《上海市中小学英语课程标准(征求意见稿)》指出:高中英语教学的目的侧重于培养学生的阅读理解能力和自学能力。而词汇和语法是英语语言知识(language knowledge)学习的两大基础,词汇学习是语言技巧学习的前提。英国语言学家威尔金斯(D.A.Wilkins)曾经说过:“Without grammar very little can be conveyed; without vocabulary nothing can be conveyed.”(“没有语法,就很难表达思想;而没有词汇,则无法表达思想。”)
学生词汇量的大小与其记忆能力和记忆方法有很大关联。词汇学习包括学习单词、词组、习惯用语和固定搭配。词汇的教学不是孤立的,它一方面要与语音、语法、句型、课文的教学相结合,另一方面也在听、说、读、写四个方面得以体现。因此,词汇教学应具有系统性、关联性和趣味性,使学生对词汇的记忆由机械记忆转为理解记忆,由短时记忆转为长时记忆。那么,教师如何进行词汇教学才能激发学生记忆单词的兴趣,帮助学生轻松记住并运用所学单词,提高词汇教学的有效性呢?下面笔者以牛津上海版教材S2B Unit 1 Suffering to be beautiful的教学为例,谈谈自己的做法:
When I was in the university, I was lucky to have many good . One of them was Ms Li, who taught us foreign literature. At that time she was 30 years or so, and all of us students thought she . What’s more, she had rich knowledge and interesting teaching methods. At the very beginning of her class, she her demands in her class. She encouraged us to express ourselves, and we even could debate with her. Because of this, her class was more active than any other class. After class, she some books to us, which were by our university library. In the meantime, she also asked us to take an active part in all kinds of organized by our university. It was clear that she expanding our horizons and gaining us more social experience. They were of great to me. I would never forget Ms Li, my good lecturer.