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第1篇

關(guān)鍵詞: 主動(dòng)語(yǔ)態(tài) 被動(dòng)語(yǔ)態(tài) 轉(zhuǎn)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(xiàn)代信息技術(shù)的飛速發(fā)展，為學(xué)校教育教學(xué)提供了便利。高中英語(yǔ)教師可靈活運(yùn)動(dòng)多媒體等先進(jìn)設(shè)備為學(xué)生創(chuàng)設(shè)更加真實(shí)的語(yǔ)言環(huán)境，從而讓學(xué)生更加充分地感知、體驗(yàn)、適應(yīng)語(yǔ)境中的語(yǔ)法形式。比如：教師可以利用多媒體設(shè)備播放經(jīng)典動(dòng)畫片《蠟筆小新》的片段或動(dòng)畫截圖，播放里邊的一些臺(tái)詞。

如：“小姐，你敢吃青椒嗎？”這句話應(yīng)該怎樣翻譯成英語(yǔ)？首先，小新這個(gè)動(dòng)漫形象的出現(xiàn)，就會(huì)極大地激發(fā)學(xué)生的學(xué)習(xí)熱情，在這樣輕松、活潑的動(dòng)漫情境之中，再逐步引導(dǎo)學(xué)生了解Doyoudaretoeatgreenpeppers?掌握“dare”這個(gè)情態(tài)動(dòng)詞的用法。

二、加強(qiáng)師生之間的互動(dòng)，建立和諧的師生關(guān)系

英語(yǔ)，是一門具有實(shí)踐性質(zhì)的語(yǔ)言學(xué)科。英語(yǔ)新課程標(biāo)準(zhǔn)也提倡了學(xué)生的主體學(xué)習(xí)地位和和諧的師生關(guān)系的建立。因此，高中英語(yǔ)語(yǔ)法教學(xué)中，也應(yīng)加強(qiáng)師生之間的互動(dòng)，構(gòu)建和諧的師生關(guān)系。例如，以“值日”為主題，師生之間可這樣進(jìn)行交流：師：Haveyouemptiedthedustbin?生：Yes,Ihaveemptiedit.師：Butthedustbinisfull!Someonethrewwasteintoitagain.……師生之間可以自由發(fā)揮，并讓學(xué)生在對(duì)話中思考并掌握：完成時(shí)，是對(duì)過(guò)去行為對(duì)現(xiàn)在產(chǎn)生影響的強(qiáng)調(diào)，等等。在師生互動(dòng)這種真實(shí)的語(yǔ)境下，讓語(yǔ)法學(xué)習(xí)變得更加生動(dòng)、形象，促使學(xué)生更加牢固深刻地掌握語(yǔ)法知識(shí)，同時(shí)構(gòu)建和諧的師生關(guān)系。

三、以任務(wù)為驅(qū)動(dòng)的語(yǔ)法教學(xué)策略的應(yīng)用

任務(wù)驅(qū)動(dòng)教學(xué)法引導(dǎo)學(xué)生以任務(wù)為核心，以各項(xiàng)任務(wù)的完成為目標(biāo)，來(lái)實(shí)現(xiàn)語(yǔ)法學(xué)習(xí)與掌握的目的。任務(wù)的設(shè)定應(yīng)符合課堂教學(xué)的發(fā)展，讓學(xué)生運(yùn)用所學(xué)知識(shí)完成教師設(shè)定的任務(wù)，從而促使其獲得心靈上的滿足，提高英語(yǔ)語(yǔ)法課堂教學(xué)的高效性。

第3篇

一、通過(guò)必要的任務(wù)型訓(xùn)練進(jìn)行語(yǔ)法教學(xué)

近年來(lái)，任務(wù)型教學(xué)作為一種新的教學(xué)方式被很多英語(yǔ)教學(xué)在課堂中大膽實(shí)施。任務(wù)型教學(xué)是培養(yǎng)學(xué)生運(yùn)用所學(xué)語(yǔ)言進(jìn)行交際的有效途徑之一。比如，讓學(xué)生在完成規(guī)定任務(wù)的過(guò)程中，領(lǐng)悟語(yǔ)言形式的表意功能，使所學(xué)語(yǔ)法規(guī)則在真實(shí)交際中得到靈活運(yùn)用，使學(xué)生由被動(dòng)接受變?yōu)橹鲃?dòng)實(shí)踐，使枯燥的語(yǔ)法學(xué)習(xí)變得生動(dòng)活潑，提高了他們解決實(shí)際問(wèn)題的能力。例如，在教學(xué)Unforgettableexperi－ences的Warmingup之后，學(xué)生初步接觸了關(guān)系代詞引導(dǎo)的定語(yǔ)從句，我布置了如下任務(wù)：運(yùn)用who,which和whose引導(dǎo)的定語(yǔ)從句與小組成員談?wù)劷淌椰F(xiàn)有的東西和人物，然后各小組選手在全班陳述,最后評(píng)出優(yōu)勝組，很多學(xué)生說(shuō)出這樣的語(yǔ)句：Theboywho/thatisbehindmeisourmonitor.Thegirlwho/thatiswearingtheredcoatandapairofglassesismydeskmate.Thebookwhich/thatliesontheplatformisourEnglishteacher’sEnglishbook.Theclassroomwhich/thatisnexttooursisClass5.ThebookwhosecoverisyellowismyChinesebook.ThewomanwhoseshirtisblackismyEnglishteacher..

二、通過(guò)必要的對(duì)比和歸納進(jìn)行語(yǔ)法教學(xué)

能夠準(zhǔn)確靈活的運(yùn)用語(yǔ)法知識(shí)進(jìn)行練習(xí)、對(duì)話等學(xué)習(xí)活動(dòng)，對(duì)于學(xué)生來(lái)說(shuō)還顯得比較困難。教學(xué)中，教師發(fā)現(xiàn)很多學(xué)生會(huì)產(chǎn)生混淆，針對(duì)這種現(xiàn)象，教學(xué)需要對(duì)語(yǔ)法知識(shí)進(jìn)行必要的對(duì)比和歸納，讓學(xué)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(duì)性的解決語(yǔ)法問(wèn)題。