巧用牛顿生活小故事，激发语法课堂新活力.docVIP

巧用牛顿生活小故事，激发语法课堂新活力 摘要：本文以牛津英语七年级教材上册Unit3 Grammar为例，论述教师如何使用牛顿与苹果的故事来创设语篇，层层深入，指引学生在故事中习得语法，并通过故事获得情感、态度与价值观的升华。 关键词：语篇创设；语篇教学法；图文结合 语法课向来是教师和学生的难题。课堂枯燥，学生没劲，从而掌握和运用知识的程度低。那么，怎样才能把语法习得这个环节处理得有趣又高效呢？以牛津七年级上册Unit3 中的Grammar模块为例，该模块介绍“人称代词的主格与宾格形式”。在前一节Reading中，有一个重难点句型Who is that man in a white shirt?，该句中，介词词组作为后置定语修饰中心名词。笔者在语法课的初始环节—复习反馈中设计了一道类似题： The man under the apple tree is my brother. (划线提问) ① ② 1.Which man is your brother? 2.Who is the man under the apple tree? 在学生说出答案以后，笔者给予肯定和赞赏，并顺势向全班同学抛出问题：“Thank you, you really did a good job. Ok, now you guys, letrsquo;s have a brainstorm. What comes to your mind when you see the two phrases lsquo; the manrsquo; and lsquo;the apple treersquo;? Can you think of something interesting about a man and an apple tree?”经过短暂思考，有学生举手回答说是牛顿和苹果的故事。于是，笔者接着鼓励他：“Can you share the story with us?” 学生询问是否可以用中文，得到肯定之后，学生绘声绘色地描述了这个经典轶闻。笔者带领全班同学鼓掌，对这位学生表示感谢和赞赏：“Very wonderful expression! Thank you! You are a good storyteller!”紧接着，笔者转向全体同学：“ Now I will teach you to tell the story in English. Donrsquo;t worry, it is easy. And when I am telling the story, I will show you some sentences and pictures on the screen. Some words are in red, and some are in blue. Pay attention to these words and try to think over two questions. The first one: Are the words in red and blue of the same classification? The second one：What is the relationship between the story and the lesson we have in this class?” 此刻屏幕上呈现牛顿的一系列图片与相应的句子。一张图片配一句文字。在甄选图片时要注意两点，其一，写实肖像与漫画人物的图片相结合，既真实又有趣。其二，图片内容需与配对的文字相符，这样图文统一，有助于学生对部分单词与句子的理解。 学生边听笔者讲故事边观看图文，对这则英文小故事构成一个初步的记忆，并开始思考蓝色与红色单词各自的意义与彼此的异同。图文片段呈现完毕，再次呈现语篇全文： This person is Newton, a great man from the UK. Do you know him and the great apple? One day in 1665, Newton is walking in a garden. Then he stops and sits down under a big apple tree. Suddenly, an apple falls down on him. He looks at it and starts to