浅谈“读背《新概念英语》”教学策略.docx

浅谈“读背《新概念英语》”教学策略

林万春

內容摘要：“读背”目的是以范例的形式提示背诵内容，引导学生要广泛阅读，多读多背，培养语感，丰富语言积累。教学时，要把握住“兴趣是前提，教材是凭借，理解是基础，语法是重点，运用是目的”的教学策略，培养学生积累语言，运用语言和实践语言的能力。
关键词：英语教学 读背 积累
“读背”《新概念英语》是新课程理念下的一个亮点。课文的编排意在培养学生积累语言的同时，了解英国优秀文化的博大和精深，提高在英语实践活动中综合运用的能力。《新概念英语》第二册课文新颖别致，有许多人们喜闻乐见的成语、谚语。它彻底改变了《新概念英语》第一册比较单一枯燥的字、词、句的训练，突出了多元的语言的积累和运用，注重了在整合的训练中培养学生积累语言，运用语言和实践语言的能力。
一、兴趣是“读背”前提
兴趣是人们力求探索某种事物或从事某种活动的意识倾向。学习兴趣是学生在学习方面产生的意识倾向，学生有了学习兴趣的是我要学，没有学习兴趣的是要我学。英语是一门工具性极强的学科，我们在英语教学中往往比较注重对语言文字的理解与运用，忽视对语言文字积累与运用。在“读背”教学中，我们要把学生从死记硬背的束缚中解放出来，让学生主动积极地参与到积累中来，让学生主动学习，主动积累，主动运用。
“读背”教学的兴趣激发要渗透到每一个教学环节，贯穿于整个教学过程的始终，做到，课已始，趣已生，课进行，趣正浓，课已结，趣无穷。例如，在学习An exciting trip（激动人心的旅行）时，学生对这篇课文感觉十分兴趣，因为,现代中学生都喜欢旅游，所以，笔者要求学生“读背”。
I have just received a letter from my brother, Tim. He is in Australia. He has been there for six months. Tim is an engineer. He is working for a big firm and he has already visited a great number of different places in Australia. He has just bought an Australian car and has gone to Alice springs, a small town in the centre of Australia. He will soon visit Darwin. From there, he will fly to Perth. My brother has never been abroad before, so he is fending this trip very exciting.
首先让学生边读边了解的大意，然后欣赏课文，培养语感，其次，要避免单调的“背”，让“背”活起来；第三，要求同桌背诵，小组背，全班齐背，多样化的“背”，进一步激发了学生背诵的兴趣，使背诵成了充满激情与挑战的学习活动。
二、理解是“读背”基础
心理学告诉我们，如果仅靠死记硬背的记忆遗忘最快。故此，理解是“读背”基础。教学时，应该在理解的基础上完成读背。根据学生情况，采取多种多样的形式，达到识记与背诵的程度。要在理解每一个词语，每一个句子，每一个段、每一篇的意思的基础上“读背”。
首先要引导学生找出词语内部的关系、特征。应本着运用的原则，引导学生结合以前的学习的知识回忆，这些词语出现在什么样的语境中，让学生从感性材料中学习词语，理解词语从而达到识记理解并能灵活运用的目的。要理解句子的意思，在理解的基础上完成识记任务。要让学生多读，培养学生的语感。例如，在学校The best and the worst（最好的和最差的）时，笔者找出10个关键词，先理解词意，再理解课文的意思，最后就按照10关键词把文章穿起来，就很容易把课文背出来。
Joe Sanders has the most beautiful garden in our town. Nearly everybody enters for “The Nicest Garden Competition” each year, but Joe wins every time. Bill Frith's garden is larger than Joe's. Bill works harder than Joe and grows more flowers and vegetables, but Joe's garden is more interesting. He has made neat paths and has built a wooden bridge over a pool. I like gardens too, but I do not like hard work. Every year I enter for the garden competition too, and I always win a little prize for the worst garden in the town!
教学时，可让学生在读通的基础之上，先理解关键的话语，在理解了句子的意思后，让学生谈谈自己受到的启发，在粗知大意的基础上熟读背诵。
三、教材是“读背”凭借
叶圣陶老先生说过“教材是无非个例子。”“读背”教学时，教师不能死教教材，只让学生简简单单地“读背”了事，而是要跳出教材教英语，千方百计用教材变成另一种形式，启迪学生、引导学生运用语言。例如，在学习The Greenwood Boys（绿林少年）时，笔者把它变为短文改错题，先让学生完成这篇短文改错题，而后，再让大家“读背”它，这样才事半功倍。
The Greenwood Boys are a group of pop singers. At present, they are visiting all parts of the country. They will be arriving at here tomorrow. They will be coming by（/the） train and most of the young people in the town will be meeting them at the station. Tomorrow evening they will be singing at the Workers' Club. The Greenwood Boys will be staying for five days. During this time, they will give five performances. As usual, the police will have a difficult time. They will be trying to keep order. It is always the same on these occasions.
这样把“读背”变成学生的一种需要，教师要注意培养他们意义识记的能力，通过“读背”，使所学的知识在脑子里反复出现，使所学的知识在认识上得到深化，有利于“读背”。
四、语法是“读背”重点
“读背”其实就是“读”和“背”两个字。这就告诉我们语法是“读背”重点。读要注意读的形式要多样化，集体读、个人读、小组合作读、赛读、默读、齐读等多种形式，让学生能够读准字音，读出词与词之间的韵律，在读中自然地形成对词的感性认知。尤其要加强诵读，培养语感。教学可采用三读：一读让学生读通读顺；二读让学生自读感悟；三读让学生熟读背诵，引导学生在读中感悟，在感悟中体验，在体验中背诵。例如，在学习One good turn deserves another（礼尚往来）时，笔者挖出10个空格，先让学生完成语法填空，再练“读背”，一举两得，效果更佳。
I was having dinner at a restaurant when Tony Steele came in. Tony worked in a lawyer's office years ago, but he is now working at a bank. He gets a good salary, but he always borrows money from his friends and never pays it back. Tony saw me and came and sat at ^the same table. He has never borrowed money from me. While he was eating, I asked him to lend me twenty pounds. To my surprise, he gave me the money immediately. 'I have never borrowed any money from you,' Tony said, 'so now you can pay for my dinner!'
一篇课文学完了，要学生及时把本课的内容按其内在联系列提纲，把内容进行全面地系统地整理，有条不紊地保留在头脑里，增强记忆，有益“读背”。
五、运用是“读背”目的
积累是学生英语学习的资本，是学生英语能力发展的根基。学以致用，学和用密布可分。所以，要把积累的东西运用到写作中去，运用到英语实践的活动中去。“读背”只是抛砖引玉，我们要善于在此基础上进行拓展和延伸。在学习Do you speak English?（你会讲英语吗？）时，笔者让学生完成汉译英，即先给课文汉语，要求翻译成英文，就是先练笔头，再练口头，最后“读背”。这也是训练习作的一种方式，效果不错。
I had an amusing experience last year. After I had left a small village in the south of France, I drove on to the next town. On the way, a young man waved to me. I stopped and he asked me for a lift. As soon as he had got into the car, I said good morning to him in French and he replied in the same language. Apart from a few words, I do not know any French at all. Neither of us spoke during the journey. I had nearly reached the town, when the young man suddenly said, very slowly, "Do you speak English?' As I soon learnt, he was English himself!'
对于读背，可先让学生首先找出这些成语的特点，然后让学生说出具有相同特点的成语，丰富学生的头脑中的成语，理解成语的意思，用成语说一段话等方式培养学生积累成语的兴趣。
总之，在英语教学中，读读背背像一串串流光溢彩的脚印，铺垫成靓丽壮观的虹桥；如一眼清泉，唯有不断的流动，才会永不停息的涌出。我们英语教师要用创新与智慧巧妙地叩击学生多姿多彩的心扉，让“读背”在教学中闪烁夺目的光芒。

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