浅谈初中英语语法课堂教学策略.doc

浅谈初中英语语法课堂教学策略摘要：在英语学习中，语言逻辑包括遵循它特有的语法知识，所以在初中英语教学中，必要的语法知识对听、说、读、写会起到很大的促进作用，是培养培养语言运用能力的基础。英语课程标准中强调：要改变英语教学过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力培养的倾向。这致使许多教师淡化了语法教学，一提到语法就认为不符合新课改的精神。新课标下的语法讲授的重点是探索语法讲授的多样化，使各种语法讲授策略都有助于学生实际语言运用能力的培养。关键词：英语； 语法； 讲授策略 很多学生都是充满了新鲜感和兴趣来接触英语这门课程，一个新鲜有趣的单词，一句极其简单的日常生活用语，都能让他们快乐好一阵子。随着知识的逐渐深入、难度的不断加深，一讲解抽象的语法时，学生就会感到困惑。什么e百分、好记星等学习辅助工具、参考书买了一大堆，可就是没有多大效果。平时教师讲了不少的语法知识，练习也做得不少，但就是考试时老出错，总觉得杂乱繁多，一听语法就头疼，一看语法就头疼，一看语法就疲倦。于是就在枯燥乏味中慢慢失去兴趣产生厌恶然后放弃。而在教学过程中，我们也会觉得语法教学很棘手，自觉教得再清楚仔细，简明扼要，学生真正掌握的却很少，在公开课上也尽量避开语法教学。那么怎样使学习英语语法既轻松有趣，又能有效掌握及运用？以下是根据新课标的要求，总结的几种英语语法课堂教授策略。1、语法讲授情景化根据新课标的指导思想和语法讲授，我们可以设置多样化、多功能的语法情景讲授方式。1.1、利用真实的环境或创设模拟的情境进行讲授在传授现在进行时态时，教师一边做动作一边说含有进行时态的句子。例如，教师一边关门一边说：“I am closing the door.”打开窗户时一边说：“I am opening the window.”在教室走来走去说：“I am walking.”在黑板上写字时说：“I am writing.”再叫一个学生念书，教师说：“She is reading.”叫几个学生唱歌，教师说：“They are singing.”利用动画课件，教师问：“What are they doing?”学生回答出动画中正在做的动作。这样一直练下去，学生就会在真实的情景中学习句型、会话，在实践中运用语法知识。然后在教师的启发和指导下，由学生自己归纳、总结进行时态的构成及用法。1.2、引入语篇观点，用阅读归纳法进行语法教学案例：教学内容：动词-ing形式T：请同学们阅读下面的文章，找出动词-ing形式，并分析它们的用法。Many people asked me why I chose teaching as my career, and my answer is “I enjoy staying with kids, and I think teaching is the only thing I am good at.” They still dont understand me, saying there are millions of things more exciting than teaching. At those moments, the only thing I can do is just laughing and keeping silent. Everyone has his way of living and respecting others choices is a something we shall learn.阅读之后，引导学生进行分析、讨论。本案例强调的是在阅读输入过程中去探索发现语法规则，而不是教条式的照本宣科。要求学生注意和理解经过精心设计的输入材料中的语法结构。这样的教学方法，可以使学生发挥其自主学习能力，同时又体现合作学习的精神。通过独立分析动词-ing形式在篇章中的作用，学生在自主学习过程中体会到了成功的喜悦。而通过生生、师生之间的相互合作，增强了双方有效的沟通交流，形成互相理解、互相帮助的良好学习氛围，有利于促进学习枯燥的语法内容。1.3、以话题为主线，进行语法教学案例：教学内容一：that引导的宾语从句教学过程：Step1 Lead in1、T: Look at the photo, this is Mr. Green. What does he want to do? Yes, he wants to make a phone call. Lets listen. Whom does he want to speak to? And what does he say on the phone? Circle the sentences that Mr. Green said.2、Gets Ss answer the questions:Whom did Mr. Green want to speak to? (The headmaster)Was he at the office? (No)T: Now, the headmaster comes back. Please tell him what Mr. Green said.(屏幕上呈现：“Mr. Green said that.”), 以此引导学生说出宾语从句。Step2 Grammar presentation(1)Ask Ss to read the sentences on the screen.(2)通过提问引导学生观察并归纳that引导的宾语从句的结构和意义。 Step3 Practice 教师提供情景图片，引导学生进行问答练习。T: Do you still remember where the Green family are going? Which province is it in? Now, the Green family are in Chengdu. They want to buy something. Where will they go?教师用屏幕提示：“I think (that)”学生使用宾语从句进行猜测，之后教师呈现答案：They will go to the street market. Can you guess: Why do they want to go to the street market? What will they buy? How will they go there? Which bus will they take? 接着，教师要求学生：Discuss with your partner by using: I think/guess that 教学内容二：what、which 等疑问词和if 引导的宾语从句Step1 Lead inSituation: They are going to the street market, but they are new there. They dont know the way. What questions is Jim asking the young man? Can you guess? Discuss in groups and report to the class. Step2 Grammar presentation(1) Show Ss the questions on the screen and ask Ss to choose some to complete the sentences.(屏幕上呈现 Jim asks what_./ Jim asks where_. / Jim asks how_. / Jim asks if _. )(2)通过提问引导学生观察并归纳what、which 等疑问词和if 引导的宾语从句的结构和意义。Step3 Practice1、教师提供语言情景引导学生进行交际问答。T: Do you still remember where the Green family went? They really had a good time there. Now they are at the airport and are going to return Beijing. They are asking information at the Information Desk. Suppose you are Jim, what do you want to know? What questions will you ask?2、Ask Ss to discuss in groups.3、Show Ss the questions on the screen, get the Ss read them.4、引导学生回答Could you tell me?/Do you know?5、Ask Ss to play the conversation in group of four.6、Some groups act out their conversations in class.在这个教学案例中，改变了传统“填鸭式”的语法教学，以“格林一家人的旅游”这一话题为主线，通过创设和利用情景，让学生在较真实的语境中学习和巩固了宾语从句这一语法内容，做到了教学过程的交际化。2、语法讲授活动化 语法讲授活动化是指教师把语法规则化为活动，把讲授过程化为交际活动，在活动中操练和运用语法。2.1、猜测游戏例如，通过猜测游戏学习动词have、has及句型变化T: Children, what do you think I have in my hand?S1: You have a pen.T: Oh, no. Can it really be a pen? My hand is small.S2: You have an eraser.T: No, I have not.S3: You have money.T: Yes. You got it. Now, do you want to hide something and ask someone to guess?S3: What have I in my hand?T: Oh, you have an eraser.S3: No.T: Im not so good at guessing. Who can help me? What do you think he has in his hand?S4: I think he has2.2、讲故事例如在学习过去时时，老师给予话题Toms Yesterday，并准备下列单词卡：ring, open, put on, brush, wash, listen, read, have, go, take, begin, study, do, eat, play 等，接着教师说出故事开头，要求学生运用所给的动词的过去式续编故事。T: The clock rang at six oclock.S1: Tom opened his eyes.S2: 2.3、歌曲音乐的旋律震撼人们的心灵，优美的曲子往往使人记忆犹新。在教学Go for it七年级（上）Unit 12 My favorite subject is science.时，借用了剑桥英语中的一首歌曲Whats your favorite fruit?Whats your favorite fruit? Grapes are my favorite fruit. Oranges are my favorite fruit. Lemons are my favorite fruit. Apples are my favorite fruit.学生在反复唱这首歌的过程中，不但掌握了本单元的句型，而且还拓展了自己的词汇量。3、语法讲授任务化新课标倡导任务型的讲授标准样式。在语法讲授中，教师应该尽可能去设计一些任务，让学生通过完成任务，在运用中学习掌握语言情势、语言规则，让学生掌握语法知识的同时发展语言能力。3.1、信息差型任务（information-gap tasks）这类任务指当交际一方有新信息同时愿意提供信息，另一方有又得到信息时双方进行的交际活动。如在学习命令句直接引语变间接引语时，教师可布置任务，要求学生回家询问父母，之后分组讨论，各小组代表向全班汇报。教师要求学生在此任务中使用间接引语。例如：Parents told us to listen to the teachers in class carefully. Parents told us to be friendly to classmates.Parents told us not to be late for school. 3.2、解决问题型任务（problem-solving tasks）这类任务是分配学生一个任务和一些相关信息，学生需要经过讨论找出解决问题的答案，答案可以有多种，也可以是独一的。如在学习命令句时，可以让学生共同为本班制定班规（school rules）For example:Dont talk in class.Dont read cartoon in class.4、运用词典进行语法教学这种教法体现了“教为主导，学为主体”的教学原则，优化课堂教学，调动、发挥了学生的主动性和积极性，也体现了新课程标准“探索研究学习”的原则。词典教学的运用能带来词汇学习的语音、语义、运用并重的全面的教学效果。词典教学视语音、语义、运用为一个整体，三者反映了语言三大要素的有机联系，体现了语言学习的系统性，因而它能带来突出的全面的教学效果。词典教学法的优点还表现在：（1）它让学生沉浸在最经典的英语用法中。词典里的例句是国外语言专家经过时间研究后提炼出来的最典型的句子，是最地道的表达方式。（2）它极大的解放了老师。老师不必苦思冥想如何去解释词的用法，词典里不仅有例句，更有对词性、特殊用法和使用范围的详细解说。老师可以用更多的精力指导学生的学习。结语英语语法教学是英语教学活动中不可或缺，不可替代的内容之一。在一定程度上，英语的口、笔头表达是基于英语词汇，根据语法规则整合起来的产物。如果说语言材料是建造船体的原料，那么语法规则就是船体的框架结构。语法规则又好比是比赛规则，也需要一个不断修正，不断完善的过程。语法教学也应该根据不同的语言材料，教学实情，学生实情不断的调整和更新，以追求实效为准则，以促进学生的可持续发展为方向。总之，针对不同的教学目标、教学内容，我们教师可以采用灵活多样的教学模式和教学方法使语法教学不再“枯燥”，让学生在运用语言的过程中学习语法知识，只有这样，新课改下的英语语法教学才能在英语教学的全过程中发挥重要作用。参考文献1 教育部.英语课程标准解读S.北京：北京师范大学出版社，2001.2 朱纯.外语教学心理学M.上海：上海外语教育出版社，2002.Introduction to the junior middle school English grammar class teaching strategyAbstract: In learning English, language logic including follows its peculiar grammar knowledge, so in the junior middle school English teaching, the necessary grammar knowledge of listening, speaking, reading and writing will play a