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1、谈初中英语课堂语法教学语法教学有时是伴随其他学习活动而产生的。有时依照所使用的课本辅助教授语法。有时教材告诉我们学生在规定时间内学习哪些语法点。什么是语法教学？语法教学应该兼顾语言的形式及其意义和功能。换言之，语言学习的内容既要包括语言的形式，也要包括语言的意义，以及不同语法形式的使用。通过学习语法，学生不仅要了解如何通过语法形式完成特定的言语行为功能，如请求、建议等，还要学会语法形式（如时态、语态、情态等）如何形成语篇的连贯及其信息结构。语法教学包含什么？1. 呈现语法2. 发现语法3. 练习语法1. 呈现语法Example 1：The postmanLanguage: present si
2、mple学生学习怎样用一般现在时的第三人称单数造句？SarahWhat does do?ABCDEFT: Ill tell you what Sarah does everyday. You listen carefully, and try to choose the right picture according to what I say. 1. She doesnt like dogs.2. She gets up early.3. She doesnt drive the car.4. She rings doorbells.5. She doesnt earn a lot of m
3、oney.6. She wears a uniform.T: What does Sarah do, do you know?The teacher show the pictures one by one, and the Ss say the sentences.The teacher demonstrate how to read, and the Ss imitate in groups and individually. Drilling: StimulationResponse T chooses one picture, Ss say something about it.Mea
4、ningful output: Get Ss to think about a real person they know or imagine one and his or her jobs, and describe their daily activities with three affirmative and three negative sentences. Pair work or group work: Ss read their sentences and get others to guess what he or she does.Example 2：Girls nigh
5、t outLanguage: past irregular verbs学生需要学习的是在课文中出现的语言点。首先教师问学生在他们的国家，女孩子们是否经常一同外出，如果是，她们经常去哪儿。学生可以先两人或多人一组讨论，再向全班报告。然后让学生看两篇文章，让他们判断其中描写的夜生活是发生在里约热内卢、北京还是莫斯科。学生做完后，教师检查他们的答案。文章女孩子们的夜生活选自New English File Elementary (牛津大学出版社出版)The magazine Marie Claire asked its women journalists in Rio, Beijing and Mo
6、scow to go out for evening and then write a report.1.I wore a black sweater and trousers and a lot of make-up girls here like wearing sexy clothes!2.We went to Piramida. Its a bar and restaurant thats open 24 hours a day, and its the in place at the moment. Theres a DJ and we saw a lot of interestin
7、g people.3.We had coffee and apple cake and then wine. 4.We talked about Lalis problem with her boyfriend. She was a bit sad. Then some men at the next table started talking to us and they bought us a drink. This is a very macho country and men always pay for womens drinks.5.We got a taxi. It can be
8、 quite dangerous here at night and the metro closed at about 12:30.6.We left Piramida at about 1:30, and I got home at 2:00.7.Fantastic. 10 points. We had a great time and Lali was happy again.Sarah lives in _. She went out with her friends Lali and Anna on a Friday night.Sharon lives in _. She went
9、 out with her friends Nicole and Hujia on a Saturday night.1.I wore a long dress. People are quite traditional here but young people want to wear fashions and have new hair color.2.First I drove to Bar Street, a street with about 50 bars. We met in the Pink Loft, a Thai restaurant. After dinner, we
10、went to a tea house because its a good place to talk. 3.We had typical Thai food, like green curry. Then we had tea. Women here dont drink a lot of alcohol. 4.We talked about our love lives, especially Hujias. She has problem with her partner. We talked about men, fashion and literature. 5.We went h
11、ome by car. I didnt drink any alcohol so I could drive.6.We left at 12:00 and I got home at about 12:30. 7.It was a very good night. 8 points.然后学生将下列问题：A. Did you have a good time? B. How did you go home?C. What did you do?D. What did you have to eat and drink?E. What did you wear?与文章中标出1-7段的文字描述配对。
12、接下来学生根据Sarah与Sharon分别是否穿裙子、是否去酒吧、是否谈论男性、是否坐出租车回家等信息在一张表格中勾选。之后用下面的练习把学生的注意力吸引到不规则动词之上，让他们找出某些动词的过去式。GRAMMAR past simple irregular verbsa Look at the reports again and find the past tense of these irregular verbs.wear _ /w:/ go _ /went/see _ /s:/have _ /hd/buy _ /b:t/ get _ /gt/leave _ /left/drive _
13、/drv/ meet _ /met/can _ /kn/ 学生找出这些动词过去式后，教师要让他们读出来，检查他们是否发音正确。接下来学生看一个语法表，然后做练习，用be, buy, go, wear, look, have, see等词的正确形式给一篇短文填空。Past simple irregular verbsInfinitive past pastgo went didnt gohave had didnt haveget got didnt getbuy bought didnt buyleave left didnt leavedrive drove didnt drivemeet
14、met didnt meetdo did didnt do Use the irregular past from only in sentences. I saw a film last night.Use the infinitive after did/ didnt Did you see a film last night?NOT Did you saw?Remember word order=ASI (auxiliary, subject, infinitive) or QUASI (question word, auxiliary, subject, infinitive).Did
15、 you go out last night?Where did you go?！Past of can=could =couldnt NOT didnt can =Could you? NOT Did you can ?2. 发现语法Example 3：Comparative adjectivesLanguage: word formation; comparative adj.学生需要自己发现语言形式是如何构建并使用的。学生已经听了一段人们比较不同事物的对话。在让学生自己造句之前，教师想让他们注意形容词比较级的构成。教师本来可以直接给出语法规则，或者也许可以干脆忽略这一技术信息，让学生自己
16、去“注意”形容词的不同形式。看下列形容词的比较级old older new newerlight lighterbig bigger thin thinnernoisy noisier silly sillierexpensive more expensivebeautiful more beautiful 找出规律 a. How do we make one-syllable adjectives into comparative adjectives? b. Why are big and thin different? c. What has to change when we make
17、 words like noisy and silly into comparative adjectives? d. What is different about expensive and beautiful? Why? 学生完成后，教师检查答案，确认学生了解以一个元音和一个辅音结尾的单音节词变成比较级时要双写最后一个字母，以-y结尾的词要把-y变成-i，而较长的词前面要加more，但本身词形不变。然后教师让学生做练习。把一组词写在黑板上，让一个学生在任意两个词中间画一个箭头，再让另一个学生造句，如：An elephant is bigger than a spider. A cat i
18、s cleverer than a dog. elephant dog crocodile flyMouse cat spider潜在问题反思：1. 我们不可能总是能描述出完整的语法现象。例如，前面的练习就没有给出关于比较级形式的足够信息，没有包括不规则变化（如good-better），也没有举出一些既可以加-er构成比较级、也可以在前面加more构成的词（如clever在很多口语变体中就是如此）。2. 不一定所有的学生都喜欢这样的侦探式工作。 但最为一种鼓励学生思考语言规律的方法，这种练习用处极大，尤其在本例中学生正在探究语言规律时相当容易辨别。3. 练习语法Example 4：Where
19、am I?Language: present continuous (past simple)学生能够使用现在进行时进行造句（也可以作为一般过去时的练习）。先让学生想出一个他们非常想去的地方（如：海滩、KTV、运动场等），但不能告诉别人。接着让他们想象自己正身处那个地方，叫他们“环顾四周”，用现在进行时写下他们能“看”到的三件事（如足球比赛，则写下：A lot of people are shouting. A man is blowing a whistle. Someone is kicking a ball.）然后，让一个学生走到教室前面来，读出他所写的句子，并问 Where am I?
20、其他学生要尽量猜出答案。这样组织活动的一个好处在于学生有时间思考如何进行造句，而不是自发地、快速地输出。当然条件适宜的话，我们也可以让学生做快速无准备的练习。此外，一般过去式也适用这样的活动。学生可以说一个他们去过的地方（不论真实的还是想象的都可以），然后用一般过去时造句描述他们在那儿的情景。Example 5：Find someone who and other surveysLanguage: elementary学生能够使用目标语言询问并做出调查。Find someone who1 likes chocolate. _2 often goes to the cinema. _3 has
21、two brothers. _4 went to bed late last night. _5 plays the guitar. _Find someone who 的活动适用于任何语法结构。学生拿着表格，在班里或小组里互相提问，找到不同人的名字。而学生根据表格信息，自己生成一般疑问句，如：Do you like chocolate? 最后将调查的结果做一个汇报。在课程之初，我们可以事先了解每个学生的一些有趣的信息，再把这些信息写在表中，如：Find someone who is a keen swimmer. Find someone who can play the piano. 这个
22、活动不仅训练对目标的使用，同时也是学生互相认识和了解的绝好方式。很多小型调查都可以这样做练习语法之用。例如我们可以构建（或者让学生提）任意几个关于生活方式的问题。如：What time do you normally get up? What do you have for breakfast?How many cups of water do you drink in a day?如果我们想让学生练习过去时，可让他们设计一个问卷，如：When did you last go to the cinema?Who did you go with?What was the name of the
23、film?What did you think of the film?不定代词的使用。Go for it Book 8A Unit 1 Where did you go on vacation?1. 大量感知和使用含有不定单词的句型教师精选若干图片，让学生使用目标语言进行图片描述。We did something interesting last month. It was boring. We didnt do anything fun on vacation. I didnt go out with anyone. Everyone was on vacation. No one was
24、 here. -How was the food?-Everything tasted really good.-Did everyone have a good time?-Oh, yes. Everything was excellent. 2. 呈现含有不定代词的语篇，让学生将文本中的高频率词找出来。3. 寻找这些不定单词的构词规律。 some_ any_ no_ every_ _one _ thing _ body4. 归纳这些不定单词的使用特点 用在什么句型中； 与形容词的搭配使用，形容词的位置； 与名词的搭配使用。some/ any; much/ many; a few/ a li
25、ttle; few/ little 5. 通过练习巩固，通过运用提升掌握。Michael Swan是编写教学语法材料的一位著名作者。她提出，好的语法规则（对于教学来说）应当体现简易性、真实性（因为有的语法规则比其他的更加“真实”）、清晰性（因为规则不清晰则毫无用处）即相关性（因为有的内容是学生和老师都不需要知道的）。语法教学时，教师解释过于详细，可能会让低水平学生感到混乱；如果解释得过于粗略，又可能无法教给学生他们应掌握的知识。Weve got some tomatoes, some bread and an orange.We havent got any bananas or any ch
26、eese. We got no biscuits and no milk.Have we got any eggs? Have we got any juice?We use a/an with singular countable nouns: We havent got a melon. Weve got an orange.We use some with plural countable nouns and uncountable nouns in affirmative sentences: Weve got some tomatoes. Weve got some bread.We
27、 use any with plural countable nouns and uncountable nouns in negative sentences and questions: We havent got any bananas. We havent got any cheese. Have you got any eggs? Have we got any orange juice?We use no with singular and plural countable nouns and uncountable nouns, to mean “not one/ not any
28、”. We use no with an affirmative verb:Weve got no biscuits. Weve got no milk.We usually use some (not any) in questions when we offer something to someone or when we ask for something:Would you like some biscuits? Can I have some juice?选自B Viney、E Walker与S Elsworth编著的Grammar Practice for Elementary
29、Students (培生教育集团出版)语法在外语教学中具有重要的地位。现在看来，关于语法教学的问题，不是该不该教语法的问题，而是教什么样的语法和如何教语法的问题。语法教学的重点研究应该放在什么上？是放在语法结构上，还是放在语法的表意功能上？当然一个折中的观点是，既要学习语法的结构，也要学习语法的表意功能。相应的，语法教学也应该兼顾形式、意义和功能，在语境中帮助学生理解、加工、内化并产出语法，促进其交际能力的发展。英语课程标准强调英语语法教学要从“用”的角度出发，以探究的方式学，在完成任务的过程中运用和巩固，学习语法是为了理解语法形式的表意功能，并能有效运用。一、以运用为核心，精心创设情景，达到语法形式、意义和用法的有机结合二、以语料为载体，强化语篇和话题功能，融合综合技能培养三、以探究为手段，建构语法体系，提高语法运用能力。
