语法教学探讨.pptVIP

语法教学探讨 南京师大附中外语组 蔡晓勇 一、新课标的语法理念 二、牛津教材和人教版教材语法项目（高一） 三、语法教学中的思考 四、教学案例（定语从句） 一、新课标的语法理念 《全国高中英语教学调查研究》中语法教学问题 2. 语法教学中语法观念误区 3. 新课标的三维语法 1.《全国高中英语教学调查研究》中语法教学问题 56.85%的学生提出平时练习中最容易出错的是语法; 24%教师认为高中教材中的语法 “缺乏系统,学得费劲”或有所忽视; 高中学生不喜欢教师对语法喋喋不休的讲解。 2. 语法教学中语法观念误区Grammar and its teaching: Challenging the Myths --- Larsen-Freeman D. Grammar is acquired naturally; it need not be taught; Grammar is a collection of meaningless forms; Grammar consists of arbitrary rules; Grammar is boring; Students have different learning styles. Not all students can learn grammar. (6) Grammar structures are learned one at a time. (7) Grammar has to do only with sentence-level and subsentence-level phenomena. (8) Grammar and vocabulary are areas of knowledge. Reading, writing, speaking, and listening are the four skills. (9) Grammars provide the rules/explanations for all the structures in a language. (10) I dont know enough to teach grammar. 三个要点： (1) Grammar is acquired naturally; it need not be taught; （语法教学的必要性） (2) Grammar is a collection of meaningless forms; （语法是什么） (3) Grammar is boring; （语法教学观） (1) Grammar is acquired naturally; it need not be taught; 通过语法教授帮助那些无法自己习得语言准确性的学者； 通过语法教授加速学生对语法的习得。 (2) Grammar is a collection of meaningless forms Three dimensions： morphosyntax (form) semantics (meaning) pragmatics (use) 例1：被动语态 形式：be + v-ed (+by) 语法意义：关注中心—动作承受者 运用： when; why? The bank was robbed by the same gang that hijacked the armored car. The same gang robbed the bank. 例2：定语从句 形式：antecedent + relative words + clause 语法意义: 限制性定语从句： 非限制性定语从句： 运用：when and why? I want to talk with Tom who wears glasses. I want to talk with, Tom who wears glasses. (3) Grammar is boring 例： practice past-tense yes/no sentences in English Did you …? 3. 新课标的三维语法理念 三维语法理念 (2) 批判“形式主义”教学 (3) 教学和评价原则 二、牛津教材高一语法 1.人教版课本高一语法 2.牛津教材高一语法 3. 牛津教材英语语法特点 1. 人教版课本高一语法 高一上: Direct and Indirect Speech (2 Units) The Verb Tense: The Present Continuous Tense for Future Action