高中阅读教学中的词汇处理

1、普通高中英语阅读教学中 目标词汇的循环和提升 湖州市练市中学,词汇教学,根本问题,疑难问题,阅读教学,？,以往的解读方式和词汇处理,课例：人教版必修4 Unit 3 A Master of Nonverbal Humour,2. 脱离文本主题，过度关注次要词汇,3. 跳出文本内容，随意铺张个别词汇,1. 忽视主旨要义，无法定位核心词汇,Charlies childhood（Para.2）,What did his parents do? （music performer） When could he sing and dance? (as soon as) What did he do aft

2、er his father died? (look after),Charlies character(Para.3),a black round hat, a moustache, large trousers, a walking stick, worn-out shoes,pick off, pick out, pick up cut in, cut off, cut up, cut down,Charlies film(Para.4),输入时的内容理解缺乏目标词汇 输出时的语言运用缺失目标词汇,词汇教学,根本问题,疑难问题,阅读教学,循环与提升,在处理阅读中的词汇教学时,词汇学习是为了

3、加深对文 本的解读,词汇学习与操练不能脱离文本.,阅读的整个过程的词汇教学是呈阶梯型逐步完成的。借助呈现，复现，操练，运用四个阶段自然地融入阅读，巧妙实现目标词汇的循环和提升。,基于阅读课中词汇教学的目的,词汇的选择主要应该依 靠对文本的解读。,观点集萃,阅读教学中目标词汇处理的课堂实例,循环&提升的目标词汇确立途径：,（与作者对话:） A _Master ? (怎样的大师？) Nonverbal Humour _? （幽默的作用？）,课例：人教版必修4 Unit 3 A Master of Nonverbal Humour,A _Master ? (怎样的大师？) his astonishi

4、ng gift his entertaining performance his charming character his convincing acting his outstanding work,Nonverbal Humour _? （幽默的作用？） 1.Laughter is the sun that drives winter from the human face. 2.He made people laugh at a time when they felt depressed, so they could feel more content with their live

5、s. (brighten their lives) 3.This character was a social failure but was loved for his optimism and determination to overcome difficulties.,目标词汇定位,阅读教学中如何确定目标词汇 1.与主旨密切相关的实词 2.具有特殊意义的实词 3.影响学生理解文本的实词,确定了阅读教学中的目标词汇，为文本的深度 解读开启了另一扇窗户。 目标词汇的确定也是教学重点难点的确定,决定 了思维的深度和宽度。,关注设问策略，在行文中解读难句和目标词汇（Para.1）,Q: Why

6、 does the writer begin the passage with Hugos quotation? K: to bring up the topic and show the importance of humor.,“Laughter is the sun that drives winter from the human face”,brighten the lives of people in hard years,make people laugh when they feel depressed,make people feel content with their l

7、ives,power from humour,Q: How does a taste of Mr Beans humour influence our class? 学生给出联系生活实际的即兴答案，有了文本的理解和铺垫，给出的回答有对确立的目标词汇的循环也有其他词汇的复现。,S1: He makes us relaxed and feel content with our English class. S2: His humour makes us forget our depression and hardship. S3: His manner of acting brightens ou

8、r English lesson, making it lively and interesting. S4:His nonverbal humor rid us of stress and the sense of failure by making us laugh.,依托话题，在表达中巩固和使用重点词汇,请学生阅读文章(Para.2-5)，找出贴切的形容词描述 a master of nonverbal humour:,his astonishing gift his entertaining performance his charming character his convinci

9、ng acting his outstanding work,A Master,教师根据学情和教学的定位，可选择其中的几个部分（几个段落）进行详细教学。,用表&图帮助理解目标词汇,个人反思的过程 是对文本内在 信息的深度理解， 并联系生活实际 用语言表达个人 思想情感的过程。,His father died, leaving even worse off,astonishing (amazing) (surprising),could mime and do ordinary everyday tasks,an old homeless man a little tramp a social

10、failure an underdog,？,a charming character,This character was a social failure but was loved for his optimism and determination to overcome difficulties.,理解性的词汇：a moustache, large trousers, worn-out shoes, a small black hat, a walking stick,目标词汇解读在破常规的同时使文本的重点更突出， 主旨更凸显。,Q: Why was such a “little” c

11、haracter popular with the people of that age?,这一问题是对社会根源的追寻，也是对价值观的反思， 同时是对文本难句、好句的深度理解，对目标词汇的 循环和运用。,feel depressed brighten their lives feel content with,It was his optimism and determination that was attractive. It wasnt just his character (his role) but his character (his quality) that was fasci

12、nating.,overcome the difficulties optimism determination,用视频配音/影评的方式让学生自主理解和巩固 关键词汇,“the Gold Rush” in the mid-19th century on the edge of a mountain in search of gold pick outas if cut offas if chewwith great enjoyment,dub the part of “The Gold Rush” and make comments give the film a brief review,我

13、们曾经这样做：在文本出现cut off ，pick out的时候，认为 这2个词组是应试中高频率选项，故不顾隔断文本整体的理解，对这两个词组及它们其他的搭配进行操练。事实表明这无利于学生阅读能力的培养，有失词汇学习实效。,convincing/entertaining/,词汇解读下的文本结构打破了原有结构解读视角 Part One: The power of humor (para1) Part Two: A master of nonverbal humor (para2-5),(Para2)His astonishing gift (Para3)His charming character

14、 (Para4)His convincing acting (Para5)His outstanding work,呈现,理解,（内容梳理）,复现,（多样输出）,（话题拓展）,运用,（话题导入）,makes all entertaining,阅读教学中目标词汇的处理为文本解读开启了另一片具有生命力和创造力的视野。 阅读理解过程中以学习本单词在本文本中的意义为主，阅 读后的语言学习课中再利用对比、归纳等其他方式深入学习。 阅读课中词汇处理需要一定合理的词汇循环线，多样化的 任务形式能推动词汇的循环，有利于激发学习的乐趣。,课堂教学实践证实,A master of English nonverba

15、l humour,A master of Chinese verbal humour,his astonishing gift his entertaining performance his charming character his convincing acting his outstanding work,PK,Vote and Reason,1.设计成两位大师PK,学生投票并给出 “观点+举例 ”理由。 2.输出的环节有课文的依托也有开放式的“类话题”。 3.活动的形式具有挑战性和娱乐性，符合高中生富有竞争 的意识，提高语用的趣味性。 4.学生可根据自己的喜好和语言实力来选择并表述

16、，既有 事实的陈述也有个人观点的表述。 5.文本内容的理解目标词汇初循环； 依托文本的深度理解或归纳目标词汇再循环； 基于话题/类话题延伸目标词汇循环和提升 6.此活动可以说写结合，课内课外结合，达成语言的综合 运用（如下）。,以话题为依托循环&提升目标词汇,Charlies nonverbal humor was the sun that _ peoples life when they felt depressed, so they could feel _with their lives. The fact may make you _that he could sing and dan

17、ce at an very early age. By his teens, no one was bored watching his performance, which was really_. As we all know, his _ character as the little tramp was very popular throughout the world. In the film “The Gold Rush”, his _ acting touched peoples bottom of heart in different times. Actually, its

18、not the role as a social failure but his _ and determination to _ the difficulties that attract people. Charlie Chaplin as a master of nonverbal humour will be remembered for his _achievements for ever.,brightened,content,astonishing,entertaining,charming,convincing,optimism,overcome,outstanding,1.目标词汇的确立过程是对文本的深度解读过程：内容，主旨， 结构等。阅读中词汇的循环&提升的教学过程是引导读者：理解 文本、勾勒结构、凸显主旨、培养思维、提高语用能力的历程。 2.阅读中的词汇教学始终为阅读服务。词汇学习是为