高中英語(yǔ)選修課件Grammar

高中英語(yǔ)選修課件Grammar匯報(bào)人：XX2024-02-04目錄contentsBackgroundandobjectivesofthecoursewareFundamentalsofLexicologyAnindepthanalysisofsyntacticstructureTheapplicationofsemanticfunctionincontext目錄contentsImprovementofwritingskillsandpracticalexercisesReviewStrategiesandPreparationGuidelines01BackgroundandobjectivesofthecoursewareVSActivecoursesareanimportantpartofhighschoolEnglishcurriculum,aimingtoprovidestudentswithmorechoicesandopportunitiestodeveloptheirinterestsandstrengthsTheGrammarmoduleisoneofthekeycomponentsofEnglishactivecourses,focusingonhelpingstudentsmasterthebasicgraphicalrulesandstructuresofthelanguageIntroductiontoHighSchoolEnglishActiveCoursesToenablestudentstounderstandandapplythefundamentalgraphicalconceptsandrulesofEnglishlanguageTodevelopstudents'abilitytoanalyzeandcorrectgraphicalerrorsinwrittenandspokenEnglishToenhancestudents'overalllanguageproficiencybyintegratinggrammarinstructionwithotherlanguageskillssuchasreading,writing,listening,andspeakingGrammarmoduleteachingobjectivesThecoursewareisdesignedforhighschoolstudentswhohavecompletedthebasicEnglishcourseandareinterestedinfurtherimprovingtheirmathematicalknowledgeandskillsItisrecommendedthatstudentsreviewandconsolidatetheirlearningaftereachclasstoensuremaximumretentionofknowledgeStudentsareempoweredtoactivelyparticipateinclassdiscussions,completehomeassignments,andseekhelpfromteachersandpeerswhenaccountingdisciplinesTargetaudienceandlearningsuggestions"GrammarinUse"seriesThisseriesoftextbooksprovidescomprehensivecoverageofEnglishgrammar,withpracticeexercisesandreallifeexamplestohelpstudentsapplytheirknowledgeOnlineresourcesTherearemanyonlineplatformsandwebsitesthatofferfreegrammarlessons,quizzes,andexercisestohelpstudentsreviewtheirlearningReferencebooksStudentscanalsorefertomoreadvancedgrammarbookssuchas"TheCambridgeGrammaroftheEnglishLanguage"forindepthunderstandingofgraphicalconceptsandrulesRecommendedtextbooksandresources02FundamentalsofLexicologyCommonNouns:Refertopeople,places,things,orideasthatarenotspecific,suchas"book,""car,"or"happiness.""PropertyNouns:Refertospecificindividuals,places,orthings,suchas"John,""NewYork,"or"Microsoft.""CountableandUncountableNouns:Countablenounshavebothsingularandpluralforms(e.g.,"apple"and"apples"),whileuncountablenounsdonothavepluralforms(e.g.,"milk"or"information")CollectiveNouns:Refertogroupsofindividualsorthingsconsideredasawhole(e.g.,"team,""flow,"or"committee")SummaryofnounclassificationandusageTensesVerbschangeformtoindicatetime,suchaspresent,past,andfuture(e.g.,"Iwalk,""Iwalked,""Iwillwalk)VoicesVerbscanbeactiveorpassiveInactivevoice,thesubjectperformstheaction(e.g.,"Thecatcausedthemouse")Inpassivevoice,thesubjectreceivestheaction(e.g.,"Themousewascausedbythecat")MoodsVerbsalsohavemoods,whichindicatethespeaker'sattitudetowardstheactionorstateofbeingdescribedThemostcommonmoodsareindicative,intangible,andsubconjunctiveAnalysisofVerbTenseandVoice010203ComparativeFormsAdjectivesandadvisorsarecomparedusingthe"-er"suffixor"more"beforetheobjective/advisor(e.g.,"faster,""morebeautiful")SuperlativeFormsThesuperiorformofanadvisoryoradvisoryisusedtocomparethreeormorethingsandisformedusingthe"-est"suffixor"most"beforetheadvisory/advisory(e.g.,"fastest,""mostbeautiful")IrregularFormsSomeobjectivesandadvertisementshaveirregularcomparativeandsuperiorformsthatdonotfollowthegeneralrules(e.g.,"good,""better,""best")ComparativeandsuperiorrulesforobjectivesandadvertisementsProposalsProposalsareusedtoshowrelationshipsbetweennounsorpronounsandotherwordsinasentence(e.g.,"Thebookisonthetable")Commonpositionsinclude"in,""on,""at,""to,""from,"and"with."ArticlesArticlesareusedbeforenounstoindicatewhichnounisspecificornon-specific"The"isusedbeforespecificnouns(e.g.,"thecar"),while"a"or"an"isusedbeforenon-specificnouns(e.g.,"acar"or"anapple")ConnectionsConnectionsareusedtoconnectwords,phrases,orclaimstogether(e.g.,"Ilikeapplesandoranges")Commonconnectionsinclude"and,""but,""or,""so,"and"because."Examplesofpositions,articles,andconnectionsusage03AnindepthanalysisofsyntacticstructureStatementsthatprovideinformationordescribeasituationDeclarativeSentencesQuestionsthataskforinformationorconfirmationInterrogtiveSentencesCommandesorrequeststhatgiveordersorinstructionsImperativeSentencesExpressionsofstrongemotionorsurpriseExceptionalSentencesAnalysisofSimpleSentenceTypesandCharacteristicsCoordinatingConnections01Usingwordslike"and,""but,""or"tocombinesimplesentencesintocompoundsentencesSubordinatingConnections02Usingwordslike"because,""appropriate,""while"tocreatecomplexsentenceswithdependentandindependentclausesRelativeClaims03UsingrelativepronounsorrelativeadvertisementstoaddextrainformationtoanounorpronouninasenseMethodsforconstructingcompoundsensesandcompoundsensesTipsforselectingleadingwordsinnounclausesSomecommonleadingwordsinnounclausesinclude"that,""which,""who,""who,""who,""who,""who,""who,""what,""which,"and"who."CommonLeadingWordsTheleadingwordinanounclausecommonlydeterminesthefunctionoftheclausewithinthepresence(e.g.,subject,object,completion)UnderstandingtheRoleoftheLeadingWordSelecttheleadingwordbasedonthecontextandtheintendedmeaningofthenounclauseChoosingtheAppropriateLeadingWordPronounssuchas"who,""who,""who,""which,""which,""and"that"areusedtointroducerelevantclausesandtoreferbacktoanounorpronouninthemainclauseAdvisorssuchas"where,""when,"and"why"areusedtointroducerelevantclausesthatprovideadditionalinformationaboutaplace,time,orreasonrelatedtothemainclauseRelativeclausescanfunctionasobjectives,providingdescriptiveinformationaboutanounorpronoun,orasnouns,actingasthesubjectorobjectofaverbRelativePronounsRelativeAdvisorsFunctionsofRelativeClaimsTheuseofrelevantproofs/advertisementsinrelevantclauses04TheapplicationofsemanticfunctionincontextPleaseenteryourcontentTheapplicationofsemanticfunctionincontext05ImprovementofwritingskillsandpracticalexercisesGrammaticalerrors:Incorrectuseoftensions,subjectverbagreement,articles,etc.Correctionmethodsincludeunderstandingtherulesofgrammar,practicingpresencecorrectionexercises,andseekingfeedbackfromteachersorpeersVocabularyerrors:InappropriateorincorrectwordchoiceTocorrectthis,studentsshouldexpandtheirvocabulary,learnwordmeaningsandusageincontext,andpracticewritingwithnewwordsSpellingerrors:IncorrectspellingofwordsCorrectionmethodsincludelearningspellingrules,practicingspellingtests,andusingdictionariesorspellcheckersPuncturationerrors:Incorrectlyuseofcommas,periods,phenomenons,etc.Tocorrectthis,studentsshouldlearntherulesofPuncture,practiceproofreadingtheirownwriting,andseekfeedbackonPunctureusageCommontypesoferrorsinwritingandtheircorrectionmethodsUnderstandingthestructureandstyleofExcelprocess:Analyzingthelanguage,presencestructure,andoverallorganizationofwellwrittentextstolearneffectivewritingtechniquesRecommendingtheuseoflanguageinprocess:Recognizingandunderstandingtheuseoffigurativelanguage,rhetoricaldevices,andotherliterarytechniquesinprocesswritingDrawinginspirationfrommodelprocess:Readingawiderangeofexcelrosetogainideasandinspirationforone'sownwritingImitingandadaptingmodelProse:PracticingwritingbyoptimizingthestyleandstructureofExcelProse,andthenadaptingthesetechniquestoone'sownwritingstyleRecommendationandInspirationofExcellentModelProseUnderstandingtheformatandstructureofproposalwriting:Learningthebasiccomponentsofaproposal,suchastheintroduction,argumentation,evidence,andconclusionPracticingproposalwriting:Writingproposalsondifferenttopics,seekingfeedback,andrevisingtoimproveone'swritingskillsUnderstandingtheformatandstructureofchartwriting:Learninghowtointerpretanddescribedatapresentedincharts,includingbarcharts,linegraphs,andpiechartsPracticingchartwriting:Writingdescriptionsandanalysesofchartsondifferenttopics,seekingfeedback,andrevisingtoimproveone'swritingskillsPracticalExercise:ProposalWriting/ChartWritingReviewingstudentwork:Collectingandreviewingstudentwritingsamplestoidentifycom