论文部分内容阅读
[摘 要]
在阅读中学习词汇既有利于理解文本,也有利于理解词语在不同语境中所包含的确切含义。教师在阅读教学中可把词汇教学贯穿于整个阅读教学,从而实现文本理解与词汇教学的双赢。
[关键词]
课外阅读;文本理解;词汇教学
词汇是构成语言的三大要素之一,词汇教学在整个语言教学过程中具有举足轻重的作用。阅读是一项综合技能,它能够促进词汇积累,培养语感,提高表达能力。在阅读中学习词汇既有利于理解文本,也有利于理解词语在不同语境中所包含的确切含义。《全日制义务教育普通高级中学英语课程标准(实验稿)》要求高三学生除教材外,课外阅读量累计达到30万词以上,同时要求学生“学会使用3300个左右的单词和400~500个习惯用语或固定搭配”。由此可见,高三教学中有效地引导学生通过课外阅读扩充词汇量的重要性不言而喻。在此,笔者以《新概念英语》第四册第五课Youth为例,阐述基于课外阅读文本,通过巧妙设问处理相应词汇,传授猜词策略展开词汇教学,指导欣赏运用巩固所学词汇,从而实现文本理解与词汇教学有机结合,相得益彰。
一、教学片断回放
本节课的定位是依托课外阅读材料进行词汇教学,教师在阅读中设计灵活多样的词汇教学活动,帮助学生理解文本,同时掌握词汇。课堂伊始,教师让学生快速阅读文本并划出生词,然后呈现学习目标,开门见山地让学生明确重点,同时为后续词汇教学埋下伏笔。
(一)文本阅读理解,寓词汇教学于问答中
文本阅读理解时,教师通过问答引导学生了解每段大意。在设置问题、呈现答案时,有意识地引出阅读文本中的重要词汇,或者以拓展归纳的方式帮助学生形成词汇链,扩大词汇量。
【片断教学1】Paragraph 1
Question: What, according to the writer, is the main difference between an old man and a young one?
Answer: The young man has a glorious future before him and the old one has a splendid future behind him.
Brainstorm: glorious—splendid—s____—m____
—g________
答案中出现两个形容词“glorious”“splendid”,教师引导学生说出对这两个词的理解,然后以头脑风暴的形式鼓励学生说出同义词brilliant,superb,magnificent,gorgeous等高级词语,在句中领会,在学中拓展,既调动了学生的积极性,又丰富了学生的词汇量。
【片断教学2】Paragraph 2
Question: Why would the writer have been pleased to have been regarded as a problem when he was young?
Answer: Because it would have given him a more interesting identity, which was one thing he felt he lacked.
答案中划线单词identity 的处理,教师先解释其含义who or what somebody/ something is, which is ‘ID’ for short,后呈现动词形式identify及另一名词形式identification(the process of showing, proving or recognizing who or what somebody/ something is)。接着举例说明两个名词的区别,The __________of the crash victims was a difficult task, because the police had difficulty in discovering
在阅读中学习词汇既有利于理解文本,也有利于理解词语在不同语境中所包含的确切含义。教师在阅读教学中可把词汇教学贯穿于整个阅读教学,从而实现文本理解与词汇教学的双赢。
[关键词]
课外阅读;文本理解;词汇教学
词汇是构成语言的三大要素之一,词汇教学在整个语言教学过程中具有举足轻重的作用。阅读是一项综合技能,它能够促进词汇积累,培养语感,提高表达能力。在阅读中学习词汇既有利于理解文本,也有利于理解词语在不同语境中所包含的确切含义。《全日制义务教育普通高级中学英语课程标准(实验稿)》要求高三学生除教材外,课外阅读量累计达到30万词以上,同时要求学生“学会使用3300个左右的单词和400~500个习惯用语或固定搭配”。由此可见,高三教学中有效地引导学生通过课外阅读扩充词汇量的重要性不言而喻。在此,笔者以《新概念英语》第四册第五课Youth为例,阐述基于课外阅读文本,通过巧妙设问处理相应词汇,传授猜词策略展开词汇教学,指导欣赏运用巩固所学词汇,从而实现文本理解与词汇教学有机结合,相得益彰。
一、教学片断回放
本节课的定位是依托课外阅读材料进行词汇教学,教师在阅读中设计灵活多样的词汇教学活动,帮助学生理解文本,同时掌握词汇。课堂伊始,教师让学生快速阅读文本并划出生词,然后呈现学习目标,开门见山地让学生明确重点,同时为后续词汇教学埋下伏笔。
(一)文本阅读理解,寓词汇教学于问答中
文本阅读理解时,教师通过问答引导学生了解每段大意。在设置问题、呈现答案时,有意识地引出阅读文本中的重要词汇,或者以拓展归纳的方式帮助学生形成词汇链,扩大词汇量。
【片断教学1】Paragraph 1
Question: What, according to the writer, is the main difference between an old man and a young one?
Answer: The young man has a glorious future before him and the old one has a splendid future behind him.
Brainstorm: glorious—splendid—s____—m____
—g________
答案中出现两个形容词“glorious”“splendid”,教师引导学生说出对这两个词的理解,然后以头脑风暴的形式鼓励学生说出同义词brilliant,superb,magnificent,gorgeous等高级词语,在句中领会,在学中拓展,既调动了学生的积极性,又丰富了学生的词汇量。
【片断教学2】Paragraph 2
Question: Why would the writer have been pleased to have been regarded as a problem when he was young?
Answer: Because it would have given him a more interesting identity, which was one thing he felt he lacked.
答案中划线单词identity 的处理,教师先解释其含义who or what somebody/ something is, which is ‘ID’ for short,后呈现动词形式identify及另一名词形式identification(the process of showing, proving or recognizing who or what somebody/ something is)。接着举例说明两个名词的区别,The __________of the crash victims was a difficult task, because the police had difficulty in discovering