初中英语语法教学案例与反思 5页

s初中英语语法教学案例与反思【摘要】我结合教学实践,采用多媒体技术优化语法课堂,通过丰富的情境创设来活化语法,从而有效地培养学生综合运用语言的技巧和用英语进行得体交际的能力,充分体现“以学生为主体”的教育理念。【关键词】语法课堂;多媒体;情境;教学模式为什么学生普遍感到语法难学?为什么语法教学改革滞后,明显落后于阅读课、听说课的课改?主要原因是教学不得法。恢复高考以来,大部分中学教师语法教学的理念和教学方法可以说是几十年不变,语法教学现状仍停留在改革开放初期的水平。为应试而强调的死记硬背和机械训练的接受性学习仍主宰着语法课堂,造成了学生学习主动性缺失、学习效率低下的局面。一、多媒体——情境——语法教学模式如何将枯燥乏味的语法知识内化为语用能力,很大程度上依赖于语法教学是否具趣味性。事实表明,传统的教育手段和教学方法已经满足不了当下学生的需要,现代教育技术与课程的整合已成为教学改革的必经之路。多媒体教学形象、生动、直观,信息量大,内容丰富,教学手段多样化,现代感气息浓厚,能改变传统的教学方式和手段,丰富教学内容、教材形态与教学方式,寓教于乐,降低学习难度,最大限度地激发学生的兴趣,调动他们主动参与学习的积极性,优化教学过程,提高教学效率,对教学方式的多样化和教学效能提高的相适应产生了深远影响。笔者在多年的教学中探索出“多媒体——情境——语法教学模式”(如右栏图1),该模式的提出是建立在建构主义、交际法、教学过程最优化论等教学理论和高中英语语法教学实践基础上的,它打破了传统的教学模式,凸显了学生的主体性。该模式的设计着重于导入和输出环节,主要依赖计算机技术和话题。运用该模式设计语法教学,能较好地实现课程标准中提出的运用语法规则表达有实际内容的思想,组织连贯的语句,通过语篇,而不是一个个孤立的句子来掌握语法的目标。根据该模式,每节课由三个步骤组成:导入、呈现规则和输出。①导入。实际起Warming-up的作用。在信息加工模型中属于短时记忆的刺激材料,目的是为下一环节的教学作准备。因此,在引出语法例句的同时,导入环节一定要有能抓住学生兴奋点的画面或情景,让学生在高度兴奋中进入语法学习。以虚拟语气(1)为例(见后),本节课的三个子项目分别使用了歌曲、话题动画和情节动画导入,配套的话题是Whatdoesthemanwanttobe?Doyouwanttobeaspacemaninthefuture?Didshebuythecoat?②呈现规则。也可以理解为“规则讲解和归纳”,是属于长时记忆的内容。这一阶段的任务是提供学习指导。教师通过由导入环节引出的例句,结合语言陈述来演示规则,最后以图表的形式呈现语法规则。这一环节的内容重在理解和记忆,务必要求学生作好笔录,因此,所呈现的语法规则力求简约易懂。③输出。这是强化语法规则、学以致用的环节。内容包含控制性练习与拓展性练习,前者是指以准确性为主的机械练习,后者是指模拟生活实际、用语法规则去解决问题的话题练习。二、教学案例TheSubjunctiveMood1(虚拟语气1)——非真实条件句中的虚拟语气Teachingtype:GrammarTeachingaims:1.TolearntheSubjunctiveMoodledby“if”2.Toarousethestudents’interestsinEnglishgrammarlearning3.Toimprovethestudents’speaking,listeningandwritingabilitiess sImportantpoint:TohelpthestudentslearntousethegrammarrulesandbecomeinterestedingrammarlearningDifficultpoint:Tomakethelead-inandtheconsolidationpracticemoreaccessibleTeachingpattern:“Multi-media—Situational—Grammar”teachingpatternTeachingaids:Multi-mediateachingsystemTeachingarrangement:1periodTeachingprocedures:与现在事实相反Step1:Lead-in1.EnjoytheEnglishsongElCondorPasa(beforelistening)Whatdoesthemanwanttobe?2.IntroducethesentencepatternT:Canhebeasparrow/bird?Doyouwanttobeabird?Iwanttobeabird,too.IfIwereabird,Iwouldbeveryhappy.IfIhadwings,Icouldflyhereandthere.3.SumupT:Todaywe’regoingtotalkaboutimpossibledreams.We’lllearnhowtouse“if”toexpressourwishesthatcannotcometrue—theSubjunctiveMood.ButwhatistheSubjunctiveMood?AndwhendoweusetheSubjunctiveMood?Step2:Presentation虚拟语气表达的并不是事实,而是一种主观的愿望、假设、猜测或空想。WeusetheSubjunctiveMoodwhenourwishisoppositeto/againstthefact.实际情形 If从句 主句与现在事实相反 动词的过去式(be统一用were) would,should,could,mightnot+do IfIwereabird,Iwouldbeveryhappy.IfIhadwings,Icouldflyhereandthere.Step3:Consolidation1.CompletethedialogueT:Wheredoyoulive,athomeorintheschool?Doyoulivewithyourgrandparents?Nowlet’slistentoadialoguefromVOA(seethedialoguebelow).Thenfinishthedialoguebyjoiningthe2sentencesusingtheSubjunctivemood.eg.Wedon’thaveabighouse.Theycannotlivewithus.→Ifwehadabighouse,theycouldlivewithus.(Whatwouldyoudoforyourgrandparents?)G:HowImissgrandpaandgrandma.IwishIcouldseethem.s sB:Well,theydon’tliveclose.Wecannotseethemoften.G:Wedon’thaveabighouse.Theycannotlivewithus.B:IwishIwerewiththem,too.Let’sgotovisitthem.G:AllthewaytoFlorida?Wegotoschool.Wecannotseethemeveryday.B:Wearenotthere.Wecannottakecareofthem....(adoptedfromVOAIntermediateAmericanEnglishCourse)2.DiscussionWhatwouldyoudoif...◎youwereafamouspersonforaday?(Jordan,Supergirl...)◎youhadalotofmoney?◎youcouldchangeonethingaboutyourself?(eyes,nose,height)◎youwereanEnglishteacher/theheadmaster?与将来事实相反Step1:Lead-inTalkaboutwishesforthefuture.Whatdoyouwanttobeinthefuture?DoyouwanttobeanastronautlikeYangLiwei?(Video)Step2:PresentationReadthefollowingsentencesandtrytofindouttherules.IfIwere/shouldbeanastronautoneday,Iwouldflytothemoon.IfIweretoflytothemoon,Iwouldtakemydogalongwithme.Ifmydogstayedwithme,Iwouldn’tfeelsolonely.实际情形 If从句 主句与将来事实相反/将来难以实现的愿望 ①动词的过去式(be统一用were)②weretodo③shoulddo would,should,could,mightnot+do   Step3:ConsolidationWhatwouldyoudoifitwereChristmasDay/theSpringFestivaltomorrow?T:It’salmostthesameaswhenourwishisagainstthepresentfact.与过去事实相反Step1:Lead-inWatchasketch“Doingshopping”.T:Thisiswhathappenedto...lastweekend.Didshebuythecoat?Whynot?...Right.Ifshehadhadenoughmoneyatthattime,shewouldhaveboughtthatcoat.Step2:PresentationIfshehadhadenoughmoneyatthattime,shewouldhaveboughtthatcoat.实际情形s s If从句 主句 与过去事实相反 haddone(过去完成时) would(本会)shouldnot+havedone(本该)could(本能)might(可能)   Step3:Practice1.Makeaconversationwithyourpartneraboutyourexam.(Whatwasyourscoreforthemid-termEnglishexam?Didyougetfullmarks?)Model:A:Whatwouldhavehappenedifyouhadgotfullmarks?B:MyfatherwouldhavegivenmealotofmoneyifIhadreceivedfullmarks.A:Whatwouldyouhavedoneifyouhadhadalotofmoney?...2.WatchthefilmSchindler’sListandtrytofollowwhattheactorsays.Icouldhavegotmoreout.Icouldhavegotmore.Idon’tknow.IfI’djust...Icouldhavegotmore.IfI’dmademoremoney...Ithrewawaysomuchmoney.Youhavenoidea.IfI’djust...Thiscar.Goethwouldhaveboughtthiscar.WhydidIkeepthecar?Tenpeoplerightthere.Tenpeople.Tenmorepeople.T:Whatdoestheactorwanttoexpressbythewords“Thiscar,tenpeople.”“Thispin,twopeople”?3.RewritearesumeTheRichestManintheWorldOnOctober28,1955,BillGateswasbornintoarichfamily.Earlyoninlife,BillGateswasambitious,intelligentandcompetitive.Inelementaryschoolhedidbetterthanothersinnearlyallsubjects.LaterhisparentssenthimtoLakeside,aprivateschoolwherehemetPaulAllenandwasfirstintroducedtocomputers.HeenteredHarvardUniversityin1973.In1975,hebeganMicrosoftwithPaulAllen.InthesameyearBillGatesdecidedtoleaveHarvardinordertofocusmoreattentiononMicrosoft.(adoptedfromtheInternet)TheRichestManintheWorldIfhehadn’tbeenbornintoarichfamily,BillGates’lifewouldhavebeendifferent...Step4:SummarySotodaywe’velearnedtheSubjunctivemoodledby“if”.We’velearnedthatwhenweuseit,thetensesmustgoonestepbackward(时态回退一步).Step5:Homework1.FinishEx.4onP54,Ex.2onP62,Ex.1onP1132.Writing(Makingsuggestions)HowwouldyouteachifyouwereanEnglishteacher?三、反思s s能否让学生牢记所学知识,并将知识转化为能力,话题起到了至关重要的作用。例如,本课在输出环节使用的话题有:“假如你是英语老师”“假如明天是春节/圣诞节”“你能为爷爷奶奶做什么?”“篡改历史”等。甚至在诠释定义和机械操练环节,也使用由意义相关联的语句组成的语段或将机械练习置于某个话题之下,给练习赋予了新的意义,这是继导入和拓展性练习之后教材处理方面的又一个突破。在话题和多媒体情境的共同作用下,学生对语法规则记得更快、更牢,用起来更得心应手,符合记忆规律的要求。语言学的核心是交际。互连网、广播、电视、电影和音乐是时尚、是中外文化交融最前沿的产物,同时也是中外文化交流最直接的渠道。外语教学中大量输入这些内容可以培养良好的语感,使学生学到地道的英语。本节课的导入使用了外国民歌,练习中使用了“美国之音”的广播课程、电影《辛德勒名单》以及从互连网下载的有关比尔·盖茨的简介,以此来检查教学效果。教师提供的地道的语言材料引发了学生的情感共鸣,有利于培养学生的学习热情和持久的兴趣,培养良好的语感和跨文化意识,进一步领悟语法含义及其不同的情感表达,强化对所学语法的记忆和运用。实践证明,“多媒体—情境—语法教学模式”坚持分析式与体验式的课堂教学策略相结合的原则,将多媒体技术和话题引人语法教学中,“以创设语言运用情境为基础”(张正东,2004),由教师教学方式的转变带动学生学习态度的转变。让语法教学由单一的认知性教学转向多维的体验性教学,由机械的决定性教学转向互动的交往性教学,由枯燥乏味复杂的语法学习转向易懂易操作的教学过程。通过多媒体构建的教学情景让学生“动”起来,引导学生主动参与,变求知为乐事,在宽松的课堂氛围下,在情境、协作、会话、讨论等学习环境和动耳、动口、动眼、动手、动脑学习方法的交互过程中去体验和感悟语法知识,进行意义建构。使语法教学不仅有利于知识的掌握和运用,将知识转化为能力(运用语言的能力),而且还可以把学生的兴趣延伸到课堂之外,有利于其改变学习态度,形成良好的学习习惯,充分体现出“以人为本”“以学生为主体”的教育理念。 s