培训摘要：运用词汇与理解词汇建议.doc

运用词汇与理解词汇建议

理解词汇量
运用词汇量
小学
700(阅读)
500(听力)
400（口头）
200（笔头）
初中
1500(阅读)
1200(听力)
800（口头）
500（笔头）
高中
3500(阅读)
2000(听力)
1500（口头）
1000（笔头）
词汇教学建议
2. 用多种方式真实呈现词汇
² 在语境中完整呈现读音、词形、语义、语法行为、语用等
² 同一语境用不同语音、语调反复呈现
² 同一语境用不同情感、动作反复呈现
² 在近似语境中反复呈现读音和词形
² 在最近发展区之内，扩展呈现
² 在生活相关话题，扩展呈现

How can you teach vocabulary?
Draw pictures diagrams maps
real things bring maps charts graphs
Explain in easier English
Translate into Chinese and then exemplify in English
Give a context and let students guess
Use a model
Use games
Eg. 1.What does a couch potato refer to?
A couch potato is someone who watches lots of (some would say too much! ) television
2. The meat of a plump young bear is said to be quite tender and tasty; but even a hunting dog will refuse the meat of an old bear, for it is___
a. raw meat.
b. fresh meat.
c. also excellent.
d. very tough.
3. Listen to the description and finish your task.
OK, that’s Mr Brown. He’s wearing a jacket and trousers, no tie, and he’s walking to the woman with the long dark hair—she’s wearing a black dress. Now Mrs Brown is over there. She’s wearing a skirt and a blouse, and she’s talking to a tall man with fair hair. And their son, Richard… yes, there he is, he’s over in the corner. He’s wearing jeans and a T-shirt—he’s the one with very short hair.
4. a 3-letter word
1. I couldn't afford to _____ that book, so I borrowed it from the library.
2. I looked around, trying to _____ some chocolate, but every shop was closed.
3. I used the pocket money I saved for the whole year to _____ a new watch.
buy
5. Work in pairs. Choose five words to describe yourself. Use a dictionary if necessary.
careful interesting clever cold tidy
confident fit funny imaginative thoughtful
intelligent kind lazy nervous serious
optimistic patient pessimistic nice
polite quiet calm rude sad sensitive
Think of other words you can use. honest, friendly…
Discuss your choice of words with your partners.

I think I’m usually optimistic.
And I’m always polite!
Does he/she agree with you?
6. Translate the following sentences, paying attention to the bold words.
然后给出八个词填八个空，在给八个词填五个空，最后给出句子自己填词。

三、英语语法教学建议
语法的表意功能例解
下面例子中为什么前半句用主动语态，而后半句用被动语态？
George Foreman beat Joe Frazier, but he was beaten by Muhammad Ali.
下面两句话在意义上是否有差异？
1. I didn’t eat breakfast.
2. I haven’t eaten breakfast.
2.基于语境而不是规则开展语法运用教学。
在语境中学，在运用中练。
不死教规则，不教死规则。作为外语教师，我们不大可能准确知道英语所有规则。同时，语言不断发展，规则难以穷尽。
即使记住规则，也只能保证正确运用，而不能保证得体运用，得体比正确更加重要，正确不是得体的前提，正确只说明知识和严谨，不说明态度。
我们可以从教材/多种教材把握真实语境下的真实语用。
3. 开展基于真实语境的机械训练。
语法的准确性需要一定的机械训练，但是，为了培养运用能力，应该开展有语境的机械训练，避免纯粹机械训练
Eg. 给出一副办公室人员在办公室偷懒得图片
Everyone in the office thought their boss was out for the day when suddenly he opened the door…
给出一副看老板回来立刻改变态度的图片
The boss: What were they all doing when I opened the door?
No. 1 was… No. 2… No. 3 … No.4
语法教学案例讨论
Step 1: Video watching
Step 2: Find out the rules
They all lived together. (live)
A thirsty horse crossed the desert. (crosses)
The vultures attacked the poor horse. (attack)
Pecos Bill saved the horse. (saves)
Question 1: What do all the red words have in common?
Question 2: If you exchange the red words with those in brackets, how will the meanings of the sentences change?
Step 3: Find out the rules: Irregular Verbs
He was all alone in the desert. (is)
They sure were thirsty. (are)
A coyote took care of him. (take)
Pecos Bill ate with the coyotes. (eat)
Pecos Bill grew up. (grow)
He became a great cowboy. (become)
He made a river. (make)
Step 4: Grammar Focus: Grammatical Rules（教师归纳、讲解一般过去时的语法规则和用法；不同句型的一般过去时形式、规则动词的过去式变化规则。）
Step 5: Fill in the blanks with proper forms of the words in parentheses.
1. She ___practice) her guitar yesterday.
2. Tom___(watch) TV last Saturday.
3. He ___(study) hard when he was a student.
4. Rain ___(drop) through the roof last night.
5. She ___(not visit) her aunt last weekend. She ___ (stay) at home.
Step 6: Practice Task: Discuss with your deskmates about his or her last weekend in detail and then share it with the class in more than 3 sentences

词汇和语法
为运用而教知识，不教死的英语知识，不死教英语知识，不把英语知识教死。
英语词汇教学合理确定学习目标，不是所有词汇都要求学生能够拼写。
英语语法教学应坚持词不离句、句不离篇、篇不离用，要基于真实语境、真实语用进行语法教学。

四、 英语阅读教学建议
课标解读：3-5级阅读技能目标
略读; 推断；
理解细节； 扫读、找读、跳读;
理解文章结构； 预测；
理解图表信息； 理解大意；
理解指代； 理解逻辑关系 猜测词义;

读前活动
² 明确目的；
² 熟悉话题；（听说读结合，激活内容图式）
² 预测内容，激发兴趣；（听说读结合）
² 激活相关语言；（听说读写结合，激活语言图式）
² 布置任务。
读中活动

² 认读；
² 略读；
² 跳读；
² 根据所读内容画图、标图、连线、填表、排序、补全信息；（读写结合）
² 为课文选择或添加标题；（读写结合）
² 根据所读内容制作图表；（读写结合）
² 边读边操作；
² 判断信息的真实性
读后活动
² 进一步理解与巩固所学语言听说读写结合）
² 转述所读内容； （听说读写结合）
² 根据所读内容进行角色扮演；（听说读结合，建构图式）
² 讨论； （听说读结合，建构图式）
² 改写、续写；
² 写摘要。
Eg. Please write down the word “ love ” with a pencil in your mouth, not in your hand.
What did you feel?

方法：1.Match the main idea with the paragraph
2.Read fast to find out which of the following are mainly talked about in the two texts
3. Work in pairs and talk about Mozart’s life. 给出他一生的时间表
4. Read carefully to find details 给出表格
5. Read the passage carefully and fill in the blanks.
6. Number the sentences into the correct order.
7. 给对话找出语法句
8. 给出一篇作文 剪成几段叫学生排序
Eg. Date , greeting introduction questions information reason to finish sign off
诵 读
² 朗读，尤其是诵读，可以形成长期内化稳定记忆，对于英语学习作用很大。
² 模仿跟读对通过朗读培养学生语感和语言运用能力很有效，要引导学生在理解语音的语用特征的基础上，进行模仿。
² 模仿电影、电视剧、教材的跟读配音，很受学生欢迎。
² 要注意把听说能力迁移为读写能力，尤其是阅读能力。