浅谈中学英语词汇教学

许宏伟

摘要：词汇是英语学习的基础，也是英语教学的重点和难点。本文从人的认知规律和词汇的自身特点入手，探讨英语词汇教学。一、词汇的初识，第一印象往往在人的脑海中留下深刻的印象。二、词汇的运用，主要谈词汇在语境中的运用。通过词汇在句子和文章中的运用，巩固词汇。三、词汇学习策略与方法，教师要研究词汇教与学的规律和策略，引导学生掌握词汇记忆规律。在单词识记过程中学生不仅要下苦功，还要用巧功。

关键词：词汇的初识；词汇的运用；语境；学习策略

众所周知，作为语言建筑材料的词汇是十分重要的。词汇量的大小直接影响英语听、说、读、写能力的发展，学生只有具备了足够的语汇量，才能读懂和听懂，并为说和写奠定基础。语言学家威尔斯金说过：“我们不能接受语法比词汇更重要的说法。事实上，没有语法几乎什么都不能传达，然而如果没有词汇则什么也传达不了。”词汇教学是英语教学的难点，许多成绩好的学生认为词汇学习的难度远远超过听力、阅读、语法、写作。成绩差的学生将词汇的学习比作“拦路虎”，以致谈“虎”色变，毫无信心。那么如何开展词汇教学，提高词汇的记忆效率呢？

一、 词汇的初识

心理学指出识记是人们识别并记住事物的过程，识记是记忆的第一步。第一印象往往在人的脑海中留下难以忘怀的印象，那么该如何让初识词汇给人留下深刻印象呢？

（一）通过猜词游戏，引出新单词

先板书该课堂中的重点单词，接着跟读，然后说出一个不完整句子，让学生口头完成，只须用板书单词，这些句子来自日常生活，带有一定趣味性，使学生易联想出相关单词。这样遵循了“词不离句”的词汇教学原则，给学生展现了词汇运用的语境。

如：

(1)Have you been to Jinan?In Jinan there are many springs.

(2)We all know Wahaha mineral water.

(3)Binds all have its wings.

(4)There is so much noise that I have to raise my voice.

（二）通过设问，引出新单词

高二U18有如下新单词 heel patent petrol reject

1.It's the back part of the foot or shoe,what is it? Heel.

2.He made an invention,can he ask it for what?Patent.

3.It's a type of fuel,It can keep buses or cars moving,what is it? Petrol.

4.I offered help to him,but he refused,what's another way of saying refuse? Reject.

（三）通过电教手段，引出新单词

在高一U8课有如下单词：sports,shooting,athlete, medal,exciting.可在电脑大屏幕上播放奥运会的一些项目录像镜头：如：射击运动员

Who is he? He is an athlete.

What's in his hand?Its a gun.

What sports is he doing? He's shooting.

Oh well done ,Right in the center.(这时他射中了。)

He gets a medal.（他走上了领奖台，双手接过一枚金牌。）

Oh,how exciting!（接着是冉冉升起的五星红旗及鲜花和掌声。）

二、 词汇的运用

这里主要谈词汇在语境中的运用。语言学家吕叔湘先生在论述关于语境和词汇的关系时说：“词语要嵌在上下文里头才有生命，才容易记住，才知道用法。”

（一）词汇在句子中的运用

1.教师创设语境,营造英语氛围,达到操练的目的

如：Book IU5 accept...as...

Tom's wife died many years ago. He met Cathy and fell in love with her.He wanted to marry Cathy but his ten-year old boy didn't accept Cathy as his mother.

—If you were the boy ,would you accept Cathy as your stepmother?

—If your father wants to marry an American woman, Will you accept her as your mother?

—If she has a girl or boy ,Will you accept her /him as your sister or brother?

对according可进行这样教学：

—Will it be fine tomorrow?

—According to the weather forecast ,it will rain.

—so ,we have to put off ourplan.

2.学生互设语境，运用词汇造句，从而达到掌握词汇的目的

如：turn on, turn down,turn over ,turn up ,turn to,turn off. 学生自编例句连锁操练。

(1)At night ,when we enter a room,we first turn on a light.

(2)It's a good habit that we turn off the light before we leave rooms.

(3)Before you plant crops,the soil should be turned over carefully.

(4)If you have any maths problems,Please turn to Mr.Chen.

(5)Could you please turn down the TV a bit? I can't hear what she's saying.

(6)Miss Zhou promised to attend the meeting but she didn't turn up,now.

（二）词汇在文章中的运用

Book II U1 No boundaries 是一篇用来进行思想教育的范文，结合文中词汇采用下列四步提高口笔交际能力。

1.要求学生在理解课文的基础上完成Note–making

Name:Stephen hawking

Born :1942

Degree:Doctor's Degree in physics

Disease:A disease of brain.

Difficulties:Only move the fingers of one hand .

Efforts:Continue with his research...

Success:A top physics expert

2.根据要求让学生复述课文内容

Stephen Hanking was born in 1942. He took his Doctors degree in physics. He had a disease of the brain.It prevented him from moving around, speaking,reading and writing.He could only move the fingers of one hand.But he continued with his research and writing.He found ways to make it possible for him to speak,read and write.At last,he became one of the top three physics in the particular field and his book“On history of Time”became a best seller.

3.要求学生改变文本中人物，结合Noting-making口述一篇短文

4.根据口述内容，完成一篇书面表达

Hellen Keller was born in 1880 in America.When she was 19 years old,she lost her hearing,eyesight and speaking.With a blind teacher's help,she managed to learn letters written on the hand,Then she practised speaking with mouth over and over again.At the age of 24,she graduated from Rodiliffe at a good mark.She tried her best to give help to disabilities.She set an example to the people all over the world,including the disabled and healthy.

三、 词汇学习策略与方法

教师不能把词汇记忆完全停留在学生自发学习的阶段，把单词记忆的任务完全交给学生。教师要研究词汇教与学的规律和策略，引导学生掌握词汇记忆规律，在单词识记过程中学生不仅要下苦功，还要用巧功。

（一）帮助学生把握好影响词汇学习的相关因素

词汇教学效果受多种因素的影响和制约。心理因素也影响学生英语单词的学习和记忆。例如：记忆时是满怀信心还是精神紧张；是注意力高度集中还是心不在焉；是否有明确的学习目标；对词汇学习抱有极大兴趣还是勉强应付。温故而知新，这里强调的是复习，单词出现的频率与记忆有关，单词出现频率与记忆效果成正比。要不断为学生创造词汇赖以生存的语言环境——口语练习与书面阅读练习，以增强词汇出现的频率，提高记忆效果。

（二）帮助学生了解词汇构成规律

英语词汇有其自身的系统和规律，按其自身的系统和规律，英语词汇可分为三类：派生词、转类词、合成词。

1.派生词：构成单词的元素有：词根、前缀、后缀，词根加上不同的前缀和后缀派生出不同意义的新词。中学英语中常见的词缀有：

前缀：un—不、非 able—unabletruth—untruth

mis—错误、不良 understand—misundertand

tele—远距离的 telephone television

后缀：—er动作执行者 work—worker teach—teacher

—ful 具有……性质的 hand—handful mouth—mouthful

—ous 具有……性质的 poison—poisonous danger—dangerous

—ship……身份职位 friend—friendship owner—ownership

—ward在……方向 back—backwardeast—eastward

—less 没有……的 end—endless care—careless

2.转类词：有些词语的词性在不同的语言环境中会发生转化。

如：—What are you going to do with so many tomatoes?

—Well ,we eat what we can and can what we can't .

第一个情态动词can，表示“能够”，can还有名词“罐头”的意思。第二个can 在这里用作动词，“把（食品等）装成罐头”。这句话的意思是：“吃得了的就吃，吃不了的制成罐头。”

又如：Don't trouble trouble until trouble troubles you.

此句中有四个“trouble”第一、四个是动词，第二个与第三个是名词，这句话的含义就变成了“麻烦不来找你，不要自找麻烦”。

3.合成词：合成词是由两个词合成一个词，其中一个词是中心词，合成词的两部分形成不同的句法关系。

blackboard （限定关系）

sunrise（主谓关系）

peace—loving（动宾关系）

passer-by (名词加副词)

sister-in-law （名词加介词加名词）

grown-up （过去分词加副词）

new-comer（形容词加名词）

让学生了解和掌握单词基本构件，对单词进行分析后记忆，会增强记忆效果。

总之，教师在教学过程中，需要边教学、边摸索，通过多种多样的教学模式，提高学生对词汇的识记能力，使学生更快、更好地学到知识。