高中英語三維動態語法觀的教學實踐
——非真實條件句虛擬語氣的語法教學活動設計

吳國艷

（福建省福州高級中學，福建福州 350000）

引 言

《普通高中英語課程標準（2017年版）》指出：“英語教學語法觀是以語言語用為導向的‘形式—意義—語用’三維動態觀，語法知識的學習要求學生學會在語境中理解和運用新的語法知識，進一步發展英語語法意識。”那要在什么樣的語境中學習語法呢？目前高中英語語法教學主要依托單句語境。通過對多個單句語法的觀察比較從而發現規律，學習語法的形式和意義，再通過單句翻譯進行語法知識的運用。但是通過單句語境學習的語法脫離了說話者的情緒或特定場合。 例 如，My teacher suggested I could practice reading New Concept English every morning.（老師建議我每天上午可以閱讀《新概念英語》），這句話所指的對象為“我”，那么接下來說“我怎么做”才能顯出上下句邏輯的連貫性，因此以“我”為主語的主動態句式“I read a lot of stories at the beginning.” 比以“故事”為主語的被動態句式“A lot of stories were read by me at the beginning.”顯得更能承上啟下、更貼切。但是，在教學實踐中，我們發現學生并不理解主被動語態的意義區別，為了使文章句式豐富，而用被動語態句式。因此，單句語境的語法學習能讓學生掌握語法形式，卻不能使他們真正領會語法的意義。語法只有在語篇中才能全方位、有活力地體現，語篇可以為規則的感知、歸納和運用給出有意義的實例，是學生理解掌握語法的主要渠道；語篇還會約束、影響語法結構的選擇[1]。

一、聽歌曲學語法——基于聽力語篇的語法教學活動

歌曲是一種人們喜聞樂見的娛樂形式，歌曲為語法學習提供了輕松愉快的有意義的學習語境，學生可以在欣賞或學唱歌曲同時記住語法規則，這樣既能激發他們參與課堂的積極性，又能活躍課堂氣氛。美國著名黑人歌手碧昂斯的流行歌曲If I were a boy 旋律優美、歌詞簡單，整首曲子通過多次重復的非真實條件句虛擬語氣“如果我是個男孩”情況設想，不斷輸入了虛擬語氣的形式和意義。首先，為感知虛擬語氣的形式，我們設計填寫空缺歌詞的任務：If I _______ a boy， I think I _______ .How it feels to love a girl! I swear I _______ a better man.I _______ to her.If I _______ a boy, I _______ my phone.Tell everyone its broken.So they think that I was sleeping alone.I _______ myself first.接著通過①What would she do if the singer were a boy? ②Why does the singer want to be a boy? ③Can you sum up the special verb use in the song?三個問題讓學生理解作者想當男孩的理由，以及歌手用虛擬語氣表達對男生的告誡，讓他們學會站在女孩的角度考慮問題，學會去珍惜與關懷女孩。最后通過“What would you do if you were a boy / girl?”表達觀點，讓男女生互換角色，發揮想象力，合理假設，學會換位思考，理解他人。

二、親歷情境學語法——基于交際語篇的語法教學活動

語言學習的目的是交際，語言是交際的工具，交流使語言的功能得以體現。語法的學習可通過“一些貼近真實語言使用的語境，讓學生在意義協商(meaning negotiation)中體會語法在語篇的語義構建中發揮的作用”[2]。在交際活動過程中，學生通過填補老師話語中信息的空白，達成語言形式的感知及語言意義的理解和傳遞，從而提高自身的語言反應能力。例如，教師從聊起自己遇到的一件事情開始在無形中引導學生使用虛擬語氣。

T：Yesterday I received an unexpected phone.The person in the phone didn't tell me his name and just claimed to be my student and would like to chat with me.If you were me, would you believe what the man said?

此時，學生好奇心被激發，會產生不同的猜測。

教師接著問學生會如何應付突如其來的電話：“If you were me, what would you do？”學生在回答問題時自然地輸入了“If I were you，I would...”非真實條件句中與現在事實相反的虛擬語氣形式。

教師繼續說：“He told me his mother had required him to apply for a major in journalism, but he preferred to study English.If you had been in his position, what would you have done?...Although the boy followed his mother requirement finally, he felt unhappy.If you were to have a chance to talk with the boy, what would you talk with him?”

隨著師生間話題的逐步深入，學生“在做中學，在學中做”，感知并理解非真實條件句中與過去和將來事實相反虛擬語氣的用法，這有助于提升學生的交際能力。

三、讀故事學語法——基于文本語篇的語法教學活動

學者劉潤清認為，大量閱讀的作用是無法估量的，許多奇妙的語感來自閱讀。只有在泛讀之中，你才能忘掉你是為了學習語言而在讀書，你已經沉浸在攝取的信息之中。這時，信息與語言就同時被吸收了，你也在不知不覺間就學到了語言[3]。要獲取故事或小說的信息，學生就需要掌握一定的語法知識，而且閱讀的過程也會促進他們對語法知識的掌握。例如，教師針對下面的心理學連鎖反應的故事發展線索，設置了一系列的問題，讓學生在分析、思考或探究等活動中無形地學習語法規則和理解語法意義。

There is a famous case of emotional chain reaction in psychology.

One day, the boss scolded the employee.The employee was in a bad mood and quarreled with his wife after he went home.The wife was depressed.When she saw that her child was not obedient, she slapped the child in the face.The child was full of resentment and kicked his dog very hard.The dog vented his anger on a cat.As a result, the cat rushed to the street in horror when a car came into it.In order to avoid this cat, the driver had to spin the wheel sharply, only to bump into a pedestrian on the roadside.

1.What do you think cause the driver to bump into a pedestrian?

（追問What would have happened if the cat hadn't rushed to the street?）

2.Why do you think the cat rush to the street?

（追問What would have happened if the dog hadn't vented his anger?）

…

學生通過一系列的邏輯關系問題，理順文本，并在多次追問中感知非真實條件句中虛擬語氣的功能和意義。接著，學生通過回答“What do you learn from the story?”會抓住篇章中心——壞情緒猶如多米諾骨牌，會造成一系列的連鎖反應，帶來巨大的破壞性。最后，學生又通過“What would you do if your mother were mad at you?”的討論學會如何控制情緒，學會如何與人相處。

四、賞影視作品學語法——基于多模態語篇的語法教學 活動

當今社會，新媒體迅速發展，意義與信息的傳遞發展為多元化的途徑呈現了書面、口語、視覺、聽覺、音頻相互交織的多模態符號空間，如動畫、視頻等。例如，在電影Jane Eyre 里Jane 有這樣一段話：Become nothing to you? Am I a machine without feelings? Do you think because I am poor, obscure, plain and little, I am soulless and heartless? You think wrong! I have as much soul as you and full as much heart.And if God had blessed me with some beauty and wealth, I could make it as hard for you to leave me, as it is for me to leave you.I am not talking to you through mortal flesh: it is my spirit that addresses your spirit; as if we had passed through the grave, and stood at God's feet, equal — as we are! 學生通過句中的虛擬語氣的分析感受了簡·愛的豐富的內心情感和與不公平命運抗爭的強烈性格。最后，學生在開放性的問題“If God blessed me with beauty/ wealth/ chance...，I would...”的引領下，討論自己覺得后悔或不公平的事情，感受虛擬語氣在表達“遺憾、惋惜、驚奇”等情感中的意義。

結 語

綜上所述，合適的語篇為語法形式、意義及運用提供具體、生動的展示平臺，為語法教學增加趣味性和思維角度，“以意為基，探索形式，內化語用”的高中三維動態語法教學設計讓學生在活動中感知、積累并活用語法知識，進而提高他們的英語綜合素養。