高中英語詞匯教學課中的“因詞施教”

王青英

由于高中課程任務繁重，時間緊迫，在英語詞匯教學上，很多教師為了追求所謂的效率，放棄追尋新意，也缺乏鮮活有效的詞匯學習策略。另外，大部分教師已經不再主動進行詞匯記憶，由于缺乏基于師生共同經驗的鮮活有效的詞匯記憶體驗，他們在學生記憶詞匯遇到困難時所提供的方法千篇一律，不能實時提供系統和個性化的詞匯記憶方法指導。

掌握詞匯之所以難，問題不僅在于教師在英語詞匯教學上缺乏新意，還在于學生的學習方法上：詞匯學習方法單一，主要靠死記硬背；學生忽視復習，學習效率低下；見詞不會讀，聽音不會寫；對詞匯的運用不夠準確和熟練。

因此，高中英語詞匯教學可以采用以下策略：（1）課前單詞小游戲，激發學生興趣。如圍繞一個中心主題進行大規模、多渠道和多次反復的綜合訓練；教師給出單詞的首尾字母，要求學生在規定時間內說出所有符合要求的單詞；單詞接龍等。（2）利用英語詞匯的詞根、詞綴、詞源等構詞法進行講解。（3）為學生提供恰當的有趣的真實語境，幫助學生理解詞義，有助于學生在交際中正確運用所學詞匯，逐步提升語用能力。（4）通過有計劃的任務作業幫助學生復習，鞏固記憶效果。除了聽寫，單詞練習、單詞游戲、單詞競賽等都是很好的方式。

現以人教版高中英語必修一 Unit 4 “Earthquake”單元詞匯教學課為例，筆者根據高中英語教學大綱對本單元詞匯進行分類，然后再針對具體單詞來采取針對性的教學策略，即 “因詞施教”。

Step 1 Brainstorming

Watch a video clip about an earthquake and ask the students the question： When it comes to earthquake， which words can you think of？

Step 2 Guessing game

With your books closed， answer my questions according to the given hints.

Task 1： Guess the words

1. What do we call a deep hole in the ground where people take water？ （well）

2. What do we call the two metal lines along which trains travel？ （track）

3. What do we call the material used to build a house？ （brick）

4. What do we call the gas-like liquid when water is boiling？ （steam）

5. A________ is a special wall built across a river to make a lake or produce electricity. （dam）

6. A_________ is a passage dug out of the ground， to connect two areas of water so boats can travel between. （canal）

Task 2： Guess the meaning of the underlined words

7. Mo Yan's winning the Nobel literature Prize has become a big event in China. Nearly all the media are reporting the event to catch readers' attention.

8. Because of the environmental pollution， many natural disasters happen every year， such as floods and sandstorms. This summer， the flood disaster in Beijing killed many people.

設計意圖：此環節中的單詞皆為名詞，對學生來說能掌握形和義就已足夠。在Task 1中，先給出這些詞的英文釋義，讓學生說詞本身，然后呈現該單詞的圖片，鞏固學生記憶。與此同時，筆者寫出這些單詞的音標，要求學生根據音標拼寫。Task 2中，給出具體語境，讓學生猜測畫線單詞的詞義，鍛煉在語境中猜測詞義的能力。

Step 3 Matching

Match the words with the words with the same or similar meanings.

Step 4 Morphological changes

1. smelly（adj.） v.________ n._______

2. nation （n.） adj.__________

3. extreme（adj.） adv.________

4. injure（vt.） adj._________ n.________

5. survivor （n.） v.__________

6. useless（adj.） n._______ v.______

7. shock（n./v.） adj.__________

8. electricity （n.） adj._________

9. congratulation（n.） v.__________

10. cyclist（n.） v.___________

11. judge （v.） n._________

設計意圖：通過構詞法擴大學生詞匯量，也提醒學生在不同語境中選用恰當的詞性。

burst， ruin， shock， rescue， trap， damage， judge， express

Complete each of the sentences with one of the words in brackets in its proper form.

1. The teachers in our school all _____ their satisfaction with the Shentong_____ service.

2. _______ from the way he talks about money， the _______think he is the Second Generation Rich.

3. To our surprise， the thief fell right into the_______ which was set to _______ mice. So it is easy for the police to catch the __________ thief.

4. The mayor thought that his reputation（名聲） had been__________ by the newspaper article， because the newspaper reported that he never realized the _________these chemicals did to the environment.

5. The sudden death of his wife really________ him. And it seems as if he will never recover from the ________.

6. My son Richardson________ out crying when he heard the _______ of the balloon.

7. The whole city was in ______ after the earthquake， but the hope of the people was not_______ for many soldiers and doctors came to their help.

8. The ________ workers came to _________ those who were locked in the burning house.

設計意圖：此環節實為詞匯應用，所給單詞皆具有一詞多詞性或一詞多詞義現象，筆者通過精心創設的例句，將一詞不同詞性或一詞不同詞義放置在同一語境中，既增強趣味性，同時也提醒學生在英語學習過程中注意此類詞匯。

Step 6 Sentence translations

1. 我們不應該以貌取人。

We should not

2. 這場大雨讓我們出游的計劃破產了。

Our plan to travel around

_________________________.

3. 看起來你是第一個來這兒的。

_____________________ you are the first to be here.

4. 我們祝賀他通過了考核。

We

the examination.

5. 地震之后，整個城市滿目瘡痍。

After the earthquake， the whole city__________________.

設計意圖：5個句子翻譯涵蓋了本單元學生必須掌握的重點單詞、短語或句型，通過句子翻譯的方式來展示，提醒學生在寫作如何恰當使用。

Step 7 Making up your own stories

Work in groups of four and make up your own stories using the words given in each group.

Example： earthquake， right

away， rescue， shock

We all know that if an earthquake happens， we should run out of the house right away instead of staying in the house to get our valuable things. If unluckily， we get trapped in the house， we should be confident that some one will come to rescue us. But actually， many people were killed in the earthquakes because they wanted to take more things out， which really shocked me， because I think life is the most important.

Group 1： as if， rescue， trap， at an end

Group 2： a （great） number of， reporter， congratulation， cyclist

Group 3： disaster， dig out， bury， miner

Group 4： destroy， useless， in ruins， shelter

設計意圖：這一任務具有挑戰性，能激發學生的好勝心，在參與的同時掌握所給單詞及短語的形與義。同時，為了降低難度，本班學生被分為四大組，每一大組學生只需選擇與組號相對應的詞匯組，組內合作完成所給任務。

Step 8 Self-assessment

How many new words and phrases have you learnt in this period of class？ Write down as many as you can in just 2 minutes.

設計意圖：此環節為自我評價環節，當堂檢測學生課上所學，并展示掌握效果好的學生所寫出的詞匯，激勵其他學生。

責任編輯 魏文琦