【正文】摘 要：2017版高中英语新课标提出，语法教学要围绕“形式-意义-语用”展开。本文以语篇为基础，从听、说、读、看四个角度对非真实条件句虚拟语气的教学活动进行设计，从而探讨三维语法教学策略。
　　关键词：形式；意义；语用；语篇
　　2017版新课标指出“英语教学语法观是以语言语用为导向的‘形式-意义-语用’三维动态观，语法知识的学习是学会在语境中理解和运用新的语法知识，进一步发展英语语法意识。”那要在什么样的语境中学习语法呢？目前高中英语语法教学主要依托单句语境。通过对于多个单句语法的观察比较发现规律，学习语法的形式和意义，再通过单句翻译进行语法知识的运用。但是单句语境学习的语法脱离了上下文，脱离了说话者的情绪或特定场合。比如，My teacher suggested I could practice reading New Concept English every morning.老师建议我每天上午可以阅读《新概念英语》”，所指对象为“我”，接下来说“我怎么做”才能显出上下句逻辑连贯性，因此以“我”为主语的主动态句I read a lot of stories in it at the beginning. 比以“故事”为主语的被动句式A lot of stories were read by me at the beginning.显得更承上启下、更贴切。但是，从教学实践，我们发现学生不理解主被动态的意义区别，常为了文章句式丰富，用上被动态句式。因此，单句语境的语法学习，让学生掌握语法形式，却不能真正领会语法的意义。“语法只有在语篇中才能得以全方位、有活力地体现，语篇可以为规则的感知、归纳、运用给出有意义的实例，是学生理解掌握语法的主要渠道；语篇还会约束、影响语法结构的选择[1]”。
　　本文以语篇为基础，设计非真实条件句中虚拟语气的英语语法教学活动，从听、说、读、看四个角度感知和理解语法的“形式、意义”，通过说和写“使用”语法知识。
　　一、听歌曲学语法——基于听力语篇的语法教学活动
　　歌曲是一种人们喜闻乐见的娱乐形式。通过英语歌曲学语法，歌曲为语法学习提供了轻松愉快的有意义的学习语境，学生在欣赏或学唱歌曲同时记住语法规则，极大地激发参与课堂的积极性，活跃了课堂气氛。美国著名黑人歌手碧昂斯的流行歌曲“If I were a boy”旋律优美，歌词简单，整首曲子通过多次重复的非真实条件句虚拟语气“如果我是个男孩”情况设想，不断输入了虚拟语气的形式和意义。首先，为感知虚拟语气的形式，我们设计填写空缺歌词的任务。
　　If I ____ a boy， I think I _______ . How it feels to love a girl! I swear I ______ a better man. I ______ to her. If I _______ a boy, I  __________ my phone. Tell everyone its broken. So they think that I was sleeping alone. I __________ myself first
　　接着通过（1）What would she do if the singer were a boy? （2）Why does the singer want to be a boy? (3) Can you sum up the special verb use in the song?三个问题让学生理解作者想当男孩子的理由，以及歌手用虚拟语气表达对男性们告诫，学会站在女孩的角度考虑问题，学会去珍惜与关怀。最后通过“What would you do if you were a boy / girl?”观点表达，让男女生互换角色，发挥想象力，合理假设，学会换位思考，理解他人。
　　二、亲历情境学语法——基于交际语篇的语法教学活动
　　语言学习的目的是交际，语言是交际的工具，交流使语言的功能得以体现。语法的学习可通过“一些贴近真实语言使用的语境，让学生在意义协商(meaning negotiation)中体会语法在语篇的语义构建中发挥的作用。[2]”在交际活动过程中，学生通过填补老师话语中信息的空白，达成语言形式的感知及语言意义的理解和传递，从而提高自身的语言反应能力。例如，老师从聊起自己遇到的一件事情开始无形中引导学生使用虚拟语气。
　　T：Yesterday I received an unexpected phone. The person in the phone didn’t tell me his name and just claimed to be my student and would like to chat with me. If you were me, would you believe what the man said? 此时，学生好奇心被激发，有着不同的猜测。
　　老师接着问学生会如何应付突如其来的电话。If you were me, what would you do？学生们在回答问题时自然地输入了If I were you，I would…非真实条件句中与现在事实相反虚拟语气形式。
　　老师继续着He told me his mother had required him to apply for a major in journalism, but he preferred to study English. If you had been in his position, what would you have done?...... Although the boy followed his mother requirement finally, he felt unhappy. If you were to have a chance to talk with the boy, what would you talk with him?
　　随着师生间的话题深入，学生“在做中学，在学中做”，感知并理解非真实条件句中与过去和将来事实相反虚拟语气的用法，提升交际能力。
　　三、读故事学语法——基于文本语篇的语法教学活动 
　　刘润清认为，“大量阅读的作用是无法估量的，许多奇妙的语感来自阅读。只有在泛读之中，你才能忘掉你是为了学习语言而在读书，你已经沉浸在摄取的信息之中。这时，信息与语言同时吸收了，你也在不知不觉间就学到了语言”[3]。要获取故事或小说的信息需要学生语法知识功底，但阅读的过程促进了对语法知识的掌握。比如，针对下面一个心理学连锁反应的故事发展线索，设置一系列的问题，让学生分析、思考或探究等活动中无形中学习语法规则和理解语法意义。
　　There is a famous case of emotional chain reaction in psychology.
　　One day, the boss scolded the employee. The employee was in a bad mood and quarreled with his wife after he went home. The wife was depressed. When she saw that her child was not obedient, she slapped the child in the face. The child was full of resentment and kicked his dog very hard. The dog vented his anger on a cat. As a result, the cat rushed to the street in horror when a car came into it. In order to avoid this cat, the driver had to spin the wheel sharply, only to bump into a pedestrian on the roadside.
　　1. What do you think cause the driver to bump into a pedestrian? 
　　（追问What would have happened if the cat hadn’t rushed to the street?）
　　2. Why do you think the cat rush to the street?
　　（追问What would have happened if the dog hadn’t vented his anger?）
　　…….
　　学生通过一系列的逻辑关系的问题，理顺文本，并在多次追问中感知非真实条件句中虚拟语气的功能和意义。接着通过回答What do you learn from the story?抓住篇章中心——坏情绪犹如多米诺骨牌，会造成一系列的连锁反应，带来巨大的破坏性。最后再让学生通过What would you do if your mother were mad at you ?的讨论学会如何控制情绪，学会如何与人相处。
　　四、赏影视作品学语法——基于多模态语篇的语法教学活动  
　　当今社会，新媒体迅速发展，意义与信息的传递发展为多元化的途径，呈现了书面、口语、视觉、听觉、音频相互交织的多模态符号空间，如动画、视频等。语法知识学习可以通过“看”（view）来获得。比如，在电影Jane Eyre里Jane有这样一段话——Become nothing to you? Am I a machine without feelings? Do you think because I am poor, obscure, plain and little I am soulless and heartless? You think wrong! I have as much soul as you and full as much heart. And if God had blessed me with some beauty and wealth, I could make it as hard for you to leave me, as it is for me to leave you. I am not talking to you through mortal flesh: it is my spirit that addresses your spirit; as if we had passed through the grave, and stood at God’s feet, equal — as we are! 学生通过句中的虚拟语气的分析感受了简·爱的丰富的内心情感和与不公平的命运抗争的强烈性格。最后学生在开放性的问题If God blessed me with beauty/ wealth/ chance……，I would 聊聊自己觉得后悔或不公平的事情，感受虚拟语气在表达“遗憾、惋惜、惊奇”等情感中的意义。
　　总之，合适的语篇为语法形式、意义及运用提供具体、生动的展示平台，为语法教学增加趣味性和思维度。而“以意为基，探索形式，内化语用”的高中三维动态语法教学设计让学生在活动中感知、建构并活用语法知识。
  参考文献：
　　[1] 白丽梅，黄友之.二语习得中的语法教学理论述评明.基础英语教育，2011(1):3-9.
　　[2]朱 正 语法教学在交际课堂上的实现和提升 中小学外语教学 2007.1 2-4
　　[3]刘润清. 刘润清英语教育自选集［M］. 北京：外语教学与研究出版社，2007：67-68