初中英语课例研究：指向核心素养的语境化教学流程

该语法课例将语法形式、意义和用法紧密融合，设置一系列的语境，在教材情境与学生、教师实际情境中寻找切合点，合理安排各个情境之间的顺序，精心设计各情境间的过渡语，在各个情境间逐步递进，让学生逐步从语法知识的学习向语法运用能力的提升转化。在学习、运用语法的过程中，不留痕迹地培养学生的分析能力和创造性思维能力。以下是课例的教学环节及设计意图。

（一）在歌曲欣赏中感知语言现象

课前播放英文歌曲：My love

An empty street

An empty house

A hole inside my heart

I'm all alone

The rooms are getting smaller

I wonder how

I wonder why

I wonder where they are

The days we had

The songs we sang together

Oh yeah

And all my love

I'm holding on forever

Reaching for a love that seems so far

So I say a little prayer

And hope my dreams will take me there

Where the skies are blue

To see you once again

My love

Overseas from coast to coast

To find a place I love the most

Where the fields are green

To see you once again

My love

...

【设计意图】通过学唱歌曲热身并导入话题。歌词中含有定语从句，让学生边唱边感知新的语言现象。

（二）在师生互动中体验语法意义

在Grammar Focus环节，教师不是一下子呈现表格中的句子，而是将句子置于一定的真实语境中，师生运用定语从句谈论自己喜欢的歌曲、歌手、乐队和电影，一句句逐步呈现Grammar Focus中的句型。

T:I prefer music that I can sing along with.What kind of music do you like?

Ss:...

T:And I like musicians who sing the words clearly.What about you?

Ss:...

T：And how about Carmen？What kind of musicians does Carmen like？（前一课时的内容）

Ss:She likes musicians who play different kinds of music.

T:And as for groups,I like groups who play different kinds of songs.What about you?

Ss:...

Ss：And what about Xu Fei？Do you still remember？（前一课时的内容）

Ss:...

T:As for movies,I love movies that are funny.What kind of movies do you like?

Ss:...

【设计意图】结合实际逐句呈现关键句，将教材中静态的、孤立的句子融入一个完整的情境中进行动态呈现，使语言在生活化、交际化的使用中充满生命力，有效激发了学生的情感参与和思维参与。同时，为下一步语法探究环节埋下伏笔。

（三）在自主探究中发现语法规则

教师不是一下子呈现语法要点中的句子，而是在师生互动中，不断引导学生发现语法规则。

T:Read the sentences in Grammar Focus and think:Which words can we use to express preferences?

Ss:We use prefer/love/like to express preferences.

T:Look at the first sentence.Which part is used to describe “music”?

Ss:(e.g.)...that/which I can sing along with...

T:We call the sentences with “that,which,who”relative sentences.And we use them to describe the nouns.Then please think:When do we use that/which or who?

Ss:We use clauses with “that/which”to describe something .And we use clauses with “that/who”to describe somebody.

【设计意图】通过朗读、对比语法要点中的句型，引导学生发现、归纳语法规则，即：（1）用 prefer/love/like表达自己的喜好；（2）用 that/which/who引导的定语从句修饰前面的music，musicians等名词。同时，让学生通过比较不同关系代词的区别，探索和总结规则，帮助学生理解语言的逻辑，从而学会更准确地表达。

（四）在句子练习中熟练语法规则

教师和学生继续交谈，谈论的内容从music，musician，movie拓展到food，clothes，people等，提醒学生运用不同人称、注意that/which/who的区别以及定语从句中谓语动词的单复数形式。然后，让学生写四个that/which/who引导的定语从句。(www.xing528.com)

T:Just now we talked about music,musicians and movies we like.Now let's talk about something more.As for food,I prefer food that is salty.What about you?

Ss:...

T:And I like clothes that are comfortable.What about your mother?

Ss:She likes clothes that are...

T:And I like people that are intelligent because they are so clever that I can learn a lot from them.What about you?

Ss:...

T:Now please make four sentences and write them down.You can talk about things or people you,your family or your friends like.Pay attention to “is/are”in the clauses.

【设计意图】教师和学生结合自身实际，运用定语从句进行相关主题的谈论。在师生、生生互动中变枯燥的造句练习为真实、有意义的交流。教材提供的语言支架，提高了学生语言输出的准确性。从口头到笔头的递进，为之后的写作奠定基础。

（五）在语篇阅读中培养思辨能力

教师引导学生分三步完成文本解读：

(1)Read and find out what Jennifer thinks of the CD.

T:What does she think of the CD?

Ss:She thinks the music is great.

T:You mean she likes the music.What else does she like about the CD?

Ss:The musicians write their own lyrics.

T:And is there anything she doesn't like?

Ss:Some songs are too long and some of the singers don't sing the words clearly.

T:So in the review,Jennifer tells us something she likes and dislikes about the CD.So what is a CD review?It's a passage that gives your opinions about the CD.

(2)Read and complete the sentences using that/which/who.Then check the answers like:What kind of music does she like?

书中第二小题It's a CD________，学生给出的答案是：It's a CD that you can take to a dance party.学生只是理解了文本的表层含义，教师进一步引导：

T:Maybe we can take any CD to a dance party.What's special about this CD?

Ss:The music is great.

T:Great.So...

Ss:It's a CD that has great music.

(3)Discuss:How can we write a CD review?

First,give the name of the CD.

Then,talk about your opinions about the CD.

(4)List other kinds of reviews they know:movie review,book review,band review...

【设计意图】通过快速阅读，让学生找出Jennifer对CD的看法，在层层设问的推进中，让学生逐渐领悟到评论应该从like和dislike两方面展开。接着，让学生通过自己的理解、提炼和转化，运用目标语法进行转述。在此基础上，教师通过有效提问How can we write a CD review？引导学生分析和总结，归纳review的写作方法，培养学生的评判性思维。同时，打开思路，列举其他不同种类的评论，为之后的读写环节做好铺垫。

（六）在真实交际中内化语法规则

（1）教师分享自己的一则关于最近看的电影《海洋奇缘》的影评。

(2)Sharing:Talk about your favorite CD/movie/book.

教师从三个方面和学生谈论自己最喜爱的CD，book和movie：What's your favorite CD/movie/book？Why do you like it？What do you dislike about it？为了拓宽和加深学生思维的广度和深度，又和学生讨论可以从哪些点入手展开谈论，为学生的对话搭建内容和思维的脚手架，将要点罗列如下表。

并提醒学生在对话中运用定语从句进行表达：

I like...that/which/who...

I don't like...that/which/who...

I can't stand...that/which/who...

【设计意图】教师先从like和dislike两方面分享自己对电影《海洋奇缘》的看法，给学生一个示范，也为下一环节做好铺垫，体现了语境创设的连贯性和层次性。然后，通过层层设问，由点及面，帮助学生有逻辑地、辩证地思考。同时，在有趣味性的真实交际中赋予语言以意义。在情景互动和交流碰撞中动态生成的信息，大大丰富了课堂资源，体现了学生也是课程资源的建设者和生成者的思想。

（七）在读写拓展中实现能力提升

(1)Read the reviews and complete the sentences.

Yellow River Fisherman

This is HongTao's latest movie.I like Hong Tao.He's made some great movies over the years.Unluckily,this is his worst movie.If you're looking for entertainment,stay at home and watch TV.Yellow River Fisherman is too long,and it's really boring.It does have a few good features,though.I thought the fisherman's wife was really funny.

Yellow River Fisherman is a movie that______________________.

Wild and Windy

Over the years,we've seen musical groups with pretty strange names come and go.Few have stranger names than this band.As the name suggests,the band has lots of energy.And they play the kind of music that I love to hear.Every song is really loud and you often can't understand the words,but this is okay because the lyrics aren't very good.However,these are musicians who make us happy even on a Monday morning!

Wild and Windy is a band that___________________________________.

(2)Write a review about a CD you have listened to,a movie you have seen or a book you have read.

【设计意图】从movie review和band review的阅读拓展到CD review，movie review或book review的写作，将语法学习与读写活动融于一体，从学习语法结构、理解语言意义到真正运用语法表达真情实感。这样不仅提高了学生语法表达的准确度，也培养了语用意识，体现了“为用而学，在用中学，学而能用”的教学理念。

（八）在后测练习中评价语法学习

课后让学生阅读另一部新电影《我不是潘金莲》的影评，并用本课所学的语法进行填空。

Have you ever seen the movie called I Am Not Madame Bovary?This is Feng Xiaogang's latest movie.I like this movie so much because I like movies________give me something to think about.And Feng is a director_________I like best.He's made some great movies over the years.Another reason is that Fan Bingbing,one of the most famous_________(actor)in China,is also in this movie.This time,she acts as a woman who_________(live)in the countryside and looks kind of ugly.Also,I love the music in the movie.Though it is not the music that you can dance_________,it still sounds beautiful.

Whatever you do,don't miss this movie!

【设计意图】后测练习是一个经过改编的适时的语料，通过阅读，不仅让学生真切地感受到语法在语篇中真实、鲜活和动态的运用，又有效激发了学生主动参与、自主评价的热情。同时，丰富了课堂教学资源，增强了语法教学的时代气息。