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如何分析英语文章结构

个人简历封面 时间:2016-12-09

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英语励志小短文 英语短文带翻译 英语美文欣赏励志篇
篇一:如何分析英语文章结构

  提高学生英语阅读能力,可以从文章文体入手,抓住文体要素,归纳内容要点,分析文章结构,把握文章思路,进而赏析文章。以下是小编为大家整理的关于英语励志小短文,给大家作为参考,欢迎阅读!

  英语励志小短文篇1:Companionship of Books

  A man may usually be known by the books he reads as well as by the company he keeps; for there is a companionship of books as well as of men; and one should always live in the best company, whether it be of books or of men.

  A good book may be among the best of friends. It is the same today that it always was, and it will never change. It is the most patient and cheerful of companions. It does not turn its back upon us in times of adversity or distress. It always receives us with the same kindness; amusing and instructing us in youth, and comforting and consoling us in age.

  Men often discover their affinity to each other by the mutual love they have for a book just as two persons sometimes discover a friend by the admiration which both entertain for a third. There is an old proverb, ‘Love me, love my dog.” But there is more wisdom in this:” Love me, love my book.” The book is a truer and higher bond of union. Men can think, feel, and sympathize with each other through their favorite author. They live in him together, and he in them.

  A good book is often the best urn of a life enshrining the best that life could think out; for the world of a man’s life is, for the most part, but the world of his thoughts. Thus the best books are treasuries of good words, the golden thoughts, which, remembered and cherished, become our constant companions and comforters.

  Books possess an essence of immortality. They are by far the most lasting products of human effort. Temples and statues decay, but books survive. Time is of no account with great thoughts, which are as fresh today as when they first passed through their author’s minds, ages ago. What was then said and thought still speaks to us as vividly as ever from the printed page. The only effect of time have been to sift out the bad products; for nothing in literature can long survive e but what is really good.

  Books introduce us into the best society; they bring us into the presence of the greatest minds that have ever lived. We hear what they said and did; we see the as if they were really alive; we sympathize with them, enjoy with them, grieve with them; their experience becomes ours, and we feel as if we were in a measure actors with them in the scenes which they describe.

  The great and good do not die, even in this world. Embalmed in books, their spirits walk abroad. The book is a living voice. It is an intellect to which on still listens.

  译文:

  以书为伴(节选)

  通常看一个读些什么书就可知道他的为人,就像看他同什么人交往就可知道他的为人一样,因为有人以人为伴,也有人以书为伴。无论是书友还是朋友,我们都应该以最好的为伴。

  好书就像是你最好的朋友。它始终不渝,过去如此,现在如此,将来也永远不变。它是最有耐心,最令人愉悦的伴侣。在我们穷愁潦倒,临危遭难时,它也不会抛弃我们,对我们总是一如既往地亲切。在我们年轻时,好书陶冶我们的性情,增长我们的知识;到我们年老时,它又给我们以慰藉和勉励。

  人们常常因为喜欢同一本书而结为知已,就像有时两个人因为敬慕同一个人而成为朋友一样。有句古谚说道:“爱屋及屋。”其实“爱我及书”这句话蕴涵更多的哲理。书是更为真诚而高尚的情谊纽带。人们可以通过共同喜爱的作家沟通思想,交流感情,彼此息息相通,并与自己喜欢的作家思想相通,情感相融。

  好书常如最精美的宝器,珍藏着人生的思想的精华,因为人生的境界主要就在于其思想的境界。因此,最好的书是金玉良言和崇高思想的宝库,这些良言和思想若铭记于心并多加珍视,就会成为我们忠实的伴侣和永恒的慰藉。

  书籍具有不朽的本质,是为人类努力创造的最为持久的成果。寺庙会倒坍,神像会朽烂,而书却经久长存。对于伟大的思想来说,时间是无关紧要的。多年前初次闪现于作者脑海的伟大思想今日依然清新如故。时间惟一的作用是淘汰不好的作品,因为只有真正的佳作才能经世长存。

  书籍介绍我们与最优秀的人为伍,使我们置身于历代伟人巨匠之间,如闻其声,如观其行,如见其人,同他们情感交融,悲喜与共,感同身受。我们觉得自己仿佛在作者所描绘的舞台上和他们一起粉墨登场。

  即使在人世间,伟大杰出的人物也永生不来。他们的精神被载入书册,传于四海。书是人生至今仍在聆听的智慧之声,永远充满着活力。

  英语励志小短文篇2:Ambition

  It is not difficult to imagine a world short of ambition. It would probably be a kinder world: with out demands, without abrasions, without disappointments. People would have time for reflection. Such work as they did would not be for themselves but for the collectivity. Competition would never enter in. conflict would be eliminated, tension become a thing of the past. The stress of creation would be at an end. Art would no longer be troubling, but purely celebratory in its functions. Longevity would be increased, for fewer people would die of heart attack or stroke caused by tumultuous endeavor. Anxiety would be extinct. Time would stretch on and on, with ambition long departed from the human heart.

  Ah, how unrelieved boring life would be!

  There is a strong view that holds that success is a myth, and ambition therefore a sham. Does this mean that success does not really exist? That achievement is at bottom empty? That the efforts of men and women are of no significance alongside the force of movements and events now not all success, obviously, is worth esteeming, nor all ambition worth cultivating. Which are and which are not is something one soon enough learns on one’s own. But even the most cynical secretly admit that success exists; that achievement counts for a great deal; and that the true myth is that the actions of men and women are useless. To believe otherwise is to take on a point of view that is likely to be deranging. It is, in its implications, to remove all motives for competence, interest in attainment, and regard for posterity.

  We do not choose to be born. We do not choose our parents. We do not choose our historical epoch, the country of our birth, or the immediate circumstances of our upbringing. We do not, most of us, choose to die; nor do we choose the time or conditions of our death. But within all this realm of choicelessness, we do choose how we shall live: courageously or in cowardice, honorably or dishonorably, with purpose or in drift. We decide what is important and what is trivial in life. We decide that what makes us significant is either what we do or what we refuse to do. But no matter how indifferent the universe may be to our choices and decisions, these choices and decisions are ours to make. We decide. We choose. And as we decide and choose, so are our lives formed. In the end, forming our own destiny is what ambition is about.

  译文:

  抱负

  一个缺乏抱负的世界将会怎样,这不难想象。或许,这将是一个更为友善的世界:没有渴求,没有磨擦,没有失望。人们将有时间进行反思。他们所从事的工作将不是为了他们自身,而是为了整个集体。竞争永远不会介入;冲突将被消除。人们的紧张关系将成为过往云烟。创造的重压将得以终结。艺术将不再惹人费神,其功能将纯粹为了庆典。人的寿命将会更长,因为由激烈拼争引起的心脏病和中风所导致的死亡将越来越少。焦虑将会消失。时光流逝,抱负却早已远离人心。

  啊,长此以往人生将变得多么乏味无聊!

  有一种盛行的观点认为,成功是一种神话,因此抱负亦属虚幻。这是不是说实际上并不丰在成功?成就本身就是一场空?与诸多运动和事件的力量相比,男男女女的努力显得微不足?显然,并非所有的成功都值得景仰,也并非所有的抱负都值得追求。对值得和不值得的选择,一个人自然而然很快就能学会。但即使是最为愤世嫉俗的人暗地里也承认,成功确实存在,成就的意义举足轻重,而把世上男男女女的所作所为说成是徒劳无功才是真正的无稽之谈。认为成功不存在的观点很可能造成混乱。这种观点的本意是一笔勾销所有提高能力的动机,求取业绩的兴趣和对子孙后代的关注。

  我们无法选择出生,无法选择父母,无法选择出生的历史时期与国家,或是成长的周遭环境。我们大多数人都无法选择死亡,无法选择死亡的时间或条件。但是在这些无法选择之中,我们的确可以选择自己的生活方式:是勇敢无畏还是胆小怯懦,是光明磊落还是厚颜无耻,是目标坚定还是随波逐流。我们决定生活中哪些至关重要,哪些微不足道。我们决定,用以显示我们自身重要性的,不是我们做了什么,就是我们拒绝做些什么。但是不论世界对我们所做的选择和决定有多么漠不关心,这些选择和决定终究是我们自己做出的。我们决定,我们选择。而当我们决定和选择时,我们的生活便得以形成。最终构筑我们命运的就是抱负之所在。

  英语励志小短文篇3:The Road to Success

  It is well that young men should begin at the beginning and occupy the most subordinate positions. Many of the leading businessmen of Pittsburgh had a serious responsibility thrust upon them at the very threshold of their career. They were introduced to the broom, and spent the first hours of their business lives sweeping out the office. I notice we have janitors and janitresses now in offices, and our young men unfortunately miss that salutary branch of business education. But if by chance the professional sweeper is absent any morning, the boy who has the genius of the future partner in him will not hesitate to try his hand at the broom. It does not hurt the newest comer to sweep out the office if necessary. I was one of those sweepers myself.

  Assuming that you have all obtained employment and are fairly started, my advice to you is “aim high”. I would not give a fig for the young man who does not already see himself the partner or the head of an important firm. Do not rest content for a moment in your thoughts as head clerk, or foreman, or general manager in any concern, no matter how extensive. Say to yourself, “My place is at the top.” Be king in your dreams.

  And here is the prime condition of success, the great secret: concentrate your energy, thought, and capital exclusively upon the business in which you are engaged. Having begun in one line, resolve to fight it out on that line, to lead in it, adopt every improvement, have the best machinery, and know the most about it.

  The concerns which fail are those which have scattered their capital, which means that they have scattered their brains also. They have investments in this, or that, or the other, here there, and everywhere. “Don’t put all your eggs in one basket.” is all wrong. I tell you to “put all your eggs in one basket, and then watch that basket.” Look round you and take notice, men who do that not often fail. It is easy to watch and carry the one basket. It is trying to carry too many baskets that breaks most eggs in this country. He who carries three baskets must put one on his head, which is apt to tumble and trip him up. One fault of the American businessman is lack of concentration.

  To summarize what I have said: aim for the highest; never enter a bar room; do not touch liquor, or if at all only at meals; never speculate; never indorse beyond your surplus cash fund; make the firm’s interest yours; break orders always to save owners; concentrate; put all your eggs in one basket, and watch that basket; expenditure always within revenue; lastly, be not impatient, for as Emerson says, “no one can cheat you out of ultimate success but yourselves.”

  译文:

  成功之道

  年轻人创业之初,应该从最底层干起,这是件好事。匹兹保有很多商业巨头,在他们创业之初,都肩负过“重任”:他们以扫帚相伴,以打扫办公室的方式度过了他们商业生涯中最初的时光。我注意到我们现在办公室里都有工友,于是年轻人就不幸错过了商业教育中这个有益的环节。如果碰巧哪天上午专职扫地的工友没有来,某个具有未来合伙人气质的年轻人会毫不犹豫地试着拿起扫帚。在必要时新来的员工扫扫地也无妨,不会因为而有什么损失。我自己就曾经扫过地。

  假如你已经被录用,并且有了一个良好的开端,我对你的建议是:要志存高远。一个年轻人,如果不把自己想象成一家大公司未来的老板或者是合伙人,那我会对他不屑一顾。不论职位有多高,你的内心都不要满足于做一个总管,领班或者总经理。要对自己说:我要迈向顶尖!要做就做你梦想中的国王!

  成功的首要条件和最大秘诀就是:把你的精力,思想和资本全都集中在你正从事的事业上。一旦开始从事某种职业,就要下定决心在那一领域闯出一片天地来;做这一行的领导人物,采纳每一点改进之心,采用最优良的设备,对专业知识熟稔于心。

  一些公司的失败就在于他们分散了资金,因为这就意味着分散了他们的精力。他们向这方面投资,又向那方面投资;在这里投资,在那里投资,到处都投资。“不要把所有的鸡蛋放在一个篮子里”的说法大错特错。我要对你说:“把所有的鸡蛋都放在一个篮子里,然后小心地看好那个篮子。”看看你周围,你会注意到:这么做的人其实很少失败。看管和携带一个篮子并不太难。人们总是试图提很多篮子,所以才打破这个国家的大部分鸡蛋。提三个篮子的人,必须把一个顶在头上,而这个篮子很可能倒下来,把他自己绊倒。美国商人的一个缺点就是不够专注。

  把我的话归纳一下:要志存高远;不要出入酒吧;要滴酒不沾,或要喝也只在用餐时喝少许;不要做投机买卖;不要寅吃卯粮;要把公司的利益当作自己的利益;取消订货的目的永远是为了挽救货主;要专注;要把所有的鸡蛋放在一个篮子里,然后小心地看好它;要量入为出;最后,要有耐心,正如爱默生所言,“谁都无法阻止你最终成功,除非你自己承认自己失败。”

  英语励志小短文篇4:Clear Your Mental Space

  Think about the last time you felt a negative emotion---like stress, anger, or frustration. What was going through your mind as you were going through that negativity? Was your mind cluttered with thoughts? Or was it paralyzed, unable to think?

  The next time you find yourself in the middle of a very stressful time, or you feel angry or frustrated, stop. Yes, that’s right, stop. Whatever you’re doing, stop and sit for one minute. While you’re sitting there, completely immerse yourself in the negative emotion.

  Allow that emotion to consume you. Allow yourself one minute to truly feel that emotion. Don’t cheat yourself here. Take the entire minute---but only one minute---to do nothing else but feel that emotion.

  When the minute is over, ask yourself, “Am I wiling to keep holding on to this negative emotion as I go through the rest of the day?”

  Once you’ve allowed yourself to be totally immersed in the emotion and really fell it, you will be surprised to find that the emotion clears rather quickly.

  If you feel you need to hold on to the emotion for a little longer, that is OK. Allow yourself another minute to feel the emotion.

  When you feel you’ve had enough of the emotion, ask yourself if you’re willing to carry that negativity with you for the rest of the day. If not, take a deep breath. As you exhale, release all that negativity with your breath.

  This exercise seems simple---almost too simple. But, it is very effective. By allowing that negative emotion the space to be truly felt, you are dealing with the emotion rather than stuffing it down and trying not to feel it. You are actually taking away the power of the emotion by giving it the space and attention it needs. When you immerse yourself in the emotion, and realize that it is only emotion, it loses its control. You can clear your head and proceed with your task.

  Try it. Next time you’re in the middle of a negative emotion, give yourself the space to feel the emotion and see what happens. Keep a piece of paper with you that says the following:

  Stop. Immerse for one minute. Do I want to keep this negativity? Breath deep, exhale, release. Move on!

  This will remind you of the steps to the process. Remember; take the time you need to really immerse yourself in the emotion. Then, when you feel you’ve felt it enough, release it---really let go of it. You will be surprised at how quickly you can move on from a negative situation and get to what you really want to do!

  译文:

  清理心灵的空间

  想下你最近一次感受到的消极情绪,例如压力,愤怒或挫折。当你处于那种消极情绪时你在想些什么?是充满了混乱的思绪?还是陷于麻木,无法思考?

  下次当你发现自己处于非常紧张的状态时,或是你感到气愤或受挫时,停下来。是的,对,停下来。不管你在做什么,停下来坐上一分钟。坐着的时候,让自己完全沉浸在那种消极情绪之中。

  让那种消极情绪吞噬你,给自己一分钟的时间去真切地体会那种情绪,不要欺骗自己。花整整一分钟的时间 – 但只有一分钟 – 去体会那种情绪,别的什么也不要做。

  当一分钟结束时,问自己:“我是否想在今天余下的时间里继续保持这种消极情绪?”

  一旦你允许自己完全沉浸在那种情绪当中并真切体会到它,你就会惊奇地发现那种情绪很快就消失了。

  如果你觉得还需要点时间来保持那种情绪,没关系,再给自己一分钟的时间去体会它。

  如果你觉得自己已经充分体会了那种情绪,那就问自己是否愿意在今天余下的时间里继续保持这种消极情绪。如果不愿意,那就深呼吸。呼气的时候,把所有的消极情绪都释放出去。

  这个方法似乎很简单 – 几乎是太过简单了,但却非常有效。通过给自己空间真正体会消极情绪,你是在处理这种情绪,而不是将其压制下去然后尽量不加理会。通过给予消极情绪所需的空间和关注,你实际上是在消解其力量。当你沉浸在那种情绪之中,并且明白它只是一种情绪时,你就摆脱了它的控制。你可以清理头脑并继续做事。

  你下次笼罩消极情绪时,试一下这种做法,给自己一点空间来体会那种情绪并看看会发生什么。随身带一张写着如下字句的纸条:

  停下来。沉浸一分钟。我想保持这种消极情绪吗?深吸气,呼气,放松。继续做事!

  这会提醒你该怎样去做。记住,要花你所需要的时间去真正沉浸于那种情绪之中。然后,当你感到自己已经充分体会到了它。你会惊奇地发现,你很快就能摆脱消极情绪,并开始做你真正想做的事情!

英语励志小短文相关文章:

关于英语教学方法的文章
篇二:如何分析英语文章结构

  不同的科目有不同的教学方法,下面就是小编给大家整理的关于英语教学方法的文章,希望大家喜欢。

  关于英语教学方法的文章:浅谈小学英语词汇的教学方法

  词汇是语言的建筑材料,是语言的最小意义单位。正如砖头是最基本的建筑材料一样,没有砖头,高楼大厦无从建立,如果没有词汇,任何形式的交流都无从谈起。词汇是语言的三大要素(即语音、词汇、语法)之一。要掌握一门外语,就必须掌握一定数量的词汇。可见,英语词汇教学是英语课堂教学的重要一环。小学英语词汇教学虽不如会话教学那么重要,要求四会的单词不是很多,但也是必须掌握的知识。而且词汇教学是比较乏味的。如何有效地教授小学英语词汇,继而激发和保持学生学习英语的兴趣,是每位英语教师必须研究的重要课题。

  小学生刚学英语时的确是充满好奇、兴趣浓厚的,但随着英语词汇量的不断增多,有些学生对英语就产生了畏难情绪,也对英语慢慢失去兴趣。要让学生对词汇感兴趣,我们教师就应该根据小学生的特点和实际需要,采用有效的英语词汇教学方法,让学生轻松、快速的记忆英语词汇,这样才能收到事半功倍的效果。结合自己多年学习英语的心得体会和一年的教学实践,我认为可从以下三大方面进行小学英语的词汇教学。

  一、多种方式呈现单词,加深印象。

  1.直观呈现法。针对小学生思维具有明显的直观性、形象性的特点,我采用实物、图片、玩具、简笔画、多媒体课件等直观教学手段,激发学生强烈的英语学习兴趣。例如教授有关学习用品、交通工具、水果的词汇时,可采用实物、玩具或图片来呈现。在教人教版三年级英语上册第一单元时,我是通过实物书包、铅笔盒、铅笔、钢笔、橡皮、尺子、水彩笔、卷笔刀来教授单词“bag, pencil-case, pencil, pen, eraser, ruler, crayon, sharpener”的。在教授单词 “plane”和 “car”时,我给学生们展示玩具飞机和汽车。在教授水果单词时,我用实物引入 “apple”和 “banana”,又用图片引入 “watermelon” “peach” “pear” 和“orange”。在学习人教版四年级英语上册有关 “study, bedroom, bathroom, kitchen, living-room”等表示场所的单词时,我用多媒体课件来呈现,先不说中文,让学生自己理解单词的意思。随着音乐响起,宽敞明亮、富有时代气息的书房、卧室等场景呈现在眼前,学生学的兴致浓浓,老师教的轻轻松松。多媒体的动画音乐、大量的信息传输以及丰富的课堂活动,将学生带入了一个生动有趣的教学情景中,取得了良好的教学效果。

  2.对比呈现法。对比呈现法不仅用于呈现意思相反的词,意思相近的词,还可用于读音相同或读音易混的词。首先,对比呈现意思相反的词。如教师左右手各拿一支铅笔,举起左手说“a short pencil”,举起右手说“a long pencil”。又如教师一手拿起圆形橡皮说“a round eraser”,一手拿起方形橡皮说“a square eraser”,这样“short—long” “round—square”对比出现,学生很快就记住了。其次,对比呈现意思相近的词,如like—love—enjoy;nice—beautiful—pretty—good-looking;再次,对比呈现读音相同的词。如I—eye;here—hear;right—write;no—know等;最后,对比呈现读音易混的词。如mouth(口)—mouse(老鼠);nose(鼻)—nurse(护士),对于这两组单词,老师如果不加以对比强调,学生很容易读错。因此,在学生学习词汇的初始阶段,教师就应该采用对比呈现法来帮助他们准确把握读音,清晰理解词义。

  3.全身反应法。对小学英语教学来说,体态语具有举足轻重的作用,有些单词通过肢体语言来呈现,学生记忆尤为深刻。如,在教“run, jump”等动词时,我直接做动作,让学生边听边看。我做出跑步和跳跃的动作说:“Run! Run! I like running. Jump! Jump! I like jumping.”学生很容易把动作和单词联系起来。学习 “climb, sleep”时,分别做出爬行、睡觉的动作,说: “Climb! Climb! I can climb!” “Sleep! Sleep! I am sleeping.”不仅学习动词时可利用肢体语言,学习形容词我们仍然可利用体态语,如我在教授单词 “cold, hot”等有关天气的单词时,我分别做出冻得直发抖和热得满头大汗的动作和表情。学生看完后一下子就明白这两个单词的意思,自己在跟读单词时自然地做出相关动作。记得我在教授单词 “happy, sad”时,我一边说 “Happy, happy. I am happy. Sad, sad. I am sad.”一边做出高兴和难过的表情。学习“wash clothes, clean the window”等动词短语时,我又分别做出洗衣服和擦窗子的动作,并让学生和我一起边说边做动作,落实到每个学生,既活跃了课堂气氛又取得较好的教学效果。

  4.声音呈现法。在学习一些动物的单词时,我事先录制好动物的叫声,让学生先听音猜动物,再学单词。如,在教“duck”这个单词时,我先放录音,让学生听鸭子的叫声,学生听了都争先恐后地说:“是鸭子,是鸭子!”我连声说:“duck,duck,嘎嘎嘎。”学习单词“cry”时,我装作在哭的样子:“Cry, cry. I am crying.”

  二、多种手段巩固单词,强化记忆。

  陶行知先生说过:“先生的责任不在教,而在教学生学。”教师要有好的教法,更要教给学生好的学法,“授人以鱼,不如授人以渔。”通过实践,我认为可以从以下几方面着手:

  1.注意联系,以旧带新。

  当学生有了一定的词汇量后,应注意新旧单词的联系,教会学生学会“比较”词汇,并及时的归纳总结,教给学生行之有效的记忆方法。例如,在教“toy”这个单词时,由于之前学过另一个单词“boy”, 因而我先把 “toy”和 “boy”这两个单词同时写在黑板上,让学生观察它们有什么相同之处和不同之处。本来“toy”对于学生来说是个陌生的单词,和已学过的 “boy”这样一比较起来,学生印象深刻,一下子就记住玩具这个单词了。相似的单词有很多,如 “ball—tall, cat—hat”等。还有的单词可以变换词尾进行学习,如 “cat—car—cap, six—sir—sit”等。另外一些单词,可以加上一个字母成为一个新词,如 “his—this, ear—hear, red—read, here—there, for—fork”。

  2.对比记忆。

  这里所讲的对比记忆主要包括对比记忆近(同)义词,对比记忆反义(相对)词,对比记忆同音异形词和对比记忆读音易混词四种。首先,同义词对比:英语中大量的词汇都有与其意义相同或相近的词。利用同(近)义词代换或对比的方法记忆词汇是常用的一种方法,如:like—love—enjoy, nice—beautiful—pretty—good-looking等等。其次,反义(相对)词对比:对比反义词或相对词有助于学生在学习过程中有联系地记忆。如 “I have a long pencil. She has a short pencil.”或 “I am fat. She is thin.” 或 “It is not very cold. It is warm.”这样的对比不仅便于熟记,还能使单词在句中一目了然,帮助学生准确地运用。再次,同音异形词对比:教师可引导学生把以前学过的同音词板书出来。如I—eye, here—hear,no—know, right—write等等,区别这些词书写和意义上的不同,并分别用这些词造句,如 “I have two eyes.” “I can hear you here.” “No, I don’t know.” “I write with my right hand.”这样一来,学生会更深刻地记忆这些单词,更牢固地掌握这些词汇。

  3.分音节记较长的单词。

  在教学过程中有些单词很长,难以记忆,这个时候如果教会学生划分音节去记忆单词,那么记单词的难度就可以相对降低。例如,记 “bedroom”这个词时,就可以这样分 “bed—room”; 记 “basketball”这个词,就可以分为 “basket—ball”;记这个 “homework”单词,可分为 “home—work”。

  4.引导学生用归类法记忆单词。

  让学生给所学单词归类。对于三四年级的学生,我引导他们将所学的单词按学习用品、人体部位、家庭成员、饮料、水果等归类记忆。比如他们所学的有关学习用品的单词 “bag, pencil-case, pencil, pen, eraser, ruler, crayon,sharpener”等词可放一块儿记。表示人体各部位的单词 “head, face, eye, ear, nose, mouth, body, arm, hand, finger, leg, foot”应一同记忆。像 “grandfather(grandpa), grandmother(grandma), father(dad), mother(mom), brother, sister, uncle, aunt”这些家庭成员及称呼的词汇应系统记忆。学生们应学会把饮料类单词如 “Coke, juice, milk, tea, water, coffee”一起记忆;把水果类单词如 “apple, banana, peach, pear, grape, orange, watermelon, strawberry”等一并记忆。这样条理清晰地储存在大脑中,输出的时候会迅速、系统。对于小学高年级的学生,教师还应注意引导他们分类记忆一些词组,如动词词组 “see (a movie), watch (TV), look at (the blackboard)”应一同记忆。

  5、引导学生采用联想记忆法。

  这里我要讲的联想记忆法有以下几种:一、因物而生。举个例子大家就会明白,比如看到一个书包,你会想到bag,想到它里面的东西book(可能还有English book, Chinese book, math book, story book), pencil-case, pencil, pen, ruler,eraser,crayon, sharpener,还会想到书包的颜色是red, yellow, orange, green, blue, purple, brown, white, grey, black,的一种或是多种颜色的混搭。二、想方设法记住长单词。小学阶段也不免出现一些难记的长单词,很多学生感到头疼,这就要求老师们开动脑筋,引导学生巧记这些单词。例如,在帮助六年级学生记住 “restaurant”这个单词时,我是这样跟他们说的:大家看好,我要把这个单词分成三部分 “rest aur ant”, (学生异口同声地说最后一部分是蚂蚁的英文单词,个别学生知道前面一部分是休息的英文单词。)你们看一只蚂蚁走啊走,走啊走,走到了一个餐馆前,累坏了,终于可以坐下来休息一会儿,好好享受一顿了。(我一边讲解一边用粉笔在黑板上演示)讲完之后,同学们就记住了这个单词的前后部分和它的意思。通过这样的讲解,学生只需记住 “aur”三个字母,就记住了由十个字母组成的长单词。三、话题联想。学生可以给自己出个话题,然后根据这个话题尽可能多地想出相关单词。如围绕 “travelling”(旅行)这个话题,可想到服装类的单词 “coat, jacket, sweater, shirt, blouse, dress, trousers, jeans, pants, shorts, skirt, socks, shoes…” 会想到交通工具类的单词 “bus, train, car, plane, ship, boat, underground…” 顺着意识流,会想到 “road, station, restaurant, shop, supermarket, building, ticket…” 这样通过某个话题联想单词不仅有助于记住大量词汇而且方便运用词汇。

  三、单词与句型教学结合,运用词汇。

  学习词汇的目的是掌握词义,词的搭配和用法。从使用词汇的角度看,词语只有组成句子或连成话语,才能实现交际功能。词汇教学不只是单词教学,单词只有组成句子和话语之后,才能实现其交际功能。在词汇教学中应充分重视造句练习法,它是从学习语言过渡到应用语言的必要途径。造句是记忆、积累和掌握单词的最好方法。在操练新词后,教师可先给出例句,然后让学生模仿造句;或者在学习新词后,让学生以组为单位进行竞赛。例如,我在教授 “born”一词时,为了让学生明白它的用法,我给出例句 “I was born in 1989/Wuhu. They were born in 2001/Hefei.” 学生马上就会造出类似的句子:I was born in 1998. I was born in Fanchang. My mother was born in 1974. My parents were born in Hengshan. My sisters were born in 2004. 在教授单词 “astronaut”时,我鼓励学生用所学句型造句,学生以小组为单位进行比赛,造出了许多句子。如I would like to be an astronaut. My brother wants to be an astronaut. Is your father an astronaut? Who wants to be an astronaut? Would you like to be an astronaut. My uncle isn’t an astronaut. I will possibly be an astronaut in 15 years’ time. What can astronauts do?等等。

  我主要从呈现单词、记忆单词和运用单词三个方面来探讨小学英语词汇教学的。这三个方面相互联系、相互影响。作为英语教师,我们要善于用多种方式呈现单词,加深学生对单词的印象;我们要学会用多种手段巩固单词,强化学生对单词的记忆;我们要重视单词与句型教学的结合,引导学生运用词汇。

  总之,在词汇教学中,我们英语教师应尽可能地根据教学内容、教学目标、小学生的心理特点等等,不断创新、大胆实践、采用灵活多变的教学形式,增强词汇教学的趣味性,激发学生学习词汇的兴趣,调动他们的学习积极性,提高英语课堂教学效果。

  关于英语教学方法的文章:幽默英语教学法如何实施

  幽默英语教学法的具体体现

  语言幽默偏重于调动各种语言手段发挥语言文字的表现力(而非依赖于故事情节)来产生独特效果,因而带有特定的语言文化色彩。语言幽默可以体现在一定的上下文中,也可体现在个别的句子里,甚至是在个别用词上。刘润清先生指出:“语言的三大要素即语音、词汇、语法。词汇就象最基本的建筑材料缺不得。”在教学中教师应善于观察这些语言现象,巧妙地利用幽默。

  1. 词汇幽默

  词汇在英语学习中占据举足轻重的地位,词汇量的多少直接影响到学生对所学知识的使用和对文章的理解,进而影响学生的整体水平。但许多学生一直视词汇学习为畏途,他们很努力地记忆,相信“好记性不如烂笔头”,一遍遍地抄写记忆,争取增加自己的词汇量,然而收效甚微。因为单就词汇而言,它们是干巴巴孤零零、枯燥乏味的,学生不容易把握,那么教师在讲授词汇时可以适当地加入一些英语谜语、趣味小故事、幽默笑话等来引起学生的注意,使之成为学生学习的兴奋点。如:ponderous(笨重的)这个单词可采用谐音法“胖得要死(所以显得笨重)”,既有趣又方便易记。

  例如:在讲单词bride(新娘)时,可以给出其相对的单词bridegroom(新郎),并问学生“怎么区分哪个是新娘哪个是新郎呢?”然后自问自答“当然有房子的是新郎喽。”(因为新郎bridegroom中room的含义之一是房间。)“不过,有时新娘也会后悔,何以见得呢?因为最好的男人best man都成伴郎了。”学生们听后定会哄堂大笑,同时也在笑声中记住了这些单词。

  下面一则幽默也可用来帮助学生学习另外一些单词:

  The teacher wrote this on the blackboard:Professor Smith will be unable to meet his classes tomorrow. A naughty student deleted the ‘c’from the word “classes”,since the college was not coeducational,the changed sentence raised many appreciative laughs. But the teacher,when he saw what had happened,rubbed off the first letter of “lasses” and turned it into “asses”. 

  值班老师在黑板上写的是:史密斯先生明天不能来上课。这里,classes指全班学生。有个淘气捣蛋的学生擦掉了classes前面的c,使这个词变成了lasses(姑娘,少女)。这所学校不是男女同校,也就是说只有男同学,因此这位学生的改动就把老师所写的句子变成了笑话。但老师又从他所改的单词lasses中去掉了一个字母1,这就把这些学生变成asses(蠢驴)了。使用这则幽默,会使学生们在大笑之余,轻松地记忆这三个单词:class、lass和ass。

  另外,在复习单词时,教师还可使用脑筋急转弯的猜谜形式帮助学生掌握单词。比如下面例子1)What month do soldiers hate? 答案:March:三月 /行军 (除了大写表示三月外,还有参军,行军的意思)。2)How can you change a lady into a boy? 答案:You take away the letter “y”, and a “lad” appears。3)I jump into water. 打一职业名称。答案:waiter。

  随着时间的推移和经验的积累,幽默在英语教学的灵活运用,不但可以产生良好的教学效果,还可以使学生的思维处于活跃之状态。如教形容词的比较级时,老师可以出一个谜语:Which is heavier,a full moon or half moon? Why? 经过学生的思考,老师可以引导该词与“光亮”有关。显然a full moon比a half moon更有“light”。而“light”作形容词还有“轻的”意思,正好与“heavy”相对,于是就有了答案:a half moon,because a full moon is lighter。

  2. 语音幽默

  学者Davis&Pearse说过“成功的课堂教学第一标志就是学生注意力高度集中,学习的兴趣盎然”。中国学生在学英语时常常在英语单词上标注汉语读音来帮助记忆发音,所以很多学生英语发音汉语腔较重,针对这种现象,笔者特向同学们举了一外国人学汉语的例子,以起到警示作用。对外汉语老师发现在教“谢谢”和“不谢”时,其中一同学发音特纯正,就请其向其他同学介绍经验,该生二话没说,把自己课堂笔记交了上来,只见上写着:thank you谢谢(shit shit);you’re welcome不谢(bull shit)。

  在向学生讲述英语国家的口音区别时,笔者曾利用了另外一个例子,给学生留下深刻的印象:一澳大利亚游客到中国来旅游,在新一天的行程开始前,想了解当天的目的地,于是问导游“where are we going today?”因为澳洲人发“today”的音像“to die”,导游一时纳闷,只好回答“I don’t know where you are going to die.”使得外国游客很是不欢。

  3. 语法幽默

  我们知道,英语的语法结构相当复杂,学生往往因为教师语法讲解的枯燥而渐渐失去对英语学习的热情和兴趣,英语教师应该让语法的讲解生动、鲜活起来,通过幽默有趣的方式巩固学生所学的语言知识。有学者曾经指出,在讲解一知识点后举出一个幽默的例子,可以帮助学生接受和消化所学的知识,并能更长久地记住它。笔者十分赞同此观点,并在教学实践中搜集整理了一些语法学习的幽默故事,以期共享。例如下面的幽默故事包含了现在完成进行时的用法:

  “Any complaints?” asked the teacher during school dinner. “Yes,sir,”replied one boy. “These peas are very hard.” The teacher picked up some of the peas in a spoon and tried them. “They seem soft enough to me.” he said. “They should be,”replied the boy. “I’ve been chewing them for half an hour.”

  又如讲解代词时,有如下笑话:

  Teacher:Name Two Pronouns.

  Student:Who,me?

  Teacher:Correct.

  学生一定会牢记who与me两个代词。

  在讲限定性定语从句与非限定性定语从句的区别时,教师可使用下面笑话故事,相信定会收到很好效果的。一位牧师为了显示自己和同道们关系亲近,在教徒面前说:“I will wear no clothes which will distinguish me from my fellowmen.”而有记者为取笑他,在报纸上发布该消息时,在他的话中加了一个逗号:“I will wear no clothes,which will distinguish me from my fellowmen.”这样牧师的话就成了一个大笑话。

  如教too...to这一结构时,我举了个幽默的例子:某公司经理办公室门上写着:IM2BZ2CU。你明白这是什么意思吗?原来是:I’m too busy to see you. (我太忙了,不能见你。)IM=I am,2BZ=too busy,2CU=to see you。

  而下面的例子可以用来讲解插入语和宾语从句的概念:

  有一天英语教师走进教室时,听见杰克对旁边的同学小声说,我猜这只笨驴今天又要讲标点的重要性了。英语老师听到后,并不吭声,开始讲课,继续讲标点符号必须加,加与不加不一样。他一边讲一边在黑板上写了一个句子:Jack says the teacher is a silly donkey.(杰克说老师是一只笨驴。)学生大笑。然后这位老师说,我现在当场示范给你们看,加上两个逗号,意思就会两样。他随手加了两个逗号,并且语调优美地念道:Jack,says the teacher,is a silly donkey.(老师说:杰克是一只笨驴。)

  幽默英语教学法的实施原则

  幽默作为语言教学的辅助手段,同样要服从于教学活动的需要,也就是说教学幽默的“剂量”要适当。不能让教师的幽默成为如老舍先生所说的“瞎胡闹和开玩笑”,“死啃幽默总会有失去幽默的时候,幽默到了论斤卖的时候,讨厌是不可避免的。”语言教学离不开幽默,但其目的并不是只要引得学生开心大笑就行,而是要唤起学生的学习兴趣,给学生以新异的刺激,培养其理解能力和记忆能力。故教师选用的幽默不可哗众取宠,误了教学。同时在教学中所使用的幽默要避免那些低级庸俗的笑话,视对象选择合适的幽默。有些教师也尝试在讲课的过程中使用幽默,但其幽默的应用全在男女关系上,甚至有时还拿学生开玩笑,引来学生们的反感,完全背离了使用幽默的初衷。同样,使用幽默的量也应分外注意,幽默是教学中的调味剂,是点笔,要不多不少方才显出妙处,量太多容易使教学任务无法完成,量太少不能充分调动学生的积极性,起不到预期的成效,只有“质”和“量”的完美统一才能实现非凡的课堂效果。如何分析英文文章结构

  二、 广泛采用英语幽默的教学方法

  (一 )使用歧义制造英语幽默

  1 . 借助同音异形词、 同音异义词和多义词产生歧义。词汇是语言学习的基石。从传统上来讲,学生背记单词的方法不仅单调乏味 ,而且效率极低 ,因为很多单词背的时候费了九牛二虎之力 ,用的时候还是一头雾水。记忆词汇使大多学生感到头疼、枯燥 ,而借助幽默手段则使词汇记忆变得有趣生动得多。如在讲解“groan” 这一词汇时 ,举出一则健身馆前的广告:We have courses t o make grown men young and young men groan .通过“grown (成年的 ) ” 和“groan (呻吟;叹息;哼哼 ) ” 两个同音词的灵巧运用 ,不仅使学生掌握了这两个同音异形词的区别,欣赏到了幽默,也在笑声中加强了对词汇的记忆。又如 ,在讲解“badly” 这一词的用法时 ,举出生活中理发师和顾客的对话:Barber: You need a haircut badly .Man: Just cut it nicely. You did it badly.顾客以非常幽默的方式批评了理发师糟糕的发艺 ,同时学生也掌握了“badly” 的“很;非常 ” ,“ 差;拙劣地 ” 这两种意义的用法。

  2. 利用英语语法的特殊语法现象制造歧义 ,从而产生幽默。英语语法是一门枯燥、 乏味的课程,但是我们可以在讲解某个语法点时 ,利用其中特殊的语法现象制造歧义 ,产生幽默 ,使学生主动产生学习语法的兴趣。如在讲解“ 句子结构和成分 ” 时 ,举出一则幽默:Customer: “Could I try on the trousers in the window?” Sales man: “You can if you want; sir, but we do have a dressing room.”在这个例子中 ,“in the window” 原本是做前置定语修饰“trousers” ,而售货员则有意幽默地把“in the window” 作为修饰“try on” 的地点状语了。在讲解“主谓一致 ” 时 ,举出下面一则对话:Student: “Are I in love with her?” Teacher: “I n English you should say: I am in love with her, we are in love with her, and they are in love with her.”Student: “See, what a girl I picked . ”很显然 ,学生的第一句的谓语 be用错了 ,老师通过用其他不同的人称代词分别与相应的be动词搭配来纠正学生“主谓一致 ” 的搭配错误 ,却在无意中制造了句意的幽默感。

  3、 利用标点符号处于句中的不同位置产生歧义。在语法课上讲解限定性从句和非限定性从句的区别时 ,其中一个重要区别就是限定性从句不能用逗号与先行项分开 ,而非限定性从句必须用逗号与先行项分开。可以举出一个非常有趣的例子:一个不喜欢穿牧师服装的牧师说:“I will wear no clothes which will distinguish me from my fellowmen.”(我不要穿那些使我显得与众不同的衣服。 )定语从句的先行词是 clothes。由于印刷错误 ,这句话在报纸上刊登出来 ,却成了“I will wear no clothes, which will distinguish me from my fellowmen . ” (我不要穿衣服 ,不穿衣服会使我显得与众不同。 )定语从句的先行项是前面半句话“I will wear no clothes”。一个小小的标点的位置的不同 ,却导致句意的完全不同。通过这个歧义造成的笑话 ,学生们也掌握了限定性从句和非限定性从句的区别。

  (二 )使用文体手法制造幽默

  交际能力理论强调话语所产生的语境 ,在其应用中 ,教师可能教授不同的情景中同一句子如何去执行陈述、 命令或要求之功能。在一些英语用法的讲解中 ,在教师强调语境的重要性中 ,教师可以举出一些生动、 幽默的例子:

  1. 口语、 俚语在书面语言或正式场合的使用产生幽默。在讲解“kick the budget” 的用法时,提醒学生注意这条短语的使用场合时 ,可以举以下的例子:Once a Hindu mystic spoke to a group of ladies, in order to show his familiarity with English language, he announced the death of his mother in the following scrambled metaphor :“I regret t o announce that my beloved moth2er, the hand which rocked the cradle, has kicked the budget. ”这则幽默使每个人都忍俊不禁。此人在母亲的葬礼如此庄重的场合却用了非常不正式的俚语 kick the budget (翘辫子;蹬腿儿 ) ,而且还使用了一个蹩脚的比喻“the hand which rocked the cradle (那摇过摇篮的手 ) ” ,使整个句子更加可笑荒谬。

  2. 借用一些专业术语。在一些英语用法的讲解中 ,在教师强调语境的重要性中 ,教师可以举出一些生动、 幽默的例子:Jim: Won’t your dad spank you for staying out so late? Tom: (Whose father is a lawyer) No, I’ll get an injunction from ma, postponing the sparking. And then I’ll appeal to grandma and she’ll have it made permanent. “Injunction (强制令;禁止令 ) ” 和“appeal to (上诉 ) ” 都是法律术语 ,但当它们用于日常生活用语中 ,却使我们捧腹而笑。

  3. 模仿另外一种语言风格产生幽默如: Judge (in dentist chair): Do you swear that you will pull the tooth, the whole tooth, and nothing but the tooth? 这位法官在拔牙时模仿他经常在法庭中使用的语言“Do you s wear that you will tell the truth, the whole truth, and nothing but the truth?” 这种在不同的场合使用的模仿语达到了幽默的效果 ,令人印象深刻 ,回味无穷。

  (三 )使用修辞手法制造英语幽默

教师在讲授“ 修辞学 ” 时 ,也可以利用多种修辞手法来制造英

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