转换生成语法在英语语法教学中的运用

语法教学的有效途径是理论指导实践。实践证明，运用转换生成语法体系中的“表层结构”和“深层结构”的概念，有目的地引导学生学习语法．既能使教学活动生动活泼，又能帮助学生系统地掌握语法知识。     

挖掘高中英语教材实施自主合作探究学习

高中生的年龄一般是16—18周岁,他们正处于青春发育时期。其心理发育日趋成熟,创新思维能力也比初中阶段的有了较大的发展。教师应充分利用学生这一心理特点,引导他们主动参与教与学的全过程,并相对独立地从事学习活动。两千多年前,荀子就曾说过:“不闻不若闻之,闻之不若见之,见之不若知之,知之不若行之,学至于行而止矣。”两千多年后,联合国教科文组织倡导:“Tell me,I’ll forget.Show me,I’ll remember.Involve me,I’ll understand.”这可以说是对一种崭新的教学模式——自主、合作、探究学习的形象化解说。《超级教材》作者,美国超…     

善良也是从小长大的

“you and me”,让我们回味起刘欢在奥运会开幕式上嘹亮的歌声,感到十分惬意。倘若把“油和米”放到厨房里,就变成了生活的担子,沉甸甸的。     

Of Teaching English Writing

<正> When I decided to give the English writing course, mycolleagues offered me quite a few suggestions: some suggestedthat I should instruct students to Practise practical writings;some advised me to begin with composition appreciation; somestood for lectures on rhetoric; and some wanted me to pick anumber of topics every time and let the students choose theone in which they were most interested to write on. All ofthese suggestions should be considered as the main contents     

短文改错

We had guests last night who have not stayed in a B＆B hotel ago. They did not want breakfast because that they were going out early in the morning. They came back lately and had some tea. I came into the riving room and saw one of them just go through the kitchen door but turn on the light. He was looking for a glass the cupboard. He had no ideas that the kitchen was not for guests. I just smiled to me and thought, “What can I do？ We are guests after all.”     

短文改错

（一） My interest has been in books instead in food since I went to high school. In the past I was real interested in all kinds of food. In summer day I liked to buy ice cream and cold drink, when in winter I liked to buy sweets and some another food. Whenever I went for a walk with my parents I would ask them buy me something.     

在游戏中玩转英语(英文)

第一部分:Riddles(英语谜语)1、There is a thing that is the first to pity and the last to help. 2、I am the beginning of sorrow, and the end of sickness. You cannot express happiness without me; yet I am in the midst of crosses. I am always in risk, yet nev     

隐性语言知识与英语语法教学

语法学习是中国学生英语学习中的瓶颈。英语教学不能摒弃语法,但传统的语法教学模式,即通过显性的途径教授语法,却让大部分学生对语法望而却步,因此,英语语法教学模式亟待改革。充分利用学习者已有的隐形语言知识,作为英语语法教学的切入点,不失为一种行之有效的教学方法。     

语感培养——写作教学不可失落的圭臬

一、概念的界定 所谓理法学习，指的是写作理论知识学习或写作基础知识学习，其中尤其指汉语语法学习。用叶圣陶先生的话说，这是一种相对于学习内容而言的“理法”知识的学习。需要指出的是“对于研究所得的不仅理智地了解，而且亲切地体会，不知不觉之间，内容与理法化为读者自己的东西了”。才能达到“最可贵的一种境界”。毋庸置疑，这里所讲的“亲切体会”、“不知不觉”即是对语感的功用和价值的肯定。     

谈高中英语课本中的“分词”和“动名词”问题

教科书是为该教科的学习者特殊设计的“经典”。学习者借助它获取知识,使用它培养技能、应用它提供的知识训练技巧。教科书是学习者学习一门学科,攀登一个高峰的重要工具,因此,它必须具有最大限度的科学性,所提供的知识必须最具可靠性,为使人们学习过程不走弯路,掌握知识最容易,应具有严格的合理性。作为中学教科书,其对象为青少年,更要重视可接受性原则。然而,作为国家审定的全国通用高中英语课本,在对“分词”和“动名词”问题的处理上却不尽然。高中英语课本分四次讲授“分词”和“动名词”条目。以传统语法的讲法称它们为“现在分词”、“过去分词”、“动名词”等等。课本中说:“现在分词由动词原形加词尾—ing构成”(P218、Book I.S.)“动名词由动词原形加词     

从“授人以鱼”到“授人以渔”

教育者在教学中应该做到不仅要“授人以鱼”，而且要“授人以渔”，让学生在掌握知识的同时，更要“学会学习”，从而提高他们的学习质量。     

REMEMBERING LIU WUGOU

I came to know Liu Wugou in HongKong in 1939--41. She was working in the China Defense League headed by Com. Soong Ching Ling, in which I was then in charge of English-Language Publicity. She had come on the introduction, I believe, of Liao Mengxing. We were colleagues and friends. She told me something about her participation in the Beiping student movement and subsequent arrest, and the time she spent in America.     

生本理念下的英语语法课教学模式初探

语法课应根据本单元语法知识的学习情况进行合理设计和安排。对于规则较为复杂，需要集中学习的专项语法知识，建议进行专门的语法课，而且是前置语法课。旨在解决难题，为听说课和读写课的顺利进行铺平道路。     

汉语情态动词“能”语法化的类型学研究

考察汉语情态动词“能”语法化的路径及其机制，把情态动词“能”的语法化放在世界语言语法化的范围内来考察。汉语情态动词“能”语法化的两条路径——“能力〉（中性条件）〉许可”和“能力〉（中性条件）〉知识可能”也普遍存在于其它语言中，是世界上许多语言情态动词语法化的普遍路径。推理是包括汉语在内的许多语言情态动词语法化的主要机制，原来认为许多由隐喻机制所引发的语法化，其实是由推理所引发的。     

RIVERVIEW PAVILION Kuan Han-ch''''ing(d.1307)

ACT Ⅰ(Enter player in the part of Mother Pai.)MOTHER PAI A poor nun am I,Mother Pai by name.In my earlyyears I put aside the world and entered a convent and I am now head ofthis Ch'ingan Abbey.Here there dwells a young lady,T'an Chi-erh by name,of surpassirg beauty,who,her husband having unfortunately passed away,lives at home a childless widow and comes to this abbey here day in andday out to chat with me.A.nephew I have,named Pai Shih-chung,about     

谈蒙生学习汉语语法的几个问题

蒙生学习汉语是属于第二语言的学习。其学习目的是掌握汉语这个工具,学会听说读写或提高听说读写的能力,从而能够用汉语进行交际。学习掌握现代汉语语法,对于在汉语交际中出现的一些错误,既能知其然,又能知其所以然,能用语法规则,语法知识纠正错误,指导听说读写的语言实践。举个例子,一位蒙生的作文当中有这么一句话:“他很兴趣地说,我们美丽了草原。”单凭语感我们也知道句中有两处明显的错误:第一,“很兴趣”;第二,“美丽了草原”。假如要把这两处的错误性质明确指出来,就得靠现代汉语语法基础知识了:“很兴趣”中,“很”是     

DEVIATION IN THE SENSE OF THE CREATIVE ASPECT OF LANGUAGE USE

Winds stampeding the fields (Ted Hughes) (1) He sang his didn't he danced his did (E. E. Cummings) (2) Now as I was young and easy under the apple boughs About the lilting house and happy as the grass was green (Dylan Thomas) (3) That spanieled me heels,to whom I gave their wishes. (William Shakespeare, Anthony and     

体验构式语法初探

体验构式语法假设“动词的语义内容包括对具体的运动系统知识的激活”，认为在语言理解过程中，体验构式语法形式化是构式分析和心智模拟的重要界面，强调语法系统的“体验性”，即把理解一个话语的意义当做是激活语言使用者内在的体验图式。     

《Asking the way》教学设计

【教学内容】 本课是《牛津小学英语》6 B Unit 3 Part A（Listen, read and say）。根据英语新课程标准，本课教学设计是以学生“能做某事”为教学目标，采用“任务型”教学模式，通过让学生感知El常生活常见“问路”这一问题展开思考，让他们积极参与实践，学习和使用英语，完成学习任务，达到问路、指...     

激发学生的学习热情，让英语教学“活”起来

教师在英语课堂教学中，不仅要能有效灵活地传授知识，同时还要激活课堂气氛，点燃学生的学习热情，激发学生的生命活力，给英语教学注入“活水”，让英语课堂绽放生命的光芒，从而让英语教学“活”起来。