论文部分内容阅读
摘要:虚拟语气教学是高中英语教学的难点。本文提出了以故事为主线教学虚拟语气的教学模式,并以一次公开课为案例,从理论和实践两个方面探讨了如何利用故事创设真实的语境,教学生理解、运用虚拟语气。
关键词:虚拟语气教学 故事 情境
众所周之,虚拟语气是高中语法学习中的重点和难点之一,由于该语法的复杂性并与母语无任何相通之处,高中学生往往容易难以理解更不用说灵活应用。正如许多教师在教虚拟语气时常用的一个范例:“If there were no subjunctive mood, English would be much easier.”传统的教学方法倾向采用教师讲授条条框框,学生记忆,再辅以大量练习进行巩固。这样一来,势必会形成教师“一言堂”,学生无法自主参与,机械的记忆扼杀了学习的兴趣,让学生毫无体验新知识的新鲜感;同时,教师所给例句往往彼此孤立,增大了学生的记忆强度,学习效率自然大打折扣。针对这两点,笔者有幸开设了一节虚拟语气的市级公开课,想以此为例,谈谈怎样把故事融入虚拟语气的教学。
一、导入
俗话说得好:好的开始是成功的一半。同样的道理,好的导入会大大激发学生的探知兴趣,为整节课的成功埋下伏笔。在这节课的导入环节,笔者设置了一个小小的incident:
[Teaching aims]: Lead-in and get students to know what subjunctive mood is.
[Input]: (课间播放音乐,黑板最高处写着Welcome to Our School) It’s time we had our class. By the way, did you enjoy the song? Maybe yes, may no. It doesn’t matter, but I do wish you would enjoy my lesson. Today, we’re going to deal with…(转身擦黑板,够不着,学生笑) Sorry,I forgot this welcome thing. Who would like to do me a favor? See, if I were as tall as Yao Ming, I would clean the blackboard myself. If I had worked out regularly as a teenager, I would have grown taller. Sometimes I feel awful, but the good news is with the development of science and technology, we can increase our height with a special operation. Of course, it’s quite expensive. So, if I won a lottery of a million dollars, I would try such an operation. (用PowerPoint 呈现这三个句子,并让学生齐声朗读)
[Questions]: Am I as tall as Yao Ming? That’s a daydream. Did I work out regularly at your age? Definitely not. Will I win a lottery of a million dollars? It’s ridiculous. I never buy a lottery, not to mention win one. That’s why we use subjunctive mood. Subjunctive mood is used to state a condition or a situation that’s not real or is imaginary.
[Activities]: Open your books and turn to page 41, read the small passage and underline all the sentences containing subjunctive mood.
诙谐幽默的小插曲一下子拉近了老师和学生的距离,在不知不觉中,学生初步认识了什么是虚拟语气。
二、演唱会的故事
学生认识了虚拟语气后,正确使用虚拟语气成了亟待解决的问题。为了使学生能在连贯和相对真实的语境中学习这一语言点,笔者以自己去看演唱会的真实经历为蓝本,以金山画王为工具绘制了数幅图画,开始了故事教学的尝试。
[图画一]:(Power Point 呈现张学友和笔者的自画像)Do you have any idea who the guy is? Yes, he is my favorite singer—Jacky Zhang. As one of his biggest fans, I always think he has the most beautiful voice in the world. If I were Jacky, I would sing from morning till night. (要求一位同学重复此句)
[图画二]:(电影屏幕,文字:主演 张学友)Although he has released a lot of records, he doesn’t make many films. What a shame!If I were Jacky, I would cooperate with famous directors in Hollywood. In this way, more people would know me and enjoy my performance. 这个时候,笔者点出可以省略if, 把were提前,并让学生把两个例句进行转换。两幅图的内容完毕后,笔者又让学生进行分组讨论:If you were Jacky, what would you do? 学生情绪高昂,并有许多令老师惊叹的新奇观点。在呈现知识、运用知识的过程中,学生知道了与现在相反的虚拟语气的用法。
[图画三]:(演唱会开始前,众粉丝排队买票)As I love Jacky so much, meeting him in person is my wildest dream. Then in 2007, I got the opportunity. Word came that Jacky Zhang would come to Changshu to give a concert. Just imagine how excited I was. I was so excited that I forgot the ticket. When I hurried to the booking office, what I saw were a crowd of people. If I had known this, I would have booked my ticket in advance. 在此,与过去相反的虚拟条件句第一次出现,笔者让学生重复以加深记忆,并提醒学生,此处if也可省略,had必须提前。
[图画四、五]:(演唱会当天早上,天上下起毛毛雨。到常熟时,开始下大雨,由于没带雨伞,笔者浑身湿透)Finally, I got my ticket. The big day came as expected. Unluckily, it was drizzling when I opened the door that morning. I hate umbrellas so I got on a bus without an umbrella. However, when in Changshu, it began to rain cats and dogs. I was wet all through. If I had taken an umbrella, I ____(not be caught) in the rain.此处,与过去相反的虚拟条件句第二次出现,笔者采用了填空的方式让学生反馈所学知识,并要求学生进行改写此句。(省略if)
[图画六]:(演唱会入口,出租车司机离去,笔者意识到包忘在了车上)Anyway, I got on a taxi. At the entrance, the taxi driver waved me off and drove away. At the very moment, I realized I left my bag on the taxi. How careless I was!If I ____(not be careless), I wouldn’t have left my bag behind. 还是填空的方式,让学生熟悉条件句的时态特点。
[图画七]:(出租车司机大汗淋漓的出现,手中拿着笔者的包)All I had to do was stay where I was and wait for miracles. Fifteen minutes later, the taxi driver came, with my bag in his hand.有了前面两幅图的基础,笔者要求学生按图造句,进一步再现知识。(If the taxi driver hadn’t helped me, I would have missed my concert.)鉴于与过去相反的条件句是难点中之难点,笔者又给出了第八幅图。
[图画八]:(演唱会上,所有粉丝激情四溢,笔者黯然失望:Jacky是属于大家的)Finally, I met my hero in person. People around me were as crazy as I was, singing, shouting and even crying. All of a sudden, I realized Jacky is not mine, he is our Jacky How disappointed I was!此图一出,学生们及给出了笔者想要的句子:If I had realized the fact before, I wouldn’t have been so disappointed. 至此,学生已基本能正确运用与过去相反的虚拟条件句。
[图画九]:(想象中,笔者在将来某一天再遇到张学友和出租车司机)Two years has passed and the experience has become part of my life. If I met/were to meet/ should meet Jacky some day in the future, I would give him my best wishes. As for the taxi driver, if I came across/were to come across/should come across him, I would treat him to dinner. 十五六岁正是偶像崇拜的时期,每个学生都有自己的偶像,因此,笔者又让学生进行Pair work,假设将来某一天,他们遇到了自己的偶像,会说些什么、做些什么。通过这一活动,学生们很快掌握了与将来相反的条件句中虚拟语气的使用。
现在学生对于虚拟语气的使用已经小有见地,但为了从理论上突破这一难点,笔者挑出了故事中的重点句子,鼓励学生重温故事,并互相讨论填好下面这一表格:
从老师消极给与表格内容到学生自主总结知识规律,演唱会的故事贯穿知识呈现的事中,从而让虚拟语气的教学变得生动活泼,让学生的自主学习变得可能。
三、激烈竞赛,完美结局
在完成所有知识输入之后,让学生输出知识才是教学的终极目标。做题总是难免的,但让学生自觉自愿的做题方能彰显知识的魅力。笔者于是参考了李咏的“幸运52”,设计了数道与虚拟语气相关的题目,从填空到翻译,从看图说话到听歌填词,学生们忙得不亦乐乎,让笔者心里好不得意。
在外语教学中,不存在任何 “万能”教学模式。因此,作为中小学英语教师的我们,要结合自己的实际情况去进行教学,思考教学,形成独特的教学风格。这样,即使是枯燥的语法也能插上魅力的翅膀,让教学多彩一点,让学生主动一点,让教师有成就感一点。
关键词:虚拟语气教学 故事 情境
众所周之,虚拟语气是高中语法学习中的重点和难点之一,由于该语法的复杂性并与母语无任何相通之处,高中学生往往容易难以理解更不用说灵活应用。正如许多教师在教虚拟语气时常用的一个范例:“If there were no subjunctive mood, English would be much easier.”传统的教学方法倾向采用教师讲授条条框框,学生记忆,再辅以大量练习进行巩固。这样一来,势必会形成教师“一言堂”,学生无法自主参与,机械的记忆扼杀了学习的兴趣,让学生毫无体验新知识的新鲜感;同时,教师所给例句往往彼此孤立,增大了学生的记忆强度,学习效率自然大打折扣。针对这两点,笔者有幸开设了一节虚拟语气的市级公开课,想以此为例,谈谈怎样把故事融入虚拟语气的教学。
一、导入
俗话说得好:好的开始是成功的一半。同样的道理,好的导入会大大激发学生的探知兴趣,为整节课的成功埋下伏笔。在这节课的导入环节,笔者设置了一个小小的incident:
[Teaching aims]: Lead-in and get students to know what subjunctive mood is.
[Input]: (课间播放音乐,黑板最高处写着Welcome to Our School) It’s time we had our class. By the way, did you enjoy the song? Maybe yes, may no. It doesn’t matter, but I do wish you would enjoy my lesson. Today, we’re going to deal with…(转身擦黑板,够不着,学生笑) Sorry,I forgot this welcome thing. Who would like to do me a favor? See, if I were as tall as Yao Ming, I would clean the blackboard myself. If I had worked out regularly as a teenager, I would have grown taller. Sometimes I feel awful, but the good news is with the development of science and technology, we can increase our height with a special operation. Of course, it’s quite expensive. So, if I won a lottery of a million dollars, I would try such an operation. (用PowerPoint 呈现这三个句子,并让学生齐声朗读)
[Questions]: Am I as tall as Yao Ming? That’s a daydream. Did I work out regularly at your age? Definitely not. Will I win a lottery of a million dollars? It’s ridiculous. I never buy a lottery, not to mention win one. That’s why we use subjunctive mood. Subjunctive mood is used to state a condition or a situation that’s not real or is imaginary.
[Activities]: Open your books and turn to page 41, read the small passage and underline all the sentences containing subjunctive mood.
诙谐幽默的小插曲一下子拉近了老师和学生的距离,在不知不觉中,学生初步认识了什么是虚拟语气。
二、演唱会的故事
学生认识了虚拟语气后,正确使用虚拟语气成了亟待解决的问题。为了使学生能在连贯和相对真实的语境中学习这一语言点,笔者以自己去看演唱会的真实经历为蓝本,以金山画王为工具绘制了数幅图画,开始了故事教学的尝试。
[图画一]:(Power Point 呈现张学友和笔者的自画像)Do you have any idea who the guy is? Yes, he is my favorite singer—Jacky Zhang. As one of his biggest fans, I always think he has the most beautiful voice in the world. If I were Jacky, I would sing from morning till night. (要求一位同学重复此句)
[图画二]:(电影屏幕,文字:主演 张学友)Although he has released a lot of records, he doesn’t make many films. What a shame!If I were Jacky, I would cooperate with famous directors in Hollywood. In this way, more people would know me and enjoy my performance. 这个时候,笔者点出可以省略if, 把were提前,并让学生把两个例句进行转换。两幅图的内容完毕后,笔者又让学生进行分组讨论:If you were Jacky, what would you do? 学生情绪高昂,并有许多令老师惊叹的新奇观点。在呈现知识、运用知识的过程中,学生知道了与现在相反的虚拟语气的用法。
[图画三]:(演唱会开始前,众粉丝排队买票)As I love Jacky so much, meeting him in person is my wildest dream. Then in 2007, I got the opportunity. Word came that Jacky Zhang would come to Changshu to give a concert. Just imagine how excited I was. I was so excited that I forgot the ticket. When I hurried to the booking office, what I saw were a crowd of people. If I had known this, I would have booked my ticket in advance. 在此,与过去相反的虚拟条件句第一次出现,笔者让学生重复以加深记忆,并提醒学生,此处if也可省略,had必须提前。
[图画四、五]:(演唱会当天早上,天上下起毛毛雨。到常熟时,开始下大雨,由于没带雨伞,笔者浑身湿透)Finally, I got my ticket. The big day came as expected. Unluckily, it was drizzling when I opened the door that morning. I hate umbrellas so I got on a bus without an umbrella. However, when in Changshu, it began to rain cats and dogs. I was wet all through. If I had taken an umbrella, I ____(not be caught) in the rain.此处,与过去相反的虚拟条件句第二次出现,笔者采用了填空的方式让学生反馈所学知识,并要求学生进行改写此句。(省略if)
[图画六]:(演唱会入口,出租车司机离去,笔者意识到包忘在了车上)Anyway, I got on a taxi. At the entrance, the taxi driver waved me off and drove away. At the very moment, I realized I left my bag on the taxi. How careless I was!If I ____(not be careless), I wouldn’t have left my bag behind. 还是填空的方式,让学生熟悉条件句的时态特点。
[图画七]:(出租车司机大汗淋漓的出现,手中拿着笔者的包)All I had to do was stay where I was and wait for miracles. Fifteen minutes later, the taxi driver came, with my bag in his hand.有了前面两幅图的基础,笔者要求学生按图造句,进一步再现知识。(If the taxi driver hadn’t helped me, I would have missed my concert.)鉴于与过去相反的条件句是难点中之难点,笔者又给出了第八幅图。
[图画八]:(演唱会上,所有粉丝激情四溢,笔者黯然失望:Jacky是属于大家的)Finally, I met my hero in person. People around me were as crazy as I was, singing, shouting and even crying. All of a sudden, I realized Jacky is not mine, he is our Jacky How disappointed I was!此图一出,学生们及给出了笔者想要的句子:If I had realized the fact before, I wouldn’t have been so disappointed. 至此,学生已基本能正确运用与过去相反的虚拟条件句。
[图画九]:(想象中,笔者在将来某一天再遇到张学友和出租车司机)Two years has passed and the experience has become part of my life. If I met/were to meet/ should meet Jacky some day in the future, I would give him my best wishes. As for the taxi driver, if I came across/were to come across/should come across him, I would treat him to dinner. 十五六岁正是偶像崇拜的时期,每个学生都有自己的偶像,因此,笔者又让学生进行Pair work,假设将来某一天,他们遇到了自己的偶像,会说些什么、做些什么。通过这一活动,学生们很快掌握了与将来相反的条件句中虚拟语气的使用。
现在学生对于虚拟语气的使用已经小有见地,但为了从理论上突破这一难点,笔者挑出了故事中的重点句子,鼓励学生重温故事,并互相讨论填好下面这一表格:
从老师消极给与表格内容到学生自主总结知识规律,演唱会的故事贯穿知识呈现的事中,从而让虚拟语气的教学变得生动活泼,让学生的自主学习变得可能。
三、激烈竞赛,完美结局
在完成所有知识输入之后,让学生输出知识才是教学的终极目标。做题总是难免的,但让学生自觉自愿的做题方能彰显知识的魅力。笔者于是参考了李咏的“幸运52”,设计了数道与虚拟语气相关的题目,从填空到翻译,从看图说话到听歌填词,学生们忙得不亦乐乎,让笔者心里好不得意。
在外语教学中,不存在任何 “万能”教学模式。因此,作为中小学英语教师的我们,要结合自己的实际情况去进行教学,思考教学,形成独特的教学风格。这样,即使是枯燥的语法也能插上魅力的翅膀,让教学多彩一点,让学生主动一点,让教师有成就感一点。