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1、新课程理念下语法教学：新课程要求我们要面向全体学生，在教学过程中营造一个宽松愉快的教学氛围，而语法的学习是比较枯燥的，这就要求我们在新课程的语法教学过程采取来促进语法教学。小组关于这个问题，我记得英语新课标里要求教师应尽量多进行小组合作学习。随着任务型教学模式的广泛应用,小组合作学习在英语课堂教学中越来越多地被采用，下面我谈谈自己教学实践中的一些体会和做法。一在小组合作学习中要明确小组成员的分工在开展小组合作学习时，我们会经常发现有这样的现象，语言表达能力强的学生参与的机会明显较多，而另一些学生却习惯于当听众。针对这一问题，我明确每个成员的分工，采取轮换制，如组长、记录员、资料员、报告员、评判
2、员等由每个成员轮流担任。从而帮助每个学生在自身的基础上得到提高和发展。例如：通过这样的改进,学生的参与面明显扩大，并表现出较高的学习热情。第二、在小组合作学习中要改变评价方式，重视同伴评价。同伴评价可以成为教师评价的有力补充。在活动过程中，学生往往能够比教师更细心地观察他们的同伴，为此，我专门设计了小组合作学习评价表。借助合理的评价标准，给出一定的评分，可以激发学生的参与热情和责任感。第三、在小组合作学习中教师的指导也是非常重要的。教师一定要明确小组合作学习的步骤以及分工。时间的把握是非常重要的，因为一旦时间把握不好，整个合作学习的效果就大打折扣了，而充足的准备对于教师把握好时间是十分必要的。
3、另外努力营造小组合作学习的民主氛围也很重要：要关爱每一位学生，充分尊重和信任学生；要善于欣赏学生的点滴进步；注意引导每一位学生参与活动，尤其是多些关注学习成绩落后的学生，要积极消除学生怕出错的顾虑，让他们勇于发表见解，表现出更多的创新。在活动的过程中，教师还可到每个小组认真倾听大家的发言，鼓励小组成员进行交流，适当时也可参与同学的讨论和学习。三、英语课程的总体目标是培养学生的综合语言运用能力。 学生综合语言运用能力，包括情感态度、文化意识、语言能力、语言技能和学习策略。所谓综合语言运用能力，是指外语学习不只是语言知识的学习，也不单是外语技能的掌 握，而是情感态度、语言知识、语言技能、学习策略和
4、文化意识五个素养的整合发展。 正是这五种素养的有机结合与互相促进，使学生掌握了综合语言运用能力，从而达到人文性和工具性的双重目标。New curriculum requires the teachers to face all the students in the teaching process to create a pleasant and relaxing teaching atmosphere. but its boring to learn grammer, so the teachers should find various and effective ways to tea
5、ch different grammers. Group In China almost everyone knows the allusion: “When a monk lives alone, he never worries about having water to drink as he himself has to solve the problem. When two monks live together, they help each other to carry water. But when three monks live together there is no w
6、ater to drink.” And why is this? Because they dont co-operate.I think co-operative learning is one of the best teaching strategies in developing the students co-operative ability.How to carry out a co-operative learning lesson First, the teacher has to select a topic. Then he has to decide how big t
7、he groups should be and who should belong to which group. He is also responsible for deciding what the room is going to look like. Then neccessary materials for each group are chosen and distributed. This is very important when planning for co-operative learning activity. The groups should have a go
8、al. It should be very specific and require positive interdependence. Finally the teacher must determine whether the group is successful or not. Here is an example. One possible topic can be“Draw a person and create a story about him or her.”Set the criteria as follows: Finish in 15 minutes.(10 point
9、s) Everyone participates in the work.(10 points) The picture looks like a real person.(30 points) The story contains no less than 15 sentences.(15 points) There are no major mistakes.(10 points) The content of the story is meaningful and logical.(25 points) Each group has four members and. If possib
10、le, each group has two boys and two girls. After that the teacher lets the students in each group vote for a leader. Let every students know that they have to stay in their groups. They must participate. They have to use good listening skills. It is their responsibility to work with others, to help
11、each other, to co-operate with each other. When teachers put students into co-operative learning groups, they constantly monitor their progress. She must stop by and say, “How are you getting along with your work?” “Whats new?” “Have you found anything different?” The teacher must be constantly walk
12、ing around the classroom.One of the major purposes of co-operative learning teams is to help students, younger students especially, work collaboratively with their peers, to share ideas, to listen to others ideas, to begin to see the joys of sharing a task with another person, to understand how assi
13、gning a number of people to a task sometimes makes accomplishing it a little bit faster and easier. Everyone in the group is responsible for learning the material at hand. No one can just sit and watch, everyone is involved and responsible for learning. The students can not only build the co-operati
14、ve ability, but also creativity through co-operative learning. According to the English Curriculum Standard, it requires that teachers should use group cooperative learning as much as possible in the classroom teaching.1. Cooperative learning in the group of team members must have a clear division o
15、f laborIn carrying out cooperative learning groups, we will often find that there is such a phenomenon, language ability of students the opportunity to participate significantly more, while others are students who are accustomed to when the audience. To solve this problem, I have a clear division of
16、 labor of each member, on a rotation system, such as team leader, recorder, data members, rapporteurs, the judges, etc., to each member of the rotation. To help each student on the basis of its own to improve and develop.For example:Through such improvements, student participation has visibly expanded, and showing a high passion for learning.Second, in the group
