新课程改革下的初中英语语法教学课题论文.doc

新课程改革下的初中英语语法教学中学英语语法教学方法的选择应体现其阶段性。初一和初二上学期尽量以活动和完成任务的方式让学生“感知语法”,暂时放弃或淡化语法规则的讲解,让学生在运用和交流中多增加对语法规则的感性认识,通过交流活动体验并认识规则。以行为动词的第三人称单数的学习为例,说明在感知语言阶段应设计怎样的语法教学活动。如: T: Class, do you have any friends ? Ss: Yes. T: As friends, they should understand each other. Take me as an example. Miss Liu is my friend . I know her likes . I know she likes music and listens to music every day. And she loves popular songs best. She often sings in the teachers office. etc. 在表达时说到动词时,老师举起手中一张写上S的字母卡,提示学生关注动词加S的表达,老师不用任何的语言去解释。然后问学生: T: Mike, who is your best friend? Do you understand him? M: Tom is my best friend. I understand him. T: Really? (To Tom) What sports do you like ? Write it on a piece of paper.( To Mike ) What sports does your friend like ? 上两句的表达时,老师的手中出现两张卡片,分别写有do 和does,提醒学生问句中助动词的变化。 M: He likes swimming. T: He likes swimming.(通过重复并出示S卡。)What kind of ball does he often play? M: He plays table tennis. T: What does he study on Sunday morning? M: He study English often. T: He studies English often.(老师纠正并重复,同时出示单词卡studies.) When does he go to bed in the evening? M: He goes to bed at half past nine. T: He goes to bed at half past nine. (重复时,出示单词卡goes) 在上例中,采用学生最熟悉的人,话题贴近学生实际生活,既能引起学生的兴趣,又符合学生的感知规律,同时在轻松的对话中又能掌握行为动词第三人称单数形式的变化,达到了学习目的。 (2)以任务型学习习得语法 任务型教学是交际教学法的一种发展形态,它强调学习者在真实或模拟真实的情景中运用目标语做事情,从而获得语言的实际运用能力。它是一种以运用为动力、目的和核心的教学途径。 任务型教学强调让学生运用所学的语法知识去表达有意义的思想,而不是仅仅把教学重点集中于语言形式。因为即使学生能背诵语法规则,他们也不一定能正确运用这些语法规则。学习者不仅需要在不同的情景和语境中接触含有相关语法规则的语言表达,而且需要在不同的情景中使用这些固定的表达方式, 从而发展自己的语言系统。根据任务型语言教学的理论,课堂教学不能以语言形式为目标,但也不能排除语言形式;所以要在有意义的交际活动中融入并运用语言形式,使语言形式的学习为语言交际服务。任务型教学常采用两人活动或小组活动形式,这些组织形式能为学生够通和交流创造大量的机会;同时,在小组活动中学生害怕出错的焦虑情绪可以降到最低程度。采用任务型教学途径可以改变目前语法教学过于重视语言形式而忽视语言交际运用能力培养的状况。如在一般过去时态的学习中,我就设计了以下教学活动。 活动形式:2人小组 谈论成长画册 语法点:一般过去时态 利用多媒体给予学生问题提示。 (1) -When and where were you born? - I was born on .in. (2) -Which primary /middle school did you study in ? - I studied in. (3) -How long did you live in .? -I lived in .for . Years. Then two years later ,my family moved to . (4) - Did you learn English before?/Did you have some friends here ? - Yes, I did. / No, I didnt. (5) - Did you have a happy childhood? -Yes, I did. / No, I didnt. 活动步骤: (1)每位学生带来自己童年的照片,并完成以下个人履历表: (2)学生两人一组根据表格内容以及以上问题提示展开对话,然后要求学生用英语介绍自己的童年生活。如: I was born on June 10th,1996,in Zunyi.I studied in Tongji Primary School. (3) 让学生三人一组,采访对方难忘的一次假期经历,要求用一般过去时相互问答。如: -What did you do last summer vacation? -Where did you go? -What did you do there? -How was the weather there? -How did you go there? etc. 最后要求每位学生根据采访记录写一篇短文,并在班上宣读。 通过以上的教学活动的设计和实际实施,我把任务分配给了学生,并提供相关信息,学生通过讨论问题得到了答案,同时答案还呈现出多样化。这样就使学生由被动接受变为主动实践,使枯燥的语法学习变得生动活泼,既增强了学生的学习自主性,促进了学生之间的合作与交流,又提高了他们解决问题的能力。 三、教学实践反思 从课堂效果看,语法教学活动的设计及任务层层推进,注重提高学生解决问题的能力和语言的实际运用能力,达到了活化教材的效果。但有些学习任务需要占用大量的课堂时间,而