本站原创语法教学历来都是一个颇受争议的话题,争议的焦点一般集中在该淡化还是强化语法教学这个根本问题上.一方面,有人主张淡化语法教学,教师在课堂上尽力避开讲解语法知识,视其为洪水猛兽,不归纳和提炼语法知识,只热衷于设计许多活动甚至游戏,试图让学生在参与活动中自己发现与体验语法规律,导致学生不能在最短时间内掌握语法规律,无法建立完整的语法体系,结果是阻碍了学生实际应用语言能力的提高.另一方面,有人主张语法教学要强化,教师在进行语法教学时,只注重以形式为中心的教学,过于强调语言结构和规则的学习,即使兼顾到语言的含意,也多局限于对句子层次的理解,忽视语言的交际功能,往往会出现语法规则“满堂灌”的现象,学生没有足够的时间去消化运用,长此以往,语法课的学习变得枯燥无味.
实际上,语法教学不应该是要淡化还是强化的问题,而是应该如何优化的问题,笔者以非谓语动词为例,谈谈语法课的具体教学过程.
一、创设情境,学习目标语言
教师以我们的家乡南京,一个有着许多传统风味小吃的地方作为导入,呈现南京的夫子庙小吃的图片,一下子吸引了学生的注意,并介绍如下：
Nanjing is a beautiful city that attracts more and more visitors. With the ing of National Day,you may find people enjoy their stay in different places,such as Xuanwu Lake and Confucious Temple,the food there is especially amazing,which is the first choice for families.
接着,教师引导学生观察这段文字中含有非谓语动词的句子,比较它们的形式及意义,然后,教师展示学生熟悉并喜爱的语文老师的照片,引导学生完成填空Mr Wei ?摇 ?摇?摇 is a handsome man.学生热情很高,由此可见,将语法融入交际课堂比不讲语法或孤立地讲解语法效果要好.
二、 有效练习,巩固语法知识
语境活动的设计要由浅入深,并始终引起学生的兴致.在非谓语动词的语法教学进入练习阶段后,教师设计了这样的活动：让学生将下列短语进行逻辑配对.
walk my dog?摇?摇?摇?摇 run much faster
open the fridge ?摇?摇?摇?摇 lee the TV on
search the drawer ?摇?摇?摇?摇 find some photos
he been updated ?摇?摇?摇?摇 get a better job
look at each other ?摇?摇?摇?摇 laugh out loudly
fall asleep ?摇?摇?摇?摇 e across a friend
read a short text ?摇?摇?摇?摇 （not） know what to do
learn English well ?摇?摇?摇?摇 hope to get some food
学生自然想到使用非谓语动词,造出的句子五花八门,课堂上充满欢声笑语,实际上,这个练习的难度很大,学生在快乐的气氛中有效地运用所学到的非谓语动词的知识.
三、依托美文,提高语法教学
美文立意深远,用词精确达意,是语法教学的绝佳语料.教师精心挑选含有丰富目标语法且难度适中的美文,让学生欣赏目标语法的精妙运用,体验怎样用特定的语法结构增强语言表达力,有利于培养学生的语用能力,激发学生的语言输出动机（朱文英,2012）.在这节课的最后,教师向学生展示了朱自清先生的“背影”的英语译文：
As far as eye could see,the pool with its winding margin was covered with trim lees,which rose high out of the water like the flared skirts of dancing girls. And starring these tiers of lees were white lotus flowers,alluringly open or bashfully in bud,like glimmering pearls,stars in an azure sky,or beauties fresh from the bath. The breeze carried past gusts of fragrance,like the strains of a song faintly heard from a far-off tower. And lees and blossoms trembled slightly,while in a flash the scent was carried away. As the closely serried lees bent,a tide of opaque emerald could be glimpsed. That was the softly running water beneath,hidden from sight,its colour was invisible,though the lees looked more graceful than ever.
引导学生赏析经典,并诵读其中运用非谓语动词的句子,既培养学生的语用能力,又增强他们的文化意识.
总之,语法是语言赖以形成和发展的要素,是掌握语言的必要工具,语法教学课应重视创设情境,有效练习并依托美文,教学就不会是枯燥的,让人生厌的.只要教师精心设计教学,就一定可以取得良好的教学效果.