作業批改是教學必不可少的基本環節之一,是課堂教學的繼續和鞏固。教師常常通過設置適量作業來檢查學生對所學語言的掌握和運用情況。
1. 摘錄作業中普遍性和典型性的錯誤
教師在批改作業時可總結出學生作業中出現的普遍性和典型性錯誤,并在課堂上集中講解。
句1他向來對歷史感興趣。
[學生誤譯] He always be interested in history.(漢語式語序,語域混亂)
給出同類例句,學生仿寫
[例句1] 他總是專心致志地學習。 He is always absorbed in study.(學生譯文)
[例句2] 湯姆經常受到老師表揚。Tom is often praised by histeacher. (學生譯文)
句2我得出結論,他們不贊成這個計劃。
[學生誤譯] I drew a conclusion which they are not in favour of the plan.
(同位語從句與定語從句混淆)
[例句] 他答應寄給我一張明信片。(此句要求學生用多種句式翻譯)
[譯1 ] He made a promise that he would send me a postcard. (學生譯文,that 引導同位語從句)
[譯2 ] He promised to send me a postcard. (學生譯文,不定式作賓語)
[譯3 ] He promised that he would send me a postcard. (學生譯文,that引導賓語從句)
句3那場車禍發生在夜間。
[學生誤譯] The traffic accident was happened at night. (及物動詞與不及物動詞混淆)
給出同類例句,學生仿寫
[例句1] 像這樣的事情經常發生。Things like this often happen.
[例句2] 這項運動最早出現于1896. The sport appeared first in1896.
句4他的遲到使老師很生氣。
[學生誤譯] He was late made his teacher angry.漢語式英語,屬句法錯誤)
給出同類例句,學生仿寫
[例句1]你錯過了這么精彩的足球賽,真可惜。(要求學生用多種句式翻譯)
[例句2]他是誠實的,這是事實。
[譯1 ] That you missed such a wonderful football match is a pity. (學生譯文,that引導主語從句)
[譯2 ] It’s a pity that you missed such a wonderful football match. (學生譯文,that引導主語從句)
[譯1 ] That he is honest is true. (學生譯文)
[譯2 ] It is honest that he is honest. (學生譯文)
2. 加注評語,激勵學生
恰如其分的評語會對學生起到激勵或鞭策的作用,能增強學生對本學科的求知欲,達到因材施教的目的。例如,根據學生作業的完美程度,可寫上:“Good”,“Very good”,“Wonderful”,“Excellent”...;或用句子“I’m very glad you’ve done so well today. I believe you’ll do even better.”如果學生的作業不整潔或出了錯誤,教師可用:“Please try to write well. Don’t scribble, will you?”“You didn’t do well enough. I hope you’ll do better next time .”“Work harderand you’ll do as well as the others。”如果教師用豐富多彩的英語格言和諺語作尾批,將會起到事半功倍的效果。例如:Well begun is half done.(良好的開端是成功的一半。)Practice makes perfect/Skill comes from practice.(熟能生巧。)An inch is as good as an error.(大錯小錯,同樣是錯。)A fall into the pit, a gain in your wit.(吃一塹,長一智。)
責任編輯 邱麗