电子辞典在高中词汇教学中的应用(72222)-英语教育-(225)-21英语网

一、引言

词汇是语言学习的核心，是所有语言技能发展的基础。《英语课程标准》对高中阶段的词汇学习提出了较高要求，即“能运用词汇理解和表达不同的功能、意图和态度”。在教学中，教师应注重培养学生掌握良好的词汇学习策略，进而有效提升词汇学习效果。Casio电子辞典的“模糊查询”“追加查询”等功能能够帮助学生学习和理解构词法，并通过比较近义词掌握用词的准确性。

二、教学案例

教学内容:

本课的教学内容“Things we never said”选自北京师范大学第二附属中学校本选修课教材（高一版）。文章描写了恋人Amanda和Peter在失去联系多年之后在家乡重逢的情景。文章通过描写Amanda和Peter看似毫无意义的对话，生动地展示了人物的心理活动。作者选择的词汇精彩传神，形象地传达了人物的情感态度。

学生在完成本课的学习后，应实现以下目标:

1.知识与技能目标

(1)能根据上下文猜测生词词意;

(2)能举例解释构词法知识，并根据所学的构词法知识学习更多词汇;

(3)能运用所学词汇表达不同的功能、意图和态度。

2.过程与方法目标

(1)学生通过自主、探究、合作学习的学习方式，体验如何在阅读中根据上下文猜测词义，适时使用电子辞典解决词汇障碍;

(2)学生能在阅读和写作中关注用词的准确性;

(3)学生会适时使用电子辞典，逐渐养成利用工具书自主学习的能力。

3.情感态度目标

通过借助电子辞典进行词汇学习，学生能够增强学好英语的自信心。

教学设备:

卡西欧E-SF99电子辞典、电脑、投影仪

本课主要应用电子辞典的下述功能:模糊查询、牛津同义词词典、追加查询

三、教学过程

1.教师要求学生快速阅读文章，并通过回答以下问题了解文章大意。

(1) Who are the main characters in the story?

(2) Where do they run into each other?

(3) Why did they come back to their hometown?

(4) What do you think the relationship is between them?

2.教师列出生词，引导学生根据上下文猜测词义。学生可以利用电子辞典验证自己的猜测正确与否。

3.教师让学生猜测句子“訮eter!?as she said his name, her heart quickened.”中quicken的含义，然后指导学生使用电子辞典的“模糊查询”功能，找到以en结尾的动词，引导学生关注由“形容词+en”构成动词的构词法知识（见图1、2），并设计练习让学生按照所学构词方法完成句子。

例:

(1)He was ______(唤起，唤醒) at dawn by the sound of crying.

(2)Spending a year abroad helped to _____ (拓宽) his horizons.

4.在解决了词汇障碍并了解文章大意后，教师提出问题引导学生体会语言背后隐含的深层内容。

(1) How do they feel about each other now? Why do you think so?

(2)Why do they carry on such a meaningless and awkward conversation when they meet again after 15 years?

5.教师从文中选出两组句子，让学生根据上下文说出句中划线词汇的同义词。

例1:I誱 surprised you recognize me.?he said, burying his hands in the pockets of his coat.

学生提供了bury的同义词put。教师指导学生查询电子辞典，学生发现bury可以表示“put sth. deeply into sth. else”的意思(见图3)，因此，与put相比，bury能够更形象地表达出Peter再次见到分别多年的女友Amanda时紧张的心情。

例2:She remembered their first summer together. They誨 lain together by the river at Cliveden. They were both 18 and he誨 rested his head on her stomach, twisting grass in his fingers, and told her that he couldn誸 live without her.

学生认为，put, place等动词可以替换单词rest。这时，教师指导学生通过Casio电子辞典的“追加查询”功能，比较rest和place（图4、5）的区别。通过查询，学生发现rest表示“stop being active for a while and relax”，而place指的是“put sth. in a particular place or position, especially in a careful, firm and deliberate way”。这样，学生就能体会到使用rest更符合恋爱中的情侣轻松愉快的心情，进而学习了如何使用词汇表达情感态度。

6．教师提供一段描述性文字，要求学生阅读，并借助Casio电子辞典进行改写，使文章读起来更加生动。

教师提供的文字:

I was alone in the house, reading a ghost story as rain fell heavily outside. The dying fire put a pale glow onto the walls of my study. I was reading the story when I suddenly began to feel that someone was looking at me. The clock stopped suddenly. I felt a biting wind blowing in through the now open window. After a few seconds, though, the book fell to the floor by an unseen hand. 襑ho誷 there??I said, shaking uncontrollably with fear.

学生改写后的文字:

I was alone in the house, reading a terrifying ghost story as rain poured down outside. The dying fire cast a pale glow onto the walls of my study. I was absorbed in the story when I suddenly began to feel that someone was watching me. The clock stopped abruptly. I felt a biting wind blowing in through the now open window. After a few seconds, though, the book was knocked to the floor by an unseen hand. 襑ho誷 there??I cried, shaking uncontrollably with fear.

四、教学反思

本课旨在引导学生借助Casio电子辞典的“模糊查询”功能，自主分析、归纳构词法知识，并运用所学知识完成练习题。课堂上，教师引导学生通过查询词典，比较、探究了作者对词汇的选择，体会了如何运用词汇正确表达态度和意图。

最后一项活动是教师让学生借助电子辞典改写一段故事，使之更加符合人物的情感态度，更加生动、精彩。虽然学生改写后的文字不尽相同，但都做到了符合作者的写作意图和故事语境。在此过程中，学生加深了对用词达意准确性的理解。