English grammar teaching methods in junior middle schools 1
Complete step-by-step teaching strategy
I. Significance and adaptation
A complete step-by-step teaching strategy means that teachers should plan a series of complete step-by-step teaching activities in the process of language teaching. Students master language knowledge through these steps, and finally achieve the purpose of using language forms to communicate. Using this teaching strategy, teachers should guide students to experience a process from ignorance to knowledge until application. In this process, presentation refers to how students relate to the language phenomenon they want to learn, and the teacher's task is how to present its composition and significance. Students should be exposed to language phenomena or provided with situations to use this language phenomenon, so that with the help of teachers, students can make a summary through the process of asking questions, guessing and exploring. Practice means that teachers should provide students with enough time and activities to practice the language structure they have learned, so as to ensure that students can master the language knowledge accurately. Application means that after students understand and master the language form and its meaning, teachers should provide students with opportunities to use language knowledge. This teaching strategy is suitable for explaining and training knowledge at all stages, mainly grammar teaching.
Second, some understanding of grammar teaching
1. Starting from the reality of students' life, activate metacognition.
In classroom teaching, especially grammar teaching, teachers should pay attention to activating students' meta-knowledge, and talk about the topics that students are most interested in through daily dialogue, so as to make students' original knowledge active, so as to have the vitality of bonding new knowledge and forming a new cognitive structure. The topic must proceed from the reality of students' life and teaching.
Teachers should be persuasive, actively encouraged and praised, so as to narrow the distance between teachers and students and form a strong atmosphere for learning English.
2. Start with what you have learned and find the nearest combination point.
Similarly, in grammar teaching, teachers should not go straight to the subject and be eager for success. On the contrary, we should start from the grammar ability that students have learned and find the nearest glue point. This process is the process of communication between teachers and students, the process of students' output of grammatical competence before, and the process of students filling the information gaps in the questions raised by teachers (or students), paving the way for the cultivation of new grammatical competence.
3. Deepen students' experience of grammatical awareness in language output.
In grammar teaching, teachers should not focus on grammar rules or usage; Instead, we should pay attention to the successful experience of students' new grammar consciousness. The way is not reflected in the teacher's endless or vivid explanation of grammar projects, but in the meaningful language response of students to the teacher's targeted grammar scene design (in the form of questions). This meaningful language response, because it takes the grammatical concept as the core, can make students' grammatical awareness (rather than grammatical knowledge) experience. The more carefully designed questions, the deeper the successful experience of students' grammatical awareness. When this successful experience is accumulated to a certain amount, teachers or excellent students will slightly adjust grammar rules or usage, so that this experience can be sublimated to a rational level and stored in the memory bank of the brain.
At this point, grammar knowledge and grammar skills have been combined into one. However, the problem is not over yet, and the grammatical ability has not yet formed.
4. At the discourse level, automatic output is realized.
The cultivation of grammar ability can not be satisfied with single sentence training, but an impromptu response of grammar skills. Only by using grammar skills in unfamiliar contexts can we gain further experience. Specifically, it is proved that grammar skills are selected from many grammar groups in the text and output smoothly. For example, teachers can design a topic for students to use their grammar skills, or ask students to describe a scene in the text. At this time, the newly learned grammar skills are integrated into many already learned grammar abilities and become one of their elements. Go back and forth like this, so that the grammar will be known.
Knowledge, skills and abilities have spiraled up to the level of automation.
3 Examples of some methods of learning grammar in teaching
Three. Examples of specific methods of grammar teaching
1. Induction and deduction
Inducing the structure and laws of language is helpful to strengthen students' cognition of grammar knowledge, and the teaching effect is also good.
For example, when teaching interjections starting with what, first, through a large number of demonstrations,
What a hot day!
How dry it is!
Delicious jiaozi What a delicious jiaozi (they are eating)!
Then give other words, let the students try to say similar sentences, and guide the students to find their rules: what?
(a/an)+ adjective+noun+(subject+predicate)! Then, through a lot of contact, I try to change the form of other adjectives, carry out solid oral and written language training, improve the accuracy of students' use of English, and let students use language knowledge more flexibly to communicate.
2. The combination of stick figure and context
Without context, it is difficult to determine the meaning of a sentence. One of the characteristics of the new textbooks is the large number.
Dialogue, each dialogue has a micro-scene, and there are more contents to be taught. Therefore, in grammar teaching, stick figure is used to create an intuitive context according to the teaching content, giving students a complete concept and a complete understanding of what they have learned.
Such as: teaching? The present continuous tense? When using structure and usage, we use stick figures to create context to help students understand what they have learned.
Grammar rules, enhance students' understanding ability, so that students can correctly use the language they have learned for oral and written expression.
Today is Sunday. Students from Class Three go to the farm to help farmers.
Pick apples. Look! Mei Mei is picking apples. Lily helped her hold the ladder. Tom and Jim are carrying apples. Li Lei is loading the basket onto the truck. The farmers are working on the truck.
In addition, stick figures can also be used to present new sentence patterns. Show the stick figure and guide the students to use both? Sum
Neither? Nor sentence pattern
Lily and Jim are very happy.
Neither Lily nor Jim is sad.
Neither Lily nor Jim is happy.
Neither Lily nor Jim is happy.
Show another picture and make the following sentences:
Neither Lily nor Jim is a teacher.
This hierarchical introduction will enable students to have a more vivid and clear understanding of the usage of the sentence patterns taught.
3. Formula method
For example, when most freshmen learn English for the first time, what should they do if they read verbs continuously? Is it? The usage of is always wrong, because
Do you have one in Chinese? what's up They are all the same, but the English is different. In the case of repeated corrections but poor results, will the formula? I am, you are, and you are following her, him and it; The singular is, the plural is; If you add Not to capitalize in advance after the conjunction, you will have questions. ? Tell the students that their learning effect on this grammar project will be obviously improved.
Four. Specific examples
(1) Teaching content. The structure of the present perfect tense and its significance.
(2) Teaching objectives. Can students master what they have done? Structure and skilled use.
(3) Teaching process.
Step 1 Set the semantic context through the flip chart and provide example sentences. For example:
She arrived at 4 o'clock? Clock. What about now? s 5 o？ Clock. She has been waiting for an hour. The second step is to provide other contexts and example sentences according to the wall chart. Wait for the other person to arrive at 4: 30. He has been waiting for half an hour.
In the third step, the teacher writes two example sentences on the blackboard to teach students to read and ask students to summarize the meaning and structure of sentence patterns, and the teacher gives instructions.
Let the students copy the examples and ask them to repeat the sentences. Have you/have you done the exercises? For what? The structure of. Step 5: Send the prepared pictures to the students and practice speaking in pairs or groups. Let them use the sentence patterns they have just learned. Step 6 Students open their books, find out the sentences containing this sentence pattern in the text/dialogue, and check their understanding. Students use this sentence pattern to say a sentence with semantic context. Then, write down this passage.
In the above-mentioned teaching process, steps 1, 2, 3 and 4 are the presentation stages, aiming to let students know and understand the specific language phenomena in the context; Steps 5 and 6 are practice stages to help students master new languages through practice; The seventh step is the application stage, which is the teaching purpose of this course.
Verb (abbreviation of verb) training requirements
When using this strategy in grammar teaching, the context design in the presentation stage is not limited to the wall chart. Teachers can use students' situations, classroom situations and real life situations to design situations corresponding to the teaching content. In the practical stage, students should be allowed to practice mechanical control, transition and application according to the situation. In the application stage, we should not only pay attention to the interest of teaching and the participation of students, but also pay attention to oral and written expression. In vocabulary teaching, when using this strategy, teachers should pay attention to the diversity of new words and avoid stereotyped explanations. The practice and application of new words should be combined with texts or auxiliary reading materials to avoid memorizing vocabulary in isolation.
In English teaching, grammar teaching is an integral part of the whole English teaching. English grammar should not stay in the teaching and explanation of grammar knowledge and language points, but should become a part of cultivating language ability and a means of cultivating students' English communicative competence. Learning grammar rules is to master the language and communicate, not to learn grammar for the sake of learning grammar. Our English grammar teaching must be innovated and improved in methods, which is more conducive to cultivating students' communicative competence.
Teaching Methods of English Grammar in Junior Middle School (Ⅱ)
1, Introduction
At present, many middle school English teachers find grammar teaching very difficult and try to avoid grammar teaching in public classes. The newly promulgated English curriculum standard clearly points out:? The focus of this English curriculum reform is to change the tendency that English teaching pays too much attention to the explanation and teaching of grammar and vocabulary knowledge and ignores the cultivation of students' practical language use ability (Ministry of Education, 2003). ? Some teachers think that the language application ability emphasized in the new curriculum standard mainly refers to the ability of oral expression, so they overemphasize the importance of oral English and ignore the role of grammar teaching in English learning. Grammar is the basis of cultivating language application ability and one of the fundamental conditions for language to become a language. ? Grammar teaching should naturally have its due position in foreign language teaching, and the quality of grammar teaching directly affects the whole foreign language teaching (Ministry of Education, 2003). .
Therefore, the dispute in middle school English teaching is not whether to teach grammar, but to study the ideas and methods of grammar teaching, re-understand grammar teaching and improve grammar teaching. According to my usual teaching practice, I propose the following grammar teaching methods.
2. Adopt group cooperation task-based teaching.
Task-based teaching refers to: after students understand the basic structure of related grammar items and their common ideographic functions, teachers design tasks close to students' lives, and integrate abstract grammar rules into life situations, so that students can experience and understand the ideographic functions of language forms in the process of completing tasks, so that the learned grammar rules can be applied to real communication, thus achieving the goal of internalizing rules and effectively improving students' ability to use languages. Task-based teaching believes that many activities in functional teaching activities do not come from real life, so they can only be called? Quasi-communication? Activities (D. Noonan
989), but to train students to participate in and complete tasks in real life.
(d. Noonan 1989).
Task-based teaching in group cooperation is a better way to implement task-based teaching. It adopts the form of double activities or group activities, which avoids the teaching problems such as large class size, uneven knowledge level and intellectual development among different students, and insufficient communication between teachers and students. Using group cooperative task-based teaching can change the present situation that grammar teaching pays too much attention to language form and ignores the cultivation of practical application ability of language, thus optimizing English grammar teaching, making students change passive practice into active practice, making boring grammar learning lively, enhancing students' learning autonomy, promoting cooperation and communication between students and improving their problem-solving ability.
For example, the new textbook Go for it! Unit 3, Grade 9 Teenagers should be allowed to choose their own clothes. This unit learns the passive voice of modal verbs. After presenting the sentences of language goals, I divided the class into several groups, each with 4? Six people, each group member is required to discuss and use the school rules. Should students be allowed? /students should? No discussion allowed. After each group draws some opinions, each group sends a representative to the stage to express their opinions. Finally, they combined the unanimous opinions of the whole class and made suggestions to the headmaster. Because this activity is closely related to every student, everyone actively expresses their opinions and students actively? Moving? Get up, and teaching will follow? Live broadcast? Get up. In group discussion, students repeatedly use the above sentence patterns to master the teaching task of using modal verbs in passive voice.
3. Use context teaching.
Traditional grammar teaching is mainly to guide students to master language knowledge, rather than the ability to use idioms. However, the purpose of learning grammar should not only be to master language forms, but to enable language learners to use language forms to achieve communicative purposes in specific occasions and situations. Context teaching means that teachers guide students to correctly understand and distinguish the different meanings of the same word or sentence in different language environments. For example, the new textbook Go for it unit 4 vacuum TiO for eight years. What are you doing? In section a? Me? m
Look after my sister. /He is watching TV. /her? Visiting her now.
Grandma. ? Sentences with the same grammatical form. At this point, teachers should tell students that BE+V-ing expresses different meanings in different contexts, for example,
? Me? I'm looking after my sister. ? May I refer to it? I'm taking care of my sister? But according to the above question? What are you doing?
On vacation? Here? Me? I'm looking after my sister? It should mean? I will look after my sister. The same,? She? s
Visit her grandmother. ? What does this mean? She is going to visit her grandmother? Instead of. She is visiting her grandmother. ? Another example? Hang up? What can this word mean as a verb? Hang, hang? , is it ok? Hang up, hang up? If we want to understand its meaning correctly, we should judge it according to the specific context. In order to let students master the word hang better, I give the following two questions (fill in the blanks with the appropriate forms of words):
1. He hung his dry clothes on the rope yesterday.
He was hanged for murder.
Question 1, the whole sentence should be understood as? He hung his wet clothes on the rope, so what should it be? Hang, hang? The second question should be? He was hanged for murder? So hang should be understood as? Hang up, hang up? Yes, according to Hang? Hang, hang? The past tense is hung and hang, right? Hang up, hang up? The past tense and past participle have been changed, so the question 1 should be hung up and the answer to the second question should be changed.
It can be seen that teaching grammar in context can make students understand language and words more clearly, not just
Pay attention to the form of language and the one-sided meaning of words, so that students can realize that the same sentence and words may have different meanings in different occasions and situations, thus prompting students to really learn and use them flexibly.
4. Use discourse teaching.
Grammar teaching should be closely combined with listening, speaking and reading activities. Reading process is a process in which students discover and think about problems. By analyzing some grammatical phenomena encountered in reading, students can deepen their understanding of these grammatical phenomena, which is by no means replaceable by simply instilling grammatical knowledge into students. If the teacher just asks the students to practice a grammar point mechanically in the sentence, the students will feel bored; If grammar points are put into the text, so that students can form a certain perceptual knowledge of language phenomena in the article before reading it, they can be guided to summarize grammar rules according to the context. This will not only deepen students' impression of what they have learned, but also make them feel bored.
For example, the textbook Go for it! A letter from Unit 8, Section B of 8th grade's first volume: Dear Tom:
How was your day off? Did you have a good time? I didn't? I had a bad day. I visited my cousin. It's raining all day. In ...
In the morning, I stay at home and watch DVD, play computer games and read books. In the afternoon, Uncle Martin put some of his old things in the yard and had a yard sale! However, no one came to sell it because the weather was too bad. Luckily, we brought umbrellas and raincoats, so we didn't? Don't get wet.
See you later,
gap
This letter is very suitable for students to learn the past tense of verbs, including affirmative, negative and interrogative forms of verb past tense, as well as some irregular past tense of verbs. The article is closely related to students' life, that is, describing how they spend their holidays, such as? Visiting my cousin/staying at home/watching DVDs, playing computer games/reading? Wait; Teachers can ask students to write a letter to their friends describing the holiday they just spent. Such writing activities can not only enable students to learn grammar through texts, but also improve their reading ability and oral expression ability.
5. Use inductive and deductive teaching.
Induction teaching is to let students get in touch with language materials first, and through inputting a large number of real language examples to students, students can form a certain perceptual knowledge of the language they have learned, and process their thinking, from which they can sum up grammar rules. This process can cultivate students' memory, thinking ability and comprehensive ability. Deduction is difficult for students to understand in grammar teaching. You can use the teaching method of presenting grammar rules to students first, and then giving examples appropriately or letting students give examples. Textbook-style Go
For it, 8th grade, Book 2, Unit 4 He said I was diligent.
The main grammatical point of this unit is to learn how to turn direct speech into indirect speech. Before summarizing the rules of transformation, I will present the following sentences to the students:
1. He said,? I am a student. ?
2. She asked? Will you go to the zoo?
3.？ Where is John? The teacher asked.
4.？ Be sure to close the door when you leave. ? The teacher said to us.
Among them, I asked student A in my class to express the contents directly quoted by 1 and 2, and then student B told them.
What did other students say just now? In this process, they realized the change of person and tense. At the same time, they instruct students to use the conjunction "where or if" to guide the conversion of general interrogative sentences, and change the interrogative word order into declarative word order (subject comes before predicate), with a period at the end of the sentence. Then the third and fourth sentences were expressed by me, and the students in the class raised their hands voluntarily. A student tells other students what the teacher said, and at the same time guides students to pay attention to the problems in the conversion of special interrogative sentences and imperative sentences. Finally, it summarizes how to change the direct speech of declarative sentences, general interrogative sentences, special interrogative sentences and imperative sentences into indirect speech. And then use it? Whispering? The way of activities, let students practice, ask students to be in? Whispering? Try to use different sentence patterns in this process. Through this activity, students practice and consolidate the conversion rules, so as to master the sentence structure of indirect speech skillfully.
6, the use of game teaching
Psychologists believe that interest in learning is an emotional and intentional activity in which a person tries to understand the world, longs for cultural and scientific knowledge, and constantly seeks truth. Grammar teaching has always been considered as? Dull? Many students think that grammar is difficult to learn and meaningless, so grammar teaching must try to arouse students' interest. If students can use the language knowledge they have learned in the game, they can not only review and consolidate the language knowledge they have learned, but also improve their interest in learning and arouse their enthusiasm for learning. For example, when teaching the grammar content of the present continuous tense, I design a guessing game, so that one student can do actions and the whole class can use sentence patterns? What? s
What is he/she doing? What he/she is doing; ? Guess the action. Another example is teaching? Really? Sentence patterns, I divide the whole class into 3-4 groups, each group is guided by a student, such as a table/bed/; In ...
Living room. Other students draw someone's living room according to the instructions; Then exchange the pictures between the groups. over there
Is it? Sentence patterns describe the picture content. In such interesting activities, students not only master new sentence patterns, but also review the vocabulary they have learned, and at the same time gain a great sense of accomplishment and enhance their self-confidence in learning.
7. Conclusion
In short, according to different teaching objectives and teaching contents, teachers can adopt flexible and diverse teaching models and methods to make grammar teaching no longer? Bored? Only in this way can English grammar teaching under the new curriculum reform play an important role in the whole English teaching process.