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摘要:在英语语法中,虚拟语气的掌握与运用一直是个难点。该语法虽然不作为考试的重点,但在交际中会常用到,能增加交际时语言表达的委婉与含蓄,提高交际的得体性。本节课为“虚拟语气”的一节高三语法复习课。因此,本节复习课更应注重帮助学生从总体上把握该语法,通过引导学生自己分析与归纳,经历一系列的思维过程,让其从总体上形成对该语法的框架结构图,培养与锻炼学生的思维,让课堂上的学生生活在思考的世界里,让学生在分析与综合、比较与分类、抽象概括与具体化等思维的基本过程中,在教师的启发下,不断提升自我的思维能力。
关键词:英语教学;虚拟语气;片断描述;案例分析
中图分类号:G633.4文献标识码:A 文章编号:1992-7711(2016)07-061-1
一、片断描述
第一步:
(电脑屏幕呈现红色艺术字体:Subjunctive Mood ???)
T:You may ask any question you think of when you see the two words!
S1: What is the definition of the Subjunctive Mood?
S2: Why should we use it?
S3: In what situation can it be used?
S4: ...
T: quite good. You have thought of many good questions about this grammar. Now, lets see what we should learn about Subjunctive Mood in this class.
第二步:
Now, what conclusion can you draw when seeing the following sentences?
(教师操作电脑,屏幕上呈现下列句子)
1. If you hadnt lent me some money, I couldnt have bought the new house.
2. I suggest that a meeting should be held to discuss this problem.
3. My advice is that we should take measures immediately in order to avoid the pollution.
4. You might have given him more help, but you did not
(下面为学生的回答)
S1: The first sentence means Subjunctive Mood can be used in adverbial clause.
S2: This grammar can be used in Object Clause.
T: Actually, Object Clause belongs to...?
S2: Noun Clause.
T: Yes, quite right.
T: S3, what do you want to say about the third sentence?
S3: I think this sentence means Subjunctive Mood can be used in the Predicative Clause, belonging to Noun Clause.
T: I quite agree with you. What about the last sentence, S4?
S4: some 情态动词can be used to express Subjective Mood.(学生笑)
T: Good, You can speak Chinese if you cant express it in English, It doesnt matter. All of you summarize these sentences in a good way. To master a grammar, we must have a good knowledge of its general structure from different aspects. Just now, you have analyzed it quite well. Now , let me show what you should keep in mind.
第三步:
(屏幕呈现下列中文授课提纲,以便让学生更好地从整体上理解与把握)
** 虚拟语气定义(Subjunctive Mood)
(表示动作或状态不是客观存在的事实,而是说话人的主观愿望、假设或推测等)
** 虚拟语气的具体应用
条件状语从句(introduced by if clauses);
名词性从句中的应用;
情态动词 have done;
特例……
二、案例分析
首先,教师给出两个关键词,要求学生针对Subjunctive Mood进行提问。本步骤的目的首先是培养学生的质疑能力,让学生自己提出问题,并能借助于分析与综合这一思维的基本过程,在思想上把本语法作为一个整体分解为部分,如学生从虚拟的定义、在状语从句、名词性从句(尤其是宾语从句与主语从句)、情态动词、特殊表达结构等方面去认识,对本语法进行思维上的分析。同时,这个过程也就意味着把虚拟语气的各种用法综合起来考虑,通过思维的过程——综合,从整体上把握本语法,形成虚拟语气的思维结构图,运用图示法掌握本语法。
其次,通过第二步所呈现的句子让学生在观察中总结规律,鼓励学生积极思维,积极尝试自我探究与发现。学习者在老师的启发引导下,对该语法规则进行观察,并根据其特征进行抽象概括,然后归纳出规则,这也就是归纳教学法。这种教学法比较符合语言习得的自然顺序,而且有利于培养学习者的主动探索精神,调动学习者的积极性和主动性,形成学习的内在动机与提升学习者的思维。启发式、探索发现的学习方式让学生在例句中去观察总结固定的句型或发现特点规律。这样的训练有利于学生自学英语,传授给学生一种好的学习方法,让学生知道该从哪里入手去学习一个新的语法项目。同时,这样的教和学的过程也是一个让学生积极思考的过程,利于调动学生的思维,使他们精神集中。
再次,第三步的操作是对学生积极思考的肯定,是对学生的行为做出一种积极的评价,也是让学生通过视觉加深记忆的同时,调动其各种感官的综合运用。本步骤帮助学生从整体上把握虚拟语气的概要,帮助学生在脑海中构建有关虚拟这一语法的思维框架图,让学生在分析与综合、比较与分类、抽象概括与具体化等思维的基本过程中,不断提升自我的思维能力。
关键词:英语教学;虚拟语气;片断描述;案例分析
中图分类号:G633.4文献标识码:A 文章编号:1992-7711(2016)07-061-1
一、片断描述
第一步:
(电脑屏幕呈现红色艺术字体:Subjunctive Mood ???)
T:You may ask any question you think of when you see the two words!
S1: What is the definition of the Subjunctive Mood?
S2: Why should we use it?
S3: In what situation can it be used?
S4: ...
T: quite good. You have thought of many good questions about this grammar. Now, lets see what we should learn about Subjunctive Mood in this class.
第二步:
Now, what conclusion can you draw when seeing the following sentences?
(教师操作电脑,屏幕上呈现下列句子)
1. If you hadnt lent me some money, I couldnt have bought the new house.
2. I suggest that a meeting should be held to discuss this problem.
3. My advice is that we should take measures immediately in order to avoid the pollution.
4. You might have given him more help, but you did not
(下面为学生的回答)
S1: The first sentence means Subjunctive Mood can be used in adverbial clause.
S2: This grammar can be used in Object Clause.
T: Actually, Object Clause belongs to...?
S2: Noun Clause.
T: Yes, quite right.
T: S3, what do you want to say about the third sentence?
S3: I think this sentence means Subjunctive Mood can be used in the Predicative Clause, belonging to Noun Clause.
T: I quite agree with you. What about the last sentence, S4?
S4: some 情态动词can be used to express Subjective Mood.(学生笑)
T: Good, You can speak Chinese if you cant express it in English, It doesnt matter. All of you summarize these sentences in a good way. To master a grammar, we must have a good knowledge of its general structure from different aspects. Just now, you have analyzed it quite well. Now , let me show what you should keep in mind.
第三步:
(屏幕呈现下列中文授课提纲,以便让学生更好地从整体上理解与把握)
** 虚拟语气定义(Subjunctive Mood)
(表示动作或状态不是客观存在的事实,而是说话人的主观愿望、假设或推测等)
** 虚拟语气的具体应用
条件状语从句(introduced by if clauses);
名词性从句中的应用;
情态动词 have done;
特例……
二、案例分析
首先,教师给出两个关键词,要求学生针对Subjunctive Mood进行提问。本步骤的目的首先是培养学生的质疑能力,让学生自己提出问题,并能借助于分析与综合这一思维的基本过程,在思想上把本语法作为一个整体分解为部分,如学生从虚拟的定义、在状语从句、名词性从句(尤其是宾语从句与主语从句)、情态动词、特殊表达结构等方面去认识,对本语法进行思维上的分析。同时,这个过程也就意味着把虚拟语气的各种用法综合起来考虑,通过思维的过程——综合,从整体上把握本语法,形成虚拟语气的思维结构图,运用图示法掌握本语法。
其次,通过第二步所呈现的句子让学生在观察中总结规律,鼓励学生积极思维,积极尝试自我探究与发现。学习者在老师的启发引导下,对该语法规则进行观察,并根据其特征进行抽象概括,然后归纳出规则,这也就是归纳教学法。这种教学法比较符合语言习得的自然顺序,而且有利于培养学习者的主动探索精神,调动学习者的积极性和主动性,形成学习的内在动机与提升学习者的思维。启发式、探索发现的学习方式让学生在例句中去观察总结固定的句型或发现特点规律。这样的训练有利于学生自学英语,传授给学生一种好的学习方法,让学生知道该从哪里入手去学习一个新的语法项目。同时,这样的教和学的过程也是一个让学生积极思考的过程,利于调动学生的思维,使他们精神集中。
再次,第三步的操作是对学生积极思考的肯定,是对学生的行为做出一种积极的评价,也是让学生通过视觉加深记忆的同时,调动其各种感官的综合运用。本步骤帮助学生从整体上把握虚拟语气的概要,帮助学生在脑海中构建有关虚拟这一语法的思维框架图,让学生在分析与综合、比较与分类、抽象概括与具体化等思维的基本过程中,不断提升自我的思维能力。