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ng Student B): What did the teacher say just now? Student A: He warned us not to fall for that kind of trick. 对话1中的变化：come→ go, here→ there, next Saturday→ the next Saturday；而对话2中的时间、地点状语都未发生变化。而这种差异正是由于学生扮演的角色不同导致了情境发生变化造成的。学生只有身处此情此景中才能领悟语法规则在特殊语境中使用的适当性，处理好一般与特殊的关系。 对话3创设的情境能帮助学生更好地理解To-infinitive在间接引语中的运用。 5． 任务型活动辅助语法教学，让学生在实践中领会语法知识，在“做中学”。任务型学习就是以具体的任务为载体，以完成任务为动力，把知识和技能融为一体。在语法教学中开展一些任务型活动有利于引导学生形成“为用而学、在用中学、学以致用”的良性学习循环和思维习惯。例如：在教授动词的被动语态知识时，我为学生布置了这样的任务： Project: Writing an instruction to the medicine Aspirin. Requirements: Present your writing using verbs in passive voice. 随后，我指导学生为完成任务经历了制定计划、着手准备、开始创作、呈现作品四个阶段。 Planning 　　·Discuss the following questions in your group before you start writing your instruction: 　　—— What problems will you probably have when you begin to know about the medicine? 　　—— Where can you find the information about the medicine? 　　—— What kind of information should be included in an instruction to medicine? 　　—— How can you use verbs in passive voice correctly to introduce a kind of medicine? 　　·Assign roles to each group member and write their names beside the following jobs. 　　—— Research the usage of verbs in passive voice_________________________ 　　—— Research the style an instruction of products should be written in _________ 　　—— Write an outline for the instruction_________________________________ 　　—— Write the instruction____________________________________________ Preparing ·Members responsible for doing research need to find examples of instructions to medicine. The group should discuss the information found, and decide how the instruction should be written. You may refer to the following resources for information: 　　—— Internet sites 　　—— drug store 　　—— hospital 　　—— doctors ·Those responsible for writing the outline need to make a draft and have it approved by the other members. Producing ·Group members who are writing the instruction need to follow the outline and the teacher’s requirements. ·All members need to proofread the draft to check if verbs are properly used in passive voice. The final version has to be approved by the whole group. Presenting ·Choose one member to read the instruction in front of the class. ·Answer any questions your classmates have about your instruction. · Display your instruction where your classmates can see it so that they can correct your mistakes in using verbs in passive voice. 学生对被动语态的知识的获取和用法的掌握贯穿于完成任务的全过程之中，同时，他们对动词语态的使用都是为了“做事”的需要，所以，他们很自然地写出了这样的句子：The medicine is called Aspirin, which can be used to cure...; only two pills should be taken by adults at one time, three times a day. Dosages for children should be reduced under the advice from a doctor. It is suggested that pills had better be taken before meals. ... 6． 交际性语言提供的情境能使语法学习的目的归位。言语活动是一种交际活动，语言是一种交际工具。英语教学的目的是把英语作为交际工具来掌握，培养英语交际能力。而人在进行言语交际活动的同时会自觉地理解并遵守语法规则。所以，用言语活动来教授语法知识既能使学习者习得语法知识，又能达到培养语用能力的目的，是语法学习目的的回归。 例1：—— How did you sleep last night? 　　　—— Like a log. Never slept ______ . A. bad B. worse C. well D. better 例2：——____ I didn’t hear you clearly. 　　 —— I was saying that John plays football best in our class. A. Repeat. B. Once again. C. Sorry? D. So what? 　　例1中的“How did you sleep last night?”和“Like a log.”表明 “睡得很沉”，而句中“never”一词决定只有D项才能符合题意。例2中的“I didn’t hear you clearly.”和“I was saying that...”所提供的情境已经表明对话双方有一个共同的前提，即“话没有听清楚”，所以用“Sorry?”引起话语的重复。 又如：在向学生介绍提出建议、对别人的观点发表意见等语言知识时，教师应通过设置情景和要求学生完成具体任务，让他们在解决本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。