例谈高中语法课的“另上”

《新课标》指出：“知识是语言能力的有机组成部分，是发展语言技能的重要基础。”高中学生应该学习和掌握的英语语言基础知识包括语音、词汇、语法、功能和话题等五个方面的内容。高中英语新课程对语法教学的要求是重语法，但不唯语法，语法学习不是目标，而是手段。轰轰烈烈的新课程改革也进行了几年。在这几年的时间里，英语语法课的位置及上课的方式，各位英语老师都有自己的见解。仁者见仁，智者见智。笔者认为，虽然单纯的英语语法在高考中分值不重，但并不意味着英语语法在高中英语体系中不重要。相反它在英语高考的各个题型中都占据重要的地位。既然英语语法在高中英语体系中重要，那么英语语法课又怎么上呢？众所周知，常规的英语语法课堂，老师讲，学生听。学生被动的接受老师填鸭式的语法知识。课堂上死气沉沉，毫无激情。并且单纯地讲解英语语法，人为的遏制了学生由英语语法而衍生的其它方面的联想。笔者上了一节名词性从句的公开课。下面是我的上课模式及思路。

一、句子判定

1. John said that he was leaving for London on Wednesday.

2. I was watching TV when my wife came back.

3. Whether we will hold a party in the open air tomorrow depends on the weather.

4. He made a promise that pleased his parents.

5. He made a promise that he will lend me some money.

6. It is well-known that the earth moves around the sun.

7. I was late for the meeting yesterday because I forgot the time.

8. The question is whether we can catch the early bus.

9. Who knows what will happen in the future?

10. I don?蒺t know if he will come back tomorrow. If he comes, tell me please.

列出上述十个复合句有两个目的，一是为了让学生能够很快地判定三类复合句，即定语从句，名词性从句，状语从句。另一目的，是让学生懂得从句名称的由来，即在整个复合句中充当什么成分就称为什么从句。特别指出地是，第4句是定语从句，第5句是同位语从句。我把它们放在一起目的让学生能够理解定语从句与同位语从句的区别。第10句是由if引导的两类从句（名词性从句和状语从句）。这些句子的判定都由学生自己来完成。通过这十个复合句的甄别，学生会在头脑里清晰地构勒出三类复合句的区别，这就是所谓的“认知”阶段。

二、高考跟踪

1. The news ____ our athletes won another gold medal was reported in yesterday?蒺s newspaper.

(上海2008)

A. what B. which C. that D. where

2. ____ matters most in learning English is enough practice. (全国2007)

A. What B. Why C. Where D. Which

3. Comrade Wang is to give us a talk on ____ he saw and heard in London. (山东2006)

A. what B. why C. that D. which

4. It has been proved ____ eating vegetables in childhood helps to protect you against serious illness. (上海2008)

A. if B. because C. that D. when

5. ――I believe ____ you have done your best and ____ things will be improved.

――Thank you.

A. that; / B. /; / C. what; that D. /; that

6. ____ parents say and do has a life-long effect on their children. (陕西2007)

A. that B. which C. what D. as

7. It is considered unwise to give a child ____ he or she wants. (全国2007)

A. however B. whatever C. whichever D. whenever

8. Energy is ____ makes things work.

A. what B. why C. that D. which

9. The fact has worried many scientists ____ the earth is becoming warmer and warmer these years(江西2009)

A. what B. which C. that D. though

列出上述九题（其中八题为高考题）都是名词性从句，且难度不大。目的就是让学生在句子判定的基础上熟练运用名词性从句的三类引导词，即连接词，连接代词，连接副词。永远记住一原则，即引导词的选用取决于从句的成分的缺失。特别指出的是，对于连接代词的选用，学生较易为掌握，因为从句一定缺失句子成份。且缺失的句子成份（主语，宾语）比较容易看出，相对而言，连接词，连接副词的选用就有一定的难度。判定用连接词，连接副词最好的方法就是它们放进句子里，品尝一下，哪种更好，哪个词更符合句子。

三、欣赏模仿

欣赏1，Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.

模仿句子；明天我们是否去野餐将取决于天气是否变晴。

欣赏2， Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5,500 kilometres from coast to coast.

模仿句子；过去我总认为英语老师不喜欢我，但我忘记了他给我太多帮助的这一事实。

欣赏与模仿这一环节是过渡性环节，是为了名词性从句在作文的应用的过度，并且这两个句子都是人教版教材模块（3）reading的句子。学生都比较熟悉，且都为复杂句。第1句是由whether引导的两个名词性从句（主语从句和宾语从句）。第2句是一个并列句，每一个分句都含有一个同位语从句。从学生模仿的效果来看，比较理想。在模仿第2句的时，意外地出现两个答案，并且都对。学生甲；I always had the idea that my English teacher didn?蒺t like me, but I forgot the fact that he gave me too much help. 学生已；I used to think that my English teacher didn?蒺t like me, but I forgot the fact that he gave me too much help.学生对这一上课方式非常欢迎。激情四溢，踊跃举手发言。

四、学以致用

1.用三个不同类型的名词性从句描述一下我们的学校。（可以描述学校的建筑，花草，也可以描述学校的教师，学生，学习氛围等。

2.用三个不同类型的名词性从句描述一下上次我们去沙滩春游的情景。

句式提供；The reason why…is/was that…

What attracts me most is that…

That…seems wonderful.

I have been hoping that I can…

I find/think that…

It is known to us all that…

There is no doubt that…

学生范文：

The reason why I have been hoping to visit beach Huangcheng. is that I have never been there. I find that my classmates are all excited when we will go there this Saturday. There is no doubt that it is a wonderful idea. In fact, what attracts us most is that we can play football there.

学以致用这一环节是这一堂课的高潮。也是学习阶段的最高境界。当然难度较大，我预想学生可能写出一两句就不错了。结果我错了，学生不仅写出四五个不同类型的名词性从句，而且还把定语从句及状语从句夹杂其间。并用了过渡性句子及连词。简直就是一篇优等的小作文。我欣喜若狂。下面听课的老师都露出难以置信的面容。

结语：

本堂课笔者从句子判定，高考跟踪，欣赏模仿，到学以致用。其实也就是认识事物的三个阶段；认知，熟悉，应用。虽然简单，但比较难以把握。从学生写句子的效果来看，有一大批学生对句子还存在亟待解决的问题。还有很多学生分不清从句。有很多学生知道答案，但不知选择此答案的理由。凡此种种，不一一列举。但，笔者上课的模式及内容已打破了传统的语法上课理念及上课模式，所以这是一节不同于常规课的另类语法课。