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[摘要] 英语语法教学是英语教学中的难点之一,语法渗透于听、说、读、写的每一个环节。要在具体的情景当中让学生掌握语法,可以通过创设情境、贴近生活,采取生动活泼的方式,提供符合交际功能与规律的语言情境和语言形式,才能更好地培养学生综合运用语言的能力。
[关键词] 英语语法教学 创设情景 语言 规律
一、引言
澄清认识 走出误区
课程改革要求我们淡化语法讲解,改变只是靠讲一套规则去达到语法学习目的的一些做法,应将繁琐的语法规则进行简化、压缩,让学生从听觉、视觉、运动觉中去体验和接触语法,让语法教学情景化,进行以意义为中心的语法情景性练习。新目标英语教材Go for it !中的Grammar Focus也只是对语法项目进行举例,旨在让学习者自己去观察、比较、归纳和领悟。
因此,在英语教学实践中,有人自然产生了一些误解,似乎新教材可以不教语法、不讲语法、不学语法了。或者轻描淡写,一带而过就行了。以至许多人客观上忽略了语法教学。传统的语法教学,都是离开语境进行过多的解释,会令学习者产生厌烦情绪,教师讲解越多,学生被动接受的时间就越多。这也是导致产生误解的一个重要原因。
语法教学是英语教学中的难点之一,在公开课或优质课教学中教者往往回避语法讲解。事实上,语法渗透于听、说、读、写的每一个环节。学生只有掌握了足够的语法知识,才能真正提高英语学习的效率,从而提高运用语言的能力。
交际教学的主要奠基人威尔金斯在《第二语言学习和教学》一书中明确指出,语法是学习的中心,是保证表意的必须手段。无论从小学开始学英语,还是从初中开始学英语,中学阶段大部分的语法项目集中在初中阶段。2001年教育部制定的《英语课程标准》(实验稿)中列出的语法项目共有23项。如果初中阶段语法知识基础不牢,势必影响语言知识的进一步学习。没有扎实的语言知识,要培养语言技能就会十分困难,而语言知识和语言技能又是综合语言运用能力的基础。不具备初步的综合语言运用能力,便很难在高中以及大学阶段学好英语。因此在初中的英语教学中,语法教学占有举足轻重的地位。
新课改实施以来,英语教师“教教材”的传统教学理念有所改变,“用教材教”的教学思想已吐露新芽。本文试以“Go for it !”八年级下册 Unit 6 How long have you been collecting shells?为例,谈谈如何创设情境,突破语法教学难点的一些设计。
二、创设情境,突破语法教学之难点
(一)以导语为载体,创设情境,贴近生活,自然引入新的语法项目。
Language Goal: Talk about how long you have been doing things.
Guide 1 T:Nice to see you again,boys and girls!When did you strart studying English?
Ss:2006.
T:Correct.You have been studying English since 2006.Class repeat.We have been studying English since 2006.
Ss:We have been studying English since 2006.
Guide 2 Show students some pictures about skating and get them to talk about it freely.
T:What sports do you do in your spare time?
S:I often play basketball.
S:I like running. I run every morning with my father.
S:I usually play badminton with my friends.
T:Does anyone like skating? Please turn to page 44. Look at the picture. What is the boy in red doing?
Ss:He is skating.
T:Yes,he is Alison. In fact, he is in a skating marathon(马拉松). The TV reporter is interviewing him.What did she ask?
S:Alison, how long have you been skating?
T:Good! How did Alison answer the question?
S:I’ ve been skating for five years.
T:This is a new structure for you—present perfect progressive tense.We will learn about it this week.
Write the following on the blackboard.
How long have you been doing…
I have been doing…for…
(二)以话题为载体,将语法教学与听说技能训练融为一体。
1 A reporter is talking to the participants in a skating marathon. Listen to them.
2 Listen to the interview with the skating marathon winner.
3 Role play the interview.
A:How long have you been skating?
B:I’ ve been skating since I was seven years old.
…
(三)以话题为载体,将语法教学与读写技能训练融为一体。
1. Read the passage about the Hilltop School Skating Marathon.
2. Complete the table
3. Write an e-mail message from Bob. Tell about his collection.
Main Points: Bob has been collecting kites since he was ten years old. He has about 22 kites so far. He usually flies kites in the park when it’ s windy.
4. Finish reading the passage “ I ’ ve been studying history in China”. Try to understand the present perfect progressive tense further.
(四)More examples for the tense.
1. I’ ve been putting on weight.
2. She has been watching the talent show for ten minutes.
3. I’ ve been collecting the shells since I was ten years old.
4. He has been watching Enalish movies since 1998.
5. I have been listening to the music videos since I was seven years old.
三、结束语
任务型教学活动的设计要给学生提供明确、真实、准确的语言信息,符合交际功能与规律的语言情境和语言形式,使学生在一种自然、真实或模拟真实的情境中体会语言、学习语言和运用语言,从而更好地培养学生综合运用语言的能力。
教师引导学生在一定的情景中理解、操练、实践某些语法项目。这种方法有助于启发学生思考,引导学生正确地理解语法的含义,帮助他们正确地运用语法来表达思想。通过情景教语法,学生学得快,学得牢,用得活。
参考文献:
[1] 中学外语教与学 2008年第2期、第3期
[2] 中小学英语教学与研究2008年第1期
[3](初中英语)新课程教学法
[4](初中英语)新课程典型课案例与点评
[5] 教育部《英语课程标准》(实验稿)
[6] 新目标英语Go for it!八年级下册教材及教师教学用书。
[关键词] 英语语法教学 创设情景 语言 规律
一、引言
澄清认识 走出误区
课程改革要求我们淡化语法讲解,改变只是靠讲一套规则去达到语法学习目的的一些做法,应将繁琐的语法规则进行简化、压缩,让学生从听觉、视觉、运动觉中去体验和接触语法,让语法教学情景化,进行以意义为中心的语法情景性练习。新目标英语教材Go for it !中的Grammar Focus也只是对语法项目进行举例,旨在让学习者自己去观察、比较、归纳和领悟。
因此,在英语教学实践中,有人自然产生了一些误解,似乎新教材可以不教语法、不讲语法、不学语法了。或者轻描淡写,一带而过就行了。以至许多人客观上忽略了语法教学。传统的语法教学,都是离开语境进行过多的解释,会令学习者产生厌烦情绪,教师讲解越多,学生被动接受的时间就越多。这也是导致产生误解的一个重要原因。
语法教学是英语教学中的难点之一,在公开课或优质课教学中教者往往回避语法讲解。事实上,语法渗透于听、说、读、写的每一个环节。学生只有掌握了足够的语法知识,才能真正提高英语学习的效率,从而提高运用语言的能力。
交际教学的主要奠基人威尔金斯在《第二语言学习和教学》一书中明确指出,语法是学习的中心,是保证表意的必须手段。无论从小学开始学英语,还是从初中开始学英语,中学阶段大部分的语法项目集中在初中阶段。2001年教育部制定的《英语课程标准》(实验稿)中列出的语法项目共有23项。如果初中阶段语法知识基础不牢,势必影响语言知识的进一步学习。没有扎实的语言知识,要培养语言技能就会十分困难,而语言知识和语言技能又是综合语言运用能力的基础。不具备初步的综合语言运用能力,便很难在高中以及大学阶段学好英语。因此在初中的英语教学中,语法教学占有举足轻重的地位。
新课改实施以来,英语教师“教教材”的传统教学理念有所改变,“用教材教”的教学思想已吐露新芽。本文试以“Go for it !”八年级下册 Unit 6 How long have you been collecting shells?为例,谈谈如何创设情境,突破语法教学难点的一些设计。
二、创设情境,突破语法教学之难点
(一)以导语为载体,创设情境,贴近生活,自然引入新的语法项目。
Language Goal: Talk about how long you have been doing things.
Guide 1 T:Nice to see you again,boys and girls!When did you strart studying English?
Ss:2006.
T:Correct.You have been studying English since 2006.Class repeat.We have been studying English since 2006.
Ss:We have been studying English since 2006.
Guide 2 Show students some pictures about skating and get them to talk about it freely.
T:What sports do you do in your spare time?
S:I often play basketball.
S:I like running. I run every morning with my father.
S:I usually play badminton with my friends.
T:Does anyone like skating? Please turn to page 44. Look at the picture. What is the boy in red doing?
Ss:He is skating.
T:Yes,he is Alison. In fact, he is in a skating marathon(马拉松). The TV reporter is interviewing him.What did she ask?
S:Alison, how long have you been skating?
T:Good! How did Alison answer the question?
S:I’ ve been skating for five years.
T:This is a new structure for you—present perfect progressive tense.We will learn about it this week.
Write the following on the blackboard.
How long have you been doing…
I have been doing…for…
(二)以话题为载体,将语法教学与听说技能训练融为一体。
1 A reporter is talking to the participants in a skating marathon. Listen to them.
2 Listen to the interview with the skating marathon winner.
3 Role play the interview.
A:How long have you been skating?
B:I’ ve been skating since I was seven years old.
…
(三)以话题为载体,将语法教学与读写技能训练融为一体。
1. Read the passage about the Hilltop School Skating Marathon.
2. Complete the table
3. Write an e-mail message from Bob. Tell about his collection.
Main Points: Bob has been collecting kites since he was ten years old. He has about 22 kites so far. He usually flies kites in the park when it’ s windy.
4. Finish reading the passage “ I ’ ve been studying history in China”. Try to understand the present perfect progressive tense further.
(四)More examples for the tense.
1. I’ ve been putting on weight.
2. She has been watching the talent show for ten minutes.
3. I’ ve been collecting the shells since I was ten years old.
4. He has been watching Enalish movies since 1998.
5. I have been listening to the music videos since I was seven years old.
三、结束语
任务型教学活动的设计要给学生提供明确、真实、准确的语言信息,符合交际功能与规律的语言情境和语言形式,使学生在一种自然、真实或模拟真实的情境中体会语言、学习语言和运用语言,从而更好地培养学生综合运用语言的能力。
教师引导学生在一定的情景中理解、操练、实践某些语法项目。这种方法有助于启发学生思考,引导学生正确地理解语法的含义,帮助他们正确地运用语法来表达思想。通过情景教语法,学生学得快,学得牢,用得活。
参考文献:
[1] 中学外语教与学 2008年第2期、第3期
[2] 中小学英语教学与研究2008年第1期
[3](初中英语)新课程教学法
[4](初中英语)新课程典型课案例与点评
[5] 教育部《英语课程标准》(实验稿)
[6] 新目标英语Go for it!八年级下册教材及教师教学用书。