Unit 8 Teaching Vocabulary 英语教学法课件
英语教学法教程 Teaching Listening
meaning; 6. Use word formation rules; 7. Teach vocabulary in chunks; 8. Relate words to contexts in real life; 9. Provide different contexts; 10. Prepare for possible misunderstanding or confusion.
Demonstrate to the class next weeevision of Teaching Vocabulary
1. What are some of the assumptions about vocabulary learning?
2. What does knowing a word involve? 3. How can we present new vocabulary
because of earlier problems.
9.1.2 Reasons for difficulty in listening
Listening is often neglected in language teaching due to lack of teaching materials, lack of equipment in some schools, and lack of real-life situations where learners need to understand spoken English.
aware of the difference between active and passive vocabulary, and then treat them differently.
英语教学法教程9 Teaching Listening(课堂PPT)
7. An English-English dictionary is very helpful. 8. It is more effective when words of related
English Language Teaching Methodology
Unit 8 Teaching Vocabulary
1
Outline
Presentation(G7): vocabulary teaching
A brief revision of Unit 8 Unit 9 Teaching Listening
8
8.3 How can we present new vocabulary items?
1. Provide a visual or physical demonstration; 2. Provide a verbal context to demonstrate meaning; 3. Use synonyms or antonyms; 4. Use lexical sets or hyponyms to show relations of
meaning are taught and learned together. 9. Studying vocabulary in language contexts are
more effective. 10. Forgetting is inevitable. But if words are
Demonstrate to the class next week. For Group 7.
王蔷 英语教学法教程 第二版 Unit8
第8章Teaching Vocabulary一、What does knowing a word involve? 都得背过并举例1. What does it mean to know a word?Knowing a word means knowing:(1) its pronunciation and stress;(2) its spelling and grammatical properties;(3) its meaning;(4) how and when to use it to express the intended meaning.Learning a word involves learning more than just the word itself. Lexical items can be phrases, clause or sentences.2. Vocabulary learningAccording to Hedge, vocabulary learning involves at least two aspects of meaning:(1) The first aspect involves the understanding of its denotative and connotative meaning.①Denotative meaningDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world.②Connotative meaningA connotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word’. These words that may express a positive or negative attitude or subtle feelings towards something.(2) The second aspect involves understanding sense relations among words. Lexical items of this kind include word collocations, synonyms, antonyms, and hyponyms.①CollocationsCollocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time.②synonyms, antonyms, hyponymsSynonyms refer to items that mean the same, or nearly the same.Antonyms refer to items that mean the opposite of a word.Hyponyms refer to words which can be grouped together under the same superordinate concept.3. Receptive and productive vocabulary①Receptive/passive vocabulary:Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing.②Productive/active vocabulary:Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.二、Ways of presenting vocabulary1．Ways to present and explain vocabulary①Using pictures, photos, video clips, mime or gestures;②Provide a verbal context to demonstrate meaning;③Use synonyms or antonyms to explain meanings;④Use lexical sets, e.g. cook: fry, boil, bake, and grill;⑤Translate and exemplify, if words with abstract meaning.⑥Use word formation rules and common affixes;⑦Teach vocabulary in chunks;⑧Use the context in real life where the word might be used;⑨Provide different contexts for introducing new words;⑩Prepare for possible misunderstanding or confusion.2．Things a teacher does after presentationTry to provide opportunities for students to use multiple senses such as visual, auditory, action, etc., to get familiar with the newly learned words.Engage the students in variety of activities, such speaking, listening, reading, writing or acting, using multiple senses.To create meaningful and personalized tasks for the students to use the words in their own ways. Remember, a word can’t be learned by only being presented to the students, often it has to be encountered at least seven times in different contexts before it can be learned by the students.三、Ways of consolidating vocabularySome vocabulary consolidation activities suggested:1. Labelling.2. Spot the difference.3. Describe and draw.4. Play a game.5. Use word series.6. Word bingo.7. Word association.8. Find synonyms and antonyms.9. Use word categories.10. Using word net-work.11. Using the Internet resources for more ideas四、How do we help students develop vocabulary learning strategies?It is necessary to help the students to develop vocabulary building strategies as they will not be able to learn all the vocabulary simply from class teaching.1. Review regularlyEvidence shows that regular review helps students to maintain largest amount of recall.2. Guess meaning from contextEspecially using sentence hints for word meanings. Clues contributing to the discovery of meaning:The topic;The grammatical structure;The possible meaning connect between the given word and other words;The linguistic pattern where the word appears.3. Organize vocabulary effectivelyIf information is organized and stored in special ways, e.g. related information is stored together or new information is related to previously stored information, it is more likely to be retained and easier to retrieve. Considering the mass English vocabulary, it is necessary for the teacher to guide students to organize the words they encounter. So with a conscious attempt at vocabulary organization it is likely that a student’s word store will increase significantly.4. Use a dictionaryThe ability to use a dictionary properly to aid learning is a very important strategy for independent learning. However, students should be guided at the beginning in using a dictionary.5. Keeping a vocabulary notebookIt is seen as one way of helping students learning vocabulary. In helping students create their own vocabulary notebooks, an A-Z format may be needed in terms of different formats.6. Manage strategy useStudents should be guided constantly to self-evaluate the effectiveness of their strategy used for vocabulary learning. Based on their evaluation, they may drop certain strategies and try others. Teachers can also provide opportunities for students to share their learning experiences so that they can learn from each other.。
英语教学法Teachingvocabulary
Pronunciation -- the relationship of sound and spelling -- sound-spelling patterns -- stress patterns
Words and their meanings
Denotative meaning (Conceptual meaning): -- polysemy: head of a person, head of a pin, head of an organization -- homonymy: file (a device used for keeping papers; a tool for cutting or smoothing hard substances)
Teaching Vocabulary
“If there is no grammar, people can only express something; but if there is no vocabulary, people can express nothing .”
―Wilkins
Major Topics
Correct in form, not so in style
精编英语教学法教程unit 8。
5 The best way to explain vocabulary is to
translate.
6 Enhlish-English explanationss are the best
denotative meaning(外延意义)
• 词的意义一般包括语法意义和词汇意义，前者指词与词之间 的相互关系，后者指词所表达的意思，通常分为外延意义 （denotative meaning）和内涵意义 (connotative meaning) 两类。词的外延意义即所指意义（referential meaning）或 认知意义（cognitive meaning），它是以客观世界的特定所 指以及约定俗成的意义为基础的，也就是词典中所给出的定 义。
词语搭配包括词语搭配（Lexical Collocations）和语法 词语搭配（Grammatical Collocations）。前者主要包括 “动词+名词”、“名词+动词”、“形容词+名词”、 “副词+动词”及“名词+名词”等搭配，掌握好它们就可 增强语感，准确道地地表达出要说或者要写的语言信息。 后者包括“介词+名词”、“名词+介词”、“形容词+介 词”、“动词+介词”及“介词+名词+介词”等
A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.
Unit 8Teaching Vocabulary
•
• • • •
1.What does it mean to know a word? Learning a word involves learning more than just the word itself. e.g. post office, mother-in-law There are multi-word units, such as: phrasal verbs, compound words According to Hedge (2000),vocabulary learning involves at least two aspects of meaning: the understanding of its denotative and connotative meaning; understanding the sense relations among words
Unit 8 Teaching Vocabulary
By Xu Zhijian
龙岩学院外国语学院
精品课程--《英语教学法》
Aims of this unit
• • • • • What are some of the assumptions about vocabulary? What does knowing a word involve? How can we present new vocabulary items? What are some effective ways to consolidate vocabulary? How do we help students develop vocabulary learning?
Unit8 Teaching Vocabulary
(2) The understanding of the sense relation among words
Collocations(搭配): It refers to words that co-occur with high frequency and have been accepts as ways for the use of words. E.g. “see a movie”, “watch a play”, “look at a picture”,“heavy traffic”, “heavy smoker”, “heavy rain/snow/fog”
2. Brief definitions
1. Vocabulary : It refers to words, also known as lexicon 2. Word: A basic unit of language.
II. Vocabulary Learning
1. Two aspects of meaning:P119
Collocations help achieve fluency and appropriateness in language learning.
2. Synonyms （同义词）, antonyms, hyponyms(下义词)：P120
(1) Synonyms (2) Antonyms (3) Hyponyms: Words which can be grouped together under
Unit 8 Teaching Vocabulary
1. What Does ‘Knowing a Word’ Mean?
“To ‘know’ a word in a target language as well as the native speaker knows it may mean the ability to: 1) Recognize it in its spoken or written form; 2) Recall it at will; 3) Relate it to an appropriate object or concept; 4) Use it in the appropriate grammatical form; 5) In speech, pronounce it in a recognizable way;
B. Collocation 搭配 Word meaning is also governed by collocation – that is which words go with each other.
C. Style and register
语体和语域
We often use words only in certain social and topical contexts. What we say is governed by the style and register we are in. Style: Style is variation in a person’s speech. Style usually varies from casual to formal according to the type of situation, the person or persons addressed, the location, the topic discussed, etc.
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Teaching Vocabulary
Warming-up Discussion
Do you think learning English vocabulary is very important?
No bricks, no building!
Language is made up of three main elements: grammar, phonetics and vocabulary. Vocabulary is the carrier of phonetics and grammar and is also the construction material of linguistic building.
e.g. dog, lion, mouse-animal Co-hyponyms/co-ordinates (同等词) Super-ordinates (上义词)
PP119-120
❖ Word formation: • Affixation （词缀法） • Conversion （转类法）zero derivation • Composition （合词法） e.g. hotline • Blending （拼缀法）e.g. smog • Backformation（逆成法）
ቤተ መጻሕፍቲ ባይዱ
❖ The first aspect of meaning:
Denotative meaning (字面含义) Connotative meaning (言外含义) Appropriateness Register (语域)
P119
❖ The second aspect of meaning:
Collocation Synonyms (同义词) Antonyms (反义词) Hyponyms (下义词)
P117
Problems in learning vocabulary
Read the paragraph on Page 133 and try to get some ideas about the problems of English vocabulary learning in China.
“If there is no grammar, people can only express something; but if there is no vocabulary, people can express nothing .”
―Wilkins
新课程标准课程设计思路
普通高中课程 要求
Main Topics for this unit:
I. Understanding vocabulary II. What does knowing a word involve? III. Ways of presenting vocabulary IV. Ways of consolidating vocabulary V. Developing vocabulary learning
strategies
I. What is vocabulary ?
Vocabulary refers to the words we teach in the foreign language.
A new item of vocabulary may be more than a single word.
Ways to present new vocabulary:
• Draw pictures, diagrams and maps to show meanings or connections of meanings;
Do Task No. 3 and discuss what implications we can draw about vocabulary teaching .
P121
III. Ways of presenting vocabulary
Try to present the following words: mushroom, shove, earrings, newspaper, dependent, dance, expensive, congratulations, picture, scream, president, teenager
e.g. post office, motherin-law,etc.
II. What does knowing a word involve?
❖ Form: pronunciation and spelling ❖ Grammatical properties:
verb forms, noun forms, etc.
Practice
Finish Task No. 4 and decide on which aspects of vocabulary each of the vocabulary learning activities is trying to focus.
PP121-124
Discussio n
九年级结束时的 要求
六年级结束时的 要求
九级 八级 七级
六级
五级 四级 三级 二级 一级
一门外语过关
2400-2500 单词 400-500 习惯用语
1500-1600 单词 200-300 习惯用语
600-700 单词 50 习惯用语
Warming-up Discussion
Is it very easy to learn English vocabulary? What are the learners’ difficulties in learning English vocabulary?
e.g. television-televise
• Shortening （缩略法）phone, ad
Receptive/passive vocabulary Productive/active vocabulary
P120
Do you agree or disagree? Finish Task No. 1 on Page 117.