高中阅读教学中的词汇处理

,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,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 after 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,Uni,t 3,A Master of Nonverbal,Humour,A _Master ?,(,怎样的大师？,),his,astonishing,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 lives. (,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 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 lives,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 our 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,convincing,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,cause,effect,Personal reflection,unfortunate,was taught to sing and dance,entertaining,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,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” character 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 fascinating.,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-19,th,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,(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,nonverbal,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，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 dance 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,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。词汇学习是为了加深对文本,的解读，脱离文本语境进行词汇教学，即使学生记住了词形和词意，也很难运用到实际中，因此词汇教学应融入到句子和语篇中，不能脱离文本。,3.,朗读和背诵词汇表只是声音的机械循环和提升；无主题，无意义，无文本的识记，记地快忘地也快。而借助文本主题，在语篇中进,行的词汇循环和提升是真正用心在理解和思考，所以词汇有了记,忆的生命力。,4.,文本的解读是多元的，侧重词汇解读文本不能刻意和牵强的，要,视文本的特点而定。,感思,困惑：,1.,不同的体裁、题材，如何确定词汇解读的角度？,2.,词汇有了循环和提升，那么词汇的拓展和延伸如何？,Thanks for your time!,