|
英語語法教學交際化的意識和技巧
英語語法教學交際化的意識和技巧 新教材語法教學交際化是每位英語教師所向往和追求的目標。但是，迄今為止，只有少數(shù)教師跨入這個神 圣的殿堂，使學生的語法知識在能力訓練中得以內(nèi)化，流暢輸出。語法教學要改變過去“滿堂灌”的現(xiàn)象，關(guān) 鍵在于教師應(yīng)具有語法教學交際化的意識和技巧�，F(xiàn)以湖州一中副校長李冬梅老師去年在麗水地區(qū)松陽縣執(zhí)教 的初二（下）冊第 28 單元第110課語法教學為例，簡述如下。
一、從學生生活實際出發(fā)，激活元認知。
課堂教學中，特別是語法教學中，教師要注意激活（activate）學生的元認知（meta－knowledge）， 通 過日常對話，談?wù)搶W生最感興趣的話題，將學生的原有知識活躍出來，使其具有粘合新知識、構(gòu)成新認知結(jié)構(gòu) 的活力。話題必須從學生生活實際出發(fā)，教師循循引導，積極鼓勵，多加表揚，拉近師生距離，形成一種濃濃 的學習英語的氛圍。
二、從已學知識著手，找到最近粘合點。
同樣，在語法教學中，教師不要直奔主題，急于求成。相反，應(yīng)從學生已學過的語法能力著手尋找最近的 粘合點。這個過程是師生雙方交際的過程，是學生對以往具有的語法能力輸出的過程，也是學生為填補教師（ 或?qū)W生）所提問題中所含信息溝的過程，也為新語法能力的培養(yǎng)鋪平道路。
三、在學生語言輸出中，加深對語法意識的體驗。
在語法教學中，教師不應(yīng)將注意力集中在語法規(guī)則或用法上；而應(yīng)將注意力放在學生對新語法意識成功的 體驗上。其途徑并非體現(xiàn)在教師對該語法項目滔滔不絕或繪聲繪色的講解，而是表現(xiàn)在學生對教師有針對性的 語法情景設(shè)計（具體以問題形式出現(xiàn)）能作有意義的語言反應(yīng)上。這種有意義的語言反應(yīng)，因為有該語法概念 作為內(nèi)核，因此可以使學生的語法意識（不是語法知識）得到體驗。這種精心設(shè)計的問題越多，學生語法意識 （awarenss）的成功體驗便越深刻。等到這種成功的體驗積累到一定數(shù)量時，教師或優(yōu)秀學生對語法規(guī)則或用 法（usage ）上的稍加點撥便會使這種體驗升華到理性高度，深層地儲存在大腦的記憶庫中。
至此，語法知識與語法技能已合二為一。但是，問題尚未到此結(jié)束，語法能力還未形成。
四、站在語篇層面上，達到自動化輸出的境地。
語法能力的培養(yǎng)不能滿足于單句訓練，那只是語法技能的即席反應(yīng)，我們還須將語法技能放在一個陌生的 語境中加以運用，進一步得到體驗。具體地說，即將該語法技能放在語篇中的諸多語法群中加以選擇，流暢輸 出，得以證實。如教師可以設(shè)計一個話題，讓學生運用所學語法技能，或?qū)φn文中某一情景要求學生加以描述 。這時候，新學的語法技能融合到眾多已學到的語法能力中去并成為其要素之一。如此循環(huán)往復，使語法知識 、技能和能力螺旋上升，達到自動化的境地。
下面是這堂課的教案和我們的粗略點評。
Teaching Plan for Lesson 110, Unit28(JEFC2B)
Ⅰ.Teaching objectives:
1.The model verbs as follows: may, can, could, must, haveto, need.
2."need" is used as a verb.
3.Make the students use the model verbs correctly andproperly.
4.Teaching aids:5 slides.
Ⅱ. Teaching procedures:
1.Warming-up:
(before the bell rings:the teacher gives Ss a verb so that Ss would say some of the phra ses according to the verb given)
T: Well, let's play a game like this: I'll show you a verb,for example, "play", and you'll h ave to give me some phraseswith the verb "play" in them. Say, you have to give me somephrase s like:play basketball, play ping pong, play a game and so on.Understand me?(other verbs a re:turn, look, make, get, go, etc.)
2.Revision on the model verbs:(Present the model verbs that Ss have learnt. Begin with "may" .)may T: This is my first time to come to Songyang. So let meintroduce myself. OK? I'm from H uzhou City. My name is LiDongmei. May I have your name?(1)
S:Sure.My name is …(And tell Ss to use sure/certainly)can T:Can you spell your name?
S1:Yes, my name is……
T:Can you swim?
S2:Yes, I can.
T: Can you see many other teachers in the classroom?
S3:Yes, I can.
S4: Can you give me your ruler, Tom? [1] [2] [3] [4] 下一頁 S5:Can you help me?
T:Oh, you did a very good job. I like you very much.
could T:But could you spell your name in English beforeyou came to this middle school?
S1:No, I couldn't.
T:What could you do before you came here?
S2:I could walk.(laughs)
S3:I could speak Chinese.
S4:I could play ping pong.
T:What couldn't you do before you came here?
S5:I couldn't read English.
S6:I couldn't know my teacher.
S7:I couldn't know you. (laughs)
have to T:Well, you couldn't speak English before you came to this middle school.So you had to learn English hard. Can you speak English now?
S1:Yes.
T:Do you want to learn English well?
S2:Yes, of course.
T:What do you have to do if you want to learn English well?(2)
S3: I have to read English every day.
S4:I have to listen to the teacher carefully in class.
S5:We have to help each other.
S6:I have to go to bed late.
S7:I have to get up early every day.
T:So you see you have to do so many things to learnEnglish well. Good.
must T:As you know,English is very important.And we must learn English well.Then what must we do in English classes?
S1:We must work hard.
S2:We must answer the teacher's questions.
S3:We must read English aloud.
mustn't T:What mustn't we do in class,then?
S1:We mustn't talk in class.
T:Right.
S2:We mustn't be late for class.
S3:We mustn't look out of the window.
S4:We mustn't play with our pens in class.
S5:We mustn't draw in our workbooks.
need T:As you said we must study hard and we must listen to the teacher carefully.And we mu stn't talk.in class. Wemust do our homework carefully. But need we do our homeworknow?
S1:No, we needn't.
T:Need we hand in our exercise books now?
S2:No, we needn't.
T:That's right. We needn't. Well, we can say it inanother way: Do we need to do our homework now?
S3:No, we don't.
T:What do we need to do now?
S4:We need to look at the blackboard.
S5:We need to read after the teacher.
S6:We need to speak English well. 上一頁 [1] [2] [3] [4] 下一頁 T:Very well done, boys and girls. I'm very pleased thatwe are working very well.(3)
3.Practice:
(Show 5 slides one by one and ask Ss questions with modelverbs. Ss are asked to say two or more than two sentences oneach picture. Give an example first of all.)
S1:Li Lei can sing well. But he mustn't sing now becausehis mother is sleeping.(4)
S2:Lin Tao can read English very well but he mustn't readEnglish now.
S3:The students mustn't play in the street. They can playon the playground.
S4:They can play in school. but they mustn't play in theclassroom.
Pair work for discussion:
Now let's talk about something more about the pictures.Look at the pictures and do pair wo rk.
Try to say 5 sentences or even more. OK?
1)What must/mustn't we do in school?(5)
2)What can/can't we do in the reading-room?
3)What do we have to do in the hospital?
4)What do we have to do at home?
Ss put up their hands to say a lot more sentences.(omitted)
3.Consolidation:(part2——Puzzle Dialogue)
T:You have done a very good job. I think we needn't sayanything more on the model verbs. But I still have a problem.Can you help me?(6)
S:Yes.
T:The problem is on p.110-Part2 Puzzle Dialogues. Can youtell me the answers?
S:Yes.
T:Let's do it together.
(Ss work out the problem quickly.)
T:Today we have had a very good time learning Englishtogether. Can you do some homework
after class?
4.Homework:
1)Ex.2(P.110WB)for oral work.
2)Write more than 5 sentences about" we must/mustn't doin class."(7)
點評：
（1）從學生身邊之事切入，貼切自然。 在聽說和交際中復習和學習了may, can, could, have to, must , mustn't, need 等情態(tài)動詞，舊中有新，新中有舊，銜接自然，環(huán)環(huán)緊扣，一氣呵成。
（2）設(shè)計的話題切合學生實際，使學生講得出東西。 老師一步步引導，學生用英語講出了許多好的句子 ，初步開啟了 英語語法教學交際化的意識和技巧學生的思維之門。上一頁 [1] [2] [3] [4] 下一頁 （3）語法知識在大量的口頭訓練以后加以點撥、歸納，恰到好處。
（4）操練先簡后繁、先易后難，有一個鋪墊和梯度。
（5）語法知識在交際中運用和提高，使課堂教學出現(xiàn)了高潮。
（6）轉(zhuǎn)折多么自然！ 由于在前面的操練中這道題基本上都在口頭練過了，所以學生做起來很容易。
（7）從口頭落實到筆頭是書面表達能力培養(yǎng)的最佳方法！ 上一頁 [1] [2] [3] [4]
|