寓教于乐语法教学实践及思考

2015-05-30 10:48徐永霞��
中学教学参考·文综版 2015年2期
关键词:设计说明定语语法

徐永霞��

[摘要]语法教学在英语教学中占有举足轻重的地位。语法教学不应是枯燥的规则讲解加上机械的句型操练。在新课程标准的理念下, 教师应致力于把语法教学与学生语言运用能力的提高有机地结合起来, 针对不同的教学内容、教学对象, 设定不同的教学目标并采用不同的教学任务和教学方法, 激发学生的学习兴趣,让学生积极地参与到学习过程当中,这样才能发展学生的综合运用语言能力。

[关键词]语法教学寓教于乐语境定语从句

[中图分类号]G633.41[文献标识码]A[文章编号]16746058(2015)040009

语法是中学英语教学的重要内容之一,对语法的考查贯穿高考英语试卷,语法教学在英语教学中也占有举足轻重的地位。没有语法规则的规范和修饰,学生很难成为地道的英语使用者。而在语法教学中要显出其趣味性,这一直是英语教学者为之头痛的问题。在语法课中如何更好地发挥学生的主观能动性和积极性,增强师生之间的互动,使抽象的语法变得通俗易懂,从而增强学生的英语交际能力?笔者针对这一个值得广大教师深入探讨的问题,以笔者自己所上的一节公开课NSEFC Book 1 Unit 4 Earthquakes的语法教学为实例,谈谈英语语法教学的一些做法及体会。

一、课堂设计及其说明

Earthquakes单元的中心话题是“地震”,内容涉及“中国唐山地震的不眠之夜”、“美国旧金山1906年地震”、“地震后重建的新唐山”、“地震的基本知识”、“在地震或突遇的灾难中如何自救、救人”等。本单元的语言知识和技能都是紧密围绕这一主题进行设计的。“语言学习”(Learning about language)部分由“词汇学习” 和“语法学习”两项内容组成。“语法学习”部分主要是帮助学生了解、熟悉并初步掌握由关系代词(that, which, who, whose)引导的定语从句。基于以上分析,将语法教学进行如下设计:

Task 1.Leadin

此环节是语法教授前的“热身运动”,教师根据定语从句这一核心内容,在课堂伊始,以学生熟悉的事物导入,用PPT展示含有定语从句的句子,让学生进行猜测游戏。

1.He is a popular ChineseAmerican basketball player who/that plays on one of NBA Teams, Huston Rockets.

2.He was an American famous singer, whose skin was changed from black to white.

3.He is the first black American who/whom/that the American people have elected as president for a second term.

4.It is a flower which/that Obama sends to his wife to show his love.

5.It is a kind of rice noodles which/that is popular in Nanning.

6.It is a mountain which/that stands near our school.

7.It is a city which/that is well known for its green surroundings and beautiful folk songs.

(设计说明:以学生熟悉的事物作为导入,不但拉近了教师与学生的距离,调动了学生参与课堂的积极性,而且巧妙地把学生的思维活动引导到即将开展的主题上。)

Task 2.Presentation

Enjoy some proverbs with the Attributive Clause.

1.God helps those who help themselves.

2.All that glitters is not gold.

3.He who laughs last laughs best.

4.He who doesnt reach the Great Wall is not a true man.

5.Dont cut down the tree which gives you shade.

(设计说明:教师用5个含有定语从句的谚语让学生欣赏,虽是英文的表达,却是学生耳熟能详的中国谚语。学生在这一环节中都表现出很高的热情。同时还可以在比较真实的情境中丰富学生的语言知识,并且让学生初步体验到定语从句不只是课本上的语法,它完全可以运用到日常生活当中描写平日所见的人和物。)

Task 3. Discover

1.Learn the structure of the Attributive Clause.

What is the Attributive Clause? (名词/代词+定语从句)

Enjoy a song named Thats Why(Give the lyrics to the students) to distinguish the Attributive Clause.

Thats Why (You Go Away)

Sung By “Michael Learns to Rock”

Baby, wont you tell me why there is sadness in your eyes

I dont wanna say goodbye to you

[作者简介]徐永霞,中学英语一级教师,南宁市教学骨干,2012、2013年广西中小学外语教学教研先进个人。2011年获广西高中英语教学能手课堂评比最佳教学设计奖,2012年获第八届全国高中英语课堂教学观摩研讨活动课例评选及现场课例展示一等奖。

Love is one big illusion that I should try to forget

But there is something left in my head

Youre the one who set it up

Now youre the one to make it stop

Im the one whos feeling lost right now

Now you want me to forget every little thing that you said

But there is something left in my head

I wont forget the way that youre kissing

The feelings so strong

Well lasting for so long

But Im not the man that your heart is missing

Thats why you go away, I know

(设计说明:教师将之前猜测游戏和谚语中出现的含有定语从句的句子全部展示在PPT上,学生非常直观地观察所给例句。通过大量例句的输入和教师的提示,学生轻松地归纳出定语从句的语法结构。在听歌辨定从的环节中,学生置身于歌曲的世界,一边欣赏一边辨认,在轻松愉悦的状态下非常容易便完成了该任务。)

2.Learn the usage of the relative pronouns: which, who, whom, that, whose.

在这一环节中,教师运用不同的方式再次呈现猜测游戏、谚语和歌曲中出现的含有定语从句的句子并配上与学生日常生活和课本内容有关的练习,如:

(1)Dont cut down the tree which/that gives you shade.

= Dont cut down the tree.

The tree gives you shade.

(2) It is a flower which/that Obama sends to his wife to show his love.

= It is a flower.

Obama sends the flower to his wife to show his love.

(3)He is a popular ChineseAmerican basketball player who/that plays on one of NBA Teams, Huston Rockets.

= He is a popular ChineseAmerican basketball player.

The ChineseAmerican basketball player plays on one of NBA Teams, Huston Rockets.

(4)Im not the man who/whom/that your heart is missing.

= Im not the man.

Your heart is missing the man.

(5)Giraffe is an animal whose neck is very long.

= Giraffe is an animal.

Giraffes neck is very long.

(6)M.J. was an American famous singer, whose skin was changed from black to white.

= M.J.was an American famous singer.

M.J.s skin was changed from black to white.

练习:

1.Wenchuan is the place was destroyed by an earthquake on May 12,2008.

2.English is a language is spoken around the world.

3.The number of people in Tangshan were killed or seriously injured reached over 400,000.

4.Sun Yang is a sportsman is the first Chinese to win the Olympic gold medal in swimming.

5.Nelson Mandela is a great black man people around the world think highly of .

6.Anne best friend was her diary was a Jewish girl.

7.The house roof is brown is mine.

(设计说明:教师将例句拆分成两个句子后,学生可以很直观清楚地观察出先行词、关系代词、定语从句之间的关系。在这一环节中,教师以关系代词which和that为例引导学生归纳出了它们的用法。对于其他关系代词的用法,教师采用了让学生分组讨论的自主学习方式。实践证明,在教师充分铺垫和引导下,学生们能够归纳出其他关系代词的用法,这大大提高了学生的自信和上课的热情。在练习环节中,练习用的不再是枯燥的句子,而是与学生熟悉的生活和课本内容有关的富有情境感的句子。)

Task 4. Share

1. What kind of music do you like?

I like music which/that...

2. Which singer do you like?

I like the singer whose...

3. What kind of teachers do you like?

I like English/Maths/Chinese/... teachers who/that are...

(设计说明:音乐、歌手、老师是学生平时经常谈论的话题,这样的设计使得学生有话可说,增强了学生参与的积极性,几乎每一位学生都参与了进来。呈现练习时,教师配以3段不同风格的音乐给学生欣赏, 还有2幅学生可能感兴趣的歌手的图片,另外还提供了一些描写人物的形容词,这样就降低了难度,同时也给予了学生发挥的空间。)

Task 5. Writing

在谈完了学生的日常生活后,教师将话题引向了学生学习生活的场所——学校。学生在教师的引导下用含有定语从句的句子谈论了学校的基本情况。

这时教师可以用以下问题过渡到本节的写作任务:

T:Class, our school is beautiful,and it is comfortable to live and study in our school. Do you want to make it a better place?

S:...

Write a letter to your headmaster about your dream school by using the Attributive Clause.

Dear Headmaster,

I am a student. My name is . Today we talked about our ideal(理想的) school. Id like to tell you the result of our discussion.

Most of my classmates and I like a school . In the school, we can see the students . We hope the school can hold different activities(活动).

Whats more, we all like the teachers. If we can have such a school, well never forget the days.

Thanks for reading my letter. I hope we can make our school better together.

Yours,

(设计说明:将学校建设成一个更好的学习生活的地方是每一个学生的愿望,这个活动不仅使学生在情境中完成定语从句的练习,而且也增强了学生的主人翁意识。)

二、感悟与反思

在教学实践中笔者体会到,上语法教学课时,教师同样可以让学生在轻松愉快、充满趣味的学习氛围中达到学习的目的。关键是设计时要充分考虑到学生的认知和年龄特点,始终以学生作为学习的主体,使他们在不断的观察、发现和实践中体验语法学习的乐趣,从而产生自主自愿学习的动力。反思这节语法课,笔者认为在语法课的教学设计和课堂操作过程中应注意以下几点:

(一)教学目标的设定

语法教学的目的更重要的是为了让学生在生活中“用”,也就是培养学生灵活运用语言的能力,使他们学会“用语言去做事”。同时帮助学生对孤立和零散的语言现象进行归纳、提炼,从而更好更准确地运用语言。例如本节课的目标重点就是把目标结构运用到听、说、写的任务中。

(二)任务的设计

教学任务的设计应充分考虑学生的认知特点、年龄特点和生活背景,使学生在教师安排的相关任务中有话可说;任务的形式应该是多样化的;任务的难度应该是有层次性的,从易到难,以照顾到不同水平的学生,让学生逐步适应。例如本节课的任务都跟学生的生活息息相关,是他们熟悉的题材,所以学生都能参与;形式上涉及了听、说、写的技能;任务的难度也是逐渐增大的。

(三)教与学的方式

学生是课堂学习的主体,是知识的发现者和运用者,教师在整个教学过程中应充当引导者和协助者的角色,帮助学生一步步完成学习的任务。在本节课的学习过程中,学生的行为包括观察语言现象,发现内在规律,运用所得规律完成听、说、写的各项任务。本节课在大部分的任务中,都设计了双人或小组交流的环节,学生通过合作学习,可以获取更多信息,获得外界帮助机会,从而与自己的发现综合比较进行自我修正,这样能减少学生在使用语言过程中的焦虑。

语言运用能力是落实到具体语境、交际任务、语言行为上的实际能力。因此, 语法教学不应是枯燥的规则讲解加上机械的句型操练。在新课程标准的理念下, 教师应致力于把语法教学与学生语言运用能力的提高有机地结合起来, 针对不同的教学内容、教学对象, 设定不同的教学目标并采用不同的教学任务和教学方法, 激发学生的学习兴趣,让学生积极地参与到学习过程当中,这样才能发展学生的综合运用语言能力。

[参考文献]

[1]教育部.普通高中英语课程标准(实验)[M].北京:人民教育出版社,2003.

[2]邓毅群,钱芳.中学英语新课程标准下的语法教学策略[J].江西教育科研,2007(11).

[3]Jack C. Richards.论语言教学环境[M].北京:外语教学与研究出版社,2001.

(责任编辑周侯辰)

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