新课程理念下的高中英语语法有效课堂教案.docx

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1、Speech topic每人题(lOmins)23.The aim of learning English is using it in the future, so to help students improve their English competence (ability)is more important than to teach them basic language knowledge such as sounds, vocabulary and grammar. However, it does not mean we dont need to te ach gramma

2、r. Please make a speech on how to teach grammar efficiently.(Your teaching ex perience can strongly support you.)语言教学的目的是为了将来的运用,因此帮助学生提高英 语语言能力比教给学生语言基础知识更重要,如发音、词汇和语法。然而这并不意味着我们 不必教语法。请结合你的教学实际谈谈如何有效地开展语法教学。大局定与此(从以下两篇文章摘要来谈)why? +how?The role of Grammar in English TeachingThe role of Grammar in E

3、nglish Language Teaching1 Why do we teach grammar?Changing reasons:Academic theories and applications change, but practice is slow to change. How much of what we used to do is still suitable in the communicative classroom? Grammar study began in Ancient Greece two and a half thousand years ago. The

4、principle was to promote good style, grace and accuracy:a standard model of good usage. These days, the model is outdated, and the reasons have changed.2 How did we teach grammar?Till recently, grammar study and language learning were the same thing:Phase One textbooks contained a series of Chapters

5、, called Lessons, each with a grammatical heading. Grammar tables with notes, listing, for example, the whole of the verb have. Then, some exercises:single-sentences, fill-in-the-blanks. Then a text. The text was not graded. Teachers read the Lesson with the class, and commented on it:grammar-transl

6、ation:based on talking about the language, not on using it. The aim was knowledge, not fluency. Very few learners became fluent.Phase 2:From early 20th Century, - several attempts to simplify the reading texts. The teaching style did not change much. Pupils still studied lists and tables. They still

7、 filled in the blanks in single sentences. It was still grammar-translation. There was no attempt to teach language skills.Phase 3:1967, New Concept English appeared. New Concept English changed the way English was taught all over the world.-It was the first course in which the method is included in

8、 the material.-New language is presented piece by piece in easy stages and in context.-Basing the lessons on graded texts allows the learner to listen, to pay attention, and to use the language immediately.-Grammar is the control system, not the objective of the course. Many learners become fluent t

9、hrough this method.Phase 3a:American linguistic politics in the 1970s and 8Os:a side-alley:most US language teaching based on B.F. Skinners Behaviourism. Learners in language laboratories repeated pattern sentences. Noam Chomskys Aspects of a Theory of Syntax (1965) was picked up by language teacher

10、s, and Transformational Grammar, combined with language-laboratory drills, dominated US language teaching through the 70s and into the 8Os:single sentences, learned in terms of form. No connected discourse, either between speakers, or across a sequence ofsentences. The communicative value of languag

11、e was ignored, and there was no skills development:raw grammar, without the commentary.Phase 4:ln Europe in 1970s, applied linguists began to look at language as communication. The Council of Europe committee published The Threshold Level. It looked quite different from the syllabuses we knewJist of

12、 language acts - what we do with language. It did have a list of structures and vocabulary, but they were a by-product of taking part in the various communicative acts. Complete reversal:Communication was now the master, and grammar was the servant.Some problems with grading - no hierarchy of langua

13、ge functions. No grammar means phrasebook English. Fluency requires us to operate the grammatical system. Also, no use being able to say things if you cant understand the answer. Listening and reading are the essence of language learning, because we cannot control or predict what we will hear or rea

14、d. We want to teach for communication, but we must not lose sight of good syllabus design and development of all four skills.Phase Five:teachers, and the materials they use, fall into two categories: One group likes a source book approach:lessons are based on a theme or topic. Language structures ar

15、e graded within the topic, but the grading is fairly flexible. Teachers take material from newspapers and radio programmes. Students meet a lot of material, and choose their own path through it. This can work - but it often means doing a lot of old-fashioned single-sentence exercises, so as to cover

16、 the grammar.-The other group uses the enriched structural syllabus. This language syllabus is much the same as in New Concept English, but with some additions at the lower levels. As in New Concept English, lessons are partitioned into separate activities. Students expect to learn everything in the

17、 book.Both approaches use situationalised structure. Language is presented in context, and there is a determined effort to develop the 4 skills in life-like uses. The principle is that we teach for communication. That is where we are now.So why do we teach grammar, if we teach for communication?In t

18、he past, the focus was on accuracy. Grammar was studied for its own sake. The focus now is on fluency, and grammar is the support system. Five reasons forteaching grammar: because it provides a short-cut to understanding. because we cant avoid it.-because we must.-because the students expect us to.-

19、Consciousness raising.How do we teach grammar?Grammar provides the rationale - the why and how - of language.-Relevance:Grammar practice books are still with us. Why are they so like the 1950s grammars?-Because drills became unfashionable, and learners still need to practice low-level skills before

20、they can take part in an open-ended conversation. Are these written grammar practice exercises more communicative than oral drills? No. Are they as useful as oral drills? No.-Clarity:serious problem in English Language Teaching with confusing and inaccurate rules. Two myths:one, that English has no

21、grammar, and two, that English is full of exceptions. This is nonsense. English is as consistent as any other language. There are no exceptions. There are onlylarger and smaller categories.-Accurate information is simple information. When we find that our explanations are not simple, we must look de

22、eper, until we get at the truth.What do we teach?There are 2 aspects of content:Topics, and Sequencing.There are 16 topics. They are:1 Nouns2 Articles3 Pronouns4 Quantity5 Adjectives6 Adverbs7 Prepositions and adverb particles8 Verbs, verb tenses, imperatives9 Be, Have, Do10 Modal auxiliaries and re

23、lated verbs11 The passive and the causative12 Questions, answers, negatives13 Conditional sentences14 Direct and Indirect speech15 The infinitive and the -ing form16 The sentenceSome important facts:1 The sentence:English grammar is expressed through word order. The rules of word order are extremely

24、 rigid.-We dont separate a verb from its object. I passed the money across the table - (Not I passed across the table the money.)-Every sentence must have a subject. Its very hot today, (Not Is very hot today.)-Some verbs, such as like, want, have and enjoy, always have an object:Do you like this? -

25、 Yes, I like it. (Not, Yes, I like.)2 Nouns:A noun may be a single word, such as lesson, or teacher. But it may be made up of than one word. When it is, the first word limits or defines the second word;and the first word is always singular in form. Compound nouns are just nouns. They should be treat

26、ed as single words, since they are the exact name for something. There is no gain for the student in learning the meanings of each element in a compound noun, as if they were separate vocabulary items:-adjective + noun;adjective + noun + noun;noun + noun + noun;gerund + noun;noun + gerund:noun + nou

27、n. These combinations are sometimes written as one word, sometimes two, sometimes hyphenated - but they are still one word, the name of the thing, and the first element is a noun, not an adjective. The best way to learn these is in context. Categories will emerge in the students consciousness over t

28、ime.3 The articleWe use the article in English to express two notions:defining and classifying: Every use of a/an, the and zero belongs to one of these categories.A/an classifies a singular countable noun. Zero classifies a plural countable noun, and an uncountable noun.The defines a singular counta

29、ble noun, a plural countable noun, a quantity/an amount of an uncountable noun.(The plural of a/an = more than one of that class is some. It refers to quantity.)4 Pronouns:English pronouns change according to number, case and gender:l, me, mine, you, yours, he, him, his, she, her, hers, we, us, ours

30、, they, them, theirs, who, whom. It is of the first importance to teach pronouns in context, not in lists.-a pronoun stands in place of a noun. Students should be trained to identify which noun.4 Quantity- Countable and uncountable nouns govern the use of quantifiers. We use some/any/a lot with plur

31、al countable nouns (apples) and with uncountable nouns (bread).- We use (a) few and (not) many only with plural countables. We use (a) little and (not) much only with uncountables.- We use all and both with plural countables:(all the people, both children, they all, they both).- We use each and ever

32、y with singular countables. Each means separately:each child, each one;every means all together:Every moment was different.- We use other with plural countables:There are other possibilities.We use another with singular countables:another place.5 Adjectives- An adjective describes the person, thing,

33、 etc. that a noun or pronoun refers to. We use an adjective in front of the noun it describes (Those are big cabbages);or it comes after the verb and describe the subject of the sentence. (Those cabbages are big).- We cant use an adjective as if it were a noun:Shes young. Shes a young woman;NOT Hes

34、a young.- We often use the + adjective to refer to the group as a whole:These things are popular with the young.- We prefer to describe a persons nationality with an adjective rather than a noun:A Chinese friend told me . NOT A Chinese told me .- We use adjective complements after the verbs be, seem

35、 and become. We also use them after a wide number of other verbs. These verbs have their first dictionary meaning when the following word is not an adjective, (get a new job - obtain);but with an adjective complement, their underlying meaning is always either be or become, and the adjective describe

36、s the subject of the verb:=be/seem:appear capable, hang free, look good, feel right, taste horrible, smell bad;=become:break free, cut loose, get tired, fall ill, grow old, turn red, set fair, run clear.-There is an extension of this category with adjectives used after a verb + object. In these exam

37、ples, the verb contains a causative idea (make it become), and the adjective describes the objectxut (it) fine/close/short;find (it) hard/easy;get it right/wrong;make (it) good;see (it) clear;sell (it) cheap;wear (it) long/short/tight/thin.-Most adjectives are gradable:we can intensify them with ver

38、y and we can weaken them with slightly. Some adjectives are ungradable:they refer to absolute states, e.g. unique, pregnant, dead. We cannot normally use very or slightly with ungradable adjectives. We can emphasisethem with an -ly adverb that means completely.-There is a class of adjectives beginni

39、ng with a- that mean in a state of being that are always predicative:awake, asleep, afraid, alone, etc. are ungradable. We can intensify them with -ly adverbs that mean completely, but otherwise, they do not normally combine with intensifiers or adverbs of degree.5 AdverbsPlacing adverbs correctly i

40、n the sentence is a matter of identifying what kind of adverb they are -that is, which word or words they are modifying, and thus precisely what they mean.There are 10 classes of adverb. 6 of them usually add to (modify) the meaning of the verb:manner (how?), place (where?), time (when?), duration (

41、how long?), frequency (how often?), degree (to what extent?). The other 4 classes modify other words in the sentence:intensifiers (strengthen the meaning of adjectives - very good, very well - prepositional phrases - completely out of order - and other adverbs - terribly quickly);focus (draw attenti

42、on, usually to the next word in the sentence - it was only yesterday - though also, too and as well come after the word or words they modify);viewpoint (sometimes called sentence adverbs, express the speakers attitude to what he/she is saying - Honestly, you surprise me);connectives (show the relati

43、onship between one phrase or clause and another - because, as a result).6 Prepositions and adverb particlesWe use different prepositions for direction and position:-to school/at school;to bed/in bed-into the box/in the boxWe say at a place or event for the normal purpose associated with that locatio

44、n:at home, at the airport, at a party. We say in an area or space for no specified purpose:in the house, in China, in Oxford Street.We use different prepositions to refer to time:-at an exact time:at 7 oclock;at night;at breakfast time-on days of the week/dates:on Monday;on 3rd November-in periods o

45、f time:parts of the day/months/seasons/years/centuries:in the morning, in May, in 2006, in spring, in the last century We use phrasal verbs wherever possible, in preference to single word verbs. There are 4 types of phrasal verb. Not all phrasal verbs are idiomatic, though many of them are:-Type l:v

46、erb + preposition (transitive) - lend something to someone-Type 2:verb + particle (transitive) - put something on-Type 3:verb + particle (intransitive) - (idiomatic) - chip in, turn off-Type 4:verb + particle + preposition 一 (idiomatic) - get down to (work)7 Verbs and Verb Tenses-Simple and progress

47、ive verb forms are used in different ways. Many verbs have simple and progressive forms:I often listen to music, (simple tense:habit)Im listening to the radio, (progressive tense:action going on now) some verbs have different simple and progressive meanings:I think Ill go by bus. (simple:thats my be

48、lief)Dont talk to me now. Im thinking, (progressive/using my brain)-Some verbs can never be used in a progressive tense because they refer to involuntary states, not to deliberate actions.Most parents love their children. (Not are loving)-There is only one rule for the Present Perfect - we use it for actions that began in the past and continue into the present.-In Indirect Speech, the tense of the verb and the time references reflect the speakers point of view. The Active and the Passive lead lives of their own.-Modal verbs have two m