高中阅读教学中的词汇处理

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4Unit3—AMasterofNonverbalHumour2.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Charlie’schildhood（Para.2）Whatdidhisparentsdo?（musicperformer）Whencouldhesinganddance?(assoonas…)Whatdidhedoafterhisfatherdied?(lookafter…)Charlie’scharacter(Para.3)ablackroundhat,amoustache,largetrousers,awalkingstick,worn-outshoespickoff,pickout,pickupcutin,cutoff,cutup,cutdownCharlie’sfilm(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。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？)NonverbalHumour__________?（幽默的作用？）课例：人教版必修4Unit3—AMasterofNonverbalHumourA_________Master?(怎样的大师？)hisastonishinggifthisentertainingperformancehischarmingcharacterhisconvincingactinghisoutstandingworkNonverbalHumour__________?（幽默的作用？）1.Laughteristhesunthatdriveswinterfromthehumanface.2.Hemadepeoplelaughatatimewhentheyfeltdepressed,sotheycouldfeelmorecontentwiththeirlives.(brightentheirlives)3.Thischaracterwasasocialfailurebutwaslovedforhisoptimismanddeterminationtoovercomedifficulties.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:WhydoesthewriterbeginthepassagewithHugo’squotation?K:tobringupthetopicandshowtheimportanceofhumor.“Laughteristhesunthatdriveswinterfromthehumanface”brightenthelivesofpeopleinhardyearsmakepeoplelaughwhentheyfeeldepressedmakepeoplefeelcontentwiththeirlivesQ:HowdoesatasteofMrBean’shumourinfluenceourclass?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:HemakesusrelaxedandfeelcontentwithourEnglishclass.S2:Hishumourmakesusforgetourdepressionandhardship.S3:HismannerofactingbrightensourEnglishlesson,makingitlivelyandinteresting.S4:Hisnonverbalhumorridusofstressandthesenseoffailurebymakinguslaugh.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amasterofnonverbalhumour:hisastonishinggifthisentertainingperformancehischarmingcharacterhisconvincingactinghisoutstandingwork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causeeffectPersonalreflectionunfortunatewastaughttosing…anddance…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。Hisfatherdied,leaving…evenworseoff…astonishing(amazing)(surprising)…couldmimeanddoordinaryeverydaytasks…anoldhomelessmanalittletrampasocialfailureanunderdog‖？acharmingcharacter◆Thischaracterwasasocialfailurebutwaslovedforhisoptimismanddeterminationtoovercomedifficulties.理解性的词汇：amoustache,largetrousers,worn-outshoes,asmallblackhat,awalkingstick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:Whywassucha“little”characterpopularwiththepeopleofthatage?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。feeldepressedbrightentheirlivesfeelcontentwith◆Itwashisoptimismanddeterminationthatwasattractive.◆Itwasn’tjusthischaracter(hisrole)buthischaracter(hisquality)thatwasfascinating.overcomethedifficultiesoptimismdetermination用视频配音/影评的方式让学生自主理解和巩固关键词汇“theGoldRush”inthemid-19thcenturyontheedgeofamountaininsearchofgold…pickout…asif…cutoff…asif…chew…withgreatenjoyment◆dubthepartof“TheGoldRush”andmakecomments◆givethefilmabriefreview我们曾经这样做：在文本出现cutoff，pickout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PartOne:Thepowerofhumor(para1)PartTwo:Amasterofnonverbalhumor(para2-5)(Para2)Hisastonishinggift(Para3)Hischarmingcharacter(Para4)Hisconvincingacting(Para5)Hisoutstandingwork呈现理解（内容梳理）复现（多样输出）（话题拓展）运用（话题导入）makesallentertaining●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AmasterofEnglishnonverbalhumourAmasterofChineseverbalhumourhisastonishinggifthisentertainingperformancehischarmingcharacterhisconvincingactinghisoutstandingworkVoteandReason1.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Charlie’snonverbalhumorwasthesunthat__________people’slifewhentheyfeltdepressed,sotheycouldfeel_______withtheirlives.Thefactmaymakeyou______thathecouldsinganddanceatanveryearlyage.Byhisteens,noonewasboredwatchinghisperformance,whichwasreally_________.Asweallknow,his_________characterasthelittletrampwasverypopularthroughouttheworld.Inthefilm“TheGoldRush”,his_________actingtouchedpeople’sbottomofheartindifferenttimes.Actually,it’snottheroleasasocialfailurebuthis_________anddeterminationto_____thedifficultiesthatattractpeople.CharlieChaplinasamasterofnonverbalhumourwillberememberedforhis______________achievementsforever.brightenedcontentastonishingentertainingcharmingconvincingoptimismovercomeoutstanding1.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