在此基础上, 教师可提供一篇语法练习文章, 强化训练-ing结构各种语法功能。文章选自人教版《Body language》单元Using Language板块课文《Showing Our Feelings》[7], 全文204个词, 谈论身势语的重要意义和使用场合。设题时侧重-ing结构作主语 (1、6、8) 、谓语 (5) 、宾语 (3) 、定语 (9) , 适当兼顾介词 (2) 、动词时态 (4) 、副词 (7) 、连词 (10) 等用法。
There are many ways around the world to show agreement, but 1 (nod) the head up and down is used for agreement almost worldwide.Most people also understand that shaking the head from side 2side means disagreement or refusal.
How about 3 (show) that I am bored?Looking away from people or yawning will, in most cases, make me appear to be uninterested.However, if I turn toward and look at someone or something, people from almost every culture 4 (think) that I am interested.If I roll my eyes and turn my head away, I most likely do not believe what I am 5 (hear) or do not like it.
6 (be) respectful to people is subjective, based on each culture, but in general it is 7 (probable) not a good idea to give a hug to a boss or teacher.In almost every culture, it is not usually good to stand too close to someone of a higher rank.8 (stand) at a little distance with open hands will show that I am willing to listen.
With so many cultural differences between people, we can often be wrong about each other, so it is an
9 (amaze) thing that we understand each other as well 10we do!
(Keys:1.nodding;2.to;3.showing;4.will think;5.hearing;6.Being;7.probably;8.Standing;9.amazing;10.as.)
在学生完成填空练习并核对答案后, 教师让学生说出所填答案的依据及其语法功能, 使学生的隐性思维得以显现化, 了解其对语法知识掌握的情况, 进行即时评价和反馈, 并做出教学调整。
(三) 注重学思结合
以人教版必修四第三单元《A Taste of English Hunour》的阅读课《A Master of Nonverbal Humour》[8]为例, 教师授课中可要求学生找出描写他煮吃皮鞋的精彩的句子。
(1) He tries cutting and chewing the bottom of the shoe as if it were the finest steak.
(2) Then he picks out the lace of the shoe and eats it as if it were spaghetti.
作者用类比思维把“吃鞋帮”比作吃牛排, 把“吃鞋带”比作吃面条, 场面生动逼真滑稽, 让人产生联想体验。文中…as if they/it were…句型可以作为学思结合的切入点。从语法功能看, as if引导方式状语从句;从语法意义看, (they/it) were是虚拟语气动词, 表示与事实相反。这里“吃鞋底”应比作什么呢?作者没有明说, 给人留下了想象的空间。笔者引导学生读后补充“切鞋底、嚼鞋底”像什么的言语表达方式。有的学生说, he tries cutting and chewing the bottom of the shoe as if it were the delicious sea cucumber;有的说, he…as if it were the pig’s ear cooked with spice;还有的说, he…as if it were juicy pig’s feet。在这种畅所欲言的语言环境下, 学生既学会了虚拟语气的用法, 又发展了想象思维能力, 这样的教学体现了语法教学的思维性原则。
这段最后一句话具有丰富的语法意义, 可作为师生互动与探究的例子。如“The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted”, 句子语法结构极其复杂。句法方面, so…that…引出结果状语从句, 状语从句又包含一个宾语从句 (believe that it is…) , 宾语从句又衍生一个定语从句 (meals he has ever tasted) ;词法方面, convincing由动词convince变化而来, 具有动词特征, 意为“ (表演) 使人信以为真” (causing one to believe the truth of something) ;前面用so突出convincing语义, 后面接that it makes you believe…, 再次强调acting的逼真与可信。整句话虽复杂多变, 但一气呵成、环环相扣, 富有节奏感。
英语语法教学转向的三个课堂实例, 综合体现了语法教学的语篇性、应用性、过程性、思维性原则。实践表明, 语法教学“三个转向”有助于扭转过度讲解、海量做题的教学行为。文本阅读会促进语法理解, 语法实践会促进阅读理解, 二者相互配合可以体现“形式、意义、使用”的三维语法;复习性学习转向迁移性学习过程中, “应用”是由低阶思维走向高阶思维的转折点和着力点, 也是思维外化的方式;学思结合是让学生解析目标语法的表达意图和语法意义, 在理解性活动中进行思维探险, 把静态的言语应用于新的动态的语境中。
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