基于提升學科素養(yǎng)的語法教學設計與實踐

元亞莉

【摘 要】語法教學在學生學習英語的過程中起著重要作用。語法教學的展開必須以培養(yǎng)學生的語言綜合運用能力為目的，本文結(jié)合具體虛擬語氣的具體教學設計，從語境，運用和思維等維度，探討了高中語法教學的有效策略，以發(fā)揮語法在語言學習中的積極作用。

【關(guān)鍵詞】語法教學;語境;思維;語言運用能力

【中圖分類號】G630 ??????【文獻標識碼】A

【文章編號】2095-3089（2019）15-0143-01

內(nèi)容簡析

本課為人民教育出版社出版的NSE高中教材選修6第一單元的內(nèi)容。

本模塊涉及的語法是虛擬語氣，這也是高中階段要求學生系統(tǒng)掌握的語法專項。

目標定位

本單元的語法虛擬語氣是高中階段學生應該掌握的重要內(nèi)容，由于英語和漢語的差異，虛擬語氣也是很多高中學生的難點語法，所以本教學設計的重點放在了對虛擬語氣的理解和運用上。

盡管學生在初中階段就接觸過虛擬語氣，但學生對虛擬語氣只有模糊的概念，并沒有系統(tǒng)的學習過。即使有限的學習也是通過大量的練習鞏固，所以對虛擬語氣的真實運用很少。所以虛擬語氣的理解和運用是本課的學習重點。本課設計通過創(chuàng)設學生熟悉的情境，以學生感興趣的話題為主線，通過多樣訓練方法，讓學生對虛擬語氣在理解中運用，在運用中理解。

一、語言知識目標

語法：虛擬語氣

1.在含有虛擬語氣的條件句的復合句中，當虛擬條件與現(xiàn)在事實相反時，主從句形式為：If +主語+ did/were +….，主語+would/should/ could/might do...

2.在含有虛擬語氣的條件句的復合句中，當虛擬條件與將來事實相反時，主從句形式為：If+主語+were/ were to do /should do，主語+would/should/could/might do...

3.在含有虛擬語氣的條件句的復合句中，當虛擬語氣與過去事實相反時，主從句形式為：If+主語+had done…，主語+ would/should /might/could+have done...

二、閱讀技能目標

理解含有虛擬語氣的句子，并能運用虛擬語氣表達自己的愿望。

三、寫作技能目標

能運用含有虛擬語氣的句子描述人和事物。

四、學習策略目標

語法是學習語言的有效途徑，學習語法的目的是提高運用語言的能力。聯(lián)系實際，通過具體話題，培養(yǎng)學生發(fā)現(xiàn)問題，分析問題和解決問題的能力。

五、情感態(tài)度目標

通過表達對父母的愿望，培養(yǎng)學生學會尊重父母，與父母進行有效溝通。

方法選擇

本節(jié)課立足于高效教學和任務型教學理念，注重創(chuàng)設語境，讓學生在語境中運用鞏固語法知識。同時倡導以學生為本的教學理念，采用任務型教學方法，通過發(fā)現(xiàn)，歸納的途徑，將合作、探究與獨立思考相結(jié)合，激發(fā)學生學習積極性。

教學流程

Lead-in：Play an English song If I were a boy for students. Present the words of the song on the screen

《If I Were A Boy》——Beyonce ft. R.Kelly（Remix）

【設計意圖】通過欣賞英文歌曲形式直接導入虛擬語氣，激發(fā)學生對本課的學習興趣。

While-class： 創(chuàng)設一種情境，一個青春期的孩子和父母發(fā)生沖突與爭吵。

【設計意圖】高二孩子正處于青春期，青春期孩子與父母的交流問題是學生普遍關(guān)注并感興趣的話題，通過這一情境學生能充分表達自己的心聲，同時也能站在父母的角度看問題，有助于促進幫助學生與家長間的理解與交流。

環(huán)節(jié)一 在含有虛擬語氣的條件句的復合句中， 當虛擬條件與現(xiàn)在事實相反時

1.Divide students into several groups and discuss the following question：

How would/could/might/should you get along with your children if you were parents？

Ask students to present their ideas.

Possible answers：

（1）If I were a parent，I would give my child much time to play.

（2）If I were a parent，I could make friends with my child.

（3）If I were a parent，I should let him/her more freedom to do what he/she wanted to do.

通過觀察學生自己表達的句子，引導學生歸納總結(jié)出在含有虛擬語氣的條件句的復合句中。當虛擬條件與現(xiàn)在事實相反時，條件狀語 從句用“一般過去式（be一般用were）”，

而主句謂語動詞由“would/should/ could/might + 動詞原形”構(gòu)成。

【設計意圖】讓學生表達自己的心聲，能充分調(diào)動學生發(fā)言的積極性。集中一定數(shù)量的同類句子，引導學生發(fā)現(xiàn)共性，有利于學生養(yǎng)成自己分析、歸納總結(jié)的習慣。

2.Translations

Give students some sentences in Chinese and ask them to translate them into English.Ask students to work in pairs and write down the sentences by themselves，and then discuss the answers with their partners.Meanwhile，call several students to write their sentences on the blackboard and discuss their sentences with class.

（1） 如果我們互相理解，我們就不會相互爭吵了。

If we understood each other， we would not quarrel each other.

（2） 如果孩子是父母的話，他們就能理解做父母的不易了。

If children were parents ，they would know that being parents were not easy.

【設計意圖】學生在口頭練習后，讓學生以翻譯書寫的形式練習，有助于促進所學句型的再生和運用。

環(huán)節(jié)二 在含有虛擬語氣的條件句的復合句中， 當虛擬條件與將來事實相反時，

1.The teacher presents the following sample sentences：

（1） If I were to arrange my daughters future ， she would be angry with me.

（2） If I should retire， I could have enough time to travel around the world.

（3） If you got up too late tomorrow， you might miss the train.

讓學生分析上面句子，總結(jié)規(guī)律。引導學生總結(jié)出： 在含有虛擬語氣的條件句的復合句中，當虛擬條件與將來事實相反時，從句謂語用動詞過去式、were to do 或 should do 形式， 主句謂語用should /would /could/ might + 動詞原形。

【設計意圖】提供例句，引導學生自己找規(guī)律，總結(jié)句型，有利于培養(yǎng)學生探究，獨立思考的能力。

2.Imitating samples to make sentences one by one

【設計意圖】用仿、練形式，在真實語境下使學生開口自主表達。學習語法不用死記硬背，學生在理解中運用，在運用中內(nèi)化語法規(guī)則，記憶更深刻。

3.Doing some exercises in limited time

Get students to discuss the exercises and ask some students give and explain their answers.

（1）If there ________ （be） no natural resource any more， we ___________ （make） use of nuclear power.

（2）What ____________ （happen） if you ____________ （get up） too late tomorrow？

（3）If all of you_______（go） to Beijing University， ?I _______（be）the greatest teacher in 。

（4）If the sun __________（go ）out tomorrow， we _________（have）to live in the dark.

（5） Supposing this ship ____（sink）， do you think there_______（ be ）enough life jackets for ?all the passengers？

【設計意圖】在本環(huán)節(jié)中，主要通過做幾個選擇題來鞏固前面學習總結(jié)的句型，但要注意掌控做題時間，學生講評時，留意存在問題，留待集體講解。

環(huán)節(jié)三 在含有虛擬語氣的條件句的復合句中，當虛擬條件與過去事實相反時

1.Telling the following story

T：When I was young，I was a naughty girl. I liked doing many things which boys were supposed to do. For example， I liked climbing trees.Although my parents told me it was dangerous，I ignored their words. One day I played so exited that I fell off a tall tree and was badly hurt.If I had followed my parents advice，I would not have fallen off the tree.

T： Please pay attention the underlined phrases in the last sentence.

引導學生總結(jié)出在含有虛擬語氣的條件句的復合句中，當虛擬條件與過去事實相反時，從句的謂語用had + 過去分詞，構(gòu)成If I （we， you， he， they） + had + 過去分詞的形式;主句的謂語用should/would/could/might have + 動詞過去分詞。

【設計意圖】通過老師講述自己童年的小故事，讓學生通過上下文語境比較容易地總結(jié)出規(guī)則。

2.Encourage students to tell their stories that happened during their childhood.

【設計意圖】

環(huán)節(jié)四：Discussing and writing

1.Ask the students to discuss and write the following questions in groups

A. Why is it difficult for parents to communicate with their teenage children？

B. If you were your parents， how would you communicate with your children？

C. If you had done everything as your parents told you， what would have happened to you？

D. If you had refused all advice from your parents ，what would have happened to you？

2. Let the students organize a short passage named “If I were a parent” by using the answers of the above questions.

3. Let the students show their work.

（Each group choose one student to read his or her work to the class.）

【設計意圖】寫作是語言輸出的過程，次任務可促進學生所學知識的再生和運用，培養(yǎng)學生用英語進行思維和表達的能力。本篇作文主要引導學生用虛擬語氣表達自己的思維，這樣使虛擬語氣的知識再次得到鞏固和應用。

環(huán)節(jié)五：Homework

Please write a composition about the communication between parents and teenage children by using subjunctive mood we have learned in this class.

參考文獻

[1]湯燕霞.在英語語法教學中發(fā)展學生的思維能力[J].中小學外語教學（中學篇），2016（8）：24-29.

[2]林立.英語語法教學[M].北京：外語教學與研究出版社，2013.