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〓〓一、呈现—探究—运用的词汇教学模式教授新词
〓〓在教学新词时，我采用呈现—探究—运用的词汇教学模式，先向学生呈现典型例句，然后引导他们通过观察和分析例句，猜出新词的词义并归纳其用法，然后鼓励学生创造性运用新学词汇。以“measure”为例进行过程示例。
〓〓 教师给学生提供例句：
〓〓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.
〓〓学生默读、观察例句，分析词性及意义，学生进行小组讨论，教师归纳并讲解。
【归纳】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
〓〓【习惯用语】make a coat to one’s measure; take measures to do something
〓〓教师设计情境，让学生造句练习。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、结合教科书的单元词汇，运用学过的词汇进行书面表达的练习
〓〓以人教版教科书必修1第1单元为例，指导学生学习单元的课标词汇后，在作文中运A用学过的词汇进行书面表达，真正做到学以致用。
〓〓【范例】用本单元的词组根据以下提示来写一篇50字左右的小短文
〓〓2007年7月22日哈波英文终结版：Harry Potter and the Deathly Hallows 全球同步发行。该书是基于前几版的情节而写的，被公认为最有感染力的儿童小说。其作者：J. K罗林 （J. K. Rowling ）出席了当天发行会，并朗读部分故事的内容。信不信由你， 她以这种方式让书迷们闪电般了解小说的内容。
〓〓要求学生审题时判断可以用本单元的哪些学过的词组造句，由学生分小组合作讨论列举出这些短语（文中黑体字的词汇），再连词成句。
〓〓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、泛读课中提高猜词能力的学案导学模式
〓〓猜词能力的培养也是学习词汇的不可忽视的重要环节以及有效的词汇学习的策略和方法。以人教版教科书必修3第4单元第30页的泛读材料为例分析。教师可在完成基本的阅读理解前，可截取以下文段做猜词能力的训练。
〓〓【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.
〓〓教师启发学生根据语境分析，上文和下文的斜体字对比关系的理解后，可以猜出词义。然后给例句进一步解释。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.
〓〓词义是数量上减少，程度上减轻或减弱。（Lessen= make sth become smaller, weaker, less important）。根据构词法进行同类项的归类，如同样用法的词有：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.
〓〓根据构词法分析：weight 反义词后缀less变成形容词， 副词后缀ly， 修饰动词“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. 从上文和下文的斜体字对比关系的理解，不难猜出“ got the hang of it ” 意思是“掌握” (got used to it / grasped the skill of )。
〓〓责任编辑〓邱〓丽
〓〓在教学新词时，我采用呈现—探究—运用的词汇教学模式，先向学生呈现典型例句，然后引导他们通过观察和分析例句，猜出新词的词义并归纳其用法，然后鼓励学生创造性运用新学词汇。以“measure”为例进行过程示例。
〓〓 教师给学生提供例句：
〓〓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.
〓〓学生默读、观察例句，分析词性及意义，学生进行小组讨论，教师归纳并讲解。
【归纳】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
〓〓【习惯用语】make a coat to one’s measure; take measures to do something
〓〓教师设计情境，让学生造句练习。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、结合教科书的单元词汇，运用学过的词汇进行书面表达的练习
〓〓以人教版教科书必修1第1单元为例，指导学生学习单元的课标词汇后，在作文中运A用学过的词汇进行书面表达，真正做到学以致用。
〓〓【范例】用本单元的词组根据以下提示来写一篇50字左右的小短文
〓〓2007年7月22日哈波英文终结版：Harry Potter and the Deathly Hallows 全球同步发行。该书是基于前几版的情节而写的，被公认为最有感染力的儿童小说。其作者：J. K罗林 （J. K. Rowling ）出席了当天发行会，并朗读部分故事的内容。信不信由你， 她以这种方式让书迷们闪电般了解小说的内容。
〓〓要求学生审题时判断可以用本单元的哪些学过的词组造句，由学生分小组合作讨论列举出这些短语（文中黑体字的词汇），再连词成句。
〓〓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、泛读课中提高猜词能力的学案导学模式
〓〓猜词能力的培养也是学习词汇的不可忽视的重要环节以及有效的词汇学习的策略和方法。以人教版教科书必修3第4单元第30页的泛读材料为例分析。教师可在完成基本的阅读理解前，可截取以下文段做猜词能力的训练。
〓〓【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.
〓〓教师启发学生根据语境分析，上文和下文的斜体字对比关系的理解后，可以猜出词义。然后给例句进一步解释。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.
〓〓词义是数量上减少，程度上减轻或减弱。（Lessen= make sth become smaller, weaker, less important）。根据构词法进行同类项的归类，如同样用法的词有：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.
〓〓根据构词法分析：weight 反义词后缀less变成形容词， 副词后缀ly， 修饰动词“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. 从上文和下文的斜体字对比关系的理解，不难猜出“ got the hang of it ” 意思是“掌握” (got used to it / grasped the skill of )。
〓〓责任编辑〓邱〓丽