把課堂交給學(xué)生

語法堪稱是語言的“骨架”，遣詞造句、連句成篇莫不依賴于深厚的語法底蘊。對于許多中國學(xué)生來說，英語語法博大精深，是他們望而生畏的“攔路虎”。如何既輕松又有效地向?qū)W生傳授語法知識，是我任教以來一直孜孜專研的問題。經(jīng)過不斷摸索和實踐，我對語法教學(xué)積累了一點心得，具體做法就是:把課堂交給學(xué)生，讓他們自己去發(fā)現(xiàn)和歸納語法規(guī)律，這種方法化繁為簡，效果甚佳，現(xiàn)結(jié)合“過去分詞作狀語”這一經(jīng)典語法項目，把我的語法課堂呈現(xiàn)給大家，希望能給同行們提供一點借鑒。

一、課文例句導(dǎo)入，消除學(xué)生恐懼

過去分詞作狀語是《普通高中課程實驗教科書》第五冊第三單元“Life in the Future”的語法項目，首先，我讓學(xué)生在剛剛學(xué)過的本單元第一篇課文中找到如下幾個句子:

1.Worried about the journey，I was unsettled for the first days.

2.Well-Known for their expertise，his parents’company transported me safely into the future.

3.Hit by a lack of fresh air，my head ached.

通過選擇課文的句子作為語法教學(xué)的導(dǎo)入句，借助學(xué)生對已有知識的親切感，在第一時間消除了學(xué)生對“語法”的排斥和恐懼，營造出理想的教學(xué)時機。

二、細心觀察，找出潛在的語法規(guī)則

我提醒學(xué)生以“過去分詞和句子主語的關(guān)系”為著眼點觀察這一組句子，把他們對過去分詞作狀語的第一印象告訴我。很快地，他們發(fā)現(xiàn)了這些句子的共性:

1.句子的主語是過去分詞的邏輯主語。

2.句子的主語和過去分詞的動作有被動關(guān)系(如句3);有些過去分詞已具有形容詞性，此時可用來表示主語的狀態(tài)(如句1，句2)。

我為他們的細心和精確感到開心，接著呈現(xiàn)出更多例句:

1.Ask about his family，the boy kept silent.

2.Caught in a heavy rain，he was wet to the skin.

3.Given another chance，I could do it better.

4.Badly treated，the dog remained faithful to its owner.

5.She began to cry as if bitten by a snake.

6.Mr.Wang came in，followed by two students.

通過比較，學(xué)生進一步了解到過去分詞可以根據(jù)需要作時間、原因、條件、讓步、方式或伴隨等多種狀語。越來越多的新發(fā)現(xiàn)讓學(xué)生興奮不已，我趁機讓他們把過去分詞作狀語轉(zhuǎn)換成相應(yīng)的狀語從句。至此，學(xué)生對過去分詞作狀語有了更深的領(lǐng)悟，頭腦中新舊知識的鏈接也初步完成了。

三、科學(xué)安排練習(xí)，鞏固學(xué)習(xí)成果

為了檢驗和鞏固學(xué)生的學(xué)習(xí)效果，我精選了三組習(xí)題，并依據(jù)由易到難的原則，循序漸進地呈現(xiàn)。

I.Combine the two sentences in each pair，using the past participles:

1.I was frightened by the loud noise.I went to see what was happening.

2.The museum was built in 1910.The museum is almost 100 years old.

3.The players were beaten by the opposite team.They were not discouraged.

4.George was exhausted after a day’s work.He took some tablets to help him feel better.

5.John was lost in deep thought.He walked up and down the room.

II.Multiple choice:

1.The research is so designed that once _______nothing can be done to change it.

A.begins B.having begun C.beginning D.begun

2.?搖?搖to sunlight for too much time will do harm to one’s skin.

A.ExposedB.Having exposed

C.Being exposed D.After being exposed

3.Prices of daily goods_______through a computer can be lower than store prices.

A.are bought B.bought C.been bought D.buying

4.When first _______to the market，these products enjoyed great success.

A.introducing B.introduced

C.introduce D.being introduced

5._______with the size of the whole earth，the biggest ocean does not seem big at all.

A.CompareB.When comparing

C.ComparingD.When compared

6.When _______help，one often says “Thank you.” or “It’s kind of you.”

A.offering B.to offer C.to be offered D.offered

7._______with so much trouble，we failed to complete the task on time.

A.Faced B.Face C.Facing D.To face

8._______by a greater demand for vegetables，farmers have built more green houses.

A.Driven B.Being driven C.To drive D.Having driven

9.The flowers his friend gave him will die unless?搖 ?搖 every day.

A.watered B.watering C.water D.to water

10._______around the Water Cube，we were then taken to see the Bird’s Nest for the 2008 Olympic Games.

A.Having shown B.To be shown

C.Having been shown D.To show

III.Fill in the blanks with proper non-predicate verbs:

1._______(see) from the top of the mountain，the city looks more beautiful.

2._______(see) from the top of the mountain，we can get a beautiful view of the city.

3._______(see) a beautiful view of the city，we climbed to the top of the mountain.

通過對以上三組習(xí)題的逐一解答，學(xué)生不僅對過去分詞作狀語有了全面而深刻的感悟，而且與現(xiàn)在分詞和不定式作狀語進行了對比，原本分散的知識點被有機地串連在一起，形成新的立體的知識結(jié)構(gòu)。這種融會貫通的知識將進入學(xué)生的長時記憶，他們的視野也隨之拓寬了。“知其然，更知其所以然”，學(xué)生們踴躍熱烈地參與到語法課堂的每個環(huán)節(jié)，完全顛覆了傳統(tǒng)語法課的枯燥乏味。

在整節(jié)課的教學(xué)中，例句—觀察—歸納—練習(xí)，每一個細節(jié)都服務(wù)于語法教學(xué)，我卻只字不提“語法教學(xué)”，而是將課堂交給學(xué)生，讓他們在發(fā)現(xiàn)中感悟，在感悟中品味學(xué)習(xí)的快樂。這種“不落痕跡”的語法課堂模式，實際上是我對“淡化語法”的一種詮釋。