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【关键词】新课程 高中英语 用 学
【中图分类号】G 【文献标识码】A
【文章编号】0450-9889（2013）06B-0023-01
新高中英语课程标准强调，在教学过程中既要注重语言基础训练，更要注重培养学生的英语交际能力。2012年秋季学期，广西开始实施高中新课程改革，在教学实践与探索中，笔者有以下感悟：在高中英语教学中，教师要突出一个“用”字，牢牢抓住“运用语言”这条主线，贯彻“即学即用”的教学原则。教师应积极为学生创造感知和运用英语的机会，促使其主动在实践中学习和运用英语。在平时的教学中，笔者主要通过以下方法促使学生在“用”中“学”，以“用”促“学”。
一、用所学词汇、短语、句型等造句
在课堂上，笔者要求学生用所学词汇、短语、句型等进行造句。学生进行造句练习的过程，其实就是信息加工与信息输出的过程。此举能使学生加深对所学语言知识的理解，使其牢固掌握词汇、短语、句型等的意义与用法。此外，学生能够成功运用所学知识造句，会使其产生成就感，能激发学生的学习兴趣。
例如，教学《英语》（必修3）的Unit 3 The Million Pound Bank Note时，笔者选出本单元学习的重点短语（bring up，make a bit，go ahead，by accident，stare at，account for，on the contrary，in rags，as for），要求学生用这些短语造句。学生所造的句子内容丰富，且非常贴近生活。学生们用短语bring up造出了以下句子：（1）Mary’s parents died from a traffic accident when she was 5 years old.The poor girl was brought up by her grandparents.（2）Our head teacher brought up a new question at the class meeting yesterday.（3）I was brought up in a small village.（4）He was brought up by a famous teacher and he can do well in all subjects.
二、用英语作值日报告
在课前5分钟，笔者要求学生用英语作值日报告（用约10句英语讲述），要求在报告中使用本单元出现的词汇、短语和句型。此举能同步培养学生的英语书面表达能力和英语口语表达能力，锻炼学生“在众人面前开口说英语”的胆量，同时可以对所学知识进行有效复习。用英语作值日报告使学生有“书到用时方恨少”的感觉，使其能够清晰地看到自己的学习效果及存在不足，一种无形的学习动力也随之产生，促使其综合运用语言的能力不断增强。笔者的一名学生作了以下英语值日报告。
Good morning，my dear classmates.
I’m on duty today.As for my duty report，I’ll tell you something about my favorite writer，Mo Yan，who has just won the Nobel Prize for literature.He was born in a poor family and brought up in a small village.As a boy he was always in rags，went hungry and had a little education because his family was poor.He didn’t give up studying，on the contrary，he studied harder by listening to stories，telling stories，teaching himself literature.During the period of his army life，he began to take a chance to write stories.Gradually，his novels were issued and became popular among readers.At last，in 2012，he became the first Chinese who won the Nobel Prize.His great success in literature accounts for his hard work and confidence.I admire him very much.That’s all.Thank you！ （备注：短文中的几处错误笔者已经修改，后作为范文向全班推荐。）
可以看出，这篇值日报告里引用了不少短语，其中 as for，in rags，brought up，to take a chance， accounts for是刚学的短语，很明显，学生做到了即学即用。
三、用英语写日记
每结束一个单元的学习，笔者会让学生用英语写一篇日记，要求学生将自己在本单元中学到的句型、短语、单词等用于写作。写作是信息输出的高级形态之一，刚开始时，学生往往会感觉比较困难。于是，笔者遵循循序渐进的原则，起始阶段只要求学生写几个英语句子即可，然后逐渐增加篇幅，一个学期之后，发展到写约100个单词的短文。笔者的一名学生撰写了以下英语日记。
Saturday，March 27，2013 Fine
When I sought something in my box yesterday，I spotted a picture of my beautiful birthplace by accident.It reminded me of my hometown where I was brought up.There are many tall trees and mountains that I used to take a chance to climb up and stared at the nightfall on the top of the mountain.The people there are friendly and kind.They are always ready to help those who are in trouble.There are also many delicious foods such as “Yuntun” and so on.The air is always fresh and the sky is blue.I can make a bet with you that if you go there you will love it.
不难看出，在这篇日记里，这名学生使用了8 个在《英语》（必修3） Unit 3 The Million Pound Bank Note中所学的词汇和短语。学生写日记的过程，其实也是复习和巩固所学知识的过程。
总之，笔者在教学中运用造句、作值日报告、写日记等一系列信息输出活动，促使学生在“用”中“学”，以“用”促“学”，收到了较为理想的教学效果。
（责编 雷 靖）
【中图分类号】G 【文献标识码】A
【文章编号】0450-9889（2013）06B-0023-01
新高中英语课程标准强调，在教学过程中既要注重语言基础训练，更要注重培养学生的英语交际能力。2012年秋季学期，广西开始实施高中新课程改革，在教学实践与探索中，笔者有以下感悟：在高中英语教学中，教师要突出一个“用”字，牢牢抓住“运用语言”这条主线，贯彻“即学即用”的教学原则。教师应积极为学生创造感知和运用英语的机会，促使其主动在实践中学习和运用英语。在平时的教学中，笔者主要通过以下方法促使学生在“用”中“学”，以“用”促“学”。
一、用所学词汇、短语、句型等造句
在课堂上，笔者要求学生用所学词汇、短语、句型等进行造句。学生进行造句练习的过程，其实就是信息加工与信息输出的过程。此举能使学生加深对所学语言知识的理解，使其牢固掌握词汇、短语、句型等的意义与用法。此外，学生能够成功运用所学知识造句，会使其产生成就感，能激发学生的学习兴趣。
例如，教学《英语》（必修3）的Unit 3 The Million Pound Bank Note时，笔者选出本单元学习的重点短语（bring up，make a bit，go ahead，by accident，stare at，account for，on the contrary，in rags，as for），要求学生用这些短语造句。学生所造的句子内容丰富，且非常贴近生活。学生们用短语bring up造出了以下句子：（1）Mary’s parents died from a traffic accident when she was 5 years old.The poor girl was brought up by her grandparents.（2）Our head teacher brought up a new question at the class meeting yesterday.（3）I was brought up in a small village.（4）He was brought up by a famous teacher and he can do well in all subjects.
二、用英语作值日报告
在课前5分钟，笔者要求学生用英语作值日报告（用约10句英语讲述），要求在报告中使用本单元出现的词汇、短语和句型。此举能同步培养学生的英语书面表达能力和英语口语表达能力，锻炼学生“在众人面前开口说英语”的胆量，同时可以对所学知识进行有效复习。用英语作值日报告使学生有“书到用时方恨少”的感觉，使其能够清晰地看到自己的学习效果及存在不足，一种无形的学习动力也随之产生，促使其综合运用语言的能力不断增强。笔者的一名学生作了以下英语值日报告。
Good morning，my dear classmates.
I’m on duty today.As for my duty report，I’ll tell you something about my favorite writer，Mo Yan，who has just won the Nobel Prize for literature.He was born in a poor family and brought up in a small village.As a boy he was always in rags，went hungry and had a little education because his family was poor.He didn’t give up studying，on the contrary，he studied harder by listening to stories，telling stories，teaching himself literature.During the period of his army life，he began to take a chance to write stories.Gradually，his novels were issued and became popular among readers.At last，in 2012，he became the first Chinese who won the Nobel Prize.His great success in literature accounts for his hard work and confidence.I admire him very much.That’s all.Thank you！ （备注：短文中的几处错误笔者已经修改，后作为范文向全班推荐。）
可以看出，这篇值日报告里引用了不少短语，其中 as for，in rags，brought up，to take a chance， accounts for是刚学的短语，很明显，学生做到了即学即用。
三、用英语写日记
每结束一个单元的学习，笔者会让学生用英语写一篇日记，要求学生将自己在本单元中学到的句型、短语、单词等用于写作。写作是信息输出的高级形态之一，刚开始时，学生往往会感觉比较困难。于是，笔者遵循循序渐进的原则，起始阶段只要求学生写几个英语句子即可，然后逐渐增加篇幅，一个学期之后，发展到写约100个单词的短文。笔者的一名学生撰写了以下英语日记。
Saturday，March 27，2013 Fine
When I sought something in my box yesterday，I spotted a picture of my beautiful birthplace by accident.It reminded me of my hometown where I was brought up.There are many tall trees and mountains that I used to take a chance to climb up and stared at the nightfall on the top of the mountain.The people there are friendly and kind.They are always ready to help those who are in trouble.There are also many delicious foods such as “Yuntun” and so on.The air is always fresh and the sky is blue.I can make a bet with you that if you go there you will love it.
不难看出，在这篇日记里，这名学生使用了8 个在《英语》（必修3） Unit 3 The Million Pound Bank Note中所学的词汇和短语。学生写日记的过程，其实也是复习和巩固所学知识的过程。
总之，笔者在教学中运用造句、作值日报告、写日记等一系列信息输出活动，促使学生在“用”中“学”，以“用”促“学”，收到了较为理想的教学效果。
（责编 雷 靖）