周 晶
(南京师范大学附属扬子中学，210048)
高中英语语法涉及面广且内容枯燥，成为许多学生英语学习的“拦路虎”。如何将语法课教得生动有趣，让学生不再畏难？2014年3月19日，南师大附属扬子中学的马世飞老师作了一次很有意义的尝试——用热点话题创设语法教学情境。在牛津高中英语模块4 Unit 1“直接引语变间接引语”语法课上，他自始至终紧紧围绕2014年在南京市举办的青奥会这一热点话题，创设了一系列与青奥会紧密相关的语法教学情境，为语法教学任务的设置及学生的语法操练和运用，提供了真实生动的依托。现撷取部分精彩镜头进行赏析。
一、导入环节——以宣传青奥会的经历创设“对话”情境
【镜头1】
在导入环节，马老师首先利用多媒体投影展示了多幅他在加拿大进修期间，手持青奥会会旗向各界人士宣传青奥会的照片；同时，简要介绍了自己的这段难忘经历，令学生感觉非常亲切生动，自然而然地对青奥会话题产生浓厚兴趣。师生对话如下：
师 One great thing happened on lst August
1986 in the world. What was it?
生 Sorry, I don´t know.
师 I was born on that day! Another bigevent will happen between 16th and 28thAugust in Nanjing. Do you know whatit is?
生 The 2nd Youth Olympic Games.Ji师 Yes. Now please look at the photos Itook to promote the YOG during mystay for further education in Canada. Itis really an unforgettable experience forme, which I will cherish forever. Nowit´s time for you to read the followingtwo groups of direct speech related tothe 2nd YOG and do the exercises of fill-ing in the blanks of reported speech ac-cordingly. Please pay great attention tothe grammar rules of how direct speechis changed into reported speech.
然后，马老师提供了两组由直接引语变间接引语的句型，要求学生填空：
第1组：People told the officials,“Citi-zens of Nanjing did wonderful preparations.”→ People told the officials that Citizens ofNanjing had done wonderful preparations.
第2组：Lele said，“The 2nd AsianYouth Games was held one year ago.”→Lelesaid that the 2nd Asian Youth Games hadbeen held one year before jearlier.
【赏析】教师以青奥会这一热点话题作为导入环节的切入点，同时结合其本人积极宣传青奥会的经历，为这节“直接引语变间接引语”语法课创设了真实生动的教学情境。首先，教师用多媒体展示照片的形式，巧妙自然地利用青奥会话题创设师生对话情境，激发学生兴趣；接着，让学生阅读与“青奥会”相关的两组直接引语短句，并要求学生以填空形式将其改成间接引语，从而引导学生高效总结归纳陈述句由直接引语变间接引语的语法规则，如时态、人称、时间和地点状语的变化等等。
二、操练环节——以青奥会准备工作的问答创设“转述”情境
【镜头2】
在操练环节，针对将疑问句由直接引语转变为间接引语这一教学目标，马老师提供了一段问答视频（视频中，一名外教提问“青奥会准备工作”相关问题，由马老师回答），要求学生认真倾听，并根据视频中外教的提问进行转述，从而对疑问句由直接引语转变为间接引语进行了巧妙的操练。以下，为视频中的提问和课堂上学生的转述：
提问1: Can you tell me something aboutthe 2nd Youth Olympic Games?
转述：The foreign teacher asked Mr Mawhether／if he could tell her something aboutthe 2nd Youth Olympic Games.
提问2：What have you been doing toprepare for the games?
转述：The foreign teacher asked Mr Mawhat he had been doing to prepare for thegames.
提问3: Can I possibly take part in somepreparations?
转述：The foreign teacher asked Mr Mawhether／if she could take part in some prep-arations.
另外，针对将祈使句由直接引语变为间接引语这一教学目标，马老师设置了游戏环节——“悄悄话”：将学生分成8个小组，由每组的第一位学生阅读一句关于“青奥会志愿者应如何做好青奥会接待工作”的祈使句，然后挨个向后传话，每组最后一位学生负责向全班转述本组的“悄悄话”。以下是每组的第一位学生分别阅读到的祈使句：
(1) Try to be well-prepared before theathletes arrive.
(2)Think about interesting topics for theconversations with the athletes.
(3) Don,t hesitate to turn to the teamleader for help when necessary.
(4)Accompany the athletes to visit sometourist attractions.
(5) Treat the athletes to delicious localfood.
(6) Show respect for the foreign athletes´cultures and customs.
(7)Present the athletes some gifts as re-minders.
(8)Don,t forget to keep in touch with theathletes.
每组的最后一位学生负责将这些祈使句转化为间接引语，句式为：The teacher askedjtoldjadvisedjencouragedjrecommended us(not)to…，并归纳出祈使句由直接引语变间接引语的语法规则。
【赏析】教师通过让学生对“青奥准备工作”的提问进行转述的情境设置，既训练了学生的“听”的能力，又高效操练了学生“说”的能力。游戏环节“悄悄话”则极大地调动了学生的课堂参与性，将机械的语法演绎激活，使学生愉悦地参加活动，进而在操练中习得将祈使句由直接引语变间接引语的语法规则，如肯定式用“to”连接，否定式用“not to”连接等。
三、巩固环节——以青奥会的记者采访材料创设“汇报”情境
【镜头3】
在巩固环节，马老师指导学生阅读一段青奥会的记者（简称“Reporter”）就青奥会的准备工作相关事宜采访南京市委书记杨卫泽（简称“Yang”）的英文材料，然后要求学生将材料中的对话内容转变成间接引语，并进行口头汇报。以下即材料的部分内容：
Reporter:How did people respond when yousucceeded in winning the bid for the 2nd YOG?
Yang:l am happy to be invited here.People in Nanjing were very excited at thegood news 4 years ago. Today,I still remem-ber the happy faces of people. That is theproudest thing we have experienced.
Reporter:What have you done after thisgood news?
Yang:We have come up with many goodideas, and many good programs have beencarried out. For example, we have builtseveral subway lines, and most of them willbe in use in four months.
根据上述材料，学生写出了内容并向全班进行了口头汇报：
The reporter asked Yang how people hadresponded when they had succeeded in win-ning the bid for the 2nd YOG. Yang told himthat he was happy to be invited there and peo-ple in Nanjing had been very excited at thegood news 4 years before. He said that day hestill remembered the happy faces of peopleand that was the proudest thing they had everexperienced. The reporter continued to askwhat they had done after that good news.Yang replied they had come up with manygood ideas and that many good programs hadbeen carried out. He added that for examplethey had built several subway lines and thatmost of them would be in use in the followingfour months.
【赏析】语法课不仅要进行单句操练并归纳总结语法规则，还应精选并优化语篇材料为语法实际运用创设情境。在本环节中，教师设置了阅读青奥会的记者采访材料并进行口头汇报的任务，引导学生在阅读讨论的基础上进行写作汇报，不但让学生巩固了语法知识，还进一步提升了学生听、说、读、写各方面综合运用语言的能力。
取材热点话题，为语法教学创设真实的语言情境，不仅有助于学生在真实场景中进行语法学习，而且能很好地激发学生学习语法的兴趣，促进学生情感道德和价值观的正向发展。