Grammar

Grammar（通用8篇）

Grammar 篇1

语法是语言构成的内在规律, 是学习语言的“捷径”, 直接影响学生综合语言运用能力的形成。语法虽非中考的重点, 却贯穿中考试卷始终。

语法教学应遵循“语境中学习语法、学习语法是为了进行表达”的原则, 一般可分为体验、归纳、控制性练习和自由运用四个教学环节。

Grammar课时 (例九A Unit 4 Grammar) 目标设定为:

1. 能够理解并总结出before、after、when、while、since、till、until、as soon as和whenever引导的时间状语从句的基本用法, 在情景中恰当运用它们。

2. 能恰当使用时间状语从句进行口头和书面表达。

一、感知体验语法现象的形式和意义

1. 朗读书本语法部分提供的例句 (或另外提供) , 找出本单元已学的相关语法的例句、对话等。

例九A U6 Grammar (Using if)

If you have time, please read U6 Grammar.Read the five sentences, translate them and find the rules. Find the sentences with if in this Unit.

(1) If you’re as busy as I am, you won’t get bored. (Comic)

(2) However, if you get scared easily, do not watch it. (Reading)

(3) If you are a fan of a singer, you enjoy listening to his or her songs very much. (Reading B1)

……

2. 结合生活经历, 回忆并整理以前学过的与目标语法相关的词汇、句型等。

例9A U6 Grammar (Using if)

Choose one of the questions to answer and list the things you will do.

(1) If you have a long holiday, what will you do?

(2) If you have a lot of money, what will you do?

例7A U3疑问词用法:what、which、who、whose、when、where、why、how

Talk about your breakfast. What do you often have? Who do you have breakfast with? When and where do you have it?

3. 观察并寻找该语言现象的特点, 也可以参照书本总结。

二、在情景中互动并总结规律

1. 创设情景, 进行交际活动。

例1 8A U2过去进行时

Guess: What was I doing yesterday evening? And what about my family members?

例2 一般现在时——谈论师生的学校或家庭生活。

一般将来时——谈论计划或打算。

一般过去时——描述过去经历的事情。

不可数名词、量词——超市、商场购物。

形容词比较级与最高级——描述、比较周围或图片里的物件及人物的外貌特征等。

2. 总结归纳目标语法知识的基本特点。

例8A U6 Grammar

1. Now the Chinese government has made laws to prevent all these things.

(To-infinitives for purpose)

2. Every year, a lot of tourists go to Zhalong to watch the birds.

……

理解动词不定式部分在以上句子中所起的“表示目的”的作用。

三、在分层操练中演绎并验证规则

1. 从控制性操练到半控制性操练

1) 控制性操练 (模仿、跟读、替换)

I searched the internet to find more information about the film.

2) 半控制性练习

例:看图说出男孩在妇女节为妈妈干了哪些事, 至少六句话。 (操练一般过去时) 。

四、在语境中运用规则并巩固检测

1. 在完成任务的过程中自然地运用所学语言描述真实的事情。

例8A Unit 6 Grammar

“Now let’s play a game. The first student of each team will get a piece of paper. There’s a short sentence on the paper. Please make a longer sentence by adding a to-infinitive. Each student will write one sentence every time and then pass the paper on to the next one in your team. Let’s see which team writes the most sentences in the limited time.”

Sample writing

The woman went to the Great Eastern Department...

S1: The woman went to the Great Eastern Department to find her daughter.

S2: The woman went to the Great Eastern Department to watch movies.

S3: ...

2. 对本课所学知识回顾反思, 进行课堂检测。

Grammar课时几个勿:

勿重复太多机械练习;

勿不顾学生已有知识;

勿死记硬背套用条条框框;

勿忽视课标要求, 一味拓展挖深;

勿孤立讲解语法, 不与词汇、语篇相结合;

勿直接告知, 没有问题引领, 观察发现。

Grammar 篇2

9B Unit 3 Grammar教案

A Learn to use object +object complements to replace object clauses

B Learn use question words+ to –infinitives to replace object clauses.C Learn to use to –infinitives to replace some adverbial clauses expressing results or

purposes.Teaching procedures: Step 1 Review I.Translate some sentences.1.机器人可以为你做家务，除非你喜欢自己做。

Robots can do housework for you______________________________________.2.姚明是世界上最优秀的篮球运动员这一。

Yao Ming is________________________________ in the world.Keys: unless you enjoy doing it by yourself

one of the best basketball players II.根据所给提示完成句子。

1.Edison’s inventions made a great difference to our e________ life.2.The robot threw the clothes into the ______(垃圾箱)along with the ________(垃圾).3.There is some water in the rice c_____.4.The ______(硬币)in the purse are all here 5.The books were s_____ all over the floor by the child.6.Her job is to collect __________(垃圾).7.When the teacher came into the classroom, he found the classroom in a m_____: the floor was very dirty and the students’ books were on the floor.Keys: everyday dustbin rubbish cooker coins spread

rubbish mess Step 2 New words.pill n.药片，药丸 unsure adj.不确定，没把握 forgetful

adj.健忘的 stair n.楼梯 Step 3 Explain 简单句和复合句的转化

1.宾语+宾语补足语将宾语从句改为简单句 2.疑问词+动词不定式将宾语从句改为简单句

3.动词不定式将结果状语目的状语改为简单句 Step 5 Examples

1.I saw that he was reading the book carefully I saw him reading the book carefully.2.I found that he was very happy I found him very happy 3.I noticed that he was entering the room I noticed him entering the room.注意：和find , notice 相同用法的有hear, see, think, watch等 Step 6 Exercises Before the robot went wrong, Mr Jiang was talking on the phone with his mother about it.Use an object clause to rewrite each of his sentences.1.Every day, I notice the robot busy with kinds of housework.2.When I get up, I find my breakfast ready.3.When I come back from work, I find my flat as good as new.4.I consider the robot a great help in my daily life.5.I feel it comfortable to live with a robot.Keys: Every day, I notice the robot is busy with all kinds of housework.When I get up, I find my breakfast is ready.When I get up, I find my breakfast is ready.I consider the robot is a great help in my daily life.I feel it is comfortable to live with a robot.Step 7 Examples

I know how I should drive a car.I know how to drive a car.疑问词+动词不定式将宾语从句改为简单句

Step 8 Attention 疑问词why不能和动词不定式连用

用―疑问词+动词不定式‖将宾语从句转化成简单句的前提是宾语从句的主语和主句的主语一致，且主语的谓语动词通常是know ,remember, forget ,learn等 Step 9 Exercises Mr Jiang wrote a letter to his mother before going on a business trip.Use q question word + to-infinitive to replace each object clause.Dear Mum, I am going on a business trip to Shenzhen tomorrow.I have asked my robot to look after you while I am away.You have a serious heart problem have to take medicine every day.However, you have a poor memory and often forget when you should take your pills.My robot will remind you to take at the right time.If you want to go out, my robot will help you find your coat—you are always unsure where you could find your clothes.My robot will go to the supermarket to buy some fruit and vegetables for you, as you often cannot decide which you should choose at the supermarket.You often feel lonely because you do not know who you can talk to, and my robot will try to do something to make you happy.Take care and I will see you soon!Yours, Jiang Shan Keys: when you should take your pills.when to

where you could find your clothes.where to find which you should choose at the supermarket.which to choose who you can talk to，who to talk to Step 10.Examples He got up early so that he would not miss the train.He got up early in order to miss the train.动词不定式将结果状语目的状语改为简单句 Step 11 Attention 用―动词不定式‖将结果状语从句转换成简单句的前提是从句的主语和主句的主语一致。

Grammar 篇3

一、引言

《义务教育英语课程标准（2011年版）》在描述对学生五级语法知识目标要求时指出：了解常用语言形式的基本结构和领悟语言形式的表意功能。[1]所谓表意功能，我们通常理解为语法的形式、意义、用法的统一体。语言与语境是相互联系的，只有在具体的语境中语言才有生命力。通过创设具体情景境，让学生大量感知、理解相关语法的意义与用法，并在设置的教学活动中去灵活运用语法，提高语法教学的生成效率。本文以《牛津高中英语》[2]Module 2 Unit 1 Tales of the Unexplained中的Grammar and Usage板块 Present perfect tense为例，探讨情景-话题-活动教学策略的有效性。

二、“Grammar and Usage”板块分析

与小学和初中阶段的语法相比，高中阶段语法，尤其是句法方面，其结构复杂的多。在《牛津高中英语》教材中，每个单元都设计了Grammar and Usage板块，以本单元Reading板块的相关语境为基础设置部分语法讲解，并配以图示以及相关练习。语法的呈现方式是归纳和演绎相结合。其形式相对灵活，给教师们对语法知识的处理留下更多的空间，旨在摆脱传统语法过分强调语法形式的束缚，更突出语法的表意功能。

三、教学案例

Step 1：导入- 图片导入，激发兴趣

首先，最近两天北方连降大雨，呈现两张雨景图片。教师发问：

What is the weather like in the picture？

How do you describe todays weather？

……

根据学生的回答，提炼关键词如rainy、hot、has rained等，与描述天气的句子It has rained for two days等，一起写在黑板，形成层层推进的头脑风暴图。

[设计意图]

激发学生的学习兴趣，轻松导入本课主题，提高学生的课堂参与度，为接下来的主题奠定良好基础。

Step 2：依托话题，设置语境

课堂一开始，以同学们都比较感兴趣的话题-旅游，设置现代完成时态的语境。师生互动如下：

T：Do you like travelling？

Ss：Yes，we do.

T：I like travelling too.

T：I have ever traveled to Thailand and India.

之后向同学们逐个展示一些相关图片

T：Have you ever traveled to some places？

T：Try to use the sentence pattern like I have ever traveled to some placed to describe your travelling experiences.

S1：I have ever traveled to Hangzhou，but the weather was hot.

S2：I have ever traveled to Mountain Tai and I enjoyed the beautiful sunrise.

[设计意图]

设置具体语境，让学生们整体感知现在完成时态。并在随后的紧跟口头练习中，体会现在完成时的句型结构。

Step 3：归纳句型，加深认识

随后，引导学生归纳现在完成时的典型句型结构Somebody has done something or has not done something。

Step 4：引入歌曲，及时操练

让学生欣赏英文歌曲 Maybe I know，在轻松愉悦的歌声中领悟并强化现在完成时的结构。听的过程中展示歌词，空出现在完成时部分，让学生在听的过程中注意体会。听后教师发问：

T：Do you like the song？

Ss：Yes

T：So who can tell me the missing words？

S1：Hes been a cheating.

S2：Hes been untrue.

T：Do you know why it is hes been not he has been in the song？

随后教师解释，因为英语口语中大多数情况下是说Hes been 而不是He has，请同学们在以后的听力中要注意这个现象。

[设计意图]

加深学生对现在完成时的再理解，并适当穿插听力小技巧，在提高学习兴趣的同时也巩固了现代完成时态的句型结构。

Step 5：结合语境，讲解用法

结合课文Reading板块的语境，具体讲解现在完成时态的用法。

文本：Sentence 1：Justin has disappeared，so Kelley is very sad.

Sentence 2：I havent seen him since last Friday.

首先，让同学们Pair Work，讨论试着逐个翻译这两个个句子。

S1：Just消失了，Kelley很难过。

S2：自从上周五后，我就没有见过她。

引导学生体会Sentence1 强调的是过去发生的事情对现在造成的影响，Sentence2 强调过去发生，现在还在持续。

[设计意图]

引导学生领悟现在完成时态的用法，加深学生对现在完成时在具体语境中用法理解。

Step 6：小组讨论，总结状语

分组讨论，总结本课、上节课Reading板块的学内容，找出经常与现在完成时态一起使用的时间状语。讨论后，教师发问：

T：Which group would like to share your findings at first？

S1：ever，never

T：Could you please tell us the complete sentence？

S1：I have never traveled to Beijing.

S2：for，since，already，yet

[设计意图]

学习现在完成时的时间状语，再次操练现在完成时态的句型结构、用法和常用时间状语。

Step 7：布置作业，复习巩固

最后，让学生续写：Your uncle Mr Wang has bought a new car and has just driven to Beijing for vacation.

[设计意图]

让学生更加清晰地回忆现在完成时态的句型结构、用法以及其常用时间状语，然后再通过写作的方式巩固。

四、总结

本课将情景-话题-活动教学策略运用于语法教学，促进语法学习的趣味性和知识性的结合，以提高课堂教学效率。笔者有以下反思：

（一）紧扣教材板块，突出情景认知

牛津高中英语教材各个板块之间有机联系，充分利用板块话题，既能够复习旧知识又能够学习新知识，在具体的情景中，让语法教学变得更加具体而真实。

（二）密切联系话题语境，强调交际应用

离开具体语境谈语言是没有意义的，语法教学尤为如此。单纯的语法规则的机械记忆，不仅学习效率低，而且也容易遗忘。倘若在具体的语境中去真实的去交际，用英语去做事情，则会事半功倍。

（三）巧设活动，活跃课堂气氛

语法本身是枯燥无味的，学生在理解起来也有一定的困难。根据耶克斯-多德森定律，中等程度的焦虑有助于提高学习效率。设置歌曲、小组讨论等活动，提高其课堂参与度，让语法教学变得更有趣。

当然，情景-话题-活动教学策略并非立竿见影，要实现从量变到质变的飞跃，需要更多的广大教师在课堂的教学过程中，综合考虑具体的语法知识、学生的兴趣、语言能力等方面，创造性的使用该教学策略，提高语法教学的有效性。

参考文献：

[1]教育部.义务教育英语课程标准（2011年版）[M].北京：北京师范大学出社，2012

Grammar 篇4

Grammar is the system of a language.Although Grammar seems to be the"rules"of a language, in fact, language has no rules.If learners use the word"rules", they mean the rules were created first and then spoke the language.Grammar in L2 teaching, it is has been widely assumed that learning an L2 will help learners gain a better understanding and command of their L1.Before the1970, the grammar translation method played an important role in language teaching, the grammar translation method means word by word, sentence by sentence studying.The method focuses on grammatical rules, memorization of vocabulary and changes in verbs (e.g.declension) and translation of texts.But after the 1970, The CLT method appeared in the L2 language class.More and more teachers use the method, because the teacher can play more activities in the language class.

The traditional teaching method is grammar translation.Some language teaching uses forms of grammar that resemble a sophisticated form of traditional grammar.According to“Penguin Students of English”, grammar language teaching relies on statements such as“when we want to say that a completed action took place at a definite time in the past we use past simple (simple past) ” (Leech and Svartvik, 1994, p.3) .In the EFL class, the grammatical focus is often on using the technical terms in English“subject pronouns”“possessive adjective”and so on.Teachers are often surprised by what grammar means in L2 learning research, which focuses on the useful function of grammar.The research focuses on communication and talks about grammar as the servant of communication.In contrast the traditional method focuses on structures and rules, which teaching in many EFL settings is familiar with.

Through a focus on grammar in CLT classes, learners can develop comprehension strategies.They understand more complex language than they can produce, and learn communicative strategies and repair communication using their own developing knowledge of language.Accurate grammar is necessary for efficient communication in grammar language teaching.Grammar teaching is difficult as a set of choices to give learners hard-and-fast grammatical rules is that, in many instances, once grammar is pressed into communicative service, decisions about which forms to use will be determined by the meanings learners themselves wish to make.For example, if learners wish to give equal weight to two pieces of information, they can present the information in a single sentence, using coordination.If learners wish to give one of these pieces of information greater weight, they can use subordination.

Compare grammar-translation and CLT in L2 grammar teaching, on the one hand, traditional grammar is also translation and classificatory grammar, forming words into classes such as noun, verb, adjective and preposition.An example of using traditional grammar that is frequently used in China is:

This kind of grammar is not help to understand how meaning is built up in a sentence.In fact, it is not really able to deal with

texts at all, but rather only with individual sentences, clauses and individual words.The smallest unit of grammar is the‘morpheme’, when the sentence is divided up in tree diagrams such as the one given earlier, the whole sentence is at the top and the morphemes are the bottom.On the other hand, focussing on grammar in use, teachers expect learners to improve and extend their range of competence and their use of communication strategies in language there has been enormous interest in communicative language teaching.Learners encounter language in a context, develop comprehension strategies, understand more complex language than they can actually produce, and communication strategies (Kellerman.1990.p56)

SLL (Second Language Learning) will be differently motivated.Although teacher can not expect second language learners to be motivated in the same instinctive way as L1 learners, L2 teachers can simulate certain conditions of mother tongue learning by increasing on the use of the target language for the purposes of the classroom communication.Motivation is good for L2 learning, especially in grammar learning.Some L2 learners do better than others because these learners are better motivated.Motivation is a major factor in language-learning success.Teachers should look for material that has variety and pace, interest to learners and learning activities that appeal to them.Activities which encourage personal involvement tend to increase motivation.Successful grammar learning can be based on acquiring grammatical knowledge and rules So in this tense, motivation has an important function.In grammar teaching, teachers need to pay attention to learners, recognizing thevariety of grammar rules and the motivations to learn them.

参考文献

[1]Kellerman E, mmerlean T, Bongaerts T.et, al.System and hierar chy in L2compensatory strategies[C].Scarcella R C, Anderson E S, Krashen S D.Developing Communicative Competence in a second language.NY, Newbury House, 1990.

Grammar 篇5

Teaching Aims: To know the usage of modal verbs, such as can,could,may,might,will,would,shall,should,must,can’t.Teaching Important and Difficult Points: Learn the usage of can,could,may,might,will,would,shall,should,must,can’t.Teachning Procedures:

Step1 Leading-in: 用括号词语的适当形式填空 1.Some festivals are held to honour the dead or to satisfy the ancestors, who might_______(return)either to help or to do harm.2.It is now a children’s festival, when they can _________(dress up)and go to their neighbour’s homes to ask for sweets.3.People will usually_________(decorate)churches and town halls with flowers and fruit.4.You cannot___________(leave)here untill I come back.5.We must _____________(protect)the people’s rights.6.We should____________(read)English aloud every morning.7.Festival can also _______________(hold)to honour people.小结：情态动词后+___________________________.Step2 Explanation of the use of modal verbs 1.can and could(could 是can 的过去式)1）表示能力，指有能力做某事，意为“能够”。例如 My grandma is over eighty, but she_______________ read without glasses.She _________sing that song in English when she was a child.2）表示请求或允许。意为“可否”、“可以”。用在疑问句。Could 比can 更有礼貌，在此不是can的过去式。Excuse me, _________ you tell me the way to the station? 3)否定形式：________________________，意为“不能”。2.may and might(might 是may 的过去式)1）表示可能性，暗示不确定。I __________ be busy from tomorrow on.2)might所表示的可能性比may 小，此时的might不是may的过去式.He ___________be very busy now.(可能性较大)He ___________be very busy now.(可能性较小)3.will and would 1）表示意愿 That bag looks heavy, Ihelp_________ you with it.Thanks for lending me the money, I_________pay you back on Friday.2）表示请求，用于第二人称，would 比will 更委婉。

_________ you open the window? 4.shall and should1）shall 的用法

a.shall 在疑问句中用于第一，第三人称，表示征求对方的意见。_________we put off the sports meeting until next month? _________Tom go there with me tomorrow?

2)should 的用法a.should 表示劝告、建议、命令、估计。You ___________go to class right away.（）

When going by plane, you ________arrive at the airport at least one hour early.（）It’s nearly time for class to start.The teacher__________ be here soon.（）

5.must 与 can’tmust 用来表示“命令”、“推测”等含义。1）表示规定、指令时主要指客观上的法律、条文规定，常常翻译为“应该、必须”之类意思。mustn’t

表示禁止。You ________ have a passport if you want to go abroad.Drivers ________drive after drinking.2)表示主观的命令、禁止时，主要指说话者主观的命令或强烈的劝告。You can go out with your friend but you __________come back before 11 at night.When you eat fish you_______be careful with the bones.3）表示猜测，语气非常肯定。其否定为can’t，意为 “不可能…...”.You __________be ill.I can see it from your face.He __________be at home.I saw him in the classroom just now.Step3 Homework Ⅰ.用适当的情态动词填空 1.It’s a pity that you _________ dance.Or I would have a dance with you.2.My father proudly said that I _________ speak at the age of ten months.3.If you _________ tell the reporter the truth of the incident, I will.4.----Are you going to Lucy’s birthday party this weekend?----I’ m not sure.I ________ visit my grandparents in the countryside.5.----The glass must be John’s.-----It _________ be his.He isn’t near-sighted.6.Sal suggested that we _______ go for a swim.7.According to the air traffic rules, you _________(should, can)switch off your mobile phone before boarding.8.When I was young, I was told that I ________(wouldn’t, mustn’t)play with matches.9.Although this__________(may, will)sound like a simple task, great care is needed.10.---_________ I finish the job this afternoon?---No,you neeedn’t.11.---Could I use your dictionary?---Yes ,you ________.12._________ you like to share your toy with tom? 13.Mum said to her baby,”You _______ not eat with your fingers.” 14.---You have so many letters to type._______you like me to help you?---No,thanks.I _______ manage it myself.15..What _______ we do this evening? Ⅱ.用括号内所给的情态动词翻译下列句子 1.你一定要按时回家。（must）___________________________________________________________

2.你愿意和我一起吃午饭吗？（would）_________________________________________________ 3.我可以在夜里开着窗子吗？（can）____________________________________________________

Grammar 篇6

一、灵活理解教材

虽然教材的编写非常科学, 但是由于学生基础的不同, 我认为教师可适当调整教学内容及教学重点。本堂课是一堂语法课, 本课的教学目标是:第一, 掌握一般过去时的构成及运用;第二, 运用一般过去时讲述过去的事情。本来是两个课时的教学任务, 在多媒体的帮助下, 我用一节课就完成了本课的教学目的!

二、合理处理教材

在教学实践中到底怎样做好语法教学?首先是任务的设计, 我们在教学中又应如何设计任务?任务要由简到繁, 由易到难, 层层深入, 构建由初级任务到高级任务并由高级任务涵盖初级任务的循环, 使教学阶梯式地层层递进。在设计过程中突出知识重点, 狠抓基础, 面向全体学生, 注意课堂容量, 在操作的时候, 让学困生回答一些力所能及的问题, 让每位学生都动起来, 并适时表扬和鼓励, 这样更有利于英语课堂教学的继续开展。然后, 我紧接着呈现稍微难一点的行为动词的过去式的变化规则和读音规则。动词的过去式分为规则动词和不规则动词两种, 在讲解过语法规则后即穿插用ppt做出色彩鲜明, 层次鲜明的特色练习来巩固知识。行为动词的一般疑问句要借助于助动词, 用flash动画显示, 学生不会感到课堂气氛沉闷, 在规则和操练中交替进行, 我一改过去语法课较繁重的大量的令人窒息的语法规则的简单记忆, 利用活泼的flash动画, 调动刺激学生的感觉器官。在练习中, 利用分组合作的学习方法, 调动学生的积极性, 引进竞赛法, 充分展示了学生主观能动性的风采。从而引导学生一步步完成教学任务。

三、尊重学生情况

本课的终极任务就是利用所学的一般过去时态去讲一个过去的故事。我以六人一组的小组竞赛的形式鼓励学生充分参与到教学活动中来, 着实体现了“以学生为本”和“课堂有效性”。本课是一堂语法课, 穿插阅读教学是点睛之作。教师作为学生学习的引导者、促进者, 必须从教育规律和学生实际出发, 精心设计好自己的“讲解点”。那么, 何为精要地讲呢?即我简明扼要地揭示本课有关恐龙的阅读要求和重点, 将这篇阅读理解制作成ppt, 让学生合作写出答案, 发现答案都是动词的过去式, 用动画设置强调一下学生即可领会。为了培养学生的写作能力, 我最后在课件中打出5个问题, 将这五个答案连接起来就是一篇用一般过去时态的文章, 学生看得一目了然, 我将本节课的重点难点化解成学生容易掌握记忆的知识点, 学生学得很轻松, 整个课堂设计非常完美, 听课老师们评价说“犹如行云流水, 一气呵成”。由于引入了多媒体教学, 课堂量增大, 学生听得津津有味, 没有过多的劳累, 过渡自然。整个教学过程都体现了教师为辅, 学生为主的主体教学的风范。

四、提高教师素质

对学生进行有效的评价是作为一个优秀老师的必备条件。教师要能利用多媒体展示一些表格或者图表, 可以很清楚地看出学生的进步, 鼓励学生自我反思, 测验以学生综合运用能力为目标、侧重于学生理解和获取信息的能力, 减少客观题, 增加主观题。通过评价学生学会分析自己的成绩和不足, 明确努力方向。综观本次公开课, 自己能按照新课标的要求让学生通过观察对比、自主学习, 教学过程中充分发挥多媒体的作用, 运用图片创设语言情境, 激发学生动手、动口, 拓展知识, 使学生尽情地投入学习, 并会仿照, 最后达到熟练运用。在整个准备过程中, 自己一次次的教案修改、试教, 以及自己制作教学课件, 都对我的教学起着促进和激励的作用。多媒体是英语教学手段的延伸, 合理利用多媒体是这堂公开课得以成功的保证。

参考文献

[1]曹翠芳.信息技术环境下的教学模式研究[J].中小学外语教学与研究, 2002, (1、2) .

Grammar 篇7

一、精心设计话题, 打开思维之门

六 (上) Unit 7《Protect the earth》的Grammar time需要学生掌握的语法项目有两个, 新授“use…to…”和复习“should/should not”。在处理这两个语法项目时候, 教师把它们和“Protect the Earth”话题融合在了一起, 将空洞的、抽象的话题“Protect the Earth”细分成学生易于理解、便于思考的“Why to protect”和“How to protect”两个小话题。在“Why to protect”这一话题中, 和学生一起讨论各种资源的重要性, 处理语法项目“use…to…”;在“How to protect”这一话题中, 帮助学生阐述自己的环保理念, 处理语法项目“should和should not”。这样, 不仅两个语法项目有机地融合在了一起, 同时还化抽象为形象, 便于学生理解, 有效地促进了他们思维的发展, 从而帮助他们有逻辑地表达自己的环保理念。

二、精心设计活动, 扬起思维之帆

1.“思”在情感激发, 聚集语法现象。

课堂伊始, 教师可以通过游戏、填空、看图说话、问答等多种方式, 帮助学生从第一课时的Story time已知内容入手, 聚焦到某些关键句型, 同时唤醒学生思维, 激发他们的情感。

【教学过程】

T: (PPT呈现地球的图片) What colour is the Earth?What are the green parts?What is the blue part?What’s inside the Earth?

学生活动:用本单元所学新单词回答, 并拼写。

【教学分析】在“use…to…”的情感激发环节, 教师使用了一个“改装”的quick respond。和传统的看图说单词不同, 这里要求学生说出与所给图片相关的资源类单词, 有效地激发了学生思考的积极性, 同时在激烈的竞赛中, 顺势引出了“use…to…”句型, 激起了学生的好胜心, 激发了他们的表达欲望。

2.“思”在情境体验, 感悟语法意义。

激发了学生的表达欲望之后, 紧接着的工作便是让他们初步感知语法现象的意义, 为归纳语法规则和结构做准备。教师要将所学的语法项目融入真实情境中, 引导学生在真实的交际中进行有意义的语法实践。

【教学过程】

T:It’s so easy for you.Do you want a difficult one?This time, you should say a whole sentence.For example, we use paper to make boxes. (PPT快速呈现体现相关资源用处的图片)

学生活动:根据所示图片, 选择正确的资源, 用use…to…造句。

T:What else do we use them to do? (PPT呈现句型结构和图片)

学生活动:头脑风暴 (We use water/plastic/wood to…)

【教学分析】在本课的情境体验环节, 教师充分利用story time的语篇情境, 通过对地球资源重要性的讨论, 借助看图造句、头脑风暴等多种形式, 让学生在思维激荡中感知、体验和运用目标语言。这样的教学设计不仅能在真实的情境中呈现了语法项目的用法, 帮助学生体验语法项目的意义, 还促使了学生比较自然、自如地运用目标语法。

3.“思”在巩固运用, 掌握语法规则。

根据学生的认知规律, 在理解了语法现象之后一定要“趁热打铁”进行及时巩固。所以在理解了语言规律之后, 教师可以让学生有一个半机械的可控性训练, 让学生在熟练运用中掌握规则。

【教学过程】

T:Can you use the rule?Look at these two words.Can we use“use…to…”to make a sentence? (提供water-sit)

S:We use water to sit.

T:Do we use water to sit?Is that right?

T:Let me show you.We use water to water trees.Wood comes from trees.We use wood to make chairs.We use chairs to sit.

学生活动:模仿老师的示范展开发散性思维, 进行造句练习。

【教学分析】在尝试运用环节, 教师设计了一个趣味造句的练习, 将两个看似不相关的东西, 用“use…to…”联系在一起, 赋予枯燥的机械语法操练以趣味, 同时激发了学生的思维, 让学生在思维激荡的语言实践中进一步体验和感悟, 进而逐步提高语用能力。

4.“思”在综合输出, 内化语法规则。

有了初步的操练, 接下来就可以考虑综合性的语言运用了。在这个环节, 需要帮助学生更加注重深入、灵活地运用语法。教师要分层设计语言运用活动, 层层递进地让学生在语言实践中感悟和体验语法, 提高学生综合语用能力。

在具体设计的时候, 教师可以结合Fun time板块的内容考虑是否有合适的情境供学生进行综合性的语言表达。但是本课的Fun time与Grammar time契合度不高, 所以老师进行了如下设计。

【教学过程】

1.Summarize.

T:Look at these things.They are very useful.We use them to do a lot of things.But there are not too many resources on Earth.That’s“why”we should save them.

T:To save them, there are a lot of things we should do.And there are lots of things we should not do.That’s“how”to save them.

T:Today, we talked about why to protect the earth and how to do it.Can you say something about it?The sentences on the screen and the mind map on the blackboard may help you.Let’s try together.

学生活动:根据板书和PPT中所提供的支架和语料进行综合阐述。

2.Make a proposal.

T:You know a lot about protecting the Earth now.But some people around us don’t know.Maybe some teachers here, they don’t know.This time, let’s make a proposal to tell them.

T:How to make a proposal?Look at this one.This is a proposal about saving water.First, we should talk about why to save.Then, we should talk about how to save.Choose one to finish.

学生活动:选择话题, 完成倡议书并展示。

【教学分析】教师在本环节设计了两项层层递进的任务, 帮助学生在综合语言实践活动中促进思维发展, 提高语法技能, 形成综合语言运用能力。首先是一个总结归纳活动, 教师借助板书和语言支架帮助学生感知和理解语法形式的表意功能。这节课的板书就是一个思维导图, 帮助学生思考, 指导他们逻辑清晰、层次分明地去阐述环保理念。接着是一个开放性的书面练习———“制作倡议书”。教师引导学生结合已有的知识储备, 将本单元语法项目, 综合运用到实际中去, 使他们真实体验了本单元语法项目的意义和功能, 内化了语言知识, 语法规则的运用也趋于成熟, 同时培养他们用英语做事情的能力。

三、精心设计作业, 延续思维之路

本课, 教师设计了如下作业: (1) 完成课上没有完成的其他倡议书 (必做题) ; (2) 思考更多保护地球的方式, 并完成思维导图 (选做题) ; (3) 根据思维导图, 完成一份新的倡议书 (选做题) 。

这种分层、开放的作业设计, 不仅降低了学生的难度, 还能激发学生的探究欲望, 培养学生的探究意识和创新思维。长此以往, 学生的思维能力、写作水平和课外知识面都会得到很大程度的提高和拓展。

Grammar 篇8

一、情境中提问,力改“一潭死水”的语法教学

传统的语法课堂,“一潭死水”的课堂屡见不鲜,教师一言堂,学生听得昏昏欲睡。对于一般过去时,从一般过去时的概念、一般过去时的用法,到一般过去时动词过去式的形式,规则动词、不规则动词过去式的形式,规则动词词尾加-ed的方法和发音方法等,再加上各种句式的转换等,教师讲得津津有味、有板有眼、掷地有声,学生听得天南地北、云里雾中,偶尔提问,学生呆滞状态令老师们怀疑:“我都这么卖力地讲,你们到底在听没听? 你们拿英语当什么? ”这样的呵斥声时不时回响在教室的各个角落,“不想听滚出去”的怒吼也让学生偶尔“精神一振”、不寒而栗。 这种“一潭死水”的英语课堂谈教学毫无意义,谈素质教育更是天方夜谭。

改变“一潭死水”的课堂现象,教师巧设情境,巧妙提问,可以使学生融于情境中,感受到英语的实用价值,在真实的情境中主动思考,乐于探究,投身英语氛围中。

如学习一般过去时, 向学生呈现The ghost in the park的视频概况,并呈现turn,listen,ask,reply,miaow等动词,以及课文相关的句子,如They listened,but heard nothing等,启发学生体会规则动词过去式的构成,即加-ed的方法和发音。课本上出现直接接-ed,以及以辅音字母加y结尾的变-y为i,再加-ed,启发学生,还有两种-ed的方法,如dance,close,like,love及shop,stop,chat,plan等重读闭音节的单词,词尾的-ed应该怎么加? 问题的提出,启发学生跟着感觉走,说出-ed的方法。在此基础上,系统归纳规则动词的过去式,加-ed的四种方法及-ed的三种发音,教学似潺潺流水,流淌进学生的心田,达到“润物有声”之效。

二、导入提问,改变“波澜不惊”的思维定势

导入是教学活动中的热身活动。英语教学导入的方式很多,常用的有以看导入、以说导入、以玩导入等。“以看导入”,就是利用实物、图片、卡片、简笔画等,进行设计问题,引导学生主动思考。如教师拿将自己的手机放在讲桌上,过一会儿,趁学生不注意,放到地上,然后假装找手机:Where is my mo-bile phone?Did you see it?学生在教师找手机的情况下 ,参与到找手机的活动中,引导学生说:I saw it just moment.没看见可以说:Sorry,I didn’t see it.在对话交流中,学生自觉运用过去时,关注动词过去式的使用,力避“波澜不惊”的思维定式,在运用中发展思维,培养运用语言的能力。

三、设计有坡度的问题———力避“一脸茫然”的尴尬

问题的提出, 如果不注意层次性, 就会出现学生茫然四顾、一问三不知、一脸茫然的尴尬。而层次性问题的提出,可以调动每一位学生参与的积极性和主动性。如对于规则动词过去式用法的练习设计,可以设计为三个层次的练习:1.写出动词的过去式形式;2.用一般过去时完成句子,即专项训练;3.用所给单词的适当形式完成句子(可以包含现在时、过去时、将来时等),即时态综合训练。

这样,让优秀学生完成第3项,中等生学生完成2,而学困生完成1就可以了;或者要求学困生完成1,中等或中等偏上,完成1和2,而优秀生1、2、3三项都完成,如此每一位学生都可以“跳一跳、够得到”,每一个学生都有事可做,因为是力所能及的事,学生会感到学习的快乐、成功的喜悦。层次性问题、有坡度练习的精心设计,提高学生的参与度,使不同层次的学生思维得到不同程度的发展。

四、注重问题的艺术———一问激起千层浪的奇效

问题教学法被教师们看好和使用, 但应该杜绝问问题唯问题的做法,应关注问问题不是目的,而是启发学生思考、探究、思维的手段。教育的真正目的不是回答问题,而是不断地提出问题,学会质疑。在平时教学中,教师的问题多是不需要思考就能回答的, 如Yes/No的问题。如果教师设计一些激励性、启发性的问题,就可以激发学生的求知欲、促进学生的思维发展。

如对于过去时的教学, 如果巩固训练问题都是填空、改错、句型转化,那么对学生来说,新意全无、兴趣哑然。而如果设计为:今天我们了解过去时的用法、过去式的构成,那么,你能用一首小诗或者儿歌的形式表现出来吗? 这个问题,对于初中学生来说,无疑是挑战,符合学生的心理特征。有的学生编出“动词一般过去时,表示过去发生的事;谓语动词用过去式,时间副词是标志;规则动词加-ed,若是特殊慢慢记,否定句很简单,主语之后didn’t添……”,学生把一节课所学,以简单明快的语言表述出来,思维得到创新和发展。

总之,课改的核心是互动课堂的创建,即培养学生的自主学习、合作探究的教学模式,合作探究、主动学习的具体体现是师生互动,师生互动的桥梁是问题的设计。巴尔扎克说:“打开知识桥梁的钥匙是问号。”提问有助于学生思考、探究活动的开展,出色的提问,会使学生豁然开朗,达到“一问激起千层浪”之效。

摘要：语法教学被公认为难教、难学,但又是英语教学的重要部分。因为语音、词汇、语法是英语的基石,离开语法规则,英语语言就无章可循、无法可依,语法教学忽视不得。文章以七下Unit 5 Grammar为例,谈谈英语语法课上力避传统的演绎、归纳法的单一做法,通过巧设妙问,发展学生的思维,构建互动课堂的有效措施。