词汇学习策略案例.doc

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1、词汇学习策略案例 浅谈减负增效在学习单词时的运用常州市花园中 陈赜现在的英语学习，词汇量大，教学时间有限，学生要在有限的时间内掌握繁多的词汇，有一定的难度。如果不很好地解决这个问题，久而久之，学生就会有厌学的情绪，学习效果就不理想。在这种情况下，我们要想办法在减轻学生负担的同时，提高学生的学习效率。首先我们应帮助学生形成他们自己的词汇学习策略,帮助学生怎样去轻松有趣地学习词汇.教给学生具体的方法和技能.比如认知策略的联想和想象.引导学生在学词汇时怎样去建立相关词汇的关系来进行联系和联想.有效运用认知策略去学习.在复习词汇也可以运用这种方法-找一个关键词,然后利用它的关联词群,构词法或同义反义词

2、来进行联系和联想.这种通过关键词来对比,归纳,总结的方法很有效.其次,老师的教学策略也应贯穿在每一堂课上.我认为在词汇教学的课堂上应运用联想策略进行教学.在黑板上给出一个主题词,让学生联想相关词或信息.即:make connection,的认知策略.同时也吸引学生们积极参与课堂.这样可以培养学生的记忆策略.激活他们的思维,因为学得有趣就记得牢. 例如:关键词time , 让学生联想出带有time 一词的短语.学生可能会想到下面一些短语: at the same time ,at any time , at a time ,at one time ,at all times, all the t

3、ime , at this time, at that time , at no time ,on time ,in time , by the time , (联想活动可以是抢答式的,来激发学生积极参与).然后再从意思上和学生一起来进行比较,归纳,总结.在掌握了意思后紧接着做一些巩固练习.练习可以是造句也可以是填空,选择练习.我认为这是符合认知规律的.只要我们老师坚持这样做下去,学生就会学会抓住中心词和其辐射词群的关联,在短时间内识记更多单词也就扩大了词汇量.下面我就以Unit 4 Wild Animals中Welcome to the unit为例探讨一下学生怎么通过词汇学习的策略来学习词

4、汇：（一）Teaching Aims1. learn and master the following: words : kangaroocamelpolar bearfoxgiant pandagiraffesquirreldolphintortoisewolf2. Introduce the names of the wild animals3. Review some words about the animals4. learn and master the expression of the likes for the animals（二）Teaching Aids1. the bo

5、ok2. the blackboard3. the tape4. Multimedia5. prize（三）Teaching ProceduresStep 1 Revision 1. T: Many people like to keep a pet. Do you want to keep a pet? What animal do you want to keep as a pet? Why? (Students answer it one by one) 通过学生感兴趣的话题，激起学生学习的兴趣。词汇学习策略离不开学习的激情。非智力因素同样影响学习，其中情感是十分重要的因素之一。情感策略

6、是帮助学生在学习过程保持良好情绪的行为措施。通过与他人合作解决独自一人可能有困难或无法解决的问题，可以提高信心，减少焦虑，使学生轻松学习。学生负担减轻了，但是学习的效率却提高了。2. T: There are many animals all over the world. Can you write the names of them? The more the better. I will divide you into four groups. Each group discusses first and writes down the names of the animals when

7、 you discuss. I will give you 2 minutes.1) Students are divided into four groups2) Each group discusses first3)Write down the names of animals when they discuss4)Teacher asks which group writes the most names of animals, that group chooses one student to read the names of animals. If they are all ri

8、ght, that group will be the winner.这是一个brainstorming，让学生尽可能多得联想到已学过的词，激活学生的思维，培养学生团结合作的精神，同时尽可能多得帮助同学复习了已经学过的词汇。英语中的大多数单词都可以按照某种方式归类，而且在一篇文章里，同类词同时出现的概率较大。对同类词用联想方法学习和记忆，效果更佳。心理学研究表明，把相关内容集中或联系起来学习和记忆，效果更佳。对单词进行分类就是把意思或类别相同或相近的单词放在一起学习。分类的过程就是学习和记忆的过程。因此，对单词进行分类是常用的词汇学习策略之一。Step 2 Welcome to the uni

9、t & Vocabulary1. Show the pictures of the animals, teach the names of the animals T: Lets look at some pictures of the animals.(polar bear, giant panda, squirrel, dolphin, camel, fox, giraffe, wolf, tortoise)2. Teacher asks: Whats this?/ Whats the name of this animal?/ Whats this animal?/ Can you te

10、ll me its name? 通过图片自然形象得呈现新词，吸引了学生的注意力。3. show a picture about an animal(kangaroo), then ask the questions:1) What is this animal?2) What does it often eat?3) Where does it live? 通过联想策略，学生可以尽可能多得掌握跟词动物相关的信息，掌握更多的相关词汇，复习拓宽其词汇量，锻炼其口头语言表达能力，解决实际问题。4. show more pictures about other animals(camel, fox,

11、giraffe, monkey, panda and polar bear), ask the same questions in pairs. T: Please ask and answer the same questions about animals like this.5. guessing game: guess the names of the animalsT: Ok, next, we will do a guessing game. Lets guess what this animal is. 1) One student chooses a piece of pape

12、r, reads the sentences in the paper one by one.2) Other students guess the name of the animal according to the sentences.3) The student who can guess it will get the prize, and then he or she will have the chance to choose the paper and ask the other students以活泼的游戏猜谜形式巩固本节课的内容，发展学生综合语言运用能力（词汇教学不能照本宣

13、科，因此所选单词必须能够用于其它活动，比如游戏、阅读、听力、谈话等。）6. T: Do you think these animals are very lovely? But some animals are endangered. For example, the giant panda, the tiger, the lion and the bear. If we dont protect them, they will be less and less. How can we protect them? 1) divide the whole class into four grou

14、ps, discuss this question, write down the answers 2) each group chooses one student to answer this question 3) Students invite the foreign teachers to join their groups 4) Students ask the foreign teachers how to protect animals 5) students ask the foreign teachers what animals they like to keep and

15、 why通过开放性小组讨论体现学习过程的挑战性，进一步激发学生学习的热情，解决实际问题的热情。联系生活实际，渗透思想教育。最后由学生一起整理成通顺的几句话或一小段文章，是精心加工策略。精细加工策略是一种将新学材料与头脑中已有知识联系起来从而增加新信息的意义的深层加工策略。Step 3 Revision and SummaryToday, we have learned different names of the animals and discussed how to protect them. Remember that protecting animals is protecting o

16、ur human being. Plant, animal and human are combined together, and they cant live without each other. Tomorrow we will continue to learn more information about the giant panda.You should master these new words about the names of the animals after class. Step 4 The design of the Writing on the blackb

17、oardwords and phrases: kangaroocamelpolar bearfoxgiant pandagiraffesquirreldolphintortoisewolfStep 5 Record after Teaching1. Pay attention to the pronunciation of the new words, especially the vowels. Read them more.2. Students should read the new words more times.3. Students are interested in the p

18、ictures of the animals and their names, but there are some difficulties for them to remember all the names.学生在本节课中本来要掌握很多的生词，而且都有一定的难度。学生要花很多时间和精力去背去掌握这些生词。很枯燥。但是通过运用词汇学习策略，我们可以将这些生词联系起来记忆，并且可以联系前面已经学习过的生词一起复习记忆，既复习了以前的熟悉单词，又对现在学习生词有所帮助，创设一定的语言情境，还可以更好地帮我们掌握生词。联系实际，用于我们日常生活中，可以更快更有效地记忆学习单词。通过学习策略的运用，学生可以在学习和复习掌握单词的时候做到减负增效。轻松学单词，达到事半功倍的效果。5