一堂“没有”教案的语法课
中山纪中三鑫双语学校 季磊
一、教学背景
周一了，又要开始上新单元Unit4, «Go for it»八年级下Unit4的语法是直接引语变为间接引语，这项语法抽象、变化多，涉及到人称、时态和时间状语的变化，学生不容易接受。如按照常规，笔者可以直接利用«英语周报»的课件，但潜意识中，那种以一个肥皂剧剧情开头，然后操练直接引语变为间接引语的作法，实在难以调动学生的兴趣，很难让学生感受到从直接引语到间接引语间流畅的变化。就在我低头打开课件时，一个学生的迟到给了我灵感……。
二，教学过程
（我在打开课件准备上课，突然掌声响起，原来骆振华前天没有赶上校车，现在才背着大书包匆匆地赶到教室门口，其它的学生都他目光投向了他。）
L：May I come in?
T：Come in, please. (骆振华刚坐下,我便漫不经心地问:) Mr. Luo, I will give you a chance to talk about yourself----What happened to you?
L: I had a stomachache, headache and fever. I felt very terrible, I took some medicine and slept at home for about 3 hours on Sunday afternoon, after I got up, I found that our school bus had gone, so I didn’t come to school till this morning, my father took me here, that’s all.
T: Oh, I am sorry to hear that. You’d better take care of yourself. (此时我话锋一转) Boys and girls, what did Mr. Luo say just now?
因为有小组的比赛加分，学生都非常勇跃。我在引导他们复述原句，并且我将他们所引诉的直接引语版书。
T: He said, “I …”
S1: He said，“I took some medicine…”
S2: He said, “ I had a stomachache, headache and fever.”
S3: He said, “ My father took me here.”
S4: He said, “ That’s all.”
... … … … …
大家很兴奋,很激烈, 最后“ That’s all.”也被挖掘了出来。
T: Boys and girls, are these direct speech or reported speech?
Ss: Direct speech.
T: How to change them into reported speech? What did Mr. Luo say?
学生们有了宾语从句的基础，所以，我就尽可能让他们直接尝试，为了减少弯路，我在黑板写下了第一句，让学生们意识到句中已经没有了逗号和引号。
T: He said he had taken some medicine. Can you list more?
S: He said he had had a stomachache, headache and fever.
S: He said his father took him here.
人称和时态的变化因为有了意义铺垫，都变得自然而流畅，学生的理解和接受程度很高。但讲完后，我发现，基本都是过去时态，在直接引语变为间接引语时，如果是一般将来时、一般现在时、现在完成时和现在进行时又该怎么变呢？我灵机一动编一段话：
T：Boys and girls, do you know Labor Day?
Ss: Yes.
T: Yes. Labor Day is coming. I will have a few days off, I’ ll have a relaxing holiday, I have planned to Zhuhai to travel with my family, and I also want to invite my classmates to get together. That will be an unforgetable holiday.
T: What do you think of my plan?
Ss: Wonderful!
T: OK, What did I say?
有了前面的示范后，学生的回答更大胆，更积极了。
S1: You said you would have a few days off.
S2: You said you had planned to Zhuhai to travel.
… … …
一节我自己心里都没有把握的语法课，居然上得这样顺畅，课堂气氛始终都很轻松、积极，在活跃的竞争气氛中掌握了直接引语和间接引语间的转化规律。
二、课后的反思与分析
1.课堂偶然事件，往往都以他的“偶然”而倍受学生的关注，更能唤起他们的兴趣,加以利用就会对课堂起积极影响,处理不当,也会对教学效果起负面作用。在课堂中，笔者正是利用骆振华迟到这一偶发事件，在所谓的“漫不经心”中酝酿着先让骆振华介绍迟到的原因，在突然考查学生的复述能力，从偶然中又顺理成章。这种源于学生生活的引入和对此生活材料的利用，学生很感兴趣。
2.«新课标»建议：关注学生的情感，营造宽松、民主、和谐的教学氛围。不难想象，离开学生基本生活的课堂是很难有学生积极情感的投入，很难有学生积极的主观能动性的发挥。关注骆振华的身体健康，在他讲述迟到原因后不忘说：Oh, I am sorry to hear that. You’d better take care of yourself. 表达了笔者对自己学生的关爱之心。对“五，一”国际劳动节的计划和打算，包含了笔者对生活和未来美好的计划，学生也不知不觉中感受到了美好生活的招呼和激励。
3.«Go for it»淡化语法，通常单元间只有简单的例句总结。英语作为外语，缺乏良好的语言环境，必要的语法讲解和操练是必要的。新课标倡导突出学生主体地位,强调课程改革的重点就是要改变英语课程过分重视语法的讲解和传授,忽视对学生实际语言运用能力的倾向。很显然，笔者也深深地感受到，以往那种单纯的讲授式语法教学，虽然老师一条条讲语法规则，在机械地操练下学生当时学会了，但因其没有语景，未能进入意义性操练，未能创造条件让学生用英语做事（Learning by doing），所学到的只是成为了应试的工具，多数未能转化为学生的实际语言运用能力。
4．虽然这是一节“没有”教案的语法课，只是没有按照既定的教案来上，但它同样达到了预期的目标，尤其是通过竞赛的形式，结合由骆振华迟到所引出的话题，学生的积极性很高，他们轻松中学会了怎样把直接引语转化为间接引语，而且在语法学习中，学生们体会到了学习的快乐。