一． 语法练习与操练

1.  从a到the

该活动复习并帮助学生学习有关冠词的一些使用规则。在课堂教学中，教师及时总结学生应用冠词的情况，发现问题，抓住机会，利用某一学生所写的短文，加以延伸，推进教学。在发展短文情节的同时，教师将学生写作中尚未用到的冠词用法融入其中。所使用的例句贴近实际生活，生动典型。以“巧遇一位怀尔德太太”和“原来她就是那位(众所周知)怀尔德太太”的例句说明a与the的一些区别，学生容易心领神会。借鉴时如对人物或故事稍作变动，讲解会活灵活现。当然，以上内容如安排在两节课里完成，中间的备课时间会更充裕些。

Level: Lower-intermediate and above

Time: 45-60 minutes

Language: Use of definite and indefinite articles

Procedure: 1. Learners work in pairs and write down all the rules concerning the use of articles they can remember.

2. They put the lists aside and write a text on a given everyday subject, for example ‘Mr Smith’s last holiday’, in which they apply all the rules they have remembered. Make sure that the texts are correct both in terms of general language and in the use of articles.

3. All the texts are displayed on the wall. Still in the same pairs, learners walk around and read other texts, ticking off on their lists those rules that are exemplified.

2.     我知道老师干了什么

该活动练习现在完成时。学生先以自己的老师为提问对象， 以老师所作的事为内容，用现在完成时造疑问句，并可在得到老师肯定回答时，为自己计分。活动构思较新颖，有一定的竞赛性。随着后来学生之间类似问答的展开，所练内容和语法概念也得以发展。师生平等参与，有利促进友谊和教学。

3.     随机对比

该活动练习形容词比较级的用法。学生先在两张纸上分别写上10个名词，教师将纸条打乱后发给分成一对对的小组，每组两张。学生将所得的纸条上的名词按顺序随机组合成对，用形容词比较级造句。此项活动具有一定的趣味性和挑战性。借鉴时如对所使用的名词范围加以规定或限制，可能随机对比活动较容易开展，气氛也容易把握。

4．画人

该活动练习一般现在时。蒋简笔画与语言教学结合起来的方法值得学习。画人是手段，应用语言是目的，因此师生讨论的问题可以有画面之中的形象，还可以有画面之外的想象。

Level: Elementary

Time:  20-30minutes

Language: Simple present

Procedure:

1)Draw a circle on the board.

2) Tell the learners they are going to build this into a character.

3) Ask them first of all weather it’s a man or a woman.

4) Continue to ask questions to build up the physical representation on the board. For example, Does he have a moustache? Is he fat? Does she have a big nose?

5) Continue to ask questions (but without adding to the drawing) about where the person lives, their job, interests, family, and so on, and point out any apparent contradictions, for example, Well, if he is so interested in sport, how come he’s fat? She’s only 28 and she’s got ten children?

Variation: Reverse the roles. Now learners ask you questions enabling you to build up a character. Ask a student to introduce or revise comparisons, for example, No, he’s not that tall, or Her hair’s longer than that. 

Remarks: The drawing on the board helps to suggest a character and serves as the basis for the subsequent work. As learners come up with suggestions, the pace increases and the learners themselves point out contradictions and suggest alternatives. 

5．我的祖国 / 居住区

该活动练习应用can表示可能性的用法。学生应用can造句，描述各自祖国或居住地区的某些优越条件或设施，以及人们]可能从事的娱乐等活动。由于学生熟知这些地方并对其带有感情，活动就很容易开展。要注意培养和保持友好的学习气氛，将重点始终放在“可能性”方面，不宜过于强调相互攀比与竞争。

Level: Elementary.

Time: 20 minutes.

Language： can (possibility)

Procedure:

1) Learners get into groups according to where they live. Two or three is probably best.

2) Explain to the learners that there will be a competition to choose which is the best country or district to live in from the point of view of the facilities it offers.

3) In their groups learners then prepare a list of things they can do in their country or district, for example, You can go skiing in Switzerland?, You can walk by the sea in Gdynia, You can go to a Chinese restaurant in Hong Kong.  

4) In turn groups read out their lists. The other groups can challenge or ask for more information, for example, Where can you walk by the sea in Gdynia?

5) The activity can be a game with groups scoring one point for each facility or amenity, provided that this is not contested by the opposing group. The group with the most points wins.

Variation: With multilingual groups the class could be divided according to countries, but one would have to be careful this did not led to the expression of strong antagonistic feelings. On courses where students are away from home, they could be divided according to where their lodgings are.

Remarks: The language used can be very varied, especially as discussion gets more heated. The activity does not have restricted to practicing “can”.

6．争论性问题

该活动练习一般过去时被动语态。学生分组应用指定的时态和语态设计问题供其他小组讨论。所构思的问题应该是可以引起争论的，因而其答案不应过于简单或明显一致。教师担任计时裁判，争论时间最长的问题未优胜题，其设计者得胜。此类活动可以避免机械性操练的乏味和枯燥。但问题设计这一步有一定难度，可加

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