高職高專英語語法教學構(gòu)想

1、高職高專英語語法教學設(shè)想摘要:傳統(tǒng)的語法教學大都使用演繹、推理或歸納法。傳統(tǒng)的教學法受到現(xiàn)代教學法的沖擊。淡化語法教學是現(xiàn)代英語教學的必然趨勢。本文從高職院校學生的實際情況出發(fā),以不定式為例提出英語語法教學的一些設(shè)想。關(guān)鍵詞:高職院校;語法教學;設(shè)想1intrdutinreentdevelpentsinlanguageteahinghaveleftanydubtingabuthtteahgraar.htteahiteffetivelyandeaningfullyistheprbleefae.thetraditinalaysfgraarteahinghasbeenbeatenbytheuniat

2、iveapprahes.buttheystillhaveseinstrutiveeanings.indesigningalanguagelass,nefthefirstthingsistidentifytheinfluentialfatrsthathavetbetakenaunt.atleastthedesignershuldnsiderthefeaturesuniquetthelearningfalanguage.learningalanguageellalayseanstheusefears,uth,hands,brain,et.asellastheeyes.thisilleansigni

3、fiantadjustentfalearninglassinvlvingaltfntentsinludingtheaterialsandtheativities.andthisisnefthereasnshydernlanguagelassesareusuallyalluniative,ithveryrareexeptins.frhisexperiene,theriterfindsthatthetraditinalaysfgraarteahingsuhasdedutinandindutinarestillinstrutive.thus,heantsttryaprehensiveaytteahe

4、nglishgraar.thispapertriestintrdueaprehensiveapprahfteahingenglishraarinntextinsteadfinislatin.2thestudentsbakgrund2.1featuresfstudentsinvatinalllegeifalanguagelassisuniative,itisthenbasiallylearner-entered.therefrestftheinfluentialfatrsinthedesigningfsuhalassillbeveryuhrelatedtrdeidedbythenatureand

5、needfthelearnersinquestin.alanguage-teahingplanaybevieedastheteahersainguidelines,butitisthestudentsharesettbenefit.therefrehenplanningalass,firstnehastlearnabutthelearners,hthelearnersareandhattheyd.researhhasshnthedifferenesbeteenllegestudentsandhildlanguagelearners,hihustbensideredintheplanningfa

6、languagelass.seexpertssuaries10harateristisfllegelanguagelearners,hihayserveasaguidefrthelassplanning.llegestudents,frinstane,arerelikelytbelearningratherthanaquiringanelanguage,andthisfeatureshuldexludeseppularaterialsandativitiesasunsuitabletthe.yetllegestudentsanlearnreeffiiently,beausetheyhaveag

7、reatererystrageapaity,agreaterapaityfranalytireasningandandevelpastrnginstruentaltivatin.tthe,thesubjetatterinvlvedinthelearninganbereabstrat,serius,lessplayfulbutrefral,and,sfarastheinputisprehensible,andattheapprpriatelevel,theyanbequiteeffiientlassrlearners.allthesedifferfrhildlearnersneeds,reati

8、nghllydifferentteahingplan.2.2studentsneedsstfthestudentshavelearnedenglishfrrethansixyearsithavabularyfabut2500rdsandsuperfiialknledgefgraarfranyreasns.sefthehavejbsandevenhavequittedlearningenglishfranyyears.englishisstlytaughtatiddleshlsusingthetraditinalgraar-translatinethd,beauseftheexa-entered

9、eduatinsyste.thisephasisnexainatinsisduetthepereptinthatresultsaresuperirttherqualifiatinsinevaluatingateahersrk.inrdertpeiththedeandsftheseexas,lessnsareusuallyteaher-riented,ithteaherspredinantlyusinghinesetteahenglish.therefre,studentshadlittlepprtunitiestaeptaneteahingethd.theyanttbtainreknledge

10、fgraarinrdertunderstandandusethetargetlanguagerretlyandeffetively.3nstrutivethinkingfgraarteahing3.1ratinalesdesignersshuldntfrgetthefindingsinlanguagelearningthatlearners,adultsrhildren,shareasiilarlanguageaquisitinsequene.teahersshuldrkithsuhapressratherthanagainstit.thus,thetheretialbasisfthedesi

11、gnfagraarlassissuppsedtinludethefllingeleents.3.2teahingethdlgytraditinalanduniativeapprahteahingethdsinfluenetheresultthatprduesinlassrteahing.traditinalaysinhineselassrteahinghavebeenquestinedandneapprahesarebeingtried.graarshuldbetaughtinantext,ntrulesandstruturesalne.pennyur(1988)suggeststhat:“h

12、eneteahgraar,earershuldbegettingthelearnerstlearnquiteanuberfdifferent,thughrelated,bitsfknledgeandskills:htregnizetheexaplesfstruture,htprduethefr,htunderstanditseaninginntext,andprdueeaningfulsentenesusingittheselves.asdesribedabve,graarshuldbetaughtandpratiedasaeansfuniatin,ratherthanasaeansfrret

13、ingtheaurayfindividualsentenes.learnersshuldbetaughthtfrrretstruturesandalstheirfuntins,asthefirststeptardseaningfuluniatin.learnersshuldhaveareasntusetheinfratingiveninanexerise.graarshuldbebestintrduedthrughatraditinalapprah.then,nestudentshaveafairlythrughunderstandingfthegraarpint,theyaregentlyl

14、hisaytheuniativeapprahisntintendedasareplaeentfrthetraditinalne,butasasuppleenttit.3.3psyhlgialbasishuanistipsyhlgythistheryinitiatesthefulldevelpentfindividualptentialandrealizatinfself-value.itprpsesthatafriendlya

15、ndharniusenvirnentisthepreisetsatisfytheneedsfbthteahersandlearners.s.p.rder,afausappliedlinguist,haspintedutthatlanguageteahersatuallyanntteahalanguagetstudents,hattheyandistreateaharniuslanguage-learningenvirnentfrthe.3.4enterfthegraarlasslearnersandlearningsinelearnersaretheresfthelearningandlear

16、ningisthepresstahievelearnerstarget,thegraarlassistfuspriarilynbththelearnersandthelearning.itisbthlearner-enteredandlearning-enteredandthelearnersautnyistbeephasized.4thepriniplesandaisftheteahingplanateahershuldpreparehis/herlessnsuffiiently,explainlearlyandusevariusteahingaidststiulatethestudents

17、interest.gdlassrntrlshuldbeaintainedandtheteahingntentshuldntnlybepresentedtheretiallybutalsputintpratie.atthesaetie,thestudentsshuldbererelaxed,inreasingtheeffetivenessftheirstudy.theyshuldbeenuragedtpartiipateandinteratlselybthiththeirlassatesandtheteaher.anenvirnentshuldbereatedheretheyfeelfreete

18、xpresstheirideasithutinhibitin.stheaisare:a.tprvidestudentsithpprtunitiestdevelptheirlanguageuse.b.traiseaarenessftheuniativeapprahtgraar.tgetthestudentststudygraarusingtheuniativeapprah.4.1teahingntent:thebasiusagesfinfinitive4.2thebjetivesd.tgivethestudentspratieintheusefthebasiusagesfinfinitivee.

19、tunderstandthepriniplesfuniativeapprah,dedutinandindutintgraar.4.3teahingpredurestepne:aring-upativities(2inutes)greetings:gdrning,everyne!hareyutday?elearnedauxiliariesinhapter18lasttie.thisrningelllearnhapter19nn-finiteverb.didyupreviethishapterbefrelass?didyufindanydifferenefrhatyuhadlearnedinthe

20、iddleshl?ents:sestudentsaysay“yesandseaysay“n.natterhatansersillbe,teahersshuldgetseinfratinabutthestudents.asentinedbefre,therearesedifferenesbeteenapratialenglishgraarrittenbyprfessrzhangdazhenandurtextbkanenglishgraarfrgeneralreadersrittenbyprfessrzhangzhenbangintrdutin:finiteverbandnn-finiteverb

21、verbanbelassifiedasfinite-verbandnn-finiteverbardingtitshangesinpersnandnuber.finite-verbissubjetedtitssubjetspersnandnuberhilenn-finiteverbisnt.nn-finiteverbinludesinfinitive,partiiple(presentandpastpartiiple)andgerund.andnelllearnthebasiusagesfinfinitivenpage380fyurtextbk.stept:thebasiusagesfinfin

22、itive(8inutes)thesentenefuntinsfinfinitiveanbeusedassubjet,prediative,bjet,attributive,adverbial,subjetivepleentandbjetivepleentfasentene.letsseethefllingsentenes.pleasepayattentinttheunderlinedparts.a.hisplanistspendafedaysintheuntains.b.leifengsnlydesireastbeusefultthepepleandtheuntry.takeadeisini

23、thutkningallfatsisdiffiult.d.itsneessaryfrustasterafreignlanguage.e.shebegantlearnfrenhattheageftelve.f.hatdyuplantdtrr?g.perhapsthisuldbeagdhanetgthainan.h.sheasthenlynetlkafterthehild.i.in1918heenttjapantstudyedialsiene.j.thegirlsjupedithjythearthenes.l.heaskedyutallhibakat11lk.pleasereindettakeye

24、diinetrr.stepthree:questins(5inutes)a.anyutellethesentenefuntinsfinfinitiveintheabvesentenes?b.asknertstudentstanserthequestin.entsnthestudentsansers.stepfur:suing-up(15inutes)a.theinfinitiveinsentenesaandbisusedasprediative.b.theinfinitiveinsentenesanddisusedassubjets.pleasepayattentintthedifferent

25、sentenepatterns.theinfinitiveinsenteneseandfisusedasbjets.nte:theinfinitiveusedasbjetisftenitedbehindtransitiveverb.thefllingverbsftenhaveinfinitiveastheirbjets,suhasant,like,ish,hate,start,frget,pretend,deide,expetet.d.theinfinitiveinsentenesgandhisusedasattributive.theinfinitiveusedasattributiveis

26、ftenitedbehindthenunrprnunitdifies.e.theinfinitiveinsentenesisusedasadverbial,expressingpurpseandauserespetively.besidesheninfinitiveisusedasadverbial,itanalsexpressresultanddegree.e.g.heliftedarknlytdrpitnhisnfeet.(result)aryuldntbesarelessastfrgetherkey.(degree)f.theinfinitiveinsenteneslandisuseda

27、sbjetivepleent.butifsentenelishangedintpassivevie,itsinfinitiveissubjetivepleent.e.g.yuareaskedtallhibakat11lk.furtherre,thefllingverbsayhaveinfinitiveastheirbjetivepleent,suhas:tell,rder,invite,fre,all,expet,enurage,advise,perit,persuadeet.thefllingverbsayhaveinfinitiveithut“tastheirpundbjets,suhas

28、:ake,have,let,see,hear,ath,ntieet.e.g.didyuntiehileavethehuse?iftenhearhersinginherr.ifthesentenesabvearehangedintpassivevie,thebjetivepleentsinriginalsenteneshavebeesubjetivepleent,“tanntbeitted.e.g.ashentiedtleavethehuse?sheisftenheardtsinginherr.stepfive:lassrativity(8inutes)diretin:identifytheus

29、agesfinfinitiveinthefllingsentenes.a.rs.brnadeestayinneyrkfrtreeeks.b.ginquietlysasnttakeupthebaby.afeyearslatersheaehetfindthatherhetnhadgreatlyhanged.d.sheusuallyhasaltfeetingstattendintheevenings.e.iliketgfralksinthearsunshine.f.herishistarryanhnestan.g.itsiprtanttakeaplanfrurfuture.h.theldansatdnthavearest.(alkarundtfindutifthestudentshaveanyquestinstaskandbereadytanserrexplain)stepsix:herk(2inutes)a.reviehatehavelearnedinthisperidafterlass.b.disussthebasiusagesfinfi