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高中英语语法教学3篇

时间：2017-03-08 教学论文点击：

高中英语语法教学3篇

高中英语语法教学(1)

贫穷山区高中英语语法教学论文：探讨贫穷山区高中英语语法教学

摘要：英语语法在高中英语教学中具有十分重要的作用,它是构词组句过程中不可或缺的部分。公式法、对比法、情景法能够有效提高学习者学习语法的效率达到运用的效果。山区高中学生学好语法不仅有利于语言水平的提高,能够促进学习者对语言的理解和运用，更有益于升学率的提高。

关键词：山区高中英语；语法教学

一．山区高中学生英语语法的现状

本人是山区中学一线的英语教师，在山区工作十多年，感受最深的是：山区经济落后，没有良好的语言学习环境，高中学生的共同点就是英语差，英语难学，尤其是语法方面。具体表现在：第一是学生没掌握好词性。第二是学生划分不出句子成分，什么是及物动词、不及物动词；什么是表语、宾语、状语都不清楚；对名词、形容词、副词等常用词性在句中的主要作用也不太理解，缺乏必要的词法知识。第三是学生对英语的时态没过关。对现在进行时、过去进行时、现在完成时、过去完成时、过去将来时等常用时态,他们虽有些认识,但一问其构成,就有相当多的学生答不上来或答不完全,特别是与之相应的被动语态结构,直接引语变间接引语等，能理解掌握的更少。第四是由于上述基础知识不全面,导致学生运用语法知识分析问题、解决问题的能力不高。就阅读方面来说,不少学生还不能根据时态来推断事情的发生是在过去、现在还是将来,不能根据语态来判断叙述的中心,稍长的句子,即使没有生词也不懂怎样分析它的结构,理解不了其意思。在汉译英时,不辨词性、形式,仅把与汉语表面意义对应的英语单词按汉语句子的顺序排列;英译汉则反之,套用的是汉语语法结构,译句往往不通顺。在造句或写作文时,更多的是分辨不清时态、题目的要求和内容。其原因主要是学生对所学的语法知识掌握不好。

二，高中英语语法的重要性

首先英语是世界上通用度最高的语言。伴随着经济全球化的迅速蔓延，英语的应用早已迅速全球化，这就促使我国应该重视英语教育。因此，我们要想搞好各领域的相关研究，就必须精通英语，靠英语这门世界性语言及时获取国外最新的相关信息，加快我国的科学技术进步和经济发展。其次是高中生的英语水平太差直接影响到学生的高考。而这山区本来就平穷，学生唯一改变自己命运的出路就是靠读书考出去。可英语作为我们的第二语言，如果不懂得一些语法，自然是很难学好英语。语法是语言的三个组成部分之一,是词形变化和用词造句的规则的总和。因此,在英语教学中,语法占据着重要的位置。多年来,我国大多外语教学一直采用传统的教学方法,甚至提出过以语法为纲、以阅读为主的主张。教学中语法是讲授和练习的重点,因此,学习语法相对而言也掌握得比较好。在考试中，语法分数所占的比例比较高。语法是构成语言的诸要素之一,尽管在各种教学模式中多内容的取舍各不相同,但是语法是必不可少的,特别是牵涉到汉语与英语这两种迥异的语种,更是如此。一般来讲,汉语是一种表意文字,句中成分之间是一种意合连接:即词语、句段之间往往靠意义连接,很少使用连接词,加之汉语又没有词形的变化,所以词语的句法功能常常由词序决定。而英语是一种表音文字,有词形变化,句子成分之间是一种形式连接,即通过一定的词法和句法形式来连接的。总之英语基本上是一种综合型语言。以汉语为母语的学生如果不了解英语的语法规则,哪怕是很简单的句子,也无法准确地翻译出来。因此学习语法有助于外语学习者提高学习效果。上世纪90年代，大多数教学研究结果也证明,高中阶段,用适当形式关注语法对语言学习者是很有帮助的，主要表现在两个方面:一是帮助理解,即学习者可以运用所学语法知识理解阅读过程中遇到的某些疑难问题;二是帮助写作,是指学习者要充分利用他们掌握的语法知识来写出好的英语文章。

高中英语语法教学(2)

Grammer in high middle school必修1Ⅰ.The Present Continuous Tense for future actions 现在进行时表将来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.(表示将来的时间状语)

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 直接引语&间接引语

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. 特殊疑问句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:

一般疑问句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.

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 定语从句

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 (先行词)：The word or phrase which is modified by the attributive clause.

3. Relatives (关系词): 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.

先行词关系词定语从句

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. 由关系代词引导的定语从句

Relative pronouns can be functioned as subjects, objects or attributives.关系代词可充当主语、宾语或状语。

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 (宾语).

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. 你告诉我的一切我都感兴趣。

He asked for the best book that was on the subject. 他要有关这个内容的最好的书。

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.

他来得正是时候。（我们正急需帮助的那一刻，他来了）

The school where (in which) I work is not far from here. 我工作的那所学校离这儿不远。

He didn’t give the reason why (for which) he was absent yesterday. 他没有给出理由昨天为什么不来。

We admired him for the way (in which) he faced his difficulties. 我们很欣赏他面对困难的方式。

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)让我们讨论一下只跟我们有关的这些问题

No one will believe such stories as he told. (object) 没有人相信如他讲的这种故事。

I have never seen such kind of people as they are. (predictative)我从未见过象他们那样的那种人。

▲“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.

高中英语语法教学(3)

高中英语语法教学设计

Grammar – The Past Participle

翔安一中许彩明

一、教材分析：

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，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：

在高一英语学习基础上，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、教学目标:

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。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，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。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：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法. 2. 过去分词的运用

五、教学难点:

1.结合语法知识，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. 过去分词在真实的生活语境中的使用。

六、教学策略:

通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略:

本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

八、教学用具：

多媒体辅助（将本课所需要的图片、文字等制成PPT课件）

九、教学过程：

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（蜷缩）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?

设计说明：

1. 教师首先展示安徒生的《卖火柴的小女孩》图片和文本，然后请一位学生有感情的朗读，教师通过多媒体呈现图片和学生的朗读，目的是对学生的视觉和听觉作一个冲撞，吸引学生的注意力，并激发起好奇心。

2.利用新颖和形象的图片导入，让学生边听边记，最后考查学生记住几个过去分词，符合中学生的挑战心理，激发它们的学习热情，从而引出本节课的话题--过去分词。再者通过头脑风暴有利于学生参与教学活动，进行讨论和对话活动，激活学生的知识背景。

Step 3 Discovering the useful structures

1. Find out the Past Participle, and tell what role the Past Participle play in the sentences.

(1) 动词-ed形式作______

*…there were lots of matches left.

*…saw a Christmas tree decorated very beautifully .

*The lighted candles were burning brightly…

(2) 动词-ed形式作______

* She looked very worried…

*…and she seemed very delighted.

(3) 动词-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) 过去分词在句中作

*Requested to take her away, her grandmother went away with her .

设计说明：

通过叙述式和游戏式，引导学生利用过去分词形式解释所设置的文本信息，借助小组竞赛，实现生生互动、师生互动，将过去分词形式用作定语、表语、宾语补足语、状语的各种结构进行归纳。

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(实习老师）.

(2)The people sitting behind the classroom are all English teachers.

过去分词与现在分词作定语的区别:过去分词强调动作___________, 现在分词强调动作___________。

(3) I saw her taken out of the classroom.

(4) I saw her coming into the classroom.

过去分词与现在分词作宾补的区别: 二者与宾语逻辑上都是主谓关系, 但过去分词强调他们之间的___________, 现在分词强调他们之间的_____________

(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.

过去分词与现在分词作状语的区别：过去分词主句的主语之间是。

而现在分词与主语的主语之间是。

设计说明：

1、通过文字所描绘的语境，引导学生在运用中掌握过去分词，并共同回顾、归纳过去分词的用法，引导学生自己发现问题、分析问题、解决问题。

2、通过下列文字所描绘的情境，使学生在形象化、真实化的语境中明白过去分词和动词-ing充当定语、宾补、状语的异同。这项操练活动大大训练了学生的发散思维，又锻炼了思维能力与快速反应能力，还加深了对所学语法现象的理解。

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．单选题

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．单句改错

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．用分词结构美化句子

1.发现学生下午昏昏欲睡的样子，老师竭尽所能来激发(arouse)他们的兴趣。

The teacher found students sleepy in the afternoon and did everything he could to arouse their interest.

用分词结构

, the teacher did everything he could to arouse their interest.

2.这本用简易英语写成的书很容易读懂

The book which was written in simple English is easy to understand.

用分词结构

The book is easy to understand .

五．把下面的打乱的词或词组连串成句

a group of students , the teacher, the office, followed, by , entered

Moyan , stood there, surrounding , many , reporters

六．短文填词

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) （覆盖）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

设计说明：

1.新课程呼唤英语教学回归生活，强调课程从学生的学习兴趣和生活经验出发，因而设计时选择了学生熟悉事物作为话题，引导学生运用目标语言结构。

2.任务型活动：通过学生小组活动、小组竞赛的形式，激发参与学习过程的热情和竞争意识。合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组随机选题竞答游戏活动，激发学生的参与意识和学生的挑战意识。

3.练习设计形式多样，由浅入深，层层深入，符合学生的认知规律，具有语法教学的交际性，科学性和可操作性。

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(民间故事) . 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(民间故事) . 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 .

请你根据下面的内容提示用英文写一篇有关刘翔的简介。

1.刘翔是中国奥运会的金牌得主，以他在110米栏中的速度著称

2.生于上海的一个家庭, 从小就受到良好的训练

3.在2004年的雅典奥运会上赢得了男子110米栏，平了世界纪录并且打破了奥运记录

4. 2008年，由于严重受伤，他离开了北京奥运会的鸟巢

5.两年后，受到最好治疗后并且在他教练孙海平的鼓励下，刘翔回来了，在2010年广州亚运会上赢得了三连冠

6.现在，我们发现刘翔的精神在全国各地传播

注意 : 1. 短文中须包括上述内容要点，可适当发挥；

2. 在短文中至少要使用5-6个分词形式

3. 词数：100左右。

提示：Olympic gold medalist奥运会的金牌得主

men’s 110-metre hurdle race男子110米栏 coach 教练

设计说明：

任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。

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.

设计说明：

学生的自我反思与评价充分体现了以学生为主体的课堂教学模式，有助于培养学生自主学习的意识。课后作业是教学内容的巩固、延伸和拓展，布置的作业应体现课堂教学整体内容，同时为学生的进一步学习指引方向。

十、教学反思