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【学士论文】探讨词汇教学模式的课堂运用:“呈现发现归纳实践活用”(论文范文)

星级: ★★★★★ 期刊: 《现代教师教学研究》作者:施辉雪浏览量:4069 论文级别:热门本章主题:词汇和学生原创论文: 5156论文网更新时间:12-21审核稿件编辑:Amos本文版权归属:www.5156chinese.cn 分享次数:3155 评论次数: 2730

导读:怎么写作好词汇和学生相关方面的论文。本篇词汇教学模式的课堂运用:“呈现发现归纳实践活用”中的相关论文应用格式希望会对你的写作带来参考帮助以解你的写作忧愁。

福建省 市南侨中学362200

【摘要】本文分析了词汇教学模式“呈现——发现——归纳——实践——活用”的课堂运用,通过课堂活动,运用英语语言结构,培养学生综合运用能力,并结合课例说明了此教学模式的具体应用.

【关键词】词汇教学模式;“呈现——发现——归纳——实践——活用”; 英语语言结构;综合运用能力

1引言

《英语课程标准》明确指出“此次课程改革的重点是要改变英语课程过分强调语法和词汇知识的讲解和传授,忽视对学生实际语言运用能力的倾向…”新课程的八级词汇教学的目标要求是“1。运用词汇理解和表达不同的功能、意图和态度等;2。运用词汇描述比较复杂的事物、行为和特征,说明概念等;3。学会使用3000个单词和400-500个习惯用语和固定搭配.显而易见,新课标是要求改变以前词汇教学的教法,抛弃过去那种以讲解及传授为主,死记硬背,机械套用基本句型的教学模式.因此笔者认为在词汇教学中,应将词汇教学与听,说,读,写各项技能的培养融为一体,与语篇理解和语言的实际运用结合起来,在新课改中的词汇教学必须体现:发现探究,实践运用,任务型活动,自主学习,合作学习”等新课标的新理念.

笔者参加参加了H老师的创新课研讨,教学内容为《普通高中新课程标准实验教科书·英语》(人教版)高一年必修模块1 Unit 2。 English Around the World中的Learning about Language---Words and Expressions。 在本节课中,H老师采用“呈现——发现——归纳——实践——活用”教学模式,创设了各种语言情景和活动,注重构建策略引导型的词汇教学模式,即从词汇的形式到词汇的意义,再到词汇的应用.

2以“呈现——发现——归纳——实践——活用”教学模式组织词汇课堂教学

2。1呈现词汇魅力,激活学生兴趣.

H老师在导入这部分采用了“Tongue twisters”的方式.具体活动如下:

A The students are divided into groups of six。 Each group chooses one sentence。 The students guess the meaning, find out the right sense groups and practice reading。

B Have a competition to see which group reads the most fluently。

1 Can you can a can as a canner can can a can?

2 Don’t rock that baby on the rock while playing that rock music。

笔者认为这一环节能够达到三个目的:1。激活学生已有的知识和经验,调动学生的主观能动性,使其学习构建新的知识;2。揭示词汇一词多义的特点、学会划分意群和在语境中掌握词义;3。提高课堂的趣味性与说英语的流利性.

2。2发现词汇形式,把握重点词汇.

H老师在这个环节中,设计三个活动:

1。match the new words with the words;

2。match the new words and expressions with their meanings;

3。a competition---Guess the meanings。 活动如下:

A Match the new words with the pictures。

1elevator 2petrol/gas3voyage4apartment

5Danish6vocabulary 7Singapore8Malaysia

(Answer:1 C2 A3 B4 E5 D6 G7 F8 H )

BMatch the new words and expressions with their meanings。 (Ex。1 P11)

1petrolA who or what somebody or something is

2voyageB a word for gas

词汇教学模式的课堂运用:“呈现发现归纳实践活用”
词汇和学生论文应用格式

in British English

3graduallyC not sudden

4frequentlyD in fact

5identityE the second of two things or people already mentioned

6the latterF often

7actuallyG long trip by sea or in space

8fluentH able to speak or write a language well

(Answer:1 B2 G3 C4 F5 A6 E7 D8 H)

CA competition

Guess the meanings。

There are four meanings of words or expressions for each group。 The students have to guess what it is。 The group which could finish the task in the least time will be the winner。 The winner will get 5 points。 The second one will get 3 points。 The third one will get one point。

Group 1

1for example

2a set of rooms for living in

3the way that words are used in a language

4a machine used for moving people or things up and down

Group 2

1visit a

本篇词汇教学模式的课堂运用:“呈现发现归纳实践活用”文章原创地址:http://www.5156chinese.cn/shuoshilunwen/214980.html

place

2all the words and phrases you learn

3agreed, said or done by the government

4the way in which a word is spelled

Group 3

1person who has spoken English since birth

2as the result of a particular thing or someone’s action

3used to give an example of something

4long trip by sea or in space

Group 4

1at this time; now

2who or what sb。/sth。 is

3slowly, over a long period of time

4happening often

H老师在这三个环节中所选词汇均是重点词汇.主要让学生从形式上了解词汇.采用的

方法多样.如图片联想法、拼读策略,英语释义法和拆分法.由易到难,层层推进.课堂气氛活跃,学生参与热情.

2。3归纳词汇意义,深化词汇理解

H老师在这个环节设计了两个活动任务,具体如下:

ARead the following sentences and work out their meanings in pairs。 Find the correct meanings of the phrase “come up” from the right column。

(Answer:1 E2 C3 A4 A5 D6 B)

BCompare the following sentences and explain the differences in pairs。

1A Actually, he knows four languages, such as Chinese, English and Danish。

BActually, he knows four languages, namely, Chinese, English, Danish and Japanese。

CThe differences in pronunciation between AE and BE are greater。 For example, Americans say dance [daens], and in Southern England they say [da:ns]。

2AA large number of students in Singapore are reading the book。

BThe number of students reading the book is large in Singapore。

3ABecause you are concerned about me, I find that life is full of hope。

BBecause of your concern, I find that life is full of hope。

4AActually, he is a native of Malaysia。

BActually, bananas are native to Taiwan。

5AThe Danish native language is Danish。 But at present a large number of people are learning English。

BHow many of the group coming from Malaysia are present today?

笔者认为,这个环节有几个特色:

1。把握重点词汇及词组到位;归纳词汇的意义到位;

2。使学生学会语境学习法、了解词块以及一词多义;

3。学生通过观察对比总结出的结论,记忆深刻.并且能注意词汇的意义.

2。4实践词汇趣味,活用所学知识

词汇都要为语篇服务的,没有语篇为载体,词汇就失去了它的生命力.H老师在这一个而环节只,注重学生词汇的实践,应用这一个输出过程.从“词汇——句子——篇章”,层层深入,目的明确,共设计了五个活动:

Activity 1:Make sentences using “ make use of, be based on”。 You can use the following words or pictures if you like。

filmstudentDanishnativevisitorusage

Activity 2:Play the game “词语接龙”。

1Brainstorm the words with the form “adj。+ly→adv。”。

2Observe the following sentences 。

1)We hold conferences frequently。

2)Research is also advanced by frequent conference to exchange experience。

3Play the game “词语接龙”,the first one makes a sentence using the adjective, the next one the adverb of the same adjective using the following words。

official, actually, gradual, gradually, fluent, fluently, frequent, frequently

Activity 3:Add these phrases to the rhyme so that it makes sense。 Then read the rhyme aloud and mark the sense groups。 (Ex。3 P11)

such as make use of because of come up at present

“Will you to my flat?” asked the spider to the fly。

“it’s so pleasant to look down from so high。

the clear sky it’s possible to see

Buildings theatres and hotels by the sea。

So won’t you please this chance to look?”

The fly agreed immediately without a second thought。

But as soon as she went up with a step so light that day,

The spider caught and ate her and she was never seen again!

Answer:

come upAt presentBecause ofsuch asmake use of

Activity 4:Complete this passage with the words from the Warming up and Reading。 (Ex。2 P11)

It is not easy for a Chinese person to speak English as as a English speaker。 One reason is that English has a large 。 It also has different usage in different English speaking countries。 If you use “flat” instead of “”, people in American will know you have learned British English。 If you use the word “” instead of “lift” in Britain, people will know you have studied American English。

Answer:

fluently native vocabulary apartment elevator

Activity 5:A competition

Make up a story as funny as possible using the following words or phrases learnt today。

because of, come up, at present, make use of, such as, be based on, actually, fluent, fluently, gradually

1The students are divided into groups of six。 Each one makes up a sentence。 Then they join the sentences together and make some n

词汇专业学士论文怎么写
预览次数:2781 评说人数:1927

ecessary changes。 Add up more if they can。

2Each group chooses one to present their work。 The group which uses five words or phrases will get 5 points。 Th

本篇探讨词汇教学模式的课堂运用:“呈现发现归纳实践活用”论文范文综合参考评定如下
有关论文范文主题研究:词汇方面的论文应用格式大学生适用:学士论文
相关参考文献下载数量:1927写作解决问题:怎样写论文应用格式
毕业论文开题报告:论文开题报告多少字职称论文适用:中级职称,高级职称评审
所属大学生专业类别:词汇方面论文应用格式论文题目推荐度:优质题目
e more, the better。 The group which uses the most words or phrases wins。

笔者认为,强调词汇学习的关键是运用,这一个环节中学生学会构词法、语境学习法和词块联想法;通过造句,词语接龙,短文填空,学生学会根据意群科学地记忆,并且欣赏语言的韵律之美;通过组织竞赛,培养学生的合作意识与竞争意识.

3总结

Wilkins指出:“没有语法不能很好地表达,而没有词汇则什么也不能表达.”因此,词汇教学在英语知识体系中非常重要.

此教学设计环节为:呈现→发现→归纳→实践→活用,教学流程是:呈现语言材料--学生观察分析归纳规则--练习中尝试运用规则.即发现和探究的方法,启发学生通过所给的启示,如词汇的英语释义或例句,自己找出书中的重点语言项目,即课程标准所要求掌握的语言知识及有关的规则.H老师从词汇的形式、意义和应用三个方面精心设计了不同层次、多种形式的练习,以加深学生对所学单词和结构的理解,培养他们初步运用这些词汇的技能,以引导学生逐步具有在综合语言实践活动中灵活运用词汇的能力.这样让学生自主探究,掌握语言知识,形成学习能力,符合新课程的教学理念.注:★本文是福建省教育科学“十二五”规划2013年度立项课题“农村高中英语学习现状和教学模式研究”(立项批准号:FJJKXB13-031)的阶段性研究成果.

[ 参考文献 ]

1、少数民族地区高中词汇教学策略 内容本文按照自己在英语教学过程中的总结,从词汇和语法、词汇和课文讲解、创新词汇教学方法、有效借助词典、及时总结复习等方面等介绍了少数名族高中英语词汇教学。 关键词:词汇 教学 少数民族

2、高中英语词汇教学的几点做法内容词汇在英语语言中的重要性毋庸置疑,但是实践学习中,学生背的苦,记不住;老师教的累,效率低,最终导致学生英语水平受到词汇量低的制约而无法提升。笔者通过在教学中反复实践,总结出了音形结合记单词、

3、基于项目的旅游英语词汇教学方式经过科学的研究证明,运用以项目为基础的英语词汇方面的教学方式,可以使学生形成有效、科学的学习策略,提高学生的学习合作意识和人文素养,并且可以使学生的自主学习能力得到有效的提高。以项目为基础的语言学习,

本篇论文阅读总结:为有关撰写词汇和学生方向的论文应用格式与课程研究的学生们在完成学士毕业论文词汇论文开题报告范文以及相关论文格式模版起到一定的帮助。

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