用故事點亮高中英語語法課堂

許靖

【摘 要】高中語法知識龐雜，單純的講授，枯燥無味。新課標倡導新課標倡導語言知識的學習應立足于語言實踐活動，激發學生興趣，把知識轉化為技能，最終服務于交際。本文從語篇出發，把故事作為語法課的載體，結合聽說讀寫等技能來提高高中語法課堂的有效性。

【關鍵詞】故事；英語語法；新課標

在傳統的語法課上，教師常常將語法知識孤零零地從文本中抽取出來，直接告訴學生這些語法的形式，意義和用法，同時舉例說明。學生缺乏感知語言、探究語言的過程，對知識一知半解，只能死記硬背，于是學習的主動性和積極性遭到了扼殺。只有真實、恰當的語境才有利于學生深層理解語言現象和文化內涵。新課標倡導語言知識的學習應立足于語言實踐活動，這就要求教師積極探索新的語言教學切入點。故事，作為一個語篇，有著許多傳統教學方式無法比擬的優勢。利用故事語篇設計語法教學，關注語篇組織的語法現象，才能幫助學生更好使用語言。下面談談如何具體運用故事提高語法教學的效率。

一、感知體驗

教師在教授新的語法項目時候，可以將語法自然融入與某一故事片段中，學生通過閱讀，初步感知所學語法項目的形式、意義以及使用的情境。將語言呈現在真實的、恰當語境中，鼓勵學生進行主動探究，激發學生學習的主動性。

比如，筆者在教授全部倒裝這一語法項目的時候就讓學生閱讀：There was a high mountain near the kings home long ago. A small old village lay at the foot of the mountain. A temple stood in the centre of the village. An old monk lived in the temple. He was telling a story. The roof suddenly came down and a wolf came in…以及運用倒裝結構后： Long， long ago， there was a high mountain near the kings home. At the foot of it lay a small old village. In the centre of the village stood a temple. In the temple lived an old monk， telling a story. Suddenly down came the roof and in came a wolf…學生直觀地感受到倒裝的語言魅力。它使文章更加生動，形象，也使整個故事的銜接更加嚴密。

二、探究發現

在閱讀故事的過程中，通過教師的多樣化的教學活動，在轉述、利用語境猜詞、問題問答、交流互動中為學生提供認識、體驗語言的機會，使學生在感知語法項目的基礎上，領悟語法規則并對語法項目進行歸納和總結。比如在講解情態動詞could + have done這一用法的時候，筆者讓學生閱讀了這樣一個故事：Joes story

When I was a little kid， I could have learnt singing， but I didnt， since I thought climbing trees was more interesting. So now I can neither sing nor climb. When I was in primary school， I could have read more books， but I didnt， since I thought shooting at birds was more interesting. So I stayed in primary school for two more years. When I was in high school， I could have learnt more， but I didnt. I just learnt how to smoke. I shouldnt have smoked， but I did. When I was working as a postman， I met a pretty girl. When I found that the girl was interested in men， I should have said yes to her， but I didnt. So at last I married my present wife.

并回答相關的問題：Did Joe learn singing when he was young？ Why？ Did he read a lot in primary school？ What happened？ What did he learn to do in high school？ Did he marry the pretty girl？ 通過回答，情態動詞+ have done表示遺憾和后悔這一用法已經能夠十分的清楚和了解了。

三、操練運用

純粹的知識灌輸，大量的簡單機械操練不利于學生的思維，但是這個環節的操練并不是簡單的機械的重復，而是學生在總結歸納語法項目之后，在有意義的情境交際中進行的。可以通過問答或看圖說話等方式就所教的語法內容進行練習。這樣的練習能為以后的交際活動做好準備。比如，筆者在講解現在分詞作定語的時候提供了這樣一個素材：

It was a dark night. Mr. White was driving his wife home. He was a cautious and experienced driver， so drove slowly. But several minutes later， he noticed a taxi following him. It was moving quickly. All of a sudden， the taxi overtook Mr. Whites car. But taxi driver drove so fast that he didnt see the approaching lorry. To avoid hitting it， he turned his taxi suddenly. Unfortunately， the taxi skidded off the road and hit a big tree. The driver was badly injured. He was cut by glass splinter from the broken windscreen. Mr. White immediately drove off to help the injured man. His wife called 110 and 120 quickly. About twenty-five minutes later， a police car and an ambulance arrived. The injured men were carried into the ambulance and taken to hospital. The policemen took down details of the accident and thanked the couple for their help. Then， the Whites continued their journey home.同時設置了這樣一些問題，

（1）What did Mr White notice when he was driving home？

（2）When did the driver turn his car suddenly？

（3）What happened to the car before it hit a big tree？

（4）Why were the car driver and his passenger injured？

學生通過閱讀得出：He noticed a car following him when he was driving home.

He turned his car suddenly when he saw the lorry approaching.

It skidded off the road before it hit a big tree.

They were injured because they were badly cut by glass from the broken windscreen.

然后運用現在分詞短語來替代上面答案中狀語從句部分。如He noticed a car following him when he was driving home.相當于Driving home， he noticed a car following him.

四、有效輸出

語法教學的最終目的，就是讓學生通過積累，把輸入量變為輸出，把知識轉化為技能。在課堂上，我們可以創設一個密切聯系學生生活實際場景，讓學生運用新授語法項目。既可以激發學生的興趣和動力，又能發展其語言綜合運用能力。可以通過寫作的方式，把所學的語法運用于交際活動。比如筆者在學生熟悉了解with 復合賓語結構之后，給出關于賣火柴的小女孩故事的圖片提示及部分翻譯，要求補充適當語句，運用上with 復合賓語結構，寫出故事的梗概。On Christmas Eve， it was snowing fast.小女孩光著腳（bare）在街上走，她又餓又冷，哆哆嗦嗦地向前走著。雪花（Snow-flakes）落 在她那金黃色（fair）的頭發上，她蹲在墻角里，把一雙小腳卷縮在身 下坐了下來。她坐在那里，火柴放在腿上。她擦（lighten/strike） 著了火柴，火焰冒出（shoot up），她看到非常美麗的圣誕樹。 Hundreds of candles lighted up the green branches， then gentle and loving grandmother appeared.她把小姑娘抱起 來，摟在懷里，一起飛走了，飛到既沒有寒冷，又沒有饑餓和憂愁 的地方。最后，給出一個參考答案：On Christmas Eve， it was snowing fast. A poor little girl with head and feet bare， was still wandering alone the streets. The snowflakes fell on her long， fair hair and she sat down， drawing her little feet close under her .Motionless， she sat there with the matches in her lap（腿）. She lightened /struck a match， so the flames shot up and then she saw a most beautiful Christmas tree. Hundreds of candles lit up the green branches， then gentle and loving grandmother appeared. she flew with the little girl in her arms， till they were in that place where neither cold， nor hunger， nor pain.

根據不同能力的學生可以布置不同難度的任務。對于能力水平較高的學生，可以給予他們完全自由的想象空間，讓他們改寫或續寫賣火柴的小女孩的故事。

五、結束語

語法教學不應該僅限于知識的傳授，更應該幫助學生掌握語法規則，讓他們在實際生活中能正確并靈活的使用。我們的語言交際并不是在孤立的單句上實現的，而是通過完整的語篇來實現的。故事具有靈動性，它的情節引人入勝，語言淺顯易懂，容易吸引學生，通過閱讀的輸入、寫作的輸出，激活語法課堂，提高語法教學的有效性，從而也體現了新課標精神：“要鼓勵學生通過體驗、實踐、討論、合作、探究等方式，發展聽、說、讀、寫的綜合語言技能”。

參考文獻：

[1]中華人民共和國教育部制定《英語課程標準》（實驗稿）[M].人民教育出版社，2003

[2]何亞男，應曉球.高中英語語法教學活動設計[M].上海教育出版社，2011.9