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语法是高中英语教学必不可少的重要组成部分。随着英语高考全国卷的实行，语法的重要性更得以凸显，语法复习教学作为学生巩固语法的重要环节也随之受到教师的重视。语法技能的培养不能满足于单句操练，我们还必须将语法技能放在不同语篇中和情景下加以运用（庄志琳，2007）。针对不同的语法项目及其特点，教师应积极创设语用情景，设计合理可行的教学活动，以提高学生语言使用的准确性，提升他们的语法运用能力。为此，笔者尝试采用链式情景语法复习教学模式，即主线链式情景是任务层层推进的情景线，学生对语法技能的巩固和掌握则是此课的隐性语法线。随着关联情景的推移，学生自主参与并完成一个个由简到繁、由易到难、前后相连、层层深入的具体任务，逐步强化目标语法的形式、意义和运用。本文以高二下学期的名词性从句语法复习课为例分析此教学模式。
语言知识目标：（1）学生能正确判断四大名词性从句，合理选择并使用恰当的连接词;（2）掌握四大名词性从句在虚拟语气结构中的用法;（3）能使用名词性从句写建议信。
能力发展目标：（1）学生能体会在链式情境中复习语法的效果;（2）学生能够在链式情景下综合运用四大名词性从句，围绕一定范围的内容进行口头和书面表达。
情感目标：学生能认识语法复习的趣味性，并学会观察和分析事物。
（一）导入话题，激发兴趣
T： I’d like to show you a few pictures and you’ll see what happened. （Several pictures of a great mess are shown.）
Ss： A theft.
T： Yeah. Now please read the basic plot of the story and tell me the details of what happened. While reading， fill in the blanks.
Time： That was①________ I was eating out yesterday evening.
Place： The place was②________ I lived.
Person： The bad guy is③_______ went into my house and stole my belongings.
Detail 1： The reason why I felt puzzled was④_______ neither the door nor the windows were broken.
Detail 2： My house is not ⑤_______ it used to be， but in a terrible mess after the theft.
（参考答案：①when; ② where; ③who; ④that; ⑤what）
设计说明：笔者尝试创设情景“小偷入屋盗窃”激发学生兴趣，同时在活动环节中渗透目标语法（表语从句），让学生在不知不觉中接触目标语法并理解其意义，为下一个教学环节做好情景铺垫。为了巩固表语从句的语法，笔者设计让学生讨论并说出“小偷成功入屋盗窃”的原因，引导学生使用表语从句。在这个环节中，考查了学生表语从句连接词that的使用， 特殊疑问词如when， what等，還有固定句式如the reason why... is that...等，这些考点非常实用，且学生易错。
（二）整合多个情景，设计相关任务，衔接复习语法知识
情景·任务1：“小偷留下的便条”
Dear Mr. House owner，
I’m the thief. ①News came that there would be a new comer the other day and so I came. ②Have you settled the question that I managed to get inside？ Well， I have something to say：
③Firstly， there was no doubt if you are very lazy， because the house was in a real mess; ④Besides， I was surprised at the fact that which the beer in your fridge was bought two years ago. ⑤Much to my disappointment， the thought you were a rich person was absolutely wrong， for there was too little money in your house...⑥Finally， I have a suggestion that your house is cleaned， since it was too dirty.
⑦I’d given you a warning what I would come， but it is a pity that the warning that I gave you was not noticed.
（参考答案： ①正确;②that 改how; ③if 改that; ④which 去掉;⑤thought 后加that; ⑥ is 改be; ⑦第一个warning后what改that） 设计说明：语篇中呈现的主要是连词错误，这些都是学生的语法盲点。同位语从句无论从结构上还是概念上都比较难理解，因此笔者在此处只是设计改错题，意在让学生懂得辨认即可。同位语从句和定语从句的区别属于高考常考点，因此，笔者对以此进行了重点辨析。
情景·任务2：“立案”
Dear Mr. Police，
I’m writing to report a theft. It happened at around 6-8 yesterday eveningwhen I was eating out. When I arrived home， everywhere I looked， it was in a mess. ①I have checked everything in my house and discovered my friend’s watch was gone and ______ some money was stolen， too. ②It’s strange ______ the beer that was out of date should be taken away. ③I’m worried about ________ the thief will come back again to get more. ④________ puzzled me most was how the thief managed to get inside， as neither the lock nor the windows were broken. ⑤________ I was that unlucky one to be chosen was the question that had puzzled me now！！！ ⑥Please help me find out _______ did it ASAP！
A worried resident
（参考答案：① that; ② that; ③ whether; ④ what; ⑤ Why; ⑥ who）
设计说明：本任务考查了以下考点：第二个宾语从句that不可省;介词后只能使用whether; 固定句式it’s strange that... 同时笔者在校对答案之后，对以上几个句子的从句类型进行了归纳，并对宾语从句和主语从句的连接词进行归类梳理。
情景·任务3：警察给小区居民的告知
Dear residents，
_____________________（据报道） there’s a growing number of thefts in this district， which has been quite disturbing. In order to protect ourselves as well as our house， I’d like to put forward a few suggestions that I hope might be useful to you：
…
（学生自主写作，教师走到学生身边给予指导和鼓励）
设计说明：本环节采用先说后写的方式，小组谈论防盗建议，老师引导学生使用名词性从句的句型，结合高考应用文写作体裁，灵活运用本课所复习的目标语法，输出含有四大名词性从句的表建议的句子，落实到写作中。
每一项语法都有具体特点，体现在意义、形式和用法三个方面。在语法复习教学中，教师应从“意义”出发，让学生接触语料，然后过渡到“形式”的巩固，最后从“用法”上输出，有意识地给学生呈现典型、真实的语境，使其特征更明显和突出，让学生得以辨认和区别，从而达到加深印象的目的。
教师既要从语言形式巩固的角度考虑，也要从实际使用的语境和意义考虑，运用不同层次的活动形式（朱晓燕，2011），设计各种形式的语言任务，引导学生反复不断地感知、体验和实践，最终达到正确运用目标语法的目的。
教师要发挥创造力和想象力，设计出合理、新颖、有趣的情景，情景应与语法复习教学目标密切相关，学生自始至终都在情景中完成教师交代的任务，在无意识中运用并复习目标语法，通过参与小组交流，从中获得相应的学习经验，积累语言知识，提高语法技能，并形成综合语言运用能力。
链式情景的语法复习教学以链式情景为依托，以语言技能的任务和目标語法知识的复习为核心，对学生的学习兴趣和语法能力能产生积极的影响，有利于培养学生的综合语言运用能力。
一、教学目标
语言知识目标：（1）学生能正确判断四大名词性从句，合理选择并使用恰当的连接词;（2）掌握四大名词性从句在虚拟语气结构中的用法;（3）能使用名词性从句写建议信。
能力发展目标：（1）学生能体会在链式情境中复习语法的效果;（2）学生能够在链式情景下综合运用四大名词性从句，围绕一定范围的内容进行口头和书面表达。
情感目标：学生能认识语法复习的趣味性，并学会观察和分析事物。
二、教学过程
（一）导入话题，激发兴趣
T： I’d like to show you a few pictures and you’ll see what happened. （Several pictures of a great mess are shown.）
Ss： A theft.
T： Yeah. Now please read the basic plot of the story and tell me the details of what happened. While reading， fill in the blanks.
Time： That was①________ I was eating out yesterday evening.
Place： The place was②________ I lived.
Person： The bad guy is③_______ went into my house and stole my belongings.
Detail 1： The reason why I felt puzzled was④_______ neither the door nor the windows were broken.
Detail 2： My house is not ⑤_______ it used to be， but in a terrible mess after the theft.
（参考答案：①when; ② where; ③who; ④that; ⑤what）
设计说明：笔者尝试创设情景“小偷入屋盗窃”激发学生兴趣，同时在活动环节中渗透目标语法（表语从句），让学生在不知不觉中接触目标语法并理解其意义，为下一个教学环节做好情景铺垫。为了巩固表语从句的语法，笔者设计让学生讨论并说出“小偷成功入屋盗窃”的原因，引导学生使用表语从句。在这个环节中，考查了学生表语从句连接词that的使用， 特殊疑问词如when， what等，還有固定句式如the reason why... is that...等，这些考点非常实用，且学生易错。
（二）整合多个情景，设计相关任务，衔接复习语法知识
情景·任务1：“小偷留下的便条”
Dear Mr. House owner，
I’m the thief. ①News came that there would be a new comer the other day and so I came. ②Have you settled the question that I managed to get inside？ Well， I have something to say：
③Firstly， there was no doubt if you are very lazy， because the house was in a real mess; ④Besides， I was surprised at the fact that which the beer in your fridge was bought two years ago. ⑤Much to my disappointment， the thought you were a rich person was absolutely wrong， for there was too little money in your house...⑥Finally， I have a suggestion that your house is cleaned， since it was too dirty.
⑦I’d given you a warning what I would come， but it is a pity that the warning that I gave you was not noticed.
（参考答案： ①正确;②that 改how; ③if 改that; ④which 去掉;⑤thought 后加that; ⑥ is 改be; ⑦第一个warning后what改that） 设计说明：语篇中呈现的主要是连词错误，这些都是学生的语法盲点。同位语从句无论从结构上还是概念上都比较难理解，因此笔者在此处只是设计改错题，意在让学生懂得辨认即可。同位语从句和定语从句的区别属于高考常考点，因此，笔者对以此进行了重点辨析。
情景·任务2：“立案”
Dear Mr. Police，
I’m writing to report a theft. It happened at around 6-8 yesterday eveningwhen I was eating out. When I arrived home， everywhere I looked， it was in a mess. ①I have checked everything in my house and discovered my friend’s watch was gone and ______ some money was stolen， too. ②It’s strange ______ the beer that was out of date should be taken away. ③I’m worried about ________ the thief will come back again to get more. ④________ puzzled me most was how the thief managed to get inside， as neither the lock nor the windows were broken. ⑤________ I was that unlucky one to be chosen was the question that had puzzled me now！！！ ⑥Please help me find out _______ did it ASAP！
A worried resident
（参考答案：① that; ② that; ③ whether; ④ what; ⑤ Why; ⑥ who）
设计说明：本任务考查了以下考点：第二个宾语从句that不可省;介词后只能使用whether; 固定句式it’s strange that... 同时笔者在校对答案之后，对以上几个句子的从句类型进行了归纳，并对宾语从句和主语从句的连接词进行归类梳理。
情景·任务3：警察给小区居民的告知
Dear residents，
_____________________（据报道） there’s a growing number of thefts in this district， which has been quite disturbing. In order to protect ourselves as well as our house， I’d like to put forward a few suggestions that I hope might be useful to you：
…
（学生自主写作，教师走到学生身边给予指导和鼓励）
设计说明：本环节采用先说后写的方式，小组谈论防盗建议，老师引导学生使用名词性从句的句型，结合高考应用文写作体裁，灵活运用本课所复习的目标语法，输出含有四大名词性从句的表建议的句子，落实到写作中。
三、反思和启示
每一项语法都有具体特点，体现在意义、形式和用法三个方面。在语法复习教学中，教师应从“意义”出发，让学生接触语料，然后过渡到“形式”的巩固，最后从“用法”上输出，有意识地给学生呈现典型、真实的语境，使其特征更明显和突出，让学生得以辨认和区别，从而达到加深印象的目的。
教师既要从语言形式巩固的角度考虑，也要从实际使用的语境和意义考虑，运用不同层次的活动形式（朱晓燕，2011），设计各种形式的语言任务，引导学生反复不断地感知、体验和实践，最终达到正确运用目标语法的目的。
教师要发挥创造力和想象力，设计出合理、新颖、有趣的情景，情景应与语法复习教学目标密切相关，学生自始至终都在情景中完成教师交代的任务，在无意识中运用并复习目标语法，通过参与小组交流，从中获得相应的学习经验，积累语言知识，提高语法技能，并形成综合语言运用能力。
链式情景的语法复习教学以链式情景为依托，以语言技能的任务和目标語法知识的复习为核心，对学生的学习兴趣和语法能力能产生积极的影响，有利于培养学生的综合语言运用能力。