初中英语词汇附3000+的单词.doc

初中英语词汇附3000+的单词【摘要】：本文依据现代外语词汇教学的理论以及词汇学习规律，结合教学案例介绍了符合新课程理念的初中英语词汇教学方法，并提出了初中英语词汇教学中需要注意的几个问题。【关键词】：课程改革；英语词汇教学；教学方法；教学策略词汇是语言学习的基础。传统的教师讲单词、学生背记单词的词汇教学模式已不能适应新课程的目标和要求。本文将运用现代外语词汇教学的理论及词汇学习规律，探讨符合新课程理念的词汇教学方法和策略。一、 新课程下的英语词汇教学理念新颁布的英语课程标准要求学生初中毕业时学会使用15001600个单词和200300个习惯用于或固定搭配，高中毕业时学会使用3000个左右的单词和400500个习惯用于或固定搭配。“学会使用”就是强调学生要学会在真实的情景中用所学词汇表达意义、传递信息和交流情感，即要求学生从“用语言做事”的角度去选择用词，还要求学生在活动中学习词汇，即打破传统的“词句段篇”的分析性次序，留下突破文本学习的空间（杨小鹃，2006）。为此，新课程理念下的词汇教学应具备以下五个特征：1 词句结合，语篇综合，在语境中深化词汇的意义存在于特定的语境中，只有在上下文中的词义才能明确和具体。如果脱离语境进行词汇教学，即使学生记住了词汇的形式和意义，也很难将其运用于实际交际活动中。因此，词汇教学应融入到句子和语篇的教学中，做到词不离句，句不离篇。教师应为学生创设运用所学语言的语境，帮助学生在语境中熟悉词义，掌握其用法，深化对词汇的理解。2 学以致用，学用结合，在运用中掌握“不管用什么方法来学习词汇，都要学以致用。只有在语言使用（包括听说读写）中才能深化和巩固词汇知识”（桂诗春，2006）。教师在词汇教学中不应仅呈现例句，讲解语法，还应为学生提供运用词汇的机会。教师应组织形式多样的任务型和体验式的课堂教学活动，设计口头和笔头的词汇运用练习，使学生在学中用，在用中学。3 训练策略，形成习惯，培养自主学习能力在词汇教学中，教师要知道学生使用有效的词汇学习策略，如通过语境猜测词义，利用结构知识学习词汇，对学过的词汇进行归类，从而建立自己的词汇系统等。教师要帮助学生规划词汇学习，引导学生找到符合自己记忆特点的词汇记忆方法，使学生养成良好的词汇学习习惯（如正确使用词典，及时复习，通过课外阅读提高词汇量等），从而使学生获得自主学习词汇的能力。4 课内课外并举，隐性显性结合，拓展词汇学用渠道传统的词汇教学多局限于课堂和教材，而现代英语词汇教学则主张通过三种途径：直接词汇教学、附带词汇教学和独立策略发展（崔义平，2005；肖礼全，2006）。直接词汇教学即传统意义上的在课堂上由教师指导的、刻意的、专门的、显性的词汇教学。附带词汇教学（也称词汇的隐性教学）是指学生在阅读、视听等语言学习活动中习得词汇。教师要鼓励和引导学生把词汇学习从课内延伸到课外，充分利用各种学习工具和学习资源，特别要通过广泛的课外阅读，开展词汇自主学习活动，从而有效地扩大词汇量，拓宽知识面。5 科学记忆，循序渐进，提高词汇学习效率记忆是语言学习中最重要的认知能力，英语学习离不开记忆。科学记忆词汇要求首次过度学习，多感官参与，及时复习，以“词块”为单位输入，提高对词汇的加工速度和记忆效率。词汇学习还应做到循序渐进，因为对单词的理解、记忆和运用都需要一个过程，要经过“初次音形义的了解多种语境意义的理解多感官并用记忆与听说读写语言技能相结合的运用多次的回忆不断的校正经常提取（运用）”等若干“工序”，才能成为长久的记忆（陈琳等，2004）。二、 新课程下英语词汇教学的方法（一）、任务型词汇教学法词汇教学中的任务是指对所学词汇进行处理和加工的各种练习以及口笔头运用词汇的活动。任务型词汇教学法是指在词汇的呈现、讲练和复习等环节，设计一系列有意义的任务和活动，让学生在完成任务的过程中加深对词汇的理解和记忆，掌握词汇的意义和用法，从而提高语言运用能力。下面以NSE Book1 Module5 Healthy food 为例介绍一个任务设计。1 任务名称：“厨艺”大比拼2 语言知识要求：有关食品及烹饪的词汇（NSE Book1 Module5 Healthy food）3 语言技能要求：说、读、写4 任务目的：（1）掌握并运用表示日常食品的词汇，熟悉表示烹饪动作的词汇；（2）培养健康的饮食习惯。5 活动过程及形式：（1）全班活动。全班学生一起列举日常生活中常见的食品：rice,hamburger,beef,potato,bread,apple,banana,chicken,jiaozi,tofu,tomato,mushroom,pear,cucumber,pork,icecream,milk,chocolate,chips,pizza,steamed bread, mutton,.（2）小组活动。将上述食品按不同类别分类：A 按面食、肉类、水果和蔬菜等分类；B 按中式食品和西式食品分类；C 按健康食品和非健康食品分类。（3）小组活动。就话题“Are you eating healthy?”进行小组调查。各小组统计调查结果，并向全班报告。（4）小组活动。分组讨论以下三个问题：Which do you think is healthier, Chinese food or Western food?How can we develop healthy eating habits?Do you think it is a good habit to eat snacks after class?(5) 个人活动。课下完成下列任务：A 给自己列一份健康食谱；B 通过查词典、上网等方式收集表示烹饪的词汇，并用英语写出最喜欢的一道菜的制作过程。（二）、游戏竞赛法在词汇教学中引入适当的游戏和竞赛，不仅有利于营造轻松、和谐的课堂氛围，达到检测词汇学习效果的目的，还能训练学生思维的敏捷性。适合初中课堂的词汇游戏主要有猜词游戏词汇接龙猜字谜和单词识记比赛等。比如，在教学NSE Book3 Module7 Feelings and impressions时，笔者用以下猜词游戏作为本课的导入：首先，让学生A背对黑板，学生B把单词sun 写在黑板上，学生A向全班发问，猜测黑板上的单词。例如：B: It looks beautiful.A: Is it a flower?B: No, it isnt. Its round and hot.A: Is it a lantern?B: No, it isnt. More information? It is much hotter and bigger than a lantern.A: Is it the sun?B: Yes, you are right.这种游戏方式既激发了学生的学习兴趣，又紧扣本课话题，能帮助学生复习和巩固已学词汇。（三）、构词法英语中许多词汇都是由词根加词缀构成的。教师应强调对构词法的学习，并将构词法知识及早传授给学生。学生掌握了基本的构词法知识后，他们就能比较容易地记忆单词，并扩充词汇量。常用的构词法包括：（1）复合词，如birthday, bathroom, homework, baby-sister. (2) 词根加后缀，如动词加后缀构成名词：teach-teacher, visit-visitor, invent-inventor; 形容词加后缀构成名词：happy-happiness, ill-illness, nation-national, help-helpful, use-useless, health-healthy; 形容词加后缀构成副词，如bad-badly, angry-angrily. (3) 词根加前缀，如honest-dishonest, possible-impossible, important-unimportant, play-replay, phone-telephone. (4) 词性转换，如water(水)-water（浇水）, drink（饮料）-drink（喝）, hand（手）-hand（递给）, smoke（烟）-smoke（抽烟）。（四）、表达记忆法“对于刚学过的词汇，加深记忆的最好办法是在表达中运用，学用结合永远是复习巩固所学知识的最佳途径”（文秋芳，2003）。通过表达促进学生记忆词汇的主要方法有：1 造句。让学生造句时，教师应提醒学生充分展示上下文情境，注重内容的表达和句子的完整性，鼓励学生表达自己的的真实情感，避免出现“为造句而造句”的情况。下面是一位学生用lazy和from the habit of造出的句子：My sister is so lazy that she always asks me to wash her clothes.I think it is bad to form the habit of smoking, because it does harm to our health.2 编小对话或小短文。教师可以挑选（或让学生自选）重要的词组，要求学生用这些词组编一段对话短文或故事，以培养学生创造性运用词汇的能力。例如，在学习NSE Book3 Module7时，教师可以让学生运用下列词汇创编一个故事：age, height, size, hair, face, impression。下面是一位学生创编的故事：Stephen is a tall middle-aged man. He is well-built but not fat. His dark hair is short and straight. His face is round and he smiles a lot. He has grey eyes. He looks intelligent, and at first can seem a little cold, but he is really friendly when you get to know him.3 创设情景，让学生运用所学词汇进行交流。教师要设法创设语言运用的情景，开展看图说话、演讲比赛等活动，还可以邀请外国朋友就有关专题进行交谈和讨论。在设计这样的活动时，教师要注意以下几点：（1）活动的设计要以学生的经验和兴趣为出发点，并与现实生活和学生实际联系起来。“当学生表达与自己相关的意义时，词汇的记忆便得到强化”（Thornbury,2002）。（2）活动本身要有信息差，要涉及信息的获取与处理。（3）活动要围绕教学内容和教学目标，要以复习所学词汇为目的。4 复述。复述课文是帮助学生理解课文内容、熟记相关词汇、提高语言表达能力的有效方式，因为“阅读之后复述比阅读之后回答问题促成了更多更持久的词汇习得”（盖淑华，2003）。学生复述课文时，教师应要求他们尽量使用所学词汇、短语和句型，同时鼓励学生对课文进行深加工和再创造。三结束语词汇教学是英语教学的重要内容。教师应研究词汇教与学的规律，继承和发扬传统的、行之有效的词汇教学方法和经验，积极探索新课程理念下提高词汇教学效率和策略，并结合教学内容和学生实际，创造性地选择和使用词汇教学的方法，使学生在掌握英语知识的同时，提高运用英语的能力。为了培养学生的语言运用能力，教师应深入学习新课程标准的精神，努力改变词汇教学观念，进行词汇教学方法，进一步提高提高词汇教学的效率。初中词汇表1881A ableaboutaboveacceptaccident according acrossactactiveactivity AdaddressadviseaeroplaneaffordafraidAfricaafterafternoonagainagainstageagoagreeahahaairairportalikealiveallallowalmostalonealongaloudalreadyalsoalthoughalwaysamazeamazingAmericaAmerican among andangel angry animal another answer anyanybody 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