初中英语教学系列讲座英语词汇教学策略专业知识讲座.ppt

,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。,讲座提纲,初中英语词汇教学的概要,英语词汇课堂教学策略,激活学生学习词汇策略,词汇是语言的三大要素（语音、词汇、语法）之一，是语言的基本材料,其中又属词汇最为重要。,词汇掌握的多少，是反映学生英语水平的标志之一。,词汇是学好英语的基础，词汇关过不了，对语句的理解记忆就会很吃力，而不用说文章阅读和语法理解，因此学习英语必须首先突破词汇关。,第一部分 词汇学习的重要性,词汇对意义表达的重要性,Wilkins(1972):,Without grammar very little can be conveyed,without vocabulary nothing can be conveyed.,Widdowson(1978):,native speakers can better understand ungrammatical utterances with accurate vocabulary than those with accurate grammar and inaccurate vocabulary.,掌握一个单词涉及哪些方面？,Form,Spoken;Written;Word parts,Meaning,form and meaning;concept and referents;Associations,Use,Grammatical functions;collocations;constraints on use(register,frequency),Source:Nation,2001,Word knowledge,词汇知识,Orthographical form,拼写形式,Phonological form,语音形式,Meaning,词义,Grammatical behavior,语法特征,Associations,联想,Collocations,词语搭配,Frequency,词频,Register,语域,word,1,意义,概念意义（即词典中所标注的意思）和关联意义。,*理解,2,词汇信息,指,词的来源，,词类、,*记忆,3,词汇的用法,*运用,5,词汇策略,训练,4.,文化含义：,*体验,词汇信息教学,词汇信息,例词,like,词性,v.(vt.vi.)prep.,词缀,(,前缀，后缀,),un-;-ly;,词的拼写,（形）,l-i-k-e;,词的发音,（音）,laik,词法（词形的变化规则）,动词的时（过去、现在、将来）；体（完成、进行）；态（主动、被动）；（不定式，分词）；名词的数，副词、形容词的级,做动词时是及物动词，其句法结构为,like+n/doing,和,like+to do,；,词汇用法教学,词汇用法,习惯搭配,mutual friend,；,common enemy,共同的；,习惯用法（,不能随意套用,）,steal,a purse,from,a woman,；,rob,a woman,of,her purse,习语，谚语,Birds of a feather flock together.A bird in the hand is worth two in the bush.,语域,（正式与非正式、褒义与贬义、抽象与具体,Offspring,正式场合；,Kids,非正式场合；,Children,中性词,Politician,政治家，贬义,;statesman,政治家,;,Clothes,服装，抽象,;coat,服装，具体，指外套、大衣,词汇教学的问题和困难,1.,主次不分，平均用力，负担过重,2.求深不求广，难以有效拓展,3.方法单一，缺乏语境，学得快忘得快,4.缺乏策略指导，独立学习能力差,5.重记忆、轻运用，语言运用能力差,1.,呈现词汇的方法,2.,巩固词汇的方法,3.,测试词汇的方法,怎样呈现词义？,怎样呈现词的结构和用法？,如何结合语境呈现词汇？,如何呈现词汇学习策略？,呈现词汇的方法,1.,呈现词汇的方法,呈现词汇的方法,可选的呈现方法,词义的呈现,实物、模拟动作表演、手势、图片、定义、构词法、上下文、列表、翻译、问答、,语义图、信息沟,等。,结构和用法的呈现,举例、解释、同义词、反义词、上下文、问答、结构图等。,结合语境材料呈现词汇,听前或阅读前在话题、语境中呈现,听中、读中借助语篇材料，通过提问、填空等方式呈现词义、用法等,词汇学习策略的呈现,介绍策略、演示策略使用，归类、推理、类比、猜测、记笔记、查词典等。,如何帮助学生记忆词汇的音、形、义？,如何帮助学生巩固和掌握词汇的用法？,巩固词汇的方法,2.,巩固词汇的方法,巩固词汇的方法,可选的巩固方法,单词故事,学生利用所学单词讲故事；利用单词组合故事；介绍自己想起的往事,单词旅行,让学生想象自己再某地旅游，途径很多地方，然后把所学单词与这些地方联系起来。,单词原因,让学生从所学单词中选择自己最喜欢的或最不喜欢的单词，然后向其他同学解释说明原因。,看图说话,选择能够利用所学单词的图片，让学生进行口头或笔头描述。,词句文教学,把词汇教学融入到语句或语篇教学中，使学生在语句和语篇中理解和掌握词汇的词义与运用。,词单位测试？,句单位测试？,语篇单位测试？,测试词汇的方法,3.,测试词汇的方法,测试词汇的方法,可选的测试方法,词单位测试（考查词汇的音、形、义）,单词听写，纵横字谜，宾果文字游戏,句单位测试（考查词汇的音、形、义、用）,听写句子，造句，完形填空，完成句子，听写段落,语篇单位测试（考查词汇的义、用）,分析阅读材料，自己领悟单词的意义，体会单词的用法,词汇课堂教学策略,1.,区分核心词汇和认知词汇，有所侧重，区别对待。,2.,结合语境和文化讲解词汇，调动学生运用语言的主动性。,3.,运用灵活多样的方法，教授不同类型的词汇。,词汇教学策略多样，激发学生思维过程,1,直观法,8,、自主探究法,2,演示法,9,、归类记忆法,3,表演法,10,、猜词法,4,语境法,11,、英文解释法,5,联想法,12,、构词法,6,图解法,13,、翻译法,7,游戏法,14,、词典法,区分核心词汇和认知词汇，有所侧重，区别对待。,课标词汇（不带符号的）,Productive vocabulary,；,Receptive vocabulary,重点词汇和短语（黑体字）,Productive vocabulary,不要求掌握的词汇（带符号的）,Receptive vocabulary,词汇知识连续体,Recognition,Automatic,production,Intermediate,stages,案例,牛津英语,9B Chapter 5,时，根据上述原则把词汇分成核心词汇和认知词汇。涉及的核心词汇有,teenager,throw away,after all,series,。要求学生能较熟练的操练并运用这些词汇，对于文中出现的认知词汇,generous,democratic,on end,disturb,grumble,只要求做到理解这些词汇在文中的含义,达到扫除阅读障碍，提高阅读速度,增强阅读能力的目的即可。,结合语境和文化讲解词汇，调动学生运用语言的主动性,词汇总是存在于一定的语境中。语境就是上下文，即词、短语、语句和篇章的前后关系。语境制约着语言单位的选择，意义的表达和理解，词汇意义只有在上下文中才能精确，具体。,结合语境和文化讲解词汇，调动学生运用语言的主动性,英语,中有大量的一词多义的现象，这些词在不同的语境中就有不同的词性和意义。如果脱离了特别的语境，孤零零地学习词汇，就不能正确掌握理解词汇的真正意义，甚至会产生歧异。,利用语境，识词辩义,My parents are pres,ent,ing the people pres,ent,with pres,ent,s at pres,ent,.,The boy,laying,the table,lied,that the hen,lying,there had just,laid,two big eggs.,The,sleeping,child is sound,asleep,now,so by the time he is awake,he wont feel,sleepy,.,一词多义 置于情境,Today is my birthday.When I came home with a,light,heart,（,adj.,轻松的）,my parents were busy preparing dinner.The,light,in the room was poor,（,n.,光线）,so I turned on the,lights,（,n.,灯）,.Now our room was bright with all the,lights,on.,（,n.,灯）,Soon dinner was ready.My father turned off the,lights,（,n.,灯）,and,lighted,（,v.,点燃）,the candles on the cake which,lit,up,（,v.,照亮，使明亮）,the room.,Light,music,（轻音乐）,was played.I prayed for my dream.When I opened my eyes,the,lights,（,n.,灯）,were on again.In my mothers hand lay a present which was a,light,（,adj.,轻的）,silk scarf with a,light,(adj.,浅色的，淡色的,)blue flower in the middle.How beautiful it was!How happy I was!,结合语境和文化讲解词汇，调动学生运用语言的主动性,牛津英语,8A Chapter 6,和,9A Chapter1,中都出现,bar,这一单词，部分学生往往单看单词就误以为解释为“酒吧”。在教授,steel bars,时让学生根据上下文情景来猜出这一词汇的意义并指出与课文彩图中相对应的物体，使学生能形象直观地明白,steel bars,的解释为“钢条”,;,在教授,behind bars,时笔者把课文中的句子,Li was put behind bars,解释为,Li was put into jail,，使学生很快明白,behind bars,解释为“在狱中”。,文化差异 英汉对比,英汉文化不同，表达方式也不同。为了使学生用英语时思想通畅，就应把英汉的差异点作为教学的难点和重点，进行有针对性的实践练习，达到习惯成自然的地步。,汉语 英语,我的英语好。,Im good at English.,我的生活好。,Im living a happy life.,我的身体好。,Im in good health./Im fine/well.,我的视力好。,I have a good eyesight.,我的生意好。,I have good business./,My business is booming./,Im getting on well with my business.,我一切都好。,Everything goes on well with me.,Everything is O.K with me.,注重中西方文化差异,在教牛津英语,9A“Some Facts About Tea”,一节中，向学生介绍了下午茶在英国人生活中的地位，还向学生介绍了茶道。然后要求学生根据生活经验，先说说泡制绿茶的方法，再让学生猜猜如何泡制红茶，最后在让学生享用和品味西式茶点的同时，适时对同学们说上一句：“,Enjoy the tea.Enjoy yourself.”,（慢慢享用）。不少学生也礼貌地回应了一句“,Thank you.”,。学生就在这样的生活化的教学活动中感受到浓郁的西方茶文化。,注重中西方文化差异,同时笔者提醒学生注意汉语和英语语言表达的差异性。例如：汉语中的“红茶”在英语中应为“,black tea”,，英语中的“,black coffee”,在汉语是“浓咖啡”，汉语中的“浓茶”在英语中则是“,strong tea”,等等。,直观性,表示周围事物的,table chair,等；表示常见动作的,walk run,stand up,等；表示人称的,I you he she my our,等；,表示事物外在特征的,big small round thin fat,等；表示颜色,的,red yellow,等；表示人的感觉的,cold hot cool,等；表示人对,事物评价的,good excellent,等等,词汇的直观教具的选用有以下三方面：,、实物直观,、形象直观,、语言、动作直观,运用灵活多样的方法，教授不同类型的词汇。,运用照片和图片,运用简笔画,dinosaur,dolphin,penguin,情景性,、用情景录音教单词,、用情景对话教单词,、用情景造句教单词,、用配插图、做动作、说童谣、唱儿歌、做游戏、列图表、找谐音等愉快活动创设情景教单词。,对比性,英语词汇中可用来对比的主要有以下几种形式：,、同义词：,big-large,small-little,、反义词：,tall-short,thin-fat,、对应词：,father-son,mother-father,、同音词：,son-sun,one-won,tall,short,boy,girl,big,small,词义对比,演示法,例,2,：教学,How do you make a banana milk shake,这一单元的生词时，教师准备了香蕉、牛奶、水果刀、榨汁机等，边说边演示。,First,Peel,3 bananas.,Then,cut,them,up,.,Next,put,them,into,the blender.,Next,pour,the yogurt,into,the blender.,Next,turn on,the blender.,Finally,drink it.,Can you tell me how to make a banana milk shake?,1,._,2,._,3,._,4,._,5,._,6,._,the bananas.,the bananas.,the bananas and ice cream into the blender,the milk into the blender.,the blender.,the milk shake.,Peel,Cut up,Put,Pour,Turn on,Drink,peel,the banana,Cut up,the bananas,Pour,the milk,into,the blender,Turn on,the blender,the milk shake,Drink,表演法,open,close,run,Jump,eat,sleep,happy,sad,surprised,get on well with each other,get on badly with each other,Bright,What a bright sunny day!,A bright boy learn fast.,Her face was bright with happiness.,The garden is bright with flowers.,Be right in the eyes.,Bright red,Bright green,Bright yellow,联想法,（,1,）归类联想,交通类：,bus,car,traffic,水果类：,beach,pear,cherry,食品类：,noodle,beef,porridge,饮品类：,Soda,ice cream,meat,文具类：,stationery,eraser,餐名类：,meal,dinner,lunch,（,2,）近义、反义联想,expensivedear easydifficult,warmcool sunnycloudy,上下义联想,词缀联想,carecareful,careless,carefully,happyhappily,unhappy,happiness,（,5,）拆字联想,often:of/ten blackboard:black/board,（,6,）语音联想,清浊音联想：,close kl ous klo uz,长短音联想：,lead li:d led,同音联想：,won,one,拟音联想：,bar,吧,语义联想,camel,sand,strong wind,sandstorm,hot,dry,little rain,few plants,vast land,wasteland,small population,beautiful,dangerous,get lost,desert,头脑风暴,建立语义网络,建立概念图,词汇教学过程,1.,以“,festival,”,为核心激活原有词汇,2.,以“,festival,”,为核心建立概念图,3.,以“,Valentines Day,”,为主题展开联想,4.,词汇产出运用,buy,necessities,for,the festival,festival,TV gala,set off,firecrackers,clothing dress up,feast,lucky money,holiday,play computer games,day and night,gifts,celebration,gather,/get together,Festival,The Spring Festival,Tomb-Sweeping Day,the Dragon-Boat Festival,The Mid-Autumn Festival,the Chinese,Lunar,New Year,seasonal,festival,celebrate,the,arrival,of spring,rain heavily,grave,/tomb,in memory of ancestors,incense,fire disaster,get together,agricultural produce,harvest,mooncake,moonlight,Quyuan/,poet,boat-racing,zongzi,cross talk,Festival,the Spring,Festival,TV gala,dancing,pop music-Jay Chou,magicLiu Qian-,play tricks,comedy-Xiao Shenyan,acrobatics,Festival,Christmas Day,Valentines Day,Fools Day,Halloween,Treat or,Trick,dress up,as witches,and ghosts,fool,Play tricks,parade,turkey,wine,Santa,claus,religious origin,Christian,Jesus,Christmas,tree,happy/sad,beauty,dress up,date,candy,lover,rose/,rosebud,Festival,Chinese,festivals,Foreign,festivals,the spring,festival,Tomb-Sweeping,Day,play games,day and night,poet,feast/starve,the,arrival,of spring,get together,agricultural produce,celebrate,harvest,lover,the Dragon Boot,Festival,The Mid-Autumn,Festival,the chinese,lumar,new year,seasonal,festival,buy,necessities,for it,clothing,set off,firecrackers,get together/,gather,in memory of,Quyuan,ancestors,grave,incense,in memory of,rose/,rosebud,witch,dress up,ghost,treat or,trick,religious origin,Jesus,beauty,happy,sad,fool,play tricks on,parade,dress up,Christian,Santa claus,feast,wine,turkey,Valentines Day,Fools DAY,Halloween,Christmas Day,Valentines Day,A,worldwide,holiday,Double Seventh,Day,celebration,the,herd,boy,the weaving girl,(,weave wove woven),the Goddess of Heaven,the Milky way,magpie,a story of,sadness,exchange gifts,have candle dinner,rose/card/chocolate/candy,love ring/watch/tie/love band,coffee shop/turn up/rosebud,hold his breath/keep her word,drown his sadness in wine/,apologize/smile/hug,图解法,on the case,under the case,next to the case,behind the case,in the case,Go straight,Turn right,Turn left,倒金字塔帮你排忧解难,表示数量的形容词、名词和代词连用图解,表示可能性程度的形容词图示法,图解频度副词的百分比,always usually often sometimes seldom never,100%90%60%30%1%0%,7,游戏法,close your eyes,put up your hands kick your foot,clap,shake,wave nod,猜词游戏,1,通过多媒体播放不同的实物图,(,如交通工具,),甲生背向屏幕,乙生看图用英语来描述,甲生根据乙生的描述猜测是什么交通工具并拼写该单词。这种游戏可以激发学生的学习兴趣及竞争意识,培养学生用英语描述单词的能力,还可以培养学生的协作精神。,猜的游戏,2,学习过关于人的体貌特征及服装词汇,:big/small eyes,long/shorthair,tall/thin,red skirt,white shirt,black pants,等,可设计这样的竟猜活动,:,一是给学生时间准备,描述自己的一位同班同学,然后让单个学生站起描述,如,He is a boy,he is tall,he has two small eyes,he has short hair,he is wearing a blue T-shirt and black shoes.,其他同学边听边在班里用目光搜寻,眼脑并用,猜是哪位同学。,猜的游戏,3,让一位同学到前面,在纸上写下一位同学的名字交给老师,其他同学不能看见。其他学生,通过提问一般疑问句来猜,是哪位同学,:Is he a boy?Is he/she tall?Does he/she wear a red coat?Does he/she have a small nose?,猜词游戏,4,What is it?,一队的学生描述一件东西，如：“,It has four legs.Its made of wood.Its used for sitting.,另一队学生作答：“,Its a chair.”,这种猜测游戏可锻炼学生的思维能力。,游戏,5,“Whats missing?”,此游戏训练学生认读和记忆字母的能力。老师从字母表中抽出任意五张字母卡片，展示一分钟后，合起来抽走一张，再让学生辨别，并快速说出抽走了哪个字母。随着游戏的深入，老师提供的字母卡片数可逐步增加，而学生看卡片的时间可相对缩短。,游戏,6,数词,记忆,“,Who has number?”,写些数词卡片，根据所教数词的多少，卡片上分别写上从,1,到,25,，从,25,到,100,，从,100,到,1000,和超过,1000,以上的数词。当教师指卡与学生背诵、做游戏时，就用数字代替他们的各字。就像他们的英文名字一样，使用多了就记熟了，这个游戏锻炼学生们的记忆能力。,游戏,7,Add-on,例,1,学生,1,：“,I see a living room.”,学生,2,：“,I see a living room and a kitchen.”,学生,3,：“,I see a living room a kitchen and a bathroom.”,如此类推。例,2,学生,1,：“,I like milk.”,学生,2,：“,I like milk and pie.”,学生,3,：“,I like milk,pie and cake.”,如此类推。（,这个游戏结合图片、实物来做，看谁坚持说得时间最长、说的词汇最多，培养学生口头表达能力、复述能力和单词的贮存量。,),实例教学一,游戏名称：记单词竞赛,教学目的：巩固复习近阶段学过的单词，培养形象思考能力、反应能力和观察力。,游戏说明：老师将要考查的单词卡放在讲台上，并将全班分成,AB,组，每组每次各选派代表到前台抽取一张单词卡。学生代表认出单词后，可以用图画、手势、表情等各种方法来表现一个单词的形象或一个单词的含义，本组学生通过看和听，同时读出该单词，正确者累计得分。,实例教学二,词汇学习：数词,教学目的：巩固数词的学习，训练对数词的表达和反应能力,游戏说明：将全班分成八组，要老师用纸条写出八组数字，每组派代表到前面抽取一张，不看，交给老师，老师小声读出数字，学生默记在心，然后小声用英语读给本组的下一个学生听，最后一名学生听后，马上跑到黑板上写出那组数字，看谁写得又快又对，累计得分,实例教学三,游戏名称：描述猜词,词汇学习：任何实物类词汇,教学目的：培养学生解词、猜词能力和协作精神。,游戏说明：两人配合做该游戏，通过多媒体播放不同的实物图片，甲生背向屏幕，乙生看图用英文描述该物品，甲生猜测屏幕上显示的是何物。要求乙生不能直接说该物品的名称。,Guess,S1:Is it a noun or a verb?,S2:Its a noun.,S1:Where can we find it,inside school or outside school?,S3:Outside school.,S1:What shape is it?,S4:Its round.,S1:What is it for?,S5:It is a kind of food.,S1:Western food or Chinese food?,S6:Western food.,S1:Is it popular here?,S7:Yes,quite popular.Most young people like it very much.,S1:Is it“hamburger”?,S7:Yes,you are right.Its“hamburger,自主探究法,（,1,）自主学习词汇,（,2,）开展词汇的探究性学习,(3),开展词汇的合作学习,S,1,：,graduate,S,2,：,Alice graduated from Beijing university 3 years ago.,S,3,：,What did he do after he graduated?,S,4,：,As a graduate,she often helped some children with their studies.,9,、归类记忆法,常用词组归类,动词词组,take a rest,take exercise take photos,take a bus,take me to.,Take the third left.,take medicine,介词词组：,in front of,across from,at home,at school,习惯表达：,Here you are.Have a good trip.Can I help you,名词词组：,a pair of,a bottle of,a cup of,Chinese food,同义词,pencil box-pencil case,cab-taxi,bike-bicycle,mittens-mitts,telephone-phone softly-quietly.,反义词,clean-dirty,wet-dry,first-last,go-come,put on take off,loud-quiet,hard-soft,slow-fast,运用头脑风暴,farm,houses,trees,farmers,animals,plants,hills,rivers,Farm tools,apple trees,cows,sheep,chickens,dogs,vegetables,wheat,rice,tractors,What can robots do?,humans,snake,huge arm,spider,homework,play with me,play football,What can,robots look,like?,超级链接,dangerous,more intelligent,stronger,Bad,Good,homework,housework,play with me,look for people,unpleasant jobs,walk and dance,talk,意义归类,adventure,dangerous rough astonishing,tiringwild risky,excitinguncomfortable,意义归类,Action movie,Horror movie,Science fiction,MOVIE,Comedy,Cartoon,Documentary,意义归类,(die),He has pass away.,He is no more.,He is no longer with us.,His time has come.,He is resting in peace.,He is sleeping with his fathers.,He has gone west.,He has none out of this world.,He has gone to the better world.,10,、猜词法,通过因果关系猜词,You shouldnt have,blamed,him for that,for it wasnt his fault,All his attempts to unlock the door was,futile,because he was using the wrong key.,通过同义词和反义词的关系猜词,.,He is so,homely,not at all as handsome as his brother.,In the ancient city of Rome,we visited every,mansion,church,battle site,theatre and other public halls.,Twelve-year-old Sally was an active girl.But her sister was quite,sedate.,通过构词法猜词,dis-im-un-,表否定,ful-less-ous-,是形容词后缀等。,要求学生掌握一些常用的词根、前缀、后缀等语法知识。如,dis-im-un-,表否定；,-ful less ous,是形容词后缀等。,He has,renamed,the restaurant“Paradise,通过定义或释义关系来推测词义,定义或释义常用,is,or,that is,in other words,be called,或破折号等来表示。,A,calendar,is a list of the days,weeks,months of a particular year.,The,herdsman,who looks after sheep,earns about 650yuan a year.,通过描述猜词,I ts very big and heavy.It has a long nose and big ears.What is it?,同义词、近义词或反义词解释词,dumbIf you are dumb,you cannot speak.,prettybeautiful,dullboring,dangerousnot safe,下定义法,Snake-wild animal,long,soft,legless,dangerous,poison,词汇互释,Lately-if something has happened lately,it has happened recently,构词法,（,1,）合成，即由两个或更多的词合成一个词。例如：,pea(,豌豆）,nuts,（坚果）,-peanut,（花生）,（,2,）派生，即加前缀或后缀构成另一个词，,happy-unhappy,（加前缀）,happiness,（加后缀）,（,3,）转化 例如：,picture(n),画,-picture(v),描绘,water(N),水,-water,（,v),浇水,翻译法,翻译法就是将英语单词的意思直接翻译成汉语。翻译法比较适用于那些不便用直观法、表演法和构词法等教学的词汇，尤其是一些专业术语或表示抽象概念的词汇，如,basic,challenge,the present perfect tense,和,the passive voice,等。,词典法,让学生将一组单词按字母顺序排列，这是查词典的基本能力；用比赛的方式让学生在词典中快速查找单词，以训练他们查词典的能力；要求学生根据上下文快速选择单词的词义，训练他们正确理解文章和准确选择词义的能力。,词汇教学模式,导入,操练,运用,小结,拓展和延伸,布置作业,科学组织词汇教学，全面提高学生运用词汇表述的能力,（一）设计丰富多彩的教学活动，点燃学习热情，激发学生学习词汇的兴趣，。,（二）运用科学的记忆方法，提高学生记忆单词的效率。,（三）注重词汇教学的七个方面,设计丰富多彩的教学活动，点燃学习热情，激发学生学习词汇的兴趣,1,、听歌，学单词,has come and passed,The innocent can never last,w