《英語(yǔ)詞匯教學(xué)》PPT課件.ppt

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1、困惑一：閱讀教學(xué)中該如何使用多媒體課件,直接從網(wǎng)上下載就上課 下載后稍做改動(dòng)就上課 制作過(guò)于花哨（動(dòng)畫 、電影、電視片段等） 制作過(guò)于全面 （問(wèn)題、答案等),例1：U3M2 : Computer Warming up: “Please watch this”放一段CS（美國(guó)研發(fā)的網(wǎng)絡(luò)槍戰(zhàn)游戲，約2分鐘）引出今天的話題： “Well, today well talk about computer. Do you like computer?” 學(xué)生行為： 觀看游戲，小聲議論。然后齊聲回答： “Yes.”有的學(xué)生在討論有關(guān)CS的話題。,分析：,熱身部分的主要作用是什么？ 目的是什么？ 你的設(shè)計(jì)有效

2、嗎？ 如何設(shè)計(jì)一個(gè)與單元主題聯(lián)系緊密的導(dǎo)入,一個(gè)被多媒體充斥的課堂有人不客氣地把它說(shuō)成是“網(wǎng)吧”，上課成了看“電視”， 教師成了課件的“講解員”， 學(xué)生只是一個(gè)“觀眾”，座著等答案。,弊端：,制作過(guò)于精美、全面教師一旦遇到意外就無(wú)法上課了。 不利于培養(yǎng)和訓(xùn)練學(xué)生的聽力 制約了學(xué)生的想象力 不利于學(xué)生思維能力的訓(xùn)練 不能調(diào)動(dòng)學(xué)生的學(xué)習(xí)主動(dòng)性，只能被動(dòng)接受,困惑二：閱讀教學(xué)中如何處理生詞，是否需要領(lǐng)讀,利用早自習(xí)時(shí)間對(duì)整個(gè)單元的詞匯集中領(lǐng)讀或作一些簡(jiǎn)單的解釋 把整個(gè)單元的詞匯根據(jù)課時(shí)分成若干部分處理 直接要求學(xué)生課前自習(xí) 有時(shí)由于課時(shí)緊張，干脆不做任何處理,詞匯教學(xué)的問(wèn)題和困難,1. 主次不分，平

3、均用力，負(fù)擔(dān)過(guò)重 2. 求深不求廣 ，難以有效拓展 3. 方法單一，缺乏語(yǔ)境，學(xué)得快忘得快 4. 缺乏策略指導(dǎo)，獨(dú)立學(xué)習(xí)能力差 5. 重記憶、輕運(yùn)用，語(yǔ)言運(yùn)用能力差,那么詞匯教學(xué)應(yīng)該怎樣處理才有利于學(xué)生語(yǔ)言能力的發(fā)展呢？或者說(shuō)如何促進(jìn)學(xué)生詞匯學(xué)習(xí)的有效性呢？,學(xué)法指導(dǎo)貫穿始終，激活學(xué)生學(xué)習(xí)策略; 詞匯教學(xué)注重多樣，激發(fā)學(xué)生思維過(guò)程； 詞匯教學(xué)滲透過(guò)程，強(qiáng)化學(xué)生運(yùn)用能力； 詞匯學(xué)習(xí)增加輸入，擴(kuò)大學(xué)生資源策略。,一、學(xué)法指導(dǎo)貫穿始終，激活學(xué)生學(xué)習(xí)策略,英語(yǔ)詞匯是有規(guī)律的，成體系的。因此，詞匯教學(xué)應(yīng)充分運(yùn)用整體教學(xué)法，使學(xué)生依據(jù)詞匯內(nèi)部的形、音、義、構(gòu)造、用法的縱橫聯(lián)系去掌握詞匯。 音、形、義結(jié)合，

4、構(gòu)詞策略，語(yǔ)境策略，直觀教學(xué)，組塊學(xué)習(xí)，類比聯(lián)想，歸類總結(jié)，使用詞典，記憶的間隔效應(yīng)（有間斷地復(fù)述刺激信息）等等。,bag, bad, bat, cat, hat, mad, pat, dad, can, has, fat, gap, nap, sad, happy, lap, tap, bank, back, camp, fact, man, map, sat, stand, pal, match, act, fax, pack, black, rat, snack, flag, crack, mat, cash, crash, trash,made plane hate tape rate

5、 bake mad plan hat tap rat back,二、詞匯教學(xué)注重多樣，激發(fā)學(xué)生思維過(guò)程,（一）詞匯教學(xué)語(yǔ)境化體會(huì)用法，思考意義 1、利用語(yǔ)境，識(shí)詞辯義。 My parents are presenting the people present with presents at present. The boy laying the table lied that the hen lying there had just laid two big eggs. The sleeping child is sound asleep now, so by the time he is

6、awake, he wont feel sleepy.,2 、一詞多義，置于情境。,Today is my birthday. When I came home with a light heart（adj.輕松的）, my parents were busy preparing dinner. The light in the room was poor（n. 光線）, so I turned on the lights（n.燈）. Now our room was bright with all the lights on. （n. 燈）Soon dinner was ready. My

7、father turned off the lights（n. 燈）and lighted（v.點(diǎn)燃）the candles on the cake which lit up （v.照亮，使明亮）the room. Light music（輕音樂(lè)） was played. I prayed for my dream. When I opened my eyes, the lights（n. 燈） were on again. In my mothers hand lay a present which was a light（adj.輕的） silk scarf with a light (a

8、dj.淺色的，淡色的) blue flower in the middle. How beautiful it was! How happy I was!,3、英語(yǔ)解釋，明確意義。,單詞、詞組、句子 如M8 Unit 3 Inventors and Inventions 1.Youll know if I succeed by the size of my bank balance. 2. All really big discoveries are the result of thought. 3. Leave the beaten track occasionally and dive i

9、nto the wood. 4. Bell was an inventor all his life. 5. The day is coming when telegraph wires will be laid on to houses just like water or gas.,4 、文化差異，英漢對(duì)比。,英漢文化不同，表達(dá)方式也不同。為了使學(xué)生用英語(yǔ)時(shí)思想通暢，就應(yīng)把英漢的差異點(diǎn)作為教學(xué)的難點(diǎn)和重點(diǎn)，進(jìn)行有針對(duì)性的實(shí)踐練習(xí)，達(dá)到習(xí)慣成自然的地步。 漢語(yǔ) 英語(yǔ) 我的英語(yǔ)好。 Im good at English. 我的生活好。 Im living a happy life. 我的身體好

10、。 Im in good health./ Im fine/ well. 我的視力好。 I have a good eyesight. 我的生意好。 I have good business./ My business is booming./ Im getting on well with my business. 我一切都好。 Everything goes on well with me. Everything is O.K with me.,5 、搭配不同，復(fù)用舉例。,英語(yǔ)中有許多同義詞在與其他詞使用的規(guī)則上或在適用的句式和位置分配上往往有約定俗成的“習(xí)慣用法”，如果將它們所組合的詞組

11、或句子排列起來(lái)加以比較，學(xué)生對(duì)它們的概念就會(huì)更清楚。 如：gain (full marks, honour, experience, respect); earn (wage, a living, bread, a reputation, admiration, respect ); win (a prize, a war, a match, a victory) beat (sb, a team, a class, a school, an army, the world record. ) defeat (sb, a team, the enemy, her hopes of electi

12、on),6、一句多譯，曲折表達(dá)。,他是班上最好的學(xué)生。 He is the best student in the class. He is better than anyone else / any other student in the class. He is better than any of the other students / all the other students in the class. Nobody else in the class is as good as he. He is ahead of any other student in the class

13、.,二、詞匯教學(xué)注重多樣，激發(fā)學(xué)生思維過(guò)程,（二）詞匯教學(xué)主題化豐富詞匯，強(qiáng)化運(yùn)用 1、頭腦風(fēng)暴，思維輻射。 課文中每個(gè)話題都可列出許許多多與話題有關(guān)的詞、詞組、句式、相關(guān)文章等等。 進(jìn)行大量輸入，反復(fù)刺激，不但使學(xué)生鞏固詞匯，使他們有話可說(shuō)，而且能為寫作作好鋪墊。如話題disaster,說(shuō)出很多相關(guān)的詞匯：earthquake, flood, drought, typhoon, hurricane, fire, volcano eruption, storm, snow storm, sand storm, thunder storm, landslide, avalanche（雪崩，山崩）

14、,mountain landslide（山體滑坡）, torrential rain（山洪，暴雨）, tsunami. 利用聯(lián)想找出許多與natural disaster有“牽連”的動(dòng)詞、詞組等。（下面例略） 由這些現(xiàn)象想到各種原因與結(jié)果的相關(guān)詞匯， 由結(jié)果聯(lián)想到相應(yīng)的人為原因的詞匯， 針對(duì)這些現(xiàn)象可采取哪些措施的詞匯等等。 轉(zhuǎn)入話題討論,語(yǔ)義場(chǎng)理論在詞匯教學(xué)學(xué)習(xí)中運(yùn)用的主要策略,1.大腦風(fēng)暴 2.建立語(yǔ)義網(wǎng)絡(luò) 3.建立概念圖,1、大腦風(fēng)暴,2、建立語(yǔ)義網(wǎng)絡(luò),3、建立概念圖,建立概念圖,建立概念圖,Unit1Book3詞匯教學(xué)過(guò)程,1.以“festival”為核心激活原有詞匯 2.以 “fes

15、tival”為核心建立概念圖 3.以 “Valentines Day” 為主題展開聯(lián)想 4.詞匯產(chǎn)出運(yùn)用,2 、激發(fā)興趣，話題討論。 話題討論是詞匯理解與運(yùn)用的突破口。教材中每一單元都有一個(gè)中心話題以及相關(guān)詞匯。因此，教師課前要有效導(dǎo)入，引出重點(diǎn)詞匯，課中要圍繞重點(diǎn)，以話題為主線，理順邏輯，層層推進(jìn)。 例： Unit 2 M8 Cloning What do you know about cloning? (definition, kinds of cloning, benefits, questions, etc.) Retell the procedures of sheep clonin

16、g Is cloning good or bad?,Describing a place/ building Brainstorming: Words relevant to a place or building n. 相關(guān)名勝、建筑、可欣賞的項(xiàng)目等 v. 如何旅游、看、欣賞 adj. fascinating, charming, superb, wonderful, fantastic, terrific, gorgeous, break-taking, spellbinding, famous, well-known, amazing, magnificent, huge, pretty

17、, grand, beautiful, oddly-shaped, curiously-shaped, excellent, popular, interesting, attractive, exciting, thrilling, impressive, delighting, spectacular, modern, historical, cultural,Expressions（英語(yǔ)同步閱讀與寫作葛炳芳）,Location lies/ stands/ near/ behind/ in front of/ by the side of/between/ among is situate

18、d/ located in/ on/ to/ at There stands/ sits / lies/ exists/ live Surroundings is located/ situated on the west of the lake/ to the east of the mountain/ in the east of the province West of the city stands a tall building. Its about 40 km northeast of Surrounded by mountains on three sides, the smal

19、l village faces a clear river on the east. Vancouver is surrounded by mountains on the north and east and the Pacific on the west.,Population has a small/ large population of acountry with a population of percent of the population here are Area Tianan Men Square, the largest square in the world, cov

20、ers/ has/ occupies an area of Tianan Men Square, covering an area of is the largest square in the world. The square is 2,000 metres long and 1,500 metres wide. Our school, which takes up 63 square kilometres, is very large in size.,History has a history of over awith a long history. is years old. /

21、dates back to/ dates from Places of interest In there are many places of interest, such as / like is one of the most well-known places of interest in the world. is known as a paradise for is like a beautiful landscape painting is a feast for the eyes. was built in memory of/ in the style / shape of

22、it is a wise choice/ alternative to, get the itch to travel, feel the urge to ,Benefits,A trip to will give you a glimpse of A tour ofwill broaden your horizons. A walk through the downtown is a history lesson and an adventure. the perfect place for a walk/ swim/ surf enjoy / have/ get a beautiful/

23、superb view of overlooking the broad St. Lawrence River be fascinated by the oddly-shaped hills and peaks along the river and also reflects in the clear water. a lively mix of an old village culture and the excitement of an international area. offer a variety of entertainment, a wide range of,三、詞匯教學(xué)

24、滲透過(guò)程，強(qiáng)化學(xué)生運(yùn)用能力,用中學(xué)詞匯詞匯教學(xué)，過(guò)程體現(xiàn)，聽說(shuō)讀寫，反復(fù)運(yùn)用 1 、突出重點(diǎn)，梯度體現(xiàn)。 單元詞匯教學(xué)過(guò)程要注意梯度性。單元詞匯教學(xué)應(yīng)分輕重緩急，保證突出重點(diǎn)，分散難點(diǎn)，在不同的活動(dòng)中處理詞匯。如在聽力中的詞匯應(yīng)在聽力練習(xí)過(guò)程中教學(xué)，閱讀中的詞匯要在閱讀過(guò)程中體現(xiàn)。,2 、有效導(dǎo)入，反復(fù)呈現(xiàn)。 模塊小結(jié)中單詞均與主題相關(guān)。 在聽、說(shuō)、讀、寫各項(xiàng)技能訓(xùn)練之前，通過(guò)有效導(dǎo)入，明確地將要學(xué)習(xí)或復(fù)現(xiàn)的生詞呈現(xiàn)出來(lái)，便于學(xué)生在具體的語(yǔ)言練習(xí)操作中學(xué)習(xí)掌握。 3、聽說(shuō)讀寫，緊密結(jié)合。 詞匯練習(xí)與各項(xiàng)技能訓(xùn)練緊密結(jié)合，不孤立訓(xùn)練單詞。 Vocabulary and listening Voc

25、abulary and speaking Vocabulary and reading Vocabulary and grammar Vocabulary and writing,閱讀依托 1）猜測(cè)詞義 2）課文復(fù)述 3）突出重點(diǎn) 4）縱橫聯(lián)系 課后綜合 每上完一個(gè)單元，都要求學(xué)生利用本單元詞匯進(jìn)行小組討論編成片段，批改后加以點(diǎn)評(píng)，表?yè)P(yáng)優(yōu)秀小組、創(chuàng)新小組，并及時(shí)展覽。,Go hiking 高二（16）班 沈佳佳、金飛婷、董桂麗、沈夢(mèng)驊、王飛、徐天驊 This spring I went on a hike with my family. We had a great daya day of p

26、ure magic. I thought it was the most fantastic thing I had ever done. We set out in the early morning for our destination a mountain. We really had a good view on the way to the top of the mountain. At the foot of the mountain, we found green grasses sticking out their heads out of the hard black so

27、il and a variety of colourful flowers showing their pretty shapes.,I especially loved little red flowers. Little buds and new leaves came out of the trees. With warm wind blowing gently, all the grasses, flowers and leaves bowed to us as if they were welcoming us. As we went higher, the path became

28、narrower and more difficult to walk on. Suddenly I saw something moving in the grass. It was a long grey snake. I was scared to death and my heart was beating wildly. Luckily, it disappeared sooner.,We kept walking, enjoying the nice sounds of the birds. Then we heard a huge noise coming from behind

29、 the trees. Walking through the trees, we could see a spectacular waterfall in the distance. As we got closer, the noise became louder, like thousands of people beating the drum. It was an absolutely fantastic sight. A thick stream of water poured down the mountain side, beating the big stone, flyin

30、g wildly and singing merrily. Seeing such extraordinary beauty, I felt every cell in my body woke up. Having climbed for a long time, I was too tired to walk on, so I picked up a branch of a tree to support myself.,After an hours walk, we managed to stand at the top of the mountain. I looked up and

31、saw a red sun rising from the horizon and white clouds were painted into light red. Turning around, I was aware that everything around me was vivid. What a magnificent view. It was the first time that I had got into the depths of nature. It was like discovering a whole new dimension of life. I had n

32、ever had such a deep feeling of the beauty of nature.,四、詞匯學(xué)習(xí)增加輸入，擴(kuò)大學(xué)生資源策略,1 、欣賞閱讀，儲(chǔ)存記憶。 欣賞特殊的句型和句式。 It was the first time in a year and a half that Id seen the night face to face. Only then did we decide to answer violence with violence. 欣賞文中的精彩詞語(yǔ)和句子。如： The last thirty years have seen the greatest n

33、umber of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.,欣賞描寫特定場(chǎng)景和特殊心境的詞語(yǔ)與句式。有些作者選用某些特殊的句型或句式來(lái)增強(qiáng)文章的感染力，從而更好地表達(dá)情感。如Jack London關(guān)于對(duì)地震的描述：Never before in history has a city been so completely destroyed. San Francisco is gone. Nothing is l

34、eft of it but memories and some houses far from the centre of the city. Its businesses are gone. The factories, hotels and palaces are all gone, too.There was no stopping the fires. There was no way to organize or communicate. A list of buildings undestroyed was now only a few addresses. A list of b

35、rave men and women would fill the library. A list of all those killed will never be made.,美文誦讀 Life is a great joke most of the time; however, the problem is that most people treat this joke very seriously. Life is given to us for enjoying and having fun, while we all see lots of sorrow and unhappin

36、ess around us. The amazing fact is that most of this sorrow and unhappiness is our creation. We make most mistakes in life due to our greed. However, in all this run we miss many beautiful moments of life. ,2、巧用語(yǔ)料，多次開發(fā)。 課本材料的多次開發(fā) 首先把課文作為信息處理閱讀，克服生詞障礙，獲取信息； 把課文作為知識(shí)賴以生存的語(yǔ)境處理詞匯、語(yǔ)法、語(yǔ)音； 把課文作為技能訓(xùn)練的材料設(shè)小專題結(jié)

37、合經(jīng)驗(yàn)，進(jìn)行聽說(shuō)讀寫交流活動(dòng)； 把課文作為思維訓(xùn)練的材料篇章分析，挖掘課文中的思考題； 以課文話題為中心，鏈接、滾動(dòng)、擴(kuò)展。（例話題編寫）,另外，補(bǔ)充題材和體裁上比較類似或接近的語(yǔ)篇放在一起集中閱讀，這樣一些核心詞匯或句子結(jié)構(gòu)的復(fù)現(xiàn)率將大大提高，這樣有利于學(xué)生對(duì)這類詞匯或句子結(jié)構(gòu)的習(xí)得，并結(jié)合任務(wù)活動(dòng)，訓(xùn)練學(xué)生運(yùn)用語(yǔ)篇中的核心詞匯或結(jié)構(gòu)去完成任務(wù)。 （例略）,語(yǔ)篇承載了大量的詞匯與表達(dá)方式，在語(yǔ)篇閱讀中關(guān)注詞匯應(yīng)視為拓寬詞匯量的重要途徑。 要求學(xué)生認(rèn)真記憶閱讀理解中出現(xiàn)的高頻詞匯； 鼓勵(lì)學(xué)生在閱讀中依據(jù)詞匯知識(shí)（構(gòu)詞知識(shí)）或語(yǔ)境線索猜測(cè)詞義， 然后通過(guò)查閱詞典或參考書來(lái)印證其含義； 在語(yǔ)篇閱讀

38、理解過(guò)程中，培養(yǎng)學(xué)生做摘抄或者訓(xùn)練學(xué)生通過(guò)中譯英、詞匯拼寫、完形填空（補(bǔ)全信息）等形式找出文中的好詞、好句、好段，訓(xùn)練學(xué)生在閱讀中主動(dòng)關(guān)注詞匯、關(guān)注語(yǔ)言知識(shí)的意識(shí)，提高學(xué)生在閱讀過(guò)程中的詞匯附帶習(xí)得效率；,以話題為依托，將題材和體裁上比較類似或接近的語(yǔ)篇放在一起集中閱讀，提高核心詞匯或句子結(jié)構(gòu)的復(fù)現(xiàn)率，使學(xué)生習(xí)得這類詞匯或句子結(jié)構(gòu)； 以任務(wù)型語(yǔ)言教學(xué)為依托，把閱讀中的詞匯附帶習(xí)得與聽、說(shuō)、讀、寫、譯等各種任務(wù)結(jié)合起來(lái)，訓(xùn)練學(xué)生運(yùn)用語(yǔ)篇中的核心詞匯或結(jié)構(gòu)去完成任務(wù)。,復(fù)習(xí)階段要特別注意把課標(biāo)詞匯與課本詞匯、練習(xí)詞匯的有機(jī)結(jié)合，突出常用詞，掌握高頻詞，兼顧低頻詞。注重綜合性，建立詞匯網(wǎng)。 3、多種

39、渠道，擴(kuò)大詞匯。 鞏固單詞要充分利用資源策略進(jìn)行廣泛的閱讀?，F(xiàn)代科技的發(fā)展使英語(yǔ)的輸入渠道大大增加，一方面，學(xué)生可利用磁帶、廣播、影視和網(wǎng)絡(luò)，通過(guò)聲像資料學(xué)習(xí)和擴(kuò)大詞匯量，另方面，可利用報(bào)刊雜志、簡(jiǎn)易讀物、上英語(yǔ)網(wǎng)站和閱讀電子圖書等方式進(jìn)行大量的閱讀來(lái)鞏固詞匯的記憶和運(yùn)用。 總之，要提高學(xué)生詞匯學(xué)習(xí)的效率，發(fā)展學(xué)生的語(yǔ)言能力唯有擴(kuò)大閱讀，加強(qiáng)交際，注重運(yùn)用。,困惑三：如何在閱讀教學(xué)中應(yīng)用語(yǔ)篇分析與語(yǔ)篇文化,定義：從語(yǔ)言學(xué)的角度看，英語(yǔ)篇章的分析應(yīng)該包括三大內(nèi)容，既“文體分析”、“語(yǔ)域分析”、“體裁分析”。文本分析是語(yǔ)域分析的基礎(chǔ)，語(yǔ)域分析是對(duì)語(yǔ)篇特有語(yǔ)義的深層分析，它在語(yǔ)篇分析中占有極其重要的

40、地位。也就是說(shuō)，在教學(xué)中。教師們不但要從語(yǔ)言描寫（linguistic description），分析語(yǔ)音、詞匯、語(yǔ)法及語(yǔ)篇內(nèi)在結(jié)構(gòu)等方面，回答“What does the text mean”的問(wèn)題（文本分析），而且要從語(yǔ)言鑒賞的角度對(duì)此篇章選擇語(yǔ)言成分的得體性、合理性進(jìn)行分析，弄清“How does the text mean”的問(wèn)題（語(yǔ)域分析）,普遍的問(wèn)題：,化大量的時(shí)間進(jìn)行文本分析，即對(duì)語(yǔ)篇只作一些表層的理解，如只提一些What?、When?、 Where?、Who?、How many/much?等問(wèn)題，只利于培養(yǎng)學(xué)生的尋讀能力。 忽略對(duì)語(yǔ)篇宏觀結(jié)構(gòu)及其導(dǎo)致特定語(yǔ)篇形成的社會(huì)文化背景的

41、學(xué)習(xí)和探討。 缺乏對(duì)語(yǔ)篇交際功能的深層解釋，即對(duì)學(xué)生學(xué)習(xí)的語(yǔ)言是否得體（appropriateness）、是否可以令人接受（acceptability）分析不夠透徹。,例：如何對(duì)這個(gè)語(yǔ)篇進(jìn)行教學(xué)處理： College is a new and different experience for me. Im away from home, so I have many things to adjust to. Being on my own, talking with friendly people. And having Fridays off- these are just some thi

42、ngs I like about college,例2：短句理解U4M7 Many of them have walked a long way, sometimes up to two hours, to go to school. Everyone seems to be a relative of Tombes. The only possession I could see were one broom, a few tin plates and cups, and a couple of jars. It was a privilege to have spent a day wit

43、h Tombes family.,理解下面的對(duì)話： Dialogue 1: Mary: Would you like to have dinner with me tonight? Tom: Id love to. But Ive other plans for tonight Dialogue 2: Mary: Lets have dinner tonight? John: Why not?,方法：,先學(xué)后教（對(duì)簡(jiǎn)單的文本分析作為預(yù)習(xí)課文的作業(yè)事先布置下去，上課讓學(xué)生呈現(xiàn)或教師檢查） 在課堂教學(xué)中簡(jiǎn)單處理文本分析，留出時(shí)間對(duì)課文進(jìn)行語(yǔ)域分析，提高學(xué)生運(yùn)用語(yǔ)言的能力。例：U5M7 1. Wha

44、t are the benefits of overseas study? 2. What kind of problems do people face? 3. What are the characteristics of an autonomous learners?,采用兩輪閱讀法。第一輪著重訓(xùn)練學(xué)生的閱讀能力，重點(diǎn)放在微技能訓(xùn)練，即獲取信息、掌握文章大意、把握文章基本結(jié)構(gòu)，并找出問(wèn)題，以便進(jìn)一步閱讀時(shí)解決。第二輪擴(kuò)大學(xué)生的詞匯量，并培養(yǎng)學(xué)生的英語(yǔ)語(yǔ)感。要求學(xué)生仔細(xì)體會(huì)語(yǔ)篇中精彩的語(yǔ)言，留意詞的用法，課外反復(fù)朗讀并背誦課文段落。這樣有利于培養(yǎng)學(xué)生的語(yǔ)感。,困惑四：如何在閱讀教學(xué)中營(yíng)造真

45、正意義上的互動(dòng)課堂,互動(dòng)的有效性不夠,沒(méi)有做到真正意義上的互動(dòng)。 互動(dòng)的形式單一,如:只是教師與一個(gè)學(xué)生的互動(dòng)較多。 互動(dòng)缺乏監(jiān)控,尤其是學(xué)生之間的互動(dòng),如：discussion環(huán)節(jié)，很多時(shí)候就變成了聊天時(shí)間。 ,定義：,互動(dòng)（interaction）是一個(gè)從社會(huì)心理學(xué)引入到數(shù)學(xué)領(lǐng)域的概念，動(dòng)詞形式是interact。前綴inter表示“相互”，“在之間”，“共同”等含義，act有“行動(dòng)”，“行為”的意思，合在一起的意思就是“相互作用（to act mutually/to perform reciprocally）”。在教學(xué)上互動(dòng)，就是使某一教學(xué)主體與其他教學(xué)主體和教學(xué)環(huán)境全面地建立信息，情感

46、，態(tài)度，思想，人格的方面的交往關(guān)系，以保持教學(xué)的活力，培養(yǎng)學(xué)生自主活動(dòng)的能力?！盎ァ本褪且笞兎忾]為開放，變獨(dú)立為交互；“動(dòng)”就是不但要自己動(dòng)起來(lái)，還要感染他人，影響他人，并被他人所感染，所影響。,學(xué)生與教師：給學(xué)生提供機(jī)會(huì)向教師提問(wèn)，質(zhì)疑或者主動(dòng)要求討論，談?wù)撃硞€(gè)話題。 學(xué)生與學(xué)生：設(shè)計(jì)互動(dòng)式的，合作式的課堂教學(xué)活動(dòng)，使學(xué)生能夠有機(jī)會(huì)參與小組活動(dòng)。 學(xué)生與文章作者：給學(xué)生提供合適的閱讀材料，并且設(shè)計(jì)與課本文本有關(guān)的活動(dòng)。 學(xué)生與教學(xué)工具：利用掛圖，錄音，實(shí)物，多媒體等輔助教學(xué)工具，創(chuàng)設(shè)語(yǔ)境，營(yíng)造學(xué)習(xí)氣氛。 學(xué)生與社區(qū)里的本族語(yǔ)言者：安排或者讓學(xué)生自己充分利用社區(qū)的條件與本族語(yǔ)言者接觸和交流。

47、,互動(dòng)的形式：,互動(dòng)的好處：,提升學(xué)生的主體地位，增強(qiáng)學(xué)生的參與意識(shí) 有利于形成良好的人際關(guān)系，提高教學(xué)效率 教學(xué)信息及時(shí)反饋和資源共享 有利于合作與競(jìng)爭(zhēng)機(jī)制的形成 獲得語(yǔ)言經(jīng)驗(yàn)，提高交際能力,閱讀課互動(dòng)表現(xiàn)更為靜態(tài)，主要表現(xiàn)為學(xué)生與本 互動(dòng)，學(xué)生與文本作者的互動(dòng)，學(xué)生在讀前，讀后自 我思考的互動(dòng)等等。為了讓互動(dòng)更有意義，可以參考 以下設(shè)計(jì)： What do you want to know? 目的是在閱讀前調(diào)動(dòng)學(xué)生對(duì)閱讀材料的興趣，并對(duì)閱讀內(nèi)容進(jìn)行預(yù)測(cè)，為閱讀制定個(gè)人目標(biāo)。 Can you underline the words or expressions that show the au

48、thors sense/happiness/anxiety? 目的是培養(yǎng)學(xué)生運(yùn)用多種感官閱讀的良好閱讀習(xí)慣，應(yīng)該持之以恒地要求學(xué)生。 Lets see who is the first one to find out all the attributive sentences in this passage? 目的是讓學(xué)生在閱讀過(guò)程中發(fā)現(xiàn)語(yǔ)言形式，在篇章中學(xué)習(xí)語(yǔ)法知識(shí)。,From groups of four. Each member reads one paragraph and then shares what you have read with the other partners w

49、ithout referring to the text. After that, well do some comprehending questions. Lets see who is the best teller. 目的是制造真實(shí)的信息差，通過(guò)創(chuàng)造交流的必要，讓學(xué)生在真實(shí)的環(huán)境中自然交流，學(xué)以致用。 Tell your partner what you dont like to read. 目的是讓學(xué)生投入閱讀他不喜歡的題材，避免學(xué)生因?yàn)閭€(gè)人的閱讀喜好而放棄對(duì)某些題材的學(xué)習(xí)；同時(shí)，教師從中可以得到學(xué)生閱讀喜好的信息，并以此為依據(jù)調(diào)整閱讀教學(xué)行為。 Try to say No to m

50、e. Dont forget to support your idea with strong hints from the text. 目的是促使學(xué)生深入閱讀文章，正確理解可能會(huì)引起誤會(huì)的句子，讀懂字里行間的意思，了解作者的寫作意圖。,困惑五：如何才能使我們的閱讀教學(xué)更具有效性,定義： 何謂“有效”：它主要指通過(guò)教師在一段時(shí)間的教學(xué)之后，學(xué)生所獲得的具體的進(jìn)步或發(fā)展，也就是說(shuō)，學(xué)生有無(wú)進(jìn)步或發(fā)展是教學(xué)有沒(méi)有效益的唯一指標(biāo)。教學(xué)有沒(méi)有效益，并不是指教師有沒(méi)有教完內(nèi)容或教得認(rèn)真不認(rèn)真，而是學(xué)生有沒(méi)有學(xué)到什么或?qū)W生學(xué)得好不好。如果學(xué)生不想學(xué)或者學(xué)了沒(méi)有效果，即使教師教得很辛苦也是無(wú)效教學(xué)，同樣，如

51、果學(xué)生學(xué)得很辛苦，但沒(méi)有得到應(yīng)有的發(fā)展，也是無(wú)效或低效教學(xué)。,何謂“教學(xué)”：教學(xué)是指教師引起、維持或促進(jìn)學(xué)生學(xué)習(xí)的所有行為。它的必要條件主要有三個(gè)方面：一是學(xué)生學(xué)習(xí)的意向，即教師首先需要激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，教學(xué)是在學(xué)生“想學(xué)”的心理基礎(chǔ)上展開的；二是指明學(xué)生所要達(dá)到的目標(biāo)和所學(xué)的內(nèi)容，即教師要讓學(xué)生知道學(xué)到什么程度以及學(xué)什么，只有學(xué)生知道了自己學(xué)什么或?qū)W到什么程度，才會(huì)有意識(shí)地主動(dòng)參與；三是采用易于學(xué)生理解的方式，即教學(xué)語(yǔ)言有自己的獨(dú)特性-讓學(xué)生聽清楚、聽明白，因此，需要借助一些技巧，如重復(fù)、深入淺出、抑揚(yáng)頓挫等。,教師課堂教學(xué)的有效性表現(xiàn)為：,教師對(duì)每一節(jié)課的教學(xué)目標(biāo)的定位 教師對(duì)教材的分析

52、 教師對(duì)學(xué)生的分析 教學(xué)重點(diǎn)和難點(diǎn)的確定 教學(xué)環(huán)節(jié)和步驟的設(shè)計(jì) 對(duì)自己教學(xué)效果評(píng)價(jià)方案的思考,存在的問(wèn)題：,課堂活動(dòng)并沒(méi)有得到科學(xué)、有效的利用。 改變了傳統(tǒng)的以教師為中心的“chalk and talk”的局面后，一些教師走向另一個(gè)極端-為活動(dòng)而活動(dòng) 課堂教學(xué)中常出現(xiàn)只有活動(dòng)沒(méi)有語(yǔ)言的現(xiàn)象。 許多課堂活動(dòng)與教學(xué)內(nèi)容關(guān)系不大，偏離了課堂教學(xué)目標(biāo)。 課堂教學(xué)活動(dòng)表面氣氛熱烈，形式花哨，但缺乏有效性。,有效的英語(yǔ)課堂教學(xué)活動(dòng)應(yīng)遵循以下幾個(gè)原則：,體現(xiàn)人文性（把課堂還給學(xué)生，讓課堂充滿生命氣息） 突出目標(biāo)性（活動(dòng)要圍繞某個(gè)教學(xué)目標(biāo)展開） 遵循可行性（設(shè)計(jì)難度適中的活動(dòng)） 提倡多樣性（記憶活動(dòng)、理解活動(dòng)

53、、應(yīng)用活動(dòng)、策略活動(dòng)、情感活動(dòng)、反饋活動(dòng)等） 凸現(xiàn)開放性 （讓教學(xué)活動(dòng)真正“活”起來(lái)，不拘泥與一種教材） 力求生成性（教師有必要對(duì)活動(dòng)進(jìn)行預(yù)設(shè)，但不能完全依賴預(yù)設(shè)，否則就會(huì)造成只有預(yù)設(shè)的精確而沒(méi)有生成的精彩了。） 倡導(dǎo)激勵(lì)性（對(duì)學(xué)生的出色表現(xiàn)應(yīng)及時(shí)給予表?yè)P(yáng)和鼓勵(lì)）,突出目標(biāo)性,為閱讀尋找一個(gè)理由，明確閱讀目的和閱讀方法。教師可以在閱讀導(dǎo)入時(shí)設(shè)定情境對(duì)閱讀者角色進(jìn)行定位。如：為完成寫作任務(wù)而進(jìn)行參考性的閱讀；為收集演講素材作準(zhǔn)備而進(jìn)行的閱讀活動(dòng)；為欣賞作品作準(zhǔn)備而進(jìn)行的閱讀活動(dòng)。 介紹閱讀材料。使之與閱讀目的相關(guān)聯(lián) 活動(dòng)要圍繞所學(xué)內(nèi)容展開,例1：U1M1 “Friendship”在閱讀前創(chuàng)設(shè)的情

54、境： Suppose one of your classmates has a problem: He/She doesnt like sharing his/her feelings or thoughts with others, so he/she is very distressed most of the time. Please try to suggest that he/she keep a diary and write down his/her feelings and thoughts. This passage will give you some ideas on h

55、elping your class-mates start a diary。,例2；U4M1”Earthquake” “A Night the Earth Didnt Sleep”在閱讀前創(chuàng)設(shè)的情境： You are asked to make a speech on the commemoration of Tangshan Earthquake. You need to know more about that disaster. Heres a news report about it. Read it and see what you can get to help you prepa

56、re the speech. 例3：U1M6 Art “ A Short History of Western Painting” 在介紹背景知識(shí)時(shí)，用多媒體呈現(xiàn)了與閱讀內(nèi)容相關(guān)的藝術(shù)作品，通過(guò)簡(jiǎn)單討論藝術(shù)的分類并輔以英文解釋引入相關(guān)的詞匯和概念。既起到了熱身的作用又在詞匯方面作了準(zhǔn)備，并自然過(guò)渡到閱讀環(huán)節(jié)。 例4： “A balanced diet” 中的discusion設(shè)計(jì),活動(dòng)多樣性設(shè)計(jì)：,例5：U1M1 “Friendship” Survey: In most cases, close friends have a lot in common. What have you got i

57、n common with your close friends?,What do you think are important qualities for a friend? Read the following famous sayings and proverbs about friends and friendship and tell us your opinion. A friend in need is a friend indeed False friend are worse than open enemies A friend is a present which you

58、 give yourself No one is an island Everyone needs friends,討論以下問(wèn)題：,每一節(jié)閱讀課是否都需要discussion這一環(huán)節(jié)，而是discussion否一定要和writing 聯(lián)系起來(lái)設(shè)計(jì)？ 閱讀課是否一定要根據(jù)warming up, skimming, scanning, while-reading, post-reading, discussion幾個(gè)步驟來(lái)設(shè)計(jì)？ 一堂閱讀課是否一定要具備五維目標(biāo)？ 如何正確書寫閱讀課教案？ 教師該如何用正確的話語(yǔ)來(lái)調(diào)控課堂教學(xué)？ 教師如何提高課堂的提問(wèn)技巧？ 對(duì)語(yǔ)篇標(biāo)題如何處理？ ,謝謝,歡迎批評(píng)指正,