英语论文网

process, and guide students to a similar phenomenon observed syntax, comparisons and analysis, inspiring them to find out the key points and found that differences in point. For example, in studying some of the sub-word adjectives, the students used for the present participle or past participle is always puzzled. They may be easier to understand this sentence: The excited people were watching the exciting football game. But when word of such modification of voice, look, eye, expression and so on, students will be confused with the start. At this time teachers can cite the following two examples: ① "Don't move, or I'll kill you!" The man said in a frightening voice. ② "P1ease don't kill me." The girl implored in a frightened voice. It can thus be seen that such a present participle is人或事of their own characteristics or to the outside world have some sort of feelings. That is the past participle人或事a result of stimulation of the outside world and showing some emotion. After contrast, appears to complex grammatical knowledge very soon, "and can not make easy", the students will easily grasp the grammatical rules. (2) induction. Inductive method that is, teachers to students and gradually infiltrated the language of the specific phenomenon, and then allow students to observe, analyze, identify laws, summarized and summed up grammar rules, so that students more receptive to, understand and master grammar. For example, in studying the structure of modal verb "should have done", teachers may wish to show this example sentence: "The driver's carelessness costs five passengers'1ives" Then teachers inspire students: Do you think the driver should have been careful? Students understand sentence soon China "should have been careful" meaning. At this time teachers do not have to rush to identify the language point of the rules, but should show more sentences, to test the students on the new understanding of grammar items. Presented examples, the要留出a certain amount of time to allow students to discuss, question and then guide them to understand the sentence with "should have done" to rewrite the sentence. ① This morning Tom was late for Class again. (He should have got up a bit earlier.) ② The room looks so dirty. (You should have cleaned it.) ③ The villagers found so many fish in the lake died from the polluted water. (They should have stopped the lake from being po11uted.) Through analysis, comparison and practice, students can quickly understand that "should have done" the significance, but also a better grasp of its use. With stiff, compared to explain abstract syntax, this summed up the teaching allow students understand and activation grammar rules, build a clear and complete knowledge of the schema syntax. 4. Activities Strategy Learning the best is to stimulate interest in the learning materials, and interest often arise from activities. When students use the language at the event, the entire brain active thinking on the language of perception and understanding more clearly, memory is more solid. Teachers can be translated into some grammar teaching communicative activities so that students of the cognitive structure and subjective consciousness have been mobilized. For example, wish to learn after the object clause subjunctive, teachers, students were divided into groups, analog blew out candles in the birthday party scene in order to enable students to make a vow: S1; I wish I would grow up to be a happy girl. S2: