话题式语法教学促语言能力提升..docVIP

话题式语法教学促语言能力提升 　　摘 要： 本文以倒装句的实际应用教学为例，尝试采用话题式语法教学策略及A R C教学法，力求摆脱语法教学费时低效现象，真正实现有效教学，提高学生的语言能力 关键词： 话题式语法教学 A R C教学法 有效教学 一、问题的提出 长期以来，在中学英语语法教学中，教与学的手段和方法较单一，注重对规则的详细讲解及大量机械化的训练，学生的学停留在语言知识的层面，不能内化成技能，因此，面对枯燥晦涩的语法规则，他们总感到兴趣索然，导致语法教学一直存在费时低效的现象，学生不能真正提高语言能力 二、理论依据 余文森教授提出了能力导向的有效教学，有效的内容表现在能力的变化、提升和发展上，而不是简单的知识获得和掌握。赵大中（2013）提出“基于话题设计”的语法教学模式，即“根据所学语法选择合适话题，设计综合的交流任务，使学生有机会辨认、运用所学语法知识，在综合语言实践活动中提高语法技能，并形成综合语言运用能力”（程岚等，2012）。英国语言学家Jim Scrivener在Learning Teaching：A Guidebook for English Language Teachers一书中介绍了A R C教学法，即语法学习一般需要通过呈现（Clarification and focus）、巩固（Restricted use）和活用（Authentic use），才能真正会用。笔者以北师大版Module8Unit23Lesson1Grammer倒装句的实际应用教学为例，尝试采用话题式语法教学策略及A R C教学法，希望学生流利地运用倒装句，使语法知识上升为语言能力，与此同时，对学生进行爱校、拼搏、友爱等情感态度价值观的教育 三、实施过程 首先，学生角色表演Lesson One Drummer hits the road，调动大家参与的序幕，并自然地引出学生熟悉的倒装句话题，实现教学预热。然后，围绕倒装句的实际应用，精心设计三个话题进行语法呈现归纳巩固及应用 1. Presentation： Read and find out the basic rules. ①At the foot of Shigu Mountain stands our school. ②Never before have I seen such a beautiful school. ③Not only are the teachers hard-working but also kind-hearted. ④Not only do the students work hard but also they obey the rules. ⑤In class，they cant make noise，neither can they sleep. ⑥If you have any problems，you can ask the headmaster for help，so can we. ⑦Were I you，I would choose No.1 Middle School. ⑧Only when you choose it will you succeed. ⑨So much do I love my school that I will never forget it. ⑩Young as we are，we know what we should do for our future. （话题1：呈现学校总体情况“景美人美”及“选择一中选择成功”的口号。会心一笑中，学生讨论并总结所学过的规则，课堂进展有热度。） 2. Consolidation： Rewrite to make the passage sound more emphatic. Xiao Li was my classmate. Although he is poor，he is warm-hearted. He not only studies very well，but also likes helping others. That day，while I was doing my homework.，I found the math problem was so difficult that I couldnt work it out.. My deskmate couldn’t，either. I had hardly given it up when Ii came to me. Finally，I finished my homework only with his help. I was s