英语教学法教程PPTunit8
Unit 8 Teaching Vocabulary 英语教学法课件
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)
Unit 8 Grammar Focusppt课件
不可数名词
物质名词一般是不可数名词，它们所表示的事物不能用数来计 数。如：rice, milk, yogurt, beef, … 1.不可数名词可以用much, a little , a bit of , some, any, a lot of/lots of等表示多少 如：some tea一些茶,a little bread一点儿面包,
口诀：英雄（hero）爱吃西红柿（tomato）和土豆（potato）
以o 结尾的名词，无生命的物质的名词, 加-s 如：zoo-----zoos，video------videos ， radio-----radios (5)以f或fe 结尾的，先把f、fe变成v再加es 如：leaf----leaves，self---selves，life----lives，thief---thieves
Unit 8
How do you make a banana milk shake?
Grammar Focus
1
Lead in
Task1 Quick eyes
Say out the words as quickly as you can
Lead in
Lead in
Lead in
Task2 Put them in order(排序)
(3)以s、x、sh、ch结尾的加es
如：bus-----buses ，wish------wishes ， watch------watcheses 如：tomato-----tomatoes，potato------potatoes ， hero-----heroes
(3) No＋名词 / 动词ing形式：
No photos.
No smoking!
教学法unit8teachingspeaking-.ppt
III. Types of speaking tasks
Pre- communicative tasks
Structural activities e.g. focused structural dialogues, controlled role play
Communicative tasks
I. Features for successful speaking tasks
1) Right language level
2) Maximum foreign talk
3) Even participation
4) High motivation (Engagement)
II. Principles for teaching speaking
II. Principles for teaching speaking
b) Contextualizing practice
Teachers need to identify a situation in which a target structure is commonly used.( Meaningful simulated tasks are needed )
You and your friend are going out to eat lunch. You need to decide where to go. You would like to go to the place where you always go, because you like the food. You don’t agree with your friend’s suggestion.
a) Balancing accuracy-based with fluency -based practices
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.。
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.。
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.
《英语教学法》Unit 8 Teaching Vocabulary
Assumptions about vocabulary and vocabulary learning What does knowing a word involve? Ways of presenting vocabulary Ways of consolidating vocabulary? Developing vocabualry learning strategies
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An Ent aid for studuents. Words can be taught and learned most effectively in groups which are related to each other in meaning. Words must be learned in language context. If we don’t use the words we learned, we will soon forget them.
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2.3 Words and their use
2.4 Receptive and productive vocabulary Receptive/passive vocabulary － words that one is able to recognize and comprehend in reading or listening but unable to use those automatically in speaking or writing. Productive/active vocabulary - words that one is not only able to recognize but also able to use in speech and writing are considered one’s productive/active vocabulary.
unit8PPT课件
times as many people.( BIII P26. Para.2)
3). Hibernation is more than sleep.
4). The bad news more than surprised us.
She was more than hurt.
5). His anger is more than words can express.
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3… and that our brain adjusts itself to the
language we hear around us.(Para, 2 Line 2)
knowledge
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3. make sense of
make sense
make no sense
in a sense
Can you make sense of the abstract theory?
Talking after the accident makes no sense.
what he said is reasonable in a sense.
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4. adjust adjust / adapt… to 1) You shouldn’t adjust your computer
without any instruction. 2) He adjusted his errors and continued his
2) He has acquired a goof knowledge of history in these few years.
3) acquired adj. 获得的 后天的
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2. Ways for Teaching
Teachers should choose proper ways to instruct words. Many teachers often write new words they want to teach on the blackboard, then explain them one by one. The way is easy for teachers to teach, while it isn't interesting for students to learn．It makes students feel bored.
With 100,000 words in the English language, teaching vocabulary can seem like a very daunting prospect.
The average native speaker uses around only 5000 words in everyday speech. Your students won't need to produce every word they learn, some they will just need to recognize.
It is vital to get across the meaning of the item clearly and to ensure that your students have understood correctly with checking questions.
2. The form
1. The most effective way is teaching vocabulary IN CONTEXT.
There are two advantages: 1) students remember the words better. 2) students see HOW the words are used. 2. Use all kinds of stories: children's stories, news stories, jokes, magazine articles. 3. Teaching by using word-formation:
the number of occurrences of a word in the target language
the extentrned without difficulty
the extent to which a word is regarded as "required" by the learner in order to communicate
● The words we know help us organize our learning.
● The creation of words is our tool for increasing learning.
● Vocabulary instruction should be a focalpoint of learning, especially for students impacted by poverty.
• 4. How it is spelt
• This is always difficult in English teaching.
• Remember to clarify the pronunciation before showing the written form.
5. The connotations that the item may have
done with the meanings available. 8. Incorporate multisensory learning
from the beginning. 9. Have structure and organization
behind the words you present.
A Course in English Language Teaching
Unit 8 Teaching vocabulary
Vocabulary is a weak area for many students, much “vocabulary instruction”ends up being handwriting practice.
• Bachelor is a neutral /positive word whereas spinster conjures a more negative image.
6. The situations when the word is or is not used
• Is it formal/neutral/informal? ----spectacles/glasses/specs. Is it used mainly in speech or in writing? -----To sum up is usually written whereas mind you is spoken. Is it outdated? -----Wireless instead of radio.
"Without grammar very little can be conveyed; without vocabulary nothing can be conveyed."
"When students travel, they don't carry grammar books, they carry dictionaries.”
Selecting what to teach, based on frequency and usefulness to the needs of your particular students is therefore essential.
3. Selecting what to teach, based on
4. Model the activities first. 5. Keep an ongoing list prominently
posted. 6. Go beyond the definitions of the words. 7. Most work with vocabulary should be
● Vocabulary instruction is an excellent advance organizer but also must be taught in context.
Introduction of This Unit
To discuss how to teach vocabulary. Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary.
Criteria Range
Coverage frequency learnability language
needs
Definition
the extent to which a word occurs in the different types of texts
the capacity of a word to replace other words
10. offering words which have the same semantic field of function.
11. offering different parts of speech. 12. making sentences. 13. asking students to read additional
English articles. 14. learning texts in English textbooks. 15. listening to the tapes for English
textbooks
III. What a student may need to know ?
1. Item-----What it means
1. Introduction
Vocabulary plays an important part in learning to read. Beginning readers must use the words they hear orally to make sense of the words they see in print.
Words can be classified into many parts of speech: noun, verb, adjective, adverb and so on.
Students need to know what form it is to be able to use it effectively.
Teaching Content
● How to teach vocabulary ● What students need to know ● Presenting vocabulary ● Consolidating vocabulary ● Developing vocabulary building strategies
Vocabulary teaching is an indispensable part of English curriculum.