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篇一:初中英语语法教学反思

初中英语语法教学

结合自己多年的教学实践与平时所观察到的某些优秀教师的教

学实践,暂提出以下几种具体的初中英语语法教学方法与大家探讨。

一、 善设任务,使语法学习更真实

在语法教学中,教师也可以设计一些趣味任务,让学生在任务

活动中运用语法知识解决问题,使学生体会和领悟语言形式的

表意功能、内化语言规则、有效提高其语用能力。

如:在问路、指路的语法教学中,可以做一个寻宝游戏,

设计一系列的任务让学生完成,最终使学生找到宝藏。在教学

中可设计5个任务:第一个任务是关于问路指路中表示方位的

生词学习和匹配练习,第二个任务是根据指路用语找到正确的

图片,第三个任务是听指示找出正确的地图和路线,第四个任

务是为地图和路线写出正确的指路用语,第五个任务是根据路

线图给要参加生日派对的同学留便条写出路线。学生每完成一

个任务,就可以得到如何走到宝藏所在地的一个提示,完成五

个任务后,就知道了宝藏所在地,得到“宝藏”。

这样的设计,使学生每完成一项任务就有一种成就感,同时又建立了挑战更高更难任务的信心和兴趣。在整个过程中,让学生尝到了“跳一跳摘到桃子”的喜悦,也使学生知道,学习和生活一样,有很多任务要完成,完成任务之后,可以收获“宝藏”。

在现在进行时教学中,可以用图片竞猜的游戏方法来教学。教师可以把要呈现的图片遮去一半,可以问:Look! What is Lucy doing? 让学生猜。学生可以问:Is Lucy drawing? Is Lucy dancing? 等等问题。然后教师可以呈现完整的图片,问学生:What is Lucy doing? 学生可以一起回:She is... 以同样的方法,再呈现其他的图片加以练习。同样,在练习的方法上也可以有所改变,可以从“教师和学生”对话,到“学生A与其他学生”对话,再到“两人一组”对话,甚至可以邀“两人小组”上台表演等等。这样,学生的学习兴

趣非常浓厚。而且在不知不觉中,已经掌握了现在进行时be doing的结构了。

同时,在组织这一类竞猜游戏时,还可以分组进行比赛,看哪一大组的学生猜对的次数多,或者对话编的好,这样,学生的学习情绪会更加高涨,课堂气氛更活跃,课堂效果也会更好。

总之,在游戏和竞赛活动中,学生生不光掌握了语法结构和句型,学会了用所学内容的表达意义,同时也增强了学生学习英语的兴趣和学好英语的自信心。

二、 勤编口诀,使语法学习易记忆

编一些便于记忆的语法口诀可以让枯燥、难懂的语法知识变得活灵活现,生动有意义。

比如:感官使役动词在主动和被动语态中的用法是一大难点,有人编了这样的口诀:一感(feel),二听(hear, listen to),三使(make, let, have),四看(look at, see, watch, notice)这些动词真奇怪,to在句中像妖怪;主动句里它走开,被动句里它回来;动词let要除外,to词可来可不来。这个口诀,方便了学生记忆。 再如动词不定式(to do)的用法,很多同学在否定等形式中屡屡犯错,如果编个口诀,记忆起来也方便了很多:不定式,有标记,to与动词连一起;not加上不定式,否定结构要牢记;疑问词与不定式(what, where, when, how等加to do),构成短语有意义。

三、 巧用谚语,为语法学习添情趣

在语法教学中巧用谚语作例子,可激发学生的学习兴趣,使抽象、枯燥的语法规则变得具体、生动而有趣。从而达到使学生易于理解和掌握语法知识的良好效果。精选一些包含某些语法结构的典型句子,让学生通过记忆和运用这些句子,既能背诵一些经典句子,又能熟悉

运用某项语法形式的作用,达到一箭双雕、双重获益的效果。比如:

1) 比较等级 Facts speak louder than words. 事实胜于雄辩

2)不定代词 Nothing is impossible to a willing heart. 世

上无难事,只怕有心人

3)数词 Two heads are better than one. 两人智慧胜一人

4)介词 Experience is the mother of wisdom.经验是智慧之母

总之,精美谚语的运用,有助于培养学生语感,启迪智慧,陶冶

情操,提高审美情趣。因此我们应充分利用这一优秀教学资源。

四、 多用对比,使语法学习更清晰

对比法是把学生容易混淆的语法点罗列出来,引导他们对其进行观察,比较,找出关键点并加以突破,使学生最终明确和掌握这些语法知识。

比如:on the tree 和in the tree的用法,刚开始学生不能区别。教师可以写下这些句子:There is a pear on the tree. There are many apples on the tree. There is a cat in the tree. There are two birds in the tree. 请学生观察。然后在黑板上再写下题目: I can see some orangesthe tree. Can you see a boy the tree?

引导学生先对比四句例句,并让他们思考“a pear”和“many

apples”跟“树”有什么关连。讨论后,学生就发现:原来这些都是是“树”上自己长出来的,而“a cat”和“two birds”都是外来的事物,不是“树”上长出来的。所以,虽然都是在“树”上,但是所

选择的介词却有差异。经过观察、对比和讨论,两个题目就能解决了。 因此,对比法能较好地发挥学生的主观能动性,与教师逐条讲解灌输语法规则,学生只记笔记不思考、少练习的教法相比具有很大的优势。

五、 善用归纳,使语法学习趋完整

归纳法即教师先向学生逐步渗透具体的语言现象,然后让学生观察分析并找出规律,归纳和总结出语法规则,使语法知识更容易被学生接受、理解和掌握。这是我们在语法教学时比较常用的方法。比如,

在时态教学中,先列举大量的例句,然后引导学生讨论并进行归纳,这样学生很容易就能归纳出时态结构公式,如:现在进行时am/is/are doing、过去进行时was/were doing、一般将来时will do或者

am/is/are going to do、现在完成时have/has done等等。

总之,用归纳法进行教学,学生通过接触具体生动的语言实例,积极参与寻找某些规律,容易理解并记住某些结构以及他们的用法。

以上是我对初中英语语法教学的一些尝试和总结。在语法教学

中,只要我们教师精心设计教学活动,采取多种方法多种手段进行教学,一定可以使单调乏味的语法教学变得生机盎然,妙趣横生。这样,可以深化学生对语法知识的认知和理解,使学生易于且乐于接受和掌

握语法知识,以便有效地提高初中生综合运用语言进行交际的能力。

篇二:初中英语语法教学策略反思

初中英语语法教学策略

语法是一套机械的、可分析的规则;是一种表述意义的方式(way of saying something);是一种功能与意念的表达方式(way of expressing notions and ideas);传统的三维语法观:形式、意义与使用(from, meaning, use)。

当前新课程改革的重点是“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(1)。”新课程标准强调语法功能,而不是语法形式,强调在语言实践中理解和运用语法知识,而不是仅仅记忆语法知识。在过去的英语语法教学中,存在的问题和困难是教师注重知识的传授,轻视技能训练;重详细讲解,轻反复练习;重书面练习,轻口头练习;重语法分析,轻语法使用;重掌握规则,轻掌握实例。语法教学要以实践为纲,以技能为核心。新课程改革就是要改变传统语法教学的某些教学方法和倾向,更新教学理。

初中英语语法是很多初中生的一大学习瓶颈,英语语法固有的单调性,无趣性,复杂性,此外,传统的语法教学以讲解语法规则和语法术语为主,很少联系到实际的语言运用上,不能直接促进语言运用能力,因此是语法很难被学生接受,因为英语语法没有固定的书本教我们到底该如何怎样样去学习,我们只能在不断的教学经验的积累,教学过程中摸索适合学生的方法。通过培训,我觉得以下方法可以对学生英语语法学习有所帮助。

1)讲故事

故事法可以用于时态的教学中,教师可以利用图片或是提供单词让学生接力编故事。例如在学习过去时,老师给予话题Li lei’Yesterday,并准备下列单词卡: open,ring,put on,brush,wash,listen,read,have,go,take,begin,study,do,eat,play等,接着教师说出故事开头,要求学生运用所给的动词的过去式续编故事。 激发学生想象力,拓展学生的发散思维能力,故事还可以调动学生学习积极性,激发学习兴趣。

2)语法教学情景化

语法教学情景化是指教师在课堂上设置一些真实性和准真实性情景来感知和运用语法知识。情景的生动性和形象性,有助于提高学习兴趣,有助于学生理解信息,触景生情,激活思维。根据新《课标》的指导思想和语法教学,我们可以设置多样化、多功能的语法情景化教学方式。

在讲授新的语言现象时,教师可以尽量利用实物图片、真实的语境、体态语言以及多媒体等手段设置情景,再依次将新的语言材料展现出来,引导学生从中领会新的语法规则,然后教师给学生大量的口、笔实践机会,如两两对话、表演等。在多次语言实践后,归纳和小结有关的语法规则。

在教授现在进行时态时,教师一边作动作一边说含有现在进行时态的句子。例如,教师一边关门一边说:"I am closing the door.”打开窗子时一边说“I am opening the window.”在教室里走来走去说:"I am walking.”在黑板上写字说:"I am writing.”再叫一个学生读书,教师说:"He is reading.”叫几个学生唱歌,教师说:"They are singing."利用动画课件,教师用 “What are they doing ?”学生回答出动画中正在作的动作。这样一直练下去,学生就会在真实的情景中学习句型、会话,在实践中运用语法知识。然后在教师的启发和指导下,由学生自己归纳、总结进行时态的构成及用法,使学生能从成功中获得喜悦。

3)语法教学活动化

语法教学活动化是指教师把语法规则化为活动, 把教学过程化为交际活动, 在活动中操练和运用语法。活动能调动使学生的认知结构和主体意识,使学生对所学语法的理解更加深刻, 对语法的记忆更加牢固。在语法的教学中,教师可以根据语法规则的内容设计不同类型的活动,比如, 猜测游戏 猜测游戏能很好地激发学生学习语法的兴趣,使学生的注意力和精力都集中猜测活动上。在游戏中学生增强了对语法规则的感悟能力,总结归纳及活用能力。

4)把英语与规则变成顺口溜或者儿歌,调动学生积极性,如可数名词的复数变化规律[1]: 名词复数有规律,一般词尾加s; 辅音字母+y型,变y为i,es; ch,sh真有趣,s,x,es; f,fe真小气,字母v来把它替,es在后别忘记; 字母o来真神奇,有生命来es,没有生命+s. 可数名词复数特殊变化规律[2]: 中日好友来聚会, 绵羊、鹿、鱼把家回。 男士、女士a变e; 牙(齿)、脚双o变双e; 孩子们想去天安门, 原形后面r、 e 、n; 老鼠本来爱大米, mice, ice和rice.

注:中Chinese,日Japanese,好友people. 绵羊sheep,鹿deer,鱼fish (这些单词单复数一样) man--men woman--women tooth--teeth foot—feet mouse—mice 。 5)1.显性与隐性语法教学相结合

显性语法教学往往采用演绎的方法,教师首先解释语法规则,然后引导学生做练习。隐性语法教学采用归纳的方式,学生在具体的语言实践中和大量的语言材料中归纳出语言的规则。

显性语法教学强调语言形式,却又忽视语言的意义及其使用的倾向。隐性语法教学强调语言的意义及其使用的环境,但却忽视语言使用的准确性。二者各有优缺点,明智之举是把二者有机结合起来。

6)在语境、语篇中教学语法

在传统语言学习中,语法基本上是被当作没有上下文的独立的现象来处理的。语法教学只培养了学生在词和句子的水平上的一种抽象的语言能力,而语言的使用都是在具体的情景中进行的,学生不仅要了解语言方面的知识,还要了解文化背景知识,语用知识和认知策略等知识。

语篇教学就是从语篇的形式和内容入手,结合语言运用的环境帮助学生理解和掌握语篇。不仅注重语篇的形式,更注重语言的功能,让学生建立形式与意义的相连。为此利用具体的教学材料,提供含有某目标语法点的阅读材料,和在练习中进行语法教学,能使其更有真实性。

7)通过结构——任务学习语法

目前的语法教学强调在语法规则的教授过程中加入交际活动中,或是在交际练习时加入语法规则教学,以力求在能力的培养上取得平衡:既兼顾规则学习,也兼顾使用语言能力的培养。结构——任务教学模式其目的在于提高学生对语言形态的意识程度。同时,这些任务又是交际性的,因为学生必须参与以意义为主的交流。语法形式就是任务的内容。这样的任务首先向学生提供目的语语法结构的例子,然后要求学生把握这些结构,并从中推断出一定的规则。比如我有一本书和他有一本书,里面的有我要用have ,他有要用has 。一本书,书是单数,两本书,或者两本以上就是复数。

8)在听、说、读、写训练中教学语法。

任何技能的学习都离不开练习,没有练习就没有熟练的技能,语言学习应培养相应的言语技能才能作为实际工具来使用。在练习阶段,应少做机械的练习,尽量做有意义的练习。培养学生的听、说、读、写技能。

课程标准的新理念,要求老师不断更新教学观念,改进教学方法,教学方法一定要符合新课程改革的特点。教师要以学生为主体,充分发挥学生的主观能动性,要以激发学生学习兴趣为突破口,把语法教学同学生生活实际联系起来,将语法教学与学生听、说、读、写等技能训练结合起来,将语法内容自然而然渗透其中,全面提高学生的听说读写能力。

篇三:英语语法教学反思

The grammar and teaching thinking of changing in Middle Schools

Summary:English teaching is the teaching of English grammar of a good foundation. Without language may not be good English language is used. Over emphasizes grammatical instruction to be offered teaching grammar is not advisable. The correct behaviour is to examine the lack of teaching grammar, and to solve them, and grammatical instruction do better. Learning English grammar will follow the social teaching of social principles and practice the principle of combining centralization and decentralization, interesting and vulgar.

The key words :In learning English, grammatical instruction, the principle of teaching One、Background

In the 1980s, Chinese English teaching grammar interpreter by law, a translation of teaching methods, and most of the foreign language teaching work. the grammar interpreter of the characteristics of : teacher in class teaching of the main task is to analyze the sentence structure, excavation of the phrase, usage as well as the words in french, etc, to explain the use of them, and then let the students to automatic operation. in order to give students a better understanding of the text, the teacher often the article word for word and sentence by sentence into Chinese. a text on the students often only have a few grammatical item and language points, but the theme, the author's intention is not a question of deep reflection. In this instruction, the teacher is center, grammar and some of the language teaching on the important position.. The translation of the law of the teaching of language structure only on the right or not, ignoring all the English language and cultural characteristics. in this way to train students for the basic knowledge of the language, grammar got better, but to learn more rigid, not to use English to receive information and transfer of information, and students in English language and culture of cases, not a good English communication capability.

From the 1980s, as China's reform and opening policy on the implementation of the inducement to study English in the English teaching. More and more people aware of the excessive emphasis on language teaching the model law, and is actively seeking new teaching party. Now the hearing, audio-visual, TPR, communication with the law translation of the teaching of language structure only on the right or not, ignoring all the English language and cultural characteristics. in this way to train students for the basic knowledge of the language, grammar got better, but to learn more rigid, not to use English to receive information and transfer of information, and students in English language and culture of cases, not a good English communication capability.

However, teaching and learning English is not achieved the desired effect. many people think of our country in the teaching of English grammar teaching in the most important position of the serious obstacles to the student of language is communication skills, new educational concept for the traditional teaching method has, however, emphasize teaching grammar is not much changed. Therefore, there are many people think that only offered some teaching grammar, the English teaching can be completely out of the major traps. Since then, many schools to lighten the grammar school for the implementation of the new teaching philosophy.

Two、 The current state of the English grammar teaching and learning in Middle schoolsOur Country's teaching English after several generations of effort, has undergone earth-shaking changes.Today's class teaching to pupils is in full, the students to use language in the first place.

The students were listening, Reading, Speaking on the former students have made considerable progress.

In today's learning English teaching, we have delightedly observed, the teacher will be heard when the train on a prominent position in class discussion groups, waiting for the classroom language twin practice is better to use. However, a teacher of English grammar, the basis of language teaching in dispensable, or not a grammar and knowledge of language teaching. In a school, as long as a teacher talking to the teaching of English grammar, someone said the teacher's teaching the concept of old; whoever is in teaching grammar, the class will someone said the teacher's teaching method. Language teaching is backward in some schools have become teaching idea behind the name. In high school, there are many schools have no system of teaching grammar, grammar and get a good study. many high school, college entrance examination of teachers think that checking chiefly students with language, grammar of a little English grammar, therefore, only some rules of the language is used to improve the capacity to no avail.

In fact, the teaching of English grammar will lighten the English teaching produced a negative impact on the area. we held a junior high school graduates questionnaire survey, the problem of setting a basic grammar problems. the survey found 60% of the students do not know English words meaning and didn't know how words can modify any words, the sentence element is more blurred.I had a high grade a teacher of English writing reviews, for students with a preposition and adjectives, the profits of the mistakes, the teacher said after a preposition must with the noun and is still words. The gerund must. A student at hand and asked, what are prepositions. Prepositions behind with the noun? Why have to say, a grade teacher often met such a ridiculous question. The high school students in English and written expression have made mistakes in the lower the frequency of the high as to the amazing way. To say that this particular tin-pot grammar of many schools are too frequent to lighten the teaching of English grammar is a great relationship.

Three、Recognizing the importance of the teaching of English gramma

Should say that English teaching is English teaching grammar, the activities of the essential part of grammar. The students to have basic knowledge may not be a good English language is used. Multi-language flu is so important, but to wait here until the formation of a favorable language environment. the students in English class in English and school events will have access to the English language, most of the time is not in a favorable language environment. Thus, students learn English in many ways to make up on English grammar. The correct syntax is the concept of a crutch, and they learn English with a strong grammar, they can judge used form is correct or not, and contributes to the correct multi-language flu. Therefore, in the new class marked a, we have to recognize and identify the teaching of English grammar in the teaching of English.

Reconfirm the teaching of English grammar, the first thing to be out of the teaching of English major traps. Again the importance of teaching grammar, don't put words to make laws and principles of international law in opposition. Widdowson (1999) said the class that should be properly understood, it's not preclude the grammar school. Instead, it attached great importance to the grammar in language learning and use of the important role in the media.


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