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语法堪称是语言的“骨架”,遣词造句、连句成篇莫不依赖于深厚的语法底蕴。对于许多中国学生来说,英语语法博大精深,是他们望而生畏的“拦路虎”。如何既轻松又有效地向学生传授语法知识,是我任教以来一直孜孜专研的问题。经过不断摸索和实践,我对语法教学积累了一点心得,具体做法就是:把课堂交给学生,让他们自己去发现和归纳语法规律,这种方法化繁为简,效果甚佳,现结合“过去分词作状语”这一经典语法项目,把我的语法课堂呈现给大家,希望能给同行们提供一点借鉴。
一、课文例句导入,消除学生恐惧
过去分词作状语是《普通高中课程实验教科书》第五册第三单元“Life in the Future”的语法项目,首先,我让学生在刚刚学过的本单元第一篇课文中找到如下几个句子:
1.Worried about the journey,I was unsettled for the first days.
2.Well-Known for their expertise,his parents’company transported me safely into the future.
3.Hit by a lack of fresh air,my head ached.
通过选择课文的句子作为语法教学的导入句,借助学生对已有知识的亲切感,在第一时间消除了学生对“语法”的排斥和恐惧,营造出理想的教学时机。
二、细心观察,找出潜在的语法规则
我提醒学生以“过去分词和句子主语的关系”为着眼点观察这一组句子,把他们对过去分词作状语的第一印象告诉我。很快地,他们发现了这些句子的共性:
1.句子的主语是过去分词的逻辑主语。
2.句子的主语和过去分词的动作有被动关系(如句3);有些过去分词已具有形容词性,此时可用来表示主语的状态(如句1,句2)。
我为他们的细心和精确感到开心,接着呈现出更多例句:
1.Ask about his family,the boy kept silent.
2.Caught in a heavy rain,he was wet to the skin.
3.Given another chance,I could do it better.
4.Badly treated,the dog remained faithful to its owner.
5.She began to cry as if bitten by a snake.
6.Mr.Wang came in,followed by two students.
通过比较,学生进一步了解到过去分词可以根据需要作时间、原因、条件、让步、方式或伴随等多种状语。越来越多的新发现让学生兴奋不已,我趁机让他们把过去分词作状语转换成相应的状语从句。至此,学生对过去分词作状语有了更深的领悟,头脑中新旧知识的链接也初步完成了。
三、科学安排练习,巩固学习成果
为了检验和巩固学生的学习效果,我精选了三组习题,并依据由易到难的原则,循序渐进地呈现。
I.Combine the two sentences in each pair,using the past participles:
1.I was frightened by the loud noise.I went to see what was happening.
2.The museum was built in 1910.The museum is almost 100 years old.
3.The players were beaten by the opposite team.They were not discouraged.
4.George was exhausted after a day’s work.He took some tablets to help him feel better.
5.John was lost in deep thought.He walked up and down the room.
II.Multiple choice:
1.The research is so designed that once _______nothing can be done to change it.
A.begins B.having begun C.beginning D.begun
2.?摇?摇to sunlight for too much time will do harm to one’s skin.
A.ExposedB.Having exposed
C.Being exposed D.After being exposed
3.Prices of daily goods_______through a computer can be lower than store prices.
A.are bought B.bought C.been bought D.buying
4.When first _______to the market,these products enjoyed great success.
A.introducing B.introduced
C.introduce D.being introduced
5._______with the size of the whole earth,the biggest ocean does not seem big at all.
A.CompareB.When comparing
C.ComparingD.When compared
6.When _______help,one often says “Thank you.” or “It’s kind of you.”
A.offering B.to offer C.to be offered D.offered
7._______with so much trouble,we failed to complete the task on time.
A.Faced B.Face C.Facing D.To face
8._______by a greater demand for vegetables,farmers have built more green houses.
A.Driven B.Being driven C.To drive D.Having driven
9.The flowers his friend gave him will die unless?摇 ?摇 every day.
A.watered B.watering C.water D.to water
10._______around the Water Cube,we were then taken to see the Bird’s Nest for the 2008 Olympic Games.
A.Having shown B.To be shown
C.Having been shown D.To show
III.Fill in the blanks with proper non-predicate verbs:
1._______(see) from the top of the mountain,the city looks more beautiful.
2._______(see) from the top of the mountain,we can get a beautiful view of the city.
3._______(see) a beautiful view of the city,we climbed to the top of the mountain.
通过对以上三组习题的逐一解答,学生不仅对过去分词作状语有了全面而深刻的感悟,而且与现在分词和不定式作状语进行了对比,原本分散的知识点被有机地串连在一起,形成新的立体的知识结构。这种融会贯通的知识将进入学生的长时记忆,他们的视野也随之拓宽了。“知其然,更知其所以然”,学生们踊跃热烈地参与到语法课堂的每个环节,完全颠覆了传统语法课的枯燥乏味。
在整节课的教学中,例句—观察—归纳—练习,每一个细节都服务于语法教学,我却只字不提“语法教学”,而是将课堂交给学生,让他们在发现中感悟,在感悟中品味学习的快乐。这种“不落痕迹”的语法课堂模式,实际上是我对“淡化语法”的一种诠释。
一、课文例句导入,消除学生恐惧
过去分词作状语是《普通高中课程实验教科书》第五册第三单元“Life in the Future”的语法项目,首先,我让学生在刚刚学过的本单元第一篇课文中找到如下几个句子:
1.Worried about the journey,I was unsettled for the first days.
2.Well-Known for their expertise,his parents’company transported me safely into the future.
3.Hit by a lack of fresh air,my head ached.
通过选择课文的句子作为语法教学的导入句,借助学生对已有知识的亲切感,在第一时间消除了学生对“语法”的排斥和恐惧,营造出理想的教学时机。
二、细心观察,找出潜在的语法规则
我提醒学生以“过去分词和句子主语的关系”为着眼点观察这一组句子,把他们对过去分词作状语的第一印象告诉我。很快地,他们发现了这些句子的共性:
1.句子的主语是过去分词的逻辑主语。
2.句子的主语和过去分词的动作有被动关系(如句3);有些过去分词已具有形容词性,此时可用来表示主语的状态(如句1,句2)。
我为他们的细心和精确感到开心,接着呈现出更多例句:
1.Ask about his family,the boy kept silent.
2.Caught in a heavy rain,he was wet to the skin.
3.Given another chance,I could do it better.
4.Badly treated,the dog remained faithful to its owner.
5.She began to cry as if bitten by a snake.
6.Mr.Wang came in,followed by two students.
通过比较,学生进一步了解到过去分词可以根据需要作时间、原因、条件、让步、方式或伴随等多种状语。越来越多的新发现让学生兴奋不已,我趁机让他们把过去分词作状语转换成相应的状语从句。至此,学生对过去分词作状语有了更深的领悟,头脑中新旧知识的链接也初步完成了。
三、科学安排练习,巩固学习成果
为了检验和巩固学生的学习效果,我精选了三组习题,并依据由易到难的原则,循序渐进地呈现。
I.Combine the two sentences in each pair,using the past participles:
1.I was frightened by the loud noise.I went to see what was happening.
2.The museum was built in 1910.The museum is almost 100 years old.
3.The players were beaten by the opposite team.They were not discouraged.
4.George was exhausted after a day’s work.He took some tablets to help him feel better.
5.John was lost in deep thought.He walked up and down the room.
II.Multiple choice:
1.The research is so designed that once _______nothing can be done to change it.
A.begins B.having begun C.beginning D.begun
2.?摇?摇to sunlight for too much time will do harm to one’s skin.
A.ExposedB.Having exposed
C.Being exposed D.After being exposed
3.Prices of daily goods_______through a computer can be lower than store prices.
A.are bought B.bought C.been bought D.buying
4.When first _______to the market,these products enjoyed great success.
A.introducing B.introduced
C.introduce D.being introduced
5._______with the size of the whole earth,the biggest ocean does not seem big at all.
A.CompareB.When comparing
C.ComparingD.When compared
6.When _______help,one often says “Thank you.” or “It’s kind of you.”
A.offering B.to offer C.to be offered D.offered
7._______with so much trouble,we failed to complete the task on time.
A.Faced B.Face C.Facing D.To face
8._______by a greater demand for vegetables,farmers have built more green houses.
A.Driven B.Being driven C.To drive D.Having driven
9.The flowers his friend gave him will die unless?摇 ?摇 every day.
A.watered B.watering C.water D.to water
10._______around the Water Cube,we were then taken to see the Bird’s Nest for the 2008 Olympic Games.
A.Having shown B.To be shown
C.Having been shown D.To show
III.Fill in the blanks with proper non-predicate verbs:
1._______(see) from the top of the mountain,the city looks more beautiful.
2._______(see) from the top of the mountain,we can get a beautiful view of the city.
3._______(see) a beautiful view of the city,we climbed to the top of the mountain.
通过对以上三组习题的逐一解答,学生不仅对过去分词作状语有了全面而深刻的感悟,而且与现在分词和不定式作状语进行了对比,原本分散的知识点被有机地串连在一起,形成新的立体的知识结构。这种融会贯通的知识将进入学生的长时记忆,他们的视野也随之拓宽了。“知其然,更知其所以然”,学生们踊跃热烈地参与到语法课堂的每个环节,完全颠覆了传统语法课的枯燥乏味。
在整节课的教学中,例句—观察—归纳—练习,每一个细节都服务于语法教学,我却只字不提“语法教学”,而是将课堂交给学生,让他们在发现中感悟,在感悟中品味学习的快乐。这种“不落痕迹”的语法课堂模式,实际上是我对“淡化语法”的一种诠释。