依托语境，注重复现，提高词汇教学实效

更新时间：2017-11-07浏览：次评论：条

　　黄渐法

　　(浙江省杭州市余杭实验中学 311100)

　　关键词：词汇阅读课语境复现运用

　　正文：

　　在新课程背景下如何进行有效的词汇教学是提高课堂实效的重要因素。笔者在对本校教师的教学方法调研时，发现教师在平时的阅读教学中，词汇处理存在一些误区，因此尝试通过教学方法的改进来提高阅读课中词汇教学的实效。人类学家马林诺夫斯基(Malinowski)于1923年提出情景语境概念。它是指语篇产生时周围的情况、参与者的关系等。它可以帮助学生理解和掌握不同的话语背景、事件发生的时间和地点、个人经历、参与者以及相互关系的词语意义。著名语言学家吕叔湘也提出“词语要嵌在上下文里头才有生命，才容易记住，才知道用法”。高中英语每个单元都会围绕一个主题，因此，将目标词汇放到有着丰富语境的课文中，不仅能帮助学生更好地理解单词的核心内涵和具体用法，也为单词提供了一个话题背景，学生在学习和运用词汇是时联想到的不再是单个的词汇，而是一幅有色彩的画面，一个生动的故事。笔者在本文中应用了借助阅读课的话题语境并注重目标词汇复现的方式进行词汇教学，从而提升阅读课上词汇教学的实效。

　　一、问题的提出

　　在人教版英语模块7 “Unit1 Living well”的阅读教学的课堂观察中，笔者发现教师基本按照传统的教学方法从词汇表开始教学，先带着学生读了两遍词汇表里的生词，再让学生花点时间熟悉单词，接着就开始进入文本内容梳理。在阅读课的第二课时里教师根据自己的教学经验整理出一些重点词汇进行讲解，然后借助词汇填空或翻译等机械性练习进行巩固训练。但是课后发现教学效果并不理想，本单元完成后还有不少学生对重点词汇没有掌握，特别在涉及到具体运用环节时出现词汇误用等问题。

　　为此笔者分析了传统的词汇教学方法效果不理想的原因,一方面，新课程教材中每个单元的词汇量比以前增加了，在阅读后集中填鸭式教词汇使学生抓不住重点;更为重要的是，这种脱离语境的教学学生不容易记住，同时也无法很好地理解掌握词汇的核心意义和在具体情境中的用法，因此在使用词汇时常常会把单词张冠李戴。经过分析笔者意识到，阅读课中对于词汇教学的方法还有待改进。于是在模块7的第二单元的教学中，对于阅读中的词汇教学尝试进行了改进。

　　二、阅读课中的词汇教学课例分析

　　(一)课前准备：

　　1.词汇分级、框定目标词汇

　　备课时教师首先确定目标词汇，根据新课标词汇分级参考和当代字典第四版所标出词频为依据确定重点单词，列出以词性分类的文本中16个重点生词：

　　n. desire satisfaction alarm sympathy pile

　　adj. alarmed overweight elegant absurd

　　v. envy desire alarm accompany declare

　　phrases. test out ring up

　　2. 布置预习，了解目标词汇(要求包含但不限于这16个词)

　　(1)Underline the target words and phrases in the context to highlight them.

　　(2)Try to work out the meaning by referring to the context .

　　(3)Fill in the chart with the help of the reference books if coming across any confusing words in the text.

　　confusing wordsthe sentences with the confusing wordsyour understanding of the wordsthe meanings in the dictionary

　　【设计说明】词汇分级让老师对目标词汇了然于心，做到有的放矢。让学生划出目标词汇有利于学生找到重点词汇，利用语境猜测生词或难词的意义，并用工具书验证猜测结果，增强学生自主学习能力。

　　(二)课堂教学步骤:

　　Pre-reading

　　Step1.创设语境，导入目标词汇;英英释义，准确理解目标词汇

　　(教师陈述，引出词汇)The other day, accompanied by my parents, I went to the No.1 People’s Hospital to visit my aunt, who had just given birth to a baby. At the sight of her, I felt alarmed for she was so overweight that she was not as elegant as she used to be. When I mentioned this change to her, she laughed and replied that her appearance was not to her satisfaction as well, but we didn’t need to feel sympathy for her. Because she would lose weight after the birth and she was certain to become even more elegant and beautiful than before. I desired her wish would come true when I saw her next time.

　　(1) alarmed：worried or frightened

　　(2)elegant ：tasteful and stylish in appearance or manner

　　(3) overweight：heavier than is usual or allowed; too fat

　　(4) desire：wish for something; want

　　(5) sympathy：sharing the feelings of others; feeling of pity for sb

　　(6) accompany：walk or travel with sb as a partner

　　(7) satisfaction：feeling of contentment felt when one has or achieves what one needs

　　【设计说明】此环节教师创设语境，带出目标词汇，让学生在语境中感知目标词汇并形成初步印象。同时用英英释义培养学生英语思维的习惯，避免汉语翻译造成的误解。

　　While-reading

　　Step2.快速阅读文本，在语境中感知词汇

　　(1) How many characters are mentioned in the text?

　　(2) What were Claire’s problems? What did Tony do to help?

　　Satisfaction guaranteed

　　Claire’ s problems What Tony did

　　not clever

　　not elegant

　　overweight

　　envy Gladys

　　borrowed a pile of books for Tony

　　bought ...

　　spoke to the clerk (after ringing up)

　　held a party to show …

　　(declared....envied...)

　　Step3. 梳理文本细节信息，注重词汇在语境中的含义

　　Reread the passage and figure out the changes of Claire’s attitudes towards Tony?

　　OccasionClaire’s attitudeOccasionClaire’s attitude

　　Before he arrived

　　dislike him

　　When he helped her

　　with the salesmancalled him a dear

　　When he arrived

　　was alarmed

　　When she fell off a

　　ladder and was caught

　　by Tony

　　felt his warmth

　　When he offered to

　　help her dressing.

　　felt embarrassed

　　When she heard Gladys

　　whispering to another

　　woman that she had never seen anyone so handsome as Tony

　　felt being envied

　　When she changed the clerk’s attitude after ringing Tony up

　　admired him

　　She remembered Tony

　　was just a machine, she shouted “leave me alone”

　　cried all night

　　Step4. 理清故事发展顺序，再次迁入目标词汇，注重复现

　　Read the text quickly then put the following events into correct order:

　　a. Claire borrowed a pile of books for Tony to read

　　b. Claire mentioned she wasn’t clever. But she thought it absurd to be offered sympathy by a robot

　　c. The clerk was rude to Claire, so she rang Tony up to change the clerk’s attitude

　　d. Tony folded his arms around Claire and declared he didn’t want to leave her

　　e. Claire knew that Gladys thought she was having an affair.

　　b-a-c-e-d

　　【设计说明】步骤二至步骤四是学生对文本进行快速阅读和精读过程，学生对于目标词汇有了在本文的故事情节中的进一步的理解和感知，这为后面用目标词汇的输出过程打下了基础。

　　Step5. 创设对话语境，梳理课文的同时帮助学生在对话中初步运用目标词汇

　　Make the outline with the guidance of the following questions.

　　Satisfaction Guaranteed

　　T: What was the Larry’s company experimenting with? (A robot-Tony.)

　　T: By whom was it going to be tested out? (It would be tested out by Claire.)

　　T: How did Claire feel when she first saw the robot? (She felt alarmed.)

　　T: What did Claire mention one day? (Claire mentioned that she wasn’t clever.)

　　T: What did Tony say? (Tony said she must feel very unhappy.)

　　T: How did Claire feel about the sympathy?

　　(Claire thought it absurd to be offered sympathy by a robot.)

　　T: What happened in the shop?

　　(When the clerk was rude, Claire rang tony up and changed the clerk’s attitude. But Gladys thought Claire was having an affair.)

　　T: What did Tony do at the party?

　　(Tony folded his arms around Claire, declaring that he didn’t want to leave her.)

　　【设计说明】在这个步骤中学生借助老师的指导，在总结文本主要内容的过程中注重复现并引导其初步运用了目标词汇，在对话过程中老师有意识的在黑板上板书关键词，为下一步的复述和运用词汇做好铺垫。同时学生词汇运用的错误也得到及时的纠正，

　　Post-reading

　　Step6. 根据关键词复述课文，借助文本语境提升运用词汇能力

　　Now try to retell the story orally with the help of key words listed on the blackboard.

　　experiment with test out alarmed absurd sympathy

　　rude ring up have an affair declare

　　附学生范例： Claire’s husband, Larry, worked for a robot company. The company had begun experimenting with a household robot, which would be tested out by Claire. The moment Claire saw the robot—Tony, she felt alarmed at his appearance and intelligence. One day, Claire mentioned she was not clear, Tony offered sympathy for her. And Claire thought it absurd but began to trust him. On another occasion, when a clerk was rude to Claire, she rang Tony up and he helped a lot as well. Unluckily, Gladys overheard it when Claire called Tony a “dear” and thought she was having an affair.

　　【设计说明】步骤六是借助文本语境的语言输出过程，在这个过程中学生在用自己的语言复述文本内容的同时，也对词汇进行了运用，目标词汇的运用能力得以提升。

　　Step7. 编写英语故事，引导学生构建新的语境运用目标词汇

　　(若时间不够可在课后完成)

　　展开想象，用所学单词编写一个完整的故事，尽可能多的使用所给单词。

　　n. desire satisfaction alarm sympathy pile affair

　　adj. alarmed overweight elegant absurd

　　v. desire alarm accompany declare

　　Phrases. test out ring up experiment with

　　附学生习作：

　　Long long ago. There lived a bear in a forest. He ate a pile of leaves everyday. After he was full, he immediately went to sleep.

　　One day, before he fell asleep, he noticed a bird who was flying in the sky. He thought it elegant and declared that he could fly as well as the bird.

　　He spent a month inventing a machine that could take him fly. After finishing making it, he looked at it with great satisfaction and rang his friends up and desired them to see him test out the machine. Accompanied by the friends who all felt alarmed, he failed in the flight and lost his life because of being too overweight.

　　It was absurd of the fat bear to follow the bird, however, when you feel sympathy for the bear, you may admire his bravery.

　　【设计说明】步骤七是更高层次的语言输出过程，教师基于学生在阅读语境中的词汇习得情况，为学生设置了提升运用目标词汇的开放性的写作任务，学生的想象力被调动起来，目标词汇也在新的语境得到进一步的运用提升。

　　Step8. Homework

　　学习小组交换修改含有目标词汇的自编故事并交给老师批阅。

　　熟读课文，背诵标识过的目标词汇及其所在句子，准备提听写。

　　(三) 阅读课后的词汇循环复现，帮助学生熟记并运用词汇

　　在本堂阅读教学课结束之后对于这些目标词汇在本单元中的学习并没有结束。笔者通过配套练习进一步拓展词汇在具体语境中的运用，并在备课组内分工合作选取相近的话题的阅读文本来复现和拓展核心词汇，从而保证了学生对于阅读文本中的目标词汇的巩固和掌握。

　　三、结语

　　在完成了这堂依托阅读文本语境学习目标词汇教学的阅读课之后, 学生已经基本理解并能初步运用这些目标单词, 因为他们是在阅读文本的具体的语境掌握这些目标词汇的，因此这些词汇在学生的头脑里留下的比较深刻的印记。本课结束以后老师对学生编写的英语故事进行了批阅，发现学生对于这些词汇的运用基本到位，在和学生的交谈中也发现学生对这样的词汇教学方法比较容易接受，因此本课基本达成了依托语境，注重复现，提高词汇教学实效的目标。

　　参考文献

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　　[2]教育部.普通高中英语课程标准(实验稿)[M].北京:人民教育出版社,2003..

　　[3]陈琳 SimonGreenall.英语[M].北京:外语教学与研究出版社,2005.12.

　　[4]朱永生.语境动态研究[M].北京:北京大学出版社,2005..

　　[5]汪榕培.英语词汇学高级教程[M].上海:上海外语教育出版社,1997..

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