在语境中提高初中英语语法教学的有效性

If his school is closed, he will stay at home and play video games all day.

If his school is closed, he will feel sad.

…

3、在竞赛语境中探索语法规则

初中语法教学应采用“归纳为主，演绎为辅”的教学策略。归纳法能调动学生的参与积极性，有利于培养学生的观察、思维、分析和归纳能力，也有助于提高学生自主学习的能力。在学生做出了各种猜测后，笔者给出了含有Andy四个愿望的一个语段，鼓励同学即兴背诵，然后归纳“if”条件状语从句的特点，最后笔者加以点评小结。

〔教学片断3〕

T： Please read Andy’s wishes and try to memorize his wishes. Then I want you to recite his wishes.  Let’s see who has got the best memory?

S： If it snows next month, Andy’s school will probably be closed.  If his school is closed, he will have a longer winter holiday.  If he has a longer winter holiday, he will go to Beijing to visit his grandparents.  If he goes to Beijing, he will certainly take a chance to see the Bird’s Nest and the Water Cube.  He’s sure it will be an unforgettable trip.

（背诵时，笔者隐去上述斜体动词词组，给与学生提示，引导学生关注语段中的时态变化，鼓励学生探索语法规律。）

T:  When you use if Present Real Conditional, you should pay attention to the tense in the if clause. What tense do we usually use in “if” clause, the simple future tense or the simple present tense?

S：The simple present tense.

T:  In if clause we usually use the simple present tense instead of the future tense.  We call this rule “主将从现”.

4、在生活语境中运用语法规则

通过操练活动形成的初步语言技能只有通过生活化的语言实践活动才有可能逐步上升为真正的语言运用能力。“if”条件状语从句常在提出建议时使用，在检验学生是否真正掌握这一语法规则时，笔者设计了若干适合目标语法的语境，话题贴近学生生活，要求学生讨论解决话题中的问题。

〔教学片断4〕

T:  Jack is a clever boy in his class, but he often fails in the English tests.  He wants to get a better mark, but he seldom listens carefully in class.  He likes talking to others in class.  He dislikes reading English aloud. He does his homework carelessly.  He doesn’t hand in his homework on time.  Now Jack needs our help.  Let’s help him together.  I’d like to give him a piece of advice.  ‘If you listen carefully in class, you’ll keep up with your classmates.’  Please give him more advice.

（用课件显示Jack的不良学习习惯，学生通过提示给出不同建议。）

Ss：If you hand in your homework on time, you’ll be a responsible student.

If you stop talking to others in class, you’ll understand your lessons better.

If you read English every day, you’ll be able to speak English fluently.

…

5、在活动语境中内化语法知识

语法的熟练掌握离不开听、说、读、写的实践。设计不同的任务活动，进行有意义的言语训练，可以实现语言知识运用的自动化（张正东，2004）。教师应根据所教语法项目的交际功能，将语法教学与听、说、读、写活动结合起来，将语法知识的学习与综合技能结合起来，在任务活动语境中，通过综合运用帮助学生内化语法规则，真正掌握所学的语法知识。

〔教学片断5〕

T:  Do you still remember Danny? He is a fat boy.  Now he has got a big problem.  He becomes even fatter.  Let’s help him solve the problem.  Four of you work together as one group.  First discuss the possible reasons Danny has got, then write suggestions according to the reasons.

（学生通过合作，共同书面完成任务，在活动中实现语法规则的内化。）

Writing:

Problem: Danny becomes even fatter.

Possible reasons:

1.      He dislikes doing any exercises. 

2.      He enjoys _______________.

3.      He _____________________.

4.      ________________________

Suggestions:

J       If he _______________________, ______________________. (lose his weight).

J       ________________________, ___________________. (become healthier)

J       ________________________, _____________________.

J       ________________________________________________

四、结束语

英语学习的最终目的是培养学习者综合运用语言能力，提高交际能力。语法是语言知识重要组成部分，是学习者正确理解和准确输出的前提。设计趣味性强、贴近学生生活、适合目标语法的语境，让学生在语境中探索语法规律，运用语法规则，内化语法知识，有助于学生形成综合语言运用能力，为真实语言交际打下基础。

参考文献

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