英语专业英语教学法教案4（专业教学法技能）

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,英语专业,英 语 教 学 法教案 4,（,专业教学法技能）,大 庆 师 范 学 院 外 语 学 院,专业教学法技能,语法教学技能,课文教学技能,Reading skill,Listening,Language skill-1,Language skill-2,课 文 教 学,教学目的：,通过讲解、示范和练习，学会课文教,学技能,教学重点、难点：,了解整体教学课型的特点和模,式，掌握英语课文的一般方法和技能,教学内容、步骤和方法,：,复习思考题：,课 文 教 学,复 习 思 考 题,1,、课文教学有哪些常用方法,?,2,、初中高年级课文教学应如何进行,?,3,、高中课文教学应如何进行,?,4,、任选一篇课文，运用整体教学法进,行模拟教学或说课。,课文教学,（,教学内容和方法）,前言,整体教学课型的特点,整体教学的模式,课文整体教学的教学方法,课型示例,一,、,二,课文教学技能评价参考标准,课文教学 教学内容,（,前言）,英语课文是依据课程标准规定的教学目的编写的。它综合体现语音、词汇和语法，是用作对学生进行听、说、读、写技能训练和语言知识教学的综合材料。课文是中小英语教科书的核心，学生学习语音、语调、词汇、句型、语法等知识是围绕课文进行的。课文作为一个含有完整的情节、具体的人物事件及思想内容的语言材料，多角度、多方面地训练学生“听、说、读、写”及英语理解和思维的能力，因此搞好课文教学将有助于学生进一步学好英语，课文教学的方法是否符合语言教学的规律，也在很大程度上决定英语课堂教学的成败。,课文教学 教学内容,（前言）,整体教学是当代外语教学界的共识。中学英语教学大纲明确指出：“课文首先应作为整体教学”。张思中教学法更明确地把课文整体教学作为基本课型之一。旧式的语言教学往往着眼于孤立的词汇或语法的讲解、分析和运用上，而课文整体教学体现了现代语言教学方法中语篇整体教学的思想，把语篇作为教学基本单位，从课文的整体出发，把握感知、理解、记忆、和运用的几个环节，使学生在整体语言情景中学习语言，将语言知识、语言功能、和语言情景结合起来。通过教师的引导和学生的活动，既对整体课文透彻理解，又同时进行语言知识的概括总结和言语技能的训练，培养学生综合运用英语的能力。,课文教学 （教学内容和方法）,整体教学课型的特点,（,1,）学生整体。,整体教学法把学生作为文化的一员，是知识的创造者。认为教师不是传授知识技能给学生，而是与学生共同合作创造、发现知识、技能。故教学要以学生为中心，使学生的学习活动成为一个整体。,课文教学 （教学内容和方法）,整体教学课型的特点,（,2,）教材整体。,教材整体技巧的基本形式，是让材料能使学生从事真实而有意义的言语活动。国际流行的任务教学法（,Task-based approach,）其取材就属教材整体。教材整体的技巧主要体现在把课本中一课或几课的语言材料作为教学活动的基础内容，从而在教材处理上保持篇章话语整体，而不分割语法、单词、课文，也不把听说读写拆开。中学教材中,Unit,内容安排也正是语篇整体教学思想的体现。,课文教学 （教学内容和方法）,整体教学课型的特点,（,3,）理解整体。,理解整体是落实教、学整体材料的技巧，也是材料整体的目的。它指输入的语言材料是整体的，储存的材料也是整体的。理解整体并不排斥把整体化为部分而加以操练，只是不主张在未整体输入之前就分析，且在操练部分材料时要求照顾到与整体的联系。不要误以为部分相加即为整体，因为整体之功能大于各部分功能之和。,课文教学 （教学内容和方法）,整体教学课型的特点,怎样抓住整体语言材料的线索？概括起来有四类作法：,从结构上抓线索。,其做法是划分段落或按自然段逐段理解，然后加合各段的意义掌握整体。,从功能上抓线索,。,其做法很多：有的是由教师提出关键词，让学生串通关键词而抓住整体材料的线索，更多的是教师提问，学生答，问题本身就是线索。,从情节上抓线索。,最常见的作法是由教师介绍背景和主要情节，也可利用图表示情节，还可通过逻辑推理掌握线索及其发展。,从感知过程中抓线索。,这是可能理解较多整体因素的技巧，其作法是快读快听而“读书不求甚解”。在初学阶段，可由教师在听读前给少数关键词。这是一种可以倡行的抓整体线索的技巧。,课文教学 （教学内容和方法）,整体教学课型的特点,（,4,）课堂活动具有多样性,。,课堂活动突出整体教学的思路，通过各种教学活动，紧紧围绕课堂的教学目标，一环扣一环，把课堂的学习活动推向高潮。,课文教学 （教学内容和方法）,整体教学的模式,（1）一分为三，三步三整体模式,。从三个角度把课文分为三个整体，一步攻一个整体。,第一步,：通读或泛读，形成整体的模糊印象，犹如不进门看一幢房子。,第二步：,慢读或精读，形成整体的清晰（部分）印象，犹如进门逐间看一幢房子。,第三步：,快读或复读，形成整体完整的形象，犹如由内而外、又由外而内反复地细看房子。每次都看了整个房子，但由简而繁。,课文教学 （教学内容和方法）,整体教学的模式,（2）“合分合”或“景问用”模式,。,先创设情景，呈现课文，进行整体了解，再通过问答、讨论去理解课文的各个部分或者分块听说读写、串讲，最后整体巩固，综合运用。,课文教学 （教学内容和方法）,整体教学的模式,（3）“预习阅读讲练讨论小结”模式。,这是一种语文教学模式的移植。,（4）“复改变问”模式，从大到小的模式。,复，为复述,/,介绍课文；改，指简化或扩展课文；变，为变换课文的表达法、词序、语境、情景；问，为质疑提问或检查提问。,课文教学 （教学内容和方法）,课文整体教学的教学方法,视听说教学,阅读法教学,课文教学 （教学内容和方法）,课文整体教学的教学方法（,视听说教学）,课程标准明确指出，在入门阶段，课文教学宜采用从视、听、说入手的方法。这种方法比较适用于对话型课文。具体的教学步骤如下：,（1）介绍,教师通过提问，启发或有目的的展示，利用学生已掌握的词汇和句型向学生简介对话的内容或与对话内容相关的背景知识，然后给学生设计一两个简单浅显的问题，并要求学生带着问题听对话录音。这一步骤既吸引了学生的思路，又培养了学生的听力，有助于理解课文内容。,课文教学 （教学内容和方法）,课文整体教学的教学方法（,视听说教学）,（,2,）细节理解,学生根据听到的信息回答问题，检验他们对课文的整体理解程度。教师围绕课文内容，再设计一些细节问题，反复播放录音二三遍，使学生进一步留心对话中的信息，完整回答教师的提问，加深学生对对话的理解。,课文教学 （教学内容和方法）,课文整体教学的教学方法（,视听说教学）,（,3,）难点处理,打开教科书，教师总结知识点，在对话理解的过程中处理新句型、新语法、新词语。,课文教学 （教学内容和方法）,课文整体教学的教学方法（,视听说教学）,（,4,）朗读,为了加深学生对对话的理解，可以让学生跟读、朗读、分角色朗读，从整体上再一次掌握理解语言知识，同时，还可以纠正学生的不良发音及语调，使他们的语音、语调和语气接近生活中的对话效果。,课文教学 （教学内容和方法）,课文整体教学的教学方法（,视听说教学）,（,5,）巩固,在前三个步骤的基础上开始进行综合性的复习实践及巩固活动。教师要设置新的,语境，鼓励学生发挥想象力，善于使用新知识，勇于尝试新知识，使学生进一步灵活运用英语，创造性地进行言语交流活动。,课文教学 （教学内容和方法）,课文整体教学的教学方法（,阅读法教学）,阅读法教学适用于短文类的课文。这种方法主要是从阅读入手，培养学生听、说、读、写的技能。步骤如下：,（,1,）,要求学生带着问题以较快地速度默读课文,(,默读课文可以在课上进行也可以事先预读,),，然后找出问题相应的答案和本课的新词汇。,课文教学 （教学内容和方法）,课文整体教学的教学方法（,阅读法教学）,（,2,）,阅读之后要求学生回答问题，以检测他们对课文的理解程度，并鼓励学生根据上下文猜测生词的意思，允许使用词典或书中词汇表及课文注释。这一步骤培养学生用脑思考和使用词典的技能。,课文教学 （教学内容和方法）,课文整体教学的教学方法（,阅读法教学）,（,3,）,在学生整体理解课文的基础上，教师领读、讲解生词和习惯用语。这里的讲解可以是教师直接加以解释，也可以鼓励学生推测意思，培养他们用脑思考、独立阅读的能力。,（,4,）,围绕课文进行多样化的听、说、读、写的综合训练，以阅读带动听、说、写能力的发展。,课文教学 （教学内容和方法）,课文整体教学的教学方法（,阅读法教学）,（,5,）,进一步复习课文，使学生熟练掌握语言结构。在这一步可以组织学生根据课文进行角色表演、填空练习、复述、转述等活动，培养他们用英语表达思想的能力。,“侧重培养学生阅读英语的能力”是中学英语教学的目的之一，课文教学恰恰能够做到这一点，而且也有助于培养学生听、说、读、写等技能，因此搞好课文教学意义重大。,课文教学 （教学内容和方法）,课型示例 一、,Teaching Plan ( SEFC Book 1B),高中英语第一册（下）,第,20,单元第,77,课,（人教版）,Unit 20 Lesson 77,Aims:,1. Enable the students to talk in English about,the development of printing in ancient,China.,2. Review the passive voice.,3. Get the students to be proud of being,Chinese and try their best to do more for,the people.,Teaching aids:,a multimedia computer,课文教学 （教学内容和方法）,课型示例 一、,Teaching Procedures:,Step 1 Greetings,Step 2 Presentation,1.,Talk about the four great inventions in ancient China: paper & paper making, gunpowder, compass and printing. Teach the new word: printing.,2.,Let the students watch the video and find out: What are Susan and Mrs. Zhu talking about?,3.,Tell the students: Today we are going to learn about printing in Chinese history.,课文教学 （教学内容和方法）,课型示例 一、,Step 3 Dialogue,1.,Ask the students to read aloud the dialogue. Then ask them: What are the two ways of printing Mrs. Zhu talks about?,课文教学 （教学内容和方法）,课型示例 一、,2.,Go through the dialogue with the students, and get them to talk about how people used rocks/wood for printing. Deal with difficult language points or new words.,Ask,: a) How many steps did people take when they,used rocks for printing?,b) What are these four steps?,c) How many steps did people take when they,used wood for printing?,d) What are these four steps?,课文教学 （教学内容和方法）,课型示例 一、,3,、,Show the class a copybook (a rubbing from a stone inscription) and a seal. Let them think: Are these characters printed in the first way or in the second way?,课文教学 （教学内容和方法）,课型示例 一、,Step 4 Practice,Play the tape of the dialogue for the students to listen and repeat. Then let them practice in pairs. If time permits, ask some pairs to read the dialogue aloud.,Step 5 Oral practice for revision,1.,Ask: How did people use rocks/wood for printing?,2.,Get the students to retell the two methods of,printing in the passive voice.,3.,Let the students practice SB 1B Lesson 77, Part,2 in pairs.,课文教学 （教学内容和方法）,课型示例 一、,Step 6 Discussion,Get the students to discuss the following questions in groups of four:,1,.What was the problem of using wood for printing?,2.,Has this problem been solved?,(Who? How? Now),Then a picture, which is made with the computer is shown to get the students to know the advantage of Bishengs way of printing. Tell the students: We Chinese people are clever and great.,课文教学 （教学内容和方法）,课型示例 一、,Step 7 Consolidation,Tell the class:,Today we talked about the development of printing in China, like the way of printing by using rocks or wood. And now people have found a better way of printing by using computers. But there is no end of the development of science. So all of us are supposed to try our best to work hard. I believe that some better ways of printing will be found in the future. There is a long way to go. Where there is a will, there is a way.,课文教学 （教学内容和方法）,课型示例 一、,Homework:,Write a passage about the development of printing in China.,课文教学 （教学内容和方法）,课型示例 二、,初中英语第二册,Unite 20, Lesson 77,教学目标：,一、知识目标：,A,、词汇,:tonight, real, vegetable, chips, pork, beef, peas, carrot potato, cabbage, tomato.,B,、掌握日常交际用语,: I know.,What shall we.?,Ive no idea.,What about,Lets,Good idea,C,、语法,：,继续熟悉一般将来时用法。,课文教学 （教学内容和方法）,课型示例 二、,二、能力训练目标：,通过带着任务聆听整个对话，提高学生听力理解能力；通过聆听、分析、讲解课文中的要点及重点、操练、练习等活动，使学生就生活中一些食物做简单的问答。,课文教学 （教学内容和方法）,课型示例 二、,三. 教学过程：,1,、,Warm,up and lead in,(3 minutes),（,1,）,Ask the following questions to contextualize the students into the theme,food.,Do you like the food at Mc Donalds?,Do you sometimes help your mum do the cooking?,Do you often eat chicken at home?,Review the use of the future indefinite tense.,(2)What do you usually eat at you birthday parties?,Guess, what shall I eat this evening?,Guess, what will . (S1) eat this evening?,课文教学 （教学内容和方法）,课型示例 二、,2,、,Lead in and present new words,(10 minutes),（,1,）,Discuss different peoples favorite food with students and present the new words.,Meat:,chicken, pork, beef,Fruit:,apples, pears, oranges, bananas,Vegetable:,peas, carrots, potatoes, cabbages, tomatoes,Chinese food, western-food, real English food, fish and chips,课文教学 （教学内容和方法）,课型示例 二、,（,2,）,Ask the following questions to get students familiar with the new words and phrases that will appear in the text:,Guess, what will your mother cook for you this evening?,What are you going to do tonight after dinner?,Do Mc Donalds have fish and chips?,Do you want to try it?,Do you think you will like fish and chips?,Is hamburger real English food?,What about Kentukey fried chicken?,课文教学 （教学内容和方法）,课型示例 二、,3. Presentation of whole text general understanding,(5 minutes),(1) Introduce Ann Mum and Chen Hui with their pictures.,(2) Give students first listening task: Ann and Mum are talking about cooking.,(3) Why?,课文教学 （教学内容和方法）,课型示例 二、,4,、,Presentation of whole text for information,(10 minutes),(1) Give students second listening tasks,Answer the following questions:,Will Ann help Mum do the cooking?,Does Chen Hui like English food?,Does Chen Hui like chicken?,Does Chen Hui often eat chicken at home?,Is fish and chips real English food?,课文教学 （教学内容和方法）,课型示例 二、,(2) Check answers,(3) Give students third listening tasks,Complete the following sentences,:,Ann: Mum _ coming _ .,Mum: I know. You must help me _ this afternoon.,Ann: Certainly, Mum,What _ we _?,Mum: Does she like English food?,Ann: _.,Mum: _ chicken?,Ann: Oh yes,_ she quite often eats chicken,Mum: Lets give her _ to eat, then. Some _!,Ann: Something _? I know _ fish and chips!,Mum: _!,课文教学 （教学内容和方法）,课型示例 二、,(4)Students check answers among themselves.,课文教学 （教学内容和方法）,课型示例 二、,5,、,Repetition and drilling,(5 minutes),(1),Class repetition of whole text (following the recording),(2),Pair repetition of whole text,(3),Drilling by using the following blackboard drawing,Mum, _ coming _.,You must help me.,What!,Likes English food?,_ chicken?,_ quite often eats chicken at home.,Lets give something different to eat, then.,Some real English food!,I know_ fish and chips!,课文教学 （教学内容和方法）,课型示例 二、,(4),Substitution drill.,Tonight,tomorrow,English,Chinese food,Fish and chips,dumplings,课文教学 （教学内容和方法）,课型示例 二、,6,、,Students read the dialogue,(2 minutes),7,、,Continue to learn the vocabulary and,exercise,. (5 minutes),(1),不可数名词,: chicken, pork, beef,可数名词,: pea, carrot, potato, cabbage,tomato, apple, pear, orange, banana,(2),Practice on pronunciation of new words,课文教学 （教学内容和方法）,课型示例 二、,（,3,）,Practice on using the new words by asking and answering questions or other activities,e. g. Do you like to eat potatoes?,Put the following words into boxes: pea, cabbage, potato, carrot, tomato, apple, pear, orange, banana,Vegetable,Fruit,You often see at home,You often eat for meals,You like to eat,课文教学 （教学内容和方法）,课型示例 二、,8,、,Grammar and drill,(8 minutes),（,1,）,Make up sentences with the words given, following the model (oral, whole class),model: something, different, eat,Lets give her something different to eat.,Something, difficult, do,something, new, eat,something, easy, read,课文教学 （教学内容和方法）,课型示例 二、,(2) Pair work: Guess, what am I going to do this evening?,A and B: Ask questions and also write your partners answers in the right boxes.,This evening,Tomorrow evening,*,*,*,yourself,Your partner,课文教学 （教学内容和方法）,课型示例 二、,9,、,Sum up the lesson and assign homework,(2 minutes),课 文 教 学 （教 学 内 容 和 方 法）,课文教学技能评价参考标准,指标,得分,满分,1,能综合体现语音、词汇和语法教学,20,2,能对学生进行听、说、读、写技能训练和语言知识教学,20,3,教学模式合理、符合学生实际,20,4,教学方法多样、灵活、自如,20,5,结合教学，有针对性地对学生进行思想教育,20,总 分,100,听力教学技能,Teaching Aim,: To teach how to stage a listening skills lesson.,Teaching Key Point,: Different listening skill,Teaching Time,: 2 periods.,Teaching Procedure,:,stage 1,stage 2,stage 3,听力教学技能,Teaching Procedure,:,Stage 1:,Improving listening skills,The main sub-skills of listening are,:,1.predicting;,2.listening for the main idea(s);,3. listening for specific information.,听力教学技能,Teaching Procedure,:,Stage 2,:,Staging a Listening skills lesson,Before -listening activities,During ( While ) - Listening Activities,After ( Post ) listening activities,听力教学技能,Teaching Procedure,：,Before -listening activities,This stage is to prepare the learners for what they are going to hear, just as we are usually prepared in real life (for example, we usually have expectations about the topic, and even the language). You should not just tell the learners to listen and then start the cassette.,Aim,:,a. Pre-teach vocabulary essential/or the,completion of tasks,b. Establish interest in the topic.,听力教学技能,Teaching Procedure,：,Before -listening activities,Activities,:,Discuss a relevant picture,Discuss relevant experiences,Associate ideas with the topic,Associate vocabulary with the topic,Predict information about the topic,Write questions about the topic,听力教学技能,Teaching Procedure,：,During- listening activities,This stage is to help the learners understand the text. You should not expect them to try to understand every word. For example, you may ask them to listen for three pieces of information the first time they hear the recording and to tell you about the attitude of the speakers after the second time they have heard it.,Aim:,1. A Listening for gist task,2. Listening for specific information,3. Listening for detail,听力教学技能,Teaching Procedure,：,During- listening activities,Activities,:,Identify the exact topic, or an aspect it,Note two to four pieces of information,Answer questions,Complete sentences,Complete a table, map, or picture,听力教学技能,Teaching Procedure,：,During- listening activities,Questions:,how many people are in the story or dialogue;,who the story or dialogue is about;,where the story or dialogue happened;,when the story or dialogue happened.,What are they talking about?,How many people are talking?,Which actors were in it?,Did they like the movie they saw?,听力教学技能,Teaching Procedure,：,After listening activities,This stage is to help the learners connect what they have heard with their own ideas and experience, just as we often do in real life. It also allows you to move easily from listening to another language skill.,Aim:,A follow-up activity based on the topic. This could include listing and talking about the types of movie that they like, Their favorite actors, writing a review of a recently seen film etc.,听力教学技能,Teaching Procedure,：,After listening activities,Activities,:,Give opinions,Make up a similar dialogue,Relate similar experiences,Role-play a similar interaction,Write a brief report or notes,Write a similar text,Write a letter to newspaper or radio station.,Debate a topic,听力教学技能,Teaching Procedure,:,Stage 3: Task,Look at the following course book listening exercise. Consider how you would organize part of a lesson using the material. Think in terms of the three stages -pre-listening, while-listening, and post-listening.,听力教学技能,Teaching Procedure,:,Listening text,Your attention please for the/allowing announcements. British Airways flight 269 from London is now arriving Passengers for Aero Mexico flight 129 to Cancun please proceed to Gate 6, where this flight is now boarding American Airlines regrets the delay of its flight 409 to Houston with final destination Lima. This flight will now depart at sixteen hundred hours.,1 Which flight is arriving?,2 Which flight is going to leave?,3 What is the gate number for that flight?,4 Which flight is going to leave late?,5 What is the new time for that flight?,pre-listening,while-listening,post-listening,听力教学技能,Teaching Procedure,:,Pre-listening,_ You could begin establishing the context by asking questions about their illustration. You could also ask who has flown, or accompanied relatives or friends to the airport, and allow learners to talk a little about their experience.,_ Then ask what kind of things they would expect to hear in an airport announcement. This might produce some essential vocabulary, for example, -flight, gate delay board , and -depart.,听力教学技能,Teaching Procedure,:,While-listening,_ Then you could substitute the course book task with a more realistic and active one. Tell a third of the class that they are going to Houston or Lima,。,Another third that they are meeting a friend from London, and the final third that they are going to Cancun. You need to give them very clear instructions.,Teacher,: OK, so whos going to Houston? Raise your hands. Good,！,And Lima. OK. And whos meeting a friend from London? OK And whos going to Cancun? OK _ lucky people. Right, now listen carefully. When you hear your flight stand up. If the flight is late, say -Oh, no! and sit down again. If it is on time, say -Good! and stay standing.,听力教学技能,Teaching Procedure,:,Check that they have understood,:,Teacher: When you hear your flight, you .,Learners: stand up.,Teacher: If the flight is late .,Learners: . say -Oh, no! and sit down.,Teacher: If the flight is on time .,Learners . say -Good! and stay standing.,听力教学技能,Teaching Procedure,:,_ After you played the cassette once. check with several learners what the situation is with their flight.,_ Play the cassette again, and get the groups to note down just the information related to their own flight .,_ Play the cassette for a third time, and get everyone to answer all the questions in the book.,听力教学技能,Teaching Procedure,:,Post listening,_ Use a topic or situation for further skills practice. For example, you could ask some learners experience they have had waiting for someone at an airport, or get groups to write similar announcements and then read them out.,语法教学技能,教学目的：,通过讲解、示范和练习，学会语法教学技能,教学重点、难点：,了解英语语法教学的意义、原则和要求，掌握英语语法教学的一般方法和技能,教学内容、步骤和方法：,语法教学技能评价参考标准,：,复习参考题,：,语法教学技能,教学内容、步骤和方法,前言,常用的语法教学方法有以下几种：,一、,归纳法,二、,演义法,三、,情景法,四、,纠错法,五、,对比法,六、,课型示例,语法教学技能,教学内容、步骤和方法,（前言）,语法是词的形态变化和用词造句的规则总和，是语言的“骨架”。人们在学习和运用语言的教程中，自觉或不自觉地学习和运用着语法。语法教学是外语教学中一个重要的组成部分。语法教学的目的是使学生更好地进行听、说、读、写等语言实践活动，是实践语法。而不是让学生学习理论语法, 死记硬背语法规则。,语法教学技能,教学内容、步骤和方法,（前言）,目前，一些大型测试语法部分的名称已从Grammar改成Language usage，进而又改成Language in use ，这些名称的变化反映了对语言以及语法的本质及功能的深化，强调语法知识与情景融合，注重实际运用，突出实际，使语法教法向语境化、功能化发展。美国著名语言学家Douglas Brown教授提出了,如何进行语法教学的几点原则:,语法教学技能,教学内容、步骤和方法,（前言）,Appropriate grammar focusing techniques,Are embedded in meaningful, communicative contexts ( 置于有意义的情景之中 )。,Contribute positively to communicative goals. ( 对语言交际目的起着积极的作用 )。,Promote accuracy within fluent, communicative language（ 用流利语法进行交际，同时力求语言的正确性）。,Do not overwhelm students with too much linguistic terminology ( 不要给学生过多的语法术语 )。,语法教学技能,教学内容、步骤和方法,（前言）,我们可以把这些原则概括为两条：,（1）,不为语法而学语法，也不能孤立地学语法。,（2）,不能抛开语法去训练听、说、读、写技能和运用能力。那可能会事倍功半。,语法教学技能,教学内容、步骤和方法,（前言）,由此可见，外语教学在经历了种种革新之后，语法一词本身也被赋予了新的意义，语法教学的意义和作用，语法教学的形式自然也发生了重大的变革。现在教语法已打破了“定义例句套用”或“例句规则套用”的框架，可按“结构性技能操练交际性运用操练概括性规则操练”的程序进行教学。,语法教学技能,教学内容、步骤和方法,（归纳法）,在观察大量语言现象的基础上总结语法规则，再以所总结的语法规则指导语言实践，以达到深化认识，提高实践能力的目的。是从具体到抽象，是“实践理论再实践”的认识过程。自直接教学法以来，外语教学法专家都偏重归纳法。采用此种教学方法，教师应首先向学生逐步渗透具体的语言现象，在学生自然习惯的情况下总结出语法规则。通常可以采取观察分析归纳练习四个步骤：,语法教学技能,教学内容、步骤和方法,（归纳法）,1、观察,教师提出有代表性的例词或例句，使学生理解例词或例句。比如，在讲解现在进行时态时，教师可以利用教室中的真实情景引出例句：,T：Boys and girls，please look at me,What am I doing?,I am standing(教师板书),What are you doing?,You are sitting(教师板书),SA，please stand upLook! What is SA doing?,He is standing，too(教师板书),语法教学技能,教学内容、步骤和方法,（归纳法）,2、分析,教师引导学生找出例词或例句在形式与用法上的异同点。仍以上句为例，教师带领学生朗读黑板上的例句，并用彩色粉笔标出助动词be和现在分词（ing），引导学生说出现在进行时态的构成与现在分词的构成，这一步最好由学生总结概括。,语法教学技能,教学内容、步骤和方法,（归纳法）,3、归纳,教师在学生总结的基础上，归纳出语法规则，即现在进行时的定义、构成及现在分词的变