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近期,学生做了一篇阅读理解,其中有一道题的错因,让我百思不得其解。该题的答案依据是:After graduating from college, Bourke-White headed towards Cleveland where she photographed the steel plants that were so widespread in that city. In the 1920s, American industry was increasing and the country was growing. 正确答案是:Bourke White的早期工作的重点是:American industry。但我班有40%的学生选择:City scenes。 后来,在学生讨论时,我听到一位学生在翻译这个句子时,把plant译成了植物,而在本句中应理解为:工厂。此时我忽然顿悟了學生的错因以及明白了在今后的教学中应该注意帮助学生积累 “一词多义”。
同时,本人在新授单词时,发现牛津高中英语2010年版罗列生词的含义和2005年版有所不同。为此,我认真比较了两个版本(共11模块)的牛津高中英语教材,发现从罗列的生词量上看,2010版的少了一些,但大约有251个词,它们的含义在原有基础上增加了1至3个或者是词性也变多了。我们都知道,对于学生而言,扩大词汇量是提高英语能力的一条必经之路。现从新版看,我们可以看出高考英语在词汇方面的新趋势——注重一词多义。
下面我罗列一些2010年版新增加含义的重要词汇,希望对你们有帮助。
1.I attach great importance to this research. 认为—重要
2.His poetry is always accessible. 易理解的
3.I greatly acknowledge financial support from several local businesses. 感谢
4.They were forced to reach an accommodation with the rebels. 和解
5.She was abrupt with me in our meeting. 粗鲁的
6.She has a bent for mathematics. 天赋
She.seems bent on making life difficult for me. 一心想要(坏事情)
He was bent double with laughter.弯曲的
7.She stared at me with a blank expression on her face. 无表情的
8.Every point in this game counts. 重要
9.He is not entitled to claim unemployment benefit. 索取; 救济金
10.I tried to argue but he countered that the plans were not yet finished. 反驳
11.There is always a strange collection of runners in London Marathon. 一批
12.The qualification has gained currency all over the world. 普遍认可
13.I offered to give them a lift but they declined. 婉言谢绝
14.He showed great discrimination in his choice of friends. 辨别力
15.It was a radical departure from tradition. 违反
16.Bake the cakes until they are firm to touch. 坚硬的
17.Her voice was flat and expressionless. 平淡的
18.The painting is expected to fetch $10000 at auction. 卖得
19.The path to the mountain is very gradual. 不陡的
20.She felt lighthearted and gay. 快乐的
21.We have cleared the first hurdle; let’s see what happened next. 障碍
22.She has got loads of friends. 许多
23.Lies are always lame. 无说服力的
24.Let’s consider the pluses and minuses of changing the system. 优点和缺点
25.The research was carried out on a modest scale. 不太大的
26.He observed that he was not for the suggestion put forward at the meeting. 评论
27.He was personally criticized by inspectors for his incompetence. 个别地
28.He made it plain that we should leave. 清楚的 29.The hotel offers a wide range of facilities and services. 一系列
30.His novel is still relevant today. 有意义
31.She is doing a course to sharpen her business skills. 提高
32.Their relationship was tolerated but not encouraged. 允许
33.The author skillfully draws together the different threads of the plot. 线索
34.He married a virtual stranger. 实际上的
35.I want to withdraw $250 please. 取
以上,只是教材中出现的部分重要词汇,其实我们在平时的教学中还会碰到很多一词多义的词,尤其它会出现在阅读理解中,所以,我们应该掌握好一词多义,这样才能有助于阅读理解能力的提高。
那么,在今后的教学中,我们到底应该如何帮助学生积累一词多义呢?
首先,进行词汇教学要“语境化”。书本后面罗列的生词中,一个单词有时有3个或4个意思,但在课文中仅仅用到了其中一个意思。为了帮助学生记住其他的含义,老师必须也要给出相应的语境(句子或短文),让学生联系一定的上下文来真正地掌握这个单词的意思。在讲解阅读理解时,老师也要有意识地帮助学生归纳总结一词多义的词(例如:air樣子、神态),在拓展该词的意思时,教师应该先给出相应的语境,然后让学生在语境中猜测他们的各种含义,这样便于学生记忆。
其次,改善词汇检测的方法。为了让学生背诵得更好或者是更好地了解学生的背诵情况,老师都会采取默写这一方法。一般来说,大多数老师默写单词的时候,可能给学生一个中文意思,让他们写英文,这样的话,学生就不能牢记该词的中文意思了,尤其是,一词多义的词。所以,老师以后在默写时,可采取两种方式相结合。如果你认为这个单词必须要会写,那么给中文意思,让学生写英文;如果这个单词,有好几种意思的,那么,给学生英文,让学生必须把每一种意思都写出来,这样有助于扩大学生的词汇量。
最后,开展课外活动激发学生的学习动力。要想提高教学效果,使学生能够扎实掌握英语一词多义的知识,就必须寻找调动学生积极性的办法。例如:课前热身。上课前3分钟,老师把近几天讲到的一词多义的词,用PPT 展示出来,让学生进行小组赛,激发他们的学习兴趣和动力。还有,可以让英语成绩优秀的学生,就关于多义词理解谈谈学习心得等,真正实现课堂教学与课外教学的相互补充。
总之,词汇是高中英语教学的重点和难点,是语言的三大要素之一,是交际的重要基础,是语言的“建筑材料”。这种材料的好坏直接关系到“建筑质量”问题。所以,作为一位高中英语教师,首先必须了解词汇的重要性,其次关键的是要了解高考词汇的变化,随时了解高考的动态,以便在接下来的教学中,调整好自己的教学方法和教学的重难点。
(作者单位:江苏省海门市麒麟中学)
同时,本人在新授单词时,发现牛津高中英语2010年版罗列生词的含义和2005年版有所不同。为此,我认真比较了两个版本(共11模块)的牛津高中英语教材,发现从罗列的生词量上看,2010版的少了一些,但大约有251个词,它们的含义在原有基础上增加了1至3个或者是词性也变多了。我们都知道,对于学生而言,扩大词汇量是提高英语能力的一条必经之路。现从新版看,我们可以看出高考英语在词汇方面的新趋势——注重一词多义。
下面我罗列一些2010年版新增加含义的重要词汇,希望对你们有帮助。
1.I attach great importance to this research. 认为—重要
2.His poetry is always accessible. 易理解的
3.I greatly acknowledge financial support from several local businesses. 感谢
4.They were forced to reach an accommodation with the rebels. 和解
5.She was abrupt with me in our meeting. 粗鲁的
6.She has a bent for mathematics. 天赋
She.seems bent on making life difficult for me. 一心想要(坏事情)
He was bent double with laughter.弯曲的
7.She stared at me with a blank expression on her face. 无表情的
8.Every point in this game counts. 重要
9.He is not entitled to claim unemployment benefit. 索取; 救济金
10.I tried to argue but he countered that the plans were not yet finished. 反驳
11.There is always a strange collection of runners in London Marathon. 一批
12.The qualification has gained currency all over the world. 普遍认可
13.I offered to give them a lift but they declined. 婉言谢绝
14.He showed great discrimination in his choice of friends. 辨别力
15.It was a radical departure from tradition. 违反
16.Bake the cakes until they are firm to touch. 坚硬的
17.Her voice was flat and expressionless. 平淡的
18.The painting is expected to fetch $10000 at auction. 卖得
19.The path to the mountain is very gradual. 不陡的
20.She felt lighthearted and gay. 快乐的
21.We have cleared the first hurdle; let’s see what happened next. 障碍
22.She has got loads of friends. 许多
23.Lies are always lame. 无说服力的
24.Let’s consider the pluses and minuses of changing the system. 优点和缺点
25.The research was carried out on a modest scale. 不太大的
26.He observed that he was not for the suggestion put forward at the meeting. 评论
27.He was personally criticized by inspectors for his incompetence. 个别地
28.He made it plain that we should leave. 清楚的 29.The hotel offers a wide range of facilities and services. 一系列
30.His novel is still relevant today. 有意义
31.She is doing a course to sharpen her business skills. 提高
32.Their relationship was tolerated but not encouraged. 允许
33.The author skillfully draws together the different threads of the plot. 线索
34.He married a virtual stranger. 实际上的
35.I want to withdraw $250 please. 取
以上,只是教材中出现的部分重要词汇,其实我们在平时的教学中还会碰到很多一词多义的词,尤其它会出现在阅读理解中,所以,我们应该掌握好一词多义,这样才能有助于阅读理解能力的提高。
那么,在今后的教学中,我们到底应该如何帮助学生积累一词多义呢?
首先,进行词汇教学要“语境化”。书本后面罗列的生词中,一个单词有时有3个或4个意思,但在课文中仅仅用到了其中一个意思。为了帮助学生记住其他的含义,老师必须也要给出相应的语境(句子或短文),让学生联系一定的上下文来真正地掌握这个单词的意思。在讲解阅读理解时,老师也要有意识地帮助学生归纳总结一词多义的词(例如:air樣子、神态),在拓展该词的意思时,教师应该先给出相应的语境,然后让学生在语境中猜测他们的各种含义,这样便于学生记忆。
其次,改善词汇检测的方法。为了让学生背诵得更好或者是更好地了解学生的背诵情况,老师都会采取默写这一方法。一般来说,大多数老师默写单词的时候,可能给学生一个中文意思,让他们写英文,这样的话,学生就不能牢记该词的中文意思了,尤其是,一词多义的词。所以,老师以后在默写时,可采取两种方式相结合。如果你认为这个单词必须要会写,那么给中文意思,让学生写英文;如果这个单词,有好几种意思的,那么,给学生英文,让学生必须把每一种意思都写出来,这样有助于扩大学生的词汇量。
最后,开展课外活动激发学生的学习动力。要想提高教学效果,使学生能够扎实掌握英语一词多义的知识,就必须寻找调动学生积极性的办法。例如:课前热身。上课前3分钟,老师把近几天讲到的一词多义的词,用PPT 展示出来,让学生进行小组赛,激发他们的学习兴趣和动力。还有,可以让英语成绩优秀的学生,就关于多义词理解谈谈学习心得等,真正实现课堂教学与课外教学的相互补充。
总之,词汇是高中英语教学的重点和难点,是语言的三大要素之一,是交际的重要基础,是语言的“建筑材料”。这种材料的好坏直接关系到“建筑质量”问题。所以,作为一位高中英语教师,首先必须了解词汇的重要性,其次关键的是要了解高考词汇的变化,随时了解高考的动态,以便在接下来的教学中,调整好自己的教学方法和教学的重难点。
(作者单位:江苏省海门市麒麟中学)