宿豫中学     丁建华

内容提要：中学阶段的语法教学，应从语言应用的角度出发，把语言的形式、意义和语法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。

关键字：归纳演绎、开发思维、讲求实效

英语语法课堂教学的主要内容是让学生不断了解和学习并掌握构词和造句的规则，但是，语法教学目的并不是通过传授这些语法规则来培养一批语言研究的专业人员，而是通过教会学生把握一些重要的语法规则来提高他们实际的运用英语的能力。

英语语法是传统的英语教学中最重要的中心环节。人们普遍认为，只要语法学好了，一切问题将迎刃而解。于是教师花大量的时间和精力来介绍和讲解语法规则和语言知识，把英语课堂变成了知识传授的讲坛，语法知识和规则被解释得非常的细致和透彻，但是所使用的语言材料和例句通常比较呆板，运用与语言的交际关系不太紧密的材料和语句来教学使英语课堂相当沉闷。老师多半是“一枝粉笔一张嘴，从头讲到尾”。

直到现在一些教师仍然津津乐道此法，在这种脱离语言实际运用的课堂中，学生往往觉得语法学习乏味，提不起精神而昏昏欲睡。许多教师已经意识到了这一点，迫切要求语法教学适应新课改，但是能够体现新课改的、适用于“高中英语语法教学”方面的教学论文，教学设计却很少；课堂教学的公开课、实验课也少，因此“心有余而力不足”，也只好照原来的方法继续。长此以往，学生们的学习英语的兴趣也就消失殆尽了。

要贯彻新的《英语课程标准》，应从语言应用的角度出发，把语言的形式、意义和语法有机地结合起来。要引导学生在语境中了解和掌握语法的表意               

《牛津高中英语》必修教材的总体框架构建就是要使学生获得基本的英语语言能力，形成积极向上的学习态度、灵活多样的学习策略以及跨文化交际的意识和能力。英语课程的学习，既是学生通过英语学习和实践过程，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。

Grammar and usage 板块根据课程标准对高中语法的教学要求，系统讲授语法知识，并通过及时的练习加以巩固和提高。基本思想是，归纳演绎并举，讲练结合，讲求实效。

本文拟根据自己教学实践和教学思考，以课堂教学过程设计为基础，以期这种新的高中英语语法课堂教学能够适应新课改的要求，能够提高学生对语法学习的兴趣。以模块五第一单元语法为例。

第一步：介绍不定式的基本形式

（以图表形式出现，再展示几个例句或例题）

1. Things seem to get better soon. / to be getting better. / to have got better.

通过对这个例句的理解，让学生领会不同不定式之间的意义差别。再做一道选择题：

2. John pretended not _________ me.

A. to see         B. to be seeing       C. to have seen   D. seeing

第二步：介绍不定式在句中作的成分

不定式在句子中可以作主语、宾语、宾补、表语、定语和状语，然后分别就不定式作主语、宾语和宾补各举几个例子以便于学生理解语法成分，特别要求学生理解宾补和双宾语的差别（表语、定语和状语在本课时里不作叙述）。

第三步和第二步相似，介绍V-ing分词。（不再重复介绍了）

这三个步骤旨在简要介绍不定式和V-ing分词的不同形式和它们在句子中所起的语法作用。然后给学生一分钟的讨论时间，发现问题：既然不定式和V-ing分词都可以在句子中作主语、宾语和宾补，那么它们之间怎么辨别？

以往的教学基本是分别给出例句，再逐一详细讲解而后再做练习加以巩固。本人认为这样的讲解不可能调动学生的主动参与意识，难以发挥学生学习的主体作用。我下面所做的第四步就是操练，由浅入深的操练。因为高中学生对基本的不定式和V-ing分词已经有了初步的了解，因此做下面的动词填空练习是没有多少困难的。

Dear Laura,

I want _______(thank) you for your last letter. I am so glad I persuaded you _______ (talk) to Rachel. Do you enjoy _______ (have) a new friend? ________ (Speak) of friends, I’d like ______ (tell) you some of my new friends here. I’m getting on well with Monica. She once invited me ______(go) to her house and ________(watch) DVDs. It’s always nice ___________ (stay) with her at the weekend. Jane always lets me ________ (borrow) her maths notes. You know I would rather _____(visit) the dentist than study algebra and arithmetic! I thought maths was hard ________(learn) but she suggests me ________ (spend) more time ________ (study). She also offers to help me ______ (solve) my maths problems. ________(do) more exercise every day does much good to me. Does it sound ___________(encourage)? Why not _______(come) and ______(see) me if you have time.

Yours,   

Sally

本文难点在于辨别不定式和V-ing分词作主语、宾语和宾补选择。尽管学生能基本完成大部分空格，但是从语言应用的角度出发，把语言的形式、意义和语法有机地结合起来，从而概括出不定式和V-ing分词作主语、宾语和宾补的规律，并能达到辨别用法的不同，就有一定的难度了。

下一步则通过单选题的操练，分析一般规律，摸索解题技巧。

第一组：不定式和V-ing分词作主语

1. __________ a language requires time and effort.

   A. Learn  B. Learning  C. To learn    D. Being learned

2. __________ now seems impossible.

   A. Saving money             B. To save money

   C. Being saved money               D. To be saved money

3. It is no good __________.  You should give_________.

    A. to smoke, it up       B. smoking, it up

   C. smoking, up it   D. to smoke, up it

4. It was nice _________ you to help me with the maths problem.

   A. for      B. of              C. to             D. with

5. Is it necessary __________ the book immediately?

   A. for him to return       B. that he returns

   C. his returning             D. of him to return

不定式和V-ing形式作主语要点提示：

1. 二者都可以放在主语位置作主语，且意义差别不大，V-ing形式强调习惯，有特定具体时间时一般要用不定式主语
2. 用it作形式主语时后面常接不定式作真正主语；it’s no use/ need/ good/ fun …后常接V-ing形式作真正主语。
3. It＋be＋careless, clever, good, foolish, honest, kind, lazy, nice, silly, stupid, wise＋of sb＋to do

    It＋be＋difficult, easy, hard, important, impossible, necessary ＋for sb＋to do

第二组：不定式和V-ing分词作宾语

1. I need __________ for eight hours every night.

   A. sleeping B. sleep  C. to sleep   D. that I would sleep

2. I made her promise ________anyone.

  A. not tell  B. not telling  C. not to tell  D. to not tell

3. I like ___ very much, but I don’t like ___ this morning.

   A. swimming, swimming       B. to swim, to swim

   C. swimming, to swim   D. to swim, swimming

4. He seems __________ here for three years.

  A. to be living          B. to have lived

  C. to have been lived      D. to live

5. I regret ____ you that we are unable to offer you a job.

   A. informing    B. having informed      

   C. to inform    D. to informing

6. Why have they delayed __________ the new school?

   A. opening        B. to open     C. having opened   D. to have opened

要点提示：

1. 下列动词之后通常接不定式宾语：afford, aim, appear, agree, ask, decide, choose, demand, determine, expect, hope, fail, happen, help, intend, learn, manage, offer, plan, prepare, pretend, promise, refuse, seem, wait, want, wish, …

Tips:

1）need, require, want后接 Verb-ing 形式表示“某事需要被……”

2）help后面接不定式时常常不带to。

2. 下列动词后只接V-ing 形式的宾语;

    admit, appreciate, consider, delay, dislike, enjoy, finish, keep, imagine, mind, miss, practise, risk, suggest, give up, insist on, look forward to, keep on, feel like, put off

3. 下列动词之后接不定式和V-ing形式宾语有区别，要注意辨别：

    1） like, love, hate, begin, start, …

    2） forget, remember, regret, mean, try, go on, can’t help, …

第三组：不定式和V-ing分词作宾补

1. He wants Peter _____ his best friend instead of me.

   A. being    B. be     C. to be   D. been

2. The next morning she found the man ______ in bed，dead.

   A. lying     B. lie      C. lay     D. laying

3. Charles Babbage is generally considered ___ the first computer.

   A. to invent                    B. inventing

   C. to have invented       D. having invented

4. The aeroplane was noticed __________ at six.

   A. take off  B. to take off    C. get off    D. to get off

5. Mr. Crossett was made __________ his teaching because of his poor health and old age.

   A. give up  B. give in  C. to give up         D. to give in

要点提示：

下列动词之后通常接宾语补足语：

    1. ask, beg, choose, expect, hate, help, intend, invite, like, love, need, prefer, prepare, promise, want, wish…

    2. advise, allow, consider, imagine, permit, …

    3. see, watch, notice, find, listen to, hear, …

    4. have, let, make, (help)

    5. believe, consider, think, imagine, suppose,

Tips:

1. 第一组通常只接不定式做宾补
2. 第二组动词后常常接V-ing形式作宾语，而要使用不定式作宾补。
3. 第三、四组动词后的宾补要注意辨别不定式和V-ing形式的区分以及不定式符号的省略。
4. 第五组动词后常常接不定式to be …作宾补。

第四组：不定式符号to的省略

1. Hadn’t we better __________ a rest before going on?

   A. have   B. than   C. to have            D. to take

2. I decided to write rather than ______ you about my new friends because it’s always nice _______ a letter from someone special.

   A. email; receive                 B. email; to receive 

   C. to email; to receive        D. to email; receive

3. Although it was dark , I arranged him to send the girl home and ______.

   A. returning     B. to return   C. return    D. returned

4. Birds are seldom heard __________ at night.

   A. sing     B. singing     C. to sing    D. to be singing

5. He wants to believe anything but ______ the medicine.

  A. to take     B. taken  C. take    D. takes

要点提示：

不定式符号to的省略：

1. see, hear, feel, watch, have, let, make, …后面接不定式作宾补时（但要注意被动语态）
2. would rather, had better, why not等后面直接省去to的不定式
3. and, or, except, but, than, rather than, 等连接并列不定式时，后一个不定式常省略to

第五组：巩固训练

1. Her son promised __________ in the bedroom until the baby stopped __________.

   A. staying; to cry   B. to stay; crying                

   C. for staying; to cry    D. to stay; to cry

2. I forbid __________ here.  Who has permitted you _________ here?

   A. smoking, to smoke        B. smoke, smoking

   C. smoking, smoking         D. to smoke, smoking

3. It is foolish _________ such a mistake.

   A. for me to make       B. for me making         

   C. of me to make          D. of me making

4. They knew her very well.  They had seen her ______ up from childhood.

   A. grow       B. grew      C. was growing    D. to grow

5. I can hardly imagine Peter __________ across the Atlantic Ocean in five days.

   A. sail       B. to sail       C. sailing        D. to have sailed

本课时与以往教学的显著不同在于教学中，师生的活动没有按书本上的顺序，按部就班地先讲不定式，再讲动名词，然后再辨别二者用法的不同，最后操练；而是把不定式和动名词结合起来，利用已有的知识，通过学习和实践的活动，逐步掌握英语知识和技能，提高语言实际运用能力。

学生通过篇章语言的操练，发现问题，总结规律；教师作少量的归纳和总结，达到提升的目的。