语言知识是综合语言运用能力的基础,是各类考试考查的重点内容。无论是课程改革,还是教学新法,都强调以更有效的方式呈现语言知识,将其转化为学生的语言技能和综合运用能力。高中阶段语言知识数量多、难度大、教学时间少,无论是评优课,还是示范课,教师都回避语言知识教学。笔者认为,这主要有两个原因:首先,这种课型以教师讲解和学生机械操练为主,很难突出学生的主体作用,课堂气氛沉闷;其次,英语教师普遍认为,语言知识教学容不得半点虚假,如果采取过多的交际活动,很难达到教学目标要求。在张家港市第八届中小学、幼儿园课堂教学改革经验交流活动中,笔者大胆尝试,选择语言知识讲解作为公开课课型,教学内容是《牛津高中英语》(译林版)模块二第三单元中的课文Curse of the mummy的语言知识。这节公开课引起教师对语言知识教学的反思。本文拟总结这节课的主要设计理念,探讨如何有理、有序、有效地呈现课文中的语言知识。
(1)The tomb contained more riches, gold and jewels, as well as the mummy of the king.
(2)Then, a few months after Cater had opened the tomb, Lord Carnarvon, who was also present when the tomb was opened, fell ill with a fever and died in Egypt.
(3)Others believe that they were the result of the mummy’s curse, which punishes those who enter the resting place of the dead.
(4)If breathed in, the viruses can result in illness or even death.
为了引出上面这四个句子,笔者巧妙设计了四个有针对性的问题,分别是:
Q1: What was inside the tomb of King Tutankhamun?
Q2: After Cater had opened the tomb, what happened to Lord Carnarvon?
Q3: What do some people believe caused the strange deaths?
Q4: Is there any scientific explanation for the deaths?
(1)The tomb contained more riches, gold and jewels (than any of us had ever seen before), as well as the mummy of the king.(让学生找出句子中的省略的成分,即括号中所示。)
(2)Then, a few months after Cater had opened the tomb, (Lord Carnarvon), who was also present when the tomb was opened, (fell ill with a fever and died in Egypt). (让学生找出长句主干,即句子中加括号部分。)
(3)Others believe | that they were the result of the mummy’s curse, || which punishes those ||| who enter the resting place of the dead.(让学生把符号|、||和|||插入长句中,表示主句和从句之间的层次关系。)
(4)If (they are) breathed in, the viruses can result in illness or even death. (让学生还原缺省的成分,即they are。)
(1)教师说:From the text, we have known about Carter, who is well known as a great explorer,自然地引出第一个语言点(be known as)。接着呈现含有哥伦布照片的幻灯片,说:Now I’m introducing another one. Have a look at the picture and make a sentence, using the words in it。学生会轻易造出类似的句子:Columbus is well known as a great explorer, too.
(2)学生造句完毕,教师继续讲故事:When he was a boy, he wanted to know everything about the world. Now change the sentence, using the words in the picture. 在本环节中,教师先讲出语言知识点be curious about的英文释义(want to know everything about),再让学生运用新语言知识点(be curious about)改写教师的句子:As a boy, Columbus was curious about everything about the world.
(3)教师接着说:In 1492, Columbus and his men set out to find India. Please say the sentence in a different way, using the words in the picture.然后教师让学生用新语言知识点(set sail)来改写句子:In 1492, Columbus and his men set sail for India.
(4)下一步,教师边呈现幻灯片,边讲故事:The voyage was long and there were not enough vegetables. So what would happen to the sailors? 启发学生用新语言知识点(fall ill with)造句:Without having enough vegetables, many of the sailors fell ill with scurvy.
(5)然后,教师说:To solve the problem, Columbus ordered his men to take many barrels, which he thought could protect sailors from scurvy. Now tell me what the barrels contained。这时,教师启发学生用幻灯片中的语言点(contain)造句:The barrels contained lots of vinegar, which helped to protect sailors from scurvy.
(6)最后,教师说:After a difficult journey, Columbus and his men arrived at a new continent, which they thought was India. But actually what place did they discover?教师让学生用新语言点(discover)造句:Columbus and his men discovered America, instead of arriving in India.