扩大词汇量 提升英语学习能力——以《冰雪奇缘》一文为例

执教者：哈尔滨市第一一七中学 陈 宽

评析者：哈尔滨市道外区教师进修学校 俞晓冬

一、教学内容简介

本次的识词素材选自珍爱双语绘本《冰雪奇缘Frozen》的内容。通过设计vocabulary-focused tasks以阅读兴趣激发学生识词欲望，进一步扩大学生的词汇量，同时增加已学词汇的复现率，帮助学生在语境中掌握词汇的基本词意、基本用法，识词、记忆词汇的方法和规律，以便于运用识词策略，在后续的阅读中扩大词汇、增加趣味。

二、教学目标

1.知识与技能：通过阅读巩固已知词汇，通过猜词、识词，积累新的词汇。

2.过程与方法：通过猜词法、上下文语境、字根法、发音规律等方法扩大词汇量。通过完成任务培养学生百度查词、使用有道词典的能力。

3.情感与态度：培养在词汇本上积累生词并扩大单词量词学习的策略，培养学生合作学习能力，倡导同学之间的温情、友情、同学情。

三、教学重点与难点

1.重点：以阅读为抓手，完成基于单词学习而设计的任务。

2.难点：在完成任务的过程中，理解词汇并掌握扩大词汇量的途径。

四、教学过程

Part 1：Basic meanings

Task 1.Try to read the passages and explanation to guess meaning of the words.And you can look up the words you don’t know in the dictionary on the Internet.

（Illustration：First，Ss should read the text repeatedly to guess the basic meaning and make vocabulary cards before class，they choose the words that they don’t know and make cards.On the card，there is the picture of the word and the meaning on the contrary side.Second，two students come to the front，and one comes with his own cards and shows it to another secretly，and the later one begins to explain the cards to let the rest to guess.Only two students know what the words are.

For example，Ma Mingyang shows the card“special”to Qiu Yunpeng，then she hides the cards.And Qiu Yunpeng will explain it：“That can not be seen often.”The others put up the hands to guess.If nobody can guess it.Qiu should change the explanation to further the meaning of the word，he can point to the student who sit beside the teacher’s desk and says：“His seat’s position is special for him.His seat is different from you.”If one student can guess it.Then the other student in front shows the picture to us.

One student comes with two cards and in turns five pairs of students can complete this activity.）

anxious：very worried 词性、词义

special：that cannot be seen often 词性、词义

decorate：to add some things to make sth.or sb.more beau-tiful词性、词义

perfect：verygood；thatcannotbefoundamistake词性、词义

promise：to answer it without any change词性、词义

dash：to run hurriedly词性、词义

smudge：dirty places词性、词义

sneak：to walk quietly词性、词义

realize：think of sth.and know it finally词性、词义

create：to make something new 词性、词义

Task2.Try to read the passages and pictures to guess meaning of the words.

（Illustration：Firstly，Ss should orient the accurate position of the following words in the paragraph and then observe the pictures.So it is easy for them to guess the meaning with the lines and the clues in the pictures.Secondly，they should translate the sentences in the paragraph with the new word’s meaning.Furthermore，if they can do more，they use their own words to define the words in English.）

Elsa decorated the castle.Kristoff showed his birthday banner to Elsa.

castle词义：banner词义

Anna yawned.“Yeah？ ”she said，her eyes still closed.Elsa leaned close to him.

yawn词义：lean词义

Task3.Try to read the passages and write out another words.

（Illustration：The purpose of this task is to revise the words they’ve learned in the text this term.For example，the answers are sure/tidy/ring/manner.）

T：You should read the text carefully and then find the appropriate words for the blank.And then you can find the words in the text book.

SA：The first one is——Of course.

SB：The second one is tidy，I find it in Unit…

SC：We cannot find the word to match chimet…

T：You can find the word——ring.And this word has another meaning——making the sounds.

Teaching Purpose：Relate the old words with the new words in the context.

“Absolutely，”Kristoff promised.——absolutely（当然）同义词：

Looking at the messy paint she took a deep breath.——messy（乱糟糟的）反义词：

When the morning bells chimed，Elsa hurried inside to wake the birthday girl.——Chime（发出叮当声）同义词：

It wasn’t her style，but she knew Anna would love it.——style（风格）同义词：

Task4.Try to read the passages and use the knowledge to guess the meaning.

（Illustration：If the students want to guess the meaning successfully，the necessary direction is inevitable.The teacher should give the following suggestions：firstly，look for the clues in the context up and down and find the sentences with the similar meaning；secondly，use the knowledge of formation of vocabulary，eg，compound，suffix，prefix，polysemy.）

合成词：homemade＝home+made词义

名词后缀：decorate→decoration词义

过去式：snuck是sneak的过去式词义

形容词后缀、副词后缀：sheep+ish+ly词义

一词多义：be close to（near）词义

名词后缀：top→topper词义

Part 2：Situational activities

Task 5.Teacher’s activity：Teacher will do sth.and explain the phrases or let Ss do sth.to make Ss guess the meaning after reading the passage.

1.Teacher is wiping the words off the blackboard and says：“I’m wiping off the words.What am I doing？”（wipe off——擦掉）

（Records：T：Now please practice guessing the action that I am doing.

SA：You are cleaning.

SB：You are sweeping.

SC：You are clearing.…in the paragraph，Elsa is making Kristoff’s dirty cheek clean again.）

2.Ss hand in their paper or notebook and the teacher will say：”I want to check your paper and notebook out.”（check out——<口语>看看，检查）

（Records：SA：I cannot guess it.

T：That means to see it through.

SB：I still can’t guess it.

T：That means to see it from the beginning to the end carefully.

SC：Oh，I know it.In the text，Kristoff wants Elsa to see if she is satisfied with his masterpiece——the banner.

SD：No，I think from the teacher’s words and actions，it means to correct sth...）

3.Teacher only shows the meaning to one student and the student will perform actions to let other students to guess.（showed off——炫耀）

（Records：T：If you cannot guess it，I will tell one of you the meaning.

SA：So，I know it.Now，look at this.This is my paper with 100 marks.Can you make it？I am too proud to be modest.I am showing off my feats.）

4.Teacher says：“I keep an eye on the student who is not listening to me.It means I pay much attention to the student who is not listening to me.What do I mean？”（keep an eye on——盯住，留心）

（Records：T：Let’s go back to the text：“Keep an eye on that cake！”What did Elsa want Kristoff to do？Imagine you are Elsa.

SA：In the context，we know that maybe Olaf had a bad idea about the cake.It wanted to eat the cake.So Elsa let Kristoff to pay much attention to the cake and prevent the cake from eating.）

5.Teacher points to the duty list on the wall and says：“Who is on duty today？ And I mean who is in charge of today’s cleaning.”（in charge——负责）

Records：T：Read the test over and over againcan give more examples.A monitor is in charge of the whole class.And English representative is only in charge of English affair.

SA：In the context，“Are you sure I can leave you in charge here？”Apparently Elsa let Kristoff have duty to make the banner perfect，and at the same time，to make everything in order and tidy.）

Part 3：Translation and comprehension

Task 6.Please translate the following sentences into Chinese.（Purpose：to revise the underlined learned words in the textbook）

T：You‘ve learned these following words.Is that rihgt？Today，you should read the text carefully and then make the meaning suit the context.

SA：坐直了身子。

SB：安静地……

SC：不，我认为“悄悄地”更加适合。

SD：我认为“蹑手蹑脚”更符合当时的情境。

T：I prefer to use“蹑手蹑脚”for the word...

T：I advise you to work in groups and have a discussion about it...

Teaching Purpose：Reuse the old words with digging new translation according to the context.

Task7.True or false.

T：This exercise doesn’t test the the words directly，but it’s necessary and imperative.

SA：The first one is——Of course.

SB：The second one is tidy，I find it in Unit...

SC：We cannot find the word to chime...

Teaching Purpose：Test the comprehensive abilities as a whole and in details.

（ ）1.It was Elsa and Anna’s birthday.

（ ）2.Elsa，Anna and Kristoff all like the banner.

（ ）3.Anna didn’t forget her birthday.

（ ）4.Olaf wanted to eat the cake first.

（ ）5.There are four people in the reading.

Part 4.Telling and making a story

Task8：Retell the story in your own words in groups.

T：If you can retell the story，I can tell you are sure to make familiar wiht the new words…As a saying goes，the best learning is to use it...

SA：Elsa was worried about her sister Anna’s birthday and wanted to make the birthday special.First，She used her ice magic to decorate the cake.Second，she told Kristoff to see to the banner.Third，she told Olaf not to eat the cake.Last，she wake Anna up and Anna think of that it was her birthday.

Teaching Purpose：If Ss can retell the story with the new words，it can be much more helpful for Ss to master the words.For some particular Ss，if they cannot do this，they can retell the story without new words，but it will also help Ss to understand the plot deeply.

Task 9：Continue to write this story.

T：If you can continue the story with your imagination and give more clues about the develop the story，I will appreciate it.What will happen afterwards？ Can you guess it？ Or you can tell it with your logical development.I hope you use the new words we know in the future plots...

Ss：When Elsa returned to the courtyard，she found that the cake was eaten by somebody.She asked Kristoff if he saw the Oalf.But Kristoff said that the banner was spoiled by somebody.Elsa was very angry…the cake，the decoration，the banner and everything was messy.How could Elsa do with all of these？

Teaching Purpose：I am afraid Ss will have a strong desire to finish the tasks and I did the experiment before.Ardently，they will add more character such as classmates around.

五、教学反思

有很多方式可以让学生识词并顺利地完成阅读,其中一种是给出文章汉义，让学生看英文加以对照，去文中定位并确定新词的含义，由于双语汉义大部分是意译，学生也要花费脑筋；但我倾向于先让学生盲读、裸读，通过上下文推断，哪怕第一次的猜测和推断多么荒谬，仍需让学生去猜，而后可以允许利用工具查词，这样既可以训练猜词能力，又不至于影响阅读兴趣。

首先，尽量利用词汇分类学习来扩大词汇量的对策，循序渐进、步步为营、理清脉络，掌握词汇的核心含义、词性至关重要。扩大英语词汇量问题，要坚持“伤敌十指，不如短其一指”，先全盘掌握某一个小领域的词汇，次第增加，先给扩大英语词汇量透出一点“阳光”，逐渐穿出乌云，继而大面积“灿烂”，最后达到晴空万里的美丽，切记贪多嚼不烂，造成心理上的压力，直到最后阶段再进行各种词类的比对学习和比较记忆。其次，本设计在实施上最好利用小组合作学习来扩大词汇量的对策。教师要采取小组“盯人”战术对学生的英语词汇量进行跟踪、测试、训练、辅导和指导，采取“人盯人”的战术，运用小组团队的力量来弥补教师在班级授课制背景下工作精力的不足。

总之，针对阅读材料中的词汇群（cluster），用句群的语义群带动单词的内涵群，既不要“好高骛远”，更不要“脱离学众”，而要一步一个脚印，每天读一页，以扩大英语词汇量为英语学习突破口，把学生带到学业成功的彼岸，既包括知识与能力，也包括技能与策略，更包括扩大英语词汇量过程中人文情怀和国际视野。英语学习中，学生对阅读材料的兴趣将数倍提升学生对词汇学习的探求心和企求心。

六、教学评析

本案的设计是通过不断给出提示，即通过各种方式以旧词解释新词、提示新词、组合新词、印证新词；同时，根据上下文的信息、根据上下文情节的发展，根据生活中可能出现的情境与经验等，进行猜词训练，缩小词汇难度来降低阅读理解问题的难度，以保持阅读兴趣。由于部分词汇的猜词难度难以缩小，则可以利用学生课堂上或语音群分组加以讨论、交流、补充、印证，进行研究性学习，更好地确定生词在文中的确切含义。

一方面，可以采用多管齐下学习来扩大词汇量的对策，关键是让学生对记单词在心理上有个适应、习惯、熟练，甚至爱好记忆、轻松记忆的阶段和过程。本设计采取词缀词干法、词义分类法、查双解字典、语境学习等词汇识记策略，分时段、有计划、有序、周密、循序渐进地打好、夯实学生扩大英语词汇量的习惯与基础。甚至可以采用课题研究与课题实验课的方式和形式对词汇量的扩大进行跟踪、分析和研究。另一方面，还可以利用营造真实语境来扩大词汇量的对策。本设计语料真实，语境自然，贴近学生，用语境置换环境，用空间置换时间。部分学生的一个弱点就是不会精心利用时间。扩大英语词汇量设计在时间上要利用一切可以利用的边角碎料的空间和时间，并加强对英语思维的训练以及对英语语言技能的输入和输出进行随时随地的“能量补充”，用阅读兴趣养成英语思维习惯，提高英汉双语转换能力，以克服时间空间不利条件的局限和拖累，让扩大英语词汇量的土壤无处不在。

总之，抛开对文本设计的切适性、精当性、实效性与否的理性研判，在课堂教学实施的过程中，教师的个人魅力与教学风格，包括幽默感、亲和力、创新点、同理心，甚至爱心、耐心、童心，都在学生英语词汇学习中发挥着难得的作用。