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新课程改革大环境下的教育教学方法是一门大科学。新课程要求我们改变传统的教学观念,大胆尝试新的教学方法进行教学,努力提高教学实效,实现真正的新课程改革,实现素质教育的目标。下面我结合教学实践谈谈我自己在高中英语语法强调句型教学探索体会。
人们常说:兴趣是最好的老师。很多学生觉得英语语法枯燥无味,没有兴趣,所以,培养学生学习英语语法的兴趣是关键。下面我以高中英语语法:强调句型为例来说说。
我们传统的教学方式是这样的,教师先讲解该句型的语法结构It is/was +被强调部分+that/who(主语为人时)+原句除被强调部分以外的其余部分。然后举例讲解,而后进行习题训练。这种教学方式就是传统的填鸭式教学,整堂课老师处于主要地位,以老师讲解为主,学生在课堂上就是拼命地记笔记,课后死记硬背这一语法结构,学生处于被动接受知识的被动角色地位中,束缚了学生的手脚,扼杀了学生的学习积极性,故而我们必须改变这种传统的教学方式,转变学生在课堂上的地位;以学生為中心,让学生积极探究,给学生时间和机会自己发现强调句型的结构,最终达到学到他们需要的东西,找到成就感并从中体会到学习的乐趣的目标。
我的做法是,先用多媒体向学生展示以下几个句子,让学生仔细观察并讨论、分析这些句子的特点,最终得出他们自己的结论:
(1)It was he who/that bought a book in the shop yeaterday.
(2)It was a book that he bought in the shop yesterday.
(3)It was in the shop that he bought a book yesterday.
(4)It was yesterday that he bought a book in the shop.
(5)It is they who/that like the book.
(6)It is the book that they like.
大部分学生最终能得出这样的结论:it is/was……who/that……是一个句型结构
有的学生还发现以上这六个句子可以还原成这么两个句子:
(7)He bought a book in the shop yesterday.
(8)They like the book.
从(1)-(6)句中可以看出,(7)(8)两句除谓语部分以外的其它成分都可以应用于:it is/was……who/that……这种句型结构。
在学生讨论分析得出以上结论的基础上,我们老师可以引出强调句型这一语法概念,让学生懂得it is/was……who/that……就是高中英语语法中一个重要的句型结构:强调句型,同时指出该结构不能用来强调句子的谓语部分。如此一来,我们教师和学生在课堂中的角色就发生了转变,学生的角色就由原来的被动接受知识的角色转变为积极主动探究知识并得出结论的角色,这样也就让学生找到了成就感,学习的兴趣也就慢慢地培养起来了,也就避免了传统的满堂灌的教学模式,让学生体会到学习的乐趣。
当然,强调句型只让学生探究到这里还是不够的,我们老师还可以引导学生做进一步的探究。再用多媒体展示以下例句,让学生与(1)-(6)句进行对比,进行探究得出新的结论。
(9)Was it he who/that bought a book in the shop yeaterday?
(10)What was it that he bought in the shop yesterday?
(11)Where was it that he bought a book yesterday?
(12)When was it that he bought a book in the shop?
(13)Who is it that like the book?
(14)What is it that they?
学生很快就能发现:这些句式都是初中阶段早已学过; 第(9)句是第(1)句的一般疑问句形式,第(10)-(14)句就是对第(2)-(6)中被强调部分提问得来。学生得出了这样的结论,我们老师应马上给予肯定,让学生感到有成就感,进一步激发学生的学习兴趣,以便进行下一步的探究。接下来再用多媒体给学生展示以下部分历年高考真题,让学生进行探究。
(97 NMET)It was about 600 years ago the first clock with a face and an hour hand was made.
A.that B. until C. before D.when
(98上海) was in 1979 I graduated from the university.
A.That…that B.It…that C.That…when D.It…when
(00北京春)It was how the young man had learned five foreign languages attracted the audience’s intrest.
A.so that B.that C.waht D.in which
(01上海) It was for this reason her uncle moved out of New York and settled down in a small village. A.which B.why C.that D.how
(03上海)It is these poisonous products can cause the symptoms of the flu such as headache and aching muscles.
A. who B.that C.how D.what
(05山东)--- that he managed to get the information?
---Oh, a friend of his helped him.
A.Where was it B.What was it C.How was it D. Why was it
(05 NMET2)It was not until nearly a month later I received the manager’s reply.
A.since B.when C.as D.that
(05重慶)It was not until 1920 regular radio broadcasts began.
A.when B.which C.that D.since
有了前面的探究,学生很快就能选出正确答案。接下来我们老师可
要求学生对这些高考题进行还原,并分析被强调部分在还原句中所作的
成分:
(97 NMET)The first clock with a face and an hour hand was made about 600 years ago.
(时间状语)
(98上海) I graduated from the university in 1979. (时间状语)
(00北京春)How the young man had learned five foreign languages attracted the audience’s intrest. (主语)
(01上海) Her uncle moved out of New York and settled down in a small village for this reason. (原因状语)
(03上海)These poisonous products can cause the symptoms of the flu such as headache and aching muscles. (主语)
(05山东)He managed to get the information by a friend of his. (方式状语)
(05 NMET2)I didn’t receive the manager’s reply until nearly a month later.
(时间状语)
(05重庆) Regular radio broadcasts didn’t begin until 1920. (时间状语)
这里需要特别提醒学生注意对until nearly a month later这一时间状语进行强调的方法!接下来给学生一点时间对强调句型各知识点进行归纳总结,以便学生能形成完整的强调句型的知识体系,加深对该知识体系的理解和记忆。为了进一步激发学生的学习兴趣,我们老师可以布置学生利用课后时间把强调句型中的that和定语从句中的that加以比较、分析,从而得出二者的区别,形成更完整的知识网,获得更多的成就感, 培养更加浓厚的学习英语的兴趣。
新课程改革要求我们老师要转变传统的教育教学观念,要求我们老师要认识到:学生是学习和发展的主体,学生是学习的主人,应激发学习兴趣,注重培养自主学习的意识和习惯,选择适合自己的学习方法,增强学习能力,不断提高自己的素质,为终身学习和发展奠定基础。所以,我觉得我们青年教师应该顺应社会的发展趋势,做改革的推动者,做改革的创新者,积极投身于新课程改革。
新课程改革大环境下的教育教学方法是一门大科学。新课程要求我们改变传统的教学观念,大胆尝试新的教学方法进行教学,努力提高教学实效,实现真正的新课程改革,实现素质教育的目标。下面我结合教学实践谈谈我自己在高中英语语法强调句型教学探索体会。
人们常说:兴趣是最好的老师。很多学生觉得英语语法枯燥无味,没有兴趣,所以,培养学生学习英语语法的兴趣是关键。下面我以高中英语语法:强调句型为例来说说。
我们传统的教学方式是这样的,教师先讲解该句型的语法结构It is/was +被强调部分+that/who(主语为人时)+原句除被强调部分以外的其余部分。然后举例讲解,而后进行习题训练。这种教学方式就是传统的填鸭式教学,整堂课老师处于主要地位,以老师讲解为主,学生在课堂上就是拼命地记笔记,课后死记硬背这一语法结构,学生处于被动接受知识的被动角色地位中,束缚了学生的手脚,扼杀了学生的学习积极性,故而我们必须改变这种传统的教学方式,转变学生在课堂上的地位;以学生為中心,让学生积极探究,给学生时间和机会自己发现强调句型的结构,最终达到学到他们需要的东西,找到成就感并从中体会到学习的乐趣的目标。
我的做法是,先用多媒体向学生展示以下几个句子,让学生仔细观察并讨论、分析这些句子的特点,最终得出他们自己的结论:
(1)It was he who/that bought a book in the shop yeaterday.
(2)It was a book that he bought in the shop yesterday.
(3)It was in the shop that he bought a book yesterday.
(4)It was yesterday that he bought a book in the shop.
(5)It is they who/that like the book.
(6)It is the book that they like.
大部分学生最终能得出这样的结论:it is/was……who/that……是一个句型结构
有的学生还发现以上这六个句子可以还原成这么两个句子:
(7)He bought a book in the shop yesterday.
(8)They like the book.
从(1)-(6)句中可以看出,(7)(8)两句除谓语部分以外的其它成分都可以应用于:it is/was……who/that……这种句型结构。
在学生讨论分析得出以上结论的基础上,我们老师可以引出强调句型这一语法概念,让学生懂得it is/was……who/that……就是高中英语语法中一个重要的句型结构:强调句型,同时指出该结构不能用来强调句子的谓语部分。如此一来,我们教师和学生在课堂中的角色就发生了转变,学生的角色就由原来的被动接受知识的角色转变为积极主动探究知识并得出结论的角色,这样也就让学生找到了成就感,学习的兴趣也就慢慢地培养起来了,也就避免了传统的满堂灌的教学模式,让学生体会到学习的乐趣。
当然,强调句型只让学生探究到这里还是不够的,我们老师还可以引导学生做进一步的探究。再用多媒体展示以下例句,让学生与(1)-(6)句进行对比,进行探究得出新的结论。
(9)Was it he who/that bought a book in the shop yeaterday?
(10)What was it that he bought in the shop yesterday?
(11)Where was it that he bought a book yesterday?
(12)When was it that he bought a book in the shop?
(13)Who is it that like the book?
(14)What is it that they?
学生很快就能发现:这些句式都是初中阶段早已学过; 第(9)句是第(1)句的一般疑问句形式,第(10)-(14)句就是对第(2)-(6)中被强调部分提问得来。学生得出了这样的结论,我们老师应马上给予肯定,让学生感到有成就感,进一步激发学生的学习兴趣,以便进行下一步的探究。接下来再用多媒体给学生展示以下部分历年高考真题,让学生进行探究。
(97 NMET)It was about 600 years ago the first clock with a face and an hour hand was made.
A.that B. until C. before D.when
(98上海) was in 1979 I graduated from the university.
A.That…that B.It…that C.That…when D.It…when
(00北京春)It was how the young man had learned five foreign languages attracted the audience’s intrest.
A.so that B.that C.waht D.in which
(01上海) It was for this reason her uncle moved out of New York and settled down in a small village. A.which B.why C.that D.how
(03上海)It is these poisonous products can cause the symptoms of the flu such as headache and aching muscles.
A. who B.that C.how D.what
(05山东)--- that he managed to get the information?
---Oh, a friend of his helped him.
A.Where was it B.What was it C.How was it D. Why was it
(05 NMET2)It was not until nearly a month later I received the manager’s reply.
A.since B.when C.as D.that
(05重慶)It was not until 1920 regular radio broadcasts began.
A.when B.which C.that D.since
有了前面的探究,学生很快就能选出正确答案。接下来我们老师可
要求学生对这些高考题进行还原,并分析被强调部分在还原句中所作的
成分:
(97 NMET)The first clock with a face and an hour hand was made about 600 years ago.
(时间状语)
(98上海) I graduated from the university in 1979. (时间状语)
(00北京春)How the young man had learned five foreign languages attracted the audience’s intrest. (主语)
(01上海) Her uncle moved out of New York and settled down in a small village for this reason. (原因状语)
(03上海)These poisonous products can cause the symptoms of the flu such as headache and aching muscles. (主语)
(05山东)He managed to get the information by a friend of his. (方式状语)
(05 NMET2)I didn’t receive the manager’s reply until nearly a month later.
(时间状语)
(05重庆) Regular radio broadcasts didn’t begin until 1920. (时间状语)
这里需要特别提醒学生注意对until nearly a month later这一时间状语进行强调的方法!接下来给学生一点时间对强调句型各知识点进行归纳总结,以便学生能形成完整的强调句型的知识体系,加深对该知识体系的理解和记忆。为了进一步激发学生的学习兴趣,我们老师可以布置学生利用课后时间把强调句型中的that和定语从句中的that加以比较、分析,从而得出二者的区别,形成更完整的知识网,获得更多的成就感, 培养更加浓厚的学习英语的兴趣。
新课程改革要求我们老师要转变传统的教育教学观念,要求我们老师要认识到:学生是学习和发展的主体,学生是学习的主人,应激发学习兴趣,注重培养自主学习的意识和习惯,选择适合自己的学习方法,增强学习能力,不断提高自己的素质,为终身学习和发展奠定基础。所以,我觉得我们青年教师应该顺应社会的发展趋势,做改革的推动者,做改革的创新者,积极投身于新课程改革。