高中英语语法教案
6.动名词
动名词是非限定动词的一种形式，由动词原形+ing构成。它既有动词的特征，又有名词的特征，故称。动名词也有时态和语态的变化，如表所示（以及物动词write为例），不及物动词没有语态的变化。
时态/语态主动被动
一般式writing being written
完成式having written having been written
动名词作主语、宾语和表语
1）作主语。例如：
Fighting broke out between the South and the North. 南方与北方开战了。
2）作宾语
a. 有些动词可以用动名词作宾语。例如：
admit 承认appreciate 感激avoid 避免complete完成consider认为delay 耽误
deny 否认detest 讨厌endure 忍受enjoy 喜欢escape 逃脱fancy 想象
finish 完成imagine 想象mind 介意miss 想念postpone推迟practice 训练
recall 回忆resent 讨厌resume 继续resist 抵抗risk 冒险suggest 建议
face 面对include 包括stand 忍受understand 理解forgive 宽恕keep 继续
例如：Would you mind turning down your radio a little, please? 你把收音机音量调小一点，好吗
The squirrel was lucky that it just missed being caught. 这松鼠幸运得很，刚逃避了被逮住的厄运。
b. 有些结构后面可以用动名词作宾语或其他成分。例如：
admit to prefer…to be used to lead to devote oneself to object to
stick to no good no use be fond of look forward to be proud of
be busy can\'t help be tired of be capable of be afraid of think of
burst out keep on insist on count on set about
put off be good at take up give up be successful in
3）作表语，对主语说明、解释。例如：
Her job is washing, cleaning and taking care of the children. 她的工作是洗刷、清扫和照顾孩子。
比较：She is washing, cleaning and taking care of the children.
4）作定语，一般表示所修饰名词事物的用途。例如：
a writing desk=a desk for writing 写字台
a swimming pool=a pool swimming 游泳池
有些动名词作定语，与所修饰的名词关系比较复杂。例如：
boiling point=a temperature point at which something begins to boil 沸点
a walking tractor=a tractor which a driver can operate while he or she is walking behind it 手扶拖拉机
worth 的用法
worth, worthy, worthwhile都是形容词，意为\"值得\"。
1. worth：be worth + n.当名词为金钱时，表示\"…… 值得……\"
常见的有It ’s worth while to do./ It ’s worth（someone’s）while doing
be worth doing sth.\"……某事值得被做\"
The question is not worth discussing again and again. 这问题不值得反复讨论。
2. worthy：be worthy of +n.当名词为抽象名词时表示\"……值得……\"
be worthy to be done \"某事值得被做\"
The question is not worthy to be discussed again and again.
3. worthwhile：be worthwhile to do sth\"值得做某事\"
It is worthwhile to ask him to join the club.值得邀请他加入俱乐部。
典型例题
It is not ____ to discuss the question again and again.
A. worth
B. worthy
C. worthwhile
D. worth while
答案C. 由worth的用法可知，此句只适合词组be worthwhile to do sth.。选C。
动名词不定式、分词练习
was ______ work last week, but I changed my mind.
a. to start
b. to have started
c. to be starting
d. to have been starting
intended ______ the matter with you, but I had some guests hen.
a. discuss
b. discussing
c. having discussed
d. to have discussed
’t let me catch you ______.
a. do that again
b. to do that again
c. doing that again
d. done that again
are many kinds of metals ______.
has its special properties b. one has its special properties
b. each having its special properties d. having its special properties
’s pay-day, and they’re waiting ______.
a. for paying
b. to be paid
c. to be paying
d. to have paid
trouble, I’m going to forget the whole affair.
a. Then rather cause
b. Rather causing
c. Rather than cause
d. Rather than caused
7. The brilliance of his satires was ______ make even his victims laugh.
a. so as to
b. such as to
c. so that
d. such that
with parents whose guidance is firm, consistent, and rational are inclined ______ high levels of self-confidence.
a. possess
b. have possessed
c. to possess
d. possessing
worker is ______ in repairing the machine to notice my coming.
a. too busy
b. enough busy
c. busy too
d. busy enough
10.“What did you do in the garden?”
“I watched my father ______ his motorbike.”
a. to repair
b. repaired
c. repairing
d. repairs
must have an engineer ______ the workers build the house.
a. to see
b. see
c. seeing
d. seen
means ______ a general conclusion from special facts.
a. to come to
b. to coming
c. coming to
d. came
’m not going to as k the teacher why he gave me that grade; I intend _______.
a. to let rest the matter
b. the matter to be let resting
c. letting the matter to rest
d. to let the matter rest
have tried _______ worrying about it.
a. to stop consciously
b. to consciously stop
c. to conscious stopping
d. to stopping consciously
15.“Do you want to give a talk on that subject?”
“I prefer ______ .”
a. not want
b. not wanting
c. to not giving
d. not to
_______ the truth of your remarks, although they go against my interests.
a. cannot but admit
b. cannot help but to admit
c. cannot but admitting
d. cannot help but admitting
she is angry, we ______.
a. had better leaving her alone
b. should leave her alone
c. might as well leave her alone
d. had rather leave her alone
don’t allow ______ in my office and I don’t allow my family ______ at all.
a. to smoke…smoking
b. smoking…to smoke
c. to smoke…to smoke
d. smoking…smoking
should remember ______ from the point when you are writing a composition.
a. don’t wander
b. not to wander
c. no wandering
d. not wander
advised us to withdraw ______.
a. so as to get not involved
b. so as not to get involved
c. so that to get not involved
d. as not to get involved
ran all the way up to the station ______ that the train had left fifteen minutes before.
a. in order to find
b. so as to find
c. only to find
d. such as to find
went hunting for a week but still he didn’t find a room ______.
a. to live
b. to live in
c. for living
d. to be living in
should really avoid ______ at home alone as he is old and ill.
a. your father stay
b. your father to stay
c. your father’s staying
d. your father who stays
didn’t want to risk ______ wet as he had only one suit.
a. getting
b. to get
c. being got
d. to be gotten
’m disappointed with the new officers elected in our club, but there is no point _______ about it.
a. to worry
b. in worrying
c. with us worrying
d. if we worry
won’t be any use ______ to borrow any more money.
a. you to try
b. of your trying
c. trying you
d. your trying
law requires all cars _______ for safety and efficiency.
a. being tested regularly
b. to be regularly tested
c. be regularly tested
d. regularly tested
remember ______ to the zoo by my father when I was little.
a. being taken
b. taking
c. have been taken
d. to have taken
completely forgot ______ the front door last night and feel fortunate that nothing is stolen.
a. locking
b. being locked
c. to lock
d. to have locked
regret ______ you that your application has been refused.
a. informing
b. being informed
c. to be informed
d. to inform
didn’t mean ______ anything, but these apples looked so good I couldn’t resist ______ one.
a. to eat…trying
b. to eat…o trying
c. eating…to try
d. eating…to trying
know it isn’t important but I can’t help ______ about it.
a. but to think
b. thinking
c. think
d. to think
ship, ______ to a shapeless wreck, was hardly recognizable.
a. being reduced
b. reducing
c. reduced
d. having been reducing
young doctor could not sleep at night, his thoughts ______ him no peace.
a. gave
b. giving
c. being given
d. to give
a long walk on a hot day, one feels ______.
a. exhaustive
b. exhausting
c. exhaust
d. exhausted
relatives of his are ______ . I don’t want to have any dealings with them.
a. boring people
b. bored people
c. people having bored
d. people having boring
must follow the directions exactly and if you become ______, you must take the time to go back again and reread them.
a. to confuse
b. confusing
c. confuse
d. confused
is something wrong with my TV set, I must have it ______.
a. checking
b. check
c. to check
d. checked
was just about to jump up when he felt something ______ near his feet.
a. to move
b. move
c. moving
d. moved
with the corresponding period of last year, the output of chemical fibers in the first quarter rose by 15%.
a. Comparing
b. To compare
c. Compared
d. Compare
41.“Was the rally successful?’
“No, because the number of ______ was smaller than we had expected.”
a. people who attend
b. attended people
c. people attending
d. attendance of people
Dick has already arrive. Do you expect ______ to see him?
a. Going
b. go
c. to go
d. that you go
the electric refrigerator Dick takes a carton of cream, another of fresh milk and a can of
______ orange juice.
b. froze
c. freezing
d. freezed
felt bad for ______ a chance to study abroad.
a. having not given
b. not having given
c. having not been given
d. not having been given
some countries there are already a number of firms ______ computer programming.
a. specialize in
b. specialized in
c. specializing in
d. specializes in
young man who saw the car ______ into the river telephoned the police station.
a. plunge
b. plunged
c. was plunging
d. to plunge
she wa s shopping, she kept ______ the list to make sure she hadn’t forgotten anything. a. checked b. checking c. to check d. check
’d better ______.
a. to have your shoes mended
b. to have mended your shoes
c. have your shoes mended
d. having your shoes mended
machines are made ______ at full speed.
a. work
b. working
c. to work
d. to be worked
is certain that men will never stop ______ new energy sources to power their growing industry.
a. finding
b. to find
c. having found
d. found
is really quite extraordinary that we should have been at the same college without ______ before.
a. met
b. being met
c. having met
d. having been met
Smith is said ______ another important discovery in chemistry.
a. having made
b. having been made
c. to have made
d. to make
the sun’s light ______ the earth’s surface, it would be so cold that life could not exist on the earth.
a. warms
b. warmed
c. warming
d. to warm
rocket will weigh about 200 tons when ______.
a. being completed
b. completed completing d. have been completed
are plans ______ a number of atomic power station in this regions.
a. to build
b. to be built
c. building
d. being built
of us are looking forward to ______ a trip to the Ming Tombs.
a. make
b. making
c. to making
d. have made
can’t u nderstand ______ a decision until it is too late.
a. him to postpone to make
b. his postponing to make
c. him to postponing making
d. his postponing making
would like ______ that I don’t have a very high opinion of you.
a. to have you know
b. have you know
c. to have your known
d. having you know
had intended ______ him while he was living at Aberdeen.
a. visiting
b. visit
c. to have visited
d. having visited
you consider better _______ ?
a. not doing it again
b. not do it again
c. not having done it again
d. not to do it again
famous scientist was easy _______ along with.
a. to get
b. for getting
c. getting
d. got
students will have more discussions like this in the weeks ______.
a. coming
b. to come
c. come
d. to be coming
felt lonely at first, but after a time he got ______ alone and even got ______ it.
a. used to living…to like
b. used to live… to like
c. using to live…liking
d. to be used to living…liking
master raised his voice so that the could make himself ______ by the pupils in the back of the hall.
a. hear
b. heard
c. hearing
d. to be heard
he awoke, he found himself ______ in the hospital and ______ by an old woman.
a. lying…being looked after
b. lying…be looking after
c. lie…be looked after
d. lie…being l ooked after
from the hill-top the lake scenery is beyond description.
a. To see
b. Seeing
c. Seen
d. Having seen
in the strange forest, the poor girls fell to ______.
a. Lost…crying
b. Lost…cry
c. To lost…cry
d. Having been lost…crying
’ll have you ______ if you don’t pay your taxes.
a. to be arrested
b. arrest
c. arrested
d. being arrested
flights ______ because of the storm, they decided to take the train.
a. having cancelled
b. were cancelled
c. have been cancelled
d. having been cancelled
it was very late when John began doing the job, he managed with his friend’s assistance,
______ before the building was locked.
a. to be finished
b. being finished
c. finishing
d. to finish
the earnest efforts of various private groups as well as government agencies, many of the problems have not yet been solved, and much remains to ______.
a. have been done
b. be done
c. have done
d. do
that bad weather was on the way, the climbers decided to put off their attempt on Eiger until the following week.
a. Having told
b. Being told
c. Telling
d. Having been told
of the Government itself acknowledge many of their predictions _______ wildly
over-optimistic.
a. to be
b. being
c. to have been
d. having been
match was cancelled because most of the members ______ a match without a standard court.
a. objected to having
b. objected to have
c. were objected to have
d. were objected to having
teacher doesn’t permit ______ in class.
a. smoke
b. smoking
c. to smoke
d. to have smoke
like watching TV ______ to the cinema.
a. more than to go
b. more than going
c. than going
d. rather than to go
manager promised to keep me ______ of how our business was going on.
a. to be informed
b. informed
c. on informing
d. informing
. Brown is supposed ______ for Italy last week.
a. to have left
b. to leave
c. to be leaving
d. to have been left
went to work quietly, ______ to work as hard as she could.
a. her mind being made up
b. with her mind made up
c. with her mind making up
d. he mind making up
and wife with a common duty to the country will find themselves ______ closer together. a. been drawn b. drawn c. to draw d. drawing
we found little snow, as most of it seemed ______ blown off the mountain.
a. to have been
b. that it was
c. to be
d. that it had been
halfway through the exercise, the teacher changed his mind and collected all our papers. a. When only being b. When we were only
c. Being only
d. Having been
passengers are reading the morning paper, others are talking with one another, ______ nervously for the train.
a. to wait
b. are waiting
c. waiting
d. being waited
’s one thing I dislike about him: he will never admit ______ a mistake.
a. having made
b. making
c. being made
d. have been made
spent half a year ______ material for his new book.
a. to collect
b. collect
c. collecting
d. collected
’s no use ______ me not to worry.
a. you tell
b. your telling
c. for you to have told
d. having told
chairman insists that there be a meeting _______ within the shortest possible time.
a. to hold
b. to be held
c. to have been held
d. to be holding
the famous pianist was a child, he was accustomed ______ for several hours a day.
a. to practicing
b. to practice
c. to be practicing
d. to have practiced.
China hundreds of different dialects are spoken; people of some villages ______ themselves understood by the inhabitants of the next town.
a. making trouble have
b. have making trouble
c. have trouble making
d. trouble making have
’s a wonderful place for anyone ______ in architecture, as you are.
a. interesting
b. to be interested
c. being interested
d. interested
feature worth ______ is the role of information throughout a feedback control system..
a. noticed
b. noticing
c. being noticed
d. notice
believe ______ very largely due to mistaken views of the world.
a. this unhappiness are
b. to be this unhappiness
c. this be unhappiness
d. this unhappiness to be
they met, Leonards and his enemy were fighting ______.
a. killed each other
b. to kill each other
c. killing each other
d. to be killed each other
the invention of aero-planes, ______ in the sky like a bird was only a dream.
a. men fly
b. to fly
c. for flying
d. man flys
last they succeeded ______ the job.
a. to persuade him to take
b. in persuading him to take
c. to persuade him taking
d. in persuading him taking
that it does is ______ the place of a house wife.
a. takes
b. taking
c. take
d. being taken
listened to me ______ what Mr. Smith had said the day before.
a. to repeat
b. to be repeated
c. to repeating
d. repeat
could do little except ______.
a. writing
b. write
c. written
d. to write
electric shaver ______ before it can be used.
a. needs repairing
b. requires to repair
be in repair d. has to be repairable
100. ______ a problem requiring multiplication or division, the computer solves it by adding or subtracting.
a. Giving
b. Having given
c. Being given
d. Given
101. You can fly to London this evening ______ you don’t mind changing planes in Paris. a. provided b. except c. unless d. so far as
102. Students from the south prefer _______.
a. eat rice than bread
b. eating rice than bread
c. eating rice to eating bread
d. eating rice to eat bread
103. Would you be ______ to help me with my luggage?
a. enough kind
b. kind enough
c. too kind
d. kind too
104. The father advise ______ the second-hand car.
a. his son to not buy
b. his son not to buy
c. his son’s no buying
d. that his son not to buy
105. “Do you intend to come with us?”
“Yes, ______.”
a. I intend so
b. I intend that
c. I intend to
d. I intend
106. It takes a whole year for the earth ______ round the sun once.
a. traveling
b. to travel
c. traveled
d. travels
107. The factory ______ next year will be one of the largest in this city.
a. to build
b. to be built
c. being built
d. having been built
108. With the guide ______ the way, we set off on foot into the dark night.
a. leading
b. led
c. leads
d. to lead
109. They got the work ______ before the rainy season set in.
a. to do
b. done
c. doing
d. did
110. Things are known ______ when they unite with the oxygen of the air.
a. burning
b. to burn
c. burn
d. being burning
111. He was thoroughly ashamed ______ so much money on such an ugly picture.
a. for spending
b. with spending
c. to have spent
d. of having spent
112. ______ of the burden of ice, the balloon climbed up and drifted to the South.
a. To be free
b. Freeing
c. To free
d. Freed
113. The bank is reported in the local newspaper ______ in broad daylight yesterday.
a. to be robbed
b. robbed
c. to have been robbed
d. having been robbed
114. There seemed little hope that the explorer, ______ in the tropical forest, would find his way through it.
a. to be deserted
b. having deserted
c. to have been deserted
d. having been deserted
115. “Where should I send my application?”
“The Personnel Office is the place ______.”
a. to sent it
b. sent it to
c. to send it to
d. for sending it
116. The publisher will send you a specimen copy of their new book ______.
a. when it will be requested
b. when they are requested
c. when requested
d. when request it
117. Rome is the city ______.
a. I rather most like to visit
b. I’d most like to visit
c. I’m rather to visit most
d. I’d prefer most to visit
118. There ______ no further business, the meeting came to a stop.
a. being
b. was
c. been
d. had been
119. Please remind me ______ some eggs for the coming party.
a. buy
b. to buy
c. of buying
d. for buying
120. Don’t say anyth ing at the meeting unless ______.
a. asking
b. asked
c. being asked
d. to be asked
121. The radio announced that all flights ______ have been cancelled because of the fog.
a. go out
b. gone out
c. going out
d. will go out
122. What’s the use ______ extra leisure time if you don’t know what to do?
a. have
b. to have
c. being have
d. of knowing
123. ______ mathematical concepts of some students was very difficult because the students did not have a math background.
a. Explain
b. Explaining
c. Have explained
d. Having explained
124. Although John was the oldest in the family, he always let his sister _____ charge of the house.
a. to take
b. taking
c. take
d. taken
125. Commercial banks make most of their income from interest ______ on loans and investment in stocks and bonds.
a. earn
b. earned
c. to earn
d. was earned
126. Amelia Earhart, the first woman ______ a solo flight across the Atlantic Ocean, was born in 1898.
a. makes
b. made
c. making
d. to make
127. It is impossible for the plan ______.
a. to put into practice
b. not to put into practice
c. to be put into practice
d. to be not put into practice
128. ______ is what she wants to know.
a. Who to do it
b. Whom to do it
c. Who does it do
d. Whom doing it
129. My wife suggested ______ to Scotland for a holiday, but I favor ______ Wales instead.
a. to go…to visit
b. going …visiting
c. to go…visiting
d. going …to visit
130. There are several ______ leaves on the ground.
a. falling
b. fallen
c. to fall
d. fell
教师招聘考试中高中英语语法教学案例分析- 英语学科专业基础知识 中小学教师职业道德规范教师招聘考试试题及答案 新课标实施以来，英语界提出了淡化语法、注重交际的新型英语教学方针，并且得到了英语教育界的广泛认可，摒弃了从前枯燥的语法教学工作，取而代之的是只要一方能讲，一方听得懂就足够了。那么，在教师招聘考试中，我们该如何去体现出新课标的要求呢？下面，中公教育汪琴老师通过实例向大家进行介绍。 首先，我想向大家介绍一下传统的语法讲解方式，不如让我们一起走进课堂： 师：同学们，本堂课我们一起来学习非谓语动词。非谓语动词形式包括doing，done，todo，其中doing表示主动，done表示被动，todo表示将来，他们在句子之中可以作多种句子成分，具体见下表： 此外，在doing和done短语作状语的句子中，如果动词的逻辑主语与句子的主语一致，必须省略，否则不能省略。下面我们来看几个例句:…… 生(嘈杂声一片):老师，什么是非谓语动词？ 老师，为什么不使用do？
老师，什么是状语？ 老师，…… 于是我们就会发现，精心准备的一堂课就这样在尴尬中结束了。 从上面的例子，我们可以发现当前的英语教学的形势和现状。所以，每一位老师都要去思考面对这样的学生现状我怎么来进行英语语法的教学。 接下来，将为大家介绍新模式的教学： 师：同学们，下面我来给你们讲个故事:当你出生的时候，你是个小孩子，你生下来就在哭，你的妈妈看着你对你说:“我爱你!”看着你可爱的样子，她又深情地讲:“孩子，我要给你一个吻!请你相信，我会让你幸福的!” 其中划线的句子翻译成英语分别是: Iamababy.主+系(v)+表语 Iamcrying.主+谓(v) Iloveyou.主+谓(v)+宾语 Iwillgiveyouakiss.主+谓(v)+间接宾语+直接宾语 Iwillmakeyouhappy.主+谓(v)+宾语+宾语补足语 师：同学们，上面所出现的五句话就是英语里面的五种简单基本句型，你们能记得住吗？ 生：肯定能。
《高中英语语法填空》教学设计 一． 二．教学目标 1. 2.知识技能 （1） （2）通过本课的学习使学生了解语法填空的常考考点和清晰的解题思路，掌握分析句子结构的方法。 （3） （4）将句子语法结构分析和句子意义能有机结合去解题。 2. 3.情感态度 通过将考点细分逐个突破鼓励学生打破“我不行”的心理暗示，提高学生学习的自信心。 4. 5.能力目标 通过对考点的细分和总结让学生有更为清晰的解题思路。 二． 三．重点 了解语法填空的常考点与解题思路，掌握分析句子结构的微技能。 四． 五．难点 将句子语法结构分析和句子意义有机的结合去解题。 六． 七．学生情况 学生掌握基本的语法知识。 八． 九．教学与学习过程 Step1.介绍语法填空的要求 Step2.介绍语法填空的解题思路 1.纯空格试题 2.给出动词的试题 3.词类转换题 Step3.介绍语法填空的方法
1. 2.根据句子结构，确定词性 3. 4.根据上下文意义及语法，确定词性：冠词，代词，连词，介词，谓语动词，非谓语动词，词性变化。 Step4.纯空格试题 1. 2.名词前设空：（1）冠词，形容词性物主代词，名词所有格，介词或 one,some,any,other等代词 （2） （3）常用and,but,or,so等连词 （4） （5）缺主语或宾语：名词，代词 Step5.给出了动词的试题 若是谓语动词，就要考虑时态和语态。 若是非谓语动词，用doing,done,to do等形式。 Step6.词类转换题 （1） （2）转换为形容词（2）转换为名词（3）转换为副词Step7.其他常考类型 Step8.语法填空做题思路总结。 1. 2.根据语法知识进行填空 3. 4.根据逻辑关系进行填空 5. 6.根据语片标志进行填空 ’s practise 六作业：完成资料相关练习 七．教学反思
高中英语语法“虚拟语气”的教学设计 一、教材分析： 本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、学情分析： 在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 三、教学重点: 1.复习的重点---语法虚拟语气的句型结构. 2.语法虚拟语气的运用 四、教学难点: 1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2.虚拟语气在真实的生活语境中的使用。 五、教学目标: 1.知识目标: 引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标： 利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标： 用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。 六、教学策略:
高中英语语法教学案例分析 一、学生情况分析 授课对象为高二（2）班的学生。高二（2）班英语基础较差，对英语不太感兴趣。大部分学生的思维活动、表现欲望和合作精神在平时的教学中表现很好。根据这些特点，我采用与新课标要求相一致的教学方式，在师生互动、生生互动的过程中来实现教学任务和目标。 二、教材分析 本节课的授课内容为高中语法的一个重点也是难点的内容：宾语补足语。对于该内容学生半知半解，加上语法容易让人觉得枯燥，学生对此内容有排斥畏难心理。 三、教学目标 【知识与技能】：1.让学生弄清楚宾语补足语在句子结构中的作用和用法。2.宾语补足语的认知与掌握 【过程与方法】：1.培养学生自主学习和协作学习的能力；2.培养学生质疑意识，分析问题、解决问题、归纳问题的能力。 【情感价值观】：通过本节课的学习，培养学生的爱校情感。 四、教学策略和方法 本节课的教学以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、归纳能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。随堂进行小组指导，一方面参与学生的讨论，更给学生以个别辅导，以帮助学生解决学习过程中的难题。通过演示法把制作的课件、学生的作文等显示给学生看，便于学生对知识的把握，并从中获得启迪，从而解决问题。通过小组协作法分析问题、解决问题，
从而内化而形成学习成果，并将其在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。通过任务驱动教学法将所要学习的新知识 隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老 师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知 识的意义建构。 高中英语新课程的总目标就是培养学生综合运用英语的能力，提倡学以致用。所以，在中学英语语法教学中，应关注学生的学习和认知过程，注重学生 思维能力的培养，并力求把语言形式、意义和用法有机地结合起来。 五、教学过程 呈现（认知）——辨识（发现与探究）——归纳（分类梳理）——巩固（学以致用） Ⅰ. 从教材例句入手，从认知到理解过渡 1．认知——辩识 简短地对宾语补足语的概念交代之后，让学生自己从课文中找出学过的带 有宾语补足语的句子，使学生初步认知宾语补足语的形式和结构。这一步的关 键是鼓励同学们感知和发现，而不是直接告之答案。 Now when people refer to England you find Wales included as well. So to their surprise the three countries found themselves united. They were going to get Ireland connected to the other three. I raised my voice to make myself heard. 2．辩识——拓展 引导学生归纳总结过去分词作宾语补足语的用法，引导式地列出其他常接 宾语补足语的动词： have, get, make, leave等带有“致使”含义的动词。 see, hear, watch, feel, think, find, notice, observe等表示感觉和心理状态的动词。 like, want, wish, order等表示“希望”、“要求”等含义的动词。 3．拓展——理解 再以口头或笔头翻译的形式，给出学生一些具体实例，让学生练习的同
高中英语语法虚拟语气 教学设计 集团档案编码：[YTTR-YTPT28-YTNTL98-UYTYNN08]
高中英语语法虚拟语气教学：The subjunctive mood 厦门第十中学吕瑞珠 一、概述 本节课是高中英语语法教学课，授课内容为虚拟语气，授课对象是高三年学生。从呈现、加深记忆、巩固到实践并将语言项目运用于写作中并做适当的点评，大概需要两课时。但我这里着重阐述的是第一课时的教学内容、教学策略等。 通过本节语法教学课的学习，学生重新整合自己的有关虚拟语气的知识，复习已知的虚拟语气的表达形式如：I wish I could fly freely in the sky like a bird; It is high that you got up.等等，并学习新的表达形式如：The English teacher suggested that we should read the English newspaper every day; I would have passed the English exam if I had worker harder in the past 20 days.最为重要的是，学生在学习完虚拟语气的表达形式后，要在写作中运用。 虚拟语气在高中英语语法的难点之一，多数学生感到费解，因此也更需要老师的指导与相应的实践与运用，并且较好地掌握虚拟语气的表达形式，有助于扫除学生阅读过程中对个别句子的理解。 二、教学目标分析 1．知识与技能 1）复习学生已掌握的虚拟语气表达的句型： I wish I were… / I could … It is high time that you did your homework.. If I were you, I would… 2) 学习虚拟语气新的表达方式，尤其是if引导的虚拟条件状语从句，掌握与现在事实、与过去事实、与将来事实相反的三种虚拟语气的表达，特别是主句与从句时态的呈现；还有引导出的宾语从句需要运用虚拟语气的动词，如suggest, insist, propose, demand and so on. 3）培养学生运用所学知识表达自己的思想的能力。 2．过程与方法 1）引导学生在欣赏英文歌曲An Angel的情景教学过程中，开启对虚拟语气表达已有的知识记忆。
高中英语教学案例分析(一) ---- Cultural Relics—In Search of the Amber Room（阅读课） 教材版本：人教版高中英语必修2授课时间：40分钟 一、学生分析 教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。 二、教材分析 这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），
让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。 三、教学目标 本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。 教学内容大致分为以下几个方面： 1．看图片和听录音引入文化遗产这一话题。 2．从网上下载一些琥珀屋图片并展示给学生看，分辨新旧琥珀屋，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。（一些生词用板书） 3．学生阅读课文后完成精读练习。 4．两人围绕琥珀屋设计小对话。 5．语言学习--难句解释。 6．小结文章，一是找关键线索，二是写作手法。 7．小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么（达到教学目标--形成保护文物意识）。 四、教学策略 环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道琥珀屋从形式－失踪－重建的过程，
各章练习答案 名词练习答案 1 D 15 B 29 D 43 D 57 A 2 D 16 B 30 B 44 B 58 C 3 C 17 B 31 C 45 A 59 D 4 C 18 C 32 C 46 B 60 B 5 A 19 C 33 B 47 D 61 C 6 C 20 B 34 C 48 B 62 B 7 A 21 C 35 A 49 C 63 B 8 D 22 A 36 C 50 B 64 D 9 C 23 D 37 C 51 C 65 B 10 D 24 C 38 B 52 A 66 C 11 C 25 A 39 B 53 D 67 C 12 A 26 A 40 C 54 C 68 D 13 D 27 C 41 D 55 A 69 D 14 B 28 C 42 A 56 D 70 A 介词练习答案 1 D 19 B 37 C 55 B 73 C 91 B 109 A 2 B 20 D 38 D 56 B 74 D 92 C 110 C
3 A 21 B 39 A 57 C 75 A 93 A 111 C 4 B 22 B 40 A 58 C 76 D 94 B 112 D 5 C 23 D 41 A 59 D 77 B 95 C 113 A 6 D 24 C 42 C 60 B 78 B 96 C 114 C 7 A 25 A 43 A 61 A 79 D 97 D 115 A 8 C 26 C 44 C 62 A 80 C 98 D 116 B 9 C 27 D 45 D 63 D 81 A 99 A 117 A 10 B 28 A 46 C 64 D 82 C 100 C 118 A 11 D 29 C 47 D 65 D 83 D 101 C 119 B 12 C 30 B 48 B 66 C 84 A 102 D 120 B 13 C 31 B 49 C 67 A 85 D 103 B 121 A 14 C 32 C 50 B 68 A 86 D 104 C 122 B 15 D 33 B 51 D 69 D 87 C 105 D 123 C 16 A 34 C 52 B 70 A 88 B 106 C 124 D 17 B 35 D 53 C 71 C 89 A 107 C 125 D 18 C 36 B 54 D 72 B 90 C 108 D 126 冠词练习答案 1 C 19 C 37 B 55 C 2 B 20 A 38 B 56 A 3 D 21 A 39 C 57 D 4 A 22 B 40 C 58 D
高中英语语法专题复习教案大全(15个教案) 语法复习专题一——名词 一、考点聚焦 1.可数名词单、复数变化形式 （1）规则变化。 ①单数名词词尾直接加-s。如：boy —boys, pen —pens。 ②以s、x 、ch 、sh结尾的单词一般加-es。如：glass —glasses,box—boxes, watch —watches, brush —brushes。 特例：stomach —stomachs。 ③以“辅音字母+ y”结尾的变“y”为“i”再加“-es”。如： baby —babies, lady —ladies, fly —flies。 ④以“o”结尾的多数加-es。如：tomato —tomatoes, potato —potatoes, hero —heroes。但以两个元音字母结尾的名词和部分外来词中以o结尾的词只加-s。如：radio —radios, zoo —zoos, photo —photos, piano —pianos, kilo —kilos, tobacco —tobaccos。 ⑤以“f”或“fe”结尾的名词复数形式变“f”或“fe”为“v”，之后再加-es。如：wife —wives, life —lives, knife —knives, wolf—wolves, self —selves, leaf —leaves等。特例：handkerchief—handkerchiefs, roof —roofs, chief —chiefs, gulf —gulfs, belief —beliefs, cliff —cliffs。 ⑥改变元音字母的。如：man —men, mouse —mice, foot —feet, woman —women, tooth —teeth, goose —geese, ox —oxen。特例：child —children。 ⑦复合名词的复数形式。（A）在复合词中最后名词尾加-s。如：armchair —armchairs, bookcase —bookcases, bookstore —bookstores。（B）man和woman作定语修饰另一个名词时，前后两个名词都要变成复数。如：man doctor —men doctors, woman driver —women drivers。（C）与介词或副词一起构成的复合名词应在主体名词部分加-s。如：brother-in-law —brothers-in-law, passer-by —passers-by。 ⑧有的名词有两种复数形式。如：zero —zeros 、zeroes, deer — deers 、deer。penny的两种复数形式含义有所不同。如：pence（便士的钱数），pennies(便
英语语法教学案例分析 教师：王春德一..Teaching Content: 7BUnit5 Abilities Grammar Grammar A: Using “can”/ “could” to talk about ability 二..Teaching Aims: 1. Use can to talk about the ability at present https://www.doczj.com/doc/345505532.html,e could to talk about ability in the past. 三..Important and Difficult Points: H ow to use “can” and “could” to express ability in the present and past. 四..Teaching Procedures: Step 1. Warming up. T: What can you do now? S: I can sing. S2: I can draw S3: I can dance. T: Can you ride a bike / swim / fly a kite / play football / play chess? Ss: Yes , I can. / No, I can’t. (Show the students’ answers and Ride a bike / Swim/ Fly a kit e/ Play football / Play chess on the screen .) 本部分用来复习以前学过的情态动词can的用法,以及一些动词短语ride a bike fly a kite play .football等.自然的过渡到本科的语法, 用can.谈论能力.. Stept2 Playing a game T: Now let’s play a game .Five students come to the front and perform for the class according to my instructions. and gestures. The others answer my questions. T : What can she do? Ss : She can ride a bike /swim/ fly a kite/ play football / play chess . T: Can she / he ride a bike /swim/ fly a kite/play football /play chess. Ss: Yes ,She can? No, she can’t. T: Say the whole sentences: eg: A. can ride a bike. He can’t / cannot swim.… Step3 Work in pairs T: Ask your partner more questions like above . 本部分通过做游戏,让五位同学表演,其余的学生猜, 这些同学在干什么,他们能干什么?学生便可轻松愉快的气氛中掌握了can的用法.再者,学生的参与率较高.积极性较高. Step4 Playing a guessing game T: Now let’s play a game .Please listen carefully and guess what I am. I can fly. I can sing. I can repeat the words you say . what am I? Ss: It is a parrot.
高中英语语法教案 6.动名词 动名词是非限定动词的一种形式，由动词原形+ing构成。它既有动词的特征，又有名词的特征，故称。动名词也有时态和语态的变化，如表所示（以及物动词write为例），不及物动词没有语态的变化。 时态/语态主动被动 一般式writing being written 完成式having written having been written 动名词作主语、宾语和表语 1）作主语。例如： Fighting broke out between the South and the North. 南方与北方开战了。 2）作宾语 a. 有些动词可以用动名词作宾语。例如： admit 承认appreciate 感激avoid 避免complete完成consider认为delay 耽误 deny 否认detest 讨厌endure 忍受enjoy 喜欢escape 逃脱fancy 想象 finish 完成imagine 想象mind 介意miss 想念postpone推迟practice 训练 recall 回忆resent 讨厌resume 继续resist 抵抗risk 冒险suggest 建议 face 面对include 包括stand 忍受understand 理解forgive 宽恕keep 继续 例如：Would you mind turning down your radio a little, please? 你把收音机音量调小一点，好吗 The squirrel was lucky that it just missed being caught. 这松鼠幸运得很，刚逃避了被逮住的厄运。 b. 有些结构后面可以用动名词作宾语或其他成分。例如： admit to prefer…to be used to lead to devote oneself to object to stick to no good no use be fond of look forward to be proud of be busy can\'t help be tired of be capable of be afraid of think of burst out keep on insist on count on set about put off be good at take up give up be successful in 3）作表语，对主语说明、解释。例如： Her job is washing, cleaning and taking care of the children. 她的工作是洗刷、清扫和照顾孩子。 比较：She is washing, cleaning and taking care of the children. 4）作定语，一般表示所修饰名词事物的用途。例如： a writing desk=a desk for writing 写字台 a swimming pool=a pool swimming 游泳池 有些动名词作定语，与所修饰的名词关系比较复杂。例如： boiling point=a temperature point at which something begins to boil 沸点 a walking tractor=a tractor which a driver can operate while he or she is walking behind it 手扶拖拉机 worth 的用法 worth, worthy, worthwhile都是形容词，意为\"值得\"。
宾语从句和表语从句 1、掌握宾语从句的用法【重点难点】 2、掌握表语从句的用法【重点】 名词性从句包括主语从句、表语从句、宾语从句、同位语从句。（一）宾语从句 (1)宾语从句在句中作及物动词或介词的宾语。 ①We can learn what we did not know. 我们能够学习我们所未知的。 ②He was very pleased with what you had said at the meeting. 他对你会上所言十分满意。 如果主句的谓语动词是及物动词make, find, see, hear等，则把宾语从句置于宾语补足语之后，用it 作为形式宾语。 We find it necessary that we practise spoken-English every day. 我们发现每天练习英语口语是很必要的。 另外，某些带宾语的形容词，如sure, happy, glad, certain等之后也可带宾语从句。(注：有的语法学家认为是省略了形容词后的介词) 。 I am sure that he will succeed. 我相信他会成功的。 注意(1)关联词只能用whether 不能用if 表示“是否”的情况如下： A. 在表语从句和同位从句中。 ①The question is whether the film is worth seeing. 问题是这部电影是否值得一看。 ②The news whether our team has won the match is unknown. 我们队是否赢得比赛的消息还是未知的。 B. 在主语从句中，只有用it 作形式主语时，whether 和if都能引导主语从句，否则，也只能用whether。 ①Whether we shall attend the meeting hasn’t been decided yet.
非谓语动词（三） 一、本质 不定式：强调动作，具体的，一次性的；目的状语，出乎意料的结果；将来； adj + to do 动名词：习惯 分词：状态 现在：主动，进行 过去：被动，完成 分词做状语 If your giving more time, I will… 四、with的复合结构 with + sb./ sth. + to do （无被动） doing done With lots work to finish, we … 含有介词to的常考短语 ●be addicted to doing 沉溺于 ●devote oneself to doing sth.=be devoted to doing sth.致力于 make contribution to doing sth. e.g. Her life was devoted to caring for the sick and needy. ●be equal to doing sth. e.g. This is equal to saying that he knows her well. She didn’t feel equal to receiving visitors. ●object to doing sth. = have an objection to doing sth. e.g. He objected to being treated like a child. ●be opposed to doing sth. e.g. I am opposed to telling him the news at once. ●reduce sb. to doing sth. e.g. Hunger reduced then to stealing. ●pay attention to doing. 注意做某事 ●be used to doing sth. = be accustomed to doing sth. ●get down to doing sth.
高中英语教学案例 一、学生分析 授课对象为高三（3）班的学生。高三（3）班为理科班，男生较多，英语基础较差，对英语不太感兴趣。大部分学生的思维活动、表现欲望和合作精神在平时的教学中表现很好。根据这些特点，我采用与新课标要求相一致的新的教学方式，即活动式的教学法和任务型教学法相结合的方法，调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。 二、教材分析 本节课的授课内容为定语从句中的一个重点也是难点的内容：定语从句中关系代词和关系副词的用法及区别。对于该内容学生半知半解，加上语法容易让人觉得枯燥，学生对此内容有排斥畏难心理。尤其是当先行词一样时，该用关系代词还是关系副词是一个难点。 三、教学目标 知识与技能：1.让学生弄清楚定语从句中关系代词和关系副词的用法；2.重点是定语从句中关系代词和关系副词的区。 过程与方法：1.培养学生自主学习和协作学习的能力；2.培养学生质疑意识，分析问题、解决问题、归纳问题的能力。 情感价值观：通过本节课的学习，培养学生的爱校情感。 四、教学策略和方法 本节课的教学以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、归纳能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。随堂进行小组指导，一方面参与学生的讨论，更给学生以个别辅导，以帮助学生解决学习过程中的难题。通过演示法把制作的课件、学生的作文等显示给学生看，便于学生对知识的把握，并从中获得启迪，从而解决问题。通过小组协作法分析问题、解决问题，从而内化而形成学习成果，并将其在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。通过任务驱动教学法将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。 五、教学过程 Step1 Lead-in导入
英语语法课程项目教学设计 授课内容：一般现在时与一般过去时 授课班级授课时间2课时授课地点：多媒体教室 教学目标 能力（技能）目标知识目标素质（情感）目标1、能系统地了解一般 现在时与一般过去时 的基本语法点。 2、能正确区分并使用 两种时态中的标志 词。 3、能正确运用两种时 态进行笔头和口头练 习。 一般现在时与一般过去时的 基本语法点：概念、构成、 标志词、及动词形式。 1、提高学生的观察能力和 归纳总结能力; 2、通过小组活动，提高学 生团结协作能力; 教学重点与难点1、两种时态的概念、构成、标志词、及动词形式在的误区及困难； 2、“often”在两种时态中的运用。 教学 方法 合作法、讨论法、任务法 能力训练任务1、项目任务展示 2、独立归纳两种事态的基本语法点 3、组内完成语法练习 教学参 考资料 网络资源，来自百度文库教学设计：
任务一：项目展示（presentation) (30分钟 ) 1.Groups are selected to present their project within 15 minutes. 2.The other members of the group are asked to answer some questions. 3.The rest of the classmates are selected to finish the exercises. 任务二：英语语法点归类 (30分钟 ) 1、Ss are asked to fill in the blank about grammar tips on their own. 2、Check the answers in class and T shows the correct answer. 概念构成标志词动词形式 （行为动词） 一般现在时 1、反复发生的习惯性 动作或存在的状态 2、主语的特征、能力 3、客观事实 4、安排或计划好的将 来的动作 1、主语+be (am, is ,are) + 其他 2、主语+实义 动词+其他 every month /day… often, once a week 第三人称单数 1、+s 2、以-s，ss,sh,ch,x,o结尾， +es 3、以“辅音字母+y”结尾时，改 y为i再加-es 4、不规则 一般过去时 1、过去的动作或状态 2、过去的某一段时间 内经常的动作 3、虚拟语气 （表示现在或将来的 1、主语+be (was,were) +其他 2、主语+实义 yesterday, last week , three days ago in 1994 1、+ed 2、重读闭音节，双写辅音字母 +ed. 如：clapped 3、以“辅音字母+y”，先改y为 i,再加-ed。如studied
高中英语语法课教学活动的设计 密云二中季李红 《英语课程标准》指出：英语语法是语言知识的重要组成部分，是发展语言技能的基础。语法教学是语言教学的重要内容之一。基于高中学生认知能力的发展，课标倡导语法教学应遵循的教学模式为：关注—归纳—操练—运用。相对传统的语法教学方式，学生不再是死记硬背语法规则，做大量的机械练习，而是积极参与课堂，通过观察、体验、实践、合作等方式学习语法，是课堂学习的主体。要实现学生角色的转变，培养学生的英语思维能力，教学活动的精心设计是高效课堂的重要保障。 笔者以课例研究的方式对语法教学进行了大量实践，认为语法课教学活动的设计应注意以下原则。 一、教学活动的设计与教学目标一致 教学活动的设计要与教学目标一致，为教学目标达成服务，因此每个教学活动要有明确的目的。以北师大版第五模块第13单元语法项目---情态动词表推测，第一课时的教学设计为例。笔者设计的教学目标 动学生的主动性，激发他们的思维活动；事实上，要学生关注目标语法结构前，教师应对语料进行必要的阅读理解处理，这有利于解决教学难点。此外，文中有18个含情态动词的句子；其中4个不是情态动词表推测的句子。若学生能将他们成功挑出，说明他们不但回顾了旧知识，理解了must, may, may not, might, can’t, could 表推测时，在上下文中表达的语气，而且更将注意力关注于目标语法。 本课的教学难点为：Use the proper forms of modal verbs to express guesses about what happened and what
学生通过以表达内容为依据继续对句子分类处理，既很好地理解了情态动词表推测的深层含义，同时又关注、归纳出了语法规则。 在归纳法语法教学模式中，学生首先接触的是包含语法规则的真实上下文情景，然后根据上下文的信息归纳出使用规则。这种教学法有助于培养学生的语感。通过分析归纳总结语言使用规律课深化学生对用法的理解，培养学生的逻辑思维能力。但教师必须提供充足的，以语境为依托的语料，教学活动的形式适合学生的认知水平，他们的观察、体验、探究、合作等主动学习行为才得以开展。 二、教学活动的设计是形式和意义的结合 高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。例如：在强化巩固情态动词对发生了的事情表推测的句型时，笔者认为教材P13 Ex-8 的活动设计得很好，例如：A housewife is cheering. 针对这个情境，学生的语言产出为： 1)Her husband may be cooking. 2)She may have got a surprising gift. 3)Her husband may have been promoted. 4)She could be pregnant. 学生的表达多样，富于想象，不是对例句的机械模仿，他们在努力传达内心所想，这使得课堂气氛越来越活跃。 三、教学活动的设计具有层次性和梯度 变化是学习的调料，是教学的调节剂。由于学生水平的差异，课堂上活动任务应有一定的梯度，使各层次的学生都能学到东西。另外, 过于单一、没有挑战性的教学活动会使学生对语法教学产生厌倦情绪。 语法练习一般分为结构认知性练习、控制和指导性练习、交流性练习。教学过程中，教师的指令要简洁明确，做出清晰的示范，以保证练习效果。在本课例中，练习设计的层次和形式如表格所示： 忌含有分散学生注意力的动画和声效。 四、教学活动的设计保持话题一致性 运用得当的语法结构表达意思，离不开词汇的支持。为了实现语言的输入与输出的一致，教学活动的设计要保持话题的一致性。笔者认为话题应在贴近学生生活实际的前提下，尽量保持与单元话题一致。例如: 北师大版第二模块，第六单元—定语从句的教学设计。该单元话题为文学与艺术，如果要学生描写一位艺术家或作品，练习就不具有可操作性。因此，笔者设计了如下活动：
一．为什么学习语言要进行语法学习？ 语法学习作为语言习得的重要组成部分，是课堂教学与学生学习过程中不可或缺的部分。因为首先语法是一种知识。包括描述性知识和陈述性知识由各种语法规则组成，包括词法，句法和章法。其次语法是一种技能。掌握了语法知识，并不等于说出或写出符合语法的句子，学生需要通过练习，才能掌握语法。另外，语法是一种交际基础。语法不仅要解决语言正确额问题还得保证语言得当。 二．结合教学材料，用任务教学策略设计一课语法教学。 （1）任务教学策略 学习者进行语法学习的最终目的是为了培养学习者的听、说、读、写各项技能，因此，语法教学应该融入听、说、读、写任务活动中，使语法真正服务于交际。但是，由于语法教学仍然是任务教学的中心，语法教学过程实施的任务教学策略具有以语言形式为中心的特点。这类活动又分为两种，一种是具有隐性特点的语法活动，如教形容词、副词比较级时，教师先向学习者提供下列图表，然后让学习者与自己的同桌讨论一些食品和烟酒的价格、味道、重要性等，并鼓励学习者根据自己的真实意见进行语言输出。 学习者根据自己真实的看法，输出下列对话： 学习者 A: I think beer is cheaper than fruit. 学习者 B: No, no, I think fruit is cheaper than beer, and is more healthy . 由于这类问题并不存在对错与否的说法，完全取决于学习者个人真实看法的表达，因此，更能激发学习者的学习兴趣，在思想交流的过程当中逐渐内化语言规则。 另外一种以形式为中心的语法学习任务具有显性特点，其任务内容通常是语法问题，例如，教师将写有正确与错误两类句子的卡片发给学习者，引导学习者阅读、讨论，选择出符合语法规范的正确形式，最后总结包含该语法点的语法规则。 在开展语法任务前，教师应当借助阅读材料或听力内容向学习者展示要学习的语法点，并布置学习任务，然后教师按照教师的安排完成运用语法形式的学习任务。例如，教师安排学习者分析一个包含 be going to 语法结构的阅读材料，并引导学习者讨论和认识该语法结构的表意和交际功能，然后组织学习者根据自己的实际或想象来谈论即将到来的假期计划安排，并将那些具有相似或相同假期计划的学习者组合在一起，成为一个学习活动小组，以激发更多的语言输出。语法任务完成后，教师应及时根据学习者在任务完成过程中和结果展示中存在的语法问题富有针对性地安排相应的训练活动。例如，如果教师发现有些学习者在任务完成过程中对 often, usually 等词的用法不是十分清楚，就可以先通过图示表示 never, seldom, sometimes, often, usually, always 等词汇之间的频度对比，然后安排学习者完成下列句子： 频度对比：never → seldom → sometimes → often → usually → always 1. Tom works hard. 2. He is on time for work. 3. He is late. 4. He is early for work. 5. He makes mistakes when he writes the file. 6. He answers the phone politely.