1、 初中英語語法教學與案例分析北京教育學院石景山分院 陳芳1一、語法教學流派簡介二、語法教學方法有哪些 三、英語課程標準對語法教學的要求四、語法課堂教學的程序五、語法教學的原則2一、語法教學流派簡介 顯性語法教學和隱性語法教學（一）顯性語法教學：學生聽教師講授語法規(guī)則，再通過做練習來學習語法。（二）隱性語法教學：通過輸入含有某語法項目的語言材料，來感知、體會該語法項目的意義、規(guī)則和用法，再通過各種練習，最后達到實際運用。3Tony：So whats your pen friends name, Lingling?Lingling：Sally Maxwell, and shes from Park

2、 School in London. Tony：Has she visited China before?Lingling：No, she hasnt. But I sent her a DVD about China and shes watched it. And she has enjoyed my messages about my life here in Beijing. So I think shell like it here. Tony：What about you, Lingling? Have you ever wanted to travel around the wo

3、rld?Lingling：Yes, I have. Ive always wanted to go to the USA and Europe. And Sally has invited me to stay with her in England one day. The problem is the price of the ticket.4小結(jié)：教學研究發(fā)現(xiàn)，語法教學應(yīng)采用以隱性教學為主，顯形教學為輔的教學方式。在起始階段，在初中英語語法教學中，應(yīng)多采用隱性的教學方式，在高級中學和大學的英語語法教學中，可適當增加顯形教學的成分。6二、語法教學方法有哪些（一）演繹法（二）歸納法（三）指導

4、發(fā)現(xiàn)法7（二）歸納法學生首先接觸的是包含語法規(guī)則的真實上下文情景，然后根據(jù)上下文的信息歸納出使用規(guī)則。 e.g. This is a book. These are books. 歸納式語法教學可增加學生和語言的接觸，有助于培養(yǎng)學生的語言感覺。通過分析歸納總結(jié)語言使用規(guī)律可深化學生對用法的理解。歸納教學比較注重語言的運用而不是語言的形式。但這種教學方式對教師的要求比較高，學生對語言的理解未必準確，需要教師更多的幫助。9小結(jié)：歸納和演繹各有優(yōu)缺點，策略性教學應(yīng)該是二者的結(jié)合，況且，歸納和演繹是最基本的兩大邏輯思維能力，也是教學中應(yīng)該發(fā)展的最基本的能力。只有恰當?shù)厥褂脷w納和演繹的教學方式，才能使這

5、兩種能力得到應(yīng)有的培養(yǎng)和發(fā)展。10（三）指導發(fā)現(xiàn)法指導發(fā)現(xiàn)法與歸納法類似，需要學生去自我發(fā)現(xiàn)語法規(guī)則，不同的是，發(fā)現(xiàn)的過程老師介入得更多，很多程度上需要老師來引導和幫助，得出規(guī)則后再由明確地教給學生。教師通常會提供給學生一個語境，通過語境來展示特定的結(jié)構(gòu)。學生被引導著去發(fā)現(xiàn)基本的結(jié)構(gòu)，并在語境中理解其含義。11e.g. too to，教師出示圖片(一個重200kg的盒子)，教師引導學生觀看圖片：T: What can you see in the picture, class?Ss: We can see a box, a big box.T: Is it heavy?Ss: Yes, its

6、 heavy. It is 200kg.T: Can I carry it?Ss: No, you cant.T: You are right. I cant carry it. Why? Because it is too heavy to carry.指導發(fā)現(xiàn)法：板書句型 引導學生觀察提供更多類似的語境 板書更多的句型 引導學生發(fā)現(xiàn)結(jié)構(gòu)及其意義 根據(jù)提示進行練習。12Pennington (2002:92-93) proposes a synthesis approach to grammatical pedagogy. She emphasized that grammar teachi

7、ng should be collocational, constructive, contextual and contrastive which can serve as useful guidelines for teaching grammar.13三、從英語課程標準看語法教學的要求 了解常用語言形式的基本結(jié)構(gòu)和常用表意功能 在實際運用中體會和領(lǐng)悟語言形式的表意功能 理解和掌握描述人和物的表達方式 理解和掌握描述具體事件和具體行為的發(fā)生、發(fā)展過程的表達方式 初步掌握描述時間、地點、方位的表達方式 理解、掌握比較人、物體及事物的表達方式 強調(diào)在語言實踐中運用語言知識。 強調(diào)語法的功能，而

8、不是語法形式本身，比如：以往的大綱要求學生掌握形容詞的比較級、最高級，而現(xiàn)在要求學生掌握比較人、物體和事物的表達方式。14HospitalsupermarketFlower shopWhere is the? Its The Flower shop is between the school and the restaurant.The Shoe store is between the bank and the post office.The bus station is next to the book store.Book store The supermarket is next to

9、 the post office.The restaurant is on the right of the flower shop. The flower shop is on the left of the restaurant.between andnext to.on the right ofThe shoe store is on the left of the post office.The post office is on the right of the shoe store.on the left of16（三）練習（practice）：學生通過控制、半控制和自由運用不同層

10、次的練習來達到逐步掌握和運用所學語法項目。Ur(1988:11): Practice may be defined as any kind of engaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning.17Pre-learning. clearly perceived + taken into short term memory2. Volume and repe

11、tition. The more language the learners are exposed to or produce, the more they are likely to learn ( plenty of time and opportunities to listen to, speak, read and write)193. Success-orientation. Generate more confidence. 4. Heterogeneity. Elicit or generate different levels of answers from differe

12、nt learners5. Teacher assistance. Be available, such as suggestions, hints and prompts.6. Interest. Learners who are bored find it difficult to concentrate and their attention wanders.20II. Mechanical practice and meaningful / communicative practice. Aimed at form accuracy. Pay repeated attention to

13、 a key element in a structure. Substitution and transformation drills are most frequently used. e.g.Jack has the prettiest garden in town.(clean house, lovely dog, nice flowers)Now my uncle lives in China. (last year, America)My mother usually gets up at six. (this morning, eight)21meaningful / comm

14、unicative practice: the focus is on the production, comprehension or exchange of meaning. It usually comes after mechanical practice.A: I think beer is cheaper than fruit.B: No. I think fruit is cheaper than beer.cheaphealthytastyBeerWaterFruitmilk22（四）測評（evaluation）對新學的語法項目進行測評和檢查，了解所學情況。1.Mary is

15、_ best friend. She is from England. A. I B. my C. me D. mine2. We _ a birthday party for Linda tomorrow. A. have B. had C. will have D. have had23五、語法教學的原則（一）動機原則（二）效率原則（三）變化原則（四）全面原則（五）交際原則（六）手段原則242、創(chuàng)設(shè)情景，盡可能地為學生提供視覺物體，如圖畫、幻燈等。3、增加語法練習的開放性。4、形式與意義相結(jié)合。 練習不僅應(yīng)以意思的傳達為重點，還應(yīng)能制造一種信息溝，激發(fā)學生的好奇，從而參與活動獲取信息。26

16、5、充分體現(xiàn)個性化。 活動的材料應(yīng)來自學生的親身經(jīng)歷、學生的觀點、學生的情感、個性化活動有助于學生進行真實的交流，于思想交流中內(nèi)化語言規(guī)則。27（二）效率原則（6）1、目的明確 A B C D 活動的目的可以是語言層面的，也可以是語言與功能相結(jié)合的，如解決問題、計劃出游、訂購機票、采訪等，但盡可能要使學生運用所學語言語法知識完成所接受的任務(wù)。2、盡可能增加學生的參與 兩人活動或小組活動的方式294、增加活動的種類3、保證練習的有效性保證練習的效率不只是有錯必糾，而是糾錯后要有充分的機會讓學生感受成功，這種成功可增加學生的自信、提高學習動機。 305、練前做好準備在語法操練之前必須有展示階段和解釋階