Paraphrase在高中英语词汇教学中的运用
Paraphrase在高中英语词汇教学中的运用编者按:词汇学习是英语学习的敲门砖。
只要稍微掌握一些词汇,学生就很容易打开英语学习的大门;逐渐地,词汇掌握得越多,学生在英语学习的道路上就走得越轻松。
正因如此,本世纪初中华人民共和国教育部制订的《英语课程标准》及最近几年各地各个层次的“考试说明”都对学生的词汇量提出了越来越高的要求。
这些年来,奋战在教学第一线的英语教师八仙过海,各显神通,在不增加课时的情况下,为有效指导学生掌握更多的词汇探索各种各样的教学方法。
本期刊发四位来自不同学校的英语教师有关“词汇教学”的文章,希望能引起读者的共鸣。
一、引言Paraphrase翻译成中文意为“改述”,即用更加浅显易懂的词来表达与原文相同的意思。
在词汇教学中运用Paraphrase,能增加学生的语言输入量,培养学生用英语思维和表达的习惯,提高学生用英语处理信息的能力。
Paraphrase 通过简单地道的英语解释,引导学生借助与已学词汇的相似性建立起新旧知识之间的某种联系,突出目标词汇特点,有效激活学生的记忆图式――学生通过已学词汇的背景知识,顺利认知、识记和理解目标词汇。
二、Paraphrase在词汇教学中的运用根据语言学习规律和学生认知规律,笔者通过以下三个阶段来阐述Paraphrase在高中词汇教学中的具体运用。
1. 词汇的感知―理解阶段我们通常通过词汇本身所表现的音、形、意等特点来感知并理解词汇。
Paraphrase词汇教学策略进一步加深学生对其含义的理解,让学生通过体验、实践、探究等学习方式,使学生在获取信息、处理信息的过程中培养自主发现问题的能力。
教师可通过以下三种方法使学生对词汇有个基本的感知和理解。
(1)意义解析对目标词汇进行Paraphrase时,往往调用学生前几个单元所学的词汇或者激活学生大脑中固有的英语背景词汇对词义进行解释分析,从而培养学生用英语思维的学习能力。
例如: babysitter可Paraphrase为“a person who takes care of babies for a living while their parents are out”。
(2)结构分析英语中许多词汇都是由词根加词缀构成的。
词根、前缀、后缀是构成单词的三个元素,是扩大词汇量的三把钥匙。
教师应加强对构词法的教学,使学生掌握基本的构词法知识,将有限的词汇知识转化为无限的识记单词的能力,科学有效地记忆词汇。
例如:在教学admission price时,可运用构词法规律,指出admit是admission的动词形式,引导学生将已学过的单词“admit”Paraphrase为“to allow sb to enter”,从而猜出admission price为“门票价格”的意思。
(3)情境学习通过创设一定的语言环境,帮助学生正确理解词义,增加学生的可理解性语言输入,为学生提供积极的语言学习环境。
例如:在教学deaf时,可创设以下语言情境:If you are deaf, you cannot hear.2. 词汇的识记―再现阶段针对课程标准中规定掌握的词汇即课标词汇作进一步遴选,筛选出核心词,并对其进行拓展,以此增大语言信息量。
教师可通过以下三种方法的介绍,再现词汇,强化识记,培养学生用英语分析问题的能力,使其掌握具体含义。
(1)同义/反义词教师可以用同义词、近义词或反义词解释词义。
因为一个词的同义词或反义词与该词在词义上关系紧密,并共享多数词义特征,因此有助于学生加深对词汇的理解和记忆。
[1]例如:decrease―not increase, unfortunately―unluckily, frustrated―upset, astonish―amaze―surprise等等。
通过新旧知识点的联系,帮助学生复现了以前所学词汇,刺激了学生大脑中的背景图式,增强了词汇记忆效果,有利于学生的词汇习得。
(2)词性转换教师也可以通过Paraphrase转换词性,使学生进一步掌握词汇的性质。
例如:“He often uses computer”可Paraphrase 为“He is a frequent user of computer”。
又如:“He can speak English fluently”可Paraphrase为“He is a fluent English speaker”等等。
(3)一词多义同一个词汇在不同的语境中可表达不同的词义。
如果将词汇放在一个特定而具体的语言环境中就能理解它相应的含义,此处的微型语境正是词汇的一个Paraphrase过程,能帮助学生正确理解词义,并提高词汇辨析能力。
下面根据develop这个单词创设几种不同语境,指导学生根据语境进行辨析,通过探究词汇的深层含义来加深学生对其不同搭配的理解。
①Scientists are developing new drugs to treat swine flu. (successfully make a product)――从无到有的渐变过程②James has developed into a charming young man. (gradually grow or change into)――从不成熟到成熟的渐变过程③He developed an interest in science. (gradually form)――从弱到强的渐变过程④I think these photos will look nice when they’re developed. (using chemicals to make a photo out of a film)――从模糊到清晰的渐变过程上述develop都表现了一种变化过程,因为提供的微型语境不同从而产生不同的含义。
如果说前面两个阶段通过学生的自学和教师的引导使学生对词汇学习有了输入和积累,并且培养学生运用Paraphrase词汇学习方法进而提高词汇学习能力,那么下一个阶段里词汇的运用就是一个语言的输出和活化过程,能检测学生是否掌握一定的词汇技巧。
3. 词汇的运用―内化阶段语言只有在使用中才能体现它的价值。
一般情况下,在一篇课文中严重影响阅读的词汇并不多,但它们通常是课文学习的重难点,所以我们可利用并设计各种Paraphrase练习题型,帮助学生内化吸收词汇,培养学生用英语解决问题的能力。
这些题型具有可操作性强、形式多样、关系直接、作用明显等特点,教师可通过以下几种方法来实践。
(1) 意义配对a. 目标词汇及其意义解释项一起陈列,根据英语单词与英语解释的紧密联系,要求进行连线搭配。
以NSEFC Book 1 Unit 2 English around the world重点词汇为例:1. voyage (C)A. often2. frequently (A)B. in fact3. the latter (E) C. long trip by sea or in space4. actually (B) D. be able to speak or write alanguage well5. fluent (D)E. the second of two thingsor people already mentionedb. 学习目标词汇在词典中的词条释义及其例句,并根据所提供的句子选出相符的词义。
以NSEFC Book 2 Unit 1 Cultural relics重点词组belong to为例:belong to phr v [T] 1. to be the property of: That coat belongs to me. 2. to be a part of; be connected with: That top belongs to this box. 3. to be a member of: He belongs to a large family.A. Do you belong to the UN peace-keepingforce? (3)B. Which computer does this mouse belong to? (2)C.I don’t doubt that the gold ring belongs to her. (1)(2) 意义填词a. 呈现目标词汇的意义解释项,根据所给的英文释义及其词汇之间的逻辑关系,要求填出目标词汇。
以NSEFC Book 2 Unit 1 Cultural relics重点词汇为例:1. ________ made of wood (wooden)2. ________ to choose carefully(select)3. ________ to take something away(remove)4. ________ not seen or found very often (rare)5. ________ person who creates works of art (artist)b. 呈现目标词汇的意义解释项,根据across和down所提供的英语释义,填写crossword puzzle内的目标词汇。
以NSEFC Book 4 Unit 1 Women of achievement重点词汇为例: Across1. the number of times something happens2. an expert in a special branch of work or study3. to state something and give the reasons why you think it is trueDown4. to watch something carefully, especially in order to learn about it5. to send things to a place; to help a woman give birth to her baby6. a planned set of activities that people carry out overtime in order to achieve something(3)意义替换a. 根据所提供的微型语境让学生判断词汇的意思。
以NSEFC Book 4 Unit 3 A taste of English humour重点词汇为例:1. You don’t have to whisper. No one can hear us. (B)2. People began to whisper that the company might go out of business. (A)A. talk secretly, especially when spreading rumoursB. speak softlyb. 根据所提供的微型语境让学生填出已学单元出现过的与之匹配的词汇。
Paraphrase在英语口语教学中的应用研究
Paraphrase在英语口语教学中的应用研究曹琳华【摘要】在英语口语教学中使用paraphrase教学,能培养学生在交流时用简单易懂的语言去解释他们认为较难的、甚至无法直接表达的英语思维习惯,逐渐形成灵活多样化的英文思维,从而提高他们的英语口语交际能力.【期刊名称】《长沙航空职业技术学院学报》【年(卷),期】2015(015)001【总页数】4页(P27-30)【关键词】paraphrase;英语口语教学【作者】曹琳华【作者单位】广州民航职业技术学院,广东广州510405【正文语种】中文【中图分类】H319.9自从1990年代以来，就有一些学者对在高校英语教学中使用paraphrase进行过研究。
其中最早进行这方面研究的是程跃珍[1]和徐章宏[2]，因为当时被高校广泛使用的大学英语综合教程的课后练习里面就有一道“paraphrase”的习题。
后来陆续也有一些学者对大学英语paraphrase教学法进行探讨研究，包括陈立志[3]，黄清贵[4]，张瑞芳[5]，陈建军[6]等。
所有学者都认为Paraphrase是提高和测试学生英语水平的有效途径和方式。
程跃珍主要是对paraphrase的策略进行了探讨，强调一定要完整、正确地理解原句的意思及paraphrase时要完整、正确地表达句意[1]。
其中徐章宏提出了几条Paraphrase的一般原则和方法, 比如说对原文中的大词、俚语、习语及形象语言都通过paraphrase进行解释表达[2]。
陈立志则认为真正做好paraphrase不容易，要懂得什么时候需要paraphrase, 怎样才能做好Paraphrase[3]。
黄清贵是研究把paraphrase教学摆在大学阶段英语教学的主导地位上，并将其分成三个阶段进行，教学效果的提高更加明显[4]。
张瑞芳认为无论是培养学生的语言能力, 还是准备四、六级考试, paraphrase在大学英语精读课教学中都能产生积极效应[5]。
人教版高中英语选修6 Unit5 语言点名师教学设计
1.通过从字词句大量输入，学生 能掌握更多知识点及用法
(20 make/have an appointment with sb. 与某人约会 mins ) keep /break one’s appointment 守约/违约；失约
The teacher appointed him (to be) monitor. 老师任命他为班长。
Unit5 语言点名师教学设计 Book6 Unit 5: The Power of Nature Section 2 语言知识点课框架单 教材版本：人教版册数：Book 6 单元：Unit5 课型（课时）：语本单元的话题词汇，词汇部分着重从词的意义用法和表达方面对学生学习词汇给予指导，一共设计了四环节，帮助 学生理解并运用课文中的新词汇。环节一是词语英英释义（paraphrase）练习。环节二是对阅读课中的重难点词汇的详解。环节三是短 文填空，要求学生用课文中出现的词填空。环节四是小组游戏活动，根据提供的中心词汇，用一个句子描述一种灾难。
目的
1. 通过派生词汇的操练， 拓展学 生词汇量并有效记忆本单元单 词。 Suggested answers: 1. eruption 5. anxiety 7. bath excitement 2. comparison 6. diverse 8. exciting excited 3. adventurous 4. evaluation
Section 2 语言知识点课教学设计
步骤
DELC 1 预备 与激 活先 期知 识
过程
Step 1 Revisio n and Leading -in ( 引 入 )(3mi ns )
措施（教师活动与学生活动）
1.Revision and leading in 1. erupt v.→______________n. 爆发 2. compare v.→____________n.比较；对比 3. adventure n.→__________adj. 有冒险精神的 4. evaluate v.→____________n. 评价； 5. anxious adj.→____________n.焦虑；忧虑 6. diversity n.差异性；不同点→___________adj.多种多样的；不同的 7. bathe vt.给…洗澡→_______n. 沐浴;浴室/盆 8.excite v.使…兴奋/激动→_________ adj.令人兴奋的→_______adj.兴奋的 →__________n.兴奋, 刺激
词汇处处在 习得自然中
词汇处处在习得自然中[摘要] 词汇教学在英语教学中有着举足轻重的地位，贯穿在整个英语教学的始终。
本文分析了目前高中学生英语词汇学习存在的问题。
阐述了高中阅读课词汇教学遵循的原则及词汇教学的策略，从而提高学生的英语词汇学习能力。
[关键词] 高中英语阅读课词汇教学词汇是组成语言的基本材料，词汇量的大小是衡量一个外语学习者水平高低的重要标志之一。
为了有效促进学生的词汇学习，教师必须树立正确的词汇教学观，通过精心策划、巧妙设计教学活动，提高学生的词汇学习能力，使他们形成良好的词汇学习习惯，从而打实英语学习基础。
一、目前高中学生英语词汇学习存在的问题正如语言学家所说，语法的作用是辅助性的，最要紧的事情是接受词。
学生的首要任务就是学习并掌握一定量的常用词汇，为英语学习奠定基础。
然而, 目前高中学生在英语词汇学习中缺乏有效的学习策略和指导，他们往往孤立地学习和记忆词汇，快速地遗忘所学词汇。
这样不仅会使其失去学习的信心, 而且会降低词汇学习的有效性。
目前高中学生英语词汇学习存在的问题具体表现为：词汇教学公式化，形成恶性循环；词汇记忆机械化，脱离具体语境；词汇巩固形式单一化，产出低效。
总之，学生缺乏自主学习的能力，往往由教师越俎代庖，教师教什么，学生学什么；教师忽视了学生学习的主体地位，未能有意识地培养学生的思维能力，并且颠倒了词汇习得的过程，使词汇学习成了英语教学的一个瓶颈。
二、阅读课词汇教学应遵循的原则综上所述，目前高中英语词汇教学存在讲解公式化、记忆机械记忆、缺乏语境等问题。
这些问题的存在，不但与学生缺少高中英语词汇学习的方法有关，而且与教师采用的单元词汇集中教学的方式有关。
鉴于此，笔者认为词汇教学应遵循两个原则：1.语境化原则。
进行词汇教学时，应该把生词的理解与教学放置在与文章相关的具体语言环境中进行，从而让学生有一个领会及运用生词的较规范的语言环境。
2.循序渐进原则。
语言学习者对生词的理解到掌握运用，是一个从浅层次到深层次的渐进过程。
高级英语7和8单元词汇和paraphrase
⾼级英语7和8单元词汇和paraphrase1. Boy and man, I had been through it often before.As a boy and later when I was a grown-up man, I had often traveled through the region2. Here … heart of industrial America, the center of its most lucrative and characteristic activity, the boast and pride of the richest and greatest nation ever seen on earth—Here was the center of the most profitable and characteristic American activity –industrial activity.3. and here was a scene so dreadfully hideous,…… to a macabre and depressing joke.The scene that met the eye was terribly ugly and the whole region was so miserable and gloomy that it was unbearable. This dreadful scene makes all human endeavors to advance and improve their fate appear as a ghastly, saddening joke.4. What I allude to is the unbroken and agonizing ugliness, the sheer revolting monstrousness, of every house in sight. sheer revolting monstrousness: the absolute disgusting hideousness.5. one blinked before them as one … a man with his face shot away.a simile. The ugliness of these houses was as gruesome as a face that has been shot and mangled.6. A few linger in memory, horrible even there.Some of the houses remain in one’s memory and later when one pictures them in one’s mind they still appear to be horrible.7. The country itself is not uncomelyThe country itself is pleasant to look at.8.It is thickly settled …--- in this area a great number of people live closely together, but it doesn’t give the impression of being overcrowded.9. …there are very few solid blocks.solid block: a group of buildings with no breaks or empty space separating them.Even in the larger towns there are very few solid blocks of houses, so there are still many empty spaces on which new buildings can be put up.10. If there were architects of any ….If there had been such architects they would naturally have built Swiss-type houses which would lie low and clinging to the hillsides.11. And one and all they are streaked in grime, with dead and eczematous patches of paint peeing through the streaks.All the house here are covered with dirt, and some paint which is not covered up by the dirt looks like dried-up scales formed on the skin by eczema.12. When it has taken on the patina of the mills it is the color of an egg long past all hope or caring.When the brick is covered with black soot of the mills it takes on the color of a rotten egg.13. Red brick, even in a steel town, ages with some dignity.Red brick, even in a steel town, looks quite respectable with the passing of time.Even in a steel town, old red bricks still appear pleasing to the eye.14. I award this championship only after laborious research and incessant prayer.I came to the conclusion that Westmorland had the most loathsome towns and villages only after visiting and comparing many places.15. They are incomparable in color, and they are incomparable in design.People cannot find such terrible color and design in any other region.16. It is as if some titanic and aberrant genius, uncompromisingly inimical to man, had devoted all the ingenuity of Hell to the making of them.It is as some genius of great power, who didn’t like to do the right things and who was an inflexible enemy of man, employed all the cleverness and skill of hell to build these ugly houses.17. They show grotesqueries of ugliness that, in retrospect, become almost diabolical.They show such fantastic and bizarre ugliness that, in looking back, they become almost fiendish and wicked.18. Are they so frightful because the valley is full of foreigners—dull, insensate brutes, with no love of beauty in them?Are the houses so frightfully ugly because the valley is inhabited by a lot of foreigners who are stupid and unfeeling like animals and who have no love of beauty in them?19. —save perhaps in the more putrid parts of England.putrid: decomposing; rotten and foul-smellingyou won’t find any abominable houses in Europe, except in some rotten and decaying areas in England.20. But in the American village and small town the pull is always toward ugliness, and in that W estmoreland valley it has been yielded to with an eagerness bordering upon passion.But in the American village and small town, the appeal is always towards ugliness, and in that Westmoreland valley people have given in to this appeal eagerly or almost passionately.21. There seems to be a positive libido for the ugly, as on other and less Christian levels there is a libido for the beautiful People in certain strata of American society seem definitely to hunger after ugly things; while in other less Christian strata, people seem to long for things beautiful.22. They meet, in some unfathomable way, its obscure and unintelligible demands.These ugly designs, in some way that people cannot understand, satisfy the hidden and unintelligible demands of this type of mind.23. But they chose that clapboarded horror with their eyes open, and having chosen it, they let it mellow into its present shocking depravity.They chose, fully understanding what they were doing, this horrible house made of clapboard and then let it deteriorate to this present shocking, sinful condition.24. After … they made it perfect in their own sight by putting a completely impossible penthouse, painted a staring yellow, on top of it.They put a penthouse on top of it, painted in a bright, conspicuous yellow color and thought it looked perfect but they only managed to make it absolutely intolerable.25. Out of the melting pot emerges a race which hates beauty as it hates truth.From the intermingling of different nationalities and races in the United States emerges the American race which hates beauty as strongly as it hates truth.26. It arises and flourishes in obedience to biological laws, and not as a mere act of God.The birth and development of this madness is governed by the scientific laws ofbiology and not due to some supernatural act of God.27. Let some honest Privat Dozent in pathological sociology apply himself to the problem.Let some lecturer in pathological sociology work diligently on this proble1. By the very fact of production, he has risen above the animal kingdom.Because of the fact itself that man produces, he has developed far beyond all other animals .2. He emerges from nature by mastering her.As man develops, he gains more knowledge of nature and becomes less its victim; his conquest of nature to serve his needs transforms him into her master. Thus he emerges from or rises above nature.3. He separates himself from nature, … her master and builder.By becoming nature’s master, by sta tioning himself above nature, man separates from nature. But at the same time he connects himself once again to nature to further conquer her and develop his understanding of her.4. All are expressions of the creative transformation of nature by man’s re ason and skill.All the above-mentioned work shows how man has transformed nature through his reason and skill.5. There is no ulterior motive in work other than the product being made and the processes of its creation.The worker is only interested in how and what he is going to make. He has no further motives.6. There is no split of work and play, or work and culture.The worker found pleasure and satisfaction in his work and through work he also developed and improved his mind. Therefore pleasure and work went together; so also the cultural development of the worker go hand in hand with the work he was doing.7. Man, being afraid of his newly won freedom, was obsessed …The craftsman felt safe and secure in his guild and profession, but became afraid now that he was entirely on his own in a highly competitive society.8. W ork became, in Max W eber’s terms, the chief factor in a system of “inner-worldly asceticism,” an answer to man’s sense of aloneness and isolation.Work became, according to Weber, the chief element in a system that preached an austere and self-denying way of life. Work was the only thing that brought relief to those who felt alone and isolated leading this kind of ascetic life.9. W ork has become alienated from the working person.In capitalist society the worker feels estranged from or hostile to the work he is doing.10. He is concerned neither with the whole product in its physical aspects nor with its wider economic and social aspects. He does not care about the end product itself or the part it plays in the overall economy or the way in which it serves the needs of society.11. Instead of the machine … performed by machines.Man has become a slave of the machine. In fact he has become a part of the machine, a substitute for the machine, doing those tasks which the machine cannot yet perform.12.W ork appears as something unnatural….To the worker, work seems like an intrusion, something which should not happen. It is an empty, unpleasant, deadening, degrading and pointless means to an end --- the pay check.13.no wonder…less work:it’s no surprising then that the worker’s objective at work is to do as little as possible to get his pay.14. A pay check is not enough to base one’s self-respect onJust earning some money is not enough to make a worker have a proper respect of himself.15. This relationship of the worker to his work is an outcome of the whole social organization of which he isa part.The relationship of the worker to his work is decided by the whole organization, in other words, the capitalist sociey.16. Psychology has lent its services to “human engineering”,…when it is well oiled.The science of psychology has been applied to “human engineering”.17. It is going to pay off in cold dollars and cents to management.Better relations with the public will yield larger profits to management.18. One speaks of happiness and means the perfect routinization which driven out the last doubt and all spontaneity. People are forced into repetitive patterns which breed acceptance of their own manipulation and eliminates any independent thought or action.19. But this usefulness often serves only as a rationalization for the appeal to complete passivity and receptivity.But such practical use only plays the role which rationalizes the appeal to extreme idleness and willingness to accept things.20. He has a feeling of fraudulency about his product and a secret contempt for it.The businessman knows the quality or usefulness of his product is not what it should be. He despises the goods he produces, conscious of the deception involved.21. This hatred…, is mainly unconscious, and only occasionally comes up to awareness in a fleeting thought, which is sufficiently disturbing to be set aside as quickly as possible.All these feelings, according to Fromm, generally are dormant in the unconscious. Only occasionally he becomes aware of them, and then because they are so disturbing, he puts them aside as quickly as possible.。
Howtoparaphrase
HowtoparaphraseHow to paraphrase不会paraphrase的原因：1、客观原因阅读材料晦涩难懂，可能由于陌生词汇多，或者概念难理解，无法进行概括总结2、主观原因阅读量少，懒于练习，缺少方法。
Paraphrase的四种基本方法：同义词替换单词顺序调换单词形式改变主被动语态肯定否定转换一、Paraphrasing with synonyms同义词替换近义词替换是最常用的paraphrase方法，主要还是实意词（Content words),比如动词（verb)，形容词（Adjective)，副词（Adverb)的替换。
如importance可以换成significance，distinctive可以写作unique。
My car needs petrol.变成：My vehicle requires fuel.Clovis argued that significant improvements were required.变成：Clovis stated that substantial progress was needed.Students’responses to the questionnaire were collected quickly.变成：Students’answers to the survey were obtained rapidly.二．Reversing the order of information单词顺序调换一个句子中会有不一样的信息，通过改变信息的位置也是可以达到转述的目的，改变词序时要注意语法，有时候需要增减单词或改变单词的形式以确保句子的语法正确。
如果不能保证改变语法正确，便最好不要改变单词的位置。
As languages such as Spanish, Chinese and English become more widely used, there is a fear that that many minoritylanguages may die out.变成：There is a fear that many minority languages may die out, as languages such as Spanish, Chinese and English become more widely used.I finished my undergraduate study at University of Leicester in 1996.变成In 1996,I got my bachelor degree from University of Leicester.三、单词形式改变一个单词有多种不同的形式，譬如，名词，动词，形容词和副词，通过改变词性也可以重新paraphrase。
Unit1重点词汇知识点梳理讲义-高中英语人教版
必修二Unit1 词汇整理1.heritage /ˈherɪtɪdʒ/ n.[U]遗产2.creatively /krɪˈeɪtɪvlɪ/ adv有创造力地3.creative /kriˈeɪtɪv/ adj有创造力的creative work创造性的工作►creativity /ˌkriːeɪˈtɪvɪtɪ/ n.创造力4.temple /ˈtempl/n [C] 庙宇;寺院;神殿5.relic /ˈrelɪk/ n.[C]遗物;遗迹cultural relics文化遗产6.mount /maʊnt/①骑(上)I mounted the steps and looked around me slowly. 我爬上台阶，慢慢环顾四周。
②组织;安排mount a protest /an exhibition 发起抗议/举办展览③逐步增加7.former /ˈfɔːmə/ a d j➊以前的He is my former colleague.他是我以前的同事。
➋(两者中)前面的in the former case 在前一种情况下the former ... the latter 前者……后者John and James are brothers. The former is a teacher; the latter is an engineer.约翰和詹姆斯是兄弟，前者是老师，后者是工程师。
►formerly /ˈfɔːməlɪ/adv以前;从前(previously)8.clue /klu:/[C]线索;提示search for clues 搜寻线索Write a conversation with the help of the clues. 根据提示编写一段对话。
►clueless /ˈkluːlɪs/adj[非正式用语]一无所知的;一窍不通的:I was clueless about a maths problem for a whole week.整整一个星期我对一道数学题都毫无头绪。
Paraphrase教学再探
（二 ）近 义 替代 这是 最 为 常见的一种 ｐａｒａｐｈｒａｓｅ手段。不过，这里所说的“近义替代”不仅仅限于单纯的近
义词ｍ，还包括 近义表达法”。如：
ｐｒｏｇｒａｍｍｉｎｇ．
（ｂ ）＇Ｉｈ ｅｒ ｅｉ ｓ－ － －ｉｎａ ｇ ｏｏｄｂ ｏｏｋｔ ｈａｎｉ ｎａ ｍ ｏｎｔｈｏ ｆｔｙ ｐｉｃａｌＴ Ｖ ｐｒｏｇｒａｍｍｉｎｇ．
上述 各 例 中（ａ）句（源句）均为笔者 自己设计。（ｂ）句（目标句）为（大学英语）（修订本：上海
外语教育出版社，１９９７）精读课本第一册课文中的原句。［６１乍看之下，这样做似乎有点本末倒置。 然而．如上所述，由于初级阶级的学生词汇量小，对于语言的运用尚处于模仿阶段，尤其是对词 性的运用机制尚不清楚，用英语解释英语的能力几近于零。而学生通常对已学课文的句子较为 熟悉，把课文句子当做目标句，不但可以降低练习难度，从而调动学生的兴趣，而且又可以巩固
相对 于 前 两个阶段，这个阶段的教学内容和方法较难进行具体的描述，实际上也没有必要 这么做。很显然，言外因素是个变数。如何排除言外因素对学生语言理解的干扰。自然可能仁 者见仁．智者见智，没有也不应该有一个统一的格式。
结 论
笔者 把 ｐ ａｒａｐｈｒａｓｅ教学摆在大学阶段英语教学的主导地位上并将其分成三个阶段，用意是 十分明显的。其一，以 ｐａｒａｐｈｒａｓｅ教学为主导的外语教学法可能使学生一开始就接触大量纯外 语的感性材料，在如此密集的“外语导弹”的“地毯式轰炸”之下，谁还会怀疑学生们的脑袋不会
如：
例 ５．（ ａ ） Ａｆ ｔｅｒｒｅ ｓｔｉｎｇｉｎ Ｓ ｙｄｎｅｙｆｏ ｒｓ ｆｅ ｗｗ ｅｅｋｓ，Ｃｈ ｉｃｈｅｓｔｅｒｓｅ ｔｏｆ ｆｏｎ ｃｅｍ ｏｒｅｉｎ ｓ ｐｉｔｅｏ ｆｈｉ ｓｆｒ ｉｅｎｄｓ＇
paraphrase题型和imitation
paraphrase题型和imitation一、题型简介1. 什么是paraphrase？Paraphrase是一种语言转换过程，旨在将原句的意思用其他表达方式重新阐述。
在考试中，paraphrase题型通常要求考生将给出的原文句子改写，使其意思不变，但用不同的词汇和语法结构表达。
这种题型考察学生的语言运用能力和理解能力，是英语考试中的常见题型。
2. Imitation是什么？Imitation是另一种常见的考试题型，指的是要求考生模仿给定的原文句式、语态、时态等，写出自己的句子。
这种题型考察学生的语言模仿能力和创新思维能力，也是英语考试中常见的题型之一。
二、答题技巧1. 理解原文：在做paraphrase题型时，首先要认真理解原文，弄清楚原文的意思和表达方式。
在做Imitation时，要仔细阅读题目中的要求，了解句式、语态、时态等要求，再根据自己的理解和表达方式进行写作。
2. 词汇替换：在进行paraphrase时，要注意用不同的词汇和语法结构来表达同样的意思。
可以通过同义词替换、短语替换、句式变换等方式来实现。
3. 语法正确：无论哪种题型，语法正确是基本要求。
要注意句子结构、时态、语态、主谓一致等问题，确保句子的语法正确。
4. 表达流畅：在写作时，要注意表达的流畅性和连贯性，不要出现词汇重复、句式单一的情况，让考官能够清楚地理解你的意思。
5. 注意字数：根据考试要求，通常paraphrase题型的字数要求在30-50字之间，Imitation题型的字数要求在100字左右。
在写作时要根据要求完成字数。
三、示例分析1. Paraphrase题型示例及解析：原文：The movie was so good that we all went to see it again and again.改写为paraphrase：这部电影非常棒，我们不断地去看它。
解析：在原文中，“so good”表示电影非常棒，“that we all went to see it again and again”表示我们不断地去看它。
paraphrase的技巧
paraphrase的技巧一：具体化：我是一个老师——我是一个英语老师——我是上海环球雅思主教雅思写作的老师?关键：一双慧眼：能够敏锐地找出一个句子中比较笼统的，适合用具体化的思路进行改写的对象。
In the last century, the first man walking on the moon said:“ It is a big step for mankind.”In the last century: In the 1960’s(20世纪60年代);Man: American astronaut Armstrong;Said: announcedIn the 1960’s,when American Armstrong landed on the moon for the first time, he proudly announced that it was a great step for the mankind二：单词转换：优先转换：动词；形容词Food can be produced much more cheaply today because of improved fertilizers and better machinery.Produce; cheaply; improved; better;Produce-----manufactureCheaply-----economically(improved; better)------advancedNowadays, people can manufacture food much more economically thanks to more advanced fertilizers and machinery.谓语动词转换：英语句子不外乎是两种结构：实义动词和be动词结构因此可以在什么怎么样和什么是什么之间进行切换来实现改写。
新课程标准下,高中英语任务型阅读教学“四环八步”教学模式构建
新课程标准下，高中英语任务型阅读教学“四环八步”教学模式构建摘要：任务型教学法在英语教学中的应用为老师们提供了教学的有效途径，使得老师们能够帮助学生提升阅读能力。
但是实际操作过程中，仍然缺乏科学有效的阅读模式。
根据任务型教学法的理论、阅读教学的原则和不断反复实践探索，我们拟初步构建“四环八步”阅读教学法模式。
关键词：任务型教学高中英语阅读教学模式一. 理论基础任务教学法（task-based language teaching）是以一种以具体的学习任务为学习动力或者动机，以完成任务的过程为学习过程，以展示任务成果的方式来体现教学效果的教学方式。
它强调学习的过程，更重视语言学习者的运用语言的能力和用所学语言来解决问题。
任务型教学法的理论依据来自多方面。
根据任务型教学法的理论依据，其特点之一，是大量的结对练习（pair work）和小组活动。
这样在学习过程中，学生使用语言的几率便大大增加。
另外，任务型语言教学所追求的正是语言习得所需要的理想状态，即大量的输入与输出，语言的真实使用。
任务型语言教学也可以最大限度地激发学生内在的学习动机。
在语言的使用的方面，采用各种各样的任务，可以使学生有机会综合运用他们所学的语言，在交流中学生把注意力集中在语言所表达的意义上，以运用语言和完成任务为最终目标，从而降低他们的心理压力。
采用任务型语言教学的最大益处是改变学习方式和学习环境。
二．阅读教学原则Torgesen(1998)提出以下阅读原则：1.选择适当的教学模式2.尽早开展阅读教学 3.采用三段教学步骤（读前，读中，读后）4.阅读教学注意事项 5.培养流畅的阅读者阅读教学的模式主要有三种：自上而下的模式（the top-down approach），自下而上模式（the bottom-up approach），交互补偿模式（the interactive-compensatory approach）。
自上而下模式提倡阅读背景知识的重要性，背景知识比词汇问题更重要（Eddie&Moran，1989）。