriend.81．HeisinClass3Grade1.82．Thatisaruler.ⅩⅢ．口语应用（5分）83．B84．E85．C 86．A87．D★清华大学★英语系测试：为中小学生英语量身定做.官方网站：http://qinghua.yeryy.com/清华大学英语教授50年研究成果8年级英语周报各单元书面表达及范文Class:__________Name:____________No.______________Unit1Newspaper以MyFavouriteNewspaper为题，写一篇80词左右的短文，必须包括以下内容，并可以适当发挥：1.报纸的名称。2.报纸的内容和栏目。3.最喜欢的部分及原因。4.对报纸的建议。_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Unit3Television电视已经成为现代社会生活中的一部分。请你以Television为题目，写一篇英语短文。电视的作用：1.给我们提供了国内外的新闻。2.给小孩带来乐趣。3.学会了许多知识。电视的负面影响：1.看太多电视会损害健康。2.浪费更多的学习时间。3.有些节目不适宜小孩观看。建议：我们要合理利用电视。 _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Unit4People最近学校双语宣传栏上的名人要更换为比尔.盖茨。现在请你根据以下资料为该栏写一篇80词左右的英语短文，简单介绍比尔盖茨。出生地：美国。出生时间：1955年。成长经历：1.从小就对软件很感兴趣。2.1975年创办了微软公司（MicrosoftCorporation）3.39岁时成为世界首富。贡献：1.他几乎把所有的钱用来做慈善。（charity）2.去过许多贫穷国家，帮助过很多人。_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Unit5你们班本周六将会去参观水族馆。假如你是班长，请根据以下提示写一份通知向同学们说明这次活动的相关事项。要求：80词左右。1.你们的外籍老师Mr.Black将和你们班同行；2.上午7：30在学校集合，然后乘公共汽车去水族馆；3.将会参观海洋生物和观看海豚表演；4.下午将会在商店买纪念品，6：00回家。________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Unit6Jobs你的叔叔是一位记者，你长大后也想成为一名记者。请根据这个话题，写一段80词的短文。内容包括：1.叔叔的外表，工作状况。2.你对记者职业技能的认识。3.你的想法和计划。_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________（Unit1）Readingnewspaperisveryinterestinganduseful.EnlgishWeeklyismyfavouritenewspaper,andIreaditeveryday.Ithas4sections,includingMajorTopics,TeachingandLearning,E-channel,OutsideClass.IlikereadingtheTeaching&LearningsectionbestbecauseIcanlearnEnglishbetterwithit.Thispaperalsohasthelatestnewsaboutsportsandmusicfromaroundtheworld.AndIcanlearnaboutmanystarsofsportsandmusicfromit.Ifpossilbe,IhopeEnglishWeeklycanhavemoreinofrmationonconversationsbetweenstudentsandteachers.Itcanletstudentsandteacherslearnmoreandmaketheir ideasmoreunderstandable.(Unit3)TVplaysanimportantinourdailylifenowadays.Itprovidesuswithnewsathomeandabroad.Itbringsusmuchpleasure.Forexample,cartoonsaregreatfuntochildren.TheycanalsolearnalotfromTVprograms.Ontheotherhand,TVsometimeshasabadeffectonus.First,watchingTVtoomuchdoesagreatharmtoourhealth,especiallytooureyes.Second,ifwespendtoomuchtimeonTV,wewillcertainlyspendlesstimeinstudying.Besides,someprogramsarenotgoodforchildren.Weshouldmakegooduseoftelevision.(Unit4)BillGatesisoneoftheworld’srichestmen.HewasbornintheUSAin1955.whenhewasachild,hewasinterestedincomputersoftware.HesetupMircsoftCorporationinin1975.Hebecametherichestmanintheworldatage39.Gatesisoneoftheworld’sfamouspeoplewhoisreadytohelpothers.Hespendsmostofhismoneyoncharity.Hehasbeentomanypoorcountriesandhelpedmanypeoplethere.Hesetsagoodexpampleforus.Unit5：Attention!WewillhaveaschooltripthisSaturday.Ourforeignteacher,Mr.Blackwillgowithus.Wewillmeetatourschoolat7:30inthemorning.Thenwewillgotovisitaquariumbybus.Wewillwatchmanykindsofseacreatures,andthenenjoyanexcitingdolphinshow.Intheafternoon,wewillgotoashopandbuysomesouvnirs.At6:00p.m,wewillgohome.I’msurewewillhaveagreattime.(Unit6)Myuncleisareporter.Heiswellbuiltwithglasses.Hetravelsalot.AndIoftenseehimstayuplatetowritearticles.Hetellsmeareporterneedstohavemanyskills.Heshouldbeinterestedindifferentthingsandfriendly.Heshouldreadmoreandwritewell.Iliketravelingandwriting.Icangetonwellwithdifferentpeople.IhopeIcanbegoodreporterlikemyuncle.SoImustlearnmoreatschoolnow.★清华大学★英语系测试：为中小学生英语量身定做.官方网站：http://qinghua.yeryy.com/清华大学英语教授50年研究成果Thefoodwasgood,buthehadlittleappetite. 食物很精美，但他却没什么胃口(主)　　(谓)　　　　(主)(谓)3）复合句（ComplexSentences）：包含一个主句从句和一个或几个从句的句子叫复合句，从句由从属连词引导，例如：　Thefilmhadbegunwhenwegottothecinema.　主句　　　　　　从句★清华大学★英语系测试：为中小学生英语量身定做.官方网站：http://qinghua.yeryy.com/清华大学英语教授50年研究成果