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1、英语( 新标准一年级起始)3-4 年级语词教学建议鲁子问小学英语教学学段重点 1-2 年级重点通过跟读、歌曲、歌谣、游戏等，模仿、听说强化基于语音的语感，形成语音意识，初步感知语词、语句，能在游戏、歌曲和歌谣演唱中使用语词、语句，语音语调基本形成 3-4 年级重点通过朗读、角色扮演、课本剧、简单交谈等，强化基于语音的语感，形成语词、语句意识，初步感知语篇，能在表演和简单交谈中使用语词、语句， 语音语调基本达意 5-6 年级重点通过交谈、说话、写话等，强化基于语词和语句的语感，形成明确的语句意识，基本形成语篇意识，能在生活中使用已经掌握的语词、语句和简单的语篇结构（如话轮、贺卡等） ，语音语调符
2、合需要3-4 年级教材特征 继续 1-2 年级生活化场境，逐渐以学习性场境、社会化场境为主 10 个词左右、两个节奏群及以上的语句逐渐增多，甚至成为主要形式 语句结构日趋复杂，出现并要求学习小学阶段的所有语句结构形式（5-6 年级复现巩固） 阅读与书写要求逐渐增加3-4 年级语词教学建议从词汇到语词 掌握词汇的核心是词汇的运用，语词包括词汇的语法行为、语域等，也就是词汇的运用形态 词汇只是单个的词，语词包括各种短语，尤其是各种搭配形式，掌握搭配形式是准确运用的基础，比只掌握词汇更加重要语词的内涵在教学意义层面，语词(lexis) 是由一个或多个语词组成的独立成分，其特别内涵为：语义不是词形决定
3、的，而是语境决定。具有某一或某些结构目的。具有社会语义。语词：有什么？ 语词学习的内容 语义 书面语、口语形式 语法行为(grammatical behavior) 搭配(collocations) 语域(register) 关联属性(association) 词频 (frequency) 确定语词教学内容-book 为例词形 book, books, booking, booked 读音 /bk/ /bks/ /bki/ /bkt/词性 1. 名词；2.动词语义：book = “书” 吗？搭配：cook the book, closed book连用：book语法行为：book语域：名词所有
4、语域，动词较正式语域词频：名词为口笔前 1000 词，动词为口语前 2000 词语用：名词可在正式与非正式场合使用动词用于正式语篇使用多于非正式语篇A Word: BookFrom Collins1 N-COUNT A book is a number of pieces of paper, usually with words printed on them, which are fastened together and fixed inside a cover of stronger paper or cardboard. Books contain information, stori
5、es, or poetry, for example.His eighth book came out earlier this year and was an instant best-seller.the author of a book on politics.reference books.2 N-COUNT usu N of nA book of something such as stamps, matches, or tickets is a small number of them fastened together between thin cardboard covers.
6、Can I have a book of first class stamps please?3 VERB V n, V n n, V-edWhen you book something such as a hotel room or a ticket, you arrange to have it or use it at a particular time.British officials have booked hotel rooms for the women and children.Laurie revealed she had booked herself a flight h
7、ome last night.three-star restaurants that are normally booked for months in advance.4 N-PLURALA companys or organizations books are its records of money that has been spent and earned or of the names of people who belong to it. (BUSINESS)For the most part he left the books to his managers and accou
8、ntants.Around 12 per cent of the people on our books are in the computing industry.5 VERB V nWhen a referee books a football player who has seriously broken the rules of the game, he or she officially writes down the players name.League referee Keith Cooper booked him in the first half for a tussle
9、with the goalie.6 VERB V nWhen a police officer books someone, he or she officially records their name and the offence that they may be charged with.They took him to the station and booked him for assault with a deadly weapon.7 N-COUNTIn a very long written work such as the Bible, a book is one of t
10、he sections into which it is divided.8 see also booking, cheque book, phone book9 PHRASE V inflectsIf you bring someone to book, you punish them for an offence or make them explain their behaviour officially.Police should be asked to investigate so that the guilty can be brought to book soon.10 PHRA
11、SE v-link PHRIf you say that someone or something is a closed book, you mean that you do not know anything about them.Frank Spriggs was a very able man but something of a closed book.Economics was a closed book to him.11 PHRASE v-link PHRIf a hotel, restaurant, theatre, or transport service is fully
12、 booked, or booked solid, it is booked up.The car ferries from the mainland are often fully booked by February.12 PHRASE PHR with clIn my book means in my opinion or according to my beliefs.The greatest manager there has ever been, or ever will be in my book, is retiring.13 to cook the booksIf you s
13、ay that someone has cooked the books, you mean that they have changed figures or a written record in order to deceive people. (INFORMAL)语词：教什么？ 小学 3-4 目标：第一：掌握教材及类似语境的基本语义第二：理解教材及类似语境的基本语法行为，其中部分达到运用第三：掌握读音第四：整体识别教材语境的基本词形，运用词汇要求准确拼写反思？反问？ 我们自己作为英语学习者，我们学单词学了什么？我们是否记得住我们学过的每一个单词？ 背单词到底应该背什么？记单词到底应该记
14、什么？考单词到底应该考什么？ 单选是什么运用形态？小学应不应该用单选形式？小学语词教学的基本目标 通过教材语境，理解所学语词在类似教材语境的语义 对于要求运用的语词，掌握语词在教材基本用法，能够在类似语境中运用小学语词教学难点 语词运用能力 语词搭配 语词读音，尤其是对于母语不是拼音文字的汉族等学生 词形，小学阶段存在认知困难小学 3-4 年级语词有效教学方法建议1. 确定语词教学的目标确定目标：识别语词、运用语词、学习语词小学语词学习目标：学习 700 词（老师教过 700 词）识别 500 词（能阅读理解 500 词）听懂 400 词（能听力理解 400 词写出 200 词（能拼写运用 2
15、00 词）运用语词的教学为重点经过 1-2 年级的积累，学生已经形成对要求书写运用的 200 词的整体识别和模糊记忆，如this, that, book, play, sing3-4 年级要将这 200 词进行全面的拼写强化，要求形成准确拼写能力要结合读写活动，强化运用语词的语法行为学习，基本掌握其不同语法行为的用法，形成基本的书面运用表达能力，为 5-6 年级形成根据需要的表达能力做准备理解语词的教学为难点3-4 年级理解语词的数量大幅增加，5-6 年级新增语词量不大，因为主要 5-6 年级的目标主要是质，而不是量语词的语法行为越来越丰富，也越来越复杂，从 book 到 a book, bo
16、oks, the book, the books, this book, that book, his book, her books，从 play 到 plays, am/is/are playing, will play, be going to play, played 等等理解语词的教学1、明确哪些语词只要求理解，不要求运用，不要求拼写2、形成基于语境的语词理解能力3、形成把课文语境作为语词图的基础的能力4、明确语词记忆要求，形成适合自己的语词记忆能力5、建立在阅读理解中巩固语词理解的良好学习习惯2. 用多种方式真实呈现语词 在语境中完整呈现词形、读音、语义、语法行为、语用等 同一语境用不同语音、语调反复呈现 同一语境用不同情感、动作反复呈现 在近似语境中反复呈现读音和词形 在最近发展区之内，扩展呈现nts
