高中英语语法课教学+(精品·公开课件).ppt

三、新课程要求的语法教学模式探讨--实践 课例一的分析与反思 三、新课程要求的语法教学模式探讨--实践 语法教学并不仅仅局限于狭义的语法的范畴内，而是从语用角度出发，与逻辑思维、篇章语境、情感、文化相联系，做到主题化、情景化。 教师主控，学生虽有讨论、探究的一些机会，但总体还是处于被动学习状态，主动学习没有体现出来。 课例一的反思与分析： 三、新课程要求的语法教学模式探讨--实践 （二）教学模式 1.“概念引入--示例呈现--问题探究--及时点拨--真实运用” 的单元常规教学模式 2.“集中呈现——对比分析——专项梳理——巩固运用” 的语法复习模式 下发资料：定语从句 （过去完成进行时） （效实王小棠老师课例） 我的语法教学三个层次 三、新课程要求的语法教学模式探讨--实践 （三）语法教学中的几个原则 1. 五维目标--将语法教学的目标定位到培养学生的综合 语言运用能力上 2. 三维语法--形式（form）意义 (meaning) 和用法 (use) （资料：虚拟语气） 3. 显性教学和隐性教学双管齐下 4. 归纳法和演绎法按需采用 Grammar in Context--英语语境语法 Before you read:when do you use Unreal Conditions—Past An Audio Program allows ss to hear the readings, and provides an opportunity to practice listening. Readings on American topics and illustrate the grammatical structure in an informative and meaning context. Grammar charts offer clear explanations and provide contextualized examples of the structure. Language notes refine ss’ undertanding of the target structure. A variety of contextualized activities keeps the xlassroom lively and targets different learning styles. A summary provides the lesson’s essential grammar in an easy-to –reference format. 转变教学理念 更新教学策略 优化语法教学 新课程改革不应该是revolution(革命)，而是 evolution（变革） 结束语 from grammar to grammaring grammar in context （四）高考06语法填空题语法教学中的几个原则 Thirty-two people eatched Kitty Genovese being killed (kill) [句子结构的构成:非谓语动词]right below their windows. She was their [篇章制约:代词指称] neighbour. Yet none [意义制约:语境意义]of the 32 helped her. Not one even called the police. John Barley and Bib Fatane went beyond the headlines to research into the reasons why [句子结构的构成:从句结构]people didn’t act. They found that a person has to go through two steps before[意义制约:意义关系] he can help. First he has to notice that it is an [意义制约:语法意义] emergency. Is the smoke coming into the room through ) [句子结构的构成:扩展成分] a leak in the air conditioning?... 三、新课程要求的语法教学模式探讨--实践 * * * * * * 破解新课程学科教学中