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在英语课堂上,有的教师往往只注意词汇的背诵、对话和课文的讲解,而常常忽略课文中有关句法结构的系统分析。对学生怎么学、学多学少,却较少关注。即使有的教师会在上课时讲解语法,大多采用的也是注入式教学,往往会使学生失去兴趣。更新教学方法、提高语法课堂教学效率势在必行。作为一个多年从事农村中学英语教学的教师,我认为,必须根据学习内容、学生的心理、年龄、认知规律等特点,进行语法教学活动的科学设计。在新课程理念的指导下,教师应利用丰富的资源为学生学习语法知识创设形式多样的情境,让他们在生活化的氛围中领悟语法规则,并运用语法知识解决实际问题。
语言描述创设情境
例如,在教学比较级与最高级时,我这样引出语法项目:“Today is my husband’s birthday. I want to give him a big surprise. I’m going to have a party for him. You know, my son isn’t at home, so I want to invite some of you to his birthday party in a western restaurant. Would you like to come?”学生回答:“Thank you. I’d love to.”然后我出示一份西餐厅的菜单。
我提问:“What would you like to order?”学生也点上自己喜欢的菜。接着我要求他们对比自己点的菜的价格,引出比较级和最高级:Coca-Cola is 0.60 dollar. It’s cheap. Orange Juice is cheaper than Coca-Cola. Sprite is the cheapest of all the drinks.
我以类似方法训练expensive 的比较等级。然后问:“How much money do you need?”再以pair work形式在小组中操练:“Who needs more /the most money? Who will spend less/least?”这样一步一步引导学生在虚设的语境情景中活动,把语法知识由抽象变得具体,从而降低了语法学习的难度,激发了学习积极性。
利用实物、图片教学手段等创设直观情境
例如,在教学“There be 句型”、介词和名词复数时,利用真实的情景法创设语言环境,从身边的事物出发,就可让学生在教室里轻松认识事物,了解语法规则。借助一幅图画,可引出“There be句型”:“What can you see in the picture? There is a desk in it. There are two dogs under the desk.”同时训练有关方位的介词in,on,under,behind,in front of.利用教室里的实物,可以区分in the wall 和on the wall,如:“There is a hole in the wall and there is a map of China on the wall.”
挖掘身边话题创设真实情境
例如,在教授反意疑问句的回答时,先从一般疑问句的回答着手,自然引入事实为肯定和否定的教学,有效地帮助学生理解新的语法现象。操作过程如下。
例1:教师:Are you a student? 学生:Yes, I am.引入反意疑问句:You are a student, aren’t you? Yes, I am. You aren’t a student, are you? Yes, I am.
例2:教师:Are you a teacher? 学生:No, I’m not.引入反意疑问句:You are a teacher, aren’t you? No, I’m not. You aren’t a teacher, are you? No, I’m not.
接下来引导学生归纳。这样学生可学得轻松,操练时也觉得有话可说,把所学语法运用于交际中。
责任编辑 魏文琦
语言描述创设情境
例如,在教学比较级与最高级时,我这样引出语法项目:“Today is my husband’s birthday. I want to give him a big surprise. I’m going to have a party for him. You know, my son isn’t at home, so I want to invite some of you to his birthday party in a western restaurant. Would you like to come?”学生回答:“Thank you. I’d love to.”然后我出示一份西餐厅的菜单。
我提问:“What would you like to order?”学生也点上自己喜欢的菜。接着我要求他们对比自己点的菜的价格,引出比较级和最高级:Coca-Cola is 0.60 dollar. It’s cheap. Orange Juice is cheaper than Coca-Cola. Sprite is the cheapest of all the drinks.
我以类似方法训练expensive 的比较等级。然后问:“How much money do you need?”再以pair work形式在小组中操练:“Who needs more /the most money? Who will spend less/least?”这样一步一步引导学生在虚设的语境情景中活动,把语法知识由抽象变得具体,从而降低了语法学习的难度,激发了学习积极性。
利用实物、图片教学手段等创设直观情境
例如,在教学“There be 句型”、介词和名词复数时,利用真实的情景法创设语言环境,从身边的事物出发,就可让学生在教室里轻松认识事物,了解语法规则。借助一幅图画,可引出“There be句型”:“What can you see in the picture? There is a desk in it. There are two dogs under the desk.”同时训练有关方位的介词in,on,under,behind,in front of.利用教室里的实物,可以区分in the wall 和on the wall,如:“There is a hole in the wall and there is a map of China on the wall.”
挖掘身边话题创设真实情境
例如,在教授反意疑问句的回答时,先从一般疑问句的回答着手,自然引入事实为肯定和否定的教学,有效地帮助学生理解新的语法现象。操作过程如下。
例1:教师:Are you a student? 学生:Yes, I am.引入反意疑问句:You are a student, aren’t you? Yes, I am. You aren’t a student, are you? Yes, I am.
例2:教师:Are you a teacher? 学生:No, I’m not.引入反意疑问句:You are a teacher, aren’t you? No, I’m not. You aren’t a teacher, are you? No, I’m not.
接下来引导学生归纳。这样学生可学得轻松,操练时也觉得有话可说,把所学语法运用于交际中。
责任编辑 魏文琦