用故事点亮高中英语语法课堂

摘要：高中语法知识庞杂，单纯的讲授，枯燥无味。新课标倡导新课标倡导语言知识的学习应立足于语言实践活动，激发学生兴趣，把知识转化为技能，最终服务于交际。本文从语篇出发，把故事作为语法课的载体，结合听说读写等技能来提高高中语法课堂的有效性。

关键词：故事  英语语法 新课标

在传统的语法课上，教师常常将语法知识孤零零地从文本中抽取出来，直接告诉学生这些语法的形式，意义和用法，同时举例说明。学生缺乏感知语言、探究语言的过程，对知识一知半解，只能死记硬背，于是学习的主动性和积极性遭到了扼杀。只有真实、恰当的语境才有利于学生深层理解语言现象和文化内涵。新课标倡导语言知识的学习应立足于语言实践活动，这就要求教师积极探索新的语言教学切入点。故事，作为一个语篇，有着许多传统教学方式无法比拟的优势。利用故事语篇设计语法教学，关注语篇组织的语法现象，才能帮助学生更好使用语言。下面谈谈如何具体运用故事提高语法教学的效率。

一、感知体验

教师在教授新的语法项目时候，可以将语法自然融入与某一故事片段中，学生通过阅读，初步感知所学语法项目的形式、意义以及使用的情境。将语言呈现在真实的、恰当语境中，鼓励学生进行主动探究，激发学生学习的主动性。

比如，笔者在教授全部倒装这一语法项目的时候就让学生阅读：There was a high mountain near the king’s 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…以及运用倒装结构后： Long, long ago, there was a high mountain near the king’s 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…学生直观地感受到倒装的语言魅力。它使文章更加生动，形象，也使整个故事的衔接更加严密。

二、探究发现

在阅读故事的过程中，通过教师的多样化的教学活动，在转述、利用语境猜词、问题问答、交流互动中为学生提供认识、体验语言的机会，使学生在感知语法项目的基础上，领悟语法规则并对语法项目进行归纳和总结。比如在讲解情态动词could + have done这一用法的时候，笔者让学生阅读了这样一个故事：Joe’s story

When I was a little kid, I could have learnt singing, but I didn’t, 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 didn’t, 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 didn’t. I just learnt how to smoke. I shouldn’t 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 didn’t. So at last I married my present wife.

并回答相关的问题：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? 通过回答，情态动词+ have done表示遗憾和后悔这一用法已经能够十分的清楚和了解了。

三、操练运用

纯粹的知识灌输，大量的简单机械操练不利于学生的思维，但是这个环节的操练并不是简单的机械的重复，而是学生在总结归纳语法项目之后，在有意义的情境交际中进行的。可以通过问答或看图说话等方式就所教的语法内容进行练习。这样的练习能为以后的交际活动做好准备。比如，笔者在讲解现在分词作定语的时候提供了这样一个素材：

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. White’s car. But taxi driver drove so fast that he didn’t 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.同时设置了这样一些问题，

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?

学生通过阅读得出：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.

然后运用现在分词短语来替代上面答案中状语从句部分。如He noticed a car following him when he was driving home.相当于Driving home, he noticed a car following him.

四、有效输出

语法教学的最终目的，就是让学生通过积累，把输入量变为输出，把知识转化为技能。在课堂上，我们可以创设一个密切联系学生生活实际场景，让学生运用新授语法项目。既可以激发学生的兴趣和动力，又能发展其语言综合运用能力。可以通过写作的方式，把所学的语法运用于交际活动。比如笔者在学生熟悉了解with 复合宾语结构之后，给出关于卖火柴的小女孩故事的图片提示及部分翻译，要求补充适当语句，运用上with 复合宾语结构，写出故事的梗概。On Christmas Eve, it was snowing fast.小女孩光着脚（bare）在街上走，她又饿又冷，哆哆嗦嗦地向前走着。雪花（Snow-flakes)落 在她那金黄色（fair）的头发上，她蹲在墙角里，把一双小脚卷缩在身 下坐了下来。她坐在那里，火柴放在腿上。她擦（lighten/strike) 着了火柴，火焰冒出(shoot up)，她看到非常美丽的圣诞树。 Hundreds of candles lighted up the green branches, then gentle and loving grandmother appeared.她把小姑娘抱起 来，搂在怀里，一起飞走了，飞到既没有寒冷，又没有饥饿和忧愁 的地方。最后，给出一个参考答案：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.

根据不同能力的学生可以布置不同难度的任务。对于能力水平较高的学生，可以给予他们完全自由的想象空间，让他们改写或续写卖火柴的小女孩的故事。

结束语

语法教学不应该仅限于知识的传授，更应该帮助学生掌握语法规则，让他们在实际生活中能正确并灵活的使用。我们的语言交际并不是在孤立的单句上实现的，而是通过完整的语篇来实现的。故事具有灵动性，它的情节引人入胜，语言浅显易懂，容易吸引学生，通过阅读的输入、写作的输出，激活语法课堂，提高语法教学的有效性，从而也体现了新课标精神：“要鼓励学生通过体验、实践、讨论、合作、探究等方式，发展听、说、读、写的综合语言技能”。

参考文献：

  【1】中华人民共和国教育部制定《英语课程标准》（实验稿）[M].人民教育出版社，2003

  【2】何亚男,应晓球.高中英语语法教学活动设计[M].上海教育出版社，2011.9