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1、高考英语一轮复习研讨会发言材料：英语词汇教学 各位领导，各位老师，大家好：词汇是组成语言的最基本材料，犹如大厦之砖瓦，铺路之基石。“Wilkins(1972):Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.全日制义务教育、普通高级中学英语课程标准在语言知识部分就对词汇教学提出了具体目标并进行了详细描述。我们学校一直非常重视词汇教学，每一届学生都从高一坚持到高三。具体做法如下：一、重视语音教学在词汇教学中的重要性学习英语单词，首先是要能正确发音。进入高中的学生大部分虽
2、已经较好地掌握了英语音标，但是并非所有的同学都能正确朗读每一个音标，相当一部分学生在朗读多音节单词时，往往不能把握单词重音的正确位置。因此，我们在开学时会相应讲解一些发音规律，拼写规律及语音学相关知识，帮助学生能基本做到见形读音，因音记形。在很大程度上帮助学生克服记忆单词的恐惧。二、构词法是词汇教学的得力助手英语中的很多词汇是借助构词法变化的。我们一直很重视引导学生学会用构词法知识来辨认和记忆英语单词。构词法包括合成、派生、转化等方法。学生掌握此方法就可以推测出一类词的意思。以派生为例，我们通过展示适量例句让学生认识前缀、后缀。Eg：He disliked it when she behave
3、d badly in front of his mother.Even friends disagree sometimes.His version of what happened is incorrect.Thats most inconvenient for me. Im working that weekend.当学生了解了dis-，in-等前缀表示“不”的意思后，再见到incomplete,disappear等就可以猜到这些词的含义；了解了后缀-less加在名词后可以变成词义相反的形容词，就不难猜到careless,hopeless,homeless等词的含义。另外，学生还可能会碰到
4、含多重词缀、较为复杂的词汇，例如：independence,unfortunately等，通过让学生了解了构词方法并学会分析，就能做到举一反三，对学生扩大词汇量有了很大帮助，而且使学生记忆单词更便捷、更牢固。更重要的是帮助学生树立了信心。为此，我们老师自己编写了一些短文，帮助学生学习。例如学习convenient时：我们编写了如下范文My uncles house was not very convenient for supermarkets. So it was inconvenient for him to do some shopping. For convenience, he bo
5、ught a car last year. But soon he found a bicycle was often more convenient than a car in town. Now he has another house downtown, which is conveniently situated close to shops and my house. So at his convenience, he often buys some gifts for me. 通过本篇短文，学生可以很容易的掌握convenient, conveniently, inconvenie
6、nt, convenience及其搭配用法。三.结合语境进行词汇教学吕叔湘先生曾说过“词语要嵌在上下文里才有生命。”英语词汇很多是多义词和多类词，因此，在处理重点词汇时，我们总是千方百计地把词汇与句子、语境结合起来，在平时就训练学生根据上下文情景猜测词义并运用所学词汇的能力。例如我们用以下短文总结了attach的用法：At one time, I was attached to my mother, so I always attached myself to her at any time, even when she had to work, which made her bored. L
7、ater, I had to go to a school which was attached to a teachers college, where I attached great importance to dependence and I knew great risks attached to my former behaviour. Now I am outgoing and have graduated from university. Yesterday I filled an application form which required me to attach my
8、recent photograph to it. 这篇短文把attach这一词汇的用法全部概括其中，锻炼了学生猜测词义和概括词汇用法的能力。四给出典型示例，让学生归纳词汇用法进行词汇教学1. 词汇辨析归纳法例如：在学习以-ing和-ed形式结尾的形容词的时候，我们给出这样的例句：(1) Hisspeechwasboring.(2) Wefeltboredwiththeboring speech.(3) It is an amazing discovery so that we are amazed at it.通过观察和比较，学生总结出以-ing形式结尾的形容词作表语时强调表示主语所具有的特征
9、。而以-ed结尾的形容词作表语时强调主语的感受或所处的状态。可以概括为：以-ing形式结尾的形容词都表达“令人的”，而以-ed形式结尾的形容词则表达“感到的”含义。再配以针对性的练习，学生很容易掌握这类词汇的用法。2. 短语积累归纳法有时，一个单词与不同单词搭配会有不同意思，我们通过展示精彩例句让学生翻译，归纳总结，加深了学生的记忆。如：1).Were going to get together with some friends for a picnic. Would you like to join us?2).It was not a serious illness，and she so
10、on got over it.3). If we can get over our present difficulties, then everything should be all right. 4).The final examination is coming up soon. Its time for us to get down to our studies.5).We have to get in the wheat as soon as possible because a storm in on the way.6). Its going to rain. Xiao Fen
11、g, will you please help me get in the clothes on the line.7). I used to quarrel a lot with my parents, but now we get along fine.8). I tried phoning Maggies office in the morning, but I couldnt get through.9). Hardly could he get through this amount of work in such a short time.这些以高考单选题展示的例句能让学生重视积累
12、常用短语的用法。（跟踪训练略）3. 一词多意或熟词生意归纳法 引导学生通过观察、比较和翻译等归纳词汇或短语的不同用法。以pick up 这一短语为例：1） She went over to the crying child and picked her up.2） Will you pick up all your toys?3） We managed to pick up a few bargains at the auction(拍卖场）.4） She picked up Spanish when she was living in Mexico.5） We were able to pi
13、ck up the BBC World Service.6） The bus picks up passengers outside the airport.7） Trade usually picks up in the spring.8） Lets pick up where we left off(停下） yesterday.这些例句鲜明地告诉学生同一个短语或单词在不同句中表达的意思可能会完全不同，引导培养学生注重句子翻译。（跟踪训练略）4. 同意转述归纳法英语语言相当丰富，同一意思会有多种不同表达，以避免语言表述上的单调重复。我们在教学中进行了大量这样的训练。如以下例句皆表达了同一意思
14、。1). He has decided to leave school to make money to support his family.2. He has made a decision to leave school to make money to support his family.3). He has determined to leave school to make money to support his family.4). He has been determined to leave school to make money to support his fami
15、ly.3). He has made a determination to leave school to make money to support his family.3). He has made up his mind to leave school to make money to support his family.3). He has set his mind to leave school to make money to support his family.这一训练对学生的阅读理解能力的提升帮助很大。在阅读理解中，出题者设计试题时总会用不同的语言结构对文本中的某些信息进
16、行同意转述。如以下题目：原句：Many of the best wildlife photos come from good planning.题目：How can photographers take good photos?A. By making good preparation.原句：He(Jay) took a large piece of paper and laid it on the ground.题目：The next day, Jay put a piece of paper on the ground.(B)原句：His buildings were not only b
17、eautiful but they were also functional.题目：The character of Wrights buildings can be described as they were beautiful in design and practical in use.原句：Dont wipe the scales off the fish because it might cause it to develop a disease 题目：Which of the following will probably make a fish ill?B. Removing
18、its scales.五利用阅读材料进行词汇教学阅读与词汇知识有着相辅相成，相互促进，相互提高的作用。学生只有通过广泛的阅读，才能获得最大的语言实践量。我们通过教材精读来进行英语词汇教学, 掌握词汇的英语定义和用法，因精读有限，我们就利用考试或练习的阅读材料中经常出现的高频词汇进行英语词汇教学, 扩大学生词汇量。学生通过广泛的阅读，每多接触一次词汇，大脑中的记忆就多加深一层，同时，对未学过的词汇和语言现象也会有初次的识记。我们在讲解这些阅读材料时通常会给出该高频词的音标, 结合该单词出现的语境, 适当举例, 让学生在会读、会写英语词汇的基础上,学会运用所学词汇, 扩大学生已有的词汇量, 从而提
19、高其英语阅读能力。六词汇教学成果的巩固不可忽视我们都知道学习词汇的最终目的是让学生会使用这些词汇，只有通过一定量的练习，才能够让学生真正会运用所学到的词汇。所以，练习和复习是巩固词汇教学成果不容忽视的两个环节。1.设置语境化练习，帮助学生进一步理解巩固词汇“练习”是一种有目的、有步骤、有指导的活动，它不是简单机械的重复。我们学校常采用的练习方式有：I. 选词填空（注意词形变化）guest owe greedily manner requirement fixed1. How many people are there who live on _ incomes? 1. _2. He _ his
20、 success to his hard work. 2. _3. Everyone should work hard to meet the basic_of life. 3._ 4. She was so hungry and ate _. 4. _ 5. The _in which the decision was announced was extremely regrettable.5._ II根据所给单词的首字母或汉语意思填空 1. If you want to pass your exams youd better change youre a_. 2. Everyone lik
21、es a person with good b 3. Computer (技术) will become more and more important in the future. 4. The revision (包括) everything we learned last term.5He is e about going abroadIII. 根据语境，用所给单词的适当形式填空1It is an discovery so that we are at it; to our ,it is a disabled man who made the discovery. (amaze)2His
22、 questions made me greatly. I felt my face burning with . (embarrass)3He was at the news，so there was a look on his face.(disappoint)IV. 用所学短语完成句子。1. Pete work. 皮特对工作的态度十分消极。2. His first speech as president his audience.他当总统后的第一次演讲给听众留下了深刻的印象。3. The factory buildings over 6,000 square meters.工厂厂房占地六
23、千平方米。V. 用文中所学词汇填空，完成短文。 It is summer of 1903in London. Two rich brothers, Roderick and Oliver are making a bet to see whether a penniless man can s_ a month with only a million pound bank note when they s_ Henry Adams, an American businessman, who was lucky to be r_at sea and he e_ his passage by wo
24、rking as an unpaid hand. But after arriving at London, he has to w_in the street. They choose Henry and persuade him to agree and ask him not to open the letter until two oclock. 以上这些练习在很大程度上提高了学生分析，辨析，翻译的能力。VI. 能力提升训练（利用模块所学知识，完成短文或作文）写作训练写作能力永远是学生语言输出能力的核心，分值占全卷的五分之一。写作也是英语能力的综合体现，有很强的区分度，是第二卷能否得高
25、分的核心砝码。写作的要害问题不在于高分区的学生能否发挥最佳，关键还是要解决腰里软的问题，就是大量的中等学生或者英语边缘生、偏科生所面临的有知识无能力的问题。普遍存在的问题是：只会零碎知识，不会整合使用，把英语知识肢解了；只会机械记忆，不会灵活使用，一说就知，一用就错。原因在于：缺乏适合学生的有效的训练载体，没有发现学生的真实的需要，课堂上作了无用功，教学缺乏目的，也缺乏调查研究，盲目性太大。从学生的实际表现来看，离真正掌握地道的表达往往只差一步，学习过程中缺乏有效的方法指导，关键的时候很需要老师来帮一把。（摘自武老师在2009-2010学年度二轮研讨会发言）鉴于此，我们在学完一个模块之后，总会
26、设计以下练习。Eg: 当今，我们有许多问题要面对。首先，地球资源正日益枯竭。与此同时，为了摆脱垃圾问题，政府号召我们使用大量的可回收材料并更多的依赖可转化能源。其次，尽管开私家车很方便，反过来又很容易陷入交通阻塞。我不禁要问:为什么不多提供点先进的公共交通设施呢?抱怨是没有意义的。我相信，如果每个人都尽一份力，毫无疑问，我们的环境会越来越美。 _这一练习会让学生所学的知识得到综合训练，有效的提高了学生的写作能力。2.采用各种方式督促学生经常复习，巩固对词汇的记忆词汇学习不可能是一劳永逸的，英语学科由于其自身的特点，学生需要经常复习。著名的“艾宾浩斯遗忘曲线”早就提醒我们，学过的词汇一段时间不用
27、就会忘记，要和克服遗忘就必须时常复习。这是避免遗忘的必要条件。复习词汇时还要注意词汇之间的联系。我们老师把所要复习的词汇分成各个小块，以“我爱记英语”为题，方便学生随身携带，发动学生利用零碎时间加强记忆。我们定期举行背诵大赛，給优胜学生发喜报和奖品，鼓励学生坚持复习。总之，词汇教学质量的高低, 与我们教师们积极的教学态度、活跃的教学思维和合理、有效的教学手段有关。我们只有不断地学习、更新教学理念, 积极大胆地借鉴、探索、尝试新颖、有效的教学方法, 总结教学经验, 改进英语词汇教学风格, 激发学生的学习兴趣, 调动学生的学习主动性, 才能有效地帮助学生。一轮复习中我们绝不会忽视词汇复习。我们首先要做到对词汇进行分类，把词汇分为识记词汇和重点词汇(高考高频词汇)。识记词汇只要认识即可，只用于阅读。重点词汇要求学生必须掌握其用法，采用以上训练形式，使学生能在单选，完型，阅读和写作中灵活运用所学词汇。 感谢各位聆听, 欢迎批评指正
