(k)浅谈新课程理念下的初中英语课外词汇的有效拓展

新课程理念下初中生词汇有效拓展的教改初探

邵雪花

摘要：外语教学的目标是培养学生在交际活动中运用所学语言的能力，学生对词汇的掌握程度运用能力的形成至关重要。本文主要探索在课外通过各种途径进一步拓展学生的词汇运用能力，从而能使课内课外一体化，真正有效地提高学生的词汇运用能力。

关键词：新课程，初中，词汇，有效拓展

一、初中词汇教学与学习中面临的问题

1.传统词汇教学方式不适应当前词汇教学新要求。词汇教学是英语教学的一个重要组成部分。英语课程标准要求学生初中毕业时学会使用1500～1600个单词和200～300个习惯用语或固定搭配，高中毕业时学会使用3000个左右的单词和400～500个习惯用语或固定搭配。其中有相当数量的词汇用法灵活、较难记忆。因此，师生普遍感到词汇学习的压力增大，传统词汇教学方式已经不能适应当前词汇教学的要求。

2.日益丰富的英语语料改变着词汇学习的观念与策略。随着英语学习条件的改变，各种英文报纸、杂志及网络等学习资源日趋丰富，学生接触英语语料的机会逐渐增多，在某种程度上也改变词汇学习的观念和策略。

3.初中学生传统的词汇学习方法形式单一、效果较差。学生喜欢通过背诵教材附录中的词汇表，机械地集中记忆，忽视了词汇与其所在语境的联系，也没有结合生活实际主动运用词汇。学生缺少主动探究的思维过程，学习的主体性没有得到足够的重视和激发。

4．教师传统的词汇教学方法无法有效地拓展词汇量。教师在教学单词时往往热衷于把该单词所有的用法全部灌输给学生，但是，学生对教师灌输的内容往往难以完全掌握，缺少词义和用法的探究过程，容易对词汇学习丧失兴趣，无法有效地拓展词汇量。

5．初中运用词汇的形式单调陈旧，缺乏创新。如，用新学词汇造句等。长此以往，学生对词汇运用的积极性没有得到很好的提高。

二、新课程理念下初中生词汇有效拓展的教改探索

在这种背景下，能否尝试在课内培养学生词汇能力的同时，在课外通过各种途径进一步拓展学生的词汇运用能力，从而能使课内课外一体化，真正有效地提高学生的词汇运用能力？笔者在教学实践中采取了一些旨在提高学生词汇运用

能力有效性的举措，取得了良好效果。

1.开展词汇的探究性学习

教师要鼓励和引导学生词汇学习从课内延伸到课外，充分利用各种学习工具和学习资源，如查阅字典等，开展词汇自主学习活动，从而有效地扩大词汇量，拓宽知识面。再如,教师可以指导学生在日常生活中发现更多的词汇或上网查询自己不会运用的词汇或不认识的生词等。

2.串联词汇

当教师教授完一课时后，可以要求学生用本课所学的词汇来编成一段有趣的对话、短文、小故事等（可作为课外作业），让学生进一步加深对新学词汇的认识,同时能使枯燥的词汇学习变得鲜活、有趣。如：笔者在教授新目标英语九年级第二单元第一课时的时候，要求学生用used to, airplane, terrify, be terrified of , go to sleep等词汇来串成一个小故事。例如，有学生这样写道：I used to be terrified of taking the airplane. When I was on the airplane, I was always crying….

3.课外拓展阅读

泛读是扩展学生知识储备、激发学生的阅读兴趣、培养学生良好阅读习惯的有效途径。Nation(1990)指出，通过泛读间接或偶然习得词汇是扩展词汇的好方法。通过泛读，学生可以接触大量重复出现的、有用的词汇，同时把生词与已知词汇联系起来。根据年级的不同，教师可以为学生选择合适的课外阅读材料,注意材料不宜过难,体裁最好以故事、寓言或幽默笑话为主。教师应把阅读材料选择的主动权交还给学生，鼓励学生尽可能阅读英文原著或体现英美文化特点的材

料。例如，学习了Go for it!九年级第13单元You are supposed to shake hands 之后，教师可以建议学生阅读更多关于中外文化差异的文章。

4.读书笔记

读书笔记要求学生在平时的阅读中摘录好词好句。例如，学生可以摘抄精彩的词句、片段、格言和警句等，并进行整理和归类。学生在记录的时候可以按照从单词到词组再到句子的顺序，让人一目了然。如：有学生这样记录：encourage vt. 鼓励;encourage sb. to do sth. 鼓励某人做某事；句子：My mother always encourages me to do the things by myself.在摘抄英语格言的时候可以作如下分类,如关于成功的:Failure is the mother of success.失败是成功之母。A bad beginning makes a good ending.不善始者不善终。A good beginning is half done.良好的开端是成功的一半。好词好句汇总后可定期开展手抄报展览。

5.编英语手抄报

定期开展英语手抄报比赛，学生可以自己独立完成一份或多人合作。里面的内容除了从课外书籍中摘抄的好文章外，还必须包括平时摘抄的好词好句及自编的对话、故事等。此举既让学生展示了平时摘抄的读书笔记，又让学生将词汇进行充分地运用，更能增强学生的成就感与满足感。

手抄报一：

手抄报二：

6.创建词汇墙

教师引导学生在教室内墙壁的醒目之处粘贴词汇，成词汇墙，教师利用颜色区分词汇、掌握好词汇存留的时间，确定适当的词汇量和词汇的编排方式等，另外，词汇墙与课堂教学同步，与教学形成互动。词汇墙可以是固定的，也可以是活动的；可以是从天花板到地面的整面墙壁，也可以是墙壁的一部分；可以把教室的四面都设计成词汇墙，也可以只把教室的一面设计成词汇墙。

例如，在学习了有关衣服的词汇后，学生制作了这么一面词汇墙：

7.词汇出卷比赛

每学期可开展一次词汇出卷及测试竞赛：教师给出一定的题型和一定的范围要求学生出一份有关词汇的试卷，可以一人独立完成也可多人合作完成。例如，题型可包括以下内容：补全句子中的单词（30分）；连词成句（10分）；用括号内单词的正确形式填空（20分）；句子填空（10分）；根据汉语提示翻译下列句子（13分）；用方框中词的正确形式填空（17分）。最后从学生的试卷中挑出一份最佳试卷，让学生们进行测试，然后选出若干优秀的学生，给予表彰。

三、初中生词汇有效拓展教改初探的意义及思考

本研究适用于学生比较熟悉书上的主要词汇的情况。词汇的拓展教学解决了教学过程中的几个热点问题：

1.词汇拓展教学和因材施教的问题。词汇拓展教学是实现因材施教的有效方式。学生能够轻松地掌握课本上所出现的主要词汇，因此他们有能力在课外进一步拓展自己的词汇运用能力。

2.词汇拓展教学与合作学习的问题。学生需要合作出词汇卷、英语手抄报，参与词汇墙的建设等。这本身就是运用英语的过程，是合作学习的过程，也是学生自我提高和自我发展的过程。

3.词汇拓展教学和拓展性学习的问题。学生每周至少阅读两篇课外阅读文章，阅读课外书籍除帮助学生巩固课本中的基础词汇外，还能扩大学生的知识面。在科技迅猛发展，信息日新月异的今天，学生必须将英语真正看作一种信息交流的工具进行灵活自如的应用，而不能把它看成仅仅是一门考试科目。为了适应形势的需要，我们应该指导学生尽可能多地阅读一些课外英语读物，增加学生接收英语的信息量，使学生尽可能多地掌握英语词汇，使他们的词汇覆盖扩大到现代生活的各个领域。

参考文献：

李志欣.2007.新课程背景下的中学英语词汇教学方法[J].中小学外语教学，（20）：20-23

葛文山.2006.高中学生报刊阅读中的词汇附带习得[J].中小学外语教学，（02）：1-6

孙英英.2009.如何在初中英语阅读教学中有效地教学词汇[J].中小学外语教学，（09）：31-34

魏恒健.2007.新课程理念下的高中英语词汇教学[J].中小学外语教学，（02）：13-18

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（8）交通工具(transport) bike / bicycle（自行车） bus（公共汽车） car（小汽车） jeep（吉普车） train（火车） ship（轮船） plane（飞机） （9）饮食(meal) breakfast（早餐） lunch（午餐） supper（晚餐） dinner（正餐、晚餐） snack（快餐） picnic（野餐） （10）米面及肉类食品 rice（米、米饭） porridge（粥） dumpling（饺子） noodle【常用复数】（面条） meat（肉） beef（牛肉） mutton（羊肉） chicken（鸡肉） egg（鸡蛋）（11）水果(fruit) Apple（苹果） banana（香蕉） pear（梨子） orange（橙子） strawberry（草莓） （12）蔬菜(vegetable) tomato（西红柿） potato（马铃薯） carrot（胡萝卜） cabbage（洋白菜、卷心菜） onion（洋葱）

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therefore 因此，从而 furthermore =moreover再者otherwise 另外 in my opinion 我认为，我的意见是not only …but also 不但…而且…in spite of 不管 for example 例如… different from 与……不同 as a result 结果 in order to do 为了 There is no doubt that 毫无疑问It is well known that 大家都知道to tell the true 说实话 however 然而 therefore 因此 since then 自从那时起 as soon as 一……就……thanks to 多得，幸亏 ★★初中英语作文常用句型： 1.表示原因 1)The reason for this is that… 2)There are three reasons for this. 2

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