高中英語教學(xué)論文 語法教學(xué)有挑戰(zhàn)性的活動(dòng)(英文版)

上傳人:艷*** 文檔編號(hào):111860031 上傳時(shí)間:2022-06-21 格式:DOC 頁數(shù):4 大?。?3KB
收藏 版權(quán)申訴 舉報(bào) 下載
高中英語教學(xué)論文 語法教學(xué)有挑戰(zhàn)性的活動(dòng)(英文版)_第1頁
第1頁 / 共4頁
高中英語教學(xué)論文 語法教學(xué)有挑戰(zhàn)性的活動(dòng)(英文版)_第2頁
第2頁 / 共4頁
高中英語教學(xué)論文 語法教學(xué)有挑戰(zhàn)性的活動(dòng)(英文版)_第3頁
第3頁 / 共4頁

下載文檔到電腦,查找使用更方便

10 積分

下載資源

還剩頁未讀,繼續(xù)閱讀

資源描述:

《高中英語教學(xué)論文 語法教學(xué)有挑戰(zhàn)性的活動(dòng)(英文版)》由會(huì)員分享,可在線閱讀,更多相關(guān)《高中英語教學(xué)論文 語法教學(xué)有挑戰(zhàn)性的活動(dòng)(英文版)(4頁珍藏版)》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、高中英語教學(xué)論文:語法教學(xué)有挑戰(zhàn)性的活動(dòng)(英文版) A Challenging Activity in Teaching Grammar in High School in China Mark Mao(毛加添) Introduction   Grammar teaching has often been regarded as a structure based, formal activity. After the integration of several sources and techniques, which are mainly based on communic

2、ative activities, the teaching of grammar gained a new insight (Arif Saricoban and Esen Metin). In the teaching of grammar in senior middle school in China, most teachers use the deductive and the inductive approach, especially the deductive approach. The teacher present the rules and the language i

3、s also based on the rules. Students feel bored in remembering the rules. In order to make a grammar lesson effective, beneficial, and interesting I use some well-developed and fascinating techniques in the classroom. In the present paper, a challenging activity in teaching grammar – using poems - wi

4、ll be discussed and examples will be provided.   Using Poems   Since the meaning is an important device in teaching grammar, it is important to contextualize any grammar point. Poems are one of the most attractive and rich resources that can easily be used in language classrooms. Poems can context

5、ualize a grammar lesson effectively. Since poetry is often spoken, repeated, dealt with, and considered, it acts as an effective tool for practicing a specific grammatical structure. Through repeating and considering the poem, the grammatical structures become more specified. Thus, poetry not only p

6、rovides a worthy resource for structured practice of grammar, but also a proper basis for practice, review and model writing. If a poem that exemplifies a particular structure is also a good poem, it engages the eye, the ear and the tongue simultaneously while also stimulating and moving us; this po

7、lymorphic effect makes poetry easier to memorize than other things for many students (Celce-Murcia and Hills, 1988).    Poems may bring the use of creativity and the rhythm into the language classroom, though they may also bring some difficulties. Poems are not constructed in a simple way and synta

8、ctically, thus it might be very difficult for my students to comprehend them completely. As stated by Povey (cited in Celce-Murcia and Hills, 1988) there are three main barriers for literature including poetry. They are linguistic, cultural, and intellectual barriers. Linguistic difficulties are the

9、 problems caused by the syntax or the lexicon of the poem. Cultural difficulties include imagery, tone, and allusion. At the intellectual level, the students should be intellectual and mature enough to understand the theme of the poem. These difficulties could be easily removed if the teacher provid

10、es a poem which is syntactically and thematically appropriate to the level, age and the interests of the students. Thus, by removing or minimizing the potential problems, poetry can provide a rich, enjoyable and authentic context for my students.    In the selection of a poem, I should first consid

11、er the grammatical structure to be presented, practiced, reviewed or modelled, then the level and the age of the students, next the theme and the length of the poem and its appropriateness to the classroom objectives. It is advisable to select a contemporary poem. Poems, which reflect cultural theme

12、s, universal features, humanistic values, or emotional aspects, will be more relevant to my students. Finally, through taking the classroom objectives into consideration, I should effectively benefit from poems as teaching aids.   Teaching Procedures    1. Teaching a poem   At the teaching stage

13、of a poem, it is not advisable to talk about the meaning of the poem in advance. Since they offer a reading and listening activity, poems could be presented through a reading plan. At the pre-reading stage, students might be motivated through some enthusiastic talks about poetry or the poet. Some ne

14、cessary vocabulary can also be handled at this stage. At the reading stage, in order to create images , I may want the students to close their eyes while he/she is reading the poem. After the poem has been read at least twice, it is better to elicit the primary responses of the students about the po

15、em. Next, after distributing the poem to students, I ask students to read it either loudly or silently. In order to practice the determined grammar point, I ask students to paraphrase the poem. After students reading, comprehending the vocabulary, paraphrasing the poem, students get an idea about th

16、e theme of the poem.    2. Discussing   A follow-up activity is a discussion. After paraphrasing the poem and providing some questions, the students will eventually discover the deeper meaning of the poem. But I always avoid telling the meaning. After each student grasps his or her own meaning, it

17、 is proper to discuss the depth of the poem. In this procedure, my aim is to support the students in their attempts to understand the poem and make it relevant to their lives. Once they have understood it and perceived its relevance, they will have no objection to practicing the poem or even memoriz

18、ing it, for it will have become special for them (Celce-Murcia and Hills, 1988).    3. Model Writing   At this stage, firstly, I often provide the determined structure. Secondly, I ask students to write a poem about anything they want according to the model poem. In such a procedure students can p

19、ractice or present any grammar point. In this way students grasp and use the grammar structure.   Since every class is different, the teaching procedure can be different. It is not advisable to apply one procedure too strictly. A teacher should adopt the activities according to the needs of the lea

20、rners. However, it might not be very useful to use poems for young students or for beginners. Instead of poems, using nursery rhymes or songs would be more helpful since they provide more joyful and easier contexts. From pre-intermediate to advanced levels, it is really beneficial to use poems.   

展開閱讀全文
溫馨提示:
1: 本站所有資源如無特殊說明,都需要本地電腦安裝OFFICE2007和PDF閱讀器。圖紙軟件為CAD,CAXA,PROE,UG,SolidWorks等.壓縮文件請(qǐng)下載最新的WinRAR軟件解壓。
2: 本站的文檔不包含任何第三方提供的附件圖紙等,如果需要附件,請(qǐng)聯(lián)系上傳者。文件的所有權(quán)益歸上傳用戶所有。
3.本站RAR壓縮包中若帶圖紙,網(wǎng)頁內(nèi)容里面會(huì)有圖紙預(yù)覽,若沒有圖紙預(yù)覽就沒有圖紙。
4. 未經(jīng)權(quán)益所有人同意不得將文件中的內(nèi)容挪作商業(yè)或盈利用途。
5. 裝配圖網(wǎng)僅提供信息存儲(chǔ)空間,僅對(duì)用戶上傳內(nèi)容的表現(xiàn)方式做保護(hù)處理,對(duì)用戶上傳分享的文檔內(nèi)容本身不做任何修改或編輯,并不能對(duì)任何下載內(nèi)容負(fù)責(zé)。
6. 下載文件中如有侵權(quán)或不適當(dāng)內(nèi)容,請(qǐng)與我們聯(lián)系,我們立即糾正。
7. 本站不保證下載資源的準(zhǔn)確性、安全性和完整性, 同時(shí)也不承擔(dān)用戶因使用這些下載資源對(duì)自己和他人造成任何形式的傷害或損失。

相關(guān)資源

更多
正為您匹配相似的精品文檔
關(guān)于我們 - 網(wǎng)站聲明 - 網(wǎng)站地圖 - 資源地圖 - 友情鏈接 - 網(wǎng)站客服 - 聯(lián)系我們

copyright@ 2023-2025  zhuangpeitu.com 裝配圖網(wǎng)版權(quán)所有   聯(lián)系電話:18123376007

備案號(hào):ICP2024067431號(hào)-1 川公網(wǎng)安備51140202000466號(hào)


本站為文檔C2C交易模式,即用戶上傳的文檔直接被用戶下載,本站只是中間服務(wù)平臺(tái),本站所有文檔下載所得的收益歸上傳人(含作者)所有。裝配圖網(wǎng)僅提供信息存儲(chǔ)空間,僅對(duì)用戶上傳內(nèi)容的表現(xiàn)方式做保護(hù)處理,對(duì)上載內(nèi)容本身不做任何修改或編輯。若文檔所含內(nèi)容侵犯了您的版權(quán)或隱私,請(qǐng)立即通知裝配圖網(wǎng),我們立即給予刪除!