基于牛津高中英语教材的词块教学初探??

诸炼

【摘要】本文以牛津高中英语教材为基础，探讨基于词块教学法的词汇教学模式，提高学生词汇学习效率的有效途径。

【关键词】词块 词块教学 高中英语

引言

语言能力是修订的《高中英语课程标准》（待颁布）英语学科核心素养的重要方面之一，主要指在社会情境中借助语言进行理解和表达的能力，而英语学科的教育教學是其培养的主要途径。但是，当下学生在用英语表达时，词汇的选择和使用不符合表达习惯，这一现象一定程度上是由于目前的英语词汇教学中，教师仍然停留在释义、讲解、背诵的机械化孤立模式中造成的，而词块教学法为解决这一问题提供了有益的思路。

词块教学实践。提供真实语境，强化词块意识，总结归纳语用，循环复现语块是词汇教学的四个原则，据此，笔者尝试运用以下活动进行词汇教学：

首先，在词块的识别和记忆中，可用词块知识导入文章，培养学生的词块意识。在牛津高中英语教材模块五第一单元Reading中，本课的导入就是让学生们讨论与话题friends相关的谚语，如：Friends are thieves of time； The best mirror is an old friend； If you can buy a persons friendship， it is not worth having； True friends have hearts that beat as one.这样的导入，耳目一新，刺激了学生对于话题的兴趣，并且输入了地道的语言用法，增强了学生的词块意识。此外，在问题设置中，也应侧重于设置引导学生发现词块的问题。在模块五第二单元reading中，目标词汇为：cut back on production 课文原句：it is our duty to try to cut back on production and reduce the number of things we make and buy. 问题：what is Lingshuiqings suggestion？再次，牛津教材的一个重要特征就是每个单元都有中心话题，因此，以单元主题为单位总结相关词块也是帮助学生积累的重要方式。

第二，在语块的运用和强化过程中，教师应让学生将目标语块进行模仿、运用、巩固，使其更加扎实地掌握其用法，以期达到准确应用的程度。概括语篇就是一种很好的活动形式。例如，在模块十第二单元中，笔者要求学生用前一节课总结出的相关词块完成课文概括（划横线的是要求学生填写的词块）。例如：For decades， Florida has been attracting older people. It is home to the largest population of people aged 65 and older. This group makes up over 17percent of the states population. People give a variety of reasons for their move. They dont like snow， because snow can turn into ice， which is easy to slip on. Older people prefer staying comfortable， and thats why they are moving somewhere warmer. As the number of older Americans moving Florida increases， more changes are made to cater to them. Most young adults are electing to live in cities. Some are looking for a good job， while some others seek exciting and fun things to do.

在词块产出性练习中，paraphrase也是一个很有效的办法，这一做法对于提高学生的词汇表达也有积极的意义。例如，针对模块六第二单元重点词块 in high spirits，笔者设计了如下练习。（划横线处为学生填写内容）

Everyone who saw her all said she stayed cheerful.

Everyone who saw her all said she was in high spirits .

重点词块 be aware of

练习：A coach changed the way the equipment was set up， but Sang Lan didnt know the change until it was too late.

A coach changed the way the equipment was set up， but Sang Lan was not aware of the change until it was too late.

笔者所在备课组还尝试用思维导图引导学生复习词块，如老师的示范：

在词块复习中，让学生尝试根据所给图片使用所给词块描述图片也有利于形成语言的深入内化和自动输出。如笔者在对模块九重点词块compete with， are content with， be worthy of进行复习时，给了学生如下图片：

学生经过思考，写下了以下一段话：Polly competes with his competitors in the race， unfortunately， he fails. He is not content with his performance so he feels so sad. His best friend Lily comforts him with great care， who is really worth of his trust.

总而言之，词块教学不仅能够提高学生语言运用能力，而且充分体现词汇教学的语用能力，重视词块教学在牛津高中英语教材中的使用，有利于真正提高学生词汇学习的效率。