新課標(biāo)下的英語語法教學(xué)

1、         10-06-13 17:10:00     作者：張玲    編輯：studa20摘要:文章從理論與實(shí)踐方面論述英語語法教學(xué)理念,創(chuàng)新語法教學(xué)。改變以往傳授知識(shí)的語法教學(xué)方式,提高學(xué)生的語言交際能力。 關(guān)鍵詞:新課標(biāo);英語;語法教學(xué) Abstract: This article elaborates English grammar teaching idea from the theory and the practi

2、ce aspect, the innovation grammar teaching. The change formerly taught the knowledge the grammar teaching way, sharpens students language human relations ability. key words: new class sign; English; grammar teaching 1新的英語課程標(biāo)準(zhǔn)語法教學(xué)理念 英語課程標(biāo)準(zhǔn)總體目標(biāo):既要培養(yǎng)學(xué)生的綜合語言運(yùn)用能力,又要培養(yǎng)學(xué)生的自主學(xué)習(xí)能力和良好的個(gè)性品格,為今后或者終身學(xué)習(xí)奠定堅(jiān)實(shí)的基礎(chǔ)。 英

3、語新課程標(biāo)準(zhǔn)明確提出要改變英語教學(xué)過分重視語法和詞匯知識(shí)的講解和傳授,而忽視對學(xué)生實(shí)際語言運(yùn)用能力的培養(yǎng)。新課標(biāo)就是強(qiáng)調(diào)通過創(chuàng)設(shè)良好語言環(huán)境和提供大量的語言實(shí)踐機(jī)會(huì),讓學(xué)生通過體驗(yàn)、感知、實(shí)踐、參與、交流等方式學(xué)習(xí)語言,同時(shí)在教師的指導(dǎo)下通過觀察、發(fā)現(xiàn)和歸納等方式,掌握語言的規(guī)律,形成有效的學(xué)習(xí)策略,提高學(xué)生學(xué)習(xí)的興趣,培養(yǎng)學(xué)生的合作精神,加深對英語文化的理解。 然而,隨著我國課程改革的深化,新的教學(xué)模式不斷涌現(xiàn),傳統(tǒng)的語法教學(xué)改革舉步維艱。在這種情況下,我們教師應(yīng)該更新教學(xué)觀念,正確領(lǐng)會(huì)新課標(biāo)關(guān)于語法教學(xué)改革的精神,善于創(chuàng)新,使語法教學(xué)真正成為培養(yǎng)學(xué)生創(chuàng)新、實(shí)踐、合作、掌握英語語言的技能和能

4、力,使語法教學(xué)同聽、說、讀、寫等技能訓(xùn)練相互配合,更好促進(jìn)聽、說、讀、寫的效果。 2新課標(biāo)下語法教學(xué)方法 2.1游戲 把語法教學(xué)融入游戲之中,不僅可以復(fù)習(xí)和鞏固所學(xué)知識(shí),而且還可以提高學(xué)生的學(xué)習(xí)興趣,調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性和參與性。如,在教學(xué)句型“What is this in English?This/That/It is a/an”時(shí),為了讓學(xué)生熟悉和掌握該句型,教師可事先準(zhǔn)備egg,book,pen,ruler,apple,orange,banana等物品,分別裝入兩個(gè)袋子中,然后讓一個(gè)男生和一個(gè)女生到講臺(tái)前,蒙住他們的雙眼,讓他們分別從各自的袋子中摸出一個(gè)物品,全班可齊聲問“What i

5、s this/that in English?”競猜的學(xué)生邊摸邊用“This/That/It is a/an pen/orange”等回答,最后看看這兩個(gè)學(xué)生誰猜對最多,誰的得分就越高。 2.2音樂 音樂的旋律震撼人們的心靈,優(yōu)美的曲子往往能使人記憶猶新。例如,教師在教授“He/She/It isor They are”時(shí),就可以放小歌謠“Who is he/she/it?” Who is he?He is little Tom. Who is she?She is little Alice. Who is it?It is a little dog. Who are they?They ar

6、e Tom and Alice. 學(xué)生一邊聽,一邊跟著唱。因?yàn)楦柙~簡單,朗朗上口,學(xué)生很快就記住了She/He/It isor They are等句形。      10-06-13 17:10:00     作者：張玲    編輯：studa202.3角色扮演 角色扮演是根據(jù)教材內(nèi)容,創(chuàng)設(shè)情景讓學(xué)生運(yùn)用新舊知識(shí),自編對話,進(jìn)行角色扮演。新的英語課程標(biāo)準(zhǔn)話題項(xiàng)目表中列出了許多話題,例如,興趣與愛好、交通、購物、問路、看病等。教師可以在教室中設(shè)計(jì)多種場景,讓學(xué)生分角色扮演,在活動(dòng)

7、中學(xué)習(xí)和掌握,運(yùn)用所學(xué)的語言。 2.4調(diào)查活動(dòng) 就是讓學(xué)生完成教師設(shè)定調(diào)查活動(dòng),學(xué)習(xí)和掌握語法知識(shí)。如,我們在學(xué)習(xí)句型“If I were you, I would be/do”時(shí),教師可以讓學(xué)生換位思考,“If I were a teacher, I would be/ do”。首先讓學(xué)生以小組為單位討論,然后讓每一小組派一個(gè)代表,向全班匯報(bào)他們小組討論的結(jié)果,最后匯總寫在黑板上。通過換位思考活動(dòng),學(xué)生不僅了解了教師工作的平凡與偉大,而且還對教師提出了更高的要求,進(jìn)一步融洽了師生間的關(guān)系。 2.5閱讀 單純的語法教學(xué)會(huì)讓學(xué)生感到枯燥乏味。如果把語法教學(xué)放在閱讀過程中,就能讓學(xué)生發(fā)現(xiàn)、思考、分

8、析遇到的語法現(xiàn)象,加深對這些語法現(xiàn)象的理解。如,教師在教授動(dòng)詞過去時(shí)態(tài)和過去進(jìn)行時(shí),可以讓學(xué)生看一篇文章: Last week I went to the theater. I had a very seat. The play was very interesting. I didnt enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned around. I

9、 looked at them. They didnt pay any atttention. In the end I could not bear it. I turned around again. I couldnt hear a word. I said angrily. The young man said that it was none of my business. He said that it was their private conversation. 然后讓他們說出遇到的新語法現(xiàn)象,同時(shí)教師可以給出一些詞或詞組last Sunday, in the morning,

10、 do homework, in the afternoon, play basketball, in the evening, watch TV, surf the Internet, go to bed等,讓學(xué)生描述他們是怎樣度過上個(gè)星期日的,最后教師讓學(xué)生把描述的句子寫在作業(yè)本上。通過閱讀語法教學(xué)活動(dòng)既能讓學(xué)生學(xué)習(xí)語法知識(shí),又能提高學(xué)生的表達(dá)能力、寫作、閱讀能力。 總之,教師要改變以往傳授知識(shí)的語法教學(xué)方式,精心設(shè)計(jì)教學(xué)活動(dòng),充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性和積極性,使語法教學(xué)充滿真實(shí)性、趣味性、實(shí)用性、直觀性和形象性,只有這樣,才能使學(xué)生掌握語言知識(shí),有效提高學(xué)生的語言交際能力。 &

11、#160;   10-06-13 17:10:00     作者：張玲    編輯：studa202.3角色扮演 角色扮演是根據(jù)教材內(nèi)容,創(chuàng)設(shè)情景讓學(xué)生運(yùn)用新舊知識(shí),自編對話,進(jìn)行角色扮演。新的英語課程標(biāo)準(zhǔn)話題項(xiàng)目表中列出了許多話題,例如,興趣與愛好、交通、購物、問路、看病等。教師可以在教室中設(shè)計(jì)多種場景,讓學(xué)生分角色扮演,在活動(dòng)中學(xué)習(xí)和掌握,運(yùn)用所學(xué)的語言。 2.4調(diào)查活動(dòng) 就是讓學(xué)生完成教師設(shè)定調(diào)查活動(dòng),學(xué)習(xí)和掌握語法知識(shí)。如,我們在學(xué)習(xí)句型“If I were you, I would b

12、e/do”時(shí),教師可以讓學(xué)生換位思考,“If I were a teacher, I would be/ do”。首先讓學(xué)生以小組為單位討論,然后讓每一小組派一個(gè)代表,向全班匯報(bào)他們小組討論的結(jié)果,最后匯總寫在黑板上。通過換位思考活動(dòng),學(xué)生不僅了解了教師工作的平凡與偉大,而且還對教師提出了更高的要求,進(jìn)一步融洽了師生間的關(guān)系。 2.5閱讀 單純的語法教學(xué)會(huì)讓學(xué)生感到枯燥乏味。如果把語法教學(xué)放在閱讀過程中,就能讓學(xué)生發(fā)現(xiàn)、思考、分析遇到的語法現(xiàn)象,加深對這些語法現(xiàn)象的理解。如,教師在教授動(dòng)詞過去時(shí)態(tài)和過去進(jìn)行時(shí),可以讓學(xué)生看一篇文章: Last week I went to the theate

13、r. I had a very seat. The play was very interesting. I didnt enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned around. I looked at them. They didnt pay any atttention. In the end I could not bear it. I tu

14、rned around again. I couldnt hear a word. I said angrily. The young man said that it was none of my business. He said that it was their private conversation. 然后讓他們說出遇到的新語法現(xiàn)象,同時(shí)教師可以給出一些詞或詞組last Sunday, in the morning, do homework, in the afternoon, play basketball, in the evening, watch TV, surf the

15、Internet, go to bed等,讓學(xué)生描述他們是怎樣度過上個(gè)星期日的,最后教師讓學(xué)生把描述的句子寫在作業(yè)本上。通過閱讀語法教學(xué)活動(dòng)既能讓學(xué)生學(xué)習(xí)語法知識(shí),又能提高學(xué)生的表達(dá)能力、寫作、閱讀能力。 總之,教師要改變以往傳授知識(shí)的語法教學(xué)方式,精心設(shè)計(jì)教學(xué)活動(dòng),充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性和積極性,使語法教學(xué)充滿真實(shí)性、趣味性、實(shí)用性、直觀性和形象性,只有這樣,才能使學(xué)生掌握語言知識(shí),有效提高學(xué)生的語言交際能力。     10-06-13 17:10:00     作者：張玲   &

16、#160;編輯：studa202.3角色扮演 角色扮演是根據(jù)教材內(nèi)容,創(chuàng)設(shè)情景讓學(xué)生運(yùn)用新舊知識(shí),自編對話,進(jìn)行角色扮演。新的英語課程標(biāo)準(zhǔn)話題項(xiàng)目表中列出了許多話題,例如,興趣與愛好、交通、購物、問路、看病等。教師可以在教室中設(shè)計(jì)多種場景,讓學(xué)生分角色扮演,在活動(dòng)中學(xué)習(xí)和掌握,運(yùn)用所學(xué)的語言。 2.4調(diào)查活動(dòng) 就是讓學(xué)生完成教師設(shè)定調(diào)查活動(dòng),學(xué)習(xí)和掌握語法知識(shí)。如,我們在學(xué)習(xí)句型“If I were you, I would be/do”時(shí),教師可以讓學(xué)生換位思考,“If I were a teacher, I would be/ do”。首先讓學(xué)生以小組為單位討論,然后讓每一小組派一個(gè)代表,

17、向全班匯報(bào)他們小組討論的結(jié)果,最后匯總寫在黑板上。通過換位思考活動(dòng),學(xué)生不僅了解了教師工作的平凡與偉大,而且還對教師提出了更高的要求,進(jìn)一步融洽了師生間的關(guān)系。 2.5閱讀 單純的語法教學(xué)會(huì)讓學(xué)生感到枯燥乏味。如果把語法教學(xué)放在閱讀過程中,就能讓學(xué)生發(fā)現(xiàn)、思考、分析遇到的語法現(xiàn)象,加深對這些語法現(xiàn)象的理解。如,教師在教授動(dòng)詞過去時(shí)態(tài)和過去進(jìn)行時(shí),可以讓學(xué)生看一篇文章: Last week I went to the theater. I had a very seat. The play was very interesting. I didnt enjoy it. A young man a

18、nd a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned around. I looked at them. They didnt pay any atttention. In the end I could not bear it. I turned around again. I couldnt hear a word. I said angrily. The young man said that it was none of my business. He said that it was their private conversation. 然后讓他們說出遇到的新語法現(xiàn)象,同時(shí)教師可以給出一些詞或詞組last Sunday, in the morning, d