论文部分内容阅读
语法是用词造句规则的综合。教学语法的目的，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。由于英语和汉语在语法方面差异甚大，这就给中国学生在学习英语语法时增加了不少困难，笔者就有效教学探索出了以下技巧，
一、注重感知，采用情景法
教师引导学生在一定的情景中理解、操练、实践某些语法项目。这种方法有助于启发学生思考，引导学生正确地理解语法的含义，帮助他们正确地运用语法来表达思想。通过情景教语法，学生学得快，学得牢，用得活。
1. 利用实景。 教 This is …和 That is …句型时，可以利用实景，像对贵宾介绍环境一样边说边做。This is our classroom. That is a library. This is Wang Lin. That ’ s Li Hong.
2. 利用图画 。教 There be 句型时，可以挂上一幅图，激发学生去描述图画内容的动机，教师指着图中的内容进行介绍。例如：This is a picture. In the picture there are many things. There is a car in the picture. There is a man in the car. There is a lake in the picture. There is a boat in the lake.
3. 利用动作 。教现在进行时 ，教师可以边做动作边用英语描述，要求学生同时做动作，教师根据动作说英语。例如： Li Hong ， stand up. Now ， Li Hong is standing up. Li Hong ， go to the window. Look ， Li Hong is going to the window. Li Hong ， clean the window. Look ， Li Hong is cleaning the window now.
4. 利用表情。教Where is 结构时，教师可以先放一些实物在某些处所，做出寻找的样子，同时询问。例如：Where is my key? Where is my pencil? Where is my eraser?
5. 利用对比 。如果主语是第三人称单数，行为动词加 S 的句型，教师可以通过两个句子对比，引导学生认识新句型的特点。例如：I study hard. He studies hard ，too. I like English. She likes English ，too. I go home at six. My brother goes home at six ，too. I go to bed at nine. My mother goes to bed at eleven.
6. 利用语境 。如果是一般过去时，教师可以通过一定的语言环境帮助学生领会用法。例如： He often comes to school early ，but yesterday he came late. Today we have enough to eat and wear ，but before liberation my father had little to eat and wear.
7. 利用语调。教师教一般疑问句，可以通过语调变化引起学生对新句型的注意和理解。例如：
二、倡导实践，实行游戏法
语法教学游戏能创设语言情景，提供语法学习的契机，充分地发挥每个人的智力和想象力，学生的注意力和精力易集中在交际内容而不是语言本身。通过游戏还能激发学生学习语法的兴趣，调动学生学外语的积极性，让他们成为游戏的主人，控制游戏交际的过程，在游戏交流过程中，增强对语法规则的感悟能力、总结归纳及活用能力。
例一:通过游戏“猜！猜！猜”学习动词 have 、 has 及句型变化。
( 教师手里拿着粉笔，通过提问导入语法游戏。 )
T ： Children ，what do you think I have in my hand? Jim ：You have a pen.
T ： Oh ，No. Can it really be a pen? My hand is very small. John ：You have an eraser. T ：No ，I have not. Mary ：You have money. T ：No ，I have not. I have a piece of chalk. Do you want to hide something and ask me to guess? Now I will close my eyes. One ，two ，three. Peter ：What have I in my hand? Teacher ：Oh ，you have an eraser.(No.) I ’m not so good at guessing. What is it? Oh ， it is a drawing pen! Now guess again ，What do you think he has in his hand ?Mike ：I think he has …
例二:通过游戏“无线电话”让学生掌握动词一般现在时单数第三人称加 S 的变化。
让每一排的第一位同学 A 在纸上写下自己通常在星期天要做的十件事情，回头将这十件事告诉身后的同学 B ，该同学不能用笔写，尽量用脑子去记下同学 A 说的内容，再回头告诉身后的同学 C ，如此类推。第一轮用第一人称来表达，第二轮让每一排用第三人称表达。
第一轮：T ： Take out a piece of paper ， everyone in Row One. Write ten things you usually do on Sundays. Then give me your paper and tell the contents to B in the second row of the same line. A ： (Finishing the writing) I usually get up at six. Then I brush my teeth and wash my face. I have breakfast before 8 o‘clock. B ： (Repeating what A says) I usually get up at six …
第二轮：T ： Now everyone in the last row takes out a piece of paper. Then write ten things you usually do on Saturdays. Then give me the paper and tell the contents to the person in front of you. The second person should use “ she ” or “ he ” to repeat what the last person says.
L ： On Saturday I get up early. After breakfast I usually follow my mother to learn how to play the piano …
K ： On Saturday he gets up early. After breakfast he usually follows his mother to learn how to play the piano …
例三: 通过“猜动物”游戏来操练动词及一般现在时,让一名同学来前台当游戏主持人，他首先将自己所知道的动物 ( 包括家禽 ) 以随便排列的方式写在黑板上，再让每一位同学挑一种自己将要扮演的动物角色，并将其写在一个小纸条上。老师在黑板上写下学生接着要表达的每一句话中的两到三个词，如：“ I usually eat …”，“ I always …”，“ I sometimes …”，“ I … at night ”，“ I … in the daytime ”，“ I seldom …”，“ From time to time I …”，“ I don‘t … very often ”。接着，每个人通过对上述句子完整的表达来说明自己到底是一个什么样的动物，并由本人指定一个搭档来猜。如果猜出来就表明自己的描述成功，每组累计得分。如果对方猜不出，描述人就被要求模仿这个动物的某个动作。第二轮练习可改换人称“ he/she ”来组织游戏活动。
T ： Tom ，come to the blackboard and draw as many animals as you can on the blackboard.S1 :( writing on the blackboard) …
T ： Everyone can imagine yourself to be an animal and write the name of the animal on a small piece of paper.(pointing to one student)Mike，tell your partner what kind of animal you are by using the words ：“ I usually …”，“ I always …”，“ Sometimes I …”，“ I … .in the daytime and … at night. ”，“ I don‘t often …” .The first word of each sentence must be “ I ” .Try your best to make yourself understood ,or else you must imitate the animal.S1 ：I usually get up earlier than most of the animals. My neck is long. I often show how beautiful my voice is in the early morning. I don‘t often shout after 7 o‘clock in the morning. I always live on land. I look for food in the daytime every day. I sleep from evening to midnight. What kind of animal I am?S2 :You are a cock.
T ： That ’s right.…
三、从繁化简，归纳口诀法
将冗长难记的语法条文浓缩为简单易学的“口诀”，并辅之以必要的注解和例句，就使枯燥的语法学习变得饶有趣味。如名词的格：表示无生命的名词，一般要与 of 一起构成所有格，但也有加 s 构成所有格的。请看“口诀”：时间距离和重量，货币单位及太阳。习语城镇国家名，船只地球和月亮。又如虚拟语气条件的学习口诀：现在假设条件句，be 和 do 用过去。假定主句非真实，would 加原形结果虚。If I had the book at hand ， I would read the passage to you.If I were you ,I would go abroad.过去假设条件，句前后都用完成式。had done 表过去，would 加完成在主句。
If She had not been ill and missed many classes ,she would have made greater progress. If I had known it ，I would have told you all about it.将来假设条件句，should ，were to 皆可入。虚拟结果非真实，would 加原形又一处。If the rain should stop ，I should go out for a walk. If heart were to stop beating ，death would follow immediately.
一、注重感知，采用情景法
教师引导学生在一定的情景中理解、操练、实践某些语法项目。这种方法有助于启发学生思考，引导学生正确地理解语法的含义，帮助他们正确地运用语法来表达思想。通过情景教语法，学生学得快，学得牢，用得活。
1. 利用实景。 教 This is …和 That is …句型时，可以利用实景，像对贵宾介绍环境一样边说边做。This is our classroom. That is a library. This is Wang Lin. That ’ s Li Hong.
2. 利用图画 。教 There be 句型时，可以挂上一幅图，激发学生去描述图画内容的动机，教师指着图中的内容进行介绍。例如：This is a picture. In the picture there are many things. There is a car in the picture. There is a man in the car. There is a lake in the picture. There is a boat in the lake.
3. 利用动作 。教现在进行时 ，教师可以边做动作边用英语描述，要求学生同时做动作，教师根据动作说英语。例如： Li Hong ， stand up. Now ， Li Hong is standing up. Li Hong ， go to the window. Look ， Li Hong is going to the window. Li Hong ， clean the window. Look ， Li Hong is cleaning the window now.
4. 利用表情。教Where is 结构时，教师可以先放一些实物在某些处所，做出寻找的样子，同时询问。例如：Where is my key? Where is my pencil? Where is my eraser?
5. 利用对比 。如果主语是第三人称单数，行为动词加 S 的句型，教师可以通过两个句子对比，引导学生认识新句型的特点。例如：I study hard. He studies hard ，too. I like English. She likes English ，too. I go home at six. My brother goes home at six ，too. I go to bed at nine. My mother goes to bed at eleven.
6. 利用语境 。如果是一般过去时，教师可以通过一定的语言环境帮助学生领会用法。例如： He often comes to school early ，but yesterday he came late. Today we have enough to eat and wear ，but before liberation my father had little to eat and wear.
7. 利用语调。教师教一般疑问句，可以通过语调变化引起学生对新句型的注意和理解。例如：
二、倡导实践，实行游戏法
语法教学游戏能创设语言情景，提供语法学习的契机，充分地发挥每个人的智力和想象力，学生的注意力和精力易集中在交际内容而不是语言本身。通过游戏还能激发学生学习语法的兴趣，调动学生学外语的积极性，让他们成为游戏的主人，控制游戏交际的过程，在游戏交流过程中，增强对语法规则的感悟能力、总结归纳及活用能力。
例一:通过游戏“猜！猜！猜”学习动词 have 、 has 及句型变化。
( 教师手里拿着粉笔，通过提问导入语法游戏。 )
T ： Children ，what do you think I have in my hand? Jim ：You have a pen.
T ： Oh ，No. Can it really be a pen? My hand is very small. John ：You have an eraser. T ：No ，I have not. Mary ：You have money. T ：No ，I have not. I have a piece of chalk. Do you want to hide something and ask me to guess? Now I will close my eyes. One ，two ，three. Peter ：What have I in my hand? Teacher ：Oh ，you have an eraser.(No.) I ’m not so good at guessing. What is it? Oh ， it is a drawing pen! Now guess again ，What do you think he has in his hand ?Mike ：I think he has …
例二:通过游戏“无线电话”让学生掌握动词一般现在时单数第三人称加 S 的变化。
让每一排的第一位同学 A 在纸上写下自己通常在星期天要做的十件事情，回头将这十件事告诉身后的同学 B ，该同学不能用笔写，尽量用脑子去记下同学 A 说的内容，再回头告诉身后的同学 C ，如此类推。第一轮用第一人称来表达，第二轮让每一排用第三人称表达。
第一轮：T ： Take out a piece of paper ， everyone in Row One. Write ten things you usually do on Sundays. Then give me your paper and tell the contents to B in the second row of the same line. A ： (Finishing the writing) I usually get up at six. Then I brush my teeth and wash my face. I have breakfast before 8 o‘clock. B ： (Repeating what A says) I usually get up at six …
第二轮：T ： Now everyone in the last row takes out a piece of paper. Then write ten things you usually do on Saturdays. Then give me the paper and tell the contents to the person in front of you. The second person should use “ she ” or “ he ” to repeat what the last person says.
L ： On Saturday I get up early. After breakfast I usually follow my mother to learn how to play the piano …
K ： On Saturday he gets up early. After breakfast he usually follows his mother to learn how to play the piano …
例三: 通过“猜动物”游戏来操练动词及一般现在时,让一名同学来前台当游戏主持人，他首先将自己所知道的动物 ( 包括家禽 ) 以随便排列的方式写在黑板上，再让每一位同学挑一种自己将要扮演的动物角色，并将其写在一个小纸条上。老师在黑板上写下学生接着要表达的每一句话中的两到三个词，如：“ I usually eat …”，“ I always …”，“ I sometimes …”，“ I … at night ”，“ I … in the daytime ”，“ I seldom …”，“ From time to time I …”，“ I don‘t … very often ”。接着，每个人通过对上述句子完整的表达来说明自己到底是一个什么样的动物，并由本人指定一个搭档来猜。如果猜出来就表明自己的描述成功，每组累计得分。如果对方猜不出，描述人就被要求模仿这个动物的某个动作。第二轮练习可改换人称“ he/she ”来组织游戏活动。
T ： Tom ，come to the blackboard and draw as many animals as you can on the blackboard.S1 :( writing on the blackboard) …
T ： Everyone can imagine yourself to be an animal and write the name of the animal on a small piece of paper.(pointing to one student)Mike，tell your partner what kind of animal you are by using the words ：“ I usually …”，“ I always …”，“ Sometimes I …”，“ I … .in the daytime and … at night. ”，“ I don‘t often …” .The first word of each sentence must be “ I ” .Try your best to make yourself understood ,or else you must imitate the animal.S1 ：I usually get up earlier than most of the animals. My neck is long. I often show how beautiful my voice is in the early morning. I don‘t often shout after 7 o‘clock in the morning. I always live on land. I look for food in the daytime every day. I sleep from evening to midnight. What kind of animal I am?S2 :You are a cock.
T ： That ’s right.…
三、从繁化简，归纳口诀法
将冗长难记的语法条文浓缩为简单易学的“口诀”，并辅之以必要的注解和例句，就使枯燥的语法学习变得饶有趣味。如名词的格：表示无生命的名词，一般要与 of 一起构成所有格，但也有加 s 构成所有格的。请看“口诀”：时间距离和重量，货币单位及太阳。习语城镇国家名，船只地球和月亮。又如虚拟语气条件的学习口诀：现在假设条件句，be 和 do 用过去。假定主句非真实，would 加原形结果虚。If I had the book at hand ， I would read the passage to you.If I were you ,I would go abroad.过去假设条件，句前后都用完成式。had done 表过去，would 加完成在主句。
If She had not been ill and missed many classes ,she would have made greater progress. If I had known it ，I would have told you all about it.将来假设条件句，should ，were to 皆可入。虚拟结果非真实，would 加原形又一处。If the rain should stop ，I should go out for a walk. If heart were to stop beating ，death would follow immediately.