高三英语虚拟语气复习课教学设计

高三英语虚拟语气复习课教学设计与实施广州市第六中学 丁卫民【摘 要】本文针对高三英语语法虚拟语气复习课教学中存在的问题，结合2009年广东英语高考对虚拟语气的考查，从理论和实践的角度探讨如何提高语法复习课的教学效果。【关键词】 语法复习，虚拟语气，语境，输出一、 引言虚拟语气是高中英语语法的难点之一。对于虚拟语气在高中英语教学中的重要性和地位，教师们看法不一。部分教师认为现代英语中存在虚拟语气这一语法范畴，但是在英语测试中鲜被考查，已经不是很重要了。因此在他们的语法教学中，对虚拟语气这一语法范畴没有给予充分的重视，只是略有涉及。而更多的教师则坚持：虚拟语气是英语中不可或缺的一个语法范畴，无法也不可能否认它的重要性。笔者本人赞同第二种观点，教师必须充分认识虚拟语气的重要性，才能用更好的语法教学理念指导虚拟语气的教学。虚拟语气仍然活跃于英语的各式文体和各种英语测试中。二、 虚拟语气在2009年广东英语高考中的考查从2009年广东英语高考试题看来，“基础写作”和“读写任务”题型中均考查到虚拟语气的用法。在基础写作中，要求学生用5个句子写一篇关于我国中小学学生近视问题的校报采访报道，写作内容中提到“专家建议(学生)不要过度用眼，多参加户外互动”。只有当学生熟练掌握suggest接宾语从句时，从句动词的形式为“(should) +动词原形”这一虚拟语气句型或suggest + sb(s) doing时，才能写出正确的句子如 Experts suggested that we students (should) not overuse our eyes and participate in more outdoor activities.或Experts suggested us not overusing our eyes and participating in more outdoor activities. 没有掌握suggest这个动词用法的学生可能就会写出suggest sb. to do.的结构或者接宾语从句时，从句中用的不是should do, 而是must do或can do等错误形式。在读写任务中，要求学生就“该不该禁止游客和动物拍照”这一话题进行讨论。期中写作内容的第2点是：假如你处在那些动物的处境，你会有什么反应？如何考生没能正确使用虚拟条件句If I were in the same position as the animals in the zoo/If I were an animal in the wildlife park, I would进行写作，写出来的文章肯定也是大为逊色。三、 高三语法复习中存在的问题1. 没能深入理解语法复习，认为语法复习就是归纳语法规则。 在复习某个语法项目时，常见不少教师在语法规则一一罗列在黑板或多媒体屏幕上，要求学生把规则抄写在笔记本上，课后死记硬背。可是到了做练习时，学生仍然错误百出。之所以出现这种情况，主要是教师把语法复习简单地看成对语法规则的总结归纳或重现，而没有事先了解学生对该语法项目的掌握程度和理解情况，不了解学生对这语法项目的难点和盲点。语法复习应以学生现有的语法知识水平为中心，以学生的需求为中心，对学生的语法知识进行系统梳理，澄清疑难点，提示考点易错点。这就要求教师在复习某个语法项目之前，了解学生的实际情况，这样才有可能加强语法复习的实效性和针对性。2. 片面理解语法规则，忽视语法功能。在语法复习过程中，不少教师容易忽视语法规则的意义和使用语境，换句话说，没能明确告知学生在什么语境下可以使用到该语法。脱离了语境教授语法，把语法看成“死的”“孤立的”的规则。3. 教学方法呆板，练习形式单一，内容枯燥乏味。不少教师在语法复习时，常采取讲-练-评教学方式，先由教师大讲一通，再单纯地为学生提供大量的选择题或句型转换作为练习形式，最后进行练习讲评；而没有创设贴近实际生活，具有真实交际情景的练习，因而无法调动起学生的学习兴趣，无法让学生真正掌握语法规则的用法，更谈不上培养学生运用语言知识的能力。四、 一节虚拟语气复习课的教学设计与实施基于语法教学的理念，结合虚拟语气在高考中的考查点并针对语法复习课中可能存在的问题和弊端，笔者设计并实施了一节关于虚拟语气的高三语法任务型教学复习课虚拟语气在if条件句中的运用。1. 听歌填单词，激发学生探求语法规则的欲望。传统的语法复习课常采用讲-练-评的教学模式，没能激发起学生的学习热情和兴趣，以致不少教师理所当然地认为语法课比较沉闷是不可避免的。英语歌曲在英语教学中能起积极作用。大多数学生喜欢歌曲和音乐，陈静波（2004）曾对中学生喜爱歌曲和听歌的情况做了一个调查，结果发现97%的中学生喜欢歌曲和音乐。将歌曲用于教学可以满足大多数学生的心理需求，能够有效地培养学生学习英语的兴趣，提高学习英语的热情。为此，笔者选用Bread乐队的一首经典老歌 “IF”作为热身。要求学生在欣赏歌曲的同时，写出歌词中空缺的单词。歌词如下：If a picture _paints_ (paint) a thousand words,then why cant I paint you?The words will never show,the you Ive come to know.If a face could launch (launch) a thousand ships,then where am I to go?Theres no one home but you.Youre all thats left me to.And when my love for life is running dry,you come and pour yourself on me.If a man could be (be) two places at one time, Id be (be) with you.Tomorrow and today, beside you all the way.If the world should stop (stop) revolving,spinning slowly down to die,Id spend (spend) the end with you.And when the world was through.Then one by one the stars would go out.Then you and I would simply fly away.该歌曲能紧密结合本课时的教学内容，在激活学生原有相关知识的同时，集中学生的注意力，振奋精神，激发了学习兴趣和学习虚拟语气语法规则的欲望，并且为后面的教学活动做铺垫。在播放完歌曲之后，笔者抽取其中一句If a man could be (be) two places at one time, Id be (be) with you.写在黑板上，并提出问题： What grammar item is used in this sentence? Can you find more sentences where this grammar item is used in this song? 通过歌曲欣赏和问题回答，笔者自然地引导学生开始复习虚拟语气。 2. 发现并归纳语法规则，吸引学生注意语法结构。学生能正确使用语法规则的前提是能自我辨认并且熟记语法结构。在语法复习过程中，教师最好不要先直接把语法规则罗列重现给学生，而应该先调动学生进行积极回忆。在引导学生关注虚拟语气的语法结构时，笔者按如下三个步骤层层推进进行设计：（1）要求学生在90秒钟之内完成如下matching练习。匹配练习相对来说比较简单，绝大多数学生能够在规定时间之内正确完成练习。Beginnings endings1. If I were an artist,2. We would have been neighbors3. If we had arrived earlier,4. If I lived in a big house,5.If you should be free tomorrow,6. If he had taken the medicine,7. If he were to take part in the game,8.If she came here tomorrow,9. If I won a lot of money,a. we wouldnt have missed our plane.b. I might never work again.c. he would have felt better.d. she might tell me that.e. if they had bought the house.f. I could paint a picture of you.g. we could go shopping.h. we would fight hard.i. I would invite you to stay.Keys : 1-f 2-e 3-a 4-i 5-g 6-c 7-h 8-d 9-b（2）将matching练习中的9个句子按照“对现在过去将来的虚拟”进行分类，并划出句子中的谓语动词。心理语言学研究表明，注意形式是学习语言的必然过程，只有在有意注意之后，学习者才可能把意义和形式联系在一起。戴炜栋和任庆梅(2006)指出，学习者对语言形式的注意程度提高有助于发展其对语言知识的归纳能力，更有利于目的语的系统构建。通过要求学生对谓语部分进行下划线吸引学生注意语言结构，增加学生注意到语法结构的机会。【Type 1-对现在的虚拟】For example: 1. If I lived in a big house, I would invite you to stay.2. If I were an artist, I could paint a picture of you.3. If I won a lot of money, I might never work again.【Type 2-对过去的虚拟】For example: 1. If they had bought the house, we would have been neighbors2. If we had arrived earlier, we would not have missed our plane.3. If he had taken the medicine, he would have felt better.【Type3-对将来的虚拟】For example: 1. If you should be free tomorrow, we could go shopping.2.If he were to take part in the game, we would fight hard.3. If she came here tomorrow, she might tell me that.（3）发现归纳语言规则。在前两个练习的基础上，笔者要求学生分析并归纳if虚拟条件句中从句和主句谓语动词的规律并填写如下表格。在前两个练习尤其是练习（2）的指引下，很多学生能正确归纳出虚拟语气的语法规则，这样一个自己努力探究知识的过程更能引起他们的注意，使他们印象深刻。情况从句动词形式主句动词形式与现在事实相反1) did2) were would (could/should/might) + do与过去事实相反had donewould (could/should/might) + have done与将来事实相反1) did2) were to do3) should dowould (could/should/might) + do3创设语言输出机会，内化语法规则，培养语感。Swain(2000)发现，许多学习者在接受大量有意义的语言输入之后，语言的准确度仍然不高，究其原因在于仅靠输入无法提高学习者的语言水平。语法复习过程中，不少教师只注意提供大量可理解性语言输入，忽视了给学生创造语言输出的机会。或只是提供大量的枯燥乏味形式单一的练习进行操练，忽略了语言的真实性和情境性，因此没法调动学生积极投入参与练习的积极性和兴趣。实际上，语法规则的内化有赖于教师创造出尽量真实有意义的语言输出机会。学生在语言输出过程中通过不断纠正错误才能完善对语法规则的认识和理解。笔者在设计虚拟语气输出这一环节时，设计了一个speaking和writing任务。（1）Speaking 上本节课时，恰逢是在河南一彩民独中3.6亿大奖不久并在网络上引起“如果你中了3.6亿，你会怎么花”的热烈讨论，大多数学生也知道这一新闻消息。为此笔者利用机会，要求学生就“If I won a lottery prize total of 360 million,”这一话题进行讨论，检查学生能否真正理解并运用虚拟语气的语法意义。（2）Writing. 要求学生完成短文填空。笔者创设了练习语言的语境，设置了悬念-what is Pennys dream使学生带着悬念和兴趣阅读语篇。Penny is a girl who likes to make dreams. Now fill in the blanks, and you will know what her dreams is.I do wish I were a princess. If I were (be) a princess, I _would know (know) a lot of princes and I would choose the handsomest prince. Suppose I _married (marry) a prince, we would have a couple of little prince and princess. Thats really interesting. If I had known (know) my desire before, I _would have been born_ (be born) in a royal family 25 years ago. However, all of these are not true but I still know what I can do to fulfill my dream. If I _lived/were to live/should live_ (live) in London in the future, I would visit the palace every day. I wish I could meet Prince William. The newspaper says he _is_(be) single now so I will have a chance to know him. If he _fell (fall) in love with me, I would get married to him. What if I _never met/should never met_(never meet ) my own prince?4. 深化巩固知识，布置作业，有效延伸课堂教学。作业是教学的重要环节，是课堂教学的延续，能帮助学生进一步巩固和消化课堂上学到的知识，提高学生运用所学的知识解决实际问题的能力。家庭作业的布置，要做到恰如其分、恰到好处，要有针对性。针对本节课的教学内容，笔者编写了以下语篇材料要求学生翻译成英语，有以下两个目的：(1) 检查学生能否正确运用if虚拟条件句(, )并辨别虚拟条件句和真实条件句（）(2) 检查学生对虚拟语气在其他句型中的掌握情况，为下一个课时的复习做铺垫。还有七个月我就要参加高考了，现在是在学习上全力以赴的时候了。我后悔把本应该用在学习上的时间浪费在玩电脑游戏上了。如果两年前我能像现在一样用功，现在的成绩会令人满意得多。不过，后悔是没有用的。如果可能的话，我现在愿意每天24小时都花在学习上。我的老师建议我制定一个学习计划并认真执行。我也下定决心刻苦学习。出乎我的意料，在最近一次的英语考试中，我得到全班最高分，这给了我极大的鼓舞。现在，我学习起来好像永不疲倦一样。如果我能坚持下去，我相信我会取得成功。Seven month later, I will take part in the college entrance examination and now it is high time that I should try/tried my best in my study. I regret wasting the time which I should have spent on my studies playing computer games. If I had worked two years ago as hard as I do now, my grade would be much more satisfactory now. However, it is no use regretting. If it were possible, I would spend 24 hours a day on my study. My teacher suggested that I (should) make a study plan and carry it out seriously. I have made up my mind to study hard too. To my surprise, I got the highest mark in the last English test, which greatly inspired me. At present, I am learning as if I were never tired. I believe I can succeed if I can keep it up.五、 教学反思在语法复习中，方法很多。教师要注重培养学生的语法意识；通过教师启发，学生探究归纳，教师及时反馈，学生形成规则内化等方法，培养学生自主学习能力。总之，教师要把语法复习建立在形式(form)、意义(meaning)和理解运用(comprehension and use)的基础上，让学生体会感知语言的规律，充分理解语法规则的意义，才能真正使学生把语法知识内化成语言能力。_参考文献Swain, M. 2000. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue A. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning C. Oxford: Oxford University Press, 97-114.陈静波.2004. 利用英文歌曲进行听力训练 J. 中小学外语教学(中学篇)，(2).戴炜栋，任庆梅. 2006. 语法教学的新视角：外显意识增强式任务模式 J. 外语界，（1）：7-157