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〔关键词〕 英语教学;词汇;完成句子;问题;语境
〔中图分类号〕 G633.41〔文献标识码〕 C
〔文章编号〕 1004—0463(2010)07(A)—0044—01
英语词汇是学好英语的奠基石。如何让学生高效地学习英语词汇?下面笔者结合教学实践进一步探讨英语词汇教学的方法。
1. 通过完成句子学习词汇
教师先在黑板上板书该堂课要学习的重点单词,让学生跟读这些单词,然后给出不完整的句子,让学生口头完成句子(只需填入板书中的单词),目的是让学生在掌握单词读音的基础上,初步根据词义运用这些单词。这些句子来自日常生活,带有一定的趣味性,学生很容易想到相关的单词。这样遵循了“词不离句”的词汇教学原则,使学生不知不觉地记住了单词。
2. 通过问题和图片学习词汇
教师可以通过提问的方式引出要学习的新单词,同时可以辅助图片,加深学生对单词的记忆。如在学习单词platform时,可以用问题 “Where dopassengers wait for a train?”和“Where do they get on or get off a train?”引出单词platform,然后出示左面的图片,让学生形象生动地记住这个单词。
3. 在语境中学习词汇
语境是指实际的语言环境。英语中很难找到一个完全单义的词,即使人们公认的宇宙间独一无二的东西,如sun,moon,earth等,一旦进入不同的语境,语义就发生了变化。越是普通的词、常用词,义项就越多,也越复杂,对语境的依赖性也越强。如“The moon goes round the earth”中的moon 表示“月球”,“The planet Jupiter has nine moons”中的moon表示“卫星”。单词离开了语境就显得呆板、生硬,没有活力。正如Jespersen所指出的,独立的单词只是“单词的幽灵和僵尸”,而一旦运用到语境中就有了生命。在词义的理解和使用过程中,语境起了十分重要的作用。因此,教师要通过语境来让学生学习词汇。例如,在教学at present 时,可以先用英语解释它的意思:The phrase “at present” means now. 然后设计这样一个语境:
-Where is Lusy? Why isn’t she here?
-Oh,she is at present away on her holiday.
-When will she come back?
-She said that she would come back two weeks later.
又如,教学accept...as一词时,教师可以先这样说:Betty’s husbanddiedthree yearsa go,she metJack and fell inlovewith him. She wanted to marry Jack,but her twelve-year-old daughter didn’t accept Jack as her father.
然后,教师问学生:If you were the girl,would you accept Jack as your stepfather?If Jack has a son or a daughter will you accept him or her as your brother or sister?
最后创设情境:One day,Betty,her daughter and Jack went to Disneyland. They had a good time. As last,the girl accepted Jack as her father. She got a stepfather.
通过这几个步聚,学生弄清楚了accept...as的含义及用法。在语境中学习词汇不仅能使学生掌握词汇的用法,而且能使学生更好地理解文章。
另外,学生也可以设置情境运用所学词汇,达到掌握词汇的目的。如操练turn on,turn over,turn down,turn up,turn to,turn off 时,笔者让学生自编例句进行操练,学生很自然地就说出了下列的句子。
(1)At night when we enter a room,we first turn on a light.
(2)It’s a good habit that we turn off the light before we leave rooms.
(3)Before you plant crops,the soil should be turned over carefully.
(4)If you have any math problems,please turn to Mr Chen.
(5)Could you please turn down the TV a bit?
(6)He promised to attend the meeting,but he didn’t turn up now.
笔者在课堂上和课后还编一些单词拼写、句型转换等练习,或让学生通过造句、编对话、复述课文来巩固所学的单词。
总之,英语词汇教学要遵循语言教学的规律,教师应采用不同的教学方法,使学生对词汇的学习达到事半功倍的效果,达到学以致用的目的,特别是在交际中能灵活地运用所学词汇。
〔中图分类号〕 G633.41〔文献标识码〕 C
〔文章编号〕 1004—0463(2010)07(A)—0044—01
英语词汇是学好英语的奠基石。如何让学生高效地学习英语词汇?下面笔者结合教学实践进一步探讨英语词汇教学的方法。
1. 通过完成句子学习词汇
教师先在黑板上板书该堂课要学习的重点单词,让学生跟读这些单词,然后给出不完整的句子,让学生口头完成句子(只需填入板书中的单词),目的是让学生在掌握单词读音的基础上,初步根据词义运用这些单词。这些句子来自日常生活,带有一定的趣味性,学生很容易想到相关的单词。这样遵循了“词不离句”的词汇教学原则,使学生不知不觉地记住了单词。
2. 通过问题和图片学习词汇
教师可以通过提问的方式引出要学习的新单词,同时可以辅助图片,加深学生对单词的记忆。如在学习单词platform时,可以用问题 “Where dopassengers wait for a train?”和“Where do they get on or get off a train?”引出单词platform,然后出示左面的图片,让学生形象生动地记住这个单词。
3. 在语境中学习词汇
语境是指实际的语言环境。英语中很难找到一个完全单义的词,即使人们公认的宇宙间独一无二的东西,如sun,moon,earth等,一旦进入不同的语境,语义就发生了变化。越是普通的词、常用词,义项就越多,也越复杂,对语境的依赖性也越强。如“The moon goes round the earth”中的moon 表示“月球”,“The planet Jupiter has nine moons”中的moon表示“卫星”。单词离开了语境就显得呆板、生硬,没有活力。正如Jespersen所指出的,独立的单词只是“单词的幽灵和僵尸”,而一旦运用到语境中就有了生命。在词义的理解和使用过程中,语境起了十分重要的作用。因此,教师要通过语境来让学生学习词汇。例如,在教学at present 时,可以先用英语解释它的意思:The phrase “at present” means now. 然后设计这样一个语境:
-Where is Lusy? Why isn’t she here?
-Oh,she is at present away on her holiday.
-When will she come back?
-She said that she would come back two weeks later.
又如,教学accept...as一词时,教师可以先这样说:Betty’s husbanddiedthree yearsa go,she metJack and fell inlovewith him. She wanted to marry Jack,but her twelve-year-old daughter didn’t accept Jack as her father.
然后,教师问学生:If you were the girl,would you accept Jack as your stepfather?If Jack has a son or a daughter will you accept him or her as your brother or sister?
最后创设情境:One day,Betty,her daughter and Jack went to Disneyland. They had a good time. As last,the girl accepted Jack as her father. She got a stepfather.
通过这几个步聚,学生弄清楚了accept...as的含义及用法。在语境中学习词汇不仅能使学生掌握词汇的用法,而且能使学生更好地理解文章。
另外,学生也可以设置情境运用所学词汇,达到掌握词汇的目的。如操练turn on,turn over,turn down,turn up,turn to,turn off 时,笔者让学生自编例句进行操练,学生很自然地就说出了下列的句子。
(1)At night when we enter a room,we first turn on a light.
(2)It’s a good habit that we turn off the light before we leave rooms.
(3)Before you plant crops,the soil should be turned over carefully.
(4)If you have any math problems,please turn to Mr Chen.
(5)Could you please turn down the TV a bit?
(6)He promised to attend the meeting,but he didn’t turn up now.
笔者在课堂上和课后还编一些单词拼写、句型转换等练习,或让学生通过造句、编对话、复述课文来巩固所学的单词。
总之,英语词汇教学要遵循语言教学的规律,教师应采用不同的教学方法,使学生对词汇的学习达到事半功倍的效果,达到学以致用的目的,特别是在交际中能灵活地运用所学词汇。