广州TKT备考团－Day 11

广州TKT备考团－Day11...



各位老师大家好，我们的第11份TKT备考团资料已经到来啦！

大家在学习新知识的同时也请不要忘记旧知识哦！

今天我们要学习的内容是the role of error。

什么是error？

这个章节的重心放在学员在说话或者写作的时候犯的错。错误经常被分成两种，error和slip。当学员在说一些超过自己能力范围的语言时犯的错就是error。通常情况下，因为他们并不知道自己犯了什么错，所以也无法自己更改的错。在学习的过程中，error是学习过程中一个重要的材料。如果一个学生在非常疲惫的情况下或者担忧或者其它短暂性的情绪中会犯的错就是slip。通常情况下，学员会意识到自己所犯的错，并且进行改正。

主要概念

一般来说，犯错有两种原因。你可以想出来？

对于第二语言的学习者来说，一般来说，有两种情况会导致犯错。    第一种原因是自己母语对于自己学习的影响，这种影响被称为interference 或者 transfer。学员们可能会用自己的发音模式，单词或者语法结构来应用在英语中。

第二种原因是因为学员在无意识地情况下犯的错，但是这个过程并没有结束。这种错误被称为developmental error。无论母语是什么，学员都会在学习的过程中犯这种错。往往他们会照所学的知识来套写句子，但是往往都会因为不够灵活应变而导致犯错。比如I went写成I goed.但是一旦学生进步了，这种错误就会消失。

在专家看来，母语介入是不可避免的一种情况。换句话说，母语介入和错误对于学生来说都是非常重要的学习过程。

错误是一个学习中的一个自然的过程。我们经历这个过程来学习一门新的语言。反过来我们新学的语言可以帮助我们完善我们已经熟练掌握的语言。

随着学习者学习更多的语言，发展性错误和母语介入会自己消失，并不需要刻意改正。

但是有时候，错误不会消失，反而会固化。固化的错误会一直发生并且持续很久，有时候甚至是永久的。固化的错误可能是学员没有积极为自己创造语言环境所造成的，又或者是学员自己本身并没有打算提升他们的语言能力。

以上内容来源：剑桥英语教学能力认证考试教程

清华大学出版社For questions 1-6, match the statements with the type of mistakes listed A-C

For questions 1-5, match the teachers’ comments with the types of mistakes they are talking about listed A-F.

Mark the correct letter (A-F) on your answer sheet.

There is on extra option which you do not need to use.Keys to the tasks

1. CAABCAB

2. EADCF

题目来源：

1. 剑桥英语教学能力认证考试教程，清华大学出版社

2. 剑桥英语教学能力认证全真模拟，中国人民大学出版社

151. Fairy story

A traditional story written for children which usually involves imaginary creatures and magic, e.g. the Grimms brothers’ fairy stories like Cinderella, Hansel and Gretel and The Frog Prince.

意思：童话故事

释意：为儿童阅读所创作的传统故事，一般涉及虚幻的生物或者魔法。比如格林童话中的灰姑娘和青蛙王子。

152. False friend

A word in the target language which looks or sounds similar to a word in the learners’ first language but does not have the same meaning in both languages. For example, in French, ‘librairie’ is a place where people can buy books. In English, a library is a place you may go to borrow books rather than somewhere where you buy books (a bookshop).

意思：假朋友

释意：属于目标语言中的单词，这个单词看起来或者听起来或者看起来像自己的母语但是实际上意思又不同。比如：法语中的librairie是买书的地方而英语中时借书的地方。

153. Feature

A feature of something is an interesting or important part or characteristic of it. For example, look at the sentence I can play tennis. In connected speech, can is pronounced /kən/ – the weak form /ə/ is a feature of this sentence because it’s important to the way we pronounce ‘can’.

意思：特征

释意：某个东西的特征就是它的有趣之处或者重要的地方。比如：以“I can play tennis.”为例，在连读中，can的发音是 /kən/，是/ə/的弱读形式就是这个句子的特征之一，这对于我们发can这个单词的读音很重要。

154. Feedback / feed back / give or provide feedback

1. To tell someone how well they are doing. After a test, or at a certain point in the course, teachers might give learners feedback on how well they are doing.

2. Teachers also give feedback after an exercise that learners have just completed; e.g. after learners have done a gap-fill activity the teacher conducts feedback by asking learners to tell him/her which words they have put in the gaps. He/she writes the correct answers on the board.

3. In addition, learners can give feedback to teachers, and teacher trainers give feedback to trainee teachers about what went well or less well in their lessons.

意思：反馈

释意1：告诉某人他们表现如何。一场考试之后或者在一堂课之后，老师可能会给就学生的表现来给予反馈；

释意2：老师也可能在一场学生刚完成的考试之后给予学生反馈。比如：学生做完天空联系之后，老师通过要求学生来告诉自己（老师）他们所填的单词给出反馈。然后老师把正确答案写在黑板上。

释意3：除此之外，学生还可以给反馈老师，教师培训师也可以就一个新老师的课堂的亮点和缺点给出反馈。

155. Filler

1. A short activity between the main stages of a lesson used for reasons such as time management or to provide a change of pace etc. For example, learners do a word game after a difficult piece of reading before moving on to some grammar work.

2. A word or sound used between words or sentences in spoken English when someone is thinking of what to say; e.g. When I went to London ... um ... I think it was about ... er ... 4 years ago. Er and um are fillers.

意思：补白

释意1：这是一个简短的活动，一般在课堂的主要部分，属于“时间掌控”的技巧。比如：学生们在完成一篇很难的阅读之后，可以做一个单词游戏，然后再继续进行语法练习。

释意2：当说话人在说话的时候，他们会用一个单词或者发音，用于词和词或者句子与句子之间来弥补期间他思考的时候的孔雀。比如：When I went to London ... um ... I think it was about ... er ... 4 years ago. 句中的um和er就是起“补白”的作用。

156. Fixed expression

Two or more words used together as a single unit of meaning. The words in the phrases cannot be changed. For example, by the way, pleased to meet you, what’s the matter? See chunk, lexical units.

意思：固定表达

释意：两个或者以上的单词组合起来构成一个独立的意思就是固定表达。

157. Flashcard
A card with words, sentences or pictures on it. A teacher can use these to explain a situation, tell a story, teach vocabulary etc.

意思：抽认卡

释意：这种卡一半都有单词，句子或者图画在上面。老师可以用抽认卡来解释一种情况，一个故事，或者教授单词等。

158. Flexible

Something or someone that can change easily to suit new situations. Teachers need to be flexible and to be prepared to change or adapt if the lesson is not going to plan.

意思：灵活的

释意：指的是某人或者某物，他们或者它们可以轻易地改变自己来适应性的情况。如果课程发生变化。老师们需要足够灵活或者准备得足够充分来应对突然发生的改变。

159. Flipchart

A pad of large sheets of paper in a frame standing in the classroom, which teachers use for writing on and presenting information to the class.

意思：翻转板

释意：立在教室里的板上有着一叠很大的纸，老师可以在上面写字和传递信息给班里的人。

160. Fluency / fluent

Oral fluency – being able to speak at a natural speed without stopping, repeating, or self-correcting. In oral fluency activities, learners are encouraged to focus on communicating meaning and ideas, rather than trying to be correct.

Written fluency – being able to write without stopping for a long time to think about what to write. In a written fluency activity, learners give attention to the content and ideas of the text, rather than trying to be correct.

意思：流畅性

释意1：口语流畅－能够用正常的速度说话，期间不需要停止，重复或者改正。在训练口语流畅性的活动中，老师鼓励学生要专注于传递想法而不是说的单词或者正确还是错误。

释意2：写作流畅－能够用正常的速度写作，期间不需要停止太久来思考要写什么。在练习写作流畅性的过程中，学生注意所写的内容和所传递的思想而并非写的单词或者语法是否正确。

161. Focus on / focus

To pay attention to something, to notice something, to highlight something; e.g. teachers might focus on words in a text the learners are reading by giving learners a task which helps them to understand the meanings of the words.

意思：专注

释意：注意某物或者发现某物亦或者标出某物。比如：老师会给学生布置任务来让学生在阅读的时候注意某些单词，这个任务可以帮助学生们理解单词的意思。

162. Focus on form

Paying attention to the words/parts of words that make a language structure, or to spelling or pronunciation, e.g. showing learners that the present perfect simple is made up of have + past participle.

意思：专注于形式

释意：专注于单词或者部分形成语言结构的单词的一部分，或者专注于这个单词的发音或者拼写。比如：像学员展示现在完成时是由have＋动词的过去分词构成。

163. Font

The design and size of a set of letters, e.g. this is Georgia 9.5, this is Times New Roman 10. Teachers choose different fonts on handouts to make them more attractive for learners.

意思：字体

释意：一个字母的设计和尺寸，比如我们常用的“微软雅黑”。老师可以通过选择不同的字体来吸引学生注意力。

164. Form
The form of a grammatical structure is the way it is written or pronounced and the parts which combine to make it; e.g. the present perfect simple (grammatical structure) is made up of have + past participle (this is the form).

意思：形式

释意：一个语法结构的形式就是这个结构所写或者所发音的方式。比如：现在完成时就是由have＋动词的过去分词构成。

165. Formal language

Language used when speaking or writing to people we do not know well, e.g. using Yours faithfully in a letter of application, rather than writing All the best.

意思：正式用语

释意：当写作或者说话的时候，如果对方是我们不熟悉的人，我们就会用正式用语。比如：在写申请书的时候使用 Yours faithfully而不是All the best。

以上就是本次推送的全部内容，请大家认真研习并及时巩固。

下次推送预告：

知识点部分－Differences between L1 and L2 learning

词汇部分－第十二组TKT词汇表单词

祝好！

    关注 东方师说