单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,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、会读解决策略二,词汇教学的多元化,词汇教学方式单一会让学生觉得枯燥，易产生厌烦情绪，影响词汇学习效率词汇教学的多元化是解决词汇教学问题关键1.词汇教学生活化 5.词汇学习策略培养,2.词汇教学任务化,构词法、猜词法、,3.多种方式交替使用,查阅词典法,4.词汇教学语境化,词汇复现法,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:s,atisfaction 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。