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1、高中英语语法教学有挑战性的活动论文ok3marteachinghasoftenbeenregardedasastructurebased,formalactivity.Aftertheintegrationofseveralsourcesandtechniques,ainlybasedonmunicativeactivities,theteachingofgrammargainedanemarinseniormiddleschoolinChina,mostteachersusethedeductiveandtheinductiveapproach,especiallyth
2、edeductiveapproach.Theteacherpresenttherulesandthelanguageisalsobasedontherules.Studentsfeelboredinrememberingtherules.Inordertomakeagrammarlessoneffective,beneficial,andinterestingIusesome.Inthepresentpaper,achallengingactivityinteachinggrammar–usingpoems-plessSincethemeaningisanimportan
3、tdeviceinteachinggrammar,itisimportanttocontextualizeanygrammarpoint.Poemsareoneofthemostattractiveandrichresourcesthatcaneasilybeusedinlanguageclassrooms.Poemscancontextualizeagrammarlessoneffectively.Sincepoetryisoftenspoken,repeated,dealtmaticalstructure.Throughrepeatingandconsideringt
4、hepoem,thegrammaticalstructuresbeemorespecified.Thus,poetrynotonlyprovidesamar,butalsoaproperbasisforpractice,revieodelthatexemplifiesaparticularstructureisalsoagoodpoem,itengagestheeye,theearandthetonguesimultaneouslyulatingandmovingus;thispolymorphiceffectmakespoetryeasiertomemorizethan
5、otherthingsformanystudents(Celce-MurciaandHills,1988).Poemsmaybringtheuseofcreativityandtherhythmintothelanguagecla[1][2][3][4][5][6][7]下一页ok3,thoughtheymayalsobringsomedifficulties.Poemsarenotconstructedinasimpleightbeverydifficultformystudentstoprehendthempletely.AsstatedbyPovey(citedin
6、Celce-MurciaandHills,1988)therearethreemainbarriersforliteratureincludingpoetry.Theyarelinguistic,cultural,andintellectualbarriers.Linguisticdifficultiesaretheproblemscausedbythesyntaxorthelexiconofthepoem.Culturaldifficultiesincludeimagery,tone,andallusion.Attheintellectuallevel,thestude
7、ntsshouldbeintellectualandmatureenoughtounderstandthethemeofthepoem.Thesedifficultiescouldbeeasilyremovediftheteacherprovidesapoematicallyappropriatetothelevel,ageandtheinterestsofthestudents.Thus,byremovingorminimizingthepotentialproblems,poetrycanprovidearich,enjo
