论文《浅议初中英语语法愉快教学法》

11浅议初中英语语法愉快教学法桃溪中心校王振内容摘要:语法教学是英语教学的重要组成部分,在英语教学中,语法教学历来就是一个难点,如何把枯燥无味的语法课上得津津有味,这就要求我们英语教师要钻研教材,精心设计语法教法,为学生营造一种轻松愉快的英语氛围,从而轻松习得语法知识。关键词:问题提出 案例展示 方法探讨 反思总结一、问题提出在初中阶段,我们对英语的教学多数是词汇量的积累和基础听力能力的训练，对语法教学几乎视而不见,在教学的过程中很少给予足够的重视,有的甚至都没有专门的语法课教学,只是在英语课堂上一提而过,更谈不上专业化的语法教学和训练了,所以我认为初中英语语法的教学没有引起一线教师的重视。鉴于此我们必须转变思想,强化认识,给语法教学足够的重视。近些年,随着交际教学法的兴起,英语语法教学的地位确实有所下降,很多老师已经没有专门进行语法教学了。因为,这些人认为只要在课堂上提供有意义的交际,语法就会被学生习得。实质上课堂交际化和语法知识的传授是紧密相联的,但要注意语言知识归根到底是为发展语言能力服务的,在课堂教学中不能走极端,要认识到语法知识是基础,用语言交际是目的,课堂交际化是方法。要做到既重视语言知识的积累,又重视语言实践能力的培养,因此笔者认为无论教育观念如何转变,教学方法多么先进英语语法的学习和教学都不容忽视,必须给予充分的肯定和重视。二、案例展示下面我就七年级实际教学中的案例与大家分享,该案例通过游戏,情景,归纳,练习,活动等愉快教学方法使学生掌握语法。TeachingContent:Unit1Canyouplaytheguitar?Grammar:Using“can”/“could”totalkaboutability.II:TeachingAims：Usecantotalkabouttheabilityatpresent.Usecouldtotalkaboutabilityinthepast.III:ImportantandDifficultPoints:Howtouse“can”and“could”toexpressabilityinthepresentandpast.IV:TeachingProcedures:Stepl.Warmingup.T:Whatcanyoudonow?S:Icansing.22S2:Icandraw.S3:Icandance.T:Canyourideabike/swim/flyakite/playfootballplaychess?Ss:Yes.Ican./No.Ican't.Showthestudents'answersandRideabike/Swim/Flyakite/Playfootball/PIaychessonthescreen.)本部分用来复习学过的情态动词can的用法,以及一些动词短语rideabikeflyakiteplayfootball等.自然的过渡到本课的语法,用can.谈论能力Step2.Playingagame.I:Nowlet'splayagame.Fivestudentscometothefrontandperformfortheclassaccordingtomyinstructionsandgestures.Theothersanswermyquestions.T:Whatcanshedo?Ss:Shecanrideabike/swim/flyakite/playfootball/playchess.T:Canshe/herideabike/swim/flyakite/playfootball/playchess?Ss:YesShecan?No.shecan't.T:Saythewholesentences:eg:Acanrideabike.Hecan't/cannotswimStep3Workinpairs.T:Askyourpartnermorequestionslikeabove.本部分通过做游戏,让五位同学表演,其余的学生猜,这些同学在干什么,他们能干什么?学生便可轻松愉快的气氛中掌握了can的用法.再者,学生的参与率较高.积极性较高.Step4Playingaguessinggame.T:Nowlet'splayagame.PleaselistencarefullyandguesswhatIamcanfly.Icansing.Icanrepeatthewordsyousay.whatamI?Ss:Itisaparrot.再次用游戏把气氛推向了高潮.学生异常兴奋Step4.PresentationT:Canyourideabikenow?SI:Yes.IcanT:Couldyourideabikefiveyearsago?(Helphimanswer:Yes,Icould./No,Icouldn't)SI:Yes.Icould./No,Icouldn'tT:wecanuse“could”totalkaboutthepastg.Icanplaycomputernow.But,lastyearIcouldn'tplay.PAGEPAGE3T:Couldyourowaboatlastyear?SI:YesIcould.No.Icouldn'tT:Couldsheherowaboatlastyear?Askotherstudents)Ss:Yesshehecould.Noshehecouldn'tT:Yes.Acouldrideabikefiveyearsago.Hecouldn'tswimfiveyearsago.(Teachthestudentstosaythewholesentences):Acouldrideabikefiveyearsago.Hecouldn'tswimfiveyearsago.(Askotherstudentsinthesameways)Step5WorkinpairsT:AskyourpartnermorequestionslikeaboveCouldhe/she…?Yes.he/shecould.Nohe/shecouldn't通过现在推测过去的能力,自然过渡到下一个教学环节Step6WorkingouttherulesT:let'sworkouttherule①Positive:cancould(2Negative:can't couldn't③Question:Can,,?Could,,?水到渠成,总结规律,归纳cancould的肯定句,否定句,疑问句,Step7.PracticeT:PleasecompletethesentencesinPartAlWorkalone.(PartA1)T:LetschecktheanswerstogetherT:PleaseTalkaboutthetablesfreelywithyourpartners.eg.CanSandyrowaboatnow?Couldhedoitlastyear?T:PleaseCompletetheconversationofPartA2Step&ExplanationT:Wecanuse"an(is,are)ableto“Insteadof“can”,and“was(were)ableto“insteadof"OMikecansingmorethan20Englishsongs.Mikeisableto…(2)ShecouldspeakEnglishwhenshewasfour.Shewasableto…T:Pleasegivemoreexamples.Step9.Summingup：T:Inthisclasswelearnttheuseofcanandcouldabouttalkingaboutabilities.Whoknowsthedifferencesbetween“can”and“could”让学生总结本课时所学内容,在一次回忆cancould的用法.从而加深学生的印象.Step10.Consolidation：Stepl1 Homework：Memorizethephrases:rowaboatflyakiterideabicycleetc.revisetheuseofcanandcould.PreviewGrammar.自然,环环相扣,逐层递进,一气呵成。从教学设计上看,设置了游戏,表演,总结,练习等时的练习总结,巩固了所学知识,让学生整节课中都感到轻松愉快.不知不觉中学到了知识。三、方法探讨(一)感知法在设置的语境中,用感知的方式让学生接触语法,创设有利于学生习得语法活用语法的语言情景,学生在有意义的交流中感悟语法,为习得和学得语法打基础,学生自己通过实践去领悟规则,通过观察总结规则。例如不定式todo的入门学习:老师可以设计有趣的、有意义的接句练习,让学生初步感知不定式的表达：V+todoT:Hi,Class.let'sdoaninterestingexercise.Isaythefirstsentence.Yougivethesecondone.Yoursecondsentencemustbecloselyconnectedwiththefirstoneinmeaning.Forexample,ifIsay“Ihaveacomputer”,yousay“Iwanttouseit”;ifIsay"theressomethingwrongwithmycomputer",yousay"Iwanttorepairitforyou".Shallwestart?Ihaveaticket.Ss:Iwanttoseeafilm.T:Ihavesomemoney.Ss:Iwanttogoshopping.T:Ihaveacake.Ss:Iwanttoeatit.T:Ihaveapicturebook.Ss:Iwanttoreadit.（二）游戏法语法教学游戏能创设语言情景,提供语法学习的契机,充分地发挥每个人的智力和想象力,学生的注意力和精力易集中在交际内容而不是语言本身。通过游戏还能激发学生学习语法的兴趣,调动学生学外语的积极性,让他们成为游戏的主人,控制游戏交际的过程,在游戏交流过程中,增强对语法规则的感悟能力、总结归纳及活用能力。例一:通过游戏“猜!猜!猜”学习动词have、has及句型变化(教师手里拿着粉笔,通过提问导入语法游戏。)T:Children,whatdoyouthinkIhaveinmyhand?Jim:Youhaveapen.T:Oh,No.Canitreallybeapen?Myhandisverysmall.John：Youhaveaneraser.T:No,Ihavenot.Mary:Youhavemoney.T:No,Ihavenot.Ihaveapieceofchalk.Doyouwanttohidesomethingandaskmetoguess?NowIwillclosemyeyes.Onetwothree.PeterWhathaveIinmyhand?Teacher:Oh,youhaveaneraser.(No)I,'mnotsogoodatguessing.Whatisit?Oh,itsadrawingpen!Nowguessagain,WhatdoyouthinkhehasinhishandMike:Ithinkhehas…例二:通过游戏“无线电话”让学生掌握动词一般现在时单数第三人称加S的变化。让每一排的第一位同学A在纸上写下自己通常在星期天要做的十件事情,回头将这十件事告诉身后的同学B,该同学不能用笔写,尽量用脑子去记下同学A说的内容,再回头告诉身后的同学C,如此类推。第一轮用第一人称来表达,第二轮让每一排用第三人称表达。第一轮:T:TakeoutapieceofpapereveryoneinRowOne.WritetenthingsyouusuallydoonSundays.ThengivemeyourpaperandtellthecontentstoBinthesecondrowofthesamelineA:(Finishingthewriting)Iusuallygetupatsix.ThenIbrushmyteethandwashmyface.Ihavebreakfastbefore8oclockB:(RepeatingwhatAsaysIusuallygetupatsix第二轮:T:Noweveryoneinthelastrowtakesoutapieceofpaper.ThenwritetenthingsyouusuallydoonSaturdays.Thengivemethepaperandtellthecontentstothepersoninfrontofyou.Thesecondpersonshoulduse“she”or“he”torepeatwhatthelastpersonsays.L:OnSaturdayIgetupearly.AfterbreakfastIusuallyfollowmymothertolearnhowtoplaythepiano.K:OnSaturdayhegetsupearly.Afterbreakfastheusuallyfollowshismothertolearnhowtoplaythepiano.例三:通过“猜动物”游戏来操练动词及一般现在时让一名同学来前台当游戏主持人,他首先将自己所知道的动物(包括家禽)以随便排列的方式写在黑板上,再让每一位同学挑一种自己将要扮演的动物角色,并将其写在一个小纸条上。老师在黑板上写下学生接着要表达的每一句话中的两到三个词,如:“Iusuallyeat..”,“Ialways..”,“Isometimes..”,“I..atnight”,“I..inthedaytime”,“Iseldom..”,“FromtimetotimeI..”,“Idont….very分。如果对方猜不出,描述人就被要求模仿这个动物的某个动作。第二轮练习可改换人称“he/she”来组织游戏活动。T:Tom,cometotheblackboardanddrawasmanyanimalsasyoucanontheblackboardwritingontheblackboardT:Everyonecanimagineyourselftobeananimalandwritethenameoftheanimalonasmallpieceofpaper(pointingtoonestudent)Mike,tellyourpartnerwhatkindofanimalyouarebyusingthewords:“Iusually….”,“Ialways….”,“SometimesI..”,“I..inthedaytimeand..atnight.”,“Idontoften..”.Thefirstwordofeachsentencemustbe“I”.Tryyourbesttomakeyourselfunderstood,orelseyoumustimitatetheanimal.SI:Iusuallygetupearlierthanmostoftheanimals.Myneckislong.Ioftenshowhowbeautifulmyvoiceisintheearlymorning.Idontoftenshoutafter7oclockinthemorning.Ialwaysliveonland.Ilookforfoodinthedaytimeeveryday.Isleepfromeveningtomidnight.WhatkindofanimalIam?S2:Youareacock.T:That'sright.（三）故事法例一:通过“接力编故事”来学习操练一般过去时。老师准备20张写有动词的卡片,正面是动词原形,反面是动词过去式,有两种操作办法。第一种操作:老师给话题,学生编故事,要求老师适当理顺单词在故事中的时空顺序,有利于学生进行时空联想。如老师给予话题Tom'sYesterday,并准备下列单词卡：ring,open,puton,brush,wash,listen,read,have,go,take,begin,give,study,do,eat,play,clean,walk等，接着老师要求比赛的一方在规定的时间内共同编完并叙述Tom昨天做了些什么事。T：Todaywearegoingtoplayagame"whatdidtomdoyesterday".Lookatthecardsinmyhand.Firstofall,Ishowyouacardwiththeword"ring",thefirststudentcanuseitspastformandsay"TheclockrangatsixOclock.ThenIwillshowthesecondstudentanothercardwiththewordopen.Thesecondoneshouldsay"Tomopenedhiseyes"atthismoment.NextIwillkeepsilentandonlypresentthecardonebyone.Eachgroupmustfinishallthesentenceswithinfixedtime.Anysentencewithoutusingthepastformshouldberepeated.NowIgivethefirststart.Thebellrangatsix.SI:(lookingatthesecondcard)Tomopenedhiseyesatthistime.S2:…第二种操作:老师说出故事的开头,要学生运用所有给予的动词的过去式续编故事。第一步老师板书与故事相关的动词。第二步老师给予故事开头。第三步学生分组讨论续编故事。第四步各组代表讲故事,老师适当评价。(四)情景法过情景教语法,学生学得快,学得牢,用得活。1.利用实景教Thisis.,和Thatis…句型时,可以利用实景,像对贵宾介绍环境一样边说边做Thisisourclassroom.Thatisalibrary.ThisisWangLin.That’sLiHong.2.利用图画教Therebe句型时,可以挂上一幅图,激发学生去描述图画内容的动机,教师指着图中的内容进行介绍。例如:Thisisapicture.Inthepicturetherearemanythings.Thereisacarinthepicture.PAGEPAGE8Thereisamaninthecar.Thereisalakeinthepicture.Thereisaboatinthelake.3.利用动作教现在进行时,教师可以边做动作边用英语描述,要求学生同时做动作,教师根据动作说英语。例如LiHong,standup.Now,LiH