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摘要】〗本文主要按照新课程理念，以教学反思的形式，通过对初中英语语法教学进行改革的实践，总结出语法教学中应注意运用多媒体，实物展台等教育技术，积极创设语言环境，让学生在真实的语言环境中练习运用英语，从而使语法教学有趣、有效，达到事半功倍的目的。
【关键词】语法教学；情境教学；做中学
现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言。《义务教育英语课程标准（2011版）》指出各种语言知识的呈现和学习都应从语言使用的角度出发，为提升学生"用英语做事情"的能力服务，强调培养学生的综合语言运用能力。1、作为综合语言运用能力的一部分，语法教学呼唤着广大英语教师优化课堂教学，积极创设真实语境，尽可能多地为学生提供运用语言的机会和展示自我的舞台，从而让学生体会到"从做中学"的快乐，增强学生学习英语兴趣和信心。初中英语冀教版七年级下册Unit 4 Did You Have a Nice Trip? 这一单元中首次出现一般过去时态。在学完本单元课文内容后，按照新课程标准的理念，我尝试着上了一节语法课《一般过去时》。
首先，根据学生中存在的难点和易错点，我针对性地复习了一些不规则动词的一般过去时的变形,如fall ---fell, break---broke，see---saw, take---took, go---went等; 同时再次重复一般过去时态的一些标志性词语，如yesterday, yesterday morning, last Sunday, last summer, two days ago等, 让学生树立一见到这些词便能联想起使用一般过去时意识,就能在头脑中反应用动词的一般过去形式。随后，我让学生观看了一段视频，呈现了小明和朋友们上周六去动物园共度周末的情景。紧接着，我让学生就这段视频进行提问和抢答活动。具体做法如下：
S1: When did they go to the zoo?
S2: Last Saturday.
S3: Where did they go last Saturday?
S4: They went to the zoo.
S5: Did Xiao Ming go to the zoo with his parents last Saturday?
S6: No, he didn''t.
S7: Who did he go with?
S8: He went to the zoo with his friends.
S9: What did they see at the zoo?
S10: They saw monkeys and bears.
在学生们的问答过程中，若存在语法上的错误，我会让问答活动暂时终止，并问全班同学：Is he right ? 或者 Is there anything wrong with his sentence? Then tell us how to make such question or how to answer the question? 刚开始学生会有犯错的现象，但经过几次练习之后错误便逐渐减少。这样，利用视频给学生创设了过去时的情境，提供了讨论的话题。学生在一问一答的交际练习中，使用了一般过去时的肯定句，否定句，一般疑问句及其回答以及特殊疑问句的各种句式，从而有效地巩固了一般过去时的语法要点。接下来，我把课前让同学们带来的照片利用实物展台逐一展现出来，并让照片的主人（班里的学生）分别对照片作介绍，讲述照片背后的故事。有同学是这样描述他们的照片的：
S1: Look , class! This is me. I was only seven years old at that time . There is a toy car in my hand. My uncle bought it for me as my seventh birthday present. I felt very happy. It was my favorite toy. Do you like it?
S2: It was Children''s Day. On that day, we didn''t have any classes. We sang and danced. We ate delicious foods. We played games with our teachers and parents on the playground. All of us felt very happy.
照片把师生的思绪拉回到美好的过去，学生在分享同学们愉快往事的过程中，在轻松愉悦氛围中练习使用了一般过去时。通过这个练习，学生更加认识到谈论过去的事情，就要使用一般过去时。紧接着,我拿出同学们自己带来的珍贵礼物，让学生讲述礼物背后的故事，并简述礼物之所以珍贵的理由。同学们手里拿着自己的礼物（有手工制品，书籍，手表，衣服等）这样说道：
S1: This is a rabbit. I got it from my friend. On the morning of last April 7th, I was scared by my friend. She covered my eyes with her hands from behind me. She asked me what day it was. But I really forgot that it was my birthday. "This is for you " said my friend. She put the rabbit in my hand. It made me surprised but moved. I love it because it is from my best friend. S2: This watch is from my grandfather. My grandfather gave it to me last year. He told me to work hard at school. He wanted me to be a good student at school .I can go to school on time every day. So I like it very much.
借助学生自己最熟悉、最珍爱的礼物，同学们有表达的愿望，而且他们都有话可说。为了检查其他学生是否能听明白，我就学生的礼物提出简单的问题请同学回答。如 Who gave her the rabbit? When did he get the watch？等，学生基本上都能回答上来。通过学生谈论自己最爱的礼物，给学生搭建了练习英语口语的机会，也让全班同学分享了自己的乐趣。之后，我利用幻灯片展现了有关生日聚会和假期的图片，并让同学们自选话题，根据自己亲身经历来写一篇作文。通过前面的听，说和交际练习，学生已经明白此写作练习应该使用一般过去时态。下面是课堂上学生的习作：
习作一：Last summer holiday, I went on a trip to Dalian with my parents. We went there by train. We visited many places of interest. The most interesting place, I think, was the beach. There were many people on the beach. I wore my swimsuit and sandals. I played in the sand and swam in the sea. I also made friends with a boy. We had great fun there. We now become pen pals.
习作二：Yesterday morning, I was on my way to school .I heard birds singing in the trees. There were many people in the street. They all looked busy. A woman on her bike passed me quickly. Suddenly, her little chair fell off her bike but she didn''t know about it. A little boy took the chair up at once and ran after the woman as quickly as possible. He caught up with the woman and gave the chair back to her. The woman was so moved and she said thanks to the boy again and again. The boy smiled and I felt happy, too.
我把学生的习作用实物展台投影到屏幕上并让学生大声朗读自己的习作。然后，让其他学生对习作中的问题进行指正。同时，我把同学们认为精彩的句子和词语用红笔划出来，让全班同学欣赏学习。这给同学们创造了展示自我，相互学习和交流的平台。最后，铃声响起，同学们怀着愉快的心情离开教室。
在语法教学方面，外国专家提出了两种方法："explicit grammar teaching"(显性语法教学)和"implicit grammar teaching''''(隐性语法教学)。前者侧重在教学中直接谈论语法规则，语法教学目的直接明显；后者则在教学中避免直接谈论所学的语法规则，主要通过情境让学生体验语言，通过对语言的交际性运用归纳出语法规则。有些老师的语法课单纯的讲解和操练会显得枯燥、乏味，不能激发学生的学习兴趣，其中一个主要的原因就是采用了过多的机械的练习方法，也就是过多地运用了"explicit grammar teaching"。 本节课紧紧围绕一般过去时展开教学活动，能把显性语法教学和隐性语法教学适度结合，并且重点放在后者上，使两种语法教学方法相得益彰。更重要的是，能充分利用多媒体（图片，视频），实物教具和实物展台等教育技术资源，创设了真实的情境，设计了贴近学生生活实际的各种活动，从而激发了学生学习的兴趣，增强了学生参与课堂活动的积极性，使学生语言综合能力得到提高。学生通过参与教学活动，展示了自己的学习成果，使自己在各种课堂实践活动中发展语言与思维能力，并在展示活动中感受成功，增强了学生学习英语的信心，提高了学生对英语课程的兴趣。这样，学生对一般过去时态，从认识到理解再到运用，最终内化发展了自己的语言系统。
作为一名英语教师就应该借助实物、图像等各种手段合理设置情境，为学生提供在课堂上使用语言的机会。同时把要学的语法、词法知识等内容及语言技巧融会于语言情景中。学生只有在真实的情景中才能更好地掌握知识。好的教学效果是教师积极主动创设的，只有教师在教学方面具有主动创新意识，才能将教学过程展现得不拘一格，使教学效果不同凡响。
参考文献
1、《义务教育英语课程标准（2011版）》
【关键词】语法教学；情境教学；做中学
现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言。《义务教育英语课程标准（2011版）》指出各种语言知识的呈现和学习都应从语言使用的角度出发，为提升学生"用英语做事情"的能力服务，强调培养学生的综合语言运用能力。1、作为综合语言运用能力的一部分，语法教学呼唤着广大英语教师优化课堂教学，积极创设真实语境，尽可能多地为学生提供运用语言的机会和展示自我的舞台，从而让学生体会到"从做中学"的快乐，增强学生学习英语兴趣和信心。初中英语冀教版七年级下册Unit 4 Did You Have a Nice Trip? 这一单元中首次出现一般过去时态。在学完本单元课文内容后，按照新课程标准的理念，我尝试着上了一节语法课《一般过去时》。
首先，根据学生中存在的难点和易错点，我针对性地复习了一些不规则动词的一般过去时的变形,如fall ---fell, break---broke，see---saw, take---took, go---went等; 同时再次重复一般过去时态的一些标志性词语，如yesterday, yesterday morning, last Sunday, last summer, two days ago等, 让学生树立一见到这些词便能联想起使用一般过去时意识,就能在头脑中反应用动词的一般过去形式。随后，我让学生观看了一段视频，呈现了小明和朋友们上周六去动物园共度周末的情景。紧接着，我让学生就这段视频进行提问和抢答活动。具体做法如下：
S1: When did they go to the zoo?
S2: Last Saturday.
S3: Where did they go last Saturday?
S4: They went to the zoo.
S5: Did Xiao Ming go to the zoo with his parents last Saturday?
S6: No, he didn''t.
S7: Who did he go with?
S8: He went to the zoo with his friends.
S9: What did they see at the zoo?
S10: They saw monkeys and bears.
在学生们的问答过程中，若存在语法上的错误，我会让问答活动暂时终止，并问全班同学：Is he right ? 或者 Is there anything wrong with his sentence? Then tell us how to make such question or how to answer the question? 刚开始学生会有犯错的现象，但经过几次练习之后错误便逐渐减少。这样，利用视频给学生创设了过去时的情境，提供了讨论的话题。学生在一问一答的交际练习中，使用了一般过去时的肯定句，否定句，一般疑问句及其回答以及特殊疑问句的各种句式，从而有效地巩固了一般过去时的语法要点。接下来，我把课前让同学们带来的照片利用实物展台逐一展现出来，并让照片的主人（班里的学生）分别对照片作介绍，讲述照片背后的故事。有同学是这样描述他们的照片的：
S1: Look , class! This is me. I was only seven years old at that time . There is a toy car in my hand. My uncle bought it for me as my seventh birthday present. I felt very happy. It was my favorite toy. Do you like it?
S2: It was Children''s Day. On that day, we didn''t have any classes. We sang and danced. We ate delicious foods. We played games with our teachers and parents on the playground. All of us felt very happy.
照片把师生的思绪拉回到美好的过去，学生在分享同学们愉快往事的过程中，在轻松愉悦氛围中练习使用了一般过去时。通过这个练习，学生更加认识到谈论过去的事情，就要使用一般过去时。紧接着,我拿出同学们自己带来的珍贵礼物，让学生讲述礼物背后的故事，并简述礼物之所以珍贵的理由。同学们手里拿着自己的礼物（有手工制品，书籍，手表，衣服等）这样说道：
S1: This is a rabbit. I got it from my friend. On the morning of last April 7th, I was scared by my friend. She covered my eyes with her hands from behind me. She asked me what day it was. But I really forgot that it was my birthday. "This is for you " said my friend. She put the rabbit in my hand. It made me surprised but moved. I love it because it is from my best friend. S2: This watch is from my grandfather. My grandfather gave it to me last year. He told me to work hard at school. He wanted me to be a good student at school .I can go to school on time every day. So I like it very much.
借助学生自己最熟悉、最珍爱的礼物，同学们有表达的愿望，而且他们都有话可说。为了检查其他学生是否能听明白，我就学生的礼物提出简单的问题请同学回答。如 Who gave her the rabbit? When did he get the watch？等，学生基本上都能回答上来。通过学生谈论自己最爱的礼物，给学生搭建了练习英语口语的机会，也让全班同学分享了自己的乐趣。之后，我利用幻灯片展现了有关生日聚会和假期的图片，并让同学们自选话题，根据自己亲身经历来写一篇作文。通过前面的听，说和交际练习，学生已经明白此写作练习应该使用一般过去时态。下面是课堂上学生的习作：
习作一：Last summer holiday, I went on a trip to Dalian with my parents. We went there by train. We visited many places of interest. The most interesting place, I think, was the beach. There were many people on the beach. I wore my swimsuit and sandals. I played in the sand and swam in the sea. I also made friends with a boy. We had great fun there. We now become pen pals.
习作二：Yesterday morning, I was on my way to school .I heard birds singing in the trees. There were many people in the street. They all looked busy. A woman on her bike passed me quickly. Suddenly, her little chair fell off her bike but she didn''t know about it. A little boy took the chair up at once and ran after the woman as quickly as possible. He caught up with the woman and gave the chair back to her. The woman was so moved and she said thanks to the boy again and again. The boy smiled and I felt happy, too.
我把学生的习作用实物展台投影到屏幕上并让学生大声朗读自己的习作。然后，让其他学生对习作中的问题进行指正。同时，我把同学们认为精彩的句子和词语用红笔划出来，让全班同学欣赏学习。这给同学们创造了展示自我，相互学习和交流的平台。最后，铃声响起，同学们怀着愉快的心情离开教室。
在语法教学方面，外国专家提出了两种方法："explicit grammar teaching"(显性语法教学)和"implicit grammar teaching''''(隐性语法教学)。前者侧重在教学中直接谈论语法规则，语法教学目的直接明显；后者则在教学中避免直接谈论所学的语法规则，主要通过情境让学生体验语言，通过对语言的交际性运用归纳出语法规则。有些老师的语法课单纯的讲解和操练会显得枯燥、乏味，不能激发学生的学习兴趣，其中一个主要的原因就是采用了过多的机械的练习方法，也就是过多地运用了"explicit grammar teaching"。 本节课紧紧围绕一般过去时展开教学活动，能把显性语法教学和隐性语法教学适度结合，并且重点放在后者上，使两种语法教学方法相得益彰。更重要的是，能充分利用多媒体（图片，视频），实物教具和实物展台等教育技术资源，创设了真实的情境，设计了贴近学生生活实际的各种活动，从而激发了学生学习的兴趣，增强了学生参与课堂活动的积极性，使学生语言综合能力得到提高。学生通过参与教学活动，展示了自己的学习成果，使自己在各种课堂实践活动中发展语言与思维能力，并在展示活动中感受成功，增强了学生学习英语的信心，提高了学生对英语课程的兴趣。这样，学生对一般过去时态，从认识到理解再到运用，最终内化发展了自己的语言系统。
作为一名英语教师就应该借助实物、图像等各种手段合理设置情境，为学生提供在课堂上使用语言的机会。同时把要学的语法、词法知识等内容及语言技巧融会于语言情景中。学生只有在真实的情景中才能更好地掌握知识。好的教学效果是教师积极主动创设的，只有教师在教学方面具有主动创新意识，才能将教学过程展现得不拘一格，使教学效果不同凡响。
参考文献
1、《义务教育英语课程标准（2011版）》