主题语境引领下的高中英语语法课探究——以Unit 5 Musi“c介词＋which/whom”为例

邱彩花

《普通高中英语课程标准（2017年版）》（以下简称《课程标准》）提倡教师在语境中呈现新的语法知识，在语境中指导学生观察所学语法项目的使用场合、表达形式、基本意义和语用功能，并通过课内外和信息化环境下的练习和活动，巩固所学语法知识，在语境中帮助他们学会应用语法知识理解和表达意义（教育部 2018）。主题语境是英语课程内容的第一要素，所有的语言学习活动都应在一定的主题语境下进行。主题语境涵盖“人与自我”“人与社会”“人与自然”三大主题，为语言学习提供意义语境，并有机渗透情感、态度和价值观。教师应把对主题意义的探究视为教与学的核心任务，并以此整合学习内容，引领学生语言能力、文化意识、思维品质和学习能力（即英语学科核心素养）的融合发展。谢静超（2016）认为，教师可以将零碎的语言点整合成一个主题，并围绕主题开展有效的输出活动。鉴于此，以主题语境为课堂教学主线，以主题语境引领语法教学的综合语言实践可以促进学生英语学科核心素养的发展。

一、现行人教版高中英语教材语法板块的不足

人教版高中英语教材（2004年版）只有几个单元的语法项目学习是围绕该单元主题进行的，大多是单句练习且例句零散，缺乏必要的主题语境，有主题语境的练习极少，学生的语法学习被割裂。语法学习要在一定的主题语境下进行听、说、读、看、写等语言技能的综合训练，以达到最佳的学习效果。然而，仍在使用旧教材的学生要应对新高考方案。面对教材在语法板块的先天不足，教师需要对“旧”教材进行“新理念”处理，创设有意义且可以理解的语法学习语境，在主题引领下，通过师生或生生互动活动实现语法运用。

二、主题语境引领的高中英语综合语言活动课设计

下面，以人教版高中《英语》Module 2 Unit 5 Music“介词＋which/whom”的教学为例，探究在高中英语语法教学中如何以主题语境为引领，提高学生的英语学科核心素养。教师围绕“人与社会”主题的子主题“音乐”设置不同梯度的听、说、读、看、写的综合语言活动，通过创设与主题意义密切相关的语境，让学生在学习活动中运用目标语法、发展语言技能、提升思维品质、提高学习能力、增强文化意识。

（一）歌曲导入和猜谜热身激活主题

梅德明、王蔷（2018）认为在英语学习活动中，教师首先要激活学生已有的图式（包括语言知识、文化背景和思维能力等）。采用师生问答、小组讨论、视频听说、看图猜测等方式，让学生先在熟悉的话题和语言环境中引入主题。在导入部分让学生听英文歌She，填定语从句的连接词，激活关于定语从句的概念和结构知识并通过歌词“Oh，she must be the reason why God made a girl.”中的“why＝for which”引出本堂课的目标语法：介词＋which/whom引导的定语从句。热身部分围绕课文中的“Musical Band”设计了一个猜“哪个乐队”的游戏：

1.It is a famous rock band whose fans（=the fans of which）come from all over the word.

2.The band is formed in 1983 in a modern city，where/in which the members of the band were born and grew up.

3.In 1991 they composed a song for a great person in South Africa，for whom they showed their great respect.

4.Fans around the world，to whom they were grateful，all liked the song“Glorious Years”，from which they learned about the unusual life of the great person.

5.The famous band was made up of four members，two of whom are brothers.

6.However，in 1993，the founder of the group died due to an accident，for which the fans felt sorry.

7.That was the reason why/for which the band broke up.

句群含7个“介词＋which/whom”引导的定语从句。在模块一学习与介绍曼德拉时，学生已听过Beyond乐队关于曼德拉生平的歌曲《光辉岁月》，可以通过句群描述猜出乐队的名字，用2个含定语从句的句子进一步介绍Beyond乐队：Beyond became the first Hong Kong band to perform in Beijing at the Capital Indoor Stadium in 1989，when/in which Cantonese songs were not well received in Beijing.Fans home and abroad still appreciate the way（that/in which）Beyond make music。学生通过阅读体验感知目标语法的形式与意义，准确理解文本的具体信息并作出正确的判断，从而发展语言能力。

学生学习观察例句后通过小组讨论总结出“介词＋which/whom”引导的定语从句的用法，并确定该结构介词的选用方法：根据介词与先行词、定语从句的谓语搭配习惯、整个句子的意思、固定搭配等确定介词。学生通过观察与讨论例句，梳理、归纳文本信息，分析、发现语法规律，从而提升学习能力和语言能力。

（二）看图造句和语篇操练理解主题

《课程标准》指出在主题活动的设计上，要注意激发学生参与活动的兴趣，调动其已有的基于该主题的经验，帮助其建构和完善新的知识结构，深化其对该主题的理解和认识。教师设计了结合图片和关键词介绍Queen乐队的任务（见图1—6），操练含“介词＋which/whom”引导的定语从句。通过运用语法项目，培养学生看和说的语言技能，使其进一步了解乐队及其成功的条件等，为其发表看法提供信息参考。

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学生通过任务可以了解Queen乐队的基本情况，并将6个句子组成一个语篇，进一步体验与运用“介词＋which/whom”引导的定语从句。语篇如下：The rock band Queen was formed in 1971 and it consisted of four members，of whom Freddie Mercury was the lead singe.In September 1976，they gave a free concert in Hyde Park in London，at which they played most of their released songs.The band also expressed their great thanks to the fans，with whom theycouldbepopularand famous.One of the fans，withwhom Freddie Mercury shook hands firmly at the concert，did a lotfortheband，for which the band were grateful.

Queen has released a number of songs，among which the song We Will Rock You is the most famous.It was played again and again on TV in 1994，in which/when the World Cup was held/hosted in USA.

基于语篇所提供的主题语境可以落实课程内容和实现核心素养目标。学生通过基于主题语篇所开展的学习活动可以更好地理解语法项目的形式与意义，以及得体运用。学生完成课本介绍the Beatles乐队的填空练习语篇后，分组完成教师设计的有关Westlife乐队组建的稍有难度的填空或翻译语篇任务。练习如下，加下画线部分为挖空部分和参考答案：

In July 1998，①when/in which the two popular bands，Boyzone and Backstreet Boys，gave concerts in Dublin，Westlife was formed in Dublin.The new band was made up of five boys，②three of whom were from the former group/band（其中三人来自先前的组合）called Six as One.

The boys were serious about their work and they released singles and albums（发行单曲和专辑）.In 2000，they released their second album Coast to Coast，③the most popular of which was the song“My Love”（其中最受欢迎的是“My Love”这首歌）.They also performed at the Nobel Peace Prize Concerts for the winners，④for whom they showed great respect（他们对获奖者表示尊敬）.Their success was most apparent in their homeland，the UK，and most of African，Asian，Australian and European countries.

However，in March 2004，one of the members of the band，Brian McFadden，wanted to spend more time with his family，because⑤ of which he left Westlife.Surprisingly，the band still made great hits around UK and the world.On 15 December 2007，they had a two-hour show The Westlife Show，⑥where/at which/in which they performed 10 of their songs，some of which were voted online by fans.

On 1 June 2008，Westlife had a concert in Croke Park，⑦with which they celebrated/marked their tenth year in music.Four years later，on June 23rd，2012 they gave their last concerts again in Croke Park，⑧after which the band broke up（随后乐队解散了）.Their fans，⑨without whom Westlife would not have been so famous，felt sorry about the news.Over the 14 years，Westlife has sold over 50 million records worldwide，⑩from which they earned great respect and a large sum of money（他们从中赢得了尊敬并赚了一大笔钱）.

其中第①⑥空介词的确定依据是与先行词的搭配；第②③空是固定搭配；第④空依据定语从句中谓语动词的用法和先行词的搭配；第⑤⑦⑧⑨⑩空则根据整个句子的意思选定介词。

通过基于主题语境的语篇输出活动，学生对“介词＋which/whom”引导的定语从句的用法有了更深刻的理解和体验，对各种类型的乐队有了大致了解。通过梳理所学内容，学生训练表达能力并发现未能解决的问题，提高语言技能。

（三）发表看法和思维构建深化主题

在主题语境引领的语法课堂上，要充分挖掘本单元“音乐”主题所承载的文化信息：引导学生用辩证和理智的态度看待明星的生活，看到明星成功背后所付出的努力。学生通过讨论发表关于“乐队成功要素”的不同观点，提高评判能力，发展思维品质。设计了小组讨论问题：What do you think makes a good music band?Which band do you favor?Why?Discuss with your partners using attributive clauses if necessary.

学生通过以上学习，已经了解了The Monkees，Beyond，Queen，the Beatles 及 Westlife等乐队的基本情况，同时对中国比较流行的青少年乐队TF Boys也比较了解，再结合教师的示范，套用“I think...that/which/who...makes a good music band.I favor...介词＋which/whom.../which/that...”句式，能造出符合自身价值观的句子。

①I think the teamwork of the band which encourages the members of the band makes a good music band.I favor TF Boys，from which we can see the good spirits of teenagers.

②I think the young singer of the band who devote to their work makes a good music band.I favor Wang Yuan，from whom welearnthe importance of English.

③I think the important event like World Cup，which attracts a lot of viewers，makes a good music band.I favor Queen，from which we can see the magic of football.

④I think the fans of the band who do a lot for their idols makes a good music band.I favor Brian McFadden，from whom we learn the importance of family.

学生通过辨析观点和思想，形成对流行乐队及明星的独立观点。教师趁机引导学生形成积极、向上的价值观，深化主题意义，实现知识的创新迁移运用。

课堂总结是对整堂课的总结与归纳，好的课堂总结可以帮助学生梳理知识并形成知识网络，实现知识的内化。其中，思维导图是较好的选择。学生通过以下思维导图（见第170页图7，加下画线部分是要求学生填入和重点关注的部分）巩固所学内容，梳理“介词＋which/whom”引导的定语从句的用法，积极回顾和反思“介词＋which/whom”引导的定语从句中“介词”的选择依据及关系副词/whose与“介词＋which/whom”之间的转换，进一步突破本课的难点。学生通过思维导图整合课上信息，优化学习策略和方法，培养思维品质。

学生在基于主题语境设计的综合语言实践活动中，通过师生或生生的交互活动，依托主题语境的语篇，在不断感知、理解、应用语法的实践过程中，促进英语学科核心素养的形成。

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