1、1“Story-line”让词汇运用“不走寻常路”谈一堂词汇运用复习课的教学写真摘要：“词汇运用”题型是集词义理解、词形变化、语法知识、逻辑推理于一体的综合能力考查题，这样的专题复习课往往教学任务多知识量大，教师讲得累，学生听得倦，课堂效率低。为了让枯燥的词汇运用复习课也绽放它应有的光彩，笔者结合一堂九年级 “词汇运用-How to increase your word power?”研讨课的教学设计，谈谈如何创设“Story-line”让复习课堂环环相扣，从而改变“词汇运用”孤立堆积现象，真正提高词汇复习效果。关键词： 词汇运用 Story-line 教学设计 正文：虽然近几年，随着课改的深
2、入，英语课堂教学焕发出了蓬勃的活力，但是“词汇运用”专题复习课的教学仍是一片半荒芜的土地，没有得到教师们足够的重视，也存在一定的理念偏差。词汇运用这一题型是集词义理解、词形变化、语法知识、逻辑推理于一体的综合能力考查题，专题复习课上往往教学任务多知识量大，任务之间也缺少必要的直接明了的联系。所以，为了尽可能达成教学目标，很多教师仍选择传统的“满堂灌”或题海战术。这样的复习课，教师讲得累，学生听得倦，不仅使学生词汇复习的积极性受挫，而且也削弱了学生实际运用语言的能力。那么，怎样才能让枯燥的英语词汇运用复习课也绽放它应有的光彩呢？笔者结合自己的教学实践，认为若能紧紧围绕词汇复习目标所安排的一系列课
3、堂活动，创设一条有语境、有故事、提纲挈领的中心线索，既我们所说的“Story-line”，就可以让复习课堂环环相扣，有效改变过去教学中孤立堆积的词汇复习现象，就如登山一样，拾级而上，引导学生进入美好的词汇空间，一路领略无限风光一、案例的设计背景为了切实避免九年级复习课上常见的“炒冷饭”、“坐冷凳”等现象，把2A special hot line cal复习课的学习自主权真正还给学生，这一堂“词汇运用-How to increase your word power?”中考复习研讨课，教师反复思考着该如何设计一条立意新颖的“Story-line”，来引导学生积极参与词汇运用专项复习，在深度挖掘知识
4、的同时，又能水到渠成地完成课堂教学。 根据九年级学生的生活实际，教师最终决定以“减压”为话题创设 “Story-line”来开展词汇运用的巩固操练。教师设置了“热线电话求助（学生李强离家出走） 李强日记一则（揭示该生不堪压力之苦） 展开中学生生活现状调查（发现学生普遍学业压力过大） 探讨放松减压方法（热心帮助出走学生） 感悟李强出走事件（教育学生正确面对挫折与困难）”这样的“Story-line”来引导学生积极参与课堂学习活动，在完成语篇选词填空技巧训练、各类中考词汇巩固应用、答题策略指导等教学目标的同时，又进行了富有意义的拓展。二、案例的实录与剖析【 Story-line 环节 1 】： 热
5、线求助，投石激浪。（教师播放预先录制好的一段特殊的电话录音：学生李强的热线求助电话。 ）T：Lets listen to a special hot line call.(以下是该电话录音材料。) A: Hello! Welcome to Hot Line for Middle School students.B: Hello! This is Li Qiang here. Im a middle school student. ButButII dont know what to do. Im not at school now. And I dont want to go back hom
6、e. A: What do you mean? Are you running away from your family?B: Im afraid so.A: What has happened? Can I help you? Hello! Hello! Are you still on line? Hello!.(The call is over in a sudden. 电话突然断线，学生一脸疑团。 ）T: Who made this call? S: Li Qiang.T: Did he say why he was running away from his family?3S:
7、No. T: Maybe he didnt want to talk about it. But can you guess?（教师审时度势，问：“李强为什么要离家出走呢？”学生们纷纷猜测，一石激起千层浪。 ）【剖析】这一环节悬念的设置，有效消除了学生课始的 “思维缺席”现象，并为接下来的教学做了很好的铺垫。【 Story-line 环节 2 】：日记解疑，择机而动。T: Oh, all your answers sound reasonable. But actually what made him do so? Luckily, weve found his diary at his ho
8、me. Heres a page from his diary.（教师先肯定同学们各种猜测的可能性和合理性，然后抓住时机抛出李强的一篇日记。为解开疑团，同学们立马通读全篇残缺的短文，一气呵成。 ）T: Why is Li Qiang running away from his family? Got it? These words may helpyou.（第 1 篇词汇运用训练“呼之即出” 。 ）Ss: He is under too much pressure.（此时完成词汇任务后的学生们已“豁然开朗” 。）T: Eyes on the passage now. When we are f
9、illing in such kinds of blanks, what strategy should we focus on ? （教师引导学生深层思考。 ）S1: Read through the whole passage first. Try to understand its main idea.S2: Then find a suitable word for the blank.S3: We should also pay attention to the grammar, for example: the hardest time, something must be don
10、e, everyone knows that etc.（基于对该语篇练习的感悟，学生们通过讨论分析，粗略地完成了词汇运用策4略的自我归纳。 ）【剖析】环节 2 的设计，激活了学生自主学习的热情。PPT 答案呈现时，单词不同颜色的标注，让学生能清晰直观地观察到所给词在短文中的变化，有助于学生理性地思考与归纳，引导学生初步了解完成此类练习所需的学习策略。【 Story-line 环节 3 】：背景调查，借力发挥。T: As a middle school student like Li Qiang, do you also have such problems? I really want to
11、know more about your life. Heres a questionnaire for you.（教师借力把话题转到了同学们自己的学习生活上，设置问卷表来展开调查。 ）学生们小组合作，兴致盎然，很快完成了问卷与相关数据整理，并得出以下结论:Ss：Nowadays, lots of Chinese students have the same problems as Li Qiang does.（紧接着，关于问卷调查报告的语篇“粉墨登场” ，词汇运用技巧训练步步深入。）A report on Chinese students school life today5T: Look
12、at the given word. Can you find out the part of speech of them?S1: They are all adjectives and adverbs.T: Right. Most of adjectives and adverbs have more than one meaning. They have different forms as well. So, what should we do with them while filling in the blanks? S2: We need clues to help us.T:
13、Great! Circle the clues in this passage right now.S3: I find “pressure” in the second line.T: So we should useS3: We should use “heavy” here.T: Great! S4: I see “than” in line 12, so we should use “weaker” here. （针对形容词副词的运用，教师立足一词多义和词的形式变化，鼓励学生积极寻找文中有用线索，如语境，语法，固定搭配等，为每个形容词副词“安营扎寨” 。 ）【剖析】环节 3 的这份调查
14、问卷易于操作，不仅能增进课堂中的生生互动，更为下面的词汇运用创设了真实的语境。这一环节，教师侧重对学生形容词副词意义多元化、形式多变化的方法指导，帮助学生巩固形容词、副词运用的相关知识。【 Story-line 环节 4 】：聚焦“减压” ，关爱无痕。面对中学生普遍存在学业压力“山”大的问题，教师请学生们讨论如何减压？6T: It seems that pressure has become a serious problem in students life. Its very important for us to learn how to relax ourselves. Discuss
15、 in groups, try to think of good ways to relieve pressure. （学生讨论几分钟后，分享想法。）S1: Its good to talk with friends often .S2: Maybe we can ask parents or teachers for help.S3: Watching funny movies and reading comics are relaxing. S4: Shouting loudly on the top of a mountain sounds like a nice idea.（学生们频频
16、支招，建议纷至沓来。 ）T: Wow, So much good advice! But at present, who needs your advice most ? Ss: Li Qiang.（教师把握火候，适时又把话题导向 “此刻最需要大家帮助的李强”）T: OK. Lets write a letter together to help him.（教师建议用写信的方式来帮助李强。 ）于是，下面这篇动词运用专项训练“顺势而发” 。T: Here are several verbs. Use the proper forms of these verbs to complete the
17、letter. （给学生约三分钟完成任务。 ）T: Well, as for verbs, there are also many clues that enable us to use them correctly. What clues can you find out now? S5: The tense, e.g. have run away, havent returned, he may ask, a person feelsS6: The passive voice, “we are made to”S7: The set phrases, “turn on, ask for h
18、elp, take part in ”etc.S8: The verb as the subject, “Keeping it a secret is” 7“Taking part in sports can help”etc.S9: “there be” structure, how many difficulties there are”T: Wow, youve got it!【剖析】环节 4 的设计，是针对动词的运用的专项训练。因为学生有了前面形容词副词运用的学习策略的体验与感悟，这一步，对于各种动词运用策略的自主提炼与归纳，就显得驾轻就熟，整体把握较到位。【 Story-line 环
19、节 5 】：理性疏导，破茧成蝶。教师就“李强事件”展开正面引导，教育学生正确面对生活中的挫折和困难。T: After reading the letter, I believe Li Qiang will come back to his home sooner or later. You see, everyone has difficulties in his life. Is it right to run away from trouble like Li Qiang? Ss: No, its wrong.T: Then what should we do when we meet s
20、imilar problems? The following passage will tell us something.（此时，教师对学生浓浓的人文关怀已让课堂琴瑟和谐。 ）How to face up to the dificultiesabout, e, that, met, dificulty, hope, active, other, run, faceLife is not always ful of smiles and flowers. Everyone wil met _ in his life. When _ dificulties, some people fel _,
21、 some just complain _ the society, _ are frightened by dificulties and give up halfway.dificultiesmetig hopelsabot otersSo it is important o have an _ atitude to _ up to the dificulties. Tat meas we should face the dificulties with courage instead of _ away from them. We should also ejoy the chaleng
22、e and try _ best to clear away the ificulties _apear i our way of life. Remeber: were there is a wil, there is a way.active faceruning urtat（接着，第 4 篇词汇综合运用的训练“精彩呈现” ，恰到好处地传递了正能量。）T: After you finish the task, its necessary for you to read through the passage again and check the answers carefully. Pa
23、y more attention to the details, such as the tense, the plural forms of the countable nouns, the passive voice, part of speech, the set phrases and so on. Now its your checking time. 【剖析】 环节 5 的设计亮点是：在任务基本完成后，教师运筹帷幄，不忘再次8帮助学生提炼总结前面各类词汇运用的学习策略。同时，还能细心提醒学生篇章整体检查的必要性，以提高词汇运用的正确率。此处学法指导有章有法。至此，本节课词汇运用专项
24、复习的教学目标已实现。学生不仅有滋有味地完成了技能训练，而且释放了压力,对战胜学习困难充满了信心。三、案例的反思与感悟通过对这堂“词汇运用-How to increase your word power?”中考复习研讨课中 Story-line 的创设与尝试，笔者体验到，如果在复习课中创设一条立意新颖的 Story-line，各项任务围绕该 Story-line 有序开展，那么复习效果就很可能起到事半功倍的效果，甚至会让整个课堂的动态生成都灵动起来。虽然，Story-line 的创设对提高词汇复习效果起到举足轻重的作用，但在设计时，教师需要周密考虑，有的放矢，注重实效，把握好以下几个度。首先，
25、教师要把握好 Story-line 题材选取的难度。Story-line 选取的题材必须接近中学生现有的语言知识水平，立足于该堂课词汇复习目标，思维跳跃坡度要小，这样学生接受就比较容易些。其次，教师要把握好 Story-line 题材选取的精度。先仔细提炼词汇复习的主要内容，然后紧紧抓住关键词、中心句等有的放矢地来设计 Story-line，中心线索的设计要有精品意识。再者，教师要把握好 Story-line 题材选取的开放度。Story-line 的创设要有时代性、时尚化，要开放多元，但不可天马行空。同时还要坚守“贴近学生生活实际”的底线。只有这样，Story-line 才能真正成为激发和培养学生词汇学习兴趣的平台。 四、结语总之，笔者通过自己的教学实践，深刻感悟到 Story-line 在词汇运用复习课上的尝试，确实是一种有意义有生命力的教学探索，值得大家进一步去关注。愿 Story-line 能提升我们英语课堂的“魅力指数”，让词汇运用复习课从此不走寻常路。9参考文献：1. 国家教育部；2011 年版英语课程标准；北京师范大学出版社2. 雷云萍; 英语教学技巧与机智; 现代教育出版社; 2011 年 6 月
