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1、高中英语词汇学习高中英语词汇学习The elements of a foreign language are like a tree.The trunk and branches signify grammar and the leaves signify vocabulary.Leaves cannot exist without the trunk and branches and the trunk and branches serve no purpose if there are no leaves.That is why it is impossible to understand
2、 an oral discussion or written text without having acquired some basic elements of all parts of the foreign language.（Louanne Piccolo，2011）“Without grammar little can be conveyed;without vocabulary nothing is conveyed.”没有语法，表达甚微；没有词汇，表达为零。(Wilkinson,1972)不管一个人的语法学得多好，不管他的语音有多漂亮，但是如果他没有足够的词汇来表达他的感情或理
3、解对方的观点和想法，他就无法用这门语言和别人进行交流。McCarthy(1990)词汇学习存在的误区词汇学习存在的误区教师讲授为主，教学和检测方式单一学生以笔记和记忆为主，缺乏运用机会只知此不知彼只知大概不知具体只认识不知辨析只知词义不会使用只识原形不识变化只能机械不能灵活（毛浩然，2009）费时低效劳力伤神案例一（案例一（1.11.1）2009级新生入学词汇量测试（V1-C5-68）91%-100%：12=17.6%81%-90%：18=26.4%71%-80%：22=32.3%61%-70%：11=16.1%60%：5=0.07%案例一（案例一（1.21.2）2009级新生入学词汇量测试（
4、V2-C27-57）91%-100%：7=12.2%81%-90%：10=17.5%71%-80%：18=31.5%61%-70%：14=24.5%60%6666：8=14%案例一（案例一（1.31.3）2009级新生入学摸底考试（V1-C5-68)中考平均分：115.2/120（104-120）入学平均分：89.4/120（61-115）案例一（案例一（1.41.4）2009级新生入学摸底考试（V2-C27-57)中考平均分：112.1/120（99-120）入学平均分：78.6/120（47-112）案例一（案例一（1.5)1.5)1.教材中的单词太多。有时一节课要掌握十几个单词，光教单词
5、，就要花费课堂十几分钟，且学生还不能很好掌握单词的读法和意思。2.单词多，学生记单词的能力更差。有些单元要记的单词平时课文中很少出现，导致学生不能记住这些单词且运用这些单词。3.单元间的联系不强，转变话题速度太快。话题很贴近学生生活，但学生词汇量少，不会用英文表达，完成任务要有一定的基础词汇量。4.有些单元里的活动太多，无法全部完成，且有些活动根本无法在课堂里开展，因为学生必须事先有所准备。教材词汇分布不均衡,词汇量随年级增长呈下降趋势教材中部分词汇的词频过低,分布不合理。由于输入不足和复现率低等原因,学生在不同的学习阶段,都有相当一部分接触过但未习得,或者完全没接触过的高频词。（张伟，马广慧
6、，2006，2007）案例一（案例一（1.6)1.6)案例一（案例一（1.7)1.7)英语课本词汇量大，上课的步骤是应该先讲解单词，还是一边讲解课文一边讲解单词？每个单元单词量都很大，我常采取的措施是一边讲解单词，一边讲解课文，因为如果一次讲单词太多，学生下去以后一点都记不住了，那就白学这一课时了。到第二天一问三不知。小组交流互动（小组交流互动（1 1）谈谈您在初高中衔接阶段词汇教学中的1.困难和疑惑2.有效途径和策略案例二（2.1）英语语言习惯良好：35%24%一般：44%49%较差：18%27%语音语调、连读连缀、重音、意群world-wordpolice-pleasebottle-mot
7、toplight-politediary-dairycoral-quarrelfire-farecotter-quarterfree-frayin an empty roomagree-greyat the right time案例二（2.2）英语语言习惯良好：23%14%一般：48%38%较差：29%48%完整、准确、自然、流畅subject-verb agreementthird person singularhe or sheawareness of tensesbecause=because ofhow vs what案例二（2.3）英语语言习惯良好：34%29%一般：45%48%较差
8、：21%33%书面表达、拼写、书写小组交流互动（小组交流互动（2 2）举例说明：1.您在培养学生的英语语言习惯方面做过的有效尝试2.英语语言习惯培养对学生词汇学习的推动促进作用案例三（案例三（3.13.1）2009新生入学调查问卷（英语学习习惯）背词表：90%划重点：80%做填空：70%读课文：20%背课文：5%查词典：3%课外阅读：2%案例三（3.2）着重培养学生五种好的学习习惯着重培养学生五种好的学习习惯养成会背单词的习惯养成会背单词的习惯养成经常使用工具书的习惯养成经常使用工具书的习惯养成背诵书中小短文的习惯养成背诵书中小短文的习惯养成总结单元知识和错题的习惯养成总结单元知识和错题的习惯
9、养成课前预习课后复习的习惯养成课前预习课后复习的习惯案例三（案例三（3.33.3）学习习惯指导慢速朗读复述与背诵课文独立笔头作业对组合作互助每周双听课外读物谈话方式和礼仪案例三（案例三（3.43.4）词汇学习方法与习惯养成：课文与词汇练习与词汇听说与词汇阅读与词汇翻译与词汇写作与词汇语伴与词汇字典与词汇小组交流互动（3）简要说明1.小组成员对学生英语学习习惯的成功案例2.如何认识“学习习惯与学习效果紧密相连”案例四（4.1）语篇能力与词汇学习篇章意识词族词群段落意识起承转合句组意识猜测推断逻辑意识联想复现语境意识准确得体课文节选（课文节选（1 1）外研版新标准高中第四册 Module 4He
10、thought that the key to feeding people was to have more rice and to produce it more quickly.He thought there was only one way to do this-by crossing different species of rice plant,and then he could produce a new plant which could give a higher yield than either of the original plants.课文节选（2）人教新课标必修
11、一 Unit 1I wonder if its because I havent been able to be outdoors for so long that Ive grown so crazy about everything to do with nature.I can well remember that there was a time when a deep blue sky,the song of the birds,moonlight and flowers could never have kept me spellbound.Thats changed since
12、I was here.课文节选（课文节选（3 3）人教社新课标必修五 Unit 1John snow was a famous doctor in London,so expert indeed that he attended Queen Victoria as her personal physician.But he became inspired when he thought about helping ordinary people exposed to cholera.This was a deadly disease of its day;neither its cause a
13、nd its cure was understood.So many thousands of terrified people died every time there was an outbreak.年段学习特点（年段学习特点（1 1）高一为过渡和稳定积累阶段发展指标落实基础知识（语言习惯，词汇语法）培养学习策略（学法指导，习惯养成）强化基本技能（语音语调、拼读书写、朗读、背诵、默写、复述等）年段学习特点（年段学习特点（2 2）高二为发展和生成阶段发展指标提升语言能力（转述、演说、讨论、评判）锻造学习能力（自主、合作、发现、探究）发展思维能力（语篇、逻辑、语感、图式）年段学习特点年段学习
14、特点高三为巩固和备考阶段发展指标发展语篇能力（精细阅读、强化复现）提升语言质量（丰富输入、深化语感）整合知识系统（双向交叉、归纳提炼）加强应试训练（拓宽视野、考前调整）小组交流互动（小组交流互动（4 4）1.对高中阶梯式英语语篇意识培养和词汇学习能力培养的建议2 对初中阶段语篇能力培养和词汇教学的意见和建议案例五（5.1）课型和词汇学习说话课阅读课读写课复习课综合课讲评课活动课案例五（5.2）教学目标与词汇学习整体年段阶段单元课时环节案例五（5.3）教学效果与词汇学习面向全体，兼顾个性照顾全面，关注差异控制全程，落实细节优化过程，提高质量小组交流互动（小组交流互动（5 5）1 您如何看待制定具
15、体的教学目标的作用？2 如何实现教学微环节目标和效果的统一？案例七（案例七（7.17.1）值得检讨的问题重词法，轻复现重词法，轻复现重讲授，轻操练重讲授，轻操练重记忆，轻实践重记忆，轻实践学习方法单一，考查手段单调学习方法单一，考查手段单调案例七（7.2）校内单元、阶段、期中、期终考试词汇测试题命制的基本原则时效与实效检查与指导反馈与评估目的性与针对性阶段性与连续性案例七（7.3）词汇的检测单词：音，形，义，类词组：固定搭配，习惯用法，习语词族：同义词，近义词，反义词，上、下位词构词法：合成，转换，派生学中用，用中学（语境）复现率，拓展度（负担）案例七（案例七（7.47.4）课标要求3000个
16、单词和400-500个习惯用语或固定搭配运用词汇理解和表达不同的功能、意图和态度等运用词汇描述比较复杂的事物、行为和特征，说明概念等案例七（案例七（7.57.5）课标理念要从运用的角度出发，而不是从定义的角度入手要与技能结合，而不是单纯的知识灌输要注重对词汇所承载的深层含义的理解要注重表达的灵活性和恰当性要重视语篇的支持要重视文化的影响案例七（案例七（7.57.5）高考要求词汇量2000-3500词义辨析词语搭配基础词汇的熟练程度词汇的应用（阅读，写作）案例七案例七(7.6)(7.6)学情要求（校本实际）学情要求（校本实际）学校状况生源状况教师队伍状况英语教学环境新课程推进程度小组交流互动（6
17、）1 您是否自己命制测试题？2 如果不是自己命制，您使用的测试题的来源和构成情况如何？案例八（8.1）教研活动是提高教学质量的充分保证专家引领区域优势互补同伴互助团队专业研修个人反思个体发展规划案例八（8.2）教研活动是提高教学质量的充分保证集体研讨分工合作成果共享小组交流互动（小组交流互动（6）1.您是否自己命制检测题？2.词汇检测都有哪些有效的手段？Thank you!word buildingbl_ddeli_icalbleeddelicatechemicalblinddeliciouslogicalblonddelightmedicalblooddelivertropicalsimpl
18、e definition match1.consumea:not likely to change2.subscribeb:have a quick look at sth3.opposec:pay money for a magazine4.glanced:use time,energy,etc5.steadye:disagree with sbdefinition/explanationA.constantB.previousC.temporaryhaving happened at an earlier timecontinuing regularly or all the timeIf
19、 something is temporary,it exists only a limited period of timeA.expertB.chemistC.pioneerA.impressionB.motivationC.challengeA.conflictB.quarrelC.rejectA.swallowB.concludeC.defeatsynonym/explanationA.by chanceB.in advanceC.at easeCoincidentally,they both invited the same expert.All preparation work w
20、as done ahead of time.The old couple live in their old house peacefully.A.give rise toA.break away B.make use ofB.break downC.let go ofC.break upgap/blank fillingSomething is wrong.You have left out the letter“e”.He demanded that he be given an opportunity to try.Life consists of not only sunshine b
21、ut also hard times.Life is made up of both sunshine and hard times.micro context1.Apart from English,French is the other official language in Canada.2.Burning of fossil fuels has resulted in the increase in carbon dioxide.3.The chemical plant is pollting(污染)the surrounding environment.4.She felt des
22、perate because no one was to come to her help.hopelessnervousawkwardshockedparaphrase/rephraseA.John accepted his friends challenge.B.John took his friends challenge into consideration.C.John was facing his friends challenge.John was challenged by his friends.John took up the challenge thrown down b
23、y his friend.text-based cloze HIV is a virus that can weaken a persons immune system.HIV will eventually damage your immune system so much that your body can no longer fight disease.This stage of the illness is called AIDS.If you develop AIDS,you have little chance to survive.HIV is spread through b
24、lood or sexual fluid.If you want to stay safe,you should do as follows.If you inject drugs,dont share your needle with anyone else or anything else that a person has used while injecting drugs.If you have sex with a male or a female,you should use a condom.target translating我们并不是非得忍受污染。我们并不是非得忍受污染。W
25、e do not have to put up with pollution.Not do we have to put up with pollution.对此有意见的人可在讨论会上发表见解。对此有意见的人可在讨论会上发表见解。If you oppose this view,you may express your opinion at the discussion.Those who are opposed to this view can express their opinions at the discussion.rephrasing and refiningLets do som
26、ething to reduce pollution.Never shall we take pollution for granted.We must not take no notice of pollution any more.Its time we took effective measures to fight against pollution.Pollution,harming our environment,should be put into immediate consideration.applefruitcherryblossombananadoctorawaypie
27、slipperyyelloworangevitaminjuicecitrushealthypineapplecocktailtropicalpointedEvecreatecoregardenoverseasjamgrapefruitsour&sweetrefreshingdrunkaccidentdeath&injurybudThank you!Word classesNounsPronounsVerbsAdjectivesAdverbsPrepositionsConjunctionDeterminer-Word familiesRootAffixesPrefixesSuffixes Inf
28、lexions(-ed,ing,etc.)Play Re+playPlay+er,play+fulUnderstands,understanding,understood,understandable,misunderstand,misunderstoodWord formationAffixationCompounding(e.g.,second-hand,word processor)Blended(e.g.,brunch)Conversion(e.g.,nouns are converted into verbs)Clipping(e.g.,flu from influenza,dorm
29、 from dormitory)Multi-word units(lexical chunks)Out of the blueWell and truly,bits and piecesYear after yearA lot of,for years,loads of,more or less,now and againCollocations A record number of 54 teams will be competing in three sections as the xxx gets underway this week.Once again all three secti
30、ons are likely to be very closely contested.(Underlined-more frequent collocations,italics-more fixed multi-word units)Homonyms Words that share the same form but have unrelated meanings.I like looking.look like new.Homophones(same sound):meet vs meat,tale vs tail,aloud vs allowed.Homographs(same wr
31、iting):a live concert,but where do you live?Polyseme Having multiple but related meaningsFairShe had long fair hair.My pig won first prize at Skipton Fair.This isnt fair on anyone,but it does happen.She was only a fair cook.We have a fair size garden and we may as well make use of it.Polyseme Having
32、 multiple but related meaningsFairShe had long fair hair.My pig won first prize at Skipton Fair.This isnt fair on anyone,but it does happen.She was only a fair cook.We have a fair size garden and we may as well make use of it.Synonyms&AntonymsOld,ancient,antique,aged,elderlyOld vs new or youngAn old
33、 woman vs a young womanAn old record player vs a new oneYour old boyfriend?Hyponyms A hyponymous relationship is a kind of relationship.A hammer is a kind of tool.A kiwi is a kind of bird(and a kind of fruit).Co-hyponyms share the same ranking in a hierarchy:hammer,saw,screwdriver are co-hyponyms;to
34、ol is the superordinate.Lexical fields Words that have some thematic relationship are said to belong to the same lexical field.Lexical fields We were at my sisters house for Christmas Eve,fire in the fireplace,lights on the tree,Christmas carols playing on the stereo.Outside the window a light snow blew down.Icicles hung from the gutters and in the yard the grass looked sprinkled with powder.By morning everything would be white.(David Guterson)