英語動(dòng)詞非謂語形式教學(xué)的新思維
英語分詞歷來是高中英語教學(xué)中的難點(diǎn),老師覺得不好教,學(xué)生也覺得不易學(xué)。我覺得,非謂語分詞作定語、狀語等實(shí)際上是定語從句、狀語從句等從句簡化省略逐漸演變形成的。一切語言都在向復(fù)雜長句和簡化短句兩個(gè)矛盾的方向演化發(fā)展。英語也不例外。我們?nèi)魮Q一個(gè)思維角度,沿著“從句簡化省略而形成英語非謂語動(dòng)詞”這個(gè)思路去看待理解英語分詞現(xiàn)象,而先不要去理會(huì)那些“現(xiàn)在分詞的完成形式”,“現(xiàn)在分詞的被動(dòng)完成形式”等傳統(tǒng)語法書上抽象拗口的名稱術(shù)語,也許教與學(xué)都會(huì)變得相對容易一些。自己的教學(xué)實(shí)踐中,對分詞非謂語形式的教學(xué)有點(diǎn)粗淺的體會(huì),談出來與同仁商榷。
我在實(shí)踐中把英語分詞的教學(xué)分為三個(gè)階段:
第一階段:概念的確立和感性認(rèn)識(shí)階段
在課本里正式出現(xiàn)分詞語法專項(xiàng)講解及練習(xí)之前,對課本里提前出現(xiàn)的某些含有分詞的特殊句型詞組,先讓學(xué)生記住,并反復(fù)提及強(qiáng)調(diào),以強(qiáng)化 “分詞是動(dòng)詞的非謂語形式” 這個(gè)概念。至于理論講解,先不要展開講。這是先讓學(xué)生輸入一些分詞語言現(xiàn)象,獲得感性認(rèn)識(shí)。如:A boy called Peter wants to see you. 只讓學(xué)生知道called Peter是過去分詞作后置定語,不是過去時(shí)態(tài)的謂語。該句的謂語動(dòng)詞是wants!癆 boy called Peter”意思是一個(gè)名叫Peter的男孩?勺寣W(xué)生連續(xù)翻譯: 一個(gè)名叫Mary的女孩 a girl named Mary. 可再擴(kuò)展: 一個(gè)名叫Mary的女孩住在隔壁:A girl named Mary lives next door. 再如:The bridge built in 1967 has been rebuilt. 對此句,此階段只需告訴學(xué)生built in 1967 是過去分詞作后置定語,不是動(dòng)詞的過去式謂語,而是動(dòng)詞的非謂語形式。
又如: The girls went out of the house, laughing, singing and talking. 對此句,也只需暫時(shí)告訴學(xué)生,該句的謂語動(dòng)詞是went,三個(gè)動(dòng)詞的ing形式不是謂語,是動(dòng)詞的非謂語形式,在此句中作方式樣態(tài)狀語,表明主語執(zhí)行謂語動(dòng)作時(shí)的方式樣態(tài),是“說笑唱著”,這個(gè)樣子方式走出去的。以上的非謂語分詞現(xiàn)象,在第一階段,不要講解為什么,也不要在試題中擴(kuò)展考察。最多可告訴學(xué)生,表主動(dòng)用現(xiàn)在分詞ing形式;表被動(dòng)用過去分詞。試題中可有意把課文中出現(xiàn)過的非謂語分詞原句照搬考察,以強(qiáng)化印象, 但此階段試題中千萬不要擴(kuò)展而拔苗助長。
此階段也可強(qiáng)化學(xué)生對動(dòng)詞的謂語形式和非謂語形式的認(rèn)識(shí)區(qū)別。英語的謂語形式容易區(qū)別:①有情態(tài)動(dòng)詞的;②有am,is,are,was,were的;③有將來時(shí)態(tài)助動(dòng)詞will, shall,would,should的;④有完成勢態(tài)助動(dòng)詞have,has,had的,肯定是動(dòng)詞的謂語形式。麻煩的是大多數(shù)動(dòng)詞的過去式謂語形式和過去分詞非謂語形式是一樣的。如:The bridge built in 1967 has been rebuilt. 此句中的built單獨(dú)來說既是過去式謂語形式又是過去分詞非謂語形式。the bridge和built之間顯然是被動(dòng)關(guān)系,若是過去式被動(dòng)語態(tài)的謂語,應(yīng)該是was built;若是主動(dòng)語態(tài),顯然不對,況且built沒有賓語,因build是及物動(dòng)詞,必須有賓語,所以built在本句中不是謂語形式。可對比:They built the bridge in 1967. The bridge was built in 1967. 這兩句中的built都是謂語形式。
第二階段:理論講解和強(qiáng)化訓(xùn)練
講解時(shí),我們?nèi)裟軗Q一個(gè)思維角度來看待理解分詞非謂語現(xiàn)象,就能簡化教學(xué)過程學(xué)習(xí)過程;而不是把它復(fù)雜化。我們從省略句入手,把非謂語分詞看成是某種從句的省略簡化,也許就能更好地從理論上自圓其說,學(xué)生也許就更易于理解掌握。
如上述的幾個(gè)例句就可以看成是定語從句省略簡化而來的。
A boy (who was) called Peter wants to see you. A girl (who was ) named Mary lives next door. The bridge (which was ) built in 1967 has been rebuilt.
在此,我們引入一個(gè)新的語法名稱:省略簡化,以區(qū)別于普通的省略句。因?yàn)檫@里的省略不同于一般的省略句,更多的時(shí)候,不是簡單地省略某些詞,剩余的動(dòng)詞形式是有變化的。
以下我們按從句的類型,把從句的謂語動(dòng)詞省略簡化為動(dòng)詞的非謂語形式作定語,狀語,和賓語補(bǔ)足語。
省略簡化的規(guī)則:
1. 若從句有am,is,are,was,were這五個(gè)詞,直接把他們及從句的連詞去掉;同時(shí)把從句內(nèi)部和主句相同的主語也去掉,僅留下現(xiàn)在分詞或過去分詞。
2. 若從句中沒有am,is,are,was,were這五個(gè)詞,則把從句中謂語部分的第一個(gè)詞改為ing形式,然后把從句的連詞及和主句相同的主語去掉。
3. 若從句是將來時(shí)態(tài),用不定式改寫?煽闯墒莃e going to do 去掉了be going。
4. 以上去掉從句的主語的前提是,主從句的主語相同;若主從句的兩個(gè)主語不一致,則應(yīng)在把原從句非謂語化的同時(shí)保留從句的主語,此時(shí)原從句的主語就成了非謂語分詞的邏輯主語,它和非謂語分詞一起構(gòu)成了獨(dú)立主格結(jié)構(gòu)。
具體舉例如下:
一、從句若有am,is,are,was,were這五個(gè)詞,把他們和連詞一起去掉;同時(shí)把和主句相同的主語去掉。
1. 定語從句省略簡化為分詞詞組作后置定語
(注意:必須是關(guān)系詞在從句中作主語才能這樣省略簡化)
①The man who is talking with the students is our English teacher. 改為:
The man talking with the students is our English teacher.
②The bridge which is being built now is a bit too narrow. 改為: The bridge being built now is a bit too narrow.
③The temple which was built in 1967 has been rebuilt.改為:
The temple built in 1967 has been rebuilt.
④The meeting which will be held tomorrow has been put off. 可以看成是:
The meeting which is to be held tomorrow has been put off. (be to d計(jì)劃打算將要) 再改為:
The meeting to be held tomorrow has been put off.
2. 狀語從句省略簡化為分詞詞組作狀語
If the village is seen from the top of the hill, it looks beautiful. 改為:
Seen from the top of the hill, the village looks beautiful.
3. 某些動(dòng)詞的賓語從句省略簡化后,變?yōu)榉衷~詞組作賓語補(bǔ)足語。
To his horror, he found the man was killed in bed. 改為:
To his horror, he found the man killed in bed.
二、若從句沒有am,is,are,was,were這五個(gè)詞,把從句謂語部分的第一個(gè)動(dòng)詞改為ing形式;同時(shí)把連詞以及和主句相同的主語去掉。
1. 定語從句省略簡化為分詞詞組作后置定語。
(注意:必須是關(guān)系詞在從句中作主語才能這樣省略簡化)
The man who lives next door is an engineer.
The man living next door is an engineer.
2. 狀語從句省略簡化為分詞詞組作狀語
①As he was seriously ill, he had to give up his plan halfway.
Being seriously ill, he had to give up his plan halfway.
②When he had finished his homework, he went out to play.
Having finished his homework, he went out to play.
③As his composition had been written in a hurry, it was full of spelling mistakes.
Having been written in a hurry, his composition was full of spelling mistakes.
④If you see the village from the top of the hill, you’ll find it beautiful.
Seeing the village from the top of the hill, you’ll find it beautiful.
⑤As John has gone abroad, we have to find someone else to take his place.
John having gone abroad, we have to find someone else to take his place.
3. 用and等并列連詞連接的并列謂語,其中一個(gè)保留謂語形式,其它的變?yōu)榉侵^語形式,作謂語動(dòng)詞的伴隨狀語,補(bǔ)充說明謂語動(dòng)詞的方式樣態(tài),結(jié)果,時(shí)間等。
①He put down his shopping bag and held out his hand.
Putting down his shopping bag, he held out his hand. (時(shí)間狀語,After putting…)
②He tried again and hoped that he could succeed this time.
He tried again, hoping that he could succeed this time. (目的狀語)
③He decided to try again and thought he could succeed this time.
He decided to try again, thinking that he could succeed this time. (原因狀語)
第三階段:非謂語分詞還原為從句
一是課文中出現(xiàn)的非謂語分詞詞組,讓學(xué)生轉(zhuǎn)換為從句。二是進(jìn)行專項(xiàng)練習(xí)。這樣可以使得學(xué)生更清楚地了解動(dòng)詞非謂語形式的來龍去脈。
當(dāng)然,引入省略簡化概念也并不能全面圓滿地解釋所有的非謂語現(xiàn)象。不過,在初學(xué)時(shí),這樣做,由于避開了抽象的語法概念和術(shù)語,從學(xué)生熟悉的從句引入,還是易于教師教學(xué),也易于學(xué)生有條理地掌握非謂語分詞。
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