吳 艷
語法教學(xué)是英語教學(xué)的重要組成部分,占有十分重要的地位。語法翻譯法和聽說法在相當(dāng)長時(shí)間主導(dǎo)著英語教學(xué)。20 世紀(jì)90 年代來,以語法為中心的英語教學(xué)逐步被交際法教學(xué)所取代,改變了以往“聾子英語”和“啞巴英語”的狀況。通過強(qiáng)調(diào)聽說,弱化語法,學(xué)生的聽說能力有了明顯進(jìn)步。但是,交際教學(xué)法重視語言運(yùn)用,相對(duì)忽視了語言分析,使一些學(xué)生英語說得很流利,卻無法使用精準(zhǔn)的語言和寫出優(yōu)美的文章。于是,人們開始反思什么是有效的語法教學(xué),重新審視語法在語言學(xué)習(xí)中的重要作用。對(duì)語法的重新認(rèn)識(shí),需要站得更高,從語言使用(語用)的角度審視語法教學(xué),并找到一個(gè)有效的切入點(diǎn),從而真正解決“語法是否要教,怎么教,教到什么程度”的問題。
發(fā)展學(xué)生的英語學(xué)科核心素養(yǎng)是目前深化基礎(chǔ)教育英語課程改革的重要舉措之一。北京師范大學(xué)教授王薔指出,目前英語課程對(duì)學(xué)生思維能力的培養(yǎng)不夠,究其原因,教師對(duì)語境創(chuàng)設(shè)不充分,對(duì)語篇意義關(guān)注不夠,對(duì)情感態(tài)度價(jià)值觀的培養(yǎng)未能落到實(shí)處,以及很少引導(dǎo)學(xué)生運(yùn)用英語分析問題和解決問題。要想實(shí)現(xiàn)培養(yǎng)學(xué)生英語學(xué)科核心素養(yǎng)需具備以下條件:教育要回歸原點(diǎn),關(guān)注人的發(fā)展;教學(xué)要服務(wù)學(xué)生學(xué)科核心素養(yǎng)的發(fā)展,從意義出發(fā),推動(dòng)學(xué)生深度學(xué)習(xí);教師要研讀文本,重視情境,梳理主線,構(gòu)建結(jié)構(gòu)化知識(shí),關(guān)注內(nèi)化提升和遷移創(chuàng)新。因此,語法復(fù)習(xí)教學(xué)應(yīng)在真實(shí)語篇材料中進(jìn)行,讓學(xué)生感知所學(xué)語言,通過思考、分析和歸納,鞏固語法規(guī)則,在語篇中合理運(yùn)用語法知識(shí),做到從語篇中來到語篇中去。以下是筆者結(jié)合高三一輪語法專題復(fù)習(xí)課“非謂語動(dòng)詞作狀語——在災(zāi)難、事故型語篇中的運(yùn)用”探討如何開展有效的語法教學(xué)。
建構(gòu)主義理論認(rèn)為,知識(shí)不是通過教師傳授得到的,而是學(xué)生在一定的語境中、借助他人的幫助、利用必要的學(xué)習(xí)資源得以實(shí)現(xiàn)的,教學(xué)設(shè)計(jì)應(yīng)包括以下三個(gè)方面,即轉(zhuǎn)變師生地位和作用、強(qiáng)調(diào)“情境”和“協(xié)作學(xué)習(xí)”。
斯溫(Swain)認(rèn)為,在語言運(yùn)用過程中,學(xué)習(xí)者不斷檢驗(yàn)自己對(duì)語法規(guī)則的假設(shè)并試用新規(guī)則,對(duì)自己的語言表達(dá)作出修正和調(diào)整,更準(zhǔn)確、恰當(dāng)和連貫,更自如地表達(dá)意思。學(xué)習(xí)者輸出的重要性在于主動(dòng)動(dòng)用自己的認(rèn)知資源。
拉森-弗里曼(Larsen-Freeman,1991)提出語法教學(xué)的三維模式理論,認(rèn)為語法教學(xué)應(yīng)從語法的形式(Form)、意 義(Meaning) 和語用功 能(Pragmatics)三個(gè)維度展開。
功能語法所指的功能是語義功能,關(guān)注點(diǎn)是語言的意義和語言的運(yùn)用。功能語法認(rèn)為,應(yīng)在語篇(discourse)中分析語法,并將語篇視為語言研究的重要單位,語言交際不是通過孤立的句子實(shí)現(xiàn)的,而是通過完整的語篇實(shí)現(xiàn)的。以英語為母語的學(xué)習(xí)者是在交際過程(語篇語境)中逐步掌握語言、內(nèi)化語言規(guī)則的。語言規(guī)則與語境的緊密結(jié)合并同時(shí)呈現(xiàn)是語言能力形成的基本條件。
授課對(duì)象為高三理科重點(diǎn)班學(xué)生,他們學(xué)習(xí)積極性高,且經(jīng)過高一、高二的語法學(xué)習(xí)和高三前段時(shí)間的語法知識(shí)梳理,雖然對(duì)非謂語動(dòng)詞的規(guī)則掌握得較好,但是對(duì)該語法的認(rèn)識(shí)仍停留在辨認(rèn)、做選擇題層次,缺乏對(duì)語用功能的思考,無法有效地完成寫作任務(wù),難以達(dá)成交際目的。從學(xué)生習(xí)作來看,學(xué)生較少使用非謂語動(dòng)詞,需要進(jìn)一步培養(yǎng)在真實(shí)語境中運(yùn)用非謂語動(dòng)詞的能力(語法技能)。另外,在習(xí)作中,學(xué)生不能準(zhǔn)確地使用非謂語動(dòng)詞表達(dá),經(jīng)常出現(xiàn)非謂語動(dòng)詞的邏輯主語與句子主語不一致的現(xiàn)象。
本堂課是一堂語法復(fù)習(xí)課,主要內(nèi)容是非謂語動(dòng)詞作狀語及非謂語動(dòng)詞在災(zāi)難、事故型語篇中的運(yùn)用,以培養(yǎng)學(xué)生在類似語境中運(yùn)用非謂語動(dòng)詞描述事情發(fā)生過程的能力。本堂課依托真實(shí)語篇,幫助學(xué)生梳理非謂語動(dòng)詞作狀語的語用功能,讓學(xué)生在語篇中感受語法的形式及意義,使語法教學(xué)生活化、具體化。授課所選語篇與現(xiàn)實(shí)生活緊密相關(guān),課前的研讀材料改編自China Daily 中的新聞報(bào)道——中秋假期廈門被臺(tái)風(fēng)“莫蘭蒂”重創(chuàng);課堂研讀材料是對(duì)一次交通事故的描述,寫作任務(wù)是讓學(xué)生描述臺(tái)風(fēng)“鲇”魚。(注:授課期間正值臺(tái)風(fēng)頻發(fā)季節(jié))
1.能夠在真實(shí)語篇語境中感知非謂語動(dòng)詞作狀語表示結(jié)果、原因、目的、時(shí)間和伴隨等用法,培養(yǎng)語篇意識(shí)及語感。
2.能夠正確、恰當(dāng)?shù)厥褂梅侵^語動(dòng)詞作狀語描述災(zāi)難、事故型事件。
Step 1:導(dǎo)入課題
語篇閱讀:臺(tái)風(fēng)“莫蘭蒂”襲擊廈門,內(nèi)容如下:
Typhoon Meranti hit Xiamen
On September 15th,2016,typhoon Meranti,a super typhoon,made landfall(登陸)with strong winds and lashing rain(傾盆大雨)in the early hours near Xiamen,causing severe damages and greatly affecting the life of people.
Influenced by the coming of the typhoon,dozens of flights and train services were canceled,disrupting(擾亂)travel at the start of the three day Mid-Autumn Festival holiday.Having been attacked by Meranti for a whole night,Xiamen suffered great losses,with flooded streets,fallen trees and crushed(壓碎)cars everywhere.Some windows in tall buildings shattered(打碎),showering glass onto the ground below.Across the whole of Fujian,1.65 million homes had no electricity,according to media reports and large sections of Xiamen also suffered water supply disruptions(不便).
To rescue the people trapped in the disaster-hit district,the city government are taking all kinds of urgent measures to ensure that everything returned to normal as soon as possible.
Typhoons are common at this time of year,picking up strength as they cross the warm waters of the Pacific and bringing fierce winds and rain when they hit land.
Experiencing such a severe storm,I firmly believe that united,we are strong;divided,we are weak.
1.課前任務(wù)
(1)畫出文中的非謂語動(dòng)詞
【設(shè)計(jì)說明】以語篇為單位,讓學(xué)生多接觸目標(biāo)語法——非謂語動(dòng)詞作狀語的形式。
(2)指出非謂語動(dòng)詞的語義和語用功能
【設(shè)計(jì)說明】讓學(xué)生自主分析和歸納非謂語動(dòng)詞作狀語的語用功能。
2.課堂任務(wù)
(1)看圖配文
以小組搶答的形式找出原文中與所給圖片匹配的句子。圖片和臺(tái)風(fēng)發(fā)生的時(shí)間、原因、結(jié)果、伴隨等有關(guān)。
【設(shè)計(jì)說明】用與語篇相關(guān)的圖片引入課題,從視覺層面激發(fā)學(xué)生的興趣,使語篇圖像化,語法教學(xué)真實(shí)化和生活化。采取小組搶答方式檢驗(yàn)學(xué)生是否真正理解目標(biāo)語法的意義,能否把圖片和文本聯(lián)系起來。
(2)歸納總結(jié)
要求學(xué)生歸納、總結(jié)非謂語動(dòng)詞作狀語的語用功能,具體內(nèi)容見圖1:
圖1
Step 2:難點(diǎn)聚焦
1.課前任務(wù)
觀察和比較以下句子,選出正確的句子。
Group 1:
Opening the cupboard,a skeleton(骨架)fell out.
When I was opening the cupboard,a skeleton(骨架)fell out.
Group 2:
Discouraged by low grades,dropping out made sense.
Discouraged by low grades,I thought dropping out made sense.
2.課堂任務(wù)
在PPT 上呈現(xiàn)含有非謂語作狀語的句子,讓學(xué)生以小組競猜的形式回答“Who is he/she?What was that?”并分析句子中非謂語動(dòng)詞的語用功能。
【設(shè)計(jì)說明】一方面,課前任務(wù)讓學(xué)生關(guān)注非謂語的邏輯主語與主句主語的一致性,達(dá)到“在練中學(xué),邊學(xué)邊練”的效果;另一方面,課堂任務(wù)巧妙地將語法和語境相結(jié)合,讓語法教學(xué)充滿趣味性,激發(fā)學(xué)生學(xué)習(xí)語法的積極性,有效提高學(xué)生使用該語法結(jié)構(gòu)的精準(zhǔn)性。
Step 3:鞏固操練
課堂閱讀材料:
A terrible traffic accident One night Mr. Lee was driving his wife home from work.Mrs.Lee was a nurse in a hospital.It was almost midnight and she was quite tired out.She soon fell asleep. After some time he noticed a car following him.It was travelling very fast.Suddenly it overtook his car.
The driver of the car was in a hurry. He did not see the approaching lorry. To avoid hitting it,he suddenly turned his car.It skidded off the road and hit a big tree.The driver and his passenger were injured.They were badly cut by glass from the broken windscreen. Mr. Lee quickly stopped his car by the side of the road.His wife got out of the car to help the injured.The lorry driver also stopped to help.Mr.Lee telephoned the police. About twenty-five minutes later,a police car and an ambulance arrived. The injured were carried into the ambulance and taken to hospital.
The policemen took down details of the accident. Mr. Lee and the lorry driver told them all they could remember. The policemen thanked them for their help.Mr.and Mrs.Lee got into their car and continued their journey home.
課堂任務(wù)
(1)要求學(xué)生閱讀故事,采用同桌一問一答的合作學(xué)習(xí)模式回答問題
Read the story and answer the following questions,using full sentences.
①What did Mr.Lee notice when he was driving home?
②Why did Mrs.Lee fall asleep soon?
③When did the driver turn his car suddenly?
④What happened to the car before it hit a big tree?
⑤Why were the car driver and his passenger injured?
⑥What did Mr.Lee do after he had stopped the car?
⑦Who were carried into the ambulance and taken to hospital?
⑧What did the policemen do after they took down details of the accident?
【設(shè)計(jì)說明】學(xué)生通過閱讀故事回答問題了解故事情節(jié),并為改寫積累語料。以上問題與描述事情發(fā)生的結(jié)果、原因、目的、時(shí)間和伴隨等有關(guān),也與非謂語動(dòng)詞作狀語的語法結(jié)構(gòu)相關(guān),為學(xué)生在語篇情境中運(yùn)用語法奠定了基礎(chǔ)。
(2)要求學(xué)生以小組搶答的形式改寫句子
①He noticed a car following him when he was driving home.
②She fell asleep soon because she was tired out.
...
【設(shè)計(jì)說明】在改寫句子的過程中,學(xué)生需要關(guān)注狀語從句改為非謂語結(jié)構(gòu)時(shí)的變化,強(qiáng)化非謂語動(dòng)詞作狀語的語用功能。另外,該活動(dòng)是口頭訓(xùn)練,需要學(xué)生準(zhǔn)確地輸出含有目標(biāo)語法的句子以提升口語能力。
(3)完成語篇
要求學(xué)生根據(jù)已有故事情節(jié),選擇恰當(dāng)動(dòng)詞的適當(dāng)形式,使語段結(jié)構(gòu)完整、語義順暢。學(xué)生先獨(dú)立完成,再與同伴討論。最后教師給出參考答案。
injure tire see drive stop take cut skid
It was a dark night. __________ home,Mr. Lee noticed a car following him. _________ out,Mrs.Lee fell asleep soon. Suddenly it overtook Mr. Lee’s car.__________the approaching lorry,the car driver turned his car suddenly. ___________ off the road,the car hit a big tree. Badly ________ by glass from the broken windscreen,the car driver and his passenger were injured. _________ his car,Mr. Lee telephoned the police. About twenty-five minutes later,a police car and an ambulance arrived. The badly _______ were carried into the ambulance and taken to hospital. _________ down the details of the accident,the policemen thanked Mr.and Mrs.Lee for their help. Mr. and Mrs. Lee got into their car and continued their journey home.
【設(shè)計(jì)說明】在語篇語境中鞏固非謂語動(dòng)詞作狀語的用法,能夠培養(yǎng)語篇意識(shí)和增強(qiáng)語感,為后面語篇輸出作好鋪墊。
(4)復(fù)述故事
要求學(xué)生以故事中任何一個(gè)人物的視角,至少使用三個(gè)非謂語動(dòng)詞作狀語的結(jié)構(gòu)描述所經(jīng)歷的事故。
【設(shè)計(jì)說明】讓學(xué)生在情景中靈活運(yùn)用語法結(jié)構(gòu)。
Step 4:靈活運(yùn)用
1.課堂任務(wù)
要求學(xué)生以小組為單位進(jìn)行限時(shí)翻譯競賽,內(nèi)容如下:
(1)On July 21st,a severe flood struck Beijing,_________(造成了數(shù)十人死亡)and great economical loss.
(2)_____________(受到洪水的影響),the traffic in the whole city was almost at a standstill(癱瘓).
(3)_____________(為了營救那些受困的人),the government took urgent measures,_____________(派遣警察)to the flood stricken area.
(4)_____________(聽到這個(gè)不幸的消息),many residents volunteered to participate in the rescue.
(5)_____________(經(jīng)歷了這次洪災(zāi)之后),the residents in Beijing realized the significance of improving the drainage system(排水系統(tǒng)).
【設(shè)計(jì)說明】能夠在課堂上最大限度地給學(xué)生提供練習(xí)的時(shí)間和使用語言的機(jī)會(huì),讓他們通過小組討論,自行糾錯(cuò),提高了分析和判斷能力,培養(yǎng)了思維能力,為課后的寫作搭好了“支架”。
2.課后任務(wù)
要求學(xué)生課后寫一篇關(guān)于臺(tái)風(fēng)“鲇魚”的報(bào)道,具體內(nèi)容見圖2:
圖2
【設(shè)計(jì)說明】語言學(xué)習(xí)的最終目的是運(yùn)用。教師設(shè)計(jì)不同的教學(xué)活動(dòng),都是圍繞同一話題不斷再現(xiàn)目標(biāo)語言知識(shí),使輸入和輸出交互進(jìn)行,這樣學(xué)生有了足夠的內(nèi)容儲(chǔ)備和語言“支架”。要求學(xué)生在真實(shí)語境中綜合運(yùn)用語法知識(shí),提升了復(fù)習(xí)效果。這樣,既保證了學(xué)生有時(shí)間回顧和總結(jié)所學(xué)語法知識(shí),又給他們提供了運(yùn)用語言的空間。最后,經(jīng)過同伴和教師的批改、糾錯(cuò),確保學(xué)生在寫作中合理、準(zhǔn)確地運(yùn)用語言。
第一,依托語篇的語法復(fù)習(xí)教學(xué)要有語言目標(biāo),且選擇的語篇必須為教學(xué)目標(biāo)服務(wù)。教師在選擇語篇時(shí)既要緊扣教學(xué)目標(biāo),又要自然、真實(shí),且不宜過長,但要多于兩篇,使學(xué)生能在不同情景中理解和運(yùn)用語法項(xiàng)目。
第二,語法復(fù)習(xí)教學(xué)的重點(diǎn)是語法知識(shí)的運(yùn)用。教師必須恰當(dāng)?shù)匾龑?dǎo)學(xué)生進(jìn)行語言輸入與輸出,使語言形式、意義與運(yùn)用結(jié)合起來,提高語法復(fù)習(xí)質(zhì)量,培養(yǎng)學(xué)生聽、說、讀、寫的能力。
第三,在依托語篇輸入的過程中,讓學(xué)生在同一語篇中充分、自然地感知目標(biāo)語法項(xiàng)目,通過自主學(xué)習(xí)、分析、歸納、內(nèi)化語法規(guī)則,使學(xué)生從機(jī)械性模仿過渡到靈活運(yùn)用,由鞏固語言知識(shí)向強(qiáng)化交際技能轉(zhuǎn)變。
第四,基于語篇的語法復(fù)習(xí)要注意與語境的和諧統(tǒng)一。
語法的生命力在于人們運(yùn)用它們進(jìn)行交際。在英語語法教學(xué)中,教師應(yīng)讓學(xué)生在真實(shí)的語境中獲得大量、可理解的語言輸入,理解語法現(xiàn)象的形式與功能,并在真實(shí)的情境中進(jìn)行交際活動(dòng),強(qiáng)化語用功能,培養(yǎng)語篇意識(shí)及思考、發(fā)現(xiàn)和探究能力,從而逐步提高英語學(xué)科核心素養(yǎng)。