如何教小学生学英语词汇.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,*,*,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,*,*,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,*,*,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,*,*,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,*,*,如何教小学生学英语词汇,词汇教学的意义,词汇是语言的基础，在语言交际中起着主要的作用。,儿童习得母语和学习英语都是从理解词和说出词开始的。词汇能力直接影响到一个人的听、说、读、写、译的能力。人们在交际中的困难和障碍也大多是因词汇不足造成的。,【,问题一,】,新课标词汇表中为什么没有标出音标、词性和中文解释？,如何使用新课标中的词汇表,?,语境中学习词汇,自然拼读,423,个核心词汇,注意新课标对小学阶段词汇教学相关标准（技能标准、知识标准、学习策略标准）,词汇相关技能标准（一级）：,能根据,听,到的词语,识别或指认,图片或实物（听、做）；能根据图、文,说,出单词或短句（说、唱）；能看图识词；在指认物体的前提下认读所学词语；能正确,书写,字母和单词（读、写）。,词汇相关技能标准（二级）：,能,认读,所学词语；能根据,拼读,规律，读出简单的单词；能借助图片,读懂,简单的故事或小短文（读）；能根据图片、词语或例句的提示，,写出,简短的语句（写）。,词汇学习策略,二级词汇学习策略标准,在词语与相应事物之间建立联想,根据构词法推导出部分名词、形容词、副词（词汇表）,实证研究（,secondary level,）,classifying,Guessing meaning,Noticing grammatical information,Noticing links to similar words in the first Language,Remembering,儿童学习策略培养,教师示范使用策略,教授使用策略步骤,课堂提供使用机会,通过评价帮助孩子反思学习过程,【,问题三,】,儿童词汇发展有哪些规律？对词汇教学有什么启示,?,儿童词汇发展规律与启示,音、形、义 音、义、形,Vocabulary development is learning more words,expanding and deepening word knowledge.,Cameron(2001),Content words can be taught more directly while function words will be acquired through repeated use in different contexts.Carter and Mc Cathy(1988),A new words needs to be met at least five or six time before it has any chance of being learnt.,Nation(1990),【,问题五,】,小学生心理特征是什么？对词汇教学有什么启示?,小学生心理特征,好奇心、探究心,想象力丰富,辨音率高,模仿力强,注意力时间短,形象思维向抽象思维过渡,对词汇教学的启示,低年级学生抽象思维欠缺，教师帮助学生感知、理解词汇,直观教学（形象）,创设情境、故事、对话（好奇、想象）,游戏、歌曲（辨音、模仿）,高年级学生对所学词汇的正确的读音和拼写、深层意思有待发展,构词、拼读（探究）,归纳总结、应用（抽象、能力）,文化（人文）,Hatch an Brown(1995),词汇教学步骤,encountering new words,getting clear image for the forms of new words,learning the meaning of the words,making a strong memory connection between the forms and meanings,using the words,Graham Workman,(,2005,),词汇教学步骤,CCQ（Concept Checking Question）,重要且有效的词汇教学方法,。,真是语境尽量引导出这个词汇,问,CCQ,问题考查学生是否已掌握该词汇的意思,读音,词形,【,问题六,】,词汇教学中如何做到词不离句,?,I like fish.I say“Meow”.,What am I?,Im long and yellow.What am I?,词不离句案例,1,：想象、思考,想象,Take off my skin,I wont cry,but you will.What am I?,I was carried into a dark room,and set on fire.,I wept.What am I?,I am not alive,but I grow;,I dont have lungs,but I need air;,I dont have a mouth,but water kills me.What am I?,想象,long ago,for instance,coming down with a cold,Take off my skin,I wont cry,but you will.What am I?,I was carried into a dark room,and set on fire.,I wept.What am I?,I am not alive,but I grow;,I dont have lungs,but I need air;,I dont have a mouth,but water kills me.What am I?,词不离句案例,2,：会话、交际,(a)(b),Apple?Babysitter.,Yes,.,No.,Thanks.,Problems?,Hungry?Problems.,Sure?Ready?,Take it.,What?,Why?,Yes.,(c),(d),Sure.,Five.,Cup of coffee?,Please.,Milk?,Nonsmoking?,Pardon?,Reservations?,Black,please.,This way.,Coffee?,How many?,No.,Yes.,词不离句其他方法,动漫视频,实验,magic show,折纸,多种语境提问,-,加深语义理解，如学习,pretty,。,游戏,Black box,/,猜袋中物,的游戏“,Whats in my bag,？”，通过猜,-,提问,-,闻,-,摸，学习学习用品或玩具等。,三笔画,在教水果类单词时，教师先在黑板上画一个圆，让学生猜猜老师将要画什么，然后再加上寥寥几笔，使它变成,apple,、,pear,、,peach,、,grape,、,orange,、,watermelon,等，从而呈现单词。,【,问题七,】,您认为哪些作业有利于学生词汇的巩固和运用？,抄写,韵文创作,总结归纳,运用词汇,兴趣,单词抄写（按字母顺序，按发音规律，个性抄写，喜好抄写，想象抄写，创编抄写）,My book,总结归纳词汇学习的作业,按词性,按事物的属性,如食物，颜色，动物，文具等类别进行分类。,按读音和拼写规则分类。,1),含有相同的发音,shirt skirt red dress chicken fish milk pizza,2),单词同音异形,see sea,meat meet,son sun,3),构词法,思维导图,-,总结词汇、运用词汇,Weather-sunny,cloudy,rainy,snowy,windy,cold,warm,hot,，,cool,；,How is the,weather?”,“Its sunny.”,Fruit,-,apple,banana,peach,pear,orange,melon,grape,;,“Whats your favorite,fruit?”,Summer holidays-,stay at home,(,watch TV,fly a kite,play,chess,play basketball,play the piano,go to the fair,listen to music,read books,do homework,do housework,);travel(,Harbin,Beijing,Dalian,);,“How did you spend your vacation?”,“Where were you in,the vacation?”,“What did you do there?”,词汇教学建议,分析学生、课标、教材，明确目标,非语言手段,-,理解词义（词汇呈现）,创设语境,-,加深理解（词汇呈现；词不离句）,对话、任务,-,运用词汇（词汇运用；词不离句）,多元智能,-,练习多量化（面向全体学生）,归纳总结,-,以旧带新（学习策略）,记忆规律,-,记忆词汇（学习策略）,挖掘文化内涵,-,人文性,语境、挑战、运用,