初中英语语法教学的方法与技巧.pptx

初中英语语法教学的方法与技巧主讲：李迎新关于人教版和冀教版教材的栓释l l人教版英语教材：1.更注重实际运用-尤其是听力和能力自测部2.单词量大-增加时尚词和新词，如：surf the internet(上网）3.发音更偏重于美式-美式英语4.图画更接近美式风格。l l5.5.课本内容简单些，并与时事政治联系更为紧密，课本内容简单些，并与时事政治联系更为紧密，更适合初中生。更适合初中生。l l6.6.侧重语言应用能力，练习题贯穿于每课的内容侧重语言应用能力，练习题贯穿于每课的内容之中，涵盖了听力和写作内容的练习。之中，涵盖了听力和写作内容的练习。l7.教材的编写思路是：以话题为主线，采用任务型语言教学模式，兼顾交际功能和语言知识结构的学习，以一种循序渐进的生活化的学习程序，引导学生学会运用英语有目的地做事情。l l l l冀教版英语：l l1.内容难度比人教版大l l2.区域性强，更注重语法l l3.在对话方面的篇幅占得更多一些，所选的文章覆盖面广，但时效性不强。侧重基础性东西的学习。l l4.教材的练习题作为每个单元最后一课的内容只涵盖了一些对词汇和语法内容的考查，未体现听力内容考查。l l从单元布置上看：l l人教版七年级上下册和八年级上册为12个单元，八年级下册为10个单元，九年级为全一册15个单元。l l冀教版七年级和八年级共四册，每本书8个单元，每单元8课。九年级为两册，每册6个单元，每单元同样为8课。初一教材概括初一教材概括-七年级上七年级上Starter Unit 1 Good morning!Starter Unit 2 Whats this in English?Starter Unit 3 What color is it?Unit 1 My names Gina.Unit 2 Is this your pencil?Unit 3 This is my sister.Unit 4 Wheres my backpack?Unit 5 Do you have a soccer ball?Unit 6 Do you like bananas?Unit 7 How much are these pants?Unit 8 When is your birthday?Unit 9 Do you want to go to a movie?Unit 10 Can you play the guitar?Unit 11 What time do you go to school?Unit 12 My favorite subject is science.初一教材概括初一教材概括 -七年级下七年级下七年级下七年级下l lUnit 1 Wheres your pen pal Unit 1 Wheres your pen pal from?from?l lUnit 2 Wheres the post office?Unit 2 Wheres the post office?l lUnit 3 Why do you like Unit 3 Why do you like koalas?koalas?l lUnit 4 I want to be an actor.Unit 4 I want to be an actor.l lUnit 5 Im watching TV.Unit 5 Im watching TV.l lUnit 6 Its raining!Unit 6 Its raining!l lUnit 7 What does he look like?Unit 7 What does he look like?l lUnit 8 I d like some noodles.Unit 8 I d like some noodles.l lUnit 9 How was your Unit 9 How was your weekend?weekend?l lUnit 10 Where did you go on Unit 10 Where did you go on vacation?vacation?l lUnit 11 What do you think of Unit 11 What do you think of game shows?game shows?l lUnit 12 Dont eat in class.Unit 12 Dont eat in class.初二教材概括初二教材概括 -八年级上八年级上八年级上八年级上l lUnit 1 How often do you exercise?Unit 1 How often do you exercise?l lUnit 2 Whats the matter?Unit 2 Whats the matter?l lUnit 3 What are you doing for vacation?Unit 3 What are you doing for vacation?l lUnit 4 How do you get to school?Unit 4 How do you get to school?l lUnit 5 Can you come to my party?Unit 5 Can you come to my party?l lUnit 6 Im more outgoing than my sisiter.Unit 6 Im more outgoing than my sisiter.l lUnit 8 How was your school trip?Unit 8 How was your school trip?l lUnit 9 When was he born?Unit 9 When was he born?l lUnit 10 Im going to be a basketball player.Unit 10 Im going to be a basketball player.l lUnit 11 Could you please clean your room?Unit 11 Could you please clean your room?l lUnit 12 Whats the best radio station?Unit 12 Whats the best radio station?初二英语概括初二英语概括 -八年级下八年级下八年级下八年级下l lUnit 1 Will people have robots?Unit 1 Will people have robots?l lUnit 2 What should I do?Unit 2 What should I do?l lUnit 3 What were you doing when the UFO Unit 3 What were you doing when the UFO arrived?arrived?l lUnit 4 He said I was hard-working.Unit 4 He said I was hard-working.l lUnit 5 If you go to the party,youll have a Unit 5 If you go to the party,youll have a great time!great time!l lUnit 6 How long have you been collecting Unit 6 How long have you been collecting shells?shells?l lUnit 7 Would you mind turning down the Unit 7 Would you mind turning down the music?music?l lUnit 8 Why dont you get her a scarf?Unit 8 Why dont you get her a scarf?l lUnit 9 Have you ever been to an amusement Unit 9 Have you ever been to an amusement park?park?l lUnit 10 Its a nice day,isnt it?Unit 10 Its a nice day,isnt it?初三英语概括（全一册）l lUnit 1 How do you study for a test?Unit 1 How do you study for a test?l lUnit 2 I used to be afraid of the dark.Unit 2 I used to be afraid of the dark.l lUnit 3 Teenagers should be allowed to choose their Unit 3 Teenagers should be allowed to choose their own clothes.own clothes.l lUnit 4 What would you do?Unit 4 What would you do?l lUnit 5 It must belong to Carla.Unit 5 It must belong to Carla.l lUnit 6 I like music that I can dance to.Unit 6 I like music that I can dance to.l lUnit 7 Where would you like to visit?Unit 7 Where would you like to visit?l lUnit 8 Ill help clean up the city parks.Unit 8 Ill help clean up the city parks.l lUnit 9 When was it invented?Unit 9 When was it invented?l lUnit 10 By the time I got outside,the bus had Unit 10 By the time I got outside,the bus had already left.already left.l lUnit 11 Could you please tell me where the Unit 11 Could you please tell me where the restrooms are?restrooms are?l lUnit 12 Youre supposed to shake hands.Unit 12 Youre supposed to shake hands.l lUnit 13 Rainy days make me sad.Unit 13 Rainy days make me sad.l lUnit 14 Have you packed yet?Unit 14 Have you packed yet?l lUnit 15 Were trying to save the manatees!Unit 15 Were trying to save the manatees!新课程理念下语法教学的原则（结合新课程理念下语法教学的原则（结合具体教学案例）具体教学案例）l l1.精心设计，激发兴趣l l2.利用情景，意义先行l l（1）让学生在一个有意义的情境中理解所教的语法项目。教师只有在课堂上创设大量与所教语法有关的语境，让学生有意识地把所学的语法规则融入到实际的语言使用中，语法知识才能上升为语言能力。l l（2）让学生在较真实的语境中运用所学的语法项目进行交际性活动l l（3）待学生理解并能运用语言项目后，把学生的注意力吸引到语法规则上来，进一步巩固所学内容。l l3.简约适量，循序渐进l l4.侧重归纳，适当演绎l l（1）变单纯的语法知识讲授为语法知识讲授与听、说、读、写能力的培养相结合l l（2）变以教师为中心的教学模式为以学生为中心的教学模式l l（3）变多讲少练的教学过程为学生体验和探究的学习过程l l初中英语语法教学的一般流程：示范模仿归纳运用巩固（再分别阐述这五个流程）l5.对比分析，求同存异。一方面，教师利用学生的母语知识，两种语言对比；另一方面，教师也要进行英语语法知识系统内部的比较如各种时态的对比等等。l6.了解文化，尊重习惯。l7.学生实践，促成内化。在进行语法教学时，教师应淡化对语法概念的讲解，注重对语法知识的运用，引导学生在反复接触和应用所学语法规则的过程中逐步体会和感知语言规律，并形成自觉运用语法知识的习惯。目前初中英语语法教学存在的问题目前初中英语语法教学存在的问题l教学观念：l1.传统的语法教学，过分重视语法规 则，在教学中“死抠”语法。l2.缺乏与新课标同步的教学理念和改革意识。l l3.教与学手段和方法单一教与学手段和方法单一l l4.缺乏灵活多样的教学技巧和对语境因素 的活用能力 l l5.忽视对学生实际语言能力的培养忽视对学生实际语言能力的培养l教学操作问题教学操作问题1.注重知识的传授，轻视技能训练；注重知识的传授，轻视技能训练；2.重详细讲解，轻反复练习；重详细讲解，轻反复练习；3.重书面练习，轻口头练习；重书面练习，轻口头练习；4.重语法分析，轻语法使用；重语法分析，轻语法使用；5.重掌握规则，轻掌握实例。重掌握规则，轻掌握实例。新课程理念下语法教学的方法和技巧新课程理念下语法教学的方法和技巧（结合具体教学案例）（结合具体教学案例）l l直观式利用实物直观教学语法(案例：形容词副词的比较级、最高级)实例：l l教师可提前准备诸多实物待用。如：大小球，薄书和厚书，轻重两个书包，甚至可直接在班里选两对高矮、胖瘦的学生等。l lThis is a small ball.Thats a big ball.l lThis ball is bigger than that ball.l l以此类推完成整个操练过程。l l实例：l l如教现在完成时态，接着按设计的情景，利用已学的将来时和现在进行时引出现在完成时的一般疑问句，边比较，边进行听说训练。利用教室里的“门”、“窗”或“黑板”等实物进行辅助教学。l l步骤如下：l l教师指着关着的门说：教师指着关着的门说：“I I m going to open the m going to open the doordoor”l l然后边开门边说：然后边开门边说：“NowNow，I I m opening the doorm opening the door”l l门开以后，指着开着的门说：门开以后，指着开着的门说：“I have opened I have opened the doorthe door”l l接着自问自答：接着自问自答：“Have I opened the doorHave I opened the door？YesYes，I haveI have”l l再问学生：再问学生：“Have I opened the doorHave I opened the door？”l l学生便会回答：学生便会回答：“YesYes，you haveyou have”l l可用同样的方法教“Has he cleaned the blackboard？”l l教师对一个学生说：“Please clean the blackboard”l l教师指着向讲台走的学生对大家说：l l“He is going to clean the blackboard”l l然后指着那个擦黑板的学生对大家说：l“Now，hes cleaning the blackboard”l擦好以后，指着干净的黑板说：l“He has cleaned the blackboard”l接着问学生：“Has he cleaned the blackboard？”l学生便回答：“Yes，he has”l l接着进行练习、领读、师生对话、分组对话（将全班学生分成两大组，一组问，一组答，然后交换）等等。这样从听录音到分组对话，每一新句子的操练可达20遍以上。在练习时要注意的是，尽量利用图画、实物、动作等直观手段，需要精心设计真实情景。交际式通过情景交际、角色扮演等活动（案例：时态；祈使句）l l实例：如在教学现在完成时实例：如在教学现在完成时have been tohave been to和和have have gone to gone to 时，教师在课堂上创设语境，转入教学。时，教师在课堂上创设语境，转入教学。l l对学生对学生A A说：说：“There isnThere isn t any chalk heret any chalk hereWill Will you go to my office and get someyou go to my office and get some”l l待学生待学生A A应声走出教室之后，教师便和全班学生进应声走出教室之后，教师便和全班学生进行如下的对话：行如下的对话：l l教师：教师：Where has A goneWhere has A gone？l l学生：学生：HeHe s gone to the tescherss gone to the teschers office office l l教师：教师：What forWhat for？l l学生：学生：To get some chalkTo get some chalk l l然后引导学生彼此练习这段对话，以便每个学生然后引导学生彼此练习这段对话，以便每个学生熟悉这一用语。熟悉这一用语。l l等学生等学生A A取了粉笔回到教室以后，教师又转入另一取了粉笔回到教室以后，教师又转入另一段对话：段对话：l l 教师：教师：Where has A beenWhere has A been？l l学生：学生：HeHe s been to the teacherss been to the teachers officeofficel l 教师：教师：What forWhat for？l l学生：学生：To get some chalkTo get some chalk l l待学生经过反复练习以后，教师便和学生待学生经过反复练习以后，教师便和学生A A进行个进行个别对话：别对话：l l教师：教师：Where bave you beenWhere bave you been，A A？l l A A：I I ve been to the teachersve been to the teachers office office l l教师：教师：What forWhat for？l l A A：To get some chalkTo get some chalk l l为了加深学生的印象，并使学生A也能了解教学的全过程，教师又更换对话的内容，以相同的方式再做一遍。l l例如教师说：“Now，I need a picture of the textWill you go to the library to borrow it for me，B？”l l学生B回答：“Yes，I will”l l然后走出教室。接着教师引导学生依次进行如下的对话：l l（1 1）Where has B goneWhere has B gone？HeHe s gone s gone to the libraryto the library What forWhat for？To borrow a To borrow a picture of the textpicture of the text l l（2 2）Where has B beenWhere has B been？HeHe s been s been to the libraryto the library What forWhat for？To borrow a To borrow a picture of the textpicture of the text l l（3 3）Where have you beenWhere have you been，B B？I I ve ve been to the library been to the library What forWhat for？To To borrow a picture of the textborrow a picture of the textl l这样经过反复逐步深入的练习以后，教师再引导这样经过反复逐步深入的练习以后，教师再引导学生进行归纳，说出两种现在完成式所表达的不学生进行归纳，说出两种现在完成式所表达的不同含义和用法，以加深理解，并检查教学效果。同含义和用法，以加深理解，并检查教学效果。United States Capital Washington D.Cl l待学生回来后，我再问该学生，l lWhere have you been?l l学生回答I have been to your office.l l另外，教师还可出示一些到各地旅游的照片直接学生或利用多媒体呈现出来，对学生说，I have been to Beijing/Hong kong/。He/She has been to，激发了学生的学习兴趣，而且自然地明白了两者的区别。Statue of Libertyin New YorkGolden Gate Bridgein San Francisco中国九寨沟l l实例：实例：l l在教名词性物主代词时，教师可用摄像机或数码在教名词性物主代词时，教师可用摄像机或数码相机拍摄自班学生上课的情景，然后通过多媒体相机拍摄自班学生上课的情景，然后通过多媒体呈现出来并问学生：呈现出来并问学生：l lT T：Whose classroom is this?S:ItWhose classroom is this?S:It s our s our classroom.classroom.l lT T：Yes,itYes,it s ours.S1 and S2,whose classroom s ours.S1 and S2,whose classroom is this?is this?l lS1 and S2:ItS1 and S2:It s ours.s ours.l l如果教如果教师师指着教室直接指着教室直接问问，学生的注意力不会如此，学生的注意力不会如此集中，集中，积积极性也不会如此高。极性也不会如此高。T T：Whose classroom is this?S:ItWhose classroom is this?S:It s our classroom.s our classroom.T T：Yes,itYes,it s ours.S1 and S2,whose classroom is this?s ours.S1 and S2,whose classroom is this?S1 and S2:ItS1 and S2:It s ours.s ours.T T：Whose classroom is this?S:ItWhose classroom is this?S:It s their classroom.s their classroom.T T：Yes,itYes,it s theirs.S1 and S2,whose classroom is this?s theirs.S1 and S2,whose classroom is this?S1 and S2:ItS1 and S2:It s theirs.s theirs.l l实例：l l如在教一般过去时，教师要先向学生呈现一两个短小精悍有趣的故事，每段语篇中包含一些一般过去时的句子，然后就语篇进行回答，在此基础上讲解语法规则，这样让学生在感悟中不知不觉地学习语法，可以提高他们的学习动机和学习效率。Example:Adding Feet to a Snakel l One day,Mr.Lion had a party.Many animals One day,Mr.Lion had a party.Many animals came and drank a lot of wine.At last there was came and drank a lot of wine.At last there was a pot of wine.Then they thought out an idea a pot of wine.Then they thought out an idea and decided to have a match-To draw a snake.and decided to have a match-To draw a snake.The one who finished first would be the winner.The one who finished first would be the winner.l l Soon Mr.Wolf finished drawing.He said he Soon Mr.Wolf finished drawing.He said he was No.1 but he added feet for his snake.At the was No.1 but he added feet for his snake.At the time,Mr.Gorilla also finished.He took away the time,Mr.Gorilla also finished.He took away the pot of wine and drank,then he said,pot of wine and drank,then he said,“That isnThat isn t t a snake.Snakes have no feet.I get the wine.a snake.Snakes have no feet.I get the wine.”lQUESTIONS:l l趣味式利用游戏、绕口令和谚语等符合学生年龄和心理特征的活动教学语法（案例：Guessing game:Whats she doing?.）实例：例如，在学习现在进行时的时候，让五位学生上讲台前，给第一个同学一张小纸条，纸条上写着“eat chicken”，他做动作，其余同学模仿。全班同学猜动作。可以运用句型What are you doing?What is he/she doing?Are you doing.?Is he/she doing.?学生们踊跃发言。想要结束游戏时，可用句型What are we doing?We are playing a game.We are having an English lesson.l l实例2l l用同样的方法邀请男女生各两名上台表演球类、健身等体育运动。让学生在教师准备好的诸多卡片里任意抽取一张，并成功表演出来。分别用he,she,they提问。l l例如：whats he doing?l l Hes playing basketball.l l whats she doing?l l Shes playing volleyball.l l实例实例3 3l l例如在学习现在进行时的时候，把主语、动作写例如在学习现在进行时的时候，把主语、动作写在纸条上，如在纸条上，如Tom,fly a kite.Tom,fly a kite.把这张纸条给一个把这张纸条给一个学生，并要这个学生到讲台上向全班学生学生，并要这个学生到讲台上向全班学生What is What is Tom doing?Guess!Tom doing?Guess!l l其他学生举手向讲台上的学生。其他学生举手向讲台上的学生。l lIs he playing basketball/Watching TV/Is he playing basketball/Watching TV/？如果？如果学生答错了，说：学生答错了，说：No,he isnNo,he isn t.t.l l猜对了说：猜对了说：Yes,he isYes,he isl l.然后教师给猜对的学生另一张纸条继续做游戏。然后教师给猜对的学生另一张纸条继续做游戏。如学生实在猜不出时，可要学生向台上的学生，如学生实在猜不出时，可要学生向台上的学生，What is he/she doing?What is he/she doing?学生回答学生回答He/She is He/She is，l l教师也可以利用多媒体呈现一些图片，而图片里教师也可以利用多媒体呈现一些图片，而图片里的动作被遮住了来做这个游戏。通过这个游戏，的动作被遮住了来做这个游戏。通过这个游戏，学生很好地操练了现在进行时的一般疑问句，而学生很好地操练了现在进行时的一般疑问句，而且课堂气氛相当热烈。对其他时态的一般疑问句，且课堂气氛相当热烈。对其他时态的一般疑问句，也可以采用同样的方法。也可以采用同样的方法。实例4：例如therebe句型的用法。在学生了解了therebe句型后，我们可以通过采用以下游戏来帮助学生巩固这个语法项目的肯定句、否定句和一般疑问句式：(1)出示一幅教室的图片并让学生记忆，几秒钟后拿开，让男女生分两组竞赛，回忆图片中的内容，并用therebe句型的正确形式表述出来，让学生在紧张刺激的竞赛游戏中逐渐熟悉并学会正确使用therebe句型；l l(2)告诉学生：Ihaveanicebedroom.Doyouknowwhatsinmybedroom?Canyouguess?让学生用疑问句式“Istherea/aninyourbedroom?Isthereanyinit?Arethereanyinit?”进行猜测，可以进行小组间竞赛，猜对并表述正确的可以加分。学生一般都会表现出极高的热情，这种游戏形式比让学生做疑问句、否定句句型转换的练习有效得多。图解式利用图示或图画教学语法(案例：时态；have been to;have gone to)实例：实例：过去完成时过去完成时 l l 概念：表示过去的过去 l l-|-|-|-其构成是had+过去分词构成。那时以前 那时 现在 l l1.主要用在told,said,knew,heard,thought等动词后的宾语从句 l l2.过去完成时的时间状语before,by,until,when,after,once,as soon as。By the end of last year(month,term)l l3.hardly when,scarecelywhen 还没等 就。例如：l lI had hardly opened the door when he hit me.我刚打开门，他就打了我。l l4.no soonerthan 刚 就 例如：l lHe had no sooner bought the car than he sold it.他刚买了这辆车，转眼又卖了。l l实例：l l图画或图片。选一些当前流行的或学生都比较熟悉的明星人物照片作为教具。例如：在讲形容词比较及时课采用以下方式：l l综合听说读写教学法综合听说读写教学法 l l任何技能的学习都离不开练习，没有练习就没有熟练的技能，语言学习应培养相应的言语技能才能作为实际工具来使用。在培养学生的听、说、读、写技能的同时教学了语法。l l实例1：在一般过去时，我设计让学生做以下的听力练习，听力内容由我自编，并与我小学四年级的女儿录制，内容如下：l lLast Sunday morning.I took a bus to the city.I bought a lot of food Last Sunday morning.I took a bus to the city.I bought a lot of food and clothes.I came back at four in the afternoon.and clothes.I came back at four in the afternoon.（门铃声）（门铃声）l lA A：Oh,mum,you are back.Wow,So many things.Did you buy Oh,mum,you are back.Wow,So many things.Did you buy chocolates for me?chocolates for me?l lB B：Yes,dear.Yes,dear.l lA A：Did you buy a hamburger for me?Did you buy a hamburger for me?l lB B：Of course.Of course.l lA A：Who is the dress for?Who is the dress for?l lB B：For myself.For myself.l lA A：What did you buy for my fatherWhat did you buy for my father？l lB B：Some books.Some books.l lA A：What did you buy for my grandmother?What did you buy for my grandmother?l lB B：Some tea.DonSome tea.Don t ask too many questions.Itt ask too many questions.It s time to play the s time to play the ErHu.ErHu.l lA A：All right.mum.All right.mum.（二胡声起）（二胡声起）l l因为是教师和女儿自录内容，学生很感兴趣，而且对女儿能说这么好的英语感到佩服。所以学生听的专心致志，在师生、生生就对话内容用英语进行问答时，学生们热情高，有话可说，就这样，在不知不觉中更深刻地体悟到一般过去时的用法。l l实例2：l l以话题为主线将语法复习与听说技能训练融为一体.l l 以GO FOR IT九年级Unit6 I like usic that I can dance to为例。教师在课前准备各种类型的MP3的音乐 Through ListeninglStep1:Lead-inl Let Ss listen to a piece of music before the class.l T:Hello,everyone!l Ss:Hello!l T:Do you like this piece of music?l Ss:Yes./No.l T:I like music that I can sing along with.(Write this sentence on the blackboard.)What kind of music do you like?l l l lS1:I like music that I can dance to.l l S2:I like music that it is gentle.l lS3:I like music that has great lyrics.l lS4:.l l通过欣赏一段音乐，谈论各自喜欢的音乐，并呈通过欣赏一段音乐，谈论各自喜欢的音乐，并呈现定语从句结构，在轻松的氛围中感受并学习新现定语从句结构，在轻松的氛围中感受并学习新