课文复习中的能力培养之我见
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　 课 文 复 习 中 的 能 力 培 养 之 我 见
赵 国 强
课文是学生首先接触的语言材料，是教学和复习的主要依据。怎样把夯实基础与全方位发展能力有机地结合，是英语复习教学中所探求的重要课题。笔者拟就课文复习教学，略谈以下体会和做法。
一 、类比分析，提取精髓，培养鉴别能力
复习的过程，是知识由片面向整体、由单一向综合的形成和转化过程。尤其是高考试题日趋灵活的今天，弄清课文的重点结构，在类比中分析语言，在比较中鉴别是非，达到知其然还知其所以然，这对于掌握语言内在规律是很有帮助的。培养学生鉴别能力可通过以下途径：
１）利用课文中的句子，采用添词换词等方法设“陷阱”题，让学生通过对比训练，吃一堑长一智。譬如在复习高一册名词性从句时，将本册课文中的句子稍作变动，编成习题来突破who(m)ever的有关重难点。
⑴ Any man with eyes in his head can see that ....(L3)
⑵ Clothes made of it would be invisible to anyone who was stupid of unfit for his office. (L7)
⑶ Anyone who refused to bow was thrown into prison. (L17)
可将以上课文中的句子改编成:
⑴ has eyes in his head can see that....
A. Any man B. Anyone C. Who D. Whoever (正确答案D)
⑵ Clothes made of it would be invisible to was stupid or unfit for his office.
A. who B. whom C. whoever D. whomever (正确答案C)
⑶ refused to bow were thrown into prison. (L17)
A. Those B. Who C. Whoever D. Those who (正确答案D)
２）将课文中的典型结构或句子，一题多变或多译。比如：在复习使役动词时，将make/let/have/...sb.do;get/cause/force/oblige/...sb. to do及leave/ drive/have/ ... sb. doing罗列在一起;在复习regard...as时，将treat...as,take...as, have...as，think of...as,
refer to...as,consider...(as/to be)等整个中学段所学的近义词组一线贯穿；复习“花费”、“查（词典）”等词，完全可以大范围将相应的知识点网络起来。也可以通过变句式、变符号等方式改写课文句子。举以下三例说明(空格上的词是要求学生填充的):
例1:As we have seen,oceans cover more than 70% of the earth.(L16,SI)
⑴ As we know, oceans cover more than 70% of the earth.
⑵ It is known that oceans cover more than 70% of the earth.⑶ As is known, oceans cover more than 70% of the earth.
⑷ Oceans cover more than 70% of the earth, which is the fact (that/which) we know.
例2: What does a new evening dress cost? (L5,SI)→
⑴ What is a new evening dress worth ?
⑵ What is the price/cost of a new evening dress?
⑶ How much did you spend on/for a new evening dress?
例3: There is a lot of air in loose snow, and this helps to keep the cold out. (L5,SII) →
⑴ ...in loose snow, which helps to keep the cold out.
⑵ ...in loose snow;(and) this helps to keep the cold out.
⑶ ...in loose snow. This/That/It helps to keep the cold out.
类似通过各种变换培养应变能力、通过归纳形成知识链的作法，是新课学习时所很难开展的。
３）结合重点或难点，将课文中的简易句子通过改写来加大难度。如：将This happened in London. It was November and the weather was very wet and cold. (L3,JBV)改写成This happened in London in November when it was very wet and cold;将He thought the Prime Minister a wise, honest man表达成He thought of him as a wise, honest man;将I thought that he was referring to the younger of the two noblemen.(L4,SII)改编成I thought what he was referring to was the younger...来进行比较，以此温故而知新。
４）分析典型标题、主题句或课文层次等。尤其在复习科普文章时，引导分析Keep the Balance of Nature等标题和段落大意,指出Watching Ants中的This is how the whole city is fed等主题句(topic sentence)，这对于培养学生的分析和理解能力是大有好处的。
二、着眼整体，触类旁通，培养运用能力
挖掘教材，以整体组织复习，是培养运用能力能力的途径之一。
１）将课文改写成完型填空或改错练习，引导学生从不同角度体验语言，以此培养判断和应试能力。附课文短文改错练习(L7,SBI)：
A Emperor cared for new clothes above anything else. 1. An
Once two cheats came and called them weavers. They said 2. themselves
they could make the most magic clothes which the foolish 3. that
couldn't see.The Emperor was glad and asked them∧weave 4. to
the cloth for him in no time. Thinking that when he put up 5. on
the new clothes he could be able to tell who were stupid, 6. would
he gave all they needed it＼ and they pretended to work 7. it＼
hard. Then,the Emperor sent his Minister and other official 8. another
to see how the weavers were getting on with his cloth.Though 9. √
they could see nothing, they have to tell the Emperor that 10. had
the cloth was most beautiful.
２）把课文作为引子，安排相应的书面表达进行训练。
Ａ）模仿对居里夫人、爱因斯坦、达尔文等人物描写，引导学生练习写人。如结合Einstein中的short,a big nose, a short thick moustache and deep-set eyes等，让学生对鲁迅的肖像(appearance)作一番描述；结合Portrait of a Teacher写Our...Teacher；结合How Marx Learned Foreign Languages，写How I Learn English等。
Ｂ）结合Great Wall of China; Continents and Oceans等，让学生练习写地点，如My Lovely Country/Hometown/School;The Great Wall等。可口头演讲，也可按照提示进行书面表达。
Ｃ）利用现有的课文插图，让学生看图说话或作文，以此培养组材技巧和观察能力。比如在复习Look Carefully and Learn的时候，直接运用课文中的六幅插图，将开头写出，让学生接着往下写。如：This is a chemistry class in the lab. An ordinary professor with glasses is...
Ｄ）结合The Blind Men and the Elephant等课文，让学生写《郑人买履》、《叶公好龙》等故事。
Ｅ）结合Watching Ants中的eggs→worms→ants等段落描写，让学生用英语表达蚕等动物的演变过程。
Ｆ）结合书信、通知等材料，见缝插针地进行专题训练。
三、开拓视野，拔高档次，启蒙欣赏能力
１）结合课文背景，适当介绍文学名人或文学内容。
课文材料不乏名人佳作，但由于篇幅受限，名著的全貌往往很难单从课文中欣赏到。复习中，教师可利用少量时间，将Mark Twain和Charles Dickens这些家境、生平大同小异的文豪牵扯到一块儿介绍给学生，还可借助手势和表情，用浅显的英语将那脍炙人口的故事讲给他们听，这样既可开扩学生眼界，也是教师利用学生的求知欲强化听说的良好契机。我在组织复习The Footprint时，提纲挈领地介绍了全篇名著的梗概，同时板书Robinson, an English sailor→ to S. Africa to do business→left on a desert island in a storm→ save food, clothing, tools, guns, his dog...→live by hunting and by raising animals and crops→meet with canoes of savages→ once save a savage→name him Friday & make him servant→ save three more→turn master of the group→help a captain put down a rebellion on a ship→leave rebels on the island→return to England→visit the island again→ Friday was killed by the Indians...讲述中，将妙趣横生的情节（如起名Friday等）尽量详讲，并注意采用学生所学过的词语来表达故事内容。这样，基础知识及听说技能一箭双雕，同时为他们毕业后深造奠定了一定的文学基础。
２）结合词语，适度介绍谚语、成语或修辞。
　　结合课文中的某一词语或结构，恰如其份地灌输诸如within a stone's throw（一箭之遥），Where there is a will, there is a way.（有志者，事竟成），Set a thief to catch a thief（以毒攻毒）之类的成语和谚语等，无疑对夯实基础和开拓学生视野是大有裨益的。另外，课文中的有些语言精华如对偶(antithesis)、委婉(euphemism)、反语(litotes)、对句(parallelism)、重复(repetition)等等，中学生在新课学习时比较困难。但在复习教学中适度地介绍和指点给学生，会让他们养成欣赏及把握优秀语言的习惯，并激发他们在浩瀚的知识海洋中去遨游的学习热情。
总之，如果教师注意采用多元化的变换手段，抓好课文与多方面能力的有机联系，就会给他们驾起懂→熟→会→通的“桥梁”，让他们在新奇的氛围中去巩固知识和发展能力。
（本文发表于《英语天地》１９９７年第4期）
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