第一篇：語(yǔ)法課

語(yǔ)法課課型

以人教版必修三UNIT3為例

紅色字體為板書(shū)內(nèi)容

藍(lán)色字體為設(shè)計(jì)目的黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

Grammar(板書(shū)內(nèi)容)

教學(xué)目標(biāo)：準(zhǔn)確理解相關(guān)語(yǔ)法的基本概念，結(jié)構(gòu)，運(yùn)用。

重點(diǎn)：相關(guān)語(yǔ)法的基本概念和結(jié)構(gòu) 難點(diǎn)：以學(xué)促考，靈活運(yùn)用。

Part 1: Independent reading Ex 1:自主閱讀Ex 1 部分, 了解名詞性從句的用法

T: Good morning, boys and girls.Today, we’ll learn a new grammar style名詞性從句N(xiāo)oun clauses.Now please open your book, turn to page 21, book 3 and look at Ex 1.Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）

T: Ok.Stop here!Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手勢(shì)語(yǔ)：平伸右手，手掌朝上，示意學(xué)生回答。做邊聽(tīng)狀，邊板書(shū)第一個(gè)句子，這個(gè)要提前備課，就是您早就準(zhǔn)備好的句子！)

S: May we ask what you are doing in this country?

T: Very good，sit down, please.Now, who want to say the next? Ok, Lily, please.(同上，寫(xiě)第二個(gè)句子！)

S: I didn’t know whether I could survive until morning.T: Very good, sit down, please.Now, who want to share the last one? Ok, Kate, please.(同上，寫(xiě)第三個(gè)句子！)

The fact is that I earned my passage by doing sth.（課本上的三個(gè)句子）

T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake.Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(寫(xiě)完板書(shū)，此時(shí)，就下去轉(zhuǎn)一下，回來(lái)在黑板上寫(xiě)1-2個(gè)難句子，就當(dāng)是學(xué)生寫(xiě)的)

Difficult point 1: What do you think of the bet the brothers have made?

Difficult point 2: What do you think will happen to Henry? Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand.Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手勢(shì)語(yǔ)：平伸右手，手掌朝上，示意學(xué)生回答。)Which sentence do you want to explain to them?(Pause)Ok, the first one.(Pause)Ok, Susan’s explanation is very good!I must say that the bet is very interesting.Sit down, please.T: Now, who can solve the second sentence?(Look around)Research 2: With the teacher’s help to understand the grammar.T: Nobody? Really? Ok, let me help you.You can use “I must say that_____________” Here.Here, can” that” be left out?(Pause)Right!It can not be left out.Does it have any meanings?(Pause)Right.It has no any meaning.（此處用漢語(yǔ)解釋語(yǔ)法現(xiàn)象，在講解時(shí)可以在原句上畫(huà)點(diǎn)記號(hào)什么的,目的是幫助，不是全部解決）Now, who can have a try in volunteer? Ok, Linda, please!(Pause)Ok, Linda’s explanation is very good!

I must say that Henry will live a happy life.Sit down, please.T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!

Part 3: The rule of the grammar(寫(xiě)完板書(shū)，此時(shí)，就下去轉(zhuǎn)一下，回來(lái)看練習(xí)四，當(dāng)堂測(cè)驗(yàn))T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名詞性從句：缺什么補(bǔ)什么，不缺什么用“that”.(簡(jiǎn)析語(yǔ)法現(xiàn)象)

And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.The reason was ________________________.4 His concern is__________________________.T: Who will answer in volunteer? Bush and Black!OK!Come to the black board and finish them!(自己寫(xiě)上就OK了)The reason was that he met a strong wind.His concern is whether they can offer him a job.Very good!Quite right!Thank you, go back to your seat and sit down please.Part 4: Homework

T: Ok, so much for this class.After class, please finish Ex 5 on page 21.That’s all for today, see you

Speaking實(shí)戰(zhàn)講稿

Step 1: Leading in: by discussion.Hi, boys and girls.We are now living in a highly developed world, with advanced culture and highly developed civilizations.But have you ever thought what are the base of all the culture and civilizations? Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago.No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time.Anyway, we can imagine!So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time.Then I’ll ask some of you to report the results to the whole class.Step 2: role play

T: Good, sit down.Please turn to page 72, look at the SPEAKING part.You should read it with your partner, then, do the roles play.(Teacher writes bb--middle)Making suggestions and giving advice:

1.What can you suggest?

Maybe we/you could …… 2.Can I ask you for some advice?

I suggest(that)…… 3.Can you help me decide?

That’s a good idea.4.What do you have in mind?

Well, but what about……

Have you considered doing……？

T: OK, time is up.In our daily life, we often ask someone for advice when we can’t make a decision.On the other hand, we often give other advice if they come to us for help.How can we ask for and give advice in English? Let’s look at the blackboard.There are several sentences about giving advice, please read it follow me.T: Make sure you can use these sentences when you are making suggestion.Who can give us a dialogue? Any volunteers?

T: x x, you please, you can choose one of the situation in speaking part.T: Excellent

Step 3: Interview

T: We are going to have an interview.You are a host and your partner is Helen.Now give a chat with Helen.I’ll give you several minutes to prepare.T: Time is up.Which pair would like you have a try? Lily, your group please.Q.What skills do you think young people need to succeed in life? A.Set Goals, plan for success, and believe in themselves.Q.In this high-tech world, what’s the most important aspect of education?

A.A well-rounded education with a broad view of the world.Q.Who was the biggest influence in your life? Why?

A.My parents, Sir Edmund Hillary

Q.What’s the toughest part of your job?

A.Finding time to do all that I want.Q.When you were a teenager, what place in the world did you most want to visit, and have you traveled there yet? Was it as wonderful as you thought it would be? Why or why not?

A.The magnetic North Pole was my dream.I am the first woman to walk there alone without support.I wrote a best-selling book about my journey with my polar bear dog Charlie who saved my life from polar bears.When I finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears I had a tremendous feeling of achievement.I didn’t matter that I was first.It mattered that I had a goal, a plan and therefore I stood at the Pole.T: Very good.Thank you.I will ask another two students.Any volunteers?

Lily, your group please.… … Blackboard design:

Speaking Step 1 Discussion

Step 2: Role play 1.What can you suggest? Maybe we/you could …… 2.Can I ask you for some advice? I suggest(that)……

Step 3: Interview

詞匯課課型試講教案

Teaching Plan for Module 1(SEFC Book 1)Unit 1 “My first day at senior high” The Third Period, language points I.Teaching Objectives 1.Language Objectives(1)Help students know the collocation and meanings of the following words and phrases: embarrassed, instruction, far from, nothing like, looking forward to etc.(2)Help students acquire the use of adjective ending –ing and –ed.(3)Help students know the use of present continuous tense 2.Ability Objectives(1)Enable students to use these new words correctly in speaking and writing.(2)Enable students to use adjective ending –ing and –ed correctly in daily life to describe sth.II.Important Points 1.Master some phrase, and some new words 2.Master the use of adjective ending –ing and-ed III.Difficult Points Analyze components of a sentence IV.Teaching Methods 1.Practice, discover, Asking and Answering, Explaining 2.Teaching Aids: text book V.Teaching Procedures Step I Reading(1 minute)T: Good morning, boys and girls.First let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarrassed, description, amazed)OK.Very good!Step II Lead-in(1 minute)T: Everybody, after we have studied this passage(My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school.In this class let’s study some useful words and phrases.Phrases(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)Step III Careful analyzing(8 minutes)（此處挑兩個(gè)講即可）

OK.Well done!Now let’s look at some of the difficult points in the text!

1.The first one: 1.the classrooms in li kang’s school are amazing/ some students were embarrassed at first.Fellows we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the sentences.Two minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exercise we have done in page 7.ok it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some students were embarrassed at first)

The next one, 2?and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.（the sentence under the picture）Nothing like means , “絲毫不象”in Chinese.Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.The third, 3.I'm looking forward to doing it!

look forward to sth./doing sth.In this structure to is used as a preposition I look forward to hearing from you as early as possible.（do you remember some other this kind of phrases）There are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases look forward to 盼望…… turn to 求助于；轉(zhuǎn)向；翻到……pay attention to 注意…… stick to 堅(jiān)持get down to 開(kāi)始認(rèn)真干……object to 反對(duì)point to 指向see to 處理，料理devote…to… 貢獻(xiàn)……給…

Pay attention to ____(walk)along this risky bridge.There is not much time , lets get down to ___(walk)on this research.Teachers’whole life is devoted to_____(teach)We should object to ___(tell)lies.Step V Summary(1mins)T: In this class we have learned some useful phrases and words.do you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and –ing.Step VI Homework Assignment(1 mins)T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book.So much for this class, bye!VI.Blackboard Design

寫(xiě)作課課型 四色筆 講稿模板

紅色字體為板書(shū)內(nèi)容 藍(lán)色字體為設(shè)計(jì)目的 黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

寫(xiě)作課：Writing class : Healthy eating（健康飲食）? Teaching Objectives（教學(xué)目標(biāo)）：

一、知識(shí)技能目標(biāo)： 1.認(rèn)識(shí)并掌握有關(guān)食物及健康飲食習(xí)慣的單詞、詞組；

2.用英語(yǔ)表達(dá)哪些是健康食物，哪些是垃圾食物，以及為什么；解決句式問(wèn)題。3.總結(jié)平衡膳食的定義，并且能提出一些健康建議。

二、情感態(tài)度目標(biāo)：了解有關(guān)營(yíng)養(yǎng)飲食的基本常識(shí)和培養(yǎng)健康的飲食習(xí)慣。? 教學(xué)重難點(diǎn)：

1.教學(xué)重點(diǎn):如何區(qū)分健康食品以及垃圾食品并且會(huì)用英語(yǔ)表達(dá);.2.教學(xué)難點(diǎn): 教會(huì)學(xué)生如何自如表達(dá)自己的意見(jiàn)和建議并且?guī)椭鷮W(xué)生總結(jié)出平衡膳食的定義。

? 教學(xué)方法：

1.Pair work and Group work（小組合作，交流式教學(xué)）2.Discussion and cooperative learning（自主探究、合作探究）3.Task-based approach（任務(wù)式教學(xué)）? 教學(xué)步驟：

Part 1 導(dǎo)入（Warming up）

1.以一句話：“Everybody needs foods, so do I”及麥當(dāng)勞、肯德基的相關(guān)飲食引入話題。(1 分鐘)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板書(shū)的內(nèi)容)“.We have three meals everyday.Everybody needs foods, so do I.I want to know the following questions.The first question: Have you had lunch or breakfast in McDonald’s or KFC? The second question: Do you like the food there? The third question: Which one do you prefer?”(The purpose of this part is to stimulate Ss’ interest and call their attention to the topic.)Part 2 小組練習(xí)（Pair works）（3分鐘）

T: Now, two students in pairs to ask each other about the above three questions, and then I’ll ask some of you to practice the dialogue in front of all of us.Now, let’s begin.(下去轉(zhuǎn)轉(zhuǎn))T: Ok.Now, which pair wants to act this dialogue in volunteer?(Pause)Tom and Kate, please.Good!Sit down please.T: Any other pair?(Pause)Well, Linda and Susan, please.(Pause，pretend to be listening)Good!Sit down please.Part 3 頭腦風(fēng)暴（Brain storming）3分鐘

1.Now, I will divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two.Let’s compete between the two groups.One student will be the leader to collect the names of the food.Let’s see which group will get more names of the food.Who will be the leader? Ok!Tom and Kate.Ready? Go!(Pause)Ok!Now, let’s show the two sheets.（展示兩張紙，寫(xiě)點(diǎn)對(duì)應(yīng)的內(nèi)容就行，一會(huì)好念，提前備課時(shí)就寫(xiě)好）Group One win the game!Well done!(把學(xué)生分成兩組競(jìng)賽，看哪組的同學(xué)收集的食物單詞多，然后教師教導(dǎo)朗讀(2-3分鐘)Part 4 句型練習(xí)（Sentence structure practicing）（2分鐘）

Now, I’ll show some of the names of food on the black board,(讀其中的一些食物名稱(chēng))let’s discuss which are junk food and which are healthy food? You can use the sentence structure” I think that(or the food name)is junk/healthy food because….” And you can talk about “What is the name of the food? / What nutrition does it mainly contain?” Four students in a group, and let’s begin.(Pause, Junk food VS Healthy food,板書(shū)完成后，此時(shí)可下去轉(zhuǎn)轉(zhuǎn))老師先展示如何使用句型：“I think that(or the food name)is junk/healthy food because….”來(lái)描述什么是健康食品，什么是垃圾食品。然后把學(xué)生按4人分成一組進(jìn)行討論練習(xí)，老師給出了對(duì)話該涉及的內(nèi)容范圍：What is the name of the food? / What nutrition（營(yíng)養(yǎng)物質(zhì)）does it mainly contain?（2分鐘）

Part 5: Activity task----make a survey活動(dòng)任務(wù)---做調(diào)查報(bào)告(2分鐘)T: Now I’ll give you a sheet.Ask 3 students around you about their dieting habits, and offer them some advice.You can use the sentence structure as” You should take less…, and you should have more….”(Pause，可以下去轉(zhuǎn)轉(zhuǎn))給學(xué)生發(fā)一張表格，引導(dǎo)學(xué)生按照表格詢問(wèn)周?chē)?個(gè)左右的同學(xué)，了解同學(xué)間的飲食習(xí)慣，并能提出一些健康建議。

調(diào)查的表格如下:(可忽略不備)Name（名字）Breakfast（早餐）Snacks（零食）Lunch（午餐）Dinner（晚餐）

Part6.布置作業(yè)（1分鐘左右）

T: Ok, let’s see the food Pyramid map together.（稍微暫停）From this picture you may well understand how to keep a balanced diet in our daily life.After class, write a composition about “Healthy Eating”.Ok, so much for this class.Class is over, see you!老師在課件上展示食物金字塔圖，讓學(xué)生了解飲食的營(yíng)養(yǎng)應(yīng)如何平衡，然后布置作業(yè)：讓學(xué)生自己寫(xiě)一篇健康飲食的作文。板書(shū)設(shè)計(jì)

Healthy Eating 1.Junk food VS Healthy food 2.Balanced diet

Reading Step 1 Lead-in 導(dǎo)入 Brainstorm Class begins.Good morning, boys and girls.Today we will learn a new unit together.First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Do you know the meaning of natural disaster? Yes, it means自然災(zāi)害, for example, the earthquake happened in Ya’an last month, which caused great damage.Besides earthquake, what other kinds of natural disasters do you know? Please brainstorm and try to think of as many natural disasters as you can.Suggested answers: typhoon 臺(tái)風(fēng)/ volcanic eruption 火山爆發(fā)/thunderstorm 暴風(fēng)雨 Flood 洪水/tsunami 海嘯/ drought 干旱/ hurricane(tornado)颶風(fēng)，龍卷風(fēng)

Guys, you’ve done a great job.Have you experienced any natural disaster we mentioned just now? You please.Suggested answers: You have experienced flood in summer.What did you see? The flood water covered the whole city and you had to stay at home.Can you describe your feelings at that time? You felt frightened and nervous.Step 2 Reading 1)Skimming/Listening Yes, I totally agree with you.In most cases, natural disasters can be very frightening.Today we will read a passage about natural disasters.Please take out your handout and listen to the tape.After listening, please tell me the main idea of this passage and in what order this passage is organized.You only have 2 minutes.Ready? Go!Time is up.Who would like to tell us the main idea? Tom, would you please have a try? Suggested answers: This passage talks about Tangshan earthquake, the largest earthquake of 20th century.Very good? Can you tell me in what order this passage is developed? In order of time.How do you know that? Because the writer first describes strange things in the first part and then tells us the city was destroyed by the earthquake.Lastly, he says the army came after earthquake.Yes, you are right.2)Scanning In the first part, the writer tells us strange things happened before the earthquake.We know that before some natural disaster, there are sometimes warning signs from nature.If we have such kind of knowledge, we can reduce the damage.Please go through the first paragraph quickly and try to figure out what signs did the author mention? You only have one minute.Here we go!Now let’s read for more details.Let’s go through the whole passage and try to find the answers to the following three questions.Step 2 Fast reading 泛讀

Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of pressure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree useless: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.Step 3 post-Reading 1.Discussion Suppose an earthquake happens now, what should we do to keep ourselves safe? Please discuss natural wonders in groups and your discussion should be based on the two questions.This time, the group leader should take down your group members’ ideas and sum them up in your own words.Later, we will share your ideas with all of us here.Understand me? Time is up.Any group would like to share your idea with us? Suggested answers: 1.Don’t be nervous and keep calm.2.Don’t try to run out of the classroom at once.3.Protect your head by putting your school bag on your head.4.Squat under your desk.5.Leave the classroom after the earthquake.2.Interview Have you noticed that news reporters and interviewers play an important role in keep us informed after Ya’an earthquake happened? Next, please choose a paragraph and act out an interview between a reporter and survivor from the Tangshan earthquake.Make a dialogue with your partner.I will give you three minutes and then I will invite some of you to act it out.Step 4 Summary and assiagnment We have done a lot of things today.Firstly, we have talked about….Then, we discussed.Next, we learned some useful words and expressions.Here comes your assignment: 1.Retell the passage.2.Search the Internet to find more information about earthquake.

第二篇：語(yǔ)法課教案

泰州學(xué)院 外國(guó)語(yǔ)學(xué)院 09英教

（五）學(xué)號(hào)：09952014 張茜

語(yǔ)法課教案 Unit 4 I.Teaching Objectives

1.Perception objective: a)The Ss can hear, read and use the main sentences patterns “What are you doing? I?m…/We are…”

b)The Ss can understand and read the conversation of the lesson.2.Ability objectives: a)The Ss can use the sentence pattern of talking in telephone.b)The Ss can use the pattern to express their thoughts in the proper scene.3.Emotion objective: By completing the task, the Ss increase their interest and set up self-confidence in language study.II.Difficult Points The students can use the sentence pattern to chat with others and can make simple dialogues.III.Teaching Methods

1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based teaching method

IV.Teaching Tools

Pictures, ppt

V.Teaching Time 45 minutes

VI.Teaching Process

Step 1.Warming up a)Free talk

T：How are you? S：I?m fine.Thank you.T：What?s the weather like today? S：It?s sunny.b)Review the new words and phrases in this unit, such as “sweep the floor” “wash the clothes”.Step 2.Presentation a)First, show some pictures and give the primary form of verb phrases at the same time.Then show the present participle of the words.泰州學(xué)院 外國(guó)語(yǔ)學(xué)院 09英教

（五）學(xué)號(hào)：09952014 張茜

For example, the teacher shows a picture and gives the primary form “read a book”.Then show the present participle “reading a book”.b)Second, give the form of present participle

c)Third, show pictures and ask Ss talk with her and guide Ss to use these sentences pattern “what are you doing? I?m …/We?re …”.For example, “what are you doing? I?m reading a storybook”.d)After presentation, ask Ss “what we have learnt today?” and give them five

minutes to discuss together.Then sum up: 1.the sentence pattern “what are you doing? I?m …/We?re …”.2.Be(am/is/are)+ 動(dòng)詞ing 用來(lái)表示正在發(fā)生的事和進(jìn)行的動(dòng)作，這種表達(dá)形式就是現(xiàn)在進(jìn)行時(shí)。動(dòng)詞ing形式就是現(xiàn)在分詞

Step 3.Drills(Task time)

Task 1: Say out and spell First, ask Ss to say out primary form and present participle of these words and spell them.For example, show the word ?stand?, the Ss should read first, then say out ?standing? and spell it ?s-t-a-n-d-i-n-g?.Task 2: Make a telephone call Design a real situation about calling and let Ss work in pairs to make a telephone call like this: A: Hello, is that…? B: Yes.A: What are you doing now? B: I?m…

Task 3.Read and translate Give the Ss some incomplete sentences and ask them to fill in the blanks by using the sentences pattern and phrases.Task 4.Play a game The game is ?look and guess?.The teacher asks one student to draw in front of the stage and do the corresponding actions.Other students will guess what he/she is doing now.Step 4.Consolidation and extension

a)Fill in the blanks, then answer Ask Ss to fill in the blanks and then answer questions like this: T: What are you doing ? S1: I?m…

T: What is your English teacher doing? S1: He/She is…

b)Find and say 泰州學(xué)院 外國(guó)語(yǔ)學(xué)院 09英教

（五）學(xué)號(hào)：09952014 張茜

Show a picture about a park and ask Ss work in group to point out what are they doing and use sentences we learnt today.For example, Susan and Sam are running.Step 5.Homework 1.Copy the new words in Part B.2.Write about the pictures in Part C.3.Review some other verbs.Step 6.Blackboard design

Unit 6

running

swimming sweeping

What are you doing?

I?m …/We?re

cleaning 3

第三篇：語(yǔ)法說(shuō)課

語(yǔ)法說(shuō)課

今天我說(shuō)課的內(nèi)容是高中英語(yǔ)---,我將以新課程理念為先導(dǎo)，以師生共同發(fā)展為根本，以課堂教學(xué)改革和創(chuàng)新為核心作為本課教學(xué)內(nèi)容設(shè)計(jì)的指導(dǎo)思想。

首先讓我們來(lái)看教材，本單元的教學(xué)主要是以_______為中心話題而展開(kāi)的各項(xiàng)活動(dòng)。從教學(xué)時(shí)間安排上，可以看出教材編者刻意把本單元教學(xué)安排高二年初，其目的正是為了讓學(xué)生_____。這也體現(xiàn)了教材編寫(xiě)的時(shí)代性原則和思想性原則。正如課標(biāo)所提到的，把教材內(nèi)容和現(xiàn)實(shí)生活聯(lián)系起來(lái)，也有利于提高學(xué)生的學(xué)習(xí)效果。

因此為了達(dá)成編者的意圖，我們把開(kāi)學(xué)初第一周定為_(kāi)____宣傳周。為了讓學(xué)生的知識(shí)從課內(nèi)走向課外，從書(shū)本走向?qū)嵺`。我們把本單元的核心任務(wù)確定為： 1.組織學(xué)生和學(xué)生會(huì)合作，建立____________宣傳欄。

2.和德育處合作，布置以___________為主題的黑板報(bào)和班會(huì)課。3.組織學(xué)生觀看____相關(guān)的影片，制作a project以“_____”，為主題的班級(jí)小報(bào)和英文手抄報(bào)，并進(jìn)行評(píng)選張貼。二．教學(xué)目標(biāo)： 理論依據(jù)：《新課程標(biāo)準(zhǔn)》

基于對(duì)教材的理解和分析，根據(jù)課程目標(biāo)對(duì)高二年學(xué)習(xí)目標(biāo)的具體描述，并結(jié)合高二學(xué)生實(shí)際和教材內(nèi)容，制定相應(yīng)的三維目標(biāo)： 1）知識(shí)目標(biāo)

2）能力目標(biāo)： 進(jìn)行自主學(xué)習(xí)，合作探究，實(shí)踐體驗(yàn)，培養(yǎng)學(xué)生用語(yǔ)言做事的能力。

3）情感目標(biāo)：通過(guò)自主，合作學(xué)習(xí)，使學(xué)生提高語(yǔ)法意識(shí)和學(xué)習(xí)語(yǔ)法的興趣，并獲得一定的成功體驗(yàn)。三.教學(xué)重點(diǎn)和難點(diǎn)

一．在深入分析和研究教材的基礎(chǔ)上，我認(rèn)為本課的重點(diǎn)應(yīng)該是：

1.學(xué)生在大量的語(yǔ)言輸入中發(fā)現(xiàn)，歸納，總結(jié)出主語(yǔ)從句的結(jié)構(gòu)特征和使用規(guī)則，提高他們自主學(xué)習(xí)，合作探究和學(xué)習(xí)新知識(shí)的技能。2.學(xué)生在所設(shè)計(jì)的交互性活動(dòng)中鞏固主語(yǔ)從句的知識(shí)，并在實(shí)踐中練習(xí)構(gòu)建主語(yǔ)從句句型。二． 難點(diǎn)：

1．學(xué)生在認(rèn)識(shí)主語(yǔ)從句這一語(yǔ)言結(jié)構(gòu)和后，如何在實(shí)際的交際活動(dòng)中運(yùn)用和內(nèi)化其規(guī)則對(duì)高一的學(xué)生有點(diǎn)難度。

本單元的話題討論具有一定的難度，考慮到高二年學(xué)生之間的個(gè)體差異和學(xué)生不同的學(xué)習(xí)心理特點(diǎn)，因此分層式任務(wù)和合作學(xué)習(xí)來(lái)解決這個(gè)問(wèn)題。這里提供了4層階梯，每層階梯代表了不同的難度，學(xué)生可以根據(jù)自己的實(shí)際情況來(lái)挑戰(zhàn)不同的難關(guān)。我覺(jué)得教學(xué)的關(guān)鍵就是教會(huì)學(xué)生克服難點(diǎn)，辦法是讓學(xué)生通過(guò)小組合作學(xué)習(xí)活動(dòng)，根據(jù)每個(gè)學(xué)生的不同條件，有效發(fā)揮每個(gè)學(xué)生的特長(zhǎng)，通過(guò)合作最終完成共同的目標(biāo)。四.教學(xué)重點(diǎn)和難點(diǎn)

下面，為了講清重點(diǎn)、難點(diǎn)，使學(xué)生能達(dá)到本課設(shè)定的教學(xué)目標(biāo)，我再?gòu)慕谭ê蛯W(xué)法上談?wù)劊?/p>

1.語(yǔ)言學(xué)家Nuan指出，The study of how form, meaning, use work together to enable individuals to communicate through language.本課的語(yǔ)法教學(xué)從運(yùn)用的角度出發(fā)，把語(yǔ)言的形式，意義，和運(yùn)用有機(jī)的結(jié)合起來(lái)，通過(guò)設(shè)計(jì)形式多樣、層層遞進(jìn)的活動(dòng)和任務(wù)使學(xué)生興趣激發(fā)、發(fā)現(xiàn)探究、歸納總結(jié)、實(shí)踐運(yùn)用、自主合作五步教學(xué)法學(xué)習(xí)語(yǔ)法，在聽(tīng)、說(shuō)、讀、寫(xiě)中感悟、體驗(yàn)、掌握語(yǔ)法規(guī)則，在運(yùn)用語(yǔ)言知識(shí)的過(guò)程中培養(yǎng)綜合語(yǔ)言運(yùn)用能力。2.多媒體輔助教學(xué)法

筆者采用多媒體輔助教學(xué)法的目的是利用制作的多媒體課件將教師的教和學(xué)生的學(xué)有機(jī)地結(jié)合起來(lái)，讓各種教法學(xué)法互相滲透，也使課前、課中、課后的學(xué)生活動(dòng)成為一個(gè)整體。此外通過(guò)多媒體課件還能為學(xué)生創(chuàng)設(shè)問(wèn)題情境，激發(fā)學(xué)生的學(xué)習(xí)興趣，有利于學(xué)生將感性認(rèn)識(shí)上升到理性認(rèn)識(shí)，促進(jìn)對(duì)知識(shí)的理解，解決了教學(xué)的重點(diǎn)和難點(diǎn)。另外多媒體課件拓寬學(xué)生視野，擴(kuò)大學(xué)生的知識(shí)面，而且能節(jié)約教學(xué)時(shí)間、提高教學(xué)效率。說(shuō)學(xué)情

從生理和心理的角度來(lái)看，高一年學(xué)生勇于嘗試，勇于表現(xiàn)，展現(xiàn)他們的自信與活力。本單元關(guān)于旅行的話題，貼近實(shí)際生活，對(duì)他們有很強(qiáng)的吸引力，有利于課堂教學(xué)的開(kāi)展。但是學(xué)生的詞匯量有限，口語(yǔ)表達(dá)能力不高，在語(yǔ)言組織方面還會(huì)有一定的困難，因此采用以下的學(xué)法指導(dǎo)。

高二年的學(xué)生已經(jīng)出現(xiàn)了學(xué)習(xí)能力上的差異，特別是由于詞匯量缺乏，部分學(xué)生的英語(yǔ)表達(dá)能力的欠缺對(duì)課堂的互動(dòng)缺少積極性，不善于交際，學(xué)習(xí)不夠主動(dòng)自主。因此，在組織教學(xué)活動(dòng)中，注重學(xué)習(xí)策略的指導(dǎo)，灌輸自主、合作、探究學(xué)習(xí)的思想，同時(shí)注意調(diào)整活動(dòng)任務(wù)設(shè)置的梯度，使每個(gè)學(xué)生通過(guò)學(xué)習(xí)活動(dòng)，都能學(xué)有所成，體驗(yàn)到成功。學(xué)法指導(dǎo)

1.鼓勵(lì)學(xué)生在完成任務(wù)前，根據(jù)自己的能力制定相應(yīng)的學(xué)習(xí)目標(biāo)。同時(shí)鼓勵(lì)學(xué)生向難關(guān)挑戰(zhàn)。

2.指導(dǎo)學(xué)生運(yùn)用已學(xué)會(huì)的抓重點(diǎn)、做記號(hào)、摘筆記等方式，對(duì)所學(xué)內(nèi)容進(jìn)行整理與歸納。

3.培養(yǎng)課前預(yù)習(xí)、自學(xué)、自主探究的習(xí)慣。要求學(xué)生課前預(yù)習(xí)要講的內(nèi)容，發(fā)現(xiàn)疑難，先查閱詞典及有關(guān)資料，然后帶著問(wèn)題聽(tīng)教師講課。預(yù)習(xí)課文遇到生字時(shí)，首先猜其讀音，并試著從上下文中猜其意思，然后再查生詞表。讀課文時(shí)，先通讀全篇課文，了解全文的概要，然后再理解每個(gè)句子的意思。預(yù)習(xí)課文時(shí)，嘗試找出其中的英語(yǔ)習(xí)語(yǔ)、固定搭配和句型。對(duì)即將學(xué)習(xí)的內(nèi)容布置預(yù)習(xí)思考題，讓學(xué)生帶著問(wèn)題自習(xí)課文，初步掌握基本內(nèi)容。關(guān)注學(xué)生是否真正掌握了自學(xué)的方法，并進(jìn)行有目的地、有針對(duì)性指導(dǎo)。

4.指導(dǎo)學(xué)生掌握正確的閱讀技巧習(xí)慣。運(yùn)用審讀（scan）和跳讀（skip）等技能，快速尋找所需的信息，盡量通過(guò)一定線索或可根據(jù)構(gòu)詞法、同義詞、反義詞、等同關(guān)系、因果關(guān)系或上下文暗示推測(cè)出詞義。5.課內(nèi)學(xué)習(xí)與課外活動(dòng)相結(jié)合

新課程的價(jià)值取向是人的發(fā)展，學(xué)生的終身學(xué)習(xí)能力是新課程的培養(yǎng)目標(biāo)之一。采用課內(nèi)學(xué)習(xí)與課外活動(dòng)相結(jié)合的學(xué)習(xí)方式，能夠讓學(xué)生將學(xué)習(xí)向課堂以外的空間延伸，有利于擴(kuò)大學(xué)生的視野和知識(shí)面，對(duì)學(xué)生獨(dú)立學(xué)習(xí)能力的培養(yǎng)有特殊作用。

建構(gòu)主義認(rèn)為：“學(xué)習(xí)不是由教師向?qū)W生傳遞知識(shí)的過(guò)程，而是學(xué)生建構(gòu)自己知識(shí)的過(guò)程。因此在進(jìn)行這一節(jié)前，要求學(xué)生整理Warming up and Reading 的詞匯，把重要的詞匯和他們不易掌握的詞匯整理出來(lái)。老師再根據(jù)學(xué)生的整理情況進(jìn)行整編，提煉出學(xué)生比較集中和關(guān)注的詞匯，來(lái)進(jìn)行相關(guān)的詞匯練習(xí)設(shè)計(jì)。

（二）難點(diǎn)

說(shuō)教法;

新高中英語(yǔ)鼓勵(lì)學(xué)生用發(fā)現(xiàn)和探究的方法學(xué)習(xí)語(yǔ)言知識(shí)。在新教材中，新的語(yǔ)法項(xiàng)目主要呈現(xiàn)在第一篇閱讀課文中。學(xué)法指導(dǎo)

新高中英語(yǔ)鼓勵(lì)學(xué)生用發(fā)現(xiàn)和探究的方法學(xué)習(xí)語(yǔ)言知識(shí)。在新教材中，新的語(yǔ)法項(xiàng)目主要呈現(xiàn)在第一篇閱讀課文中。

探究學(xué)習(xí)：鼓勵(lì)學(xué)生在預(yù)習(xí)課文時(shí)主動(dòng)搜尋本單元的語(yǔ)法形式，然后通過(guò)理解語(yǔ)法形式的句子意思可以初步分析出他的作用。學(xué)生過(guò)程中，學(xué)生難免會(huì)有誤解之處，肯定會(huì)有疑難問(wèn)題，但有了這種參與探究探索的體驗(yàn)，再接受老師的指導(dǎo)，效果肯定會(huì)比老師直接灌輸要強(qiáng)。而學(xué)生有了這種樂(lè)于探究，努力求知的習(xí)慣，他們終生學(xué)習(xí)的能力就不難形成了。

說(shuō)學(xué)情

教學(xué)對(duì)象為高中一年級(jí)學(xué)生,智力發(fā)展趨于成熟.他們的認(rèn)知能力比初中階段有進(jìn)一步的發(fā)展,漸漸形成了用英語(yǔ)獲取信息、處理信息、分析問(wèn)題和解決問(wèn)題的 能力,注重提高學(xué)生用英語(yǔ)進(jìn)行思維和表達(dá)的能力,通過(guò)任務(wù)型課堂活動(dòng)和學(xué)習(xí),讓學(xué)生主動(dòng)參與到活動(dòng)當(dāng)中,讓他們成為課堂的主體。由于學(xué)生是重點(diǎn)班級(jí)的學(xué)生，雖然表演任務(wù)對(duì)他們來(lái)說(shuō)仍有點(diǎn)難度，但是學(xué)生的興趣和積極很高，可以嘗試。說(shuō)教學(xué)程序 一節(jié)課45分鐘

第四篇：漢語(yǔ)語(yǔ)法課教學(xué)大綱

××大學(xué)中國(guó)語(yǔ)言學(xué)院

漢語(yǔ)語(yǔ)法課程 課程標(biāo)準(zhǔn)

漢語(yǔ)語(yǔ)法課題小組

漢語(yǔ)語(yǔ)法課程標(biāo)準(zhǔn)

目 錄

1、課程的性質(zhì)

2、課程教學(xué)目的

3、課程教學(xué)內(nèi)容

4、課程教學(xué)環(huán)節(jié)

5、本課程的其他相關(guān)課程的聯(lián)系分工

6、實(shí)踐性教學(xué)內(nèi)容的安排與要求

7、課程課外練習(xí)的要求

8、課程成績(jī)的考察方法及評(píng)定標(biāo)準(zhǔn)

一、課程的性質(zhì)

語(yǔ)法是語(yǔ)言中詞、詞組、句子的組織規(guī)律。語(yǔ)言中語(yǔ)素構(gòu)成詞，詞構(gòu)成短語(yǔ)，詞、短語(yǔ)構(gòu)成句子，都是有規(guī)律的。在漢語(yǔ)教學(xué)中，要引導(dǎo)學(xué)生隨課文學(xué)習(xí)和了解基本的語(yǔ)法知識(shí)，并能在日?？谡Z(yǔ)交際或書(shū)面表達(dá)中正確運(yùn)用。

二、課程教學(xué)目的

漢語(yǔ)教師要熟練掌握漢語(yǔ)語(yǔ)法，如詞的分類(lèi)、單句的成分（主、謂、賓、定、狀、補(bǔ)）；常用的修辭方法（比喻、擬人、夸張、排比、對(duì)偶、反復(fù)、設(shè)問(wèn)、反問(wèn)），引導(dǎo)學(xué)生體會(huì)它們?cè)谡n文中的表達(dá)效果，并適當(dāng)運(yùn)用于表達(dá)實(shí)踐。特別要注意的是，由于漢語(yǔ)沒(méi)有形態(tài)標(biāo)志，因此漢語(yǔ)的組織高度依賴語(yǔ)序，同樣的兩個(gè)詞結(jié)合在一起由于順序不一樣，在漢語(yǔ)中往往代表著不同的意思，例如：“中國(guó)人民”和“人民中國(guó)”表達(dá)的意思就不同。另外，漢語(yǔ)的語(yǔ)序與很多民族語(yǔ)言的語(yǔ)序也是有區(qū)別的。例如，用漢語(yǔ)說(shuō)“我唱歌”，用蒙古語(yǔ)、藏語(yǔ)等民族語(yǔ)言說(shuō)就成了“我歌唱”。教師在教學(xué)中要注意找出漢語(yǔ)與學(xué)生母語(yǔ)在這方面的差別，加強(qiáng)教學(xué)的針對(duì)性。

給學(xué)生一頁(yè)紙，教師要儲(chǔ)備幾本書(shū)，現(xiàn)代漢語(yǔ)方面的知識(shí)是一名漢語(yǔ)教師必不可少的，但是漢語(yǔ)教師要時(shí)刻牢記，在教學(xué)中萬(wàn)不可把這些知識(shí)原封不動(dòng)地照搬給學(xué)生，讓學(xué)生死記硬背。我們要培養(yǎng)的是有漢語(yǔ)交際能力的學(xué)生，不是光會(huì)背漢語(yǔ)知識(shí)卻不會(huì)運(yùn)用的學(xué)生，這就要求教師要引導(dǎo)學(xué)生在日?？谡Z(yǔ)交際和書(shū)面表達(dá)中多練、多運(yùn)用，在應(yīng)用中掌握漢語(yǔ)。

三、教學(xué)內(nèi)容

漢語(yǔ)語(yǔ)法教學(xué)內(nèi)容應(yīng)體現(xiàn)基礎(chǔ)課的特點(diǎn)，即由淺入深，循序漸進(jìn)的原則。各單元在以文體劃分單元訓(xùn)練項(xiàng)目的同時(shí)，將語(yǔ)言訓(xùn)練項(xiàng)目與之交叉。標(biāo)點(diǎn)符號(hào)的使用、句子成分及語(yǔ)法特點(diǎn)、基本句型和幾種較為特殊的句式、漢語(yǔ)特有的虛詞及關(guān)聯(lián)詞語(yǔ)的使用以及文章常用的表達(dá)方式等將穿插安排在各課的訓(xùn)練項(xiàng)目中。

四、教學(xué)環(huán)節(jié)、寫(xiě)前指導(dǎo)

（1）

學(xué)習(xí)語(yǔ)法。針對(duì)不同的寫(xiě)作訓(xùn)練項(xiàng)目，以范文為例進(jìn)行寫(xiě)作指導(dǎo)。

（2）

課堂練習(xí)。結(jié)合每個(gè)單元的重點(diǎn)訓(xùn)練項(xiàng)目，完成相應(yīng)的訓(xùn)練，將語(yǔ)

言訓(xùn)練項(xiàng)目的講解穿插其中。

（3）

布置語(yǔ)法練習(xí)內(nèi)容。命題作文給出幾個(gè)可供選擇的作文題，半命題

作文給出命題要求。同時(shí)給出適當(dāng)提示，如寫(xiě)作要點(diǎn)、寫(xiě)作要求等。

2、運(yùn)用語(yǔ)法實(shí)踐

由學(xué)生獨(dú)立完成。課上與課下相結(jié)合。

五、本課程與其他相關(guān)課程的聯(lián)系與分工

漢語(yǔ)語(yǔ)法是以培養(yǎng)學(xué)生書(shū)面運(yùn)用能力為主的一門(mén)語(yǔ)言專(zhuān)項(xiàng)技能課。閱讀 課、聽(tīng)力課重在培養(yǎng)學(xué)生的理解能力；會(huì)話課、寫(xiě)作課重在培養(yǎng)學(xué)生的表達(dá)能力。本課程以初級(jí)階段的漢字、精讀、會(huì)話等課程為基礎(chǔ)，與中級(jí)階段的精讀、會(huì)話、報(bào)刊閱讀及其它文化課相互配合，全面提高學(xué)生的漢語(yǔ)應(yīng)用能力。它是對(duì)其它課 程所學(xué)漢字、詞匯、語(yǔ)法等知識(shí)的綜合運(yùn)用，同時(shí)又是對(duì)這些課程所學(xué)內(nèi)容的補(bǔ) 充、提高。

六、實(shí)踐性教學(xué)內(nèi)容的安排與要求

本課程是一門(mén)實(shí)踐性很強(qiáng)的課程，各部分內(nèi)容均本著精講多練的原則，采 取課堂提問(wèn)和書(shū)面練習(xí)相結(jié)合的形式，使學(xué)生了解漢語(yǔ)語(yǔ)法的基本知識(shí)，并通過(guò) 寫(xiě)作訓(xùn)練實(shí)際運(yùn)用所學(xué)知識(shí)。每節(jié)課均安排一定形式的寫(xiě)作訓(xùn)練。

七、本課程課外練習(xí)的要求

每學(xué)期6—8次課外交際運(yùn)用語(yǔ)法練習(xí)。

八、本課程成績(jī)的考查方法及評(píng)定標(biāo)準(zhǔn)

第五篇：上好語(yǔ)法課,很重要

上好語(yǔ)法課，很重要

在高三的復(fù)習(xí)過(guò)程中，經(jīng)常會(huì)聽(tīng)到有學(xué)生抱怨：語(yǔ)法怎么那么復(fù)雜呀，一點(diǎn)兒都看不懂語(yǔ)法......語(yǔ)法學(xué)習(xí)是一個(gè)長(zhǎng)期困擾學(xué)生和老師的一大難題。而對(duì)于一門(mén)完全不同于漢語(yǔ)語(yǔ)法體系的外語(yǔ)來(lái)說(shuō)，學(xué)習(xí)其語(yǔ)法體系是非常重要和首要的。學(xué)不好語(yǔ)法，就不能說(shuō)是真正掌握一門(mén)語(yǔ)言。本文將就如何在英語(yǔ)教學(xué)中提高語(yǔ)法學(xué)習(xí)展開(kāi)探索，提出一些建議。

英語(yǔ)是一門(mén)外來(lái)語(yǔ)，英語(yǔ)的語(yǔ)法體系和漢語(yǔ)的語(yǔ)法體系截然不同，如果只是單純依靠創(chuàng)造語(yǔ)言情景，藉此為學(xué)生提供象母語(yǔ)學(xué)習(xí)一樣的條件，在寓教于樂(lè)中自然而然的掌握英語(yǔ)語(yǔ)法，那是不現(xiàn)實(shí)的。忽略語(yǔ)法的重要性和基礎(chǔ)性，片面追求模擬語(yǔ)境、提高試聽(tīng)能力，使學(xué)生的語(yǔ)言能力浮于表面。在一些對(duì)英語(yǔ)語(yǔ)言學(xué)習(xí)興趣濃厚的學(xué)生中，往往存在口語(yǔ)流利，但語(yǔ)法句法使用不規(guī)范，省略語(yǔ)使用過(guò)于頻繁的問(wèn)題。而對(duì)于那些在高中階段沒(méi)有打好語(yǔ)法基礎(chǔ)的學(xué)生來(lái)說(shuō)，要他們開(kāi)口說(shuō)英語(yǔ)，就更難了。

在學(xué)校開(kāi)辟英語(yǔ)角、組建英語(yǔ)興趣小組、利用多媒體技術(shù)進(jìn)行試聽(tīng)學(xué)習(xí)早已經(jīng)不是新聞了，但是如果僅僅以交際為目的，進(jìn)行純粹實(shí)驗(yàn)性的外語(yǔ)學(xué)習(xí)，即便提供給學(xué)習(xí)者充足的可理解輸入和交際機(jī)會(huì)，多年之后他們?nèi)詿o(wú)法系統(tǒng)習(xí)得很多形式結(jié)構(gòu)，無(wú)法進(jìn)行高水平的語(yǔ)言交流，語(yǔ)言的準(zhǔn)確程度也差強(qiáng)人意。創(chuàng)造情景條件提高學(xué)生的英語(yǔ)運(yùn)用水平固然是當(dāng)下一種頗為流行的方式，但是在某一個(gè)固定場(chǎng)合、固定時(shí)間內(nèi)，涉及到的語(yǔ)法知識(shí)必然是單一的、重復(fù)的，如果不能讓學(xué)生系統(tǒng)的學(xué)習(xí)，而只是一味機(jī)械的重復(fù)某一類(lèi)語(yǔ)法或句法結(jié)構(gòu)，必將導(dǎo)致學(xué)習(xí)者的語(yǔ)法系統(tǒng)混亂、出現(xiàn)知識(shí)結(jié)構(gòu)斷層。

任何脫離語(yǔ)境的單純句子結(jié)構(gòu)方面的語(yǔ)法教學(xué)，和任何忽視語(yǔ)法結(jié)構(gòu)的片面追求實(shí)用原則的情景教學(xué)，都是不可取的。因此，在實(shí)際教學(xué)過(guò)程中，應(yīng)該采用動(dòng)靜結(jié)合的教學(xué)方式，在精讀課的分析語(yǔ)法結(jié)構(gòu)時(shí)加入如何使用語(yǔ)法結(jié)構(gòu)的訓(xùn)練，在泛讀課中辨析語(yǔ)言意義和辨析語(yǔ)法結(jié)構(gòu)同步進(jìn)行，有效提高學(xué)生聽(tīng)說(shuō)讀寫(xiě)譯的綜合能力。

傳統(tǒng)教學(xué)法 “以課堂為中心，以教師為中心，以教材為中心”，這種教學(xué)思想固然突出了英語(yǔ)教學(xué)的目的性，起到有的放矢的效果，但是同時(shí)卻忽略了對(duì)學(xué)生主觀能動(dòng)性的開(kāi)發(fā)和培養(yǎng)。開(kāi)放式教學(xué)給學(xué)生更多自主的空間，使學(xué)生能夠按照自己的興趣和特點(diǎn)進(jìn)行選擇性的學(xué)習(xí)，在一定層面上有助于提高英語(yǔ)學(xué)習(xí)的效果。但是由于現(xiàn)階段我國(guó)教育體制的局限性，大部分的學(xué)生在高中階段接受的是以應(yīng)試為目的學(xué)習(xí)模式，即使他們已經(jīng)掌握了足夠的語(yǔ)法知識(shí)和詞匯信息，卻無(wú)法合理的運(yùn)用這些知識(shí)。

因此，必須將開(kāi)放式教學(xué)和傳統(tǒng)教學(xué)相結(jié)合，取長(zhǎng)補(bǔ)短，才能更好的實(shí)現(xiàn)英語(yǔ)教學(xué)的理想效果。開(kāi)放式教學(xué)弱化了教與學(xué)的對(duì)立關(guān)系，傳統(tǒng)教學(xué)給與學(xué)生扎實(shí)的語(yǔ)法結(jié)構(gòu)基礎(chǔ)，將二者有機(jī)融合才是教學(xué)改革的新出路。

語(yǔ)法是提高語(yǔ)言準(zhǔn)確度的保證，是全面運(yùn)用一種語(yǔ)言的基礎(chǔ)，因此任何排斥和忽略語(yǔ)法教學(xué)的教學(xué)法都是不可取的。只有將語(yǔ)法教學(xué)和語(yǔ)言的交際功能相結(jié)合，將語(yǔ)法教學(xué)明確化、系統(tǒng)化、實(shí)用化，才能實(shí)現(xiàn)英語(yǔ)教學(xué)的全面成功。