〓〓一、呈現—探究—運用的詞匯教學模式教授新詞

〓〓在教學新詞時，我采用呈現—探究—運用的詞匯教學模式，先向學生呈現典型例句，然后引導他們通過觀察和分析例句，猜出新詞的詞義并歸納其用法，然后鼓勵學生創造性運用新學詞匯。以“measure”為例進行過程示例。

〓〓 教師給學生提供例句：

〓〓Could you measure the table to see if it will fit into our room?

〓〓What criteria can we use to measure women’s progress in the workforce?

〓〓Stronger measures are needed to combat crime. / Take measures to reduce the cost of products.

〓〓Exams are not necessarily the best measure of students’ abilities.

〓〓學生默讀、觀察例句，分析詞性及意義，學生進行小組討論，教師歸納并講解。

【歸納】verbs: 1. to find the size， length， or amount of sth. 2. to judge the importance， value

〓〓Nouns: 3. an official action that is intended to deal with a problem

〓〓4. way of judging sth

〓〓5. unit of measurement

〓〓【習慣用語】make a coat to one’s measure; take measures to do something

〓〓教師設計情境，讓學生造句練習。What measures should our school take to prevent the spread of the H1N1 flu? What measures should our school take to protect our environment?

〓〓二、結合教科書的單元詞匯，運用學過的詞匯進行書面表達的練習

〓〓以人教版教科書必修1第1單元為例，指導學生學習單元的課標詞匯后，在作文中運A用學過的詞匯進行書面表達，真正做到學以致用。

〓〓【范例】用本單元的詞組根據以下提示來寫一篇50字左右的小短文

〓〓2007年7月22日哈波英文終結版：Harry Potter and the Deathly Hallows 全球同步發行。該書是基于前幾版的情節而寫的，被公認為最有感染力的兒童小說。其作者：J. K羅林 （J. K. Rowling ）出席了當天發行會，并朗讀部分故事的內容。信不信由你， 她以這種方式讓書迷們閃電般了解小說的內容。

〓〓要求學生審題時判斷可以用本單元的哪些學過的詞組造句，由學生分小組合作討論列舉出這些短語（文中黑體字的詞匯），再連詞成句。

〓〓The English final edition“Harry potter and the Deathly Hallows”was distributed all over the world on July 22， 2007. This book based on the previous plots is regarded as the most charming bestseller for children. Besides， Its author J.K. Rowling was present at the press and she read aloud part of story. Believe it or not， fans could get the hang of the story with lightning speed in this way.

〓〓三、泛讀課中提高猜詞能力的學案導學模式

〓〓猜詞能力的培養也是學習詞匯的不可忽視的重要環節以及有效的詞匯學習的策略和方法。以人教版教科書必修3第4單元第30頁的泛讀材料為例分析。教師可在完成基本的閱讀理解前，可截取以下文段做猜詞能力的訓練。

〓〓【文段一】As the rocket rose into the air， we were pushed back into our seats because we were trying to escape the pull of the earth’s gravity. It was so hard that we could not say anything to each other. Gradually the weight lessened and I was able to talk to him.

〓〓教師啟發學生根據語境分析，上文和下文的斜體字對比關系的理解后，可以猜出詞義。然后給例句進一步解釋。After taking the medicine， the sick boy felt that the pain in his stomach lessened and went to sleep. When his mother saw this， she felt relieved.

〓〓詞義是數量上減少，程度上減輕或減弱。（Lessen= make sth become smaller， weaker， less important）。根據構詞法進行同類項的歸類，如同樣用法的詞有：brighten， strengthen， lighten， shorten， widen， broaden， lengthen。

〓〓【文段二】I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon large.

〓〓根據構詞法分析：weight + 反義詞后綴less變成形容詞， + 副詞后綴ly， 修飾動詞“float”。

〓〓【文段三】I climbed down from the spaceship. When I tried to step forward I found I was carried twice as far as on the earth and fell over. “Oh， dear，” I cried， “walking does need a bit of practice now that gravity has changed.” After a while I got the hang of it and we began to enjoy ourselves. 從上文和下文的斜體字對比關系的理解，不難猜出“ got the hang of it ” 意思是“掌握” (got used to it / grasped the skill of )。

〓〓責任編輯〓邱〓麗