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摘要:高中生词汇量的多少直接影响了其阅读理解和语言表达的能力。本文结合教学实践,提出了在高三英语词汇复习中要创造性的使用教材资源并就如何创造性的使用教材资源提出了两点建议。
关键词:新课标;高考;高中英语教材;词汇复习教学
一、新课标对词汇教学的要求
《国家英语课程标准》指出:“此次英语课程改革的重点就是要改变课程过分重视语法和词汇知识的讲解与传授,忽视对学生实际语言运用能力的培养的倾向,……”所以学习语言的主要目的就是为了进行有效的交际。《标准》的目的是要让学生在运用语言的过程中领悟语言知识要点,要求学生在“做中学”。在新课程理念的指导下,教师应将词复习汇教学置于具体的教学情境中,因为单纯的词汇讲解和操练会显得枯燥、乏味,不能激发学生的学习兴趣。本文将从为什么要创造性使用教材以及如何创造性使用教材两个方面,结合自己的教学实践,提出较适合我校学生词汇复习的有效策略。
二、为什么要创造性使用教材
根据笔者观察和调查的结果发现,目前我校学生在词汇复习中主要存在两个问题。第一,脱离语境,死记硬背单词,不会区分高频词和低频词,对所有的单词“一视同仁”。主要表现为:背记单词时急于求成,总想一下子把所有的单词和语义全记下来,结果往往连A部的单词都还没记住就想要放弃了。另外,在阅读文章时,如果碰到生词,不习惯去猜测词义,希望老师能马上告诉他。第二,只会认词,不知辨词;只知词义,不懂使用。例如,写作中经常出现这样的句子:With our own car, we don’t have to cost a lot of time waiting for a bus. 出错的原因显然是没有弄清cost 和spend 这两个词的区别。所以教师在高三词汇复习中要灵活处理教材,因为:其一,这是因材施教的需要,班级间存在差异,学生个体间也存在差异;其二,教材本身存在的不足,我们现在正在使用的新编人教版高中英语教材每个单元都以一个话题为核心,各个任务或活动的安排都在竭力体现新课程标准的教育理念。然而,在教学过程中我们发现,各单元词汇量存在很大差异,有些目标词汇复现率低,有些文章趣味性不强,有些文章离我们农村中学的孩子太遥远。为了克服这些不足之处,教师有必要在高三复习中创造性使用教材。
三、改编或补充材料,增强时代气息
教材中有的话题过于陈旧,不能吸引学生的兴趣,此时教师可以适当对文章进行改编。
〔教学示例1〕Book 3 Unit 1 Festivals around the world的教学
教材中介绍了世界各地的节日种类以及一个发生在乞巧节的故事,学生没有太多感性认识,所以就利用了2011年11月11日这一特殊的日子把两篇课文中的重点词汇编成了一个以明星夫妻(张杰和谢娜)为主角的故事。
(1)Zhang Jie was worried because Xie Na who had said she would meet him at the cinema after work didn’t ___ __. He waited with roses in his hand, thinking that she would ____ ___ ____. But he waited and waited, she didn’t come. So he thought he would not ____ ___ ________ for her to __________ to him. Then he threw the roses away and ___ ____ for the hotel. He didn’t want them to ______ him __ her. Just at that moment, he heard a voice calling him. There was Xie Na waving at him. After Xie Na explained the delay, Zhang Jie ______ her. Then they went to the cinema happily.
(2)Dear Nancy,
I’m very glad that you will come to my hometown to study next year. Last Friday, you asked me to tell you something about our traditional festivals but I couldn’t make myself understood. So I decided to write a letter to you. Now I’ll introduce four of our traditional festivals to you.
The Spring Festival is the most _______ (有活力的) and important festival in China. People celebrate it in order to _____ _____ ____ (期待)the end of winter and the coming of spring. It takes place on______________________ ( 农历1月1日) when people clean and _________ (装饰) their houses and prepare a big dinner. After that, family members gather together and eat dumplings, fish and meat. The children will ____ ___(盛装打扮), be given __________(压岁钱)in red paper and ___ ___ _____ (娱乐)each other.
The Tomb-sweeping Day is celebrated to honour the dead. It takes place on__________ (公历4月5日)when people should go to clean graves ___ _____ ___ (纪念)their ancestors. It is just like your Halloween which also had its origin in old ______ (信念) about the return of the spirits of dead people. But Halloween is now a children’s festival, when they can ____ __ ____ ___ (开玩笑)their neighbours who do not give them sweets.
The Dragon Boat festival is celebrated to honour the famous ancient poet, Qu Yuan. It takes place on__________________( 农历5月5日) when people eat a kind of food called “zongzi”, hold Dragon Boat races and throw “zongzi” into the rivers.
The mid-autumn festival is celebrated for harvest. It takes place on________________________ ( 农历8月15)when people have _______ (收藏)their food and finish their agricultural work. The family members get together and prepare a big dinner. After that, they sit in the yard. The yard, with bright moon light,looks ______ (仿佛)it is covered with frost. They _____(欣赏) the moon as well as enjoy mooncakes.
These are the most typical festivals in China. I hope it will be of great help to you. I’m looking forward to your reply.
Yours,
Nana
四、结语
没有适合所有学生的教材,也没有一成不变的教法。在高三英语词汇复习教学中,教师需要重视具体语境下的词汇应用训练,强化语境意识,引导学生在句子与语篇中理解词汇,关注词汇的语用意义,切忌孤立地记忆单词。高三英语词汇复习应远离枯燥乏味的灌输与大量重复的讲练,我们要合理的使用教材,这也是英语教师必备的教学能力。教师要使课堂更富有时代感和多样性,就要挖掘教材,补充教材,重组教材,发展教材,最大限度地调动教学双方的积极性,从而提高复习效率。
参考文献
〔1〕《普通高中新课程方案导读》,华东师范大学出版社,2003年。
〔2〕《英语课程标准》普通高中(实验版),人民教育出版社,2003年4月
〔3〕许俊花“中学英语词汇教学中的心理词汇探究”,《英语教师》,2010年第4期。
〔4〕薛常明、刘德林:“英语词汇学习:问题与对策”,《英语教师》,2009年第8期。
〔5〕孙冬萍:“高三英语词汇复习教学策略例谈”,《中小学外语教学》,2011年第8期。
〔6〕楼立青:“创造性使用高中英语教材资源的建议”,《中小学外语教学》,2011年第5期。
关键词:新课标;高考;高中英语教材;词汇复习教学
一、新课标对词汇教学的要求
《国家英语课程标准》指出:“此次英语课程改革的重点就是要改变课程过分重视语法和词汇知识的讲解与传授,忽视对学生实际语言运用能力的培养的倾向,……”所以学习语言的主要目的就是为了进行有效的交际。《标准》的目的是要让学生在运用语言的过程中领悟语言知识要点,要求学生在“做中学”。在新课程理念的指导下,教师应将词复习汇教学置于具体的教学情境中,因为单纯的词汇讲解和操练会显得枯燥、乏味,不能激发学生的学习兴趣。本文将从为什么要创造性使用教材以及如何创造性使用教材两个方面,结合自己的教学实践,提出较适合我校学生词汇复习的有效策略。
二、为什么要创造性使用教材
根据笔者观察和调查的结果发现,目前我校学生在词汇复习中主要存在两个问题。第一,脱离语境,死记硬背单词,不会区分高频词和低频词,对所有的单词“一视同仁”。主要表现为:背记单词时急于求成,总想一下子把所有的单词和语义全记下来,结果往往连A部的单词都还没记住就想要放弃了。另外,在阅读文章时,如果碰到生词,不习惯去猜测词义,希望老师能马上告诉他。第二,只会认词,不知辨词;只知词义,不懂使用。例如,写作中经常出现这样的句子:With our own car, we don’t have to cost a lot of time waiting for a bus. 出错的原因显然是没有弄清cost 和spend 这两个词的区别。所以教师在高三词汇复习中要灵活处理教材,因为:其一,这是因材施教的需要,班级间存在差异,学生个体间也存在差异;其二,教材本身存在的不足,我们现在正在使用的新编人教版高中英语教材每个单元都以一个话题为核心,各个任务或活动的安排都在竭力体现新课程标准的教育理念。然而,在教学过程中我们发现,各单元词汇量存在很大差异,有些目标词汇复现率低,有些文章趣味性不强,有些文章离我们农村中学的孩子太遥远。为了克服这些不足之处,教师有必要在高三复习中创造性使用教材。
三、改编或补充材料,增强时代气息
教材中有的话题过于陈旧,不能吸引学生的兴趣,此时教师可以适当对文章进行改编。
〔教学示例1〕Book 3 Unit 1 Festivals around the world的教学
教材中介绍了世界各地的节日种类以及一个发生在乞巧节的故事,学生没有太多感性认识,所以就利用了2011年11月11日这一特殊的日子把两篇课文中的重点词汇编成了一个以明星夫妻(张杰和谢娜)为主角的故事。
(1)Zhang Jie was worried because Xie Na who had said she would meet him at the cinema after work didn’t ___ __. He waited with roses in his hand, thinking that she would ____ ___ ____. But he waited and waited, she didn’t come. So he thought he would not ____ ___ ________ for her to __________ to him. Then he threw the roses away and ___ ____ for the hotel. He didn’t want them to ______ him __ her. Just at that moment, he heard a voice calling him. There was Xie Na waving at him. After Xie Na explained the delay, Zhang Jie ______ her. Then they went to the cinema happily.
(2)Dear Nancy,
I’m very glad that you will come to my hometown to study next year. Last Friday, you asked me to tell you something about our traditional festivals but I couldn’t make myself understood. So I decided to write a letter to you. Now I’ll introduce four of our traditional festivals to you.
The Spring Festival is the most _______ (有活力的) and important festival in China. People celebrate it in order to _____ _____ ____ (期待)the end of winter and the coming of spring. It takes place on______________________ ( 农历1月1日) when people clean and _________ (装饰) their houses and prepare a big dinner. After that, family members gather together and eat dumplings, fish and meat. The children will ____ ___(盛装打扮), be given __________(压岁钱)in red paper and ___ ___ _____ (娱乐)each other.
The Tomb-sweeping Day is celebrated to honour the dead. It takes place on__________ (公历4月5日)when people should go to clean graves ___ _____ ___ (纪念)their ancestors. It is just like your Halloween which also had its origin in old ______ (信念) about the return of the spirits of dead people. But Halloween is now a children’s festival, when they can ____ __ ____ ___ (开玩笑)their neighbours who do not give them sweets.
The Dragon Boat festival is celebrated to honour the famous ancient poet, Qu Yuan. It takes place on__________________( 农历5月5日) when people eat a kind of food called “zongzi”, hold Dragon Boat races and throw “zongzi” into the rivers.
The mid-autumn festival is celebrated for harvest. It takes place on________________________ ( 农历8月15)when people have _______ (收藏)their food and finish their agricultural work. The family members get together and prepare a big dinner. After that, they sit in the yard. The yard, with bright moon light,looks ______ (仿佛)it is covered with frost. They _____(欣赏) the moon as well as enjoy mooncakes.
These are the most typical festivals in China. I hope it will be of great help to you. I’m looking forward to your reply.
Yours,
Nana
四、结语
没有适合所有学生的教材,也没有一成不变的教法。在高三英语词汇复习教学中,教师需要重视具体语境下的词汇应用训练,强化语境意识,引导学生在句子与语篇中理解词汇,关注词汇的语用意义,切忌孤立地记忆单词。高三英语词汇复习应远离枯燥乏味的灌输与大量重复的讲练,我们要合理的使用教材,这也是英语教师必备的教学能力。教师要使课堂更富有时代感和多样性,就要挖掘教材,补充教材,重组教材,发展教材,最大限度地调动教学双方的积极性,从而提高复习效率。
参考文献
〔1〕《普通高中新课程方案导读》,华东师范大学出版社,2003年。
〔2〕《英语课程标准》普通高中(实验版),人民教育出版社,2003年4月
〔3〕许俊花“中学英语词汇教学中的心理词汇探究”,《英语教师》,2010年第4期。
〔4〕薛常明、刘德林:“英语词汇学习:问题与对策”,《英语教师》,2009年第8期。
〔5〕孙冬萍:“高三英语词汇复习教学策略例谈”,《中小学外语教学》,2011年第8期。
〔6〕楼立青:“创造性使用高中英语教材资源的建议”,《中小学外语教学》,2011年第5期。