“巧”用绘本故事“活”学英语词汇

“巧”用绘本故事“活”学英语词汇

【摘要】本文提出了结合故事的词汇教学方式，结合小学英语教材中实例探讨了如何通过故事教学帮助学生扎实掌握教材中的目标词汇，并总结了结合故事的词汇教学的原则。

【关键词】词汇教学；故事教学；童话故事；生活故事；故事表演

英语词汇是语言知识的重要组成部分，是构成英语的基础，是顺利进行听、说、读、写的基础和关键。小学阶段对于词汇的积累就显得格外重要。江苏译林版《小学英语》教材要求学生掌握相当数量的词汇单词。那么，为何大部分学生觉得背单词是一件难事呢？究其原因，是小学英语词汇教学存在低效的现象。

小学英语词汇教学需要具体情境的支撑，才能帮助学生很好的理解词汇，活用语言。儿童以形象思维为主，语言是相对抽象的知识，为更好的结合两者，我尝试着利用英语绘本故事进行词汇教学，把目标词汇融入学生感兴趣的故事中进行学习和操练，为词汇教学增加趣味，从而适当改变词汇教学低效的现象。

一、“巧用”绘本故事的小学英语词汇教学探究

本文中的故事选用分两类，一是选自英语教材中的童话类故事；二是选自牛津树阅读教材中的生活类故事。

1.童话类故事教学案例

教学内容：译林版英语5B Cinderella-Story time.

目标词汇：prince，fairy，put on，have to等.句型：Why…？Because……

本课内容源自于格林童话故事灰姑娘，讲述的是一个孝顺的女孩子，长期受到继母和姐姐们的虐待，在厨房里做女佣，因勇敢和善良，得到了仙女的帮助，最终和王子快乐地生活在一起的故事。

教学基本环节：

A.播放迪斯尼动画片《灰姑娘》中的部分片段，学生对这个童话故事大致了解。通过英语动画吸引学生注意力，进入英语课的良好状态。

B.呈现故事。教师导入故事的主角，体会任务不同的性格特点，运用词汇对人物进行描述：pretty /handsome等。教师通过设疑、提问等方式带领学生探究故事情节，学习新词汇后进行造词组、造句，句以词为基础，词在句中活用。

C.完整感知故事，并理解寓意，升华到情感教育：勇敢善良。整理巩固，完成填词任务后对故事进行复述。

D.表演故事，输出语言。以课文中的对话为蓝本，六人一组对故事进行续编和表演，达到输出语言的目标。

2.生活类故事教学案例

教学内容：译林版小学英4B-unit3 My Day，本单元主题是谈论一天的作息时间，与生活实际相联系。根据本单元的教学要求，选编故事《At school》（1）故事蓝本如下：本绘本呈现了小男孩在学校喜欢做的事情，学习常见动词，要句型I like to…最后表达出孩子对学校生活的喜爱。

教学基本环节：

A.通过Free talk 和Let’s do 环节复习相关的动词。进入学习英语的良好状态，为阅读故事做准备。

B.教师引导学生观察图片，呈现新词汇，结合I like to…句型对图片进行讲解。

C.学生模仿故事录音，教师引导对话练习：What do you like to do at school？I like to…at school.

D.走出故事，进入拓展环节。模仿故事蓝本，画出自己的学校生活。

E.展示自我、输出语言。把作品实物投影，说说My school life。图文结合，趣味盎然。

从以上两类故事中可以概括巧用故事的词汇教学模式：读前：激活相关背景和语言；读中：感知故事――呈现词汇、领悟故事――理解词汇、表演故事――操练词汇；读后：复述或续写故事，运用词汇、输出语言。

二、巧用故事的小学英语词汇教学的意义

1.巧用故事的词汇教学能充分激发学生学习英语的兴趣。“故事能培养学生学习的兴趣，能给学生提供大量丰富的语言学习材料。在小学阶段，都可以安排一些小故事，让学

生阅读、表演。”（程晓堂、刘兆义，2008），学生在故事阅

读中了解新单词，在故事表演中灵活运用词汇。

2.巧用故事的词汇教学能帮助学生轻松牢记词汇。在故

事的选编中，注意重复含有目标词汇的句子，让学生在听故事、演故事、复述故事的过程中强化目标词汇，把单一的词汇与故事相结合，学生对词汇的短时记忆可以借助故事中色彩绚丽的图片和有趣的情节顺利地转化为长期记忆，避免了单纯记忆单词的枯燥和乏味。

3.巧用故事的词汇教学能为学生提供运用词汇的语境。

故事是有角色和情节的，小学生可以根据情节理解新词汇，并模仿人物的对话和动作，利用课余时间排练表演故事，这一过程内化了新词汇，实现了语言运用，充满了探索的喜悦。

三、巧用故事的小学英语词汇教学的注意点

1.故事的选编与教学内容相关。故事便于帮助学生掌握

和运用教学内容，故事的词汇教学也是对教学内容的拓展和扩充。

2.故事的内容简洁适当。故事应适合小学生的特点，情

节适当简化，益于学生对故事进行探究。

3.故事内容趣味教育两相宜。小学生乐于模仿和表演生

动有趣的故事，在读完故事后感悟出其中的情感或是道理，享受到阅读的快乐。

4.故事的语言重复性。选取的故事有相应的录音材料，让学生通过倾听、问答、模仿等多种感官介入参与到故事的学习中。

巧用故事的小学英语词汇教学有着独特的魅力。故事教学的最终目标是让学生能在生活情景中熟练运用目标词汇

进行语言交流和表达，把在故事中学到的词汇拓展到日常生活情景中运用所学词汇，让学生能学得更有趣、更高效。

【参考文献】

[1]教育部.2001a.全日制义务教育普通高级中学应以课

程标准（实验稿）

[2]教育部2001b.关于积极推进小学开设英语课程的指

导意见

[3]程晓堂、刘兆义. 2008.新课程远程研修丛书.小学英语.上海：华东师范大学出版社

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