阅读教学中的词汇.pptxVIP

普通高中英语阅读教学中 目标词汇的循环和提升 湖州市练市中学;词汇教学;以往的解读方式和词汇处理;Charlie’s childhood（Para.2） ;词汇教学;●在处理阅读中的词汇教学时,词汇学习是为了加深对文 本的解读,词汇学习与操练不能脱离文本. ;;A _________Master ? (怎样的大师？) his astonishing gift his entertaining performance his charming character his convincing acting his outstanding work ;;关注设问策略，在行文中解读难句和目标词汇（Para.1）;Q: How does a taste of Mr Bean’s humour influence our class? 学生给出联系生活实际的即兴答案，有了文本的理解和铺垫，给出的回答有对确立的目标词汇的循环也有其他词汇的复现。;请学生阅读文章(Para.2-5)，找出贴切的形容词描述 a master of nonverbal humour:;用表图帮助理解目标词汇;an old homeless man a little tramp a social failure an underdog;Q: Why was such a “little” character popular with the people of that age?;用视频配音/影评的方式让学生自主理解和巩固 关键词汇;词汇解读下的文本结构打破了原有结构解读视角 Part One: The power of humor (para1) Part Two: A master of nonverbal humor (para2-5); ●阅读教学中目标词汇的处理为文本解读开启了另一片具有生命力和创造力的视野。 ● 阅读理解过程中以学习本单词在本文本中的意义为主，阅 读后的语言学习课中再利用对比、归纳等其他方式深入学习。 ●阅读课中词汇处理需要一定合理的词汇循环线，多样化的 任务形式能推动词汇的循环，有利于激发学习的乐趣。 ;A master of English nonverbal humour;1.设计成两位大师PK,学生投票并给出 “观点+举例 ”理由。 2.输出的环节有课文的依托也有开放式的“类话题”。 3.活动的形式具有挑战性和娱乐性，符合高中生富有竞争 的意识，提高语用的趣味性。 4.学生可根据自己的喜好和语言实力来选择并表述，既有 事实的陈述也有个人观点的表述。 5.文本内容的理解→目标词汇初循环； 依托文本的深度理解或归纳→目标词汇再循环； 基于话题/类话题延伸→目标词汇循环和提升 6.此活动可以说写结合，课内课外结合，达成语言的综合 运用（如下）。 ; Charlie’s nonverbal humor was the sun that __________ people’s life when they felt depressed, so they could feel _______with their lives. The fact may make you ______that he could sing and dance at an very early age. By his teens, no one was bored watching his performance, which was really_________. As we all know, his _________ character as the little tramp was very popular throughout the world. In the film “The Gold Rush”, his _________ acting touched people’s bottom of heart in different times. Actually, it’s not the role as a social failure but his _________ and determination to _____ the difficulties that attract people. Charlie Chaplin as a master of nonverbal humour will be remembered for his ______________achievements for ever. ;;困惑： 1.