| 欣赏、体会高中英语新教材语言之美
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欣赏、体会高中英语新教材语言之美 【摘要】本文主要分析了高中英语新教材的语言特点，并依据相关教学理论和笔者的教学实践，提出了在教学实践中如何让学生欣赏、体会这些优美语言的有效途径。 【关键词】高中英语新教材 语言特点 欣赏 体会 于2003年9月开始试用的高中英语新教材是一套图文并茂、内容新颖、编排科学、有利于培养学生的创新精神和实践能力的好教材。而笔者以为其最显著持点之一则是阅读材料中那些生动、鲜活、耐人寻味的语言。它们或优美、或表达地道、或结构严谨、或有一定的哲理性而富干感染力。因此，笔者以为，教师在通过新教材的阅读材料对学生进行阅读训练的同时，应该引导学生去体会、欣赏新教材富有特色的语言。精美的语言如同美妙的音乐，体会、欣赏的过程可以让学生获得美的享受，给他们带来感情的愉悦，更重要的是可以激发他们学习英语的兴趣，提高其综合英语素质。基于以上想法，笔者弃进行阅读教学时有意识地引导学生去用心体会、欣赏阅读材料中的语言美。通过对新教材前三册的教学，笔者认为其阅读材料中的语言主要有如下特点: 1结构严谨，用词简练、精彩 如:The birth of a festival ( Book 1 B，Unitl4)中就有许多结构对称，意义深刻的句子，现举几例:... many African一Americans families get together to greet the new year and think about the past . We must remember our past and build our future. Festivals help us understand who we are，remember where we come from，and share our hopes for a happy future ..As we celebrate them，we make new history and develop our culture…对仗工整，用词简单却含义深刻，读起来朗朗上口。又如:He collected information，studied it，did experiments and learnt from the experiences of farmers(Book 1 B，Unit 19，Farming and gardening)划线部分动词的使用简练而又恰当，丝毫不拖泥带水，却把贾思勰对他所从事的农业科学研究的执著与热爱淋漓尽致地表现出来。这是值得学生学习借鉴的写作表达方法。 2包含着人生哲理、含义深刻 新教材前三册阅读材料中包含人生哲理的句子比比皆是，可能是编写者有意让学生在学习课文的过程中潜移默化地得到一些人生启示、悟出一些人生道理吧。如Where someone is born and what a person looks like is not as important as what he or she grows up to be. (Book 1A, Unitl2，Harry Potter)A smile can help us get through difficult situations and find friends in a world of strangers.(Book IB, Unit 21，Body talk)Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference.(Book 2A, unit 1，Making a difference) Living with cancer has made me realized how precious life is and how important it is for us to take every chance to live life to the fullest.(Book 2A .Unit 7，Diagnosed with cancer)这里就不再一一列举了。当学生大声诵读这些句子时，很自然地，他们会有所感悟、有所启迪。和老师简单的说教相比，笔者以为现在的高中生更容易接受和认可这种书面的教育形式。 如:When you see two spoons，the big one is for the soup and the small one for the dessert .At table，you should try to speak quietly and smile a lot，but do not laugh all the time .The custom of toasting in some parts of China is to finish the drink at once，but Westerners usual-1y take only a sip (Book 1 A，Unit 6, Table manners at a dinner party)又如:The thumbs up gesture，meaning "great" or “good job" in the US，is rude in Nigeria but in Germany and Japan it means the number one.(Book 1 B , Unit21, Body talk)这样的句子可以让学生对西方的风俗文化以及东西方文化的异同有所了解，以此增加他们学英语的兴趣并且也扩大了其知识面。教师还可在此基础上，趁热打铁，给学生介绍更多的相关西方文化风俗方面的知识。 4运用多种修辞手法 新教材有不少阅读材料运用了明喻、暗喻或拟人等修辞手法，使句子生动、形象，启发了学生的联想并加深了他们的印象。如下面是含有明喻(simile)的句子:He talks to him and treats him as a friend.(Book I A，Unit 1 , Chuck’s friend)They are like bright and warm colours in the middle of greys and shades.(Book 2A, U-nit 4，Songs and poems)I now think of my cancer as a gift.(Book 2A, Unit 7，Diagnosed with cancer)It looked as if she were dead(Book 2A，Unit 8，DR ABC)…以下是包含暗喻的句子:There she saw a wall of water that was quickly advancing towards her(Book 1 A , U-nit 4, The rescue)Knowledge is power.(Book2A, Unit 1，Making a difference) They tied pillows on top of their heads as protection against the shower of rocks.(Book 1A, Unit 10, Under the volcano)…下面则是运用了拟人的修辞手法:The sight of it awoke the scientist in my uncle to go and see it from closer at hand•(Book 2.A, Unit 10, Under the volcano) Something told Captain Mac Whirr that the Nanshan was lost .The hurricane...had found this little ship in its path.(Book 2A, Unit 10,Typhoon)这些课文中的句子，可以让学生发现明喻、暗喻与拟人的特点(如:明喻是本体、喻体和喻词三者同时出现的一种比喻，其常用的喻词有as，like，as if , as though等;暗喻中本体和喻体直接结合，而不用喻词做“搭桥”…等。)并分析它们出现在文章中有什么妙处，在此基础上，让他们试着运用在自己的书面表达中，给作文添加文采。 5包含语法知识 例如:It is on this arable land that farmers produce food for the whole population of China•(Book 1 B , Unit 19)这一句是典型的强调句。Only in that way will we be ready for the challenges and opportunities in life. (Book 1B, Unit 13, We are what we eat)则是典型的倒装句。而it is one thing to write a letter，another to write history，one thing to write to a friend，another to write for the public.(Book 2A，Unit 10)既包含一个固定结构(it is one thing to…，it is another thing to…),又是一个典型的省略句:another前省略了it is，其后省略了thing。至于含有定语从句、同位语从句、主语从句等高中阶段重要语法项目的经典句子在课文中更是随处可见，教师可以在学生理解、欣赏这些句子的基础上，再来讲解语法知识，学生接受起来就容易多了。 那么如何让学生有效地欣赏这些课文中具有特色的句子?这是一个循序渐进的过程，结合自己的教学实践，下面是笔者认为较为有效的做法和途径。 1.有效背诵,体会语言的优美 笔者以为，欣赏这样的好句子，仅仅是在课堂上让学生听一遍课文录音，再翻译一遍朗读一遍是远远不够的，更重要的是要求他们课后熟读、背诵直至完全吸收，变成“我的语言、我的句子”，在口笔头表达中灵活运用，这才是欣赏的最终目的。English poetry(Book2A,unit4)中的Reading poetry in English also opens the door to finding new ways of expressing yourself in Chinese. Finally, poems and literature can be bridges between the East and the West. They can help us to understand each other better, or as MuDan wrote: Quietly , we embrace In a word lit up by words.学生背诵后，不仅能深刻领会诗歌的优美和作用，并能激发他们去了解，阅读英文诗歌，提高其诗歌修养。还有如Chuck's friend (Book 1A, unit 1)中的We need friends to share happiness and sorrow，and it is important to have someone to care about .Friendship helps us understand who we are，why we need each other and what we can do for each other，笔者要求学生熟读、背诵，学生不仅能深刻体会对朋友和友谊的精湛描写，在日常写作中也能加以应用，增加文采。 在教学中，借助CAI可以刺激学生的多种感官使他们的眼、耳、口等一起参与感知的活动,从而增加刺激的强度,让他们通过动眼看、动耳听、动口说、动脑想、动手做，进行观察阅读、讨论、争辩、质疑,促进学生去感知、理解、分析语言文字,探究新知从而增强语感。如Typhoon(Book2A,unit10,intergrating skills)是一篇关于台风的记叙文，里面对巨浪，海水的描写都非常精确，如Captain MacWhirr saw a white tower of water, so high that he couldn’t believe his eyes, advancing towards them. It raced to meet the ship. The Nanshan jumped. With a tearing crash, tons of water fell upon the deck, as though the ship passed under a waterfall.还有风暴，如The hurricane , with its power to sink ships and to destroy strong walls, had found this little ship in its path. 但学生因为没身临其境，对此难以有切入体肤，渗入心田的体会。为此在学习此文前，笔者先让学生观看龙卷风中的电影片段，再呈现几副飓风图片，使学生切真切地感知到作者运用语言的精确。 3.创始情景,体会语言的内涵 文章是作者将自己对生活的感受，进行思考后写成的语言符号。这些文字本身没有直接的可感性。因而，读者要真正地理解作者通过文字表达的思想感情、深刻内涵，那就必须通过想象。而创设情境为学生展开丰富的想象提供了很好的舞台。Born dying(Book2A, unit7, reading),介绍的是艾滋病患者小华的故事。课文中描述了她如何积极面对AIDS的态度(My life may have to be short, but there’s no reason why it can’t be beautiful)以及她的心声和愿望(If I were to live long enough to have a job, I would choose to be a doctor, helping these AIDS patients. 及If I were you, I would give an AIDS patient a hug. That is the best way to show that you care and that we don’t have to feel lonely.)所用语言非常贴切。学生因对艾滋病没多少了解，而且又远离艾滋病，对小华的愿望并不能很好领会。碰巧学习这一单元正赶上世界艾滋病日，十二月一日，笔者让学生在这一天通过各种渠道了解艾滋病患者生活的真实情境，然后四人一组，为艾滋病患者做一件事，在这样的氛围中，学生更易于发挥想象。有的写倡议书，呼吁大家关爱患者；有的手工制作红丝带，有的表演艾滋病患者的梦想，通过这一系列活动，学生基本能深刻理解课文,将课文的主旨以及内在的东西挖掘得更生动、更深刻。 4.扩大阅读,体会语言的丰富 在让学生学会欣赏，体会教材的语言之美后，鼓励学生们扩大阅读，能让他们在大量的、真实的、反复的、渐进的过程中去阅读、感悟名家名作和其他的优秀文学作品，如牛津大学出版社奉献给世界英语学习者的“书虫”，一直是笔者推崇的课外读物，从而让他们体会语言的丰富。 参考文献 [1] 教育部. 普通高中英语课程标准(实验). 北京: 人民教育出版社, 2003 [2] 人民教育出版社. Senior English for China Student’s Book 1A.人民教育出版社, 2003 [3] 人民教育出版社. Senior English for China Student’s Book 1B.人民教育出版社, 2003 [4] 人民教育出版社. Senior English for China Student’s Book 2A.人民教育出版社, 2004 [5] 人民教育出版社. 全日制普通高级中学(必修)英语第一册(上).教师教学用书.人民教育出版社, 2003 [6] 人民教育出版社. 全日制普通高级中学(必修)英语第一册(下).教师教学用书.人民教育出版社, 2003 [7] 人民教育出版社. 全日制普通高级中学(必修)英语第二册(上).教师教学用书.人民教育出版社, 2004 相关链接：教学论文
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