初中英语词汇教学策略..名师优质课获奖市赛课一等奖课件.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,*,本幻灯片资料仅供参考，不能作为科学依据，如有不当之处，请参考专业资料。,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,*,本幻灯片资料仅供参考，不能作为科学依据，如有不当之处，请参考专业资料。,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,*,本幻灯片资料仅供参考，不能作为科学依据，如有不当之处，请参考专业资料。,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,*,本幻灯片资料仅供参考，不能作为科学依据，如有不当之处，请参考专业资料。,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,本幻灯片资料仅供参考，不能作为科学依据，如有不当之处，请参考专业资料。,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,*,本幻灯片资料仅供参考，不能作为科学依据，如有不当之处，请参考专业资料。,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,*,本幻灯片资料仅供参考，不能作为科学依据，如有不当之处，请参考专业资料。,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,*,本幻灯片资料仅供参考，不能作为科学依据，如有不当之处，请参考专业资料。,初中英语词汇教学策略,Strategy of Vocabulary Teaching,In Junior High,第1页,词汇学习主要性：,词汇是语言三大要素（语音、词汇、语法）之一，是语言基本材料,其中又属词汇最为主要。,词汇掌握多少，是反应学生英语水平标志之一。,词汇是学好英语基础，词汇关过不了，对语句了解记忆就会很吃力，而不用说文章阅读和语法了解，所以学习英语必须首先突破词汇关。,第2页,语言学家Wilkings说:,“Without grammar,very,little can be conveyed.,Without vocabulary,nothing can be conveyed.”,第3页,教育部制订英语课程标准指出:,“在英语课程实施中,帮助学生有效地使用学习策略,不但有利于他们把握学习方向、采取科学路径、提升学习效率,而且还有利于他们形成自主学习能力,为终生学习奠定基础。”,第4页,英语课程标准对学习认知策略作了包含以下内容目标描述:,“借助联想学习和记忆词语;对所学内容能主动复习并加以整理和归纳;注意发觉语言规律并能利用规律举一反三。”,第5页,在教学提议中又指出,“教师应做到:引导学生结合语境,采取推测、查阅或问询等方法进行学习;引导学生利用观察、发觉、归纳和实践等方法,学习语言知识,感悟语言功效。”,第6页,08中考词汇新改变：,英语词汇由去年1100左右，增加到1600左右。在试题易、中、难考试百分比上有所调整，年中考英语为6:2:2，而年是6:3:1。考生要重视培养词汇积累和语言利用能力。,第7页,在传统英语教学中，词汇教学存在着两大误区：词汇意义教学误区和词汇识记教学误区。词汇意义教学误区主要表现在完全脱离句子和文章内容孤立地讲解词义。,第8页,词汇教学法应遵照几个标准,(一)情境性标准。,(二)音、形、义相结合标准。,(三)词不离句,句不离篇,。,(四),眼脑口手耳并用。,（五）词不离文化内涵,。,第9页,国外研究表明，人们经过语言形式从听觉取得知识能记忆15%；从视觉取得知识能记忆25%；把听觉和视觉结合起来，能够记忆内容可达65%。,第10页,How to help the students understand?,How to help the students think?,How to help the students use?,第11页,Remember,Tell me and I will forget.,Show me and I understand.,Involve me and I remember!,第12页,Methods of Vocabulary Teaching,第13页,经过游戏教单词,知之者不如好之者，好之者不如乐之者,。心理学家研究认为，兴趣可增强记忆，兴趣是人对事物主动而持久认识倾向，它与大脑皮层中思维活动兴奋中心相伴随。”玩是孩子天性，让孩子们在“玩中学，学中玩”游戏便是一个集知识性与趣味性为一体娱乐方式，也是孩子们偏爱一个学习方式，要想调动他们学习主动性，在词汇教学中更要采取活泼多样形式，来减轻学生对单词厌烦和焦虑心理，教师只有帮他们去除了这些心理障碍，孩子们各方面能力才会有所提升。,第14页,猜词游戏1,经过多媒体播放不一样实物图(如交通工具),甲生背向屏幕,乙生看图用英语来描述,甲生依据乙生描述猜测是什么交通工具并拼写该单词。,这种游戏能够激发学生学习兴趣及竞争意识,培养学生用英语描述单词能力,还能够培养学生协作精神。,第15页,猜游戏2,学习过关于人体貌特征及服装词汇:big/small eyes,long/shorthair,tall/thin,red skirt,white shirt,black pants 等,可设计这么竟猜活动:一是给学生时间准备,描述自己一位同班同学,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.其它同学边听边在班里用目光搜寻,眼脑并用,猜是哪位同学。,第16页,猜游戏3,让一位同学到前面,在纸上写下一位同学名字交给老师,其它同学不能看见。其它学生,经过提问普通疑问句来猜,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?,第17页,猜词游戏4,What is it?,一队学生描述一件东西，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思维能力。,第18页,游戏5,“Whats missing?”,此游戏训练学生认读和记忆字母能力。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，再让学生区分，并快速说出抽走了哪个字母。伴随游戏深入，老师提供字母卡片数可逐步增加，而学生看卡片时间可相对缩短。,第19页,游戏 6 数词,记忆,“Who has number?”,写些数词卡片，依据所教数词多少，卡片上分别写上从1到25，从25到100，从100到1000和超出1000以上数词。当教师指卡与学生背诵、做游戏时，就用数字代替他们各字。就像他们英文名字一样，使用多了就记熟了，这个游戏锻炼学生们记忆能力。,第20页,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.”如这类推。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.”如这类推。（,这个游戏结合图片、实物来做，看谁坚持说得时间最长、说词汇最多，培养学生口头表示能力、复述能力和单词贮存量。),第21页,游戏8,练习物主代词使用方法,这个游戏找5至6 个学生上黑板前做：学生1：“My name is .”学生2：“His Her name is ,my name is .”学生3：“His name is，her name is，my name is”如这类推。,第22页,体态语,教学,heavy,carry,high,reach,tooto,时,老师可用双手用力搬讲桌,面部露出很费劲表情对学生说:,Oh,the desk is too heavy to carry.,事先放一把尺子在黑板上面,老师伸长手臂,踮起脚尖去拿尺子,但依然摸不到,这时对学生说:The ruler is too high to reach.,学生经过观察老师动作和表情就能了解单词意思。,第23页,英语词汇形象教学,vivid teaching method,词汇展现次数和讲授方法是词汇教学中两个主要原因。普通认为,所学词汇在短期内复现次数越多,记忆效果越好。不过,一英国语言学家却持不一样观点。他认为,人们对某一事物记忆好坏取决于对该事物认知层次深浅。学习词汇只要展现一次或两次,其记忆效果会比展现屡次好。他主张,教师应力争使学生记牢第一次出现词汇,不要屡次训练。在他看来主要是怎样展现词汇,不是复现次数。换言之,词汇教学不取决于复现次数,关键在于展现方法、技巧。,第24页,look,第25页,look after,look into,look up,look down,look back,look up and down,第26页,归纳演绎法策略,归纳和演绎是两种主要推理形式。,归纳,是学习者在学习过程中,依据一系列事实概括出普通原理,即由,个别到普通,推理过程。(,人们在归纳时往往加入自己想法，而这恰恰帮助了人们记忆。),演绎,则是由普通原理推出个别情况下结论,即由,普通到个别,推理过程。,从普遍性结论或普通性事理推导出个别性结论论证方法。,(the deductive method),第27页,easy fat,heavy fun,noisy,study,beatify,play,stay,第28页,drive drove driven,strike stroke striken;,strive,sleep,keep,swimswam swum,sink sank sunk.,第29页,go went gone,undergo,stand,understand,wear wore worn,tear,bear,第30页,Word puzzles,What has a bed but never sleeps,a mouth but never speaks?,What fruit is never found singly?,第31页,Word puzzles,What has a bed but never sleeps,a mouth but never speaks?(A river),What fruit is never found singly?(A pear),第32页,Erasing words,T writes ten difficult words on the Bb,and give students one minute to memorize the words.Then T will erase the words one by one,and Ss will remember them.,After erasing all the words,T will dictate the students these words.,第33页,直观教学法,direct-viewing teaching method,1),利用实物介绍新词汇。,如:,Look,this is a watch.（用手指着手表）,2),直接介绍讲解词汇，让学生重复。如：介绍新单词,thigh，,T:(Pointing to,thigh).Look,this is my thigh.Can you say it?学生重复说thigh两遍。,wrist,tea,bag，book，ruler，,3),利用图片介绍词汇，如：,racket bat,第34页,下定义法（,Definition）,如:,1)breakfastthe first meal of a day.2)A noun is the name of a person,plac e or thing.3)holiday：time off from work 4)invite：ask someone to dinner or a party 5)housework：work done around the home 6)afternoon：between 12:00 and 6:00 in the daytime 7)exam：an important school test 8)entrance：place where you go in,第35页,描述展现法,method of description and presentaion,如，板书ambulance一词，说：An ambulance is like a car or a bus.it takes sick people to the hospital.usually there are doctors or nurses on an ambulance.if you call 120，an ambulance will come at once.,第36页,Synonym clues,(or,like,similarly，also),Doctors believe that smoking is detrimental to your health.They also regard drinking as harmful.,2)Like her younger sister who is,gregarious,Alice also likes to make friends.,第37页,让学生熟悉构词法特征,触类旁通、举一反三。,What a bright sun!(形容词和名词对比),Its sunny.,(n.+y,adj.),The sun is shining brightly.,(adj.+ly,adv.),What a strongwind!,Its windy.,The wind is blowing strongly.,第38页,在目标词与关键词之间建立想象链,。,实践证实,使用关键词法策略能够使英语学习者对生词进行深加工和记忆,比较轻易形成长时记忆。比如,shampoo radar series,engine hacker pudding,motor AIDS tire ,Gobi typhoon golf,coolie tycoon copy,shock humor tofu,clone gene carnation,salad system,media bowling,第39页,在目标词与关键词之间建立想象链,shampoo 香波 radar 雷达,engine 引擎 hacker 黑客,motor 马达 AIDS 艾滋(病),Gobi 戈壁 typhoon台风,coolle 苦力 tycoon 大款,shock 休克 humor 幽默,clone 克隆 gene 基因,salad 色拉 system系统,media 媒体 bowling 保龄(球)series 系列 pudding 布丁,carnation 康乃馨,第40页,利用反义词,（,Antonym clues）,(yet,but,unlike,however,while,notbut,instead,on the contrary,in contrast,rather than),在英词中表示相正确概念词汇经常能够遇见。如学过big以后，当学到small时，能够指 出Small means not big.,different：not the same,如:tall short high low dirty clean 再如，板书relaxed一词，并说：Im not nervous at all.Im very relaxed.,第41页,Illustration,1)Your uncles and your aunts daughters or sons are your cousins.,2),My fathers father is my grandfather.,3)a regulation is an official rule or order.,4)Illustration means to use a sentence or picture to explain the meaning.,第42页,Where is the ruler?,Its in the pencil-case.,Revision,第43页,利用因果关系：,consequence,Xiao Li has not taken his lunch,so he is,hungry,.,I have drunk a lot of water,so I am not,thirsty,now.,第44页,Common sense,In old days,when girls from rich families were married,they expected to bring with themselves a large quantity of,dowry,.,第45页,Meaning focus,Word networks,Gift,Paper,Birthday,father,mother,Friend,shop,wrap,Friendship,Happy,第46页,利用联想找规律,Association method,如由tree联想到branch,leaf,green,yellow,colour,flower等。,第47页,教师应注意培养学生联想能力。比如教 furniture 一词时，教师不应只给出汉字“家俱”，而是应该利用学生学过词进行讲解，如：,A desk is furniture，a table is furnitrue,a bed is furniture，a cupboard is furniture.What does the word furniture mean?,第48页,关联词群,（联想词群）,如：教fruit时，指出这是水果总称，为让学生联想到相关水果词，教师在 黑板上表示关联词群 transportation people stationary,food,第49页,关联词群,（联想词群）,第50页,newspaper comic taxi chalk pen train bookcarballpen ship magazine pencil,第51页,newspaper magazine book comic ship car train taxi chalk,pen ballpen pencil,第52页,语义联想策略,1)由某一个词联想到与其词义相近或相同旧词,如复习employ(雇佣)时,回想以前学过与其词义相近或相同近义词或同义词hire(雇佣),即employ hire。,2)由某一个词联想到与其词义相反旧词,如学习employ(雇佣)时,回想词义与其相反旧词dismiss(辞退),而hire(雇佣)这个词反义词则是fire(辞退),即employ dismiss,hire fire。,3),某一个词联想到与其同类词,如学习master(硕士)时,联络到以前学过doctor(博士)、bachelor(学士),从而组成同类词种属组块。,第53页,关联词群指意义或形式上相关联一组词，,意义关联词,如：chair，table，couch，stool 等。,形式关联词,如：walking，cleaning，sitting，reading 等。,第54页,一组关联词：,skiingboating skatingsurfing sports divingwater-skiing cycling swimming,第55页,激趣法,madam(夫人,女士),eye,比较法,如:,brought,bought,shirt skirt,mouth month,quite quiet,message masage,第56页,形近词集中在一个句子里辨异,以防止学生误写、混写。,如:,1.He brought me three new pens but I bought some a few days ago.,2.It s quite quiet in the room.,第57页,同音异形异义词比较,音、形、义兼顾。如:,1.Im going to buy a book by bike.Bye!,2.Their coats are over there。,读音相同、轻易混同音近词(如wore与were,close与clothes等)对比、辨异并操演。比如:,1.ard:Its not hard to make a card in the yard.,2.ound:We heard a soundand found a round plate on the ground.,第58页,经过句型教单词,如：water这个词，在讲授时能够借助一些教具或动作，如花洒、浇水动作和喝水动作等，这些都必须是学生熟悉行为，再展现以下句子。如：（1）Im very thirsty,I want to drink some water.(2)The flowers are dry,I must water them every day.(3)There is some water in the bottle.,we can drink it.从语境中我们可猜测出（1）、（3）句中water 是水，（2）句是浇水意思，从中我们也能够知道water 不一样词性和使用方法。,第59页,经过上下文来教单词,学习,umbrella,时，能够用下面这段文字：Its raining and I want to go out.I dont want to get wet.I havent a raincoat but I have an,umbrella,.Ill put up my,umbrella,.The rain is coming down on my,umbrella,but it isnt coming on me.My,umbrella,is protecting me from catching rain.Now the rain has stopped.Ill take my,umbrella,down.,An,umbrella,is very useful when it is raining.把,umbrella,放段落中学习，不但教会了学生这个单词，而且培养了学生思维能力,第60页,Dragon chain,Method 1,pe,n,n,oodl,e,Englis,h,h,ot,Method 2 (cardplaying),picture+words/phrases,第61页,Favourite words,T asks Ss to write down his or her favourite word and tell your classmates why you like it.,T asks Ss to write down his or her favorite words(one or two)and tell your partners why you like it(them),第62页,Guess:,My favorite food!,猜猜我最喜爱食品！,第63页,Miming,T write some words on the Bb.,Each student chooses one word to perform it,and the other students will guess which word he or she performs.,第64页,模拟、示范动作或面部表情,如:LookI am opening the door.I am writing some words on the paper.sad happy,第65页,举例 法,如：教lazy 这个词时，就能够说:He always gets up very late.He never cleans his room.He doesnt like to work.He is very _.,这么经过一个例子使学生既练习句子，又清楚、准确地领会了单词lazy意思及其怎样灵活利用。,第66页,利用构词法知识,如：学生先学了 write 和 person 这两个词，在学到 writer 这个词时候就能够说,Awriter is a person.It comes from“write”.A writer is a person who writes books.,第67页,碰到符合构词法就适时点拨,以引发学生兴趣。,比如:,合成词“1+1=1”,bed(床)+room(房间)bedroom(卧室),basket(篮子)+ball(球)basketball(篮球);,派生词加前、后缀,如:,visit(v.参观)+orvisitor,第68页,含义易混词串句,1.If you can speak Chinese,please say it in Chinese.,2.Atall man is high up in the tree.,多义词串句追踪记忆,。call,The new teacher first called our names,then said,“Im Li Xin.You may call me Mr Li.If you have any questions to ask me,please give me a call.That is you may callme.”,第69页,同时使用几个方法介绍词汇,如:Look,he is smiling.Now look at me.I am smiling,too.（用面部 表情smile）We smile when we are happy（作手势让学生重复）学生:smile.老师:Good,what does it mean?,第70页,利用构词法知识,利用构词知识扩展词汇。教师要尽早教学生一些构词法方面知识，尤其是惯用前缀、后缀和词根等。这么学起新词来就省时省力。能够经过推理思索，,使有限词汇化为无限生成词汇能力,。,常见前缀如：un-,re-,mis-,over-，auto-,super-，dis-,im-等。常见后缀有：-er，-or，-ist，-able，-1ess，-ful,-en,-ern,-ion,-ish，-ity,-ly，-ment，-ness，-some，-ward 等。,第71页,a.利用同根词：如教过use后，经过构词分析，学生就能够推测出useful,useless,user词义来。教师就 能够说:useful comes fromuse.It means of use.Useless comes from use,too.It means of no use“or not useful.beauty-beautiful-beautify,第72页,b.利用前缀,如教retell,rewrite，学生已掌握了tell,write，要向他们解释前缀re含义 是again意思。在此基础上学生就能推测出retell,rewrite意思来。教师就能够说Retellcomes from tell.Retell means to tell again.enable,第73页,c.利用后缀,如在学生已学过China,Japan基础上，指出后缀ese含义，学生就很轻易推 测出Chinese,Japanese意思,第74页,d.利用分析合成词方法,如在学生学过wait与room基础上，就很自然推测出waiting-room,reading-room含义来。利用这种方法能够扩大学生词汇量。,第75页,重复使用新词汇,如：学习market（市场）这个词，教师围绕这个词连续提问问题，让学生回答，重复使用 这个词，使学生在语言环境中掌握这个词。如：Do you often go to the supermarket?Do you live near a supermarket?When does your mother go to the supermarket?What does she buy in a supermarket?,第76页,Memorizing,第77页,Look at Tommys room for three minutes.Now close your books and write down all the things you remember.观察汤米房间3分钟。然后合上书，写下你记住全部物品。,1b,第78页,填字游戏,_ _ _ _ _ _,第79页,填字游戏,m,e,t,h,o,d,第80页,词不离语音,教授单词,第81页,nose,hope,close,sofa,we,these,eve,be,nine,ride,hike,white,same,save,shake,place,赛一赛,cute,第82页,less,sex,well,chess,mix,milk,gift,fish,back,hand,fact,blank,clock,lost,god,shop,lunch,just,duck,much,赛一赛,第83页,词不离句,比如：The night is so,still,.He is,still,a child after all.,第84页,词不离句,在交际中展示和利用词汇,第85页,Ben,Jane,Ben,Jane,likes,dislikes,Does,Ben/Jane like.?Yes,he/she does.,No,he/she doesnt.,Ben likes,and,.He,doesnt,like,or,第86页,词不离句,在交际中展示和利用词汇,利用对比法教授词汇,第87页,词不离句,在交际中利用熟悉和感兴趣人教授词汇,第88页,第89页,Pan Changjiang is,short,er than,Liu Xiang,LiuXiang,Pan Changjiang,tall,er,funn,ier,heav,ier,young,er,old,er,more,outgoing,more,athletic,more,handsome,第90页,词不离句,教授语法,第91页,()1.The books belong to _.,A.him B.his C.hes,()2.-Whose T-shirt is this?,-It _ be Johns.Its too small for him.,A.must B.might C.cant,()3.They look the same.They _ be twins.,A.might B.must C.could,()4.He _ be in the garden.He must be in the room.,A.cant B.mustnt C.may not,Exercise I.Choose the right answers.,Exercises on Unit 5,第92页,经过上下文猜测词义。,上阅读课或布置课后阅读文章时，教师可先只介绍，讲解学生了解起来最困难词，其它生词词义要勉励学生经过对上下文了解去猜测。比如猜测下段话中划线词词意，（这些词都是虚构），它们可能会是什么意思呢?,第93页,A country girl was walking along the,snerd,with a,roggle,of milk on her head，she began saying to herself.The money for whichI will sell this milk will make me enough money to increase my,trund,of eggs to three hundred.These eggs will produce the same number of chickens，andI will be able to sell the chickens for a large,wunk,of moneyBefore long，I will have enough money to live a rich and,fallentious,life.All the young men will want to marry meButI will refuse them all with a,ribble,of the head 1ike this.And as she,ribbled,her head，the roggle fell to the ground and all the milk ran in a white stream along the,snerd,，carrying her plans with it,第94页,这八个划线词原词分别是,road，can，stock，sum，luxurious，shake，shook，road.,学生给出其它答案假如在上下文中使用恰当得体也应接收，给予勉励。,第95页,讲故事,在脑海里勾勒出一个情景。比如,教学一些动词过去式:,was,went,had,got,watched,saw,came,did,Yesterday was Sunday,Peter got up at 6:00.He had breakfast quickly,then he went to the zoo with his classmates.They went there by bus.In the zoo,he saw many animals,such as monkeys,pandas.He gave the monkeys some bananas,and the monkeys liked them very much.,In the afternoon,they came back.He watched TV and did his homework.He was a little tired,but he had a happy Sunday.,老师在叙述故事时能够在语气上强调这些动词过去式,学生会在听故事同时注意到这些词汇。,第96页,（提醒）,防止同时教授反义词,约翰斯顿(Johnston)说，学生在学习词汇时记忆空间似乎很有限，假如同时教给一对反义词，回想时混同倾向会更大些。所以，同时教授像slowly和quickly这么反义词是不明智做 法。当一词多义或 是兼类词时，不可同时一次性地做介绍,。,第97页,背单词捷径1,一定要每次都大量地背。因为自己不比他人聪明，所以背完单词，他人忘记五分之一，自己决不会比他人忘得少。然而，他人天天背十个单词，自己却能够背一百个，忘记五分之一，还剩八十个，是他人最聪明状态下十倍。天天一百个是最低限。背到以后您会发觉这个要求并不高，一个月后，您可能自然而然地就背到三百或者五百。,第98页,背单词捷径2 复习！十个单词复习一遍，然后是以前全部没背下来