导学案模式下高中英语语法教学的研究 109页

．．‘’．．‘．＇、－考＾皆．．祁吃ｖｖ二去蹤．．姑片—＇．＇—、－：．幕嫌带，々沪欢．Ｍｌ巧＾话禹衾声讀補阿代社１心乃嫂、－．灣：誦測／若篇，唇賢Ｖ’＇早‘．．＾：．．＾：．：．巧Ｉ夺凌賴乂妹範乂聲Ｔｆ１ｒＡ批苗＾’．－成－，；硕壬专业学化冷丈告；；酿与户病；冷，？．－＊．．．＾－．／＼．１ｉ片导学案模式下高中英语语法教学的研究＇’，．＇．，．－Ｖ．‘ｊ．：尸占‘ｒＩ：；、．＼ｖ义Ｖｉ＂、‘？？，成＼娘孽飞！；确三Ａ贫ＲｅｓｅａｒｃｈｏｎＧｒａｍｍａｒＴｅａｃｈｉｎｏｆＳｅｎｉｏｒＳｃｈｏｏｌｓｉｎｇ‘？．．．ｔｈｅＭｏｄｅｏｆ－化ｅＧｕｉｄｅｄＬｅａｒ打ｉｎＰｌａｎ＼ｇＶＶ＇．＇；记ｔ．．＼ｙ＇—；＇、’；＇：相，ｒ．讀．ｆ击，若１黎慕．如掷解艮．气Ｕ或難．苗个害，．：‘，．Ｈ．＂＇片巧糸、；＇誓．若专业学位类别．：教育硕±ｒ请转ｙｔ；、专业方向领域：．穿学科教学（英语）Ｗｙ：参赁ｉ皆谋達乂＇；指导教师姓名：．‘刘瑞明驾？Ｖ如ＩＩ麵、．中嗦；扣’‘．零饼．‘．‘－＇．。古．１；、／Ｘ，户；ｉ．ｎＫ．Ｖ＼＞，、背ｖ爲蝴．．＇－：．二〇．六．年六Ｓ旨；月媒记，，尉ＣＶ／，；巧鸣．’’＇＇＇护＇．’＇＇＾ｖ‘．．＇＇印巧产－ＶＩ掛＼．Ｖ聲若ｊ；‘苯！擊奔＇＇／－．．化．無－产＇、产ｖ＾沒３；，ｖ；呵球；沪＞．—．、＇？、＇‘‘．．．＇＇＇＇．’？＇＇．＇＇＇．１：．八＊＇＇Ｖ八‘公，，．：ｆ．．．．．，：布二私ｆｌ产；； 内蒙古师范大学硕士学位论文中文摘要英语作为高中课程重要的科目之一在高考中占有重要的地位。语法作为语言学习的基础在英语学习和教学中起着重要的作用。虽然语法在高中教学中的地位是举足轻重的，但是语法教学历来是困扰广大师生的一个大难题。导学案作为一种新的教学模式充分体现了学生的主体地位，倡导让学生自己发现问题，通过自主学习，小组合作学习共同完成教学任务。导学案用于语法教学是语法教学的一种新模式，笔者试图通过导学案模式探索一种语法教学模式，即以学案为载体，以导学案为方法，充分发挥学生主体及教师的主导作用，转变学生的学习方式，变被动为主动的语法教学模式。在本文中，笔者将就导学案在高中英语语法教学中的应用和大家共同探讨，希望能有效解决高中语法教学中的问题，提高学生语法成绩。为了验证此方法的效果，笔者在察右中旗一中的两个平行班里开展了为期一年的实验，其中一个班确定为对照班，采用传统的语法教学模式，另一个班确定为实验班，采取导学案语法教学模式。实验结果表明，实验班由于采用新的语法教学模式，语法成绩比对照班提高的更为明显。在以后的教学中，笔者会继续使用导学案语法教学模式，继续关注该模式对教师、学生的影响，以及教与学过程中出现的新问题，使得该模式在语法教学中发挥更加重要的作用。关键词：高中英语，语法教学，导学案 内蒙古师范大学硕士学位论文ABSTRACTEnglishisanimportantsubjectduringhighschooleducationstage,accountingforalargeproportioninthecollegeentranceexamination.Obviously,grammarasanessentialpartoflanguageplaysanimportantroleinEnglishlearningandteaching.Althoughthestatusofgrammarinhighschoolteachingisveryimportant,grammarteachinghasalwaysbeenabigproblemforteachersandstudents.Theguided-learningplanasanewkindofteachingmodefullyembodiesthestudent"smainbodystatus,whichencouragesthestudentstofindoutproblemsthemselvesthroughindependentlearning,andsolveproblemsthroughcooperativelearning.Theguided-learningplanappliedtogrammarteachingisakindofnewpatternandtheauthortriestoexploreamodeofgrammarteachingthroughtheguided-learningplan.Thismodetakestheguided-learningplanasthecarrierandchangesthelearningstyleofstudents.Thismethodreflectsthemainbodyofstudentsandtheteacher"sleadingroleaswellaschangesstudents’passivelearningintoactiveleaning.Inthisexperiment,theauthorappliedtheguidedlearningplaninhighschoolgrammarteaching,hopingthatwecansolvethepresentproblemsinhighschoolgrammarteachingeffectivelyinordertoimprovestudents’grammarachievement. 内蒙古师范大学硕士学位论文Inordertoverifytheeffectofthismode,theauthorcarriedouttheexperimentintwoparallelclassesinChayouzhongqiNO.1highschool.Onewaschosentobetheexperimentalclassandadoptedthegrammarteachingmethodinthemodeoftheguided-learningplan.Theotherwasestablishedtobethecontrolclassthatadoptedtraditionalmethodtocarryoutgrammarteaching.Theexperimentresultsshowedthatthegrammarachievementofstudentsfromtheexperimentalclassimprovedmoresignificantlythanthecontrolclass.Inthefuture,theauthorwillkeepconcentratingontheguided-learningplanmodeongrammarandcontinuetofocusontheinfluenceofthisteachingmodeonthestudentsandteachersaswellastheemergenceofnewproblemsandstrategiesintheteachingprocess.Theauthorwillgoonwiththepresentresearchonthismethodandmakethismodeplayamoreimportantroleingrammarteaching.KEYWORDS:seniorhighschoolEnglish,grammarteaching,theguided-learningplan 内蒙古师范大学硕士学位论文Contents中文摘要ABSTRACTChapterIIntroduction..........................................................................11Background....................................................................................12Purposesofthethesis.....................................................................23Thesignificanceofthethesis...............................................................34Thelayoutofthethesis.........................................................................4ChapterIILiteratureReviewandTheoreticalBackground.........................51Guided-learningplan............................................................................51.1Definitionsofguided-learningplan.................................................51.2Theprinciplesofdesigningtheguided-learningplan......................61.3ThestudyofGuided-LearningPlanaboard...............................71.4ThestudyofGuided-LearningPlaninChina.................................82Grammarteachingaboard..................................................................112.1Teachingideasofopposinggrammar............................................112.2Teachingideasofsupportinggrammarteaching...........................122.3Re-understandingoftheroleofgrammarteaching......................143Grammarteachingathome.................................................................154TheoreticalFoundation..........................................................164.1Theoreticalfoundationforgrammarteaching............................164.1.1Grammarteachingvalue....................................................16 内蒙古师范大学硕士学位论文4.1.2Theinfluenceofgrammarteachingvaluetogrammarteachingunderguided-learningplan.............................................................174.1.3Grammarteachingprinciple................................................184.2TheConstructivetheory.................................................................21ChapterIIIMethodology.........................................................................251Researchquestion...............................................................................252Hypothesis.........................................................................................253Subjectsoftheexperiment................................................................254Instruments........................................................................................255Procedures...........................................................................................256Theapplicationoftheguided-learningplaninseniorhighschoolgrammarteaching...................................................................26ChapterIVResultsandDataAnalysis.......................................................291Theanalysisanddiscussionaboutthepretestresult........................292Theanalysisanddiscussionaboutthepost-test..............................303Theresultoftheexperiment..............................................................34ChapterVConclusion...............................................................................351Findings..............................................................................................352Implicationsoftheresearch...............................................................363Limitationsofthestudy.....................................................................404Suggestionsforfurtherstudy.............................................................42Bibliography.............................................................................................43Appendix.........................................................................................................47 内蒙古师范大学硕士学位论文ListoftablesTable1Thecomparisonofthepretestbetweenthecontrolclassandexperimentalclass...............................................................................29Table2IndependentT-testbetweenthecontrolclassandexperimentalclass.....................................................................................29Table3Thecomparisonofthepost-test1betweenthecontrolclassandexperimentalclass........................................................................30Table4IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test1...............................................................................30Table5Thecomparisonofthepost-test2betweenthecontrolclassandexperimentalclass...................................................................31Table6IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test2.................................................................................31Table7IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test3.............................................................................32Table8IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test3....................................................................................32Table9Thecomparisonofthepost-test4betweenthecontrolclassandexperimentalclass....................................................................32Table10IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test4............................................................................33 内蒙古师范大学硕士学位论文Table11Thecomparisonofthepost-testt5betweenthecontrolclassandexperimentalclass...............................................................33Table12IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test5..........................................................................35 ChapterIIntroductionChapterIIntroduction1BackgroundEnglishisanimportantsubjectduringhighschooleducationstage,accountingforalargeproportioninthecollegeentranceexamination.Obviously,grammarasanessentialpartoflanguageplaysanimportantroleinEnglishlearningandteaching.ThedefinitionofgrammarinOxfordAdvancedEnglishChineseDictionaryisthat:“Grammar---rulesforformingwordsandcombingthemintosentences.”Therefore,grammarplayinganactiveroleintheuseoflanguageisoneimportantelementofalanguagelikesbricksinthewall.Thedevelopmentoflanguageskillscannotworkwithoutgrammars.InthehighschoolEnglishteaching,grammaristhebasicandessentialpart.Forstudents,masteringandapplyingadequategrammarknowledgecanlayasolidlanguagefoundationandimprovetheirlistening,speaking,readingandwriting.Thestudyofgrammarisgoodforimprovingstudents"independentlearningability,whichlaysagoodfoundationforstudents"life-longlearninganddevelopment.Aboutgrammarlearning,thestudents"ownfactors,aswellastheattitudeoflearningandthedegreeofefforttolearngrammarisveryimportant,buttheteacher"sexplanationismoreimportant.AsforEnglishteaching,howtocarryoutthegrammarteachingefficientlywilldirectlyaffectstudents’Englishlearningandapplication.Therefore,grammarteachingisanimportantpartinEnglishteaching.However,thecurrentsituationofgrammarteachingisnotoptimistic.Ontheonehand,someteachersdon"trealizetheinfluenceoftheirgrammarteachingbeliefsandtheknowledgestructureongrammarteaching.Ontheotherhand,inthepresentgrammarteaching,teachingmethodsaregeneralsingleandtraditional.Teachersdominanttheclassroomwhilethestudentsaccepttheknowledgepassivelyinthemodeoftraditionalgrammarteaching,whilehighlightsteachingandneglectslearning,focusonknowledgeinstructionratherthantheabilitydevelopmentofstudents.Asaresult,itdestroyedtheconnectionsbetween“teaching”and“learning”andthereasonablestructureoflearningprocess,whichunabletoactivatetheinternalpsychologicalmechanismofthestudentsletalonedevelopthelearningabilityofstudents,sohowtomobilizestudents’initiative1 内蒙古师范大学硕士学位论文enthusiasmandcreativity,meanwhilecultivatestudentslearningabilityisaproblemremainingtobesettled.Guided-learningplanisthekeytosolvethisproblem.What’smore,researchesonthegrammarteachingcanhelpteacherstoimproveteachingabilityandteachingquality.Additionally,theprocessofgrammarteachingcandevelopstudents’abilitytolanguagesoastoarousestudents’interestandmobilizetheenthusiasmofthestudents.Thus,guided-learningplanactingasanewteachingmodeappliedingrammarteachingisofsignificance.2PurposesofthethesisNewCurriculumStandardexplicitlypointedout:“ThecurrentroundofreformstotheEnglishcurriculumaimtoendover-emphasizingthetransmissionandexplanationofknowledgeaboutgrammarandvocabulary;neglectingtodevelopstudents’abilitytouselanguageforreal.”Obviously,NewCurriculumStandardclaimstochangethetraditionalgrammarteachingmethodsandtendenciesbutisnotrequiredtogiveupgrammarteaching.ChinesestudentslearnEnglishmainlythroughaconsciousreinforcementlearningandtheylackofthelanguagelearningenvironment.Insuchasituation,masteringbasicEnglishgrammarcanhelpstudentsgrasptheformoflanguagequickly,becausegrammarknowledgecanrevealthemorphologicalchangesandtherulesofformingsentences.Atthesametime,learninggrammarhelpstocultivatestudents’correctunderstandingandtheproperuseofEnglish,whichisboundtoofgreatbenefitintheprocessoflearningEnglishfortheChinesestudents.Afterlearningofprimaryandjuniormiddleschools,highschoolstudentshaveaperceptualknowledgeonEnglishandaccumulateasumofgrammaticalmaterial,thustheyhavestrongdesireforlanguageknowledgeespeciallyforgrammar.Thegrammarteachingadvocatedbythenewcurriculumstandardisnotthesameasthetraditionalgrammartranslationmethodintermsoftheteachingtargetandtheteachingmethod.NewCurriculumStandardrequiresteacherstore-understandthepurposeofgrammarteachingandchangethepatternofgrammarteaching.ThisstudycombinedwiththegrammarteachinginZhongQiNo.1highschoolattemptstoexplorebetterteachingmethodsofgrammarteachinginhighschools,which2 ChapterIIntroductionisbeneficialtotheeffectivenessofEnglishteachinginclassroomaswellasdevelopstudents’abilityoflearning,finallyimprovingstudents’comprehensionabilityofstudentsinusingandapplyinglanguage.Guided-learningplanisakindofnewteachingmodewhoseadvantageisthatitcanachievetheco-studyandachievementsofbothteachersandstudents.Inseniorhighschoolteaching,theapplicationoftheguided-learningplancaneffectivelyimprovethequalitylearningofteaching.BeinganimportantelementinEnglishteaching,grammarteachingwiththeguided-learningplanwillbeofgreatvaluetogrammarteachingandlearning.Thispaperwillundertheguidanceoftheoryfindoutthemainproblemsandattemptstothroughtheexperimentalresearchmethodssoastoexploreteachingeffecthowtooptimizetheguided-learningplanusedinourschooltoimprovetheeffectivenessofgrammarteaching.3ThesignificanceofthethesisEnglishgrammarteachingisanindispensablepartofEnglishteachinginseniorhighschool.However,thecurrenthighschoolstudentsgenerallyfeeldifficulttolearnEnglishgrammar,andtheyarefedupwiththecrammingmethodofteachinggrammar.Asaresult,they"velearnedmanyinflexiblegrammarrulesbuttheabilitytousethelanguageisextremelylow.Meanwhile,howtoadoptamoreeffectivegrammarteachingmethodhasbecomeanoticeablestudyfield.SeniorhighschoolEnglisheducationistheimportantprocesstocultivatetheEnglishqualityofthestudents,whichshouldnotonlymeettheneedsofthedevelopmentofstudents"mentalandemotionalattitudesbutalsotheneedsofhighschoolgraduatesforcareersandfuturesurvival.Inthissituation,weshouldattachgreatimportancetoEnglishteaching,andoneoftheimportantbasesofEnglishteachingisEnglishgrammarteaching.Therefore,theauthorthinksthatthestudyofgrammarteachingmethodhasveryimportantpracticalsignificance.Firstly,masteringacertainamountofgrammarisconducivetothecultivationofstudents"communicativecompetence.Thenewcurriculumstandardsrequirestudentstocommunicatewithappropriatewordsandexpressions.Therefore,masteringalargenumberofgrammarsisconducivetoimprovingthestudents’listening,speaking,readingandwritingsoastoachievetheultimategoaloflearninglanguage.Secondly,thestudyofgrammarteachingis3 内蒙古师范大学硕士学位论文helpfultoimprovetheteachingabilityandthequalityofteaching.Grammarteachingrequiresteacherstocarryoutalotofgrammarresearches,toreadalotofgrammarknowledge,studygrammarteachingstrategiestoimprovetheirprofessionalquality.Thirdly,grammarteachingprocessisalsotheprocessofdevelopingstudents"intelligence.Grammarteachingcandevelopstudents"memoryability,stimulatestudents"thinkingandimagination,soastomobilizetheenthusiasmofstudents"learning,andultimatelypromotethedevelopmentofstudents"intelligence.Fromtheaspectsofteachers,teacherscanbettercombineteachers’teachingandstudents’learningingrammarteachingthroughthisstudy.Teacherstrulybecomeaguide,helper,participantofstudents"learning,andtheyarenolongerthemasteranddominatorofclassroomteaching,whichisanewreforminEnglishclassroomteaching.Studentswontheadequateself-studytimeandspaceinclass,becomingtherealmasterofknowledge.4ThelayoutofthethesisThethesisconsistsoffiveparts.Abriefintroductionisgiveninchapterone,includingthebackgroundandthepurposeandsignificanceofthestudy.Besides,italsopresentsthelayoutofthethesis.Chaptertwoprovidesrelatedliteraturereviewongrammarandthetheoreticalbackgroundofthethesis.Chapterthreeisresearchmethodology,includingtheresearchdesign,subjects,instrumentandproceduresoftheexperiment.Thefourthpartistheresultsanddateanalysis.Chapterfiveprovidestheconclusionoftheresearch.Asummaryoffindingsandtheimplicationsareshowninthispart.Besides,somelimitationsandsuggestionsforfuturestudyareputforwardinthelastsection.4 ChapterIILiteratureReviewandTheoreticalBackgroundChapterIILiteratureReviewandTheoreticalBackground1Guided-learningplan1.1Definitionsofguided-learningplanUntilnow,thereisnospecificdefinitionforguided-learningplan,andscholarsalsoholddifferentviewstowardsthisconcept.“TheGLPisakindofsupportingmaterialguidingstudents’self-learningknowledgedesignedbyteachersandstudentswithacertainteachingobjective”(ZhangShuguang,2000).“TheGLPisalearningplandesignedbytheteacheraccordingtotheteachingtasks,students’knowledgefoundation,abilitylevel,learningstylesandpersonalitytraits”(ZhaoJiache,ZhangChenju,2002).ShiYuanzhong(2003)holdstheviewthattheguided-learningplanisalearningproposalbasedonstudents’cognitivelevelandknowledgelevel,guidingstudentstoconstructtheirownknowledge,withreferencetothecharacteristicsofthelessonandtheteachingaims.“TheGLPisaguidingplanprovidedforstudentspreviewingthenewlessondesignedbytheteacheraccordingtotheautonomouslearningability.TheGLPisadesignedplanbytheeducationaltheoriesaccordingtostudents’cognitiveprocessonthebasisofmoderneducationaltheoriesandstrategies.”(WuDongjun,2006).TheGLPisadesigningproposalusedforstudents’self–learning,self-exploring,self-innovatingwiththeteachers’directionperfectedbybothofthem.(FengMingliang,2007).”TheGLPisaplanusedfordirectingstudents’leaninganddesignedbytheteachertoguidestudentsactivelyconstructingknowledge.”(ShiJikun,2008).Accordingtotheaboveviews,guided-learningplanfocusedonlearningoutcomes,andreflectsthelearningprocessisdesignedunderthenewcurriculumstandardsaccordingtostudents’knowledgelevel,abilitylevel,learningmethodsandpsychologicalcharacteristicsetc.Itfocusesonwhatstudentslearnandhowtolearn.Takingstudentsasthecenter,theemphasisisonlearning.Theadvantagesofguided-learningplanaretohelpstudentstograsptheknowledgecontentinacomprehensiveway,andtoreducethedifficultiesinreadingandhomework,whichareconducivetotheiraccurate5 内蒙古师范大学硕士学位论文understandingandimprovetheirlearningefficiency.Secondly,guided-learningplanprovidesarichandspecificmaterialtotheclassroomteachingandcanenrichtheinteractionbetweenstudentsandteachers.Teacherscanconvenientlyandclearlyknowwhatproblemhasbeensolved,andwhatproblemsanddifficultiesstudentshavemet,whichcanmaketeachingmoretargetedandmoreefficient.Thisteachingmodehaschangedthetraditionalmodethatteachers’crampingteachingandthestudentslistenpassivelywhichfullyreflectsthestudents"mainpositionanddominantposition.Undertheguidanceofthismode,studentsreadmaterialsandexplorethecontentsoftextbookaccordingtotheguided-learningplandesignedbyteachersthencompletethetasksbythemselves.Studentscanputforwardtheirownviewsandopinions,andteachersandstudentscanlearntogetherandexchangeopinions.Thiskindofteachingmodecansatisfytheneedofthedevelopmentofstudents"thinking,andalsocanmeettheneedsofthedevelopmentofstudents"selfconsciousness,whichhasapositiveeffectonthestudents"self-developmentandself-value.Teacherisnotonlytheinstructorofknowledge,theirmoreimportanttaskistocultivatestudents"self-studyability,self-studyhabitandteachthemhowtolearn,howtothink,enhancestheirabilitytoanalyzeandsolveproblems.1.2Theprinciplesofdesigningtheguided-learningplanDesigningtheguided-learningplanisthepremisetohighlighttheroleoftheguided-learningplan.Inordertodesignthescientificguided-learningplan,thecorrectprinciplescannotbeignored.Butdifferentresearchershavegreatdifferencesintheprinciplesofdesigningtheguided-learningplan,buttherearesomecommonideas.Thesubjectiveprincipleisthatthedesignoftheguided-learningplanshouldbestudentscentered,whichisofgreatsignificancetothedesignoftheguided-learningplan.Studentsarethecenterofclassroomteachingsothedesignoftheguided-learningplanshouldfromtherespectiveofstudentsandthefundamentalpointistoletthestudentsusethelearningplantoactivelyparticipateintheteachingprocessanddevelopstudents"initiativeinlearning,meanwhileletstudentshavetheopportunitytousetheirknowledgeinthedifferentsituations.6 ChapterIILiteratureReviewandTheoreticalBackgroundTheleadingprincipleemphasizesstudentsasthecenterandteachersshouldfocusonstudents’differencesandtheircognitivelevel,sotheteachershouldguidestudentsinanalyzingandunderstandingtheconnotationofteachingmaterialsthroughthedesignoftheguided-learningplan.Takingtheguided-learningplanascarrier,teachersuseavarietyofwaysandmethodstodesigntheguided-learningplan,whichcanmeetdifferentstudents’cognitiverulesinordertoarousestudents"enthusiasmandinitiativeandimprovethequalityofallstudentsthenimprovethequalityofclassroomteaching.Exploratoryprincipleshowsthattheguided-learningplanitselfisanoutlinetoguidestudentstoexploretheknowledgeofself-study.Designingappropriatequestionsistheimportantmeanstoleadstudentstoexploretheknowledgebythemselvesthatisthekeypointtothedesignoftheguided-learningplan.Whendesigntheguided-learningplan,teachersshouldturntheknowledgepointsintothequestionsthatstudentscanexploreandimprovetheirabilities.Systematicprinciplemeansthattheknowledgeofdifferentsubjectsinhighschooliscompleteandlogicalwhichrequiresteacherstoorganizetheknowledgeandmaketheknowledgeintoalogicalsystemwhendesigningtheguided-learningplan.1.3ThestudyofGuided-LearningPlanaboardRelatively,fewoverviewsdirectlynamedasguided-learningplanresearchhasbeenfoundoverseas,butearlyinthelastcentury,alotofscholarstookthedevelopmentofstudents’initiativesastheeducationalfocus,thestudents’studyasthekeyofteachingandregardedthedevelopmentofstudents’internalexperienceasthenatureofteachingprocess,whichhighlightedthestudents’subjectpositionintheteachingprocess.Besides,thereisalsoanotherteachingmodelnamedAdvanceOrganizerdesignedbyAusubelonthebasisofmeaningfultheoryforthepurposeofteachingstudentshowtostudy.Thismodelwillhelplearnersunderstandtheconceptitselfandtherelationsbetweensuchconceptsbypresentingtheadvanceorganizertothelearnersanddisplayingthelearningmaterialsinlightoftheprincipleofgradualdifferentiation,soastohelpformingagoodcognitivestructureforthem.MasterlearningmodeisfoundedbyBrummonthebasisofindividualresearchongroupsteachingandcanbedividedintofivesectionsnamely7 内蒙古师范大学硕士学位论文designofunitteachingtarget,groupsteaching,formativetesting,correctivelearningandformativeevaluation.Thesesectionscanhelpteacherskeepabreastofstudents’learning,timelyfeedbacktoteachersandstudents,timelysolvestudents’problems,andprovideanappropriatecognitivestructureforfurtherlearning.IntheUnitedStates,project-basedlearningandproblem-centeredlearningareprovidedamongcolleges,highschoolsandprimaryschools.InFrance,teachingofdiversificationapproachisofferedinthesecondgradeofjuniormiddleschoolandcoursenamedmoderatethestudents"creativityisestablishedinuniversitypreparatoryclass.Inaddition,HowardGardner’smultiple-intelligencetheoryhasarousedstrongechoesamongeducatorsandteachersintheUnitedStates.Roger’snon-directiveteachingmodehelpsteachersdevelopeducationalideasandteachingmethods.Thesetheoriesandmodelshavehighlightedtheimportantissuessuchasaffectivityandsenseofvalueneglectedbytraditionaleducations,thenatureofwhichisthesameasthatofguided-learningplan.1.4ThestudyofGuided-LearningPlaninChinaInrecentyears,moreandmoreresearchersandfront-lineteachershavedevotedthemselvestotheresearchofguided-learningplanmodelwitheverupdatingeducationalandteachingtheory.Researchersmainlydiscusstheteachingmodelofguided-learningplanwhilefront-lineteachersareinvolvedinsuchdiscussionfromtheperspectiveofspecificsubject.Forexample,PeiYanan(2007)hasreviewedthemodelofguided-learningplaninhis“teachingmodelreviewonguidedlearningplan”intermsoftheorybasis,teachinggoals,teachingprocessandrolesofteachersandstudents.Hepointsoutfourbasicteachingmodelsincluding“teachingguidance,learningguidance,practiceguidance,andsublimation”.InGaoBianying’s“Constructionandpracticeofguidedlearningplanmodel”,hepointsoutthatweshouldstartfromhumanism,trytochangethetraditionalteachingmodel,fullyexplorestudents’potentialandputupwithhisteachingmodelofguided-learningplan.Heofferstheessenceofsuchmodelnamelystudentsdeveloptheirinitiativestudyundertheguidanceofteachers,makeactiveexploration,changepassive8 ChapterIILiteratureReviewandTheoreticalBackgroundacceptancestudytoactivediscoveryofknowledge,andgraspthescientificresearchmethods,aswellascultivatetheawarenessandabilityofinnovation.ZhongShijun,LeixinJu(2009)pointoutintheir“Onthehighschoolteachingmodeofguided-learningplan”,weshouldpaycloseattentiontotheteachers’guidanceandthestudents’learningintheguidedteachingplanfromtheperspectiveofconstructivism.GuanShiwei,JianShumei(2005)conductrelativeresearchandwriteanessayentitled“Theoryresearchonguided-learningplandesign”.Theybelieveitisverynecessarytoconductsuchresearchunderthebackgroundofnewcurriculumreform.Thedesignofguided-learningplanshouldadheretotheconceptofstudentsasthemainbody,teachersasthemainguidanceandlearningastheprecursor.Guided-learningplanshouldbedesignedwithpracticalprinciples,startfromthecurrentrealityofteaching,strivetovalueknowledgeandability,qualityandexamresults.Theguided-learningplanshouldrepresentthedemocracy,equalityandinteractivitybetweenteachersandstudentsandadvocateinitiativeexploration.LinDan(2010)inher“Researchontheapplicationofguided-learningplaninprofessionalEnglishgrammarteaching”triestointroduceguided-learningplanintoEnglishgrammarteachingclassandimprovesthatstudentsparticipatinginacertainlearningactivitycanactivelymasterthegrammarstructurethroughinteractionanddiscussion.Sucharespecificresearchesconductedbyeducatorsandresearchersontheguided-learningplanmodel.Meanwhile,front-lineteachershaveexploredtheguided-learningplanmodelaccordingtotheirrespectiveteachingpracticeandsubjects.InChaGuijie(2003)“Researchonapplicationofguided-learningplanmodelinMathteachinginmiddleschool”,hediscussesthepracticalsignificanceofimplementationofguided-learningplanmodelonMathbasedonlearningtheoryofconstructivism,humanistictheoriesandhighschoolstudents’characteristics.Besides,heelaboratesindetailsmanyquestionssuchashowmanysectionsaplancovers,whatthedesignmodelis,andwhattheguidancereferstointermsofplandesignandpractice.What’smore,hediscussesfiveprinciplesofplanwritingincludingcharacteristicsofinterest,ability,system,transpositionandexploration.Intheimplementationprocessofguided-learningplan,healsoprovidesthespecificoperationsofeverysectioninsix9 内蒙古师范大学硕士学位论文differentways.ZhangGuohua(2006)inhis“Researchonapplicationofguided-learningplanmodelinChemistryclass”breakstheconventionalpracticeofonlyusinglessonplanstoteachstudents,realizestheguidanceforstudents’initiativestudyandexplorationandmakesintegrationbetweenafter-classandin-class,learningplanandteachingplan,students’initiativestudyandteachers’teachingandguiding,knowledgeinthebookandlifepractice,intelligenceskillandabilityquality.Headvocatesaseriesofmethodstoplaythestudents’fundamentalroles,highlightstudents’initiativestudy,valuetheguidanceoflearningmethod,strengthenthecultivationabilitysoastomakestudentsperformonthestagesinsteadofsittingdownstairsjustasaudience.Guided-learningplanhaschangedthetraditionallecture-stylefrom“teacher-orientedteaching”intoactive“student-orientedlearning”,soastomakestudentlearnhowtostudy.Likewise,EnglishteachershavebeguntoresearchonEnglishguided-learningplan.XingShuangyan(2009)inher“Guided-learningplanisappliedtocultivatestudents’Englishinitiativestudyability”discusseshowtocultivatestudents"autonomouslearningability.ShebelievesEnglishguided-learningplanmodelshouldfullyreflectthemainroleofteachersandtheleadingroleofstudents,sothatbothofthemcanunifywitheachotherinharmony.LinLijiang(2007)inhis“Researchontheapplicationofguided-learningplanincultivatinghighschoolstudentsinitiativereadingability”makesactiveresearchesandachievesgoodresultsinapplicationofguided-learningplantocultivatestudents’independentreadingabilityandlearningstrategyonthebasisofinitiativestudytheory,readingandunderstandingstrategyaswellasnewcurriculumtheory.YangZhen(2005),inhis“Teachingplanleadingandtaskdriving”constructsanewteachingmethodinreadingclassaccordingtohisrealteachingpractice,whichisbasedontheguidanceofhumanismstudytheory,constructivismstudytheoryandtask-orientedteachingtheorywiththeaimsatincreasingin-classteachingefficiencyandpromotingall-rounddevelopmentforstudents.Hehighlightsthedeepexplorationoftaskdesignprinciples,methodsandproblemsneedingattentiontointheapplicationofmodelandintroducesatypicalteachingcase.CaoXuefeng(2000),inhis“Buildingguided-learningplanmodetocultivatethelearningabilityofstudents”basesontheinitiativelearningtheory,discussesEnglishguide-learningplanmodel.HethinksthatthroughEnglishguided-learningplan,10 ChapterIILiteratureReviewandTheoreticalBackgroundteachers’teachingtargetshaveconvertedintostudentlearninggoals,whichhelpsstudentsestablishatargetedlearninggoalandmobilizethestudents’enthusiasmandinitiativesoastomaximizetheparticipationofstudentsinthewholeprocessoflearningandasaresultstrengthentheirself-learningability.Theseresearchesandexplorationshaveprovideduswithvaluableexperienceandpromotedthecurrenteducationalreformatthesametime.However,thetheoreticalstudyofguided-learningplanmodeisrelativelymorewhilefewerpeopleresearchonitcombinedwiththespecificdiscipline,especiallyaspecificaspectofteachingunderthismode,suchasgrammarteachingwithalmostnoonestudying.Manyscholarsjustresearchonthetheoreticalfoundationanddesignprinciplesofguided-learningplanmodel,andtheydonotinvolveinspecificissuesunderguided–learningplanmodel.Therefore,wemustbaseontheexistingresearchresults,andcombinepracticetostudyandexplorespecificteachingissuesunderthismode.OnthebasisoftheimportantsignificanceofgrammarteachinginEnglishteaching,theauthorpointsoutthistaskaimingatexploringthegrammarteachingproblemsunderguided-learningplanmodel.2Grammarteachingaboard2.1TeachingideasofopposinggrammarSincethe1970s,withtheriseofcommunicativelanguageteachingmethod,traditionalgrammarteachingofforeignlanguagelearningisleftoutbymanypeopleandgettinglessandlesspopular.Somepeopleevenpointedoutthatgrammarteachinginforeignlanguagelearninghasnotonlyapositiveroleinpromotinglanguagelearning,butwillbringsomenegativeeffectstoforeignlanguagelearning.Inthelastfewdecades,theemphasisofgrammarteachingistoexplorethenecessityofgrammarteachinginlanguagelearning.Debateisduetothefieldofcognitivepsychology:learningalanguageisadominantlearningprocessoranimplicitlearningprocessandlanguagelearningisaconsciousinformationprocessingprocessoraunconsciousacquisitionprocess.Languagelearningshouldbealearningprocessthatoccursinthenaturalcontext,butnotconsciouslanguageknowledge.Grammarteaching11 内蒙古师范大学硕士学位论文isconsideredtobeonlyrelatedtothedevelopmentofthegrammaticalstructureofdeclarativeknowledgeandcannotimprovethecorrectuseoflanguageintheprocessofknowledge.Theexplicitknowledgeaboutthestructureofthelanguageandtherulesofgrammarcannotbeconvertedintotacitknowledgewhichishiddeninthesubconscious.(Krashen1981)Throughtheanalysisandresearchonmorphemeacquisitionprocessofsecondlanguagelearning,Krashenfoundpeoplespeakingdifferentnativelanguagefollowtheordersimilartonativelanguagewhentheyarelearningmorphemes.Truscott(1996,1998)hasmadeasimilarconclusion:theroleofgrammarteachingisshortandsuperficial,itwillnotimprovethelearner"sreallanguageknowledge.Truscottholdstheviewsthatevensomestudiesshowthepositiveeffectofgrammarteaching,thatisbecauseresultsonlyfromthetestlanguagelearners’meta-linguisticknowledge.Studyitselfdoesnotexamineabilityofthetargetlanguageoflanguagelearnersinnaturallanguageuse.Researchersbelievethatiftheforeignlanguagelearnersinthelearningprocessfollowthesameuniversalgrammar,thenforeignlanguagelearningcanalsobenaturallycompletedthroughtheinteractionbetweenuniversalgrammarandlanguageinput.(Cook1991;Schwartz1993).Therefore,anyformofgrammarknowledgeteachingisnotnecessary.2.2TeachingideasofsupportinggrammarteachingAlthoughKrashenclearlypointedoutthatlanguagelearningisanimplicitlearningprocess,howevermoreandmorerelevantresearchfindingsprovethattheexplicitgrammarinstructioninlanguagelearningplaysanimportantrolethatcannotbeignored,andthemostprominentisthatgrammarteachingcanguaranteetheaccuracyoflanguagelearnersinacertaindegree.(Hossein&Fotos2004).Inthe1990"sSchmidt"sNoticingHypothesisprovidesatheoreticalsupporttothenecessityofthegrammarteaching.Schmidt(1990,1993)pointedoutthatinlanguagelearning,itisnecessarytopayattentiontothelanguageform,namelyNOTICING,isanecessaryconditionforlanguagelearning.Hestates:infact,noticingisessentialinanyaspectsoflanguagelearningprocess,whichincludesbothchangesoccurredinaspecificperiodofthelong-termdevelopmentofinter-language,languagefluencyofforeignlanguagelearning,individual12 ChapterIILiteratureReviewandTheoreticalBackgrounddifferencesandcooperativelanguagelearningintheinteractivecommunication,meaninganddifferentformsofteachingmethodsoflanguage.AlthoughtherearesomescholarsholddifferentviewstowardsSchmidt"snoticingtheory,butmostoftheresearchersofforeignlanguageacquisitionagreeontheimportanceofnoticingorawarenessofthelanguageformintheprocessofforeignlanguagelearning.Theresearchers(Skehan1998)alsofoundthatlanguagelearnerscannotcarryoutmeaningandformprocessingofthetargetatthesametime(Hossein&Fotos2004).Therefore,foreignlanguagelearnersinreceptivelanguageinputisnecessarytopayattentiontotheformofthetargetlanguage;otherwise,theycanonlybeabletoprocessthemeaningoftheinputlanguage,butcannotbeabletopayattentiontosomespecificlanguageformletalonetherelatedformoflanguageprocessingandacquisition.Theroleofgrammarteachinginforeignlanguagelearninghasbeenwidelyconcernedbytheresearchersagain.Thesecondreasonis:inrecentyearsanumberofstudiesindicatethattheprocessesoflearningaforeignlanguagecanbeconsistofmanydifferentstagesofdevelopment(Hossein&Fotos2004).BasedonthestudyofGermanEnglishlearners"behavior,Pienemann(1984)proposedTeachabilityHypothesis.Inhisview,althoughsomeofthesequencesoflanguagelearningisfixedandcannotbechangedbythegrammarteaching,yettherearesomestructuresthatcanbeimprovedfromgrammarteaching.Basedonthishypothesis,ifgrammarteachingsuitingthelanguagelearnerswilltodevelophighleveloflanguageability,thengrammarteachingislikelytohaveanactiveinfluenceonorderoflanguagedevelopment.Inaddition,anincreasingnumberofstudiesshowthatthepracticeofemphasisonthecommunicationandneglectofgrammarknowledgeisveryone-sided(Hossein&Fotos2004).Swainandhercolleaguesdidalargenumberofstudiesontheimmersionteachingandtheresultsdisplaythatalthoughlearnerscontactwithalargeamountoflanguageinputinquitealongperiodoftime,butinsomegrammaticalformtheycannotreachtheidealaccuracy(lapkin,Hart&Swain1991;Swain&Lapkin1989).Inotherwords,itisnecessarytolearnthegrammarknowledgeinordertograspandusethetargetlanguageaccurately.Itisnotdifficulttoseethatwemustgraspaforeignlanguage,onlythroughthecommunicativelanguageteachingisnotenough(Mitchell2000;Ellis1997)13 内蒙古师范大学硕士学位论文Inrecentyears,alargenumberofempiricalresearchesrelatedtothelaboratoryandclassroomteachingalsoprovethatthegrammarteachingoflanguagelearningcannotbeignoredinpromotinglanguagelearning.(Larsen-Freeman&Long1991;Long1983).Bytheresearchoflanguageformandcorrectfeedbackoftheerrorintargetlanguage,Swainfoundthatgrammarteachinghasanimportantroleinimprovingtheaccuracyofforeignlanguageuse.Asearlyas1983,Longhadsummeduptheimportantcontributionofgrammarteachingtolanguagelearning.AfterthatE-llis(1997,2001),LarsenFreemanandlong(1991),havepointedoutthatalthoughthegrammarknowledgeimpartedonthemainlanguageacquisitionorderdoesnotproducetoomuchinfluence,butithasapositiveroleinforeignlanguagelearningspeedandinpromotinglanguageproficiency.2.3Re-understandingoftheroleofgrammarteachingSomescholarsstatetheirviewsverycautiousontheroleofgrammarteachinginlanguagelearning.Theynotonlyquestionthenecessityofgrammarteaching,butalsonotinfavorofthetraditionalgrammarteachingmethod.Traditionalgrammarteachingregardsthelanguageitselfasalearningobjective,andthentheteacherteachthegrammarstructuresinthenocontext.Thehypothesisiscompletedthroughrepeatedandconsciouslypracticeofthegrammarstructures.However,Skehan(1996)madeitclearthattherelevantresearchinrecentyearsdoesnotsupportthispresentation-practicemodel.Practiceinaparticularlanguagestructurewillleadtoanaturalmasteryanduseofthisstructure,whichisnotcredibleinlinguisticsandpsychology.Evenifresearcherssupportexplicitgrammarteachingalsobelievethatexplicitgrammarteachingcannotbedirectlyconversedintoimplicitlanguageknowledge.Inashortperiodoftime,itwillnotleadtolanguagelearners’changesofinter-language.(Ellis2003;Lightbown2000)Inaddition,whilenotdenyingtheroleofexplicitgrammarteaching,N.Ellis(2002)alsothink,learningthelanguageshouldbeimplicitfromthepointofviewoftheultimatemeaning.Ofcourse,supportingaboveopiniondoesn"tmeanapprovegrammarteachingisuseless,butmeantolearnersmusthaveaccesstocontactandprocessandusethelearnedlanguageforminavarietyofformandmeaningassociation,soastopromotethelinguisticformintoaportionofthe14 ChapterIILiteratureReviewandTheoreticalBackgroundinter-language.Basedonthereviewoftheroleofgrammarteachinginforeignlanguagelearning,Spada(1997)foundincommunicativelanguagelearningprocess,thegrammarknowledgeinstructedbyteacherscanmorelastingstoredinmemory,andtheaccuracyofusingthesegrammaticalknowledgewillimproveinlanguageoutput.Afterareviewoftheresearchontheroleofgrammarteachinginforeignlanguagelearning,N.Ellis(2002)proposed,extensiveandlongtermgrammarteachingisbeneficialtothedevelopmentofimplicitlanguageknowledge.Atthesametime,grammarteachingcanguaranteeandimprovetheuseofdifficultlanguageforms,soEllispointedoutthepresentstudystronglysupportsimpartknowledgeofgrammarconsciouslyinthecommunicativelanguagelearning.3GrammarteachingathomeForeignlanguageteachingmethodsabroadhaveagreatimpactonChina"sforeignlanguageteachingindifferentperiods.From1949totheendof1960s,theforeignlanguageteachinginourcountryisstillintheinitialstageofexploration.Duetotheclosednatureofforeignpolicy,domesticteachersknowlessabouttheoutsideworld,especiallythenewteachingconceptsandmethodsinEuropeandtheUnitedStates.Inthisperiod,theforeignlanguageteachingmainlyadoptsthegrammartranslationmethodortheSovietUnion"sconsciouscomparisonmethod,whichemphasizeexplaininggrammarrules,recitingwordssentencepatentsandtextsonthebasisofthis,thenpracticebothinwrittenandoral.Thesemethodspayattentiontothecultivationofreadingability.ThecommunicativeapproachwasbroughttoChinainthemiddleof1970s,thenChina"sdomesticEnglishTeachingbegantotrythenewteachingmethod,butthegrammartranslationteachingmethodwasstillinaveryimportantposition.Fromthebeginningofthe80"stotheendofthe80"s,withtheincreasingnumberofforeignexchangesinChina,theimportanceofforeignlanguagehasbecomemoreandmoreobvious.Ourcountry’suniversitiesandmiddleschools’foreignlanguageteachingsyllabusandtheteachingmaterialabsorbthecentralcoreoffunctionmethod.Butintheprocessofpromotingthecommunicationmethodinalllevelsofschoolsacrossthecountryandtheadvantageswererenderedover.Sotherehasbeenmanydeviations,15 内蒙古师范大学硕士学位论文extremeproblems,leadingpeoplehadthewrongunderstandingthatgrammarisnotimportant.After1993,middleschoolteachingsyllabusemphasisonfunctionandabandonthetraditionalconceptofgrammarteaching,whichstresstheimportanceofgrammar.TheSinoBritishco-editedmaterialsaremainlybasedonthecommunicativefunctionandteachingmethodsfocusoninductiveteachingandtheteachingfocusarereadinganddialoguewhilegrammarteachinghasbeenoverlooked.Full-timecompulsoryeducationofordinaryseniormiddleschoolEnglishcurriculumstandardsestablishedbythenationalMinistryofEducationonJuly2001pointed:“ThecurrentroundofreformstotheEnglishcurriculumaimtoendthefollowingpractices:Over-emphasizingthetransmissionandexplanationofknowledgeaboutgrammarandvocabularyandneglectingtodevelopstudents’abilitytouselanguageforreal.”Thismakesthegrammarteachingtothebottomofthevalley,theresultisthatthestudents"languageexpressionabilityissmootherbutthepreparationforlanguageknowledgeisnotenough.Thereafter,ordinaryhighschoolEnglishcurriculumstandardconstantlymakeadjustmentanddifferentlevelsofrequirementsongrammarteaching,butsofartheredoesnotexistaperfectmethod,variousmethodshasitsadvantagesanddisadvantages.Therefore,intheorganizationofteaching,weshouldchoosedifferentmethodsaccordingtodifferentteachingtasks,andhavecorrectunderstandingtotheroleofgrammarteaching.4TheoreticalFoundation4.1Theoreticalfoundationforgrammarteaching4.1.1GrammarteachingvalueProfessorShuBaimei(2005:102-108)haspointedoutthreedifferentviewsongrammarteaching,namelyproductteachingconceptfocusingongrammarresults,processteachingconceptfocusingoncommunicationandskillteachingconceptfocusing16 ChapterIILiteratureReviewandTheoreticalBackgroundonapplication.Thefirstconceptholdsthatgrammarteachingisreflectedinteachers’specificdemonstrationofgrammaticalformsandrules.Studentscanultimatelymasterthegrammarknowledgeanditsmeaningthroughteachers’lecturesandpracticeoflanguage.Particularly,inteachingthemosttwoimportantstepsareasfollows:first,theteachershavetodemonstratenewknowledgeoflanguagetypicallyinordertoattractstudents"attention;secondteachershavetoprovidestudentswithopportunitiesofpractice,transformation,reorganizationofsuchnewlanguageformsandfinallymasteritwell.Theresultofthisteachingconceptistomakestudentsmasterasmuchasgrammaticalknowledge,buttheymaynotnecessarilyresultincommunicativeeffects.Thesecondconceptholdsthatgrammarteachingisactuallytoprovidealotofpracticeforstudentsandletthemmastertherulesthroughcognitiveprocesses,analogy,andanalysisratherthanbyteachers’explanation.First,studentsareexposedintheformoflanguagesoastograspthesestructuresandtellthemtheirfunctionsofthestructures.Thenaskthemtoapplytheselanguageformsinsolvingspecifictasks.Intheprocessofusingthiskindoflanguage,studentscanformageneralunderstandingoftheselanguageformsaccordingtothecontextandthenprocesssuchgrammaticalknowledge.Butinthisprocess,teachersshouldadjustandcontrolstudents’participationinordertopreventthedisorder.Thethirdconceptholdsthatinteachinggrammar,teachersshouldprovidestudentswithavarietyofsimulatedreallanguagesituationsandmaketheuseoflanguageasthecentraltaskandnotetheuseofgrammarinthisprocess.Thismethodcannotonlyarousestudents’attentiontogrammarknowledgebutalsomakethemnoticetheimportanceofusinglanguageskills.4.1.2Theinfluenceofgrammarteachingvaluetogrammarteachingunderguided-learningplanSuchthreegrammarteachingconceptshavetheirownadvantagesanddisadvantages.Thefirstconceptemphasizesteachers’explanationsofgrammarrules,althoughtheclassmaybedreary,butithelpsimprovestudents’Englishgrades.Afterall,forhighschoolstudents,theirgreatestexpectationsaretoimprovegradesandbeadmittedbytheidealuniversities.Thesecondconceptemphasizestogivestudentsenoughtraining17 内蒙古师范大学硕士学位论文opportunitiestoimprovetheiroralcommunicationskills,andstrengthenstudents"grammarlearningprocess.Throughthethirdconceptofteaching,wecanguidestudents’languageactivitiesinordertoavoidrunawayphenomenon.4.1.3GrammarteachingprincipleTheparticularityofgrammarhasgivenitsdueimportanceandsocialityinclassroomteaching.Studentsneednotonlytograspthegrammarrulessystematicallyandcomprehensively,butalsoneedtoaccuratelyandappropriatelyusegrammarrulesinpractice,andultimatelyachievefreecommunication.Tosumupallthegrammarteachingfactors,wecanseethatthefollowingprinciplesaretheguidancetosuccessfullyexploregrammarteaching（1）CognitiveprincipleEarlyinthe1960s,thefamousSwisspsychologistJeanPiagetfoundedthe“geneticepistemology”,hesaystheholdingofnewknowledgeisakindofwisdomactivity,andeachcontainsacertainkindofcognitivestructurethatcannotbecompletedbythebehavioralpsychologyexpressionof“Ht”formula.Hiscognitivepsychologyemphasizestheroleofcreativethinkinginlearning.ThestructuralismlearningconceptofferedbyfamousAmericanpsychologistBrunerholdsthatthemasteringofbasicstructurecanbenefitstudentsineasierunderstandingofthisdiscipline,long-termmemorysavingofknowledge,shiftandstudyofalldisciplines.Meanwhile,Bruneradvocatesdiscoverylearningandbelievesteachersareplayingtherolesofarousingstudents’interestsandstronglearningmotiveinthewholeteachingprocess.Teachersshouldmakestudentsfullyexploreactivityandinitiatives,andconductindependentthinkingandself-findingoftherulesandprinciplesbylogicalthinkingactivitiesincludinganalysis,summary,andcomparison.AnotherpsychologistAusubeloffersthemeaningfulstudyandassimilationtheoryandhebelievesthatmeaningfulstudymeanscognitivestudy,thatistosay,newknowledgeisabsorbedbylearnersfromacceptableideasandthengetsitsmeaning.Atthesametime,oldknowledgehasbeenendowedwithnewmeanings.Insummary,thecognitivelearningconcepttellsusthatlearningisacognitiveprocess.Theyrecognizelearningasaprocessinwhichlearners18 ChapterIILiteratureReviewandTheoreticalBackgroundconductactivecognition,getthemeaningandintentandformthecognitiveideas.Theyemphasizetheroleofexistingknowledgeandexperienceandstresstheinherentlogicalstructureoflearningmaterial.Materialsassociatedwiththeinherentlogicofthestructureareconnectedwithstudents’existingcognitivestructureswhilenewmaterialsareendowedwithnewmeaningsinlearners’headafterinteractionwitholdknowledge.AmericanlinguistNoamChomskyholdsthatlanguageissubjecttoacompletesystemofrulesthatgoverntheirown,andthelearningprocessofhumanlanguagebynomeansreliessolelyonsimpleimitationandmemory,butanapplicationprocessofcreation.Teachersshouldteachstudentstodiscoverandmastertherulesofthelanguage,andcultivatestudentstoapplytheircreativitiesonsuchrules.Piaget"stheoryofcognitionandBruner’sbasicstructureanddiscoverylearningtheoryarethebasisofpsychologytheorywhileChomsky"stransformationalgenerativegrammaristhetheoreticalbasisofcognitivelinguistics.Therefore,suchcognitivemethodsdemonstratethatinaforeignlanguagegrammarteaching,teachersshouldpaycloseattentiontotheactiverolesofperception,understanding,logicalthinkingandotherintellectualactivitiesinstudents’acceptationofknowledgeonthetheoreticalbasisofcognitivepsychology.Besides,teachersshouldemphasizetheirunderstandingsoftherulesoflanguage,highlyvaluethecross-comparisonstudybetweenthenativeandforeignlanguages,focusonstudents’comprehensiveabilityinpracticalapplicationofforeignlanguage,integratestudents’existingcognitiveabilityandcognitivelevelandfullyexploreandutilizestudents’initiativesintermsofgrammarprojectsettingandthechoiceofteachingmethods.（2）CommunicativePrincipleInsociallinguistics,thefunctionoflanguageistoconductcommunication.SociallinguistHymes(1972)proposedaveryfamousconceptof“communicativecompetence”.HebelievesthatapersonreallyabletocommunicatethroughlanguagemustnotonlybeequippedwithlanguagecompetenceprovidedbyChomskyformakingsentenceswithcorrectgrammarbutalsoendowedwithabilitiestospeakproperwordstosomeoneinacertainconditionbyareasonableway,namelythecommunicativecompetence.Suchtheoryindentifiesaclearrelationbetweenlanguagecompetenceandcommunicativecompetence.Infact,thelattercontainstheformerandtheformeristhefoundation.We19 内蒙古师范大学硕士学位论文cansaythatlanguageapplicationisimpossiblewithoutacertainmasteryoflanguageknowledge.Thepurposeofforeignlanguageteachingistocultivatestudents"communicativecompetence.Forthesakeofstudents’masteryofthecommunicationskills,itisnecessarytomakethemtransformtheirlanguageskillsintocommunicativecompetence.Thereallanguagecompetenceisculturedinthecourseofcommunication.Thereforeteachersshouldcombinethegrammarrulesandcommunicativeprinciplesingrammarteaching.（3）GradualImprovementsPrincipleInaccordancewiththestage-levelpointofviewsofcognitivepsychology,peopledonotknowthedevelopmentlawsofthenatureofthingsatonce,itisacontinuouslyvariableprocessfullofrepeatableconsolidationandimprovementssuchasfromthesuperficialtothedeepsurface,fromthelowtothehighlevel,fromthesimpletocomplexstructureandfromtheoldtothenewnature.Agrammarprojecthasalotofcontents,alotofregulationsandcases,soteacherscannotpresentthemalltothestudentsatatime,andtheycannotteachwhatevertheywant.Ingrammarteaching,teachersshouldnotonlypayattentiontothesystematiclogicbutalsothehierarchynamelyfromtheoutsidetoinside,fromthesuperficialtothedeep,fromthegeneraltothespecificandmakeitinagradualway.Grammarisfullofabstractrulesandcoverswideaspectsofknowledge.Studentscannotsolvetheproblemafterbeexplainedonceortwice.Instead,itisareapedprocessincludingcognition,understanding,masteryandapplication,whichhelpsstudentsformandmaintainalong-timememoryofgrammarknowledge.Therefore,methodssuchasrepetition,step-by-stepteaching,andfocushighlightingarepronetobeappliedinthegrammarteaching.（4）SystematicPrincipleGrammarisasystematicdescriptionoflanguage-basedknowledge.LiBin(2004:43)holdsthat“Thepartialunderstandingmustbeisolatedandone-sidedifthereisnooverallcomprehensiveperception.”“Ifgrammaticalknowledgemasteredbystudentsisscatteredandisolatedwithoutasystem,itisnotconducivetotheirunderstandingofgrammaticalknowledgeandmemory,sothatstudentscannotformanoverallconceptofwhattheyhavelearnanditwillinfluencetheirflexibleapplicationoflanguage.Stemstressesthat20 ChapterIILiteratureReviewandTheoreticalBackgroundstudentsshouldnotonlylearnandremembereverygrammaritem,butalsopayattentiontotherelationshipbetweenprojects,therebyestablishasystemup(WangZongyan,2001).“Therefore,intheteachingofgrammarknowledge,teachershavetostopforafurtherinductionandmakeitintoasystemafterseveralclasses,sothatstudentscanunderstandtherelationshipbetweenthevariousparts,comprehendbyanalogyandcreateamoreclear,completepatterninmind,whicharemoreconducivetotheabsorptionofnewmaterials”(ZhuChun,2004:250).Grammaritselfisacompletesystem,soteachersmustbeawareofitandtakelanguageasasignsystemtodescribeintheirteachingprocesses.4.2TheConstructivetheoryTheteachingmodelnamed“Guided-learningplan”isbasedonconstructivistlearningtheory.Therefore,inordertoinvestigatethegrammarteachingproblemsunderguided-learningplanmodel,wemustfirstgraspthemainideaoftheconstructivetheoryoflearning.Constructivism,agenreofmodernpsychologystudies,originatedfromchildren"scognitivedevelopmenttheory,anditisthefurtherdevelopmentofcognitivismoriginatedfrombehaviorism.Intheprocessofinteractionwiththesurroundingenvironment,childrenconstructtheirknowledgeabouttheoutsideworldstepbystep,sothattheircognitivestructureshavebeendeveloped.Children"scognitivestructuresareestablishedstepbystepthroughassimilationandadaption.Soconstructivismhasbetterexplainedtherecognitionrulesinhumanlearningprocess,whichincludeshowstudyhappens,howmeaningconstructs,howtheconceptforms,aswellaswhatarethemainfactorsinanideallearningenvironmentandetc.Therefore,undertheguidanceofconstructivistaneweffectivecognitivelearningtheorycanbeformedprovidinganideallearningenvironmentforconstructiviststudy.Learningisaprocessofacquiringknowledge.Constructivismholdsthatknowledgeisnotobtainedbytheteachers’teaching,butbystudentsthemselvesinacertaincontextnamelythesocialandculturalbackgroundwiththehelpofothers(includingteachersandpartners)andnecessarylearningmaterialsbythemethodofmeaningconstructing.Becauselearningisameaningconstructionprocessrealizedbythehelpofothers21 内蒙古师范大学硕士学位论文namelythroughinterpersonalcooperativeactivitiesunderacertaincontextthatisthesocialandculturalbackground,therefore,constructivistlearningtheoryholdsthat“situation”,“collaboration”,“conversation”and“meaningconstruction”arethefourimportantelementsorfourpropertiesinthelearningenvironment.(HeKekang,1997).Situationmeansthesituationinthelearningenvironmentwhichmustbeconducivetothestudents’meaningconstructionoflearnedcontents.Thisputsforwardnewrequirementsfortheteachingdesigns,thatistosay,inthislearningenvironment,instructionaldesignhasnotonlytoconsidertheteachingobjectivesanalysis,butalsodesignoutcontextbeneficialforstudentstoconstructmeaningsandregardcontestdesignasoneofthemostimportantelementsofinstructionaldesigns.CollaborationrunsthroughthewholelearningprocessCollaborationplaysaveryimportantroleincollectionandanalysisoflearningmaterials,offeringandtestingofhypothesis,evaluationoflearningresultsandfinalconstructionofmeaning.Conversationisessentialintheprocessofcollaboration.Membersoflearninggroupsmustcompletetherequiredlearningtasksbyconversationsanddiscussions.Inaddition,inthecollaborativelearningprocess,thinkingoutcomesofeachlearnershouldbesharedbythewholestudygroup.Therefore,conversationisanimportantwaytoachievetheconstructionofmeaning.Meaningconstructionistheultimategoalofthewholelearningprocess.Byconstructionsense,itmeansthatlearnersdeeplyunderstandthenature,rulesandinterrelationsbetweenthingsandfinallyformthelearningpattern.Qualityoflearningreferstostudents’abilitytoconstructthemeaningfunction(HeKekang,1997).Constructivismadvocatesstudent-centeredlearningundertheguidanceofteachers,thatistosay,itbothemphasizesthecognitivemainroleplayedbystudents,andteachers’guidancerole.Teachersarehelpersandfacilitatorsformeaningconstructionratherthanpreachersandindoctrinatorsofknowledge.Studentsarethemainbodyofinformationprocessing,andtheyaretheactiveconstructorsofmeaningsinsteadofpassiverecipientsandinfusedobjects.Tobetheactiveconstructorsofmeaning,studentsinthelearningprocessshouldplaythemainrolesinthefollowingaspects:（1）Constructmeaningofknowledgebyheuristicsanddiscoverymethod.Inthecourseofconstructingmeaning,studentsarerequiredtoactivelycollectandanalyzerelevantinformationanddataandprovideallhypothesizesandtrytoverifytheassumptionsof22 ChapterIILiteratureReviewandTheoreticalBackgroundlearnedknowledge.（2）Contactsandthinkingarethekeystotheconstructionofmeaning.Therefore,teachersshouldcombinecontactsandthinkingwithnegotiationsinthecooperativelearning.Teachersshouldbecomestudents’helpersforconstructingmeaning,andplaytheguidancerolesfromthefollowingprospectsintheteachingprocess(1)Stimulatestudents"interestsinlearningandhelpthemdeveloplearningmotivations(2)Helpstudentsconstructmeaninginthecurrentknowledgethroughthecreationofteachingcontentinlinewiththerequirementsofthesituationandthecluesprovidedforunderstandingtherelationsbetweennewandoldknowledge(3)Organizecollaborativelearning,andprovideguidanceforcollaborativelearningprocessandmakeitconducivetotheconstructionofmeaningSpecificguidancemethodsinclude:askingproperquestions,stimulatingstudents’thinkinganddiscussion,deepeningtheproblemstepbystepinthediscussion,enablingstudentstodeepentheunderstandingsofwhattheylearn;inspiringthestudentsthemselvestodiscoverthelawsoftheirownandtocorrectandsupplementwrongorone-sidedunderstandings(ZhouYinbin,2009).Teachingmodelsunderconstructivismlearningenvironmentarestudent-centeredwithteachersasorganizers,mentors,helpersandfacilitatorsinthewholeprocessofteaching.Andteachersshouldusesituation,cooperation,conversationandotherelementsinlearningenvironmentstogivefullplaytothestudents"initiative,enthusiasmandpioneeringspirit,soastoultimatelyenablestudentstoeffectivelyachievethepurposeofmeaningconstructionsofthecurrentknowledge.Inthismode,studentsaretheactivebuildersofknowledgemeanings.Teachersaretheorganizersoftheteachingprocess,mentors,helpersandsupervisorsformeaningconstruction.Theknowledgeinthereferredtextbooksisnolongerthecontentforteacherstoteach,butforstudentstoactivelyconstructthemeaningbythemselves.Mediaisnolongerthemeansandmethodsforteacherstoimpartknowledgebuttocreatesituations,conductcollaboratelearningandexchangeconversations,thatistosay,asthecognitivetoolsforstudents’activelearningandcollaborativeexploration(HeKekang,1997).23 内蒙古师范大学硕士学位论文Constructivismtheoryisrichincontents,butitscorecanbesummarizedasstudent-centered,emphasizingstudents’“learning”,whichmeanstheemphasisonstudents’activediscoveryofknowledge,explorationandactiveconstructionofknowledge.Intheentireteachingprocess,teachersarethelearningorganizer,guider,helperandfacilitatorforstudents’learning.Thelearningenvironmentneededforconstructivismhasbeenstronglysupportedbytheresultsofthelatestcontemporaryinformationtechnology,andthereforeconstructivismtheoryhasbeenincreasinglycombinedwithteachingpracticeandhasbecometheguidingideologyfordeeperteachingreforminmanyschoolsathomeandabroad.(ZhouYinbin,2009).24 ChapterIIIMethodologyChapterIIIMethodology1ResearchquestionWilltheapplicationoftheguided-learningplaneffectivelyimprovestudents’achievementingrammar?2HypothesisThemainconcernoftheresearchistoexploreandapplytheguidedlearningplaninseniorhighschoolEnglishgrammarteaching.Duringtheoneyear’sexperiment,theteachertriedapplyingthemodeoftheguided-learningplanintheexperimentalclasswhilethecontrolclassstillusedthetraditionalmethod.Thestudyattemptstoanswerthequestionthatifthetheguidedlearningplanisusedintheexperimentalclass,studentsintheexperimentalclasswilldobetterthanthoseinthecontrolledclassinEnglishgrammar.Thehypothesisisthatstudents’grammarachievementcanbeimprovedbytheapplicationoftheguided-learningplan.3SubjectsoftheexperimentSubjectsare60studentsfromtwoclassesofsenioroneinNo.1seniorhighschoolinChayouzhongqi.Class411waschosenasthecontrolclasswhileClass414waschosenastheexperimentalclass.Thesetwoclassesaretwoparallelclasses.Studentsreceivesevenclassesperweek,eachclasslasting45minutes.Thesetwoclassesweretaughtbythesameteacherandusedthesametestbooksandmaterials.4InstrumentsTherewillbeapretestandfivepost-testsintheinvestigation.Thepretestisusedtolearnaboutthestudents’achievementongrammarwhentheyenteredtheseniorhighschool.Thepost-testsareusedtolearnaboutstudents’achievementaftertheexperiment.ThedatacollectedwillbeusedforstatisticalanalysisbytheSPSS19.0.5ProceduresTherearethreephasesinthewholestudy.Inthefirstphrase,thepretestwascarriedoutinbothexperimentalclassandcontrolclasstolearnabouttheirgrammar25 内蒙古师范大学硕士学位论文achievementatthebeginningofthesemester.Inthesecondphrase,theguided-learningplanwasusedintheexperimentalclasswhileinthecontrolclassthetraditionalteachingmethodwillbeusedwhichisstillteacher-centered.Thesecondstagelastedoneyear.Inthethirdphrase,therewerefivetestsattheendingoftheexperiment.Thesefivetestsincludethemaingrammarpointsduringtheseniormiddleschool.Post-test1isaboutattributiveclauseandnounclassandpost-test2isaboutmodalverbsandsubjunctivemood.Post-test3isnon-predicateverbwhilepost-test4isaboutsubject-verbconcord.Post-test5isabouttenseandvoice.Afterthat,scoresinthetwoclasseswerecollectedandanalyzedbySPSS19.0.6Theapplicationoftheguided-learningplaninseniorhighschoolgrammarteachingTheprocessoftheimplementationoftheguided-learningplansisnotstatic,butthefollowingaspectsareessential.First,nomatteryouareastudentorateacher,youmusthaveacleargoal,whichshouldletthestudentsknowinthepreview.Intheprocessoftheimplementationoftheguided-learningplan,wehavetorenewthegoalandthengraduallyimplementtheteachingofguided-learningplan.(1)ReaffirmgoalsOnthebasisofpreviewingtheguided-learningplan,teachersneedtoaskstudentstobrowseteachingobjectives,teachingemphasisanddifficultiesquicklyandclearthelearningtasksofgrammarteaching.(2)Then,theteachersinvestigatethestudent"spreviewsituationandfindoutwhetherthestudentshavemasteredthebasicrulesofgrammarbyaskingquestions,answeringquestions,andchecking.（3）SummarizeproblemsSummarizethegrammarpointsthatthestudentscan"tunderstandtogetherintheformofgroups.Inthepreparationprocessofdoingtheguided-learningplan,studentsmustfeelverydifficulttounderstandsomenewlanguageforthefirsttimeandtheyshouldmarkthiskindofproblemsandthenunifyandsubmittheseproblemstotheteacherbytheteamleader.Theteachershouldgivestudentsanswersquicklyinthe26 ChapterIIIMethodologyclassroomaccordingtothedegreeofdifficultyofthegrammaticalproblems.Forsomespecialormoredifficultgrammaticalstructures,agroupdiscussioncanbeusedtomakethestudentsparticipate.（4）Preciseexplanation（5）DiscussingroupsandsolvebasicproblemsIntheclass,theteacherpresentstheproblemsunifiedaheadoftimetogroupsandasksthemembersofthegroupstodiscussandsolvethemfirst.Fortheproblemsthataredifficulttosolve,theteachercantrackandguide.Oncetheadvancedgroupdiscussedtheresults,displaybeforethewholeclassimmediately.Whetheritiscorrectornot,theteachershouldencouragethempositivelysoastostimulatetheparticipationofallstudents.Intheprocessofpresentation,thestudentsinthesamegroupshouldhelpeachother,complementandshowteamwork.Thegroupsnotonlycompeteandalsoencourageeachother,butalsohelp,guide,andpointoutproblemsforeachother.Theproblemsthatcannotbesolvedbythegroupdiscussionshouldbesolvedbythewholeclass.Inthisprocess,theteachershouldreallyplayaleadingrole.Eachgroupputsforwardtheproblemtheycannotsolve,butteachersshouldnotrushtoanswerandinvitethegrouprepresentativeswhohavesolvedtheproblemtoexplainforallstudents.Teachersonlydosomeappropriateaddingwhenitisnecessary.Inthisprocess,theleadingroleoftheteacheristolistentheideasoftheiranalysisandtheresultsoftheirdiscussion.Iftheexplanationisnotappropriate,theteachersshouldpointitoutandletstudentsunderstand.（6）Classroomtesting,strengthenandconsolidateknowledge（7）FeedbackandsummaryTeacherscancomparetheresultsofeachgroup,andfeedbacktimelyandgiveappropriateevaluation.Accordingtothefeedbackgatheredfromthestudentsintheclassroom,teachersguidethestudentstosummarizetherulesofgrammar,andstudentsturnwhattheyhavelearnedfromtheguided-learningplanintothingsofthemselves.Onlyinthiswaycantheyimprovetheperceptualknowledgeofthegrammarintoarationalunderstanding,andfindasuitablelearningmethod,thusproduceaqualitativeleap.Accordingtothe27 内蒙古师范大学硕士学位论文abovelearningactivities,studentsenrichandimprovetheirlearningplanfurther.After-classteachersshouldcorrectpartoftheguided-learningplan,especiallythosestudentswhodoabadjobinEnglish.Onlyinthiswaycanweunderstandwhetherthestudentsgrasptheknowledgebetter.28 ChapterIVResultsandDataAnalysisChapterIVResultsandDataAnalysis1TheanalysisanddiscussionaboutthepretestresultApretestwasgiventothestudentsatthebeginningofthesemestertoseewhethertherearedifferencesinthetwoclassesofstudents.Table1andTable2showtheanalysisofthedatacollectionofthepretest.Table1ThecomparisonofthepretestbetweenthecontrolclassandexperimentalclassGroupStatisticsNMeanStd.DeviationStd.ErrorMeanEC3072.26678.681861.58508CC3072.16678.602661.57062Table2IndependentT-testbetweenthecontrolclassandexperimentalclassIndependentSamplesTestLevene"sTestforEqualityofVariancest-testforEqualityofMeansSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferencePretEqualvariances0.1530.6970.045580.9640.100002.23145estassumedEqualvariances0.04557.9950.9640.100002.23145notassumedFromTable1,itcanbeseenthatthemeanoftheexperimentalclassandthecontrolclassarerespectively72.2667and72.1667.Table2revealsthehomogeneityofvariance(F=0.153;Sig=0.697>0.05),soitcanbeconcludedthatthevarianceofthegrammaticalgradeofthetwoclassesisequal.Therefore,statisticsonthetoplineareinuse.Tis0.045andsigis0.964>0.05,soitcanbeconcludedthatthereisnosignificantdifference29 内蒙古师范大学硕士学位论文betweenthemeansofthetwoclasses,andthestudentsfromtwoclassesarealmostatthesamelevelinEnglishgrammaratthebeginningofthesemester.2Theanalysisanddiscussionaboutthepost-testTable3Thecomparisonofthepost-test1betweenthecontrolclassandexperimentalclassGroupStatisticsNMeanStd.DeviationStd.ErrorMeanEC3086.76677.407751.35246CC3076.23337.185631.31191Table4IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test1IndependentSamplesTestLevene"sTestforEqualityofVariancest-testforEqualityofMeansSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferencePost-teEqualvariances0.2640.6095.590580.00010.533331.88422at1assumedEqualvariances5.59057.9460.00010.533331.88422notassumedFromTable3itcanbeseenthatthemeanscoresoftheexperimentalclassandthecontrolclassare86.7667and76.2333respectively.Itcanbeseenclearlythatthemeanscoreofexperimentalclassis10.5pointshigherthanthecontrolclass.FromTable4itcanbeseenSigis0.609>0.05soequalvarianceisassumedandTvalueis5.590withsigbeing0.000,whichshowsthatthereissignificantdifferencebetweenthemeansofthe30 ChapterIVResultsandDataAnalysistwoclasses.Itcanbeconcludedthatthetestresultsoftheexperimentalclassweresignificantlyhigherthanthoseinthecontrolclass.Table5Thecomparisonofthepost-test2betweenthecontrolclassandexperimentalclassGroupStatisticsNMeanStd.DeviationStd.ErrorMeanEC3085.20006.288471.14811CC3075.00006.454081.17835Table6IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test2IndependentSamplesTestLevene"sTestforEqualityofVariancest-testforEqualityofMeansSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferencePost-tEqualvariances0.0380.8456.200580.00010.200001.64520est2assumedEqualvariances6.20057.9610.00010.200001.64520notassumedFromTable5,itcanbeseenthatthemeanscoresoftheexperimentalclassandthecontrolclasswere85.2and75respectively.Itcanbeseenclearlythatthemeanscoreofexperimentalclassis10.2pointshigherthanthatofthecontrolclass.FromTable6itcanbeseenFvalueis0.038;Sigis0.845>0.05,soequalvarianceisassumed.Tvalueis6.200withsigbeing0.000,whichshowsthatthedifferencebetweenthemeansofthetwoclassesissignificant.Itcanbeconcludedthatthetestresultsoftheexperimentalclassweresignificantlyhigherthanthoseinthecontrolclass.31 内蒙古师范大学硕士学位论文Table7IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test3GroupStatisticsNMeanStd.DeviationStd.ErrorMeanEC3087.76675.799431.05883CC3076.33337.241321.32208Table8IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test3IndependentSamplesTestLevene"sTestforEqualityofVariancest-testforEqualityofMeansSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferencePost-test3Equalvariances1.9960.1636.750580.00011.433331.69381assumedEqualvariances6.75055.3580.00011.433331.69381notassumedFromTable7,itcanbeseenthatthemeanscoreoftheexperimentalclassandthecontrolclasswere87.76and76.33respectively.Itcanbeseenclearlythatthemeanscoreofexperimentalclassis11.4pointshigherthanthatofthecontrolclass.FromTable8itcanbeseenFvalueis1.996andSigis0.163(>0.05)sothevarianceisequalandTvalueis6.750withsigbeing0.000,whichshowsthatthereissignificantdifferencebetweenthemeansofthetwoclasses.Itcanbeconcludedthatthetestresultsoftheexperimentalclassweresignificantlyhigherthanthoseinthecontrolclass.Table9Thecomparisonofthepost-test4betweenthecontrolclassandexperimentalclassGroupStatisticsNMeanStd.DeviationStd.ErrorMean32 ChapterIVResultsandDataAnalysisEC3090.10007.184031.31162NC3076.36677.073421.29142Table10IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test4IndependentSamplesTestLevene"sTestforEqualityofVariancest-testforEqualityofMeansSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferencePosEqualvariances0.1580.6927.461580.00013.733331.84069t-teassumedst4Equalvariances7.46157.9860.00013.733331.84069notassumedFromTable9,itcanbeseenthatthemeanscoresoftheexperimentalclassandthecontrolclasswere90.1and76.4respectively.Itcanbeseenclearlythatthemeanscoreoftheexperimentalclassis13.7pointshigherthanthatofthecontrolclass.FromTable10itcanbeseenFvalueis0.158andSigis0.692(>0.05)sothevarianceisequalandTis7.461withsigbeing0.000,whichshowsthatthedifferencebetweenthemeansofthetwoclassesissignificant.Itcanbeconcludedthatthetestresultsoftheexperimentalclassweresignificantlyhigherthanthoseinthecontrolclass.Table11thecomparisonofthepost-test5betweenthecontrolclassandexperimentalclassGroupStatisticsNMeanStd.DeviationStd.ErrorMeanEC3090.23337.859471.43494CC3077.80007.140951.3037533 内蒙古师范大学硕士学位论文Table12IndependentT-testbetweenthecontrolclassandexperimentalclassofpost-test5IndependentSamplesTestLevene"sTestforEqualityofVariancest-testforEqualityofMeansSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferencePost-test5Equalvariances0.0110.9156.413580.00012.433331.93877assumedEqualvariances6.41357.4750.00012.433331.93877notassumedFromTable11,itcanbeseenthatthemeanscoresoftheexperimentalclassandthecontrolclasswere90.2and77.8respectively.Itcanbeseenclearlythatthemeanscoreofexperimentalclassis12.4pointshigherthanthatofthecontrolclass.FromTable12itcanbeseenFvalueis0.011andSigis0.915(>0.05)sothevarianceisequalandTtookthevalueof6.413withsigbeing0.000,whichshowsthatthedifferencebetweenthemeansofthetwoclassesissignificant.Itcanbeconcludedthatthetestresultsoftheexperimentalclassweresignificantlyhigherthanthoseinthecontrolclass.3TheresultoftheexperimentFromthedatacollectedinonepre-testandfivepost-tests,itcanbeclearlyseenthatthestudents’grammarachievementwasgreatlyimprovedaftertheuseoftheguided-learningplanintheexperimentalclass.Therefore,theobjectiveoftheexperimentisachievedandtheresultoftheexperimentprovedthehypothesisoftheresearch:students’grammarachievementcanbeimprovedbytheapplicationoftheguidedlearningplan.34 ChapterVConclusionChapterVConclusion1FindingsFirstly,theresearchfindingsshowthattheapplicationoftheguided-learningplanhasagreatinfluenceonstudentachievementbyusingthewayofteachingintheguided-learningplan.Grammarteachinginthemodeoftheguided-learningplancanimprovestudents’achievementingrammarlearning.Intheprocessofdesigningtheguided-learningplan,studentsarethesubjectoflearningandtheycompletelyparticipateinthelearningprocessinitiatively,thinkanddiscussingroupsactively.Throughoutthelearning,theyaremasters.Passivelearninghaschangesintoactivelearning.Suchlearningefficiencymustbeveryhigh.Teachersonlyplaytherolesoforganizing,answeringquestions,enhancingandcoaching.Thisteachingpatternnotonlystimulatesthestudents"initiativebutalsoliberatestheteachers.Secondly,theapplicationoftheguided-learningplanisconducivetotheconstructionofthenewlearningstyleofthestudentsandthecultivationofautonomouslearningability.Inthenewcurriculumreform,thenewlearningstyleisindependentlearning,cooperativelearning,inquirylearninganditdevelopsstudents"autonomouslearningabilityandchangesthepassiveacceptanceintotheinitiativeexploration.Underthetraditionalteachingmode,withtheteacherandknowledgeasthecenter,thestudentsputalltheirenergyonthemechanicalmemory,simplerepetition,shallowunderstandingandsimpleapplication,whichlimitthestudents"mainposition.Theweakconsciousnessofstudents"initiativeisnotconducivetothecomprehensivelanguageusingabilityandinnovativespiritofthecultivation.Inthemodeofteachingbyusingtheguided-learningplan,theclassroomwhichwasdominatedbytheteachersoriginallyisgivenbacktostudents,sothestudentsnowknowwhattolearnandhowtolearninclass.Teachersactivelyguidestudentstoparticipateintotheteachinginthelinksofclasspresetting,classlearningandafter-classextension.Thisnotonlyhelpstudentsconstructknowledge,butalsoteachthestudentshowtolearn.Oncestudentshavelearnedhowtostudy,theywillgraduallygetridofthedependenceonteachers,andthestudents"autonomous35 内蒙古师范大学硕士学位论文learningabilityimprovewillalsobeimproved.Thirdly,theuseoftheguided-learningplanisconducivetotherealizationofthemainstatusofstudents,andthestudents’roleconversesfrom"thecontainerofknowledge"tothehostpositionintheclassroom.Inthetraditionalteachingmodeofcrammingeducation,theprotagonistsoftheclassroomareteachers.Accordingtotheteachingschedule,teachersfocusonthetransmissionofknowledgeandstudentsacceptknowledgepassivelyasthe"containerofknowledge"ratherthanhumanswhohavedifferenteducationalbackgroundandlivelypersonalities.Inthismode,thestudent"spersonalityisdepressed,theirthinkingpatternscannotbetrained.Withouttheactiveparticipationofstudents,theefficiencyofteachingbehaviormustbelow,whileintheguided-learningmodethedominantpositionofstudentsembodieseverywhere.Students’learningmotivationsandinterestsarefullymobilized.Theyparticipateinteachingactivitiesactivelyandbecometheprotagonistoftheclassroom.Meanwhile,itisconducivetothedisplayoftheleadingroleofteachersandthetransmissionfromtheauthorityoftheknowledgeintheclassroomtotheroleofthedirector.Theteachingmodeofusingtheguided-learningisbeneficialfortheteacherstorenewtherole,fromthedominatoroftheclass,theauthorityofknowledgetotheorganizer,coordinatoroftheclassroomactivitiesandtheinstructor,guider,coachforstudentslearningknowledge.Thismodechangesthetraditionalteachingmodeofsingleknowledge,whichmeansthatteachersteach,studentslearn.Nowtheteachersencourageandguidestudentstoparticipateinthelearningactivitiesactivelyandexperience,reflectandimproveintheactivities.Thismodeencouragesstudentstostudyactively,daretochallenge,notfollowtheteacherblindlyandcultivatetheirquestioningspiritandindependentlearningquality.Teacherspayattentiontotheprogressofeachstudent,toperceivethestudentsfromthedevelopmentalperspective.ItlaysthefoundationforthelifelongdevelopmentofstudentsandimprovestheirefficiencyinEnglishclassandimprovesstudents"achievementinEnglish.2ImplicationsoftheresearchAftertheimplementationoftheguided-learningplan,theteachercentered36 ChapterVConclusionphenomenonisbasicallyeradicatedandthethrivingsceneofstudentlearningemerges.Theatmosphereofthewholeclassroomisbrandnew.Regardlessofstudents’Englishachievement,thestudentscanparticipateinthediscussionactively.Whenteachersareinthedesignoftheguided-learningplan,theyshouldgivefullconsiderationtothestudentsthemselves.AlthoughalltheEnglishteacherspreparelessonstogethereveryweek,duetothedisparitybetweendifferentclasses,theguided-learningplandesignsundertheunityofteachingandresearchactivitiescannotbeputtousedirectly.Teachersmustrevisetheguided-learningplanforthesecondtimeanddesigntheirownguided-learningplanofgrammarwhicharesuitablefortheirownstudents.Thisrequiresteacherstospendmoretimepreparingforthelessonsandtogetathoroughunderstandingofteachingobjectives,teachingemphasisanddifficulty,includingthetopicdesignontheguided-learningplan.Thedegreeofdifficultyofthetopicdesignshouldbemoderateandfromeasytodifficult.Meanwhile,weshouldalsoavoidthisphenomenonthatsometeachersareanxioustoachievequicksuccessandgetinstantachievement.Theyevendesigntheguided-learningplanintoexercisesforstudents.Formanyfirstlineteachers,theyhaveadaptedtothetraditionalteachingmethod.Especiallysomeoldfirstlineteachers,theyadopt“Duck-stuffing”typeofteachingwiththeirrichteachingexperienceandstillthinkthisisconvenient,labor-saving.Dependonyearsofaccumulationofgrammarteaching,theycanpracticestudentswithalargeamountofgrammaticalexercisesandstudentswillcertainlydowellintheshortterm.Infact,theessenceoftheguided-learningplanistoguideandallowstudentstoparticipateintheclassroom.Intheshortterm,designingguided-learningplanneedsteachersspendtimethinking,butfromalong-termpointofview,itisratherbeneficialtoteacher"steaching.Becauseinthelongrun,studentshavealreadyaccustomedtoinitiativelearning,whichmakethewholeprocessofteachingmoreeasilyforteachers.Intheteachingmodeofguided-learningplan,teachersusetheguided-learningplantobuildastageofknowledgelearning,abilitydevelopmentandselfpresentationforstudents.Therealprotagonistsonthisstagearestudents.Onlywhenwearousestudentstoparticipatetostartactivelycanweensurethelearningefficiencyofthem.Therearerichandcolorfulteachingactivitiesintheguided-learningplan.Alllevelsofstudentsaremovingupthroughindependentlearning,cooperativelearning,inquiry37 内蒙古师范大学硕士学位论文learningwhichisunlikethetraditionalclassroom.Inthepast,inordertocompletetheteachingtask,teachersonlypayattentiontothethosehigh-achievers,whilethosewhoarehavinglearningdifficultiesareincreasinglymarginalizedandtheyfinallygiveuplearningEnglish.Afterusingtheguided-learningplan,thesituationoflow-achievershasmarkedlyimproved,theirclassroominvolvementincreased.Studentsmastertheknowledge,sotheirEnglishgradesaregraduallyimproved.Thecapacityofknowledgeintheclasswasenlarged.Studentsparticipateinawiderangeofactivities,learnknowledgesolidly,masterthelearningmethodandimprovetheefficiencyofEnglishlearning.Furthermore,theauthoralsofindssomeproblemsduringtheexperiment.Aswithanykindofteachingmethod,thisteachingmodealsohasitsshortcomings.Forexample,iftherearetoomanystudentsinaclass,theorganizationcanbeeasilyledtoconfusion,anditisdifficultforteacherstoguideeachstudent.Besides,thisteachingmethodtakestoomuchtimeandthelearningtimeinmiddleschoolclassisrelativelytight,whichisdifficulttomeettheneedofstudentspreparingfortheexamsinashortperiodoftime.Inordertomakeupforthisdeficiency,thewritersshouldrefertotheadvantagesoftraditionalteachingmethodandmixthemintothismodeofteachingaccordingtothespecificsituations.Tosumup,thismodelhasthefollowingproblems,andsomecountermeasuresarealsoputforward.Firstly,thedivisionofgroupsisscientificornot.Thestudyinggroupisveryimportantforcooperationandpresentation.Therearetheproblems.First,theproblemofthecollocationofgroupmembers.Themembersinthesamegroupisnotcomplementaryortoomanymembersandwhetherthereisagoodteamleaderineachgroup.Eachclasshasbeendividedintoseveralstudyinggroup,thegroupistheunitoflearning.Weshouldgivefullattentiontotheadvantagesofgrouplearning,andthesesmallgroupleadersplayavitalroleinlearning.Sointhissituation,teachersshouldkeepupwiththenewclassmanagement.Secondly,theeffectofpreviewisnotgoodanditismerelyaformality.Withoutfullpreview,itisdifficulttohaveeffectivecooperation,anditismoredifficulttodisplayandqueryeffectively.Previewisaprerequisiteforcooperationanddisplay.Tosolvetheproblemoftheprevieweffect,appropriatecheckingisvitalimportant.Thegroupleader38 ChapterVConclusioncheckseveryoneandtheteachercanchoosesometocheck.Thirdly,ittakesmoretimeforstudentstodocooperativelearning,sothetimeforstudentstothinkabouttheproblemsbythemselvesreduces.Intheexperimentalprocess,thetendencyofformalismdoesexist.Studentsdocooperate,butthecooperationisinefficientandonlyawasteoftime.Groupdiscussionbecomesaformalityandthereislittletimeleftforthestudentstothinkindependently.Countermeasuresare:first,teachersshoulddeterminethecontenttocooperate.Iftheproblemscan’tbesolvedbyautonomouslearning,itisnecessarytocooperate.Secondistoimprovethequalityofcooperation,thatis,chooseagoodform,whichissuitablefortwopeopleandwhichactivityissuitableforthreepeopleormorepeople.Thirdistocontrolthenumberofcooperation,thecooperationshouldnotbearrangedifthecontentisnotsuitableforthecooperation.Wemustensurethatthecooperativelearninghassomedegreesofqualityanddifficulty.Fourthly,thepresentationtakesuptimeandleadstolesstimeforstudents"writingpractice.Inthecourseoftheexperiment,theteacherhadmetthesituationthatstudentswelcomethepresentation,butittakestoomuchtime,whichcausedthatthestudentslearnhappily,butthetestresultsarenotideal.Sotosolvethispoint,thecontentofpresentationmustbeclearandthecontentofthepresentationmusthavesomedepth,breadthandsomedifficultbackboneofknowledge.Itmustbehelpfulforthedevelopmentofstudents"ability.Meanwhileteachersshouldreducethenumberofpresentationsandcontrolofdisplaytime.Thethirdsolutionistostrengthenstudents"abilitytowrite.Whileastudentisdisplayingontheblackboard,otherstudentsinthesamegroupshouldwritedownontheirexercisebooksandthereshallbenoidlestudentinclass.Fifthly,theproblemoftheenergydispersionbysittingaround.Groupstudentssitaroundandsitfacetofaceinthistypeandifstudentslackself-control,theywilleasilybedistractedbyotherstudentsandaffecttheirlearning.Countermeasuresare:first,weshouldstrengthenthediscipline,setupthelearningrulesandestablishacomprehensivequalityevaluationsystemforstudents,suchasclassroomperformanceintheevaluation,finemanagement.Recordingeachlesson,studentsactivitiesofeachday,andannouncingtheevaluationresultstostudentsandtheirparentspubliclyisagoodmethod.Second,whenteachersarearrangingtheactivitiesforlearninginclass,theseactivitiesshouldcoverallstudentsandmake39 内蒙古师范大学硕士学位论文everyoneinvolvedintheseactivitiessoastopreventthephenomenonthatsomestudentsarestudyingordisplaying,whileothersareplayingaroundanddoingnothing.What’smore,theproblemthatteacherscannotspeaktoomuchinclass.Anewclassdoesnotexcludeteachers’explanation."People"seducation"(2010,17)"deepencurriculumreform”inresearchreportpointedout:adheretothetheoryoflearning,teachersshouldstrivetorealizethatteachwhatstudentscannotlearnbythemselvesanddonotteachwhatstudentscandealwithbythemselves.Andtheteachingshouldbetargeted,andtrytorealize“teachlessandlearnmore”.Soweshouldincreasethedepthandstrengthtoleadtheteachersappropriatelyandteachersshouldguidestudentstolearnineachclass.Wecouldnotsimplyabandonteachersteaching.Forthebackwardstudents,weshouldadoptindividualteaching.Finally,thereexistsimproperevaluation.Ithasprovedthatthenewclassroombasedoncooperativelearningneedsanewclassroomteachingevaluationmechanism.Countermeasures:first,areasonablegroupingisthepremise.Second,theconstructionoftheteamisthekey.Totraingroupleaders,chooseagoodgroupname,arrangeseats,dividelaborreasonably,formulatetherulesareallindispensable.Third,theguideevaluationistheguarantee.Teachersneedtodoagoodjobintheevaluationoftheclassandgradeevaluation,suchastheselectionofhardworkteam,activegroup,thedisciplineteam,progressteametc.Wecanevaluateinweeks,months,semestersandsoonandincorporatethemintotheevaluationofstudents"comprehensivequality.3LimitationsofthestudyTheresearchtimeislimited.Whetherthewayofteachingbytheguided-learningplanofgrammarwhichisdiscussedinthisresearchhasgeneralapplicabilitystillneedstobeobserved.Inthisstudy,theinvestigationofthecurrentsituationofgrammarteachingcannotrepresentallofthehighschoolEnglishgrammarlearning.ThisstudyfocusesonEnglishgrammarteachingintheseniormiddleschoolswhichadopttheguided-learningteachingmodeanditemphasizestheguidingroleofteachers.Accordingtotheguided-learningplanteachersdesignout,thestudentsparticipateingrammarlearning.Thewholeprocessistheprocessofstudentslearning,theprocessofinquiry,theprocess40 ChapterVConclusionofgroupdiscussionandtheactiveprocessofstudents.Butthisstudydidnotrelatetothestudents"emotional,attitudeandotheraspectsofgrammarlearningandcannotbeusedasareferenceintheseareas.Asafirst-linehighschoolEnglishteacher,theauthorrealizesthatweshouldfollowtherequirementsofthenewcurriculumreform,exploreactively,innovateorwecannotmeetthecurrentsituationofteaching.Inaccordancewiththefootstepsleftbytheformerteacherisimportant.Onlybycontinuousinnovationcanwemeettheneedsofthetimesandthestudents"thirstforknowledge.Inaddition,systematicstudyisalsoveryimportant.Weshouldnotonlyusetheorytoguidepractice,butalsoenrichthetheoryinpractice.Meanwhile,weshouldrefertothetraditionalteachingmethods,andalsocombinemodernadvancededucationalideas.Onlyinthiswaycanwecultivatethestudentswhocanlearnandmakestudentsparticipateinthestudycontinuouslyandreflectthethemeofthestudents"learningsoastobringthehighschoolEnglishgrammarteachingtoahigherpoint.Theapplicationofthismodelindifferentpartsofdifferentunitsstillneedstobefurtherstudied.What’smore,studentsofdifferentages,regardlessoftheobviousdifferencesofphysicalorpsychologicalaspects,haveaverydifferentunderstandingofthemodelandthecontrolisalsoboundtohaveagreatdifference,whichrequiresteacherstostudythecognitivecharacteristicsofthestudentsindifferentagesanddesigntheirowntypesoflessons.Thismodecanonlybeshownintheorganiccombinationofotherlearningmethods,anditcanshowitsinfinitevitality.Finally,thecontrastmaterialofthisexperimentislimitedtotwoclassesinourschool,sothescopeisnotwideenoughanddoesnothavetheuniversality.Thereforetheexperimentdatamaynotbeobjectiveandrepresentative.Andtheauthor’sscopeofknowledgeisnotwide,andtheoreticallevelislimited,sothetheorycannotguidethepracticeinahighlevel.Beforetheexperimentiscarriedout,theexperimentalclassstillusedthetraditionalteachingmode,justasthecontrastclass.Intheexperiment,teachingthembyusingtheguided-learningplanisafreshthingforthem.Whetherthenoveltyofthisteachingmodeisafactoraffectingtheteachingeffectstillneedsfurtherexperimentalverification.Duetothelimitationsoftheabove,theauthorwillcontinuetostudyconsciouslybycombiningteachingpracticeinthefuture.41 内蒙古师范大学硕士学位论文4SuggestionsforfurtherstudyTheeffectivenessanddiversityofthestrategiesneedtobefurtherpracticedandsummarized.Theauthorputupwithfoursuggestionstothefollowed-upstudy.Firstly,technicaloperationalaspectsoftheproblem:suchasthetimeandmethodofpreparation,theallocationofthetimeforpreparation,theworkloadofthepreparation,howtoavoidoccupyingalargeamountofstudents’timeafterclassandmakethemcompletetheworkloadofthepreparationisworththinking.Secondly,intheclassroom,studentswhohaveapreferenceforlearningEnglishhavebetterperformance,theirpersonallistening,speaking,reading,writingandtranslatingabilityarefullypresented,theirpersonalityarepublicized;whilesomepoorstudentsareonlytheaudience,evencometothepointofbeingmarginalized.Ifwedonotconsidertheproblemseriously,weshouldnevermentionefficientclass.Sohowtopaymoreattentiontopoorstudentsshouldbethefocusofthinking.Thirdly,howtofacethedifferentlevelsofstudentsisanotherpoint.Apartofthestudentslearntoadaptthenewteachingmodequickly,butthemediumorpoorstudentsdonotadaptit.Intermsofgoodstudents,researchactivitiescanhelpthemgrasptheessencebetter,butforotherstudents,theiranswersareoftenirrelevantandevenfarfromthepoint,whichmakesitdifficultfortheteacherstoorganizetheteaching.Sohowtoorganizetheclasseffectivelyshouldarouseteachers’concernwhentheyarepreparingfortheclass.Fourthly,Howtocombinetheguidanceofteacherswiththelearningofstudentsorganically?Theauthorhopeotherscouldpaymoreattentiontothequestionsabovewhentheyaredoingtheresearch.Englishisanimportantsubjectforthecollegeentranceexamination.Althoughthegrammarisboring,manystudentsareforcedtostudyithardduetotheentranceexaminationsandpressure,sotheresearchonthenewteachingmethodongrammarissignificantly.42 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内蒙古师范大学硕士学位论文AppendicesAppendixI察右中旗一中入学语法测试Name_____________Score______________Ⅰ.Writethecorrectformofthefollowingwords.(30’)1.HewaslisteningtomewhileI(teach).2.I’msorrythatoldman(die)forthreeyears.3.We(notdo)ourhomeworkyet.4.Theynever(be)toChinabefore.5.Myuncle(leave)myhometownformanyyears.6.Thefilm(begin)for20minuteswhenwegottothecinema.7.Bytheendoflastterm,they(learn)morethan2000Englishwords.8.Whentheygottothestation,thetrain(leave).9.I(write)aletterattenlastnight.10.Thetrain(leave)thestationbeforewegotthere.11.Tom’smothertoldhim_____(stop)eatingtoomuchmeat.12.Isawhim_______(go)intothesmallstore.13.Studentsshouldpayattentionto___________(listen)theteacherinclass.14.You’dbetter_________(notgo)onSundays.It’stoocrowded.15.Theyweremade______(work)longhoursfortheboss.16.Theboyisn’thungry.Ifhe______(be)hungry,he______(eat)thecake.17.He’sbeenawaysincelastSunday.Ifhe______(be)hereyesterday,he______(attend)theconcert.18.Icouldn’tkeepawayaftertwelve.IfI______(work)allnight,I______(finish)itintime.19.Wedidn’tknowheraddress.Ifwe______(know)it,we______(send)anotetoher.20.You’relate.Ifyou______(come)afewminutesearlier,you______(meet)the47 内蒙古师范大学硕士学位论文famouswomanscientist.21..Hewascareless.Ifhe______(put)thegoldwatchinasafeplace,he______(notlose)it.22..Heisn’there.Ifhe______(be)here,he______(help)hissisterlearntousetheabacus.23..She_______(be)busynow.Ifshe_______(be)free,she_______(go)withyou.24..Themanager_______(be)inhisofficenow.Ifhe________(be)here,everything_______(be)settledinaminute.25..IfI________(be)you,I_______(notbe)discouragedatall.Ⅱ.Writethecorrectformofthefollowingwords.(10’)1.The____SundayinMayisMother"sDay.(two)2.Theteachertoldusnottogo__aloneintheriver,(swim)3.Iwanttobean__whenIgrowup.(invent)4.Shoutinginpublicis_.(polite)5.Weare____aboutthegoodnews.(excite)6.The___weexercise,thehealthierwe"llget.(much)7.Itis__thatmanydrinksarebadforourhealth,(say)8.Asastudent,weshouldlistentoteachers_.(careful)9.Itisverycoldoutside.Youhadbetter____onacoat,(put)10.Hetoldmehe_gototheGreatWalltomorrow,(will)Ⅲ.MultipleChoices.(40’)()1.UncleLiused____inthislakewhenhewasachild.A.toswimmingB.forswimmingC.fortheswimD.toswim()2.I___myhomeworkwhilemyparents_____TVlastnight.A.did;havewatchedB.wasdoing;werewatchingC.haddone;werewatchingD.woulddo;werewatching()3.What____yourgrandfather___thistimeyesterday?A.is;doingB.was;doingC.did;doD.had;done()4.There____atalkshowonCCTV-4atninethisevening.A.willhaveB.isgoingtobeC.isgoingtohaveD.isstaying48 内蒙古师范大学硕士学位论文()5.Today,theforestshavealmostgone.Peoplemust____downtoomanytrees.A.stoptocutB.stopfromcuttingC.bestoppedtocutD.bestoppedfromcutting()6.---Hello,thisisLilyspeaking.CanIspeaktoMr.Fox?---Sorry,he__________theLongLake.A.hasbeentoB.wenttoC.hasgonetoD.willgoto()7.Hehas_______beentoShanghai,hashe?A.alreadyB.neverC.everD.still()8.HarryPorterisaverynicefilm.I_________ittwice.A.willseeB.haveseenC.sawD.see()9.He___________theArmybytheendof1989.He__________inthearmysinceten.A.joined,isB.hasjoined,hasbeenC.hadjoined,isD.hadjoined,hasbeen()10.Thelightintheroom_____beforeyouleave.A.mustturnoffB.willturnoffC.areturnedD.mustbeturnedoff()11.Iwillsendyouane-mailassoonasI___inCanada.A.arriveB.arrivedC.amarrivingD.willarrive()12.I___myhometownforalongtime.Ireallymissit!A.leftB.wentawayfromC.haveleftD.havebeenawayfrom()13.---WhenshouldIhandinmypaper?---Yourpapermust____assoonasthebell____.A.handin;ringsB.handin;willringC.behandedin;willringD.behandedin;rings()14.It’sreportedthatNanjingSouthRailwayStation_____attheendofthismonth.A.hasbeencompletedB.iscompletedB.wascompletedD.willbecompleted49 内蒙古师范大学硕士学位论文()15.Howkindyouare!Youalwaysdowhatyoucan___me.A.helpB.helpingC.tohelpD.helps.()16.---_____avolunteerisgreat.---Ithinkso.Someofuswant_____volunteersfortheLondonOlympics.A.Being;beingB.tobe;beingC.being;tobeD.tobe;tobe()17.Mrs.Smithmadeherstudent’s____thecompositionsthreetimesaweek.A.writeB.towriteC.writtenD.writing()18.---Ifeelabithungrynow.---whynot____fordinnerwithus?A.goB.didyougoC.togoD.doyougo()19.It’simportant___________thepianowell.A.ofhimtoplayB.forhimtoplayC.ofhimplayingD.forhimplaying()20.Themotheraskedtheboy_______downtheladder,buthewenton_______instead.A.come;climbingB.tocome;toclimbC.tocome;climbingD.coming;climbing()21.She___youtocometomybirthdayparty.A.hopesB.wishesC.wantD.Lets()22."Doyoumind_________?""Goahead."A.openingthedoorB.youropeningthedoorC.myopeningthedoorD.Iopeningthedoor()23.It"sverynice_____picturesforme.A.ofyoutodrawB.foryoutodrawC.foryoudrawingD.ofyoudrawing()24.You’dbetter_________onSundays.It’stoocrowded.A.goshoppingB.notgoshoppingB.C.nottogoshoppingD.togoshopping()25.Thepoormanateabigbreakfast,________hesaidhewasn’thungry.A.sinceB.becauseC.thoughD.for()26.________theyarebrothers,theydon’tlooklikeeachotheratall.50 内蒙古师范大学硕士学位论文A.BecauseB.AlthoughC.WhenD.As()27.Marywas________ill________shegotthediseasethathermumhadtostopworkingtolookafterher.A.such;ifB.so;ifC.such;whenD.so;when()28.Youwillbelate_______youleaveimmediately.A.unlessB.untilC.ifD.or()29.Heaskedme_____toldmetheaccident.A.whomB.whichC.whoD.whose()30Idon’tknow___theycouldpasstheexamornot.A.whyB.whenC.thatD.whether()31.Theteachertoldthechildrenthatthesun________round.A.wasB.isC.wereD.are()32.We’retalkingaboutthepianoandthepianist______wereintheconcertweattendedlastnight.A.whichB.whomC.whoD.that()33.Icanneverforgettheday__weworkedtogetherandtheday__wespenttogether.A.when;whichB.which;whenC.what;thatD.onwhich;when()34.DoyouknowMrs.Jackson____daughterisafamouspoet?A.thatherB.whoseC.whoD.ofwhom()35.Myfatherworksinthefactory____thistypeoftruckismade.A.inwhereB.inwhichC.fromwhichD.ofwhich()36.---WhenareyougoingtoKunmingforyourholidays?---Ihaven’tdecided.______thisSunday______nextSundayisOK.A.Both;andB.Either;orC.Neither;norD.Notonly;butalso()37.EveryoneexceptTomandJohn_____therewhenthemeetingbegan.A.isB.wasC.areD.were()38.Alargenumberofstudents_____toworkinXingjiang.A.havegoneB.hasgoneC.goesD.isgoing51 内蒙古师范大学硕士学位论文()39.---IhearYangYanmadeanEnglishspeechatthegraduationceremonyyesterday.---_____,and______.A.Soshedid;sodidIB.soshewas;soIwasC.Sodidshe;soIdidD.sowasshe;soIwas()40.IhearonethirdofthebooksinWuhuLibrary_____new.Let’sborrowsome.A.isB.areC.wasD.wereIV.Correcttheerrorsinthefollowingsentences.(10’)()__________(1)Wehavegotmanywomenteacherinourschool.ABCD()__________(2)Hissisteristooyoungthatgotoschool.ABCD()__________(3)LiuHulanpreferstodieratherthantosurrender.ABCD()__________(4)Iamveryfondofswimminginthebluesea.ABCD()__________(5)Idon’nknowwhereishegoing.ABCD()__________(6)---LiLieisreallyafootballfan.---Soishe.ABCD()__________(7)Pleasedon’tforgetturningoffthelightswhenyouleave.ABCD()__________(8)Jim’smotherhopehimtobeadoctor.ABCD()__________(9)ShanghaiisoneofthebiggestcityinChina.ABCD()__________(10)Theteachertoldusthattheearthwasroundlastnight.ABCDV.Changethefollowingsentencesaccordingtotherequirements.(10’)(1)Hehasalreadyfinishedhishomework.(改为否定句)52 内蒙古师范大学硕士学位论文He__________finishedhishomework_________.(2)Willyoujointhemforapicnic？Hewantedtoknow.（改为复合句）Hewantedtoknow_______you______jointhemforapicnic.(3)WeallknowJackieCheng.Hismoviesareverypopularwiththeyoung.（用定语从句合并）(4)“WhatshouldIwriteabout?”Ihaven’tdecided.（改为简单句）Ihaven’tdecidedwhat_______________about.(5)Jamesrunssoquicklythatwecan’tfollowhim.(同义句转换)53 内蒙古师范大学硕士学位论文AppendixII后测试卷一定语从句及名词性从句一．单项选择1.Hisparentswouldn’tlethimmarryanyone______familywaspoor.A.ofwhomB.whomC.ofwhoseD.whose2.Sheheardaterriblenoise,_______broughtherheartintohermouth.A.itB.whichC.thisD.that3.Inthedarkstreet,therewasn’tasingleperson_____shecouldturnforhelp.A.thatB.whoC.fromwhomD.towhom4.Theweatherturnedouttobeverygood,____wasmorethanwecouldexpect.A.whatB.whichC.thatD.it5.AfterlivinginPairsforfiftyyearshereturnedtothesmalltown____hegrewupasachild.A.whichB.whereC.thatD.when6．CarolsaidtheworkwouldbedonebyOctober,＿＿＿＿＿personallyIdoubtverymuch.A.itB.thatC.whenD.which7．Dorothywasalwaysspeakinghighlyofherroleintheplay,________,ofcourse,madetheothersunhappy.A．whoB．whichC．thisD．what8.RecentlyIboughtanancientChinesevase,_____wasveryreasonable.A.whichpriceB.thepriceofwhichC.itspriceD.thepriceofwhose9._____hasalreadybeenpointedout,grammarisnotasetofdeadrules.A.AsB.ItC.ThatD.Which10.HelivedinLondonfor3months,during____timehelearnedsomeEnglish.A.thisB.whichC.thatD.same11.Ohthewallhungapicture,_____colorisblue.54 内蒙古师范大学硕士学位论文A.whoseB.ofwhichC.whichD.its12.WheneverImethim,____wasfairlyoften,Ilikehissweetandhopefulsmile.A.whatB.whichC.thatD.when13.Thevisitoraskedtheguidetotakehispicture_____standsthefamoustower.A.thatB.whereC.whichD.there14.Theboss____departmentMsKingworkedtenyearsagolookdownuponwomen.A.inwhichB.inthatC.inwhoseD.whose15.Idon’tlike_____youspeaktoher.A.thewayB.thewayinthatC.thewaywhichD.thewayofwhich16.Ihadneitheraraincoatnoranumbrella._______Igotwetthrough.A.It’sthereasonB.That’swhyC.There’swhyD.It’show17.Hemadeanotherwonderfuldiscovery,____ofgreatimportancetoscience.A.whichIthinkisB.whichIthinkitisC.whichIthinkitD.Ithinkwhichis18.Hewasveryrudetothecustomsofficer,____ofcoursemadethingsevenworse.A.whoB.whomC.whatD.Which19.Outputisnowsixtimes________itwasbeforeliberation.A.thatB.whichC.whatD.ofwhich20.Thefarmeruseswoodtobuildahouse___tostoregrain.A.inwhichB.whereC.whichD.withwhich21.Iwillinvite_______mydaughterloves.A.whoeverB.whomeverC.whicheverD.Whatever22.Youcanbuyasmanycopiesofthisbook___youwants.A.thatB.whichC.asD.forwhich23.Tomatemorefood_______wasgoodforhishealth.A.thatB.asC.thanD.which24.Hewashidingbehindthedoor_________hecouldseewhatwashappening.A.whichB.fromwhereCfromwhichD.where25.Shewore,_______wasveryuncommoninthecountry,aredgarment.55 内蒙古师范大学硕士学位论文A.whatB.thatC.whichD.it26.TheEnglishplay____mystudentsactedattheNewYear"spartywasagreatsuccess.A.forwhichB.atwhichC.inwhichD.onwhich27.______isreportedinthenewspapers,talksbetweenthetwocountriesaremakingprogress.A.ItB.AsC.ThatD.What28.Thejourneyaroundtheworldtooktheoldsailorninemonths,_____thesailingtimewas226days.A.ofwhichB.duringwhichC.fromwhichD.forwhich29.Iworkinabusinessalmosteveryoneiswaitingforagreatchance.A.howB.whichC.whereD.that30.Thereweredirtymarksonhertrousers______shehadwipedherhands.A.whereB.whichC.whenD.That31.Hissuccesswasbecauseof________hehadbeenworkinghard.A.thatB.thefactwhichC.thefactthatD.thefact32."IsMaryfromNewYorkCity""Idon"tknow_______."A.fromwhatcitydoesshecomefromB.fromwhatcityshecomeC.whatcitydoesshecomefromD.whatcityshecomesfrom33.________makesmistakesmustcorrectthem.A.WhatB.ThatC.WhoeverD.Whatever34.ThereasonwhyIdidn"tgotoShanghaiwas________anewjob.A.becauseIgotB.becauseofgettingC.IgotD.thatIgot35.Itworriedherabit____herhairwasturninggrey.A.whileB.thatC.ifD.for36.Henrykilledthedog.I"llaskhimwhy________.A.didhedothatB.hedidthatC.hedidD.hehasdoneso37.HaveyouseenHenrylatelyMybosswantstoknow________.A.howheisgettingalongB.howishegettingalongC.whatheisgettingalongD.whatishegettingalong38.Itisgenerallyconsideredunwisetogiveachild____heorshewants.56 内蒙古师范大学硕士学位论文A.howeverB.whateverC.whicheverD.whenever39.Heaskedme________withme.A.whatisthetroubleB.whatwrongwasC.whatwasthematterD.whattroubleitis40.Iamsure________hesaidistrue.A.thatB.aboutthatC.ofthatD.thatwhat41.Whenandwhyhecamehere________yet.A.isnotknownB.arenotknownC.hasnotknownD.havenotbee42.Iwonderhowmuch________.A.doesthewatchcostB.didthewatchcostC.thewatchcostedD.thewatchcosts43.Maryis________someonemightrecognizeher.A.afraidofB.afraidaboutC.afraidthatD.afraidfor44.________isnoreasonfordismissingher.A.BecauseshewasafewminuteslateB.OwingtoafewminuteslateC.ThefactthatshewasafewminuteslateD.Beingafewminuteslate45.Theycametotheconclusion________byacomputer.A.thatnotallthingscanbedoneB.becauseofnotallthingsbedoneC.beingnotallthingscanbedoneD.becausenotallthingscanbedone46.Whytheexplosionoccurredwas________thelaboratoryattendanthadbeencareless.A.forB.becauseC.sinceD.that47.Idon"tdoubt________he"llcome.A.thatB.ifC.whatD.whether48."Whydidyougotothewrongclass,Mr.Wang""Well,Iforget_______Iwassupposedtogoto."A.whichtheroomB.whichroomC.whatwastheroomD.whatroomwasit49.Outputisnowsixtimes________itwasbeforeliberation.A.thatB.whichC.whatD.ofwhich50.Mary:Helenisamerewasherwoman,yetshe"snowbuyingabighouse.Carol:Yes.Becauseshe"salwayssaved________.A.whatlittlesheearnsB.howlittlesheearnsC.forlittlesheearnsD.with57 内蒙古师范大学硕士学位论文littlesheearns51._______surprisedmemostwas________suchalittleboyofsevencouldplaytheviolinsowell.A.That...whatB.What...thatC.That...whichD.What...which52.Wegavehim________helpwecould.A.whichB.whatC.thatD.this53.Sheispleasedwithwhatyouhavegivenhimand________youhavetoldhim.A.thatB.whichC.allwhatD.allthat54.Excusemewouldyoupleasetellme________A.whenthesportsmeetistakenplaceB.whenisthesportsmeetgoingtobeheldC.whenisthesportsmeettobeginD.whenthesportsmeetistotakeplace55.Doyouhappentoknow________A.whatsizeshoeshewearsB.howbigshoeshewearsC.whatisthesizeofhisshoesD.whatnumbershoesarehis56.Thisbookwillshowyou________canbeusedinothercontexts.A.howyouhaveobservedB.howwhatyouhaveobservedC.thatyouhaveobservedD.howthatyouhaveobserved57.Wheredoyouthink________A.hashegoneB.hashebeenC.he"sgoneD.washe58.Doyouknow________A.howmanypopulationsthereareintheworldB.howmuchpopulationthereisintheworldC.howmanythepopulationoftheworldisD.whatthepopulationoftheworldis59.Wouldyougoandsee________outsideA.whattotakeplaceB.whatTomhashappenedC.whatishappeningD.whatthematterhadbeen60.________IthinkheisCharles.A.WhodoyouthinkheisB.DoyouthinkwhoheisC.WhomdoyouthinkheisD.Doyouthinkwhoheis58 内蒙古师范大学硕士学位论文二．在空格处填上适当的关连词1.Thequestionis__________thefilmisworthseeing.2.Doyoudoubt_________Ibelieveyou?3.Thismuseumisnot________itwastenyearsago.4.Thereasonforhissuccessis______heworkedhard.5.Shedresseswell,butthetroubleis_______theclothessheiswearingdon’tgowitheachotherverywell.6.Thesuggestion________studentsshouldlearnsomepracticalknowledgeisworthconsidering.7.Itdependson_______wehaveenoughtime.8.Youhavenoidea_______anxiousIhavebeenforhersafety.9.Nowwecansee__________aseriousproblemthepopulationis.10.Iwanttobuysomestamps.Canyoutellme_________thereisapostofficenearhere?11.There’ssomedoubt________shewillbeabletorepaythemoneyontime.12.Myradiodoesn’twork.Idon’tknow_______istrouble.13.Istillrememberthenight_______Ifirstcametothehouse.14.Mr.BlackisgoingtoBeijinginOctober,________isthebestseasonthere.15.Iwillneverforgetthedays_______-Ispentwithyourfamily.16.Thisistheschool_____Iusedtostudy.17.Doyouremembertheplace_____wevisitedlastweek?18.Doyouremembertheplace_____wevisitedthepaintingexhibitionlastweek?19.HaveyoueverbeentoHangzhou,_______isfamousfortheWestLake.20.HaveyoueverbeentoHangzhou,_______liesintheWestLake.三．改错1.ThebookthatIborroweditfromthelibraryiswellwritten.2.Thehousestoodattheplacewhichtheroadsmeet.3.DidyouseetheyoungmanwhomwaschosentheLeaguesecretary?4.Weshallvisittheuniversitywheremyfatherteachesthere.5.Canyouthinkofanyonewho’shouseisonapileofrocks?6.ThedaywhichIwastostartarrivedatlast.59 内蒙古师范大学硕士学位论文7.Ihaveknownthereasonwhichsheissoworried.8.Thisisthegirlwhopracticeplayingthepianoeveryday.9.Thewatchwhichhermothergaveittoherworksverywell.10.IsshethegirlwhohergrandfatherwasaRedArmyman?60 内蒙古师范大学硕士学位论文AppendixIII后测试卷二情态动词及虚拟语气一．单项选择1.Peoplearerecyclingmanythingswhichthey______awayinthepast.A.hadthrownB.willbethrowingC.werethrowingD.wouldhavethrown2.______Ihaveawordwithyou?Itwon’ttakelong.A.CanB.MustC.ShallD.Should3.We______backinthehotelnowifyoudidn’tlosethemap.A.areB.wereC.willbeD.wouldbe4.IfMr.Dewey______present,hewouldhaveofferedanypossibleassistancetothepeoplethere.A.wereB.hadbeenG.shouldbeD.was5.Itwassadtomethatthey,sopoorthemselves,______bringmefood.A.mightB.wouldC.shouldD.could6.Lifeisunpredictable;eventhepoorest______becometherichest.A.shallB.mustC.needD.might7.Althoughyou______findbargainsinLondon,it’snotgenerallyacheapplacetoshop.A.shouldB.needC.mustD.can8.Wewouldratherourdaughter______athomewithus,butitisherchoice,andsheisnotachildanylonger.A.wouldstayB.hasstayedC.stayedD.stay9.Mybook,TheHouseofHales,ismissing.Who______havetakenit?A.needB.mustC.shouldD.could10.Theywereabroadduringthemonthswhenwewerecarryingouttheinvestigation,orthey______toourhelp.A.wouldhavecomeB.couldcomeC.havecomeD.hadcome11.I’veorderedsomepizza,sowe______worryaboutcookingwhenwegethometired.61 内蒙古师范大学硕士学位论文A.can’tB.darenotC.needn’tD.maynot12.ItwasJohnwhobrokethewindow.WhyareyoutalkingtomeasifI______it?A.haddoneB.havedoneC.didD.amdoing13.Thechildren______lostinthewoods;otherwise,theywouldhavebeenatthelakesidecampasscheduled.A.musthavegotB.mustgetC.shouldhavegotD.shouldget14.Mymomsuggeststhatwe______eatoutforachangethisweekend.A.shouldB.mightC.couldD.would15.—Itrainedcatsanddogsthismorning.I’mgladwetookanumbrella.—Yeah,wewouldhavegotwetalloverifwe_______.A.hadn’tB.haven"tC.didn"tD.don"t16.—WhatareyoudoingthisSaturday?—I’mnotsure,butI_______gototheRollingStonesconcert.A.mustB.wouldC.shouldD.might17.Harryisfeelinguncomfortable.He_____toomuchatthepartylastnight.A.coulddrinkB.shoulddrinkC.wouldhavedrunkD.musthavedrunk18.—DoyouthinkGeorgehaspassedthedrivingtest?—No.Ifso,he_______hiscartoourcollegeyesterday.A.woulddriveB.droveC.wouldhavedrivenD.haddriven19.He_______sleep,althoughhetriedto,whenhegotonsuchahuntforanideauntilhehadcaughtit.A.wouldn’tB.shouldn’tC.couldn’tD.mustn’t20.Eyedoctorsrecommendthatachild’sfirsteyeexam_______attheageofsixmonthsold.A.wasB.beC.wereD.is21.I_______myselfmore—itwasaperfectday.A.shouldn’thaveenjoyedB.needn’thaveenjoyedC.wouldn’thaveenjoyedD.couldn’thaveenjoyed62 内蒙古师范大学硕士学位论文22.WhenIwasachild,I_______watchTVwheneverIwantedto.A.shouldB.couldC.mustD.need23.Thedoor_______open,nomatterhowhardshepushed.A.shouldn’tB.couldn"tC.wouldn"tD.mightn"t24.Sincenobodygavehimanyhelp,he_______havedonetheresearchonhisown.A.canB.mustC.wouldD.need25.It_______bethevocabularythatcausedyoutheproblemintheexercisebecauseyouknowalotofwords.A.mayB.couldn’tC.shouldD.needn’t26.I_______tomycousin’sbirthdaypartylastnight,butIwasnotavailable.A.wentB.hadgoneC.wouldgoD.wouldhavegone27.IfhehadspentmoretimepracticingspeakingEnglishbefore,he_______abletospeakitmuchbetternow.A.willbeB.wouldbeC.hasbeenD.wouldhavebeen28.Noone_______bemoregenerous;hehasaheartofgold.A.couldB.mustC.dareD.need29.—Youneedn’ttakeanumbrella.Itisn’tgoingtorain.—Well,Idon’tknow.It_______do.A.mightB.needC.wouldD.should30.Ifwe_______atableearlier,wecouldn’tbestandinghereinaqueue.A.havebookedB.bookedC.bookD.hadbooked31.It’squitewarmhere;we_______turntheheatingonyet.A.couldn’tB.mustn’tC.needn’tD.wouldn’t32.We_______haveboughtsomuchfoodnowthatSuziewon’tbewithusfordinner.A.maynotB.needn’tC.can’tD.mustn’t33.Don’thandlethevaseasifit_______madeofsteel.A.isB.wereC.hasbeenD.hadbeen34.I’mgoingtoEuropeonvacationtogetherwithJohnifI_______findthemoney.63 内蒙古师范大学硕士学位论文A.canB.mightC.wouldD.need35.Wewouldn’thavecalledataxiyesterdayifHarold_______usaridehome.A.didn’tofferB.wouldn’tofferC.hasn’tofferedD.hadn’toffered36.I_______useaclocktowakemeupbecauseatsixo"clockeachmorningthetraincomesbymyhouse.A.couldn"tB.mustn"tC.shouldn"tD.needn"t37.Ifwe_______adequatepreparations,theconferencewouldn’thavebeensosuccessful.A.haven’tmadeB.wouldn’tmakeC.didn’tmakeD.hadn’tmade38.Welostourwayinthatsmallvillage,otherwisewe_______moreplacesofinterestyesterday.A.visitedB.hadvisitedC.wouldvisitD.wouldhavevisited39.IgotcloseenoughtohearthemspeakingChinese,andIsaid“NiHao”justasI_______doinChina.A.mustB.mightC.canD.should40.—Happybirthday!—Thankyou!It’sthebestpresentI_______for.A.shouldhavewishedB.musthavewishedC.mayhavewishedD.couldhavewished41.Dayslater,mybrothercalledtosayhewasallright,but_______saywherehewas.A.mustn"tB.shouldn"tC.wouldn"tD.mightn"t42.Gracedoesn"twanttomovetoNewYorkbecauseshethinksifshe_______there,shewouldn"tbeabletoseeherparentsveryoften.A.livesB.wouldliveC.havingaskedD.Weretolive43.—_______youinterruptnow?Can’tyouseeI’monthephone?—Sorry,Sir,butit’surgent.A.CanB.ShouldC.MustD.Would44.Oneofourrulesisthateverystudent_______wearschooluniformwhileatschool.A.mightB.couldC.shallD.will45.They_______havearrivedatlunchtimebuttheirflightwasdelayed.64 内蒙古师范大学硕士学位论文A.willB.canC.mustD.should46.Ifyou_______smoke,pleasegooutside.A.canB.shouldC.mustD.may47.—Idon’treallylikeJames.Whydidyouinvitehim?—Don’tworry.He_______come.Hesaidhewasn’tcertainwhathisplanswere.A.mustnotB.neednotC.wouldnotD.mightnot48.—Wherearethechildren?Thedinner’sgoingtobecompletelyruined.—Iwishthey_______alwayslate.A.weren’tB.hadn’tbeenC.wouldn’tbeD.wouldn’thavebeen49.MaybeifI_______science,andnotliteraturethen,Iwouldbeabletogiveyoumorehelp.A.studiedB.wouldstudyC.hadstudiedD.wasstudying50.I_______soonerbutIdidn’tknowthattheywerewaitingforme.A.hadcomeB.wascomingC.wouldcomeD.wouldhavecome51.Someyoungpeoplethesedaysjust_______gooutoftheirhomestocontacttherealworld.A.mustn’tB.won’tC.mightn’tD.shouldn’t52.—Pityyoumissedthelectureonnuclearpollution.——I_______it,butIwasbusypreparingforajobinterview.A.attendedB.hadattendedC.wouldattendD.wouldhaveattended53.—Ileftmyhandbagonthetrain,butluckilysomeonegaveittoarailwayofficial.—Howunbelievabletogetitback!Imean,someone_______it.A.willhavestolenB.mighthavestolenC.shouldhavestolenD.musthavestolen54.—ShallIinformhimofthechangeoftheschedulerightnow?—Iamafraidyou_______,incasehecomeslateforthemeeting.A.willB.mustC.mayD.can55.—Whatdoyouthinkofstoreshoppinginthefuture?—Personally,Ithinkitwillexistalongwithhomeshoppingbut_______.65 内蒙古师范大学硕士学位论文A.willneverreplaceB.wouldneverreplaceC.willneverbereplacedD.wouldneverbereplaced56.—How’syournewbabysitter?—We_______askforabetterone.Allourkidslovehersomuch.A.shouldB.mightC.mustn’tD.couldn’t57.Thepolicestillhaven’tfoundthelostchild,butthey’redoingallthey_______.A.canB.mayC.mustD.should58.—Noone_______becomparedwithYaoMinginplayingbasketball.—Oh,youarereallyhisbigfan.A.canB.needC.mustD.might59.Ifyou_______go,atleastwaituntilthestormisover.A.canB.mayC.mustD.will60.—Whydidn’tyoucometoSimon’spartylastnight?—Iwantedto,butmymomsimply_______notletmeoutsolateatnight.A.couldB.mightC.wouldD.should61.I_______throughthatbitterperiodwithoutyourgeneroushelp.A.couldn’thavegoneB.didn’tgoC.wouldn’tgoD.hadn’tgone62.—Willyoureadmeastory,Mummy?—OK.You_______haveoneifyougotobedassoonaspossible.A.mightB.mustC.couldD.shall63.It_______bethepostmanatthedoor.It’sonlysixo’clock.A.mustn’tB.can’tC.won’tD.needn’t64.We_______John’snameontheracelistyesterdaybutforhisrecentinjury.A.willputB.willhaveputC.wouldputD.wouldhaveput65.Ihavetoldyouthetruth._______Ikeeprepeatingit?A.MustB.CanC.MayD.Will66.I_______havewatchedthatmovie—it’llgivemehorribledreams.66 内蒙古师范大学硕士学位论文A.shouldn’tB.needn’tC.couldn’tD.mustn’t67.Jackdescribedhisfather,who_______abraveboymanyyearsago,asastrong–willedman.A.wouldbeB.wouldhavebeenC.mustbeD.musthavebeen68.Bobwouldhavehelpedusyesterday,buthe_______.A.wasbusyB.isbusyC.hadbeenbusy.D.willbebusy69.You_______buyagift,butyoucanifyouwantto.A.mustB.mustn’tC.havetoD.don’thaveto70.Ifhe_______myadvice,hewouldn"thavelosthisjob.A.followedB.shouldfollowC.hadfollowedD.wouldfollow二．用适当的情态动词填空用适当的情态动词填空：1.You’vebeenworkingallday.You________beverytired.2.(Thedoorbellrings)Iwonderwhothatis.It_____beLisa.She’sstillinthelibraryatthistime.3.Itisalongtimesincewemetlasttime.You_____comeandseeusmoreoften.4.Ihaven’tdecidedwhereI’goingformyholidays.I____gotoAustralia.5.Myfather’sbirthdayiscoming.What______Igethim?6.Whydon’tyoutryonthisdress?It_____lookniceonyou.7.“whowasthemantalkingwithyourteacher?”“I’mnotsure.It______beherbrother.”8.Idon’tknowwhentheguests_____behere.They____arriveatanytime.9.You’vebeenworkingallday.You________beverytired.10.(Thedoorbellrings)Iwonderwhothatis.It_____beLisa.She’sstillinthelibraryatthistime.11.Itisalongtimesincewemetlasttime.You_____comeandseeusmoreoften.12.Ihaven’tdecidedwhereI’goingformyholidays.I____gotoAustralia.13.Myfather’sbirthdayiscoming.What______Igethim?14.Whydon’tyoutryonthisdress?It_____lookniceonyou.15“whowasthemantalkingwithyourteacher?”“I’mnotsure.It______beherbrother.”67 内蒙古师范大学硕士学位论文16.Idon’tknowwhentheguests_____behere.They____arriveatanytime.17.You’vebeenworkingallday.You__must______beverytired.18.(Thedoorbellrings)Iwonderwhothatis.It__can’t___beLisa.She’sstillinthelibraryatthistime.19.Itisalongtimesincewemetlasttime.You_should____comeandseeusmoreoften.20.Ihaven’tdecidedwhereI’goingformyholidays.I_may___gotoAustralia.21.Myfather’sbirthdayiscoming.What__shall____Igethim?22.Whydon’tyoutryonthisdress?It__will___lookniceonyou.23.“whowasthemantalkingwithyourteacher?”“I’mnotsure.It_might_____beherbrother.”24.Idon’tknowwhentheguests__will___behere.They_could___arriveatanytime.You’vebeenworkingallday.You________beverytired.25.(Thedoorbellrings)Iwonderwhothatis.It_____beLisa.She’sstillinthelibraryatthistime.26.Itisalongtimesincewemetlasttime.You_____comeandseeusmoreoften.27.Ihaven’tdecidedwhereI’goingformyholidays.I____gotoAustralia.28.Myfather’sbirthdayiscoming.What______Igethim?29.Whydon’tyoutryonthisdress?It_____lookniceonyou.30.Idon’tknowwhentheguests_____behere.They____arriveatanytime.68 内蒙古师范大学硕士学位论文AppendixIV后测试卷三非谓语动词1.____somestudents,theteacherenteredthehall.A.FollowingB.FollowedC.BeingfollowedD.Havingfollowed2.____,andhehadtogobackhome.A.DayhavingbrokenB.NighthadfallenC.ThedayhadbrokenD.Nightfallen3.Hearinghisfatherwasseriouslyill,____.A.heburstintotearsB.hiseyeswerefilledwithtearsC.hisfacelostitscolorD.tearscametohiseyes4.Hedidallthistomakeher____,soshewasveryangrywithhim.A.laughedB.agoodmanC.laughingD.laughedat5.Enteringthehouse,IfoundJane____atthedeskand____something.A.seat;writeB.sitting;writingC.seating;writingD.seated;towrite6.____somanypeopleinthehall,Ihadtopushmywaytothefront.A.BeingB.TherewereC.TherebeingD.Asbeing7.---Whatwouldyoulikeforbreakfast?---Idon’tfeellike____.A.toeatsomethingB.eatinganythingC.toeatanythingD.eatingnothing8.Hegotoutofthecar,____tothenearesthouseandtelephonedhisfriendforhelp.A.walkedB.walkingC.towalkD.walk9.____alloverthehillsandaroundthelakearewildflowersofdifferentcolours.A.GrowingB.GrownC.TogrowD.Havinggrown10.Itwasonhiswayhome____he____hiswallet.Thenextmorninghefoundit____.A.that;lost;missingB.where;missing;lostC.which;missed;lostD.then;lost;missed11.____someofthequestions____,themansaidgood-byetouswithoutmakinghimself____.A.Left;unanswering;understood;B.Leaving;unanswered;understood69 内蒙古师范大学硕士学位论文C.Left;unanswering;understandingD.Leaving;unanswered;understanding12.Iremember____totheirparty,butI____theinvitationintheoffice.A.tobeinvited;haveforgottenB.toinvite;forgetC.beinginvited;haveleftD.inviting;amleaving13.---Whydidyougotothewrongclass,Mr.Lice?---Well,Iforgot____Iwassupposedtogoto.A.whichtheroomB.whichroomC.whatwastheroomD.whatroomwasit14.Hecanonthebedwithhis____.A.closedeyesandhismouthopenB.eyesclosedandhisopenmouthC.closedeyesandopenhismouthD.eyesclosedandhismouthopen15.FinallyIgotmy____.A.salaryraisedB.risensalaryC.salaryriseD.salarytorise16.____manytimes,shestillcan’trememberit.A.HadtoldB.HavingbeentoldC.HavingtoldD.Beingtold17.____,hisfriendsmethimatthestation.A.ArrivinginChicagoB.ArrivedinChicagoC.OnarrivinginChicagoD.WhenhearrivedinChicago18.Maythoughtitagreatpity____totheparty.A.nottobeinvitedB.tobenotinvitedC.nottohaveinvitedD.tohavenotinvited19.Lotsof____newscameeverydayduringthe____AsianGames.A.inspiring;11thB.inspired;11stC.inspiring;11stD.inspired;11th20.EveryMondaymorningwewillstandontheplaygroundandwatchthenationalflag____higherandhigher.A.beingraisedB.raisingC.risingD.beingrisen21.____tobemostdifficult,DrillAistakenawayfromthelesson.A.BeingconsideredB.ConsideringC.ToconsiderD.Considered22.ThepalaceMuseumis____againandagain.A.worthbeingvisitedB.worthyvisiting70 内蒙古师范大学硕士学位论文C.worthyofbeingvisitedD.worthtovisit23.Justkeepquietwhenyou____.A.arespeakingB.arespeakingtoC.arespokenD.arespokento24.Theoldmankepthiseyes____onthepictureforquitesometime.A.fixingB.fixedC.havingfixedD.beingfixed25.Thelawpreventsthesebirds____.A.fromkillingB.frombeingkilledC.nottobekilledD.notkilling26.IcanhardlyimaginePeter____acrosstheAtlanticOceaninfivedays.A.sailB.tosailC.sailingD.tohavesailed27.Herroomwasfound____intoyesterdayafternoon,butnothingwasfound____.A.tobreak;stealB.tobebroken;stolenC.beingbroken;robbedD.broken;stolen28.Wasitintheshop____hehadhiswallet____?A.where;stealB.that;stolenC.that;stealD.where;stole29.Mywatchneeds____,butIhavenotimetogototowntohaveit____.A.torepair;repairedB.toberepaired;repairingC.repairing;repairedD.beingrepaired;repaired30.Theyhadtogiveinsincehestuck____ameetingthenextday.A.holdingB.toholdC.toholdingD.onbeinghold31.Someonemustcomeandgetthework____soonerorlater.A.doB.doneC.doingD.todo32.Thelittlegirlcame____allalong____forherMum.A.running;cryingB.run;cryC.running;criedD.torun;wascrying33.Whilehewasinprison,comradeLiDazhaowouldnotgiveinand____bravely.A.fightB.befightingC.FightingD.fought34.---DoyouknowKate?---Yes,verywell.I’veseenher____upfromchildhood.A.wasgrowingB.togrowC.growD.grew35.Shewenttoworkquietly,____toworkashardasshecould.A.hermindmakingupB.withhermindmadeup71 内蒙古师范大学硕士学位论文C.withhermindmakingupD.hermindbeingmadeup36.Theteachertoldthestudentstostop____tohim.A.towriteandlistenB.writingandlisteningC.towriteandlisteningD.writingandtolisten37.____inthecountryside,hewassurprisedbytherightlifeinParis.A.BeingbornandeducatedB.BornandeducatedC.BeingbornandeducatingD.Bornandhavingeducated38.____isnouseinsayinganything.A.ItBThisC.ThatD.There39.Ifoundher____onalongbench.-----A.tositB.sitC.seatedD.seating40.---Doyoufeellike____outorwouldyouratherhavedinnerathome?---I’dliketogoout.Ialwaysenjoy____dinnerinarestaurant.A.dining;tohaveB.todine;tohaveC.dining;havingD.todine;having41.Iwasjustabout____theofficewhenthephonerang.A.leavingB.leaveC.toleaveD.toleaving42.Itisfoolish____suchamistake.A.formetomakeB.formemakingC.ofmetomakeD.ofmemaking43.Idon’tthinkitadvisable____.A.yourstudyingmathsB.youtostudymathsC.foryoutostudymathsD.ofyoutostudymaths44.Themanmanagedtomakehimself____withhis____French.A.understood;breakingB.understand;brokenC.understand;breakingD.understood;broken45.____,theconcertbegan.A.ThelistenershavingtakentheirseatsB.HavingtakentheirseatsC.HavetakentheirplacesD.Thelistenerstohavetakentheirplaces46.Thesun____,theywenthome.A.setdownB.settedC.settingD.sets47.It____heavily,theoutinghadtobeputoff.72 内蒙古师范大学硕士学位论文A.beingrainedB.beingrainingC.rainingD.rains48.____fromthetallestbuilding,thewholecitylooksverybeautiful.A.SeeB.SawC.SeeingD.Seen49.Tomiswaiting____thedoctor.A.toseeB.fortoseeC.forseeingD.forsee50.Ispoketohimkindly____him.A.tonotfrightenB.soasnottofrightenC.inordertonotfrightenD.fornotfrightening51.Hewassofoolish____hiscarunlocked.A.toleaveB.thatleaveC.astoleaveD.forhimtoleave52.Thestudents,____atthewaythequestionswereput,didn’tknowtheanswerstothem.A.theysurprisingB.surprisedC.theirbeingsurprisedD.surprise53.HowIregretthedays____indoingtheuselesswork!A.whichwastedB.havingbeenwastedC.whichwastingD.havingwasted54.Whenshereturnedhome,shefoundthewindowopenandsomething____.55.A.tostealB.losingC.missedD.stolen55.Theywantedthework____withgreatcare.A.tohavedoneB.tobedoneC.doingD.todo56.Whydoyouhavethewater____allthetime?A.ranB.toberunningC.runningD.beingrunning57.Iwantthejob____asquicklyaspossible.A.todoB.doneC.doingD.bedoing58.____Sunday,allofthemwentout.A.ItbeingB.BeingC.TobeD.Been59.____,thisiseasytodo.A.GenerallyspeakingB.GenerallyspokenC.GenerallytospeakD.Generallytobespoken60.Heisan____man.73 内蒙古师范大学硕士学位论文A.educatedB.educatingC.tobeeducatedD.havingeducated61.____whattodo,sheaskedherteacherforhelp.A.NotknownB.NotknowingC.NottoknowD.Havingnotknown62.Iremember____toPariswhenIwasaverysmallchild.A.beingtakenB.havingtakenC.totakeD.todotaken63.Thefirstthingtheyhadgottodowastofindsomething____.A.eatingB.eatenC.toeatD.tobeeaten64.Thequestionisdifficult____.A.foransweringB.forbeingansweredC.tobeansweredD.toanswer65.Aretheyusedto____bythemselves?A.workingB.workC.tobeworkingD.havebeenworked66.____,hewillmakeagoodswimmer.A.GivingtimeB.GiventimeC.TogivetimeD.tobegiventime67.____whoshewas,shewouldreply,“Apersonwhoistohelp”.A.AskingB.AskedC.ToaskD.Tobeasked68.Whenyoulistento____,trytocatchtheexactexpressionused.A.speakingEnglishB.speakEnglishC.EnglishspeakingD.Englishspoken69.____theairport,theywavedagainandagaintous.A.LeavingB.AfterC.HavingleftD.toleave70.Theyaregladtoseethechildrenwell____inthenursery.A.lookingafterB.lookedafterC.tolookafterD.tobelookedafter71.Ihavenotanymoney____.A.toleaveB.tobeleftC.leavingD.left72.Hewon’tlikesuchquestions____atthemeeting.A.todiscussB.discussingC.discussedD.tohavebeendiscussed73.Theyarelookingforwardto____.A.MarycameB.MarycomeC.MarytocomeD.Mary’scoming74.Pleasekeepus____ofthelatestnews.A.toinformB.informingC.informedD.tobeinformed74 内蒙古师范大学硕士学位论文75.Thedoorremains____.A.lockingB.lockedC.tobelockingD.tobelocked二、用所给的动词的适当形式填空1.“Doyouhaveanytroublewithyourcarthismorning?”“Yes,butIfinallymanaged_______(fix)it.2.Hegotupearlytoavoid_____(be)lateforschool.3.Theyareconsideringwhen__________(go)toAmerica.4.Theyareconsidering_________(go)toAmerica.5.Hecouldn’timagine__________(write)anovelintwodays.6.It’ssurprising___________(meet)youhere!7.Theseboysenjoy_______(play)football.8.Thegirloftenpractices___________(speak)Englishinthemorning.9.Ilike_________(skate)verymuch.Wouldyoulike________(skate)withmenow?10.Iprefer________(see)thefilmnowratherthanstayathome.三、语法填空(非谓语动词)Passage1Letchildrenlearn1._________(judge)theirownwork.Achild2.___________(learn)totalkdoesnotlearnby3._______________(correct)allthetime;if4.___________(correct)toomuch,hewillstop5.__________(talk).Henoticesathousandtimesadaythedifferencebetweenhislanguageandothers’language.Bitbybit,hemakestherightchanges6._____________(make)hislanguagelikeotherpeople’s.Inthesameway,childrenlearn7._______(do)alltheotherthings.Theylearn8._________(talk),run,climb,rideabicycleby9.___________(compare)theirownbehaviorswiththoseofmore10._________(skill)people,andslowlymakethe11.________(need)changes.Butinschoolteachersnevergiveachildachance12.___________(find)outhismistakesforhimself,evenfewerchancesforhim13.___________(correct)himself.Theydoitallforhim.Teachersactasifthestudentwouldfail14.______________(notice)amistakeiftheydidnotpointitouttohim.Theyactasifthestudentwouldnevercorrectitunlesshe15.__________(make)to.75 内蒙古师范大学硕士学位论文AppendixV后测试卷4主谓一致与倒装1.—David，there________adictionaryandsomebooksonyourdesk.Pleaseputthemaway.—OK.Mum.I"lldoitrightaway.A．isB．areC．hasD．have2．TherearemillionsofwebsitesontheInternetandthere________alotofuseful________onthewebsites.A．are；informationsB．are；informationC．is；informationD．is；informations3．Awomanwithtwochildren________alongthestreetatthemoment.A．iswalkingB．arewalkingC．walkD．walks4．There________manytreesinfrontofmyhousenow.A．isB．areC．wasD．were5．—Wouldyouliketogototheamusementpark?—IfJackdoes，________.A．Igo,tooB．sowillIC．neitherwillID．sodoI6．Edwardwithhisfamily________livinginChina.A．enjoyB．enjoysC．wantD．wants7.Alotofforeigners________familiarwiththefamousplacesofinterestinChina.A．amB．isC．areD．be8.________thatpairof________alittlecheaper?A．Is;glassB．Are;glassC．Is;glassesD．Are;glasses9．NeithermysisternorI________beentoAmericabefore.A．haveeverB．havenever76 内蒙古师范大学硕士学位论文C．haseverD．hasnever10．—ZhouMinglikesreadingEnglishmagazines.—________.It"sgoodforEnglishlearning.A．SodoIB．SoamIC．SoIdoD．SoIam11．Fifteen-year-olds________tohavejobs.A．isnotallowedB．areallowedC．isallowedD．arenotallowed12．Ifyouwanttogotoseethemoviethisevening，so________I.A．doB．amC．willD．should13.EveryoneexceptTomandJohn________studyingforthefinaltestnow.A．areB．isC．wereD．was14．There________lotsofpeopleattherestaurantwhenIgotthere.A．isB．wasC．areD．were15.There________ateacherandsomestudentswaitingfortheschoolbusoutside.A．areB．amC．beD．is16．—MybrotherandIwillgotothelibrarytomorrow.—________.Shallwegotogether?A．SoIdoB．SodoIC．SowillID．SoIwill17．—He，togetherwithhisparents________goingtovisitShanghaiinJuly.Howaboutyou?—I"mafraidIhavetostayathome________.A．are；onmyownB．is；bymyselfC．is；bymyownD．are；onmyself18．Wemakeitarulethateachofus________thebedroomonedayaweek.A．hascleanedB．havecleanedC．cleansD．clean19．LastSundaymyaunt________athomewithme.WewerewatchingTVallday.A．wasB．wereC．isD．are77 内蒙古师范大学硕士学位论文20．Thankstotheorganization,somemoney________giventothepoorchildren.A．wasB．wereC．are21．—Howmuch________thepairofshoes?—Twentydollars________enough.A．is；isB．is；areC．are；isD．are；are22.________lessmilkinthisbottlethaninthatone.A．TherehaveB．TherehasC．ThereisD．Thereare23．—Howsooncanyoufinishthisjob?—Twodays________enoughformetofinishthework.Ineedaweek.A．isn"tB．aren"tC．is24．Ourtownhaschangedalot，________.A．sohishasB．sohashisC．soishersD．sohashe25.—IhearBettymadeanEnglishspeechatthegraduationceremonyyesterday.—________，and________.A．Soshedid；sodidIB．Sodidshe；soIdidC．Soshewas；sowasID．Sowasshe；soIwas26．Howtimeflies!We"llgraduate.Threeyears________reallyashorttime.A．wasB．areC．is27.There________someflowersontheteacher"sdeskjustnow,butnowthere________nothingonit.A．have;hasB．were;wasC．were;isD．has;has28.There________stillsomeapplejuiceinthefridge.It"snotnecessaryforustogotothesupermarketnow.A．wasB．wereC．isD．are29．—WouldyouryoungerbrothergoforapicnicthisSunday?—IfIdon"tgo,________.78 内蒙古师范大学硕士学位论文A．sodoesheB．sowillheC．neitherdoesheD．neitherwillhe30．—There________nomilkinthefridge.Couldyougetsomeforme，Dick?—Allright,Mum.A．isB．areC．wasD．were31.Betweenthetwohills________adeepriver.A．areB．HaveC．hasD．is32．NotonlymyfriendsbutalsoI________interestedinfootballandMessiisourfavoritestar.A．beB．amC．isD．are33．Notonly________whattodo，buthealsolentmemoney.A．headvisedmeB．doesheadvisemeC．didheadviseme34．NotyoubutI________toanswerforit.A．areB．amC．isD．be35．Goodnews!There________fewerpeoplecatchingthiskindofillnessnow.A．areB．isC．wasD．were36．Judywithherbrother________computergameswhenhermothercameback.A．wereplayingB．areplayingC．wasplayingD．isplaying37．—Idon"tlikedocumentaries.—________.A．SodoIB．SoIdoC．NeitherdoID．EitherdoI38．Manyastudent________beentoShanghai.A．hasB．HaveC．hadD．having39．—Anumberofvolunteers________willingtoteachinChina"sruralareas.—Yes,thenumberisgetting________.A．is;biggerandbiggerB．are;biggerandbigger79 内蒙古师范大学硕士学位论文C．is;moreandmoreD．are;moreandmore40．—Sixteen-year-olds________todriveinChina.—ButinAmerica,theycan.A．isallowedB．isnotallowedC．areallowedD．arenotallowed41.Oneofthepopularexpressionsin2012________“positiveenergy”．A．isB．areC．wasD．were42．Physics________easyforustolearn.A．amB．isC．areD．be43．Everymanandeverywoman________atwork.A．beB．areC．isD．am44．Mike，likehisbrother,________playingfootball.A．isenjoyedB．enjoyingC．enjoyD．enjoys45．Thewriterandteacher________coming.A．areB．beC．amD．is46．—WhenIwasfive,Idrewverywell.—________.A．SodidIB．SowasIC．SoIwasD．SoIdid47．Onlybypracticingafewhourseveryday________beabletomasterthelanguage.A．youwillB．canyouC．willyouD．youcan48.________theteachersinourschoolisabout150andonefourthofthemare________teachers.A．Anumberof；womenB．Anumberof；womanC．Thenumberof；womenD．Thenumberof；woman49．Notuntilhefailedintheexam________howserioustheproblemwas.A．hasherealizedB．didherealize80 内蒙古师范大学硕士学位论文C．thatherealizedD．hedidrealize50．Halfoftheclass________mostofthework；someofthework________reallydifficult.A．havedone；isB．hasdone；areC．hasdone；isD．havedone；are51.Theold____welllookedafterbythegovernmentinChina.A.isB.areC.hasbeenD.was52.Thesecretaryandmanager____verybusynow.A.isB.areC.wasD.were53.Boththesecretaryandthemanager_____agreedtoattendthemeeting.A.hasB.haveC.areD.was54.Tomaswellastwoofhisclassmates_____invitedtotheparty.A.wasB.wereC.havebeenD.hadbeen55.EitheryouorI_____goingtotheteachers‘officeafterclass.A.amB.isC.areD.will56.Mostofhissparetime____spentinreading.A.areB.wereC.wasD.havebeen57.Thisisoneofthebestnovelsthat____appearedthisyear.A.havebeenB.hasC.hadbeenD.have58.Tenthousanddollars_____quitealargesum.A.areB.isC.wereD.have59.About20percentofthework____doneyesterday.A.areB.isC.wereD.was60.MrSmith，togetherwithhischildren，____arrived.A.areB.hasC.isD.have61.It____Iwho_____leavingforLondon.A.is…isB.am…isC.is…amD.am…am62.NotonlyTombutalsohiswife____fondofwatchingtelevision.A.areB.wereC.beD.is63.Whenandwheretobuildthenewfactory____yet.81 内蒙古师范大学硕士学位论文A.isnotdecidedB.arenotdecidedC.hasnotdecidedD.havenotdecided64.Althoughthefirstpartofthebookiseasy，therest______.A.aredifficultB.hasproveddifficultC.issupposeddifficultD.havebeenfounddifficult65.Thattheywerewronginthesematters_____nowcleartousall.A.isB.wasC.areD.were66.Halfofhisgoods____stolentheotherday.A.areB.wereC.isD.was67.Mathematics____thelanguageofscience.A.areB.aregoingtobeC.isD.istobe68.Eachofthestudents_____aChinese-Englishdictionary.A.haveB.hasC.thereisD.thereare69.Theyeach____abeautifulhandkerchief.A.haveB.hasC.thereisD.thereare70.Betweenthetworowsoftrees_____theteachingbuilding.A.standB.standsC.standingD.are71.Thispairofshoes____madeinNanjing.A.isB.areC.havebeenD.hadbeen72.Nooneexceptmyparents_____anythingaboutit.A.knowB.knowsC.isknowingD.haveknown73.Anumberofstudents_____fromthesouth.A.areB.isC.haveD.has74.Thenumberofstudentsfromthenorth____small.A.areB.isC.haveD.has75.Writingstoriesandarticles_____whatIenjoymost，A.isB.areC.wasD.were76.His“SelectedPoems”_____firstpublishedin1965.A.wereB.wasC.hasbeenD.are77.MissSmithisafriendof______.82 内蒙古师范大学硕士学位论文A.Mary‘smother’sB.Mary‘smotherC.Mother’sofMaryD.Marymother‘s78.Agooddealofmoney____spentonbooks.A.haveB.hasC.havebeenD.hasbeen79.Onthewall_____twolargeportraits.A.hangsB.hangC.hangedD.hanging80._____turngreeninspring.A.LeafB.LeafsC.LeaveD.Leaves81.Fatherwenttohisdoctorfor____abouthishearttrouble.A.anadviceB.adviceC.advicesD.theadvices82.Allbutone____herejustnow.A.isB.wasC.hasbeenD.were83.Thenumberofpeopleinvited__fifty，butanumberofthem_absentfordifferentreasons.A.were；wasB.was；wasC.was；wereD.were；were84.Theairinbigcities_____verydirtybyfactories.A.areoftenmadeB.isoftenmadeC.haveoftenmadeD.hasoftenmade85.Nobody____tosmokeinthecinema.A.allowsB.allowC.isallowedD.areallowed86.TheChinesepeople_____hard-workingandbrave.A.areB.isC.hasbeenD.arebeing87.____canbedone_____beendone.A.All；haveB.Allthat；haveC.All；hasD.Allthat；has88.Johnhastwobrothers，buteither____outofworknow.A.areB.isC.hasD.have89.Thepolice____themurderereverywherewhenhesuddenlyappearedinatheatre.A.issearchingforB.weresearchingforC.aresearchingforD.weresearching90.Applesofthiskind____.83 内蒙古师范大学硕士学位论文A.tastesgoodB.tasteswellC.tastegoodD.tastewell91.Yourtrousers____dirty，youmusthave_____washed.A.is；itB.are；itC.are；themD.is；them92.Where____rubbish，thereareflies.A.thereareB.thereisC.isD.therehas93.TheOlympicGames____heldevery____years.A.is；fourB.are；fourC.is；fiveD.are；five94.Manyaman_____cometohelpus.A.haveB.hasC.isD.are95.Heistheonlyoneofthestudentswho_____elected.A.areB.haveC.hasD.is96.Three-fourthsofthehomework_____today.A.hasfinishedB.hasbeenfinishedC.havefinishedD.havebeenfinished97.Thosewho____in____compositions，pleasehandtheminthisafternoon.A.hasn‘thanded；hisB.haven’thanded；theirC.hashanded；theirD.havehanded；his98.Janeisoneofthebeststudentsinherclasswho_____bytheirteacher.A.arepraisedB.ispraisedC.praisedD.praising99.Thewholeclass_____theteacherattentively.A.arelisteningtoB.islisteningtoC.arelisteningD.islistening100.TheUnitedStatesofAmerica_____oneofthemostdevelopedcountriesintheworld.A.isB.areC.wasD.Were84 内蒙古师范大学硕士学位论文AppendixVI后测试卷5时态与语态1.Thenewsecretaryissupposedtoreporttothemanagerassoonasshe______.A.willarriveB.arrivesC.isgoingtoarriveD.isarriving2.WhenIwasatcollegeI______threeforeignlanguages,butI______allexceptafewwordsofeach.A.spoke;hadforgottenB.spoke;haveforgottenC.hadspoken;hadforgottenD.hadspoken;haveforgotten3.Thepolicefoundthatthehouse______andalotofthings______.A.hasbrokeninto;hasbeenstolenB.hadbrokeninto;hadbeenstolenC.hasbeenbrokeninto;stolenD.hadbeenbrokeninto;stolen4.—Comeonin,Peter.Iwanttoshowyousomething.—Oh,howniceofyou!I______you______tobringmeagift.A.neverthink;aregoingB.neverthought;weregoingC.didn’tthink;weregoingD.hadn’tthought;weregoing5.Thevolleyballmatchwillbeputoffifit______.A.willrainB.rainsC.rainedD.israining6.Mary______adresswhenshecutherfinger.A.madeB.ismakingC.wasmakingD.makes7.She"supstairs______letters.A.writesB.iswritingC.writeD.writing8.—Haveyoumovedintothenewhouse?—Notyet.Therooms______.A.arebeingpaintingB.arepaintingC.arepaintedD.arebeingpainted9.Thestudents______busilywhenMissBrownwenttogetabookshe______intheoffice.A.hadwritten;leftB.werewriting;hasleft85 内蒙古师范大学硕士学位论文C.hadwritten;hadleftD.werewriting;hadleft10.Whenandwheretobuildthenewfactory______yet.A.isnotdecidedB.arenotdecidedC.hasnotdecidedD..havenotdecided11.WhenJackarrivedhelearnedMary_____foralmostanhour.A.hadgoneB.hadsetoffC.hadleftD.hadbeenaway12.---Doyouknowourtownatall?---No,thisisthefirsttimeI_______here.A.wasB.havebeenC.cameD.amcoming13---Wecouldhavewalkedtothestation;itwassonear.---Yes.Ataxi______atallnecessary.A.wasn"tB.hadn"tbeenC.wouldn"tbeD.won"tbe14.Ifcitynoises_______fromincreasing,people______shouttobeheardevenatthedinnertable20yearsfromnow.A.arenotkept;willhavetoB.arenotkept;havetoC.donotkeep;willhavetoD.donotkeep;haveto15.Tom_________intothehousewhennoone________.A.slipped;waslookingB.hadslipped;lookedC.slipped;hadlookedD.wasslipping;looked16.Incomepartsoftheworld,tea___withmilkandsugar.A.isservingB.isservedC.servesD.served17—Howlong______eachotherbeforethey___married?—Foraboutayear.A.havetheyknown;getB.didtheyknow;weregoingtogetC.dotheyknow;aregoingtogetD.hadtheyknown;got18.Mydictionary______.Ihavelookedforiteverywherebutstill___it.A.haslost;don"tfindB.ismissing;don"tfindC.haslost;haven"tfoundD.ismissing;haven"tfound19.Tomoughtnotto____meyoursecret,buthemeantnoharm.A.havetoldB.tellC.betellingD.havingtold86 内蒙古师范大学硕士学位论文20.Wewereallsurprisedwhenhemadeitclearthathe___officesoon.A.leavesB.wouldleaveC.leftD.hadleft21.—CanIjoinyourclub,Dad?—Youcanwhenyou______abitolder.A.getB.willgetC.aregettingD.willhavegot22.—I"msorrytokeepyouwaiting.—Oh,notatall.I______hereonlyafewminutes.A.havebeenB.hadbeenC.wasD.willbe23.Idon"treallyworkhere;I______untilthenewsecretaryarrives.A.justhelpoutB.havejusthelpedoutC.amjusthelpingoutD.willjusthelpout24.Ineedonemorestampbeforemycollection______.A.hascompletedB.completesC.hasbeencompletedD.iscompleted25.Asshe__________thenewspaper,Granny__________asleep.A.read;wasfallingB.wasreading;fellC.wasreading;wasfallingD.read;fell26.Youdon"tneedtodescribeher.I__________herseveraltimes.A.hadmetB.havemetC.metD.meet27.—Oh,it"syou!I___________you.—I"vejusthadmyhaircut,andI"mwearingnewglasses.A.didn"trecognizeB.hadn"trecognizedC.haven"trecognizedD.don"trecognize28.IfirstmetLisathreeyearsago.She_______ataradioshopatthetime.A.hasworkedB.wasworkingC.hadbeenworkingD.hadworked29.---Isthisraincoatyours?---No,mine____therebehindthedoor.A.ishangingB.hashungC.hangsD.hung30.---Alice,whydidn"tyoucomeyesterday?87 内蒙古师范大学硕士学位论文---I____,butIhadanunexpectedvisitor.A.hadB.wouldC.wasgoingtoD.did31.Shirley_____abookaboutChinalastyearbutIdon"tknowwhethershehasfinishedit.A.haswrittenB.wroteC.hadwrittenD.waswriting32.---Hi,Tracy,youlooktired.---Iamtired.I_____thelivingroomallday.A.paintedB.hadpaintedC.havebeenpaintingD.havepainted33.－－Hey,lookwhereyouaregoing?－－Oh,I"mterriblysorry.＿＿＿＿＿．A.I"mnotnoticingB.Iwasn"tnoticingC.Ihaven"tnoticingD.Idon"tnoticing34.OldMcDonaldgaveupsmokingforawhile,butsoon______tohisoldways.A.returnedB.returnsC.wasreturningD.hadreturned35.Allthepreparationsforthetask______,andwe"rereadytostart.A.completedB.completeC.hadbeencompletedD.havebeencompleted36.Themanagerenteredtheofficeandwashappytolearnthatfour-fifthsofthetickets_______.A.wasbookedB.hadbeenbookedC.werebookedD.havebeenbooked37.Everypossiblemeans_______topreventtheairpollution,buttheskyisstillnotclear.A.isusedB.areusedC.hasbeenusedD.havebeenused38.Myuncle___untilhewasforty-five.A.marriedB.didn"tgetmarriedC.wasnotmarryingD.wouldmarry39.Tonywasveryunhappyfor___totheparty.A.havingnotbeeninvitedB.nothavinginvitedChavingnotinvitedD.nothavingbeeninvited40.---Howareyoutoday?---Oh,I______asillasIdonowforaverylongtime.A．didn"tfeelB．wasn"tfeeling88 内蒙古师范大学硕士学位论文C．don"tfeelD．haven"tfelt41.ThereportersaidthattheUFO________easttowestwhenhesawit.A．wastravellingB．travelledC．hadbeentravelingD．wastotravel.42.Thenewsuspensionbridge__________bytheendoflastmonth.A．hasbeendesignedB．hadbeendesignedC．wasdesignedD．wouldbedesigned43.I’vewonaholidayfortwotoFlorida.I_______mymum.A．amtakingB．havetakenC．takeD．willhavetaken44.Selectingamobilephoneforpersonaluseisnoeasytaskbecausetechnology_____sorapidly.A.ischangingB.haschangedC.willhavechangedD.willchange45.Visitors______nottotouchtheexhibits.A.willrequestB.requestC.arerequestingD.arerequested46.Heistheonlyoneofthestudentswhoawinnerofscholarshipforthreeyears.A.isB.areC.havebeenD.hasbeen47.Rainforests______andburnedatnearfuture.A.cutB.arecutC.arebeingcutD.hadbeencut48.It______longbeforewe______theresultoftheexperiment.A.willnotbe…willknowB.is…willknowC.willnotbe…knowD.is…know49.JohnandI________friendsforeightyears.WefirstgottoknoweachotherataChristmasparty.Butwe_______eachotheracoupleoftimesbeforethat.A.hadbeen;haveseenBhavebeen;haveseenC.hadbeen;hadseenDhavebeen;hadseen50.ThisisTed’sphoto.Wemisshimalot.He_____tryingtosaveachildintheearthquake.89 内蒙古师范大学硕士学位论文A.killedB.iskilledC.waskilledD.waskilling51..IwonderwhyJenny______usrecently.Weshouldhaveheardfromherbynow.Ahasn’twrittenBdoesn’twriteCwon’twriteDhadn’twritten52.---Excuseme,sir.Wouldyoudomeafavor?---Ofcourse.Whatisit?---I_____ifyoucouldtellmehowtofilloutthisform.AhadwonderedBwaswonderingCwouldwonderDdidwonder53..HewillhavelearnedEnglishforeightyearsbythetimehe_____fromtheuniversitynextyear.AwillgraduateBwillhavegraduatedCgraduatesDistograduate54.Allmorningasshewaitedforthemedicalreportfromthedoctor,hernervousness.A．hasgrownB．isgrowingC．grewD．hadgrown55.He_____morethan5,000Englishwordswhenheenteredtheuniversityattheageof15?A.haslearnedB.wouldhavelearnedC.learnedD.hadlearned56.Scientiststhinkthatthecontinents__________alwayswherethey_________today.A.aren’t;areB.aren’t;wereC.weren’t;areD.weren’t;were57.Assoonashecomesback,I’lltellhimwhen__________andseehim.A.youwillcomeB.willyoucomeC.youcomeD.doyoucome58.–Whydidyouleavethatposition?--I__________abetterpositionatIBM.A.offerB.offeredC.amofferedD.wasoffered59.Yearsagowedidn"tknowthis,butrecentscience______thatpeoplewhodon"tsleepwellsoongetill.A.showedB.hasshownC.willshowD.isshowing60.Thepoliceman"sattentionwassuddenlycaughtbyasmallboxwhich______placedundertheMinister"scar.90 内蒙古师范大学硕士学位论文A.hasbeenB.wasbeingC.hadbeenD.wouldbe61.Whentheoldman______towalkbacktohishouse,thesun_____itselfbehindthemountain.A．started;hadalreadyhiddenB．hadstarted;hadalreadyhiddenC．hadstarted;washidingD．wasstarting;hid62.Hewashopingtogoabroadbuthisparents______thattheywon’tsupporthimunlesshecanborrowmoneyfromthebank.A．weredecidingB．havedecidedC．decidedD．willdecide63.–Ifthetraffichadn"tbeensoheavy,Icouldhavebeenbackby6o"clock.--Whatapity!Tina_____heretoseeyou.A.isB.wasC.wouldbeD.hasbeen64.They_______ontheprogramforalmostoneweekbeforeIjoinedthem,andnowwe________itasnogoodresultshavecomeoutsofar.A.hadbeenworking;arestillworkingB.hadworked;werestillworkingC.havebeenworking;haveworkedD.haveworked;arestillworking65．—Hurryup!AliceandSuearewaitingforyouattheschoolgate.—Oh!Ithoughtthey__________withoutme.A．wentB．aregoingC．havegoneD．hadgone66．Listentothetwogirlsbythewindow.Whatlanguage___________?A．didtheyspeakB．weretheyspeakingC．aretheyspeakingD．havetheybeenspeaking67.－DidyoutellJuliaabouttheresult?－Oh,no,Iforgot.I________hernow.A．willbecallingB．willcallC．callD．amtocall68．—Whatwouldyoudoifit________tomorrow?—Wehavetocarryiton,sincewe’vegoteverythingready.A．rainB．rainsC．willrainD．israining69．Thehero’sstorydifferentlyinthenewspapers.A．wasreportedB．wasreportingC．reportsD．reported70．Thecoffeeiswonderful!Itdoesn’ttastelikeanythingI_____before.91 内蒙古师范大学硕士学位论文A．washavingB．haveC．haveeverhadD．hadeverhad二．填空题1.Themanager___(tell)theworkershowtoimprovetheprogramsince9a.m.2."Lifeislikewalkinginthesnow",Grannyusedtosay,"becauseeverystep(show).3.Ihadbeenworkingonmathforthewholeafternoonandthenumbers(swim)beforemyeyes.4.Bythetimeyouhavefinishedthisbook,yourmeal______(get)cold.5.—Haveyouheardaboutthatfireinthemarket?—Yes,fortunatelynoone_____(hurt).6.Ourfriendship_____(develop)quicklyovertheweeksthatfollowed.7.______(knock)atthedoorbeforeyouentermyroom,please.8.Inordertofindthemissingchild,villagers________(do)alltheycanoverthepastfivehours.9.Walmart,whichisoneofthelargestAmericansupermarketchains,________(keep)someofitsstoreopen24hoursonMondaysthroughSaturdays.10.Afterschoolwewenttothereading-roomtodosomereading,onlytobetoldthatit________(decorate).11.—DidyoucatchwhatIsaid?—Sorry.I________(answer)atextmessagejustnow.12.Theyarelivingwiththeirparentsforthemomentbecausetheirownhouse________(rebuild).13.Beforeyouquityourjob,______(consider)howyourfamilywouldfeelaboutyourdecision.14.Anythingwrong?-Well,I____(take)atestandI’mwaitingfortheresult.15.Foodsuppliesintheflood-strickenarea______(run)out.Wemustactimmediatelybeforethere’snothingleft.16.Ifeelsoexcited!AtthistimetomorrowmorningI(fly)toShanghai.17.Mum,IwaswonderingifyoucouldlendmeafewdollarsuntilI_____(pay)onFriday.92 内蒙古师范大学硕士学位论文18.—Whendidthecomputercrash?—Thismorning,whileI______(sort)thereadingmaterialsdownloadedfromsomewebsites.19.Don’tworry.Thehardworkthatyoudonow______(repay)laterinlife.20.Closethedooroffearbehindyou,andyou_____(see)thedooroffaithopenbeforeyou.21."Themoment_____(come)soon,"hethoughttohimself,waitingnervously.22.-Irememberyouwereatalentedpianistatcollege.Canyouplaythepianoforme?-Sorry,I(notplay)thepianoforyears.23.Allthescientificevidence(show)thatincreasinguseofchemicalsinfarming________(be)damagingourhealth.24.IthinkTom,astheheadofabigdepartment,shouldeitherstudyregularlyor______(quit)hisjob.25.Peterhadintendedtotakeajobinbusiness,but______(abandon)thatplanaftertheunpleasantexperienceinCanadain2010.26.-----Alvin,areyoucomingwithus?------I"dloveto,butsomethingunexpected__________(come)up.27.Thelettersfortheboss___________(put)onhisdeskbuthedidn’treadthemuntilthreelater.28.Thethreeofus___________(travel)aroundEuropeforaboutamonthlastsummer.29.ThemanagerissaidtohavearrivedbackfromPariswherehe_________(meet)someEuropeanbusinesspartners.30.Thepresidenthopesthatthepeoplewillbebetteroffwhenhequitsthanwhenhe_________(start).93 内蒙古师范大学硕士学位论文AppendixVII名词性从句学案1Step1:目标引领学习目标1.掌握名词性从句的四种类型及其用法教学重点1.能快速判断一个句子是什么类型的从句2.注意宾语从句的时态呼应教学难点1.that什么时候可以省略什么时候不可以省略2.Whether和if什么时候可以替换什么时候不可以替换Step2:检查学案完成情况Step3:课前导学名词性从句的概念：练习A：请找出下列句中的名词并说出其在句中所作成分。（1）Theplanhasn’tbeendecided.（2）Canyoutellmehisaddress?（3）Thatwashisanswer.（4）Wewereveryexcitedatthenews,thegoodnews.练习B:请从下列句中找出与上题中名词有同样作用的部分：（1）Whowillgohasn’tbeendecided.（2）CanyoutellmehowIcankeephealthyandfit?（3）Thatwaswhathesaid.（4）Wewereveryexcitedatthenewsthatourteamhadwon.【总结】请根据以上练习填空：名词可以在句中作_______,_______,_______及_______,从句也可以充当这四种成分，分别被称为______从句，_______从句，______从句及_______从句，统称为名词性从句。因此,名词性从句为具有_______性质的从句。94 内蒙古师范大学硕士学位论文Step4:小组讨论名词性从句的语序：练习：请将下列句子译为英语，且观察其从句的语序：（1）第一个问题是这个故事是否是真实的。（2）我们如何使得他明白这个句子非常难。（3）你知道他将邀请谁来参加晚会。（4）我不知道这些人是谁。【总结】从例句可得知，名词性从句的语序是___________语序。此用法是名词性从句考察查的一个重点。【小试身手】Ihavealwaysbeenhonest,anditdoesn’tmatter______thatI’mtalkingto.(2004年广东省卷)A.whoisitB.whoitisC.itiswhoD.itiswhom名词性从句的引导词:（一），连词if和whether:请观察下列例句：（1）Thequestioniswhetheritisworthdoing.（2）IhavenoideawhetherwewillgotoShanghai.（3）Whetherwe’llgodependsontheweather.（4）Iwonderwhetherornothe’llcome.（5）Idon’tknowif/whethertherewillbeabus.（6）Everythingdependsonwhetherthesituationwillimprove.（7）Theyaretalkingaboutwhetherhewillwinthegame.【总结】whether及if的意思为________,在从句中______成分。在四种名词性从句中，只有在_____从句中二者可以互换，其它三种从句中只能用________。而在宾语从句中的下列情况中只能用whether:①从句作______的宾语；②在从句中和_______连用时。【练习】用if和whether完成下列句子：（1）Myworryis__________hecangetthereontime.（2）Areyoutalkingabout__________hewillcome?95 内蒙古师范大学硕士学位论文（3）Hecares______________itisafineday.（4）Iwonder_________ornothewillhelpuswiththeproblem.（5）__________hehasbeenawareofitisnotclear.（6）Istillhavesomedoubt________hewilllikeit.（二）所有的疑问代词：请观察下列句子，且注意名词性从句引导词在从句中所起作用：（1）Iwonderwhomhewantstobe.（2）Whosebookitisisnotimportant.（3）Thisiswhatisinmybag.（4）Let’sdiscussthequestionwhichwewillchooseamongsomanyplans.【总结】疑问代词在从句中有其本身的意义，在连接从句的同时在从句中作_______，_________，_________及_________。（三），所有的疑问副词：请从下列句中找出名词性从句，且注意其引导词在从句中所作成分：（1）Shehasnoideahowsheshoulddoit.（2）Tellmehowshegetsalongaftertheoperation.（3）Whyhedidthisisstillunknown.（4）Thatiswherehewasborn.【总结】疑问副词在从句中有意义，在起连接作用的同时在从句中作___________，可以表示时间，地点或方式等。（四）引导词that与what：请观察下列例句并找出that和what在从句中的用法：（1）Thatweneedacarisobvious.（2）Heisnotwhathewastenyearsago.（3）Whatwecan’tgetseemsbetterthanwhatwehave.（4）Thatherhairwasturninggrayworriedherabit.【that与what的区别】that只起连接作用，在从句中______（A.作，B.不作）成分，无意义；what不仅连接从句，且在从句中作成分，如_______或_______。【练习】请用that或what完成下列句子：（1）______hewantsisabook.96 内蒙古师范大学硕士学位论文（2）______hewantstogothereisobvious.（3）Theresultis______wewonthegame.（4）Booksare_____Ithinkreallyinterestsme.（5）Is_____hetoldustrue?（6）Ihavenodoubt_____hewillcome.Step5:小组展示Step:6教师总结难点【引导词小结】名词性从句的引导词中，除_____无意义外，其余所有引导词均有本身的意义；此外，除______与____/________在从句中不作成分，其它所有引导词均在从句中作成分，如所有的疑问代词在句中作_____,_____,_____或______等；而所有的疑问副词在句中作_____,表地点，方式或时间等等。【总结】选择名词性从句引导词的技巧：★若从句中不缺成分且意思完整，选______;★若从句中不缺成分，但空格处意思为“是否”时，选_____________;若二者同时出现，选__________;★若从句中缺_______,_______,_______或_______,且意思不完整，选疑问代词；★若从句中缺状语，同时意思不完整，选__________。Step7:教师对这一堂课给以反馈以及评价97 内蒙古师范大学硕士学位论文AppendixVIII前测后测成绩前测成绩后测成绩1后测成绩2后测成绩3后测成绩4后测成绩5序实对实对实对实对实对实对号验照验照验照验照验照验照组组组组组组组组组组组组1838595869485968494839685278769180887892829581958436259846980708470866882714586484677867826883748169578769080877790819685958467978918291789284967899827807891829278928397869679872728774856987759172907696367847079678368847685711067708573827585739073877311858696889585968898899885125857706573687664716372651379819483928294829487978498 内蒙古师范大学硕士学位论文147775897987778979938294841586879891978898909785988416787791818978928495789685176062746676657965797282671877758977867789789375948219737388798579877695739782206369847381678571877289762174738875857687769172948022686984738173857387698672238182948492839583979098862469708573827286739070877425716587758475867490758875266456766678668168806781672755566562746375627268686228817992829279948297819686297474887485778877937393823075748978867688779274938299 内蒙古师范大学硕士学位论文ACKNOWLEDGEMENTSFirst,thisthesiswouldnothavebeenpossiblewithouttheconsistentandvaluablesuggestionsthatIreceivedfrommysupervisor,whoseinsightfulguidanceandgenerousencouragementthroughoutthecourseofmyworkingonthethesisdefinitelygainmydeepestgratitude.Hecarefullyreadthewholedraftandofferedpreciouscriticism.Second,Ialsowanttothankmyfamilymembersfortheiremotionalandfinancialsupport.100