on the junior high school english grammar teaching（在初中英语语法教学） 9页

OnthejuniorhighschoolEnglishgrammarteachingThenewcurriculummadeitclearthatthefocusoftheEnglishcurriculumreformistochangetheEnglishcoursesistoomuchemphasisongrammarandvocabularyknowledgetoexplainandteach,ignorethetendencytocultivatethestudents’actuallanguageproficiency,however,underthenewcurriculum,someteachersteachingconceptsandfundamentalchange,theteacherstoomuchemphasisontheexplanationofgrammarrules,donotattachimportancetothestudents’oralcommunication,ignoringskillstrainingontheUseofEnglishstudentsdonothaveinterestinlearning,mentiongrammarheadaches,andpoorteachingresults.howtochangethissituation?Thefollowingismyexperienceinteaching,foryourreference.One,importforms,tostimulatetheinterestofthestudentstolearngrammarExtensivesyntax,rules,framemorethanalotofstudentsrightsyntaxdaunting,agrammarlessonnospiritinordertochangestudents’9 viewofgrammarlesson,andincreaseinterestinlearning,classroomimportisthekey.Thesayinggoes:preconceptions.Importboththebeginningofanewlessons,butalsothefirstlinkoftheteachersteachingandlearningactivities.“Ifthislinkisdesignednatural,innovative,itwillatoncetotheattentionofstudentstoattractover,thestudentsliftedthespiritofwarranthasnotyetbegunclasses,psychologicallyinconsistentwiththegrammarlessontheteacherbeforetheclasscanproduceaconversationtoimport,toallowstudentstofindthesyntaxinthediscussion,andoftenself-discovery,self-learningcanalsoplaysongsimport,suchasplayingYesterdayoncemoretoteachingingeneralthepasttense,sothatstudentsreadilyacceptedintothejoyoflisteningtothesongthepast.tohearingformofdialogueleadstoanewsyntaxintheformofimportshouldbeflexibleaccordingtotheteachingcontentofthesyntaxdiversity,toattractstudentsfromthefundamental.TocarryoutavarietyofactivitiestomaintaintheinterestofthestudentstolearngrammarActivityis9 thebasicwaytocultivateaninterest,istocreateandmaintainanimportantwayforstudentstochangethemostimportantformoftraditionalsinglegrammarclassroommodel.A.Asapaneldiscussion,eachgroupofstudentscanbesummedupgrammar.Grammarexercisesdiversification,toconsolidatetheuseofsyntax.Ongrammarlessons,studentsaremostafraidofasinglepracticethekindsofquestions,theywillfeelboring.Thissituation,teachershavetheflexibilitytopreparesomeexercises,suchastranslation,select,fillintheblank,oreventorecitethesameknowledge,andtransformthekindsofquestions,itwillchangethestudents’attentionintheformofinterest,therebyenhancingstudentlearninggrammar.Heldintheclassroomcompetition,tostimulatestudents’interest.Suchasanalysisofthefinishedgrammar,teachers,studentsmustanswertrainingtoanswerinthetraininggroupasaunit.Notonlywinning9 thegrouphasmasteredthegrammarandothergroupsfromthecompetitiondrawsummeduptheknowledge,thusgreatlyimprovethelearningefficiency.Eachsectionofthegrammarlessonactivitiesaredifferent,buteachactivityongrammarteachingcanplayapositiverole.Theonehand,studentsarealwayskepttheinterestandattentionofthislessontolearn,topromotestudents’participationinactivitiesvoluntarilyandenthusiasm,ontheotherhand,throughavarietyofactivities,sothatstudentsfeellessthanagrammarlessonboringboring,changetheirgrammarlessonfromtheheart,therebyimprovinglearningefficiency.Third,theuseofmultimediateaching,enrichclassroomcontentInrecentyears,withthepromotionandapplicationofITinEducationandTeaching,multimediatechnologyhasbeenwidelyusedintheclassroom,inlargeparttochangethetraditionalteachingsofasingleway,thespreadofsinglemulti-mediateachingcannotonlydisplaystaticpictures,youcanalsocreateasound,light,color,Figuresuperb9 interactiveteachingandlearningenvironment.Inthisway,abstractandboringgrammarcontenthasshapedthesoundandMao,alivelyformofexpression,sothatstudentsfeelfresh,generateinterestinlearninganddesireforknowledge,andtomobilizethevarioussensesofstudentstoparticipateinthelearningprocess.Thesametime,relaxed,self-learningenvironmentcanalsopromotethedevelopmentofplayandpersonalityofthestudentinitiative.Sharehttp://eng.hi138.comfourfreepaperdownloadcenter,consolidategrammarinlanguageuse,Learnthelanguageknowledgetouse.SyntaxisthetopfiveofthebasicknowledgeofEnglishlanguageanintegralpartoftheprocessplaysanimportantroleinlanguagelearningandapplyingknowledgeofgrammarandsyntaxrules,thestudentsunderstandEnglishandaccuratetheuseofEnglishtoimprovestudents’languageskills.languageskillsincludinglistening,speaking,reading,writingfourskillsandfourskillsproficiencylisteningandreadingskillstounderstand,speakandwriteisanexpressionskills.Ahearingdialogue,practicegrammarMany9 listeningmaterialsintheformofdialogue,theteacherbeforeclassselectedpartofthematerialrelevanttothelessongrammarplayertolistentothestudents.Theonehand,thestudentscanhearfromtheuseofsyntax,italsoimprovesstudents’listeningability.2said,practicegrammarEachclass,theteachershouldasfaraspossiblethecreationofarealcontextforstudentstouseknowledgeofgrammarjustlearningcommunicativeactivitiessuchasgroupdiscussionsintheformofteachinggrammar,teacherscanelecttheirrepresentativestoreporton,andsometimesteachersandstudents.fortherole-theplaymayalsobeamongthestudentsrole-theplay,thescenearoundthesametimecantakeadvantageofstudentspractice,suchasteachingtherebestructureallowsstudentstointernalfacilitiesoftheclassroomforstudentstomakesentences,whicharetoconsolidatethegrammartouse.(3)readtheform,practicegrammarReadthearticle,thestudentsoftenencounteranewword,phrase,9 orsomelongsentences.Theselongsentencesmaybeagrammar,whichaffectsstudents’understandingofthearticle.Atthistime,teachersshouldguidestudentstopayattentiontotheanalysisofsomelongsentences,readthearticle,throughanalysisofcontextandsentencestructurecanenhancetheunderstandingofthearticleandimplementtheknowledgeofgrammarschoolstudents’readingcomprehensionisthebestwaytoconsolidatethegrammar.Inlistening,said,readonthebasisoftheabilitytotrainstudentstowriteSyntaxsentencecanunderstand,readthearticle,whichonlyindicatesthatthestudentsideographicfunctionalunderstandingofthisgrammaticalform,butalsotheneedforeffectiveexpressiontraininginteaching,teacherscandesignChinesetoEnglishsentencetranslation,writingThedialogueandwritingexercisestostrengthenandconsolidatetheuseofstudents’knowledgeofgrammar.studentsrosefromtherightsyntaxperceptualtorationalknowledge,outsidetotheinside,in-depthunderstanding.9 GrammarteachingshouldreflectthedominantpositionoftheleadingroleofteachersandstudentsTraditionalgrammarlessons,theteachers,thestudentslisten.Teachersinthegrammarrulessummarizedintorules,andallowstudentstoremembertogoback,andthenalotoftrainingstudentsintheclassroomjustpassivelylistentolearn,thereisnoactivelearninginitiativeofthegrammar,sothestudentsinlearningalackofinterest,thereisnoenthusiasm,lesseffective.Tochangethissituation,thenewcurriculumreformrequiresteachersshouldchangetheirroleinteachingtheprocessofteachingistheinteractionofteacherandstudentexchangeprocess,teachersshouldbetheobjectiveofthecourse,learningactivities,thelearningprocessneeds,andtheneedsofstudentsplaydifferentroles,teachersarenotonlyimpartingknowledge,shouldbethefacilitatorofstudentlearning,instructors,organizers,helpers,participantsandcollaboratorswhichclearlydefinestheteacherinteachingaleadingrolefromtheside,reflectsthedominantpositionofthestudentsinlearning.Inthethe9 syntaxClassroominstructionaldesign,itisnecessarytofullyembodiesthis.Teachers’organizations,guidanceandhelpstudentstolistenactively,speaking,reading,writing,analysis,discussion,summarizetherelevantknowledgeofgrammar,trulybecomethemastersofthelearningactivities.Insummary,theteachingofgrammartoadoptflexibleteachingmethods,students’interestingrammarlessons,grammarteachingtheuseoflanguageassociatedwithlearningandtheconsolidationofgrammarinlanguageuse.ShareFreepaperDownloadCenterhttp://eng.hi138.com9