在高效课堂模式下,怎么进行语法教学

Question

在高效课堂模式下,怎么进行语法教学

Answer 1

高效课堂模式下的语法教学(以虚拟语气教学为例)

新课改模式下教学,我们旨在让学生进行有意义的学习,提高学习效率,改善学习效果.我认为有意义的学习就是学生本着要最终学会灵活使用所学知识的目的来学习所接触的知识.在学习时带着极大的热情和对知识的渴望来开始接触所学知识.并且在开始学习前认真考虑学习方法,选用恰当的学习方法进行学习,在学习过程中有自主学习也有与其他同学进行交流合作,探究疑难,突破重难点,并且在学习过程中不断有思考,有改进学习方法,且达到一定的学习效果,取得一定的成绩.
让学生通过学习体会学习的乐趣,感受学习的快乐；通过学习,增长见识,开拓视野；通过学习,学会了如何与人交流相处,如何为人处事；通过学习,能使自身的需求得到满足,能够发展自己的兴趣,并且有可能将兴趣发展成特长,专长,这是为以后走出社会奠定良好的基础.
我校近一年来实践探索了：“271高效课堂模式.”（要求教师讲课时间不大于20%,学生自主学习占70%,剩余10%用于每堂课的成果测评）.特别是八环节学习法（计划寻航、课前预习、专心上课,学案导读、规范训练、满分答卷、课外阅读、学习档案）,充分调动了学生学习的积极性和主动性.培养了学生的学习能力和表达能力.在此模式下,我们在探讨,实践英语不同课型的“271高效课堂教学模式”,如词汇教学,阅读教学,语言学习,语言应用,语法教学,写作教学.“271高效课堂教学模式”最大的特点即问题导学,先学后教,打破了传统教学模式下先教后学的模式,强调了学生的自主学习以及组内的合作探究过程.这对于抽象单调的语法教学非常有效,学生在课前积极充分预习,掌握了基本的语法要点,并完成了部分针对性极强的训练.通过自主学习掌握了基本语法规则,后又通过组内合作突破了部分难点.且在课前梳理了“知识树”勾画了重难点.课前预习为课内的强化要点,突破难点做好了充分的准备.这样让语法教学不再枯燥,学生对知识的记忆亦非常深刻.
对于每种不同的课型,课前备课组将通过充分研讨编制讨论导学案.对于语法教学,我们的学案编制主要分为三个部分,第一部分为：自主学习部分（呈现语法现象,解析要点）,第二部分为：合作探究部分（总结,强调要点）,第三部分为：能力提升部分（突破难点,提升能力）.下面我以“虚拟语气教学”为例,谈一下语法导学案的编制.
Task I 自主学习部分（Independent Learning）（要点解析）
虚拟语气可以表示过去,现在和将来的情况,时态的基本特点是时态往后推移.最主要的考察点为if条件句的虚拟语气.
★ a. 与现在事实相反的假设
条件从句

主句

一般过去时（be用were）

should（would）等 +动词原形

b. 与过去事实相反的假设
条件从句

主句

过去完成时

should（would）等+ have+ 过去分词

c. 表示对将来不大可能发生的事情的假想
条件从句

主句

一般过去时

should/would等 + 动词原形

were+ 不定式

should+ 动词原形

请完成下面三个句子,并背诵句型.
1. If I you, I .
如果我是你,我绝不放弃.
2. If I ,I the exam.
如果我努力学习,我就已经通过考试了 .
3. If it rain tomorrow, I attend the meeting.
If it rain tomorrow, I attend the meeting.
If it tomorrow, I attend the meeting.
如果明天下雨,我就不来参加那个会议了.
★ 条件状语的倒装
如果条件状语中有were, had, should时, 可以倒装成：Were / Should / Had +主+其他
1. If I were you, I would try it again.
----- I you, I would try it again.
2. If he had been there yesterday, he would have seen the film.
----Had he been there yesterday, he would have seen the film
3. If it should snow tomorrow, we wouldn’t go out.
---- Should it snow tomorrow, we wouldn’t go out.
Task II 合作探究部分（Cooperative study）(句型突破)
用虚拟语气改写下列句子.
1.The boy who went swimming in the No-swimming Zone drowned in the river.
----If the boy swimming in the No-swimming Zone, he in the river.
----- the boy swimming in the No-swimming Zone, he in the river.
2. The mother carelessly put the knife within the baby’s reach, and the baby cut herself while playing it.
----If the mother carefully the knife out of the baby’s reach, baby herself.
---- the mother carefully the knife out of the baby’s reach, the baby herself.
3.I am not a bird, so I can’t fly in the sky.
---- If I a bird, I in the sky.
---- I a bird, I in the sky.
4.I will not meet him tomorrow, so I can’t tell him the news.
If I should him tomorrow, I him the news.
him tomorrow, I him the news.
If I were him tomorrow, I him the news.
I meet him tomorrow, I him the news.
Task III 能力提升部分（Ability-improving）(牛刀小试)
Choose the best answer.
1.If you __________tomorrow, you _________find the new manager working in the office.
A. should come; would B. would come; would
C. will come; should D. comes; might.
2. If the parents ______at the hospital earlier after the accident, the child would have been saved.
A. arrives B. arrive
C. had arrived D. has arrived
3. I didn’t see your sister at the meeting. If she __________, she would met my brother.
A. has come B. did come C. came D. had come
4. If my lawyer _______here last Sunday, he _______me from going .
A.had been; would have prevented
B. had been; would prevent
C. were; would prevent
D. were; would have prevented
5. --- If he _________he ___________that food.
--- Luckily he was sent to the hospital immediately.
A. was warned; would not have taken
B. had been warned; would not have taken
C. would be warned; had not taken
D. would have been warned; had not taken
我校导学案编制遵循十六字原则,即,科学设计,层次分明,通盘考虑,循序渐进.这种模式实现了两个落实,即落实了预习,落实了问题导学.课堂上我们采用了四种形态,即,通过展示进行交流,通过点拨实现提升,通过纠错进行落实,通过开放实现拓展.这种学习我认为才是有意义的学习,课堂灵活富有激情,充满了欢声笑语,诗情画意,唇枪舌战,别具一格,这样的课堂真正提升了学生的能力.