探究以話題為主線的分詞復習課

雷康成

英語語法教學不只是要學生學會做題，還要學生學會用英語表達真情實感，提高英語交際的能力，體現 “為用而學，在用中學，學而能用”的教學理念（陳東紅，2012）。筆者在高二的一節(jié)區(qū)級語法公開課上，以近期年級舉辦的英語歌唱比賽作為話題、成為主線，巧用真實情境，激發(fā)學生學習興趣，使得學生以輕松的狀態(tài)在教師的指導下進行有效復習。

一、導入話題，創(chuàng)設情境

[課堂實錄1 ：The Interview] 上課伊始，筆者讓學生聽關于英語歌唱比賽的現場采訪，并記錄下聽力材料中被挖空的單詞，讓學生觀察記錄下來的單詞，將它們分成兩類詞：現在分詞和過去分詞。

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.

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

二、創(chuàng)設情境，自主體驗

[課堂實錄2：Highlights of the Competition] 筆者通過創(chuàng)造了兩個場景，讓學生回憶英語歌唱比賽，自主體驗分詞的使用情況。一個場景是提供演唱“Papi”選手們的4幅圖片，要求學生運用正確的分詞描述圖片內容，辨別現在分詞與過去分詞。

“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.

在第二個創(chuàng)設的場景中，筆者挑出三組“閃亮之星”的圖片，同時提供“閃亮之星”的8組句子，讓學生分4-6人一組進行小組合作，選擇一幅圖進行描述，并將每組句子的第一句中劃線部分轉化為分詞。學生通過自己補全的句子，與原句進行對比，同時輔以教師幫助，輕松得出結論：分詞或分詞短語作定語或狀語時，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， _________________________.

[評析] 語言學家克魯姆說過：“成功的外語課堂教學應該是創(chuàng)造更多的情境，讓學生有機會用上自己學到的語言材料。”以學生熟悉的話題為載體，能使學生在真實有趣的情境中區(qū)感悟、理解和運用語法。

三、嘗試探究，主動構建

[課堂實錄3：Sharing Our Experience] 筆者編寫了與此次英語歌唱比賽相關的4組簡單句，要求學生把每組中的簡單句重組成一個完整的句子。通過重組和分析句子，學生發(fā)現，部分含有定語從句的句子可以轉化為分詞。再觀察所有的可能的重組后的句子的版本，便可得出結論：分詞或分詞短語作定語或狀語時，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.

____________________________________________________________________

[評析]各種語言知識的呈現和學習都應從語言使用的角度出發(fā)，為提升學生用英語做事情的能力服務（教育部，2012）。為了讓學生扎實地學會運用分詞或分詞短語進行表達，使句子更為簡潔、緊湊，筆者在此設置了呈梯度狀的任務“Shining Stars”與“Sharing Our Experience”，在任務不斷加深的過程中，充分調動學生的知識儲備，做到運用自如，為綜合運用的環(huán)節(jié)做準備。

四、拓展思維，學以致用

[課堂實錄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，讓學生根據所給信息，經小組討論后，充分使用分詞，合作完成文章。

_________________________ （被邀請多次以后）， 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， _______________________ （不敢去看失望的學生們）.

[評析] 為鞏固學生的學習效果，引導他們真正學會使用分詞，筆者編寫的短文，既能喚起學生的興趣，又能有效地使學生在討論中學習、體驗、合作、探究，主動進行知識建構，真正做到在學中用、在用中學、為用而學。語言學習的最終目的是使學生能夠用所學語言完成現實生活中的各種事（Nunan，1999）。

五、檢測反饋，回授目標

[課堂實錄5：Self-Assessment]完成以上環(huán)節(jié)后，為了檢測反饋課堂目標的完成情況，學生將做5個問題進行簡單的自我評價，自我檢驗本節(jié)課的目標完成情況。

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目標，即常說的有“目標意識”。教師為目標而教，學生為目標而學，師生雙方都具目標意識，使師生雙方在教學目標的定向引導下，通過雙邊互動一同達成所期望的教學目標，以增強教學的有效性。自我評價是學生對本節(jié)課知識掌握的指南針，能幫助學生體驗英語學習中的進步與成功，認識自我，及時調整學習策略，促進學生綜合語言運用能力的全面發(fā)展。

六、回顧鞏固，達成目標

[課堂實錄6：Assignments] 在本課時的大量信息輸入后，學生需要在課后完成呈梯度狀的任務語法填空與短文改錯，回顧和鞏固所學的語言知識和語言形式。

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.

[評析]學習者的學習過程主要是輸入和輸出的互動過程，輸入促進輸出，而輸出又是對輸入的反饋和檢驗，從而使英語學習者的語言綜合運用能力得到發(fā)展。適當的習題練習，能達到效果

經過研究與實踐，筆者證實了以話題為主線的語法復習課在英語語法教學中是可行的。它能更好地激起學生的語法學習興趣，提高學生的語法實際運用能力，幫助學生擺脫學而無法用的局面。學生掌握語法的學習不能脫離語言的實際，因此讓學生在日常話題為主線的語境中掌握語法的內容，做到教學內容交際化，把學習的主動權還給學生，從而幫助學生在學習過程中體驗、感悟，就可以取得良好的教學實效。

責任編輯 魏文琦

實習編輯 顏 媛