論文《淺議初中英語語法愉快教學法》

11淺議初中英語語法愉快教學法桃溪中心校王振內(nèi)容摘要:語法教學是英語教學的重要組成部分,在英語教學中,語法教學歷來就是一個難點,如何把枯燥無味的語法課上得津津有味,這就要求我們英語教師要鉆研教材,精心設計語法教法,為學生營造一種輕松愉快的英語氛圍,從而輕松習得語法知識。關鍵詞:問題提出 案例展示 方法探討 反思總結一、問題提出在初中階段,我們對英語的教學多數(shù)是詞匯量的積累和基礎聽力能力的訓練，對語法教學幾乎視而不見,在教學的過程中很少給予足夠的重視,有的甚至都沒有專門的語法課教學,只是在英語課堂上一提而過,更談不上專業(yè)化的語法教學和訓練了,所以我認為初中英語語法的教學沒有引起一線教師的重視。鑒于此我們必須轉變思想,強化認識,給語法教學足夠的重視。近些年,隨著交際教學法的興起,英語語法教學的地位確實有所下降,很多老師已經(jīng)沒有專門進行語法教學了。因為,這些人認為只要在課堂上提供有意義的交際,語法就會被學生習得。實質(zhì)上課堂交際化和語法知識的傳授是緊密相聯(lián)的,但要注意語言知識歸根到底是為發(fā)展語言能力服務的,在課堂教學中不能走極端,要認識到語法知識是基礎,用語言交際是目的,課堂交際化是方法。要做到既重視語言知識的積累,又重視語言實踐能力的培養(yǎng),因此筆者認為無論教育觀念如何轉變,教學方法多么先進英語語法的學習和教學都不容忽視,必須給予充分的肯定和重視。二、案例展示下面我就七年級實際教學中的案例與大家分享,該案例通過游戲,情景,歸納,練習,活動等愉快教學方法使學生掌握語法。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.)本部分用來復習學過的情態(tài)動詞can的用法,以及一些動詞短語rideabikeflyakiteplayfootball等.自然的過渡到本課的語法,用can.談論能力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.本部分通過做游戲,讓五位同學表演,其余的學生猜,這些同學在干什么,他們能干什么?學生便可輕松愉快的氣氛中掌握了can的用法.再者,學生的參與率較高.積極性較高.Step4Playingaguessinggame.T:Nowlet'splayagame.PleaselistencarefullyandguesswhatIamcanfly.Icansing.Icanrepeatthewordsyousay.whatamI?Ss:Itisaparrot.再次用游戲把氣氛推向了高潮.學生異常興奮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通過現(xiàn)在推測過去的能力,自然過渡到下一個教學環(huán)節(jié)Step6WorkingouttherulesT:let'sworkouttherule①Positive:cancould(2Negative:can't couldn't③Question:Can,,?Could,,?水到渠成,總結規(guī)律,歸納cancould的肯定句,否定句,疑問句,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”讓學生總結本課時所學內(nèi)容,在一次回憶cancould的用法.從而加深學生的印象.Step10.Consolidation：Stepl1 Homework：Memorizethephrases:rowaboatflyakiterideabicycleetc.revisetheuseofcanandcould.PreviewGrammar.自然,環(huán)環(huán)相扣,逐層遞進,一氣呵成。從教學設計上看,設置了游戲,表演,總結,練習等時的練習總結,鞏固了所學知識,讓學生整節(jié)課中都感到輕松愉快.不知不覺中學到了知識。三、方法探討(一)感知法在設置的語境中,用感知的方式讓學生接觸語法,創(chuàng)設有利于學生習得語法活用語法的語言情景,學生在有意義的交流中感悟語法,為習得和學得語法打基礎,學生自己通過實踐去領悟規(guī)則,通過觀察總結規(guī)則。例如不定式todo的入門學習:老師可以設計有趣的、有意義的接句練習,讓學生初步感知不定式的表達：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）游戲法語法教學游戲能創(chuàng)設語言情景,提供語法學習的契機,充分地發(fā)揮每個人的智力和想象力,學生的注意力和精力易集中在交際內(nèi)容而不是語言本身。通過游戲還能激發(fā)學生學習語法的興趣,調(diào)動學生學外語的積極性,讓他們成為游戲的主人,控制游戲交際的過程,在游戲交流過程中,增強對語法規(guī)則的感悟能力、總結歸納及活用能力。例一:通過游戲“猜!猜!猜”學習動詞have、has及句型變化(教師手里拿著粉筆,通過提問導入語法游戲。)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:通過游戲“無線電話”讓學生掌握動詞一般現(xiàn)在時單數(shù)第三人稱加S的變化。讓每一排的第一位同學A在紙上寫下自己通常在星期天要做的十件事情,回頭將這十件事告訴身后的同學B,該同學不能用筆寫,盡量用腦子去記下同學A說的內(nèi)容,再回頭告訴身后的同學C,如此類推。第一輪用第一人稱來表達,第二輪讓每一排用第三人稱表達。第一輪:T:TakeoutapieceofpapereveryoneinRowOne.WritetenthingsyouusuallydoonSundays.ThengivemeyourpaperandtellthecontentstoBinthesecondrowofthesamelineA:(Finishingthewriting)Iusuallygetupatsix.ThenIbrushmyteethandwashmyface.Ihavebreakfastbefore8oclockB:(RepeatingwhatAsaysIusuallygetupatsix第二輪:T:Noweveryoneinthelastrowtakesoutapieceofpaper.ThenwritetenthingsyouusuallydoonSaturdays.Thengivemethepaperandtellthecontentstothepersoninfrontofyou.Thesecondpersonshoulduse“she”or“he”torepeatwhatthelastpersonsays.L:OnSaturdayIgetupearly.AfterbreakfastIusuallyfollowmymothertolearnhowtoplaythepiano.K:OnSaturdayhegetsupearly.Afterbreakfastheusuallyfollowshismothertolearnhowtoplaythepiano.例三:通過“猜動物”游戲來操練動詞及一般現(xiàn)在時讓一名同學來前臺當游戲主持人,他首先將自己所知道的動物(包括家禽)以隨便排列的方式寫在黑板上,再讓每一位同學挑一種自己將要扮演的動物角色,并將其寫在一個小紙條上。老師在黑板上寫下學生接著要表達的每一句話中的兩到三個詞,如:“Iusuallyeat..”,“Ialways..”,“Isometimes..”,“I..atnight”,“I..inthedaytime”,“Iseldom..”,“FromtimetotimeI..”,“Idont….very分。如果對方猜不出,描述人就被要求模仿這個動物的某個動作。第二輪練習可改換人稱“he/she”來組織游戲活動。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:通過“接力編故事”來學習操練一般過去時。老師準備20張寫有動詞的卡片,正面是動詞原形,反面是動詞過去式,有兩種操作辦法。第一種操作:老師給話題,學生編故事,要求老師適當理順單詞在故事中的時空順序,有利于學生進行時空聯(lián)想。如老師給予話題Tom'sYesterday,并準備下列單詞卡：ring,open,puton,brush,wash,listen,read,have,go,take,begin,give,study,do,eat,play,clean,walk等，接著老師要求比賽的一方在規(guī)定的時間內(nèi)共同編完并敘述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:…第二種操作:老師說出故事的開頭,要學生運用所有給予的動詞的過去式續(xù)編故事。第一步老師板書與故事相關的動詞。第二步老師給予故事開頭。第三步學生分組討論續(xù)編故事。第四步各組代表講故事,老師適當評價。(四)情景法過情景教語法,學生學得快,學得牢,用得活。1.利用實景教Thisis.,和Thatis…句型時,可以利用實景,像對貴賓介紹環(huán)境一樣邊說邊做Thisisourclassroom.Thatisalibrary.ThisisWangLin.That’sLiHong.2.利用圖畫教Therebe句型時,可以掛上一幅圖,激發(fā)學生去描述圖畫內(nèi)容的動機,教師指著圖中的內(nèi)容進行介紹。例如:Thisisapicture.Inthepicturetherearemanythings.Thereisacarinthepicture.PAGEPAGE8Thereisamaninthecar.Thereisalakeinthepicture.Thereisaboatinthelake.3.利用動作教現(xiàn)在進行時,教師可以邊做動作邊用英語描述,要求學生同時做動作,教師根據(jù)動作說英語。例如LiHong,standup.Now,LiH