探究以話題為主線的分詞復(fù)習(xí)課

雷康成

英語語法教學(xué)不只是要學(xué)生學(xué)會(huì)做題，還要學(xué)生學(xué)會(huì)用英語表達(dá)真情實(shí)感，提高英語交際的能力，體現(xiàn) “為用而學(xué)，在用中學(xué)，學(xué)而能用”的教學(xué)理念（陳東紅，2012）。筆者在高二的一節(jié)區(qū)級(jí)語法公開課上，以近期年級(jí)舉辦的英語歌唱比賽作為話題、成為主線，巧用真實(shí)情境，激發(fā)學(xué)生學(xué)習(xí)興趣，使得學(xué)生以輕松的狀態(tài)在教師的指導(dǎo)下進(jìn)行有效復(fù)習(xí)。

一、導(dǎo)入話題，創(chuàng)設(shè)情境

[課堂實(shí)錄1 ：The Interview] 上課伊始，筆者讓學(xué)生聽關(guān)于英語歌唱比賽的現(xiàn)場(chǎng)采訪，并記錄下聽力材料中被挖空的單詞，讓學(xué)生觀察記錄下來的單詞，將它們分成兩類詞：現(xiàn)在分詞和過去分詞。

A： Good afternoon， everyone！As you know， our school held an English Singing Competition last Thursday. Together with me is David， who will share his experience with us. Welcome， David！

B： Thank you， Jennifer.

A： I heard the competition was a huge success. Can you tell us something about it？

B： Well， it was a big event. Students became ________ even before it started.More than 20 competitors took part in the competition.

A： Wow！What a（an） ________ competition！Whats your favorite part？

B： I have to say I love the band most. They sang “21Guns” ________ by the Green Day. ________ them singing， I shouted aloud， with my hands ________ in the air！

A： I wish I had been there！ Any more details？

B： Yes. ___________12 beautiful songs， we enjoyed the performance of our teachers.

A： It must have been the highlight of the competition. How was it？

B： Generally speaking， it was fantastic. But there was one teacher， Kevin， whose performance was _______. I mean， we can“see”him _________， but we didnt hear his voice！

A： Why was that？

B： Well， ________ about the incident， he said “no comment”， ________ mysteriously. But he promised that ________ another chance， he would do better.

A： I believe he will. Thanks for your time！

B： My pleasure.

[評(píng)析]只有縮短課堂和生活的距離，才能使學(xué)生在真實(shí)、自然的情境中掌握知識(shí)和技能，在自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)中逐漸形成英語學(xué)習(xí)的興趣和愛好，英語教學(xué)才能顯得更鮮活和更有魅力（陳艷婷，2012）。因此，學(xué)生能否快速投入學(xué)習(xí)，很大程度上取決于這節(jié)課的導(dǎo)入方式。筆者從學(xué)生的親身經(jīng)歷入手，營造輕松的語法復(fù)習(xí)氛圍，有效地激活了學(xué)生原有的關(guān)于分詞用法的知識(shí)儲(chǔ)備。

二、創(chuàng)設(shè)情境，自主體驗(yàn)

[課堂實(shí)錄2：Highlights of the Competition] 筆者通過創(chuàng)造了兩個(gè)場(chǎng)景，讓學(xué)生回憶英語歌唱比賽，自主體驗(yàn)分詞的使用情況。一個(gè)場(chǎng)景是提供演唱“Papi”選手們的4幅圖片，要求學(xué)生運(yùn)用正確的分詞描述圖片內(nèi)容，辨別現(xiàn)在分詞與過去分詞。

“Papi”

1） At the beginning of the competition， we saw the _______（dance）girls.

They sang “Papi”， a song originally __________（perform）by Jennifer Lopez.

2）The students became __________ （excite）when the girls showed up.

Their singing was very____________ （touch）.

3）They began to shout when they saw the girls ___________ （move） their bodies.

They had never heard a song __________ （sing） in this way.

4）_______（see）their performance， their classmates felt very proud.

____________ （see） from a distance， the girls movements seemed more beautiful.

在第二個(gè)創(chuàng)設(shè)的場(chǎng)景中，筆者挑出三組“閃亮之星”的圖片，同時(shí)提供“閃亮之星”的8組句子，讓學(xué)生分4-6人一組進(jìn)行小組合作，選擇一幅圖進(jìn)行描述，并將每組句子的第一句中劃線部分轉(zhuǎn)化為分詞。學(xué)生通過自己補(bǔ)全的句子，與原句進(jìn)行對(duì)比，同時(shí)輔以教師幫助，輕松得出結(jié)論：分詞或分詞短語作定語或狀語時(shí)，可以替代定語從句、狀語從句或并列句，使得句子更為簡潔、緊湊。

“Shining Stars”

The Jazz Boy

1）The boy who was wearing a hat is from Senior I.

= The boy _____________________

is from Senior I.

2） He was singing a song which was called “BadaBada”.

= He was singing a song _________.

Our Stars

3） When they were standing on the stage， Chen Yongru and Li Jialiang looked very confident.

=____________________________， Chen Yongru and Li Jialiang looked very confident.

After they had practiced many times， they performed very well.

= ___________________________， they performed very well.

4）Because they were greatly encouraged by the audience， they played even better.

= ___________________________， they played even better.

5）Although they were highly praised， they stayed humble.

= ___________________________， they stayed humble.

6）They thanked their supporters： “If we are united， we stand； if we are divided， we fall.”

= They thanked their supporters： “_____________________， we stand； ______________， we fall.”

The Band

7）The boy shouted aloud， and pointed at the sky.

= The boy shouted aloud， ________

__________________.

8）The lead singer walked off the stage， and the others followed him.

= The lead singer walked off the stage， _________________________.

[評(píng)析] 語言學(xué)家克魯姆說過：“成功的外語課堂教學(xué)應(yīng)該是創(chuàng)造更多的情境，讓學(xué)生有機(jī)會(huì)用上自己學(xué)到的語言材料?！币詫W(xué)生熟悉的話題為載體，能使學(xué)生在真實(shí)有趣的情境中區(qū)感悟、理解和運(yùn)用語法。

三、嘗試探究，主動(dòng)構(gòu)建

[課堂實(shí)錄3：Sharing Our Experience] 筆者編寫了與此次英語歌唱比賽相關(guān)的4組簡單句，要求學(xué)生把每組中的簡單句重組成一個(gè)完整的句子。通過重組和分析句子，學(xué)生發(fā)現(xiàn)，部分含有定語從句的句子可以轉(zhuǎn)化為分詞。再觀察所有的可能的重組后的句子的版本，便可得出結(jié)論：分詞或分詞短語作定語或狀語時(shí)，可以替代定語從句、狀語從句或并列句，使得句子更為簡潔、緊湊。

1. The English Singing Competition was held last Thursday in the gym. It provided students with an opportunity to show their talents.

____________________________________________________________________

2. The gym was built in 2010. It is a relaxing place for both students and teachers.

____________________________________________________________________

3. Jason Mraz was born in 1977. He is an American singer and song-writer.He made his international breakthrough when he released “Im Yours”.

____________________________________________________________________

4. The competition came to an end. It left us unforgettable memories.

____________________________________________________________________

[評(píng)析]各種語言知識(shí)的呈現(xiàn)和學(xué)習(xí)都應(yīng)從語言使用的角度出發(fā)，為提升學(xué)生用英語做事情的能力服務(wù)（教育部，2012）。為了讓學(xué)生扎實(shí)地學(xué)會(huì)運(yùn)用分詞或分詞短語進(jìn)行表達(dá)，使句子更為簡潔、緊湊，筆者在此設(shè)置了呈梯度狀的任務(wù)“Shining Stars”與“Sharing Our Experience”，在任務(wù)不斷加深的過程中，充分調(diào)動(dòng)學(xué)生的知識(shí)儲(chǔ)備，做到運(yùn)用自如，為綜合運(yùn)用的環(huán)節(jié)做準(zhǔn)備。

四、拓展思維，學(xué)以致用

[課堂實(shí)錄4：Kevin]在這一環(huán)節(jié)，筆者編寫了一篇教師歌唱表演行為的小短文，讓學(xué)生根據(jù)所給信息，經(jīng)小組討論后，充分使用分詞，合作完成文章。

_________________________ （被邀請(qǐng)多次以后）， Kevin decided to join the teachers in singing. He walked onto the stage，______________________ （后面跟著他的同事們）. _______________

（站在那里）， he saw__________ （看見學(xué)生向他揮手）， which put him at ease.

However， he noticed something strange immediately when he finished the first line. His voice didnt come out！ Some students began to whisper with each other， ____________________________

（想知道是不是麥克風(fēng)出了問題）.

Kevin wanted to do better. He calmed down， ______________________

（試著把聲音提高）. Unfortunately， nothing changed. ______________________ （從他站的地方望過去）， his students looked more ___________ （更疑惑了）. He finished the rest of the song awkwardly， _______________________ （不敢去看失望的學(xué)生們）.

[評(píng)析] 為鞏固學(xué)生的學(xué)習(xí)效果，引導(dǎo)他們真正學(xué)會(huì)使用分詞，筆者編寫的短文，既能喚起學(xué)生的興趣，又能有效地使學(xué)生在討論中學(xué)習(xí)、體驗(yàn)、合作、探究，主動(dòng)進(jìn)行知識(shí)建構(gòu)，真正做到在學(xué)中用、在用中學(xué)、為用而學(xué)。語言學(xué)習(xí)的最終目的是使學(xué)生能夠用所學(xué)語言完成現(xiàn)實(shí)生活中的各種事（Nunan，1999）。

五、檢測(cè)反饋，回授目標(biāo)

[課堂實(shí)錄5：Self-Assessment]完成以上環(huán)節(jié)后，為了檢測(cè)反饋課堂目標(biāo)的完成情況，學(xué)生將做5個(gè)問題進(jìn)行簡單的自我評(píng)價(jià)，自我檢驗(yàn)本節(jié)課的目標(biāo)完成情況。

1）How many times did I speak in this class？

2）How did I cooperate with my group members？

3）How did I help my group members？

4）What I have learned in this class：

_________________________________

5）What I am still confused about：

________________________________

[評(píng)析] 高效益的課堂首要前提是每一節(jié)課要有師生雙方都明確的教學(xué)目標(biāo)，即常說的有“目標(biāo)意識(shí)”。教師為目標(biāo)而教，學(xué)生為目標(biāo)而學(xué)，師生雙方都具目標(biāo)意識(shí)，使師生雙方在教學(xué)目標(biāo)的定向引導(dǎo)下，通過雙邊互動(dòng)一同達(dá)成所期望的教學(xué)目標(biāo)，以增強(qiáng)教學(xué)的有效性。自我評(píng)價(jià)是學(xué)生對(duì)本節(jié)課知識(shí)掌握的指南針，能幫助學(xué)生體驗(yàn)英語學(xué)習(xí)中的進(jìn)步與成功，認(rèn)識(shí)自我，及時(shí)調(diào)整學(xué)習(xí)策略，促進(jìn)學(xué)生綜合語言運(yùn)用能力的全面發(fā)展。

六、回顧鞏固，達(dá)成目標(biāo)

[課堂實(shí)錄6：Assignments] 在本課時(shí)的大量信息輸入后，學(xué)生需要在課后完成呈梯度狀的任務(wù)語法填空與短文改錯(cuò)，回顧和鞏固所學(xué)的語言知識(shí)和語言形式。

Grammar Filling

With time [1] ________ （go）by， the English Singing Competition finally came to an end. [2] _______ （award） the first prize， I was so [3] _______ （excite） that I couldnt help crying. [4] _______ （recall） what I did， I felt so proud. To my great happiness，[5] _______ （take） this great opportunity， I successfully overcame the stage fright in this competition. It was the applause and smile [6] _______ （give） again and again by the audience that strengthened my confidence to gain success. Besides， [7] _______ （participate） in this competition， I got to know something about the cultures as well as peoples lives in the west from the song. [8] _______ （inspire） by my English teacher， I firmly believe that [9] _______ （offer） one more chance， I will do much better.

Proofreading

Having been preparing for a few weeks， the interested English Singing Competition was held in Xinan Middle School on April 11. Encouraging by their English teachers， many students participated in it actively. Never hearing songs singing in such a way， the audience was all moving. Interviewing by the reporter of our school newspaper， the student， won the first place， said that preparing better， he was sure that he would certainly have given a much better performance. Smiled， he added that it was really an unforgettable experience.

[評(píng)析]學(xué)習(xí)者的學(xué)習(xí)過程主要是輸入和輸出的互動(dòng)過程，輸入促進(jìn)輸出，而輸出又是對(duì)輸入的反饋和檢驗(yàn)，從而使英語學(xué)習(xí)者的語言綜合運(yùn)用能力得到發(fā)展。適當(dāng)?shù)牧?xí)題練習(xí)，能達(dá)到效果

經(jīng)過研究與實(shí)踐，筆者證實(shí)了以話題為主線的語法復(fù)習(xí)課在英語語法教學(xué)中是可行的。它能更好地激起學(xué)生的語法學(xué)習(xí)興趣，提高學(xué)生的語法實(shí)際運(yùn)用能力，幫助學(xué)生擺脫學(xué)而無法用的局面。學(xué)生掌握語法的學(xué)習(xí)不能脫離語言的實(shí)際，因此讓學(xué)生在日常話題為主線的語境中掌握語法的內(nèi)容，做到教學(xué)內(nèi)容交際化，把學(xué)習(xí)的主動(dòng)權(quán)還給學(xué)生，從而幫助學(xué)生在學(xué)習(xí)過程中體驗(yàn)、感悟，就可以取得良好的教學(xué)實(shí)效。

責(zé)任編輯 魏文琦

實(shí)習(xí)編輯 顏 媛