精心設計例句，提高英語課堂教學效率

梁靄婷

摘要: 在英語課堂教學中,教師精心設計并恰當運用例句,能更好地吸引學生的注意力,使學生快捷地理解和掌握語境中的知識點,從而提高課堂效率。

關鍵詞:英語例句;語言知識;課堂效率

提高課堂效率有許多方法,筆者通過多年的實踐,認為在課堂上精選例句能收到意想不到的效果。一節課的質量好壞與例句的選用密切相關。對于如何精選例句,筆者認為可遵循以下幾個原則:

一、思想性原則

選擇的例句既要體現所學語言知識結構的特點,又要思想內容積極向上,對學生有教育、鼓舞和啟迪作用。學生通過學習例句,不但理解了教師所講的內容,而且受到積極向上的思想熏陶,從而樹立正確的人生觀和價值觀。例如,在教單詞successful, contribution和短語put off時,可舉下列的例句:

(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,學習句型“As we all know …/It is well known that …”時,教師可用下列的例句來說明,同時進行德育意識的滲透:

(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 countrys power.

二、情境性原則

教師若能善于抓住學校或學生生活中的某種實際情境來舉例,雖是信手拈來卻形象生動,通俗易懂,這對活躍課堂氣氛、激發學生興趣、克服緊張心理非常奏效。

例如,有一次,班里的張明同學的腳在足球比賽中受傷嚴重,他一拐一拐地走進教室,筆者急忙上前攙扶他并大聲說:“ZhangMing was badly injured in the football match yesterday, now he needs our help badly .” 學生們印象深刻地記住了badly的用法。

在講解主謂一致時,筆者舉了這樣的例句:All the boys, including Wang Gang, are going to play football this afternoon. 例句剛一出口,學生便哄堂大笑,因為王剛是班里出名的足球迷。接著筆者解釋,雖然我們跟著王剛去踢球,但這個句子的謂語卻不能跟他,應跟all the boys。這樣一來,哪個學生還會記不住這個謂語動詞應“就遠”的規律呢?

三、示范性原則

所謂示范性是指用一個例句盡量涵蓋所講的內容。例如,在講解表示“建議”的suggest一詞時,教師可選用以下的例句:

It was suggested that you (should) go to attend the meeting.(主語從句)

His suggestion was that you (should) go to attend the meeting.(表語從句)

He made a suggestion that you (should) go to attend the meeting.(同位語從句)

四、啟迪性原則

所謂啟迪性是指通過所選例句能讓學生聯想起其他類似的用法。例如,學習“A如何,B也如何”的否定句式時,筆者舉例:

She didnt pass the exam, and neither (nor) did I.

I cant speak Japanese, and nor (neither) can she.

這時學生自然會想起一些以前學過的類似用法,教師可選用下列例句來歸納:

Tom doesnt work in the factory, neither (nor) does Mary.

Tom is a worker, but he doesnt 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.(他答應幫助我,他真的幫助了我)

教師可先讓學生仔細閱讀題干,填寫橫線上的內容,然后逐一講解它們的用法以及它們之間的區別。

五、對比性原則

在區分一些易混淆的語言點時,教師不妨用同一個句子,以達到強烈的對比效果。

在講解receive和accept, lonely和 alone, especially和specially這三組詞的區別時,下面三個例句清楚地說明了它們的主要區別:

(1) I received an invention from him, but I didnt accept it.

(2) Although the old man stayed at home alone, he didnt feel lonely at all.

(3) She missed her daughter, especially last night; she came here specially to see her.

六、循序漸進性原則

所謂循序漸進是指選用例句時應由淺入深,層層遞進。例如,在教spend一詞時,筆者選用下列例句:

(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.

老師不能在學生剛接觸這個單詞時就用比較復雜的例句,如:The girl spent as much time as she could going over her lessons.只有隨著學生知識的不斷增長,在適當的時候出現在綜合練習中才會更符合學生的認知規律。

七、適時性原則

教師在教學中必須注意社會實際,特別是社會上的一些熱點話題。有時,社會時事或生活熱點就是呈現新語言項目最好的話題。例如,全球金融危機、H1N1流感等話題,筆者在教學中舉了下列的例句:

(1)The economic crisis has put the automotive sector under particular pressure. 經濟危機使汽車行業受到特別的壓力。

(2)The swine flu has not proven to be much more dangerous than seasonal influenza.豬流感還沒有被證明是比季節性流感更加危險。

實踐證明,精心設計例句,是提高英語課堂教學效率的重要環節。

(作者單位:梅州市財貿學校)

參考文獻:

[1]Krashen,S.D. The Input Hypothesis: Issues and Implications[M].London: Longman.1985.

[2]包天仁. 基礎英語教改論壇[M]. 長春: 吉林教育出版社,1955.

責任編輯蔣小青