高中英语语法教学策略及评价（3）

高中英语语法教学策略及评价（3）

高中英语语法教学策略及评价

1．用观察、发现法进行任务型语法教学

观察发现法是从研究例句开始，引导学生有目标、有目的地在观察语言现象后发现并总结语言规则，然后运用这些语法规则。在日常教学中，我们根据教材编写者的意图，通过“观察—发现—归纳”的方法，专项突破单元的重点语法项目。比如在学习“定语从句”的用法时，通过让学生学习课文，观察例句，自己发现定语从句的功用和意义。

Module 3 Lesson 1 The Spirit of Explorers （北师大教材）

The second period Grammar Relative Clauses (Ⅱ)

Step 1

Exercise 7 Read these sentences from the text and in pairs, work out which word introduces a relative clause and what it refers to. a) By around 900 AD, there were many places in Northern Europe where the Vikings chose to live.

b) Eric reached Greenland and discovered that people could live in the place where he landed.

Exercise 8 Read the sentences and in pairs, decide which word in italics refers to time or a reason.

a) The Chinese people will never forget the day when China’s first manned spaceship returned safely to the earth after

21 hours in space.

b) I still remember the day when I attened my first lecture in college.

c) There’s no reason why we shouldn’t be friends.

d) Could you help me to find out the reason why the brake doesn’t work?

Step 2 Grammar summary, on page 92

Step 3 Practice

Exercise 9 Complete the sentences with the appropriate words in the brackets. a) The ship arrived early in the morning_____the sky was still dark. ( when/which)

b) Did they tell you the reason_____they wanted you to do that? （why/when）

c) What’s the name of the restaurant_____you had lunch? (when/where) d) Xiaoming went to the music shop_____he bought a violin. (where/when)

北师大教材模块的语法特点是循环再现、拓展加深、复习巩固。本案例通过让学生观察、体验课文中的句子，发现定语从句中关系副词的用法，然后再课本的后几页进行语法归纳和总结（中英文两种解释），最后进行操练达到复习巩固的目的。由表及里，由浅到深，由简到繁，由一般到例外，以旧带新，环环紧扣，逐步加强，为学生提供循序渐进的语言学习、实践、运用、巩固的机会，这种设计既符合语言规律，又符合学生的心理规律，有助于引导学生正确的学习思路，特别是培养了学生良好的自学习惯，有些基础较好的学生可以用这种方式提前学会一些语法知识，从而减轻了教师的教学负担。

2．用探究式进行任务型语法教学

探究式教学是以“学生为主体，教师为主导”的教学模式，它改变了传统英语教学中灌输式的教学方法，注重由学生自己进行研究和探索，同时也要求教师为学生创设探索情景，营造探索氛围，评价探究得失，是一种与英语新课程理念相符合的教学模式。

作为探究式教学的主导者，教师要为学生创设探究的情境,鼓励学生采用这种途径学习语法。例如：Topic: Module 6 Unit 1(北师大教材)

Task: 学习语法：虚拟语气（Third Conditional）

活动过程：

Step 1 Listen to the interview with the first person who is talking about his life-long learning experience, then complete the

conditional sentences below.

Listen to the song “If I Could”, show the Ss lyrics (歌词) and then ask the Ss to sing together with the tape-recorder.

Step 2 Enjoy the following passage

If I were a boy again

If I were a boy again, I would practice perseverance more often, and never give up a thing because it was difficult or inconvenient…

If I were a boy again, I would school myself into a habit of attention; I would let nothing come between me and the subject in hand. I would remember that a good skater never tries to skate in two directions at once...

If I were to live my life over again, I would pay more attention to the cultivation of the memory…

Step 3: Discovery

Step 4: Conclusion and consolidation

We use the structure “If sb. were/could…, sb would….”when the situation being referred is not real, it is hypothetical.

Do exercises 2 on page 4

Step 5: Practise with the following structures:

I wish I were you, I would...

I wish I could do…

Step 6: Further discussion

If you were the English teacher of our class, what would you teach your students?

If you were the head teacher of our class, what would you do for your class and what changes would you make first?

Step 7 Oral practice

If you got 100,000 dollars by chance, how would you spend