teachingvocabulary词汇教学
高中英语完形填空教案
完型填空教案T eaching Plan一、教学目标（Teaching aims）语言知识（knowledge）1. 词汇（vocabulary）：能理解、内化和运用以下单词－challenge，select，judge，struggle，enthusiastic，sigh能理解、内化和运用以下短语－compete against，not have any trouble with，for the time being，smile weakly，devote oneself to，figure out，continue to do，fit in，be ready for，very talented girls，feel awful，be relieved to2. 语法（Grammar）：非谓语动词中的现在分词和动名词的运用。
如：Feeling awful, she walked home carrying her school bag full of homework.Arriving home, she started with math.Feeling better, she decided not to worry about math for the time being.The next day, Jenna went to see Mrs. Biden about being on the school newspaper.Later in math class, Jenna devoted herself to figuring out the problems that had given her so much trouble.语言技能（Skills）1. 能在课堂内掌握做英语完形填空的相关技巧。
2. 能获取相关信息（Reading for language, Reading for information, Reading for understanding, Reading for appreciation, Reading for enriching experience）, 且进行skimming, scanning, generalization等阅读技巧的训练。
国外关于英语词汇教学的研究
国外关于英语词汇教学的研究In the realm of language education, vocabulary teaching holds a pivotal position, especially in the context of English language learning. The importance of vocabulary cannot be overstated, as it is the building block of language comprehension and communication. Given its significance, numerous studies have been conducted abroadto explore effective methods for teaching English vocabulary.One significant area of research has focused on the use of context in vocabulary teaching. The belief is that words, when presented in meaningful contexts, are more likely tobe retained and used accurately by learners. Contextualized vocabulary instruction involves introducing new words through real-world examples, sentences, or short passages that illustrate the meaning and usage of the word. This approach has been shown to enhance learners' understanding and retention of vocabulary.Another key research area is the role of technology in vocabulary teaching. The advent of digital tools and platforms has opened up new possibilities for languageinstruction. Online dictionaries, interactive games, and mobile applications are among the many resources that have been developed to assist learners in acquiring and practicing vocabulary. These technologies often provide immediate feedback and personalized learning experiences, enabling learners to progress at their own pace.Moreover, the use of mnemonic devices and strategies has been extensively studied in vocabulary teaching. Mnemonics are techniques designed to help individuals remember information more easily. For instance, acronyms, rhymes, and storytelling are all examples of mnemonic devices that can be employed in vocabulary instruction. These techniques have been found to be effective in enhancing learners' recall and recognition of words.In addition, the role of explicit versus implicit vocabulary instruction has been debated in the research community. Explicit instruction involves directly teaching the meaning, pronunciation, and usage of words, while implicit instruction occurs incidentally through reading, listening, and other language activities. While both approaches have their merits, research suggests that abalanced approach combining explicit and implicitinstruction is most effective for vocabulary acquisition.Furthermore, the importance of vocabulary knowledge for reading comprehension and writing skills has been emphasized in recent studies. A rich vocabulary is crucial for understanding complex texts and expressing oneself effectively in writing. Therefore, vocabulary instruction that integrates reading and writing activities can help learners develop their language proficiency across multiple domains.In conclusion, the field of vocabulary teaching is rich and diverse, with numerous approaches and strategies being explored and tested. The integration of context, technology, mnemonic devices, and balanced explicit-implicitinstruction holds promise for enhancing English vocabulary acquisition among learners. As research continues to evolve, so will our understanding of the best practices forteaching English vocabulary effectively.**国外英语词汇教学研究概览**在英语语言教育的领域中，词汇教学占有举足轻重的地位，尤其是在英语学习的过程中。
Techniques in teaching vocabulary 英语词汇教学技能
Techniques in Teaching VocabularyⅠIntroductionAs every language learner knows, communication is the ultimate goal of learning a language, then acquiring, remembering, and meaningfully using newly learnt words is an essential part of learning a foreign language. When students learn a foreign language, students tend to forget or misuse new words. There are many reasons for that: words are not properly stored in students' minds, they are not practiced enough, and they are not related to students own experiences and interests. In order to make learning more effective, Professor Allen shares a serious of successful techniques with learners and teachers newer to the field of ESL.In the introduction part, he discusses why vocabulary teaching was neglecting in the past and how it became more and more crucial for the present. In the past, people believe that knowing words and their meanings are not enough, and learners have to know how the words work together in English sentences. Gradually, they tend to pay attention to the learning of vocabulary. For the ultimate goal of language learning is to communicate. V ocabulary is the basic element of communication. Without grammar, the communication may be interfered, but without vocabulary, there’s no communication at all.Knowing how significant the vocabulary is, the author tells some very effective ways of teaching vocabulary. According to their learning experiences and ages, he divided the learners into three levels: the beginners, the intermediate students and the advanced students. He assigns different activities to learners of different levels, which are very helpful for both language learners and teachers.ⅡTechniques in teaching vocabularyLanguage learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce, and manipulate the target language. Effective activities have proven to have advantages and effectiveness in learningvocabulary in various ways: activities bring in relaxation and fun for students, thus help them learn and retain new words more easily, activities usually involve friendly competition and they keep learners interested, vocabulary activities bring real world context into the classroom and enhance students’use of English in a flexible, communicative way, and activities are highly motivating and they give students more opportunity to express their opinions and feelings.1.Techniques for the beginnersIn books that are intended for the first stage of English, the vocabulary lessons usually contain words for person and things in the classroom, words like boy, girl, book, pencil, window, door. These words can be taught by seeing the objects, by touching them as well as hearing. These senses are working together to focus the learners’attention. What’s more, these words are very helpful for defining more difficult words in later stages of the program. It is good to make an early start on such important words.Usually, there is a list on the textbook page. The effective way for students to remember these words is to look at the words while hearing their pronunciations. Hearing the word, seeing it, and saying it—all of these may be aids to learning. But it is more important to teach them the meanings of the words and how to use them in communication.In some classes for beginners, teachers use all three ways to show the meaning of the words: pictures, explanations in the students’own language and definitions in simple English, using vocabulary that the students already known. In presenting these common kinds of vocabulary, teachers should think about the order of presentation. Whether the new words should be presented first or the meanings? According to one’s growing experiences, a child know the object first, and then he knows the name for it. So it is with teaching. That is to say, teachers should draw attention to meanings before drilling words.V ocabulary is best learned when someone feels that a certain word is needed. Teachers can make the basic words in English necessary for communication. To do so, we engage students in activities that require those English words for the exchange ofinformation or the expression of personal feelings. In some classes, the students spent a great deal of time saying English words without thinking about the meanings. In such classes, time should be better spent on meaningful use of the words.Here is one simple communication experience: when there are both boys and girls in the classroom, the teacher writes the following dialog on the blackboard, using names of girls in the class where blanks appear:The first speaker: I’m thinking of a girl in this room. You have three guesses.The second speaker: Are you thinking of_______?The third speaker: Are you thinking of_______?The forth speaker: Are you thinking of_______?The first speaker: I’m thinking of ________.The teacher shows how this dialog will be used for a game. The first speaker is the teacher, who is thinking of some girl in the class, and the students can guess who it is. Is someone loses a guess by naming a boy, the response to that guess will quickly teach both of these English words.In the following three chapters of this book, the author mentioned several ways to show the meaning of an English word, through such aids as the following:a.Objects already in the classroomb.Objects that can easily be brought to class(umbrellas, scissors, tools, etc)c.Drawings by the teacher and drawings by studentsd.Pictures from magazines and newspapers(as well as from commercialsources)e.Demonstrations to show actions2.Techniques for the intermediate learnersDefining English words by means of other English words require real skill. It is a skill that is particularly needed by teachers of intermediate classes. Unlike most words that are in the elementary level, much of the intermediate vocabulary cannot be demonstrated through actions or shown through pictures. However, we can usually show the meanings of intermediate-level words by putting them into English explanations where the other words in the sentences are already known. Teachers canuse simple English to show meanings of words. Fortunately, there’re two excellent learner’s dictionaries which are known as the Oxford Student’s Dictionary of American English and the Longman Dictionary of Contemporary English. What’s more, simple example sentence is especially needed by teachers of intermediate level students. It shows both the meaning and the using of the new words.Like the elementary students, the intermediate student needs to learn words for common areas of living: words related to food, clothing, shelter, and so on. In order to make vocabulary learning more systematic, therefore, intermediate level students should keep a notebook. In the notebook there are several different sections and different categories of words---several pages reserved for weather words, other pages reserved for health words, and so on. There are also many activities to help students use the words they copied in their notebook, such as the category guessing game.Pictures are also necessary in this part. Pictures which show human situations often interest students at this level. Students enjoy imagining who the pictured persons might be, where they are, what they are, what happened before pictured moment, what might happen next.Dividing a class into smaller work groups is an important technique at the intermediate and advanced levels of English instructions. After divide the class into small groups, teachers can give tasks for them to do in class. They can use pictures and the exercises in the textbooks. In this process, teachers should keep the intermediate student interested and encouraged.In intermediate classes, we make a special effort to introduce vocabulary that is related to lives of English-speaking people. At this level, we began to go beyond the students’intermediate experience. Also we teach students the social meanings of words. We can help, first, by making students aware that social meanings exists. We can also help by drawing students’ attention to the special meanings that are related in stories and other readings about English-speaking people.Teachers can help students notice that certain words mean to speakers of English, show students how much they are able to do with the words they have already known, and enable the better students to progress more rapidly.3.Techniques for the advanced studentsIn advanced classes, we had two major aims: one is to prepare students for the kind of English used by and for native speakers and the other is to help students become independent, responsible for their own learning. As reading and learning materials becomes increasingly difficult, and there are many more new words to be explained. The teacher may not help them learn all of the new words. So dictionaries play as passport for the learners to become independent.Any dictionaries can help students, but before looking at the dictionary, students should follow these steps:a.Think carefully about the entire sentence in which the unfamiliar wordsappears.b.Look carefully at the unknown word. What kind of word is it? A noun?c.Think of some possible meanings for that kind of word in the sentence. If theword is a noun, might it name some thing? Some person? Some idea?This kind of thinking may help students produce more understanding of the word for the student’s present purpose.Advanced students’ vocabulary can be greatly increased by awareness of the fact that certain English words have different grammatical functions in different sentences. So Allen suggests both teachers and students should keep these questions in mind:a.Which nouns in this sentence may also be used as verbs?b.Which of the verbs may also be used as nouns?c.If such a shift in function occurs, does the meaning also change?Knowing these questions does help students to expand student s’vocabulary effectively. It is also important to introduce word familiars to students.Sometimes a learner feels the need to learn certain words because those words hold essential keys to understanding something interesting or important. At this level, the sense of need for a word is often induced by reading. V ocabulary is learned through reading something that students really want to understand, or something they know they must understand for some reason important to them. Much vocabulary in the advanced class is learned for comprehension of what is being said.ⅢConclusionThis book expounds on the authors’ concept of vocabulary instruction, advocating a teaching and learning process that provides students with meaningful, multiple techniques to words encouraging them to think and talk about words and their uses, share their understandings with others, and relate their vocabulary knowledge to overall comprehension. The author introduces an instructional sequence appropriate for all grade levels from the primary, intermediate, and advanced levels, which is very useful for new teachers. Each chapter contains, in addition to detailed consideration of a wide variety of techniques, a number of activities that teachers can perform in classes.As a student of teaching methodology, I learnt a lot in this wonderful book. Considering my own learning experiences, I decide to make a research on how to learn vocabulary in a more effective as well as happier way. The activities in the book are very useful and impressive. I’m looking forward to put them into effect as soon as possible.。
词汇教学设计全英教案
词汇教学设计全英教案教案标题：词汇教学设计全英教案目标学生群体：中学生教学目标：1. 学生能够准确理解并掌握所学词汇的意义和用法。
2. 学生能够在实际交流中正确运用所学词汇。
3. 学生能够通过多种形式的练习提高词汇记忆和词汇量。
教学准备：1. 教师准备词汇教材、词汇卡片、多媒体设备等。
2. 学生准备学习笔记、课堂参与积极性等。
教学过程：Step 1：热身活动（Warm-up）（5分钟）为了激发学生的学习兴趣，可以在课堂开始前通过播放一段与本节课内容相关的视频或音频来引起学生的注意。
Step 2：教授新词汇（Introduce New Words）（10分钟）1. 教师可以通过使用多媒体设备呈现词汇的图片、发音和意义，引导学生猜测词汇的意义。
2. 教师可以通过列举一些与所学词汇相关的例句，帮助学生理解所学词汇的用法。
Step 3：词汇拓展（Vocabulary Expansion）（15分钟）1. 教师可以给学生发放词汇卡片，要求学生根据所学词汇的意义和用法，组成新的词组、短语或句子。
2. 学生可以根据卡片上的提示用所学词汇设计角色扮演或小组讨论，激发学生的创造力和口语表达能力。
Step 4：词汇运用（Vocabulary Application）（15分钟）1. 教师设计一些课堂活动，通过游戏、竞赛或小组合作的方式，帮助学生巩固所学词汇。
2. 学生可以参与词汇竞赛，通过回答问题或完成任务的方式运用所学词汇。
Step 5：反馈和评价（Feedback and Evaluation）（5分钟）1. 教师可以通过随堂小测或课堂讨论的方式，检查学生对所学词汇的理解和掌握程度。
2. 学生可以在教师的指导下进行自我评价，检查自己在本节课的学习中哪些方面需要进一步加强。
Step 6：巩固练习（Consolidation）（15分钟）1. 教师可以布置一些课后作业，要求学生复习所学词汇，并通过书面练习或口头提问的方式巩固所学内容。
2. Teaching Vocabulary
Plumber
What does a plumber do?
Plumber
What does a plumber do?
He installs and repairs water systems
Plumber
What does a plumber do?
他安装和修理供水系统。
记住一个新单词并把它纳入你的 “积极词汇表“之前， 你至少需要见到它5-7遍。
-many kinds of practice
-许多不同种类的练习
- a variety of tasks - 不同形式的任务
Teaching vocabulary How? 教单词 如何教?
Which are the most useful methods? 哪一种是最有效的方法?
Students say words and sentences on their own.
Students think.
Students learn.
学生自己说单词和句子
学生思考
学生学习
Drill with variation
变换多种方式来重复
Working with sentences Two techniques available Back chaining Front chaining
If you play sports for a living, your job will sometimes be very dangerous. Many professional atheletes get injured. And if you become rich, you will have a difficult time knowing who your real friends are. In fact, many famous people complain that they are not happy.
初中英语词汇教学策略
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.
go went gone undergo stand understand wear wore worn tear bear
Word puzzles
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。
How to help the students understand
How to help the students think
How to help the students use
Remember
Tell me and I will forget. Show me and I understand. Involve me and I remember
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
vocabulary 词汇教学
↓↓
Principle 1: provide opportunities for the incidental learning of vocabulary
2.1 Incidental Learning
Advantages: ①build up the students' vocabulary and structures until they can graduate to more authentic materials. ②Low-proficiency learner can benefit from graded readers because they will be repeatedly exposed to high-frequency vocabulary. ③（my opinion）It puts the vocabulary in certain context, which is better for the learner to understant the partial meaning(meaning in the context) of the word and better for the future production(used in the real situation).
— principle 3
elaborating word knowledge