英语语言学演示教学

英语语言学演示教学

精品好文档，推荐学习交流Insemanticanalysisofasentence,thebasicunitiscalledpredication,whichistheabstractionofthemeaningofasentence.WH-movementisobligatoryinEnglishwhichchangesasentencefromaffirmativetointerrogative.Thelocalizationofcognitiveandperceptualfunctionsinaparticularhemisphereofthebrainiscalledlateralization.Phrasestructurerulescangenerateaninfinitenumberofsentences,andsentenceswithinfinitelength,duetotheirrecursiveproperties.Someimportantmissionsofhistoricallinguistsaretoidentifyandclassifyfamiliesofrelatedlanguagesinagenealogicalfamilytree,andtoreconstructtheprotolanguage,theoriginalformofalanguagefamilythathasceasedtoexist.34.Phrasestructurerulesaretherewriteruleswhichallowforthepossiblecombinationofwordstoformphrasesandsentences.37.Standardlanguageisasuperposed,sociallyprestigiousdialectoflanguage.Itisthelanguageemployedbythegovernmentandthejudiciarysystem,usedbythemassmediaandtaughtineducationalinstitutions.38.Linguistictabooreferstoawordorexpressionthatisprohibitedbythe“polite”societyfromgeneraluse.39.Acculturationisaprocessofadaptingtothecultureandvaluesystemofthesecondlanguagecommunity.40.Itissimpleandmodifiedspeechusedbyparents,baby-sitter,etc.whentheytalktoyoungchildrenwhoareacquiringtheirnativelanguage.仅供学习与交流，如有侵权请联系网站删除谢谢4\n精品好文档，推荐学习交流41.Enumeratethreecausesthatleadtothesystematicoccurrenceoferrorsinsecondlanguageacquisitionandgiveyourexamples.1)Mothertongueinterference2)interlingualinterference3)Overgeneralization42.EnglishhasundergonetremendouschangessinceitsAnglo-Saxondays.Identifythemajorperiodsinitshistoricaldevelopmentandnamemajorhistoricaleventsthatledtothetransitionfromoneperiodtothenext.Majorperiods:OldEnglish(449-1100)MiddleEnglish(1100-1500)ModernEnglish(1500-present)Historicalevents:TheoldEnglishperiodbeganwiththeinvasionoftheBritishIslesbyEnglish-speakingAnglo-SaxonsfromEurope,andendedwiththearrivalofNormanFrenchinvadershistoricallyknownastheNormanConquest.TheMiddleEnglishperiodisdistinguishedfromtheOldEnglishperiodbytheNormanConquest.TheEuropeanrenaissancemovementmarkedthebeginningoftheModernEnglishperiod.(F)23.Theconclusionswereachaboutthephonologyofonelanguagecanbegeneralizedintothestudyofanotherlanguage.(F)24.Themeaning-distinctivefunctionofthetoneisespeciallyimportantinEnglishbecauseEnglish,unlikeChinese,isatypicaltonelanguage.(T)25.Thesyntacticrulesofanylanguagearefiniteinnumber,andyetthereisnolimittothenumberofsentencesnativespeakersofthatlanguageareabletoproduceandcomprehend.仅供学习与交流，如有侵权请联系网站删除谢谢4\n精品好文档，推荐学习交流初高中历史衔接阶段性总结初高中历史教学的衔接，应该是中学历史教师十分关注的问题。因为本身初高中历史教学在各方面都不是孤立的，相互之间有一定的联系。学生在进入高中历史学习以前，已经在初中有了一定的历史知识，从而形成了一定的认知和思维方式。假如高中历史教师能处理好初高中历史教学的衔接，那不仅能省却高中历史教师很多“重复劳动”，还能帮助学生更快地适应高中历史的学习，甚至激发更多学生学习历史的爱好。首先，我们来看一下初高中历史教学的衔接上，还存在着哪些值得注重的问题，以寻求解决的方法。一家之言，望共同探讨。一、初中与高中历史课程的“脱节”从新课标设计的教科书编排结构来看，初中为通史框架，高中开专题课提高。高中新教材的“模块－专题”编排方式，这种以专题为主的形式，但会给教学带来不少困难。况且，目前初中教材叙述方法比较简单，语言通俗易懂，直观性、趣味性强，结论也轻易记忆，而高中教材叙述比较严谨、规范，抽象思维要求明显提高，知识难度加大，且习题类型多，解题技巧灵活多变。此外，与老的教学大纲相比，初中阶段的新课标已经将教学难度大大降低，而高中阶段的新课标不再要求学两门通史，相比之下，高中新课标对学生的要求不是比过去降低反而是提高了，因而，导致在学生的初中学习与仅供学习与交流，如有侵权请联系网站删除谢谢4\n精品好文档，推荐学习交流仅供学习与交流，如有侵权请联系网站删除谢谢4