本文作者： 21ST
　　

　　编者按:本期本栏目精选了国外教师采用交流式教学手法进行语法教学的策略，介绍了活化语法教学的课堂活动，帮助教师丰富课堂教学。

　　Jazzing up grammar

　　Jo Budden

　　MAKING grammar more interesting for students is one of the great challenges any English teacher faces. Here are some strategies to consider when teaching grammar.

　　* Linguistic terms

　　Teachers should introduce terminology when students already have some idea of the concept and the form. For example, rather than starting a lesson saying, “Today we’re going to do the past continuous”, you may follow these steps.

　　Step 1: Ask students, “What were you doing yesterday at 3 o’clock?”

　　Step 2: Tell them to pay attention to the structure “be doing”.

　　Step 3: Introduce the structure and use to students, and let them answer the question by saying “I was doing…”.

　　Step 4: Ask students the following question. “Does anyone know what this tense is called?”

　　Step 5: Introduce “past continuous” to them.

　　* Personalizing

　　Teachers could use an example from the course book for the first stage of the class, then ask students to write a similar text about themselves. You could use the following activity as a modal of deduction.

　　Step 1: Bring along a couple of cinema tickets, a restaurant bill, a train ticket, some pictures to the class.

　　Step 2: List words like “must, might, could, cannot” on the blackboard.

　　Step 3: Let students look at the grammar point in the book.

　　Step 4: Show students the items.

　　Step 5: Ask students to do some detective work and guess about the teacher’s weekend.

　　Step 6: Ask students to use modals of deduction to say what they think. For example: “You must have gone to the cinema and you might have gone with your friend. That means you cannot have watched the film on TV…”.

　　让语法学习变得生动有趣起来是每位英语教师面临的巨大挑战。以下是教师进行语法教学时要考虑到的几点策略。

　　* 语言学术语

　　教师可以在学生对于某种语法现象有所了解的前提下引入语法术语。比如，当讲到“过去进行时”这个语法概念时，教师与其以“今天我们要学习过去进行时”作为开篇语，倒不如按照以下步骤去做。

　　第一步:提问学生，“What were you doing yesterday at 3 o’clock?”

　　第二步:告诉学生注意“be doing”这个结构。

　　第三步:向学生介绍该语法现象的结构和运用规则，并让他们用“I was doing…”来回答提问。

　　第四步:提问学生，“有谁知道这种时态叫做什么吗？”

　　第五步:向学生介绍“过去进行时”。

　　* 文章个人化

　　教师可以从课本中选取一篇范文，让学生仿照课文内容写关于他们自己的文章。以下是作者建议讲授表示推论的情态动词的课堂活动。

　　第一步:上课时带上两张电影票、一张餐馆账单、火车票、照片等道具。

　　第二步:在黑板上写上如下几个单词:must, might, could, cannot。

　　第三步:让学生看书上的语法点。

　　第四步:给学生展示提前准备好的道具。

　　第五步:让学生根据道具推测教师周末的活动。

　　第六步:让学生运用情态动词来表达他们的想法，如“你一定去了电影院，很可能是和你朋友一起去的。这意味着你不可能是在电视上看的电影……”等等。

　　Two ways to make grammar more communicative

　　Nick Dawson

　　TEACHERS should read the following tips to find out how to make grammar more communicative.

　　* Gap fills

　　Step 1: Give students gap fills on the blackboard. e.g. How long ___ (you, live) in your current house?

　　Step 2: When students have filled in the gaps, ask them to check with a partner and compare answers.

　　Step 3: Check the answers in class.

　　Step 4: Write some topics on the blackboard (e.g. dinner, last night, snake) and tell students to write questions to ask their partner, using present perfect and past simple.

　　* Pair work sheets

　　Try the following activity to revise “will”“going to” and the present continuous for the future.

　　Step1: Put students in pairs of A and B and give them sheets with different questions.

　　Step 2: Tell students to ask and answer the questions on the sheet and to listen carefully to the grammar that their partner uses.

　　Step 3: When students have finished, write the following questions on the blackboard and ask students to discuss: Which tenses did your partner use in his or her questions? Why did he or she use those tenses?

　　Step 4: Ask students to explain their answers to you.

　　教师应该阅读以下的教学策略来赋予语法更强的交际功能。

　　* 填空

　　第一步:在黑板上写上填空练习,如“How long ___ (you, live) in your current house?”

　　第二步:当学生做完填空之后，让他们和同伴互相检查、对比答案。

　　第三步:全班一起核对答案。

　　第四步:在黑板上写一些话题，如晚宴、昨夜、蛇等等，让学生根据话题向同伴提问题，并运用现在完成时和一般过去时。

　　* 同伴问答

　　教师可以尝试以下的活动帮助学生复习一般将来时和现在进行时表示将来时的用法。

　　第一步:把学生每两人分成一组，每人手里拿一张写有不同问题的列表。

　　第二步:让学生提问和回答列表上的问题，同时认真听他们的同伴用到的语法点。

　　第三步:当学生完成之后，在黑板上写上如下两个句子让他们讨论:在你的同伴回答问题的时候用到了哪些时态？他/她为什么用那些时态？

　　第四步:让学生解释问题的答案。