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【关键词】学生式;词汇例句;迁移
【中图分类号】G633.4 【文献标志码】A 【文章编号】1005-6009（2015）34-0078-01
2009年江苏英语高考单项选择有一题考查短语“break up”，为“分手”之意。笔者做过班级统计，所任两个班级102名学生该题全部得分，无一人失分。询问学生时，学生不假思索地答出：“Zhang Bo（班上一男孩名）and Wang fang（班上一女孩名）broke up.”原来，在教“break up/down/in/away”短语辨析时，曾让学生自由造句，当时一名爱开玩笑的男生造出该句，全班同学哄然大笑。此后教学中“break up”短语多次复现时，笔者就一直沿用该例句来加深学生记忆。学生对此词汇的掌握程度引发了笔者对“学生式”例句的思考。
我归纳“学生式”例句的特点有通俗性、典型性、趣味性和迁移性。这种来自学生的语言实践更能引起学生的共鸣，有利于提高学生对于语言知识的识记效果。
我主要尝试了以下四种“学生式”例句来助力词汇（语法）教学。
1.造句竞赛法。
【例1】教授“while”一词如下两种用法
①教师例句示范：That region has plenty of natural resources while this one has none.学生例句摘选：★Sun Jun likes reading while Dai Tao prefers playing computer games.（Sun Jun，Dai Tao均为班内学生）★Sun Jun loves power while Dai Tao prefers beauty.孙骏爱江山，然而戴涛更爱美人。（开Dai Tao玩笑，全班哄然大笑，后来班级同学通过这个“江山美人”例句记住了while一词的用法。）
②教师例句示范：While I understand what you say，I can’t agree with you.学生例句摘选：★While I don’t like English，I find it very useful. ★While I have many shortcomings，I’m still a good boy.★While Ye Ting has many girl friends，none of them likes him.（学生开Ye Ting玩笑，后班上有同学将此归纳为“叶挺”句型）
2.句型转换法。
【例2】教授“同义表达”
Taiwan is part of China，as is known to us all.→As is known to us all，Taiwan is part of China.→Taiwan，as is known to us all，is part of China.→It is known to us all that Taiwan is part of China.→What is known to us all is that Taiwan is part of China.（因为班上有一名台湾籍学生，该句型被命名为“台湾句型”，全班学生马上记住了这些句式。）
3.语境记忆法。
【例3】教授“could have done”用法
Dai Tao could have attended my birthday party，but he was busy preparing for his final exam.
4.词汇迁移法。
【例4】教授“分词作原因状语”用法
学生佳句：Lost in thought，he almost ran into a tree in front of him.
教师分析：找出基本词组be lost in（埋头于;专心于），可转换为 lose oneself in，相当于As he was lost in thought，he almost ran into a tree in front of him.学生对之进行句式迁移，如：Absorbed in playing computer games，I failed the physics exam./Devoted to playing tennis，he made much progress./Tired of drinking coffee，I’d like to have a cup of tea.
总之，新课程下教师要改变教学观念，相信学生，敢于放手，尽量改变教师“一言堂”和“满堂问”的情况，做学生的助教。
（作者单位：江苏省太仓高级中学）
【中图分类号】G633.4 【文献标志码】A 【文章编号】1005-6009（2015）34-0078-01
2009年江苏英语高考单项选择有一题考查短语“break up”，为“分手”之意。笔者做过班级统计，所任两个班级102名学生该题全部得分，无一人失分。询问学生时，学生不假思索地答出：“Zhang Bo（班上一男孩名）and Wang fang（班上一女孩名）broke up.”原来，在教“break up/down/in/away”短语辨析时，曾让学生自由造句，当时一名爱开玩笑的男生造出该句，全班同学哄然大笑。此后教学中“break up”短语多次复现时，笔者就一直沿用该例句来加深学生记忆。学生对此词汇的掌握程度引发了笔者对“学生式”例句的思考。
我归纳“学生式”例句的特点有通俗性、典型性、趣味性和迁移性。这种来自学生的语言实践更能引起学生的共鸣，有利于提高学生对于语言知识的识记效果。
我主要尝试了以下四种“学生式”例句来助力词汇（语法）教学。
1.造句竞赛法。
【例1】教授“while”一词如下两种用法
①教师例句示范：That region has plenty of natural resources while this one has none.学生例句摘选：★Sun Jun likes reading while Dai Tao prefers playing computer games.（Sun Jun，Dai Tao均为班内学生）★Sun Jun loves power while Dai Tao prefers beauty.孙骏爱江山，然而戴涛更爱美人。（开Dai Tao玩笑，全班哄然大笑，后来班级同学通过这个“江山美人”例句记住了while一词的用法。）
②教师例句示范：While I understand what you say，I can’t agree with you.学生例句摘选：★While I don’t like English，I find it very useful. ★While I have many shortcomings，I’m still a good boy.★While Ye Ting has many girl friends，none of them likes him.（学生开Ye Ting玩笑，后班上有同学将此归纳为“叶挺”句型）
2.句型转换法。
【例2】教授“同义表达”
Taiwan is part of China，as is known to us all.→As is known to us all，Taiwan is part of China.→Taiwan，as is known to us all，is part of China.→It is known to us all that Taiwan is part of China.→What is known to us all is that Taiwan is part of China.（因为班上有一名台湾籍学生，该句型被命名为“台湾句型”，全班学生马上记住了这些句式。）
3.语境记忆法。
【例3】教授“could have done”用法
Dai Tao could have attended my birthday party，but he was busy preparing for his final exam.
4.词汇迁移法。
【例4】教授“分词作原因状语”用法
学生佳句：Lost in thought，he almost ran into a tree in front of him.
教师分析：找出基本词组be lost in（埋头于;专心于），可转换为 lose oneself in，相当于As he was lost in thought，he almost ran into a tree in front of him.学生对之进行句式迁移，如：Absorbed in playing computer games，I failed the physics exam./Devoted to playing tennis，he made much progress./Tired of drinking coffee，I’d like to have a cup of tea.
总之，新课程下教师要改变教学观念，相信学生，敢于放手，尽量改变教师“一言堂”和“满堂问”的情况，做学生的助教。
（作者单位：江苏省太仓高级中学）