高三英語(yǔ)虛擬語(yǔ)氣復(fù)習(xí)課教學(xué)設(shè)計(jì)

1、高三英語(yǔ)虛擬語(yǔ)氣復(fù)習(xí)課教學(xué)設(shè)計(jì)與實(shí)施廣州市第六中學(xué) 丁衛(wèi)民【摘 要】本文針對(duì)高三英語(yǔ)語(yǔ)法虛擬語(yǔ)氣復(fù)習(xí)課教學(xué)中存在的問題，結(jié)合2009年廣東英語(yǔ)高考對(duì)虛擬語(yǔ)氣的考查，從理論和實(shí)踐的角度探討如何提高語(yǔ)法復(fù)習(xí)課的教學(xué)效果?！娟P(guān)鍵詞】 語(yǔ)法復(fù)習(xí)，虛擬語(yǔ)氣，語(yǔ)境，輸出一、 引言虛擬語(yǔ)氣是高中英語(yǔ)語(yǔ)法的難點(diǎn)之一。對(duì)于虛擬語(yǔ)氣在高中英語(yǔ)教學(xué)中的重要性和地位，教師們看法不一。部分教師認(rèn)為現(xiàn)代英語(yǔ)中存在虛擬語(yǔ)氣這一語(yǔ)法范疇，但是在英語(yǔ)測(cè)試中鮮被考查，已經(jīng)不是很重要了。因此在他們的語(yǔ)法教學(xué)中，對(duì)虛擬語(yǔ)氣這一語(yǔ)法范疇沒有給予充分的重視，只是略有涉及。而更多的教師則堅(jiān)持：虛擬語(yǔ)氣是英語(yǔ)中不可或缺的一個(gè)語(yǔ)法范疇，無(wú)法也

2、不可能否認(rèn)它的重要性。筆者本人贊同第二種觀點(diǎn)，教師必須充分認(rèn)識(shí)虛擬語(yǔ)氣的重要性，才能用更好的語(yǔ)法教學(xué)理念指導(dǎo)虛擬語(yǔ)氣的教學(xué)。虛擬語(yǔ)氣仍然活躍于英語(yǔ)的各式文體和各種英語(yǔ)測(cè)試中。二、 虛擬語(yǔ)氣在2009年廣東英語(yǔ)高考中的考查從2009年廣東英語(yǔ)高考試題看來(lái)，“基礎(chǔ)寫作”和“讀寫任務(wù)”題型中均考查到虛擬語(yǔ)氣的用法。在基礎(chǔ)寫作中，要求學(xué)生用5個(gè)句子寫一篇關(guān)于我國(guó)中小學(xué)學(xué)生近視問題的校報(bào)采訪報(bào)道，寫作內(nèi)容中提到“專家建議(學(xué)生)不要過度用眼，多參加戶外互動(dòng)”。只有當(dāng)學(xué)生熟練掌握suggest接賓語(yǔ)從句時(shí)，從句動(dòng)詞的形式為“(should) +動(dòng)詞原形”這一虛擬語(yǔ)氣句型或suggest + sb(s) d

3、oing時(shí)，才能寫出正確的句子如 Experts suggested that we students (should) not overuse our eyes and participate in more outdoor activities.或Experts suggested us not overusing our eyes and participating in more outdoor activities. 沒有掌握suggest這個(gè)動(dòng)詞用法的學(xué)生可能就會(huì)寫出suggest sb. to do.的結(jié)構(gòu)或者接賓語(yǔ)從句時(shí)，從句中用的不是should do, 而是must do或

4、can do等錯(cuò)誤形式。在讀寫任務(wù)中，要求學(xué)生就“該不該禁止游客和動(dòng)物拍照”這一話題進(jìn)行討論。期中寫作內(nèi)容的第2點(diǎn)是：假如你處在那些動(dòng)物的處境，你會(huì)有什么反應(yīng)？如何考生沒能正確使用虛擬條件句If I were in the same position as the animals in the zoo/If I were an animal in the wildlife park, I would進(jìn)行寫作，寫出來(lái)的文章肯定也是大為遜色。三、 高三語(yǔ)法復(fù)習(xí)中存在的問題1. 沒能深入理解語(yǔ)法復(fù)習(xí)，認(rèn)為語(yǔ)法復(fù)習(xí)就是歸納語(yǔ)法規(guī)則。 在復(fù)習(xí)某個(gè)語(yǔ)法項(xiàng)目時(shí)，常見不少教師在語(yǔ)法規(guī)則一一羅列在黑板或多媒體屏

5、幕上，要求學(xué)生把規(guī)則抄寫在筆記本上，課后死記硬背。可是到了做練習(xí)時(shí)，學(xué)生仍然錯(cuò)誤百出。之所以出現(xiàn)這種情況，主要是教師把語(yǔ)法復(fù)習(xí)簡(jiǎn)單地看成對(duì)語(yǔ)法規(guī)則的總結(jié)歸納或重現(xiàn)，而沒有事先了解學(xué)生對(duì)該語(yǔ)法項(xiàng)目的掌握程度和理解情況，不了解學(xué)生對(duì)這語(yǔ)法項(xiàng)目的難點(diǎn)和盲點(diǎn)。語(yǔ)法復(fù)習(xí)應(yīng)以學(xué)生現(xiàn)有的語(yǔ)法知識(shí)水平為中心，以學(xué)生的需求為中心，對(duì)學(xué)生的語(yǔ)法知識(shí)進(jìn)行系統(tǒng)梳理，澄清疑難點(diǎn)，提示考點(diǎn)易錯(cuò)點(diǎn)。這就要求教師在復(fù)習(xí)某個(gè)語(yǔ)法項(xiàng)目之前，了解學(xué)生的實(shí)際情況，這樣才有可能加強(qiáng)語(yǔ)法復(fù)習(xí)的實(shí)效性和針對(duì)性。2. 片面理解語(yǔ)法規(guī)則，忽視語(yǔ)法功能。在語(yǔ)法復(fù)習(xí)過程中，不少教師容易忽視語(yǔ)法規(guī)則的意義和使用語(yǔ)境，換句話說，沒能明確告知學(xué)生在什么

6、語(yǔ)境下可以使用到該語(yǔ)法。脫離了語(yǔ)境教授語(yǔ)法，把語(yǔ)法看成“死的”“孤立的”的規(guī)則。3. 教學(xué)方法呆板，練習(xí)形式單一，內(nèi)容枯燥乏味。不少教師在語(yǔ)法復(fù)習(xí)時(shí)，常采取講-練-評(píng)教學(xué)方式，先由教師大講一通，再單純地為學(xué)生提供大量的選擇題或句型轉(zhuǎn)換作為練習(xí)形式，最后進(jìn)行練習(xí)講評(píng)；而沒有創(chuàng)設(shè)貼近實(shí)際生活，具有真實(shí)交際情景的練習(xí)，因而無(wú)法調(diào)動(dòng)起學(xué)生的學(xué)習(xí)興趣，無(wú)法讓學(xué)生真正掌握語(yǔ)法規(guī)則的用法，更談不上培養(yǎng)學(xué)生運(yùn)用語(yǔ)言知識(shí)的能力。四、 一節(jié)虛擬語(yǔ)氣復(fù)習(xí)課的教學(xué)設(shè)計(jì)與實(shí)施基于語(yǔ)法教學(xué)的理念，結(jié)合虛擬語(yǔ)氣在高考中的考查點(diǎn)并針對(duì)語(yǔ)法復(fù)習(xí)課中可能存在的問題和弊端，筆者設(shè)計(jì)并實(shí)施了一節(jié)關(guān)于虛擬語(yǔ)氣的高三語(yǔ)法任務(wù)型教學(xué)復(fù)習(xí)課

7、虛擬語(yǔ)氣在if條件句中的運(yùn)用。1. 聽歌填單詞，激發(fā)學(xué)生探求語(yǔ)法規(guī)則的欲望。傳統(tǒng)的語(yǔ)法復(fù)習(xí)課常采用講-練-評(píng)的教學(xué)模式，沒能激發(fā)起學(xué)生的學(xué)習(xí)熱情和興趣，以致不少教師理所當(dāng)然地認(rèn)為語(yǔ)法課比較沉悶是不可避免的。英語(yǔ)歌曲在英語(yǔ)教學(xué)中能起積極作用。大多數(shù)學(xué)生喜歡歌曲和音樂，陳靜波（2004）曾對(duì)中學(xué)生喜愛歌曲和聽歌的情況做了一個(gè)調(diào)查，結(jié)果發(fā)現(xiàn)97%的中學(xué)生喜歡歌曲和音樂。將歌曲用于教學(xué)可以滿足大多數(shù)學(xué)生的心理需求，能夠有效地培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，提高學(xué)習(xí)英語(yǔ)的熱情。為此，筆者選用Bread樂隊(duì)的一首經(jīng)典老歌 “IF”作為熱身。要求學(xué)生在欣賞歌曲的同時(shí)，寫出歌詞中空缺的單詞。歌詞如下：If a pic

8、ture _paints_ (paint) a thousand words,then why cant I paint you?The words will never show,the you I've come to know.If a face could launch (launch) a thousand ships,then where am I to go?There's no one home but you.You're all that's left me to.And when my love for life is running dr

9、y,you come and pour yourself on me.If a man could be (be) two places at one time, Id be (be) with you.Tomorrow and today, beside you all the way.If the world should stop (stop) revolving,spinning slowly down to die,Id spend (spend) the end with you.And when the world was through.Then one by one the

10、stars would go out.Then you and I would simply fly away.該歌曲能緊密結(jié)合本課時(shí)的教學(xué)內(nèi)容，在激活學(xué)生原有相關(guān)知識(shí)的同時(shí)，集中學(xué)生的注意力，振奮精神，激發(fā)了學(xué)習(xí)興趣和學(xué)習(xí)虛擬語(yǔ)氣語(yǔ)法規(guī)則的欲望，并且為后面的教學(xué)活動(dòng)做鋪墊。在播放完歌曲之后，筆者抽取其中一句If a man could be (be) two places at one time, Id be (be) with you.寫在黑板上，并提出問題： What grammar item is used in this sentence? Can you find more sen

11、tences where this grammar item is used in this song? 通過歌曲欣賞和問題回答，筆者自然地引導(dǎo)學(xué)生開始復(fù)習(xí)虛擬語(yǔ)氣。 2. 發(fā)現(xiàn)并歸納語(yǔ)法規(guī)則，吸引學(xué)生注意語(yǔ)法結(jié)構(gòu)。學(xué)生能正確使用語(yǔ)法規(guī)則的前提是能自我辨認(rèn)并且熟記語(yǔ)法結(jié)構(gòu)。在語(yǔ)法復(fù)習(xí)過程中，教師最好不要先直接把語(yǔ)法規(guī)則羅列重現(xiàn)給學(xué)生，而應(yīng)該先調(diào)動(dòng)學(xué)生進(jìn)行積極回憶。在引導(dǎo)學(xué)生關(guān)注虛擬語(yǔ)氣的語(yǔ)法結(jié)構(gòu)時(shí)，筆者按如下三個(gè)步驟層層推進(jìn)進(jìn)行設(shè)計(jì)：（1）要求學(xué)生在90秒鐘之內(nèi)完成如下matching練習(xí)。匹配練習(xí)相對(duì)來(lái)說比較簡(jiǎn)單，絕大多數(shù)學(xué)生能夠在規(guī)定時(shí)間之內(nèi)正確完成練習(xí)。Beginnings ending

12、s1. If I were an artist,2. We would have been neighbors3. If we had arrived earlier,4. If I lived in a big house,5.If you should be free tomorrow,6. If he had taken the medicine,7. If he were to take part in the game,8.If she came here tomorrow,9. If I won a lot of money,a. we wouldnt have missed ou

13、r plane.b. I might never work again.c. he would have felt better.d. she might tell me that.e. if they had bought the house.f. I could paint a picture of you.g. we could go shopping.h. we would fight hard.i. I would invite you to stay.Keys : 1-f 2-e 3-a 4-i 5-g 6-c 7-h 8-d 9-b（2）將matching練習(xí)中的9個(gè)句子按照“對(duì)

14、現(xiàn)在過去將來(lái)的虛擬”進(jìn)行分類，并劃出句子中的謂語(yǔ)動(dòng)詞。心理語(yǔ)言學(xué)研究表明，注意形式是學(xué)習(xí)語(yǔ)言的必然過程，只有在有意注意之后，學(xué)習(xí)者才可能把意義和形式聯(lián)系在一起。戴煒棟和任慶梅(2006)指出，學(xué)習(xí)者對(duì)語(yǔ)言形式的注意程度提高有助于發(fā)展其對(duì)語(yǔ)言知識(shí)的歸納能力，更有利于目的語(yǔ)的系統(tǒng)構(gòu)建。通過要求學(xué)生對(duì)謂語(yǔ)部分進(jìn)行下劃線吸引學(xué)生注意語(yǔ)言結(jié)構(gòu)，增加學(xué)生注意到語(yǔ)法結(jié)構(gòu)的機(jī)會(huì)?！綯ype 1-對(duì)現(xiàn)在的虛擬】For example: 1. If I lived in a big house, I would invite you to stay.2. If I were an artist, I could

15、paint a picture of you.3. If I won a lot of money, I might never work again.【Type 2-對(duì)過去的虛擬】For example: 1. If they had bought the house, we would have been neighbors2. If we had arrived earlier, we would not have missed our plane.3. If he had taken the medicine, he would have felt better.【Type3-對(duì)將來(lái)的

16、虛擬】For example: 1. If you should be free tomorrow, we could go shopping.2.If he were to take part in the game, we would fight hard.3. If she came here tomorrow, she might tell me that.（3）發(fā)現(xiàn)歸納語(yǔ)言規(guī)則。在前兩個(gè)練習(xí)的基礎(chǔ)上，筆者要求學(xué)生分析并歸納if虛擬條件句中從句和主句謂語(yǔ)動(dòng)詞的規(guī)律并填寫如下表格。在前兩個(gè)練習(xí)尤其是練習(xí)（2）的指引下，很多學(xué)生能正確歸納出虛擬語(yǔ)氣的語(yǔ)法規(guī)則，這樣一個(gè)自己努力探究知識(shí)的過程

17、更能引起他們的注意，使他們印象深刻。情況從句動(dòng)詞形式主句動(dòng)詞形式與現(xiàn)在事實(shí)相反1) did2) were would (could/should/might) + do與過去事實(shí)相反 had donewould (could/should/might) + have done與將來(lái)事實(shí)相反1) did2) were to do3) should dowould (could/should/might) + do3創(chuàng)設(shè)語(yǔ)言輸出機(jī)會(huì)，內(nèi)化語(yǔ)法規(guī)則，培養(yǎng)語(yǔ)感。Swain(2000)發(fā)現(xiàn)，許多學(xué)習(xí)者在接受大量有意義的語(yǔ)言輸入之后，語(yǔ)言的準(zhǔn)確度仍然不高，究其原因在于僅靠輸入無(wú)法提高學(xué)習(xí)者的語(yǔ)言

18、水平。語(yǔ)法復(fù)習(xí)過程中，不少教師只注意提供大量可理解性語(yǔ)言輸入，忽視了給學(xué)生創(chuàng)造語(yǔ)言輸出的機(jī)會(huì)?；蛑皇翘峁┐罅康目菰锓ξ缎问絾我坏木毩?xí)進(jìn)行操練，忽略了語(yǔ)言的真實(shí)性和情境性，因此沒法調(diào)動(dòng)學(xué)生積極投入?yún)⑴c練習(xí)的積極性和興趣。實(shí)際上，語(yǔ)法規(guī)則的內(nèi)化有賴于教師創(chuàng)造出盡量真實(shí)有意義的語(yǔ)言輸出機(jī)會(huì)。學(xué)生在語(yǔ)言輸出過程中通過不斷糾正錯(cuò)誤才能完善對(duì)語(yǔ)法規(guī)則的認(rèn)識(shí)和理解。筆者在設(shè)計(jì)虛擬語(yǔ)氣輸出這一環(huán)節(jié)時(shí)，設(shè)計(jì)了一個(gè)speaking和writing任務(wù)。（1）Speaking 上本節(jié)課時(shí)，恰逢是在河南一彩民獨(dú)中3.6億大獎(jiǎng)不久并在網(wǎng)絡(luò)上引起“如果你中了3.6億，你會(huì)怎么花”的熱烈討論，大多數(shù)學(xué)生也知道這一新聞消息。

19、為此筆者利用機(jī)會(huì)，要求學(xué)生就“If I won a lottery prize total of 360 million,”這一話題進(jìn)行討論，檢查學(xué)生能否真正理解并運(yùn)用虛擬語(yǔ)氣的語(yǔ)法意義。（2）Writing. 要求學(xué)生完成短文填空。筆者創(chuàng)設(shè)了練習(xí)語(yǔ)言的語(yǔ)境，設(shè)置了懸念-what is Pennys dream使學(xué)生帶著懸念和興趣閱讀語(yǔ)篇。Penny is a girl who likes to make dreams. Now fill in the blanks, and you will know what her dreams is.I do wish I were a princes

20、s. If I were (be) a princess, I _would know (know) a lot of princes and I would choose the handsomest prince. Suppose I _married (marry) a prince, we would have a couple of little prince and princess. Thats really interesting. If I had known (know) my desire before, I _would have been born_ (be born

21、) in a royal family 25 years ago. However, all of these are not true but I still know what I can do to fulfill my dream. If I _lived/were to live/should live_ (live) in London in the future, I would visit the palace every day. I wish I could meet Prince William. The newspaper says he _is_(be) single

22、 now so I will have a chance to know him. If he _fell (fall) in love with me, I would get married to him. What if I _never met/should never met_(never meet ) my own prince?4. 深化鞏固知識(shí)，布置作業(yè)，有效延伸課堂教學(xué)。作業(yè)是教學(xué)的重要環(huán)節(jié)，是課堂教學(xué)的延續(xù)，能幫助學(xué)生進(jìn)一步鞏固和消化課堂上學(xué)到的知識(shí)，提高學(xué)生運(yùn)用所學(xué)的知識(shí)解決實(shí)際問題的能力。家庭作業(yè)的布置，要做到恰如其分、恰到好處，要有針對(duì)性。針對(duì)本節(jié)課的教學(xué)內(nèi)容，筆者編

23、寫了以下語(yǔ)篇材料要求學(xué)生翻譯成英語(yǔ)，有以下兩個(gè)目的：(1) 檢查學(xué)生能否正確運(yùn)用if虛擬條件句(, )并辨別虛擬條件句和真實(shí)條件句（）(2) 檢查學(xué)生對(duì)虛擬語(yǔ)氣在其他句型中的掌握情況，為下一個(gè)課時(shí)的復(fù)習(xí)做鋪墊。還有七個(gè)月我就要參加高考了，現(xiàn)在是在學(xué)習(xí)上全力以赴的時(shí)候了。我后悔把本應(yīng)該用在學(xué)習(xí)上的時(shí)間浪費(fèi)在玩電腦游戲上了。如果兩年前我能像現(xiàn)在一樣用功，現(xiàn)在的成績(jī)會(huì)令人滿意得多。不過，后悔是沒有用的。如果可能的話，我現(xiàn)在愿意每天24小時(shí)都花在學(xué)習(xí)上。我的老師建議我制定一個(gè)學(xué)習(xí)計(jì)劃并認(rèn)真執(zhí)行。我也下定決心刻苦學(xué)習(xí)。出乎我的意料，在最近一次的英語(yǔ)考試中，我得到全班最高分，這給了我極大的鼓舞?，F(xiàn)在，我學(xué)

24、習(xí)起來(lái)好像永不疲倦一樣。如果我能堅(jiān)持下去，我相信我會(huì)取得成功。Seven month later, I will take part in the college entrance examination and now it is high time that I should try/tried my best in my study. I regret wasting the time which I should have spent on my studies playing computer games. If I had worked two years ago as hard as I do now, my grade would be much more satisfactory now. However, it is no use regretting. If it were possible, I would spend 24 hours a day on my study. My teach