首页 -> 2007年第10期
浅析英语语法教学的语言情境创设
作者：沈育红
练习一般过去时的游戏形式。在练习语法的同时，学生的想象力和创造力都得到了发展。
4．Things to do——modals。这是一个练习情态动词的活动。教师在黑板上分别写下：Things Ican do：Things I ought to bc able to；Things I mustdo：Things I need to do，让学生根据自己的实际情况写4个句子，例如：
I can use a computer.
I ought to be able to ride a bike.
I must do my maths homework tonight.
I need to tell my mother that I have lost one ofmy shoes.
然后，让同座位的两位同学将自己的句子读给对方听，接着，让他们写4个有关对方信息的句子，例如：
Mary can speak French.
Mary ought to be able to drive a car.
Mary must finish her essay today.
Mary needs to help me with my English.
教师可以要求一些学生读出他们的句子，如有错误，要及时给予纠正。
5．Another name——2nd conditional。这个活动可以用来练习虚拟语气。将学生分成几个小组，每组4人。请他们完成下面的一个句子，并说明原因。
If I could choose/had to choose another name,I would choose.
For example: If I could choose/had to chooseanother name, I would choose Mary. My mother iscalled Mary, and all my life I have loved that name.I would also like to be called after her, as I thinkshe is wonderful.
当然，这个活动可以有很多主题， 如favourite food/TV programs/a game of sports/places to visit
6．Write a poem based on grammar——speel-fled grammar。这是一个既可以练习特定的语法又能发展学生创造性思维的活动。要求学生写一首五行的诗歌，每一行都有特定的语法要求，例如：
Ⅰ．On the first line write a noun of your choice.
Ⅱ．On the second line write two adjectivesjoined by and to describe this noun.
Ⅲ．On the third line write a present participle ofa verb and an adverb to describe this noun in action.
Ⅳ．Start the fourth line with like or as followedby a comparison.
Ⅴ．Start the final line with if only followed by awish.
_____________________________
_______________________and_________________________________
Like/As______________________________________________________
If only_______________________________________________________
A sample:
Spring
Green and bright
Blowing softly
Like a beautiful maiden
If only it were spring all year long
以上的活动都有一个共同点，那就是学生们是通过在有意义的、生动有趣的情境中练习和运用所学的新语法项目。这些活动有的贴近他们的生活，有的有竞争性，有的有创造性。学生们在完成这些任务的时候，语法已经淡出了课堂，他们更加注意的是活动的内容和活动的趣味性了。但他们训练和运用的恰恰又是语法知识。这就是语法教学中隐性原则的体现和运用。
总之，语法的教学不能为语法而教语法。语法教学应成为培养学生听、说、读、写等语言技能和英语交际能力的重要手段。语法能力的培养和交际能力的培养不是对立和相互排斥的，语法能力是提高交际能力的有效途径和保证，交际能力又是语法能力的最终目的。只有把语法知识与语言情境，尤其是课堂真实情境有机地结合起来，语法知识就会真切可感而不再抽象空泛。只有创设出合理、易操作且贴近学生生活的语言情境，我们的学生才能感受到语法学习的快乐。
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