許多學生都覺得被動語態難學,不好把握,就是一些教師在教學過程中也認為它不易講授??纯聪旅娴木渥?,也許就能理解學生與教師的想法了:
English is spoken in the world.
The satellite was sent up two years ago.
Two buildings will be built in a few years.
Two buildings are being built now.
It was being done at eight yesterday morning.
My homework has been finished already.
It had been done when we wanted to do it.
這些句子有簡單的也有復雜的,光是be 動詞的各種形式及組合就已經使人眼花繚亂了,以前我也感覺如此。通過多年的教學與總結,我現在發現被動語態竟是那么脈絡清晰、句式簡明,教與學也非常容易,同時我也認識到以前有的學生或教師感到它難學、難教的原因了:
1.學生對主動語態各種時態的掌握不好
可以說這是被動語態難學難教的最根本原因。時態歷來是學生最感到頭痛的東西,而掌握好主動語態的時態是學習被動語態的時態的基礎??聪旅娴睦樱邯?/p>
English is spoken in the world. 這個句子從教學的角度講是從 People speak English in the world. 變來的。同樣,要學習Your homework must be finished in time. 其前提是先掌握好You must finish your homework in time. 可以說,如果主動語態的時態學不好,那就注定學不好被動語態;而一旦掌握了主動語態的各種時態,學習被動語態真的是輕松自如。
2.教師教學分散零亂,導致學生理解上的混亂和掌握上的無序
這一點會因教師個人差異而有所不同。由于學習主動語態的時態是一個漸進的過程,即一個時態一個時態地學,被動語態的學習安排也是如此。某一單元出現了一般現在時,教師講的全是一般現在時;如果是一般過去時,就全講一般過去時。雖然這種方法就某一個時態的學習而言有簡明的優點,但隨著各種時態的出現,以前所學的東西逐漸生疏淡忘,再加上有的學生對某個時態把握的偏差,整個被動語態的時態學習就顯得凌亂復雜了。所以說,被動語態的教學應集中、系統,以使學生全面靈活地掌握。
下面是我在平時的教學工作中得出的關于被動語
態的教學方法和體會:
1.打好基礎,循序漸進,加強學生對主動語態的時態理解與掌握
在學習被動語態的時候,要集中精力對主動語態的時態進行系統復習,讓學生全面扎實地掌握主動語態各種時態的構成及意義,在此前提下再進行兩種語態的對比,讓學生理解被動語態的意義及構成。如:
He does his homework in the evening.
He did his homework yesterday afternoon.
這兩個句子的結構是一樣的,變成被動語態的形式也完全一樣,只是主動語態的句子時態不同,變成被動語態的時候其不同之處就在 be 的變化上:
His homework is done in the evening.
His homework was done yesterday afternoon.
再簡化一下:
He does his homework.— His homework is done.
He did his homework. — His homework was done.
2.提綱挈領,總體教學,讓學生對被動語態時態的認識簡明扼要
我始終認為被動語態的時態不適于分散教學,也沒有必要。一是在學習被動語態時,學生對初中階段的所有時態已基本學完,他們在整體上應該掌握主動語態各種時態的構成與應用,因而教學應主要放在兩種語態的區別與聯系上,不應該以某個時態為單元組織教學。二是通過各種時態句子的對比,讓學生在眾多的看似不同的例句中總結出它們共有的東西。還是前面的例子(稍作簡化):
People speak English. —English is spoken.
They sent up the satellites. —The satellites were sent up.
We will build two buildings. —Two buildings will be built.
They are building two buildings. —Two buildings are being built.
He was doing it. —It was being done.
I have finished my homework. —My homework has been finished.
這些例子有一定的代表性,初看起來似乎復雜,但用心觀察就可以發現,被動語態形式的變化其實就只是 be 動詞變化,被動語態中其他的動詞只有過去分詞一種。
在實際教學中,我把自己的這種認識貫穿始終,具體分為三步:
1.列舉實例,分清彼此
被動語態看似龐大復雜,但表現在定義上則十分簡單明了,其例子又比比皆是, 因而理解起來非常容易。我在講課時可以說是不費什么勁的,即使是學生也覺得輕松舒服。例子源源不斷,信手拈來,主動被動一目了然,如“你做好作業了嗎?”“你的作業做好了嗎?”“誰打碎的玻璃?”“玻璃是誰打碎的?”“他拿了我的筆記本?!薄拔业墓P記本被他拿去了。”等等,誰是主動,誰是被動,還要多說什么呢?
2.簡化例子,牢記句式
教材上的例子已經很簡單了,我覺得再簡單些也不影響它的實質意義,而且能讓學生減少因句式復雜、單詞過多而產生的壓力,以便更能集中精力,加深理解其中實質性的東西。如教材上的一個例子:People speak English. — English is spoken by people.這個例子還用線標出了兩種語態的轉換。我給學生的例子更為簡單,如:I do it. —It is done by me. He does it.—It is done by him. 讓學生觀察理解這幾個例子,他們都覺得簡單。在這種情況下再讓他們舉例,他們已經躍躍欲試、信心十足了。盡管有的學生舉出了You do it. — It is done by you. 但我覺得他們已經理解了主動被動之間的關系了。
3.集中講解,總體把握
在學生對被動語態有一定的理解后,時態教學便應集中講解了。為了讓學生集中精力,一方面要求教師盡可能多舉例子,同時更要把例子設計得精致簡潔,既能把要講解的內容講全,又能讓學生感到輕松明了。下面就是我在課堂上舉的幾個例子:
He often does his homework in the evening. —His homework is often done in the evening.
He is doing his homework now. —His homework is being done by him now.
He has done his homework. —His homework has been done by him.
He will do his homework this evening. —His homework will be done by him this evening.
He can do his homework. —His homework can be done.
當學生見多了例子,并且基本掌握了被動語態的構成,這時就可以與他們一起總結歸納被動語態的基本結構了,那就是非常明了的一個句式:
S + be done + by...
而這個句式變化就全在 be done 上了,以后各種有關被動語態的句型變化都是如此。
至此,被動語態的學習基本結束,復習鞏固將是學好這一語法的重要環節,簡單的例子必不可少,而復雜多變的更多例句也得跟上。為了讓學生適應考試,相應的練習就顯得很有必要。在理解的基礎上多做題多見題,靈活應用,被動語態就不會再是一個難題了。
(責任編輯 周侯辰)