英语教学法Teaching-vocabulary课件

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英语教学法Teaching_vocabulary课件英语教学法Teaching_vocabulary课件

2.CreatingaMonster

Ifteachingbodylanguages,youcanuse----Basicbuildingblocks2.CreatingaMonstRedhairandgreenfur.Amonstrouswardrobe.英语教学法Teaching_vocabulary课件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打电话call/phonesb.givesb.aringringsb.upmakeacall拨电话dialanumber电话占线busy/engaged重拨电话redial接通电话getthrough接电话answerthephone别挂电话hangon挂断电话hangup/ringoff回电话call/ringback打电话拨电话电话占线重拨Example3: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记忆英语单词方法20种1.逻辑记忆：通过词本身内部逻辑关系，词与词之间的外部逻辑关系记忆单词。

1)把几个字母看作一个来记，如："ight"light,right,fight,night,sight,tight2)外旧内新，如：bridge“桥”看成b+ridgeridge,“山脊”sharp看成s+harp“竖琴。

3)外新内旧，如：cleave“劈开”看成c+leave,tact"机智：看成t+act

记忆英语单词方法20种1.逻辑记忆：通过词本身内部逻辑关系，2联想记忆：

1)音与形的联想，即根据读音规则记忆单词。

2)形与义的联想。如：eye把两个e看成两个眼；banana把a看成一个个的香蕉；bird把b和d看成两个翅膀。

3)象声词，联想实际的声音。如：gong锣coo咕咕声。2联想记忆：3.构词记忆：利用构词法，通过分析词根、前缀、后缀、派生和合成等记忆单词。4.分类记忆：把单词进行分门类如：动物，植物等，进行分类记忆。你可以找一本分类字典作为参考。5.卡片记忆：自制单词卡片随时随地记单词，卡片写上单词的词形、词性、词义、音标、搭配、例句等。3.构词记忆：利用构词法，通过分析词根、前缀、后缀、派生和合6.词典记忆：这是一种强行记忆的方法。它的缺点是容易忘记，只是孤立记住单词的意义。可以作为一种短时间的强化手段。7.比较记忆：1)英汉比较如：mama,cigar,beer,bar,fee等。2)单复数的比较如：good-goods,spirit-spiritswood-woods3)同音词的比较如：right-write,eye-I4)词的阴阳性的比较如：actor-actresshost-hostess

6.词典记忆：这是一种强行记忆的方法。它的缺点是容易忘记，只8.理解记忆：通过正确理解单词的本义、引申义和比喻义等,如：second是“秒”，它来源于古代的六分法，分，秒，它是二次划分，因此second也是“第二”，进一步引申，还可理解为“辅助”用这种方法特别适合那些一词多义的词。8.理解记忆：通过正确理解单词的本义、引申义和比喻义等,如：9.联系记忆：记忆