一、引言词汇复习是高三教学的重头戏,关系到学生是否能把握词汇意义和用法,提高阅读速度、培养阅读能力。但是在实际教学中,教师的教学方法单一甚至欠妥当,仅仅是带领学生进行单词读音、拼写、意思和一些固定搭配的学习,让学生死记硬背,灌输多于启发.使词汇的学习脱离了文本语境,成了无源之水,无本之木。此外,教师很少有意识地对学生进行学习方法的指导,只授“鱼”没授“渔”。二、围绕话题,创设情景,进行词汇有效教学的设计思路 I. Introduction Vocabulary review is the highlight of Senior Secondary Three teaching. It relates to whether students can grasp vocabulary meaning and usage, improve reading speed and develop reading ability. However, in the actual teaching, the teacher’s teaching method is single or even inadequate, just to lead the students to carry on the pronunciation, the spelling, the meaning and some fixed collocation study, lets the student rote, instills more than the enlightenment. Textual context, has become a passive water, woodless. In addition, teachers seldom consciously guide students in their learning methods, only teaching “fish” without “fishing”. Second, around the topic, create scenarios, vocabulary effective teaching design ideas