執(zhí)教者：哈爾濱市第一一七中學(xué) 陳 寬

評(píng)析者：哈爾濱市道外區(qū)教師進(jìn)修學(xué)校 俞曉冬

一、教學(xué)內(nèi)容簡(jiǎn)介

本次的識(shí)詞素材選自珍愛(ài)雙語(yǔ)繪本《冰雪奇緣Frozen》的內(nèi)容。通過(guò)設(shè)計(jì)vocabulary-focused tasks以閱讀興趣激發(fā)學(xué)生識(shí)詞欲望，進(jìn)一步擴(kuò)大學(xué)生的詞匯量，同時(shí)增加已學(xué)詞匯的復(fù)現(xiàn)率，幫助學(xué)生在語(yǔ)境中掌握詞匯的基本詞意、基本用法，識(shí)詞、記憶詞匯的方法和規(guī)律，以便于運(yùn)用識(shí)詞策略，在后續(xù)的閱讀中擴(kuò)大詞匯、增加趣味。

二、教學(xué)目標(biāo)

1.知識(shí)與技能：通過(guò)閱讀鞏固已知詞匯，通過(guò)猜詞、識(shí)詞，積累新的詞匯。

2.過(guò)程與方法：通過(guò)猜詞法、上下文語(yǔ)境、字根法、發(fā)音規(guī)律等方法擴(kuò)大詞匯量。通過(guò)完成任務(wù)培養(yǎng)學(xué)生百度查詞、使用有道詞典的能力。

3.情感與態(tài)度：培養(yǎng)在詞匯本上積累生詞并擴(kuò)大單詞量詞學(xué)習(xí)的策略，培養(yǎng)學(xué)生合作學(xué)習(xí)能力，倡導(dǎo)同學(xué)之間的溫情、友情、同學(xué)情。

三、教學(xué)重點(diǎn)與難點(diǎn)

1.重點(diǎn)：以閱讀為抓手，完成基于單詞學(xué)習(xí)而設(shè)計(jì)的任務(wù)。

2.難點(diǎn)：在完成任務(wù)的過(guò)程中，理解詞匯并掌握擴(kuò)大詞匯量的途徑。

四、教學(xué)過(guò)程

Part 1：Basic meanings

Task 1.Try to read the passages and explanation to guess meaning of the words.And you can look up the words you don’t know in the dictionary on the Internet.

（Illustration：First，Ss should read the text repeatedly to guess the basic meaning and make vocabulary cards before class，they choose the words that they don’t know and make cards.On the card，there is the picture of the word and the meaning on the contrary side.Second，two students come to the front，and one comes with his own cards and shows it to another secretly，and the later one begins to explain the cards to let the rest to guess.Only two students know what the words are.

For example，Ma Mingyang shows the card“special”to Qiu Yunpeng，then she hides the cards.And Qiu Yunpeng will explain it：“That can not be seen often.”The others put up the hands to guess.If nobody can guess it.Qiu should change the explanation to further the meaning of the word，he can point to the student who sit beside the teacher’s desk and says：“His seat’s position is special for him.His seat is different from you.”If one student can guess it.Then the other student in front shows the picture to us.

One student comes with two cards and in turns five pairs of students can complete this activity.）

anxious：very worried 詞性、詞義

special：that cannot be seen often 詞性、詞義

decorate：to add some things to make sth.or sb.more beau-tiful詞性、詞義

perfect：verygood；thatcannotbefoundamistake詞性、詞義

promise：to answer it without any change詞性、詞義

dash：to run hurriedly詞性、詞義

smudge：dirty places詞性、詞義

sneak：to walk quietly詞性、詞義

realize：think of sth.and know it finally詞性、詞義

create：to make something new 詞性、詞義

Task2.Try to read the passages and pictures to guess meaning of the words.

（Illustration：Firstly，Ss should orient the accurate position of the following words in the paragraph and then observe the pictures.So it is easy for them to guess the meaning with the lines and the clues in the pictures.Secondly，they should translate the sentences in the paragraph with the new word’s meaning.Furthermore，if they can do more，they use their own words to define the words in English.）

Elsa decorated the castle.Kristoff showed his birthday banner to Elsa.

castle詞義：banner詞義

Anna yawned.“Yeah？ ”she said，her eyes still closed.Elsa leaned close to him.

yawn詞義：lean詞義

Task3.Try to read the passages and write out another words.

（Illustration：The purpose of this task is to revise the words they’ve learned in the text this term.For example，the answers are sure/tidy/ring/manner.）

T：You should read the text carefully and then find the appropriate words for the blank.And then you can find the words in the text book.

SA：The first one is——Of course.

SB：The second one is tidy，I find it in Unit…

SC：We cannot find the word to match chimet…

T：You can find the word——ring.And this word has another meaning——making the sounds.

Teaching Purpose：Relate the old words with the new words in the context.

“Absolutely，”Kristoff promised.——absolutely（當(dāng)然）同義詞：

Looking at the messy paint she took a deep breath.——messy（亂糟糟的）反義詞：

When the morning bells chimed，Elsa hurried inside to wake the birthday girl.——Chime（發(fā)出叮當(dāng)聲）同義詞：

It wasn’t her style，but she knew Anna would love it.——style（風(fēng)格）同義詞：

Task4.Try to read the passages and use the knowledge to guess the meaning.

（Illustration：If the students want to guess the meaning successfully，the necessary direction is inevitable.The teacher should give the following suggestions：firstly，look for the clues in the context up and down and find the sentences with the similar meaning；secondly，use the knowledge of formation of vocabulary，eg，compound，suffix，prefix，polysemy.）

合成詞：homemade＝home+made詞義

名詞后綴：decorate→decoration詞義

過(guò)去式：snuck是sneak的過(guò)去式詞義

形容詞后綴、副詞后綴：sheep+ish+ly詞義

一詞多義：be close to（near）詞義

名詞后綴：top→topper詞義

Part 2：Situational activities

Task 5.Teacher’s activity：Teacher will do sth.and explain the phrases or let Ss do sth.to make Ss guess the meaning after reading the passage.

1.Teacher is wiping the words off the blackboard and says：“I’m wiping off the words.What am I doing？”（wipe off——擦掉）

（Records：T：Now please practice guessing the action that I am doing.

SA：You are cleaning.

SB：You are sweeping.

SC：You are clearing.…in the paragraph，Elsa is making Kristoff’s dirty cheek clean again.）

2.Ss hand in their paper or notebook and the teacher will say：”I want to check your paper and notebook out.”（check out——<口語(yǔ)>看看，檢查）

（Records：SA：I cannot guess it.

T：That means to see it through.

SB：I still can’t guess it.

T：That means to see it from the beginning to the end carefully.

SC：Oh，I know it.In the text，Kristoff wants Elsa to see if she is satisfied with his masterpiece——the banner.

SD：No，I think from the teacher’s words and actions，it means to correct sth...）

3.Teacher only shows the meaning to one student and the student will perform actions to let other students to guess.（showed off——炫耀）

（Records：T：If you cannot guess it，I will tell one of you the meaning.

SA：So，I know it.Now，look at this.This is my paper with 100 marks.Can you make it？I am too proud to be modest.I am showing off my feats.）

4.Teacher says：“I keep an eye on the student who is not listening to me.It means I pay much attention to the student who is not listening to me.What do I mean？”（keep an eye on——盯住，留心）

（Records：T：Let’s go back to the text：“Keep an eye on that cake！”What did Elsa want Kristoff to do？Imagine you are Elsa.

SA：In the context，we know that maybe Olaf had a bad idea about the cake.It wanted to eat the cake.So Elsa let Kristoff to pay much attention to the cake and prevent the cake from eating.）

5.Teacher points to the duty list on the wall and says：“Who is on duty today？ And I mean who is in charge of today’s cleaning.”（in charge——負(fù)責(zé)）

Records：T：Read the test over and over againcan give more examples.A monitor is in charge of the whole class.And English representative is only in charge of English affair.

SA：In the context，“Are you sure I can leave you in charge here？”Apparently Elsa let Kristoff have duty to make the banner perfect，and at the same time，to make everything in order and tidy.）

Part 3：Translation and comprehension

Task 6.Please translate the following sentences into Chinese.（Purpose：to revise the underlined learned words in the textbook）

T：You‘ve learned these following words.Is that rihgt？Today，you should read the text carefully and then make the meaning suit the context.

SA：坐直了身子。

SB：安靜地……

SC：不，我認(rèn)為“悄悄地”更加適合。

SD：我認(rèn)為“躡手躡腳”更符合當(dāng)時(shí)的情境。

T：I prefer to use“躡手躡腳”for the word...

T：I advise you to work in groups and have a discussion about it...

Teaching Purpose：Reuse the old words with digging new translation according to the context.

Task7.True or false.

T：This exercise doesn’t test the the words directly，but it’s necessary and imperative.

SA：The first one is——Of course.

SB：The second one is tidy，I find it in Unit...

SC：We cannot find the word to chime...

Teaching Purpose：Test the comprehensive abilities as a whole and in details.

（ ）1.It was Elsa and Anna’s birthday.

（ ）2.Elsa，Anna and Kristoff all like the banner.

（ ）3.Anna didn’t forget her birthday.

（ ）4.Olaf wanted to eat the cake first.

（ ）5.There are four people in the reading.

Part 4.Telling and making a story

Task8：Retell the story in your own words in groups.

T：If you can retell the story，I can tell you are sure to make familiar wiht the new words…As a saying goes，the best learning is to use it...

SA：Elsa was worried about her sister Anna’s birthday and wanted to make the birthday special.First，She used her ice magic to decorate the cake.Second，she told Kristoff to see to the banner.Third，she told Olaf not to eat the cake.Last，she wake Anna up and Anna think of that it was her birthday.

Teaching Purpose：If Ss can retell the story with the new words，it can be much more helpful for Ss to master the words.For some particular Ss，if they cannot do this，they can retell the story without new words，but it will also help Ss to understand the plot deeply.

Task 9：Continue to write this story.

T：If you can continue the story with your imagination and give more clues about the develop the story，I will appreciate it.What will happen afterwards？ Can you guess it？ Or you can tell it with your logical development.I hope you use the new words we know in the future plots...

Ss：When Elsa returned to the courtyard，she found that the cake was eaten by somebody.She asked Kristoff if he saw the Oalf.But Kristoff said that the banner was spoiled by somebody.Elsa was very angry…the cake，the decoration，the banner and everything was messy.How could Elsa do with all of these？

Teaching Purpose：I am afraid Ss will have a strong desire to finish the tasks and I did the experiment before.Ardently，they will add more character such as classmates around.

五、教學(xué)反思

有很多方式可以讓學(xué)生識(shí)詞并順利地完成閱讀,其中一種是給出文章漢義，讓學(xué)生看英文加以對(duì)照，去文中定位并確定新詞的含義，由于雙語(yǔ)漢義大部分是意譯，學(xué)生也要花費(fèi)腦筋；但我傾向于先讓學(xué)生盲讀、裸讀，通過(guò)上下文推斷，哪怕第一次的猜測(cè)和推斷多么荒謬，仍需讓學(xué)生去猜，而后可以允許利用工具查詞，這樣既可以訓(xùn)練猜詞能力，又不至于影響閱讀興趣。

首先，盡量利用詞匯分類(lèi)學(xué)習(xí)來(lái)擴(kuò)大詞匯量的對(duì)策，循序漸進(jìn)、步步為營(yíng)、理清脈絡(luò)，掌握詞匯的核心含義、詞性至關(guān)重要。擴(kuò)大英語(yǔ)詞匯量問(wèn)題，要堅(jiān)持“傷敵十指，不如短其一指”，先全盤(pán)掌握某一個(gè)小領(lǐng)域的詞匯，次第增加，先給擴(kuò)大英語(yǔ)詞匯量透出一點(diǎn)“陽(yáng)光”，逐漸穿出烏云，繼而大面積“燦爛”，最后達(dá)到晴空萬(wàn)里的美麗，切記貪多嚼不爛，造成心理上的壓力，直到最后階段再進(jìn)行各種詞類(lèi)的比對(duì)學(xué)習(xí)和比較記憶。其次，本設(shè)計(jì)在實(shí)施上最好利用小組合作學(xué)習(xí)來(lái)擴(kuò)大詞匯量的對(duì)策。教師要采取小組“盯人”戰(zhàn)術(shù)對(duì)學(xué)生的英語(yǔ)詞匯量進(jìn)行跟蹤、測(cè)試、訓(xùn)練、輔導(dǎo)和指導(dǎo)，采取“人盯人”的戰(zhàn)術(shù)，運(yùn)用小組團(tuán)隊(duì)的力量來(lái)彌補(bǔ)教師在班級(jí)授課制背景下工作精力的不足。

總之，針對(duì)閱讀材料中的詞匯群（cluster），用句群的語(yǔ)義群帶動(dòng)單詞的內(nèi)涵群，既不要“好高騖遠(yuǎn)”，更不要“脫離學(xué)眾”，而要一步一個(gè)腳印，每天讀一頁(yè)，以擴(kuò)大英語(yǔ)詞匯量為英語(yǔ)學(xué)習(xí)突破口，把學(xué)生帶到學(xué)業(yè)成功的彼岸，既包括知識(shí)與能力，也包括技能與策略，更包括擴(kuò)大英語(yǔ)詞匯量過(guò)程中人文情懷和國(guó)際視野。英語(yǔ)學(xué)習(xí)中，學(xué)生對(duì)閱讀材料的興趣將數(shù)倍提升學(xué)生對(duì)詞匯學(xué)習(xí)的探求心和企求心。

六、教學(xué)評(píng)析

本案的設(shè)計(jì)是通過(guò)不斷給出提示，即通過(guò)各種方式以舊詞解釋新詞、提示新詞、組合新詞、印證新詞；同時(shí)，根據(jù)上下文的信息、根據(jù)上下文情節(jié)的發(fā)展，根據(jù)生活中可能出現(xiàn)的情境與經(jīng)驗(yàn)等，進(jìn)行猜詞訓(xùn)練，縮小詞匯難度來(lái)降低閱讀理解問(wèn)題的難度，以保持閱讀興趣。由于部分詞匯的猜詞難度難以縮小，則可以利用學(xué)生課堂上或語(yǔ)音群分組加以討論、交流、補(bǔ)充、印證，進(jìn)行研究性學(xué)習(xí)，更好地確定生詞在文中的確切含義。

一方面，可以采用多管齊下學(xué)習(xí)來(lái)擴(kuò)大詞匯量的對(duì)策，關(guān)鍵是讓學(xué)生對(duì)記單詞在心理上有個(gè)適應(yīng)、習(xí)慣、熟練，甚至愛(ài)好記憶、輕松記憶的階段和過(guò)程。本設(shè)計(jì)采取詞綴詞干法、詞義分類(lèi)法、查雙解字典、語(yǔ)境學(xué)習(xí)等詞匯識(shí)記策略，分時(shí)段、有計(jì)劃、有序、周密、循序漸進(jìn)地打好、夯實(shí)學(xué)生擴(kuò)大英語(yǔ)詞匯量的習(xí)慣與基礎(chǔ)。甚至可以采用課題研究與課題實(shí)驗(yàn)課的方式和形式對(duì)詞匯量的擴(kuò)大進(jìn)行跟蹤、分析和研究。另一方面，還可以利用營(yíng)造真實(shí)語(yǔ)境來(lái)擴(kuò)大詞匯量的對(duì)策。本設(shè)計(jì)語(yǔ)料真實(shí)，語(yǔ)境自然，貼近學(xué)生，用語(yǔ)境置換環(huán)境，用空間置換時(shí)間。部分學(xué)生的一個(gè)弱點(diǎn)就是不會(huì)精心利用時(shí)間。擴(kuò)大英語(yǔ)詞匯量設(shè)計(jì)在時(shí)間上要利用一切可以利用的邊角碎料的空間和時(shí)間，并加強(qiáng)對(duì)英語(yǔ)思維的訓(xùn)練以及對(duì)英語(yǔ)語(yǔ)言技能的輸入和輸出進(jìn)行隨時(shí)隨地的“能量補(bǔ)充”，用閱讀興趣養(yǎng)成英語(yǔ)思維習(xí)慣，提高英漢雙語(yǔ)轉(zhuǎn)換能力，以克服時(shí)間空間不利條件的局限和拖累，讓擴(kuò)大英語(yǔ)詞匯量的土壤無(wú)處不在。

總之，拋開(kāi)對(duì)文本設(shè)計(jì)的切適性、精當(dāng)性、實(shí)效性與否的理性研判，在課堂教學(xué)實(shí)施的過(guò)程中，教師的個(gè)人魅力與教學(xué)風(fēng)格，包括幽默感、親和力、創(chuàng)新點(diǎn)、同理心，甚至愛(ài)心、耐心、童心，都在學(xué)生英語(yǔ)詞匯學(xué)習(xí)中發(fā)揮著難得的作用。