That is, creating situations, using situations to draw out grammar items to be learned, so that students can perceive new learning materials through specific situations or language scenes. There are several ways to create a scene:

1. Create a scene through dialogue.

For example, the professor's simple past tense

I watched a football match last night. Did you watch it?

Last night's game, S 1?

S 1: No.

What about you, S2?

S2: Yes.

T: What do you think?

S2: I think it's not bad.

T: But I haven't given up enjoying it. (blackboard writing)

2. Action demonstration method

For example, teaching the present continuous tense

T: (with a book in his hand) Listen and look:

What am I doing? I'm reading this book .. (I repeat, underline the sentences on the blackboard)

Would you please open the window? It's not hot in the classroom.

SI: I do. (S 1 open it. )

T: is SI opening the door? No, the window .. (underlined sentences on the blackboard)

Use stick figure

For example, teaching the comparative degree and superlative degree of adjectives

The teacher drew three people with different heights on the blackboard, namely Tom, Jack and Mark, and prepared three pencils with different lengths: red, yellow and green. )

Tom is tall, and Jack is taller than Tom. Mark is taller than Jack. He is the tallest.

(Repeat, then write on the blackboard: Draw the comparative and superlative with colored chalk to attract students' attention. )

In addition to the above methods, you can also use modern teaching methods such as projectors, slides and multimedia to create teaching scenes.

Second, teaching methods

Teaching grammar by induction generally requires three steps: observation, analysis and comparison, induction or generalization.

Such as plural teaching nouns.

After preliminary practice, students can be reminded of the relevant rules by asking questions and drawing a line under the numeral and noun suffix "an s" to guide them to draw the following conclusions:

(1) One is singular, and two or more numbers are plural.

(2) English countable nouns have two forms: singular and plural, and the plural form of nouns is generally followed by-s.

(3) When numerals and nouns are used together, the numbers should be consistent.

(4) According to the situation, students should also know the plural suffix -S of nouns, and read [s] after voiced consonants and [z] after voiced consonants.

Thirdly, deductive method

Deduction is to let students know and understand the grammar rules first, and then verify the grammar rules with examples. For example, when learning the nominative and accusative cases of personal pronouns, we should first talk about the concept that "personal pronouns use the nominative as the subject and verbs or prepositions as the object in sentences".

When using the accusative case, list the nominative and accusative forms of personal pronouns in the table.

Then give an example:

Please give me that pencil box.

I saw her in our classroom yesterday.

Explain what case the underlined personal pronoun is and why it is used like this.

Fourth, the combination of induction and deduction.

In grammar teaching, induction and deduction are usually combined, and the teaching effect will be better if they are used alternately.

Five, practice methods

1. Mechanical drills, such as imitation, substitution and repetition.

What time did you get up yesterday?

I got up ...

T: What did you have for breakfast?

I have ...

T: What did you do after breakfast?

Student: I ...

2. Meaningful exercises, such as rewriting sentences sentence by sentence. Translate sentences, etc

(1) He is making his home.

Rewrite the sentence: He has lunch at school. (Rewrite the sentence with yesterday)

He had lunch at school yesterday. ..

(3) Translate sentences:

He was doing his homework at this time yesterday.

He was doing his homework at this time yesterday.

3. Communication exercises, such as practicing the past tense, the teacher may ask a series of questions and then answer English grammar in form. There are many teaching methods. Here, the author only talks about a few points based on his own teaching practice, and is willing to discuss with colleagues.