如何产出阅读教学中的目标词汇？
内森在《词汇教学设计》（Managing Vocabulary Learning）一书中指出：“并非所有单词生来都是平等的。（All words are not created equal.）”语篇中英语词汇的教学价值是不一样的，所采用的教学方法也相应不同。词汇的特点包括：目标词汇被使用的频度，是高频词还是低频词；目标词汇在教学中的地位和作用，是接受性词汇（receptive vocabulary）还是产出性词汇（productive vocabulary）。
词汇教学的重点在于提高学生运用产出性词汇（productive vocabulary）的能力。学生学习的词汇越是表现为接受性，其运用词汇的能力就越弱；相反，学生学习的词汇越是表现为产出性，其运用词汇的能力就越强。研究表明：在英语学习的初级阶段，学生运用产出性词汇的能力往往与理解接受性词汇的能力同步增长，但是产出性词汇能力往往会在某个水平上停滞不前。具体表现为：学生在书面和口语表达时，能够运用自如的往往还是初级阶段所学的基本词汇。这一现象给教师在语言教学中提出了警示：首先，教师不应该只关注词汇数量的绝对增长，而应该关注词汇深度和广度的发展，也就是词汇的丰富性；其次，教师要精选语言输入，引导学生在理解文本内容时咀嚼词汇、品味语言。
1.读中阶段目标词汇的产出
语言学家萨默斯（Summers）认为，无论是母语学习还是外语学习，只有反复地接触一个单词，这个单词才能进入学习者的积极词汇表中。
例9：productive word—whisper
以“whisper”一词为例，该词既是高频词也是产出性词汇。“whisper”一词来自牛津教材高一第一学期的一篇小说节选Surprises at the Studio。文本讲述了Mandy和Angela参加一个电视竞赛类节目的录制，在录制过程中，发生了许多令人意想不到的事件，最终Angela意外地获得了此次比赛的大奖。作为第二课时词汇教学，笔者设定的一个教学目标是在教学过程中帮助学生体会作者针对不同人物所使用的不同动词，如whisper，faint，shout，gasp，boom等，从而刻画出不同的人物性格。笔者是这样处理“whisper”这一词汇的。
Step1：从文本语境中引出“whisper”一词
T：Five minutes before they started filming，did Mandy want to be a contestant in the quiz？And how do you know？
S：No.Mandy was glad that she was not one of the contestants.
T：Why was Mandy glad not to be a contestant？
S：Because she would have been worried.
T：How did Mandy say that she was glad not to be a contestant？The author used a special verb to replace“say”.What is the verb？
S：She whispered.
Step 2：使用“英语释义”和“图片展示”，理性和感性地定义“whisper”
T：What does whisper mean，to speak in a high voice or low voice？
S：To whisper means to say something in a low voice.
T：Please whisper sth.to your partner.Pay attention to your manners because whisper means to speak in a low voice and we usually whisper sth.in one's ear.
Step 3：在课堂语境中反复操练“whisper”一词
T：Please whisper sth.to your partner.Since you said sth.in a whisper，I didn't hear.Can you tell me what did your partner whisper to you？（Please say it in a complete sentence/complete the sentence.）
S：She/he whispered（to me）that...
T：What did your partner whisper in your ear？
S：She/he whispered in my ear that...
T：What did your partner say in a whisper？
S：She/he said in a whisper that...
Step 4：教师总结“whisper”的用法
When whisper is used as a verb，we can say“whisper sth.to sb.or whisper to sb.sth.”.Whisper can also be used as a noun in the phrase“say sth.in a whisper/in whispers”.
♦whisper sth.to sb.
♦whisper to sb.sth.
♦whisper sth.in one's ear
♦say sth.in a whisper/whispers
Step 5：回到语境中品味“whisper”一词对于刻画Mandy性格的作用
T：Mandy whispered that she didn't want to be a contestant.What about Angela？Did Angela want to be a contestant？What did she say？
S：Yes.She said，“I would love to be a contestant.”
T：From the beginning of the story，Mandy was glad that she was not one of the contestants，while Angela would love to be a contestant.There is a sharp contrast between them.Can you find two proper adjectives to describe Mandy and Angela respectively？
S：So we can see that Mandy appears to be timid；however，Angela seems to be confident.
在这个教学片段中，学生围绕教师创造的情境不断产出目标语言，自行探索“whisper”的用法。在目标词汇的教学过程中，教师要围绕原文本，创设一系列贴近学生生活的新语境，通过多种方式，如师生基于文本内容的问答、替换、完成半开放式的句子、翻译练习等巩固目标词汇。这种紧扣文本主题，将语言知识与文本话题相关的语境巧妙地结合在一起进行语言实践的活动设计，可帮助学生在真实的语境中理解语义。学生在围绕文本话题的单句语境中运用并巩固了目标词汇，为之后的综合运用做好了语言上的准备。
2.在阅读教学读后阶段词汇教学的综合产出
根据不同的阅读课教学目标和词汇学习目标，读后活动主要有两个目的：其一，让学生在巩固所读文本内容的活动中进一步熟悉目标词汇的意义，关注的是基于文本内容的词义复现；其二，帮助学生在与文本主题相关的语境中学习词汇的用法，并在语言实践中综合运用这些词汇，关注的是目标词汇在语境中准确、得体的使用。
1）紧扣文本内容，注意语言特点
例10：Helping the Environment
Retell the text：
T：This is the whole picture of the text.Usually the last paragraph will echo the first paragraph.In Para 1，we mentioned one way to help the environment.That is to buy green product.There are many kinds of green products.Here in our text，green products refer to one specific kind.That is？
S：Ozone-friendly products.
T：We've talked a lot about the problem of ozone layer and the solution to it.Now let's have a quick revision of the article.With the help of the framework，could you try to retell the text？You can first retell the text to your partner.
T：I think you can do it.Give it a shot.
本活动运用了词汇教学的直观教学法——图示法。图示法是教师在词汇教学中使用的一种比较直观的教学策略，可以对词汇的重点一目了然，将零散的、毫无主题的词汇融会成一个有关联的体系，既锻炼了学生的思维能力，又有助于学生对词汇的认知和重构。图示包括概念图和思维导图。美国康乃尔大学诺瓦克教授在20世纪60年代提出了概念图理论，这是一种用来组织和表达知识的工具。它以图解的方式，直观、结构化地将某个主题的概念和概念之间的关系表达出来。思维导图又称心智图，是英国学者托尼·巴赞（Tony Buzan）在20世纪60年代提出的记笔记的新方法，图文并茂地把主题关键词和图像、颜色等建立记忆链接。阅读理解中使用这一图式较为实用，但是词汇来源于阅读课文，依托于课文。
2）围绕文本主题，联系生活实际
例11：Helping the Environment
本课最精彩的一个环节是关于购买冰箱的读后活动设计。教师展示了两张冰箱图片：一个是贴有“No CFCs”的新型环保冰箱，价格为8000元；另一个是传统冰箱，价格为3000元。一名学生扮演营业员，负责介绍两种类型冰箱的特点，另一名学生是顾客，负责挑选适合自己的冰箱，并给出理由。学生在对两种冰箱的优劣作比较时，自然地运用到了文本提供的语言，既紧扣主题，又起到了巩固文本语言知识和利用已有的知识和文本信息解决问题的作用。实际上，在英语阅读教学中，语言知识和技能的学习是其中的一个重要方面。因此，在设计读后活动时，教师应更多关注情景与文章语言的相关度，而不仅仅只是内容或主题的相关度，避免出现因缺乏语言支撑而出现学生无话可说，或看似热闹而与文本无关的情况。
Pair work：
T：I'm glad that you've got familiar with the text.I hope you can apply what you've learnt today to your daily life.Suppose you intend to buy a fridge.Here are two options：traditional one and the modern one.Let's do a pair work.Student A plays the role as a shop assistant.Student B is the customer.The shop assistant is supposed to introduce the features and the prices of the two types of fridges.And the customer can choose either one just based on your own situation，but you need to present your reasons.I fully appreciate it if you can use the following words and phrases.
●a threat to.../threaten...with...
●responsible
●ozone layer
●ozone depletion
●switch to
●label
●ozone-friendly
T：It seems to me that you do have environmental consciousness and you are also rich so that you can afford such an expensive fridge.
T：I am just curious.Are there some other customers who'd like to choose the first fridge that is much cheaper，only 3，000 yuan？
T：Sometimes we have to face the music.We have another conflict between economic conditions and environmental preservation.What if you have a limited budget and you can't afford such a high-priced fridge？I'll leave this question for you to think about after class.
本活动联系文本，通过创设真实的、有意义的情境，引导学生在表达中结合个人经验，巩固对目标词汇的理解和运用。