范文一:英语教学法教程 投稿:戴紿絀

A Teaching Design for Unit2 Welcome to Sunshine Town

Reading-A video about Sunshine Town




1、 Teaching aims

1>Knowledge aims:

a) To learn and understand the reading text.

b) To study and grasp the vocabulary of lifestyle and activities。 2>Ability aims: Through the learning of the text, we can train the students’ good skills on listening, speaking, reading and writing.

3>Emotion aims: To educate the students how to introduce their hometown to others or the people from other country. And we should foster them to love their own hometown and motherland.

4>Teaching importance and difficulty:

a) Important new words: sunshine , town , modern , centre , underground , pollution , area , hill , building , souvenir , choose , try , restaurant , local , opera

b) Important new sentence pattern:

i. Welcome to Sunshine Town.

ii. There are lots of things to do in Sunshine Town.

iii. There is less air pollution in Sunshine Town.

iv. Never mind.

c) Teaching difficult points:


ii. How to practice the reading skills? How to arouse the students’ interesting of study?

2、Teaching methods

Read and Learn

[Fast reading→Intensive Reading→Practicing→Consolidation] 3、Teaching aids

Recorder, PowerPoint, pictures

4、Teaching procedures


T: Look at the boy. Who is he? (Show the picture of Neil) S: He is Neil.

T: We all know Neil came to China in February. His journey was pleasant, but the winter holiday was short, so he wants to come to China again in the summer holiday. Now his e-friend Simon is telling Neil something about Sunshine Town on the Internet.


T:Listening to the tape of whole passage. Then read after me once again. After reading, I’ll ask you to answer the questions on the blackboard.



a) In the 2nd paragraph, what can you see in the Sunshine Park? b) In the 3rd paragraph, why do people like living in tall building? c) In the 4th paragraph, which mall you can shop until 10 o’clock? d) In the 5th paragraph, are there any Western restaurants in Star Shopping Mall? e) In the 6th paragraph, what’s the key word in this paragraph、 T:OK. Now let’s read the text in details. Here are language (1) such+a/an+(adj.)+none e.g.: You are such a lazy boy. I read such an interesting comic book yesterday. There is such a poor man in the world. (2) Close to Sb./Sth. e.g. My sister is close to me.

My home is close to school.

Don’t be close to that dog.


e.g. I will wait for you until the bus comes.

I often do my homework until 9:00.

(4) take Sb. to Sp./bring …to…

e.g. My grandpa usually takes me to the park.

Can you take this child to the hospital?

Don’t bring your homework to school tomorrow.

(5) try sth/to do sth.

e.g. You can try the dress on if like it.

Do you want to try some Chinese food.

Why don't you…? /Why not…?

(6) local people/ language/ theatre

(7) by underground\subway\tube

by foot\bike\train\bus\car\plane

Step3 Post-reading (Practicing)

T: Now please read the passage again. Then finish the


1. How can they go to the centre of Beijing? Is there a park

there? What’s its name?

2. Where do people live in Sunshine Town?

3. Are there many good shops in Sunshine Town?

4. Can we try Beijing duck in Star Shopping Mall?

5. Where can you go if you want to enjoy Beijing Opera?

T: Next please finish exercise SB P30. C1. Then check your


T: Now please read the passage again, then fill in the blanks.

T: If you are Simon, can you tell us something about Sunshine Town according some key words.

Step4 Consolidation

T: Maybe Neil is going to Chaohu in summer holiday. Can you say something about Chaohu . Please discuss in your group according your knowledge .

Welcome to my hometown Chaohu. It is …and … There is/ are …, we can … there. We love it.

Step5 Homework

1. Review the contents of this lesson.

2. Write an article to introduce their own homes, using the

four home pages as a model.

5、Writing on the blackboard:

6、Thoughts about teaching: Teaching design is from easy to difficult, and it is very scientific and reasonable, interlocking, natural transition, focused more on students’ cognitive psychology. And students’ ability in listening, speaking, reading and writing have been trained. But there are also some problems which didn’t deal with felicitously.

范文二:英语教学法教程 投稿:莫猺猻


课程概况 1.课程代号:


3.适用专业:三年制师范教育专业 4.开课时间:第五学期 5.总学时:32学时 6.修课方式:必修 7.考核方式:考试 8.教材:

全国普通高等学校优秀教材一等奖,普通高等教育“九五”国家级重点教材, 王蔷、程晓堂编《英语教学法教程》—高等教育出版社。 课程性质、任务和基本要求 1.课程的性质和任务


本课程主要对象是三年制英语教育专业学生,全书共有14个单元,分别介绍了英语教学的基本概念、交际教学原则和活动、备课和写教案、课堂管理的方法、语言知识的教学方法、听说读写四项基本技能的教学、综合语言技能的教学、教学评价和教材评价与使用。每单元均有大量练习。 2.课程的教学基本要求

本课程力求体现以学生为主体的教学思想,从学生的学习经历和认知基础出发,通过反思、讨论、探究和实践,启发学生的思维,发挥学生的创造能力,帮助他们构建新的认识和理念,培养他们分析问题和解决问题的能力。教学力求提供一个思考和探索研究的园地,一个资源中心,为学生进行教学探索和教学方法与技巧的创新打基础。 3.教学方法和教学形式建议


语语言学融会贯通,使学生具备应有的教育、教学理念,而且,教师要充分利用多媒体教学设备,采用微格教学等多种教学方法,使学生尽可能多地获得理性认识和感性认识。而课堂时间非常有限,这就要求学生课上、课下相结合。 4.课程教学要求的层次

A. 要求学生掌握语言教学基本知识 B. 选择并运用恰当的教学方法和技巧 C. 学会课堂管理与教学评价


学时分配:课程教学总学时数为32学时,其中理论 16学时,实践16学时。


1. 第一单元Language and Learning [教学内容]

◆ How do we learn languages?

◆ What are the common views on language?

◆ What are the common views on language learning? ◆ What are the qualities of a good language teacher? ◆ How can one become a good language teacher? [教学要求]

◆ Understanding the nature of language and language learning ◆ Identifying the qualities of a good language teacher 1. 第二单元 Communicative Principles and Activities [教学内容]

◆ Language use in real life vs. traditional pedagogy ◆ Fostering communicative competence ◆ The implementation of language skills ◆ Communicative activities [教学要求]

◆ Knowing the translation of communicative competence ◆ Evaluating communicative classroom activities 3. 第三单元 Lesson Planning [教学内容]

◆ Why is lesson planning necessary? ◆ Principles for good lesson planning ◆ Macro planning vs. micro planning ◆ Components of a lesson plan [教学要求]

◆ Knowing the components of a lesson plan ◆ Designing lesson plans sample

4. 第四单元Classroom Management [教学内容]

◆ What roles do teachers play in the classroom? ◆ What are the different ways for student grouping? ◆ How can we maintain discipline in the classroom? [教学要求]

◆ Understanding the role of the classroom teacher ◆ Understanding the student grouping ◆ Knowing how to manage the classroom 5. 第五单元 Teaching Pronunciation [教学内容]

◆ The role of pronunciation

◆ The goal of teaching pronunciation ◆ Aspects of pronunciation

◆ Practicing sounds, stress and intonation [教学要求]

◆ Identifying the role of teaching pronunciation ◆ Knowing the goal of teaching pronunciation ◆ Knowing the aspects of pronunciation 6. 第六单元 Teaching Grammar [教学内容]

◆ The role of grammar

◆ Grammar presentation methods ◆ Grammar practice [教学要求]

◆ Identifying the role of grammar in ELT ◆ Knowing grammar presentation methods ◆ Knowing effective grammar practice 7. 第七单元 Teaching Vocabulary


◆ Vocabulary and vocabulary building ◆ Presenting new words ◆ Consolidation vocabulary

◆ Developing vocabulary building strategies [教学要求]

◆ Knowing the methods for presenting new words ◆ Knowing the way to consolidation vocabulary

◆ Help students developing vocabulary building strategies 8. 第八单元 Teaching Listening [教学内容]

◆ Why does listening seem so difficult? ◆ What do we listen to in everyday life? ◆ Characteristics of the listening process ◆ Principles for teaching listening

◆ Pre-listening activities, while-listening activities, post-listening

activities [教学要求]

◆ Understanding the characteristics of the listening process ◆ Designing listening activities 9. 第九单元 Teaching Speaking [教学内容]

◆ Characteristics of spoken language ◆ Designing speaking tasks

◆ Using group work in speaking tasks ◆ Types of speaking tasks [教学要求]

◆ Designing successful speaking tasks ◆ Understanding the types of speaking tasks

10. 第十单元 Teaching Reading [教学内容]

◆ How and what do we read?

◆ Skills involved in reading comprehension ◆ Principles and models for teaching reading

◆ Pre-reading activities, while-reading activities, post-reading

activities [教学要求]

◆ Understanding the nature of reading process ◆ Designing listening activities 11. 第十一单元 Teaching Writing [教学内容]

◆ The nature of writing in reality ◆ A communicative approach to writing ◆ Problems in writing tasks ◆ A process approach to writing ◆ Writing through e-mail [教学要求]

◆ Understanding the nature of reading process ◆ Knowing the communicative approach ◆ Knowing the process approach to writing ◆ Designing writing teaching plan 11. 第十二单元 Integrated skills [教学内容]

◆ Why should we integrate the four skills? ◆ How can we integrate the four skills? ◆ What are the implications for teaching?

◆ What are the limitations of integrating the four skills? [教学要求]

◆ Integrate the four skills in teaching

◆ Knowing the limitations of integrating the four skills 13. 第十三单元 Assessment in Language Teaching [教学内容]

◆ Assessment purposes ◆ Assessment methods ◆ Assessment criteria ◆ Assessment principles ◆ Testing in assessment [教学要求]

◆ Understanding the purposes, methods and criteria of assessment ◆ Familiarizing with testing techniques

11. 第十四单元 Evaluating and Adapting Textbooks [教学内容]

◆ Why and what do teachers evaluate and adapt? ◆ How do teachers evaluate textbooks? ◆ How do teachers select textbooks? ◆ How do teachers adapt textbooks? [教学要求]

◆ Understanding the importance of textbook evaluation, selection and adaptation

◆ Knowing the conditions that are met in evaluating and adapting textbooks


课程概况 1.课程代号:


3.适用专业:三年制师范教育专业 4.开课时间:第五学期 5.总学时:16学时 6.修课方式:必修 7.考核方式:考试 8.教材:

全国普通高等学校优秀教材一等奖,普通高等教育“九五”国家级重点教材, 王蔷、程晓堂编《英语教学法教程》—高等教育出版社。 课程性质、任务和基本要求 1.课程的性质和任务


本课程主要对象是英语教育专业学生,全书共有14个单元,分别介绍了英语教学的基本概念、交际教学原则和活动、备课和写教案、课堂管理的方法、语言知识的教学方法、听说读写四项基本技能的教学、综合语言技能的教学、教学评价和教材评价与使用。每单元均有大量练习。 1.课程的教学基本要求

本课程力求体现以学生为主体的教学思想,从学生的学习经历和认知基础出发,通过反思、讨论、探究和实践,启发学生的思维,发挥学生的创造能力,帮助他们构建新的认识和理念,培养他们分析问题和解决问题的能力。教学力求提供一个思考和探索研究的园地,一个资源中心,为学生进行教学探索和教学方法与技巧的创新打基础。 3.教学方法和教学形式建议


语语言学融会贯通,使学生具备应有的教育、教学理念,而且,教师要充分利用多媒体教学设备,采用微格教学等多种教学方法,使学生尽可能多地获得理性认识和感性认识。而课堂时间非常有限,这就要求学生课上、课下相结合。 4.课程教学要求的层次

i. ii. iii. 学时分配


实践要求和实践安排 [实践要求]

要求学生掌握语言教学基本知识 选择并运用恰当的教学方法和技巧 学会课堂管理与教学评价

1)要求学生课上合作学习,相互配合实现实践任务。 2)学生应独立完成教师布置的作业,强化练习。 [实践安排]



Exercises in Unit 1. Task 1: What is a good language teacher?

Task 1: How can one become a good language teacher?


Exercises in Unit 1. Task: How to evaluate communicative classroom activities? 第三次实践:

Exercises in Unit 3. Task: Design a micro lesson planning. 第四次实践:

Exercises in Unit 4. Task 1: Brainstorm the issues that teacher roles are related to.

Task 1: How to maintain discipline in the classroom?


Exercises in Unit 5. Task: How can teachers help the students to practice pronunciation? 第六次实践:

Exercises in Unit 6. Task: What kind of practice is most effective? 第七次实践:

Exercises in Unit 7. Task : Brainstorm the ways to consolidate vocabulary

and the ways to help students develop vocabulary building strategies.


Exercises in Unit 8. Task 1: Design pre-listening, while-listening,

post-listening activities.

Task 1: Assess some listening teaching activities.


Exercises in Unit 9. Task 1: Design speaking teaching activities.

Task 1: Assess some speaking teaching activities.


Exercises in Unit 10. Task 1: Design pre-reading, while-reading,

post-reading activities.

Task 1: Assess some reading teaching activities.


Exercises in Unit 11. Task 1: Design writing teaching activities.

Task 1: Assess some speaking teaching activities.


Exercises in Unit 11. Task: How can we integrate the four skills? 第十三次实践:

Exercises in Unit 13. Task: Brainstorm the testing techniques. 第十四次实践:

Exercises in Unit 14. Task: Find a unit that you think needs adaptation and adapt it.

范文三:英语教学法教程教案 投稿:魏鞼鞽


A Course in English Language Teaching

教 材:《英语教学法教程》

主 编:王蔷





1.The name of this course.

1)Methodology of English Teaching

2)Methodology of English teaching at middle school/secondary school

3)Teaching English as a Foreign Language/TEFL & TESL

4) English, Teach it Better

2.The nature of language teaching

1) What's methodology?

English teaching methodology is a set of methods used for study or action in English teaching. It is the science to research the Teaching rules at middle school, which will guide our teaching to develop the students' communicative competence.

2) The definition of teaching.

Teaching is an attempt to help someone acquire, or change some skills, attitude),knowledge, ideal, or appreciation. In other words, the teacher's task is to create or influence desirable changes in behavior, or in tendencies toward behavior, in his students.

3) The purpose of English teaching

a. To improve their four skills.

b. To cultivate their communicative competence.

c. To show them the way to study themselves.

3.The significance of learning this course.

1) Teaching is a highly demanded art.

(4 skills & sing, play, draw and make)

2) Teacher's qualifications

a. subject matter competence

b. professional competence

c. personal attitude.

3)The aims of this course.

a)to provide you with the rationale of English teaching at middle school, which will be proved necessary and advantageous to the reform of English teaching.

b)to help you to clear the importance as well as the aims of English teaching at middle school in present China.

c)to provide you with chances to familiarize with the graded contents of the textbooks in the junior section, analysis of the textbook and to learn the syllabus for middle school English.

d)to introduce some commonly used techniques and methods adopted in teaching pronunciation, grammar, vocabulary and the cultivation of the students' 4 skills. e)to help you so solve some problems concerning the classroom instruction. f)to make some preparations for the coming teaching practice.

4.How to present this course.

1) lectures

2) readings

3) discussions

4) watch video demonstrations

5) mini-teaching

6) practice writing teaching plan and peer teaching.

5.The relationship between methodology of English and the other subjects. linguistics, psychology, pedagogy, philosophy,


1.What qualifications, in your opinion, should a teacher of English possess?

2.Do you think you will perform well in your future teaching? What qualifications have you obtained now? What will you do if you haven't got the required qualifications?

3.Who was your admirable teacher of English at junior school?

What do you think of him/her?

Unit 1 Language and Learning

1.Teaching Aims:

To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher.

2.Teaching Content:

How do we learn language?

Views on language

Views on language learning

What is good language teacher?

How can one become a good language teacher?

An overview of the book

3. Teaching Hours: 4 periods

4. Teaching materials:



5.Teaching Methods:

1) Lecture ( Computer-aided Instruction)


6. Teaching Procedures:

1) Information about language and language learning

Three views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning.

A. The structural view of language

The structural view of language is that language is a system of structurally related elements for the transmission of meaning.

a. These elements are usually described as phonological units (phonemes) grammatical units (phrases, clauses, sentences)

grammatical operations (adding, shifting, joining or transforming elements) lexical items (function words and structure words)

b. Target of language learning

The target of language learning, in the structural view, is the mastery of elements of this system.

c. Methods based on this view

Some of the language learning methods based on this view of language are: the Audiolingual method

Total Physical Response

the Silent Way

B. The communicative view of language

The communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.

a. Here are some of the areas of research in this view of language: sociolinguistics ; pragmatics ; semantics

b. Target of language learning : The target of language learning is to learn to express communication functions and categories of meaning

c. Approaches and methods based on this view

Some of the language learning approaches and methods based on this view of language are: communicative approaches

functional-notional syllabuses

The Natural Approach

C. The interactional view of language

The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals.

a. Here are some of the areas of research in this view of language:

interactional analysis

conversational analysis


b. Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.

c. Approaches and methods based on this view

Some of the language learning approaches and methods based on this view of language are:

Strategic interaction

communicative approaches

2) Teaching Methods in the Language Classroom:

FL teachers must provide students with adequate teaching methodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills.

There is no single

a. Grammar Translation:

The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)

b. Direct Method:

The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.

c. The Silent Way:

The teacher is active in setting up classroom situations while the students do most of the talking and interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.

d. Community Language Learning:

Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.

e. Natural Approach:

Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Natural

e. Reading Method:

The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.

f. ASTP and the Audiolingual Method:

This approach is based on the behaviorist belief that language learning is the

acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.

ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.

g. Cognitive Methods:

Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.

h. Communicative Methods:

The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.

i. Total Physical Response Method:

This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oral

participation from students is expected (just as it is with children when they are learning their native language) .

James Ashers' Total Physical Response:

Skills in second language acquisition can be more rapidly assimilated if the teacher appeals to the students' kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking.

Understanding and retention is best achieved through movement (total movement of the student's bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior--many of the gramatical structures of the target language can be learned through the use of the imperative.

Never force students to speak before they are ready. Asher believes that as the target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom).


What are difference between learning the first language and a foreign language?

What are the qualities of a good language teacher? To what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future?

What are the qualities of good language learner? What do they suggest to language teaching?


Because students are not familiar with these theroy on the language and view of the

language, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary.

范文四:英语教学法教程教案 投稿:萧詨詩

2010级6班 黄媛媛 学号:2010100706

Background information:

Students:45 Junior high school students (25 girls and 20 boys aged about

13), Grade 2

Time &Date: 10:00 a.m. to 10:45a.m (45 mins ), Monday, March 26, 2012

Teaching aims:

By the end of the lesson, students should be able to :

1. Read the dialogue fluently and role play the dialogue with their partners.

2. Understand the conversation about the comparison of past and present

3. Conclude the main idea of the dialogue

4. Describe the difference between past and present

5. Use the simple present tense and the simple past tense

6. Ask and answer questions about general questions

7. Use negative sentences flexibly

Teaching contents:

1.Comparison between past and present

2.The simple present tense and the simple past tense

3.New expressions:

a.Was/Were there…?

Was it…?

Function:learn to use general questions

b.No, not at all.

No, it wasn't.

Function:learn to use negative sentences

c.That's right.

Function:the affirmative answer of general questions

Teaching aids:

tapes, blackboard, PPT, pictures,radio, chalk…

Teaching procedures:(20 mins)

Step 1.

Warm up: show pictures taken of the same place but in different period,then let student say the differences.(2 mins)

work in groups of 5 and discuss about the change of buildings around our school in recently 2 years.(3 mins)

Step 2.

Learn the new words and expressions(15 mins)

a. Let students listen to the radio and try to pronounce the words correctly.

b. Teach students to read and understand vocabularies and expressions. c. Encourage students to make sentences in new words and expressions. Step 3

Learn the dialogue

a. Let students listen to the whole dialogue and try to understand it.

b. Explain the dialogue to the students, especially the general questions, the negative sentences,and the tenses using PPT.

End of lesson summary(5 mins):

In this lesson, we learned the simple present tense and the simple past tense,general question, negative sentences ,how to compare the past and present and so on. I hope that everyone practice and grasp them after class .It is a little difficult ,but i believe that you can do it if you try to do . Homework:

Write a short paragraph to introduce the change in your hometown these years for about 80 words.

Reflection:(to be written immediately after the lesson)

范文五:小学英语教学法教程 投稿:熊珧珨





本书的第一章“Children as language learners”给我们分析了儿童学习英语和母语之间的差别,让我们在教育的过程中,注重这种客观存在的差异,从而科学的进行英语教学。他还让我们思考,什么是好的英语教学法,好的英语教学法符合儿童的学习规律、符合英语的教学法规律,符合儿童之间的个体差异性。另外,第一章给我们介绍了儿童学习英语的动机、特点等,这些都有助于我们去了解儿童的学习心理和条件水平,有助于我们去探求合适的英语教学法。 本书的第二章“Understanding the National English Curriculum”,从中,我们进一步了解了国家英语课程,英语课程在小学课程中占有重要地位,新的英语课程标准力求体现英语课程的人文性和工具性的统一,特别强调课程是面向每一个学生的课程,通过外语课程的学习,使学生不仅能发展英语语言能力,也能磨练意志、陶冶情操、拓展视眼、丰富生活经历、开发思维、发展个性和提高人文素养。“Developing principles for teaching English to children”让我们学会教学过程中应该注意的各项原则。教学目标让我们对教学有了度的把握。

本书的第三章为“Classroom Management”教学管理为本书的重点章程,课堂格局的布置、课堂中英文说明的应用、课堂纪律的贯彻、课堂的引入、课堂的组织、课堂计划的编写及实施当遇到学生的错误答案时教师应如何应对、教学资源的使用和创造这些都是英语教学中不可避免的遇到的问题,在这章中作者详细介绍了各种情况,及教会我们应如何应对的措施。这些内容都是英语教学的细节,但是这些细节却决定了学生的学习效率和教师的各项能力的提高,有助于我们更好的提高英语的有效教学的质量。

第四章的“The Techniques of Teaching Children”是本书的重点和难点。这一章详细介绍了教学过程的各个部分所要运用到的教学技巧。其过程涉及Listen and do\Listen and speak\Listen to read\Learn to write\Playing games\Using projects\Board writing and stick drawing部分。在每部分的介绍中,作者先布置一个任务,让我们思考这一部分我们会如何设计、在实施的过程中我们设想会遇到什么问题。接着,在我们思考过后,作者提供详细的观点,让我们参考。最后还会有一些小知识来增长我们的见闻。例如在介绍“Playing games”时,我们会去思考,在我们学习英语时,有过玩游戏的经历吗?我们喜欢它吗?在玩游戏这一环节有什么好处?遇到过什么困难?我们会怎么解决困难呢?然后作者告诉我们,在游戏环境中,主要的困难时缺乏空间和资源,但是我们应该去努力克服困难,因为游戏对于我们学习英语是十分有益的,可以提高学生的学习兴趣、还可以吸引学生的注意力等等。

第五章的“Assessing Learning with Children”本书为我们介绍了几种不错的课堂评价设计,有红领巾评价表、“我是小博士”评价表、单项评价表、小组评价的方式,此外,“Adapting and Evaluating Children’s Textbooks” “Teacher Development” 在这几章中,我们也有很多的收获。



范文六:英语教学法教程说课稿 投稿:徐腖腗

Unit 2 Where is the post office?




小组成员:朱娜 201116010230(说课)

唐丽 201116010218(讲课)



周宗芳 201116010228(撰写说


Unit 2 Where is the post office?


Unit 2 Where is the post office?


今天我所执教的是《义务教育课程标准实验教科书·英语》七年级下册第二单元section A 1a—3a的内容。



第二单元的教学内容都是围绕“地名”这一生活化的主题展开的。这节课为新授课,它是第二单元的第一课时,也是Section A的第一课时,包括地名的方位、conversation和listening。由于第二单元我所要讲的话题是地名及其方位,所以首先应让学生掌握各个地名的提问方式以及各地名的名称,这是十分重要的,也是必要的。Section A是基本的语言内容,Let’s learn主要是让学生学习和掌握一个句型Is there a …..? Are there any…?Yes, there are. /No, there aren’t.和一些地名词汇:post office ,library ,hotel, restaurant ,bank ,pay phone, Let’s Talk目的在于让学生掌握询问地名位置的特殊疑问句及相应的回答。





1. 知识目标:



c.掌握where 引导的特殊疑问句及其回答。




3. 情感目标:



c. There be 句型 Where句型的问答询问路线 指出方位通过绘画激发学生学习兴趣。


1.教学重点:能够听、说、认读句型及单词: post office ,library, hotel ,restaurant, bank ,pay phone,复习介词的用法,利用相应的介词in ,on, behind,来描述地名 Is there a …..? Are there any…?Yes, there are. /No, there aren’t.

2.教学难点:辨别方位及利用there be 和where句型。









整个教学过程预设分为“热身问题引入-新课呈现-总结-巩固操练” 四个环节:


师生问候:Good morning, Everyone! How are you today?


T: Do you know how to go to your home in English?

S: I don’t know. T: Well, today we will learn how to speak the way and learn some words about place.



1.教学Let’s Learn


post office, library, hotel, restaurant, bank, pay phone, supermarket, video arcade, street, straight, turn, left, right.


T: What’s this? This is a post office我们如何来提问怎样到达这个地方。Where is the post office?

c.用提问的方法教学其他的生词,注意单词的发音及拼写 d.游戏,角色情景提问。(老师喊几名同学分别指出不同的地名,让同学回答怎样到达)


4. 巩固操练(Practice)

a. Listening and reading. 完成课本练习及PPT上的练习。

b. T: 老师提问Is there a …..? Are there any…?

根据PPT让学生说出地名词汇及利用相应的介词说出地名方位 c. Task Extending(任务延伸)

To write:How to describe the way from school to your home in


d. Pairwork: Have Ss ask and answer the question following 1c about other places in picture.

e. Classwork: Translation:

1.图书馆在超市的对面。 2. 公园在银行的旁边。

3. 超市在第五大街上。




office 邮局

library 图书馆

hotel 旅店/宾馆

restaurant 餐馆/饭店

bank 银行

supermarket 超市

pay phone 公用电话

park 公园

Center St/Street 中心大街

Fifth Ave 第五大道

Is there a / an…? Yes, there is. /No, there isn’t.

Where is the…?


1. Copy the words in 1a.

2. Make a conversation like 1c.

6.板书设计(Blackboard Design)

Unit 2 Where’s the post office?

(Section A)



范文七:冶延菊英语教学法教程 投稿:杨厝厞



备 课 人: 冶延菊

课程名称 : 英语精读

班 级: 2011-2

学 号: 201107050201411


Thanksgiving Day in the U.S

I. Preparation

A. Teaching Tools: tape recorder , multi-media

B. Small prizes

C. Writing down the name of unit on blackboard.

II. Groups and Scoring Standard

A. Dividing the students into 5 groups:A,B,C,D,E (according to the text

organization:Para.1,2,3,4,5) .

B. Scoring Standard

1. Each group has 50 base score.

2. According to the speed and quality of students answering, the teacher should add 5points for the better group each time.

3. When one group scores to 100,the teacher should adopt the individual scoring method, and the better student gets 1 point every time.

4. The teacher should give team winner/ individual winner the little prize

in time.

III. Warming Up: Discussion

(The teacher asks students to work in groups to discuss the following


A. Do you know how many traditional Chinese festivals?

(Every group needs to give one answer at least.)

B. What’s your favorite festival in China? Why?

(Team work or individual work are both OK.)

C. And do you know how many traditional American festivals?

D. And which one you most familiar with? Please share something about this American festival.

(The teacher can invite some students to give some information about the

festival, which can not only introduce students into the text, but also arouse students’ interest.)

IV. New words and Phrases

A. Reading

(In this part,the teacher must focus on students’ pronunciation, and be sure

that they can pronounce correctly.)

1.Firstly, students should read the words twice after the tape recorder.

2.Secondly, the teacher reads the new words three times, followed by


3.Thirdly, students are allowed to read words by themselves.

B. Key words and Phrases

(In this part the teacher should require students to take notes carefully.) 1. Key Words

a. festival ['festɪv(ə)l] n. 节日;庆祝,纪念活动;欢乐 adj. 节日

的,喜庆的;快乐的 e.g • This festival descends from a Chinese rite.


•They are gathering flowers for the festival.


b. survive [sə'vaɪ

活下来 v] vt. 幸存;生还;幸免于; 比...活得长vi. 幸存;

e.g • It astonished her that he was able to survive.


• Millions have migrated to the cities because they could not

survive in rural areas.


c. ritual ['rɪ

节性的 tʃuəl] n. 仪式;惯例;礼制 adj. 仪式的;例行的;礼

e.g •There they are engaged in an entirely different ritual.


• I realized that here the conventions required me to make the ritual



d. tinge [tɪn(d)ʒ] n. 淡色;些许味道;风味

e.g • His skin had an unhealthy grayish tinge.


e. faint [feɪnt] adj. 模糊的;头晕的;虚弱的;[医] 衰弱的

医] 昏厥,昏倒

e.g •A faint hope still flickered in her breast.


•She slumped to the ground in a faint.


f. reunion [riː'juːnjən; -ɪən] n. 重聚, 团圆 e.g •The association holds an annual reunion.


g. decorate ['dekəreɪt] vt. 装饰;布置;授勋给 vi. 装饰;布置n. [中   

e.g •He decorated his room with pictures of all his favorite sports



h. coupon ['kuːpɒn] n. 息票;赠券;联票;[经] 配给券

e.g •Mail this coupon with your cheque or postal order.


i. magnificent [mæg'nɪfɪs(ə)nt] adj. 高尚的;壮丽的;华丽的;宏伟的


•These magnificent ancient buildings demonstrate the great intelligen

ce of the laboring people.


   

j. pageant ['pædʒ(ə)nt] n. 盛会;游行;虚饰;露天表演

e.g • There’s a bit of propaganda in any pageant.


k. climax ['klaɪmæks] n. 高潮;顶点;层进法;极点

e.g •The fifth scene was the climax of the play.


•The enthusiasm of the audience was heightened by the climax of the



l. procession [prə'seʃ(ə)n] n. 队伍,行列;一列,一排;列队行进 vi.


e.g •A group of girls led the parading procession.


m. float [fləʊt] vi. 浮动;飘动,散播;摇摆;付诸实 施 n. 彩车,


e.g •It's below freezing and small icebergs are floating by.


•Whenever there's a homecoming parade, I lend cars for the parade,

the trucks they decorate for the float.



n. march [mɑːtʃ] n. 行军,进军;进行曲;示威游行 vi. 进军;走

e.g •After a short march, the column entered the village.


•He marched into the kitchen without knocking.


o. diverse [daɪ'vɜːs; 'daɪvɜːs] adj. 不同的;多种多样的;变化多的 e.g •The building houses a wide and diverse variety of antiques.


p. eternal [ɪ'tɝnl] adj. 永恒的;不朽的

e.g •My eternal purpose has decreed.


q. disguise [dɪs'ɡaɪz] vt. 掩饰;假装;隐瞒 n. 伪装;假装;用作


e.g •She disguised herself as a man so she could fight on the battlefield. 她女扮男装以便能上战场打仗。

•He made no attempt to disguise his agitation.


r. giant ['dʒaɪənt] n. 巨人;伟人;[动] 巨大的动物 adj. 巨大的;巨


e.g •Newton was an intellectual giant.

牛顿是一个智力巨人。  

• It also has a giant hole at its center.


s. canvas ['kænvəs] n. 帆布 adj. 帆布制的

e.g • We need a piece of canvas that weathers well. 我们需要一块经久耐用的帆布。

t. folk [fok] n. 民族;人们;亲属(复数) adj. 民间的

e.g • Folk art covers a wide range. 民间艺术包罗甚广。

• Country folk can tell you that there are certain places which animals



u. temporary ['tɛmpə'rɛri] adj. 暂时的,临时的 n. 临时工,临时雇

e.g • His job here is only temporary.


 

2. Key Phrases (In this part, teacher should encourage students to give their own

sentences by writing and reading.)

a. next to 紧挨着;除了,仅次于......

e.g •The two shops are next to each other.


•Next to John, Jimmy is my best friend.


b.date back to 追溯到

e.g •The history of self-knowledge date back to over 2000



c. share sth. with sb. 与......分享......; 共用

e.g •I share this flat with other people.我与其他的5个人合住这套公寓。 d. round-trip ticket 往返票

e.g •You can buy a round-trip ticket. A round-trip ticket saves you about

15% of the fare.


e. disguise as 装扮成.....

e.g •She tried to disguise themselves as an elegant woman.


f. a live TV broadcast 现场直播

e.g •I saw a live TV broadcast of the football match last night.


V. Analysis of Text

1. It dates back to the arrival of some of the first European settlers in the New World, who their first cold winter with the help of their native Indian neighbors.(Para. 1, Line2)

(Exercise Q1+Q2 in this paragraph.)

A. Sentences   时间要追溯到第一批欧洲人进入新大陆的时候,这些欧洲人是在当地


① Who 引导的定语从句;②补充date back to与date back from的区


2. Among these, beautifully decorated floats march forward slowly, on

which diverse performances are shown.(Para.3, Line 3)

(Exercise Q3 in this paragraph.)



Which 引导的非限制性定语从句,重点是介词on的来源。其实,

原句的正常语序为: Diverse performances are shown on the beautifully decorated floats march.

3. It was so big that more than 20 men drew it forward with ropes. (Para. 4,

Later 5 line)

(Exercise Q4 in this paragraph.)


 知识扩展:so...that与too...to

so...that 如此......以至于......

•He is so handsome that many girls love him. 他太帅了




 •He is too short to reach the apple.他太矮了所以够不到


Exercise: We are old enough to dress ourselves.(using too...to and

so...that to replace.) 

▼Teaching Method:

•Firstly, the teacher can invite one student to read the paragraph before

analyzing it in order to check whether the student has prepared the

lesson before class.

•Secondly, the teacher should let every group analyze these sentences

from translation,structure and grammar. Then, the teacher gives simple

supplement and comment.

•After the teacher analyzing the text, the students of Group A/B/C/D/E

should be asked to put forward their own questions about their own

paragraphs. Every group’s questions can be solved by themselves, and

also can be answered by other groups. (Group PK)

B. Supplement

(Students make sentences by themselves./ Homework )

1. give thanks to sb. 感谢某人 e.g :Give thanks to authors who have inspired us.


2. decorate sth. with sth. 用......装饰...... e.g :Decorate the house with decorations you make.


3.offer sth. for/ to sb.提供......给某

e.g :You can offer your help to others but back off if they appear

offended by your persistence.



4. wait in a line for... 排队等候......

e.g :I had to wait in a line at the bank .


5. the +adj. 表一类人

e.g : the poor 穷人 the rich 富人

We should right the poor and the oppressed. 人 to be


VI. Exercises

(The teacher should put emphasis on filling blanks and sentences translation.) ▼Teaching Method:

Filling Blanks

The teacher should ask students to finish this work by themselves, and then

invites different students to give answers. (Individual PK )

Sentences Translation

The teacher should encourage several students to give their own translation,

and then the teacher provides the suggested answers.(Individual PK)

When dealing with the exercises, the teacher should add the relevant

knowledge at any time. •••

VII. Review

▼Teaching Method:

A. Students answer the teacher’s questions.

Q1. What’s the main idea of the text?

Q2.What are the traditional activities on Thanksgiving Day?

B. The teacher should invites every representatives of every group to give a

summary about the text. (Group PK)

C. Teacher gives a summery about the PK results, and offers the prizes for


VIII. Homework

A. The teacher asks students to master the new words.

Students should be able to: 1. read.

2. recognize.



B. The teacher asks students to make sentences by using new phrases and

supplementary phrases on notebook.

C. The teacher asks students to prepare for Extra Reading.

Students must:1.be familiar with the text.

  2.be able to summarize the main content of the text.

3.be able to read, recognize and use the words and phrases.

      

范文八:英语语法课程教学大纲 投稿:高逶逷














本课程使用的教材为《新思维英语语法》(Grammar Plus),由中央广播电视大学出版社出版。该教材含文字教材、录音带及CAI课件(单机版与网络版)。






1. 正确处理语法知识与语法实践的关系。本课程应以语法实践为主,语法知识介绍为辅,强调通过实践掌握语法规则。因此,在教学中要将重点放在语法规则在口、笔语中的应用与实践,避免传统的以讲授语法知识为主的做法。教师在讲解语法规则时,应将重点放在归纳和总结上,可通过多种手段,如图表、表格等呈现语法规则,以帮助学生将零散的语法知识有机地串接在一起,并明确重点和难点。

2. 注重语法练习情景化。本课程将语法练习置于语言情景中。因此,在教学中要防止死抠语法以及将语法规则孤立化和绝对化的现象。

3. 融语法练习于听、说、读、写、译五项语言技能中。本课程通过五项语言技能活动帮助学生学会语法规则在实际口、笔语中的应用。因此,在教学中要树立语法现象不能孤立存在,而是融于听、说、读、写、译五项语言技能活动中的观点。语法知识不仅可以通过读、写、译活动来学习,而且可以通过听、说活动来学习。

4. 充分利用不同媒体的教材。本课程的文字教材为主媒体,是教学内容的主要载体。录音带配合文字教材中的听力练习。CAI课件(单机版与网络版)为文字教材和录音带内容的延伸和扩展,详细系统地介绍各种语法项目,并配之以丰富的练习和自测题目,同时充分发挥课件的多媒体优势,加强语法学习的趣味性及师生之间、学生之间的交互性。

5. 充分发挥《形成性考核及学习档案》的作用,通过形成性考核督促学生学习,加强对学生学习过程的监控与管理,同时发现学生存在的问题,及时采取措施,改进教学,不断提高教学质量。



1. 名词

2. 限定词

2.1 定冠词和不定冠词

2.2 some, any,no,none

2.3 much, many, a lot of, little, few

2.4 both, a11, each, every, either, neither

2.5 another, other

3. 代词

4. 介词

5. 连词

6. 形容词和副词(比较级和最高级)

7. 动词

8. 时态

8.1 一般现在时

8.2 现在进行时

8.3 一般将来时

8.4 —般过去时

8.5 过去进行时

8.6 过去将来时

8.7 现在完成时

8.8 过去完成时

8.9 现在完成进行时

8.10 过去完成进行时

9. 被动语态

10. 情态动词

11. 动词不定式

12. 动词的-ing形式

13. 动词的-ed形式

14. 状语从句

14.1 时间状语从句

14.2 地点状语从句

14.3 原因状语从句

14.4 目的状语从句

14.5 结果状语从句 14.6 条件状语从句 14.7 方式状语从句 14.8 让步状语从句

15. 定语从句

16. 名词性从句

16.1 主语从句 16.2 宾语从句 16.3 表语从句

17. 间接引语

17.1 陈述句的间接引语 17.2 疑问句的间接引语 17.3 祈使句的间接引语

18. 虚拟语气

19. 一致

范文九:英语语法课程教学大纲 投稿:莫爎爏


(English Grammar)




大学英语语法是针对在中学阶段学生的英语阅读量少,练得不够 ,语法知识学习不系统而造成英语作文及英汉、汉英互译的出错率普遍较高,英语成绩上不去的状况设置的一门课。通过本课程的教学应达到以下目的:













Part 1

1. Unit One

Preposition (一)

(1) uses of some preposition

(2) preposition as subject complement preposition as adverbial

2. Unit Two

Preposition (二)

(1) preposition + noun

(2) preposition + v-ed

(3) preposition + verb

3. Unit Three

Noun clause

(1) subject clause

(2) object clause

(3) predicative clause

(4) appositive clause

4. Unit Four

Direct speech , Indirect speech

(1) direct speech ,indirect speech (一)

(2)indirect speech of if clause

5. Unit Five

Direct speech , Indirect speech (二)

(1) indirect speech of special question

(2) indirect speech of general question


(3) indirect speech of imperative sentence

(4) indirect speech of exclamatory

6. Unit Six

Adjective and Adverb

(1) adjective + adverb

(2) uses of fairly , quite , rather

7.Unit Seven

Attributive Clause

(1) restrictive attributive clause

(2) No – Restrictive attributive clause

8. Unit Eight

Adverbial Clause (一)

(1) adverb clause of Time

(2) adverb clause of purpose

( so that , in order , that , lest )

(3) Adverb clause of result

( order that . so that , that…not )

9. Unit Nine

Adverbial Clause (二)

(1) adverb clause of concession

(2) adverb clause of comparison

Part 2

10. Unit Ten

Uses of It

(1) anticipatory it

(2) personal it

(3) impersonal it

(4) emphatic it

(5) idiomatic it

11. Unit Eleven

(1) coordinate construction

(2) parenthesis

12. Unit Twelve

Uses of As

(1) as as preposition

(2) as as adverb

(3) as as relative pronoun

(4) as as conjunction

13. Unit Thirteen


(1) full inversion

(2) partial inversion


14. Unit Fourteen


(1) partial negation

(2) full negation

(3) double negation

15. Unit Fifteen


(1) ellipsis of simple sentence

(2) ellipsis of compound sentence

(3) ellipsis of complex sentence

16. Unit Sixteen


(1) one , ones

(2) that , those

(3) do , do so

(4) so , not

17. Unit Seventeen


(1) separation of subject and predicate

(2) separation of verb and object

(3) separation of link-verb and predicate

(4) separation of modification

18. Unit Eighteen


(1) only , alone , even , just , ever

(2) much , still , a lot / lots , a little , little , far / by

far , a good / great deal

19. Unit Nineteen

Transformation of Sentence

(1) simple sentence and compound sentence

(2) simple sentence and complex sentence

(3) compound sentence and complex sentence

20. Unit Twenty

Punctuation Marks

(1) uses of punctuation marks

(2) comma + co- ordinating conjunction

(3) semicolon + conjunction adverb + comma



1、在保证基本要求的前提下,本大纲教学内容的处理,教学环节的安排、教学 时数的分配等等,允许根据具体情况,作适当的变动,直至变更整个内容和体系,进 行改革试验。

2、本课程的习题可分为课内和课外两种,题目总数不少于100题,其数量与难 易程度应保证学生在规定的课内外时间内完成,而课堂练习则应选取重点习题。

3、本课程的教学有讲课、课堂练习、考试等环节。课堂练习主要帮助学生消化 和巩固所讲过的知识,培养学生分析语法问题和准确运用英语进行书面和口头表达的 能力。

4、本课程与其它英语专业课程有较大的相关性,所以在施教过程中要注意与诸 如《精读》、《泛读》、《口语》等课程教学相互沟通,达到相辅相成的效果。 教学参考书目



2、徐广联,《大学英语语法讲座与测试》,华东理工大学出版社,1998 年第一版


范文十:英语新课程中的语法教学 投稿:范芲芳

【摘 要】语言是交流的工具,学习英语的最终目的是为了运用英语。新课程重视培养学生的语言运用能力,而语法教学是为了让学生能更好地理解语言和运用语言,语法是语言的内部规则,它标志着外语和本族语最主要的差别。基础教育阶段的英语语法教学可以促进学生语言技能和语言运用能力的发展,也有利于学生英语自学能力的培养,使学生在使用英语的过程中更自信。   【关键词】初中英语 新课程 语法教学   一、引言   “语法隐形,功能为纲”是英语新课程的一大特点。语法教学再次受到冲击,甚至走了另一个极端,似乎一提到语法教学就是在走老路、与教学改革背道而驰。在实际教学中,语法教学似乎已成为“落后”的代名词。于是,部分教师尽量淡化语法教学----在课堂教学中少教甚至不教语法;还有些教师虽然教语法,但心里总有“理不直,气不壮”的感觉。那么,新课程究竟还需不需要语法教学呢?笔者在此试论自己的几点看法与大家一起探讨。   二、语法教学在英语新课程中的重要性与必要性   1.新《英语课程标准》提出:“基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上”“,基础教育阶段学生应该学习和掌握的英语语言基础知识包括语音、词汇、语法、功能和话题等五方面的内容。知识是语言能力的有机组成部分,是发展语言技能的重要基础”,并列出了详细的语言知识分级目标。由此可见,新课程只是“要改变英语课程中过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言,运用能力的培养的倾向”,而并不是全盘否定语法教学。试想,中国人学汉语都要学语法,中国人学英语怎能不学语法呢?   2.新《英语课程标准》倡导教师在课堂教学中尽量采用“任务型的教学途径”。随着新课程改革的不断深化,在中学英语课堂教学中运用任务型教学模式已是势在必行。任务型教学的特点是“在做中学(learning by doing),其语言学习模式以习得为主;语法教学强调语言知识的讲解和传授,其语言学习模式以学得为主。Keith Johnson认为,人们学习语言最好采用习得与学得相结合的模式,因为学得能够有意识地获得陈述性知识,而习得能够无意识地获得过程性知识,二者可以互相转化,相辅相成。从这一理论来说,语法教学不仅不会与任务型教学相抵触,反而可以起到促进作用。   培养和发展学生的听、说、读、写技能以及这四种技能的综合运用能力,是新《英语课程标准》所规定的基础教育阶段英语课程的任务之一。但是很难想象一个没有语法基础的学生能说出地道、流利的英语,能读懂英语文章,能用英语正确地写作。,近两年的阶段性实验结果表明:采用任务型教学的班级,听、说能力明显优于对比班,但是读、写能力有所下降,单词拼写能力和语言运用的准确率不高。而造成这一结果的原因,就是没有很好地把语言知识的教学和能力的培养有机地结合。由此可见,语法基础的薄弱,势必会影响学生辨别和使用正确的语言形式和适当的表达方式,更会阻碍学生综合语言运用能力的发展。因此,笔者认为语法教学完全有资格在新课程中占有一席之地,语法教学在英语学习过程中的重要性和必要性应是不容置疑的,只是问题的关键在于“how it is taught”(The Oxford English Grammar,Sidney Greenbaum,Oxford University Press,1996)。   三、走出语法教学的误区,探索应用新教法   1.走出语法教学的误区。英语语法教学的基本任务是使学生能掌握外语的遣词造句规则,培养语言能力。其目的:使学生能正确地实际掌握英语,最终在用英语交际时不必或基本上不依靠语法规则来表达自己的思想和理解别人的话语。因此,中学英语语法教学的性质是为培养综合语言运用能力服务,它不是进行语法理论研究,不能为教语法而教语法。因此,中学英语教师应该一方面明确英语语法教学的重要性,重视语法教学;另一方面,也要明确语法教学只是英语教学的组成部分而不是全部,重新强调语法教学决不意味着又要走上一味死抠语法、把英语课变成语法讲解课的老路。   2.探索应用新教法。纵观我国英语教学历史,传统的语法教学有着极大的影响力。句型操练和语法翻译的教学方法至今还为一些教师津津乐道。这种教学方法的确能在一定程度上帮助学生掌握英语的基本结构,但随着功能语法和交际教学法的发展,人们开始意识到语法不仅只与语言结构有关,单纯地学习语法结构是没有意义的。教语法的真正目的在于让学生用正确的语言形式进行交流。科学地进行语法教学,就要探索和应用新的教学方法,努力提高语法教学效率,使其更好地为提高学生英语交际能力服务。   综合使用演绎法和归纳法传统语法教学方法是用演绎法或归纳法来进行的。演绎法往往由理论到实践,即教师先讲解某个语法点的概念,列出语规则,再给出大量例句。归纳法则往往由实践到理论,先让学生接触语言材料,通过学习大量例句,使学生形成一定的感性认识,进而对材料进行加工,最后总结归纳出语法规则。演绎法较为简捷、省力、省时,学生易于接受;不足之处是容易忽视学生的兴趣,出现填鸭式教学。归纳法则正好相反,学生在语言环境中学习语法,有利于调动学习积极性,但若教法不当,容易出现效率低下、事倍功半的情况。较为合理的做法就是把二者结合起来,既适当演绎又及时归纳。比如,在进行简单语法教学时可采用归纳法,在进行较难的语法教学时可采用演绎法。   利用情景引出语法点,体现交际性原则语言是活的,具有实用性和交际性。语法能力是交际能力的一部分,语法考查也总是放在一定的语境中进行。因此,在孤立的句子中机械地进行的语法教学是错误的。我们应把语法结构放在一定的语言环境中,让学生在实际的语言材料中,真实的交际情景中,去感知、理解、记忆,从而达到灵活运用,自然掌握的目的。同时,语法教学要重视师生情感的沟通,语法句型的操练要有情景、有意义,要尽可能减少枯燥乏味的机械训练,所举例句、短文应尽可能地贴近现实生活。近几年来,交际语言教学思想已被广大英语教师所接受,并一直在进行教学尝试:结合情景和交际功能进行语法教学使语法教学生动化,发挥青少年模仿能力强的优势来培养他们的语言技能,使我们的学生既具有较扎实的语法知识,又具有较强的语言交际能力,听、说、读、写全面发展,以适应当前英语教学的需要。   综上所述,语法是语言的内部规则,它标志着外语和本族语最主要的差别。基础教育阶段的英语语法教学可以促进学生语言技能和语言运用能力的发展,也有利于学生英语自学能力的培养,使学生在使用英语的过程中更自信。因此,新课程仍然要教语法----撇开语法基础而一味地只强调能力,能力最终将会成为空谈。但是,另一方面,我们也要意识到,语言是交流的工具,学习英语的最终目的是为了运用英语。新课程重视培养学生的语言运用能力,而语法教学是为了让学生能更好地理解语言和运用语言,是为培养能力服务的,在英语教学过程中不能本末倒置。新课程中的英语教师应转变教学理念,更新教学策略,优化语法教学。