高中英語語法教學3篇
高中英語語法教學(1)
貧窮山區高中英語語法教學論文：探討貧窮山區高中英語語法教學
摘要：英語語法在高中英語教學中具有十分重要的作用,它是構詞組句過程中不可或缺的部分。公式法、對比法、情景法能夠有效提高學習者學習語法的效率達到運用的效果。山區高中學生學好語法不僅有利于語言水平的提高,能夠促進學習者對語言的理解和運用，更有益于升學率的提高。
關鍵詞：山區高中英語；語法教學
一．山區高中學生英語語法的現狀
本人是山區中學一線的英語教師，在山區工作十多年，感受最深的是：山區經濟落后，沒有良好的語言學習環境，高中學生的共同點就是英語差，英語難學，尤其是語法方面。具體表現在：第一是學生沒掌握好詞性。第二是學生劃分不出句子成分，什么是及物動詞、不及物動詞；什么是表語、賓語、狀語都不清楚；對名詞、形容詞、副詞等常用詞性在句中的主要作用也不太理解，缺乏必要的詞法知識。第三是學生對英語的時態沒過關。對現在進行時、過去進行時、現在完成時、過去完成時、過去將來時等常用時態,他們雖有些認識,但一問其構成,就有相當多的學生答不上來或答不完全,特別是與之相應的被動語態結構,直接引語變間接引語等，能理解掌握的更少。第四是由于上述基礎知識不全面,導致學生運用語法知識分析問題、解決問題的能力不高。就閱讀方面來說,不少學生還不能根據時態來推斷事情的發生是在過去、現在還是將來,不能根據語態來判斷敘述的中心,稍長的句子,即使沒有生詞也不懂怎樣分析它的結構,理解不了其意思。在漢譯英時,不辨詞性、形式,僅把與漢語表面意義對應的英語單詞按漢語句子的順序排列;英譯漢則反之,套用的是漢語語法結構,譯句往往不通順。在造句或寫作文時,更多的是分辨不清時態、題目的要求和內容。其原因主要是學生對所學的語法知識掌握不好。
二，高中英語語法的重要性
首先英語是世界上通用度最高的語言。伴隨著經濟全球化的迅速蔓延，英語的應用早已迅速全球化，這就促使我國應該重視英語教育。因此，我們要想搞好各領域的相關研究，就必須精通英語，靠英語這門世界性語言及時獲取國外最新的相關信息，加快我國的科學技術進步和經濟發展。其次是高中生的英語水平太差直接影響到學生的高考。而這山區本來就平窮，學生唯一改變自己命運的出路就是靠讀書考出去。可英語作為我們的第二語言，如果不懂得一些語法，自然是很難學好英語。語法是語言的三個組成部分之一,是詞形變化和用詞造句的規則的總和。因此,在英語教學中,語法占據著重要的位置。多年來,我國大多外語教學一直采用傳統的教學方法,甚至提出過以語法為綱、以閱讀為主的主張。教學中語法是講授和練習的重點,因此,學習語法相對而言也掌握得比較好。在考試中，語法分數所占的比例比較高。語法是構成語言的諸要素之一,盡管在各種教學模式中多內容的取舍各不相同,但是語法是必不可少的,特別是牽涉到漢語與英語這兩種迥異的語種,更是如此。一般來講,漢語是一種表意文字,句中成分之間是一種意合連接:即詞語、句段之間往往靠意義連接,很少使用連接詞,加之漢語又沒有詞形的變化,所以詞語的句法功能常常由詞序決定。而英語是一種表音文字,有詞形變化,句子成分之間是一種形式連接,即通過一定的詞法和句法形式來連接的。總之英語基本上是一種綜合型語言。以漢語為母語的學生如果不了解英語的語法規則,哪怕是很簡單的句子,也無法準確地翻譯出來。因此學習語法有助于外語學習者提高學習效果。上世紀90年代，大多數教學研究結果也證明,高中階段,用適當形式關注語法對語言學習者是很有幫助的，主要表現在兩個方面:一是幫助理解,即學習者可以運用所學語法知識理解閱讀過程中遇到的某些疑難問題;二是幫助寫作,是指學習者要充分利用他們掌握的語法知識來寫出好的英語文章。
高中英語語法教學(2)
Grammer in high middle school必修1Ⅰ.The Present Continuous Tense for future actions 現在進行時表將來be + v-ingThe Present Continuous Tense can be used to express a plan or an arrangement.The usage of the Present Continuous Tense can be used to express an action that is pre-planned or prearranged. It is always used together with an adverbial expressing future time.(表示將來的時間狀語)
But please note that, not all verbs can be used in the “-ing” form to express future actions. Verbs can be used in the “-ing” form to express future actions: go, arrive, come, leave, start, stay, return, play, do, have, work, wear, spend, see, meet, travel, fly, drive, reach, see off, etc.
eg. I’m leaving for Beijing this Friday.After class we are playing football on the playground.
What are you having for dinner?Ⅱ.Direct?Speech?and?indirect?Speech 直接引語&間接引語
Direct/Quoted speech?is saying exactly what someone has said. It appears within quotation marks ("...") and should be word for word.
Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we put the words spoken between inverted commas ("___") and there is no change in these words. We may be reporting something that"s being said NOW, or telling someone later about a previous conversation
Indirect/Reported speech?is enclosing what the person said. It doesn"t use quotation marks and doesn"t have to be word for word.
Indirect speech is usually used to talk about the past. When we use indirect speech, we don’t use inverted comas. We should change the tense of the words spoken. We use reporting verbs for example?say,?ask,?and we may use the word?that?to introduce the reported words.
Example
??Hopes, Intentions, Promises
When we report an intention, hope or promise, we use an appropriate reporting verb followed by a?that-clause?or a?to-infinitive:
Direct Speech
Indirect Speech
He said, "I"ll pay you the money tomorrow."
He promised?to pay?me the money the next day.
He promised?that?he would pay me the money the next day.
Other verbs used in this pattern include: hope, propose, threaten, guarantee, and swear.
? Orders （祈使句?imperative sentence）
When we want to report an order, we can use a verb like?tell?with?to-clause:
Direct Speech
Indirect Speech
The doctor said to me, "Stop smoking!"
The doctor?told?me?to?stop smoking.
"Get out of the car!" said the policeman.
The policeman?ordered?him?to?get out of the car.
Other verbs used are: command, order, warn, ask, invite, advise, beg, teach, and forbid.
? Requests
When we want to report a request, we can use a verb like?ask?with?for-clause:
Direct Speech
Indirect Speech
The child asked, "Can I have a car?"
The child?asked?for?a car.
? Suggestions
Suggestions are usually reported with a?that-clause.?That?and?should?are optional in these clauses.
Direct Speech
Indirect Speech
“I think you should go to the dentist", said my mother
My mother suggested that I should go to the dentist.
Other verbs used are: insist, recommend, demand, request, and propose. Note:?Suggest?can also be followed by a gerund: I suggested postponing the visit to the dentist.
? Questions
-Question words?are reported by using?ask?(or another verb like?ask) +?question word+?clause. 特殊疑問句Special Questions
Direct Speech
Indirect Speech
She asked me, “Where do you live?”
She asked me where I lived.
He asked me, "What is your name?"
He asked me what my name was.
Yes/No questions: This type of question is reported by using?ask?+?if / whether?+clause:
一般疑問句GeneralQuestions
Direct Speech
Indirect Speech
He asked me, "Are you Eastern or Western?"
He asked me whether I was Eastern or Western.
?Rules
There are rules in converting direct to indirect speech. The tense usually has change because when we use reported speech, we are usually talking about a time in the past (obviously the person who spoke originally spoke in the past).
? Tense Change
As a rule when we report something someone has said you go back a tense (the tense on the left changes to the tense on the right)
Direct Speech
Indirect Speech
Present Simple?He said, “It is hot.”
Past Simple?He said it was hot.
Present Continuous?She said, “I’m eating an apple.”
Past Continuous?She said she was eating an apple.
Present Perfect Simple?She said, "I"ve taught English since 1999."
Past Perfect Simple?She said she had taught English since 1999.
Present Perfect Continuous?He said, "I"ve been teaching English for two years."
Past Perfect Continuous?She said she had been teaching English for two years.
Past Simple?She said, "I taught English."
Past Perfect?She said she had taught English.
Past Continuous?She said, "I was teaching earlier."
Past Perfect Continuous?She said she had been teaching earlier
Past Perfect?She said, "The lesson had already started when he arrived."
Past Perfect?(No Change) She said the lesson had already started when he arrived.
Past Perfect Continuous?She said, "I had already been teaching for ten minutes."
Past Perfect Continuous?(No Change) - She said she"d already been teaching for ten minutes.
Note:
-?We can use the?Present Tense?in indirect speech if we want to say that something is still true.
Direct Speech
Indirect Speech
Present Simple?He said, “My name is James.”
Past Simple?He said his name was James.
or
Present Simple?He said his name is James.
? ?Modal Change
Modal verb forms also sometimes change
Direct Speech
Indirect Speech
Will?She said, “I will teach English.”
Would?She said she would teach English.
Can?She said, "I can teach English online."
Could?She said she could teach English.
Must?She said, "I must teach English."
Had to?She said she had to teach English.
Shall?She said, "What shall we learn today?"
Should?She asked what we should learn today.
May?She said, "May I open the window?"
Might?She asked if she might open the window.
If it use modal, such as:?could,?would,?should,?might?and?ought to?in direct speech, then we don’t need to change it.
?
? Time Change
If direct speech sentence contains an expression of time, we must change it to fit in with the time.
Time in Direct Speech
Time in Indirect Speech
this (morning/noon/evening)
that (morning/noon/evening)
today
yesterday
tomorrow
the next/following day
yesterday
the day before
the day after tomorrow
in two days
the day before yesterday
two days before/earlier
these (days)
those (days)
now
then
(a week/ a month/ a year) ago
(a week/ a month/ a year) before
last weekend
the weekend before last/ the previous weekend
here
there
next (week/month/year)
the following (week/month/year)
Ⅲ.The Attributive Clause 定語從句
Definitions:
1. The attributive clause: A clause which is functioned as an attributive to modify a noun or a pronoun, and sometimes a sentence.
2. Antecedent (先行詞)：The word or phrase which is modified by the attributive clause.
3. Relatives (關系詞): It plays some relative functions between the antecedent and the clause.
It both introduces the attributive clause and acts as a certain constituent in the clause in place of the antecedent.
The man who wrote this book is a well-known scientist.
先行詞 關系詞 定語從句
Most of attributive clauses are introduced by relatives。
Types of relatives: Relative pronouns: that, which, who, whom, whose
Relative adverbs: when, where, why, how
Where should we put the attributive clause?
The attributive clause usually follows the antecedent immediately.
Usage:
1. Attributive clauses introduced by relative pronouns. 由關系代詞引導的定語從句
Relative pronouns can be functioned as subjects, objects or attributives.關系代詞可充當主語、賓語或狀語。
Eg. Where is the girl who (that) was injured in the accident?
The man whom (that) you saw just now is our manager.
1) that
“that” can be used to replace the antecedent being predicatives in the clause
Eg. She is no longer the girl that she was in her childhood.
This is not an easy question that you think it to be.
The relative “that” sometimes can be omitted. Under what circumstances? In oral or informal occasions and used as an object (賓語).
Eg. Have you found the book (that) you want?
When the relatives are prepositional objects, we can not use “that”. Instead, we have to use “whom” or “which”. And they cannot be omitted.
Eg. The book from which (not“that”) I got a lot of useful information was written by a famous physicist.
But when we put the preposition at the end of the sentence and its object in front, we can still use “that” relative. “That” also can be omitted.
Eg. The book (that/which) I got a lot of useful information from was written by a famous physicist.
“That” must be used as a relative when ① the antecedents are those indefinite pronouns such as “all, everything, something, nothing…”② modified by “first, last, only, few, much, some, any, no” and the superlative degrees of adjectives.
Eg. I am interested in all that you have told me. 你告訴我的一切我都感興趣。
He asked for the best book that was on the subject. 他要有關這個內容的最好的書。
When we have two antecedents and one for people and the other for things, we use “that” to introduce the attributive clause.
Eg. We were deeply impressed by the teachers and schools ______ we had visited there.
2) prep. + which: they function together in a sentence.
Eg. The speed at which the machine operates is indicated on the meter.
This is a place to which people will adapt very easily.
The relatives here do not play any functions alone in the clauses. Instead, it goes with its prepositions to play adverbials or other functions in the clause.
2. Attributives clauses introduced by relative adverbs
The relative adverbs will be functioned as time, place or cause adverbials in the clause.
When=at, on, in , during which
Where= in, at which
Why= for which
How= in which
Eg. He came at a time when (at which) we were badly in need of help.
他來得正是時候。（我們正急需幫助的那一刻，他來了）
The school where (in which) I work is not far from here. 我工作的那所學校離這兒不遠。
He didn’t give the reason why (for which) he was absent yesterday. 他沒有給出理由昨天為什么不來。
We admired him for the way (in which) he faced his difficulties. 我們很欣賞他面對困難的方式。
3. What is the difference between the defining and non-defining attributive clause?
Defining and non-defining attributive clauses are differentiated from the relations with the antecedents.
Eg. He has a daughter who works in a hospital.
He has a daughter, who works in a hospital.
4. “as” in attributive clause
“as” can be used to introduce an attributive clause. It mainly exists in “such…as” or “the same …as” structures and represents the antecedents being nouns for people or things. In “the same…as” structure, “that” can also be used to replace “as”.
Eg. Let’s discuss only such questions as concern us. (subject)讓我們討論一下只跟我們有關的這些問題
No one will believe such stories as he told. (object) 沒有人相信如他講的這種故事。
I have never seen such kind of people as they are. (predictative)我從未見過象他們那樣的那種人。
▲“as” introducing non-defining attributive clauses
We can use “as” to introduce an non-defining attributive clause to further clarify the meaning of the previous sentence.
The clause can be put at the beginning, or middle, or at the end of a sentence.
Eg. He is an Englishman, as I know from his accent.
As was usual with him, he went out for a walk after dinner.
5. The choice of relative pronouns and relative adverbs
Which relatives to use has nothing to do with the functions of antecedents in the main clause, but has everything to do with the functions for relatives to play in the sub clause.
See whether the antecedents are for people, for things, for time, for places or causes.
See whether they introduce defining or non-defining relative clauses.
Eg. This is the place where I spent my childhood.
This the place which I visited last summer.
The reason which he gave was unacceptable.
The reason why he did that was unacceptable.
高中英語語法教學(3)
高中英語語法教學設計
Grammar – The Past Participle
翔安一中 許彩明
一、教材分析：
本課是結合人教版高中英語教材選修5中有關過去分詞的語法內容，進行過去分詞的學習，教學中將語法知識的傳授和語言基本技能的學習結合到一起，注重復習語法與語言的運用。采用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。
二、學情分析：
在高一英語學習基礎上，學生已經掌握基本的語言結構和一定程度的聽說讀寫能力。在復習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度.但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。
三、教學目標:
1.知識目標:
引導學生掌握過去分詞在真實的生活語境中的使用。培養學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，符和邏輯推理和合理的想象，結合語法和題干中的語境解決問題。在運用語言過程中培養學生的觀察力、分析力、想象力和自學能力，提高思維能力和運用英語的綜合能力。
2.能力目標：
利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調動學生的思維活動和情感體驗，規范學生運用英語知識準確表達的能力，同時，發展學生綜合語言運用的能力，分析問題和解決問題的能力，培養學生自主學習。
3.德育目標：
用含過去分詞的句子結構表達思想感情。
四、教學重點:
1.過去分詞的用法. 2. 過去分詞的運用
五、教學難點:
1.結合語法知識，以課堂教學為依托，全面訓練學生的聽、說、讀、寫能力，加強和提高運用英語的綜合能力。
2. 過去分詞在真實的生活語境中的使用。
六、教學策略:
通過小組討論、小組競賽等具體形式，創設有利于高中生自己自我認識、自我反省、自我調節的情境，利用他們自身較高的自我意識水平對自己的學習進行調節、監控。因此，本課采用教學方法---任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼近學生生活的問題。教師要從學生“學”的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種“任務”中，學生能夠不斷地獲得知識并得出結論。
七、學習策略:
本課將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養成自主學習與合作學習的能力，培養創新意識和實踐能力，以及具備科學的價值觀。
八、教學用具：
多媒體輔助（將本課所需要的圖片、文字等制成PPT課件）
九、?教學過程：
Step 1 Greeting
Step 2 Leading-in
1. Get students to enjoy a story read by a student. While listening to the story, they should keep the underlined sentences in mind and then teacher will check up how many sentences the students remember.
It was snowing and very cold outside. A little girl was walking in the street, selling matches. She didn’t wear any shoes because she had her shoes lost. She looked very worried because there were lots of matches left. She wished all her matches sold but nobody bought a single one. She was so cold that she sat in a corner with her legs huddled（蜷縮）up. She lit a match and saw a Christmas tree decorated very beautifully. The lighted candles were burning brightly and she seemed very delighted. She lit another one and saw her grandmother. Requested to take her away, her grandmother went away with her .The next day, people saw the girl frozen to death. What a poor girl !
2. Brainstorming
What is the Past Participle? In your opinion, what role does the Past Participle play in the sentences?
設計說明：
1.?教師首先展示安徒生的《賣火柴的小女孩》圖片和文本，然后請一位學生有感情的朗讀，教師通過多媒體呈現圖片和學生的朗讀，目的是對學生的視覺和聽覺作一個沖撞，吸引學生的注意力，并激發起好奇心。
2.利用新穎和形象的圖片導入，讓學生邊聽邊記，最后考查學生記住幾個過去分詞，符合中學生的挑戰心理，激發它們的學習熱情，從而引出本節課的話題--過去分詞。再者通過頭腦風暴有利于學生參與教學活動，進行討論和對話活動，激活學生的知識背景。
Step 3 Discovering the useful structures
1. Find out the Past Participle, and tell what role the Past Participle play in the sentences.
(1) 動詞-ed形式作______
*…there were lots of matches left.
*…saw a Christmas tree decorated very beautifully .
*The lighted candles were burning brightly…
(2) 動詞-ed形式作______
* She looked very worried…
*…and she seemed very delighted.
(3) 動詞-ed形式作
*…she had her shoes lost…
*…she wished all her matches sold…
*…she sat in a corner with her legs huddled up…
*…people saw the girl frozen to death…
(4) 過去分詞在句中作
*Requested to take her away, her grandmother went away with her .
設計說明：
通過敘述式和游戲式，引導學生利用過去分詞形式解釋所設置的文本信息，借助小組競賽，實現生生互動、師生互動，將過去分詞形式用作定語、表語、賓語補足語、狀語的各種結構進行歸納。
2. Brainstorming
Work in pairs to discuss the following questions.
(1) Do you have any puzzles in using The Past Participle?
(2) Do you know the differences between The Past Participle and The Present Participle?
3. Work in pairs to tell what the differences between The Past Participle and The Present Participle.
Read and compare
(1)The gentleman called Chen Kaichi is our intern teacher(實習老師）.
(2)The people sitting behind the classroom are all English teachers.
過去分詞與現在分詞作定語的區別:過去分詞強調動作___________, 現在分詞強調動作___________。
(3) I saw her taken out of the classroom.
(4) I saw her coming into the classroom.
過去分詞與現在分詞作賓補的區別: 二者與賓語邏輯上都是主謂關系, 但過去分詞強調他們之間的___________, 現在分詞強調他們之間的_____________
(6) Seen from the top of the hill, the city looks more beautiful to us.
(7) Seeing from the top of the hill, we find the city very beautiful.
過去分詞與現在分詞作狀語的區別：過去分詞主句的主語之間是 。
而現在分詞與主語的主語之間是 。
設計說明：
1、通過文字所描繪的語境，引導學生在運用中掌握過去分詞，并共同回顧、歸納過去分詞的用法，引導學生自己發現問題、分析問題、解決問題。
2、通過下列文字所描繪的情境，使學生在形象化、真實化的語境中明白過去分詞和動詞-ing充當定語、賓補、狀語的異同。這項操練活動大大訓練了學生的發散思維，又鍛煉了思維能力與快速反應能力，還加深了對所學語法現象的理解。
Step 4 Practising
How much do you know about “The Past Participle”? Can you use it correctly? Let’s have a try.
（Divide students into four groups and have a competition: each group has two chances to choose the exercise to do .If the answers are correct ,the group will get the points. If the group fail , other groups will have the chance .）
一. 完成句子
1. (watch) this TV show, we had a lot of fun.
2. (compare)with other shows like singing competition, this kind of show about family is more popular.
二．單選題
1. As is known to us all, traveling is____, but we often feel_____ when we are back from travels.
A. interesting; tired B. interested; tiring C. interesting; tiring D. interested; tired
2. He found a magazine _____ with the owner’s name_____ on the desk with the back cover _____ off.
A. marking, lying, torn B. marked, lying, torn
C. marked, laid, tearing D. marking, laying, tearing
3.______ the room, the man found the phone______ .
A. Entering; stealing B. Entering; stolen
C. To have entered; being stolen D. Having entered; to be stolen
三．單句改錯
1. Having not seen the film, I can’t tell you what I think of it.
2. The men worked for extra hours got an extra pay.
3. Knowing little English, he had trouble making himself understanding.
4. Do you notice the girl dressing a red coat?
5. Giving more time, we could do it much better.
四．用分詞結構美化句子
1.發現學生下午昏昏欲睡的樣子，老師竭盡所能來激發(arouse)他們的興趣。
The teacher found students sleepy in the afternoon and did everything he could to arouse their interest.
用分詞結構
, the teacher did everything he could to arouse their interest.
2.這本用簡易英語寫成的書很容易讀懂
The book which was written in simple English is easy to understand.
用分詞結構
The book is easy to understand .
五．把下面的打亂的詞或詞組連串成句
a group of students , the teacher, the office, followed, by , entered
Moyan , stood there, surrounding , many , reporters
六．短文填詞
Peter is a retired worker. He used to work in the USA, a d country. Now he lives in the countryside. （陪伴）with his wife , he is taking a walk on the path(小路) （覆蓋）with fallen leaves, f happy.
七．完型填空
I am Robinson Crusoe. I have been alone on the island for two weeks. I don’t know how to have my long hair 1 . Many times I saw ships 2 by, but I couldn’t make myself 3 . The other day, I was 4 to see a small house in the distance. I came nearer, only to find the door 5 . There was nobody there. I am still alone!
1. A. cuted B. cut C. cutting D. to cut
2. A. past B. passed C. passing D. to pass
3. A. hearing B. understood C. heard D. understanding
4. A. delighted B. disappointed C. interested D. confused
5. A. breaking B. to break C. broken D. break
設計說明：
1.新課程呼喚英語教學回歸生活，強調課程從學生的學習興趣和生活經驗出發，因而設計時選擇了學生熟悉事物作為話題，引導學生運用目標語言結構。
2.任務型活動：通過學生小組活動、小組競賽的形式，激發參與學習過程的熱情和競爭意識。合作學習活動，學生在活動中運用語言，調動起學生的認知結構和主體意識。教師把語法規則活化為活動，把教學活動活化為交際活動。設分組隨機選題競答游戲活動，激發學生的參與意識和學生的挑戰意識。
3.練習設計形式多樣，由淺入深，層層深入，符合學生的認知規律，具有語法教學的交際性，科學性和可操作性。
Step 5 Producing
1. Rewriting
Work in groups of four to rewrite the underlined sentences using the Past Participle and the Present Participle to beautify the sentences.
Hans Christian Andersen
Hans Christian Andersen is a Danish poet and author who is noted for his fairy tales. Because he was born in a poor family, Andersen received little education. Although his parents were uneducated, they opened for him the world of folklore(民間故事) . When he was encouraged by them, he wrote his own fairy tales. At the age of 14, because he had an excellent voice, Andersen moved to Copenhagen to work as a singer and dancer in a theater. A co-worker considered his fairy tales wonderful. Because he took the suggestion seriously, he began to focus on writing. Andersen’s fairy tales are so wonderful that we find that his works are translated into more than 150 languages throughout the world .
Hans Christian Andersen
Hans Christian Andersen is a Danish poet and author his fairy tales . ，Andersen received little education. Although , they opened for him the world of folklore(民間故事) . by them ,he wrote his own fairy tales. At the age of 14, , Andersen moved to Copenhagen to work as a singer and dancer in a theater. A co-worker considered his fairy tales wonderful. the suggestion seriously , he began to focus on writing.Andersen’s fairy tales are so wonderful that we find
more than 150 languages throughout the world .
2. Writing
Work in groups of six to write a passage using the Past Participle and the Present Participle , modeled after the above passage .
請你根據下面的內容提示用英文寫一篇有關劉翔的簡介。
1.劉翔是中國奧運會的金牌得主，以他在110米欄中的速度著稱
2.生于上海的一個家庭, 從小就受到良好的訓練
3.在2004年的雅典奧運會上贏得了男子110米欄，平了世界紀錄并且打破了奧運記錄
4. 2008年，由于嚴重受傷，他離開了北京奧運會的鳥巢
5.兩年后，受到最好治療后并且在他教練孫海平的鼓勵下，劉翔回來了，在2010年廣州亞運會上贏得了三連冠
6.現在，我們發現劉翔的精神在全國各地傳播
注意 : 1. 短文中須包括上述內容要點，可適當發揮；
2. 在短文中至少要使用5-6個分詞形式
3. 詞數 ：100左右。
提示：Olympic gold medalist奧運會的金牌得主
men’s 110-metre hurdle race男子110米欄 coach 教練
設計說明：
任務型活動：課外作業是課堂教學活動的延伸，學生可以互相合作完成該寫作任務。該環節是本課所有教學環節的延續，通過寫作的練習，使學生逐步學會運用語法知識，討論自己感興趣的話題，表達自己的思想，達到形成和提高寫作能力與技巧的目的，完成學習的任務。讓學生在反復接觸和運用語言的過程中逐步體會和感知語言的規律性，從而使學生的語法知識內化成語言能力。
?Step 6 Self-assessment
Get the students to answer the questions.
1. Have you understood the usages of the grammar? (Yes or No )
2. Are you active in the class activities ? (Yes or No )
3. Did you do well in the students’ cooperative-activities ? (Yes or No )
4. Have you improved your abilities ? (Yes or No )
5. Have you mastered the grammar ? (Yes or No )
Step 6 Homework
Finish the exercises on page 21on textbook and page 32 on workbook.
設計說明：
學生的自我反思與評價充分體現了以學生為主體的課堂教學模式，有助于培養學生自主學習的意識。課后作業是教學內容的鞏固、延伸和拓展，布置的作業應體現課堂教學整體內容，同時為學生的進一步學習指引方向。
十、教學反思
通過這節語法教學課，我深刻體會到設計真實的語法情境，讓學生在運用、交際的交互式中學習語法，可以把語法課上好上“活”。在語法課的教學設計和課堂操作過程中應注意以下幾點：
1．目標的設定
語法教學的目的并非只是為了“知”，更重要的是為了“用”，即培養學生靈活運用語言的能力，使他們學會“用語言去做事”。同時幫助學生將孤立和零碎的語言現象進行歸納，提煉“精華”，從而更好地運用語言。
2．任務的設計
教學活動和任務的設計應符合學生的年齡特點和生活背景，使學生有話可說；任務的完成形式應該是多樣化的；任務的難度應該是有層次性的，保證每個學生都有能力參與任務的完成。
3．教與學的方式
學生是課堂學習的主體，是知識的發現者和使用者，而不是被動的接受者；教師應充當引導者和協助者的角色，幫助學生一步步完成學習的任務。例如本節課在大部分的任務中，都設計了雙人或小組交流的環節，學生通過協作學習，可以獲取更多信息，獲得自我修正的機會，從而減少使用語言的焦慮。
4．評價策略
語法教學也應重視發展性評價，對于學生在學習過程中的表現應及時給予肯定，這樣才能真正實現評價的目的──促進學生的發展。實踐證明，評價手段在課堂上的介入，可以使學生在學習過程中獲得成功的體驗和找到發展的方向，從而促進學生自我發展意識的逐步形成。
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