How to teach English grammar well

A good English grammar class requires not only a good teaching plan, but also the ability to use it. Here is how to teach English grammar well for your reference!

How to teach English grammar well has always been considered difficult, boring and complicated, so students are generally afraid and disgusted, so they resist grammar. This is mainly because many of our teachers are limited to the traditional English grammar teaching and generally adopt the spoon-feeding mode. Teachers talk about theories and laws blindly, while students recite and memorize mechanically. Teachers spend a lot of time and energy explaining and imparting grammar knowledge. Stuffly instilling language materials that could have been vivid and interesting into students makes the classroom atmosphere dull and students are basically in a passive state. After a class, there is neither climax nor trough, which is boring. Teachers and students are extremely tired and the actual effect is unknown. The new curriculum standard requires that English teaching should pay attention to communication, highlight discourse, make use of context to make students better carry out language practice activities and cultivate students' ability to communicate in English. This requires teachers to combine grammar with context, teach grammar knowledge in context, make grammar attractive, make context full of life breath, and truly achieve the purpose of applying what they have learned. So how can we change the previous grammar teaching mode to meet the requirements of the new curriculum standard, teach grammar well and let students learn grammar well in a relaxed atmosphere? After trying in practice, I summarized the following practices.

1, we know that China students don't have the same environment to acquire English as native English learners. They can't get enough English language stimulation and internalize their own language rules in peacetime and after class, so it is difficult to acquire English naturally by imitation alone. Therefore, designing real grammar situations and letting students learn grammar in the interaction of application and communication can promote the development of students' comprehensive language application ability. Grammar teaching is carried out by using real environment or designed simulated situation, which makes grammar teaching more vivid, intuitive, realistic and interesting. Learning in situational activities can reduce the difficulty of grammar learning, stimulate students' enthusiasm for learning English, avoid the boredom of learning grammar, and make them learn quickly, remember it firmly and use it flexibly. When teaching grammar, create a context for students to learn grammar, so that students can acquire grammar naturally in a certain context, and try to find some videos and audio that students are interested in, so that students can learn and use it easily. For example, we can use some videos of the president's speech, especially Obama's, which are particularly convincing and inspiring and have good grammar. We can also download videos of people that students are interested in, such as Steve Jobs. We apply these to teaching, and students learn grammar while they are interested. It greatly broadens the teaching space and increases the information capacity.

2. Only by treating each student with various teaching methods suitable for students' characteristics can students develop freely and creatively. To turn some grammar teaching into communicative activities, the specific design is as follows:

(1) Teach grammar by teaching English songs.

Students are generally interested in English songs. Download some easy-to-understand English songs, fill in the missing words in English songs, make the teaching content vivid, use the beautiful pictures and melodies of songs, eliminate students' nervousness, create artistic conception, and let students participate in learning activities in a relaxed state, which not only mobilizes students' interest in learning, but also creates a good classroom atmosphere.

(2) Game teaching.

Designing various games according to the teaching content is often used in foreign teachers' teaching. In this practice, students not only exercise their thinking ability and quick response ability, but also deepen their understanding of the grammatical phenomena they have learned, and at the same time make grammar teaching easy and effective. This competitive and interesting game teaching method is deeply loved by teachers and students, because it can not only create a vivid and communicative language environment for English learning, but also provide fascinating practice forms for learning, thus effectively stimulating students' learning enthusiasm and improving teaching effect. In teaching, teachers should be good at guiding students to think with their brains, see with their eyes, listen with their ears, speak with their mouths, operate with their hands, feel with their own personal experiences, enjoy the fun of learning, and make the classroom glow with infinite vitality.

(3) Performance and dialogue teaching.

Design some performances and situational dialogues that students are interested in and closely related to life, stimulate students' interest in learning, enhance students' ability to use and accept English language information, and thus expand knowledge output.

(4) Audio-visual method

Use pictures and images that students are interested in to present language situations or topics, and guide students to use the target language structure to express and communicate.

4. Realize the incentive mechanism through group competition.

In the process of teaching, teachers can divide students into several groups according to their actual situation, so that they can compete with each other in their studies. Teachers can encourage and praise students as much as possible through their own expressions, language and posture, so that students can develop and innovate in a pleasant classroom atmosphere and experience success. Cultivate students' ability and habit of autonomous learning, reduce the compulsion of teaching, give students more space to play freely, carry out active exploratory learning based on autonomous activities, and constantly discover and acquire new knowledge and use it creatively through their own efforts. The change of practice from static setting to dynamic setting not only enriches teaching materials and broadens students' horizons, but also runs through the training of knowledge, skills, intelligence and emotional value.

Make learning interesting and attractive, let students experience the fun of learning, encourage students to take the initiative to use it, and make students' personalized learning colorful.

Students are the main body of classroom learning, the discoverers and users of knowledge, not passive recipients; Teachers should act as instructors and promoters to help students complete their learning tasks step by step. Grammar teaching should also attach importance to developmental evaluation, and students' performance in the learning process should be affirmed in time, so as to truly realize the purpose of evaluation-promoting students' development. Practice has proved that the intervention of evaluation means in the classroom can make students gain a successful experience in the learning process and find the direction of development, thus promoting the gradual formation of students' self-development consciousness.

In short, in the face of new textbooks and new curriculum standards, what should we do? Optimization? English grammar teaching replaces the traditional cramming grammar teaching mode. Like other knowledge and skills in learning English, there is no uniform learning method in grammar learning. Teachers should let students learn from others' learning methods and explore the learning methods and strategies that best meet their learning goals and habits.

How to teach English grammar well has always been considered difficult, boring and complicated, so students are generally afraid and disgusted, so they resist grammar. This is mainly because many of our teachers are limited to the traditional English grammar teaching and generally adopt the spoon-feeding mode. Teachers talk about theories and rules blindly, students recite and memorize mechanically, and teachers spend a lot of time and energy explaining and imparting grammar knowledge. So how can we change the previous grammar teaching mode to meet the requirements of the new curriculum standard, teach grammar well and let students learn grammar well in a relaxed atmosphere? I think there are several ways:

(1) Teaching grammar with English songs

Students are generally interested in English songs. Download some easy-to-understand English songs, fill in the missing words in English songs, make the teaching content vivid, use the beautiful pictures and melodies of songs, eliminate students' nervousness, create artistic conception, and let students participate in learning activities in a relaxed state, which not only mobilizes students' interest in learning, but also creates a good classroom atmosphere.

(2) Game teaching.

Different forms of games are designed according to the teaching content, which not only exercises students' thinking ability and quick response ability, but also deepens their understanding of the grammatical phenomena they have learned, making grammar teaching easy and effective. In teaching, teachers should be good at guiding students to think with their brains, see with their eyes, listen with their ears, speak with their mouths, operate with their hands, feel with their own personal experiences, enjoy the fun of learning, and make the classroom glow with infinite vitality.

(3) Performance and dialogue teaching.

Design some performances and situational dialogues that students are interested in and closely related to life, stimulate students' interest in learning, enhance students' ability to use and accept English language information, and thus expand knowledge output.

(4) Audio-visual method

Use pictures and images that students are interested in to present language situations or topics, and guide students to use the target language structure to express and communicate.

(5) Realizing the incentive mechanism through group competition.

In the process of teaching, teachers can divide students into several groups according to their actual situation.

Divide into groups and let them compete with each other when studying. Teachers encourage and praise students as much as possible through their own expressions, language and posture, so that students can develop and innovate in a pleasant classroom atmosphere and experience success. Cultivate students' self-study ability and habits, and carry out active and exploratory learning on the basis of independent activities. The change of practice from static setting to dynamic setting not only enriches the content of teaching materials and broadens students' horizons, but also integrates the training of knowledge, the development of skills, the development of intelligence and the cultivation of emotional values, making learning interesting and attractive and allowing students to experience the fun of learning.

In short, in the face of new textbooks and new curriculum standards, what should we do? Optimization? English grammar teaching replaces the traditional cramming grammar teaching mode. Like other knowledge and skills in learning English, there is no uniform learning method in grammar learning. Teachers should let students learn from others' learning methods and explore the learning methods and strategies that best meet their learning goals and habits.

English grammar teaching methods. This paper introduces several main foreign language teaching methods and their grammar teaching views.

1 Grammar-Translation Method/Classic Grammar-Translation Method was founded in18th century, and has been leading foreign language teaching until 1980s. Its teaching process is to analyze grammar first, then translate foreign languages into native languages, and advocate mechanical comparison between the two languages.

2. Direct instruction

The direct method is the product of the foreign language teaching reform movement that started in western Europe in the second half of the19th century, and it is the opposite of the classical grammar translation method. It is required that foreign languages should be directly connected with ideas and never use mother tongue, that is, grammar will be completely unimportant without the help of translation.

3. Listening and speaking method/oral method.

I heard that France originated in the United States after the outbreak of World War II. Emphasis on imitation, memorizing fixed phrases and repeating them in large numbers, and attaching great importance to the correctness of pronunciation, especially the training of intonation. Little or no grammatical explanation: Grammar is taught through inductive analysis (inductive analogy) rather than deductive explanation. Foreign language learning difficulties based on the comparative analysis of mother tongue and foreign language have been widely used and solved in teaching. However, the listening and speaking method pays too much attention to mechanical training, ignores the guiding role of language rules, pays too much attention to the structural form of language and ignores the content and significance of language. Artificial? Language tendency.

4. Audio-visual method, also called situational method.

Audio-visual method was initiated in France in 1950s. It is a teaching method that combines the visual experience of slide show with the auditory experience of recording, and is developed on the basis of direct method and audio-visual method. It is believed that listening and speaking training must be carried out on the basis of certain situations. The disadvantage of audio-visual method is that it pays too much attention to language form, ignores the cultivation of communicative competence, overemphasizes the overall structure and ignores language analysis, explanation and training.

5. Overall physical reaction.

Complete physical response was put forward by James Asher, a professor of psychology at San Jose University in California, in the 1960s. This method advocates linking language with behavior and teaching foreign languages through body movements. The leading role of emphasis in listening comprehension. First, cultivate students' listening comprehension ability, and then ask students to express it in spoken English. It is advocated that sentences should be used as teaching units, and the whole sentence should be studied and used, and the content and meaning of language should be emphasized, which is conducive to cultivating students' ability to actually use language to communicate.

6. Cognitive method is also called cognitive code learning theory.

Cognitive approach was first put forward by Carour, a famous American psychologist in 1960s. This is a modern form of grammar translation. It is a foreign language teaching method system or learning theory that requires students' intelligence, attaches importance to the cognitive function of language rules and advocates the comprehensive cultivation of listening, speaking, reading and writing abilities. This paper attempts to replace the stimulus-response learning theory of listening and speaking with the cognitive-symbolic learning theory. Oppose repeated mechanical operation exercises in teaching. It advocates that language is governed by rules and grammar is taught by deduction. Listening, speaking, reading and writing skills are trained at the same time from the beginning of learning a foreign language, and mother tongue and translation methods are allowed.

7, The Functional Approach (The functional approach) is also known as the communicative approach (the

Communicative approach), conceptual approach and semantics? Semantic concept method.

Functional teaching method was born in western European countries in the early 1970s, with Britain as the center. Functional teaching method is a teaching method system that focuses on language functional items and cultivates communicative competence. It advocates that foreign language teaching should not pay attention to grammar like grammar translation, nor to structure like audio-visual method, but should pay attention to the ideographic function of language and choose teaching content according to the needs of students in using foreign languages in the future. Organize teaching through three steps: contact, imitating example practice and expressing ideas freely.

8. Task-based language teaching method.

Task-based teaching refers to the teaching carried out by teachers by guiding language learners to complete tasks in the classroom. This is an emphasis that rose in the 1980s? Doing middle school? Learning by doing is the development of communicative teaching method. According to this theory, mastering language is mostly the result of using language in activities, rather than the result of simply training language skills and learning language knowledge. In teaching activities, teachers should design specific and operable tasks around specific communication and language projects, and students can complete tasks through various language activities such as expression, communication, consultation, explanation and inquiry, so as to achieve the purpose of learning and mastering the language. Task-based teaching method is formed by absorbing the advantages of many previous teaching methods, and it does not exclude other teaching methods. Its advantages are: in the process of completing the task, combining language knowledge with language skills is helpful to cultivate students' comprehensive language application ability.

From the main characteristics of the teaching methods listed above, we can easily find that since the traditional grammar translation method has been replaced by the dominant position, other teaching methods have also put forward their own views on the traditional grammar teaching: one view holds that grammar should not be treated or diluted, such as direct method, total physical response, listening and speaking method and audio-visual method; Another view advocates teaching grammar by deduction, such as cognitive method; There is also a kind of opposition to attaching too much importance to grammar teaching, such as functional teaching method and task-based teaching method.

Second, English grammar teaching modes under several new curriculum concepts

Grammar teaching in middle schools should adopt different teaching modes according to different teaching tasks, different teaching objectives and different teaching periods.

1, unit regular teaching mode

? Observation, discovery, discussion, induction, consolidation and application?

In daily teaching, teachers should not spend a lot of time explaining and practicing every time they encounter a new grammar project, but should spend a certain amount of time asking and adopting each unit according to the intention of the textbook writer. Observation, discovery and induction? Ways to break through the key grammar items in this unit.

2. Grammar special review mode

? Focus on comparative analysis, special combing and consolidation?

During the mid-term, final or final review, teachers can concentrate on the grammar content involved, guide students to sort out grammar rules through comparison and induction, and consolidate and apply them.

At the same time, when designing grammar exercises, try to let students finish them in the text to avoid the phenomenon that students memorize grammar rules by rote and copy them mechanically.

In a word, grammar teaching is not the ultimate goal of our English teaching, but a teaching content and means to improve students' practical application ability. Therefore, we should always advocate students' inquiry-discovery and autonomous learning methods, persist in creating a good language environment for students in teaching, let them feel the existence of language rules in an appropriate context, observe, discover, understand, analyze, summarize and summarize grammar rules, and then learn to use the learned language knowledge to accomplish some specific things, and finally form a comprehensive language application ability.