只要有可能,在大多数情况下,我都会引导学生充分利用情景理解、操练、实践某些语法项目。这种方法有助于启发学生思考,引导学生正确地理解语法的含义,帮助他们正确地运用语法来表达思想。通过情景教语法,学生学得快,学得牢,用得活。可以说情景教学法通俗易懂,简单明了。
1. 利用实景
教 This is …和 That is …句型时,利用周边实景,介绍周围景物。
This is my classroom. That is a library.
This is Wang Lin and that’s Li Hong.
2. 利用图画
教 There be 句型时,利用教学挂图,激发学生去描述图画内容,教师指着图中的内容进行介绍。例如:
This is a picture. There are many things in the picture.
There is a car in the picture.
There is a man in the car.
There is a lake in the picture.
There is a boat in the lake.
3. 利用动作
教现在进行时 ,边做动作边用英语描述,要求学生同时做动作,教师根据动作说英语。例如:
Li Hong , stand up.
Now , Li Hong is standing up.
Li Hong , go to the window.
Look , Li Hong is going to the window.
Li Hong , clean the window.
Look , Li Hong is cleaning the window now.
4. 利用表情
教 Where is 结构时,先放一些实物在教室的某些处所,做出寻找的样子,同时询问。例如:
Where is my book?
Where is my pencil?
Where is my eraser?
5. 利用对比
教学主语是第三人称单数,行为动词加 S 的一般现在时句型时,通过对两个句子的对比,引导学生认识此句型的特点。例如:
I study hard. He studies hard , too.
I like English and he likes English , too.
I go home at six. My brother goes home at six , too.
I go to bed at nine. But my mother goes to bed at eleven.
6. 利用语境
教学一般过去时,通过一定的语言环境帮助学生领会用法。例如:
He often comes to school early , but yesterday he came late.
Today we have enough to eat and wear , but before liberation my father had little to eat and wear.
7. 利用语调教师教一般疑问句,可以通过语调变化引起学生对新句型的注意和理解。例如:
Is this your bike ?↗ Yes ,it’s my bike.↘
Do you go to school by bike ?↗ Yes, I go to school by bike.
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