英語教學(xué)法Teaching-vocabulary課件

TeachingVocabularyTeachingVocabulary“Ifthereisnogrammar,peoplecanonlyexpresssomething;butifthereisnovocabulary,peoplecanexpressnothing.”

―Wilkins

“Ifthereisnogrammar,peoplInthissession,wearegoingtoexplore:1.Whatisvocabulary?2.Factorsaffectingvocabularyacquisition;3.Whatneedstobetaught?4.Methodsforpresentingnewvocabularyitems;5.Waystoconsolidatevocabulary;6.WaystohelpstudentsdevelopvocabularybuildingstrategiesMajorTopicsMajorTopics

Discussion:

Whatdoesknowingawordinvolve?

Ifwesaythatweknowaword,wemustbeableto:--recognizeitinwrittenandspokenforms;--recallitatonce;--relateittoappropriateobjectorconcept;--useitinappropriategrammaticalforms;--useitincorrectcollocation;--useitatappropriatelevelofformality;--pronounceitinarecognizableway;--spellitcorrectly;--beawareofitsconnotation.wordsformsmeaningsuseIfwesaythatweknowaword,Wordgrammar:theunderlyingformofawordandthederivativesthatcanbemadefromit--regularandirregularforms--theknowledgeofwordbuildingPronunciation--therelationshipofsoundandspelling--sound-spellingpatterns--stresspatternsWordsandtheirformsWordgrammar:theunderlyingfDenotativemeaning(Conceptualmeaning):--polysemy:headofaperson,headofapin,headofanorganization--homonymy:file

(adeviceusedforkeepingpapers;atoolforcuttingorsmoothinghardsubstances)Connotativemeaning(Affectivemeaning):--dogfriendship,loyalty--spinstervs.singlewomanWordsandtheirmeaningsDenotativemeaning(ConceptualStyle:levelofformality,aswellasstylessuchashumorous,ironic,literary,etc.e.g.similarinconceptualmeaningbutdifferinstyle--children:neutral--offspring:formal,sometimeshumorous--nippers:colloquial,oftenhumorous--kids:colloquialWordsandtheirUseWhat’stheproblemwiththefollowingsentence:Thereisn’tsufficientmilkforbreakfast.Correctinform,notsoinstyleStyle:levelofformality,asRegister:varietiesoflanguagedefinedbytheirtopicandcontextofuse,forexample,thelanguageofmedicine,education,law,computer,etc.--minor:thelegaltermfor“child”--cardiacarrest:themedicaltermfor“heartattack”Dialect:differenceingeographicalvariation--sidewalk(US)=pavement(UK)Collocation:whatwordsaremostlikelytooccurtogether

problemamountshamemanlargegreatbigmajorRegister:varietiesoflanguagSenserelations:

--synonymy--antonymy--(non-gradable)complementaryopposites:

male-female--gradableopposites:large-small--differentoppositesindifferentcontext:lightbag-heavybag;lightwind-strongwind;lightcolor-darkcolor--hyponymy--incompatibles:spring,summer,autumn,winter

--part-wholerelation:

face:forehead.eyebrow,eyelash,nose,mouth,etc.Senserelations:Form:--pronunciationandspelling--grammar--WordformationAspectsofmeaning--denotation,connotation,--meaningrelationshipsUse:--Collocation--appropriatenessWhatneedstobetaught?Form:Whatneedstobetaught?FactorsaffectingvocabularyacquisitionfrequencypronunciationcontextualizationinputstoragedepthofprocessingbuildingnetworksFactorsaffectingvocabularyafree自由free自由free自由L2L1SeparateL1andL2storesL2L2L2L1L1L1+L2storedependentonL1storeOverlappingL1andL2storesSingleL1andL2store自由HowdowestoreL1&L2inthebrain?freefree自由free自由freeL2L1SeparateLTeacherA:a)wrote“grumble”ontheblackboardb)said“complainaboutsomeoneorsomethinginanannoyedway”c)translatedthewordintothestudents’nativelanguage.d)gavemoreexamplesentencesforthestudentstotranslateintotheirnativelanguage.Howdoyourteachersusuallyteachvocabularyintheclass?TeacherB:said“somepeoplegrumbleabouteverything.Forexample,theygrumbleabouttheweather.Ifitissunny,theysayitistoohot.Ifitiscool,theysayitistoocold.Theyareneverhappywiththeweather”.Thentheteachersetouttocheckthestudent’sunderstandingbyasking“sowhatdoes‘grumble’mean?”TeacherA:a)wrote“grumble”--concisedefinition--detaileddescription--examples(hyponyms)--illustration(picture,object)--demonstration(acting,mime)--context(storyorsentence)--synonyms--antonyms--translation--associatedideas,collocationsPresentingnewwordsWhatkindoftechniquesdoestheteacheruseinpresentingnewwords?--concisedefinitionPresentiPractice:Trytopresentthefollowingwordsmushroom,shove,earrings,newspaper,dependent,dance,expensive,congratulations,picture,scream,president,teenagerPractice:TrytopresentthefWaystopresentvocabulary

1.Presentingvocabulariesbystickdrawings,models,slides,films,videotapes,radiosandTVs.Waystopresentvocabulary英語教學(xué)法Teaching_vocabulary課件英語教學(xué)法Teaching_vocabulary課件

2.CreatingaMonster

Ifteachingbodylanguages,youcanuse----Basicbuildingblocks2.CreatingaMonstRedhairandgreenfur.Amonstrouswardrobe.英語教學(xué)法Teaching_vocabulary課件Doyouknowwhereyourmonsteris?

Fiveeyesandtwofangs.Two

claws.DoyouknowwhereyourmonsterWhatyouchoosewilldependontheitemyouarepresenting.Somearemoresuitableforparticularwords.Oftenacombinationoftechniquescanbebothhelpfulandmemorable.WhatyouchoosewilldependonConsolidatingvocabularyLabelingSpottingthedifferenceDescribinganddrawingPlayingagameUsingwordseriesWordbingoWordassociationOddoneoutSynonymsandantonymsUsingwordcategoriesUsingwordnet-workConsolidatingvocabularyLabeliCompletethequestionnairebelowbychoosingthecorrectpreposition.Thenusethequestionnairetointerviewyourpartner.1.Inyourfamily,whoisusuallythefirstpersontoturnto/ontheTVwhenyougethome?2．Whatprogrammesmakeyouwanttoturnoff/overtoanotherchannel?3.DoyoueverturnthevolumeoftheTVup/offordown?Why?4.Ifsomebodyturnsup/onatyourhouse,doyouturntheTVover/offordoyouleaveiton?Example1:UsingquestionnaireCompletethequestionnairebelExample2:usingwordnetworkPoliticsPoliticsParliament1)Chooseatopic,forexample‘politics’.Writeitinthemiddleofablanksheetofpaper.2)Whatisthefirstwordthatcomesintoyourmindwhichisconnectedwithit?Writethewordandjoinittothefirstword.3)Continueinthisway,addingnewwordsasyouthinkofthem.Example2:usingwordnetworkP

PoliticsPoliticianHouseofcommonslobbyPolicyLeftwingPollingstationTovoteBallotboxelectionParliamentscandalPrimeministerHouseoflordsconstituencyMemberofparliamentPoliticalpartiesRightwingPoliticsPoliticianHouseof打電話call/phonesb.givesb.aringringsb.upmakeacall撥電話dialanumber電話占線busy/engaged重?fù)茈娫抮edial接通電話getthrough接電話answerthephone別掛電話hangon掛斷電話hangup/ringoff回電話call/ringback打電話撥電話電話占線重?fù)蹺xample3:WordgamesorpuzzlesEachstudentchoosesaletterofthealphabetandfillsinthefollowingtextwithwordsbeginningwiththeletter.Iknowa(n)(adj.)manwhosenameis(man’sname).Helivesin(country).Heisa(n)(job).Helikes(v.)ing.Heeats(food)andhedrinks(drink).Hehasa(n)(animal).Hereisacompleteexamplewiththeletter“B”.Iknowa(n)badmanwhosenameisBrian.HelivesinBritain.Heisa(n)butcher.Helikesbowling.Heeatsbeef

andhedrinksbeer.Hehasa(n)bear.Example3:WordgamesorpuzzlExample4:WorddistinctionListalltheplacesyoucanthinkofinwhichpeoplelive,andthenfillinthefollowingtable:PlacesinwhichpeopleliveNumberoffloorsNumberofroomsBig/smallTown/countryOld/new1.palace1+20+BigEitherEither2.hutOneOneSmallCountryUsu.old3.flat4.villa5.cottageExample4:WorddistinctionLisFormoreideasofteachingvocabulary,visitthefollowingwebsite:.uk/try/vocabtry/vocab_activities.shtmlFormoreideasofteachingvocDevelopingvocabularybuildingstrategiesReviewregularlyGuessmeaningfromthecontextUselearnedvocabularyOrganizevocabularyDevelopingvocabularybuilding記憶英語單詞方法20種1.邏輯記憶：通過詞本身內(nèi)部邏輯關(guān)系，詞與詞之間的外部邏輯關(guān)系記憶單詞。

1)把幾個(gè)字母看作一個(gè)來記，如："ight"light,right,fight,night,sight,tight2)外舊內(nèi)新，如：bridge“橋”看成b+ridgeridge,“山脊”sharp看成s+harp“豎琴。

3)外新內(nèi)舊，如：cleave“劈開”看成c+leave,tact"機(jī)智：看成t+act

記憶英語單詞方法20種1.邏輯記憶：通過詞本身內(nèi)部邏輯關(guān)系，2聯(lián)想記憶：

1)音與形的聯(lián)想，即根據(jù)讀音規(guī)則記憶單詞。

2)形與義的聯(lián)想。如：eye把兩個(gè)e看成兩個(gè)眼；banana把a(bǔ)看成一個(gè)個(gè)的香蕉；bird把b和d看成兩個(gè)翅膀。

3)象聲詞，聯(lián)想實(shí)際的聲音。如：gong鑼coo咕咕聲。2聯(lián)想記憶：3.構(gòu)詞記憶：利用構(gòu)詞法，通過分析詞根、前綴、后綴、派生和合成等記憶單詞。4.分類記憶：把單詞進(jìn)行分門類如：動(dòng)物，植物等，進(jìn)行分類記憶。你可以找一本分類字典作為參考。5.卡片記憶：自制單詞卡片隨時(shí)隨地記單詞，卡片寫上單詞的詞形、詞性、詞義、音標(biāo)、搭配、例句等。3.構(gòu)詞記憶：利用構(gòu)詞法，通過分析詞根、前綴、后綴、派生和合6.詞典記憶：這是一種強(qiáng)行記憶的方法。它的缺點(diǎn)是容易忘記，只是孤立記住單詞的意義?？梢宰鳛橐环N短時(shí)間的強(qiáng)化手段。7.比較記憶：1)英漢比較如：mama,cigar,beer,bar,fee等。2)單復(fù)數(shù)的比較如：good-goods,spirit-spiritswood-woods3)同音詞的比較如：right-write,eye-I4)詞的陰陽性的比較如：actor-actresshost-hostess

6.詞典記憶：這是一種強(qiáng)行記憶的方法。它的缺點(diǎn)是容易忘記，只8.理解記憶：通過正確理解單詞的本義、引申義和比喻義等,如：second是“秒”，它來源于古代的六分法，分，秒，它是二次劃分，因此second也是“第二”，進(jìn)一步引申，還可理解為“輔助”用這種方法特別適合那些一詞多義的詞。8.理解記憶：通過正確理解單詞的本義、引申義和比喻義等,如：9.聯(lián)系記憶：記憶