英语句型“五步”教学法

摘要：句型是英语学习的重点,也是英语测试中的考点。学生的口语表达和英语写作都需要扎实地掌握句型知识,并且能够灵活恰当地加以应用。在英语句型教学中,按照介绍、操练、归纳、熟练、实践五个步骤,引导学生循序渐进地完成英语句型知识的学习,可以使学生顺利地实现英语知识的内化和吸收，以提高学生的英语整体水平。

关键词：介绍  操练  归纳  熟练  实践

引言：通过句型教学,将大量零散的内容,缩减为句子模式和公式,变得既直观又简单,使学生的记忆和运用都变得较为容易，同时对学生的口语表达和英语写作都起着重要的积极作用。

英语句型教学可以分为五个步骤进行，就是介绍-操练-归纳-熟练-实践

一、介绍：以多种教学手段介绍新句型,引出新句型,较好的方法是以旧新带新,即通过复习旧句型引出新句型。介绍新句型的方法很多,如:

1.直观法,即运用实物、图片等教具引出新句型,要求学生通过直观手段理解新句型的结构与含义。例如,学生已学过句型There is a book on the desk.教该句型的过去时就可采用直观手段引出。教师手中拿一支钢笔说:“ Look at my hand, please! There is a pen in my hand. Now, I am putting the pen on the desk. And there is not anything in my hand. But there was a pen in my hand a moment ago. (将句子 There was…写在黑板上)接着说:“Look! There is a pen on the desk. Now, I am putting the pen in my bag. Of course, there isn’t any pen on the desk. But there was a pen on the desk a moment ago. Clear?”接着就可以利用实物(如书、铅笔盒、字典等)组织学生进行新句型操练.

2.演示法,即通过师生的动作演示介绍新句型的方法。由于教师和学生的动作生动具体,所以可以帮助学生充分理解句型的结构和含义。例如,介绍现在进行的动作: He is doing sth. now.可以指令学生作某种动作: Li Ming, stand up, please! Look! Li Ming is standing at his desk. (写在黑板上) Now read the text please !Look! Li Ming is reading English now. (写在黑板上)

Thank you, Li Ming! Sit down, please. Now Li Ming is sitting.(写在黑板上)Look! I am standing. You are sitting. I am speaking English. You are listening to me. (将 speaking, listening写在黑板上)Now I am writing words on the blackboard. And you are looking at the blackboard.接着就可以介绍新句型:Somebody is doing sth. Now.并组织学生利用上述动词进行操练。

3.游戏法,利用猜答、抢答等形式介绍句型可以引起学生积极思维,活跃课堂气氛,调动学生的学习积极性。例如,学生已学过了现在进行时态,在学习过去进行时态句型时就可以运用猜答方式引导新句型。教师以说:“Yesterday evening, at eight o, a very good friend of mine came to see me. When he came into my room. I was reading a book. My wife was writing a letter. My son was reviewing his lessons. And my father was watching TV. (将上述四个句子以及句型结构 Somebody was doing sth.预先写在小黑板上出示)Now, Liu Lin, please come here and tell me in a very low voice what you were doing yesterday evening at eight o ‘clock. Oh yes. I know what you were doing yesterday evening. Now boys and girls! Please guess what Liu Lin was doing yesterday evening.学生开始猜答:

S1: ——I think Liu Lin was doing his homework yesterday evening.

Liu Lin : ——No, I was not doing my homework.

S2:——I think he was reviewing his lessons

Liu Lin:——No, I was not reviewing my lessons.

S3:——I think he was watching TV

Liu Lin: No, I was not watching TV

S4: I think he was doing some washing.

Liu Lin: No, I was not doing any washing

S5: I think he was reading sth interesting.

Liu Lin: Yes, I was reading a good novel!

接着,可以归纳本句型的肯定与否定形式,并组织学生操练。

4.情景法,教师应善于创造情景,因为在生动真实的语境中介绍句型,能使初中学生产生深刻的印象,帮助他们牢固地掌握句型,如在教否定祈使句时,就可以在课前布置几个学生配合教师完成句型介绍：(两个学生在说话)教师阻止: Wang Li and Liu Dong, stand up! What are you talking about! Do not talk in class! Don’t talk in class! (将Don’t写在黑板上).Now, Wang Li and Liu Dong, come here and write the sentence on the blackboard. (两学生板书)

——Oh, no! Liu Dong. Don't write in yellow chalk. Do not write in yellow chalk! You should write your sentence in white chalk(刘东向窗外看)

——Oh, Lin Dong. Do not look out of the window. Don't look of the window. You should look at the sentences on the blackboard. (王力笑)

——Oh, Wang Li, Do not Laugh at Liu Dong. Don't laugh at Liu Dong any more. Now, go back to your seats, please. Thank you both! 接着将句型 :

Do not do sth,和Don't do sth

写在黑板上

5.图表法,有些句型可用图表介绍,利用图表可以给学生提供直观、清晰、明确的句型概念,可以帮助学生牢固地掌握句型结构。例如,教“委婉祈使句型“就可以先出示该句型的结构图表:

What about doing sth. ? ……好吗?

How about doing sth. ? ……好吗?

然后再引出例句:

——What about going out for a walk?

——What about writing a letter to him?

——How about going there by bike?

——How about trying to do it like this?

二、操练

在介绍完新句型,学生理解了新句型的结构模式之后,就应趁热打铁,组织学生进行快速的模仿性操练。模仿性操练可以分为两步进行:首先由教师提供替换词,由学生逐一快速说出换句来用这种方式可以进行多种类型的操练,如:

1.重复操练。学生齐声重复教师说过的句型,这种重复型操练类似领读,目的是使学生进一步熟悉新句型,例如：

T: Tom was watching IV at nine o'clock.

S: Tom was watching TV at nine o'clock.

T: Mary was reviewing her lesson at 9 o'clock

S: Mary was reviewing her lesson at 9 o'clock.

2.单项替换操练。教师提供替换词,学生轮流快速说出替换句,例如:

T: Do not talk to each other in class. - laugh at

S1: Do not laugh at each other in class

T: look out of the window

S2: Do not look out of the window in class.

T: play a ping- pong ball

S3: Do not play a ping pong ball in class.

T: read a picture-book

S4: Do not read a picture book in class.

3.多项替换练习。教师对新句型提供两个以上的替换词,学生根据新句型运用替换词说出替换句,例如:

T: How do you usually come to school?

S1: I usually come to school on foot.

T:(出示一幅骑自行车车图片)--Tom

S2: Tom usually comes to School by bike.

T:(出示一幅公共汽车图片)--Mary

S3: Mary usually comes to school by bus.

T:(出示一幅电车图片)--John and Jim

S4: John and Jim usually come to school by train.

第二步可以由学生二人或三四人一组进行替换操练,一个学生提供替换词,另一个学生说出替换句,或轮流说替换句,分组操练的目的是使每个学生都有机会进行充分的句型操练活动。操练的目的是反复练习,直到学生能够快速、正确地说出新句型。

三、归纳

学生经过了大量反复操练之后,对句型有了一定的感性和理性认识,也能较迅速地脱口面说出新句型,这时教师需要引导学生对新句型的特点进行适当的归纳,联系有关的语法知识进行对比分析、概括归納,使学生进一步认识其规律性,还可结合学生在操练中出现的典型错误进行说明,使学生更好地掌握句型结构和运用方法,归纳可以采用问答法由师生共同完成,也可以学生独立进行,教师加以补充,这可由句型的难易程度和学生操练的效果灵活运用,归纳的目的在于更好地指导学生进一步熟练掌握。

四、熟练

在归纳句型结构规律的基础上进行更高层次的操练活动,使学生对新句型掌握得正确、流利、熟练、得体这个层次的操练活动已经不是单纯的模仿、替换、重复。而是有一定的意义、有一定的情景、接近于实际运用的操练实践活动,这个层次的操练活动有更高的要求:一是正确。二是熟练。三是得体,即迅速地说出句型正确、内容完整、符合上下文语境要求的语句来。例如,在操练“否定祈使句型”时,可以创造各种语境引导学生操练:

①T: I have a friend. He likes reading. But he often reads in bed late into night. What should we say to him?

S1: Do not read in bed.

T: Yes, quite right! We should tell him: "Don’t read in bed. It is harmful to your eyesight.

② T: Yesterday I saw some boys playing football in the street. What should we say to them?

S2: Do not play football in the street.

T: Yes, very good! We should tell them: "don't play football in the street. It's dangerous.

③T: I saw some boys climbing trees. What should we say to them?

S3: Do not climb trees. It's very dangerous.

T: Right! We should say to them: Do not climb trees. It is dangerous. You might fall down and hurt yourselves.

④T: We often see young fellows smoking. What should we say to them?

S4: Do not smoke! It is harmful to your health.

T: Right! We should say to them: "Don’t smoke anymore! It is harmful to your health.

⑤T: If a boy wants to run out to play in rain. What should we say to him?

S5: Do not go out to play in rain!

T: Correct! We should tell the boy: "Don’t go out to play in rain! Or you'll catch a cold.

五、实践

在组织学生反复操练、归纳、熟练之后,学生对新句型有了较全面的认识和较好的掌握。能够正确、熟练地运用新句型,这时教师就要组织学生在模拟的情景中或在较真实的情景中进行实践运用练习,教师应逐渐减少对学生的控制,使学生有机会运用学过的句型和语言材料表达意义,在一定的情景中套用、活用句型。为了方便学生的实践练习,最好能够分小组进行实践,以便每个学生都能获得单独实践的机会,教师的任务是帮助学生克服表达上的困难,鼓励、启发学生进行实践。

参考文献：

[1]梁仪：《初中英语教学论》，教育科学出版社，1997，02：135-230。