高中英语教学论文

1、高中英语教学论文：语法教学有挑战性的活动（英文版）A Challenging Activity in Teaching Grammar in High School in China Introduction Grammar teaching has often been regarded as a structure based, formal activity. After the integration of several sources and techniques, which are mainly based on communicative activities, the te

2、aching of grammar gained a new insight (Arif Saricoban and Esen Metin). In the teaching of grammar in senior middle school in China, most teachers use the deductive and the inductive approach, especially the deductive approach. The teacher present the rules and the language is also based on the rule

3、s. Students feel bored in remembering the rules. In order to make a grammar lesson effective, beneficial, and interesting I use some well-developed and fascinating techniques in the classroom. In the present paper, a challenging activity in teaching grammar using poems - will be discussed and exampl

4、es will be provided. Using Poems Since the meaning is an important device in teaching grammar, it is important to contextualize any grammar point. Poems are one of the most attractive and rich resources that can easily be used in language classrooms. Poems can contextualize a grammar lesson effectiv

5、ely. Since poetry is often spoken, repeated, dealt with, and considered, it acts as an effective tool for practicing a specific grammatical structure. Through repeating and considering the poem, the grammatical structures become more specified. Thus, poetry not only provides a worthy resource for st

6、ructured practice of grammar, but also a proper basis for practice, review and model writing. If a poem that exemplifies a particular structure is also a good poem, it engages the eye, the ear and the tongue simultaneously while also stimulating and moving us; this polymorphic effect makes poetry ea

7、sier to memorize than other things for many students (Celce-Murcia and Hills, 1988). Poems may bring the use of creativity and the rhythm into the language classroom, though they may also bring some difficulties. Poems are not constructed in a simple way and syntactically, thus it might be very diff

8、icult for my students to comprehend them completely. As stated by Povey (cited in Celce-Murcia and Hills, 1988) there are three main barriers for literature including poetry. They are linguistic, cultural, and intellectual barriers. Linguistic difficulties are the problems caused by the syntax or th

9、e lexicon of the poem. Cultural difficulties include imagery, tone, and allusion. At the intellectual level, the students should be intellectual and mature enough to understand the theme of the poem. These difficulties could be easily removed if the teacher provides a poem which is syntactically and

10、 thematically appropriate to the level, age and the interests of the students. Thus, by removing or minimizing the potential problems, poetry can provide a rich, enjoyable and authentic context for my students. In the selection of a poem, I should first consider the grammatical structure to be prese

11、nted, practiced, reviewed or modelled, then the level and the age of the students, next the theme and the length of the poem and its appropriateness to the classroom objectives. It is advisable to select a contemporary poem. Poems, which reflect cultural themes, universal features, humanistic values, or emotional