英语语法基础入门知识范文第1篇
摘要：本文通过分析改错句练习，结合句子本身存在的语法错误，对相关语法知识点进行梳理总结，提出英语语法具有互相联系的特征，通过举例说明如何借助一个单句进行相关知识拓展，从而达到梳理复杂英语语法结构的目的。
关键词：改错句 英语语法 知识梳理
分类号：G633.41
1.前言
英语语法比较复杂，涉及到词法，句法等各个方面，又因为与汉语的语法有比较大的差异，导致学生在学习英语语法的过程中，学习效率不高。从小学阶段的时态开始，到中学阶段的被动语态，再到高中阶段的虚拟语气，学生们一直无法梳理庞大的英语语法结构。造成平时花费大量时间去研究语法理论，做大量的各种类型的练习题，可是在综合性的阅读或者写作测试中，还是没有办法十分准确地辨别和应用语法知识的现象。
2.如何利用改错题梳理语法知识
如果我们从正面的角度去学习英语语法而不得其法的时候，可以尝试着换一个角度来学习英语语法，比如利用改错题来检验自己的语法知识是否准确。比如改错句练习，Music is something that every person has his or her own specific opinion。我们先分析这个句子的语法结构，主句是Music is something，语法结构完整正确的;其次，something后面有一个由that引导的定语从句，在从句中every person是主语，has his or her own specific opinion是谓语动词短语，从句的语法结构也是完整的。
如果我们关于定语从句的语法知识足够清晰，会发现关系词that在从句中没有语法地位，这就是该句的语法错误所在。根据定语从句的语法要求，先行词应该在定语从句中充当一定的语法成分，也就是说something（由that代替）从内容上来说应该与从句有一定的语法联系。基于此，我们不难得出结论，从句that every person has his or her own specific opinion缺少一个单词，这个单词的语法作用是在从句和something之间建立内容链接。很自然地，我们会想到短语to have some opinion about something。由此可以得出结论，Music is something that every person has his or her own specific opinion的錯误之处在于opinion后面缺少了一个介词about。
接下来，我们进一步拓展关于名词性从句的语法知识。请看第二个改错练习Groups of people around the world can come together to show that their interests are and you see how many people have similar interests as you.这个句子是由并列连词and连接的并列句。第一个句子为简单句，Groups of people为主语，can come together to show...是由情态动词can引导的谓语动词短语，其中动词不定式to show引导目的状语;and后面的句子主语是you，谓语动词是see，后面是由how many （people）引导出来的宾语从句，宾语从句中谓语动词部分是have similar interests，as you是一个同级比较状语从句，为了句子看起来更精炼，在you后面省略了助动词do，相当于have interests。
完成这个练习后，可以一鼓作气地整理一下that的其他用法。在下面的例句中when I had my own family， I was different because I didn’t want to treat my own sons the same way I was treated。我们会发现，the same way后面省略了关系词that，那么that在从句中的语法功能是什么呢？从句I was treated.的主语和谓语结构完整，因此可以推断，that在从句中做副词。那么that代替哪个现行词呢？如果代替way，那么不符合that在从句中的副词功能;如果想满足that的副词功能，那么它所代替的就是一个可以做状语的成分，由此我们可以得出结论，the same way结构中省略了介词in，也就是说（in）the same way在原因状语从句because I didn’t want to treat my own sons the same way中充当方式状语，后面省略了关系词that，相当于in which，在定语从句I was treated中扮演方式状语的角色。
3.总结
通过以上练习，我们可以看出，简单的改错句练习，不仅可以帮助我们检查在日程口语和写作过程中经常出现的错误，同时可以在完成改错练习后，结合相关的语法知识，进行进一步的拓展练习。围绕核心语法知识，多问几个为什么，会把之前比较混乱的语法知识梳理清晰。
参考书目：
1.英语语法大全 张道真著 首都师范大学出版社 2008年
2.24天突破高考英语语法填空与改错 陈灿 著 浙江教育出版社 2015年
英语语法基础入门知识范文第2篇
1 助动词
助动词是英语初学者的难点之一, 许多同学总是用汉语的造句习惯去理解英语的句式, 以至于一直不能很好地理解助动词do的作用和英语句子的基本结构。这一基本问题不能跨越, 往往造成学生学了多年英语却造不对一个简单的英语句子, 汉翻英常常错误百出。可以从最通俗简洁的方式告诉学生, 从汉语的字面意思理解看, 助者, 帮助也, 助动词就是帮助动词实现其动作功能的词, 实际几乎没有意义, 只是从形式上帮助动词来实现符合英语语法习惯的句式结构。当我们要说某一个实际动作的时候用具体的动词, 但当它要变成疑问句和否定句时, 动词不能直接提前到主语的前面和直接否定实意动词, 则需要一个词来帮助其实现疑问和否定的功能, 需要它来体现疑问和否定的形式, 这个词就是助动词。比如:I do my homework我做家庭作业。此句中的do为实意动词做的意思, 有实际意思, 按照英语语法, 当它需要变成疑问句或否定句时, 具有实际动作意义的动词do不能直接提前或被否定, 此时引入助动词do作为其助手, 提前到主语前面或给实意动词do加上否定词no来帮助其实现疑问和否定的功能, 此时句子变成了Do you do your homework?和What do you do?及I don’t do my homework.一个句子里面有两个do, 但它们的词性和功能完全不同, 即此do非彼do。可从助动词do入手, 举一反三, 告知第三人称单数does和其他助动词甚至情态动词也大致如此。这一类比使许多困惑了多年的学生恍然大悟, 理解了一个句子为什么两次出现“动词”do的原因了, 也彻底了解了英语句子中动词是需要借助助动词来完成不同的句型的, 对简单句甚至复合句句子结构的问题也能迎刃而解。
2 非谓语形式
由于汉语中一个句子可以出现许多动词, 导致许多学生对英语的非谓语形式十分困惑, 觉得既然表示动作, 只要用动词就可以了, 为什么还要加上ing和to将其变成动名词、分词或者不定式等形式。首先要告知学生, 一个英语简单句中有且只能有一个谓语动词, 因此若再需要出现动作意义的词, 则需要将其做变形, 加上必要的形式, 变成名词、形容词或其他词性的词才可以运用到句子中, 既然谓语只能要一个动词来充当, 那么这些变形后不是动词的词就不能再充当谓语了, 而是变成了句子的其他成分, 即非谓语者, 不是谓语也。这些变形就是动词的非谓语形式, 尽管汉语翻译过来的字面意思仍是动词, 但在英语中其词性不再是实际的谓语动词了。最典型的例子就是汉语的连动句, 比如:他去城里看一个朋友了。“去”和“看”都是动词, 一个汉语句子同时出现了两个动词, 当翻译成英语的时候, 既可以用“去”也可以用“看”做谓语动词, 那么另一个动词只有做变形了, 因此可翻译为:He went to see a friend of him in town.“to see a friend”为动词不定式。又比如:老师站着给我们上课。The teacher stood giving us a lecture.“giving us a lecture”为分词。这种类比能使学生很容易理解英语句子中为何有大量看似没必要的短语和动词变形了, 也是汉语要比英语简洁许多的原因之一。
3 语气、语调
英语中一般疑问句通常情况下用升调, 特殊疑问句用降调, 陈述句和肯定句用降调, 但有时候为了强调或表达某种思想感情, 其语调和语气也会发生变化, 语气语调不同意义不同, 翻译时自然也要有所变化。好比汉语里面同一个词, 语调不同除表示情绪的不同外, 有时候意思完全不同。比如, “老子”, 升调即为父亲的自我称呼, 若是旁人说, 则很不礼貌, 有自诩或自我抬高的成分, 降调则是我国春秋时的思想家李聃, 发音不同意思完全不同。再比如, 怨亲词“死鬼”, 看似骂人实则亲昵。而英语中I like him.这类表达思想感情的句子, 若读为升调, 表示一般意义的喜欢, 可译作:我喜欢他。但若用降调, 则表示强调和表达很强烈的思想感情, 译作:我爱他更准确。再比如, I hate you.我恨你。口语中若是好朋友之间, 若语气不同, 甚至可能表达的是我喜欢你的意思。
4“w”、“v”之分
由于方言发音习惯的缘故和近代汉语发音的发展规律, 汉语声母的发音中“w”、“v”出现了混淆甚至融合的局面, 比如“我”、“喂”, 应该发作“wo”和“wei”, 但由于方言的缘故, 我们西北地区尤其是兰州人常常把“我”发成“vo”, 把“喂”发成“vei”, 根据这一发展变化, 近年来普通话中出现两者混读的情况已不算做读音错误了。因此, 学生在发以“w”开头的单词时常常不注意, 把“w”发成了“v”, 通过讲授日常生活中汉语发音的细微差别, 使学生能随时注意到这个问题, 也很容易改变读音的错误。
以上观点, 在讲授汉语语法知识的时候也可以给学生反过来进行对比介绍, 同样能起到很到的效果。
摘要：汉语语法本脱胎于英语语法等西方语法知识, 因此两者常有相同相似之处, 若能在教学中经常互相对比借鉴之, 则学生更容易理解, 对教学有很好的帮助作用。
英语语法基础入门知识范文第3篇
一、知识网络
并列连词( but, yet, however, nevertheless, for, so, therefore, and, or, either…or…, neither…nor…, both…and…, as well as)
连词 从属连词 ( when, while, as, before, after, until, till, whether, since, the moment, where, if, unless, suppose, supposing, providing, provided, as long as, in order that, so that, so, lest, because, since, so…that…, such…that, although/though, even though/if, than, than, like, as if/though)
二、方法指点
连词分为并列连词和从属连词两大类。
并列连词是连接主语与主语，谓语与谓语，句子与句子，分词与分词的词，它要求前后两部分有相同的形式和语法作用;而从属连词一般连接主句与从句，从句形式有名词性从句，定语从句和状语从句等
三、重点讲解：
定义：用来连接词、短语、从句与句子的词叫连词。连词是一种虚词，在句子中不重读，不能独立担任句子成分。
Slow but sure. 要慢而稳。(连接单词)
We may be leaving today or tomorrow. 我们可能今天或明天走。(连接词与词)
Now I must go or I shall be late for the party. 我现在得走，否则晚会我就要迟到了。(连接句与句)
I went and she went also. 我去了，她也去了。(连接分句)
(一) 连接具有并列关系的词、短语或句子的连词叫并列连词。根据其意义，并列连词又可分为表示联 合、转折、选 择和因果等四种关系的连词。
1. 表示联合关系的并列连词: 表示联合关系的并列连词有：and (和)，both…and…(既……又……)，neither…nor…(既不….y也不….)，not only…but also….(不但…..而且…..)，as well as (除….外，也…..),
如： I am a teacher and he is a doctor. He has experience as well as knowledge. (He has not only knowledge but also experience.) Neither I nor he has seen the film.
2. 表示转折关系的并列连词: 表示转折关系的并列连词有：but (可是，但是)，while (而，然而)，yet (可是)，however (然 而，但是)，whereas (而)，nevertheless (然而，不过)， 如：I am willing, yet unable. 我心有余而力不足。 He is short, while his brother is tall. 他个子矮而他兄弟个子高plain. 3. 表示选择关系的并列连词: 表示选择关系的并列连词有：or (或)，or else (否则)，otherwise (要不然)，either….or…(或….或….,不是…..就是…..)，rather than (而不，也不)，
如：John or I am to blame. Seize the chance, otherwise (or else) you’ll regret it.(otherwise, or else 常放在祈使句后面) You can either stay at home or go fishing. He went rather than stay as an unwelcome guest.。
4. 表示因果关系的并列连词: (1)表示因果关系的并列连词有：so (所以)，for (因为)，
如：It is morning, for the birds are singing. 是早晨了，因为鸟叫了。It was late, so I went home. 天已晚了，因此我就回家了。
(2) then (那么，因而)，thus (因而)， hence (因此)，therefore (因此，所以)等副词常可放句首表示因果关系，如： He studied hard, thus he got a full mark. His car broke down, thus he was late for work. It is winter now; hence the days will be shorter.。
(二) 从属连词: 用来连接主句和从句的连词叫从属连词。
1. 引导名词性从句的从属连词: 引导名词性从句的从属连词有连接词 that, whether 和 if, 这些连接词在句中不充当任何句子成分;
连接代词主要有who, whom, whose, which, what 等，它们在句中可作主语、宾语、定语等; 连接副词主要 有when, where, how, why 等，它们在句中可作状语(相见名词性从句)， 如：We know (that) the earth goes round the sun.(宾语从句) What we need is more time. 我们需要的是时间。(主语从句)That’s what I want.(表语从句) The news that our team had won was very exciting.(同位语从句)
2. 引导状语从句的从属连词
(1) 引导时间状语从句的从属连词: 引导时间状语从句的从属连词有when (当…..时)，while (在…期间)，as (当….时， 一边…一边)，after (在….之后)，before (在….之前)，since (自从….以来)，till/until (直到，直到….才)，once (一旦…..), as soon as (一….就….), the moment/instant (一…..就….), no sooner….than….(刚….就….), hardly…..when(一……..就….)等，如：Once you begin, you must go on.
(2) When it rains, I go on school by bus.
When: Don’t get excited when you talk. When he got up he felt dizzy.
While: We must strike while the iron is hot. While she ate she grew more restless. As: As he spoke two men came up. He smiled as he passed.
Before: Look before you leap. It will be five years before we meet again. After: I arrived after he had left. I’ll tell them after you have left.
Until, till : I’ll take no steps until you arrive. I propose waiting till the police get here. Since: How long is it since you came to London? It was years since I had seen her.
Whenever: I go and visit him whenever I’m in town. Whenever possible, they play outside. (3) 引导原因状语从句的从属连词: 引导原因状语从句的从属连词有as (由于)，because (因为)，since (既然)等，如： He didn’t go to school because he was ill. Since everybody is here, let’s begin. Because: Because it was wet he took a taxi. As: As David had a passion for walking, we started off on foot.
还有一些表示原因的状语从句由seeing(that),considering(that)或now that 等引导： Please don’t try to back out now that everything has been arranged. Now you’re here, you may make yourself useful.
许多用在形容词后的that 从句也起原因状语的作用(that 有时可省略)：She was glad that she had controlled herself. I’m disappointed that they cannot come.
引导地点状语从句的从属连词: 引导地点状语从句的从属连词有where (在….地方)，wherever (无论在…..哪里)等，如：Wherever she may be, she will be happy. Where there is a will, there is a way.
(4) 引导条件状语从句的从属连词
① 条件状语从句的从属连词主要由if, unless, supposing(suppose)引导：
if: I must leave if that’s the case. 如果情况如此我就得走了。He will come if asked. 如果邀请的话他会来的。
unless: I won’t write unless he writes first. I’ll go there tomorrow unless it rains.
supposing: Supposing that he asks you, will you go? Supposing his plan goes wrong, what will you do then?
suppose: Suppose she finds out, what shall we do then? Suppose you lost your job tomorrow, what would you do?
provided: I will agree to go provided(providing) (that) my expenses are paid. She agreed to go and work there provided that her family could go with her. providing: I’ll dry the dishes, providing that you do the washing-up.
② 条件状语从句还有其他形式：They’ll stand by you even if you don’t succeed. You will always have a home as long as I have anything. 此外，as long as, so long as, in case, even if 都起连词作用。
(5) 引导目的状语从句的从属连词:引导目的状语从句的从属连词有that (以便)，so that (为了)，in order that (为了) lest (以防，免得)，in case (以防，免得)等， 如：She took medicine on time in order that she might get well soon. I came here that I might take a good look at the new bridge. in order that: I lent him ￡50 in order(so )that he might go for a holiday. so that: Ask her to hurry up with the letters so that I can sign them. so: Can’t you fix it somehow so you could stay longer? that: I am anxious to get done that I may be back in Ireland. lest: He hurried on, lest she should meet him again.
(6) 引导结果状语从句的从属连词:引导结果状语从句的从属连词有so (结果)，so that (结果)，so…..that/such….that(如 此…..以致)，that (以致)等，(that 有时可以省略，特别是在口语中)如： It was very cold, so that the water in the bowl froze. He is such a good student that we all like him.
so…that: He was so young that you must excuse him.
such…that: Jim made such a noise that his sister told him to be quiet.
(7)引导让步状语从句的从属连词:引导让步状语从句的从属连词有though/although (虽然)，as (虽然)，even if/even though (即使)，however (无论怎样)，whatever (无论什么)，whoever (无论谁)，no matter how/what/which……(无论多么/什么/哪一 个……)等，如：Even if you were here yesterday, you couldn’t help him.
(8)引导方式状语从句的从属连词:引导方式状语从句的从属连词有as (正如)，as if/as though (好像，似乎)等，如： He speaks English as if he were an English-man. Use a book as a bee does a flower.
(9)引导比较状语从句的从属连词: 引导比较状语从句的从属连词有 as ( 如……), as…….as….,(像…. 一样)，not so …..as…..(与…不一样)，than (比)等，如：He works harder than before. His elder sister is as tall as his mother. 储存连词：
1.引导时间状语从句的从属连词: 引导时间状语从句的从属连词有________(当…..时)，_____ (在…期间)，____ (当….时， 一边…一边)，_______ (在….之后)，______ (在….之前)，______ (自从….以来)，_______ (直到，直到….才)，________(一 旦…..),___________(一….就….), __________ (一…..就….), ___________(刚….就….), _________(一……..就….)等，如：Once you begin, you must go on. 你一开了头，就应该继续下去
2.引导原因状语从句的从属连词:引导原因状语从句的从属连词有______(由于)，________(因为)，______(既然)等. 3.引导地点状语从句的从属连词: 引导地点状语从句的从属连词有_______在….地方)，___________ (无论在…..哪里) Where there is a will, there is a way. 有志者，事竟成。
4.引导条件状语从句的从属连词 条件状语从句的从属连词主要由________________________)引导：此外_______________________________都起连 词作用。
5.引导目的状语从句的从属连词:引导目的状语从句的从属连词有________(以便)，_________ (为了)，______________ (为 了) ________ (以防，免得)，___________(以防，免得)等，
6.引导结果状语从句的从属连词:引导结果状语从句的从属连词有______ (结果)，________(结果)，___________--(如此…..以致)，_________ (以致)等，(that 有时可以省略，特别是在口语中)如： 7. 引导让步状语从句的从属连词:引导让步状语从句的从属连词有________________ (虽然)，________ ( 虽然)，____________________( 即使) ，__________r ( 无论怎样) ，___________( 无论什么) ，__________-( 无论谁) ，__________________________(无论多么/什么/哪一个……)等。
8.引导比较状语从句的从属连词: 引导比较状语从句的从属连词有________ (如……),____________,( 像….一样)，_________________.(与…不一样)，__________ (比)等。
(三)部分易混连词的用法比较
(一) when 和while
1. 两个词都可以表示“当……..时”，引导时间状语从句。 When 引导时间状语从句的谓语动词既可以是延续性的，也可 以是终止性的;while 引导时间状语从句的谓语动词只能是延续性的 He was doing his homework when I came in. I came in when/while he was doing his homework. While/when I was in the town, I saw him twice. 2. When 还可译作“这时”，while 可译作“而，然而” He was playing football outside when it began to rain. He is tall while his elder brother is short.
(二) though 和 as:两个词都可以表示“虽然”，引导让步状语从句。 Though 引导的从句可用正常语序，也可用倒装语 序。 As 引导的从句要用倒装语序，即把从句中的表语、状语或动词原形放在as 之前，如：
1. 尽管天气冷，可他仍然继续工作。Cold as it was, he went on working. <-> Though it was cold, he went on working. Cold though it is, he went on working.
2. 虽然他还是个孩子，可懂很多事情。Child as he is, he knows a lot. <-> Though he is a child, he knows a lot. Child though he is, he knows a lot. 3. 尽管你读得快，你也不能在三天内读完这本书。 Fast as you read, you can’t finish the book in three days. / Fast though you read, you can’t finish the book in three days. Though you read fast, you can’t finish the book in three days. / Try though he might, he couldn’t get rid of the difficulty.
4. 不管怎样努力，他还是摆脱不了困难。Try as he might, he couldn’t get rid of the difficulty. Though he might try, he couldn’t get rid of the difficulty.
(三) because, as, since 和 for for 是并列连词，语气最弱，对前面分句加以解释或表示推断的原因。引导的分句一般置于句末，从句前要用逗号。
Because 表示产生某结果的必有原因，语气最强，引导的从句可以置于句首或句末，放在句首时通常用逗号。
As 表示原因时，语气不如because 那么强，可译为“因为，由于”，引导的从句常置于句首。
Since 可译为“既然”，往往表示一些显而易见的原因，语气不如because 强，引导的从句常置于句首。 It must have rained last night, for the ground is wet. As she was in a bad mood, we left her alone. He is absent from school because he is ill. Because /as it was wet, we went there by bus. Since a lot of people make mistakes in life, Mr. Smith wanted to give John a chance.
(四) if 和 whether
1. 表示“是否”时两个词都能引导宾语从句I wonder if/whether you can examine him now. 2. 如果主句的谓语是短语动词，用whether, 而不用if Everything depends on whether we have enough money.
3. 某些动词(如discuss)后的宾语从句，用whether, 而不用if They discussed whether they should help her.
3. 宾语从句置于句首时，用whether,不用if Whether it is true or not, I can’t say. 4. 宾语从句为否定形式时，通常if,而不用whether I asked her if he would come. 5. if 可译作“如果”引导条件状语从句If I were you, I would not go. 6. Whether 可译作“不管，无论”，引导让步状语从句Whether he agrees or not, I shall do that. 不管他同意与否我都要做这事。
7. Whether 可引导主语从句、表语从句、同位语从句、接不定式，或接or not 等(if 则不能)
Whether he will come or not is unknown. (主语从句)
The question is whether it is worth doing. (表语从句)
I have no idea whether he is there.(同位语从句)
I don’t know whether he will do it or not. (接or not) She hasn’t decided whether to go or not.(接不定式)
★比较so 和 such 其规律由so 与such 的不同词性决定。
such 是形容词，修饰名词或名词词组，so 是副词，只能修 饰形容词或副词。so 还可与表示数量的形容词many，few，much， little 连用，形成固定搭配。
so + adj.
such + a(n) + n.
so + adj. + a(n) + n.
such + n. (pl.) so + adj. + n. (pl.)
such +n. (pl.) so + adj. + n. [不可数]
such +n. [不可数] so foolish
such a fool
so nice a flower
such a nice flower so many/ few flowers
such nice flowers so much/little money.
such rapid progress so many people
such a lot of people
so many 已成固定搭配，a lot of 虽相当于 many，但 a lot of 为名词性的，只能用such 搭配。 so…that 与such…that之间的转换既为 so 与such 之间的转换
Practice ：
Part 1：
17. “You can’t have this football back ____ you promise not to kick it at my cat again,” the old man said firmly. (2006 广东)
A. because B. since C. when D. until
18. I grew up in Africa. ____at least I should say that I spent much of the first ten years of my life there. (辽宁’06)
A. and B. or C. so D. but
19. Progress so far has been very good.____, we are sure that the project will be completed on time. (浙江’06)
A. However B. Otherwise C. Therefore D. Besides
英语语法基础入门知识范文第4篇
1学习词汇的误区——死记硬背
掌握一定的语法知识是好的, 对于英语学习也是有帮助的, 但是当前, 中国的学生对于语法的学习过于较真, 深深埋头于各种法的学习当中, 而忽视了英语这一片森林, 使得英语学习起来既苦而又效率不高, 这就说明语法的学习途径是不恰当的, 单纯为了学习词汇而进行的词汇是错误的做法。
从我们牙牙学语, 到如今能说一口流利的普通话, 这个过程我们并没有发现语言的学习是多么困难, 而汉语在世界的语言中, 是公认的比较难学习的, 但是对于英语的学习, 却让我们大多数同学感到了语言学习的困难。
2牛津英语词汇教学的几种策略
(1) 不知不觉学语法。
《牛津高中英语》教材每个单元的Grammar and usage板块都设计出许多教学活动, 给学生足够的时间和机会进行练习, “隐藏式”地渗透了语法学习策略。在学习英语课程内容的同时, 不知不觉地对英语的词汇形成一定的认识, 有了一定的语感, 使得英语的学习堪比母语的学习, 形成一个自然的过程, 而不是去刻意的学习某个语法知识点。在以上学习的基础上, 进行适当的总结, 更能起到事半功倍的效果。
(2) 分门别类学语法。
英国语言学家Louis Alexander曾经说过, “任何语言的准确性最终来自于语法本身。”语法学习是英语学习过程中的一个重要组成部分, 它是有规律可循的。《牛津高中英语》每个单元都设计了语法学习板块, 通过语法规则的讲解与多种图示的呈现, 让学生比较全面系统地掌握语法知识, 归纳出许多语法规则。
比如Module 1 (模块1) 共3单元, 第1单元介绍了定语从句的基本概念和几个关系代词的用法, 第2单元归纳了关系副词用法和介词加关系代词whom和which的用法, 第3单元总结归纳了非限制性定语从句的基本用法。再例如, 学习第7模块第一单元语法介词, 大量的例句学生便自我总结出英语介词用法口诀:早、午、晚要用in, at黎明、午夜、点与分。年月、季节、周、阳光、灯、影、衣、冒i n。将来时态in…以后, 小处at大处in。有形with无形by, 语言、材料、单位in。特征、方面与方式, 心情成语惯用in。
(3) 分组互动学习语法。
学习语法的目的是提高学生对语言准确性的认识, “学以致用”是我们的努力方向。在语法教学中, 教师可设计任务, 让学生创造性地运用所学到的语言知识。例如, 人人都会喜欢“设想自己的未来”。在语法的课堂教学中, 教师可以利用人们的这一心理设计“虚拟未来”的活动, 训练虚拟语气的用法。该活动可采用小组活动, 也可采用全班活动的方式。
比如小组活动:
将学生分成四到六人的小组;
拟订话题, 如:If I had a million yuan…
If I could go to Paris tomorrow.…
If you came to my home…
If I were a genius…
告诉学生他们将进行句子接龙, 一个学生说出前部分虚拟条件句, 另一个学生将接上后半部分, 如此按顺序组内同学依次说出一个完整的条件从句和结果句。让其充分运用其想象力, 尽可能让其句子幽默有趣。
如:A.If I had a million yuan, …
B.If I had a million yuan, I would buy a plane.
C.If I bought a plane, I would travel to Paris.
D.If I traveled to Paris, I would get lost.
还可以让一组或两组学生进行表演。这种接龙活动不仅让学生更进一步地熟悉和内化if虚拟条件句, 而且激发了学生的想象力和创造力。在学完情态动词后, 可让学生设想:如果你去露营, 哪些是你必须要做的准备工作, 哪些是你不用做的。学生们在这个活动中就可以创造性地运用情态动词must, have to, need等。如:We have to wear shoes that are good for walking, for example, sneakers.We needn’t bring too much things with us, which will add to our burden.
(4) 变化形式学语法。
美国著名心理学家布鲁纳提出结构主义学习观, 认为掌握基本结构能使学生更容易理解本学科, 有助于将所学知识长期保存在记忆中, 有助于迁移, 促进各学科的学习。同时布鲁纳提倡发现学习, 认为教师在整个教学过程中应激发学生的学习兴趣和强烈的学习动机, 让学生充分发挥积极性和主动性, 独立思考, 通过分析、归纳、对比等逻辑思维活动自己去发现语言规则和原理。
语法学习是大多数学生学习英语最头疼的事情之一。时间花得多, 但有时越学越模糊, 如果教师改变一下教学方法, 把一些笔头练习变成口头练习, 把远离学生的、抽象陌生的教学信息换成学生熟悉的、具体的实际生活信息, 效果会好得多。
(5) 创设语境学语法。
社会语言学家Hymes (1972) 提出了著名的“交际能力 (communicative competence) ”的概念。他认为, 一个人要能够真正地运用语言进行交际, 除了必须具备乔姆斯基提出的能造出合乎语法的句子的语言能力之外, 他还必须具备在什么场合、对谁、用什么方式以及说什么的能力, 也就是交际能力。比如第5模块第一单元语法动名词, 书上归纳了一些动词如admit、avoid、mind等后面只跟动名词作宾语, 我编了一个发生在餐馆里对话要求学生表演出来。其中有句对话是A:Would you mind my smoking here?B:No, not at all.学生通过表演对话很容易地掌握了mind结构用法, mind的宾语用动名词并且用它提问的句子的答语No与其他句子表同意Yes的不同习惯的特殊用法。外语教学的目的是培养学生的交际能力。要使学生掌握交际的本领, 就要使他们的语言能力向交际能力转化。
摘要：语法学习是英语学习的一个重要方面, 而语法学习也是广大同学学习的难点。本文对语法学习的特点和本质进行了分析, 提出了六种语法学习的策略, 以期能对广大同学和教师有所帮助。
关键词：语法教学,语法知识,高中英语
参考文献
[1] 束定芳.外语教学改革问题与对策[M].上海:上海外语教育出版社, 2004.
英语语法基础入门知识范文第5篇
A、规则动词
① 一般直接在动词的后面加ed如:worked , learned , cleaned , visited ②以e结尾的动词直接加d：如 lived , danced , used
③以辅音字母加y结尾的动词要改y为i再加ed(此类动词较少) 如:study – studied carry – carried worry – worried (注意play、stay不是辅音字母加y,所以不属于此类)
④双写最后一个字母(此类动词较少)如:stopped
动词现在分词(动词的ing)形式详解: 动词的ing形式的构成规则： •
① 一般的直接在后面加上ing , 如:doing , going , working , singing , eating • ② 以e 结尾的动词，要先去e再加ing 如:having , writing ， •
③ 双写最后一个字母的(此类动词极少) 如：running , swimming , sitting , getting
人称和数：
句型专项归类 ：
1、肯定句：是指用肯定的语气来陈述的句子，
如：I‟m a student. She is a doctor. He works in a hospital. There are four fans in our classroom. He will eat lunch at 12:00. I watched TV yesterday evening.
3、一般疑问句:必须用“yes”,或“no”来回答。
•Are you a student? Yes, I am / No, I‟m not.
•Is she a doctor? Yes, she is. / No, she isn‟t.
•Does he work in a hospital? Yes, he does. / No, he doesn‟t.
•Are there four fans in our classroom? Yes, there are. / No, there aren‟t. •Are you going to buy a comic book tonight? Yes, I am. / No, I am not. (Yes, we are. / No, we aren‟t.)
•Will he eat lunch at 12:00? Yes, I will. / No, I will not(won‟t). •Are they swimming? Yes, they are. / No, they aren‟t.
•Did you watch TV yesterday evening? Yes, I did. / No, I didn‟t.
4、特殊疑问句: 以特殊疑问词(what , where , who , which , when , whose , why , how等)开头引导的句子. 此类句子应该问什么就答什么，不能用“yes 、no”来回答。如：
•What is this? It‟s a computer.
•Where are you going? I‟m going to Beijing.
•Who played football with you yesterday afternoon? Mike. •Which season do you like best? Summer.
•When do you usually get up? I usually get up at 6:30. •Whose skirt is this? It‟s Amy‟s.
•Why do you like spring best? Because I can plant trees. •How did you go to Xinjiang? I went to Xinjiang by train. 七：完全、缩略形式: I‟m=I am
he‟s=he is
she‟s=she is
they‟re=they are
you‟re=you are
there‟s=there is
they‟re=they are
can‟t=can not
1 don‟t=do not
doesn‟t=does not
isn‟t=is not
aren‟t=are not
let‟s=let us
won‟t=will not
I‟ll=I will
wasn‟t=was not
总结：通常情况下，„m即am，‟s即is „re即are ，n‟t即not (但can‟t=can not) (但 let‟s不等于let us)，
八:与字母相关的题型 ( 注:五个元音字母是 Aa Ee Ii Oo Uu ) 1.将所给字母的大小写写在四线格上
•Hh Rr Xx Gg Mm Uu Zz Ff Qq Ii 2.写出下列字母的左邻右舍。
•1.(
) Hh (
) 2.(
) Bb (
) 3.(
) Ll (
) •4.(
) Rr (
) 5.(
) Qq (
) 6.(
) Ww (
) 3.用小写字母抄写下列单词。
•1.ROOM(
)
2.UNDER(
)
3.PLEASE(
) 4.PICTURE(
)
5.WHERE(
)
6.TWINS(
) 7.EXCUSE(
)
8.HOW(
)
9.CAKE(
) 10.SMALL(
)
4.将全是元音字母的那一组圈起来
•1. a c e
2. i e o
3. v u k
4. e u I •
5. J B I
6. E T V
7. E I O 8. A U E 5.写出与所给单词发音相同的字母(大小写)。
•1.bee (
) 2.sea (
) 3.tea (
) • 4.are (
) 5.why (
) 6.you (
) •形容词(adj.)：
big大的
small小的
long长的
tall高的
short短的;矮的 young年轻的
old旧的;老的
strong健壮的
thin瘦的
active积极活跃的
quiet安静的
nice好看的
kind和蔼亲切的 strict严格的
smart聪明的
funny滑稽可笑的
tasty好吃的
sweet甜的
salty咸的
sour酸的
fresh新鲜的
favourite最喜爱的 clean干净的
tired疲劳的
excited兴奋的
angry生气的 happy高兴的 bored无聊的
sad忧愁的 taller更高的
shorter更矮的
stronger更强壮older年龄更大的
younger更年轻的
bigger更大的
heavier更重的
longer更长的
thinner更瘦的
smaller更小的
better更好的
higher更高的 good好的
fine好的
great很好的
heavy 重的
new新的 fat胖的
happy快乐的
right对的
hungry饥饿的
cute逗人喜爱的 little小的 lovely可爱的
beautiful漂亮的
colourful色彩鲜艳的 pretty漂亮的
juicy多汁的
healthy健康的
cheap便宜的 expensive昂贵的 tender嫩的 helpful有帮助的
ill有病的 high高的
easy简单的 proud骄傲的 sick有病的 •介词(prep.)：
in 在…里
on 在…上;在…时候
under 在…下面
near 在…的旁边 behind 在…后边
next to 与…相邻
over 在……上面
in front of 在……前面
•动词(v.)：
play(.ed)玩;踢
swim(swam)游泳
skate滑冰
fly(flew)飞
jump跳 walk走 run(ran)跑
climb爬
fight(fought)打架
swing(swung)荡
eat(ate)吃
turn转弯
sleep(slept)睡觉
like像,喜欢
have(had)有;吃
buy(bought)买 take(took)买;带
live居住
teach(taught)教
go(went)去
study(studied)学
2 learn学习
sing(sang)唱歌
dance跳舞
row划
do(did)做
do homework做作业
do housework做家务
watch TV看电视
read(read) books读书 cook the meals做饭
ride(rode) a bike骑自行车
play the violin拉小提琴
collect stamps集邮
meet(met)见面 welcome欢迎 thank谢谢 love爱 work工作 drink(drank)喝 taste尝 smell闻 feed(fed)喂养 shear剪 milk挤奶 look看 guess猜 help帮助 pass传递 show展示 use使用 clean打扫 open打开 close关上 put放 paint绘画 tell(told)告诉 kick踢 bounce反弹 ride(rode)骑 stop(stopped)停 wait等 find(found)寻找到 drive(drove)驾驶 fold折 send(sent)寄 wash洗 shine照耀 become变成 feel(felt)感觉到 think(thought)思考 meet(met)遇见 fall(fell)落下
leave(left)离开 wake(woke) up醒来 put on穿上 take off脱掉 hang up挂起 wear(wore)穿 go home回家 go to bed上床睡觉 play computer games玩电脑游戏
get off下车 read a magazine读杂志
go to the cinema去看电影
go straight向前直走
•数词(numbers)： 基数词
•one一 two二 three三 four四 five五 six六 seven七 eight八 nine九 ten十 •eleven十一 twelve十二 thirteen十三 fourteen十四 fifteen十五 sixteen十六 seventeen十七 eighteen十八 nineteen十九 •twenty二十 九十 thirty三十 forty四十 fifty五十 sixty六十 seventy七十 eighty八十 ninety • forty-two四十二 •hundred百 one/a hundred and thirty-six一百三十六
序数词
•first第一 second第二 third第三 fourth第四 •fifth第五 eighth第八 ninth第九 twelfth第十二 twentieth第二十 •thirtieth第三十 fortieth第四十 fiftieth第五十 sixtieth第六十 seventieth第七十 第八十 ninetieth第九十 fifty-sixth第五十六
六年级下册
1. ---I‟m 11 years old. --- I‟m 12. I‟m one year older than you. 我12岁,比你大一岁。
2. You‟re taller than your brother. 3. I‟m 160 cm tall. He‟s 159 cm tall.。
4. ---Which monkey do you like? --- I like the yellow one.
5. ---Which monkey is stronger? ---The brown monkey is stronger. 6. I think the little monkey is only 40cm tall. 7. His tail is longer.
8. ---What’s the matter, Mike? ---I feel sick. I have a fever. 9. ---How do you feel? ---I feel sick.
10. ---How does Amy feel? ---She‟s tired. 11. I am excited.
12. I failed the math test. 13. I‟m sorry to hear that.
14. ---What did you do last weekend? --- I played football. --- Did you read books? --- Yes, I did. 15. ---Where did you go on your holiday? ---I went to Xinjiang . ---How did you
3 go there? ---I went by train.
1.-- How do you go to school? -- I go to school on foot. 2. My home is near.
3. We can go to the bus stop on foot. Then we go to the park by bus. 4. See you then. See you at 2 o‟clock. 5.-Can I go on foot? - Sure,It’s not far.
6. ---Excuse me. Where is the library? --- It‟s near the post office 7. ---Is it far from here? ---No, it‟s not far.
8. ---How can I go to the hospital? ---You can go by the No.301 bus. Ger off at the cinema. Then walk straight for three minutes. The hospital is on the left.
9. ---How can I go to the mesume? --Go straight for five minutes. Then turn left. 10. ---Where is the post offfice? --- It‟s east of the cinema.
11. ---What are you going to do this evening? ---I‟m going to the cinema. 12. ---When are you going? -- This evening. 13. I want to be a science teacher one day. 14. ---What‟s your hobby? ---I like collecting stamps. 15. There is a stamp show Sunday. 16. Her father works in a school.
17. ---Does your pen pal live in Shanghai? ---No, he doesn‟t. He lives in Beijing. 18. ---What does your father do? --- He‟s a teacher. 19. How exciting!
20. ---How does he go to work? ---He goes to work by bike.
21. ---Where does the rain come from? ---It comes from the clouds.
22.First, put the seeds in the soil. Water them. In several days, you can see the sprout.
五年级下册
1. ---When do you get up? --- I usually get up at 6:30.
2. --- What do you do on the weekend? ---I often go shopping. ---How about you? What about you? ---I often play football. 3. ---What‟s your favorite season? ---Winter, I like winter.
4. ---Which season do you like best? ---Spring. I like spring best. I can fly kites. 5. ---Why do you like summer? ---Because I can swim. 6. ---When is your birthday? ---It‟s May 4th. 5月4日。
7.--What‟s the date? --It‟s October 1st. 8. ---Is her birthday in June? ---Yes.
9. ---What are you doing? ---I‟m reading a book.
10. ---What is your father doing? ---He‟s writing an E-mail. 11. ---What is she doing? ---She is singing. 12. ---What is it doing? ---It‟s running.
13. ---What are they doing? ---They‟re drinking water. 14. ---Are they catching butterflies? ---Yes, they are. 15. ---Are you eating lunch? ---No, we aren‟t.
4 16. ---Is he taking pictures? ---Yes, he is.
17. ---Is she writing a report? ---No, she isn‟t. 五年级上册
1. ---Who‟s your art teacher? -- Mr Wu.
2. ---What‟s he like? ---He‟s very kind. He‟s short and thin. 3. ---Is she strict? ---Yes, she is.
4. ---What day is it today? ---It‟sMonday.
5. ---What do you have on Mondays? ---We have English, science and P.E. 6. ---What do you do on Saturdays? ---I often do my homework.
7. ---What would you like for lunch? ---I‟d like some tomotoes and mutton. 8. ---What do you have for lunch today? ---I have eggplant and tomotoes. 9. ---What‟s your favourite food? ---Fish. It‟s tasty. 10. I don‟t like grapes. They‟re sour.
11. ---Are you helpful at home? ---Sure.Yes. 12.--What can you do? --I can sweep the floor. 13. Mother goat is ill.
14. This is my new bedroom.
15.-Can you do housework? -No, I can’t.
16. There is a big closet and a new air-conditioner. 17. There‟re blue curtains.
18. I love my new room very much. 19. The trash bin is behind the door.
20.--What‟s your room like? --There‟s a bed, a closet and a desk. 21.-Is there a river in the park? -Yes, there is. 22. I like my village.
23.-Are there any bridges in your village? -No, there aren’t.
24. The water is clean. The air is fresh. The sky is blue. The clouds are white. 四年级下册
1.-Where is the canteen? -It’s on the first floor. 2. This is the teacher‟s office. 3. That is my classroom.
4.-Do you have a library? -Yes. 5. This way, please.
6.-Is this the library? -Yes, it is.
7.-Is that the art room? -No, it isn‟t. 8.-What time is it? -It‟s nine o‟clock. 9. It‟s time for English class. 10. It‟s time to go to school. 11. Breakfast is ready. 12. I‟m ready.
13.-Is this your jacket? -No, it’s John’s 14. ---What color is it? ---It‟s blue 15. ---Whose shirt is this? ---It‟s my brother‟s 16. These are your baby pants. They are so small.
5 17. ---Can I wear my new shirt today? ---Yes, you can. 18. It‟s warmcoldhot today. 19. Those are my shoes.
20.-Where are they? -They are on your feet. 21.-What’s the weather like in Beijing? -It‟s rainy. 22. ---Is it cold? ---No, it‟s hot.
23. ---Can I help you? ---Yes, I want that dress. 24-How much is this dress? -It‟s ninety yuan. 25--Are they nice? --Yes, they are.
26. ---How much are they? ---They are thirty-five yuan. 27-What are they? -They are goats. 28.-Are these/those sheep? -Yes, they are.
29.-How many cows do you have? -One hundred. 30.-How many horses are there? -Twelve. 四年级上册
1. --What’s in the classroom? -- A board, two lights, many desks and chairs. 2. We have a new classroom.
3. ---Let‟s clean the classroom. ---Good idea. 4. ---What color is it? ---It‟s black and white. 5. Let me clean the window.
6. ---My schoolbag is heavy. ---What‟s in it? 7. He has short black hair and big eyes.
8. ---What‟s his name? ---His name is Zhang Peng. 9. ---What‟s her name? ---Her name is Amy. 10. She likes music.
11. ---Is this your bedroom? ---Yes, it is 12. ---Is she in the living room? ---No, she isn‟t. 13. Where are the keys?
14. ---Are they on the table? ---No, they aren‟t.
15. ---What would you like for dinner? ---I‟d like some fish and vegetables. 16.--How many people are there in your family? --Three. 17. ---Who are they? ---My parents and me. 18. ---What‟s your father? ---He‟s a doctor. 19. ---What‟s your mother? ---She‟s a teacher. 三年级下册
1. ---Where are you from? --- I‟m from America. 2. --- Who‟s that woman? ---She‟s my mother. 3. --- Who‟s that man? ---He‟s my father.
4. ---How many kites can you see? ---I can see 12. 5. ---How many crayons do you have? ---I have 16. 6.--Do you like peaches? --Yes, I do. 7.--Do you like oranges? --No, I don‟t.
8. ---Where is my car? ---It‟s under the chair. 9.--Look at the elephant! -- Wow! It‟s so big.
6 10. It has a long nose and a short tail.。
11. It has small eyes and big ears. 三年级上册
1. ---What‟s your name? --- My name is Chen Jie.
2. --- This is John. ---Nice to meet you. 3. ---How are you?
---I‟m fine, thank you. 4.--Let‟s paint. --Great.
5. ---Look! I have a rabbit. ---Cool.
6. ---May I have a look? ---Sure. Here you are. 7. I like hamburgers.
8. ---Have some French fries. --Thank you.
英语语法基础入门知识范文第6篇
回顾英语教学法的历史，语法-翻译教学法、直接教学法、交际语言教学理论、任务型教学法、注意模型理论、自然法理论、语法化理论等分别被教育学家和语言学家引进到我国英语教学的研究范畴，特别是以语法-翻译教学法为代表的传统教学法和以交际语言教学理论及其指导下的任务型教学法为主的新型教学法则是英语阅读课教师较为熟悉并较常使用的课堂教学法。
(一)传统教学法的特点及优势
语法-翻译教学法之所以早在19世纪就十分盛行，主要原因有以下几点：
“该方法强调词汇、语法及结构教学，且系统性强，将对句法、语法、词汇的归纳性介绍按照不同层次进行。该方法通过‘翻译练习’可以有效地促进语言学习。教师在使用该方法进行教学时会相对容易，文本的内容往往包含词汇列表、语法规则、翻译练习的例句等，通过这些内容教师可以清晰地将母语和外语的异同点呈现并讲解给学生。”(侯冰洁，刘希彦，120)由此可见，语法-翻译教学法的风靡体现出该方法在教学过程中有利于学生在宏观上把握第二语言的整体句法和篇章结构，微观上掌握其词汇和语法的准确使用。同时，通过反复的母语―二语和二语―母语转换操练，学生可以在阅读和写作中尽可能准确地学习并使用外语，并对其母语和外语的异同有更深刻的认识和体会。
(二)新型教学法的背景和优势
任务型教学法相对语法-翻译教学法而言是近几十年来较为新型的教学法之一，开始应用于20世纪80年代末的商务英语教学，到20世纪90年代中期开始被应用于其他英语课堂教学。“任务型教学法是对交际语言教学理论的进一步发展。二者的教学理念一致，即语言学习应与实际生活中的运用紧密相关。”(王蔷，26)任务型教学法更加注重对语言学习者听说能力的培养，使其在面对面的日常交流中有效沟通并完成交际任务，对学生的语言操作和运用能力的培养亦十分有效。除此之外，该教学法在课堂教学中的实际操作形式也很灵活，课前对教学任务的认真准备，可以使教师在课堂授课过程中根据授课目的及学生需要的不同调整训练重心。对学生需要、能力和兴趣的关注，可以更加有效地调动学生学习的积极性和参与课堂活动的热情。
二、民办高校应用型人才培养模式及该模式下基础商务英语阅读课程的特点
2010年公布的《国家中长期教育改革和发展规划纲要(公开征求意见稿)》提出：“大力支持民办教育，支持民办学校创新体制机制和育人模式，提高质量，办出特色，办好一批高水平民办学校。”民办高校在人才培养模式方面的探索和研究在此政策鼓励下呈现出多样化、多角度、多渠道的特点，对应用型人才培养模式的研究尤为突出。“应用型本科人才培养模式是指在一定的现代教育理论、教育思想指导下，按照特定的培养目标和人才规格，以相对稳定的教学内容和课程体系，管理制度和评估方式，实施人才教育的过程的总和”(黄桂香，201)。目前我国的民办高校在英语专业人才培养模式方面做出的尝试主要包括“外语+专业”“外语+外语”“外语+辅修”等。这种由通识教育向应用型复合型教育转型的人才培养模式既是当下很多公办高校的现状，更是民办高校的发展思路。
在民办高校应用型英语专业人才培养模式下，基础商务英语阅读课程也被赋予了不同于其他商务英语阅读课程的特点：
1.该课程属于商务英语专业学生的专业基础必修课程，在新生入学伊始即开设，学生的语言基础相对薄弱。
2.大学新生在入学时缺少专业商务知识的积累和商务专业背景的了解。
3.商务英语专业阅读材料词汇量丰富，背景知识面广，题材庞杂，对学生阅读能力、阅读技巧和阅读涉猎范围要求较高。
三、基础商务英语阅读课程教学方法改革的具体实施
(一)以英语基本功训练为核心，教学方法以传统教学法为主
应用型人才需要有过硬的基本知识和基本技能，“知识、能力和人格”三要素中知识的储备位于首位。对于基础商务英语阅读课程的授课对象来说，首先要完成的学习目标是基础知识的积累和夯实，因此在授课过程中教师要充分注重对初学者基本功的训练。而相对于任务教学法等新型教学法来说，传统的语法-翻译教学法无疑更有利于该教学目标的完成和实现。
在教学过程中，教师可以结合学生的实际英语水平和课程教材的特点注意搜集整理商务专业词汇，并按照词汇的难易程度和其使用范围对其进行分类，帮助学生循序渐进地扩大自己的词汇量。特别是可以运用翻译练习等形式提醒学生注意积累在商务领域有着特殊含义的词汇(如interests, volumn等)。
学生对商务英语资料的阅读能力提高除了通过学生自身阅读量的不断增加得以最终实现外，在课堂中也可以借助教师对相关阅读技巧的讲解和训练取得一定的进步。阅读技巧的训练和阅读能力的提高离不开学生对阅读材料整体语篇结构的把握和句法、语法知识的学习，传统的语法-翻译法无论是在宏观还是微观层次上无疑都是最有效最直接的语言习得方法，可以帮助学生打下坚实的语言基础。
(二)以商务知识介绍为过渡，教学方法以新型教学法为辅
大一新生在入学伊始所接触和了解的商务背景知识有限，加之略显薄弱的语言功底，在理解商务专业的英语材料和文本时其困难可想而知。教师在授课过程中在努力夯实学生英语基础的同时，也要注重引导学生对商务专业相关知识的积累与学习，为今后更加深入的商务英语专业学习打好基础，做好过渡。教师在课堂上可以充分利用任务教学法等新型教学法的优势来设计教学环节，调动学生的自主学习积极性，鼓励学生不断拓展自身知识面、扩大视野、关注商务领域时事动态并学以致用。
虽然基础商务英语阅读课程属于泛读课程，但教师在教学过程中同样可以借鉴其他课型的授课形式，例如在课程第一环节引入精读课的课前演讲形式，并在此部分的设计中利用任务型教学法为学生布置相关话题，由学生在课前进行分组准备，收集整理资料，在课上用英语进行陈述和表达，教师在学生汇报结束后进行点评。“在商务英语的课堂中，这种学习通常通过任务来实现。任务首先关注用语言做事的一些活动。任务的输出是重要的…而语言本身并不是目的，它只是达到目的的手段”,“以任务为基础的学习和要求学习者注意一些语言形式而作出的反馈相结合，是最有效的一种学习方式”(埃文弗伦德著，17)。
除了课上的任务设计，教师也可以借助任务教学法利用作业的布置在课下调动学生学习的积极性和课堂活动的参与热情。比如在讲授有关产品营销方面的内容时，教师可以为学生布留校内超市的商品销售方案撰写任务。学生对校内超市最为了解，在作业的完成过程中不但不会有所负担反而会有很多有创意且实用性强的好想法。教师的作业批改则可以以点评为主要形式，注重对学生积极性的保护和鼓励，同时结合相关商务知识对学生进行渗透。
四、结论
民办高校的应用型本科不是低层次的高等教育。如何培养道德修养好、基础扎实、专业水平高、知识面广、应用能力和适应能力强的高素质外语人才，是每一位教师在每一个课堂都应思考的问题。而在课堂上采取何种教学方法则直接决定了教学质量和人才培养的效果。教学方法的选择和使用并没有固定的模式和经验，教师要根据学习对象的基础水平、学习对象所处的不同阶段、学习对象的不同学习目标以及课程不同的教学内容来制定不同的教学环节，选择相应的教学方法，这也正是应用型人才培养模式的需要。教学法本身并无好坏之分，传统的并非一定是过时的，新兴的并非一定是科学的，完全抛弃传统通盘接受新型方法或者坚持固守传统拒不接受新型方法都是不明智的。
【参考文献】
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