欣賞、體會(huì)高中英語(yǔ)新教材語(yǔ)言之美

【摘要】本文主要分析了高中英語(yǔ)新教材的語(yǔ)言特點(diǎn)，并依據(jù)相關(guān)教學(xué)理論和筆者的教學(xué)實(shí)踐，提出了在教學(xué)實(shí)踐中如何讓學(xué)生欣賞、體會(huì)這些優(yōu)美語(yǔ)言的有效途徑。

【關(guān)鍵詞】高中英語(yǔ)新教材 語(yǔ)言特點(diǎn) 欣賞 體會(huì)

于2003年9月開(kāi)始試用的高中英語(yǔ)新教材是一套圖文并茂、內(nèi)容新穎、編排科學(xué)、有利于培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力的好教材。而筆者以為其最顯著持點(diǎn)之一則是閱讀材料中那些生動(dòng)、鮮活、耐人尋味的語(yǔ)言。它們或優(yōu)美、或表達(dá)地道、或結(jié)構(gòu)嚴(yán)謹(jǐn)、或有一定的哲理性而富干感染力。因此，筆者以為，教師在通過(guò)新教材的閱讀材料對(duì)學(xué)生進(jìn)行閱讀訓(xùn)練的同時(shí)，應(yīng)該引導(dǎo)學(xué)生去體會(huì)、欣賞新教材富有特色的語(yǔ)言。精美的語(yǔ)言如同美妙的音樂(lè)，體會(huì)、欣賞的過(guò)程可以讓學(xué)生獲得美的享受，給他們帶來(lái)感情的愉悅，更重要的是可以激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣，提高其綜合英語(yǔ)素質(zhì)。基于以上想法，筆者棄進(jìn)行閱讀教學(xué)時(shí)有意識(shí)地引導(dǎo)學(xué)生去用心體會(huì)、欣賞閱讀材料中的語(yǔ)言美。通過(guò)對(duì)新教材前三冊(cè)的教學(xué)，筆者認(rèn)為其閱讀材料中的語(yǔ)言主要有如下特點(diǎn):

1結(jié)構(gòu)嚴(yán)謹(jǐn)，用詞簡(jiǎn)練、精彩

如:The birth of a festival ( Book 1 B，Unitl4)中就有許多結(jié)構(gòu)對(duì)稱，意義深刻的句子，現(xiàn)舉幾例:... 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…對(duì)仗工整，用詞簡(jiǎn)單卻含義深刻，讀起來(lái)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，F(xiàn)arming and gardening)劃線部分動(dòng)詞的使用簡(jiǎn)練而又恰當(dāng)，絲毫不拖泥帶水，卻把賈思勰對(duì)他所從事的農(nóng)業(yè)科學(xué)研究的執(zhí)著與熱愛(ài)淋漓盡致地表現(xiàn)出來(lái)。這是值得學(xué)生學(xué)習(xí)借鑒的寫(xiě)作表達(dá)方法。

2包含著人生哲理、含義深刻

新教材前三冊(cè)閱讀材料中包含人生哲理的句子比比皆是，可能是編寫(xiě)者有意讓學(xué)生在學(xué)習(xí)課文的過(guò)程中潛移默化地得到一些人生啟示、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)這里就不再一一列舉了。當(dāng)學(xué)生大聲誦讀這些句子時(shí)，很自然地，他們會(huì)有所感悟、有所啟迪。和老師簡(jiǎn)單的說(shuō)教相比，筆者以為現(xiàn)在的高中生更容易接受和認(rèn)可這種書(shū)面的教育形式。

3介紹西方風(fēng)土人情、對(duì)比中外文化

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)這樣的句子可以讓學(xué)生對(duì)西方的風(fēng)俗文化以及東西方文化的異同有所了解，以此增加他們學(xué)英語(yǔ)的興趣并且也擴(kuò)大了其知識(shí)面。教師還可在此基礎(chǔ)上，趁熱打鐵，給學(xué)生介紹更多的相關(guān)西方文化風(fēng)俗方面的知識(shí)。

4運(yùn)用多種修辭手法

新教材有不少閱讀材料運(yùn)用了明喻、暗喻或擬人等修辭手法，使句子生動(dòng)、形象，啟發(fā)了學(xué)生的聯(lián)想并加深了他們的印象。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)…下面則是運(yùn)用了擬人的修辭手法: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)這些課文中的句子，可以讓學(xué)生發(fā)現(xiàn)明喻、暗喻與擬人的特點(diǎn)(如:明喻是本體、喻體和喻詞三者同時(shí)出現(xiàn)的一種比喻，其常用的喻詞有as，like，as if , as though等;暗喻中本體和喻體直接結(jié)合，而不用喻詞做“搭橋”…等。)并分析它們出現(xiàn)在文章中有什么妙處，在此基礎(chǔ)上，讓他們?cè)囍�運(yùn)用在自己的書(shū)面表達(dá)中，給作文添加文采。

5包含語(yǔ)法知識(shí)

例如:It is on this arable land that farmers produce food for the whole population of China(Book 1 B , Unit 19)這一句是典型的強(qiáng)調(diào)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)則是典型的倒裝句。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)既包含一個(gè)固定結(jié)構(gòu)(it is one thing to…，it is another thing to…),又是一個(gè)典型的省略句:another前省略了it is，其后省略了thing。至于含有定語(yǔ)從句、同位語(yǔ)從句、主語(yǔ)從句等高中階段重要語(yǔ)法項(xiàng)目的經(jīng)典句子在課文中更是隨處可見(jiàn)，教師可以在學(xué)生理解、欣賞這些句子的基礎(chǔ)上，再來(lái)講解語(yǔ)法知識(shí)，學(xué)生接受起來(lái)就容易多了。

那么如何讓學(xué)生有效地欣賞這些課文中具有特色的句子?這是一個(gè)循序漸進(jìn)的過(guò)程，結(jié)合自己的教學(xué)實(shí)踐，下面是筆者認(rèn)為較為有效的做法和途徑。

1.有效背誦,體會(huì)語(yǔ)言的優(yōu)美

筆者以為，欣賞這樣的好句子，僅僅是在課堂上讓學(xué)生聽(tīng)一遍課文錄音，再翻譯一遍朗讀一遍是遠(yuǎn)遠(yuǎn)不夠的，更重要的是要求他們課后熟讀、背誦直至完全吸收，變成“我的語(yǔ)言、我的句子”，在口筆頭表達(dá)中靈活運(yùn)用，這才是欣賞的最終目的。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.學(xué)生背誦后，不僅能深刻領(lǐng)會(huì)詩(shī)歌的優(yōu)美和作用，并能激發(fā)他們?nèi)チ私猓�閱讀英文詩(shī)歌，提高其詩(shī)歌修養(yǎng)。還有如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，筆者要求學(xué)生熟讀、背誦，學(xué)生不僅能深刻體會(huì)對(duì)朋友和友誼的精湛描寫(xiě)，在日常寫(xiě)作中也能加以應(yīng)用，增加文采。

2.媒體輔助,體會(huì)語(yǔ)言的精確

在教學(xué)中，借助CAI可以刺激學(xué)生的多種感官使他們的眼、耳、口等一起參與感知的活動(dòng),從而增加刺激的強(qiáng)度,讓他們通過(guò)動(dòng)眼看、動(dòng)耳聽(tīng)、動(dòng)口說(shuō)、動(dòng)腦想、動(dòng)手做，進(jìn)行觀察閱讀、討論、爭(zhēng)辯、質(zhì)疑,促進(jìn)學(xué)生去感知、理解、分析語(yǔ)言文字,探究新知從而增強(qiáng)語(yǔ)感。如Typhoon(Book2A,unit10,intergrating skills)是一篇關(guān)于臺(tái)風(fēng)的記敘文，里面對(duì)巨浪，海水的描寫(xiě)都非常精確，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.還有風(fēng)暴，如The hurricane , with its power to sink ships and to destroy strong walls, had found this little ship in its path. 但學(xué)生因?yàn)闆](méi)身臨其境，對(duì)此難以有切入體膚，滲入心田的體會(huì)。為此在學(xué)習(xí)此文前，筆者先讓學(xué)生觀看龍卷風(fēng)中的電影片段，再呈現(xiàn)幾副颶風(fēng)圖片，使學(xué)生切真切地感知到作者運(yùn)用語(yǔ)言的精確。

3.創(chuàng)始情景,體會(huì)語(yǔ)言的內(nèi)涵

文章是作者將自己對(duì)生活的感受，進(jìn)行思考后寫(xiě)成的語(yǔ)言符號(hào)。這些文字本身沒(méi)有直接的可感性。因而，讀者要真正地理解作者通過(guò)文字表達(dá)的思想感情、深刻內(nèi)涵，那就必須通過(guò)想象。而創(chuàng)設(shè)情境為學(xué)生展開(kāi)豐富的想象提供了很好的舞臺(tái)。Born dying(Book2A, unit7, reading),介紹的是艾滋病患者小華的故事。課文中描述了她如何積極面對(duì)AIDS的態(tài)度(My life may have to be short, but there’s no reason why it can’t be beautiful)以及她的心聲和愿望(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.)所用語(yǔ)言非常貼切。學(xué)生因?qū)Π�滋病沒(méi)多少了解，而且又遠(yuǎn)離艾滋病，對(duì)小華的愿望并不能很好領(lǐng)會(huì)。碰巧學(xué)習(xí)這一單元正趕上世界艾滋病日，十二月一日，筆者讓學(xué)生在這一天通過(guò)各種渠道了解艾滋病患者生活的真實(shí)情境，然后四人一組，為艾滋病患者做一件事，在這樣的氛圍中，學(xué)生更易于發(fā)揮想象。有的寫(xiě)倡議書(shū)，呼吁大家關(guān)愛(ài)患者；有的手工制作紅絲帶，有的表演艾滋病患者的夢(mèng)想，通過(guò)這一系列活動(dòng)，學(xué)生基本能深刻理解課文,將課文的主旨以及內(nèi)在的東西挖掘得更生動(dòng)、更深刻。

4.擴(kuò)大閱讀,體會(huì)語(yǔ)言的豐富

在讓學(xué)生學(xué)會(huì)欣賞，體會(huì)教材的語(yǔ)言之美后，鼓勵(lì)學(xué)生們擴(kuò)大閱讀，能讓他們?cè)诖罅康摹⒄鎸?shí)的、反復(fù)的、漸進(jìn)的過(guò)程中去閱讀、感悟名家名作和其他的優(yōu)秀文學(xué)作品，如牛津大學(xué)出版社奉獻(xiàn)給世界英語(yǔ)學(xué)習(xí)者的“書(shū)蟲(chóng)”，一直是筆者推崇的課外讀物，從而讓他們體會(huì)語(yǔ)言的豐富。

參考文獻(xiàn)

[1] 教育部. 普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)). 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. 全日制普通高級(jí)中學(xué)(必修)英語(yǔ)第一冊(cè)(上).教師教學(xué)用書(shū).人民教育出版社, 2003

[6] 人民教育出版社. 全日制普通高級(jí)中學(xué)(必修)英語(yǔ)第一冊(cè)(下).教師教學(xué)用書(shū).人民教育出版社, 2003

[7] 人民教育出版社. 全日制普通高級(jí)中學(xué)(必修)英語(yǔ)第二冊(cè)(上).教師教學(xué)用書(shū).人民教育出版社, 2004