情境优秀教学法在语法优秀教学中的运用浅析VIP免费

情境教学法在语法教学中的运用浅析-英语论文情境教学法在语法教学中的运用浅析江苏梁丰高级中学展鸿高中英语语法教学一直是高中英语教学中的一个重点和难点。高中新课程理念指出，在教学过程中，教师应当摒弃单纯强调知识传授的传统教学模式，采用以“学”为中心的教学设计，为学生知识的主动建构创设有意义的情景。一、情境教学法在语法教学中的运用示例所谓情境教学法， 就是在教授语言知识时， 通过创设包含需要习得的语言知识并且有利于语言知识掌握的语境进行教学。下文中，整堂课重在解决有关If 条件句虚拟的四种情况，分别对If 虚拟条件句与现在事实相反、与将来事实相反、与过去事实相反以及混合虚拟的四种情况进行示例说明。Step1 Lead in 以歌曲《 If I were a boy》导入，引出句子： If I were a boy, I would be a better man.接着引导学生以此例进行造句，通过大量句式练习后，及时引导学生归纳出If 虚拟条件句与现在事实相反时的通用表达句式：If⋯were ⋯, ⋯would do. 以学生熟悉的歌曲作为导入， 能快速吸引学生注意力， 拉近师生间的距离， 调动学生参与课堂的积极性，同时培养他们的发散思维。Step2 The future situation 教师首先呈现一组漫画， 生动呈现学生每天奔赴食堂吃饭的场面，接着抛出问题：College students are unhappy about the canteen because of food. They decide not to go to the canteen to have meals. Instead, they have meals outside the college. What would you do if you became the manager of the canteen?学生运用 If 虚拟语气与将来相反的情况的三种结构，来改写句子：If I were to become the manager tomorrow, I would hire more good cooks. 教师将学生生活的场景以漫画形式呈现，创设与学生的生活密不可分的情境，符合学生的认知水平， 激发了学生的学习热情和浓厚兴趣，体现语言的交际性、 功能性。Step3 The past situation 用漫画讲述故事。教师首先呈现语境：Tom went to a party at night . He arrived home late, so he couldn’t get up on time the next morning. That’s to say, he overslept. He was late for work. Why did he arrive home late? Because he went to a party. So we can say: If he hadn ’t gone...