英语教学中语法情景应用.docVIP

英语教学中语法情景应用目前，英语教学正处于改革的时代，课堂教学强调对交际运用英语的能力的培养，强调让学生在情景中积极操练。教师应该像乐队的指挥，让学生自己充当乐师在交际演奏中获得能力。因此，有人认为只要提供学生大量的实践机会就行了，语法规则不必讲授。但是，英语毕竟不是我国学生的母话，教师不讲授语法知识，学生很难掌握语法规则，特别是到了高中阶段，学生如果没有掌握好语法，就难以快速、准确地学好英语。然而，语法知识抽象难懂，如果教师只顾化大量的时间讲授，让学生化大量的时间背诵枯燥的语法规则，那么不仅学生难以掌握必要的知识，也不利于运用英语能力的提高，与目前先进的教学思想是相悖的。 其实，只要把语法知识与语言情景，尤其是课堂真实情景有机地结合起来，那么，语法知识就会真切可感而不再抽象空泛。学生不仅在情景中轻松地掌握了语法，同时还进行了语言实践。 例如，为了让学生弄懂have sth to do, have sth. /sb. done, have sth. /sb. doing, have sb. do这几组结构的语法意义，首先，要引起学生对以上几组结构所包含的语法的关注，于是，我让中下程序的几个学生上黑板用动词的适当形式填空做以下几个题目： 1) The nurse has several patients (look after). 2) They had the patient (take) to the hospital. 3) The boss had him (work) all day long. 4)I had him (wait) at the gate. 结果当然会出现错误，先不订正错误，而是面对全班同学说： Attention, please! I have something important to say.（这句写到黑板上） 对第一排的一位同学说： Stand up, please. 然后，问全班： What did I ask him to do? Ss: You asked him to stand up. T: Yes. I had him stand up（写到黑板上） T: I had him standing while we were talking.（写到黑板上）让那位同学坐下，再对全班说： I had him sit down. T: Have I said that important thing? Ss: No. T: No? But, I think I have said it. And next, I’ll have a difficult problem solved.（最后一句写到黑板上） 最后，师生共同归纳出前面的那几个结构公式，经过补充和分析，说明have分别表示“有”、使役动词“使、让、要”等，引导学生弄清非谓语动词在各个结构式中的作用。这时，再请同学们来订正原先黑板上练习中的错误，就容易了。再配以适当的练习巩固一下，学生就能很好地掌握了。 在教学过程中，捕捉一些偶然出现的情况加以利用，也会给学生留下深刻的印象。有一次，在复习到虚拟语气时，刚巧我得了感冒，上课过程中时时忍不住要咳嗽，声音有些沙哑。于是，等一阵咳嗽一完，我便由衷地说： How I wish I had not caught cold! 然后，问一位同学。 What advice would you give me if you were a doctor? S: Take some medicine. Have a good rest. And drink much water. T: Could you stop my cough right now? It hurt me so much. S: Sorry. There is no method that can stop cough immediately. T: How I wish you know how to stop my cough right now! 接着面对全班： I wish man could get rid of colds some day. 最后，走到黑板前，一边说：Just now, I said I wished I had not caught cold. ……写那三句含有wished 的句子，一边写出： I wish/wished I had not caught cold.（与过去事实相反的愿望） I with