一. 案例背景

高中英語課程標準（試驗）》明確指出：“課改的重點就是要改變英語課程過分重視語法和詞彙知識的講解與傳授、忽視對學生實際語言運用能力的培養的傾向，強調從學生的學習興趣、生活經驗和認識水平出發，倡導體驗、實踐、參與
、合作與交流的學習方式和任務型的教學途徑

，發展學生的綜合語言運用能力，使語言的學習過程成為學生形成積極的情感態度
、主動思維和大膽實踐的過程。”語言的學習是一個自主體驗、實踐的習得過程。語法的學習亦然，且習得的語法知識隻有在反複應用中才能被學生消化、吸收。尤其當它與適當的語境結合或讓學生用它去“做事”時，學生的體驗會更加深刻，然後通過總結及歸納
，使學生對所學語法更加明晰。這時，語法知識才會真正內化為學生的真實的能力。
本課例整體操作模式是按：“認識理解－情景操練－歸納總結－練習鞏固－任務活用”的程序進行的。雖然授課班級學生的英語實際水平差強人意，但臨近結束時
，學生們已從開始時的沉悶
、拘謹、懵懂變得積極、清晰而且流暢。授課取得了良好的效果。

二
、相關理論

行為主義心理學把語言看成是一種行為，是一係列的刺激和反應：S1——R1...S2——R2。S1：實際刺激（stimuli），R1：語言替代性反應（response），S2：語言替代性刺激

，R2：實際反應。其中
，S1就相當於我們語言教學中創設的真實情境
，S2則是通過語言表達功能給學習合作者傳遞的虛擬情境
，學習者（包括合作者）接受這兩種情境的刺激，完成語言習得的全過程
，即R1、R2所表示的兩種反應。

認知理論反對把知識當作“一個整體的、自足的
，從理論上講與學習和使用它的情境相脫離的東西”。因為這樣的知識正如著名的數學家
、邏輯學家懷特海(White—head
，A.N．)指出的
，是“呆滯的知識——僅jin為wei人ren腦nao所suo接jie受shou卻que不bu加jia以yi利li用yong
，或huo不bu進jin行xing檢jian驗yan
，或huo沒mei有you與yu其qi他ta新xin穎ying的de思si想xiang融rong為wei一yi體ti
，因yin而er，當dang需xu要yao用yong這zhe些xie知zhi識shi來lai解jie決jue實shi際ji問wen題ti時shi

，它ta們men往wang往wang被bei證zheng明ming是shi沒mei有you用yong的de。也ye就jiu是shi說shuo，情qing境jing認ren知zhi理li論lun超chao越yue了le傳chuan統tong的de知zhi識shi觀guan，強qiang調tiao知zhi識shi的de情qing境jing性xing、真實性
、社會性
、應用性、互動性。

三．教學過程及分析

Step1. Lead-in

（1）Let ss read the following discovery about my countryside and think of the tense and the voice in the underlined part on the screen.

Discovery

Over the past ten years, a great many changes have taken place in my hometown. A new park has been built for villagers to do exercises. The muddy roads has been repaired and a lot of flowers have been planted on both sides of the roads. some new factories have been set up . Many old houses have been torn down and a lot of new buildings have been built. In a word, the village has become tidy and clean.

（2）Let ss summarize the structure of the present perfect passive voice.

分析：直(zhi)接(jie)采(cai)用(yong)本(ben)單(dan)元(yuan)的(de)話(hua)題(ti)來(lai)引(yin)入(ru)主(zhu)題(ti)
，學(xue)生(sheng)感(gan)到(dao)熟(shu)悉(xi)。自(zi)然(ran)地(di)呈(cheng)現(xian)了(le)語(yu)法(fa)結(jie)構(gou)。根(gen)據(ju)劃(hua)線(xian)部(bu)分(fen)的(de)提(ti)示(shi)
，學(xue)生(sheng)能(neng)輕(qing)鬆(song)地(di)歸(gui)納(na)出(chu)現(xian)在(zai)完(wan)成(cheng)時(shi)的(de)被(bei)動(dong)語(yu)態(tai)的(de)結(jie)構(gou)。

Step2.  Practice 1 present perfect passive voice.

(1)Although our hometown has become more beautiful, our environment has been damaged badly. Look at the pictures on the screen and fill in the blanks using the given words

Mary: Peter, look at these pictures. What has been done?

Peter: Oh, my god. ___________________① trees/ cut down / villagers.

Mary: Peter, look at these pictures. What has been done?

Peter: Oh, my god. ___________________② rivers/ pollute / factories.

Mary: Peter, look at these pictures. What has been done?

Peter: Oh, my god. ___________________③ wild animals/ kill / people 

(2) Translate the following sentence into English.

人類已經為自己的行為而受到了懲罰.

分析：這一步來源於本單元“Reading”部分，教師利用這部分創設了一個語境：Mary和 Peterjiupingmushangtupiandeneirongjinxingduihua。zaizhegeyujingzhong
，anduihuadexingshicaolianleyufajiegou
，zherangxueshenggandaoxinxian，tongshiyeduipingmushangtupiansuochengxiandehuanjingzaoshoupohuaidejingxianggandaozhenjing
，suizheziranzaihaidefasheng
，renleiyeweizijidexingweifuchuledaijia，cihuanjiezuihoudejuzifanyiqidaolezongjiegaikuodezuoyong，tongshiyerangxueshengchumujingxin。suizhecaoliandejinxing，xueshengtongguomofangcong“不會”到“有些會”了。

Step3. Practice 2  Present progressive passive voice

(1) Our environment has been damaged, Luckily, at present this situation is being realized by more and more people. And some things are being done. Look at the pictures on the screen and fill in the blanks using the given words

Mary: Peter, look at these pictures. What is being done?

Peter: Well. __________________________① trees/ plant / people.

Mary: Peter, look at these pictures. What is being done?

Peter: Well. __________________________② rivers/ clean / workers.

Mary: Peter, look at these pictures. What is being done?

Peter: Well. __________________________③ wild animals/ protect / organization.

(2) pair work

T leads ss make dialogues according the following questions on the screen. The example may help you .

Example：

S1: What should you do if your car is being stolen?

S2: If my car is being stolen, I should call the police station. F22

Questions:

(1)What should you do if you are being run after by a dog?

(2)What should you do if your friend is being attacked (攻擊)。

(3)What should you say if you are being punished by your parent for something you did wrong?

分析：此部分是在現在完成時的被動語態的教學環節的基礎上創設的Mary和 Peter就jiu屏ping幕mu上shang圖tu片pian的de內nei容rong進jin行xing對dui話hua的de幾ji個ge語yu境jing。在zai這zhe個ge語yu境jing中zhong，按an對dui話hua的de形xing式shi操cao練lian現xian在zai進jin行xing時shi的de被bei動dong語yu態tai
，這zhe樣yang的de操cao練lian，既ji讓rang學xue生sheng在zai操cao練lian中zhong掌zhang握wo了le現xian在zai進jin行xing的de被bei動dong語yu態tai的de結jie構gou，也ye對dui所suo學xue語yu法fa靈ling活huo運yun用yong。學xue生sheng的de不bu同tong答da案an既ji讓rang學xue生sheng感gan到dao新xin鮮xian和he搞gao笑xiao，也ye使shi學xue生sheng的de情qing緒xu高gao漲zhang。比bi如ru有you個ge學xue生sheng對dui第di一yi個ge問wen題ti的de回hui答da是shi：If I am being run after by a dog, I will give a piece of meat to it. 對第二個問題的答案是：If my friend is being attacked, I will run away at once and look at him at with a smile in a distance.

Step4. Practice 3 Future Passive Voice

(1)Suppose you were Zhou Shengxian, you were asked to make some rules to make our environment more beautiful. Look at the following rules on the screen and fill in the blanks using the given words.

Rules to protect the environment

Nobody _________________ (allow) to cut down trees. Spitting（吐痰） in the public places  ________________ (not excuse). Once someone is found, they ________________ (fine) 10,000 Yuan. No factories  __________________ (allow) to pour waste water into rivers. If they do, they ______________ (close). People ___________________ (not allow) to keep endangered(瀕臨滅絕的）animals. If they do, they __________________ (sentence) to five years in prison.

(2)We have learnt three forms of the passive voice, if we are asked  to write a composition about the our environment, how to write it? Look at the screen and finish the blanks using what you have learnt in class.                                                                                                            

Our environment

During the past twenty years, our environment has been damaged.____________________. 

Luckily, at present this situation is being realized by more and more people. And some things are being done. ______________.

New rules will be made. ______________.

I think in the near future our environment will be improved if we all try our best to protect the earth.

分析：cibufendediyigehuanjielianxiyunyongyibanjianglaishidebeidongyutai，tongshiyejiaoyuxueshengqingchucongnaxiefangmianquzhidingguizhangzhidulaiyueshupohuaihuanjingdexingwei。rangyufaheyuyanyunyongchongfenjiehe。diergezuowenhuanjiejirangxueshengduishangmiansuoxuedebeidongyutaijinxingfuxihezhangwo
，youbahexueshengxiezuoxiangguandehuatironghezaiyiqi，rangxueshengzaimianduizheleizuowenticaishibuzaihuangkonghuowuhuakeshuo，ershimingbaiwenzhangdejiegouheyuyandezuzhi。congkoutoucaoliandaobitoulianxi，shiyufazhishideyijinyibudegonggu。 且練習之後，學生對所學時態的被動語態的區別更加清晰，明了。

Step4. Summary

(1) how to form the passive voice

  T leads ss to read the following sentences on the screen, then think of the structure of the passive voice.

(the door / paint / the worker )

The door is painted by the worker. 

The door was painted by the worker.

The door will be painted.

The door has been painted.

The door is being painted.

The door was being painted.

T lets ss fill in the following form on the screen.

口訣：  被動語態 be 字變, 過去分詞跟後麵。

(2)When to use it

不知道或沒有必要說明動作的執行者是誰。

Some new computers were stolen last night.

強調動作的承受者。

The window was broken by Mike.

This book was written by him.

口訣：誰做的動作不知道，說出誰做沒必要； 動作承受者需強調，被動語態運用到。

分析：這zhe裏li運yun用yong的de是shi歸gui納na法fa，體ti現xian了le真zhen正zheng意yi義yi上shang的de語yu法fa任ren務wu型xing教jiao學xue。經jing過guo前qian麵mian的de幾ji個ge步bu驟zhou的de操cao練lian，學xue生sheng對dui語yu言yan的de感gan知zhi和he理li解jie更geng加jia清qing晰xi
，形xing象xiang更geng加jia活huo躍yue，思si維wei更geng加jia深shen刻ke，記ji憶yi更geng加jia牢lao固gu。學xue生sheng已yi經jing理li解jie並bing能neng初chu步bu運yun用yong這zhe個ge語yu法fa結jie構gou的de規gui律lv，這zhe時shi候hou給gei出chu的de歸gui納na性xing的de文wen字zi會hui使shi學xue生sheng理li解jie的de程cheng度du進jin一yi步bu加jia深shen。

四．案例反思與啟示

1.精美科學的PPT，讓枯燥、faweideyufakebiandeshengdongyouqu。jiaoxueshejidemeiyibudoushijingguojingxinkaolv
，congdaoru，daoxinshou，daohuodong

，daolianxi

，yibubuziranqiejinkoujiaoxuemubiao。zhejieke，chubutanjiuyufakexindejiaoxuemoshi，haishijiaochenggongde。tongshiwoyededaoqifa：要善於動腦，設計教學活動要多站在學生角度考慮，注重考慮學生的興趣，設計形式多樣的訓練形式操練語法知識。利用PPT
，使枯燥的語法變得生動、形象、易懂.

2.教學環節銜接自然，環環相扣，逐層遞進

，一氣嗬成。本課例總體體現了“認識理解－情景操練－歸納總結－練習鞏固－任務活用”教學模式。輕、重
、緩、急以及承、傳、轉、接在各步驟都體現得較完美。環節的有效設計
，調動了學生主體的主動學習、jijitansuo，buduanjihuozhexueshengdechuangzaosiweiquwanchengxinzhishidejiangou。jiaoshizaigehuanjiezhongdezhudaozuoyongbushijiangzhishi
，ershibuduanxiangxueshengtigonggezhongyouliyuxuexixinzhishidexinxi，rangxueshengzaiyouxiaoxinxideyinlingxia，zaiyiyouzhishidejichushang，yibubudijiangouzijidexinzhishi。

3.操練及練習的設計大都建立在語篇的層麵上。如：zailianxigongguhuanjiezhong

，shejileyipianguanyuhuanjingdezuowen。xianzaiwanchengshi，jianglaishihejinxingshidebeidongyutaiqiaomiaodiyunyongdaoshejizhong

，xueshengwanchenglianxiziranmingbaiqiqubie。yinciwodedaoyigeqishi：語(yu)法(fa)能(neng)力(li)的(de)培(pei)養(yang)不(bu)能(neng)滿(man)足(zu)於(yu)單(dan)句(ju)的(de)訓(xun)練(lian)，那(na)隻(zhi)是(shi)語(yu)法(fa)技(ji)能(neng)的(de)即(ji)席(xi)反(fan)應(ying)。我(wo)們(men)還(hai)須(xu)將(jiang)語(yu)法(fa)技(ji)能(neng)放(fang)在(zai)語(yu)篇(pian)的(de)諸(zhu)多(duo)語(yu)法(fa)群(qun)中(zhong)加(jia)以(yi)選(xuan)擇(ze)，流(liu)暢(chang)輸(shu)出(chu)。這(zhe)時(shi)候(hou)，所(suo)學(xue)的(de)語(yu)法(fa)技(ji)能(neng)融(rong)入(ru)到(dao)眾(zhong)多(duo)已(yi)學(xue)到(dao)的(de)語(yu)法(fa)能(neng)力(li)中(zhong)並(bing)成(cheng)為(wei)其(qi)要(yao)素(su)之(zhi)一(yi)。如(ru)此(ci)循(xun)環(huan)往(wang)複(fu)，使(shi)語(yu)法(fa)知(zhi)識(shi)
、技能螺旋上升，達到自動化的境地。

4.在語法課上實施任務型教學，即讓學生用語法去“做事”的做法如今已為廣大教師所接受並實施於課堂。在實施任務型教學時，充分考慮到學生的實際情況
，如：他們的認知水平
，英語實際運用能力，和語言前結構（已有的知識）以(yi)及(ji)興(xing)趣(qu)等(deng)等(deng)
，所(suo)設(she)置(zhi)任(ren)務(wu)的(de)難(nan)度(du)，角(jiao)度(du)都(dou)充(chong)分(fen)考(kao)慮(lv)到(dao)上(shang)述(shu)因(yin)素(su)。還(hai)有(you)一(yi)個(ge)重(zhong)要(yao)的(de)原(yuan)因(yin)是(shi)，任(ren)務(wu)的(de)執(zhi)行(xing)是(shi)建(jian)立(li)在(zai)充(chong)分(fen)的(de)操(cao)練(lian)和(he)練(lian)習(xi)的(de)基(ji)礎(chu)上(shang)，是(shi)有(you)著(zhe)充(chong)分(fen)的(de)準(zhun)備(bei)和(he)鋪(pu)墊(dian)的(de)。否(fou)則(ze)，任(ren)務(wu)的(de)實(shi)施(shi)就(jiu)會(hui)成(cheng)為(wei)“空中樓閣”

，不但不穩固，而且還有掉下來的可能。

總結：在實施新一輪課改的過程中，在素質教育的今天，教師要以新的教學觀和學生觀實施語法教學
，針對學生的實際，在教學內容
、教學環節、jiaoxuefangfashangqiaomiaogousi，helibuju，chongfenfahuixueshengdexiangxianglihechuangzaoli，tongguoshishengdegongtongnuli，qieshitigaoyingyuyufajiaoxuedeketangxiaoyi

，congerzaijiaoyuxuezhongbuduanjinbu。

參考文獻：

1．中華人民共和國教育部：《普通高中英語課程標準（實驗）》[M]  人民教育出版社，2003．

2．龔亞夫，羅少茜  課程理論社會建構主義理論與任務型教學[J] 課程、教材與教法，2003（1）．