高中英语技巧 [高中英语学法指导刍议]

　　教学是教与学的统一体,学生的学法得益于教师的指导。教会学生学习是当前素质教育的重要内容之一。学生只有掌握了科学的学习方法,才能使学习变得轻松、灵活,学习效果才会大大提高,也才能为以后的学习和发展打下良好的基础。教会学生学习方法主要途径是充分利用教材进行课堂教学,主要概括为以下几种方法。 　　一、归纳法 　　教师可让学生反复接触某一语言现象,使学生形成初步的感性认识,然后引导学生加以归纳,如要求他们找出规律性的东西或共同的东西。 　　例如:在学过去分词作状语时,教师可让学生接触这些句子: 　　①Seen from the hill,the town looks beautiful. 　　②Dr.Watson and I will spend the night locked by Mr. Holmes and Dr. Watson. 　　③The lady returned home, followed by Mr. Holmes and Dr. Watson. 　　④If bitten by a dog, you should go to the hospital. 　　⑤The room ,although supposed to be kept locked, was often left open. 　　然后让学生总结句中过去分词的用法,通过归纳,学生会总结出:句中过去分词均作状语,并且可作时间状语、原因状语、条件状语、方式状语、伴随状语或用在连词后。这样比教师直接告诉学生过去分词的用法要好得多。 　　二、对比法 　　教学中教师除及时点拨、引导学生发现语言规律外,对一些相似又有所不同的语言点,可引导学生进行对照比较,弄清它们的区别,加深印象。以学“a great deal of?”的用法为例:教师可叫学生比较“lots of ”“a lot of”“plenty of”“a large quantity of ”“a large number of”和“a large amount of”的用法,让学生比较下列句子: 　　①We have still plenty of eggs /water left. 　　②The rich lady has large quantities of clothes. 　　We have large quantities of rain this summer. 　　③She has spent a great deal of(a large amount of)money on her clothes. 　　④A large number of settlers from France reached Canada in 1534. 　　⑤There is lots of rain here in spring. 　　At noon lots of students go to the reading-room to read. 　　通过比较这些句子,学生会明白“lots of”“a lot of”“plenty of”和“a large quantity of”可以用在可数名词和不可数名词前,“a great deal of”和“a large amount of”只用在不可数名词前,“large number of”只可用在可数名词前。 　　三、顺口溜法 　　对许多枯燥的识记材料,我们要善于从中找出内在的联系,利用找同义词,反义词,借助构词法或编成有意义的句子或顺口溜,可大大降低识记的难度。 　　如:对于哪些动词后面的从句要用含蓄的虚拟语气,只要记住就掌握了:一坚持,二命令,三建议,四要求。Insist, order, command , advise, suggest, propose, request, require, demand, ask.如: 　　I suggest that we(should) hold a meeting tonight. 　　He ordered that all(should)take part in the work. 　　They insisted that we (should)begin the work at once.(SB II ,P114) 　　再如:哪些动词后面要跟省“to”的不定式当宾补,只要记住:一感(feel),二听(hear, listen to),三让(let, have, make),四看(see, notice ,watch, observe)。如: 　　I had never seen it peak out ,until I saw it in the dying boy . 　　Now let me hear you play. 　　对于动词后面既可跟不定式又可跟动名词,但所表达的意义迥然不同的词,只要记住:一记,二忘,三遗憾,四试,五图,六停止。就可将remember, forget, regret,try, mean, stop六个单词记下了。如: 　　To reach it meant climbing up a small set of steps... 　　What do you mean to do with it? 　　He tried to peak away from me. 　　Try doing more exercises;you’ll soon lose weight. 　　四、启迪法 　　对于一些相似、同类的句子,采用启迪法,可培养学生多角度思维,便于学生把握各句型间的异同点,从而灵活掌握句型,达到举一反三的效果。 　　例如: 　　①Because his mother was ill, he had to stay at home.(原因状语从句) 　　Because of his mother had illness, he had to stay at home. (介词复合结构当状语) 　　With his mother ill, he had to stay at home(介词的复合结构当状语) 　　His mother being ill,he had to stay at home .(独立主格结构当状语) 　　②He has three children, two of them are daughters.(并列句) 　　He has three children, two of whom are daughters.(定语从句) 　　③His being elected made his family wild with joy.(动名词作主语) 　　That he had been elected made his family wild with joy.(主语从句,that不可省略) 　　He having been elected, his family are wild with joy.(独立主格结构, 用He而不是用His) 　　五、讨论法 　　讨论法可用于解决学生对语言现象的疑问、对课文的理解,也可用于对语言现象的操练、深化。学生在讨论活动中互相启示、互相学习,不断提高语言活动的质量。 　　总之,“教,是为了不教”。在高中英语教学中,重视学法指导,是“教会学生学习”的重要组成部分,是中学英语教学改革的必然要求,“人类社会已进入终身学习的社会”,让学生爱学、会学、学好,并获得终身学习的能力,这是新世纪新型人才的需要,也是中学英语教师必须担负的责任。