高中學(xué)生自主命制英語(yǔ)語(yǔ)法填空題案例

◎ 于筱睿

一、學(xué)生自主命題的背景

自2014 年，上海英語(yǔ)高考中的基于單句考查語(yǔ)法知識(shí)的單項(xiàng)選擇題被取消，由以語(yǔ)篇形式呈現(xiàn)的“語(yǔ)法填空”取代。這一變化與《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》(2017)的要求相契合:英語(yǔ)教學(xué)應(yīng)圍繞語(yǔ)篇進(jìn)行。

新要求和新題型，不僅提醒教師們及時(shí)轉(zhuǎn)變語(yǔ)法教學(xué)的理念，也更關(guān)注學(xué)生們是否能在真實(shí)的語(yǔ)言情景中正確使用語(yǔ)法。以上海高考英語(yǔ)試卷為例，語(yǔ)法填空題由十個(gè)填空組成，考查的語(yǔ)法知識(shí)涉及動(dòng)詞的時(shí)態(tài)和語(yǔ)態(tài)、非謂語(yǔ)動(dòng)詞、形容詞和副詞的比較級(jí)和最高級(jí)、主從復(fù)合句及其他功能詞。其中，在考查前三個(gè)語(yǔ)法點(diǎn)時(shí)給出提示詞，通常是動(dòng)詞、形容詞或副詞的原形，其余題目只設(shè)一到三個(gè)空格，無(wú)提示詞。

在平時(shí)的教學(xué)中，筆者發(fā)現(xiàn)學(xué)生經(jīng)常因?yàn)闆](méi)搞清“語(yǔ)法填空”的考查內(nèi)容而犯錯(cuò)。為了讓學(xué)生對(duì)語(yǔ)法填空題的考查要求和考查范圍有更明確的認(rèn)識(shí)，筆者嘗試讓學(xué)生轉(zhuǎn)變身份，從被動(dòng)做題轉(zhuǎn)向主動(dòng)出題，嘗試以小組的形式進(jìn)行自主命題。

二、學(xué)生自主命題的流程

為保證學(xué)生能夠順利完成自主命題任務(wù)并實(shí)現(xiàn)既定的教學(xué)目標(biāo)，筆者將命題任務(wù)拆解細(xì)分為以下六個(gè)環(huán)節(jié):研讀語(yǔ)篇、分組、出題、說(shuō)題、評(píng)題和修題。

1.研讀語(yǔ)篇

此次學(xué)生命題的原始語(yǔ)料取自微信公眾號(hào)“中國(guó)日?qǐng)?bào)雙語(yǔ)新聞”于2020 年8 月23 日“夜聽雙語(yǔ)”板塊推送的一篇文章，標(biāo)題為《外賣平臺(tái)叫你別浪費(fèi)食物:推出“半份菜”服務(wù)》。該語(yǔ)篇英文原文共373 個(gè)單詞，F(xiàn)K 可讀性指數(shù)為13.3，難度略高于高中教材文本。話題有關(guān)“珍惜糧食，按需點(diǎn)餐”，既是近期新聞事實(shí)熱點(diǎn)，也與學(xué)生日常生活息息相關(guān)。

為輔助學(xué)生做好命題前的準(zhǔn)備，筆者首先布置學(xué)生獨(dú)立閱讀學(xué)習(xí)該語(yǔ)篇，掃清文本中的生詞障礙，有意識(shí)地圈劃并積累其中出現(xiàn)的高中階段的高頻詞匯、短語(yǔ)，并摘抄2-3 句長(zhǎng)難句，進(jìn)行句子結(jié)構(gòu)分析。

在評(píng)閱積累作業(yè)時(shí)，筆者發(fā)現(xiàn)學(xué)生對(duì)這類課外語(yǔ)篇的閱讀熱情很高。不少同學(xué)將原來(lái)文本重新編輯排版打印，并用彩筆精心做筆記。學(xué)生們對(duì)文本的用心解讀為自主命題的任務(wù)開了個(gè)好頭。

2.分組

為了讓不同英語(yǔ)水平的學(xué)生都能參與命題，筆者事先規(guī)定了各個(gè)小組的規(guī)模和成員結(jié)構(gòu)。班級(jí)48 位同學(xué)被分成了六組，先讓學(xué)生自薦或他薦出六位小組長(zhǎng)。組員由組長(zhǎng)選出，要求小組內(nèi)包含英語(yǔ)成績(jī)有參差的組員。讓英語(yǔ)水平較高的同學(xué)在小組中發(fā)揮帶頭作用，也能使后進(jìn)的同學(xué)在小組合作中發(fā)現(xiàn)自己的知識(shí)盲區(qū)，及時(shí)查漏補(bǔ)缺。

3.出題

“出題”組織分工工作由組長(zhǎng)負(fù)責(zé)。教師提示他們?nèi)ゼ?xì)化出題任務(wù)，強(qiáng)化小組每位成員的個(gè)人責(zé)任。以下展示兩個(gè)小組的命題:

例1:

Last week Meituan co-published a proposal with a number of business organizations，calling on restaurants to stop food waste and help cultivate new eating habits for customers.

“Restaurants should innovate means of publicity using official accounts (1)_______social media and live-streaming to promote and advocate food-saving actions，”the proposal said.

Meituan and the organizations are advocating that merchants offer guidance for consumers，(2)_______(include) reminding them during the ordering process about the taste of the ingredients，portion sizes and other information about the dishes，to help them avoid food waste(3)_______misleading information.The Wuhan Catering Association (4)________(propose) an“N-1”ordering code for restaurants (5)a group of 10 diners would only order enough for nine people.More food is only brought to the table if required.

To curb portrayals of food waste on social media platforms，popular Chinese video platforms (6)_______________Douyin and Kuaishou have stepped up content reviews of food-related live streams and implemented regulation of online eating shows.

Now (7)________users search certain keywords，such as“eating show”or“competitive eaters”，a cautionary message pops up to remind them to cherish food and maintain a reasonable diet.

Across the country，about 40% of all the food Americans buy ends up in the trash.The state of Vermont has long been a leader in environmental issues.Now it has just doubled down on its bid to get Vermonters (8)________(rethink) their relationship with food and waste.

As of July 1st，it became the first state in the nation to make it illegal for residents to throw their food scraps into the trash.That means everyone in the state ——from businesses (9)_______residents-(10)________now keep their food waste out of the garbage.

(命題學(xué)生提供參考答案:1.on 2.including 3.due to 4.proposed 5.in which 6.such as 7.if8.to rethink 9.to 10.must)

例2:

Last week Meituan co-published a proposal with a number of business organizations，calling on restaurants to stop food waste and help cultivate new eating habits for customers.It claimed that (1)________must be done to deal with the problem of endless wasting.Meituan，together with some other organizations，(2)_______(advocate) that merchants offer guidance for consumers，including reminding them during the ordering process about the taste of the ingredients，portion sizes and other information about the dishes to help them avoid food waste (3)_______misleading information.

On Friday the China Cuisine Association announced that it (4)_______(team) up with Ele.me，the Alibaba Group Holding-owned food delivery platform to launch a“half-dish plan”，appealing to restaurants to offer smaller portions of dishes (5)________different customers.

The Wuhan Catering Association proposed an“N-1”ordering code for restaurants (6)_______a group of 10 diners would only order enough for nine people.More food is only brought to the table if(7)_______(require).

The problem also exists (8)_______the living standard is high.In America，about 40% of the citizens seldom cook the leftovers for (9)_______second time.The state of Vermont has long been a leader in environmental issues.Now it has just doubled down on its bid to get Vermonters to rethink their relationship with food and waste.

As of July 1st，it became the first state (10)_______made it illegal for residents to throw their food scraps into the trash.That means everyone in the state ——from businesses to residents-must now keep their food out of the garbage.

(命題學(xué)生提供參考答案:1.something 2.has advocated/is advocating 3.because of/due to 4.teamed/had teamed 5.to 6.where 7.required 8.where 9.a 10.that)

4.說(shuō)題

命題完成后，每組代表在課堂上向全班展示命題成果。說(shuō)題主要說(shuō)兩方面:小組內(nèi)的分工合作情況和命題思路。

例1 的組長(zhǎng)很自豪地介紹這是8 位組員合作的成果。在他的組織下，每位成員至少貢獻(xiàn)了一個(gè)空，最后由他將組員的題目整合:刪去重復(fù)的考點(diǎn)、調(diào)整空格間的間隔。

例2 的組長(zhǎng)說(shuō)他們命題過(guò)程不太常規(guī)。在他布置任務(wù)前，一位成員主動(dòng)獨(dú)立地完成了整套命題。此刻，他意識(shí)到自己的“失職”讓組員們失去了一次參與自主命題的機(jī)會(huì)，希望能重新命題。

5.評(píng)題

點(diǎn)評(píng)題目是命題的重要環(huán)節(jié)，這次點(diǎn)評(píng)的主角還是學(xué)生。學(xué)生仍以原來(lái)的命題小組為單位，以下是對(duì)課堂上幾位同學(xué)的發(fā)言的轉(zhuǎn)寫:

生1:例1 基本保留了原文結(jié)構(gòu)的完整性，但空1、3、6、9 均考查了介詞或介詞短語(yǔ)，整篇語(yǔ)法填空考查范圍有限。另外，空3 應(yīng)提供其他備選答案。

生2:例1 雖在保留了文章邏輯完整性，但忽視了對(duì)一些超綱單詞的改寫，比如curb the portrayal，catering 等。建議對(duì)這些生詞進(jìn)行替換或改寫整句。

生3:例2 的第二空，將原文的Meituan and the organizations are advocating that 改寫成了Meituan，together with some other organizations，(2)________(advocate) that。通過(guò)更改句子的主語(yǔ)，考查很多同學(xué)容易忽略的主謂一致的考點(diǎn)，屬實(shí)精妙。此空的參考答案也不局限于原文的進(jìn)行時(shí)態(tài)is advocating，還補(bǔ)充了現(xiàn)在完成時(shí)has advocated，非常合理。

生4:例2 對(duì)原文進(jìn)行了刪減和改寫，刪除了與考點(diǎn)不相關(guān)的描寫文字，也為達(dá)到考查范圍的全面，對(duì)原文做了適當(dāng)?shù)母木?。如第十空，原文是it became the first state in the nation to make it illegal for residents to throw their food scraps into the trash，用動(dòng)詞不定式to make it illegal 來(lái)修飾名詞短語(yǔ)the first state。命題人很巧妙地將不定式做定語(yǔ)改成定語(yǔ)從句作定語(yǔ):it became the first state (10)_______made it illegal for residents to throw their food scraps into the trash，順利地將定語(yǔ)從句納入考查范圍，并且該空中的先行詞由序數(shù)詞first 修飾，正是許多同學(xué)容易忽視的知識(shí)點(diǎn)。

教師在學(xué)生點(diǎn)評(píng)前，雖有千言萬(wàn)語(yǔ)，也不要急于表達(dá)，將寶貴的機(jī)會(huì)留給學(xué)生。在學(xué)生點(diǎn)評(píng)后，教師可以補(bǔ)充點(diǎn)評(píng)，并通過(guò)舉例，帶領(lǐng)全班對(duì)部分題目進(jìn)行完善。例如，針對(duì)例1 中“重復(fù)考查介詞”的問(wèn)題，可以刪除原第9 題，在同一段的句首對(duì)形式賓語(yǔ)it進(jìn)行挖空，這樣既不破壞各題間的間隔，也彌補(bǔ)了未考查“代詞”的空缺。

6.修題

評(píng)題后，筆者鼓勵(lì)各個(gè)命題小組當(dāng)天對(duì)原題進(jìn)行修改。以下列節(jié)選例1 的修改版:

保留了原先的第2、3、5、6、7、8、10 空，新增了以下3 空。

“(1)_______restaurants should do is to innovate means of publicity using official accounts on social media and live-streaming to promote and advocate food-saving actions，”the proposal said.

On Friday the China Cuisine Association announced that it (4)_______(team) up with Ele.me，to launch a“half-dish plan”.

As of July 1st，it became the first state in the nation to make (9)________illegal for residents to throw their food scraps into the trash.(命題學(xué)生提供參考答案:1.what 4.had teamed9.it10.must)

從學(xué)生修改后的版本不難看出，針對(duì)課堂上同學(xué)和老師提出的問(wèn)題做了相應(yīng)修改。此外，他們自己還注意到名詞性從句考查的缺失，通過(guò)改寫原文創(chuàng)造性地命制了第1 題，讓人眼前一亮。

三、總結(jié)與反思

在學(xué)生自主命題過(guò)程中，教師應(yīng)充當(dāng)怎樣的角色? 本次命題活動(dòng)的目標(biāo)是否達(dá)成? 在命題活動(dòng)結(jié)束后，筆者就以上問(wèn)題進(jìn)行了總結(jié)和反思。

教師應(yīng)舍得“放手”。雖然命題本身對(duì)學(xué)生的能力要求較高，但只要給足學(xué)習(xí)、思考、討論、修改的時(shí)間和機(jī)會(huì)，學(xué)生是可以勝任的。

雖然是學(xué)生自主命題，教師不可“袖手旁觀”。在學(xué)生命題前，教師應(yīng)當(dāng)做好組織者，說(shuō)明命題的要求和流程。在說(shuō)題和評(píng)題時(shí)，教師要有甘當(dāng)“綠葉”的覺(jué)悟，讓學(xué)生掌握話語(yǔ)權(quán)，保持他們合作探究學(xué)習(xí)的積極性和創(chuàng)造性。

命題活動(dòng)后，學(xué)生們紛紛表示通過(guò)這次活動(dòng)，他們會(huì)主動(dòng)地去總結(jié)語(yǔ)法填空的重難點(diǎn)。有些學(xué)生甚至很自信地說(shuō):“下次做題，我一定能看穿出題者的意圖!”

自主命題讓學(xué)生從“被考者”搖身一變成了掌握主動(dòng)權(quán)的“命題者”。小組合作的命題形式既降低了任務(wù)的難度，也給學(xué)生提供了交流的機(jī)會(huì)。在融洽的合作學(xué)習(xí)中，他們夯實(shí)了學(xué)科基礎(chǔ)知識(shí)，也感受了團(tuán)隊(duì)協(xié)作的力量。當(dāng)然，學(xué)生自主命題的實(shí)效性還需在實(shí)踐中進(jìn)一步證實(shí)。