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【中图分类号】G63 【文献标识码】B 【文章编号】2095-3089(2013)17-0-01
现行高中英语教材涉及语法知识多、范围广,学生时间有限,不能很好地掌握应有的语法知识而导致信心不足,成绩下降。为了解决这一问题,最好的办法就是老师要学会抓住重点讲语法,做到精讲多练才能提高语法教学效果。现以以下示例为范。
一、讲冠词
冠词是一种虚词,用来修饰名词。英语中有三个冠词:定冠词、不定冠词和零冠词。在学习冠词时,除要求学生记忆一些运用固定规则外,更重要的是培养学生通过翻译判断是“确定”还是“不确定”。不确定则用不定冠词或零冠词;确定则用定冠词。例如:
1. Books are very important for school students. 书对学生来说很重要。
这里Books和school students都是泛指,不确定,因此不用冠词(零冠词)。
2. Last Sunday, I bought a reference book at the library near our school. If you are interested in the book ,I’ll bring it to you some day. 上星期天,我在我们学校附近的那家书店里买了一本参考书,如果你对那本书感兴趣的话,哪天我把它给你带来。
这里a reference book(一本参考书)是不确定的;the library near our school(学校附近的那家书店) 是确定的 ;the book(那本书) 是前文提到的,是确定的。
二、讲区别定语从句与同位语从句
定语从句中,从句是不完整的。可以根据从句所需要的成分来判断相应的引导词。
例如:
At the meeting, they didn’t discuss the idea that (which或省略)you had put forward the other day.
仅观察并翻译从句“you had put forward the other day.”你会发现从句因缺乏宾语而翻译不通。其实,had put forward的宾语应该是the idea.从句中之所以没了the idea是因为它被引导词( that或which)替换并放在从句句首作了引导词。这样,通过从句所需要的成分来决定选用哪种引导词:所需要的成分如果作主语、宾语,指事物则用that 或which 或省略,指人则用who 或whom ; 所需要的成分如果作状语,指地点用where , 指时间用when. 所需要的成分作定语则用到whose . 从句和先行词之间是修饰和被修饰关系。
同位语从句中,从句是完整的。在news 、fact 、idea 、message 、possibility 、word(音信) 、question 、problem 、doubt等“具有一定思想内容”的名词后常常跟同位语从句。该从句是对这些“具有一定思想内容”的名词进行补充、解释、说明的,是并列关系。所以其从句意思是完整的而且它们(除question problem 外)的引导词都是that 而且that不省略。例如:
1. I have an idea that we should put the bird cage on the balcony.这里idea的内容就是we should put the bird cage on the balcony.而we should put the bird cage on the balcony就是一个idea .
2. You haven’t answered my question where you have hidden the money you had stolen.同样,在这里question的内容就是where you have hidden the money you had stolen而where you have hidden the money you had stolen就是一个question.
三、讲区别动词不定式与动名词作宾语
在我们的教学实践中,为了区分不定式和动名词,老师们往往会列出很多动词让学生记忆那些动词后要跟动词不定式,哪些后跟动名词,这种做法确实可行,但最好还是让学生学会理解区分效果更好。
在我看来有这一句话就够了:动词不定式的动作在谓语动词之后发生,常常表示“将要……”或“为了……”。所以说动词不定式动作具有计划性、目的性。学生自己就能列出很多后跟不定式的动词:decide want plan like refuse intend fail remember forget mean stop begin come 等等。例如:
They stopped to see the groups of wild ducks floating on the reservoir.(停下来要 / 为了看)
We have quite a lot of experiments to do to test whether your thought is right or not.(要做的实验;为的是要证明)。
动名词只表达说话者对事物的陈述,没有未来的倾向。例如:
1.I had just finished doing my housework before you came in.
2.You must try to avoid making the same mistakes in your future work. 四、讲分词
分词分为现在分词和过去分词两种。在教学中,只需引导学生正确理解“现在分词表主动;过去分词表被动”就足够了。如果分词作状语、作表语时,则看句子主语和分词之间的关系,主语是分词动作执行者,用现在分词;是承受者,用过去分词。例如:
1. A war broke out in the country, forcing many citizens to leave away from their homes.
这里A war 是句子主语,是force 动作的执行者,是主动关系,用现在分词。
2.Seen from the top of this building, the whole city appears very beautiful.
这里the whole city是see动作的承受者,是被动关系,用过去分词。这样说是错误的:Seen from the top of this building, you will find the city is very beautiful.因为you 是see动作的执行者而不是承受者,应把Seen 改为Seeing.
3.Heard what the teacher explained, the children felt even more puzzled a lot.
这里children是puzzle动作的承受者,所以用过去分词。
用同样的方法教学生理解:分词作定语时,则看它所“定” 的名词和分词动作之间的关系,该名词是执行者,用现在分词;是承受者,用过去分词。分词作宾语补足语时,则看分词所“补足” 的宾语和分词之间的关系,该宾语是分词动作的执行者,用现在分词;是承受者,用过去分词。例如:
1. The passenger sitting in front of me has already got off the bus.(sitting in front of me 作定语,The passenger是动作执行者)
2. In fact, I didn’t know the men trapped in the building.(trapped in the building作定语,the men 是动作的承受者)
3. With his mother looking at him, the boy had to tell the truth.(looking at him 做宾语补足语,his mother是动作执行者)
4. When we entered , we found the meeting-groom decorated with various pictures and flowers.( decorated with various pictures and flowers做宾语补足语,the meeting-room是动作承受者)
这样的例子还很多。总之,只有通过抓住重点讲语法,做到精讲多练才能在有限的时间里高效完成教学任务。要做到这一点,英语老师必须要通解、通熟高中英语语法并能对每一块语法知识讲解都能切中要点、高度概括。在此基础上进行大量的相关习题练习,这样学生自然会学得更清楚、更轻松。
现行高中英语教材涉及语法知识多、范围广,学生时间有限,不能很好地掌握应有的语法知识而导致信心不足,成绩下降。为了解决这一问题,最好的办法就是老师要学会抓住重点讲语法,做到精讲多练才能提高语法教学效果。现以以下示例为范。
一、讲冠词
冠词是一种虚词,用来修饰名词。英语中有三个冠词:定冠词、不定冠词和零冠词。在学习冠词时,除要求学生记忆一些运用固定规则外,更重要的是培养学生通过翻译判断是“确定”还是“不确定”。不确定则用不定冠词或零冠词;确定则用定冠词。例如:
1. Books are very important for school students. 书对学生来说很重要。
这里Books和school students都是泛指,不确定,因此不用冠词(零冠词)。
2. Last Sunday, I bought a reference book at the library near our school. If you are interested in the book ,I’ll bring it to you some day. 上星期天,我在我们学校附近的那家书店里买了一本参考书,如果你对那本书感兴趣的话,哪天我把它给你带来。
这里a reference book(一本参考书)是不确定的;the library near our school(学校附近的那家书店) 是确定的 ;the book(那本书) 是前文提到的,是确定的。
二、讲区别定语从句与同位语从句
定语从句中,从句是不完整的。可以根据从句所需要的成分来判断相应的引导词。
例如:
At the meeting, they didn’t discuss the idea that (which或省略)you had put forward the other day.
仅观察并翻译从句“you had put forward the other day.”你会发现从句因缺乏宾语而翻译不通。其实,had put forward的宾语应该是the idea.从句中之所以没了the idea是因为它被引导词( that或which)替换并放在从句句首作了引导词。这样,通过从句所需要的成分来决定选用哪种引导词:所需要的成分如果作主语、宾语,指事物则用that 或which 或省略,指人则用who 或whom ; 所需要的成分如果作状语,指地点用where , 指时间用when. 所需要的成分作定语则用到whose . 从句和先行词之间是修饰和被修饰关系。
同位语从句中,从句是完整的。在news 、fact 、idea 、message 、possibility 、word(音信) 、question 、problem 、doubt等“具有一定思想内容”的名词后常常跟同位语从句。该从句是对这些“具有一定思想内容”的名词进行补充、解释、说明的,是并列关系。所以其从句意思是完整的而且它们(除question problem 外)的引导词都是that 而且that不省略。例如:
1. I have an idea that we should put the bird cage on the balcony.这里idea的内容就是we should put the bird cage on the balcony.而we should put the bird cage on the balcony就是一个idea .
2. You haven’t answered my question where you have hidden the money you had stolen.同样,在这里question的内容就是where you have hidden the money you had stolen而where you have hidden the money you had stolen就是一个question.
三、讲区别动词不定式与动名词作宾语
在我们的教学实践中,为了区分不定式和动名词,老师们往往会列出很多动词让学生记忆那些动词后要跟动词不定式,哪些后跟动名词,这种做法确实可行,但最好还是让学生学会理解区分效果更好。
在我看来有这一句话就够了:动词不定式的动作在谓语动词之后发生,常常表示“将要……”或“为了……”。所以说动词不定式动作具有计划性、目的性。学生自己就能列出很多后跟不定式的动词:decide want plan like refuse intend fail remember forget mean stop begin come 等等。例如:
They stopped to see the groups of wild ducks floating on the reservoir.(停下来要 / 为了看)
We have quite a lot of experiments to do to test whether your thought is right or not.(要做的实验;为的是要证明)。
动名词只表达说话者对事物的陈述,没有未来的倾向。例如:
1.I had just finished doing my housework before you came in.
2.You must try to avoid making the same mistakes in your future work. 四、讲分词
分词分为现在分词和过去分词两种。在教学中,只需引导学生正确理解“现在分词表主动;过去分词表被动”就足够了。如果分词作状语、作表语时,则看句子主语和分词之间的关系,主语是分词动作执行者,用现在分词;是承受者,用过去分词。例如:
1. A war broke out in the country, forcing many citizens to leave away from their homes.
这里A war 是句子主语,是force 动作的执行者,是主动关系,用现在分词。
2.Seen from the top of this building, the whole city appears very beautiful.
这里the whole city是see动作的承受者,是被动关系,用过去分词。这样说是错误的:Seen from the top of this building, you will find the city is very beautiful.因为you 是see动作的执行者而不是承受者,应把Seen 改为Seeing.
3.Heard what the teacher explained, the children felt even more puzzled a lot.
这里children是puzzle动作的承受者,所以用过去分词。
用同样的方法教学生理解:分词作定语时,则看它所“定” 的名词和分词动作之间的关系,该名词是执行者,用现在分词;是承受者,用过去分词。分词作宾语补足语时,则看分词所“补足” 的宾语和分词之间的关系,该宾语是分词动作的执行者,用现在分词;是承受者,用过去分词。例如:
1. The passenger sitting in front of me has already got off the bus.(sitting in front of me 作定语,The passenger是动作执行者)
2. In fact, I didn’t know the men trapped in the building.(trapped in the building作定语,the men 是动作的承受者)
3. With his mother looking at him, the boy had to tell the truth.(looking at him 做宾语补足语,his mother是动作执行者)
4. When we entered , we found the meeting-groom decorated with various pictures and flowers.( decorated with various pictures and flowers做宾语补足语,the meeting-room是动作承受者)
这样的例子还很多。总之,只有通过抓住重点讲语法,做到精讲多练才能在有限的时间里高效完成教学任务。要做到这一点,英语老师必须要通解、通熟高中英语语法并能对每一块语法知识讲解都能切中要点、高度概括。在此基础上进行大量的相关习题练习,这样学生自然会学得更清楚、更轻松。