小学英语语法趣味教学（通用8篇）
小学英语语法趣味教学 篇1
英语语法教学的趣味性论文
[Abstract]Grammar, as a set of rules for choosing words and putting words together to make sense, plays a significant role in language teaching. It is difficult for students to speak English without learning English grammar. However, the traditional teaching methods are so boring that modern language teaching tends to neglect grammar. There have been more and more teaching theories and teaching methods at present. In this paper, some features and rules of grammar teaching have been generalized. Besides, several teaching modes have been introduced and discussed to make students more active in the class and to enhance communicative activities between the teacher and students, so as to make abstract grammar teaching more vivid and interesting.
[Key words]English grammar teaching; teaching methodology; delights
[摘 要]语法在英语教学中占有重要地位，没有语法规则的监控和修饰，学生很难成为地道的英语使用者。机械地沿用以教师为中心的传统方法进行教学使语法教学抽象枯燥。目前又出现了各种各样的教学理论和教学方法。本文总结了语法课堂教学的`特征和规则，提出了几种基本教学方法以便更好地发挥学生的主动性，增强师生间的交互式教学活动，使抽象的语法教学形象活泼。从而使语法教学更好地服务于英语教学的最终目的---培养学生的语言交际能力。
[关键词]英语语法教学;教学法;趣味性
1. Introduction
Grammar is a set of rules for choosing words and putting words together to make sense. Every language has a set of grammar rules. It has been held that if a language is a building, the words are the building bricks and the grammar is the architect’s plan. Without a plan, there would not be any building. However, with the growing popularity of the communicative language teaching approach, grammar is more and more neglected and grammar teaching is regarded as inherently “dull” or “old-fashioned”. Some teachers are even going to extremes by avoiding talking about grammar under the supposition that grammar teaching do no good to students’ communicative competence. As a consequence, the grammatical knowledge is not timely consolidated, internalized and converted into a practical ability. There are some problems in grammar teaching, which are generalized as “five emphases” and “five neglects”, [1] that is: emphasizing instilling knowledge while neglecting practicing skills; emphasizing explaining in detail while neglecting exercising; emphasizing written exercises while neglecting oral practices; emphasizing the analyses of grammar while neglecting the usage of grammar; emphasizing the mastery of rules while neglecting knowing examples. It is because of these problems and difficulties that grammar teaching is so boring for both teachers and students.
2. Features of English grammar teaching
There are some features of grammar teaching in the class which is worth noticing.[2]
2.1 Activeness and interest
Grammar teaching should fit the students’ age, the class situation, and the content of teaching materials.
1) Try to satisfy the students’ desire of success. For instance, according to different levels of the students, teachers can teach them to sing English songs, read some interesting stories to them or talk about children’s programs with them.
2) In termsof “3-s” which is surprise, suspension and satisfaction, teachers can advance some enlightening questions to satisfy the students’ curiosity and to arouse their interest.
3) Teaching methods should be of variety and flexible.
2.2 Practicality and communicativeness
Listening, speaking, reading and writing should be developed harmoniously.
1) Emphasize communicative usage, such as doing duty report, two minutes’ talk, free chat between students and the teacher, and so on.
2) Insist on elaborate explaining and doing more exercises, which requires the teacher to give two thirds to three fourths of the class time to do exercises that should be designed according to the difficulty gradation, and according to their purposes.
2.3 Consolidation and development
Try to avoid forgetting and try to consolidate the knowledge gradually. In other words, teaching materials should be arranged systematically and organizationally. The teacher should try to connect new knowledge with the old ones, increase repetition and enhance exercises to enhance positive transference and help students grasp knowledge and train their practical skill. In a word, such features make grammar teaching particular and important.
3. Principles of English grammar teaching
In order to teach grammar successfully, the following principles should be paid attention to and obeyed. The following principles should be showed in the class.[3]
3.1 Motivation principle
Motive is the assurance of all teaching activities, including grammar teaching. Nowadays, since more and more students are not interested in grammar, it is more and more significant to motivate students. There are six points altogether in this principle.
1) Choose the topic that suits the students’ age, cognition and language learning.
2) Create the proper situation, and try to offer some ocular objects, such as pictures and slides.
3) Make grammar exercises open ended in answers which allow students to talk freely and arouse their interest.
4) Form and meaning are combined. Meaning should be the core of exercises, which can be designed with an information gap to let students join in and get what they want to know.
5) Personality should be embodied fully, which help students to carry on the real exchange.
6) The activities should be more challenging and make students moderately nervous, thus students will get the joy of success.
3.2 Efficiency principle
It is made up of six points as well.
1) The aim of the grammar teaching activities should be clear.
2) Try to increase students’ participation in pair work or group work.
3) Make sure the efficiency of practices, which means to make sure students are able to use the new grammar rules properly and make them have a sense of success and satisfaction after the teacher correcting their faults.
4) Increase the kinds of activities. The variety of activities is the condiment of the studying and teaching. Sincethere are students of different levels, the activities in the class should be different.
5) Preparation before exercises requires that there must be presentation and explanation. After students have a clear idea about the taught grammar rule, they can enter into grammar practicing.
6) Class evaluation. There is a grammar test at the end of the class.
3.3 Variety principle
The vitality of teaching activities in the class lies in the changing of teaching activities. The teacher should create fertile activities in terms of students’ situation.
3.4 Majority principle
It shows that teaching should fit every student. So implicit teaching and dominant teaching, inductive method and deductive method, controlling, semi-controlling and communicative practice should be united.
3.5 Procedure principle
This tells that teaching should follow the procedure of presenting, explaining and developing, otherwise, its effect will be damaged.
3.6 Communicative principle
Language serves communication, and the real language ability is developed in the process of communicating. So communication should also be embodied in grammar teaching.
3.7 Diversity principle
Language ability is the basis of communicative ability. And learning grammar is not the aim but the way of learning language. Teaching does not mean just teaching grammar, neither does language learning.
In a word, with the new curricular reform, the aim of grammar teaching also changes. Grammar teaching is aimed to stress the marrow of grammar by nimble teaching designs, and to make grammar class alive through creating fertile situations, thus to help students transfer the isolated and scrap language points to apply language quickly. So the new or useful methodologies should fit the features, suit the principles and display the aim.
4. Methods of English grammar teaching
According to the differences of methods of introducing the structure, there are implicit ways, such as the inductive method, and explicit ways, such as the deductive method. According to the differences of teaching aims, there are communicative approach, situational method and task-based method, which are aimed at developing students’ communicative ability. And all these methods can be adopted to make grammar teaching vivid and interesting.
4.1 The inductive method
In the inductive method, the teacher induces students to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if students are given enough appropriate examples.
For instance, the teacher wants to introduce comparative adjectives to a class of low-level students, she first shows a picture of a tall, thin girl labeled Mary, saying “Mary is tall”. She shows a second picture of an even taller, thinner girl labeled Ann, saying “Ann is tall”. The teacher then puts the two pictures side by side with each other and says: “Mary is tall and Ann is tall, too. But Annis taller than Mary”. The teacher can do the same for “thin” and introduce more pictures, or objects and adjectives: long, short, big, small and so on. After several examples, students will understand the structure of the comparative adjectives. The target sentence is “Ann is taller than Mary”. Then students produce more sentences using the pattern “X is …-er than Y”.[4] The teacher may check whether students have grasped the meaning of the structure by asking some conceptual questions, then give them further practices.
In order to present the two forms “this is” and “these are”, the teacher will first hold up a book, saying “This is a book.” He or She will do the same showing other objects. Then the teacher holds up several books and says “These are books.” After several similar examples, it is hoped students will understand “these are” is used with plural forms of nouns. Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Then the teacher may elicit the grammar rule from the students.[5]
4.2 The deductive method
The deductive method relies on reasoning, analyzing and comparing. In the deductive classroom, the teacher gives a grammatical explanation or rule first, and then ask them to use the rule to do a set of exercises in order to understand the grammatical point and help them master the language item. One possible way of delivering such a lesson is as follows:[6]
(a) Present the structure and explain the “rule” in a way that involves the students.
(b) Write up the language structure.
(c) Set up some activities so that the students can practice the language structure in a meaningful context. For example, the teacher may use a role play, a discussion or a piece of writing to consolidate the language structure.
When teaching the structure “used to do”, the teacher firstly presents it on the blackboard and explain its meaning and usage clearly. Then the teacher gives students some examples. After that, he or she invites students to do group work to make sentences using the structure. The group that makes the most examples will be the winner.
Besides when presenting the future tense, the teacher presents the word “will” and do the same as the above. Then he or she can ask students to do a piece of writing to check their understanding. The title may be “my dream”. And read some good writings to the class next day.
4.3 The combination of inductive method and deductive method
Among the methods for teaching grammar, the deductive method and the inductive method have been discussed and adopted most frequently. Obviously, the inductive method is more interesting. It is believed that the inductive method is more effective in which students discover the grammar rules themselves while engaged in language use. This is especially true with grammatical regularities which areeasily perceived, understood and applied. However, it is a good idea to combine both methods, which avoids the bad influences of the traditional infusing method and can motivate students.
Nowadays, the teacher combine the two methods more and more. He or She usually uses the inductive method firstly and then the deductive method, especially when teaching some more difficult grammar points. For example, when teaching the structure “If I were…, I would…”, the teacher may make sentences like this: “If I were a bird, I would be kept in a hutch.” “If I were a millionaire, I would go around the world.”… The more, the better. Then the teacher asks students to find out the similarities of the sentences and encourage them to guess its meaning or features. After that, the teacher can make further explanations on the basis of students’ understanding. And to check if they have grasped the structure, the teacher can invite students to do pair work. The students discuss with their partner and make a dialog. Finally, the teacher asks several pairs to act out and do some comments. Similarly, subjunctive mood can be taught in this way.
4.4 The communicative approach
Communicative approach, which is aimed at developing students’ practical communicative ability, emphasizes how to use the right communicative context in the process of language study, and holds that language study should meet the students’ needs of exchanging and transferring information in their real life and work. So the core of it is “using language to learn and learn to use language”.
In communicative class, students are considered as the main role. The teacher organizes all kinds of real and vivid activities to make teacher-student and student-student exchanges, then help students transfer the grammar knowledge into their skill of applying language.
When teaching the article, the teacher can draw a picture and ask students to describe the picture, on which there is a book on the table, there is a bed in the room, and so on. And the two pictures are of few differences. One of them can ask the following questions: Is there a girl in your picture? Or is there a mirror in it? Also, two students can have different information to exchange. One of them has a picture with “carrot, horse, rose, and tomato” and the other has another picture of “animal, flower, fruit and vegetable”. Then they exchange the information by asking and answering some questions. So they can make a dialogue like this:
A: What is a carrot?
B: It is a vegetable.[7]
Lastly, one student has a picture and he will ask his partner to set the things according to the picture. e.g. Put the pen on the book beside the bag. All these methods can motivate students, and also develop their communicative skills.
The grammar can also be learned and taught in the form of poems or songs. Because such poems or songs are always relaxing, lively and comfortable to read, and are easy to remember. Students can learn and master the pattern “have done” by reading the following songs:
The Beaches of Mexico
Have you ever seen the beaches of Mexico?
Have you ever walked the streets of San Juan?
Have you ever been to Haiti?
[……………………………]
I’ve sure been in pain.
I’ve sure been in love.
I’d do it all again. [8]
After introducing subjunctive mood, the teacher can offer a poem to help students understand the mood as follows:
If All Were One
If all the seas were one sea, what a great sea that would be!
If all the trees were one tree, what a great tree that would be!
If all the axes were one axe, what a great axe that would be!
If all the men were one man, what a great man that would be!
If the great man took the great axe, and cut down the great tree.
And let it fall into the great sea, what a great splash that would be!
It is believed that such kind of teaching would be effective because it would make the class lively and students excited.
Communicative approach requires that the teacher should connect grammar teaching with practice and communication consciously to offer an environment for students to use the grammar through listening, speaking, reading and writing. For example, after introducing the article, the teacher can not only design some blank-filling exercises but also organize the following paragraph:
Once there lived an old woman. She had a very beautiful cat. One day she lost her cat. She looked for it everywhere but couldn’t find it. She was very disappointed. One evening she saw a cat lying by the roadside almost dying. She was very happy and bought it home.[9]
Then the teacher asks students to read the paragraph quickly by themselves and answer the questions as follows:
1) Does the article tell us if the old woman found her own cat?
2) How do you know?
If the students want to understand the paragraph and answer the questions correctly, they must know the meaning of “a”. In this way, the students can master the usage of the article by reading the paragraph, and understand the whole paragraph by knowing the rule of using the article as well, which can help them grasp the usage of the article further.
So from what have been discussed, it is easily found that the communicative approach assumes that the purpose of language teaching is to manipulate the structures of the foreign language and how to use the grammar rules. While teaching grammar, the teacher should try to provide students with many opportunities to use the language for communicative purpose, develop students’ ability to participate in communication through language rather than their perfect mastery of individual structures. By adopting communicative approach, the classroom atmosphere is relaxing and lively. The teacher is no longer dominant but an organizer, helper and participant while students are no longer “ignorant audience” and passive learners, but actively involved in the class. They are not only learning the grammatical rules but also practicing their speaking, listening and reading, thus their communicative ability will be greatly improved.
4.5 The situational method
“Situation” is the occasion where the target language is practiced. The right situation can help students understand and apply language suitably. The teacher should utilize the real environment or create lifelike situation to teach grammar, which includes objects, real language surroundings, postures, non-language ways, multimedia, pictures, examples and so on.
It is believed that the classroom is the most economical and convenient “teaching tool”. There are students, a teacher, doors, windows, walls, blackboards, desks and lights, which have formed a special relationship to be used in grammatical class. For example, when teaching “both” and “neither”, the teacher can ask two boys to stand up and introduce them: This is Li Lei and this is Wang Tao. Li Lei is a boy and Wang Tao is a boy, too. They are both boys. / Both of them are boys. Li Lei isn’t a girl. Wang Tao isn’t a girl, either. Neither of them is a girl. The teacher can write down the sentences that include “both” and “neither” while he or she is introducing, then ask students to guess their meanings and explain them to the students. In this way, students will understand the grammar easily and the teacher will also reach his or her teaching goal quickly.
Some examples also can provide the needed situation. Some language phenomenon can not be explained clearly by native language. So the teacher can design the appropriate situation by some examples, which can help students to understand and digest the knowledge in the context. For instance, when explaining “on time” and “in time”, the teacher can give the following examples:
1) The plane to Guangzhou should leave at 2:30. It took off at 2:30. It took off on time.
2) We arrived home five minutes before the TV program. We arrived home in time to see the program.
These two sentences are clear and direct for students to understand their difference.
Sentences can make a proper situation, so can dialogues and stories. Firstly, let’s take a dialogue for example:
T: Did you go to see the new film “Broken Arrow” yesterday afternoon, S1?
S1: Yes, I saw the film with my classmates.
T: How did you like the film?
S1: Exciting, very exciting. All of us liked it very much.
T: I’m sorry I missed it. If I had had time, I would have gone with you.[10]
The teacher writes down the last sentence on the blackboard, which is a good idea to teach subjunctive mood. And students can accept and digest it easily and quickly, right?
Also, the teacher can organize an interesting story which shows the new grammar point. For instance, when introducing present participle, the teacher can tell the following story:
One cold morning in winter, when I was about to go to school, a smiling man with an ax on his shoulder stopped me, saying, “My pretty boy, has your father a grindstone?” “Yes, sir” said I. “You are a fine little fellow!” said the man, “Will you let me grind my ax?” Hearing the praise, I answered, “Oh, yes, the grindstone is in the big room…”
Pictures can also create the appropriate situation. Since different students have different imagination, students will have different pictures in their mind when the teacher is introducing some abstract grammar phenomenon, which will become the obstacle of language teaching. At this time, pictures, sketches, and diagrams can make abstract concepts concrete and make teaching and learning easy and interesting.
For example, when explaining “while, when and as”, the teacher asks help from the following sketches:
He came back.
She was working.
While (When) she was working, he came back.
He listens to the music.
She works
He often listens to the music as she works.
After teaching the past participle of irregular verbs, the teacher can use a chart as follows to generalize them, which will stimulate students’ ocular organ and be easily remembered.
AAA type ABB type ABA type
cut cut cut sit sat sat come came come
put put put spend spent spent Become became become
To distinguish “have been to” from “have gone to”, the teacher can also use a diagram to make teaching lively and easy.
(1) She has been to Guangxi.
Beijing Guangxi
She is here
(2) She has gone to Guangxi.
Beijing Guangxi
She is here. or she is here.[11]
They are so clear that students can easily understand and remember them.
Simple pictures on the blackboard or on paper are always welcome in the class. For instance, when teaching comparative adjectives, the teacher can also use simple pictures. He or she can draw three persons of different height on the blackboard with yellow, green and red chalks, then name them Tom, Jack, and Mark respectively and introduce, “Tom is tall. Jack is taller than Tom. Mark is taller than Jack. He is the tallest of all”, then repeat them and underline the comparative adjectives to arouse students’ attention. Similarly, the teacher can draw three pencils and use the adjective “long” to describe them. Besides, there are still many other simple pictures that can be adopted to teach comparative adjectives.
When practicing the pattern “be + doing”, the teacher can show the picture of a woman jumping but covering up most of it with another card then ask, “what is she doing?”
Student A: She is walking.
The teacher: Is she walking?
Student B: She is running.
The teacher move down the card so that more can be seen and ask, “Is she running?”
Student C: No, she isn’t, she is jumping![12]
Such an activity not only practices the structure but also develop students’ communicative skill.
If the teacher wants to distinguish “say” from “tell” to the students, he or she can draw a person on the blackboard and writedown “say” beside it. Similarly, the teacher can draw two persons and write “tell” down between them. That is, “say” is an individual action while “tell” usually happens between two persons. Therefore, students can remember their difference firmly for long.
All in all, there are so many things that can create the proper situation. Students will learn and digest the grammar rules if they are placed in a right situation. There are seldom real surroundings for teaching and learning the target language, but lifelike surroundings can be created, where students will feel relaxed and happy in the class. Thus the grammar teaching will be more interesting and effective.
4.6 The task-based method
The task-based teaching methodology is recommended as an effective teaching method by English Curriculum Standards for Secondary Schools, an official document of ELT for Secondary Schools by the Ministry of Education of China. Nunan explains the instructional roles of a task with particular reference to language development. “A piece of classroom work which involves learners in comprehending, manipulating, producing in the target language while their attention is principally focused on the meaning rather than form.”[13]
By the way, pair work and group work are the most common activities in the task-based method. As Hammer says, “pair work allows students to use language and also encourages students’ cooperation which is itself important for the atmosphere of the class and for the motivation it gives to learning with others.”[14] For example, after teaching the pattern “be made of”, the teacher can ask students to do pair work to make a dialogue using the main structure and imitating the dialogue in the text. Thus students will involve in it. They must think about it and discuss with their partners. When they finally finish it, they also practice their speaking at the same time. This way is better than just doing some grammatical exercises.
Compared with pair work, group work seems to be more attractive in a grammatical class. Students in groups could have more persons to discuss with and more talking time, also there could be more ideas and thoughts. It will be exciting, lively and dynamic if the teacher gives a well-designed task. Hammer suggests: “Students will be teaching and learning in the group exhibiting a degree of self-reliance that simply is not possible when the teacher is acting as a controller.”[15]
After introducing the attributive clause, the teacher can ask students to do group work. Generally speaking, there are three to four students in one group. The task is to guess who he or she is or what it is. Firstly, the teacher leads the way, and he or she describes a person or an object. Then the students respond. They will do like this:
T: She is a girl who got three gold medals in the last sports meet.
S1: Wu Yan.
T: Right, now another one, it is a book that can tell you the meaning of new words when you study English.
S2: A dictionary. [16]
Every group tries to think about more sentences and anybody in any group gives the correct answer will acquire a mark. Finally, the group that gets the most marks will be the winner and rewarded. Using this method, students will be motivated, excited, active to take part in it and try their best to gain marks for their group. What’s more, the grammar will be digested subconsciously and gradually.
It is clear that task-based teaching methodology is a useful method. In the process of such activities, the teacher should be lenient and kind to students when they make some mistakes, otherwise, students will lose heart. However, if the mistakes are serious, the teacher can correct them ingeniously and tactfully. If not, then the teacher can ask, “What did he or she say?” and make other students help him or her. In a word, students should be encouraged in the class. Making students confident and relaxed is more important, which is the basis of teaching them knowledge or instructing them.
5. The variety of activities in the class
In the grammatical class, the teacher can also adopt different activities to arouse students’ interest. In other words, the variety of activities in the class is necessary and significant to make grammar teaching vivid and interesting.
5.1 The experimentally demonstrating activity
The experimentally demonstrating activity is also an attractive activity. Students are usually so interested in doing experiments. So some easy and practical experiments in the class must be welcome. For instance, when explaining the difference between present participles and past participles, the teacher can demonstrate the process of boiling water to boiled water. When the water is boiling, the teacher shows it to students. When the temperature changes, the teacher drinks the boiled water and tells students that is boiled water.[17] In such vivid and relaxing atmosphere, students can grasp the difference and the usage subconsciously.
5.2 The movement demonstrating activity
The teacher can also teach grammar by their own movement. For example, when teaching the pattern “be + doing”, the teacher can perform and let students guess. When he performs running, students say, “You are running.” Also, the teacher can ask some student to perform in front of the classroom. Such a way is proved to attract students easily. There are also many other grammar structures that can be taught in this way.
5.3 Using games
It is believed that most students love playing, so using games must be a wonderful idea, and it is worth putting into practice in a grammatical class. When in a game, students have to take individual responsibility for what they think the grammar is about, the teacher is free to find out what students actually know without being the focus of students’ attention and everybody is working at once. With more students’ talk and less the teacher’ talk, the atmosphere in the classroom is relaxing and lively. Students produce free and natural language without teacher’s intervention. Games can be used before presenting a given structure area to find out how much knowledge of the area is already disjointedly present in the group or after a grammar presentation to see how much the group have grasped or as revision of a grammar area. When to use games mainly depends on classroom atmosphere and the topic to be dealt with. For example, after introducing the unreal conditional clauses and having students deduce the rules from the example sentences, the teacher may ask students to play a game called “chain of Events”.
The teacher gives students one “if-clause”: If I went to live in another country…. Then student A completes the sentence by saying: If I went to live in another country, I would live in France.
Student B takes the second part of A’s sentence and reforms it into an if-clause and suggest a further result:B: If I lived in France, I would visit the Louvre.
Then next students carry on such a game in the same way: If I visited the Louvre, I would take a lot of photos. … [18]
The game continues until every student has a chance to speak and practice. Some other games include: coffee-potting, I spy, if it happened, ect.. And these games have proved to be wonderful in a grammatical class.
5.4 Cultural penetration
“Cultural penetration” is another activity that can attract the students’ attention, which means that the cultural knowledge is penetrated in the process of teaching language to make sure it is carried out smoothly. [19] Such a method can also improve grammar teaching. For example, when teaching form subject and form object “it”, the teacher can tell students that the English and Americans attach importance to their formal thoughts, which is different from our Chinese. When introducing the simple past tense, the teacher can use the background of WWI or WWII as the teaching material. With this method, students not only learn something about the wars but also understand the usage of the past tense. So, if students can learn some culture of the target language, grammar teaching will be more effective and interesting than expected.
6. Conclusion
Grammar plays an important role in language learning and teaching. “Grammar teaching holds its own position in foreign language teaching. Whether the effects of grammar teaching are good or bad will affect the whole language teaching.”[20] The significance of grammar teaching is not contradictory to the curricular reform which does not negate grammar teaching but requires teachers to change their ideas to give students more time to practice language and enliven grammar teaching to serve the communicative teaching. In the class, students are regarded as the main role, and the teacher is an organizer, participant, controller, and so on.
So the traditional methods should be reformed, and the communicative approach, situational teaching method, task-based method, etc. should beadopted to improve students’ language ability. Besides, diagrams, pictures, games, objects, and so on, should be enough in classroom teaching to motivate students. In a word, the variety of teaching aids and teaching methods in a class will stimulate the students’ curiosity to make grammar teaching more effective and more interesting.
References
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[12]Andrew Wright. Pictures for Language Learning[M]. 天津:南开大学出版,2003，P21
[13]张庆宗. 英语教学法[M]. 长沙：湖南人民出版社，，P243
[14]曾宪红. Improving Grammar Teaching In Chinese EFL Class[J].郴州师专学报,1994，1，P15
[15]同[14] P15
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[17]同[14] P15-16
[18]沈 瑛. 新课程中语法教学的定位及其策略[J]. 中小学外语教学， 2004，8，P3
[19]胡文仲, 高一虹. 外语教学与文化[M]. 湖南：湖南教育出版社，2003,P20
[20]H. H. Stern. Issues and Options in Language Teaching[M].上海：上海外语教育出版社，1999，P127-128
小学英语语法趣味教学 篇2
一、运用视频演示教学, 增强英语语法的趣味
在过去的语法教学中, 只有教师在课堂上讲, 抽象性的概念不仅迷惑住了学生, 也糊涂了老师。随着现代化教育的普及, 多媒体教学已经逐渐走进了各个课堂, 为了增强英语语法的趣味性, 可以充分发挥多媒体的优势, 利用视频演示的方式, 让学生坐在教室里也能够体验到英语使用中的语法趣味。
例如, 在译林版初中英语7A Unit 6 Food and lifestyle这篇小短文中, 用到了多种语法结构。教师可以将该篇短文传输到电脑中, 将其配合动画的形式, 在课堂中进行视频演示, 把整个对话语句展示在学生面前, 教师在这个时候就能够对英语语句进行细致的讲解。当视频中展示到“Let’s have a hamburger.”的时候, 告诉学生这是一个肯定的祈使句, 与此同时也可以举一反三, 常用的还有“Let’s go. / Let’s study.”等, 这样学生就能够明白该语法的知识及应用了;当看到“Hamburgers are not good for us.”和“I don’t like apples.”时, 告诉学生这是否定句“主语+否定词+动词+宾语的结构形式”, 这样就将复杂的语法结构中的主干成分提炼了出来, 学生便能够一目了然地明白其中的含义, 进而增强了英语学习的趣味性。
视频演示的教学方式, 把学生从低头无趣的学变成了昂头挺胸的学, 改变了学生学习的状态, 也改变了英语语法的教学方式。在视频演示教学中, 语法一改过去的枯燥乏味, 有了趣味性, 学生对英语语法也不惧怕了, 英语成绩自然得到了提高。
二、运用情景模拟教学, 体验英语语法的趣味
在传统的教学模式中, 英语教师虽然作为西方文化的传播者, 但是教学方式依然显得那么地陈旧, 特别是在讲解英语语法的过程中, 教师不善于利用情景教学的模式对英语展开教学。因此, 英语教师要能够合时宜地运用情景教学, 体验英语语法的趣味。
例如在初中英语9A Unit 8 Detective stories的文章中, 要想能够让学生真正地学习对话中的语法知识, 首先要能够对文章中的英语进行推敲和理解, 这就需要教师安排一个情景, 让学生身临其中地感受英语语法, 体悟英语语感。“Why are you dressed that, Eddie?What’s a detective?”这两句话都是特殊疑问句, 教师进而可以解释特殊疑问句的标志如what、which、why等这些单词;又如在“A detective is someone who looks for clues to something important.”这是一个复杂的定语从句的句型, 教师要趁着情景的优势把句式讲明白、讲仔细, 在该句中定语从句是“someone who...”是修饰前面的someone, “something important”中important修饰前面的something, 学生在理解定语从句的时候有一定的难度, 这就需要教师能够细致地进行解析。
学生在学习的过程中缺乏一定的情景感悟性, 从而很难从书本上去理解较为抽象的知识含义, 而情景教学正是弥补了这样的不足, 特别是在初中英语语法的教学过程中, 该作用更加明显。
三、运用合作方式教学, 分享英语语法的趣味
学生的学习能力和兴趣是不尽相同的, 在以往的教学过程中, 教师面对的是一个个学生, 而不是一组组学生。这就需要教师能够改变教学策略, 积极地将学生组织起来, 合作教学, 将英语语法的趣味让学生相互分享, 从而促进英语语法的学习。
例如在译林版初中英语8A Unit 3 A day out中, 可以将学生分成小组, 由学生来讨论出对话中的语法结构特点, “I’m going to exercise.”“That’s good, you need to exercise and keep fit.”等, 这些都是一般陈述句的形式, 首先要能够让学生在讨论过程中对陈述句的语句格式进行概括, 同时教师在这个过程中, 要对学生的不足之处加以修正;“Are you going to climb a hill?”等是一般疑问句的句式, 同样要让学生能全面地分析、理解该句式的特点, 让学生参与其中, 他们也就能够感悟和分享英语语法的趣味性了。
合作的教学方式, 是突破传统教学理念的重要一步, 在合作过程中学生能够成为学习的主人, 从而得以互相交流其中的趣味性, 并从自身的角度去体悟英语语法的丰富内涵, 这不仅能够促进学生之间的相互进步, 也能够提升学生整体对语法知识的理解。
浅谈高中英语语法趣味教学法 篇3
【关键词】语法教学 趣味教学 课堂活动
语法学习，是高中英语学习中的重中之重，普遍高校都能对之保持足够的重视。但是光有重视还是不够的，题海战术，枯燥乏味的讲课形式，往往只能让学生对之厌恶，逐渐产生抵触情绪。这种传统的教学手段，不仅学生感觉到乏味，疲惫，教师也是苦不堪言。因此，我们应当勇于舍弃它，或者改进它。笔者认为，针对这样的情况，我们应当学习改进趣味教学的教学手段，将之灵活运用到我们的高中英语语法教学中，让学生能够在轻松愉悦的环境下学习英语语法，从而避免抵触情绪的产生。
一、丰富课堂活动让学生感受欢乐
我们的课堂活动，始终是围绕培养锻炼学生的语法能力而展开的。我们要在课前巧妙构思，积极备课，以随之而来的课堂所要完成的语法目标为基石，进行有针对性的教学活动。我们可以针对所要学习的语法，设计出合理的情境，让学生融入到情境之中，将自己作为主角，然后说出应当说的话语，从而锻炼学生的语法能力。我们也可以先告诉学生我们的教学指标，让学生在课前自主构思，在课堂上进行表演，并且运用所要学习的语法，从而让学生的语言能力得到锻炼。例如，笔者之前有一节课的教学目标是让学生理解何为过去式，过去分词，过去进行时，当我在课堂上进行详细讲述之后，给学生布置了这样的作业，希望他们能够在课后设计活动，以表演的形式运用课堂所学，第二节课，有一个小组，设计了一段英语小品。在其中还运用了狄更斯的双城记，It was the best of times，it was the worst of times，it was the age of wisdom，it was the age of foolishness...we had everything before us，we had nothing before us，we were all going direct to Heaven，we were all going direct the other way...不仅灵活的运用了所学知识，还扩充了自己的英文阅读量，一举多得。
二、涉及多种教学手段给学生以新奇的感受
我们之前的教学手段，大多都是填鸭式的，千篇一律，没有新奇。这就让学生产生枯燥无味的感受，从而学习的效率大打折扣。学生和教师之间的关系，不仅仅是一个在教，一个在听；一个在问，一个在答。而是应当，成为伙伴关系，是一个组织，没有旁听者和演讲者的区别，都是参与者。因此，在教学过程中，我们应当充分体现学生的主体地位，在课堂上留有足够的时间让学生进行参与，进行语言练习。从而让学生觉得自己受到了尊重，在教学过程中是由使命的。枯燥的英语语法学习，由于学生的参与，可以变得生动起来。例如，笔者在进行倒装句的教授过程中，我询问学生，如果我不了解你，我想了解你，用英语可以怎么说，从而在学生积极参与之后，说出自己的想法：Little do I know about you，could you say something about yourself。从而让学生体会到倒装句的魅力所在。再例如，为了让学生体会到if语句的魅力，我问学生，如果希望能够和别人借钱，你会怎么说？同学们在讨论之后，发现用中文可以用请，但是用英文就会很吃力，因此，引入if语句，就可以将这种情感很好的表达出来，I have no money，if you have，please borrow me some.
三、高效利用现代技术为我们服务
随着时代的发展，多媒体技术趋于成熟，越来越多的学校引进多媒体技术为教学进行服务。我们在进行语法教学的时候，当然也少不了它。多媒体技术的合理运用，可以最直观的刺激学生的感官，可以让学生对于知识有更牢固的掌握。同时，由于多媒体教学法是比较新奇的一种教学手段，既可以将语法知识灵活生动的展现在学生面前，同时可以让学生产生兴趣，兴趣又是学生进行学习最有效的老师，从而产生良性循环，一举多得，何乐而不为。
四、巧妙转变师生关系成为学生合格可靠的朋友
传统的教学过程中，教师在学生的心目中的形象一直都是严谨苛刻的，学生时常会产生一种惧怕的心理，而这种心理在我们的高中英语语法教学中是要不得的。英语语法的教学，不是师生关系，而应当是朋友之间的互动。因此，我们应当转换自身在教学中的角色，将学生变为自己的弟弟妹妹，而自己当学生的可靠的大哥哥大姐姐。在课堂上，不仅是自身在讲，还有提问协商在其中，让学生感受到亲切。当我们讲授相关的语法知识的同时，可以加入自己在平时生活中的体验，从而让学生发现，原来老师也是常人的感受。当师生之间的关系改变为朋友之间的关系之后，学生在学习语法的过程中，就不会产生畏难情绪，也不会因为惧怕老师而不敢提问，语法能力自然能够得到提高。例如，笔者在平时的教学中，不仅和学生交流语法知识，还将生活中有趣的事情和学生进行分享，并且接触学生，运用酷毙了，高富帅这样的时髦词汇，拉近和学生之间的距离。学生觉得和老师之间零距离之后，自然有什么疑问都愿意和我讲，我不仅是老师，还是可靠的朋友。学生的语法成绩在潜移默化中得到培养和锻炼，并且在生活中也能够更加快乐的成长。
结语：在高中英语语法教学中，我们要善于运用趣味教学的方法，为学生的英语学习打上坚实的基石。英语学习的道路任重而道远，我们陪伴他们的时间不过是短短一年。因此，我们必须在陪伴他们的这一年，尽心尽力，负责到底，让学生能够学有所成，在今后的英语学习中更上一层楼。
参考文献：
小学生英语趣味语法及练习 篇4
小学生英语趣味语法及练习
Contents
（小学英语语法复习）名词复数规则
1．一般情况下，直接加-s，如：book-books, bag-bags, cat-cats, bed-beds 2．以s.x.sh.ch结尾，加-es，如：bus-buses, box-boxes, brush-brushes, watch-watches 3．以“辅音字母+y”结尾，变y为i, 再加-es，如：family-families, strawberry-strawberries 4．以“f或fe”结尾，变f或fe为v, 再加-es，如：knife-knives 5．不规则名词复数：
man-men, woman-women, policeman-policemen, policewoman-policewomen, mouse-mice child-children foot-feet,.tooth-teeth fish-fish, people-people, Chinese-Chinese, Japanese-Japanese
写出下列单词的复数形式。
1.bus???buses??? ?2.box???boxes??? ??3.glass???glasses?? ???4.class???classes???
5.watch?watches 6.mango??mangoes?7.firefly fireflies 8.sheep?? sheep?
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9.people ?people? ?10.man?? men???11.woman??women?? 12.apple? apples??? 13.family families? 14.library? libraries? ?15.baby??babies16.boy??boys 17.toy??toys??18.child??children?? 19.foot??feet??? 20.strawberry?strawberries?
21.horse?horse 22.policeman policemen???23.dress dresses 24.fish???fish?
25.tooth teeth 26.country countries 27.foot feet 28.dragonfly dragonflies 29.me us 30.building buildings 31.cloth clothes 32.this these
33.that those 34.circle circles 35.story stories
写出下列各词的复数
I _________him _________this ___________her ______ watch _______child _______photo ________diary ______ day________ foot________ book_______ dress ________ tooth_______ sheep ______box_______ strawberry _____ thief _______yo-yo ______ peach______ sandwich ______ man______ woman_______ paper_______?? juice___________ water________ milk________ rice__________ tea__________
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鹅，足，牙齿oo变ee； 其实老鼠也好记ous变ic； 孩子加上ren，鱼鹿绵羊不用记。
二、名词所有格的构成法
1.主要是在词尾加’ s 构成。如:
This is Tom’s desk.这是汤姆的书桌。
That is Mike’s book.那是迈克的书。
Tom’s and sandy’s book 分别拥有
Tom and sandy’s book 共同拥有
2.如果原名词已经有复数词尾s ,则仅加一个’.如:
the teachers’ reading room
教师阅览室
the pupils’ pencil-boxes
学生们的文具盒
teachers’ day
3.如果原词是复数形式，但不是以s 结尾，变为所有格形式需在后面加上’ s。如：
the children’s palace
少年宫
men’s room
男厕所
*名词所有格口诀：
名词所有格，s前面加一撇’，复数s放在尾，后加一撇就完结，两人共有算一个，后面只加一个撇。
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名词练习题
一、写出下列名词的复数形式
1.computer ____________ 2.apple ____________
3.city ______________ 4.house _____________
5.sheep _____________ 6.watch ______________ 7.tomato _____________8.child _____________
9.tooth ________ 10.foot ______________
11.wife _____________12.potato ____________ 13.play _____________
14.day ____________
15.glass ______________ 16.radio ______________ 17.zoo ______________
18.life ______________ 19.story _____________ 20.leaf _____________
21.baby _____________ 22.dress _____________ 23.butterfly _____________24.deer _____________ 25.class _____________ 26.brush _____________ 27.key _____________ 28.English ____________29.mouse ____________30.man _____________
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二、汉译英
1．Tom的足球 _________________ 2.老师们的自行车_________________ 3．学生们的课桌 _________________
4.哥哥的文具盒_________________ 5．姑姑的卡片 _________________
6.猴子们的香蕉_________________ 7．蚂蚁们的早餐 _________________
8.妈妈的包_________________ 9．姐姐的连衣裙_________________
10女孩们的苹果_________________
三、把下列句子翻译成英文 1．这些 是Peter 的篮球吗？
________________________________________ 2．这个是老师的钢笔吗？
___________________________________________ 3．有一些书在Sam的课桌上。________________________________________ 4．有一些孩子们在教室里。___________________________________________
四、改错（圈出错处，在横线上改正过来）
1.There are some butterflys on the table.________________________
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2.This is Alice dress.______________________ 3.I like tomato very much.__________________
五、将下列句子变成复数形式。1．This dog is brown.___________________________________________________ 2.There is a book and a pen on the table.___________________________________________________ 3.That woman is a teacher.___________________________________________________
能力测试卷（名词）
一、将下列名词变成复数形式。
1.plane
tree
lesson month
apple
shirt 2.box
bus
brush
watch
class
fox 3.knife
life
leaf
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Wife
thief 4.day
boy
monkey baby
country
story 5.photo
radio
piano tomato
hero 6.child
tooth
man
Sheep
English
Chinese
二、判断正误，并改正错句，正确的打“
√ ” 1．The house is my brother.________________________ 2.He has visited many country.______________________ 3.They are Englishs.______________________________ 4.This is Tom red bike.____________________________
三、选择填空
1．There are two ______ in the room.A.Chineses
B.Englishman 2.The old man will have ___________ out.A.two tooths
B.two teeth 3.____________ are sold in this bookstore.A.Children’s books
B.Children books 4.Some friends of _________ will come here.A.John’s
B.John
5.Can you give me ______________?
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A.some papers
B.a piece of paper 6.There are ______________ on the floor.A.some box
B.some boxes
四、将下列句子变成复数形式。1．This sheep is white.___________________________________________________ 2.There is a desk and a chair in the room.___________________________________________________ 3.That man is a doctor.___________________________________________________
第二章 代词
一、人称代词
1．人称代词即表示“你、我、他、你们、我们、他们”等的词，它的人称、数和格的变化见下表：
数 人称 主格 宾格 单数 第一人称 I
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me 第二人称 you you 第三人称 he she it him her it 复数 第一人称 We us 第二人称 you you
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第三人称 they them 主格与宾格：
人称代词有主格和宾格两种形式。主格主要用来做句子的主语；宾格主要用作宾语。
人称代词主格用在句首作主语。She is sitting in a bus.她正坐在公共汽车上。
人称代词宾格在动词后作宾语。This pen is bad.I can’t write with it.这支钢笔不好，我没法用它写字。2.人称代词的排列顺序
人称代词并列使用时，通常以下列顺序出现，请熟悉并记忆。1）单数代词：you and I;you and he;he and I;you ,he and I 2）复数代词：we and they;we and you;you and they;we, you and they 3）第三人称单数代词：he and she *人称代词排序口诀：人称代词并列观，注意顺序礼貌见；
单数人称二、三、一，复数人称一、二、三；
麻烦事情“我”站前，其他人称没意见；
两性并用为三单，男先女后是习惯。
二、物主代词
物主代词是表示所有关系的代词，分为形容词性物主代词和名词性物
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主代词。
人称 类别
第一人称 第二人称 第三人称
单数 复数 单数 复数 单数 复数 形容词性 my our your your his,her,its their 名词性 mine
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our yours yours his,hers,its theirs 名词性物主代词 = 形容词性物主代词 + 名词
例，Whose coat is this? 这是谁的上衣?
It’s hers.是她的。
hers= her coat *关于物主代词的口诀：
物主代词很重要，译成汉语都有“的”，后面必须加上物，否则就要犯错误，my your his her its our their 不放过。
形容词性是基础，除了我的?“mine”外，其他词尾“s”性
形物代能力差，出门常把名词加；名物代能力强，常来独去又独往。
三、反身代词
反身代词也叫“自身代词”，表示“**自己”。数
人称 第一人称 第二人称 第三人称
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单数 myself yourself himself, herself 复数 ourselves yourselves themselves I can do it by myself.我自己能做这件事。*反身代词的构成规律记忆口诀：
反身代词有规律，第三人称宾格加，其余开头用物主，复数-ves替-f
四、指示代词
This(这个)-------these(这些)指近处的事物 That(那个)-------these(那些)指远处的事物
例，This is a book.这是本书。
These are some books.这些是书。
That is a car.那是辆小汽车。
Those are some cars.那些是小汽车。
代词练习题
一、根据题意，用所给词的适当形式填空。1.Mary is a friend of ______________.(I)
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2.This is ________(she)ruler.________(I)is in the bag.3.Her brother is too young to look after _________(he)4.This is _________(I)book.This book is _________(I).5.These pens are _________(we).二、填写下列表格。人称代词 我 我们 你，你们 他 她 它 他们 主
格
宾
格
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形容词性物主代词
名词性物主代词
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反身代词
三、改写下列句子
Eg, This is my book.------The book is mine.1.That is her ruler._________________________________ 2.These are their footballs.__________________________________ 3.This is my backpack.____________________________________ 4.Those are your boxes.____________________________________
四、把下列句子改写成复数。1.This is a butterfly.____________________________________________ 2.That is a bus.________________________________________________ 3.It is a mouse.________________________________________________
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五、改错。
1.This is mine lamp.___________________________________________ 2.These are ours books.____________________________________________ 3.That are their teacher.___________________________________________ 4.The house is my brother.________________________ 5.He has visited many country.______________________ 6.They are Chineses.______________________________ 7.This is Tom red bike.____________________________
能力测试卷（代词）
一、帮下面的好朋友团圆（连线）
I
她
its
我们
her
他（她，它）们
we
我they
你的
their
他（她，它）们
your
她的
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she
它的
二、填空
1．She’s a teacher.This is _________ bag.2.He’s a driver.This is ___________ taxi.3.I am a boy.__________ name is Peter.4.--What’s __________ name?
--My name is Tony.5.It’s my puppy.______ name is Mimi.三、选择
（）1.Your book is not so old as _________.A.him
B.he
C.his
D.she（）2._____ book is it ? It’s ________.A.Whose…her
B.Whose… hers
Whom… her
（）3.He is a friend of ________.A.our
B.us
C.my
D.mine
四、改错
1.I, you and he are all teachers._______________________________
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优化小学英语语法教学 篇5
优化小学英语语法教学
作者/郑学群
【摘要】在教学实践中如何把握语法教学的方法值得研究。笔者通过调查及对自身经验的总结和反思，认为语法教学应结合小学生的特点，通过使语法教学简单化、情景化及兴趣化来优化语法教学。
【关键词】语法教学 小学生 优化 简单化 情景化 兴趣化
对于语法知识的地位与作用，英语教学界同仁已基本形成共识：中国学生学英语应该学语法。原因是，如果不了解英语的内部规则，那将影响中国学生准确地运用英语进行交流。许多专家认为，即使在小学阶段，孩子也需要一些语法知识帮助他们牢固地掌握语言。
然而，自20世纪80年代交际法被介绍到中国后，小学英语教学要不要淡化语法，应该如何教语法，这些问题就一直困扰着我们。笔者认为，与其逃避语法教学，不如改变认识和教法；与其淡化，不如优化，让语法更好的为交际服务。根据新课标的指导思想以及对目前小学英语教学中存在的问题，本文将围绕小学英语语法教学的原则和相应的教学策略进行探讨。
一、小学英语语法教学的现状及分析
1.淡化语法教学的现象及分析
早在20世纪代，J.B.Watson就提出了行为主义的“刺激―反映”（S-R，Stimulus-Response）理论。此后，美国学者B.F.Skinner提出，人们言语的每一部分都是由于某种刺激的存在而产生的。因此，许多教师认为：只要有足够的实际交际语言的刺激，学生就会自然习得交际活动中出现的语言形成和语法知识，以至于到了今天，一提到语法教学，人们就会联想到枯燥、应试教育、理念落后等字眼，因此，当今的小学英语教学中，淡化语法教学成为普遍现象。语法教学的淡化保证了小学英语课堂的生动活泼，但我们也不难发现，学生在口语表达时常出现这样那样的错误。
可见，在小学适量适当地开展英语语法教学是必要的。掌握语法规律有利于学生举一反三地灵活运用。
2.强调语法教学的现象及分析
传统的语法教学观念在部分小学英语教师的思想中是根深蒂固的。在过去相当长的时间里，语法翻译法在中国的外语教学中占据着重要地位。教师在外语习得过程中很大程度上依赖于语法教学，因此，他们在教学中也不可避免地把语法教学当做帮助学生掌握外语的重要方法。因此，在教学实践中，有部分教师明显侧重语法规则的教学，学生则死记硬背语法条文。
然而，根据儿童获得言语的过程是从单词句阶段向词句发展的规则，哈佛大学的罗杰？布朗称这种言语为电报式言语。儿童产生更长词语的能力和学习更加复杂的语法形式的能力随着年龄的增长在发展，我国接受正规英语教学的小学生多数年龄在8-11岁，这个年龄段孩子的认知能力有限，过多地强调语法规则不符合这一年龄段孩子学习外语的心理特点。
二、解读新课标
在实施新课改的今天，部分教师片面强调学生语言交际能力的培养，误认为现在的小学英语教学中语法教学已经不重要了。
新课标明确指出：“此次英语课程改革的重点就是要改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向……发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。”显而易见，新课标要求改变的是以前过于强调语法教学的现象，并非要求放弃语法教学。另外，新课标所倡导的语法教学，与传统的语法―翻译法是不尽相同的。新课标要求教师明确小学语法教学的目的，并且改变语法教学的方式，做到抛弃过往的以教师传授为主、学生机械套用基本句型的教学模式。
三、优化小学英语语法教学
语法教学的目的是使学生学习基本语法，更好地进行听、说、读、写等语言实践活动。在小学英语教学实践中，教师不仅要能理解学习者的语言需求和学习目标，还要能够理解他们的认知需求和社会需求（AnnieHughes，）.对一个成功的教师来说，能够发现其学生的特殊认知需要和学习方式是非常重要的，另具同样重要性的还有能制定有效的教学策略以满足自己学生的特殊学习方式（王来喜，）另外，兴趣是最好的老师。一个成功的英语教师还应在教学中有意识地培养学生对英语学习的持久兴趣，激励学生不断处于较佳的学习状态之中。
1.语法教学简单化
在语法教学中，教师把一些枯燥的语法知识融入简单易学的童谣、顺口溜、儿歌之中，能使教学变得生动、丰富。
⑴利用顺口溜记语法规则
通过记忆下列顺口溜来记住基数词变为序数词的规律。
基变序，有规律，
一二三特殊记，
first，second，third
八去t，九去e，ve要用f替，
见y变为i和e，
词尾加上th，
若是遇上几十几，
只变个位就可以。
⑵利用改编的儿歌记语法规则
对于一般疑问句的肯定及否定回答，可用小学生均熟悉的儿歌《两只老虎》改编如下：
Doyoulikebanana？Doyoulikebanana？
Yes，Ido.Yes，Ido.
Doyoulikeorange？Doyoulikeorange？
No，Idon’t.No，Idon’t.
⑶利用改编的歌谣记语法规则在教人称代词的.用法时，可用歌谣帮助学生记忆规则：
I是我；you是你；hesheit他她它；I的复数是个we；you的复数还是you；男他女她物体它，张三李四单个他，他们的复数都是they；简单口诀要牢记，要牢记。
在学be动词的时候，可用以下歌谣：我用am，你用are，is用在他她它，要是复数都用are。
课堂上的语法教学，通过顺口溜、儿歌、歌谣来教学，简单易懂，较好地激发了学生的积极性，就连平时不肯开口说英语的学生，也都能说得津津有味。
2.语法教学情景化
利用情景教学语法是指教师利用语言、教具及各种教辅设备，将语法知识融入其中，使学生如同身临其境，从而加深对语法知识的理解和感悟。
⑴巧妙利用真实情景
在教学比较级时，教师可以请一个学生起立，并说“S1istall.”接着请一个比他高的学生，说“S2istaller.”最后再请一个全班最高的学生，说“S3isthetallest.”
⑵巧妙使用图片
在教学therebe句型时，幻灯片出示两张书桌，书桌1上有一支铅笔，书桌2上有两支铅笔，教师引导学生说：Thereisapenondesk1.Therearetwopensondesk2.要求学生对照图片观察句子。教师继续点击画面，书桌1出现3本书，书桌2出现1本书，师生共同讨论后，幻灯片出示句子：Therearethreebooksondesk1.Thereisabookondesk3.引导学生观察句子并总结。
⑶巧妙利用音效
教授现在进行时，笔者事先安排不同学生做不同的事，将其发出的声音录制下来，课堂上将其播放出来，例如：
――Hi，IamZhanglili.Iamsinging.（播出Sally唱歌的声音）Canyouhearme？
――I’mLiuchangbo.Iamplayingbasketball.（传出拍篮球的声音）
也可以由教师自己做许多不同的事，将声音录制下来，让学生来猜测教师正在做什么。
前者利用音效创设了现在进行时态的情景，又完成了大量的语言同期输入，而后者利用学生对教师言行的关注心理，设置悬念，激发学生使用自己学过的句型来表达，实现语言输出，是一种将语法与语言有机结合的教学形式。这类学用结合的训练也满足了学生加快学会英语的心理需求。
3.语法教学兴趣化
激发学生学习英语的兴趣是小学英语课堂教学的核心任务之一，成功教学的一个重要因素就是要知道如何激发学习者的学习兴趣。语言学习者的主要学习动力来自他们对实际的渴望（SusanHouse，）教师可以将这一特点充分应用到语法教学中去，从而激发学生们的学习兴趣。当然，激发学生学习兴趣的方法是多种多样的，包括：⑴童话表演，⑵图画教语法，⑶游戏学语法。
将英语作为第二语言教授给小学生，语法是必不可少的重要部分，但由于小学生的生活环境和年龄特点，我们不能将他们等同于母语学习者，认为语法可以通过简单的语言交际活动来习得；我们也不能把小学生当成人来对待，让小学生死记硬背语法规则。我们需要优化语法教学，通过顺口溜、儿歌、歌谣等来简化语法；通过语言、教具等各种教辅设备使学生身临其境感悟语法；通过童话、简笔画、游戏等使语法教学充满趣味。总之，语法要教，但要结合小学生的特点，灵活而有趣地教。
【参考文献】
1.Ur，P.GrammarPracticeActivities［M］.Cambridge：CambridgeUniversityPress，1988.2.Brown，R.1973.AFirstLanguage.Cambridge，Mass：HarvardUniversityPress.3.，《全日制义务教育普通高级中学英语课程标准（实验稿）》
4.Hughes，A.2000.“MaterialforTeachingEnglishToYoungLearners”.ELTJournal，Volume54/2
5.王来喜：学习模式及其在英语教学中的运用，南京晓庄学院学报，2002.1.
6.丁钢、创新：新世纪教育使命【M】，教育科学出版社，.
（作者单位：510665广州市天河区羊城花园小学）
小学英语语法教学设计 篇6
小学低年级英语教学主要培养孩子学习英语的兴趣，注重课堂设计的真实性和实践性，因此在课堂教学中不能就语法而讲语法，对语法的教学应注重课堂活动和情景的创设，主要从以下几个方面来设计。（1）在情景性活动中感悟语法
直观的教学情境能使抽象的知识变为形象的知识，静态的知识变为动态的知识。语法教学中语法概念和语法规则是抽象乏味的，对小学生来说没有太大的吸引力，如果单用教师的讲解去解释和说明语法现象，或者让学生死记硬背，久而久之学生学习英语的热情就会慢慢地消退。语法教学上，英国专家提倡让孩子在一个有意义的情景中理解所教语法项目的意义；然后，提供足够的机会让孩子在比较真实的语境中进行交际性活动，运用所学的语法项目；例如：教师再教助动词be的人称形式(am, is, are)+动词的ing形式构成时，可请几个男女同学上台和老师一起画画。
T: I’m drawing pictures.What are you doing, Tom? Tom: I’m drawing pictures, too.T: What is she doing?(Pointing to Amy)Ss: She is drawing pictures.T: What is he doing?(Pointing to Ben)Ss: He is drawing pictures.T: What are Tom, Amy and Ben doing?(Pointing to Tom, Amy and Ben)Ss: They are drawing pictures.教师重复之后板书： What are you doing? I’m… What is he doing? He is… What is she doing? She is… What are they doing? They are…
通过情景教学，语法学习变得生动而有趣，学生也学得快，记得牢，用得活。
（2）在游戏型活动中强化语法
游戏活动可以有效激发小学生的课堂参与意识，提高学生的兴趣，使枯燥的语法教学生动有趣。笔者以竞猜活动、唱歌谣和讲故事为例，介绍如何在这些游戏活动中进行语法教学。a.在竞猜中强化语法
小学生活泼好动，富于挑战性。教师可以利用小学生的这一特点，把语法教学融入其中，这样可以有效地激活学生思维、激发其兴趣。如在教学一般疑问句Is he/she „.?时，教师先随意叫一名学生上台描述自己心中的某个人,其他学生纷纷举手猜此人是谁。提出的问也必须是一般疑问句Is he/she a boy/girl.Is he/she tall/short? Is he/she in Group1? 等等。回答的人也只能用Yes 或No来回答。最后，教师对猜错次数少、很快猜中的学生给予表彰，对部分猜错次数多，但说话流利、语言准确的学生给予鼓励。在这样的竞猜活动中，学生不仅掌握了语法的结构和功能，学会了用所学内容表达意义，同时也增强了学生学好英语的自信心。b.在说唱中强化语法
音乐节奏给人以美的享受。在节奏鲜明，富于韵律感的歌曲童谣中学习语法，能起到事半功倍的效果。如在学习have和has的用法时，教师可提供下面的歌谣<