Junior high school English grammar teaching under the new curriculum standard of junior high school English grammar encyclopedia

The traditional English grammar teaching often introduces the concept, structure and usage of grammar first, then helps you understand it through example sentences, and then strengthens training with corresponding grammar questions. Such classroom teaching is often boring, boring and daunting. So how can we make our junior high school grammar teaching "live"?

The new curriculum standard focuses on describing what students can do, emphasizing that students can do what they have learned in English, and develop their language ability, thinking ability and communication and cooperation ability in the process of doing things. Based on this concept, we should grasp the following principles in the actual grammar teaching:

First, the principles of grammar teaching under the new curriculum standards

1, the principle of moderation in grammar teaching

The compilation of new textbooks takes the topic as the main line. When a topic needs to use some grammar items, these grammar items will appear in the textbook. However, teachers must grasp the degree of grammar teaching and not overstretch it, otherwise it will increase students' learning burden. For example, when the teaching topic is the content of the person we admire, "When was she born?" This sentence pattern. Here comes the passive voice, which is a difficult grammar to understand. If the teacher expands this grammar and talks too much about its concept, composition and usage, as well as the composition and usage of passive voice in different tenses, it will not only take time and effort, but also make students more confused as they learn. Students can only use this sentence pattern to ask and answer questions when talking about idols and other related topics.

2. Practical principles of grammar teaching

In grammar teaching, teachers should create a context related to the grammar content they have learned around the topic, so that students can use the grammar items they have learned and learn the concept and composition of grammar items in practice. For example, teach "Can you clean your room?" Content, the grammatical knowledge involved in this topic is the usage of modal verb Could to express polite request. Teachers can use body language and teaching AIDS to demonstrate different housework, such as washing dishes, sweeping the floor, taking out garbage and making beds. And then create appropriate scenes for students to use. Can you …? Yes, of course. Sorry, I can't. I have to … After students practice using related sentence patterns, the teacher will expand them. In a word, grammar teaching must emphasize practice and application.

Second, the new curriculum under the grammar teaching methods

In grammar teaching, teachers can design the following classroom activities according to the grammar items taught and the corresponding communicative functions and topics:

1, game activity

Let students use the language knowledge they have learned in game activities, which can not only review and consolidate the language knowledge they have learned, but also improve students' interest in learning and arouse their enthusiasm for learning. For example, when teaching the grammar content of the simple present tense, the teacher can design a guessing game to make a student do the action and let the whole class use the sentence pattern "What does he/she do? He/she is a/a ... "Guess the occupation. For another example, when teaching the sentence pattern "There BE", the teacher can divide the whole class into 3 ~ 4 groups, and each group is guided by a student, for example, there is a desk/bed/... in the living room. Other students draw someone's living room according to the instructions; Then exchange the pictures drawn by each group and describe the contents of the pictures with the sentence pattern "There BE".

2. Simulated situational teaching

Many topics listed in the topic list of the new curriculum standard (for example, personal situation, hobbies, shopping, tourism and transportation, etc. ) enable students to use old and new knowledge for dialogue and role-playing according to the situation created by teachers. For example, teachers can design classrooms as shops, streets, tourist attractions, hospitals, families and parties, so that students can use the language they have learned in role-playing activities.

3. Activity survey

In grammar teaching, teachers can design relevant investigation activities, so that students can learn and master grammar knowledge while completing the investigation task. For example, teaching such as "What do you do on vacation?" While waiting for sentence patterns indicating future plans, teachers can design the following survey activities: What would you do if you traveled to the seaside? What will you do if you travel in the country? Students take the questionnaire designed by the teacher as the unit to investigate, and then report the results to the whole class. When teaching grammar contents such as present continuous tense, past continuous tense and present perfect tense, teachers can also use the method of asking students to investigate. For example, teach "How often …?" With this sentence, the teacher can ask students to investigate how long extracurricular activities are most reasonable every week.

Activity interval

Once or twice a day

Four times a week, hardly.

go to the movies

utilize

watch TV

Surfing on the internet

do homework

Ask and answer questions about the contents in the above table (for example, how often do you surf the Internet? Is it too much? Is it good for your study/eyes? ), and make records; Then write the investigation record into a short essay. Such activities make students understand "how often …?" Meaning, and practice sentence patterns, but also educate students to arrange extracurricular activities reasonably.

4. Reading activities

Teachers should make good use of reading articles closely related to grammar items in each unit of the textbook, design related questions or charts, and guide students to read independently; Teachers can also ask students to choose articles they are interested in to read according to their actual situation, and make reading notes to record their grammatical difficulties and solutions.

In short, teachers should change the grammar teaching method characterized by knowledge transmission in the past, so that students can learn grammar knowledge in the process of "doing things with grammar".