“三三四”模式下的初中英语语法教学案例与

【摘 要】新课程标准对英语语法教学提出了新的定义和要求,着重要求对学生实际语言运用能力的培养,本文根据作者学校采取的“三三四”（教学过程三强调；目标落实三要求；摸学展测四步教学法）教学模式下的英语语法教学案例来分析和探究英语语法教学的新模式和新方法.

【关 键 词】初中英语；语法教学

随着新课程的推进与深入,经过调查与平时相互听课,在我校日常“三三四”（教学过程三强调；目标落实三要求；摸学展测四步教学法）英语教学模式中,如何对待英语语法,出现了两个极端的做法：一个是过分重视语法,这是一种传统教学思想为主导的语法教学模式,使英语课堂变成了语法“满堂灌”；另一个就是有些教师认为新课程标准就是要求培养学生的交际能力,指的就是培养学生听说的能力,在日常教学中就淡化了英语语法教学,在我看来这两种方法都是不可取的,我们应该研究新课标对语法的要求,采取新的教学模式,本文以被动语态的语法教学案例,来探讨如何进行日常的语法教学.

Teachinggoals

1.Tolearnusefulstructures――thepassivevoice.

2.Tolearnhowtousepassivevoiceappropriately.

3.Toknowwhyweusepassivevoiceinsteadoftheactivevoiceinsomecircumstances,andwhenwedoso.

Teachingimportantpoints

Thepassivevoice（theform,meaninganduseofthepassivevoice）.

Teachingdifficultpoints

Howtousethepassivevoiceappropriately

Teachingaids

AputerwithMicrosoftsoftwaresettled.

LessonPreparation：

Step.PointouttheGrammaticalFeaturesofthePassivevoice

Atfirst,theteacherwillgivesomesentencesinactivevoiceandsomeinpassivevoice.Andthenguidethestudentstoparethetwokindsofexamplesandgeneralizetheirdifferencesinmeaningandform.

Step.AnalyzePassiveVoicefromMeaningformanduse

TheteachercananalyzethePassiveVoicefromthethreedimensions.ThemeaningofPassiveVoiceisthatthereceiveristheSubjectinsteadoftheagentoftheaction.Aortheform,Be＼getiollowedbypastparticipleorthemodalverbs+bearefollowedbypastparticiple.ThePassiveVoiceisusedwhenagentisunknownorunnecessarilyknown,orstresstheconstructionoftheaction,passivevoiceisused.

Step.PredictthedifficultyoflearningthePassiveVoice

AccordingtothethreedimentionalmodalproposedbyLarsen-Freeman,theteachercananalyzethatthedifficultyofthePassiveVoiceliesinthefollowingaspects..Itisnoteasyforstudentstousepassivevoiceindifferenttensessuchasthepasttense,thefuturetense,thepresentpecfecttense,andsoforthandtomasterthepastparticipleformofverbs.StudentsalsohesomedifficultythePassiveVoicestructureofthemodalverbs..StudentsareconfusedwhentousethePassiveVoice.

Step.TeachingDesign

TeachingDesigncontainsthefollowingfiveparts.

Step1.Task：UsingPassiveVoicetodescribedailylife

Theteacheraskstudentstogeneralizethepatternaccordingtotheexamplesentencesinstep1.Andthenaskmorestudentstoanswerquestionsabouttheirfamilylifeanddailylifeinpassivevoice.

Forexample：MyClotheswerebought＼washedbymymother.

Mybagwassentbymygrandmother.

Mypencil-casewasgivenbymymother

等

Step2.Practice

Theteacherwillgivestudentsashortstoryintroducingcormorant（seeAinteachingmaterial）torequirethemtofillintheblanksinpassivevoiceinauthenticcontext.AndthenaskstudentinishthepartB（seeAinteachingmaterial）accordingtothepictures.

课后分析：本教材中对被动语态的要求掌握的内容并不是很多,本课的讲授是一个让学生归纳―演绎―再归纳―在演绎,从而掌握知识的过程.每一个环节要尽量多留时间给学生,多发挥学生的主观能动性,以求尽可能在有限的四十五分钟的时间里,清楚明了、深入浅出地将其传授给英语基础比较差的学生.

这篇教学案例的设计整体围绕初中阶段所学的被动语态来设计的,能够把语法教学跟英语的交际应用结合起来,能够让学生更好的体味被动语态所应用到的语境,能够达到学以致用的地步.