高中英语词汇教学课中的“因词施教”

王青英

由于高中课程任务繁重，时间紧迫，在英语词汇教学上，很多教师为了追求所谓的效率，放弃追寻新意，也缺乏鲜活有效的词汇学习策略。另外，大部分教师已经不再主动进行词汇记忆，由于缺乏基于师生共同经验的鲜活有效的词汇记忆体验，他们在学生记忆词汇遇到困难时所提供的方法千篇一律，不能实时提供系统和个性化的词汇记忆方法指导。

掌握词汇之所以难，问题不仅在于教师在英语词汇教学上缺乏新意，还在于学生的学习方法上：词汇学习方法单一，主要靠死记硬背；学生忽视复习，学习效率低下；见词不会读，听音不会写；对词汇的运用不够准确和熟练。

因此，高中英语词汇教学可以采用以下策略：（1）课前单词小游戏，激发学生兴趣。如围绕一个中心主题进行大规模、多渠道和多次反复的综合训练；教师给出单词的首尾字母，要求学生在规定时间内说出所有符合要求的单词；单词接龙等。（2）利用英语词汇的词根、词缀、词源等构词法进行讲解。（3）为学生提供恰当的有趣的真实语境，帮助学生理解词义，有助于学生在交际中正确运用所学词汇，逐步提升语用能力。（4）通过有计划的任务作业帮助学生复习，巩固记忆效果。除了听写，单词练习、单词游戏、单词竞赛等都是很好的方式。

现以人教版高中英语必修一 Unit 4 “Earthquake”单元词汇教学课为例，笔者根据高中英语教学大纲对本单元词汇进行分类，然后再针对具体单词来采取針对性的教学策略，即 “因词施教”。

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.

设计意图：此环节中的单词皆为名词，对学生来说能掌握形和义就已足够。在Task 1中，先给出这些词的英文释义，让学生说词本身，然后呈现该单词的图片，巩固学生记忆。与此同时，笔者写出这些单词的音标，要求学生根据音标拼写。Task 2中，给出具体语境，让学生猜测画线单词的词义，锻炼在语境中猜测词义的能力。

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._________

设计意图：通过构词法扩大学生词汇量，也提醒学生在不同语境中选用恰当的词性。

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（名声） 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.

设计意图：此环节实为词汇应用，所给单词皆具有一词多词性或一词多词义现象，笔者通过精心创设的例句，将一词不同词性或一词不同词义放置在同一语境中，既增强趣味性，同时也提醒学生在英语学习过程中注意此类词汇。

Step 6 Sentence translations

1. 我们不应该以貌取人。

We should not

2. 这场大雨让我们出游的计划破产了。

Our plan to travel around

_________________________.

3. 看起来你是第一个来这儿的。

_____________________ you are the first to be here.

4. 我们祝贺他通过了考核。

We

the examination.

5. 地震之后，整个城市满目疮痍。

After the earthquake， the whole city__________________.

設计意图：5个句子翻译涵盖了本单元学生必须掌握的重点单词、短语或句型，通过句子翻译的方式来展示，提醒学生在写作如何恰当使用。

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

设计意图：这一任务具有挑战性，能激发学生的好胜心，在参与的同时掌握所给单词及短语的形与义。同时，为了降低难度，本班学生被分为四大组，每一大组学生只需选择与组号相对应的词汇组，组内合作完成所给任务。

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.

设计意图：此环节为自我评价环节，当堂检测学生课上所学，并展示掌握效果好的学生所写出的词汇，激励其他学生。

责任编辑 魏文琦