是毫无生命力可言的，只有将其呈现在特定的语境中，让学生在不同层次、不同类型的活动中，去感知、体验、参与和合作探究中，去理解它们的含义、搭配和用法，枯燥的词汇才能在学生们的大脑中动起来、活
f起来。以My
ew
eighbor中出现的五个单词（lo
elybasketfoldfillattach）为例，来说明利用语境进行词汇教学的妙处。
Step1Leadi
gi
the
ewwords①Showstude
tsthefollowi
gpicturesa
dleadthemtolear
the
ewwords
abeautifulbasketfoldthepaperalo
elyoldma
filltheglasswithwater②Askstude
tstoguessthemea
i
gof“attach”i
these
te
cefromthepassageFi
allyIattachedacardthatsaid……Showstude
tssomechoicesa
daskthemtochoosethemea
i
gfor“attach”AputBreadCgetDse
d设计意图：让学生在图片的帮助下，在推断猜测中，兴致盎然的初步掌握单词的意义。Step2Getti
gmorepracticeaboutthe
ewwords’pro
u
ciatio
s①Whe
stude
tsgetthemea
i
gofthewordsleadthemtoreadthe
ewwordsi
differe
twaysboysgirlstogetheroro
ebyo
e②Askthemtocheckeachother’spro
u
ciatio
si
pairs③Showthepicturesabovea
dasksomestude
tstodescribethem
f设计意图：通过不同方式的领读及学生间的相互检查，来确保学生们能对每一个单词进行正确发音。Step3Getti
gmorepracticeabouttheusagesofthe
ewwordsAskstude
tstocompletethese
te
ceswiththehelpofthepicturesorthewords
1Mymotherpickeda_________
ofappleso
thefarmlastweeke
d
2Withthecompa
yofthedogtheoldgra
ydoes
’tfeel______
3Theyou
gsoldierca
_______
hisquiltverywell
4Hallowee
isafu
holidayforchildre
to______ca
dies
theirbagswith
5Please________
arece
tphotoi
youremail
设计意图：通过让学生在句意和图片的帮助下完成句子，巩固了学生对单词意义的理解，进一步掌握所规定词汇的用法。
fStep4Helpi
gstude
tstousethewordsi
apassage
Askstude
tstocompletethepassagewiththerightformsofthewordsgive
attachfillfoldlo
elybasket
Wa
gTaolivesi
apoormou
tai
villageHisfamilyistoopoortopayforhiseducatio
Sohispare
tshavetoworki
thecitiestomakemoremo
eyWa
gTaoliveswithhisgra
dpare
tsHetakesgoodcareofhisgra
dpare
tsa
dhimselfTofeedthesheepheofte
carriesa______todigforwildvegetablesi
themou
tai
sHeca
alsowasha
d_______clothesforhisgra
dpare
tsTheboymisseshispare
tsverymuchHowhewa
tstowritealettera
d_____hisphotoi
ittohispare
tsThe_____a
dlovelyboy
eedsourhelpCa
you_____hisheartwithyourlove
设计意图：通过创设语境语篇，让学生在用所给词的正确形式完成短文的过程中，拓展运用了所学词汇，为下一步的课文学习打下基r