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——jinweirennaosuojieshouquebujiayiliyong，huobujinxingjianyan，huomeiyouyuqitaxinyingdesixiangrongweiyiti，yiner，dangxuyaoyongzhexiezhishilaijiejueshijiwentishi，tamenwangwangbeizhengmingshimeiyouyongde。yejiushishuo
，qingjingrenzhililunchaoyuelechuantongdezhishiguan，qiangtiaozhishideqingjingxing、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 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。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了le語yu法fa結jie構gou，這zhe讓rang學xue生sheng感gan到dao新xin鮮xian
，同tong時shi也ye對dui屏ping幕mu上shang圖tu片pian所suo呈cheng現xian的de環huan境jing遭zao受shou破po壞huai的de景jing象xiang感gan到dao震zhen驚jing，隨sui著zhe自zi然ran災zai害hai的de發fa生sheng，人ren類lei也ye為wei自zi己ji的de行xing為wei付fu出chu了le代dai價jia，此ci環huan節jie最zui後hou的de句ju子zi翻fan譯yi起qi到dao了le總zong結jie概gai括kuo的de作zuo用yong，同tong時shi也ye讓rang學xue生sheng觸chu目mu驚jing心xin。隨sui著zhe操cao練lian的de進jin行xing，學xue生sheng通tong過guo模mo仿fang從cong“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 Peterjiupingmushangtupiandeneirongjinxingduihuadejigeyujing。zaizhegeyujingzhong，anduihuadexingshicaolianxianzaijinxingshidebeidongyutai，zheyangdecaolian

，jirangxueshengzaicaolianzhongzhangwolexianzaijinxingdebeidongyutaidejiegou
，yeduisuoxueyufalinghuoyunyong。xueshengdebutongdaanjirangxueshenggandaoxinxianhegaoxiao，yeshixueshengdeqingxugaozhang。biruyougexueshengduidiyigewentidehuidashi：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：此ci部bu分fen的de第di一yi個ge環huan節jie練lian習xi運yun用yong一yi般ban將jiang來lai時shi的de被bei動dong語yu態tai

，同tong時shi也ye教jiao育yu學xue生sheng清qing楚chu從cong哪na些xie方fang麵mian去qu製zhi定ding規gui章zhang製zhi度du來lai約yue束shu破po壞huai環huan境jing的de行xing為wei。讓rang語yu法fa和he語yu言yan運yun用yong充chong分fen結jie合he。第di二er個ge作zuo文wen環huan節jie既ji讓rang學xue生sheng對dui上shang麵mian所suo學xue的de被bei動dong語yu態tai進jin行xing複fu習xi和he掌zhang握wo，又you把ba和he學xue生sheng寫xie作zuo相xiang關guan的de話hua題ti融rong合he在zai一yi起qi，讓rang學xue生sheng在zai麵mian對dui這zhe類lei作zuo文wen題ti材cai時shi不bu再zai惶huang恐kong或huo無wu話hua可ke說shuo，而er是shi明ming白bai文wen章zhang的de結jie構gou和he語yu言yan的de組zu織zhi。從cong口kou頭tou操cao練lian到dao筆bi頭tou練lian習xi，使shi語yu法fa知zhi識shi得de以yi進jin一yi步bu的de鞏gong固gu。 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
、乏(fa)味(wei)的(de)語(yu)法(fa)課(ke)變(bian)得(de)生(sheng)動(dong)有(you)趣(qu)。教(jiao)學(xue)設(she)計(ji)的(de)每(mei)一(yi)步(bu)都(dou)是(shi)經(jing)過(guo)精(jing)心(xin)考(kao)慮(lv)
，從(cong)導(dao)入(ru)，到(dao)新(xin)授(shou)
，到(dao)活(huo)動(dong)，到(dao)練(lian)習(xi)，一(yi)步(bu)步(bu)自(zi)然(ran)且(qie)緊(jin)扣(kou)教(jiao)學(xue)目(mu)標(biao)。這(zhe)節(jie)課(ke)
，初(chu)步(bu)探(tan)究(jiu)語(yu)法(fa)課(ke)新(xin)的(de)教(jiao)學(xue)模(mo)式(shi)，還(hai)是(shi)較(jiao)成(cheng)功(gong)的(de)。同(tong)時(shi)我(wo)也(ye)得(de)到(dao)啟(qi)發(fa)：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：在(zai)練(lian)習(xi)鞏(gong)固(gu)環(huan)節(jie)中(zhong)
，設(she)計(ji)了(le)一(yi)篇(pian)關(guan)於(yu)環(huan)境(jing)的(de)作(zuo)文(wen)。現(xian)在(zai)完(wan)成(cheng)時(shi)，將(jiang)來(lai)時(shi)和(he)進(jin)行(xing)時(shi)的(de)被(bei)動(dong)語(yu)態(tai)巧(qiao)妙(miao)地(di)運(yun)用(yong)到(dao)設(she)計(ji)中(zhong)，學(xue)生(sheng)完(wan)成(cheng)練(lian)習(xi)自(zi)然(ran)明(ming)白(bai)其(qi)區(qu)別(bie)。因(yin)此(ci)我(wo)得(de)到(dao)一(yi)個(ge)啟(qi)示(shi)：yufanenglidepeiyangbunengmanzuyudanjudexunlian，nazhishiyufajinengdejixifanying。womenhaixujiangyufajinengfangzaiyupiandezhuduoyufaqunzhongjiayixuanze，liuchangshuchu。zheshihou
，suoxuedeyufajinengrongrudaozhongduoyixuedaodeyufanenglizhongbingchengweiqiyaosuzhiyi。rucixunhuanwangfu，shiyufazhishi、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
、教jiao學xue方fang法fa上shang巧qiao妙miao構gou思si，合he理li布bu局ju
，充chong分fen發fa揮hui學xue生sheng的de想xiang象xiang力li和he創chuang造zao力li，通tong過guo師shi生sheng的de共gong同tong努nu力li，切qie實shi提ti高gao英ying語yu語yu法fa教jiao學xue的de課ke堂tang效xiao益yi，從cong而er在zai教jiao與yu學xue中zhong不bu斷duan進jin步bu。

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）．