夏 静 新疆沙湾县第一中学
摘要：语法知识与语法能力是英语教学中两个非常重要的因素。语法知识指学习者对某一语法规则的理解和掌握，而语法能力指对这些规则的正确使用，领会语法知识能力并自由运用对学生语法填空和短文改错达到事半功倍的效果。
一．教学内容分析
本节课是针对英语高考题型中的两种非选择题型结合的讲解与运用，通过一篇短文改错练习，教授三种改法，运用创新思维让学生掌握高考短文改错的特点，从而逐渐提高英语水平。
二．整体设计思路
运用有效策略引导学生掌握做题技巧，学会做题方法。首先温故，然后阅读短文使之了解短文大意，给学生时间，培养独立思考的能力，有效提取已掌握的知识点，达到复习与巩固的目的，最后通过师生、生生之间的合作交流，从宏观角度把各个细节内容串联、并联，构建知识的框架结构。同时利用层层递进的方式指导学生掌握做题方法和技巧。
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三．教学目标
(1)Knowledge goals: To be able to learn more words , expressions, sentences and grammar about the passage.
(2)Ability goals: To be able to master the skills of error correction and Grammar fill in the blanks.
(3)Moral goals: students will be able to work together to complete the task, at the same time, they can help each other and give full play to subjective initiative.
四．教学重点，难点
Teaching key points and difficult points:
1.How to master the skills of error correction and grammar fill in the blanks.
2.How to distinguish different types of clauses.
五．教学方法
The task-based language teaching method, the cooperation learning method, and the activity teaching method.
一、教学准备
PPT，paper，blackboard.
二、教学过程
Step one. Revision
Ask some students to write down the language points that they have mastered about error correction and other students can complete.
6、名词单复数
7、冠词
8、介词
9、动词时态
10、各种从句中的连词
11、主被动语态
12、词性转换
13、代词
等等（设计意图，帮助学生回顾已学的知识点，巩固并再次使用，为后面的题做好铺垫。）
Step two. Do exercise.
四、Do an error correction exercise.
1 16年 浙江卷 （原卷）
When I was a very young children, my father created a regular practice I remember well years later. Every time he arrived home at end of the day, we’d greet her at the door. He would ask who we was and pretend not to knowing us. Then he and my mother would have had a drink while she prepared dinner and they would talk about his day and hers. While they chat, my father would lift my sister and me up to sit in the top of the fridge. It was both excited and frightening to be up there! My sister and I thought he was so cool for putting us there.
Check their answers with students.
(设计意图：通过温故，让学生努力找出十个不同考点的语法错误，培养学生仔细阅读意识，为下一篇打基础。)
Step three. Do exercise.
（1）Do another error correction exercise.
2 16年 浙江卷（改编）
When I was very young child, my father created a regularly practice I remember well year later. Every time he arrived at home at the end of the day, we’d greet him at the door. He would ask what we were and pretend not to know us. Then he and my mother would have a drink while prepared dinner and they would talk about his day and her. While they chatted, my father will lift my sister and me up to sit on the top of the fridge. It was both exciting and frightening to be up here! My sister and I thought he was such cool for putting us there.
Check their answers with students.
(设计意图，passage1和passage2乍看似曾相识，其实内容一样，不同的十处错误，语法考点不变，学生需要甄别错误或缺失成分，且能修改错误或补充缺失成分。这样除了创新学生的短文改错解题技巧思维，还要求学生仔细审题，多思、勤动，不漏掉任何一个得分点，举一反三。)
Step four. Do exercise about grammar filling in the blanks.
反思：本研究试图通过“一改三”综合任务与不同的教学策略相结合，探索其对学习者语法能力的增进的时效性，为语法教学提供更多的实证支持，探索学习者领会语法知识能力与控制性复用语法能力的相关性。
论文作者:夏静
论文发表刊物:《成长读本》2018年1月总第26期
论文发表时间:2018/4/10
标签：语法论文; 短文论文; 能力论文; 学生论文; 学习者论文; 知识论文; 意图论文; 《成长读本》2018年1月总第26期论文;