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一、词汇教学的重要性“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”—DavidWilkins“Ifyouspendmostofyourtimestudyinggrammar,yourEnglishwillnotimproveverymuch.Youwillseemostimprovementifyoulearnmorewordsandexpressions.Youcansayverylittlewithgrammar,butyoucansayalmostanythingwithwords!”—DellarHandHockingD“…andteachershavenotfullyrecognizedthetremendouscommunicativeadvantageindevelopinganextensivevocabulary.”二、词汇教学的层次性（一）PaulNation认为词汇包括四种类型1.Highfrequencywords(about2000words)（高频词汇）2.Academicwords（通用术语）3.Technicalwords（专业术语）4.Lowfrequencywords（低频词汇）二、词汇教学的层次性（二）词汇教学可分为三个层次张献臣，2007认为词汇是分层次的，“教材中的词汇通常可以分为三个层次：第一层是课标中规定要掌握的词汇，属于核心词，要求学生掌握并灵活运用；第二层是话题拓展词汇，属于认读词汇，大部分不需要学生掌握，只要求听懂、会读；第三层是行文需要出现的词汇，学生只要理解即可，并不需要掌握。”二、词汇教学的层次性（三）王蔷等这样定义词汇（2010）“Inteachingandlearningvocabulary,itisnecessaryforbothteachersandlearnerstobeawareofadistinctionbetweenreceptive/passiveandproductive/activevocabulary.Receptive/passivevocabularyreferstowordsthatoneisabletorecognizeandcomprehendinreadingorlisteningbutunabletouseautomaticallyinspeakingorwriting.Thosewordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeechandwritingareconsideredasone’sproductive/activevocabulary.”三、词汇教学的方法（一）词汇教学的内容除了发音、拼写和词义，还应了解词汇的下列知识：1.语法和句法特征；2.与其他词汇形成的关系网；3.词形变化及派生形式；4.不同功能及在不同语境中的意义；5.搭配；6.联想关系和语用特征；7.有一个词义还是多个词义。三、词汇教学的方法（二）词汇教学的选择高中英语阅读课中的词汇教学容易走两个极端：要么过分讲练，肢解文本；要么只训练阅读策略，忽视词汇教学，使学生丧失在生动的语境中习得词汇的机会。如何合理地教授词汇是阅读教学中一个非常值得探讨的问题。以人教版NSEFC必修5Unit4Makingthenews中Reading部分：MYFIRSTWORKASSIGNMENT“Unforgettable”,saysnewjournalist为例。本篇阅读中前后出现的生词约有50个，词汇教学有所选择是必然的。教师们普遍把新闻采编职业的5个名词、与记者职业相关的一些形容词和7个习语作为本节课要重点教的词汇，这种处理是比较到位的，符合语言教学规律。7个习语虽不属于课标词汇，但对理解文本内容至关重要。三、词汇教学的方法（三）词汇教学的方法有些教师习惯于在阅读教学前将课文涉及的所有生词甚至整个单元的生词及其用法全部灌输给学生，学生课上忙于记笔记，课后忙于背笔记。词汇教学脱离语境，学生学得苦，忘得快，效率低。①创设语境，呈现词汇宋老师在新课导入中，根据文本内容，利用图文创设情景呈现新闻采编职业的5个名词。三、词汇教学的方法journalist/reporterinterviewpeopleinterviewpeopleorfindoutnewsorfindoutnewsdesignerdesignandarrangethearticleandphotographsprinterprintthenewspaper三、词汇教学的方法②设计对话，操练词汇田老师为操练5个新闻采编职业的名词设计了一个对话练习，让学生互问互答。S1：Inyouropinion,whatspecificjobwillthereporterdo?S2:Thereporterwillgooutonastory.……③英语释义，突破难关英语释义包含两方面：一是用不同的词表达与原有表达内容相同的意义，二是用来重新表达的词要做到简单易懂（陈建军，2009）。用英语解释英语，直截了当，化难为易。当学生在细读文本时，需要理解7个英语习语，这7个习语是本节课的教学难点之一。三、词汇教学的方法在本节课读中活动中，武老师结合上下文用英语释义突破难点，效果较好。如：coverastory→toreportonanimportantevent；haveagood“nose”forastory→beabletotellwhetheritisatruestory；atrickoftrade→cleverwaysknowntotheexperts；getthefactstraight→topresentideasfairly；getthewrongendofthestick→nottounderstandproperly；howthestorygoes→thisisthestory；arealscoop→apieceofhotnews。三、词汇教学的方法④词语配对，巩固词汇。谢老师采用配对练习对文本中出现的习语进行了强化练习，检测了学生对所学习语的理解并进行了巩固。三、词汇教学的方法⑤构建语篇，运用词汇A.为了帮助学生回顾通过阅读掌握的信息并检测学生对学所词汇的掌握和运用程度，田老师设计了一项短文填空练习。Tothe_________(reporters/journalists),it’snoneedforthemtotakeacamerabecausetheyhave________(professionalphotographers)withthem.Thereportersshouldbe__________(curious)andtheymusthavea“__________”(nose)forastory.Theyknowhowtoacquiretheinformationtheyneed.Theywilllistentothedetailedfactsandasknewquestions.Thisisatrickofthe__________(trade),thatis,withthepermissionoftheinterviewee,theywoulduserecorderswhichcouldkeeptheevidencetohelpsupporttheirstorywhichcanbeareal“__________”(scoop).（参考答案：reporters/journalists,professionalphotographers,curious,nose,trade,scoop）三、词汇教学的方法B.人教Book1Unit3TravelJournal为例：WangKunandWangWeihave__________(dreamedof/about)takingagreatbiketrip.Whenthey__________(graduatedfrom)college,theydecidedto__________(cyclealong)theMekongRiverwiththeircousins.WhenWangKuntoldWangWeithedifficultiestheywould(gothrough)__________duringthejourney,shegaveWangKuna__________(determinedlook)-thekindthatsaidshewouldnot__________(changehermind).WangWeiwassostubborn,thatwhenshe__________(madeuphermind)todosomething,nothingcouldchangeit.So,thoughWangKunhaddifferentideasaboutthetrip,hehadto__________(givein).四、高三词汇复习课建议“TeachingSeniorThreestudentsisnotjustabouttellingthestudentstheusageofthekeywordsoftentestedontestsaccordingtothedictionaryentries.Itisnotjustabouttellinggrammarrulesandthenfloodingthemwithendlessexercises.ItisnotjustaboutpreparingthemfortheCollegeEntranceExamination.Itisaboutmotivatingthemtousewordsproperlyinmeaningfullanguagesituationsbyprovidingthemwithopportunities.Itisabouthelpingstudentspromotetheircomprehensivelanguagecompetence.”四、高三词汇复习课建议案例一（二次开发教材，在语境中学词汇）Unit5Canada—TheTrueNorth练习一用continent,distant,border,wealth,north,impress,surround填空CanadaisaNorthAmericancountry.Locatedinthenorthernpartofthe(continent),itstretchesacrossalong(distance)fromtheAtlanticOceanintheeasttothePacificOceaninthewestand(northward)intotheArcticOcean.Itis(surrounded)byoceansonthreesidesexceptonthesouthwhereit(borders)theUnitedStates.Insize,Canadaisthesecondlargestcountryonearth.Intermsofeconomicpower,itisoneofthe(wealthiest)countries.MostpeopledonotknowverymuchaboutCanada.Mentionthecountryandusuallyoneoftwo(impressions)willcometomind:Eitherasparselypopulated,frozencountrywherepeopleliveinigloos,eatfish,huntbears,oranotherAmerica.四、高三词汇复习课建议练习二完形填空WhenyouvisitMontreal,youwillf