On Teaching The Non-finites In The High School In China

The non-finites in English have long been one of the most important and difficult grammarpoints in senior middle school English teaching. However, quite a few senior middle schoolstudents have much difficulty in understanding and learning them. As a difficult point, non-finitesmake a hot potato for senior middle school English teachers. So it is of great value to studynon-finites and their teaching in senior middle schools. This essay studies the non-finites in Englishin an explorative approach, and does some research on the teaching of the non-finites in English inan explorative approach according to the characteristics of senior middle school students which hasbeen tested by an experiment.Error analysis is an important theory in the field of second language acquisition. Before theanalysis, a questionnaire about the strategies of grammar learning was carried out. The results wereunsatisfactory although the students had studied English grammar in both middle and high schools.After identification and categorization, the errors were mainly divided into four major parts: errorsbetween participles and infinitives, errors in-ed participles and in-ing participles, errors ininfinitives, errors in the voice of non-finite verbs usage. At last, detailed analyses of the errors aremade in accordance with the four categories.As for teaching the non-finites, this thesis thinks that the teacher should carry it out in anexplorative approach according to the characteristics of the senior middle school students, that is tosay, the teacher should use various ways, such as making comparisons, exemplifying and drawingconclusions; fully mobilize the students’ learning initiative, subjective initiative and creativity; leadthe students to think carefully, seek actively the uses of the non-finites in English; lead the studentsto find out and construct the results instead of showing them directly; and give the students enoughtime and chances to practice using the non-finites. In this way, many students will be able to have agood understanding of the non-finites, reconstruct and perfect their new systems of the non-finitesand master them better. In detail: the teacher should lead the students to perceive and cognize the forms of the non-finites; the teacher should lead the students to seek, find out the differences of allthe forms of the non-finites, and construct their own systems of the non-finites; then lead thestudents to choose correct forms of the non-finites according to different situations.