引導模仿是英語語法教學的起點

兒童是通過模仿成人的話語而學會語言的。遵循兒童語言發展的基本規律，教師可通過讓學生模仿自己的語言表達，引導學生理解和掌握新授語法；通過創設語言情境，開展師生會話。例如：

T：I went to Mountain Tai last summer vacation. And I took some pictures there. Where did you go last summer vacation？And what did you do there？

S1：I went to Huaguo Mountain. And I saw a lot of monkeys there.

T：Huaguo Mountain is in Lianyungang. It’s very famous in China.

S2：I went to Suzhou Park and had lots of fun there.

T：You went to Suzhou Park and had lots of fun.Wonderful!

S3：I went to Jiuzhaigou last summer vacation. And I...

T：And you watched the sky there？

S3：Yes. It was so blue and so beautiful.

在此片斷中，首先示范一般過去時的句子：I went to Mountain Tai last summer vacation. And I took some pictures there.然后向學生提出問題。盡管每一位學生的回答幾乎是機械模仿了老師的示范句，但是之后學生的語言輸出不僅模仿了結構，并且內容是反映學生真實生活的鮮活話語。模仿教學既避免了機械性句型操練的單調和乏味，又賦予話語以交際意義，有效地訓練了一般過去時的用法。

因此，引導模仿是英語語法教學的起點。教師要引導學生在觀察大量語言材料和進行充分語言實踐的基礎上，通過探究式的學習方式，自己去發現語言運用的規律，為在真實的交際情景中運用這些語法規則做好鋪墊。

（作者單位：江蘇省灌南縣新安小學）