我的语法教学观 从一节语法课谈起[上学期]
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| 名称 | 我的语法教学观 从一节语法课谈起[上学期] |  | |
| 格式 | rar | ||
| 文件大小 | 105.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2006-08-07 15:53:00 | ||
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课件40张PPT。 我的语法教学观从一节语法课谈起
（Grammar:
Verb-ing Form
as Subject and Object)
广州市协和高级中学 陈皓曦 (Chen_haoxi@hotmail.com)教学材料简介由三部分组成：
Study the rule
Find the rule
Apply the rule
教学过程：学习——归纳——应用教学对象及教材分析 学习对象的弱点
语法教学的目的
教材步骤的调整教学对象的弱点学生弱点：记不住，所以用不准
教授语法的目的：
总结规则；记住规则；按规则使用语言
举例：be used to doing sth. c.f. used to do sth.
记住规则是能否按规则使用语言的前提
忽略这一过程，语法教学显得没有意义c.f. be used to doing sth. & used to do sth.方法一：给例句让学生熟记
He used to hate coffee when he was at school, but now he is used to drinking a cup of coffee every morning.
方法二：例句兼附记忆口诀
be used to doing & used to do：
无头无尾是过去；有头有尾成习惯
形式与意义的结合，有利于学生准确记忆语法教学的目的总结规则；记住规则；按规则使用语言
比较：自然习得语言会更好，但缺乏语言环境且费时
提高学习效率教材步骤的调整目的：
强化对语法规则的记忆，提高教学效率
原来三步：
study the rule ? find the rule ? apply the rule
调整为四步：
study the rule ? find the rule ? Grasp the rule ? apply the rule教学设计的原则 语法教学的一般原则
新课程标准的要求语法教学的一般原则Teach only those rules which are simple and which do not have too many exceptions.
Do not spend too much time on grammar points which do not appear to be very useful or important. Just make the students aware of the special features.
Wherever possible, teacher grammar in context.
When presenting grammar, try to use charts, tables, diagrams, maps and drawings to aid understanding. 语法教学的一般原则Avoid difficult grammatical terminology as much as possible.
Allow enough opportunities for practice.
Do not be frustrated by the students’ mistakes and errors, which are inevitable in language learning.
(from 王蔷. 2000. A Course in English Language Teaching.高等教育出版社 )语法教学原则解读项目规则应简单、典型、实用
教学立足于情景，附大量练习
忌艰涩术语，宜图表等归纳
容忍错误，设法纠正新课标对教学目标的诠释教学设计及点评 Study the rule
Find the rule
Grasp the rule
Apply the rule
Use the ruleStep 1Study the rule原材料展示Study the rule
Read the following sentences, paying attention to the verb-ing forms.
1)?Reading improves the mind. _____
2)?Watching television can be a waste of time. _____
3)?Traveling around the world is her dream. _____
4)??You’d better stop smoking. _____
5)?Some people can’t bear listening to rock’n’roll. _____
6)???He kept asking me the same question. _____
Verb-ing form can be used as subject and object. Try to decide whether the colored parts in the above sentences are subjects or objects. 对原材料的加工处理Hi, everyone. I’m Wing from Xiehe Senior School. Want to know about me? I have lots of hobbies. First, I enjoy reading. I read a lot, newspapers, magazines, novels, everything! You know, reading improves the mind. I watch TV, but not very often. My mother always says, “You’d better stop watching TV.” I understand her. Watching television can be a waste of time. I love music, but my father can’t bear listening to rock’n’roll. Every time I play it, he keeps asking me to turn it off! I dream of traveling around the world one day. Do you like traveling? Want to join me? Give me a call!)教学片段及点评点评：
将句子融入真实的语篇（自我介绍）
内容为学生们欲知的信息，有利于抓住学生的好奇心，激发学习的兴趣
听、填、说这一输入——输出的过程，成为有目的，有意义的任务
两次感受语言的机会
为下一步分析Verb-ing form的功能奠定基础
先听后说符合语言学习规律 Step 2Find the rule原材料展示Find the rule对原材料的加工处理继续使用Step 1中的句子进行find the rule的教学
将该部分出现的句子提炼成句型供情景练习使用
Situation: give suggestions to the teacher who is coughing教学片段及点评点评：
延用study the rule中的句子进行归纳在教学环节上更显得紧凑与合理
将句型提炼出来供真实情景操练，给予学生们更多练习的机会有助于学生在运用中感受语言、熟悉语言，从而正确使用语言Step 3Grasp the rule原材料展示Tips:
Verbs like avoid, finish, mind, keep, stop, enjoy, practise, etc. usually take –ing forms instead of infinitives as their objects.
Verbs like start, begin, continue, like, dislike, hate, forget, remember, etc. can be followed by either to do or –ing forms. 对原材料的加工处理Focus in. Episode 25 Second Honeymoon, Family Album U.S.A.
Verb + gerund or infinitive
给出提示，要求学生归纳只能跟Verb-ing做宾语的动词
MAPS can’t help the MICE to Find the Kid.
M-mind; A-avoid; P-practise; S-suggest; etc.
辨析可跟Verb-ing及to do的动词用法教学片段及点评点评：
体现教学过程中对学生学法及学习策略的指导
给出了归纳的拐杖，学生们会在归纳的过程中更有目的性
学生若也能如此归纳总结，不但有利于语言的掌握，而且能获得较大的成就感，从而进一步提高学习兴趣Step 4Apply the rule原材料展示Apply the rule
1. Complete the following sentences with verb-ing forms.
Do you mind (he, smoke) a pipe?
Do you remember (I, give) you this shirt for your birthday?
Tom gets a lot of fun out of (skate).
I take great pleasure in (introduce) you to my friends.
I’ll never forget (he, help) me with this problem.原材料展示Apply the rule
2. Translate the following sentences into Chinese.
The only thing that interests him is swimming.
Have you finished writing your homework?
Our teacher has a lot of experience in language teaching.
I don’t think he can make a living by painting.
I have seen the film, and now I am looking forward to reading the book. 对原材料的加工处理添加新概念2中两篇含有多个verb-ing form的文章。
一篇要求学生听材料填空；
另外一篇要求学生进行完形填空（不设选项）（由于时间关系，没有在课上完成）
把原教材上Apply the rule部分的内容以situation的形式提供给学生，供他们根据小情景进行填空练习。 教学片段及点评点评：
在应用的练习中遵循循序渐进的原则，让学生有更多的机会输入，接触语言
为后一阶段的综合使用语言做好充分的准备
情景设置使语言的使用具有意义，避免了无意义的机械操练Step 5Use the rule对该部分的处理许多老师：放在课上完成（完成质量各有不同）
本人做法：时间允许则课内完成，不允许则作为作业：E-mail一份自我介绍到老师的邮箱对该部分的反思不赞成：“一定要让学生开口，难怕只说一句也好”。
理由：任何一个学生，如果站起来只能说上一句broken English的话，他应该是很受打击的，绝不可能获得自信及成功感。
坚信：语言的熟知是一个很长的积累过程，有效的输出必须建立在足够的有效输入基础上。
例子：华师大教授之子的经历对该部分的反思某语言学家：
学习语言的过程中，有两个基本的原则：听过的才说，看过的才写。这在在说明语言学习上的循序渐进性
要帮助学生进行有效的语言输出，不是光光给他们输出的任务或机会就可以的
“巧妇难为无米之炊”
应该在给学生提供有效的输入方面多想办法
听得多，看得多，学生自然能够积累下正确地道的语言，在时机成熟之后再给予他们输出的任务，效果想必非“说一句也好”所能媲美总结与共享 总结该课
共享资源总结该课尝试在一堂语法课上体现对学生综合语言运用能力的培养
针对的是语言知识方面的语法项目
渗透了听说读写四个基本语言技能的运用
在grasp the rule这个部分体现了对学生学习策略（认知策略）的指导
设计循序渐进，让不同层次的学生都可在学习过程中有所收获，有利于培养学生的动机和兴趣，形成正确的情感态度
选择新概念中的有趣的地道的文章，有利于增强学生的文化意识总结该课在教学设计过程中能始终努力地创造真实的语言材料和情境让学生感受与输入地道的语言，并给予学生使用语言的机会。 总结该课 课堂气氛严肃有余，不够活跃
师生配合未如理想
语言运用部分不能在课上完成
有较强的高三教学“特色”共享资源新概念英语Book 2
文章经典地道
内容有趣易懂
structure-based
www.englishcat.com网站
语法教学flash动画资料丰富
flash动画生动有趣，语言呈现真实直观
注意：不能忽视英语教学中的教育功能， 应避免选用内容庸俗的材料 Thank you for your patience!欢迎指正及进一步探讨!
E-mail:
Chen_haoxi@hotmail.com
（Grammar:
Verb-ing Form
as Subject and Object)
广州市协和高级中学 陈皓曦 (Chen_haoxi@hotmail.com)教学材料简介由三部分组成：
Study the rule
Find the rule
Apply the rule
教学过程：学习——归纳——应用教学对象及教材分析 学习对象的弱点
语法教学的目的
教材步骤的调整教学对象的弱点学生弱点：记不住，所以用不准
教授语法的目的：
总结规则；记住规则；按规则使用语言
举例：be used to doing sth. c.f. used to do sth.
记住规则是能否按规则使用语言的前提
忽略这一过程，语法教学显得没有意义c.f. be used to doing sth. & used to do sth.方法一：给例句让学生熟记
He used to hate coffee when he was at school, but now he is used to drinking a cup of coffee every morning.
方法二：例句兼附记忆口诀
be used to doing & used to do：
无头无尾是过去；有头有尾成习惯
形式与意义的结合，有利于学生准确记忆语法教学的目的总结规则；记住规则；按规则使用语言
比较：自然习得语言会更好，但缺乏语言环境且费时
提高学习效率教材步骤的调整目的：
强化对语法规则的记忆，提高教学效率
原来三步：
study the rule ? find the rule ? apply the rule
调整为四步：
study the rule ? find the rule ? Grasp the rule ? apply the rule教学设计的原则 语法教学的一般原则
新课程标准的要求语法教学的一般原则Teach only those rules which are simple and which do not have too many exceptions.
Do not spend too much time on grammar points which do not appear to be very useful or important. Just make the students aware of the special features.
Wherever possible, teacher grammar in context.
When presenting grammar, try to use charts, tables, diagrams, maps and drawings to aid understanding. 语法教学的一般原则Avoid difficult grammatical terminology as much as possible.
Allow enough opportunities for practice.
Do not be frustrated by the students’ mistakes and errors, which are inevitable in language learning.
(from 王蔷. 2000. A Course in English Language Teaching.高等教育出版社 )语法教学原则解读项目规则应简单、典型、实用
教学立足于情景，附大量练习
忌艰涩术语，宜图表等归纳
容忍错误，设法纠正新课标对教学目标的诠释教学设计及点评 Study the rule
Find the rule
Grasp the rule
Apply the rule
Use the ruleStep 1Study the rule原材料展示Study the rule
Read the following sentences, paying attention to the verb-ing forms.
1)?Reading improves the mind. _____
2)?Watching television can be a waste of time. _____
3)?Traveling around the world is her dream. _____
4)??You’d better stop smoking. _____
5)?Some people can’t bear listening to rock’n’roll. _____
6)???He kept asking me the same question. _____
Verb-ing form can be used as subject and object. Try to decide whether the colored parts in the above sentences are subjects or objects. 对原材料的加工处理Hi, everyone. I’m Wing from Xiehe Senior School. Want to know about me? I have lots of hobbies. First, I enjoy reading. I read a lot, newspapers, magazines, novels, everything! You know, reading improves the mind. I watch TV, but not very often. My mother always says, “You’d better stop watching TV.” I understand her. Watching television can be a waste of time. I love music, but my father can’t bear listening to rock’n’roll. Every time I play it, he keeps asking me to turn it off! I dream of traveling around the world one day. Do you like traveling? Want to join me? Give me a call!)教学片段及点评点评：
将句子融入真实的语篇（自我介绍）
内容为学生们欲知的信息，有利于抓住学生的好奇心，激发学习的兴趣
听、填、说这一输入——输出的过程，成为有目的，有意义的任务
两次感受语言的机会
为下一步分析Verb-ing form的功能奠定基础
先听后说符合语言学习规律 Step 2Find the rule原材料展示Find the rule对原材料的加工处理继续使用Step 1中的句子进行find the rule的教学
将该部分出现的句子提炼成句型供情景练习使用
Situation: give suggestions to the teacher who is coughing教学片段及点评点评：
延用study the rule中的句子进行归纳在教学环节上更显得紧凑与合理
将句型提炼出来供真实情景操练，给予学生们更多练习的机会有助于学生在运用中感受语言、熟悉语言，从而正确使用语言Step 3Grasp the rule原材料展示Tips:
Verbs like avoid, finish, mind, keep, stop, enjoy, practise, etc. usually take –ing forms instead of infinitives as their objects.
Verbs like start, begin, continue, like, dislike, hate, forget, remember, etc. can be followed by either to do or –ing forms. 对原材料的加工处理Focus in. Episode 25 Second Honeymoon, Family Album U.S.A.
Verb + gerund or infinitive
给出提示，要求学生归纳只能跟Verb-ing做宾语的动词
MAPS can’t help the MICE to Find the Kid.
M-mind; A-avoid; P-practise; S-suggest; etc.
辨析可跟Verb-ing及to do的动词用法教学片段及点评点评：
体现教学过程中对学生学法及学习策略的指导
给出了归纳的拐杖，学生们会在归纳的过程中更有目的性
学生若也能如此归纳总结，不但有利于语言的掌握，而且能获得较大的成就感，从而进一步提高学习兴趣Step 4Apply the rule原材料展示Apply the rule
1. Complete the following sentences with verb-ing forms.
Do you mind (he, smoke) a pipe?
Do you remember (I, give) you this shirt for your birthday?
Tom gets a lot of fun out of (skate).
I take great pleasure in (introduce) you to my friends.
I’ll never forget (he, help) me with this problem.原材料展示Apply the rule
2. Translate the following sentences into Chinese.
The only thing that interests him is swimming.
Have you finished writing your homework?
Our teacher has a lot of experience in language teaching.
I don’t think he can make a living by painting.
I have seen the film, and now I am looking forward to reading the book. 对原材料的加工处理添加新概念2中两篇含有多个verb-ing form的文章。
一篇要求学生听材料填空；
另外一篇要求学生进行完形填空（不设选项）（由于时间关系，没有在课上完成）
把原教材上Apply the rule部分的内容以situation的形式提供给学生，供他们根据小情景进行填空练习。 教学片段及点评点评：
在应用的练习中遵循循序渐进的原则，让学生有更多的机会输入，接触语言
为后一阶段的综合使用语言做好充分的准备
情景设置使语言的使用具有意义，避免了无意义的机械操练Step 5Use the rule对该部分的处理许多老师：放在课上完成（完成质量各有不同）
本人做法：时间允许则课内完成，不允许则作为作业：E-mail一份自我介绍到老师的邮箱对该部分的反思不赞成：“一定要让学生开口，难怕只说一句也好”。
理由：任何一个学生，如果站起来只能说上一句broken English的话，他应该是很受打击的，绝不可能获得自信及成功感。
坚信：语言的熟知是一个很长的积累过程，有效的输出必须建立在足够的有效输入基础上。
例子：华师大教授之子的经历对该部分的反思某语言学家：
学习语言的过程中，有两个基本的原则：听过的才说，看过的才写。这在在说明语言学习上的循序渐进性
要帮助学生进行有效的语言输出，不是光光给他们输出的任务或机会就可以的
“巧妇难为无米之炊”
应该在给学生提供有效的输入方面多想办法
听得多，看得多，学生自然能够积累下正确地道的语言，在时机成熟之后再给予他们输出的任务，效果想必非“说一句也好”所能媲美总结与共享 总结该课
共享资源总结该课尝试在一堂语法课上体现对学生综合语言运用能力的培养
针对的是语言知识方面的语法项目
渗透了听说读写四个基本语言技能的运用
在grasp the rule这个部分体现了对学生学习策略（认知策略）的指导
设计循序渐进，让不同层次的学生都可在学习过程中有所收获，有利于培养学生的动机和兴趣，形成正确的情感态度
选择新概念中的有趣的地道的文章，有利于增强学生的文化意识总结该课在教学设计过程中能始终努力地创造真实的语言材料和情境让学生感受与输入地道的语言，并给予学生使用语言的机会。 总结该课 课堂气氛严肃有余，不够活跃
师生配合未如理想
语言运用部分不能在课上完成
有较强的高三教学“特色”共享资源新概念英语Book 2
文章经典地道
内容有趣易懂
structure-based
www.englishcat.com网站
语法教学flash动画资料丰富
flash动画生动有趣，语言呈现真实直观
注意：不能忽视英语教学中的教育功能， 应避免选用内容庸俗的材料 Thank you for your patience!欢迎指正及进一步探讨!
E-mail:
Chen_haoxi@hotmail.com