备考建议

A2

Listening 听前仔细读懂题目要求和选项 预判文章主题和大意 划出题目中的关键词帮助记忆关键信息 文章顺序与题目相同 第四部分标题就是文体

听中 理解大意 完成一题快速看下一题 根据上下文猜测生词意思

听后 不确定时选最像的一个 注意字数要求

Reading

读前 明确任务类型 提前熟悉题型

读中 关注题目 完整阅读文章后答题 根据上下文猜测生词 划出关键词方便定位 注意时间

读后 尽量读第二遍检查 不空题

Writing

仔细审题 圈出关键词 确保涵盖所有要点

语法：使用短句 审题注意时态 留出检查时间

词汇：练习词汇 不同话题相关词汇 避免重复用同义词替换

结构：涵盖要点 开头结尾格式 连词避免重复

Speaking

完整度和连贯性：熟悉题型 自然表达尽量充分 不清楚时可以请求澄清 被打断时不紧张

语法：简单句 注意时态等语法

词汇：忘词时用同义词替换 练习主题相关词汇

语音语调：梳理一下再开口 发言过程中避免暂停和空白使用过渡语

B1

Listening

听前 冷静 读题和选项预判 圈出关键词定位 文章顺序和题目相同 注意标题

听中 把握大意 注意重音和语调 不空题 快速阅读下一题 根据上下文推测词义

听后 检查 不确定时使用排除法 多次检查 注意填答题卡

Reading

听前 熟悉题型 注意连词

读中 仔细阅读问题 通读文章 根据上下文推测词义 圈出关键词 获取关键信息 

读后 再次阅读检查 不空题

Writing

完成：了解文体类型 圈关键词 列提纲 转述题目

语法 简单句 句法结构准确

词汇 使用高级词汇 避免宽泛而使用具体的词汇 检查

结构 分段每段2-3句 使用主题句和论点句 总结 使用多样化连词

Speaking

完成连贯 使用连词 恰当表达符合角色 没听懂大胆提问 避免短略问答

语法 避免中断 连贯体现语法应用能力

词汇 适当使用高级词汇 区分正式和非正式文体 不确定的词进行解释 避免重复

语音语调 组织语言打好框架 用英文思考 避免停顿使用过渡语 结合个人经历进行描述和论述

B2

Listening

听前 冷静专注 读题预测 注意字数要求 圈关键词并定位 信息在文中顺序与题目一致

听中 抓住要点 注意重音和语调 根据上下文推测词义 

听后 排除法 检查 答题卡

Reading

前 明确题型 阅读策略 泛读精读 连接词

中 通读 推测词义 圈重点 同义替换 题目顺序与文本相同

后 再读检查 不空题 

Writing

完成度

语法

词汇

结构

Speaking

A2

题型：自介（5问）2m 情景对话（生活场景常用表达） 话题讨论（比较异同） 主题演讲3m

评分标准：完整性和连贯性，语法和词汇正确性，语音语调流畅度

教学建议：准备和练习自介，进行对话模拟，练习图片观察和表达，练习常用句式和词汇的正确流畅表达，30秒写下关键词

B1

题型：自介（5问）2m  情景角色扮演（生活场景） 讨论交换观点（根据图片提示） 主题演讲3m

标准：完整性和连贯性，语法和词汇正确性，语音语调流畅度

建议：1正确回答问题不需要详细 2情景对话练习注意逻辑关系和情感表达 3练习表达观点说服他人 4分析和模拟范例 5练习独立完成短文并公开演讲

B2

题型：自介3m 情景对话3m 讨论3m 演讲4m

标准：完整性和连贯性，语法和词汇正确性，语音语调流畅度

建议：1信息填空练习 2提供示范练习 3练习讨论技巧如何说服他人 4练习列发言提纲和常用句式

Listening 

A2

P1 听懂短文中的关键词

P2 识别话语或短语的语用功能，选择相应回答

P3 捕捉细节

P4 听懂独白获取关键信息

教学建议

P1 文本意义理解，快速抓住关键词，培养先读题的习惯和预判能力 

P2 口语对话中短语的语用功能，综合考察听力策略，培养带着任务听录音的能力

P4 语篇的情景的目的，获取关键信息和概括能力，培养提前审题划出关键词的习惯

B1

能力要求：

1理解较慢的短文

2理解常见语境对话，理解大意观点感情指示解释

3理解平铺直述的描述说明指令解释等

4短句的语用功能

5理解对话者的大意身份观点态度等

6从通知广告中提取和概括关键信息

题型

7单句 6对话 7独白 1文章

教学建议

练习多种听力类型和策略

p1 关键词提取练习，对话练习

p2 对特定信息的把握理解，说话人态度

p3 对特定信息的获取和概括

p4 培养读图和读题的习惯predictability

B2

教学建议

p1考察理解意义和前后文，关注文本在上下文中的功能意义

p2考察特定信息把握，观点态度，Listen for gist

p3获取和概括重点信息，listen for specific info.

p4 分辨事实和观点，培养逻辑思维和推测能力

A2-writing

P1 非正式回复

信件留言邮件问候卡

仔细阅读题目要求，画出关键词

P2对目标读者进行正式回复

根据具体要求，回复信件留言

评分标准

任务完成度 语法准确性和多样性 词汇准确性和多样性 行文流畅有逻辑连贯性

Summary建议活动

1教导学生梳理思维导图，根据要求写出关键词或关键句

2根据学生学习的难点重点进行语法点训练，比如代词

3便利贴练习，互相写便利贴

B1Writing

熟悉话题直白文章，请求和传递信息的信件，简洁的指令，非正式信件，简短记叙文

使用正确标点，正确拼写，基本语法结构，词汇量，连贯表达，

表达观点阐述论据，针对不同受众采取不同交流方式

P1 对给定文本做出非正式回应

P2正式回应

教学建议：

1学习阅读活动中句子结构和表达的和写作中练习

2分析文章结构，询问段落大意

3练习写作步骤，列提纲打草稿修改

4提醒检查：标点语法和格式

B2Writing

评分标准 完成度 语法词汇准确性和多样性 组织连贯性和逻辑性

1就一般性话题连贯写作

2描述真实或虚构人事

3提出正反论点和论据

4写正式文体

5写信

6标点

7拼写

8语法表达

9多样的衔接手法

10词语表达

11语境

P1正式回应覆盖三个要点

p2针对特定读者的文章，含两个要点

教学建议

B2字数上多50词 内容增加正式书信

P1 强调正式书信格式语域文体

p2 强调叙事性和描述性写作练习，

注重练习语法词汇和文章衔接性，词汇精确表达，不同句式复合句并列句

B2--reading summary

part 1

考察学生细节信息态度和观点的理解能力

材料：新闻故事文章评论或提案

培养从文中提取观点和态度的能力，通过上下文猜测语义

part2

考察上下文之间逻辑和层次的判断能力

材料：空出六个句子的文章

分析不同位置句子的作用：段首主题句或论点句，段中强调观点对比或拓展，段末总结和提示下文

part3 

考察理解文章主旨定位具体信息和体会作者态度

四篇主题相似但目的不同

快速阅读提取大意

part4

理解具体信息

材料：各类

提取关键词

Producing language

Productive skills:speaking and writing

Grammar, vocabulary, sentence patterns...

controlled, less controlled, free

accurately   have some choices free

focus on the form  accurately and communicating

Activities

Controlled: copying words, drills, chants

Less controlled: role-play, info. gaps, gap-fills, surveys

Free: problem-solving, rank ordering, letter writing

Receptive skills:reading and listening skills

Reading for gist:

Multiple-choice Qs,T/F Qs

Reading for detail:

Jumbled pics, Jigsaw reading, table completion

Listening for gist, detail

for gist: T/F Qs, Multiple choice

for detail: Form-filling, table completion, jigsaw listening

Tips for using activities and tasks

Use linked activities:

Language-focused lessons:

presentation--controlled practice activities--freer practice activities--free practice activities

Lead-in--tasks--presentation--further tasks

Skills-based lessons:warmer/lead-in--comprehension activities--post-task activities

adapt your activities flexibly,

survey: find out info. from others activities helping organize and consolidate info.,

Problem-solving: learners work in pairs or groups to find the solution to a problem.

USE activities that help learners organise and consolidate info.: 1brainstorming, 2making mindmaps, 3categorisation, 4visualisation

1quickly think of ideas about a topic and note them down.

2making diagrams showing relationships between words.

3putting words into groups of the same feature.

4visualisation: building up a pic

Interaction patterns to plan activities

Form filling: individually, in pairs, in groups, mingling

ADD.

如何策划行之有效的英语课堂活动

或者教好dab

I Presentation techniques:

contextualising: put new language into a situation that shows what it means, e.g. a lead-in discussion

situational presentation: presenting new language through a simple story or situation via pics or other aids, e.g. show an example

eliciting: ask students say the language, show targeted Qs and clues to prompt based on what the learners already know,

modelling: demonstrate a new concept for students to learn by observing and making notes 

drilling: encourage students to practise which involves guided repetition.

choral drill, individual drill, substitution drill, transformation drill

concept checking: ask concept Qs to check students' understanding

II Introductory activities: use to introduce a lesson, a teaching topic,

3 types: aims&content

warmer: to raise students' energy level and make them feel comfortable, NOT alway connected to the topic 

a song, a quiz, game or pairwork activity

lead-in: focus and motivate students, make a link between the topic and real life,

Introduce the content of the lesson

a ranking task, quote or question, two truths and a lie

ice-breakers: to know one another, feel comfortable with each other

a mingling survey about the interests and hobbies.

Add

Cambridge Assessment: Classroom warmers activity booklet

11 teaching approached and their typical characteristics:

1TBL Task-based learning

a tool,   

using it when completing tasks.   

solving tasks, problems, communicate with language

Grammar/vocabulary/pronounciation may or may not be focused after the task is completed.

2PPP:presentation, practice and production

Grammatical structures and functions

input language in a context, use in a controlled activity, use freely

Syllabus grammatical structure

miming, drill, role play, discussion

3 Communicative 

communication

by interaction

communicative needs, fluency , authentic materials, pair and group works, discussion

4Functional

functions

by receiving input and using it in both controlled and free ways.

graded functions, using PPP stage or communicative activities.

5CLIL Content and language integrated learning

all aspects of language; teaching subjects through a foreign language.

when you use language to learn sth else.

subject matter and congitive skills; specific kinds of language; focus on the subject.

6Content-based learning

tool to gain knowledge of the world; Grammar, lexis, functions and skills are all important.

with interesting topics.

grammar, lexis,functions or skills; mainly in primary and secondary schools; topics related to the real world and lives, learning language in the context.

7Lexical approach

vocabulary.

words and chunks

lexis; notice chunks and complete tasks of chunks; authentic written or spoken texts.

8Grammar-translation

grammatical rules

by analysing and applying grammatical rules.

grammar rules and terms; accuracy;translating L1-2, analysing grammatical rules.

9TPR:Total physical response

Grammatical structures and vocabulary

by doing things physically

used with young learners

10Guided discovery

patterns of meaning and use

by learners themselves

give examples, ask student to work out rules, summerize the rules

11 Structure approach

system of structure

by controlled practice

controlled practice;avoid mistake; oral skills before written

Additional Resources:

U3 Approaches to Language Teaching

学会教会：英语教学必备指南 Jim Scriveher

剑桥英语教学能力认证考试教程：基础模块

personal need:psychological or physical needs in the process of learning

praise, challenge  goals  expectation  movements

learning needs: what they need to learn and they know how to learn

specific skill, exam strategies, specific ways, learner automomy, suitable level

 professional needs:in the future career

PROFILES  of a learner

attitude

how learn

how respond teaching style

how successful

motivation style strategies maturity  past experience

1.d 

2. b

3. c

4.  a

5.  f

6.e

d  E

u4-2

Scenario-Suggested response

Scenario-Suggested response

Scenario-suggested response