浅谈语法教学

第一篇：浅谈语法教学

曹飞龙2010级师范三班1061410001

浅谈语法教学

语法教学一直以来都是外语教学中的难点。没有词汇，人们无法表达事物，而没有语法，人们表达的事物将寥寥无几。语法作为语言的框架，是外语学习者必须掌握的。传统的语法教学往往是“满堂灌”、“填鸭式”，老师写出规则，然后列出例句，学生做笔记，死记硬背，不断做题，能掌握多少就是多少。

然而学习语法的目的是在于帮助学生掌握语法核心项目，提高学生运用语法的能力和准确性，使学生对语法有一个比较系统的了解并能借助语法知识解决英语学习中的问题，提高运用英语的能力。同样，语法是随着语言发展不断发展的，因此语法教学不是教死的规则，而是培养学生使用语法的能力。不过，语言教学不只是语言习得，正规的语法结构的教学仍然起着重要的作用。

语法的教学方法有三种：演绎法(Deduction)，归纳法(Induction)和自然语法(Natural Grammar)，即通过词汇教语法。

演绎法是教师把语法规则直接说明呈现给学生，通过列举规则和例句。它的特点是：规则准确，解释清楚，简单明了，能以旧带新，还可以与母语对比。其优点在于：能省时有效的，直截了当的将语法知识展现给学生。缺点在于：规则枯燥，繁杂，学生不感兴趣，学习语言成了死记硬背，难以激发学习的动机，且容易形成填鸭式教学。

归纳法一般是把语法现象藏在语言材料和语言活动之中，教师帮助学生通过听说读写的活动体验和练习语言，逐步习得其中的语法，通过自然的途径学习语言。由于教师有意的将语法知识系统的安排到语境之中，学生在练习重复那些含有新语法知识的语言材料时，学生可以通过观察发现和归纳其中的规律。从而学习新的语法知识。

归纳法与演绎法最大的区别就在于前者抓住了语境，脱离了语境的语言往往是没有意义的，且同样的词语在不同的语境中表达的意义也不同，语境可以帮助学生更好的理解记忆语法知识，也可以提供多种形式的语言活动与练习，提高学生学习的自主性与合作性，激发学习兴趣，参与教学活动。归纳法也有不足之处，备课要求高压力大，课上花费时间多，学生分析归纳有可能不到位，有些语法项目本身更适合演绎法等。

归纳法与演绎法各有特点与不足，所以说教师要合理的利用好这两种方法，将归纳与演绎相结合，以归纳为基础，适当适时演绎。

自然语法，即通过词汇教语法。英语单词并不孤立，常常相互包容，搭配，形成词块，将高频率的英语单词与高频率的语法句型相联系，当人们深入学习这些词的用法时就不知不觉的学习了语法。将词汇教学与语法教学相联系，甚至可以以高频词设计教学，语境练习等。

除了这三种方法之外，教师还要在平时的教学活动中多创设真实的情景，利用图片、多媒体等教学手段，增强语法学习的生动性。也可以适当的设计一些游戏活动，增强语法学习的趣味性。还可以设计任务活动来巩固语法教学内容，增强语法学习的交际性。

总之，教师应在以学生为主体的教学中，改变传统的教学观念，灵活运用各种教学方法，充分调动学生积极性，让学生更好的运用和发展语言能力。

第二篇：语法教学

语法教学（一般过去时）My New Neighbor 的教学设计

堽城镇第一小学 苏凡同

教学内容：

本课时是针对教学内容My New Neighbor 中出现的动词一般过去式，渗透的语法教学。

在教学一般过去式时态过程中，可以分为三步，第一：探知，第二：在语境中运用过去式的肯定句形式进行操练，第三：综合运用。本课时是针对第二步中的一节语法渗透课。

教学目标： 在学习过去时之前，学生已经比较系统地学习了一般现在时、现在进行时和一般将来时，并对英语的时态有一定程度的感性认识。经过前面的学习，他们能较好地掌握过去时的构成和简单应用，但是可能有少数学生还没有全掌握，有待于今后的学习。

1.知识目标：归纳动词过去式变化常见的五种形式；复习、操练和巩固一般过去式的肯定句、否定句、疑问句、特殊疑问句并归纳句型，并能在具体练习中正确运用过去式。

What did …do? …(过去分词).Were…? Yes,…./ No, ….Was…? Yes,…./ No, ….Did …? Yes, …./ No, …

2.能力目标：大多数学生能正确地运用过去时表达已经发生或过去的事情。

3.情感、策略、文化目标：

（1）、模仿和演练、对比学习、听说领先。

（2）、通过对过去时的学习提高学生英语学习的求知欲。

（3）、学生了解汉语与英语的表达差异，强化学生的英语语言意识。

教学思路：

在完整的语境下呈现,操练与运用语言.教学重、难点：

在具体的语言环境中，运用一般过去式进行交流。

课前准备：

录音机、磁带、单词卡片、调查表、阅读材料等

教学过程（Teaching Steps）：

Step

1、Greetings

Good morning, boys and girls!

How are you?

I’m very happy, and you?

（通过问答和对话，激发学生的学习兴趣）

Step

2、warm—up Games: Listen and do

Shall we play a game?

Listen to me and do the actions.Ready?

Stand up sit down shake your body quickly shake your body slowly

play basketball clean the room watched TV washed clothes

Good job!（教师手持话筒）I am a reporter, What do you usually do?

S1 S2 S3 …分别回答教师板书动词原形（教学设计：通过做游戏，不仅能使学生的注意力迅速集中，而且也将本节课出现的动词短语进行了复习，为本节课的学习做好知识储备。）

Step

3、Presentation

Ask:what did you do last weekend? Do you remember? Let’s Look and listen.播放第一段录像(教师在上周末的几个片段)

（教学设计：录像中的内容肯定已经过去了，为学生创设一个良好的语言环境。）

1、2、T: I watched TV and watered flowers last weekend.(教师在板书后用红色粉笔加ed)(教学设计：用红色粉笔对学生的视觉刺激加大）

What did you do S1 ?

S1: You washed clothes.Step4.conclusion

（让学生看黑板，总结规则动词的过去式变化规则如下：）

1、一般情况下，动词词尾加-ed，如:work---worked play---played want----wanted

2、以不发音的-e 结尾动词，动词词尾加-d，如： live---lived like——liked hope---hoped

3、以辅音字母 + y结尾的动词，把-y变为-i 再加-ed，如： study---studied cry---cried carry---carried

4、以一个辅音字母结尾的重读闭音节动词，双写词尾辅音字母，再加-ed，如： stop---stopped sit——sitted

5、不规则动词的过去式有固定形式，须多加记忆。Go——went make——made get——got

buy——bought come——came fly——flew do——did, am/is——was, are——were, say——said, have——had, fly——flew, forget——forgot, bring——brought，think——thought

Step5: Play a game

Do you like to play games? …Let’s play a game.Do you remember …？Yes, it is a… No, I forget.” Write “Do you remember …？Yes, it is a… No, I forget.” on the blackboard.(Reviews regular and irregular past-tense verbs.)说明：

1、每个学生制作所学过的动词与其过去式的卡片，并用同样的彩笔给每对相对应的词涂色。

2、每两个同学分成一组。每组同学将制作的卡片打乱顺序放在一起，正面朝下放在课桌上。

3.每人抽出五张卡片，找出其中相对应的过去式放在一边。剩下没有对应的动词或过去式的卡片问对方“Do you remember…？如果对方手中有相对应的单词卡片就说“Yes, I do.”便把两张卡片放在一边，并放到一边。如果没有就说“No, I forgot.”就从课桌上剩下的卡片中抽出一张卡片。如果手中的卡片有与抽出的卡片相对应的，就一并放在一边，否则就放在手中的卡片一起，继续游戏……直到先把手中的卡片放完为止，先放完者为胜。

Step6：Homework

What did you do last weekend ? Talk about with your classmates.

第三篇：语法教学教案

Unit 9 Teaching Grammar Teaching aims:

1.Let the students understand the role of grammar in language learning.2.Make the students know the knowledge of Grammar presentation 3.Let the students comprehend what is practice and ways to practice.Teaching focus and difficult points: 1.The knowledge of grammar presentation 2.The understanding of ways to practice 3.How to use the knowledge mentioned above correctly.Teaching procedures: Step1: Lead-in

The teacher: Good moring, everyone.The students: Good moring ,Miss wang.The teacher:We all know that grammar plays an important part in language learning, rignt? The students: Yes.The teacher:Ok, today we are going to learning something about grammar.look at our computer please,we are going to learn it from these aspects:1.The role of grammar in language learning 2.Grammar presentation 3.Grammar practice Step2:The role of grammar in language learning

(1)discuss the five different views about the role of grammar in language learning, ask some students choose which one he/she prefers.(2)Introduce some professional views Step3: Grammar presentation(1)Introduce three ways of presenting grammar in the classroom: The deductive method the inductive method and the guided discovery method.Step4: teach the three methods in details..The deductive method(1)What is deduction: reasoning from general principles to a particular case

(2)The deductive method relies on reasoning, analysing and comparing.(3)An example noticed;2.The inductive method(1)Induction: method of logical reasoning which obtains or discovers general laws from particular facts or examples 归纳法

(2)The teacher provides authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.It is believed that the rules will become evident if students are given enough appropriate examples.(3)instance-based: T may elicit the grammar rule from students based on sufficient instances/examples.3.The guided discovery method(1)introduce the different aspects from the inductive method(2)Two key theoretical issues related to the method(3)Pennington’s(2002)4C approach to grammar teaching Step5: grammar practice(1)what is practice(2)Two categories of practice Step5:

Activity: Task 4 p.110 Discuss in pairs or in groups the advantages and disadvantages of mechanical practice Step6：Conclusion 1.The role of grammar in language learning: Generally speaking, Chinese EFL learners need a certain degree of mastery of English grammar.However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2.2.Three ways of presenting/ teaching grammar: the deductive method, the inductive method, and the guided discovery method.Each has merits and drawbacks.The best way is to vary methods in different situations.3.Ur(1996)suggests that a good presentation of grammar should include both oral and written and both form and meaning.Plenty of contextualised examples are necessary;visual materials are helpful;use

of complex terminology should be avoided for young learners;inductive and discovery method should be used for those structures that can be easily perceived by the learners;for complex structures it is better to teach the rule explicitly and deductively.4.Mechanical practice and meaningful practice of grammar have both advantages and disadvantages.Two types of practice can be combined.Using prompts(pictures, mimes, tables, charts, key words, created situations)has proved to be an effective way of grammar practice.

第四篇：语法教学设计

人教版：高中英语必修二 Unit1

In search of the Amber Room

语法课教学设计

1.Analysis of teaching materials The non-restrictive attributive clause is the new grammar item of this unit.We will review the Attributive Clause and try to master the relative pronouns better, and learn more about the differences between the restrictive attributive clause and non-restrictive attributive clause.2.Analysis of students The students have learned structure, usage, characters of attributive clauses before.So they can be easy to accept the non-restrictive attributive clause.3.Teaching objectives Knowledge objective

At the end of the class, most of the students can be able to 1)Master the structure of non-restrictive attributive clause.2)Can join two sentences into a sentence using attributive clauses.3)Can divide a non-restrictive attributive clause into two simple sentences.4.Teaching important points The structure of non-restrictive attributive clause 5.Teaching difficult points Distinguish the differences between the restrictive attributive clause and non-restrictive attributive clause.6.Teaching methods PPP Model, TBLT Teaching procedure Step1: Warming up 1.Give students some attributive clauses sentences to recall what they have learnt before, and then let some of the students to describe the characters and what they have known about the attributive clauses sentence.2.Task: at the end of the class you should use the non-restrictive attributive clauses sentences to describe one place which you like best.Step2: Presentation

1.Underline all the attributive clauses in the text.1)This gift was the Amber Room, which was given this name because several tons of ambers were used to make it.2)The amber which was selected had a beautiful yellow-brown colour like honey.3)Frederick William I, to whom the amber room belonged, decided not to keep it.………

2.Compare of all the sentences that you found and notice the use of commas, what are the differences between them? Try to define non-restrictive clauses in your own words.Sa: ………

Sb: ……… 3.Teacher introduces the non-restrictive attributive clauses sentences and summarizes the differences of them the two.Step3: Practice 1.Pick up the non-restrictive attributive sentences.4.I know nothing that happened last night.5.He was generous with time, for which I was grateful.6.Do you know the people who live over the road? 7.The accident, which took place in Kingston, a town southwest of London, happened because of the fog.8.There are 20 students in this class who are from the north of China.9.There are 20 students in this class, who are from the north of China.2.Join the pairs of sentences using attributive clauses(restrictive or non-restrictive).P4.3 1)Here are the farmers.They discovered the underground city last month.2)Hangzhou is a famous city in China.Many people come to buy tea in that city.…………

3.In groups of four, look at the sentences below.Complete them by adding the restrictive or non-restrictive attributive clauses.EXAMPLE: The king had many beautiful art objects.The king whose palace was decorated in gold and jewels had many beautiful art objects.1)The mother _________________________________was very proud.2)The man ____________________________________was a farmer.3)The wooden box _____________________was made a long time ago.Step4: Production

1.Try to define non-restrictive clauses in your own words.2.Try to divide the non-restrictive clauses into two simple sentences.1)He sold his bike, which surprised me._______________________________________________________ 2)He lost his temper, at which point I decided to leave here._______________________________________________________ 3)Here`s a letter from the Browns, who want to come to Paris.________________________________________________________ 3.Try to use the non-restrictive attributive clauses sentences to describe one place which you like best.(free talk)Step5: Home work Use the non-restrictive attributive clauses sentences to write a short passage about one thing you like best.

第五篇：语法教学流程

语法教学

一、语法教学常规模式

语法教学应根据不同的教学任务、不同的教学目标和不同的教学时段采用不同的教学模式。

1、单元常规教学模式

“观察——发现——讨论——归纳——巩固——运用”

在日常教学中，教师不应每遇到一个新的语法项目都花费大量时间去讲解和操练，而应根据教材编写者的意图，每单元花费一定时问，采用“观察——发现——归纳”的方法，专项突破该单元的重点语法项目。

2、语法专项复习模式

“集中呈现——对比分析——专项梳理——巩固运用”

进行期中或期末或一学段复习时，教师可以集中所涉及的语法内容，通过对比和归纳，引导学生梳理语法规则，并加以巩固和运用

同时，注意设计语法练习时，应尽可能让学生在语篇中完成，避免学生死扣语法规则、出现生搬硬套的现象。

二、探索英语语法教学

（1）情景教学法

语法教学不应该在孤立的句子中进行。而应该把语法知识与情景尤其是课堂真实情景有机的结合起来，学生不仅在情景中轻松的掌握了语法，同时还进行了语言实践。教师要多留心，多想办法，多总结经验，充分利用课堂上能为学生感知的各种人和事，比如天气，教室中的摆设、教具和简笔画，教师和学生的情况以及教师自编的童谣,歌曲，游戏等都能让学生在贴近生活实践的语言材料中感知，理解和学习语言。

例①，教授am/ is/ are的用法时，可以采用歌谣： 我用am，你用are, is连着他，她，它，单数名词用is，复数名词全用are, 变疑问，往前提，句末句号莫丢弃，变否定，更容易，be后not莫忘记，疑问否定任你变，句首大写莫迟疑。

例②在教授I’m going to be a basketball player时，采用了以下的游戏来巩固be going to do something这个语法项目：

老师拿起粉笔，说：“I am going to draw something.But what? Can you guess?提示让

学生使用句型”You are going to draw．．．“。教师每次画一两笔，让学生继续猜：”You are going to draw．．．"，直到他们猜对为止。这个游戏给学生们提供了一个较真实的情景去

使用语言，让他们在玩乐中无意识地训练了所学的语法。

例③在教授I’m more outgoing than my sister时，（比较级）

我事先给学生带去了一些礼物，我选取了当天的“幸运之星”并送礼物给他们，当然我

准备的礼物是有“预谋”的，比如：又大又红的苹果和又小又丑的苹果，新鲜的花朵和枯萎的花朵等。老师拿起礼物，说：“Which apples do you like?”学生当然会选择又大又红的苹果和新鲜的花朵，他们会说：“I like this apple/ flower..”老师说：“Why?”学生就会说出自己的理由：“Because this apple is bigger than that one.” “ Because this flower is more beautiful.”老师再拿班上的同学/物品来作比较，让学生发现不同的形容词有不同的比较方式，最后老师再作总结。

（2）任务型教学法

①发表观点型任务

例a：教授I like music that I can dance to时，老师提出了下面问题让学生发表自己的观点，要求学生使用定语从句。老师：What kind of teachers do you like? 学生：I like teachers that… 老师：What kind of movies do you like? 学生：I like movies that… 老师：What kind of books do you like? 学生：I like books that… 笔者这样设计的课堂活动达到了进一步巩固定语从句的目的。

例b：在教授What would you do?时，笔者提出了下面问题让学生发表自己的观点，要求学生使用if引导的条件句。

老师：If you had a million dollars, what would you do? 学生1：If I had a million dollars, I would buy a big house.学生2：If I had a million dollars, I would build a school for the homeless kids.学生3：If I had a million dollars, I would travel all over the world.学生4：If I had a million dollars, I would give it to education research.这样设计的课堂活动达到了进一步巩固if引导的条件状语从句的目的。将语法始终与课堂活动联系起来，使学生颇有参与课堂活动的兴趣。

②信息差型任务

消除信息缺口，完成交际任务。

例如：教授He said I was hard-working时，事先给学生布置了一个任务，就是回家后咨询父母对我们班有什么想法和好的建议。因为这一单元的主要内容就是学习直接引语和间接引语，于是，教师设计了这样的信息差活动。教师对学生说：“Yesterday, I asked your parents to give some advice to our class.What did your parents say?” 让学生回忆并转述回家后问过父母的问题，这样，学生在回答时很自然地使用了间接引语。

③解决问题型任务

这类任务是分配给学生一个任务和一些相关信息，学生需要经过讨论找出解决问题的答案，答案可以有多种，也可以是唯一的。

例a：教授What’s the best radio station?时，就要求学生去做市场调查并作出调查报告，其形式如下表所示： 请调查你的朋友并给出结论。What & Why The best school The best supermarket The best cinema The best radio station My report I surveyed my good friend×××, She thinks the best school is_________________________, because________________.She also thinks the best park is________________,because ________________________________________.And she thinks______________________ __________________________________________________________________________.学生在作报告陈述自己的理由时恰好就是在使用我们这单元的语法。

例b：教授Why don’t you get her a scarf?时，就故意在前一节下课后表现出忧虑，表明自己的朋友生日要到了，不知送什么礼物给他才好，希望同学们帮忙出出主意，然后第二天上课时我就急不可待地问同学们想出了什么好点子。同学们就热情地帮我出主意：

学生1：You can give him a new toy.Maybe he will like it.学生2：You should buy a big birthday cake for him, because all kids like cakes.学生3：Why not ask him what he wants first? 学生4：You’d better discuss with your husband.学生在给我出主意的过程中几乎将给建议的几种方式全罗列出来了，我只是稍加整理就完成了这节课的重要语法教学内容。（3）曲线教学法

语言学习，离不开时间和反复练习，外语学习基本上是一个形成习惯的过程。语法教学不是从“语法——语法”的直线教学，而要帮助学生在感性认识的基础上通过大量的实践活动上升到理性认识，到最后让学生在理性认识的正确指导下再进行语言实践。即：“语法——理论——实践”的曲线教学。

例如，在教授This is my sister时，既要注意he, she的用法，又要考虑his, her的用法，如果一味讲解可能表面上感觉到位了，其实学生不一定真正掌握，所以在实践中要让学生进行大量的操练，如：He is a boy.She is a girl.或This is my book.That is her book.It’s his book等，学生便能很快的分清楚当中的差别。

三、语法教学中应遵循的原则

（1）趣味性原则

要重视学生的参与，形式要灵活多样，不时地改变教学活动，设法引起学生的学习兴趣。

（2）实践性原则

以学生为中心，要强调运用、强调实践，利用一切机会让学生在实践运用中逐步去掌握语法规则。（3）互动性原则

语法教学之所以乏味，关键是缺乏能引起“师生互动”和“生生互动”的交流，在课堂上尽可能创造互动的机会，改变语法课堂中的沉闷气氛，让语法课充满生机。（4）适时适量原则

只要学习英语，语法讲解必不可少，但在语法讲解时一定要适时适量。语法教学在现阶段只为教学内容和教学目标服务，不能作为主要教学内容。语法的量不能太多，不要啰唆，解释清楚就可以，费时费力太多，反而不好，会导致孩子犯糊涂及厌学。