语法教学的有效性.ppt

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1、例谈优化高中英语语法教学的方法罗之慧 陈东红 陈婷高考英语试卷的变化 2014年全国英语高考卷将进行新一轮的调整，主要是以语篇语法填空题替代已使用几十年之久的单句语言知识题。 语篇语法填空题的优点有哪些？1.语篇作为考察语法的材料能有效的考察学生对语法知识的运用情况。2.能够对中学英语教学产生良好的反拨作用。 语篇语法填空题对英语教学启示 语篇语法填空题旨在考察学生在阅读理解的基础上对语法和语用知识的掌握情况，着重考察考生的综合语言运用能力。它凸显“突出语篇，强调运用”的语言教学思路。对英语教学的启示 （一）要转变态度，改变中学英语教学中存在的过分强调语法规则而忽视其语用功能，过分重视接受性技

2、能的学习而忽视产出性语言技能培养的现象。 （二）要加强对学生语篇逻辑分析能力和精细阅读能力的培养。（三）应继续重视语言的准确性。语法和词汇知识是综合语言运用能力的基础，因此巩固学生对语言基本知识的掌握依然重要。但语法词汇不是孤立的语言项目，语法和词汇知识的学习要和真实的交际情景和语篇运用紧密结合起来。优化语法教学的方法一、语篇法二、情景法三、自主学习 合作探究 一、依托语篇和话题，开展语法教学;结合阅读与写作等综合技能训练，提高学生的语法技能。 Example 1： 在Book2 Unit1的语法是限定性定语从句和非限定性定语从句的基本功能。教学步骤如下：Step 1 在学生对文章IN SEA

3、RCH OF THE AMBER ROOM 有充分的理解后，让他们在文中找出含有定语从句的句子。 1.The gift was the Amber Room, which was given this name because several tons of amber were used to make it. 2.The amber which was selected had a beautiful yellow-brown colour like honey. 3.It was also a treasure decorated with gold and jewels, which

4、took the countrys best artists about ten years to make.Step 2提醒学生从句子的意义和形式方面进行比较，发现两种定语从句的不同点。Step 3小组内进行讨论，归纳和总结。Step 4各小组选一人汇报结果，教师再做总结。 -非限定性定语从句和限定性定语从句的主要区别： Step5 设计练习 1.在明确了两种定语从句区别的基础上，让学生完成书上的一些句子练习。（P4） Join the pairs of sentences using attributive sentences(restrictive or non-restrictive)

5、. (1).Here are the farmers. They discovered the underground city last month. Here are the farmers who discovered the underground city last month.（give important information） 通过句子练习，学生进一步掌握两种从句不同的使用环境。 2. 让学生在语篇中应用所学语法知识，从而更 真切地领会其用法。 Complete this passage about table manners and customs by inserting

6、 attributive clauses from the box below. Add commas for Non-restrictive Attributive Clauses, which are adding extra information. A. that they left. B. which are not so marked(显著的) C. which people wipe on a piece of bread D. that had rounded ends E. that has to be cut F. which were eaten on the groun

7、d round a line In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules (1)_, but they are not th

8、e same as those of Britain. Indeed, the things (2)_are the things (3)_. In Arabia, for example, the people at a feast(宴会) take pieces of food with their fingers and belch loudly (4)_. 学生先独立完成练习，然后组内交流，选派一人汇报答案，老师核对。 学生通过这种练习，既复习了在真实语篇中使用不同类型的定语从句，又对table manners 有了更多的了解。 语篇的选择Example2 ：Book6 Unit2 中

9、的诗歌 Our first football match We would have won. if Jack had scored that goal, if we had had just a few more minutes, if we had trained harder, if Ben had passed the ball to Joe, if we had had thousands of fans screaming, if I hadnt taken my eye off the ball、 这首小诗谈到了对过去的虚拟假设，读懂此诗，学生就很容易明白条件状语从句中对过去的虚

10、拟主句和从句应该如何表达了，即 if 从句中谓语动词时态为had done, 主句谓语动词则是would have done。这时候再给学生设置一个语篇情景，让学生来使用这个语法结构。比如： I would have done better in the exam if_, if_, . 通过这样完整的语篇练习，学生对该语法项目的使用就会更加熟练和准确了。 New Concept English第三册中的一段课文呈现过去进行时，过去完成时和过去完成进行时等句子，让学生在语言实境中生动地比照它们所侧重的不同作用。 The expensive shops in a famous arcade ne

11、ar Piccadilly were just opening. At this time of the morning, the arcade was almost empty. Mr. Taylor, the owner of a jewelry shop was admiring a new window display. Two of his assistants had been working busily since 8 oclock and had only just finished. Diamond necklaces and rings had been beautifu

12、lly arranged on a background of black velvet. People do not lack strength, they lack will. -Hugo人缺少的不是力量人缺少的不是力量, 而是意志而是意志.雨果雨果Chances favor the minds that are prepared. - Pasteur机遇总是垂青于有准备的人巴斯德机遇总是垂青于有准备的人巴斯德Every man is the master of his own fortune. -R. Steels每个人都是自己命运的主宰者斯蒂尔斯每个人都是自己命运的主宰者斯蒂尔斯Gre

13、at works are performed not by strength, but by perseverance. - Samuel Johnson成就的取得不光靠力量，而且靠毅力塞缪尔约翰逊成就的取得不光靠力量，而且靠毅力塞缪尔约翰逊 语法课不仅用单句的句型操练和做单选题来检测效果，还要把目标语法知识围绕一个话题融入语篇中，这便有利于学生体验和内化知识，培养学生的逻辑思维能力。另外，语法教学要融合综合技能培养，结合听说读写技能运用，注重语法在交际中的实际运用。尤其是要在语法教学中穿插写作教学，写作是语法知识内化的最高层次，从运用的角度把语法的形式、意义和用法有机结合起来。二、情景法 成功的外语课堂教学应该是创造更多的情景，让学生有机会用上自己学到的语言材料。 -布鲁姆二、情景法 教师注重语法知识与语言运用之间的联系，创设一系列恰当的链式情景，将语法教学融入真实情景中，引导学生在真实的交际活动中体验、感知、探究、归纳、总结，进行有意义的语法教学实践，而非单纯的机械操练。