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基本语序主语+谓语+宾语倒装语序

2017-03-31

关键词:句首语序所学

完全倒装,如:Here came Emmons.

部分倒装,如:Never did Emmons expect it.

接着,结合学生以前接触过的倒装句及对以上例子的观察,师生共同探讨,归纳出如下一些完全倒装和部分倒装的语法规则。

here, there, now, then, out, in, up, down, away放句首,句子应完全倒装。

not... until..., not... until...位于句首,主句的谓语动词部分倒装,从句不倒装。

hardly, never, nor, seldom, little, rarely, scarcely等含有否定意义的副词或连词位于句首时,引起部分倒装。

[评析] 通过比较,学生发现了倒装句和正常语序句子的不同;通过探究,学生发现了完全倒装和部分倒装两种不同形式倒装句的特点;通过师生共同探讨,学生归纳出了倒装句的语法规则。这样的教学使学生聚精会神,不但达到激趣、诱思的目的,更加深了学生对知识的理解。

四、体验和巩固

语法教学要及时体验,当场巩固,让学生在大量的语言实践中熟悉语法规则,正确运用语法知识,从而提高学生的语用能力。有了前面的探究和归纳,此时给他们适当的练习很有必要,如改写句子、翻译练习、文章润色等由浅入深的操练。操练中学生不但体验到不同形式的语法练习,而且在此过程中也巩固了所学语法内容。语法课离不开体验和巩固,在欣赏、感悟、探索、探究之后的体验和巩固能够让学生动口、动手、动情、动脑,为之后把所学语法用于实践交流打好基础。

(一)改写句子

笔者出示下面两个正常语序的句子,要求学生改写成倒装句。

1. Emmons could hardly believe that he lost the gold medal again.

—Hardly could Emmons believe that he lost the gold medal again.

2. We were so thrilled to see three Five-starred Red Flag rising that our eyes were filled with tears.

—So thrilled were we to see three Five-starred Red Flag rising that our eyes were filled with tears.

(二)翻譯练习

请学生用倒装句翻译以下三个句子:

1.山顶有一座古老的寺庙。

2.那记号很小,我几乎看不到。

3.直到河里所有的鱼都死了,村民们才意识到污染是多么的严重。

(答案分别为:1. On the top of the hill stands an old temple. 2. So small was the mark that I could hardly see it. 3. Not until all the fish died in the river did the villagers realize how serious the pollution was.)

(三)文章润色

教师发给学生一份关于描述抢劫事件的材料,要求学生根据先前对倒装句语法规则的归纳将材料中的相关句子改写成倒装句。

① A car came here.

② I had never seen such a fashionable car.

③ An old couple came out.

④ A young man robbed them of their bag in no time.

⑤ The attack was so sudden that they had no time to escape.

⑥ Some people did not know what happened until the police came.

⑦ The man was not only caught, but also was sent to prison.

润色后

① Here came a car.

② Never. had I seen such a fashionable car.

③ out came an old temple

④ In no time did a young man rob them of their bag had no time to escape.

⑥ Not until the police came did some people know what happened.

⑦ Not only was the man caught, but also was sent to prison.

[评析] 学生在此环节体验了大量倒装句的语言材料,增强了语感,为真实的交际做好了准备。多样化的课堂操练形式让学生从丰富的课堂活动中,从不同的角度体验和掌握语言项目。学生通过参与课堂互动,既运用了语法知识,又培养了交际能力。

五、运用与分享

通过欣赏、探索和体验,学生头脑中已经有了一定的倒装句概念。在此基础上再引导学生运用倒装句进行写作,学以致用,进一步巩固所学知识。教师请学生写一篇描述某人物给自己带来正能量的文章,内容应包括该人物的性格、品质及如何激励我们努力学习的,并且要求学生在写作时合理使用新学的倒装句。

一方面为了帮助掌握不牢固的学生,另一方面也为了让学生掌握得更全面,更系统,笔者在幻灯片上呈现以下与倒装句有关的副词或连词:“here (there, now, then), out, in, up, down, away”, “never, nor, seldom, little, hardly, rarely, scarcely”, “not until...”, “not only... but also...”, “so... that...”。

等学生完成写作之后,笔者抽取一两份学生的优秀习作进行展示,供学生取长补短,共同提高。

[评析] 以书面表达的形式让学生运用倒装句,这样既让学生回顾、总结了所学的语言知识,又给了学生足够的自由发挥和创造性运用语言的空间。而分享优秀的作品,既使学生所学的语法知识得到巩固,又让学生有学有所成的成就感,体验到学习的快乐,从而激发他们进行更深层次的自主探究学习。

CASES模式下的高中英语语法教学,让学生在真实的语境中欣赏语法结构,探索语法规则,体验语言材料,分享语言成果,从而掌握语法知识,是一种比较高效的语法教学。简言之,让学生从头到尾始终积极参与课堂教学,才能真正实现学生学习能力的提高。

[参考文献]

[1]Penny Ur. 语言教学教程:实践与理论[M]. 北京:外语教学与研究出版社,伦敦:剑桥大学出版社,2005.

[2]Jeremy Harmer. How to teach English [M]. 北京:外语教学与研究出版社,2006.

[3]樊永化.英语教学理论探讨与实践应用[M].北京:冶金工业出版社,2009.

[4]杭宝桐.中学英语教学法[M].上海:华东师范大学出版社,2006.

[5]Mary Spratt. The TKT Course [M]. Cambridge: Cambridge University Press, 2011.

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