“倍”背单词应得法---词汇教学体会

“倍”背单词应得法---词汇教学体会

王宝红

陕西省洋县中学  

单词是构成英语语言的最基本材料，是英语学习和运用的根基，“没有语法不能正确表达，没有词汇不能表达”，经验告诉我们：不指望没有足够词汇积累的学生学好英语。

有些学生下了很大功夫背诵英语单词但依然有“记不住、记不牢、不会用、用不对”的“词汇学习最困难”的困惑，因此，如何引导学生识记运用英语单词是每一个教师必须解决的难题。下面就单词记忆和运用两方面的策略进行探讨。

一．自然拼读和构词法记忆结合，实现单词学习的识记目标，做到“见词能读，听音能写”。

先从自然拼读起对学生启蒙教学，学习、记忆基本的、简单的单词。例如： apple, boy, cat,dog,fish,girl...，给词汇学习打下必需的基础。

有了最初的单词学习体会后，根据音标快捷记忆单词的音形。例如：ability[əˈbɪlɪtɪ]，absorb[əbˈsɔːb]，accept [əkˈsept]，accommodation[əˌkɔməˈdeɪʃ(ə)n]，achievement[əˈtʃiːvmənt]，administration[ədˌmɪnɪˈstreɪʃ(ə)n]...当然这要基于熟悉音标，音节，字母（组合）的发音等。

二．对比记忆形相似、音相似的单词。学习中，对比记忆形相似、音相似的单词，能有效抓住单词的音形义，抓住了音形义，学习事半功倍，实现词汇学习的识记、理解目标。例如，可以一句话对比、集中识记下列单词：

1.I believe (相信) that, after he received (收到) the award (奖) with a sense of achievement (成就), he must have felt relieved (轻松) and rewarded (回报).

  2 Neither do I know which one is the largest, the PacificOcean (太平洋), the Atlantic Ocean (大西洋), or the Arctic Ocean(北冰洋), nor can I exactly tell where (南极洲 ) Antarctic is  .

甚至可以轻松记住那些混淆的单词：

3.He is aware (意识到) that he won’t be away (远离) from the the awful (极讨厌的) and awkward (令人难堪的) situation as long as he is awake (醒着的), even though he is awesome (很棒) and was once awarded (奖) a gold medal.

三.“字不离句”，让单词活起来。随着学习的深入，构词记忆能把词汇记忆点的雪球滚大。当然，词汇学习的最基本的原则是“字不离句”，学习词汇要抓住句子，这一承载词汇所包含的意义和语法结构的载体。例如：

1.The two athletes are competing for the gold medal.The result of the competition is hard to predict because the two competitors are both excellent and competitive.

  2.They confused me by asking so many confusing questions. I was totally confused,standing there in confusion,_not knowing what to do.

背字典单词很难，但集中识记易于操作，只要动脑子。例如可以用下一小段集中识记“以字母A开头的高频课标词，并联想其词性、词义及部分词的派生词”：

“All the Africanactors and actresses going abroad, all aboard, please!”added the American1.abruptly ( abrupt) and angrily. An adult with 2.anxiety (anxious)apologized and appealed to allow him to take along with his animal, a vast pet ant, anyhow. The American was alwaysaggressive, and didn’t agree with him. The accident was not 3.amazing (amaze), but actually, such a

ffairs almost happened anywhere 4.annually ( annual). Don’t 5.be annoyed (annoy), money says aloud.

四.学习单词不能局限在“识记、理解”的层次，必需通过“运用和交际”

阶段。新课标也指出“词汇学习要指向英语学习活动观的，学生积极参与学习理解、应用实践、迁移创新等一系列融语言、文化、思维为一体的词汇活动”。活动设计要加强词汇的复现率，鼓励学生们用语义网整理归纳词汇，再通过写作加以应用，深入学习、持久记忆。我们可以充分利用以下活动：

1.把词汇学习和听力练习结合。词汇学习和听力练习同时抓，既培养了学生的听力意识又利于学生词汇的自主学习和掌握。

2.把阅读与学习词汇结合

将词汇呈现于阅读的语境中去学习，帮助学生形成搭配、语块意识及提升应用能力等。利用阅读内容将相关词汇串联起来进行教学，形成以主题意义为核心的词汇链，并能利用这些词汇谈论和主题相关的内容是个好办法。

例如，教学外研版 Book 2 Module 3  Music时，我们可以把阅读与学习词汇结合，

Beethoven was born in Bonn, Germany. He was 1.talented (talent) in music when he was very youngand learned to play 2.the piano from his father, a singer. Mozart met Beethoven and 3.was_impressed (impress) by him. “He will give something 4.wonderful (wonder) to the world,” he said. Beethoven met Haydn but was not impressed by the older man. 5.Afterthey had known each other for years, Beethoven said, “He is a good composer, but he taught me nothing.” However, it was Haydn 6.who/that encouraged Beethoven 7.to_move (move) to Vienna. Beethoven 8.became (become) very popular in the Australian capital and stayed there. 9.As he grew older, he began to go deaf. He became 10.completely (complete) deaf during the last years of his life, but he continued composing.

接着，我们在相应的阅读练习中完成，在阅读材料中把呈现出的关键词语再滚动学习：

... My good friend, a 1.musician(music) and 2.composer (compose), showed a great talent 3.for music 4.froman early age. He dreamed of becoming a 5.conductor (conduct)and forming his own band when he was young. At six, he went to the court of a prince 6.to learn(learn) music, 7.where he made a note of 8.what he was taught. He impressed his teacher 9.with hard work. Later,he composed many 10.catchy (catch)ballads. By 11.mixing(mix) western music with oriental music, he formed his style and achieved his dream that he owned his own band.

3.把语篇语法填空与学习词汇结合

我们借助“课文语法填空”，把本单元Reading and Vocabulary部分的词汇学习引向深入，既熟悉篇章，又对目标词汇有更深入的理解：

I would like to introduce three great composers of the eighteenth century.Haydn，who changed the symphony into a long piece for a large orchestra

，is 1.known(know) as “the father of the symphony”．After 2.studying(study) music in Vienna，he became director of music at the court of a prince in eastern Austria.3.Having worked(work) there for 30 years，he moved to London,4.where he enjoyed great success.As a genius child 5.musician(music)，Mozart had a talent 6.for music from a very early age.In his short lifetime of 35 years，he composed more than 600 pieces of music.In 1781，Haydn met Mozart and was 7.deeply(deep) impressed with him.Beethoven moved to Vienna because 8.what Haydn said was encouraging.He 9.stayed(stay) there for the rest of his life and continued 10.composing/to compose(compose) after he went deaf.

4.把微写作与学习词汇结合

研究表明，学习者与词汇接触5～16次才有可能真正掌握一个词汇。因此，有意识地多次复现目标词汇是词汇学习必不可少的环节。采用“微写作”方式能把词汇学习从“识记、理解”提高到“运用和交际”（Knowledge—comprehension—application—communication）的阶段”。

例如（微写作）：1.Mr.Smith作为音乐家而闻名，其歌曲影响了许多人热爱音乐。

2.他很小就显示出音乐才华，并录制了很多专辑。

3.由于一场车祸，他失去了双腿。

4.音乐使他对生活充满信心和勇气。

5.人们对他的动人的音乐和乐观的人生态度印象深刻。

Mr.Smith is known as a musician, and his songs has influenced many people to love music．He showed a talent for music when he was very young and recorded many albums．Unfortunately, , he lost his legs due to an accident.Thankfully, it was Music that made him full of confidence as well as courage for life．People are impressed with his catchy music and his optimistic attitude to life.

总之，记住单词是一门科学，快记、背好、记牢、用好词汇不能一蹴而就，学习者应该多实践善总结，根据自身特点，从符合认知规律和英语词汇学习的特点出发，形成自己的有效的词汇学习策略才能取得记得住、记得牢、用的对的效果。  （2121 words）