At present, although most junior high school students have been exposed to English subjects in primary schools, compared with primary schools, junior high school English learning content pays more attention to grammar and memorizing words. Therefore, many junior high school students will inevitably get bored when they are faced with the use of grammar and memorizing words, which can't arouse their interest in learning English. This paper discusses the effective teaching methods of English grammar in junior high school.
First, create an environment for communication.
Creating communicative activities in junior high school English grammar teaching can make English grammar content real and rich, which can not only improve students' interest in learning and enthusiasm for participation, but also help teachers and students to communicate actively in learning, so as to achieve the goal of students learning English grammar actively. In the creation of communicative activities, teachers can understand students' grammar and pronunciation problems through English dialogue with students, so as to prescribe the right medicine in teaching and help students master grammar knowledge in time. For example, when teaching prepositions such as under, in and on, the teacher can show some related pictures in class. The content of the picture is a table and a basketball. The basketball is under the table. At this time, the teacher can appropriately ask the students: Where is the basketball? The student replied: It? Under the table. After that, teachers can constantly change pictures and continue to guide students to be familiar with them with different items and different display methods. The application of these two sentence patterns ... they are ..., and finally make students master the locative words in English skillfully.
Second, enhance the fun of grammar teaching
Interest is the best teacher. Therefore, adopting different teaching methods to improve students' interest in learning can effectively improve the quality and efficiency of English classroom teaching. In the process of learning English grammar, many students think that English grammar is difficult to master, and the traditional teaching methods of teachers are single, so students can only memorize grammar by rote, and neither teaching methods nor learning methods can achieve the expected results. Therefore, teachers should appropriately increase their interest in English classes, so that students can feel the fun of learning English and attract their enthusiasm for participation. For example, in grammar teaching, teachers can let students bring their unforgettable travel photos to class, introduce their travel experiences in English, and link English grammar with real life, thus increasing students' interest in learning.
Third, arrange task-based grammar.
In order to stimulate students' interest in English grammar teaching, teachers can appropriately adopt the teaching method of assigning tasks to teach grammar.
The fifth skill of English grammar teaching in junior middle school
I. Introduction
Grammar is the organizational law and structural form of language, and it is a set of language rules that make language have clear meaning and can be understood by the other party when people communicate with each other. The new curriculum reform standard requires teachers to attach importance to grammar teaching and cultivate students' ability to blurt out English through grammar learning. However, today's middle school students think grammar learning is boring and the learning effect is not ideal. In view of this situation, in this paper, I will introduce how teachers use situational teaching method to create a classroom atmosphere in grammar teaching from three aspects: (1) the current situation of English grammar teaching in junior high schools, (2) the definition and advantages of situational teaching method, and (3) the application of situational teaching method in grammar teaching and the problems that should be paid attention to. Live broadcast? Get up, cultivate students' interest in learning grammar, and finally let teachers and students better realize the goal of grammar teaching in a relaxed and harmonious 40-minute classroom environment. Want me to learn? Become? I want to learn? Curious grammar class.
Second, the current situation of junior high school English grammar teaching
The purpose of grammar teaching is to make students use language more accurately and lay a solid foundation for cultivating students' situational communication ability. However, the present situation of situational teaching method in junior middle school English grammar teaching is quite different from this purpose. Many English teachers ignore the application of situational teaching method in grammar teaching. Because the new curriculum reform pays attention to the popularization and deepening of situational communication method, it requires improving students' comprehensive language ability. Therefore, some teachers are eager to make students follow the requirements of the curriculum reform, and often try to skip the explanation of grammar and the emergence of situational communication, or simply think that situational communication is listening, speaking, reading and writing, so that only a few students with good memory can understand and integrate into the classroom, while other students simply have no ability to take it.
Due to this teaching mode of rote memorization, situational teaching method can not be fully carried out in the classroom, and its application in grammar teaching is gradually diluted. However, in the actual teaching practice, when they find that this method can't reach the goal of grammar teaching, in order to complete the teaching task, they often give up the situational teaching method and re-adopt the traditional grammar teaching mode and method, which is mainly reflected in the following three aspects:
(A) Teachers ignore situational teaching method in grammar in order to complete teaching tasks.
Grammar is no longer the key link in the arrangement of English textbooks in the new curriculum standard. There is no centralized explanation point of grammar in every class or even every unit. Grammar is scattered in situational sentences in the text. Jean? Let's do it. Grammar exercises are relatively few and simple. This requires teachers to pay attention to the application of situational teaching method in grammar knowledge when explaining the text, sort out and summarize the grammar knowledge of this lesson, and then create situational teaching method corresponding to new grammar knowledge points, so that students can naturally output language on the premise of digesting grammar. However, in order to complete these tasks in a limited time, teachers must do a lot of preparatory work before class, but each teacher's teaching task is very heavy, so we should set aside a lot of time to sort out and summarize grammar. Time is not allowed, so most teachers choose the simple one between grammar teaching and situational teaching in order to complete the classroom teaching task, and do not put the explanation of grammar into the specific situational teaching, so that students can have a deeper understanding and reaction to grammar learning. Teachers can't achieve the goal of grammar teaching by separating grammar teaching from situational teaching method, let alone the application of situational teaching method in concrete grammar teaching.
(B) Situational teaching method can not allow every student to fully participate.
Judging from the current class size, some schools have few students, but most urban schools have about 45 students in each class. Due to the large class size, teachers are eager to explain the knowledge points in order to complete the teaching task in a limited time, thus ignoring the situational teaching method. Even though some teachers will let students discuss in groups after explaining the new grammar points, and use situational teaching method to familiarize themselves with the text content and deepen students' understanding of grammar, less than a quarter of the students can really participate in situational communication. Even in order to save time, some teachers will always find those excellent students to participate in situational teaching method, while those underachievers will never have the opportunity to experience the happiness brought by situational teaching method to their own learning.
(C) Students' English foundation is uneven, so it is difficult to use situational teaching method.
At the present stage of nine-year compulsory education in China, with the principle that students must enter school nearby, schools are divided into
You can't take exams in class, so. Students in the same class have different English foundations, so teachers should consider cultivating excellent students when creating situational teaching. Are you full? And let the underachievers have something to say, keep their enthusiasm for learning English and let them all gain something. However, the teacher can't do everything in 40 minutes. The traditional teaching concept has made students accustomed to the teacher singing? One-man show and Cramming at the last minute? Teaching methods, while situational teaching method requires a student-centered and teacher-led classroom model. Under the influence of traditional teaching mode, students' consciousness of actively participating in the classroom is not strong, and they also lack the consciousness of teamwork. The creation of situational teaching method that needs a group to complete often becomes the display of individual members of a group. Other students do not participate in the classroom of situational teaching method, let alone understand how a situational teaching method is applied in grammar teaching to achieve better learning results.
Third, the definition and advantages of situational teaching method
(A), what is the situational teaching method
Czech educator Comenius once said? All knowledge begins with the senses? . [1] Then, the situational teaching method is to set some real and quasi-real scenes in the classroom to learn and use knowledge. In the teaching process, teachers purposefully introduce and create certain emotional colors. The specific scenes with images as the main body are: In order to arouse students' certain attitude experience, help students understand knowledge and skills, develop students' psychological function and achieve teaching purposes. Such as role models, vivid language descriptions, in-class games, role-playing, poetry reading, painting, gymnastics, music appreciation, tourism and so on. Reproduce the scene representation described in the article, so that students can hear their voices, see their people and feel as if they are in it. It is a kind of teaching activity in which the teaching content is contained in specific image situations, and teachers and students blend scenes in this situation. At the same time, situational teaching method also refers to teaching activities with a certain emotional atmosphere. Confucius said:? Don't be angry, don't be angry, don't be angry, don't raise a corner, and don't use three corners to oppose it. ? [2] This passage of Confucius emphasizes the importance of stimulating students to enter the learning situation, so a good teaching situation can fully mobilize students' initiative and enthusiasm, inspire students' thinking and develop students' intelligence, which is an important way to improve the effectiveness of subject teaching in middle schools.
(2) Situational teaching method has the following advantages.
1. Situational teaching can create a good learning atmosphere.
Situational teaching method often displays intuitive and vivid images in the development process, integrates theory with practice, and makes abstract grammar knowledge concrete and life-oriented, which not only enlivens the classroom atmosphere, but also stimulates learning.
Students are interested in learning English and make it easier for them to understand and master grammar knowledge.
2. Situational teaching can stimulate students' interest in learning.
As the saying goes, interest is the best teacher. All experienced and successful teachers know this. For students, whether they think what they have learned is useful or interesting largely determines their learning efficiency. [3] Middle school students, in particular, are lively and active, and their attention is not easy to concentrate, and their inhibition is relatively weak. They often start from their interest in learning. They can carry out cooperative learning and group discussion in specific situations, which not only creates a good language environment, but also cultivates students' English expression and communication skills, and creates a pleasant learning scene for students, so that they can study easily and happily.
3. Problem-based situational teaching can stimulate students' thirst for knowledge.
In teaching, teachers should learn to create questioning situations, guide students to actively explore, discover, explore and solve problems, and stimulate students' innovative thinking, which can improve students' ability to solve problems and achieve better teaching results.
4. Situational teaching can successfully solve the key and difficult problems in teaching.
Situational teaching emphasizes the stimulation of students' emotions, and focuses on arousing students' and teachers' * * * voices and experiences with specific scenes, which can promote students' psychological activities, guide students to actively solve important and difficult problems in teaching, and play the role of making the finishing point.
5. Situational teaching can integrate multidisciplinary knowledge.
English is combined with music. Music can cultivate people's beautiful sentiments, educate students in play and activities, and let students give full play to their imagination through the guidance of music. The setting of this situation can make students enjoy it.