高中英语长句理解教法初1

1、高中英语长句理解教法探微英语组 郑厚准在传统教学中，教材比较注重语法，老师也比较注重句子成分的划分，其优点是学生遇到长句时懂得通过划分句子成分来压缩句子，变繁为易，变长为短，但是上这种课会比较闷。而新教材比较注重学生的交际能力的培养，轻视语法，甚至忽视句子成分的学习，给高中的阅读带来很多副面影响：我发觉这一批学生连句子的主语、谓语、宾语都不知道是什么；何来理解长句。在高考试卷中，完型填空、阅读理解中都会涉及在教学过程中，以开发智力、受人以渔为教学目的，努力探索如何理解长句的问题。 一、在长句理解的过程中，教会学生划分意群 格式塔的感知规律认为：人们往往会根据由过去的经验所形成的预期，无意识地去

2、简化他们感知的东西。因此，比较理想的做法应当是：在学习过程中，采取由简至繁的方法。这样可以使学习者一步一步地理解所要求的复杂程度。认知论也认为由于概念的形成是一个互动的过程。而这一过程需要学习者审视某一概念的特点，重新整理自己的理解，直到发现模式并对之作出定义：认为对信息的分类使人们能够记忆和学到信息。因此，在长句理解的教学过程中，笔者首先教会学生划分意群，即先找出句子的主干：主语、谓语和宾语。然后再找句子的修饰成分：同位语、定语、主语补足语、宾语补足语和状语。这样，把一个个复杂的长句分解为一个个相对简单的意群，这样符合格式塔理论中的由简入繁，由易入难的记忆和学习规律，能有效地消除学生对长句的

3、畏惧心理，从而为解答完型填空和阅读理解提供一把万能的金钥匙。例如：高三第三册 Units 2&3 中的长句，我是这样处理的。 1) At the age of 18 he joined a ship which was used to carry coal down the east coast of England. 引导学生先找出主句： At the age of 18 he joined a ship 。 然后再把定语从句还原为一个简单句： The ship was used to carry coal down the east coast of England. 这样学生马上就明白这

4、个长句的意思。又如： 2) In 1759 the French army was defending the city of Quebec , which stood high on a rock above the St. Lawrence Rive. 句子的主干是： In 1759 the French army was defending the city of Quebec. 然后，把定语从句还原为一个简单句 ： The city of Quebec stood high on a rock above the St. Lawrence Rive. 3) The navy was p

5、lanning an expedition to the South pacific Ocean with the purpose of watching a very unusual event , that is the planet Venus passing between the earth and the sun in 1769 . They also hoped to find a new continent which they thought existed in the Indian or Pacific Ocean. 句子的主干是： The navy was planni

6、ng an expedition. to the South pacific Ocean 是修饰名词 expedition 的，是一个后置定语。 介词短语 with the purpose of watching a very unusual event , 是修饰谓语 was planning ，是句子的目的状语。 短语 that is 起到解释的作用， a very unusual event = the planet Venus passing between the earth and the sun in 1769 再把定语从句还原为一个简单句 ： The continent exi

7、sted in the Indian or Pacific Ocean. 短语 they thought 是插入语 , 解题时可以忽略它，不理它。 4) They finally reached New Zealand and for a period of six months Cook charted the coasts of the two islands, separated by the narrow channel of water that he called Cook Strait. 句子的主干是： They finally reached New Zealand and C

8、ook charted the coasts of. separated by . 是过去分词做定语，修饰前面的名词 islands = 一个定语从句 two islands, which were separated by the narrow channel of water. 再把定语从句还原为一个简单句： He called the narrow channel of water Cook Strait. 5) They landed in a beautiful bay that Cook named Botany Bay because of the beautiful plant

9、s that they found there. 句子的主干是： They landed in a beautiful bay. 再把第一个定语从句还原为一个简单句： Cook named the beautiful bay Botany Bay. 再把第二个定语从句还原为一个简单句： They found the beautiful plants there. 6) But Cook ordered the crew to throw over the side of the ship guns, iron balls, pots and chains and even stores to

10、raise the boat in the water. 句子的主干是： But Cook ordered the crew. - 宾语 the crew 干了什么事情？ - To throw over the side of the ship guns, iron balls, pots and chains and even stores. - 为什么要这样做？ - To raise the boat in the water. 7) They invented different kinds of fishing nets , also a curiously shaped piece

11、of wood for hunting which could be thrown and which would return to the thrower if it did not strike anything. 句子的主干是： They invented fishing nets, also piece of wood. a curiously shaped. 过去分词作定语 , 修饰名词 a piece of wood a piece of wood 后又有两个定语从句修饰它： which . and which 8) Then foreign settlers started t

12、o arrive , bringing with them new diseases which killed many Kooris and seizing the land on which the Kooris had lived for thousands of years. 句子的主干为： foreign settlers started to arrive. - 其结果是什么？ -bringing with them new diseases and seizing the land. 在这两个结果状语里，各包含一个定语从句： which. on which. 把它们还原为： Ne

13、w diseases killed many Kooris. The Kooris had lived for thousands of years on the land.二、用意群指导学生复述长句The secret to succeed in learning foreign languages is just to repeat, repeat and repeat.( 成功地学好外语的秘诀就是复述、复述再复述。 ) 复述的操作顺序是先整体，后个人 。具体的方法是：学生眼睛看着老师，伸出双手，一边跟着老师打节拍（一个意群一个节拍），一边复述刚刚讲过的长句。在意群的指导下，在拍子的带动下

14、，学生都能比较顺利地把长句复述出来。看的见、体会得到的成功让学生的自信心大增，他们复述的踊跃性也不断地提高。课堂气氛达到了互动的目的。学生很快就发觉：我的课堂教学内容丰富但不繁杂，教学过程紧张但不忙乱。我的教学效率与计算机的高效性和谐一致，使学生亲身感受到信息技术给教育带来的全新变化。慢慢地，学生对作业 -Recite the passage & Retell the passage 也就不会望难而止步了，从而达到写的效果。 三、在长句理解过程中，注意培养学生的自学能力早在古罗马时候，被誉为西方最早的教学法家 - 昆体良，就介绍了学生学习方法的三步骤：理论的指导 - 摹仿 - 练习。其中练习尤

15、为重要。他说：“没有东西像记忆那样，由于努力而加强，由于懒惰而减弱。”特别是外语教学，更要注意练。当学生已基本掌握划分句子成分的方法时，笔者就让学生在解题的过程中去运用、体会 - 正确理解长句所带来的妙处。 这样做会使学生在不断的成功体验中增强自信，并逐渐养成求知探索的习惯。例如新闻题材的阅读，通常第一段是最重要的，但同时它又是一个长句。如： HOUSTON , Nov, 12 - Two space-walking astronauts boldly snared a satellite in orbit today and, overcoming a surprising and pote

16、ntially serious obstacle, wrestled the large satellite aboard the cargo bay of the space shuttle Discovery. 这么长的一句话，学生一定要能抓住句子的主干： Two astronauts snared a satellite . and .wrestled the large satellite. 然后就可以做下列两道题： 1. How many astronauts walked in space? 2. On what date did this happen? 又如在单项填空里，也会遇

17、到长句理解问题。 Mr Wang was much disappointed to see the washing machine he had had went wrong again. A. it repaired ； B. to be repaired ； C. repaired ； D. repairing 句子的主干是： Mr Wang was much disappointed to see 动词不定式 to see 作谓语 was disappointed 的宾语。同时，动词不定式 to see 还可以带自己的宾语 the washing machine he had had went wrong again. 在这个宾语里句子的主干是： The washing machine went wrong again. 其中 , 又含有一个省略了关系代词 that/which 的定语从句 : (which/ that) he had had repaired 。解答定语从句的最好的办法是把从句还原为一个简单句： He had had it repaired. 第一个 had 是助动词，第二个 had 是“