三、语法教学

　　语法知识本身抽象且枯燥无味，单纯的语法讲解不但使学生难以理解而且难以掌握。学生死记硬背语法规则，却不能张口动笔正确得体地表达思想。如果教师能设法使语法教学从理解、掌握到运用的全过程都渗透到一定的语言交流情景中，那么学生学起来必然会轻松愉快，且易懂记得牢。如第二册第24单元主要是教学过去进行时这一语法内容。具体步骤如下：

　　1. 呈现。

　　先有意安排学生A去办公室拿本书，然后再请学生B、C、D在黑板上画画。这时可问全班同学：What are they doing?全班回答：They are drawing. 再说：What are they drawing? Let's wait and see.这时到办公室拿书的学生A回到教室并回到座位，3位画画的同学也回到座位。此时可以问：What is B doing?全班回答：He is sitting. 再说：Yes, he is sitting and listening to me now. But he was drawing a car when A came in. C and D are sitting and listening to me now. But they were drawing a plane when A came in. 板书后提问：What's the difference between the sentences？学生们很自然地回答：有的是现在进行时，有的是过去进行时。这时可及时引入过去进行时的概念及结构。

　　2. 操练。

　　a. 利用数张表示不同动作的图片操练句型：

　　A. What were the boys / was the girl doing at ten o'clock yesterday morning?

　　B. They were... / She was...

　　b. 利用时间表操练。如：

　　Li Lei: 8:00—9:30—12:00

　　　 reading playing football

　　12:00—1:30—4:30

　　　 resting doing his homework

　　Meimei: 8:00—9:30—12:00

　　　 doing her homework shopping

　　　　 12:00—1:30—4:30

　　　　 resting watching TV

　　操练句型：

　　A: Was Li Lei reading at nine o'clock yesterday morning?

　　B: Yes, he was.

　　A: Were they watching TV at ten o'clock yesterday morning?

　　B: No, they weren't. Li Lei was playing football. Meimei was shopping.

　　练习形式：先集体问答，后2人一组问答。

　　3. 练习。

　　a. 根据实际情况回答问题。如：

　　What were you doing at eight o'clock yesterday evening?

　　What was your father(mother)doing at eight o'clock yesterday evening?

　　b. 表演。假设昨天晚上有人偷了学校的东西。现在警察来调查情况。4人1组先编对话然后上台表演。学生很自然地会用句型：

　　What were you doing...？

　　Were you doing...？

　　c. 根据时间表回答问题。教师在黑板上写出下面的时间表：

　　Mrs Green yesterday

　　6:00 got up

　　7:00 went to work

　　12:00 stopped working

　　17:00 got home

　　22:00 went to bed

　　然后提问：What was she doing at

　　half past six in the morning /

　　half past twelve in the afternoon /

　　half past five in the afternoon /

　　half past six in the afternoon /

　　half past seven in the evening?

　　这个提问能给学生一个发挥创造性思维、活用过去进行时的机会。学生们争先恐后地发表自己的观点，不但巩固了过去进行时，而且复习了许多动词词组。

　　这样做学生基本上都能掌握过去进行时的概念、结构及用法，并能运用过去进行时来表达自己的思想。也就是说，学生不但学到了语法知识，而且在学习语法的过程中也练习和提高了听、说、读、写的能力。

　　另外，对于语法教学、语言点及重要词汇的教学，死记硬背规则是消极的学习方法，而让他们学着去造句却是一种积极的学习方法。

　　(文/于瑛瑛 黄金凤；英语辅导报初中教师版04~05学年第18期；版权归英语辅导报社所有，独家网络合作伙伴新浪教育，未经许可，不得以任何形式进行转载。)