英語語法論文范文
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第1篇
關鍵詞: 主動語態 被動語態 轉換 限制
Abstract: Voice belongs to grammar category. It is a form of verbs which expresses the relation between the action and its subject in sentences. Indicating whether the action is performed by the subject or passes on to it. In English, there are two kinds of voice: the active voice and the passive voice. If the subject performs the action, then the verb form is in the active voice. If the subject receives the action, then the verb form is in the passive voice. Zhang Keli and some other grammarians divide the passive voice into three kinds: true-passive, pseudo-passive and quasi-passive. This paper will discuss on English voice.
Key words: active voice, passive voice, transformation, constraints, form meaning
ⅠIntroduction
English voice belongs to grammar category. It is a form of verbs between subject and verb. Traditionally, the voice of English grammar is divided into active voice and passive voice. When the subject is the executor of the behavior, the form of predicate is active voice. When the subject is the taker of the behavior, the form of predicate is passive. Many grammarians think that there are relations of transformation between active voice and passive voice. In practice, the transformation between the active form and the passive form is complicated. There are many differences between active voice and passive voice, so the transformation between the active voice and the passive voice is constrained by lexical, semantic and situation.
1.1. Usually, the active voice can be transformed into passive voice.
For examples:
A number of workers have challenged this view.
This view has been challenged by a number of workers.
A grenade killed his best friend.
His best friend was killed by a grenade.
1.2. Sometimes, the active voice can be transformed into passive voice.
For examples:
I have a house in the country.
A house is had by me in the country. (F)
She married a Frenchman.
A Frenchman was married by her. (F)
Ⅱ Passive voice
We give a simple definition to the passive voice in form, namely, be/get+ -ed. Zhang Keli and some other grammarians divide the passive voice into three kinds. Those are true-passive, pseudo-passive and quasi-passive.
2.1. True-passive
2.1.1. A sentence with executor is called true-passive. The true-passive can be divided into ideality and non-ideality.
For examples:
The violin was made by my father.
第2篇
現代信息技術的飛速發展，為學校教育教學提供了便利。高中英語教師可靈活運動多媒體等先進設備為學生創設更加真實的語言環境，從而讓學生更加充分地感知、體驗、適應語境中的語法形式。比如：教師可以利用多媒體設備播放經典動畫片《蠟筆小新》的片段或動畫截圖，播放里邊的一些臺詞。
如：“小姐，你敢吃青椒嗎？”這句話應該怎樣翻譯成英語？首先，小新這個動漫形象的出現，就會極大地激發學生的學習熱情，在這樣輕松、活潑的動漫情境之中，再逐步引導學生了解Doyoudaretoeatgreenpeppers?掌握“dare”這個情態動詞的用法。
二、加強師生之間的互動，建立和諧的師生關系
英語，是一門具有實踐性質的語言學科。英語新課程標準也提倡了學生的主體學習地位和和諧的師生關系的建立。因此，高中英語語法教學中，也應加強師生之間的互動，構建和諧的師生關系。例如，以“值日”為主題，師生之間可這樣進行交流：師：Haveyouemptiedthedustbin?生：Yes,Ihaveemptiedit.師：Butthedustbinisfull!Someonethrewwasteintoitagain.……師生之間可以自由發揮，并讓學生在對話中思考并掌握：完成時，是對過去行為對現在產生影響的強調，等等。在師生互動這種真實的語境下，讓語法學習變得更加生動、形象，促使學生更加牢固深刻地掌握語法知識，同時構建和諧的師生關系。
三、以任務為驅動的語法教學策略的應用
任務驅動教學法引導學生以任務為核心，以各項任務的完成為目標，來實現語法學習與掌握的目的。任務的設定應符合課堂教學的發展，讓學生運用所學知識完成教師設定的任務，從而促使其獲得心靈上的滿足，提高英語語法課堂教學的高效性。
第3篇
一、通過必要的任務型訓練進行語法教學
近年來，任務型教學作為一種新的教學方式被很多英語教學在課堂中大膽實施。任務型教學是培養學生運用所學語言進行交際的有效途徑之一。比如，讓學生在完成規定任務的過程中，領悟語言形式的表意功能，使所學語法規則在真實交際中得到靈活運用，使學生由被動接受變為主動實踐，使枯燥的語法學習變得生動活潑，提高了他們解決實際問題的能力。例如，在教學Unforgettableexperi－ences的Warmingup之后，學生初步接觸了關系代詞引導的定語從句，我布置了如下任務：運用who,which和whose引導的定語從句與小組成員談談教室現有的東西和人物，然后各小組選手在全班陳述,最后評出優勝組，很多學生說出這樣的語句：Theboywho/thatisbehindmeisourmonitor.Thegirlwho/thatiswearingtheredcoatandapairofglassesismydeskmate.Thebookwhich/thatliesontheplatformisourEnglishteacher’sEnglishbook.Theclassroomwhich/thatisnexttooursisClass5.ThebookwhosecoverisyellowismyChinesebook.ThewomanwhoseshirtisblackismyEnglishteacher..
二、通過必要的對比和歸納進行語法教學
能夠準確靈活的運用語法知識進行練習、對話等學習活動，對于學生來說還顯得比較困難。教學中，教師發現很多學生會產生混淆，針對這種現象，教學需要對語法知識進行必要的對比和歸納，讓學生更好的辨別各種不同類型的句型使用的不同形式，有針對性的解決語法問題。
