第1讲导论
主要内容：从语言对比角度探讨翻译概念阐释、翻译标准厘定、翻译过程梳理、翻译方法运用等与翻译相关的方方面面的问题。
教学要求：了解翻译中的语言比较与对比概念，理解翻译概念、翻译标准、翻译过程等，掌握上述相关概念基本内容及其与语言对比相关的问题。
重点、难点：语言比较与对比概念差异及其之于翻译能力培养的终极意义。
一种事物的特点，要跟别的事物比较才显出来。
——吕叔湘
对于中国学生最有用的帮助是让他认识英语和汉语的差别。
——吕叔湘
You could know your own language only if you compared it with other languages.
——Engels
Explain some of the points:
1.Why ―contrast‖ but not ―compare‖?
2.What is ―language‖?
3.What’s the aim of contrastive study of two languages?
4.Content of study.
5. A general contrastive study of Chinese and English
6.Contrastive study of phonetics.
Explanation:
1. Compare: similarity of two things
Contrast: differences of two things
语言对比是指不同语言间的对比分析，通常是通过compare 和contrast两种途径。
比较语言学（Comparative linguistics）的主要任务是寻找不同语言间的共性。
对比语言学(contrastive linguistics)是对两种或两种以上的语言进行共时的对比研究，描述它们之间的异同特别是不同之处。
2. 起步阶段：二十世纪初——二十世纪四十年代末严复、赵元任、吕叔湘、王力
停滞阶段：1949——1976
复苏和发展阶段：1977年5月后，特别是进入九十年代后
3. What is “language”?
语言: 语言是一种表达观念的符号系统。
Language：the system of human communication which consists of the structured arrangement of sounds (or their written representation) into larger units, e.g. morphemes, words, groups/phrases, sentences
4. What’s the aim of contrastive study?
1) 促进英语教学：语音教学、写作教学以及翻译教学。
2)西方对比语言学认为，一本好的外语教材，一方面对所学外语进行科学的描写，一
方面对学生的本民族语进行平行描写，并加以仔细比较。
通过两种或多种语言的对比研究，可以更好地认识语言的结构，进一步认识语言的本质。
1.Introduction
1.1Contrastive analysis versus comparative linguistics
1.1.1Definition of contrastive analysis
Contrastive analysis is a branch of linguistics that makes synchronic contrastive study of two or more languages in order to show the differences and similarities, esp. the differences, and to make use of them mainly in language teaching and learning.
1.1.2Definition of comparative linguistics
Comparative linguistics is a branch of linguistics that makes diachronic comparative study of more languages in order to show the differences and similarities, esp. the similarities, and to find the proto-language and develop etymology.
1.1.3 Comparisons between contrastive analysis and comparative linguistics
Contrastive analysis Comparative linguistics
Other names: Contrastive study Comparative philology（语文学）Contrastive Linguistics Comparative grammar
Time: Synchronic Diachronic
Object:Different languages and dialects Different languages in the same family Goal: To know differences and similarities To know the originality of languages Contents:Phonology, morphology, syntax and Phonology, morphology, syntax
semantics
Value:To develop typology（类型学）To find the proto-language(共同原始语) To help correct errors To develop etymology
To help learn language
To help in translation
(Hartmann and Stork: 1976)
?typology: isolating, agglutinative, inflective
1.1.4 Four quadrants of contrastive analysis and comparative linguistics
within language
2 1
diachronic synchronic
3 4
between languages
1.2Classification of contrastive analysis
1.2.1Classification of linguistics
General theoretical linguistics (4)
theoretical
linguistics (2)
Concrete theoretical linguistics (5) Linguistics(1)
General applied linguistics (6)
applied
linguistics (3)
Concrete applied linguistics (7)
General theoretical linguistics (4): study of general characters, constructions, rules, methods,
classifications and their interrelations of human language Concrete theoretical linguistics (5): study of a certain language (so it has got other names: special
linguistics, individual linguistics)
General applied linguistics (6): application of the linguistic principles and study achievements
to language teaching
Concrete applied linguistics (7) application of the study of a certain languages to a certain
language teaching
1.2.2 Classification of contrastive linguistics
General theoretical contrastive linguistics (4)
theoretical contrastive
linguistics (2)
Concrete theoretical contrastive linguistics (5)
contrastive
linguistics(1)
General applied contrastive linguistics (6)
applied contrastive
linguistics (3)
Concrete applied contrastive linguistics (7)
General theoretical contrastive linguistics (4): study of general theories and methods between two
or more languages
Concrete theoretical contrastive linguistics (5): descriptions of two or more certain languages with
the general theories and methods of contrastive
linguistics
General applied contrastive linguistics (6): application of the study of general theories and
methods of contrastive linguistics to language
teaching
Concrete applied contrastive linguistics (7): contrast of two languages for a certain purpose e.g. to
compile a book about grammar between English
and Chinese
1.3Name, origin and development of contrastive analysis
1.3.1 Name:
Contrastive analysis: analysis of difficult linguistic points
Contrastive studies: theories and methods
Contrastive linguistics: general name, including theory and application
1.3.2 Origin
Europe: around the year1900, synchronic analysis of language
America: in the Second World War,
behaviorist psychology (stimulus-response, Bloomfield) Three factors American structuralism (anthropologist: Boas;
Sapir; B.L.Whorf; Harris; C.F.Hockett)
need of foreign language teaching because of war
1.3.3Development
International academic conference: America, Romania, Poland, Finland, Germany etc.
Magazines: Papers and Studies in Contrastive Linguistics (Poland)
Contrastive Linguistics (Bulgaria)
Contrastive (France)
China:赵元任
A Preliminary Study of English Intonation and Its Chinese Eqivalents,1933
?赵元任（1892-1982），留美哲学博士，兼攻物理，化学，音乐，语言．其六世祖赵翼（乾隆年间1736-1795进士）写有＂江山代有才人出，各领风骚数百年＂名句．夫人杨步伟（1889-1981）,留日医学博士．1971.6.1赵杨金婚，
杨写有佳句：赵和有佳句：
＂吵吵闹闹五十年，＂阴阳颠倒又团圆，
人人都说好姻缘．犹似当年蜜蜜甜．
元任今生欠我业，男女平权新世纪，
颠倒阴阳再团圆．＂同偕造福为人间．＂?赵元任的学生有王力，朱德熙，吕叔湘等．
2.雷的“神似”和钱钟书的“化境”
傅雷的“神似”
以效果而论，翻译应当像临画一样，所求的不在形似而在神似。以实际工作论，翻译比临画更难。临画与原画，素材相同（颜色，画布，或纸或绢），法则相同（色彩学，解剖学，透视学）。译本与原作，文字既不侔，规则又大异。各种文字各有特色，各有无可模仿的优点，各有无法补救的缺陷，同时又各有不能侵犯的戒律。象英、法，英、德那样接近的语言，尚且有许多难以互译的地方；中西文字的扦格远过于此，要求传神达意，铢钢悉称，自非死抓字典，按照原文句法拼凑堆砌所能济事。
各国的翻译文学，虽优劣不一，但从无法文式的英国译本，也没有英文式的法国译本。假如破坏本国文字的结构与特性，就能传达异国文字的特性而获致原作的精神，那么翻译真是太容易了。不幸那种理论非但是刻舟求剑，而且结果是削足适履，两败俱伤。两国文字词类的不同，句法构造的不同，文法与习惯的不同，修辞格律的不同，俗语的不同，即反应民族思想方式的不同，感觉深浅的不同，观点角度的不同，风俗传统信仰的不同，社会背景的不同，表现方法的不同。以甲国文字传达乙国文字所包涵的那些特点，必须像伯乐相马，要“得其精而忘其粗，在其内雨忘其外”。而即使是最优秀的译文，其韵味较之原文仍不免过或不及。翻译时只能尽量缩短这个距离，过则求其勿太过，不及则求其勿过于不及。
倘若认为翻译标准不应当如是平易，则不妨假定理想的译文仿佛是原作者的中文写作。那么原文的意义与精神，译文的流畅与完整，都可以兼筹并顾，不至于再有以辞害意，或以意害辞的弊病了。
——节选自：傅雷《<高老头>重译本序》
钱钟书的“化境”
汉代文字学者许慎有一节关于翻译的训诂，义蕴颇为丰富。《说文解字》卷六《口》部第二十六字：“囮，译也。从‘口’，‘化’声。率鸟者系生鸟以来之，名日‘囮’，读若‘譌’。”南唐以来，“小学”家都申说“译”就是“传四夷及鸟兽之语”，好比“鸟媒”对“禽鸟”所施的引“诱”，“讷”、“讹”、“化”和“囮”是同一个字。‘译”、“诱”、“媒’’、“讹”、“化”这些一脉相通、彼此呼应的意义，组成了研究诗歌语言的人所谓“虚涵数意”(manifold meaning)，把翻译能起的作用、难于避免的毛病、所向往的最高境界，仿佛一一透示出来了。文学翻译的最高标准是“化”。把作品从一国文字转变成另一国文字，既能不因语文习惯的差异而露出生硬牵强的痕迹，又能完全保存原有的风味，那就算得入于“化境”。十七世纪有人赞美这种造诣的翻译，比为原作的“投胎转世”( the transmigration of souls)，躯壳换了一个，而精神姿致依然故我。换句话说，译本对原作应该忠实得以至于读起来不像译本，因为作品在原文里决不会读起来像经过翻译似的。
但是，一国文字和另一国文字之间必然有距离，译者的理解和文风跟原作品的内容和形式之间也不会没有距离，而且译者的体会和他自己的表达能力之间还时常有距离。从一种文字出发，积寸累尺地度越那许多距离，安稳到达另一种文字里，这是很艰辛的历程。一路上颠顿风尘，遭遇风险，不免有所遗失或受些损伤。因此，译文总有失真和走样的地方，在意义或口吻上违背或不尽贴合原文。那就是“讹”，西洋谚语所谓“翻译者即反逆者”(Traduttore traditore)。中国古人也说翻译的“翻”等于把绣花纺织品的正面翻过去的“翻”，展开了它的反面。释赞宁《高僧传三集》卷三《译经篇·论》：“翻也者，如翻锦绮，背面俱花，但其花有左右不同耳”；这个比喻使我们想起堂吉诃德说阅读译本就象从反面来看花毯。“媒”和“诱”当然说明了翻译在文化交流里所起的作用。它是个居间者或联络员，介绍大家去认识外国作品，引诱大家去爱好外国作品，仿佛做媒似的，使国与国之间缔结了“文学因缘”。
——节选自：钱钟书《林纾的翻译》
3. 奈达谈翻译的基本过程
The four basic processes in translating consist of ①analysis of the source text, ②transfer from source to target language, ③restructuring in the target language, and ④testing of the translated text with persons who represent the intended audience.
The analysis of the source text means a detailed treatment of both the designative and associative meanings of the lexemes, the syntax, and the discourse structures. As already indicated at various points in this volume, understanding and appreciation of the source text are fundamental to any attempts at translating. In fact, it is failure at this point which is responsible for most deficiencies in translating. If a translator really understands the meaning of the source text and has adequate competence in the target language, translating appears to be completely natural and an almost automatic process….
The process of transfer involves the shift from thinking in the source language to thinking in the target language. Here is precisely where the essential process of translating takes place - the content has been "carried across." The level of explicitness at which this transfer takes place is normally as great as possible and has been detailed in terms of so-called ―kernel‖ structures in Nida and Taber (1969).
The process of restructuring involves the organization of the lexical, syntactic, and discourse features of the transferred text so as to provide maximal comprehension and appreciation on the part of the intended audience. For a fully competent translator all this takes place almost automatically. In fact, it is almost as automatic as speaking in one's own mother tongue.
Although these three basic processes can be abstracted, it is entirely wrong to
think that translators accomplish their task in three stages or steps. A11 three processes are going on at the same time and are largely below the level of consciousness. Good translators do not have to think about how to change active expressions to passive ones, how to change a nominalized verb into a dependent clause, and whether to shift from a nou n to a pronoun in referring to a person….
Although the testing of a translation is somewhat different from the processes of analysis, transfer, and restructuring, it is an essential element in that it exposes so quickly any problems which exist in translation. In the past most testing of a translation has been undertaken by assigning a bilingual person to compare the source and target texts and to determine the degree of correspondence. The problem with this approach is that the bilingual judge is probably already so familiar with the text and the type of contents that he can understand the text without too much trouble. An adequate evaluation of a translation can only be accomplished by testing the reactions of monolingual persons who are representative of the constituency for whom the translation has been made.
The most helpful diagnostic test are the following: ①oral reading by different persons,②close analysis of facial gestures of readers, ③hearing a text and telling the contents to people who have not heard the text read, and ④the cloze technique.
—From Language, Culture and Translating by Eugene Nida
4. 课后作业
(1) 结合本讲内容，就你感兴趣的语言与翻译中的一个话题谈谈你的观点。
(2) 尝试翻译下面的文章，对你的译作和他人译作之间的差异做一对比分析，找出差异的缘由。
《木兰诗篇》在《木兰辞》的基础上进行引申，大量融入河南豫剧元素，采用中西结合的手法，讲述了花木兰女扮男装替父从军，打赢战争后淡泊名利拒绝封赏，并回归故里与心上人刘爽喜结连理的故事，抒发了中国人民“和”的民族精神和愿望。
The Opera Stories of Mulan extends its content on the basis of the Chinese traditional poem Mulan Ci, blends amounts of Henan Yu Opera elements, and adopts a combination of Chinese and Western techniques. It tells an account of Hua Mulan, who joins army in place of her father with disguise of male identification, rejects accepting the rewards from the emperor after she wins the war, and comes back to hometown to be married with her fiancéLiu Shuang. Therefore, it expresses Chinese national spirit and expectations of "Harmony ".
第2讲英汉语系统对比与翻译
主要内容：英语为印欧语言，汉语属汉藏语系，两者相去甚远，个性大于共性，鉴于此，本讲将进行大量实证分析，从被动与主动、物称与人称、静态与动态等若干方面进行对比，探讨与英汉互译相关的问题。
教学要求：了解英汉两种语言系统上的差异性，理解印欧语系与汉藏语系基本差异，掌握英汉语被动与主动、物称与人称、静态与动态等方面的差异性及相互转换。
重点、难点：英汉被动与主动、物称与人称、静态与动态等差异与转换。
第一节主动与被动（Passive vs. Active）
English: a passive-featured language
1.1. Reasons for the popularity of passive voice in English.
·the intention to neglect the doer
a. Scientists classify glass as a solid.
Glass is classified as a solid.
The house was built in 1654:
The road is being repaired:
b. I noticed that a window had been left open
Every year people are killed on our roads.
"A Hard Day's Night" was written by the Beatles
ET was directed by Spielberg
A great deal of meaning is conveyed by a few well-chosen words.
Our planet is wrapped in a mass of gases.
Waste materials are disposed of in a variety of ways.
c. One type of work group, the semi-autonomous work group, is discussed in a section later in this chapter.
The group was designed to last for only the lifetime of a particular project.
She told me that her master had dismissed her. No reason had been assigned; no objection had been made to her conduct. She had been forbidden to appeal to her mistress.
d. Some things have been said here tonight that ought no to have been spoken.
Visitors are requested to show their tickets.
·the consideration of syntax
1）For the sake of cohesion and coherence.
Some kinds of plastics can be forced through machines which separate them into long, thin strings, called ―fibres‖ and these fibres can be made into cloth.
2）Keep the balance of sentence so as to maintain end focus and end weight.
·And it is imagined by many that the operations of the common mind can be by no means compared with these processes, and that they have to be acquired by a sort of special training.
·This seems mostly effectively done by supporting a certain amount of research not related to immediate goals but of possible consequences in the future.
the consideration of rhetoric
On July 13th, 2001, Beijing was voted for the 2008 Olympic game. President Samlanch announced: The games of the 29th Olympiad in 2008 are awarded to the city of Beijing.
Beijing is the city for the games of the 29th Olympiad in 2008.
·the consideration of registers in English
The passive is generally more commonly used in informative than in imaginative writing, notably in the objective, non-personal style of scientific articles and news items.
A "mail piece of phosphorous is carefully dried and placed on a crucible lid inside a bell-jar. It is then ignited with a warm glass rod and a stopper is inserted. The phosphorous burns producing dense white fumes of phosphorous pentoxide which react with water. The water level is first depressed as the air becomes warm but eventually it rises as the oxygen is used up. In order to restore the pressure of the remaining gas to normal water is now poured into the trough until the water levels are made equal. Approximately one-fifth of the bell-jar is now occupied with water showing that one-fifth of the air is consumed when phosphorous burns.
classification of passive in English: syntactic passive; notional passive
notional passive: using active construction to express passive notion.
These products sell like hot cakes.
The clock winds up at the back. She dresses
beautifully.
The room filled
rapidly.
This kind of cloth
washes very well.
The book is printing.
The plan is working
out.
Some words and phrases imply passive meaning.
Examinee; Referee; The imprisonment of the murderer; eatable; desirable; visible; respectable; in one‘s possession; under the influence of
2.Chinese: an active-featured language
2.1 “被字式”，unfavorable construction in Chinese
[1]大国之攻小国，攻者农夫不得耕，妇人不得织。《墨子》
[2]曼草犹不可除，况君之宠弟乎？
U sually we don‘t use 被-structure to express passive notion, instead, we use active construction (notional passive) to imply passive meaning
It was done. 这件事已做了。
It was well done. 这件事做得好。
It was poorly done. 这件事做得不好。这件事搞坏了。这件事给弄糟了。
M ost passive construction is used to express sth. unpleasant or undesirable.
庄稼让大水冲跑了。The crops were washed away by the flood.
这股敌人全给游击队消灭了。The whole horde of enemy soldiers was wiped out by the guerrillas.
[薛蟠]竟被人生生的把个罪名坐定。
这家工厂在地震中遭到严重破坏。This factory was seriously damaged during the earthquake.
2.2 Chinese passive sentences: dynamic instead of stative
The glass is broken. (静句) 玻璃杯破了。(不用被动式)
The glass was broken by my brother. (动句)
玻璃杯被我弟弟打破了。（被动式）
The house is surrounded by trees. (静句)
房子周围都是数。（不用被动式）
The enemy was soon surrounded by our troops. (动句)
敌人很快被我军包围了。（被动式）
The house is being painted. (房子正在粉刷)
The house is very well painted. (房子粉刷得很好)
Ariane 5 blew up shortly after it was launched.
What we are concerned is whether projects like the international Space Station have enough scientific value to merit the billions that have been and will be spent on it.
国际空间站之类的计划是否有足够的科学价值，是否值得花费已经投入和即将投入的几十亿美元？
It seems that the world‘s politici ans are involved in a timewarp. 全世界的政治家们似乎已陷入一段时间的异常之中。
2.3 Use active construction to express passive meaning.
He is respected by everybody. 人人都尊敬他。（他被人人尊敬?）
The ceremony was abbreviated by rain. 因为下雨，仪式举行得很简短。（仪式被雨缩短了?）
John actually loved Mary and was loved in return. 约翰真的爱玛丽，而玛丽也爱约翰。（约翰真的爱玛丽，也被玛丽爱?）
My holiday afternoons were spent in ramble about the surrounding country. 每逢假日的下午，我总要漫游周围的乡村。
Not only politeness but an attitude of reverence is demanded in church. 在教堂里，人们不仅要有礼貌，而且应该有一种虔诚的态度。Language is shaped by, and shapes, human thought. 人的思想形成了语言，而语言又影响了人的思想。
Air that is cooled suddenly shrinks as some of the moisture is squeezed out, and clouds are formed.
突然冷却的空气，由于挤出了那部分水分，体积收缩，就变成了云。The challenge from the Third World has always been foreseen by our shipping companies.
我们的航海运输公司总能预见来自第三世界的挑战。
It has been known for a long time that there is a first relationship between the heart and the liver.
长期以来，大家知道心脏和肝脏的关系是最主要的。
2.4 Different active constructions to express passive meaning.
2.4.1 无主语句或主语省略句
[1] Air resistance must be given careful consideration when the aircraft is to be manufactured.
[2] Why should all the unpleasant jobs be pushed on to me?
[3] Care should be taken to see that the letter is properly addressed.
[4] The difficulties can be overcome, the enemy defeated and a new China build only when the national united front is maintained.
2.4.2 不定人称句
[1] V oices were heard calling for help.
[2] The problem of population control has to be recognized and approached in a world environmental context.
[3] It is well known that the compass was invented in China four thousand years ago.
[4] The buildings are blackened by smoke.
[5] Driven by poverty, he quit school and went to work earlier.
[6] The situation must be changed.
[7] The compass was invented in China.
3. Problems in writing of English
[1]人们普遍认为开放政策利大于弊。
[2] 我们已采取一切尽可能的措施来增加读大学的名额。
[3] 人们越来越关心下岗工人的生活状况。
常见的被动式习语译法
[1] It is said that 据说，有人说[2] It will be said that 有人会说
[3] It is well-known that 大家都知道，众所周知
[4] It is believed that 人们相信，大家相信
[5] It is reported that 据报导，据报告，据通报
[6] It is learned that 据闻，据说，已经查明
[7] It is found that 据发现，人们认为
[8] It has been found that 已经发现
[9] It is considered that 据估计，人们认为
[10] It is usually considered that 通常认为
[11] It is thought that 有人认为
[12] It is universally accepted that 普遍认为，是普遍接受的
[13] It is taken that 人们认为，有人以为
[14] It is regarded that 人们认为
[15] It is generally agreed that 人们通常认为
[16] It is generally recognized that 通常大家都承认
[17] It is noticed that 人们注意到，有人指出
[18] It is noted that 前面已经指出
[19] It is announced that 据称，有人宣称
[20] It is sometimes asked that 人们有时会说
[21] It will be seen that 可见，可以看出
[22] It will be seen from this (that) 由此可见
[23] It should be pointed out that 必须指出
[24] It must be admitted that必须承认，老实说
[25] It is supposed that 据推测，人们猜测，假定
[26] It may be safely said that 可以有把握地说
[27] It is asserted that 有人主张
[28] It has been shown (stated) that 有人指出，据说，据称，有人说
[29] It has been illustrated that 据说明，据图示
[30] It is predicted that 据估计，预计
[31] It is expected that 人们希望
[32] It is understood that 不用说，大家知道
[33] It is suggested that 有人建议，建议
[34] It is demonstrated that 据证实，已经证明
[35] It is pointed out that人们指出，有人指出
[36] It is estimated that 据估计，有人估计
[37] It is claimed that 据称，有人宣称
[38] It is recommended that 有人推荐，有人建议
[39] It is decided that 已经决定
[40] It can not be denied that 无可否认
[41] It is stressed that 人们强调说
[42] It is arranged that 已经商定，已经准备
[43] It has been calculated that 据估计
[44] It is mentioned that 据说
[45] It is assumed that 假定，假设
[46] It is declared that 据宣称，有人宣称
[47] It is hypothesized that 假设
[48] It is proposed that 有人指出，有人提议，一般认为
[49] It has been viewed that 讨论了，检查了
[50] It is enumerated that 列举了
[51] It is outlined that 概括地说
[52] It is established that 可以认定
[53] It is still to be hoped that （我们）仍应希望
[54] It has been proved that 已经证明
[55] It is hoped that 希望，有人希望
被动语态在英语里是一种常见的语法现象。英语有过分使用被动语态的倾向，正式文体尤其如此。英、美语言学者都主张多用主动语态，不要滥用被动语态。
英语的结构被动句(syntactic passive)远比意义被动句(notional passive)多。一般来说，绝大多数的及物动词和相当于及物动词的短语都有被动式。意义被动式，即用主动的形式表达被动的意义，在英语里比较少见。
尽管英语的被动意义有时可以不用被动式来表达，但总的说来，英语常用结构被动式，少用意义被动式。与此相反，汉语则常用意义被动式，少用结构被动式。形成这一差异的主要原因是：
一、汉语被动式的使用受到限制。
The ceremony was abbreviated by rain. 因为下雨，仪式进行地很简单。
Language is shaped by, and shapes, human thought.
人的思想形成了语言，而语言又影响了人的思想。
二、使用受事主语(Receptor subject)导致大量的―当然被动句‖。
Last night I was covered up with two quilts. 作晚我盖了两条被子。
三、当不需要或不可能说出施事者的时候，汉语可以采用无主句或主语省略句来
保持句子的主动形式。
四、当施事者难以指明时，汉语还可以采用通称(generic person)或泛称如（―人‖、
―有人‖、―人们‖、―大家‖、―人家‖、―别人‖、―某人‖等）作主语，以保持句子的主动形式。
五、当不便使用被动式时，汉语可采用某些转换式来表达被动意义。
1、处置式（即―把字式‖或―将字式‖），表示施事对受事的处置或支配行为。
2、―为……所‖式，是较古的被动式，与现代的被动式结合，即为―被……所‖。
3、―是……的‖式，即表示状态的静句，通常可以与表示动作的动句互相转换。
4、―……的是‖式，一般可以与―是（由）……的‖式互相转换。
He was received by a secretary. 接见他的是一位秘书。
5、―……加以/予以‖式，组成倒置的动宾结构。
This question will be discussed in the next chapter.
这个问题将在下一章加以讨论。
六、汉语，尤其在古汉语中，其动词兼有―主动‖和―被动‖两式于一体，如：―瑜下城十余，不下者三城耳。‖句中之动词―下‖，就兼有―攻下（主动）‖和―被攻下（被动）‖两式。
第二节物称与人称（Impersonal vs. Personal）Firstly, there is a difference in the usage of subjects. In English, we use impersonal subjects regularly. In Chinese, we are more likely to use personal subjects.
The impersonal subjects in English can be divided into two main parts. One part is that the subjects are abstract nouns or lifeless objects, meanwhile, verbs of human‘s behavior and movement are used as the
predicate. Therefore, this pattern of sentence always contains personification. In addition, the tone is indirect and roundabout. These features are always bringing readers aftertaste. For example, ― The thick carpet killed the sound of my footsteps.‖Here the thick carpet is personified. Let‘s see the comparison with the sentence ―I walked without the sound of my footsteps because of the thick carpet‖. Apparently, the first sentence can give you a deeper impression and it has a sense of humor. From this, we can see a sense of humor that Britain nation and America nation possess. Just as O. Jesperson says, ―There can be no doubt that the poetic tendency to personify lifeless things or abstract notions, for instance to apostrophize Death as if it were a living being, and the related representation in plastic art of such notions, are largely due to the influence of the languages with sex-gender, chiefly, of course, Latin.‖
In English, this kind of impersonal subject sentence is made up of inanimate subjects and animate verbs which are as predicates. The inanimate subjects contain the abstract concept, psychological feeling, object name, time, places and so on. However, the predicate is always an animate verb, showing a person‘s or a group‘s behavior and movement, like see, find, escape and prevent.
The other part is that the word ―it‖is used as the subject. The pronoun ―it‖ is not only instead of the creature, objects and things which
human beings are not included, but also commonly used as an expletive.
And the usage of ?it‘ can be divided into three aspects. First, ―it‖ is used as the preparatory, in steading the real subject or object. Let‘s see an example, ―It never occurred to me that she was so dishonest.‖Second, ―it‖is used as the unspecified word. In this way, some unexplainable phenomenon or situation is the subject which ―it‖ describes. Such as the description of natural phenomenon, time and space. For example, ―It‘s only half an hour‘s walk to the ferry.‖ Third, ―it‖ is used as the emphatic, leading the parts of which being stressed. For example, ―It is a good horse that never stumbles.‖Moreover, in the exist sentence or the sentence which subject is the pronoun ―one‖, there is an impersonal trend. You may hear a saying that one must be a servant before one can be master. In this saying, one is an impersonal subject. In Chinese, the subject is often a detailed person or object, sometimes, no subject is more often than an impersonal one.
Secondly, there is another difference in passive clause .
In English, passive clause is often used, especially impersonal passive clause in which ―it‖is used as the subject. Like the sentence pattern ―it is said…‖.In this pattern, the agent is unseen, but the facts or views being described are expressed in an objective, indirect and roundabout way. G. Leech and J. Savartvik have said, ―The by-phrase containing the agent of a passive clause is only required in specific
cases( in fact, about four out of five English passive clauses have no agent). The passive is especially associated with impersonal style ( e.g. in scientific and official writing ), where the question of who is the agent (i.e. who performs the action described by the verb) is unimportant and often irrelevant.‖This pattern is also called the agentless passive. This agentless passive is often seen in bureaucratese, science and technology style and news style. The impersonal trend makes the tone objective and avoids subjective speculation. For the writer, he or she can shrink from responsibility for writing something wrong. Just as F. Crews says, ―Those who don‘t want to accept responsibility for their actions or opinions have an intuitive fondness for the passive.‖
In Chinese, passive clause is very rare. We tend to use subjective clause to express passive meaning. There is no impersonal passive clause in Chinese either. In some degree, when we use passive clause, it always means a bad thing that happens to us.
We can see the two big differences in impersonal and personal subject in English and Chinese as we mention above, now let‘s see the reasons why there is such a difference.
To put it in a simple way, the difference in the way of thinking makes the difference in impersonal and personal subjects. Generally speaking, in western nations, they use objective thought pattern. They strictly distinguish object and subject, and stress that treat the objective
world in an objective, rational and calm way to seek the rule of nature and explore the scientific truth. The western nations look upon the nature and logical thinking. Lan Shuneng says, ―rationalism demands the subject as the looker-on as to explore and research the object, especially the essential world.‖In China, our way of thinking is subjective thought pattern. As a saying goes, ―Human effort is the decisive factor.‖In ancient Chinese philosophy, people pay attention to the harmony of man and nature and form a thinking habit which man is the center.
To draw a conclusion, language is the expression of the culture, knowing the reason of the difference in impersonal and personal subjects in English and Chinese is a good way to help us distinguish the usage of impersonal and personal subjects. From this, we have known the culture difference in western countries and China. Definitely, it can help us learn English well and do better translating.
英语较常用物称表达法，即不用人称来叙述，而让事物以客观的口气呈现出来。
汉语则较注重主体思维，这种思维模式以“万物皆备于我”作主导，往往从自我出发来叙述客观事物，或倾向于描述人及其行为或状态，因而常用人称。当人称可以不言自喻时，又常常会隐含人称或省略人称。
汉语重人称，英语重物称，这一特点主要表现在如何使用主语和动词这两方面。
一、英语常用非人称主语，汉语常用人称主语。
The sight of the big tree always reminds me of my childhood.
一看到那棵大树，我便想起了童年的情景。
A great elation overcame them.他们欣喜若狂。
二、英语常用被动式，采用物称表达法；汉语常用主动式，采用人你、泛称或隐称表达法。
Wrongs must be righted when they are discovered. 发现了错误，一定要改正。
第三节静态与动态（Stative vs. Dynamic）英语倾向于多用名词，因而叙述呈静态(stative)；汉语倾向于多用功词，因而叙述呈动态(dynamic)。
英语的静态倾向，主要表现在以下几方面：
一、名词化(Nominalization)是英语常见的现象。
名词化主要指用名词来表达原来属于动词（或形容词）所表达的概念，如用抽象名词来表达动作、行为、变化、状态、品质、情感等概念。
运用名词化表达法(nominal style)可以使叙述较为准确，贴切，但也会使语言抽象、难解。
The doctor‘s extremely quick arrival and uncommonly careful examination of the patient brought about his very speedy recovery.
医生迅速到达，并非常仔细地检查了病人，因此病人很快就康复了。
二、用名词表示施事者(Agentive noun)，以代替动词。
英语除了用抽象名词表示行为和动作（如realize→realization, complete→ completion）等概念外，还常用含有行为和动作意义的普通名词代替动词。大量由动词派生（如以-er或-or结尾）的名词既表示施事者，又保留原来动词的意义。
You‘re all clock-watchers today! 你们今天老是看着钟表等待下班啊！
He is a good eater and a good sleeper. 他能吃能睡。
I used to be a bit of a fancier myself. 我过去常常有点喜欢胡思乱想。
Since he lost his job, he‘s been a loner. 他失业以后，就很不合群了。
You must be a very bad learner, or else you must be going to a very bad teacher.
你一定很不善于学习，要不然就是教你的人很不会教。
三、用名词代替形容词，构成标题式短语(Headline phrase)。
报刊标题为了节约版面，尽量略去虚词和其他次要的词，把具有刺激性的词语(stimulating words)挤压在一起，因而名词连用便成了一种―free-and-easy habit‖，
如：gold reserve, generation gap。
四、名词优势造成介词优势。
介词前置于名词或名词性词语，由于英语多用名词，必然也要多用介词，因而产生了介词优势。随着英语大量废弃名词和形容词的形态变化，介词便取而代之，起了某些形态变化的作用。介词优势与名词优势结合，使英语的静态倾向更为显著。如：behind him, for Chicago, with these words, in operation.
The machine is in operation.机器正在运行。
五、动词的弱化与虚化。
英语里最常用的动词正是动作意味最弱的动词——to be，其各种形式（包括must be，may be，should have been等都缺乏动态感，由“it”或“there”与“be”构成的句式，其静态意味更加明显。
六、用形容词或副词表达动词的意义。
英语常用动词的同源形容词与弱化动词相结合的方式表达动词的意义。
英语里表示心理或生理感觉的形容词以及其他形容词也常常与弱式动词构成系表结构，表达相当于动词的意义。
The doctor felt sympathetic with his patients.医生同情他的病人。
英语还常用副词来表达动词的意义。
例：Down with the old and up with the new.
总之，英语常常通过动词的派生、转化、弱化和虚化等手段，采用非动词的形式（如名词、介词、形容词、副词等）表达动词的意义，因而表达呈静态。
与此相比，汉语则倾向于多用动词，其动态倾向主要表现在以下几方面：一、动词连用是汉语常见的现象。
汉语连动式和兼语式句子都包含着两个或两个以上的动词。连动式、兼语式、把字式和被字式这四个句式还常常互相包孕套用，构成各式各样的多动词谓语句。
二、动词（或动词词组）可以充当汉语句子的各种成分。
汉语动词及动词词组，包括连动式词组、兼语式词组，无需改变形式就可以充当句子的各种成分。如此一来，汉语句子就显得到处都有动词了。
四年级英语上册全册教案新版广州版 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
四年级英语上册全册教案（新版广州版） Unit10 Can I help you? 一、教学目标 （1）知识目标 1，能听懂、会说、初步认读衣服类单词：sweater，T-blouse,做到发音准确。 2，能听懂、会说Can I help you？并用I’d like …作出回答。 3，通过Good to known. 让学生慢慢懂得讲礼貌的重要性。 （2）能力目标 1，能在实际生活中运用英语表达熟悉和喜爱的衣服。 2，培养学生根据情景正确运用语言的能力。 （3）情感态度目标 1，在活动中培养学生的协作精神。 2，培养学生认真、积极、大胆的学习态度。 3，学生慢慢懂得了讲礼貌的重要性。除了在购物 时要讲礼貌，我们要在任何时间任何地点都要讲礼貌，讲礼貌还体现在相互帮助相互团结上，上一阶段日本大
地震，在地震中我们看到了人与人之间的相互帮助相互团结，都在尽所能帮助需要帮助的人们。 二、教学重难点 1,能听懂、会说、初步认读衣服类单词：sweater，T-blouse，提高学生对单词的听、说、认、读能力。 2，听懂、会说Can I help you？并用I’d like …作出回答。通过活动复习巩固本单元的重点句型，让学生能灵活的运用所学的句型进话。引导学生用完整的英语句子来表达自己的观点，提高学生对句子的组织能力和运用语言的能力，以及对知识的拓展能力。 三、课前准备 教材，练习纸，水果类、玩具类以及衣服类的图片单词卡片，PPT课件，网络等。 四、教学步骤: Warm-up and review (1)Greeting T: Good morning ,boys and girls! S: Good morning,Miss Xu! T(教师边说边做动作):In class,we should do eye，S:look; T:ear, S:listen; T:mouth, S:say
三年级英语下册教学计划 一、班级基本情况： 英语对于小学三年级所有学生来说，都是从同一水平开始学习。教师应从激发学生学习英语的兴趣入手，培养学生学习英语的积极性，使他们建立初步的学习英语的自信心，初步了解中西文文化的差异。 二、教材分析： 《义务教育课程标准实验教科书英语(PEP)》供三年级起使用，是人民教育出版社与加拿大Lingo.Media国际集团合作编写的一套全新的中小学衔接的英语教材。这套教材是根据教育部制定的《国家英语课程标准》和《小学英语教学基本要求》编写而成的。 全册教材的重点难点 本册教材的重点为字母教学，会话教学和词汇教学，其中字母教学是重中之重，因为它是英语学习的基础，对学生今后的发音拼读和记忆单词都至关重要。每单元均出现5-6个字母，每个字母均配有两个以该字母为首的例词。 本教材的难点在于字母的读音和书写，要让学生分辨易于混淆的发音和学会用正确的书写体形 式来书写字母；教材的会话教学也是难点之一，要使学生能在相应的情景下学会说相应的话来。 三、教学内容与目标： 1、能听懂、会说12组会话，并能进行简单的交流。 2、能听、说、认读50个单词和听、说、读、写26个字母（包括同学、家庭成员、数字、水果、方位、动物等6个话题），并能简单地运用。 3、能听、做6个“TPR”活动。 4、能学会2个小制作。 5、能唱8首歌曲。 6、能听、说、唱7首歌谣。 7、能完成8个自我评价活动。 8、能了解6项简单的中西方文化知识。 四、教学方法 （一）会话教学（Let’s talk/Let’s play） 本教材的会话部分设计了各种真实自然的情景，并以连环画的形式出现。其目的在于分散教学难点，循序渐进，便于表演。三年级儿童的特征就是爱玩，好表现自己。因此，用表演和游戏的形 式来进行交流，学习语言、运用语言是最恰当的，在会话教学中，注意融会话教学于情景表演之中（Let’s talk），让学生在表演中练，在交际活动中用，而不要将会话教学变成跟老师念，跟录音
Unit one What’s he like? Lesson 1 一．教学内容Main scene Part A (let’s try let’s talk) 二．教学目标绿色圃中小学教育网https://www.doczj.com/doc/5b837506.html, 1．能正确听，说，朗读“Who is ...?-- He/She is...What’s he/she like? -- He/She is... Is he/she…?--Yes,he/she is. No, he/she isn’t.” 2.能正确听，说，认读表示人物外貌与性格特征的形容词 old ,young,funny,kind,strict,polite,hard-working,clever. 3.能听懂，会说，会表演Let’s talk 的内容并在真实场景中运用。 三．教学重难点 重点：学生能够表演Main scene 和let’s talk的交际内容，能够根 据实际情况用英语讨论他人外貌与性格特征。 难点：用英语准确询问并回答人物特征，如：“Who is …? He/She is…What’s he/she like? He/She is …Is he/she…?Yes,he/she is. No, he/she isn’t.” 四．课前准备 教师自制的单词卡、录音机、录音带 五．教学过程 Step1. Warming-up 1.Let’s look and say the names.(教师出示本单元通过多媒体播放一些 卡通图片，分别展示年老，年轻，滑稽，有礼貌，工作努力，聪明， 严格等外貌与性格特征，让学生认读，说一说这是谁，怎么样。)
源莲山课件 w ww.5 Y K j.Co M 课题 Unit 1 Welcome back to school！课型新授课课时 A-1 教 学 目 标知识与技能：能听说单词Welcome，back，boy,and，girl,we,new, friend,today,from等；会运用句子I’m /I’m from介绍自己及自己的情况。 过程与方法：创设情景，小组合作学习中巩固运用句型和单词。 情感、态度和价值观：培养学生尊重他人的良好品质。 重点 难点理解单词boy，girl，friend。 1.boy和from的读音不易掌握。 2.认识和理解英语中人名、地名及国家名称的写法和读 法。 学法 指导学生活动教具 学具单词卡片 通案个案 一、热身/复习（Warm-up/Revision） 师生问候，用英语打招呼 Welcome back to school！复习巩固学过的内容，创设英语学习氛围。 二、新课展示（Presentation） 1.教师借助Amy和 Zhang Peng的头饰向学生介绍引出单词：boy，girl，friend。 2.利用单词卡片生认读单词:boys and girls, today, new friends。 3.教师带头饰自我介绍：Hi，I’m Amy. I’m from the UK.借助国旗引导学生认识英国的英语名称。 4.教师带头饰自我介绍：Hi，I’m Zhang Peng. I’m from Shandong.借助国旗引导学生认识英国、美国和加拿大的英语名称。
5.教师点拨：英语中人名、地名和国家名称的首写字母大写的写法。the UK是英文缩写形式必须都大写，读作U和K。 （6）听课文录音，跟读对话。 三、趣味操练（Practice） 1.学生两人一组分角色练习对话。 2.小组展示：表演对话。 3. Look and say：看国旗，编对话运用句子：I’m /I’m from介绍自己及自己的情况。理解What about you？的含义。 四、作业（Homework） 仿照课文对话，自己创编对话并表演。 课 堂 检 测一、看图连线。 boy friend girl 一、选择。 1. I_____Amy. A.am B.is C.are 2. I am _____ the UK. A.of B.from https://www.doczj.com/doc/5b837506.html,e 3. We ____ two new friends today. A.has B.have C.having 4. 介绍自己来自美国时，应说：A.I’m from the USA.B.I’m the USA. 5. 介绍自己时应说：A.I’m Amy. B.This is Amy. 课题
Unit 1 Organization Teaching Objectives 1.To require students think what organization is. 2.To help students master the key language points and grammatical structures in the text. 3.To enrich students’ English for careers. 4.To improve students’ listenin g, speaking, reading and writing skills. Teaching focus https://www.doczj.com/doc/5b837506.html,prehension of reading A. 2.Master the key language points and grammatical structures in the text. 3.Listening and writing skills. Teaching procedures Step1. Warming-up Students read warming-up Task1. Get students to look at the logos. Go through the pronunciation of any problematic word. Ask students to give the names of the countries. Give the answers. Step2. Background Information What is a logo? Company introduction Step3. Language points Step4 Reading A explanation a.Students read the passage and find out important events in the different periods of Google’s history on page 5. b.Ask students to divide this text into several parts and sum up the main ideas. c.Teachers explain the text in details one paragraph by one paragraph and give the translation Step5 Reading B Step6 Listening & Speaking Step 7 Writing How to write an envelope?
PEP小学英语四年级上册 全册教学设计 一、本册教学内容介绍： 四年级上册共6个单元、2个复习单元。第一单元 My classroom 第二单元 My schoolbag 第三单元My friends 第四单元 My home 第五单元 Dinner’s ready ? 第六单元 Meet my family.每单元分“A、B、C”三个部分。每个单元的最开始有一个主情景图，呈现本单元的主要教学内容。接下A和B部分Let’s learn主要学习生单词，Let’s do或Let’s play 是提供活动来练习和巩固这些生单词的。Let’s talk主要学习交际用语。Let’s spell 是为加强5个元音字母的发音而设立的，Let’s chant通过TPR 和游戏来巩固所学语言。Read and write 、Write and say主要是培养学生的四会能力和阅读能力。C部分主要是适当扩展学生的语言能力，复习和巩固所学语言。听：Let’s check 能听懂录音并找出正确答案。说：Let’s talk 能运用所学日常用语进行交流；读：四年级上册Read and write 能正确地读出字母的发音以及字母在单词里的发音；写：Write and say 能按笔顺正确地书写26个英文字母；做：Let’s do,能通过看图片了解并会做相应的动作。 二、教学总目标： 整套小学英语教材的教学目的是激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心；培养学生具有一定的语感和良好的语音、语调、书写基础，以及良好的学习习惯；使他们初步具备用英语进行简单日常交流的能力，。同时培养学生的观察、记忆、思维、想象和创造能力。适当介绍中西方文化，培养学生的爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。 本册具体的教学目标是： 1.能听懂、会说12组会话，并能进行简单的交流。 2.能听、说、认读84个单词和听、说、读、写5个元音字母并且能听、说、读、写25个单词（包括教室、书包、同学、家具、住宅结构、家庭成员、职业、数字、爱好、食品和饮料、餐具等几个话题），和进行简单的运用。 3.能听、做7个“TPR”活动。
教学计划 一、内容分析：本学期使用教材是《九年义务教育六年制小学教科书英语（第五册）》 （PEP PRIMARY ENGLISH STUDENTS’ BOOK 5）,本册教材分为六个单元，两个复习单元。 内容安排 单元题目话题 Unit 1 My new teachers Appearance ; character Unit 2 My days of the week ? Subjects ; weekend activities Unit 3 What’s your favourite Food and drink food ? Recycle 1 Unit 4 What can you do ? Housework Unit 5 My new room ? Room ; furniture Unit 6 In a nature park Nature things Recycle 2 本册教材强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。 二、班级情况分析 三、主要教学目标： 1、能听、说、读、写92个单词或短语以及13组句子和9个单句。（包括教师、课程、 食物、家务劳动、居室家具和自然景物等几个话题）要求能在真实语境中正确运用并呢感读懂简短语篇。 2、能听、说、认读16个单词。 3、能学会6个手工制作。 4、能听懂、会唱8首歌曲。 5、能听、说、吟唱12首歌谣。 6、能完成6个自我评价活动。 7、能听懂6个幽默小故事。 8、能了解6项简单的中西方文化知识。
四、提高教学质量措施： 1、 融会话教学与情景表演之中 2、 巧用实物、头饰、卡片、chant 等来帮助进行单词教学。 3、 利用读写课等时间对学生进行单词书写的指导。 4、 注意词汇的呈现方式 教 学 进 度 表 周次 起讫日期 教材内容 备注 1 8.31—9.6 Unit 1 国庆节 元 旦 2 9.7—9.13 3 9.14—9.20 4 9.21—9.27 Unit 2 5 9.28—10.4 6 10.5—10.11 Unit 3 7 10.12—10.18 8 10.19—10.25 9 10.26—11.1 Recycle 1 10 11.2—11.8 Unit 4 11 11.9—11.15 12 11.16—11.22 Unit 5 13 11.23—11.29 14 11.30—12.6 Unit 6 15 12.7—12.13 16 12.14—12.20 Recycle 2 17 12.21—12.27 18 12.28—2004.1.3 总复习 19 1.4—1.10 20 1.11—1.17 21 1.18—1.24 Unit 1 MY NEW TEACHERS 第一课时 教学目标与要求 1、能听、说、认、读，并理解本课的五个新单词：young, heavy, old , funny, kind ； 2、能掌握句型：Who?s your …? What?s he /she like? 并能在具体的语境中运用； 3、培养学生热爱、尊敬老师的情感。
(此文档为word格式，下载后您可任意编辑修改！) 三年级英语下册教学计划 一、全册教学目标： 根据小学生的生理和心理特点以及发展需求，小学阶段英语课程的目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调基础；使他们形成初步用英语进行简单日常交流的能力。同时，注重培养学生的观察、记忆、思维、想象和创造能力。适当介绍中西文化，培养学生学生爱国主义精神，增强世界意识，为进一步学习打下基础。 1 .激发学生学习英语的兴趣。 2 .培养他们良好的语音、语调、书写基础。 3 .培养他们良好的学习习惯。 4 .培养学生的观察、记忆、思维、想象和创造能力。 5 .培养学生的爱国主义精神、增强世界意识。 （一）知识目标 1）能听懂会说12组对话，并能进行简单的交流；（A、B、C类学生） 2）能听说认读50个单词和听说读写26个字母，并能简单运用；（A、B、C类学生） 3）能听做6个TPR活动（A、B、C类学生） 4）能学会小制作；（A类学生） 5）能唱8首歌曲。（A、B类学生） 6）能听说唱7首歌谣；（A、B、C类学生） 7）能完成8个自我评价活动；（A、B类学生） 8）能听懂6个幽默小故事；（A类学生）
9）能了解6项简单的中西方文化知识。（A类学生） （二）技能目标 培养学生的观察力，记忆力，用英语进行直接思维的能力，进一步发展学生的想象力和创造能力。 （三）情感态度 激发学生的学习英语的兴趣，对英语学习具有积极的学习态度，有学习的信心，具备良好的语音语调书写基础，具有认真听大声说仔细读正确写的习惯。 （四）文化意识 1.知道英语中最简单的称谓语、问候语和告别语； 2.对一般打招呼、问候做出恰当的反应。 二、教材分析与学生情况分析： 本套教材的设计和编写体现了外语教学思想的继承和发展，吸收了当今国内外把英语作为外语教学的理论和成功的经验，把这些教学理论和实践经验同我国小学英语教学的实际有机结合起来，形成了适合我国英语教学基本状况的模式和方法。总思路是以话题为纲，以交际功能为主线，兼顾语言结构逐步引导学生运用英语完成实际目的的语言任务。即：话题—功能—结构—任务。 教材的主要特点: 1 .强调语言运用 本套教材吸收了交际教学思想，注重学生语言运用功能的培养。教材在整体构思，内容安排，活动设计和教学方法选用等方面都紧密联系学生的生活实际，体现了语言的交际功能。 2 .注重能力培养 力求用生动简单，通俗易懂的方式渗透学习策略目标鼓励学生能动思考，主动做事，自动调整学习方式发掘他们积极求知，努力进取的潜能。 3 .突出兴趣激发
Unit 4 Product Teaching objectives: 1) Grasp the main idea and structure of the text; 2) Master the key language points and grammatical structures in the text; 3) Reading strategy and methods 4) How to make a catalog ? Teaching contents: Reading A & B Teaching focuses: 1) the main idea of the reading A & B; 2) the key language points and grammatical structures in the text; 3) How to make a catalog ? Teaching methods: Task-based Approach; Communicative Language Teaching; Activity Teaching Approach; Question-answer Teaching Approach. Teaching aids: blackboard, multimedia, tape Teaching procedures: Step 1 Greetings and revision 1) Check the homework 2) Dictation (Unit 3) Step 2 Warming-up 1) work in pairs. Choose one product from each pair and explain why. 2) Ask Ss to role-play their dialogs. 3) Discuss: what factors do you need to consider before you buy a product ? which one is the most important for you ? why ? Suggested answers: Before you make purchase of any product, there are some factors you should consider. Necessity : Do you really need this? Property: Do I really like this? Am I really satisfied with the quality ,color, shape, packaging, etc.
最新2014人教版小学英语四年级PEP英语上册教案全册全 套 第一课时教学设计示例 课题: Unit One My classroom 教学重点: 学习What’s in the classroom?及相关单词:classroom, window, door, picture, board, light。 window一词注意w的发音，不要与v的发音混淆，教师在教学中应及教学难点:1( 时纠正。 2( 在回答“What’s in the classroom?”时，注意单词复数的读音。 教具准备: 1( 教材相配套的教学课件,Unit 1 Let’s learn/A, 2( 教材相配套的教学录音带 3( 教师自制的单词卡 4(一张画有教室的大图 教学过程: (一)热身、复习 (Warm-up / Revision) 1( 教师播放第一册Recycle 1单元中得“Chant and find”部分，学生跟着 录音一 起说。 2( 教师出示与chant内容相符的图片，问:“What’s in the picture?”让 学生进行回答。Picture一词由这里引出。
3( 复习pencil, ruler, bag, book, pencil-case, sharpener, eraser, crayon,pen 等单词。 4( 引导学生用以上单词做问答练习，如:What’s in the bag? What’s in the pencil-case ? 5( 在学生回答出问题后，教师可再追问:How many pencils/pens…?使学生能 用复数进行回答。如:What’s in the pencil-case? A ruler, two pencils… (二)呈现新课(Presentation) 1( 教师把一张画有教室的大图贴到黑板上，说:This is a classroom. What’s in the classroom? 2( 学生听懂后，教师可先试着让学生回答，能说出英文的学生给与表扬(desk, chair, picture都已学过)，也可让学生用中文回答。 3( 告诉学生我们要学习有关classroom的内容，教读classroom 4( 让学生观看本部分的教学课件2遍。,Unit 1 Let’s learn/A, 5( 让学生看着课件的画面回答:Wh at’s in the classroom? (在看了两遍课 件的基础上,考查学生的听力和记忆能力)学生不见得都能回答出来,能说出部分即可。教师可针对学生回答的不同程度进行指导，鼓励学生完整的回答出来。如有困难，可再看一遍本部分的教学课件。 What’s in the classroom? A board, two lights, many desks and chairs… 当学生只回答出 board, light, desk and chairs 时，教师进一步再问:How many? 或One board. Two lights. 教师可以直接把many一词告诉学生。引导学生 说出:A board
小学英语三年级下册教案＿全册
课题：Unit 1 Welcome back to school（第一课时） 【设计者】 实验小学东校区张丽萍 【教材】 人教版三年级英语下册 【课程标准】 能根据教师指令做动作、做游戏、做事情。 【内容分析】 本节课是本学期开学的第一课，教师可以充分利用生活情景介绍新来的学生。本节课是本单元的基础，重点是让学生听懂会说一些简单的问候语，并能介绍自己。这也是本节课的难点。主要采取师生、生生互相合作，学生在愉快的学习氛围中习得和学得。 【学情分析】 学生刚开学，学习热情比较高，情绪比较高昂。尤其是来了新学生后，学生们都会有好奇心，喜欢结交新朋友。可通过学生的兴趣与积极性，营造学习氛围。 【学习目标】 1、学习句型“I’m from …./ Boys and girls ,we have two new friends today 2、会说、活用： Welcome! 3、巩固、操练对话的句型，鼓励学生在真实情景中会话 【评价设计】 通过听力练习，检查学生对Let’s talk 部分主要句型I'm from...的理解和掌握情况。【学习过程】
课题：Unit 1 Welcome back to school（第二课时）【设计者】
实验小学东校区张丽萍 【教材】 人教版三年级英语下册 【课程标准】 理解单词含义并能灵活运用于实践。 【内容分析】 本节课主要通过各个国家标志性建筑物学习国家的名称，在教学时，应尽量利用图片进行教学，渗透中外文化知识的学习。 【学情分析】 学生刚开学，学习热情还比较高，继续调动他们的情绪，学生对我国国歌、国旗等比较熟悉，因此从展示中国国歌、国旗入手引出China,再逐步引到其他国家的名称教学。 【学习目标】 1、本部分主要学习UK,Canada,USA,China,要求学生能够听、说、认读， 2、能够听懂、会说“I’m from … 3. Let’s chant通过歌曲巩固本课单词。 【评价设计】 通过游戏操练，检查学生对Let’s learn 部分中表示国家的词的掌握情况。 【学习过程】
人教版四年级英语上册教案 课题：Unit One My classroom第一课时导学稿 教学目标： 1．能听懂、会说：What's in the classroom? Aboard, two lights, many desks and chairs. 并能在实际情景中运用。 2．能听、说、认读本课主要单词：classroom, window, door, picture, board, light, 3．能听懂并能按照指令做事情。 教学重点：学习What's in the classroom?及相关单词：classroom, window, door, picture, board, light。 教学难点： 1．window一词注意w的发音，不要与v的发音混淆，教师在教学中应及时纠正。 2．在回答"What's in the classroom?"时，注意单词复数的读音。 教具准备： 1．教材相配套的教学课件［Unit 1 Let's learn/A］ 2．教材相配套的教学录音带 3．教师自制的单词卡 4．一张画有教室的大图 教学过程： （一）热身、复习（Warm-up / Revision） 1．教师播放第一册Recycle 1单元中得"Chant and find"部分，学生跟着录音一起说。 2．教师出示与chant内容相符的图片，问："What's in the picture?"让学生进行回答。Picture一词由这里引出。 3．复习pencil, ruler, bag, book, pencil-case, sharpener, eraser, crayon, pen等单词。 4．引导学生用以上单词做问答练习，如：What's in the bag? What's in the pencil-case ? 5．在学生回答出问题后，教师可再追问：How many pencils/pens…？使学生能用复数 进行回答。如：What's in the pencil-case? A ruler, two pencils… （二）呈现新课（Presentation） 1．教师把一张画有教室的大图贴到黑板上，说：This is a classroom. What's in the classroom? 2．学生听懂后，教师可先试着让学生回答，能说出英文的学生给与表扬（desk, chair,
外研版小学英语book 5全册教案 Module 1 Unit 1 Did you come back yesterday ? 教学重点： ice cream ran-run met-meet back from China last Sunday 教学难点： Did you come back yesterday ? No, we came back last Sunday . I dropped my ice cream. 教学工具：radio and word pictures 教学程序： 1、热身复习 教师欢迎学生暑假后回到学校，请学生谈一谈自己的暑假生活。教师问Where did you go during your summer vacation? What did you see there? What did you eat? 这样可以营造学习氛围，让学生逐渐重新习惯用英语会话，为后面的学习奠定较好的基础。 2、任务呈现与课文导入 learn the new words and introduce the text in Chinese. The teacher should say sth about the text background. 3、课文教学 （1）学习新词 教师出示above ice cream finish ran-run met-meet back from China
last Sunday的图片及拼写卡片，问学生What is this in English？并分别领读这些单词。 教师将图片帖在黑板上，再分别出示与之相匹配的单词及词组卡片，要求学生将这些卡片帖到对应的图片下方。 (2) SB活动1 听课文录音回答问题。教师提问Did Amy come back yesterday ? Who dropped the ice cream. ? 放第一遍录音，学生回答问题。 教师让1-2个小组来汇报结果。 听录音跟读。放第二遍录音，学生可以根据自己英语的程度自由选择是否参考句子及图片。要求学生跟读每一句话，并尽量模仿录音中的语音、语调。 （3）SB活动2 学生三人一组，分别扮演对话中的Lingling，Amy和Sam（如果有配套的动画片，可让学生在角色扮演前先看一遍，让学生更好地理解语境语言，加深印象）。告诉学生这里就是伦敦。Lingling，Amy和Sam现在London。请学生将对话演出来，表演时可以离开座位自由对话。最后请自愿者在全班面前表演。 4、任务完成 SB活动3。 5、课后作业 （1）听读SB活动2中的对话。
小 学 三 年 级 英 语 下 册 教 案 PEP小学英语三年级下册教学计划一、指导思想
认真学习教育教学理论,全面贯彻党的教育方针政策,认真学习新课改的精神,采用符合学生年龄、心理特征与语言规律的教学方法。 二、小学英语课程的教学目的: 根据小学生的生理与心理特点以及发展需求,小学阶段英语课程的目的就是激发学生学习英语的兴趣,培养她们英语学习的积极态度,使她们建立初步的学习英语的自信心;培养学生一定的语感与良好的语音、语调基础;使她们形成初步用英语进行简单日常交流的能力。同时,注重培养学生的观察、记忆、思维、想象与创造能力。适当介绍中西文化,培养学生学生爱国主义精神,增强世界意识,为进一步学习打下基础。 三、教学方法: 1 会话教学 融会话教学于情景表演之中,让学生在表演中练。 2 词汇教学] 巧用实物与卡片, 融词汇于会话教学中。 3 歌曲与歌谣教学 在每节课中渗透, 灵活运用在各个教学环节中,
唱演结合,培养艺术素质。 4 趣味故事教学 5 阶段复习 四、学生情况分析: 通过上个学期的学习,学生们对英语已经有了一定的了解,并掌握了一些日常对话用语与一定量的词汇。但就是仍然有一部分学生对学习英语有一定的困难,需要本学期来加强学习英语的能力。同时本学期应该在课堂上加强学生的英语口头表达能力。(请各科老师具体分析自己班级的学生情况,从学生的年龄特点、心理特点、知识接受的特点、上学期的班级成绩以及班风、学风等方面具体分析,以适合自己的班级教学。) 五、提高教学质量的措施: 小学生主体性地位在英语对话教学中的体现,小学英语对话教学在整个英语教学中占有相当大的份量。怎样充分体现学生学习主体性地位呢？在小学英语教材中,安排了许多浅显易懂、生动活泼的对话。根据这些对话稍稍用心设计一下,便能让学生成为学习的主人,取得意想不到的效果。 (一)、建立与谐、民主的教学环境,形成学习对话的良好氛围。 通过复习与新授对话内容有联系的已学过的对话,为新对话教学作好辅垫,并可以以此导入新对话教学。从而达到以旧引新,更好地为新授打好基础。对话的方式可以有:教师与全班对话(个别学生也可),或就是让学生问候教师,学生与学生的对话。
外研社新职业英语第二版职业综合英语1 Unit3教案1 授课时间 班 周星期第节 班 周星期第节 班 周星期第节 课次12 学时数 2 授课形式 （请打√） 纯理论□纯实践□理实一体化□习题课□其他□授课题目Unit3 Business Meals: Lead–in &Reading A: Deals over Meals 教学目的Ss learn how to arrange the table seats for an English banquet Ss Understand the main idea and structure of the text 教学重点 1. The usages of new words and expressions in reading A 2. Understanding of Reading A 教学难点 1. How to use the key words and expressions in Reading A 2. Analysis on the text structure 使用的教 具/多媒体 /仪器/仪 表/设备等 Textbook; PPT;CD 教学方法Case teaching; Pair-work; Analyzing 参考资料English for Careers (Book1)
教学基本内容及设计Unit 1. Reading A: Deals over Meals I.Warm-up (10’) Task Complete the following table seating arrangement. Principles of Seating Arrangement Guest Information II. Reading A: Secretaries (80’) 1.Lead-in 2.Global reading (1) Listen to the passage while reading and think about the main idea of each paragraph. (2) Information collection a. Skimming Task1 Read the passage. Then match the business meals with their characteristics. b. Scanning Task 2 Decide which of the fo llowing behaviors are Do’s or Don’ts for business meals according to the passage. 3.Intensive reading a. Text structure analysis Para 1: Westerners do business over all kinds of meals. Para 2: Different meals have different characteristics. Para 3: Watch your behavior during business meals. Para 4: Mastery of good table manners is of great help. Para 5: Polite dinning at the table pays. b. Language Points entertain: e.g. 1. I’ll entertain my friends over the weekend. 2. The child was entertaining himself with his toys. build up: to build; to increase, or become bigger or stronger gradually
通册备课 一、教学内容: BOOK 3 本册书共六单元，课本内容共分六部分： Unite 1 My Classroom Unite 2 My Schoolbag Unite 3 My Friends Unite 4 My Home Unite 5 What Would You Like? Unite 6 Meet My Family! 二、教材分析 为确保良好的教学效果，在教学新内容时要强调听准，辩清，观察，模仿，练习运用。即： 听音——仔细静听; 辩音——辨清发音; 观察——注意观察; 模仿——认真模仿；练习——积极练 习; 运用——实际运用； 课堂练习 A----活动手册 它是本套教材教科书的主要组成部分，与课本同步进行。 B----单元练习 每单元课后用一课时巩固前面内容。 录音带，投影片和教学挂图，音标卡片，字母卡片，教学图片。这些辅助材料，均为配合课本的系列辅助材料，不仅可以帮助教师有效的进行教 学，而且可以活跃课堂气氛，增加学生学习英语的兴趣。 三、教学目的 1、对于有一年学习基础的学生要求进一步提高，加强儿童对英语的感 性知识，激发他们学习英语的兴趣和培养能力，使学生敢于大胆开口说英语，在理解的基础上表演英语。 2、打下较好的语音，语调和书写基础。 3、养成良好的书写习惯，根据单词的拼写和发音规则认读和拼写单词。 四、重点难点： 1、“四会”单词的教学。 2、每一课的会话的表演。 3、四会单词的拼写。 五
一、教学内容 1、本单元要求会听，说，认读的单词： window board light picture door floor classroom computer wall teacher’s desk fan what in the we have new go where 2、本单元要求会听，说的单词和词组： many our seat near classmate clean have a look good idea all right good job 3、帮助学生在掌握单词的基础上造出句子，编出对话，学以致用。 4、培养学生用英语交流的能力，为学生的进一步学习奠定基础。 二、教学要求 1、能听懂、会说，会用每一课会话。
Unit1 What’s he like? 单元备课 一、教材简析 本单元重点学习人物体貌特征和个性语言，重点学习的句型是：Who’s your art teacher? What’s he like? Is she …? Yes, she is /No, she isn’t.这单元主要描写的人物体貌特征，所以我们可以让孩子对所认识的老师进行描述。二、教学目标 （一）能力目标 1.能够简单描述自己教师的体貌特征及性格特点，如：We have a new English teacher. He’s tall and strong. He’s very funny. 2. 能够询问并介绍学校里教师的情况，如：Who’s your English teacher? Mr Ding.He’s from China. What’s he like? He’s tall and strong. 3.能够听懂一些描述人物特征的简单对话，完成学生用书中的Let’s try 部分。 4.能够听懂、会唱歌曲“My New Teacher”.能够灵活替换歌词中的 科目及表示人物特征的形容词。 （二）知识目标 1. 理解A、B部分Read and write 中的会话，并根据提示填充句子或 回答问题。 2.听、说、读、写A、B部分Let’s learn 和Read and write 中的四会单词和句子。 3.理解Let’s start、Let’s find out、Let’s sing、Let’s chant 和Pair work 等部分的内容。 4.了解Pronunciation部分的字母组合在单词中的发音，并能熟练读 出例词,了解Task time 、Story time、Good to know等部分的内容。 （三）情感、策略、文化等有关目标 1.情感态度：根据小学高年级阶段学生的特点，引导他们在英语学习 过程中更大限度发挥自主学习能力，积极主动地进行英语学习，更好地激发他们英语学习的兴趣。 1