高中英语词汇教学返朴归真课件.pptVIP

高中英语词汇教学返朴归真 现行高中英语教材（人教版）的选材面广，词汇量大，与英美文化与现代科技相关的词汇增多。在缺少语言交流的情况下，我们英语词汇教学往往是时间投入多，收效甚微，学生记得慢,在情境中反应不及时，记忆模糊，不牢固，2005年浙江省高考单词拼写十个单词为：immediately, famous, vegetables, finger, written, invited, continued, address , medicine, neighbor 统计平均分为4.27，很好地说明了英语词汇教学的现状，情况不容乐观。 现有词汇教学中存在的一些弊病 （1）机械重复，死记硬背，课堂教学过于注重词义讲解，让学生感悟体会的不多，学生读到最后只剩下词汇表。 （2）音形义严重脱节，特别中考英语取消考音标之后，初中英语教师不太重视单词的拼写与发音规则这一块，一部分学生上了高中，还不能用音标自己准确地拼读单词，更不会从发音入手整体记忆一个单词。 （3）忽视语境，语言的输入量太少了，听力考试被取消后，学英语的一项输入途径（听）也被削弱了。直接影响了所学词汇在大脑的复现率，不能做到学以致用和 “用中学”。 （4）复习不科学，导致记忆时间的浪费。我们的教学大都根据考试来安排，而不是根据大脑的记忆规律来安排。典型例子就是语文与英语早读交差安排 策略： 一、做好初高中英语教学的衔接工作，对高一新生我们花一个星期的时间，复习国际音际，按字母组合归纳拼读规则，让学生自己能拼读，碰到难点，老师点拨即可，学生在读与写的联系中有效记忆单词。并对一些不好记的单进行有针对性的教学。 二、音、形、义有机结合，提高趣味性， 增强记忆效果。 例1、有学生记 “restaurant” 这个单词很困难，所以我将它拆成：rest+aur+ant We can suppose a condition: A pretty girl was having a rest under a big tree near a restaurant. Suddenly an ant bit her in the leg, and she shouted “aur ”/au.a:/, bursting into tears. The students think the condition is interesting. So the word restaurant and the girl can be remembered by them. 例2：euthanasia 安乐死 拆成： Eu(rope)+than+ Asia Explanation: In order to prevent suffering. I don’t think it is against law for doctors to practice euthanasia, and I guess it is easier to practise euthanasia in Europe than in Asia. 在词形上做文章，先拆后并，联想串联，造句，使学生在例句中体会词义，降低难度，节省讲解时间。 例3：inhabitant(in+habit+ant) 在屋里（in）习惯养殖蚂蚁（ant）的人是这里常住居民。 Make a sentence: He is one of the inhabitants of the small village. outskirts(out+ skirts) “郊区”以外（out）的人，都喜欢穿各种各样的裙子（skirt） Model sentence: The children have been outing for the day to some green spots on the outskirts. 例四：用class lass ass 三个词编一则故事 A professor came into his classroom and wrote a sentence on the blackboard “Mr. Lee is going to see the class tomorrow.” When he was in front of the classroom , he heard the students laughing. He cane back and looked at the sentence that he wrote down, finding the letter“C”in the word class was taken away. The professor wasn’t angry. He