How to grasp the English grammar teaching

I. The Dilemma of Grammar Teaching

English grammar is generally boring. Each unit of the textbook of the Humanistic Education Version has a piece of grammatical knowledge. The traditional English grammar teaching, teachers will be in the classroom to instill grammatical knowledge of students, spend a lot of time repeatedly explaining the rules of grammar in detail, specifically the use of grammatical knowledge of the explanation, sentence analysis, special training, as well as the final exercises to explain the traditional model, students are only mechanically drilled, the lack of opportunities to use in a real language situation, which is bound to lead to the students in the grammar of the This will inevitably lead to many problems in students' learning of grammar. Some students master the content of their studies by rote memorization, understanding the grammar rules they have learned, with the teacher at their side. However, once they solve the problems independently or analyze the sentence components, they are not sure. My usual practice is to focus on the explanation and analysis, let the students do some exercises, and then analyze the typical errors, and then finally let the students to the error-prone questions copied in the error correction book, the use of after-school time to look over the previous wrong questions, from time to time to consolidate and strengthen the knowledge of the grammar learned in the past. At the same time, students can memorize various grammar rules after class, and then with a lot of exercises for drilling, and finally achieve the teaching purpose. However, the result is that the students are tired of learning and the teachers are tired of teaching, and often get half the result with twice the effort. Therefore, I communicated with my colleagues and students after class. Through understanding, I found that there are many reasons for this result. First of all, the grammar items are complicated, and there are new grammar items in every unit, with a low reproduction rate and fewer opportunities to use them, so students feel rusty when they see them. Secondly, grammar teaching becomes a single listing and explanation of grammatical knowledge, which is monotonous and boring, and students can't get interested. The classroom atmosphere is very dull, over time, students are tired of the interest in learning English grammar, produce a sense of fear. Therefore, it is very necessary to explore the methods and approaches to implement effective grammar teaching.

Two strategies to solve the dilemma

In order to solve some of these problems, it is pointed out in the standard that "the focus of the English curriculum reform is to change the tendency of the English curriculum to place too much emphasis on explaining and teaching knowledge of grammar and vocabulary, and to neglect the cultivation of students' ability to use the language in practice". In the teaching of English grammar in secondary schools, teachers' teaching should be based on the textbook and the knowledge points therein should be flexibly utilized. However, at the same time, they should not rely excessively on the textbooks, and should combine the knowledge points in the textbooks with real-life usage and transform them into learning contents that students can easily master. This requires the combination of language form and content, and the combination of grammatical rules and flexible utilization. Emphasizing students' interest in learning, real life, advocating practice, participation, cooperation and communication of learning, and task-based teaching approach to develop students' comprehensive language skills, and therefore, in the implementation of the new curriculum reform under the grammar teaching must reflect the concepts of discovery and exploration, task activities, independent learning, cooperative learning and so on.

In order to adapt to the concept of the new curriculum reform, we should pay attention to less learning of grammatical rules and more learning how to use grammar in grammar teaching; and cultivate students' ability and sensitivity to norms. Moreover, grammar teaching is not simply asking students to memorize some language rules, but through conscious learning of a certain grammatical phenomenon, organically combining the form of language with its meaning and communicative function, allowing students to internalize the language rules in the actual use of the language, so as to achieve the purpose of students being able to accurately use the language for effective communication, giving full play to and reflecting the students' "Subjective Initiative". In specific teaching practice, the following two methods can be used for reference:

1. Scenario Teaching Method

In grammar teaching, the use of dialogues, after a few dialogues, the students summarize the rules under the teacher's guidance, and the teacher gives a scenario to provide the students with the opportunity to drill. Teaching grammar in a scenario can help students fully grasp the usage of the target grammar, lay the foundation for accurate and appropriate expression in actual communication, and enable students to internalize their grammar knowledge through observation, perception, and application to improve the effectiveness of grammar teaching. For example, in the explanation of the senior textbook "prefer", I designed a few dialogues:

Which do you like better, apples or pears?

I like apples better.

That means you prefer apples to pears. That means you prefer apples to pears. What does she prefer?

She prefers apples to pears.

Through the scenario setting, in the form of a few dialogues, students understand the word "prefer".

She prefers apples to pears.

Through the setting of the situation, in the form of a few dialogues, the students understand the meaning of the word "prefer", and then I repeated the drills to the students, through which the students mastered the meaning and usage of "prefer".

2. Narrative Methods

In order to promote students' mastery of the grammar points they have learned, and to make them gradually develop their grammar skills, teachers must carefully design tasks and scenarios in which students can practice the grammar they have learned in oral or written tasks. For example, in the textbook of the Humanistic Version, there is a grammar about: the inverted structure in which prepositions or adverbs that express location are placed at the beginning of the sentence. I narrate it according to my own position and that of the students:

On my left stands the door, on my right is Li Li, in front of me sits Zhou Yang, behind me is the blackboard.

After I finish the narration, I ask the students to narrate their own position according to the sentence pattern of mine. sentence pattern, narrate their own position. In this way, in the continuous narration, students naturally understand the inverted structure. This method prompts students to observe and think carefully, and they practice what they have learned well in the process. Giving them the opportunity to use the language in a purposeful and meaningful way according to their needs will arouse their interest and contribute to the learning of grammar.

In addition, in order to attract students more effectively and achieve the desired results, teachers should combine grammar teaching with listening, speaking, reading and writing activities according to the communicative functions of the grammar items they teach, and they can use pictures, animations or objects to stimulate students' interest. Moreover, in order to recognize a certain grammar more intuitively, the teacher can also use the method of generalization and application, letting the students find out the sentences related to a certain grammar, read them aloud, then generalize the rules of grammar from a specific context, and finally apply them.

In short, the purpose of English learning is to cultivate students' comprehensive language use ability. Grammar is an important part of language knowledge and a prerequisite for students to understand and output language accurately. Grammar teaching should overcome its boringness, non-authenticity, simplicity of example sentences and formulaic features, create a good learning environment for students, accurately analyze students' difficulties and implement the teaching, fully mobilize the language acquisition environment for students, and facilitate the stimulation of their desire to actively participate in the desire and eagerness to learn. Give full play to, reflecting the students' subjective initiative, really make their understanding of the grammatical phenomena learned, has achieved the best teaching results.