高中英语语法趣味教学

高中英语语法趣味教学（通用6篇）

篇1：高中英语语法趣味教学

英语语法教学的趣味性论文

[Abstract]Grammar, as a set of rules for choosing words and putting words together to make sense, plays a significant role in language teaching. It is difficult for students to speak English without learning English grammar. However, the traditional teaching methods are so boring that modern language teaching tends to neglect grammar. There have been more and more teaching theories and teaching methods at present. In this paper, some features and rules of grammar teaching have been generalized. Besides, several teaching modes have been introduced and discussed to make students more active in the class and to enhance communicative activities between the teacher and students, so as to make abstract grammar teaching more vivid and interesting.

[Key words]English grammar teaching; teaching methodology; delights

[摘 要]语法在英语教学中占有重要地位，没有语法规则的监控和修饰，学生很难成为地道的英语使用者。机械地沿用以教师为中心的传统方法进行教学使语法教学抽象枯燥。目前又出现了各种各样的教学理论和教学方法。本文总结了语法课堂教学的`特征和规则，提出了几种基本教学方法以便更好地发挥学生的主动性，增强师生间的交互式教学活动，使抽象的语法教学形象活泼。从而使语法教学更好地服务于英语教学的最终目的---培养学生的语言交际能力。

[关键词]英语语法教学;教学法;趣味性

1. Introduction

Grammar is a set of rules for choosing words and putting words together to make sense. Every language has a set of grammar rules. It has been held that if a language is a building, the words are the building bricks and the grammar is the architect’s plan. Without a plan, there would not be any building. However, with the growing popularity of the communicative language teaching approach, grammar is more and more neglected and grammar teaching is regarded as inherently “dull” or “old-fashioned”. Some teachers are even going to extremes by avoiding talking about grammar under the supposition that grammar teaching do no good to students’ communicative competence. As a consequence, the grammatical knowledge is not timely consolidated, internalized and converted into a practical ability. There are some problems in grammar teaching, which are generalized as “five emphases” and “five neglects”, [1] that is: emphasizing instilling knowledge while neglecting practicing skills; emphasizing explaining in detail while neglecting exercising; emphasizing written exercises while neglecting oral practices; emphasizing the analyses of grammar while neglecting the usage of grammar; emphasizing the mastery of rules while neglecting knowing examples. It is because of these problems and difficulties that grammar teaching is so boring for both teachers and students.

2. Features of English grammar teaching

There are some features of grammar teaching in the class which is worth noticing.[2]

2.1 Activeness and interest

Grammar teaching should fit the students’ age, the class situation, and the content of teaching materials.

1) Try to satisfy the students’ desire of success. For instance, according to different levels of the students, teachers can teach them to sing English songs, read some interesting stories to them or talk about children’s programs with them.

2) In termsof “3-s” which is surprise, suspension and satisfaction, teachers can advance some enlightening questions to satisfy the students’ curiosity and to arouse their interest.

3) Teaching methods should be of variety and flexible.

2.2 Practicality and communicativeness

Listening, speaking, reading and writing should be developed harmoniously.

1) Emphasize communicative usage, such as doing duty report, two minutes’ talk, free chat between students and the teacher, and so on.

2) Insist on elaborate explaining and doing more exercises, which requires the teacher to give two thirds to three fourths of the class time to do exercises that should be designed according to the difficulty gradation, and according to their purposes.

2.3 Consolidation and development

Try to avoid forgetting and try to consolidate the knowledge gradually. In other words, teaching materials should be arranged systematically and organizationally. The teacher should try to connect new knowledge with the old ones, increase repetition and enhance exercises to enhance positive transference and help students grasp knowledge and train their practical skill. In a word, such features make grammar teaching particular and important.

3. Principles of English grammar teaching

In order to teach grammar successfully, the following principles should be paid attention to and obeyed. The following principles should be showed in the class.[3]

3.1 Motivation principle

Motive is the assurance of all teaching activities, including grammar teaching. Nowadays, since more and more students are not interested in grammar, it is more and more significant to motivate students. There are six points altogether in this principle.

1) Choose the topic that suits the students’ age, cognition and language learning.

2) Create the proper situation, and try to offer some ocular objects, such as pictures and slides.

3) Make grammar exercises open ended in answers which allow students to talk freely and arouse their interest.

4) Form and meaning are combined. Meaning should be the core of exercises, which can be designed with an information gap to let students join in and get what they want to know.

5) Personality should be embodied fully, which help students to carry on the real exchange.

6) The activities should be more challenging and make students moderately nervous, thus students will get the joy of success.

3.2 Efficiency principle

It is made up of six points as well.

1) The aim of the grammar teaching activities should be clear.

2) Try to increase students’ participation in pair work or group work.

3) Make sure the efficiency of practices, which means to make sure students are able to use the new grammar rules properly and make them have a sense of success and satisfaction after the teacher correcting their faults.

4) Increase the kinds of activities. The variety of activities is the condiment of the studying and teaching. Sincethere are students of different levels, the activities in the class should be different.

5) Preparation before exercises requires that there must be presentation and explanation. After students have a clear idea about the taught grammar rule, they can enter into grammar practicing.

6) Class evaluation. There is a grammar test at the end of the class.

3.3 Variety principle

The vitality of teaching activities in the class lies in the changing of teaching activities. The teacher should create fertile activities in terms of students’ situation.

3.4 Majority principle

It shows that teaching should fit every student. So implicit teaching and dominant teaching, inductive method and deductive method, controlling, semi-controlling and communicative practice should be united.

3.5 Procedure principle

This tells that teaching should follow the procedure of presenting, explaining and developing, otherwise, its effect will be damaged.

3.6 Communicative principle

Language serves communication, and the real language ability is developed in the process of communicating. So communication should also be embodied in grammar teaching.

3.7 Diversity principle

Language ability is the basis of communicative ability. And learning grammar is not the aim but the way of learning language. Teaching does not mean just teaching grammar, neither does language learning.

In a word, with the new curricular reform, the aim of grammar teaching also changes. Grammar teaching is aimed to stress the marrow of grammar by nimble teaching designs, and to make grammar class alive through creating fertile situations, thus to help students transfer the isolated and scrap language points to apply language quickly. So the new or useful methodologies should fit the features, suit the principles and display the aim.

4. Methods of English grammar teaching

According to the differences of methods of introducing the structure, there are implicit ways, such as the inductive method, and explicit ways, such as the deductive method. According to the differences of teaching aims, there are communicative approach, situational method and task-based method, which are aimed at developing students’ communicative ability. And all these methods can be adopted to make grammar teaching vivid and interesting.

4.1 The inductive method

In the inductive method, the teacher induces students to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if students are given enough appropriate examples.

For instance, the teacher wants to introduce comparative adjectives to a class of low-level students, she first shows a picture of a tall, thin girl labeled Mary, saying “Mary is tall”. She shows a second picture of an even taller, thinner girl labeled Ann, saying “Ann is tall”. The teacher then puts the two pictures side by side with each other and says: “Mary is tall and Ann is tall, too. But Annis taller than Mary”. The teacher can do the same for “thin” and introduce more pictures, or objects and adjectives: long, short, big, small and so on. After several examples, students will understand the structure of the comparative adjectives. The target sentence is “Ann is taller than Mary”. Then students produce more sentences using the pattern “X is …-er than Y”.[4] The teacher may check whether students have grasped the meaning of the structure by asking some conceptual questions, then give them further practices.

In order to present the two forms “this is” and “these are”, the teacher will first hold up a book, saying “This is a book.” He or She will do the same showing other objects. Then the teacher holds up several books and says “These are books.” After several similar examples, it is hoped students will understand “these are” is used with plural forms of nouns. Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Then the teacher may elicit the grammar rule from the students.[5]

4.2 The deductive method

The deductive method relies on reasoning, analyzing and comparing. In the deductive classroom, the teacher gives a grammatical explanation or rule first, and then ask them to use the rule to do a set of exercises in order to understand the grammatical point and help them master the language item. One possible way of delivering such a lesson is as follows:[6]

(a) Present the structure and explain the “rule” in a way that involves the students.

(b) Write up the language structure.

(c) Set up some activities so that the students can practice the language structure in a meaningful context. For example, the teacher may use a role play, a discussion or a piece of writing to consolidate the language structure.

When teaching the structure “used to do”, the teacher firstly presents it on the blackboard and explain its meaning and usage clearly. Then the teacher gives students some examples. After that, he or she invites students to do group work to make sentences using the structure. The group that makes the most examples will be the winner.

Besides when presenting the future tense, the teacher presents the word “will” and do the same as the above. Then he or she can ask students to do a piece of writing to check their understanding. The title may be “my dream”. And read some good writings to the class next day.

4.3 The combination of inductive method and deductive method

Among the methods for teaching grammar, the deductive method and the inductive method have been discussed and adopted most frequently. Obviously, the inductive method is more interesting. It is believed that the inductive method is more effective in which students discover the grammar rules themselves while engaged in language use. This is especially true with grammatical regularities which areeasily perceived, understood and applied. However, it is a good idea to combine both methods, which avoids the bad influences of the traditional infusing method and can motivate students.

Nowadays, the teacher combine the two methods more and more. He or She usually uses the inductive method firstly and then the deductive method, especially when teaching some more difficult grammar points. For example, when teaching the structure “If I were…, I would…”, the teacher may make sentences like this: “If I were a bird, I would be kept in a hutch.” “If I were a millionaire, I would go around the world.”… The more, the better. Then the teacher asks students to find out the similarities of the sentences and encourage them to guess its meaning or features. After that, the teacher can make further explanations on the basis of students’ understanding. And to check if they have grasped the structure, the teacher can invite students to do pair work. The students discuss with their partner and make a dialog. Finally, the teacher asks several pairs to act out and do some comments. Similarly, subjunctive mood can be taught in this way.

4.4 The communicative approach

Communicative approach, which is aimed at developing students’ practical communicative ability, emphasizes how to use the right communicative context in the process of language study, and holds that language study should meet the students’ needs of exchanging and transferring information in their real life and work. So the core of it is “using language to learn and learn to use language”.

In communicative class, students are considered as the main role. The teacher organizes all kinds of real and vivid activities to make teacher-student and student-student exchanges, then help students transfer the grammar knowledge into their skill of applying language.

When teaching the article, the teacher can draw a picture and ask students to describe the picture, on which there is a book on the table, there is a bed in the room, and so on. And the two pictures are of few differences. One of them can ask the following questions: Is there a girl in your picture? Or is there a mirror in it? Also, two students can have different information to exchange. One of them has a picture with “carrot, horse, rose, and tomato” and the other has another picture of “animal, flower, fruit and vegetable”. Then they exchange the information by asking and answering some questions. So they can make a dialogue like this:

A: What is a carrot?

B: It is a vegetable.[7]

Lastly, one student has a picture and he will ask his partner to set the things according to the picture. e.g. Put the pen on the book beside the bag. All these methods can motivate students, and also develop their communicative skills.

The grammar can also be learned and taught in the form of poems or songs. Because such poems or songs are always relaxing, lively and comfortable to read, and are easy to remember. Students can learn and master the pattern “have done” by reading the following songs:

The Beaches of Mexico

Have you ever seen the beaches of Mexico?

Have you ever walked the streets of San Juan?

Have you ever been to Haiti?

[……………………………]

I’ve sure been in pain.

I’ve sure been in love.

I’d do it all again. [8]

After introducing subjunctive mood, the teacher can offer a poem to help students understand the mood as follows:

If All Were One

If all the seas were one sea, what a great sea that would be!

If all the trees were one tree, what a great tree that would be!

If all the axes were one axe, what a great axe that would be!

If all the men were one man, what a great man that would be!

If the great man took the great axe, and cut down the great tree.

And let it fall into the great sea, what a great splash that would be!

It is believed that such kind of teaching would be effective because it would make the class lively and students excited.

Communicative approach requires that the teacher should connect grammar teaching with practice and communication consciously to offer an environment for students to use the grammar through listening, speaking, reading and writing. For example, after introducing the article, the teacher can not only design some blank-filling exercises but also organize the following paragraph:

Once there lived an old woman. She had a very beautiful cat. One day she lost her cat. She looked for it everywhere but couldn’t find it. She was very disappointed. One evening she saw a cat lying by the roadside almost dying. She was very happy and bought it home.[9]

Then the teacher asks students to read the paragraph quickly by themselves and answer the questions as follows:

1) Does the article tell us if the old woman found her own cat?

2) How do you know?

If the students want to understand the paragraph and answer the questions correctly, they must know the meaning of “a”. In this way, the students can master the usage of the article by reading the paragraph, and understand the whole paragraph by knowing the rule of using the article as well, which can help them grasp the usage of the article further.

So from what have been discussed, it is easily found that the communicative approach assumes that the purpose of language teaching is to manipulate the structures of the foreign language and how to use the grammar rules. While teaching grammar, the teacher should try to provide students with many opportunities to use the language for communicative purpose, develop students’ ability to participate in communication through language rather than their perfect mastery of individual structures. By adopting communicative approach, the classroom atmosphere is relaxing and lively. The teacher is no longer dominant but an organizer, helper and participant while students are no longer “ignorant audience” and passive learners, but actively involved in the class. They are not only learning the grammatical rules but also practicing their speaking, listening and reading, thus their communicative ability will be greatly improved.

4.5 The situational method

“Situation” is the occasion where the target language is practiced. The right situation can help students understand and apply language suitably. The teacher should utilize the real environment or create lifelike situation to teach grammar, which includes objects, real language surroundings, postures, non-language ways, multimedia, pictures, examples and so on.

It is believed that the classroom is the most economical and convenient “teaching tool”. There are students, a teacher, doors, windows, walls, blackboards, desks and lights, which have formed a special relationship to be used in grammatical class. For example, when teaching “both” and “neither”, the teacher can ask two boys to stand up and introduce them: This is Li Lei and this is Wang Tao. Li Lei is a boy and Wang Tao is a boy, too. They are both boys. / Both of them are boys. Li Lei isn’t a girl. Wang Tao isn’t a girl, either. Neither of them is a girl. The teacher can write down the sentences that include “both” and “neither” while he or she is introducing, then ask students to guess their meanings and explain them to the students. In this way, students will understand the grammar easily and the teacher will also reach his or her teaching goal quickly.

Some examples also can provide the needed situation. Some language phenomenon can not be explained clearly by native language. So the teacher can design the appropriate situation by some examples, which can help students to understand and digest the knowledge in the context. For instance, when explaining “on time” and “in time”, the teacher can give the following examples:

1) The plane to Guangzhou should leave at 2:30. It took off at 2:30. It took off on time.

2) We arrived home five minutes before the TV program. We arrived home in time to see the program.

These two sentences are clear and direct for students to understand their difference.

Sentences can make a proper situation, so can dialogues and stories. Firstly, let’s take a dialogue for example:

T: Did you go to see the new film “Broken Arrow” yesterday afternoon, S1?

S1: Yes, I saw the film with my classmates.

T: How did you like the film?

S1: Exciting, very exciting. All of us liked it very much.

T: I’m sorry I missed it. If I had had time, I would have gone with you.[10]

The teacher writes down the last sentence on the blackboard, which is a good idea to teach subjunctive mood. And students can accept and digest it easily and quickly, right?

Also, the teacher can organize an interesting story which shows the new grammar point. For instance, when introducing present participle, the teacher can tell the following story:

One cold morning in winter, when I was about to go to school, a smiling man with an ax on his shoulder stopped me, saying, “My pretty boy, has your father a grindstone?” “Yes, sir” said I. “You are a fine little fellow!” said the man, “Will you let me grind my ax?” Hearing the praise, I answered, “Oh, yes, the grindstone is in the big room…”

Pictures can also create the appropriate situation. Since different students have different imagination, students will have different pictures in their mind when the teacher is introducing some abstract grammar phenomenon, which will become the obstacle of language teaching. At this time, pictures, sketches, and diagrams can make abstract concepts concrete and make teaching and learning easy and interesting.

For example, when explaining “while, when and as”, the teacher asks help from the following sketches:

He came back.

She was working.

While (When) she was working, he came back.

He listens to the music.

She works

He often listens to the music as she works.

After teaching the past participle of irregular verbs, the teacher can use a chart as follows to generalize them, which will stimulate students’ ocular organ and be easily remembered.

AAA type ABB type ABA type

cut cut cut sit sat sat come came come

put put put spend spent spent Become became become

To distinguish “have been to” from “have gone to”, the teacher can also use a diagram to make teaching lively and easy.

(1) She has been to Guangxi.

Beijing Guangxi

She is here

(2) She has gone to Guangxi.

Beijing Guangxi

She is here. or she is here.[11]

They are so clear that students can easily understand and remember them.

Simple pictures on the blackboard or on paper are always welcome in the class. For instance, when teaching comparative adjectives, the teacher can also use simple pictures. He or she can draw three persons of different height on the blackboard with yellow, green and red chalks, then name them Tom, Jack, and Mark respectively and introduce, “Tom is tall. Jack is taller than Tom. Mark is taller than Jack. He is the tallest of all”, then repeat them and underline the comparative adjectives to arouse students’ attention. Similarly, the teacher can draw three pencils and use the adjective “long” to describe them. Besides, there are still many other simple pictures that can be adopted to teach comparative adjectives.

When practicing the pattern “be + doing”, the teacher can show the picture of a woman jumping but covering up most of it with another card then ask, “what is she doing?”

Student A: She is walking.

The teacher: Is she walking?

Student B: She is running.

The teacher move down the card so that more can be seen and ask, “Is she running?”

Student C: No, she isn’t, she is jumping![12]

Such an activity not only practices the structure but also develop students’ communicative skill.

If the teacher wants to distinguish “say” from “tell” to the students, he or she can draw a person on the blackboard and writedown “say” beside it. Similarly, the teacher can draw two persons and write “tell” down between them. That is, “say” is an individual action while “tell” usually happens between two persons. Therefore, students can remember their difference firmly for long.

All in all, there are so many things that can create the proper situation. Students will learn and digest the grammar rules if they are placed in a right situation. There are seldom real surroundings for teaching and learning the target language, but lifelike surroundings can be created, where students will feel relaxed and happy in the class. Thus the grammar teaching will be more interesting and effective.

4.6 The task-based method

The task-based teaching methodology is recommended as an effective teaching method by English Curriculum Standards for Secondary Schools, an official document of ELT for Secondary Schools by the Ministry of Education of China. Nunan explains the instructional roles of a task with particular reference to language development. “A piece of classroom work which involves learners in comprehending, manipulating, producing in the target language while their attention is principally focused on the meaning rather than form.”[13]

By the way, pair work and group work are the most common activities in the task-based method. As Hammer says, “pair work allows students to use language and also encourages students’ cooperation which is itself important for the atmosphere of the class and for the motivation it gives to learning with others.”[14] For example, after teaching the pattern “be made of”, the teacher can ask students to do pair work to make a dialogue using the main structure and imitating the dialogue in the text. Thus students will involve in it. They must think about it and discuss with their partners. When they finally finish it, they also practice their speaking at the same time. This way is better than just doing some grammatical exercises.

Compared with pair work, group work seems to be more attractive in a grammatical class. Students in groups could have more persons to discuss with and more talking time, also there could be more ideas and thoughts. It will be exciting, lively and dynamic if the teacher gives a well-designed task. Hammer suggests: “Students will be teaching and learning in the group exhibiting a degree of self-reliance that simply is not possible when the teacher is acting as a controller.”[15]

After introducing the attributive clause, the teacher can ask students to do group work. Generally speaking, there are three to four students in one group. The task is to guess who he or she is or what it is. Firstly, the teacher leads the way, and he or she describes a person or an object. Then the students respond. They will do like this:

T: She is a girl who got three gold medals in the last sports meet.

S1: Wu Yan.

T: Right, now another one, it is a book that can tell you the meaning of new words when you study English.

S2: A dictionary. [16]

Every group tries to think about more sentences and anybody in any group gives the correct answer will acquire a mark. Finally, the group that gets the most marks will be the winner and rewarded. Using this method, students will be motivated, excited, active to take part in it and try their best to gain marks for their group. What’s more, the grammar will be digested subconsciously and gradually.

It is clear that task-based teaching methodology is a useful method. In the process of such activities, the teacher should be lenient and kind to students when they make some mistakes, otherwise, students will lose heart. However, if the mistakes are serious, the teacher can correct them ingeniously and tactfully. If not, then the teacher can ask, “What did he or she say?” and make other students help him or her. In a word, students should be encouraged in the class. Making students confident and relaxed is more important, which is the basis of teaching them knowledge or instructing them.

5. The variety of activities in the class

In the grammatical class, the teacher can also adopt different activities to arouse students’ interest. In other words, the variety of activities in the class is necessary and significant to make grammar teaching vivid and interesting.

5.1 The experimentally demonstrating activity

The experimentally demonstrating activity is also an attractive activity. Students are usually so interested in doing experiments. So some easy and practical experiments in the class must be welcome. For instance, when explaining the difference between present participles and past participles, the teacher can demonstrate the process of boiling water to boiled water. When the water is boiling, the teacher shows it to students. When the temperature changes, the teacher drinks the boiled water and tells students that is boiled water.[17] In such vivid and relaxing atmosphere, students can grasp the difference and the usage subconsciously.

5.2 The movement demonstrating activity

The teacher can also teach grammar by their own movement. For example, when teaching the pattern “be + doing”, the teacher can perform and let students guess. When he performs running, students say, “You are running.” Also, the teacher can ask some student to perform in front of the classroom. Such a way is proved to attract students easily. There are also many other grammar structures that can be taught in this way.

5.3 Using games

It is believed that most students love playing, so using games must be a wonderful idea, and it is worth putting into practice in a grammatical class. When in a game, students have to take individual responsibility for what they think the grammar is about, the teacher is free to find out what students actually know without being the focus of students’ attention and everybody is working at once. With more students’ talk and less the teacher’ talk, the atmosphere in the classroom is relaxing and lively. Students produce free and natural language without teacher’s intervention. Games can be used before presenting a given structure area to find out how much knowledge of the area is already disjointedly present in the group or after a grammar presentation to see how much the group have grasped or as revision of a grammar area. When to use games mainly depends on classroom atmosphere and the topic to be dealt with. For example, after introducing the unreal conditional clauses and having students deduce the rules from the example sentences, the teacher may ask students to play a game called “chain of Events”.

The teacher gives students one “if-clause”: If I went to live in another country…. Then student A completes the sentence by saying: If I went to live in another country, I would live in France.

Student B takes the second part of A’s sentence and reforms it into an if-clause and suggest a further result:B: If I lived in France, I would visit the Louvre.

Then next students carry on such a game in the same way: If I visited the Louvre, I would take a lot of photos. … [18]

The game continues until every student has a chance to speak and practice. Some other games include: coffee-potting, I spy, if it happened, ect.. And these games have proved to be wonderful in a grammatical class.

5.4 Cultural penetration

“Cultural penetration” is another activity that can attract the students’ attention, which means that the cultural knowledge is penetrated in the process of teaching language to make sure it is carried out smoothly. [19] Such a method can also improve grammar teaching. For example, when teaching form subject and form object “it”, the teacher can tell students that the English and Americans attach importance to their formal thoughts, which is different from our Chinese. When introducing the simple past tense, the teacher can use the background of WWI or WWII as the teaching material. With this method, students not only learn something about the wars but also understand the usage of the past tense. So, if students can learn some culture of the target language, grammar teaching will be more effective and interesting than expected.

6. Conclusion

Grammar plays an important role in language learning and teaching. “Grammar teaching holds its own position in foreign language teaching. Whether the effects of grammar teaching are good or bad will affect the whole language teaching.”[20] The significance of grammar teaching is not contradictory to the curricular reform which does not negate grammar teaching but requires teachers to change their ideas to give students more time to practice language and enliven grammar teaching to serve the communicative teaching. In the class, students are regarded as the main role, and the teacher is an organizer, participant, controller, and so on.

So the traditional methods should be reformed, and the communicative approach, situational teaching method, task-based method, etc. should beadopted to improve students’ language ability. Besides, diagrams, pictures, games, objects, and so on, should be enough in classroom teaching to motivate students. In a word, the variety of teaching aids and teaching methods in a class will stimulate the students’ curiosity to make grammar teaching more effective and more interesting.

References

[1]胡春洞. 当代英语教学实用模式(上)[M]. 北京：清华大学出版社，，P29-42

[2]同[1] P147-151

[3]王笃勤. 英语教学策略论[M]. 北京：外语教学与研究出版社，2002，P163-166

[4]宋慧文. 如何让英语语法教学生动活泼[J]. 内蒙古电大学刊，2002，4，P49

[5]王 蔷. 英语教学法教程[M]. 北京：高等教育出版社，， P63

[6]同[5] P62-63

[7]洪 梅. 交际性英语语法教学初探[J]. 商丘职业技术学院学报，，4， P42

[8]阎春梅. 英语语法教学的交际化[J]. 湖北大学成人教育学院学报，，4， P53

[9]同[1] P31

[10]马福康. 关于当前中学英语语法教学[J]. 外语界，,1，P48

[11]贾冠杰. 外语教育心理学[M]. 南宁：广西教育出版社(第2版)，，P83-84

[12]Andrew Wright. Pictures for Language Learning[M]. 天津:南开大学出版,2003，P21

[13]张庆宗. 英语教学法[M]. 长沙：湖南人民出版社，，P243

[14]曾宪红. Improving Grammar Teaching In Chinese EFL Class[J].郴州师专学报,1994，1，P15

[15]同[14] P15

[16]麻昌全. 运用任务设计教学定语从句[J]. 中学外语教与学，2005，5，P37

[17]同[14] P15-16

[18]沈 瑛. 新课程中语法教学的定位及其策略[J]. 中小学外语教学， 2004，8，P3

[19]胡文仲, 高一虹. 外语教学与文化[M]. 湖南：湖南教育出版社，2003,P20

[20]H. H. Stern. Issues and Options in Language Teaching[M].上海：上海外语教育出版社，1999，P127-128

篇2：高中英语语法趣味教学

——SEFC BOOK1 Unit4定语从句教学案例

一、学生分析

授课对象为高二（8）班的学生。高二（8）班为文科班的平行班，英语基础较差，对英语不太感兴趣。大部分学生的思维活动、表现欲望和合作精神在平时的教学中表现很好。根据这些特点，我采用与新课标要求相一致的新的教学方式，即活动式的教学法和任务型教学法相结合的方法，调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。

二、教材分析

本节课的授课内容为定语从句中的一个重点也是难点的内容：定语从句中关系代词和关系副词的用法及区别。对于该内容学生半知半解，加上语法容易让人觉得枯燥，学生对此内容有排斥畏难心理。尤其是当先行词一样时，该用关系代词还是关系副词是一个难点。

三、教学目标

知识与技能：1.让学生弄清楚定语从句中关系代词和关系副词的用法；2.重点是定语从句中关系代词和关系副词的区。

过程与方法：1.培养学生自主学习和协作学习的能力； 2.培养学生质疑意识，分析问题、解决问题、归纳问题的能力。

情感价值观：通过本节课的学习，培养学生的爱校情感。

四、教学策略和方法

本节课的教学以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、归纳能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。随堂进行小组指导，一方面参与学生的讨论，更给学生以个别辅导，以帮助学生解决学习过程中的难题。通过演示法把制作的课件、学生的作文等显示给学生看，便于学生对知识的把握，并从中获得启迪，从而解决问题。通过小组协作法分析问题、解决问题，从而内化而形成学习成果，并将其在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。通过任务驱动教学法将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。

五、教学过程 Step1 Lead-in导入

在上课前几分钟，我播放了学生们都非常熟悉的周杰伦的歌《青花瓷》。上课时，很自然地询问学生是否知道这首歌和周杰伦。学生们非常高兴，也非常积极地回答相关问题。课堂气氛很好，也达到了调动学生学习积极性，同时引入这 节课的课题的目的。与此同时，在屏幕上展示相关句子，如： 1.The song is sung by Jay Chou.2.Jay Chou is a famous singer.然后，提示学生可用另一种表达方式来表述同样的意义，由此引出定语从句The song is sung by Jay Chou who/that is a famous singer.【设计说明】：吸引学生注意力，激发学习兴趣，同时引出本课教学内容。

Step2 Review and Presentation 在第一步之后趁热打铁，让学生分析该定语从句中的先行词，关系代词等，让学生复习与定语从句相关的内容，此时重点复习关系代词和关系副词，并将其写在黑板上。然后用图片帮助学生复习关系代词和关系副词的用法。具体做法是在屏幕上展示学生熟悉的人、物和地点，图片下给出相关的句子让学生恰当的使用关系代词或关系副词填空。如：

人--姚明，句子：

Yao Ming is a basketball player who/that is very popular.物---电脑，句子：

This is a computer which/that I often use to surf the Internet.地点---罗布人村寨，句子：

I can’t forget he days when/during which I visited Luoburen Cunzhai 地点---鸟巢，句子：

Do you know the reason why/for which people call it the Bird’s Nest? 在用定语从句描述图片时，帮助学生分析关系代词和关系副词在从句中所充当的成分，同时为下一步总结在定语从句中何时使用关系代词和关系副词作铺垫。

【设计说明】：用学生熟悉和喜欢的人、物、地点的图片，可激发学生的学习兴趣；用定语从句描述图片可帮助学生复习定语从句中关系代词和关系副词的用法，同时让学生自己总结在定语从句中何时使用关系代词和关系副词。

Step3 Consolidation 为了检验学生是否真正掌握了关系代词和关系副词的用法，我在屏幕上给出了两组先行词一样的句子，即： a.1.This is the house _____he visited last year.2.This is the house _____he was born.b.1.Do you believe the reason ____he has explained to you? 2.Do you believe the reason ____he came late? 让学生以小组为单位讨论分析，最后给出答案。事实上，学生很快给出了正确答案，说明学生对此内容掌握地很好，而且学生信心很足。

在此基础上，我问他们是否愿意尝试更具挑战性的题目，学生们跃跃欲试。我给出了六道完成句子题目。这六道题的题型与新疆省高考英语完成句子题型一样，且需用定语从句相关知识做题。我让学生六人一组讨论、分析，然后每组派一名学生将其中一题答案写在黑板上，同组的同学还可帮助订正。【设计说明】：帮助学生巩固定语从句中关系代词和关系副词的用法，同时让学生将所学的知识应用于解答高考题型。

Step4 Play a game 既然学生已经知道可以用定语从句来描述人、物或地点，为了进一步巩固已学的知识同时强调语法的语用功能，我设置了这个游戏环节。在这个游戏中，我将题目分为三组：人、物、地点；请三个不同的学生来选择不同的题；然后让学生以小组为单位讨论、互助后，派一名同学用定语从句描述图片内容，让这三个同学猜并说出图片中人、物或地点的名字。答对者及描述正确者可得到纪念品。为了提高学生参与积极性及突出语法的语用功能，我将我们的学校、学校里的操场，学生的板凳，校长、老师、同学及每个班上都有的倒计时牌拍下来，放在游戏的题目中。事实证明效果很好。

【设计说明】：进一步巩固已学的知识同时强调语法的语用功能。

Step5 Composition 在上一环节中出现的人、物和地点都是学生非常熟悉和每天都会见到的，并且都是他们学习了近五年的学校里的人，物。对于即将步入高三的学生来说，这一切都有着不同寻常的意义。于是我将学校的值得学生们留念的人，物、地点的照片用幻灯片的形式配上音乐又重新回顾一遍。在此基础上，我问同学们是否热爱我们的学校，如果要写一篇介绍我们学校的作文，他们会写什么。同学们踊跃回答。然后我 给出一篇已经写好的以“I love my school”为题的作文，请同学们评价好不好。同学们一致认为这篇作文中的句子过于简单，在高考中得分不会高，并提出可以用定语从句等将此作文修改的更好。接着我让同学们以小组为单位将这篇作文现场修改。在此巡视的过程中我用相机将部分同学修改后的作文拍摄下来并放到大屏幕上让全班同学一起欣赏。

【设计说明】：进一步巩固已学的知识并将学过的知识应用于作文的写作，以此提高英语作文水平，争取学考甚至是高考作文拿高分；同时激发了学生的爱校情感。

Step6 Summary 小结本节课的重点：定语从句中关系代词和关系副词的用法及区别。

六、课后反思

篇3：高中英语语法趣味教学

关键词：初中英语,语法教学,趣味性,创设语境

一、初中英语语法教学存在的问题

在初中英语语法的传统教学中, 往往是由教师归纳出语法规则, 然后就让学生进行习题的练习, 或者让学生们进行一些硬性的背诵。这样的教学方式, 往往会让学生在学习英语语法中, 觉得枯燥乏味, 没有兴趣。同时, 这样的教学方式, 往往不能取得好的教学效果, 学生们可能会对语法记住了又忘记或者对语法的理解产生一些误解。要提高学生们学习英语语法的效率, 就应该改变传统枯燥无味的教学模式, 采取趣味性教学来优化语法教学。

二、创设语境, 趣味学语法

在传统的语法教学模式下, 教师站在主体的地位上对学生进行“填鸭式”的教学, 忽视了学生在学习中的主体性地位, 同时也忽视了学生对语法学习的参与性, 最终导致难以唤起学生们学习英语语法的兴趣。因此, 要激发起学生们学习语法的兴趣, 那么就要重视学生们的主体性地位, 让学生们主动的积极的参与到语法的学习中来。而在语法教学中, 创设语境, 就能够帮助学生们更好的学习与掌握英语语法。

对于初中生的来说, 他们兴趣较为广泛, 探求欲也较强, 容易接受新事物, 对自己感兴趣的事物学起来就会更加的卖力。因此, 我们可以根据他们的这些心理特点, 在英语语法教学中, 结合语法, 积极的创设学生们感兴趣的一些语境, 从而激发起学生们学习语法的兴趣, 并且通过这些语境, 让学生们更加的熟悉与掌握英语语法。

例如一般过去时, 一般过去时表示过去某个时间段发生的动作或者状态, 当然这种动作或状态有可能是一次性, 也可能是经常性的。在学习一般过去时中, 我们就可以创设一个运用到一般过去时的语境来帮助学生们更好的理解这个时态的运用。如让学生们创设一个微型的情景, 用英语来讲述一件让自己最难以忘怀的事, 因为该事件已经发生过了, 所以在对事件的描述中就应该运用一般过去时, 而对自己情感的描述又可以运用一般现在时, 当然在讲述中, 还可能会运用到其他的时态, 不过必须运用到的就是一般过去时了。而教师, 在该学生的讲述中, 将其时态运用的一些句子记录下来, 然后, 将这些句子进行一个系统的分析。由于这些句子是学生们自己造出来的, 因此, 以这些句子作为例句来分析一般过去时的运用, 学生们会更加用心的去听教师们的讲解, 从而也就激发起了学生们学习语法的兴趣。

三、趣味方法, 促进语法教学

在学习英语语法中, 最忌讳的就是死记硬背了, 因为这样的方式, 往往只能帮助学生们短暂性的记忆, 且在实际运用中并不能发挥太多的效果。英语语法中, 晦涩的语法术语、冗长的规则表述, 容易造成枯燥乏味的语法教学, 难以激发起学生们学习语法的兴趣。在英语语法教学中, 我们要改变传统的教学模式, 多采取一些趣味方法, 让学生们在轻松愉快的环境下, 掌握并巩固语法知识。

1. 趣味口诀

在英语语法教学中, 我们要善于利用语法口诀, 帮助学生们更容易的记忆语法规则。朗朗上口的口诀, 与枯燥无味的公式般的规则记忆相比, 效果会提升很多。口诀有着简洁, 精炼, 诙谐等等特点, 较容易被学生们所记住。因此, 在英语语法教学过程中, 我们要善于穿插语法口诀。

例如在学习Be动词的时候, 我们就可以穿插Be动词的用法口诀, 来帮助学生们更好的理解其用法。“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, 句末问号莫丢弃。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。”这个简单且朗朗上口的Be动词的口诀, 简洁易记, 并集中的概括了Be动词的使用规则, 随着主语的变动, 随着句式的变动而进行的改动。

2. 趣味竞赛

竞赛一直是学生们喜爱的方式, 在语法教学中, 适当的结合语法内容来设计一些小竞赛, 不仅能够活跃课堂上教学的气氛, 还能够帮助学生们在竞赛中学习并掌握语法。作为初中英语教师的我们, 应该认真的钻研语法教材, 并根据其内容来精心的设置一些途径, 将语法讲活讲得有趣, 激发学生们的好奇心, 进行趣味横生的语法教学。

例如在学习名词的复数形式后, 我们就可以用趣味竞赛的形式来考查学生们对该语法的掌握。如何开展这个趣味竞赛呢?笔者是这样进行的。首先, 将学生们分为几个小组, 以小组之间的团队合作进行比赛, 然后进行各个环节的比赛。比赛的主要环节有, 抢答与次序回答, 答对小组加分, 答错小组扣分。比赛的内容主要就是各类名词复数形式的改变。在比赛完后, 笔者就再次向大家总结规则名词与不规则名词复数形式的重点与难点, 再次加强学生们对名词复数形式的理解。

3. 顺口溜

顺口溜与口诀相似, 都是为了让学生们更加容易的理解英语语法的使用。在学习英语语法中, 我们要善于去编制一些顺口溜, 将语法的使用规则说明口语化, 减少专业术语的使用。例如在多个形容词同时作前置定语时, 很多学生就不知道这些形容词应该如何排列顺序了。而如果我们记住了“限数描绘大长高, 形状年龄和新老, 颜色国籍出材料, 类别用途往后靠。”这样的一个形容词的排列规则的顺口溜, 就不会再对这个问题疑惑了。

综上所述, 在初中英语语法教学的过程中, 教学需要改变传统的枯燥的教学模式, 以学生的兴趣作为切入点, 利用学生感兴趣的形式与内容进行教学, 对教学方法进行大胆的尝试与创新, 这样才能有效地提高初中英语语法教学的质量。

参考文献

[1]陈琳、王蔷、程晓堂, 全日制义务教育英语课程标准 (实验稿) 解读[M]北京:北京师范大学出版社, 2009年

篇4：浅谈高中英语语法趣味教学法

【关键词】语法教学 趣味教学 课堂活动

语法学习，是高中英语学习中的重中之重，普遍高校都能对之保持足够的重视。但是光有重视还是不够的，题海战术，枯燥乏味的讲课形式，往往只能让学生对之厌恶，逐渐产生抵触情绪。这种传统的教学手段，不仅学生感觉到乏味，疲惫，教师也是苦不堪言。因此，我们应当勇于舍弃它，或者改进它。笔者认为，针对这样的情况，我们应当学习改进趣味教学的教学手段，将之灵活运用到我们的高中英语语法教学中，让学生能够在轻松愉悦的环境下学习英语语法，从而避免抵触情绪的产生。

一、丰富课堂活动让学生感受欢乐

我们的课堂活动，始终是围绕培养锻炼学生的语法能力而展开的。我们要在课前巧妙构思，积极备课，以随之而来的课堂所要完成的语法目标为基石，进行有针对性的教学活动。我们可以针对所要学习的语法，设计出合理的情境，让学生融入到情境之中，将自己作为主角，然后说出应当说的话语，从而锻炼学生的语法能力。我们也可以先告诉学生我们的教学指标，让学生在课前自主构思，在课堂上进行表演，并且运用所要学习的语法，从而让学生的语言能力得到锻炼。例如，笔者之前有一节课的教学目标是让学生理解何为过去式，过去分词，过去进行时，当我在课堂上进行详细讲述之后，给学生布置了这样的作业，希望他们能够在课后设计活动，以表演的形式运用课堂所学，第二节课，有一个小组，设计了一段英语小品。在其中还运用了狄更斯的双城记，It was the best of times，it was the worst of times，it was the age of wisdom，it was the age of foolishness...we had everything before us，we had nothing before us，we were all going direct to Heaven，we were all going direct the other way...不仅灵活的运用了所学知识，还扩充了自己的英文阅读量，一举多得。

二、涉及多种教学手段给学生以新奇的感受

我们之前的教学手段，大多都是填鸭式的，千篇一律，没有新奇。这就让学生产生枯燥无味的感受，从而学习的效率大打折扣。学生和教师之间的关系，不仅仅是一个在教，一个在听；一个在问，一个在答。而是应当，成为伙伴关系，是一个组织，没有旁听者和演讲者的区别，都是参与者。因此，在教学过程中，我们应当充分体现学生的主体地位，在课堂上留有足够的时间让学生进行参与，进行语言练习。从而让学生觉得自己受到了尊重，在教学过程中是由使命的。枯燥的英语语法学习，由于学生的参与，可以变得生动起来。例如，笔者在进行倒装句的教授过程中，我询问学生，如果我不了解你，我想了解你，用英语可以怎么说，从而在学生积极参与之后，说出自己的想法：Little do I know about you，could you say something about yourself。从而让学生体会到倒装句的魅力所在。再例如，为了让学生体会到if语句的魅力，我问学生，如果希望能够和别人借钱，你会怎么说？同学们在讨论之后，发现用中文可以用请，但是用英文就会很吃力，因此，引入if语句，就可以将这种情感很好的表达出来，I have no money，if you have，please borrow me some.

三、高效利用现代技术为我们服务

随着时代的发展，多媒体技术趋于成熟，越来越多的学校引进多媒体技术为教学进行服务。我们在进行语法教学的时候，当然也少不了它。多媒体技术的合理运用，可以最直观的刺激学生的感官，可以让学生对于知识有更牢固的掌握。同时，由于多媒体教学法是比较新奇的一种教学手段，既可以将语法知识灵活生动的展现在学生面前，同时可以让学生产生兴趣，兴趣又是学生进行学习最有效的老师，从而产生良性循环，一举多得，何乐而不为。

四、巧妙转变师生关系成为学生合格可靠的朋友

传统的教学过程中，教师在学生的心目中的形象一直都是严谨苛刻的，学生时常会产生一种惧怕的心理，而这种心理在我们的高中英语语法教学中是要不得的。英语语法的教学，不是师生关系，而应当是朋友之间的互动。因此，我们应当转换自身在教学中的角色，将学生变为自己的弟弟妹妹，而自己当学生的可靠的大哥哥大姐姐。在课堂上，不仅是自身在讲，还有提问协商在其中，让学生感受到亲切。当我们讲授相关的语法知识的同时，可以加入自己在平时生活中的体验，从而让学生发现，原来老师也是常人的感受。当师生之间的关系改变为朋友之间的关系之后，学生在学习语法的过程中，就不会产生畏难情绪，也不会因为惧怕老师而不敢提问，语法能力自然能够得到提高。例如，笔者在平时的教学中，不仅和学生交流语法知识，还将生活中有趣的事情和学生进行分享，并且接触学生，运用酷毙了，高富帅这样的时髦词汇，拉近和学生之间的距离。学生觉得和老师之间零距离之后，自然有什么疑问都愿意和我讲，我不仅是老师，还是可靠的朋友。学生的语法成绩在潜移默化中得到培养和锻炼，并且在生活中也能够更加快乐的成长。

结语：在高中英语语法教学中，我们要善于运用趣味教学的方法，为学生的英语学习打上坚实的基石。英语学习的道路任重而道远，我们陪伴他们的时间不过是短短一年。因此，我们必须在陪伴他们的这一年，尽心尽力，负责到底，让学生能够学有所成，在今后的英语学习中更上一层楼。

参考文献：

篇5：英语趣味语法

晓通：问你一个问题，随着时间的变化，物体是不是也随之变化，例如：树长高了，人长大了，衣服变旧了等等。

晓华：对，没有错。

晓通：英语的时态也是同样的道理，随着时间的变化，谓语动词的形态也要随之变化，时—时间，态—谓语动词的形态。

晓华：你是赵本山的徒弟吧，还挺能忽悠的，用偷换概念的方法迷惑我，我也不和你争辩了，我倒要看看英语的时态，怎么一个随着时间变化谓语动词也变化。

晓通：规范的说法是这样：

英语时态：不同时间发生的动作要用不同的谓语动词形式表示。

能整明白吗?最好背下来这句话，对于后面的理解会有帮助。

简单介绍如下

一般现在时：经常性的、习惯性的动作或状态

谓语动词 时间

我们每天打扫房间。

构成：动词原形

现在进行时：此刻当前正在进行的动作。

谓语动词 时间 我们正在打扫房间。

构成：be + 现在分词 (doing)

一般将来时：打算、即将发生的事情。

谓语动词 时间

我们明天要打扫房间。

构成：be going to do (这里面的do表示是动词原形)

谓语动词 时间 我们明天要打扫房间。

构成： will do (这里面的do表示是动词原形)

一般过去时：过去发生的动作或者存在的状态。

谓语动词 时间

我们昨天打扫了房间。

构成：动词的过去式

晓通：上面就是关于时态的简要说明，我想，理解起来并不难吧?当然要掌握好时态，还必须听我详细道来。

晓华：刚才你说的真是很容易理解，但是我想英语的时态不会就是这么一点东西吧! 晓通：那当然了，每一种时态都有些具体规则和注意事项，只要听我忽悠，保准你学会时态。

晓华：那还等什么，最多上一次当，自当我是范玮，花三百元买你一副拐。

作业：

篇6：趣味英语语法介绍

1.巧记以o结尾的名词复数

2.名词的可数与不可数

3.量词的使用

4.并列名词的所有格

5.to hospital还是to the hospital?

6.说说反身代词在句子中的作用

7.替代词one和人称代词it

8.some只能用于肯定句，any只能用于否定与疑问句吗

9.the other及其它

10.both，neither和either的不同意义

11everyone等不定代词的误用

12.no和not一样吗?

13.不要错用most

14.(a)few和(a)little

15.祈使句的用法

16.感叹句

17.否定疑问句和它的回答

18.有关反意疑问句的几个问题

19.一般现在时和现在进行时的用法差别

20.现在完成时用法点滴

21.持续性动词和瞬间动词

22.过去完成时与一般过去时的意义区别

23.条件和时间状语从句中的动词时态

24.宾语从句中的时态呼应

25.正确使用til1和until

26.如何正确表达“在……以前”和“在 ……以后”

27.条件状语从句和宾语从句中的if

28.怎样进行比较

29.一个动作，两种表达

30.不能用被动语态的动词

31.正确使用can，may，must

32.频度副词的频度和位置

33.副词only在句子中的不同位置

34.just，already与yet用法辨析

35.still与not…any more

36.Go home还是Go to home?

37.怎样表示方位

38.介词at，to与towards辨析

39.表示运动方向的介词

40.介词in和on的搭配

41.关于结构hit him on the head

42so…that，enough to，too…to

43.have done sth，have sth done，have sb do sth的区别

44.stop to do与stop doing的区别

45.怎样使用had better

46.定语从句中的关系代词who，which与that