一. 案例背景

高中英語(yǔ)課程標(biāo)準(zhǔn)（試驗(yàn)）》明確指出：“課改的重點(diǎn)就是要改變英語(yǔ)課程過(guò)分重視語(yǔ)法和詞匯知識(shí)的講解與傳授、忽視對(duì)學(xué)生實(shí)際語(yǔ)言運(yùn)用能力的培養(yǎng)的傾向，強(qiáng)調(diào)從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)識(shí)水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式和任務(wù)型的教學(xué)途徑，發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力，使語(yǔ)言的學(xué)習(xí)過(guò)程成為學(xué)生形成積極的情感態(tài)度、主動(dòng)思維和大膽實(shí)踐的過(guò)程。”語(yǔ)言的學(xué)習(xí)是一個(gè)自主體驗(yàn)、實(shí)踐的習(xí)得過(guò)程。語(yǔ)法的學(xué)習(xí)亦然，且習(xí)得的語(yǔ)法知識(shí)只有在反復(fù)應(yīng)用中才能被學(xué)生消化、吸收。尤其當(dāng)它與適當(dāng)?shù)恼Z(yǔ)境結(jié)合或讓學(xué)生用它去“做事”時(shí)，學(xué)生的體驗(yàn)會(huì)更加深刻，然后通過(guò)總結(jié)及歸納，使學(xué)生對(duì)所學(xué)語(yǔ)法更加明晰。這時(shí)，語(yǔ)法知識(shí)才會(huì)真正內(nèi)化為學(xué)生的真實(shí)的能力。
本課例整體操作模式是按：“認(rèn)識(shí)理解－情景操練－歸納總結(jié)－練習(xí)鞏固－任務(wù)活用”的程序進(jìn)行的。雖然授課班級(jí)學(xué)生的英語(yǔ)實(shí)際水平差強(qiáng)人意，但臨近結(jié)束時(shí)，學(xué)生們已從開(kāi)始時(shí)的沉悶、拘謹(jǐn)、懵懂變得積極、清晰而且流暢。授課取得了良好的效果。

二、相關(guān)理論

行為主義心理學(xué)把語(yǔ)言看成是一種行為，是一系列的刺激和反應(yīng)：S1——R1...S2——R2。S1：實(shí)際刺激（stimuli），R1：語(yǔ)言替代性反應(yīng)（response），S2：語(yǔ)言替代性刺激，R2：實(shí)際反應(yīng)。其中，S1就相當(dāng)于我們語(yǔ)言教學(xué)中創(chuàng)設(shè)的真實(shí)情境，S2則是通過(guò)語(yǔ)言表達(dá)功能給學(xué)習(xí)合作者傳遞的虛擬情境，學(xué)習(xí)者（包括合作者）接受這兩種情境的刺激，完成語(yǔ)言習(xí)得的全過(guò)程，即R1、R2所表示的兩種反應(yīng)。

認(rèn)知理論反對(duì)把知識(shí)當(dāng)作“一個(gè)整體的、自足的，從理論上講與學(xué)習(xí)和使用它的情境相脫離的東西”。因?yàn)檫@樣的知識(shí)正如著名的數(shù)學(xué)家、邏輯學(xué)家懷特海(White—head，A.N．)指出的，是“呆滯的知識(shí)——僅為人腦所接受卻不加以利用，或不進(jìn)行檢驗(yàn)，或沒(méi)有與其他新穎的思想融為一體，因而，當(dāng)需要用這些知識(shí)來(lái)解決實(shí)際問(wèn)題時(shí)，它們往往被證明是沒(méi)有用的。也就是說(shuō)，情境認(rèn)知理論超越了傳統(tǒng)的知識(shí)觀，強(qiáng)調(diào)知識(shí)的情境性、真實(shí)性、社會(huì)性、應(yīng)用性、互動(dòng)性。

三．教學(xué)過(guò)程及分析

Step1. Lead-in

（1）Let ss read the following discovery about my countryside and think of the tense and the voice in the underlined part on the screen.

Discovery

Over the past ten years, a great many changes have taken place in my hometown. A new park has been built for villagers to do exercises. The muddy roads has been repaired and a lot of flowers have been planted on both sides of the roads. some new factories have been set up . Many old houses have been torn down and a lot of new buildings have been built. In a word, the village has become tidy and clean.

（2）Let ss summarize the structure of the present perfect passive voice.

分析：直接采用本單元的話題來(lái)引入主題，學(xué)生感到熟悉。自然地呈現(xiàn)了語(yǔ)法結(jié)構(gòu)。根據(jù)劃線部分的提示，學(xué)生能輕松地歸納出現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)的結(jié)構(gòu)。

Step2.  Practice 1 present perfect passive voice.

(1)Although our hometown has become more beautiful, our environment has been damaged badly. Look at the pictures on the screen and fill in the blanks using the given words

Mary: Peter, look at these pictures. What has been done?

Peter: Oh, my god. ___________________① trees/ cut down / villagers.

Mary: Peter, look at these pictures. What has been done?

Peter: Oh, my god. ___________________② rivers/ pollute / factories.

Mary: Peter, look at these pictures. What has been done?

Peter: Oh, my god. ___________________③ wild animals/ kill / people 

(2) Translate the following sentence into English.

人類(lèi)已經(jīng)為自己的行為而受到了懲罰.

分析：這一步來(lái)源于本單元“Reading”部分，教師利用這部分創(chuàng)設(shè)了一個(gè)語(yǔ)境：Mary和 Peter就屏幕上圖片的內(nèi)容進(jìn)行對(duì)話。在這個(gè)語(yǔ)境中，按對(duì)話的形式操練了語(yǔ)法結(jié)構(gòu)，這讓學(xué)生感到新鮮，同時(shí)也對(duì)屏幕上圖片所呈現(xiàn)的環(huán)境遭受破壞的景象感到震驚，隨著自然災(zāi)害的發(fā)生，人類(lèi)也為自己的行為付出了代價(jià)，此環(huán)節(jié)最后的句子翻譯起到了總結(jié)概括的作用，同時(shí)也讓學(xué)生觸目驚心。隨著操練的進(jìn)行，學(xué)生通過(guò)模仿從“不會(huì)”到“有些會(huì)”了。

Step3. Practice 2  Present progressive passive voice

(1) Our environment has been damaged, Luckily, at present this situation is being realized by more and more people. And some things are being done. Look at the pictures on the screen and fill in the blanks using the given words

Mary: Peter, look at these pictures. What is being done?

Peter: Well. __________________________① trees/ plant / people.

Mary: Peter, look at these pictures. What is being done?

Peter: Well. __________________________② rivers/ clean / workers.

Mary: Peter, look at these pictures. What is being done?

Peter: Well. __________________________③ wild animals/ protect / organization.

(2) pair work

T leads ss make dialogues according the following questions on the screen. The example may help you .

Example：

S1: What should you do if your car is being stolen?

S2: If my car is being stolen, I should call the police station. F22

Questions:

(1)What should you do if you are being run after by a dog?

(2)What should you do if your friend is being attacked (攻擊)。

(3)What should you say if you are being punished by your parent for something you did wrong?

分析：此部分是在現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)的教學(xué)環(huán)節(jié)的基礎(chǔ)上創(chuàng)設(shè)的Mary和 Peter就屏幕上圖片的內(nèi)容進(jìn)行對(duì)話的幾個(gè)語(yǔ)境。在這個(gè)語(yǔ)境中，按對(duì)話的形式操練現(xiàn)在進(jìn)行時(shí)的被動(dòng)語(yǔ)態(tài)，這樣的操練，既讓學(xué)生在操練中掌握了現(xiàn)在進(jìn)行的被動(dòng)語(yǔ)態(tài)的結(jié)構(gòu)，也對(duì)所學(xué)語(yǔ)法靈活運(yùn)用。學(xué)生的不同答案既讓學(xué)生感到新鮮和搞笑，也使學(xué)生的情緒高漲。比如有個(gè)學(xué)生對(duì)第一個(gè)問(wèn)題的回答是：If I am being run after by a dog, I will give a piece of meat to it. 對(duì)第二個(gè)問(wèn)題的答案是：If my friend is being attacked, I will run away at once and look at him at with a smile in a distance.

Step4. Practice 3 Future Passive Voice

(1)Suppose you were Zhou Shengxian, you were asked to make some rules to make our environment more beautiful. Look at the following rules on the screen and fill in the blanks using the given words.

Rules to protect the environment

Nobody _________________ (allow) to cut down trees. Spitting（吐痰） in the public places  ________________ (not excuse). Once someone is found, they ________________ (fine) 10,000 Yuan. No factories  __________________ (allow) to pour waste water into rivers. If they do, they ______________ (close). People ___________________ (not allow) to keep endangered(瀕臨滅絕的）animals. If they do, they __________________ (sentence) to five years in prison.

(2)We have learnt three forms of the passive voice, if we are asked  to write a composition about the our environment, how to write it? Look at the screen and finish the blanks using what you have learnt in class.                                                                                                            

Our environment

During the past twenty years, our environment has been damaged.____________________. 

Luckily, at present this situation is being realized by more and more people. And some things are being done. ______________.

New rules will be made. ______________.

I think in the near future our environment will be improved if we all try our best to protect the earth.

分析：此部分的第一個(gè)環(huán)節(jié)練習(xí)運(yùn)用一般將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)，同時(shí)也教育學(xué)生清楚從哪些方面去制定規(guī)章制度來(lái)約束破壞環(huán)境的行為。讓語(yǔ)法和語(yǔ)言運(yùn)用充分結(jié)合。第二個(gè)作文環(huán)節(jié)既讓學(xué)生對(duì)上面所學(xué)的被動(dòng)語(yǔ)態(tài)進(jìn)行復(fù)習(xí)和掌握，又把和學(xué)生寫(xiě)作相關(guān)的話題融合在一起，讓學(xué)生在面對(duì)這類(lèi)作文題材時(shí)不再惶恐或無(wú)話可說(shuō)，而是明白文章的結(jié)構(gòu)和語(yǔ)言的組織。從口頭操練到筆頭練習(xí)，使語(yǔ)法知識(shí)得以進(jìn)一步的鞏固。 且練習(xí)之后，學(xué)生對(duì)所學(xué)時(shí)態(tài)的被動(dòng)語(yǔ)態(tài)的區(qū)別更加清晰，明了。

Step4. Summary

(1) how to form the passive voice

  T leads ss to read the following sentences on the screen, then think of the structure of the passive voice.

(the door / paint / the worker )

The door is painted by the worker. 

The door was painted by the worker.

The door will be painted.

The door has been painted.

The door is being painted.

The door was being painted.

T lets ss fill in the following form on the screen.

口訣：  被動(dòng)語(yǔ)態(tài) be 字變, 過(guò)去分詞跟后面。

(2)When to use it

不知道或沒(méi)有必要說(shuō)明動(dòng)作的執(zhí)行者是誰(shuí)。

Some new computers were stolen last night.

強(qiáng)調(diào)動(dòng)作的承受者。

The window was broken by Mike.

This book was written by him.

口訣：誰(shuí)做的動(dòng)作不知道，說(shuō)出誰(shuí)做沒(méi)必要； 動(dòng)作承受者需強(qiáng)調(diào)，被動(dòng)語(yǔ)態(tài)運(yùn)用到。

分析：這里運(yùn)用的是歸納法，體現(xiàn)了真正意義上的語(yǔ)法任務(wù)型教學(xué)。經(jīng)過(guò)前面的幾個(gè)步驟的操練，學(xué)生對(duì)語(yǔ)言的感知和理解更加清晰，形象更加活躍，思維更加深刻，記憶更加牢固。學(xué)生已經(jīng)理解并能初步運(yùn)用這個(gè)語(yǔ)法結(jié)構(gòu)的規(guī)律，這時(shí)候給出的歸納性的文字會(huì)使學(xué)生理解的程度進(jìn)一步加深。

四．案例反思與啟示

1.精美科學(xué)的PPT，讓枯燥、乏味的語(yǔ)法課變得生動(dòng)有趣。教學(xué)設(shè)計(jì)的每一步都是經(jīng)過(guò)精心考慮，從導(dǎo)入，到新授，到活動(dòng)，到練習(xí)，一步步自然且緊扣教學(xué)目標(biāo)。這節(jié)課，初步探究語(yǔ)法課新的教學(xué)模式，還是較成功的。同時(shí)我也得到啟發(fā)：要善于動(dòng)腦，設(shè)計(jì)教學(xué)活動(dòng)要多站在學(xué)生角度考慮，注重考慮學(xué)生的興趣，設(shè)計(jì)形式多樣的訓(xùn)練形式操練語(yǔ)法知識(shí)。利用PPT，使枯燥的語(yǔ)法變得生動(dòng)、形象、易懂.

2.教學(xué)環(huán)節(jié)銜接自然，環(huán)環(huán)相扣，逐層遞進(jìn)，一氣呵成。本課例總體體現(xiàn)了“認(rèn)識(shí)理解－情景操練－歸納總結(jié)－練習(xí)鞏固－任務(wù)活用”教學(xué)模式。輕、重、緩、急以及承、傳、轉(zhuǎn)、接在各步驟都體現(xiàn)得較完美。環(huán)節(jié)的有效設(shè)計(jì)，調(diào)動(dòng)了學(xué)生主體的主動(dòng)學(xué)習(xí)、積極探索，不斷激活著學(xué)生的創(chuàng)造思維去完成新知識(shí)的建構(gòu)。教師在各環(huán)節(jié)中的主導(dǎo)作用不是講知識(shí)，而是不斷向?qū)W生提供各種有利于學(xué)習(xí)新知識(shí)的信息，讓學(xué)生在有效信息的引領(lǐng)下，在已有知識(shí)的基礎(chǔ)上，一步步地建構(gòu)自己的新知識(shí)。

3.操練及練習(xí)的設(shè)計(jì)大都建立在語(yǔ)篇的層面上。如：在練習(xí)鞏固環(huán)節(jié)中，設(shè)計(jì)了一篇關(guān)于環(huán)境的作文?，F(xiàn)在完成時(shí)，將來(lái)時(shí)和進(jìn)行時(shí)的被動(dòng)語(yǔ)態(tài)巧妙地運(yùn)用到設(shè)計(jì)中，學(xué)生完成練習(xí)自然明白其區(qū)別。因此我得到一個(gè)啟示：語(yǔ)法能力的培養(yǎng)不能滿足于單句的訓(xùn)練，那只是語(yǔ)法技能的即席反應(yīng)。我們還須將語(yǔ)法技能放在語(yǔ)篇的諸多語(yǔ)法群中加以選擇，流暢輸出。這時(shí)候，所學(xué)的語(yǔ)法技能融入到眾多已學(xué)到的語(yǔ)法能力中并成為其要素之一。如此循環(huán)往復(fù)，使語(yǔ)法知識(shí)、技能螺旋上升，達(dá)到自動(dòng)化的境地。

4.在語(yǔ)法課上實(shí)施任務(wù)型教學(xué)，即讓學(xué)生用語(yǔ)法去“做事”的做法如今已為廣大教師所接受并實(shí)施于課堂。在實(shí)施任務(wù)型教學(xué)時(shí)，充分考慮到學(xué)生的實(shí)際情況，如：他們的認(rèn)知水平，英語(yǔ)實(shí)際運(yùn)用能力，和語(yǔ)言前結(jié)構(gòu)（已有的知識(shí)）以及興趣等等，所設(shè)置任務(wù)的難度，角度都充分考慮到上述因素。還有一個(gè)重要的原因是，任務(wù)的執(zhí)行是建立在充分的操練和練習(xí)的基礎(chǔ)上，是有著充分的準(zhǔn)備和鋪墊的。否則，任務(wù)的實(shí)施就會(huì)成為“空中樓閣”，不但不穩(wěn)固，而且還有掉下來(lái)的可能。

總結(jié)：在實(shí)施新一輪課改的過(guò)程中，在素質(zhì)教育的今天，教師要以新的教學(xué)觀和學(xué)生觀實(shí)施語(yǔ)法教學(xué)，針對(duì)學(xué)生的實(shí)際，在教學(xué)內(nèi)容、教學(xué)環(huán)節(jié)、教學(xué)方法上巧妙構(gòu)思，合理布局，充分發(fā)揮學(xué)生的想象力和創(chuàng)造力，通過(guò)師生的共同努力，切實(shí)提高英語(yǔ)語(yǔ)法教學(xué)的課堂效益，從而在教與學(xué)中不斷進(jìn)步。

參考文獻(xiàn)：

1．中華人民共和國(guó)教育部：《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》[M]  人民教育出版社，2003．

2．龔亞夫，羅少茜  課程理論社會(huì)建構(gòu)主義理論與任務(wù)型教學(xué)[J] 課程、教材與教法，2003（1）．