把“鸡肋”煲成“美味鸡汤”—— 虚拟语气复习课的设计与实践 高中英语获奖论文.doc

中学 金小微

[摘要] 目前的高三语法复习课似乎成了一块“鸡肋”。笔者通过思考探索，尝试新思路进行语法教学。采用情境教学法，设计了一节关于虚拟语气条件句的语法课。通过入境、共情、续境、拟境、再共情、再续境六个教学环节，为学生准备了一锅浓浓的心灵“美味鸡汤”，让学生在反思人生，充满正能量的氛围中自然地复习掌握了虚拟语气在条件句中的用法，实现了新课程的三维目标。

[关键词] 虚拟语气，语法复习，高三，情境教学法，三维目标 

    一、引言

高三英语语法复习课一直处于很尴尬的境地。一方面，听了多年“淡化英语语法”的口号，老师们都开始自觉或不自觉地回避探讨语法教学，尤其是高三语法复习课；另一方面，由于在高考卷中，纯语法题型所占分值不足10分，学生很容易产生轻视语法学习的情绪。然而，与之相矛盾的，学生们在高三复习过程中，又会觉得语法问题就如同鲜美鱼肉里的一根根小刺，让他们不堪其扰。因此，刚进入高三时，他们一般对语法课堂还是有着较大的期盼，希望老师能全面系统地帮助他们归纳整合语法知识。而大部分老师则视语法复习课为“鸡肋”，食之，无味，实在糟心；然，弃之，又可惜，且委实悬心。

悬心着的老师一般还是会在高三复习阶段上一轮语法复习课。大多情况下，老师们采用传统的演绎法讲解语法，一一罗列语法规则，细细分析比对例题，继而要求背诵规则、例句。一节课下来，老师讲得口干生烟，眼红冒火；学生们手不停歇，笔记密密麻麻，然而脑中一团浆糊，失落感之后是对语法的恐惧攀升至对英语复习学习的恐慌。

这样的鸡肋课堂，让人唯余叹息。

可是，语法教学却是高中英语学习过程中不可或缺的一部分。《高中英语新课程标准》（2013）明确指出：“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。”语法是其中重要的一部分。在高考备考中，我们必须正视语法教学。当然，语法教学绝对不能孤立进行,更不应该由单纯的语法规则和典型例题组成。根据新课改要求，课程目标应该根据知识和能力、过程和方法、情感态度和价值观三个维度来设计。在英语课堂教学中,只有整合“三维目标”,才能全面提高学生的英语素养,为学生的全面发展和终身发展奠定基础。而情感态度与价值观的教育，不能脱离具体内容和特定情境，机械生硬地进行。所以，高三语法复习课应该通过创设情境，营造氛围，激发学生的兴趣，让他们去体验，去感悟，去整合。如此，一节“鸡肋”的语法课才能被煲成一锅浓浓的“美味鸡汤”，供师生们一起愉悦享用。

笔者在高考备考教学过程中，通过思考探索，尝试新思路进行语法教学。其中，在设计虚拟语气这一课时时，采用情境教学法，精心设计，引领着学生在情境中去品味语言之美，领略语法之妙。

二、课堂设计理论依据

    “情境教学法是指在教学过程中，教师有目的地引入或创设具有一定情绪色彩的生动具体的场景，以引起学生一定的态度体验，从而帮助学生理解知识，并使学生的心理机能得到发展的教学方法。情境教学法的核心在于激发学生的情感。”（百度百科,情境教学法)情境教学能够陶冶人的情感，激发学生的学习兴趣。

把语法项目置于情境中进行复习，不仅会让学生有耳目一新之感，还可以把语法学习和阅读训练等结合起来，从而实现“润物细无声”。让学生带着愉悦的情绪重新整合语法项目。

三、高三语法复习课设计及实践

1. 教学内容：虚拟语气条件句高三语法复习课

2. 课堂设计背景

此课时授课时间为2013年12月底，2014新年临近，大家都会习惯性地回顾过去，或遗憾或感慨。于是笔者以此为大的情境，用一条情感体验线，即“遗憾”作为一条明线贯穿一节课堂。笔者认为遗憾也是一种正能量，只要敞开胸怀拥抱了过去的种种遗憾，我们就有可能在今后做出更明智的选择。另一条隐线则是语法项目，即与过去、现在、将来事实相反的虚拟。遗憾的事情往往是那些没发生或已发生的无法再改变的，只能借助虚拟语气来想象着假设一下。这种情况下，情境和语法就完美结合起来了。

3. 课堂设计及实践

    (1) 入境

师生互致问候后，笔者直接以regrets切入课堂：“With the New Year around the corner/ drawing near/ approaching/ nearing, do you have any regrets?”ppt上呈现：“What did happen? But you wish it had not happened. What did not happen? But you wish it had happened.” 同时板书句型“I wish I had(n’t) (done)…”。

把学生引入情境，激发学生思考的同时，唤醒学生原有的语法知识。同时为了让课堂有预设的活力，笔者在请同学回答前说：“In my opinion, looking back upon regrets may help us make wiser choices later in life. Don’t you think so?”这样可以引导着把遗憾及其衍生的负面情绪都转化为正能量来激励学生们。学生也会更快地以愉悦的心情进入情境。学生果然反应热烈。

S1: I wish I hadn’t wasted so much time and energy playing computer games.

S2: I wish I hadn’t wasted so much money shopping online in the past year.

S3: I wish I had been more diligent before.

S4: I wish I had thrown my whole self into my study when i was in senior 2.

...

(2) 共情

在学生分享了他们的遗憾后，笔者也和学生们分享自己的遗憾，实现共情，加深学生对情境的感受。“My grandad passed away a year and a half ago. I was not by his side when he closed his eyes forever.”“So you understand my regret. I wish …”停住，学生接: “You wish you had been by his side when he closed his eyes forever.”

这是笔者预料中的回答。不过，由于是高三复习课型，无论是阅读、写作还是语法，笔者一直都在尽可能地渗透不同的表达法，培养学生对好词好句的敏感性，从而领悟英语语言之美，进一步培养学生对英语学习的热情。

笔者于是说：“Absolutely. I wish I had kept him company in his dying moments. How I wish I had accompanied him till his last moment. If only I had been there with him.”除了不同的表达法，这三个句子还自然地引出虚拟语气另外两个常用的表达，即how I wish和if only。同时考虑到好些学生不够熟悉if only，在此设计一个更明确的情绪感悟,问：“What emotion does the expression‘if only’convey?”，然后ppt上呈现一个单句“These two words paired together created one of the ______ phrases in the English language.”(参考答案：saddest)

(3) 续境

通过上述“入境和共情”两个环节，学生复习掌握了 “ I wish.../ How I wish .../ If only...”等句型。接着，笔者节选了澳大利亚一位女护士Bronnie Ware的日记The Top Five Regrets of the Dying的片段，同时为了课堂的需要，进行了适当的改编，使得情境自然延续。

在看到学生对saddest一词似有所悟时，顺着他们的情绪，紧跟一句“Here are some sad regrets of the dying that a lady wants to share with us.”同时为增强情境的真实感，ppt上呈现日记主人的简单介绍，：“Broonie Ware is an Australian nurse, who spent several years working in palliative care, caring for patients in the last 12 years of their lives. She recorded the most common regrets of the dying.”同时要求学生快速回答“Who recorded the regrets of the dying？What is her occupation? What specific work did she do?”在确定学生简要了解背景后，开始和学生一起了解临终五大遗憾。

在处理该语篇上，笔者设计成让学生速读一段并提炼关键词，然后猜测遗憾是什么。通过这样的设计，即训练了学生快速抓主旨大意的能力，也检验学生能否借用前两个环节的铺垫，用虚拟的基本句型来表达完整的意思。

第一小段:“When people realize that their life is almost over and look back clearly on it, it is easy to see how may dreams have gone unfulfilled because they didn’t have the courage to live a life true to themselves. They spent too much time concentrating on others’ perceptions and lived the life others expected of them.”要求学生自由回答。笔者点拨，师生平等对话。

（参考答案：If only/I wish I had had the courage to live a life true to myself, not the life others expected of me.）

第二小段：“This came from every male patient that Bronnie Ware nursed. They were workholics. Fully occupied with their work, they missed family reunions, anniversaries and many other special occasions. They missed children’s youth and their partner’s companionship. They worked way too hard.”

（参考答案：If only/I wish I had not worked so hard.）

第三小段：“Many people hid their feelings in order to keep peace with others. They lacked the courage to contradict others. They were afraid to express how they truly felt. Many even developed illnesses due to the bitterness and hatred they carried as a result.”

（参考答案：If only/I wish I had had the courage to express my feelings.）

第四小段：“Many became so caught up in their own lives that they let golden friendships slip by over the years. They didn’t put effort in maintaining their friendships. Then it was hard or even impossible to get in touch with friends again.” 

（参考答案：If only/I wish I had stayed in touch with my friends.）

第五小段：“Many did not realize until the end of life that happiness is a choice. They always thought that they would be happy once they had the next thing. They worked hard toward being better, richer and so on. They were drowning in a sea of negative emotions..”

（参考答案：If only/I wish I had let myself be happier.）

五大临终遗憾感受结束后，笔者设计了一张ppt来回顾这五大遗憾，回顾的同时，为了让学生对虚拟和事实有一个更清楚的认识，采用了虚拟语气考点中高频词“but”，来把虚拟和事实连接起来。

“I wish/How I wish/If only I had had the courage to live a life true to myself, not the life others expected of me. But I didn’t have the courage to do so.”

“I wish/How I wish/If only I had not worked so hard. But the fact was that I worked so hard.”

“I wish/How I wish/If only I had had the courage to express my feelings. But I didn’t have the courage to express myself.”

“I wish/How I wish/If only I had stayed in touch with my friends. But I lost touch with them.”

“I wish/How I wish/If only I had let myself be happier. But I wasn’t happy.”

这样对比了虚拟和事实后，笔者说：“They have so many regrets. If they had made a different choice when young, what would have happened?”S:“If they had made a different choice when young, they would have lived a different life.”板书句型“If they/ I had (done) ..., they/ I  would have (done) ...”。

（4）拟境 

五大临终遗憾的设置不仅引导学生进一步复习掌握了句型及区分事实和虚拟。该话题也让学生们在不经意间从他人的视角来反思人生，从而展望勾画自己更美的明天。设计追求新课改三维目标的达成。并且在对比了虚拟和事实后，笔者引导学生想象如果这些老人们当初做出不同的选择，他们的人生又会怎么样。这样又虚拟了一个贴切的情境，为学生提供了句型操练的机会。

S1: If I had had the courage to live a life true to myself, not the life others expected of me, I would have fulfilled my dreams.

S2: If I had not worked so hard, I would have spent more time accompanying my partner and kids.

S3: If I had had the courage to express my feelings, I would have become who I was truly capable of becoming.

S4: If I had stayed in touch with my friends, I would have enjoyed more happy moments in the company of friends.

到第五个遗憾时，ppt呈现:“If I had let myself be happier in the past, I ___________ (have) fewer regrets NOW.”（参考答案：would have）再一次深化regret的情绪体验。另外，此句从句部分是与过去事实相反的虚拟，主句是与现在事实相反的虚拟。承上启下，引出第二个虚拟的情境，即对现在的虚拟。“If NOW those dying were young / a boy / a girl again, what would they do?”同样地，问句中是对现在虚拟的句型，激发学生们原有的知识记忆。同时板书句型“If I were/did..., I would [do]...”屏幕上呈现一篇美文“If I were a boy again”。

选择这篇美文基于三个原因。其一，符合regrets这一情境；其二，文字很美，一般学生一想到语法，就不自觉地想到那些枯燥的规则。笔者希望学生能领悟语法之美妙。文章很适合晨晚读，文章熟悉了，虚拟句型也就自然习得了；其三，该文采用了排比小段，适合改编成高考模块05题型。而模块考试一直是我们学校高考复习关注的重点。

附美文：

“If I were a boy again, __1__, and never give up a thing because it was hard or inconvenient. If we want light, we must conquer darkness. Perseverance can sometimes equal genius in its results. “There are only two creatures,” says a proverb, “who can surmount the pyramids--the eagle and the snail.

 If I were a boy again, __2__; I would let nothing come between me and the subject in hand. I would remember that a good skater never tries to skate in two directions at once. The habit of attention becomes part of our life, if we begin early enough. I often hear grown-up people say “ I could not fix my attention on the sermon or book, although I wished to do so”, and the reason is, the habit was not formed in youth.

 If I were a boy again, __3__. Life is very much like a mirror: if you smile upon it, it smiles back upon you; but if you frown and look doubtful on it, you will get a similar look in return. Inner sunshine warms not only the heart of the owner, but of all that come in contact with it. “who shuts love out, in turn shall be shut out from love.

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