中学入学考试语法专项复习课教学的研究与实践_宾语从句论文

中考语法专项复习课教学的研究与实践,本文主要内容关键词为:语法论文,中考论文,专项论文,课教学论文,此文献不代表本站观点,内容供学术参考,文章仅供参考阅读下载。

一、问题的提出

在中学英语教学中,几乎所有教师都知道语法在英语学习中的重要性,每节课都有语法讲解和操练,语法复习也是复习课的重点,小到课时复习,大至期末复习、中考复习。教师和学生花大量的课内外时间复习和练习语法,最终学生能较好地掌握语法规则,但是运用语法的能力却普遍较差。归根到底,大多数的语法复习是机械操练,脱离了一定的语境,导致学生知道语法是什么,而不知如何运用。

二、有效的语法复习课模式

针对以上现状,我们诸暨市初中英语研究小组九年级组在教研员杨寒芳老师的带领下开展了中考语法复习课的尝试:没有练习书,没有大量的语法讲解和操练,而是通过精心备课,精选资料,让学生置身于一个个语境中,在不知不觉中感知语法、运用语法。我们尝试开发了两个课例:Revision of the Passive Voice(黄杰宇老师执教)和Revision of Object Clause(毛海英老师执教),总结了一套有效的语法复习课模式。

1.用话题创设课堂语境

语境的创设可通过为学生提供可理解性输入材料来实现。教师要确保该材料能比较集中地体现某个语法特征,且尽量贴近学生生活,具有真实的交际意义,这样才能激发学生学习和探索语法规则并运用其进行表达的欲望。为了设计一条主线串联课堂,我们尝试给每堂课设计一个主题,所有活动围绕该主题展开。如,被动语态复习课的主题为:Make our home more beautiful,而宾语从句复习课的主题为:Problems and advice。主题使整堂课思路清晰、中心明确、衔接紧密,整堂课的教学浑然一体。

2.在趣味化活动中导入新课

(1)询问学生所在学校及学校生活的情况

上课一开始,教师便有意地和学生自由交谈,自然地渗透语法。如,在宾语从句复习课的导入环节,教师设计了如下教学活动来复习that引导的宾语从句。

S:I think playing basketball is interesting.

(2)让学生猜测教师自身的一些信息

T:As your new teacher today,would you like to know something about me? Please look at the number and guess what the numbers mean.You can guess like this:

S:I guess your child is 7 years old.

T:I'm afraid you are not right.Thank you.Sit down please.Any more? You,please.

S:I think(that)you have been teaching English for 7 years.

T:Yes,thank you.Sit down please.I've been an English teacher for 7 years.What about the number 29?(Show the number on the blackboard.)

S:I think(that)you are 29 years old.

T:Good,thank you.Sit down please.What about the number 9?(Show the number on the blackboard.)

S:I guess you teach Grade 9.

T:Yes,you are excellent.I'm a teacher of Grade 9.My students study as hard as you.

(3)通过有趣的比赛来复习语法

在复习被动语态中,教师设计了比赛活动,让学生根据关键词造句,这样有利于训练学生的发散性思维能力。

3.用视听手段创设语境,激活多种感官

教师设计多种课堂活动,让学生在视听活动中运用多种感官来复习语法。

(1)视频

两位老师都运用了视频,为学生运用语法创设了生动的语境。

例一:在宾语从句复习课上,教师首先播放了两段自拍的录像,然后引导学生把录像中听到的学生的问题用宾语从句(强调连接词that和宾语从句中主从时态一致)进行转述,最后让学生用宾语从句给录像中的学生提建议。

例二:在被动语态的复习课中,教师播放了一段网上下载的环境被破坏的视频。然后,让学生运用一般现在时的被动语态来回答:What can you see? What happens to the trees? 学生回答时自然地运用了被动语态,如:The air is polluted(by the waste gas).The environment is destroyed.The buildings are destroyed(by the sandstorm).The water is polluted.The trees are cut down.

(2)歌曲

初中生都很喜欢通过歌曲来学习英语,他们很乐意接受歌词中的一些信息。在宾语从句的复习中,教师运用了听歌说歌词这一活动来复习if/whether引导的宾语从句和wh-引导的宾语从句。如歌曲“What-ever will be will be”,歌词中有许多问答,教师引导学生找出歌曲中lady问的问题并用宾语从句的句式进行转述。最后,引导学生转述回答的话。

4.在精选的语篇中精练语法

以上活动虽然都是在语境中训练语法,但都是在孤立的句子层面上。为了更好地感受语法的运用,我们尝试选用合适的语篇材料,经过适当加工后,让学生训练语法。

例如,在宾语从句的复习课上,教师呈现了如下语篇:

Teens feeling unsafe at school—What to do if you're being bullied

So many western teenagers these days are faced with different kinds of problems.There are may teens who're being bullied.Bullying is trying to hurt others by making them feel afraid or unsafe.Here is a story about Tommy who has been bullied at school.

One day,Tommy's father called the teacher.He said he didn't know_____Tommy wanted to go to another school.The father asked him several times,but the boy refused to say anything.He asked the teacher could get any information from the boy.After talking with the boy,the teacher got to know______was bullied by some teenagers at school.They said they______kill him if he told anyone about it.The father guessed the boy ______been going through physical and psychological torment for a month.And the father told his son no way______ impossible to courage.

Bullies can become very dangerous if they are not stopped.Many teenagers do not know what to do when this starts happening.They are afraid.They may consider whether they should tell others about it or not.

Here are some suggestions:

·Never keep being bullied a secret!

·Don't react.Walk away as calmly and quickly as possible.

·Call the police immediately.

·Stay strong.

This is what you can do if you are being bullied at school.

然后,让学生运用词的正确形式填空。

而在被动语态复习课上,教师选用了一篇有关日本大地震的文章,让学生做填空练习,练习一般过去时的被动语态。

A terrible earthquake____(happen)in Japan on March 11,2011.Many buildings____(destroy).It created a tsunami(海啸)wave,and lots of boats,cars and houses____(wash)away by the water.Many people lost lives and homes.What's more,it caused the nuclear power explosion(核电爆炸).The sea___(pollute)by the waste water.The air and farm products(农产品)______(pollute),too.It is dangerous to people's health.The earthquake is also a warning(警告).It reminds us to protect the environment.

5.在解决实际问题中运用语法

在语法复习过程中,不少教师只注意提供可理解性语言输入,让学生接触目的语形式并吸引学生注意语法结构。实际上,教师还应创造语言输出的机会,让学生对语言知识进行内化。学生在语言输出过程中通过不断纠正错误,才能完善对语法规则的认识和理解。

在实际英语教学中,语法复习的最终目标是让学生在解决生活实际问题中运用语法。

例一:在宾语从句复习课上,教师设计了一个Groupwork的活动:What's your problem? What have you done to solve your problem? What will you do to solve your problem? 学生先进行调查活动,然后汇报:In our group,Tom said(that)he…He told me(that)he had…He said he would…I think he should…

例二:在被动语态复习课中,教师设计了Discuss and report的环节。(1)Discussion:To make our school more beautiful,what things should/can/must...(not)be done?教师给出了一些关键词:the litter...pick up,waste bottles…collect,trees...planted,waste paper…throw,…(2)Report:教师作了一个示范:Now some students pay no attention to their behavior at school.I think...I hope everyone can do their best to make our school more beautiful.

6.在写作中提升综合运用语法的能力

通过之前的话题导入——活动运用——探究归纳——语篇内化等环节,语法知识得以反复再现和运用,在此基础上教师有意识地设计与主题相关的写作任务,引导学生进行写作。写作不仅考察学生的语言组织能力,更锻炼学生的思维能力,并在语篇层面上检测学生语法学习的有效性。

例一:在宾语从句的复习课上,教师让学生根据最后的调查写调查报告:Write a report according to your discussion.

例二:在被动语态复习课上,教师布置了一个写作任务:

Li Hua is a middle school student near the woods.He notices some other environmental problems around him,and calls on(号召)people to help protect it.Write an article according to the chart.(Try to use the Passive Voice as much as you can.)

I'm a middle school student near the woods.know the pollution in the woods,and I find there are some other environmental problems…

I hope everyone can try their best to make our home more beautiful.

三、总结与思考

1.在语境中内化语法,提高学生的综合语言运用能力

教师要增加语言信息输入量,强调语言学习的过程,让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性。语法的实践活动离不开听、说、读、写的实践。通过巧设语境,采用“归纳为主,演绎为辅”的教学策略,让学生通过观察、感悟、探索和运用内化语法知识,不仅能培养学生的语言综合运用能力,同时又培养学生的观察、记忆、思维和想象能力。教师通过大量的专项和综合性语言实践活动,改变传统语法复习课机械、枯燥的特点,引导学生主动获得语法知识,内化语法规则,真正掌握所学的语法知识。

2.教师需提高设计能力和教材资源的整合能力

教师需要从学生的实情出发,结合所学语法,创设语境,创造性地设计课堂任务。同时,本次课例研究又对教师提出了更高的资料选编和整理等要求,如:如何来选择主题?如何来创设语境?如何来改编语篇材料?因此,教师要提高对教材资源的开发和整合能力。

(感谢诸暨市教研室教研员杨寒芳老师的指导和研究小组九年级组老师们提供的资料。)

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中学入学考试语法专项复习课教学的研究与实践_宾语从句论文
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