邱彩花

《普通高中英語課程標準（2017年版）》（以下簡稱《課程標準》）提倡教師在語境中呈現(xiàn)新的語法知識，在語境中指導學生觀察所學語法項目的使用場合、表達形式、基本意義和語用功能，并通過課內外和信息化環(huán)境下的練習和活動，鞏固所學語法知識，在語境中幫助他們學會應用語法知識理解和表達意義（教育部 2018）。主題語境是英語課程內容的第一要素，所有的語言學習活動都應在一定的主題語境下進行。主題語境涵蓋“人與自我”“人與社會”“人與自然”三大主題，為語言學習提供意義語境，并有機滲透情感、態(tài)度和價值觀。教師應把對主題意義的探究視為教與學的核心任務，并以此整合學習內容，引領學生語言能力、文化意識、思維品質和學習能力（即英語學科核心素養(yǎng)）的融合發(fā)展。謝靜超（2016）認為，教師可以將零碎的語言點整合成一個主題，并圍繞主題開展有效的輸出活動。鑒于此，以主題語境為課堂教學主線，以主題語境引領語法教學的綜合語言實踐可以促進學生英語學科核心素養(yǎng)的發(fā)展。

一、現(xiàn)行人教版高中英語教材語法板塊的不足

人教版高中英語教材（2004年版）只有幾個單元的語法項目學習是圍繞該單元主題進行的，大多是單句練習且例句零散，缺乏必要的主題語境，有主題語境的練習極少，學生的語法學習被割裂。語法學習要在一定的主題語境下進行聽、說、讀、看、寫等語言技能的綜合訓練，以達到最佳的學習效果。然而，仍在使用舊教材的學生要應對新高考方案。面對教材在語法板塊的先天不足，教師需要對“舊”教材進行“新理念”處理，創(chuàng)設有意義且可以理解的語法學習語境，在主題引領下，通過師生或生生互動活動實現(xiàn)語法運用。

二、主題語境引領的高中英語綜合語言活動課設計

下面，以人教版高中《英語》Module 2 Unit 5 Music“介詞＋which/whom”的教學為例，探究在高中英語語法教學中如何以主題語境為引領，提高學生的英語學科核心素養(yǎng)。教師圍繞“人與社會”主題的子主題“音樂”設置不同梯度的聽、說、讀、看、寫的綜合語言活動，通過創(chuàng)設與主題意義密切相關的語境，讓學生在學習活動中運用目標語法、發(fā)展語言技能、提升思維品質、提高學習能力、增強文化意識。

（一）歌曲導入和猜謎熱身激活主題

梅德明、王薔（2018）認為在英語學習活動中，教師首先要激活學生已有的圖式（包括語言知識、文化背景和思維能力等）。采用師生問答、小組討論、視頻聽說、看圖猜測等方式，讓學生先在熟悉的話題和語言環(huán)境中引入主題。在導入部分讓學生聽英文歌She，填定語從句的連接詞，激活關于定語從句的概念和結構知識并通過歌詞“Oh，she must be the reason why God made a girl.”中的“why＝for which”引出本堂課的目標語法：介詞＋which/whom引導的定語從句。熱身部分圍繞課文中的“Musical Band”設計了一個猜“哪個樂隊”的游戲：

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個“介詞＋which/whom”引導的定語從句。在模塊一學習與介紹曼德拉時，學生已聽過Beyond樂隊關于曼德拉生平的歌曲《光輝歲月》，可以通過句群描述猜出樂隊的名字，用2個含定語從句的句子進一步介紹Beyond樂隊：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。學生通過閱讀體驗感知目標語法的形式與意義，準確理解文本的具體信息并作出正確的判斷，從而發(fā)展語言能力。

學生學習觀察例句后通過小組討論總結出“介詞＋which/whom”引導的定語從句的用法，并確定該結構介詞的選用方法：根據介詞與先行詞、定語從句的謂語搭配習慣、整個句子的意思、固定搭配等確定介詞。學生通過觀察與討論例句，梳理、歸納文本信息，分析、發(fā)現(xiàn)語法規(guī)律，從而提升學習能力和語言能力。

（二）看圖造句和語篇操練理解主題

《課程標準》指出在主題活動的設計上，要注意激發(fā)學生參與活動的興趣，調動其已有的基于該主題的經驗，幫助其建構和完善新的知識結構，深化其對該主題的理解和認識。教師設計了結合圖片和關鍵詞介紹Queen樂隊的任務（見圖1—6），操練含“介詞＋which/whom”引導的定語從句。通過運用語法項目，培養(yǎng)學生看和說的語言技能，使其進一步了解樂隊及其成功的條件等，為其發(fā)表看法提供信息參考。

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學生通過任務可以了解Queen樂隊的基本情況，并將6個句子組成一個語篇，進一步體驗與運用“介詞＋which/whom”引導的定語從句。語篇如下：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.

基于語篇所提供的主題語境可以落實課程內容和實現(xiàn)核心素養(yǎng)目標。學生通過基于主題語篇所開展的學習活動可以更好地理解語法項目的形式與意義，以及得體運用。學生完成課本介紹the Beatles樂隊的填空練習語篇后，分組完成教師設計的有關Westlife樂隊組建的稍有難度的填空或翻譯語篇任務。練習如下，加下畫線部分為挖空部分和參考答案：

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（其中三人來自先前的組合）called Six as One.

The boys were serious about their work and they released singles and albums（發(fā)行單曲和專輯）.In 2000，they released their second album Coast to Coast，③the most popular of which was the song“My Love”（其中最受歡迎的是“My Love”這首歌）.They also performed at the Nobel Peace Prize Concerts for the winners，④for whom they showed great respect（他們對獲獎者表示尊敬）.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（隨后樂隊解散了）.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（他們從中贏得了尊敬并賺了一大筆錢）.

其中第①⑥空介詞的確定依據是與先行詞的搭配；第②③空是固定搭配；第④空依據定語從句中謂語動詞的用法和先行詞的搭配；第⑤⑦⑧⑨⑩空則根據整個句子的意思選定介詞。

通過基于主題語境的語篇輸出活動，學生對“介詞＋which/whom”引導的定語從句的用法有了更深刻的理解和體驗，對各種類型的樂隊有了大致了解。通過梳理所學內容，學生訓練表達能力并發(fā)現(xiàn)未能解決的問題，提高語言技能。

（三）發(fā)表看法和思維構建深化主題

在主題語境引領的語法課堂上，要充分挖掘本單元“音樂”主題所承載的文化信息：引導學生用辯證和理智的態(tài)度看待明星的生活，看到明星成功背后所付出的努力。學生通過討論發(fā)表關于“樂隊成功要素”的不同觀點，提高評判能力，發(fā)展思維品質。設計了小組討論問題：What do you think makes a good music band?Which band do you favor?Why?Discuss with your partners using attributive clauses if necessary.

學生通過以上學習，已經了解了The Monkees，Beyond，Queen，the Beatles 及 Westlife等樂隊的基本情況，同時對中國比較流行的青少年樂隊TF Boys也比較了解，再結合教師的示范，套用“I think...that/which/who...makes a good music band.I favor...介詞＋which/whom.../which/that...”句式，能造出符合自身價值觀的句子。

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.

學生通過辨析觀點和思想，形成對流行樂隊及明星的獨立觀點。教師趁機引導學生形成積極、向上的價值觀，深化主題意義，實現(xiàn)知識的創(chuàng)新遷移運用。

課堂總結是對整堂課的總結與歸納，好的課堂總結可以幫助學生梳理知識并形成知識網絡，實現(xiàn)知識的內化。其中，思維導圖是較好的選擇。學生通過以下思維導圖（見第170頁圖7，加下畫線部分是要求學生填入和重點關注的部分）鞏固所學內容，梳理“介詞＋which/whom”引導的定語從句的用法，積極回顧和反思“介詞＋which/whom”引導的定語從句中“介詞”的選擇依據及關系副詞/whose與“介詞＋which/whom”之間的轉換，進一步突破本課的難點。學生通過思維導圖整合課上信息，優(yōu)化學習策略和方法，培養(yǎng)思維品質。

學生在基于主題語境設計的綜合語言實踐活動中，通過師生或生生的交互活動，依托主題語境的語篇，在不斷感知、理解、應用語法的實踐過程中，促進英語學科核心素養(yǎng)的形成。

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