语境中的词汇教学讲解材料

语境中的词汇教学,-湖北省教学研究室 罗之慧,要点,词汇教学现状 词汇教学对策 词汇教学课例 结语,词汇教学现状,1.为避免破坏阅读教学的整体性，课前讲授生词， 让学生背生词表。 2.为凸显词汇教学的重要性而过多讲解词汇。 3.为保障词汇教学的“全面性”而对不同层次的 词汇平均用力。 4.词汇教学方式单一。,解决策略(一）,词汇的分层 第一层：课标规定需要掌握的词汇，即教材生词表中不带 部分。 第二层：单元重点词汇与短语，即教材生词表中黑体部分。 第三层：话题拓展词汇，属于认读词，大部分只需听懂、会读。,词汇教学语境化,直接通过汉语释义往往会使英语词汇与语义 运用割裂，不利于语言的有效学习。在词汇 教学中要尽量给学生创设真实的语境，让学 生在语境中体会词汇的运用，再学会创造性 地运用。,解决策略三,将目标词汇的学习与阅读材料的理解有机地 结合，关注读前、读中、 读后阶段的词汇 处理为设计思路，通过paraphrase、语 义归纳、构词法、猜词法、翻译法、跟读、 句式转换等多种策略和方式展开词汇教学 使词汇学习和运用自然地渗透到文本地解读 中，加深学生对词汇的理解与运用。,具体步骤如下： 1.读前感知词汇（激活学生已有的知识） 2.读中理解词汇（结合课文内容） 3.读后运用（结合课文话题）,教学实例,教材分析： 人教版教材选修7 Unit 2的阅读材料是科幻 小说。故事借助丰富的描述心理状态的形容 词，讲述了女主人与她的家务机器人之间发 一系列的故事，生动地刻画了机器人富于人 性化的细节。文章篇幅长，词汇量大。对大 多数学生而言有相当的难度。,语言知识目标分析： 一级目标词汇： alarmed/alarming,absurd,awful,dissatisfied dissatisfying/dissatisfation (本课生词） embarrassed/embarrassing/disturbed/ （已学关键词汇） 二级目标词汇：household/accompany/elegant/offer sympathy/test out/envy/wear/make up（有助于文章理解、课标规定掌握的词汇）,教学片段分析,一.读前预热，浅尝感知 根据布鲁姆教学目标分类法，识记层次是对 具体或抽象知识的辨认。读前环节的预热活 动旨在激活学生已有的背景知识，并让学生 感知，记忆相关的新词汇。这是本课的初级 词汇教学目标。,教学片段1 (1)导入 教师根据课前的MV内容提问。 T: What can the robot do in the MV? S1: It can stay with its owner when she feels lonely and sad. T: What a lovely robot! It can accompany you when you are lonely. S2: It can do the housework, cooking T: What a helpful robot! A robot of this kind is called a household robot. What does “household ”mean?,(2) 头脑风暴，以久带新。 教师展示一张长相丑陋的机器人照片，提问 If a robot like this fell in love with you ,how would you feel?引导学生用已学词汇表达。 如：terrible, ridiculous等。 根据学生的回答，教师近义词转换的方式， 来呈现本课的部分目标词汇并领读，如：,terrible/embarrassing-awful ridiculous/unreasonable/-absurd disturbing/frightening-alarming disturbed/frightened-alarmed 注：预教的关键词6-8个为宜，而且处理要迅 速，不要涉及词汇的深度知识，应尽快进入 阅读阶段，否则过多、过细的词汇讲解会使 学生丧失兴趣。,二.读中穿插，深化理解 这一环节中，教师引导学生在解读文章的过 程中体验、领会目标词汇的意义和用法。进 行简单、初级的操练。在读中领会，在学中 用，在用中深化理解。这是第二层次的教学 目标。,教学片段2 T: Read Paragraph One and predict what the main idea of the story is. S: A household robot was tested out. T: What does “test out” mean? S: Experiment. T: How do you know that from Paragraph 1? S: “It had begun experimenting with a house -hold robot. 注：引导学生根据上下文语境来猜词。,教学片段3 T: How did Claire feel about Tony at the beg -inning? Why? S1: She felt alarmed, because he seemed more like a human than a machine. T: That is to say: Its alarming that he seem -ed more like than a machine. S2: She felt embarrassed when Tony offered to help dress her. T: Or, Its S2: Its embarrassing that Tony offered to help dress her.,T :Its S3:Its was disturbing and frightening that he looked so human. T: (to Ss) That is to say: She felt Ss: She felt disturbed and frightened. T: According to these adjectives, what do You think Claires attitude towards Tony at beginning? Ss: She disliked him. She was dissatisfied with him,S3:Its disturbing that Tony offered to help and frightening that he looked so human. T: (to Ss) That is to say: She felt Ss: She felt disturbed and frightened. 注：细读环节紧扣时间和情感变化两条主线 展开，逐步梳理细节。在学生回答过程中， 通过追问和示范有意识地引导学生循环操练 “Its v-ing that/ She felt v-ed”两个句型。,教学片段4 T: With the help of Tony ,Claire owned an el -egant house and she turned out to be an elegant lady. The word “elegant” can also he be used to describe a person.(用ppt呈现一 位elegant lady 的照片）Look at this elegant lady, Claire. What did she wear?(用ppt呈现 以下句子。）,She wore a violet skirt. She wore a diamond necklace. She wore her blonde hair short. And ,maybe ,she wore light perfume too. T: Can you guess the meaning of “wear” in Sentences 3 and 4? S: T: And from the text we know that “Tony changed the make up she wore.” Can you translate this sentence?,教学片段5 T: What was Gladys attitude towards Claire on the night of the party? S: She envied her very much. T: What was Claires attitude towards Tony on the night o the party? Ss: Claire liked/loved/was satisfied with him.,T: Lets take a second look at the title: satisfaction guaranteed or dissatisfaction-guaranteed robot? Did Tony satisfy Claire? S; Yes, Tony satisfied Claire with his excellent work S: No, Tony didnt satisfy Claire ,because she fell in love with a machine. T: Was Larry satisfied with Tony? 注：反思标题的过程是对阅读材料的深层次 思考的过程，也达成了学习和运用目标词汇 satisfaction的目的。,（3）读后活动，内化运用 读后活动是基于文本和词汇理解的综合性输 出。这是最高层次的词汇教学目标，即通过 一系列由简至繁的活动，使学生在运用词汇 的过程中体验并深入理解词汇的意义和用法,教学片段 6 活动一（对话操练） T: Gladys, in fact, is a gossip woman. She showed great interest in Tony after the party so she rang up Claire. Make up a dialogue with your desk mate. Expressions on the blackboard are for your reference. Try to use as many expressions as you can. You may start like this:(呈现下框中的ppt内容）,A: Hello, Claire. Its Gladys. Thank you for the Party last night. It was _especially Tony. well ,er, are you having an affair? B: No, no! Tony is only a_. A: Oh ,my god! Its _Did you like him at First sight? B: Not exactly? At the beginning/Before The party/On the night of the party amazing;robot;ridiculous/absurd/awful,活动二（讨论与巩固） T: If you were Larry, how would you like to rebuild Tony? Ss:. T: Do you want to know my idea? Lets read and fill the