论文部分内容阅读
摘要: 在英语课堂教学中,教师精心设计并恰当运用例句,能更好地吸引学生的注意力,使学生快捷地理解和掌握语境中的知识点,从而提高课堂效率。
关键词:英语例句;语言知识;课堂效率
提高课堂效率有许多方法,笔者通过多年的实践,认为在课堂上精选例句能收到意想不到的效果。一节课的质量好坏与例句的选用密切相关。对于如何精选例句,笔者认为可遵循以下几个原则:
一、思想性原则
选择的例句既要体现所学语言知识结构的特点,又要思想内容积极向上,对学生有教育、鼓舞和启迪作用。学生通过学习例句,不但理解了教师所讲的内容,而且受到积极向上的思想熏陶,从而树立正确的人生观和价值观。例如,在教单词successful, contribution和短语put off时,可举下列的例句:
(1)So long as you put your heart into your English study, you will be successful sooner or later.
(2)The old doctor is honoured for his contributions to his patients.
(3)Never put off what you can do today till tomorrow.
又如,学习句型“As we all know …/It is well known that …”时,教师可用下列的例句来说明,同时进行德育意识的渗透:
(1)As we know, Taiwan is part of China. We must unify it.
(2)It is well known to the world that we have sent Shenzhou VI into space successfully. It shows the growth of our country’s power.
二、情境性原则
教师若能善于抓住学校或学生生活中的某种实际情境来举例,虽是信手拈来却形象生动,通俗易懂,这对活跃课堂气氛、激发学生兴趣、克服紧张心理非常奏效。
例如,有一次,班里的张明同学的脚在足球比赛中受伤严重,他一拐一拐地走进教室,笔者急忙上前搀扶他并大声说:“ZhangMing was badly injured in the football match yesterday, now he needs our help badly .” 学生们印象深刻地记住了badly的用法。
在讲解主谓一致时,笔者举了这样的例句:All the boys, including Wang Gang, are going to play football this afternoon. 例句刚一出口,学生便哄堂大笑,因为王刚是班里出名的足球迷。接着笔者解释,虽然我们跟着王刚去踢球,但这个句子的谓语却不能跟他,应跟all the boys。这样一来,哪个学生还会记不住这个谓语动词应“就远”的规律呢?
三、示范性原则
所谓示范性是指用一个例句尽量涵盖所讲的内容。例如,在讲解表示“建议”的suggest一词时,教师可选用以下的例句:
Tom doesn’t work in the factory, neither (nor) does Mary.
Tom is a worker, but he doesn’t work hard. So it is with Mary.
Mary likes playing the piano, and she can play it well. It is the same with Tom.
He promised to help me, and so he did.(他答应帮助我,他真的帮助了我)
教师可先让学生仔细阅读题干,填写横线上的内容,然后逐一讲解它们的用法以及它们之间的区别。
五、对比性原则
在区分一些易混淆的语言点时,教师不妨用同一个句子,以达到强烈的对比效果。
在讲解receive和accept, lonely和 alone, especially和specially这三组词的区别时,下面三个例句清楚地说明了它们的主要区别:
(1) I received an invention from him, but I didn’t accept it.
(2) Although the old man stayed at home alone, he didn’t feel lonely at all.
(3) She missed her daughter, especially last night; she came here specially to see her.
六、循序渐进性原则
所谓循序渐进是指选用例句时应由浅入深,层层递进。例如,在教spend一词时,笔者选用下列例句:
(1)He spent 2,000 yuan on a color TV set.
(2)He often spends two hours (in) practicing his spoken English every day.
(3)He spent his childhood in the countryside.
老师不能在学生刚接触这个单词时就用比较复杂的例句,如:The girl spent as much time as she could going over her lessons.只有随着学生知识的不断增长,在适当的时候出现在综合练习中才会更符合学生的认知规律。
七、适时性原则
教师在教学中必须注意社会实际,特别是社会上的一些热点话题。有时,社会时事或生活热点就是呈现新语言项目最好的话题。例如,全球金融危机、H1N1流感等话题,笔者在教学中举了下列的例句:
(1)The economic crisis has put the automotive sector under particular pressure. 经济危机使汽车行业受到特别的压力。
(2)The swine flu has not proven to be much more dangerous than seasonal influenza.猪流感还没有被证明是比季节性流感更加危险。
实践证明,精心设计例句,是提高英语课堂教学效率的重要环节。
(作者单位:梅州市财贸学校)
参考文献:
[1]Krashen,S.D. The Input Hypothesis: Issues and Implications[M].London: Longman.1985.
[2]包天仁. 基础英语教改论坛[M]. 长春: 吉林教育出版社,1955.
责任编辑蒋小青
关键词:英语例句;语言知识;课堂效率
提高课堂效率有许多方法,笔者通过多年的实践,认为在课堂上精选例句能收到意想不到的效果。一节课的质量好坏与例句的选用密切相关。对于如何精选例句,笔者认为可遵循以下几个原则:
一、思想性原则
选择的例句既要体现所学语言知识结构的特点,又要思想内容积极向上,对学生有教育、鼓舞和启迪作用。学生通过学习例句,不但理解了教师所讲的内容,而且受到积极向上的思想熏陶,从而树立正确的人生观和价值观。例如,在教单词successful, contribution和短语put off时,可举下列的例句:
(1)So long as you put your heart into your English study, you will be successful sooner or later.
(2)The old doctor is honoured for his contributions to his patients.
(3)Never put off what you can do today till tomorrow.
又如,学习句型“As we all know …/It is well known that …”时,教师可用下列的例句来说明,同时进行德育意识的渗透:
(1)As we know, Taiwan is part of China. We must unify it.
(2)It is well known to the world that we have sent Shenzhou VI into space successfully. It shows the growth of our country’s power.
二、情境性原则
教师若能善于抓住学校或学生生活中的某种实际情境来举例,虽是信手拈来却形象生动,通俗易懂,这对活跃课堂气氛、激发学生兴趣、克服紧张心理非常奏效。
例如,有一次,班里的张明同学的脚在足球比赛中受伤严重,他一拐一拐地走进教室,笔者急忙上前搀扶他并大声说:“ZhangMing was badly injured in the football match yesterday, now he needs our help badly .” 学生们印象深刻地记住了badly的用法。
在讲解主谓一致时,笔者举了这样的例句:All the boys, including Wang Gang, are going to play football this afternoon. 例句刚一出口,学生便哄堂大笑,因为王刚是班里出名的足球迷。接着笔者解释,虽然我们跟着王刚去踢球,但这个句子的谓语却不能跟他,应跟all the boys。这样一来,哪个学生还会记不住这个谓语动词应“就远”的规律呢?
三、示范性原则
所谓示范性是指用一个例句尽量涵盖所讲的内容。例如,在讲解表示“建议”的suggest一词时,教师可选用以下的例句:
Tom doesn’t work in the factory, neither (nor) does Mary.
Tom is a worker, but he doesn’t work hard. So it is with Mary.
Mary likes playing the piano, and she can play it well. It is the same with Tom.
He promised to help me, and so he did.(他答应帮助我,他真的帮助了我)
教师可先让学生仔细阅读题干,填写横线上的内容,然后逐一讲解它们的用法以及它们之间的区别。
五、对比性原则
在区分一些易混淆的语言点时,教师不妨用同一个句子,以达到强烈的对比效果。
在讲解receive和accept, lonely和 alone, especially和specially这三组词的区别时,下面三个例句清楚地说明了它们的主要区别:
(1) I received an invention from him, but I didn’t accept it.
(2) Although the old man stayed at home alone, he didn’t feel lonely at all.
(3) She missed her daughter, especially last night; she came here specially to see her.
六、循序渐进性原则
所谓循序渐进是指选用例句时应由浅入深,层层递进。例如,在教spend一词时,笔者选用下列例句:
(1)He spent 2,000 yuan on a color TV set.
(2)He often spends two hours (in) practicing his spoken English every day.
(3)He spent his childhood in the countryside.
老师不能在学生刚接触这个单词时就用比较复杂的例句,如:The girl spent as much time as she could going over her lessons.只有随着学生知识的不断增长,在适当的时候出现在综合练习中才会更符合学生的认知规律。
七、适时性原则
教师在教学中必须注意社会实际,特别是社会上的一些热点话题。有时,社会时事或生活热点就是呈现新语言项目最好的话题。例如,全球金融危机、H1N1流感等话题,笔者在教学中举了下列的例句:
(1)The economic crisis has put the automotive sector under particular pressure. 经济危机使汽车行业受到特别的压力。
(2)The swine flu has not proven to be much more dangerous than seasonal influenza.猪流感还没有被证明是比季节性流感更加危险。
实践证明,精心设计例句,是提高英语课堂教学效率的重要环节。
(作者单位:梅州市财贸学校)
参考文献:
[1]Krashen,S.D. The Input Hypothesis: Issues and Implications[M].London: Longman.1985.
[2]包天仁. 基础英语教改论坛[M]. 长春: 吉林教育出版社,1955.
责任编辑蒋小青