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英语语法教学不只是要学生学会做题，还要学生学会用英语表达真情实感，提高英语交际的能力，体现 “为用而学，在用中学，学而能用”的教学理念（陈东红，2012）。笔者在高二的一节区级语法公开课上，以近期年级举办的英语歌唱比赛作为话题、成为主线，巧用真实情境，激发学生学习兴趣，使得学生以轻松的状态在教师的指导下进行有效复习。
一、导入话题，创设情境
[课堂实录1 ：The Interview] 上课伊始，笔者让学生听关于英语歌唱比赛的现场采访，并记录下听力材料中被挖空的单词，让学生观察记录下来的单词，将它们分成两类词：现在分词和过去分词。
A： Good afternoon， everyone！As you know， our school held an English Singing Competition last Thursday. Together with me is David， who will share his experience with us. Welcome， David！
B： Thank you， Jennifer.
A： I heard the competition was a huge success. Can you tell us something about it？
B： Well， it was a big event. Students became ________ even before it started.More than 20 competitors took part in the competition.
A： Wow！What a（an） ________ competition！What’s your favorite part？
B： I have to say I love the band most. They sang “21Guns” ________ by the Green Day. ________ them singing， I shouted aloud， with my hands ________ in the air！
A： I wish I had been there！ Any more details？
B： Yes. ___________12 beautiful songs， we enjoyed the performance of our teachers.
A： It must have been the highlight of the competition. How was it？
B： Generally speaking， it was fantastic. But there was one teacher， Kevin， whose performance was _______. I mean， we can“see”him _________， but we didn’t hear his voice！
A： Why was that？
B： Well， ________ about the incident， he said “no comment”， ________ mysteriously. But he promised that ________ another chance， he would do better.
A： I believe he will. Thanks for your time！
B： My pleasure.
[评析]只有缩短课堂和生活的距离，才能使学生在真实、自然的情境中掌握知识和技能，在自主学习、合作学习、探究学习中逐渐形成英语学习的兴趣和爱好，英语教学才能显得更鲜活和更有魅力（陈艳婷，2012）。因此，学生能否快速投入学习，很大程度上取决于这节课的导入方式。笔者从学生的亲身经历入手，营造轻松的语法复习氛围，有效地激活了学生原有的关于分词用法的知识储备。
二、创设情境，自主体验
[课堂实录2：Highlights of the Competition] 笔者通过创造了两个场景，让学生回忆英语歌唱比赛，自主体验分词的使用情况。一个场景是提供演唱“Papi”选手们的4幅图片，要求学生运用正确的分词描述图片内容，辨别现在分词与过去分词。
“Papi”
1） At the beginning of the competition， we saw the _______（dance）girls.
They sang “Papi”， a song originally __________（perform）by Jennifer Lopez.
2）The students became __________ （excite）when the girls showed up.
Their singing was very____________ （touch）.
3）They began to shout when they saw the girls ___________ （move） their bodies.
They had never heard a song __________ （sing） in this way.
4）_______（see）their performance， their classmates felt very proud. ____________________________________________________________________
4. The competition came to an end. It left us unforgettable memories.
____________________________________________________________________
[评析]各种语言知识的呈现和学习都应从语言使用的角度出发，为提升学生用英语做事情的能力服务（教育部，2012）。为了让学生扎实地学会运用分词或分词短语进行表达，使句子更为简洁、紧凑，笔者在此设置了呈梯度状的任务“Shining Stars”与“Sharing Our Experience”，在任务不断加深的过程中，充分调动学生的知识储备，做到运用自如，为综合运用的环节做准备。
四、拓展思维，学以致用
[课堂实录4：Kevin]在这一环节，笔者编写了一篇教师歌唱表演行为的小短文，让学生根据所给信息，经小组讨论后，充分使用分词，合作完成文章。
_________________________ （被邀请多次以后）， Kevin decided to join the teachers in singing. He walked onto the stage，______________________ （后面跟着他的同事们）. _______________
（站在那里）， he saw__________ （看见学生向他挥手）， which put him at ease.
However， he noticed something strange immediately when he finished the first line. His voice didn’t come out！ Some students began to whisper with each other， ____________________________
（想知道是不是麦克风出了问题）.
Kevin wanted to do better. He calmed down， ______________________
（试着把声音提高）. Unfortunately， nothing changed. ______________________ （从他站的地方望过去）， his students looked more ___________ （更疑惑了）. He finished the rest of the song awkwardly， _______________________ （不敢去看失望的学生们）.
[评析] 为巩固学生的学习效果，引导他们真正学会使用分词，笔者编写的短文，既能唤起学生的兴趣，又能有效地使学生在讨论中学习、体验、合作、探究，主动进行知识建构，真正做到在学中用、在用中学、为用而学。语言学习的最终目的是使学生能够用所学语言完成现实生活中的各种事（Nunan，1999）。
五、检测反馈，回授目标
[课堂实录5：Self-Assessment]完成以上环节后，为了检测反馈课堂目标的完成情况，学生将做5个问题进行简单的自我评价，自我检验本节课的目标完成情况。
1）How many times did I speak in this class？
2）How did I cooperate with my group members？
3）How did I help my group members？
4）What I have learned in this class：
_________________________________
5）What I am still confused about：
________________________________
[评析] 高效益的课堂首要前提是每一节课要有师生双方都明确的教学目标，即常说的有“目标意识”。教师为目标而教，学生为目标而学，师生双方都具目标意识，使师生双方在教学目标的定向引导下，通过双边互动一同达成所期望的教学目标，以增强教学的有效性。自我评价是学生对本节课知识掌握的指南针，能帮助学生体验英语学习中的进步与成功，认识自我，及时调整学习策略，促进学生综合语言运用能力的全面发展。
六、回顾巩固，达成目标
[课堂实录6：Assignments] 在本课时的大量信息输入后，学生需要在课后完成呈梯度状的任务语法填空与短文改错，回顾和巩固所学的语言知识和语言形式。
Grammar Filling
With time [1] ________ （go）by， the English Singing Competition finally came to an end. [2] _______ （award） the first prize， I was so [3] _______ （excite） that I couldn’t help crying. [4] _______ （recall） what I did， I felt so proud. To my great happiness，[5] _______ （take） this great opportunity， I successfully overcame the stage fright in this competition. It was the applause and smile [6] _______ （give） again and again by the audience that strengthened my confidence to gain success. Besides， [7] _______ （participate） in this competition， I got to know something about the cultures as well as people’s lives in the west from the song. [8] _______ （inspire） by my English teacher， I firmly believe that [9] _______ （offer） one more chance， I will do much better.
Proofreading
Having been preparing for a few weeks， the interested English Singing Competition was held in Xin’an Middle School on April 11. Encouraging by their English teachers， many students participated in it actively. Never hearing songs singing in such a way， the audience was all moving. Interviewing by the reporter of our school newspaper， the student， won the first place， said that preparing better， he was sure that he would certainly have given a much better performance. Smiled， he added that it was really an unforgettable experience.
[评析]学习者的学习过程主要是输入和输出的互动过程，输入促进输出，而输出又是对输入的反馈和检验，从而使英语学习者的语言综合运用能力得到发展。适当的习题练习，能达到效果
经过研究与实践，笔者证实了以话题为主线的语法复习课在英语语法教学中是可行的。它能更好地激起学生的语法学习兴趣，提高学生的语法实际运用能力，帮助学生摆脱学而无法用的局面。学生掌握语法的学习不能脱离语言的实际，因此让学生在日常话题为主线的语境中掌握语法的内容，做到教学内容交际化，把学习的主动权还给学生，从而帮助学生在学习过程中体验、感悟，就可以取得良好的教学实效。
责任编辑 魏文琦
实习编辑 颜 媛
一、导入话题，创设情境
[课堂实录1 ：The Interview] 上课伊始，笔者让学生听关于英语歌唱比赛的现场采访，并记录下听力材料中被挖空的单词，让学生观察记录下来的单词，将它们分成两类词：现在分词和过去分词。
A： Good afternoon， everyone！As you know， our school held an English Singing Competition last Thursday. Together with me is David， who will share his experience with us. Welcome， David！
B： Thank you， Jennifer.
A： I heard the competition was a huge success. Can you tell us something about it？
B： Well， it was a big event. Students became ________ even before it started.More than 20 competitors took part in the competition.
A： Wow！What a（an） ________ competition！What’s your favorite part？
B： I have to say I love the band most. They sang “21Guns” ________ by the Green Day. ________ them singing， I shouted aloud， with my hands ________ in the air！
A： I wish I had been there！ Any more details？
B： Yes. ___________12 beautiful songs， we enjoyed the performance of our teachers.
A： It must have been the highlight of the competition. How was it？
B： Generally speaking， it was fantastic. But there was one teacher， Kevin， whose performance was _______. I mean， we can“see”him _________， but we didn’t hear his voice！
A： Why was that？
B： Well， ________ about the incident， he said “no comment”， ________ mysteriously. But he promised that ________ another chance， he would do better.
A： I believe he will. Thanks for your time！
B： My pleasure.
[评析]只有缩短课堂和生活的距离，才能使学生在真实、自然的情境中掌握知识和技能，在自主学习、合作学习、探究学习中逐渐形成英语学习的兴趣和爱好，英语教学才能显得更鲜活和更有魅力（陈艳婷，2012）。因此，学生能否快速投入学习，很大程度上取决于这节课的导入方式。笔者从学生的亲身经历入手，营造轻松的语法复习氛围，有效地激活了学生原有的关于分词用法的知识储备。
二、创设情境，自主体验
[课堂实录2：Highlights of the Competition] 笔者通过创造了两个场景，让学生回忆英语歌唱比赛，自主体验分词的使用情况。一个场景是提供演唱“Papi”选手们的4幅图片，要求学生运用正确的分词描述图片内容，辨别现在分词与过去分词。
“Papi”
1） At the beginning of the competition， we saw the _______（dance）girls.
They sang “Papi”， a song originally __________（perform）by Jennifer Lopez.
2）The students became __________ （excite）when the girls showed up.
Their singing was very____________ （touch）.
3）They began to shout when they saw the girls ___________ （move） their bodies.
They had never heard a song __________ （sing） in this way.
4）_______（see）their performance， their classmates felt very proud. ____________________________________________________________________
4. The competition came to an end. It left us unforgettable memories.
____________________________________________________________________
[评析]各种语言知识的呈现和学习都应从语言使用的角度出发，为提升学生用英语做事情的能力服务（教育部，2012）。为了让学生扎实地学会运用分词或分词短语进行表达，使句子更为简洁、紧凑，笔者在此设置了呈梯度状的任务“Shining Stars”与“Sharing Our Experience”，在任务不断加深的过程中，充分调动学生的知识储备，做到运用自如，为综合运用的环节做准备。
四、拓展思维，学以致用
[课堂实录4：Kevin]在这一环节，笔者编写了一篇教师歌唱表演行为的小短文，让学生根据所给信息，经小组讨论后，充分使用分词，合作完成文章。
_________________________ （被邀请多次以后）， Kevin decided to join the teachers in singing. He walked onto the stage，______________________ （后面跟着他的同事们）. _______________
（站在那里）， he saw__________ （看见学生向他挥手）， which put him at ease.
However， he noticed something strange immediately when he finished the first line. His voice didn’t come out！ Some students began to whisper with each other， ____________________________
（想知道是不是麦克风出了问题）.
Kevin wanted to do better. He calmed down， ______________________
（试着把声音提高）. Unfortunately， nothing changed. ______________________ （从他站的地方望过去）， his students looked more ___________ （更疑惑了）. He finished the rest of the song awkwardly， _______________________ （不敢去看失望的学生们）.
[评析] 为巩固学生的学习效果，引导他们真正学会使用分词，笔者编写的短文，既能唤起学生的兴趣，又能有效地使学生在讨论中学习、体验、合作、探究，主动进行知识建构，真正做到在学中用、在用中学、为用而学。语言学习的最终目的是使学生能够用所学语言完成现实生活中的各种事（Nunan，1999）。
五、检测反馈，回授目标
[课堂实录5：Self-Assessment]完成以上环节后，为了检测反馈课堂目标的完成情况，学生将做5个问题进行简单的自我评价，自我检验本节课的目标完成情况。
1）How many times did I speak in this class？
2）How did I cooperate with my group members？
3）How did I help my group members？
4）What I have learned in this class：
_________________________________
5）What I am still confused about：
________________________________
[评析] 高效益的课堂首要前提是每一节课要有师生双方都明确的教学目标，即常说的有“目标意识”。教师为目标而教，学生为目标而学，师生双方都具目标意识，使师生双方在教学目标的定向引导下，通过双边互动一同达成所期望的教学目标，以增强教学的有效性。自我评价是学生对本节课知识掌握的指南针，能帮助学生体验英语学习中的进步与成功，认识自我，及时调整学习策略，促进学生综合语言运用能力的全面发展。
六、回顾巩固，达成目标
[课堂实录6：Assignments] 在本课时的大量信息输入后，学生需要在课后完成呈梯度状的任务语法填空与短文改错，回顾和巩固所学的语言知识和语言形式。
Grammar Filling
With time [1] ________ （go）by， the English Singing Competition finally came to an end. [2] _______ （award） the first prize， I was so [3] _______ （excite） that I couldn’t help crying. [4] _______ （recall） what I did， I felt so proud. To my great happiness，[5] _______ （take） this great opportunity， I successfully overcame the stage fright in this competition. It was the applause and smile [6] _______ （give） again and again by the audience that strengthened my confidence to gain success. Besides， [7] _______ （participate） in this competition， I got to know something about the cultures as well as people’s lives in the west from the song. [8] _______ （inspire） by my English teacher， I firmly believe that [9] _______ （offer） one more chance， I will do much better.
Proofreading
Having been preparing for a few weeks， the interested English Singing Competition was held in Xin’an Middle School on April 11. Encouraging by their English teachers， many students participated in it actively. Never hearing songs singing in such a way， the audience was all moving. Interviewing by the reporter of our school newspaper， the student， won the first place， said that preparing better， he was sure that he would certainly have given a much better performance. Smiled， he added that it was really an unforgettable experience.
[评析]学习者的学习过程主要是输入和输出的互动过程，输入促进输出，而输出又是对输入的反馈和检验，从而使英语学习者的语言综合运用能力得到发展。适当的习题练习，能达到效果
经过研究与实践，笔者证实了以话题为主线的语法复习课在英语语法教学中是可行的。它能更好地激起学生的语法学习兴趣，提高学生的语法实际运用能力，帮助学生摆脱学而无法用的局面。学生掌握语法的学习不能脱离语言的实际，因此让学生在日常话题为主线的语境中掌握语法的内容，做到教学内容交际化，把学习的主动权还给学生，从而帮助学生在学习过程中体验、感悟，就可以取得良好的教学实效。
责任编辑 魏文琦
实习编辑 颜 媛