王金蓮

〔關(guān)鍵詞〕 語(yǔ)法練習(xí)題;設(shè)計(jì);重點(diǎn);異同;語(yǔ)境

〔中圖分類號(hào)〕 G633.41〔文獻(xiàn)標(biāo)識(shí)碼〕 C

〔文章編號(hào)〕 1004—0463(2009)10(A)—0063—01

突出重點(diǎn)

SEFC教材Unit1(Book 1)中的練習(xí)主要是把直接引語(yǔ)變?yōu)殚g接引語(yǔ)或把間接引語(yǔ)變?yōu)橹苯右Z(yǔ)。筆者發(fā)現(xiàn),許多學(xué)生在學(xué)完這一語(yǔ)法項(xiàng)目后,不能準(zhǔn)確地把直接引語(yǔ)變?yōu)殚g接引語(yǔ)或把間接引語(yǔ)變?yōu)橹苯右Z(yǔ),尤其在人稱變化、時(shí)態(tài)變化等方面存在著問(wèn)題。根據(jù)這一現(xiàn)象,筆者以改錯(cuò)或單選形式重新設(shè)計(jì)語(yǔ)法練習(xí)題,突出了直接引語(yǔ)和間接引語(yǔ)的重點(diǎn):連接代(副)詞、語(yǔ)序、主句和從句時(shí)態(tài)一致等。例如:

(1)The woman told us that she doesnt like Americanmovies very much.

(2)Sarahs friend asked Sarahthat she was going to mail the gifts to her parents.

(3)I asked him how often did he go to visit his hometown.

以上三個(gè)例句突出反映了直接引語(yǔ)變間接引語(yǔ)時(shí)存在的問(wèn)題。例(1)主句用過(guò)去式,從句也要用相應(yīng)的過(guò)去式,所以“doesnt”應(yīng)改為didnt。例(2)主句為asked ,所以從句應(yīng)為疑問(wèn)句,連接詞“that”應(yīng)改為if或whether。例(3)連接詞“how often”后應(yīng)為陳述語(yǔ)序,所以應(yīng)改為:I asked him how often he went to visit his home town.

另外,還可以把直接引語(yǔ)和間接引語(yǔ)練習(xí)改為單項(xiàng)選擇形式,讓學(xué)生直接接觸高考題型,更好地掌握這一語(yǔ)法項(xiàng)目。例如:

Peter asked Jim_______________

A. What difference it made.

B. What difference does it make.

C. What difference it makes.

D. What difference did make.

答案為A項(xiàng)。

這樣的語(yǔ)法練習(xí)題突出了直接引語(yǔ)變間接引語(yǔ)的重點(diǎn):選擇正確的連接詞;從句用陳述句語(yǔ)序;主句和從句的時(shí)態(tài)一致。

區(qū)別異同

SEFC高一教材Book1中的Unit 4和Unit 5主要學(xué)習(xí)定語(yǔ)從句。定語(yǔ)從句的關(guān)鍵是理清關(guān)系代詞和關(guān)系副詞在從句中所作的成分及各自的用法;弄清that和which的區(qū)別及限定性定語(yǔ)從句和非限定性定語(yǔ)從句的區(qū)別。但筆者認(rèn)為書中定語(yǔ)從句的語(yǔ)法練習(xí)題,在區(qū)別關(guān)系代詞及關(guān)系副詞異同方面涉及較少,如果把定語(yǔ)從句語(yǔ)法練習(xí)題設(shè)計(jì)成側(cè)重對(duì)比that,which,when,where異同的改錯(cuò)或單選練習(xí)題,能更好地幫助學(xué)生掌握定語(yǔ)從句。例如:

(1)I will never forget the days______________Istayed in your beautiful country.

(2)September 18,1931 is the day______________well never forget.

A. when B. in which

C. that D. for which

在例(1)中,先行詞the days 在定語(yǔ)從句中作時(shí)間狀語(yǔ),故選A項(xiàng);在例(2)中,先行詞the day 在定語(yǔ)從句中作forget的賓語(yǔ),故選C項(xiàng)。

創(chuàng)設(shè)語(yǔ)境

SEFC教材Book1中的Unit 7、Unit 8和Unit 9的語(yǔ)法以被動(dòng)語(yǔ)態(tài)為主,但筆者認(rèn)為書中的被動(dòng)語(yǔ)態(tài)練習(xí)題主要以被動(dòng)語(yǔ)態(tài)的基本結(jié)構(gòu)和用法的操練為主,缺乏具體的語(yǔ)境和情景。所以在進(jìn)行這一部分的練習(xí)時(shí),教師應(yīng)從學(xué)生的實(shí)際出發(fā),提供一些通過(guò)具體語(yǔ)境來(lái)完成的練習(xí),改變學(xué)生死記硬背語(yǔ)法規(guī)則的習(xí)慣。如可以讓學(xué)生做一些有具體語(yǔ)境的被動(dòng)語(yǔ)態(tài)練習(xí)題:

(1)I have to go to work by taxi because my car______________at the garage.

A. will be repaired B. is repaired

C. is being repairedD. has been repaired

(2)Visitors______________nottotouch the exhibits.

A. will request B. request

C. are requesting D. are requested

句(1)的答案為C項(xiàng),句(2)的答案為D項(xiàng)。

書中一些語(yǔ)法練習(xí)題的重新設(shè)計(jì)要求教師要充分挖掘教材,改進(jìn)教材,靈活設(shè)計(jì)教材內(nèi)容,盡量為學(xué)生提供多樣化的練習(xí)題,從而提高語(yǔ)法教學(xué)的效率。