teaching vocabulary 词汇教学
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。
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
高职《英语教学论》课程标准
高职《英语教学论》课程标准一、课程说明《英语教学论》课程标准课程编码：承担单位：制定：制定日期：审核：审核日期：批准：批准日期：1、课程性质：本门课程是职业学院英语教育专业的一门专业必修课。
2、课程任务：主要针对小学英语教学岗位开设，主要任务是培养学生在小学英语教学岗位的教育教学能力，要求学生掌握英语语言教学中使用的方法和技巧，并了解其理论依据；提高学生对语言教学原则、教学规律的理解，并且引导学生将这些原则应用于教学中，使其能够胜任未来的小学英语教学工作。
3、课程衔接：在课程设置上，前导课程有基础英语、教育学、心理学，后续课程有英语教学实训、教学实习。
二、学习目标通过本门课程的学习，学生应熟练掌握英语教学的基本理论和基本方法，并能针对小学英语课堂教学实际，将英语教学理论与小学教学实践相结合，从而培养学生对小学英语教学实践的认识、思考、判断、分析、设计和研究能力。
具体目标分述如下：1、知识和技能目标：（1）了解语言与语言学习的基本概念；（2）理解英语教学的主要理论；（3）掌握英语教学设计的一般方法；（4）掌握英语课堂教学过程与教学效果的评价方法。
2、能力目标：（1）能够正确描述教学目标、重点与难点，分析教学内容，并能根据学生特点和教学条件设计有效的英语教学活动；（2）积极开展英语课堂教学微技能整合，探索英语教学的有效途径；（3）能利用所学技能进行教学设计；（4）能利用所学方法与技巧进行英语教学演示。
3、思想政治素养目标：（1）能够认识到教学能力是英语教师专业素质的必要组成部分；（2）能够认识到科学教学方法的有效应用对于优化教学过程，培养创新型人才的重要作用；（3）具有不断学习新知识和探索新理论以完善自身素质结构的意识与态度。
三、课程设计本课程以职业能力目标为载体，根据小学英语教学岗位工作任务要求，确定学习目标及学习任务内容；本课程采取行动导向项目教学教学模式，以学生为主体、以培养学生课堂教学能力为导向组织教学考核。
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
《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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2
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.
teachingvocabulary词汇教学教育课件
PPT讲座
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.
●The singular importance of vocabulary has become a powerful insight to raise achievement.
● The words we know help us organize our learning.
● The creation of words is our tool for increasing learning.
● Vocabulary instruction should be a focal point of learning, especially for students impacted by poverty.
● Vocabulary instruction is an excellent advance organizer but also must be taught in context.
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.
词汇课英语教案
词汇课英语教案【篇一：初中英语词汇课的教学设计】my new neighbor[内容摘要]词汇量是英语学习的基础,学生只有记存了丰富的英语词汇,才会自主学习,为英语学习打下良好的基础。
而学会学习和发展是素质教育的要求,也是《英语》(新课准)的指导思想。
一、教学内容: my new neighbor 中的单词二、教学目标:1：（1）情感目标：培养学生的交往能力、友好感情和交友技巧。
（2）知识目标：一般过去时、动词的过去式、以及一些新单词。
（3）能力目标：培养学生的观察能力、交际能力三、教学重点:词汇的记忆和拓展。
教学难点：动词的过去式形式：规则动词和不规则动词的过去式。
三、教学方法:启发式、讨论式、表演式、多媒体等。
四、教学用具:课件、实物、图片。
五、课时:一节六、学情分析:1、有利条件:大部分学生在小学时已经学习了英语,有了词汇学习的基础,具备了不少简单的词汇积累,在教师指导下能够完成学习任务。
2、不利条件:由于初中阶段词汇量的增多,让学生增加了许多记忆上的困难。
同时初中生受年龄特征的局限,很难在词汇的学习中有更多的付出,更不可能加以全面拓展。
七、教学过程:1、复习导入①老师让学生跟录音大声朗读上一节课教授的单词,以便复习巩固。
②全班同学关上课本,由老师朗读要听写的单词(10个),学生听写(写出单词与意思)。
③最后老师抽查一个小组,其它组用3分钟检查并改正。
2、教授词汇的方法词汇是组成英语河流的源头,对学生来讲,掌握好学习英语词汇方法就像盖大楼打好地基一样重要,若不掌握好一定的词汇量,想学好、用好英语便是空想。
在多年的教学实践当中,在词汇教学方面,我用下面方法有意识地培养学生记忆能力和教学设计。
1学好音标,并借助音标规律来识记单词。
2拓展记忆学习法。
英语词汇学习中,有很多词有同音、近义、反义词和有与之相关联的词性,教学中可以拓展学习,以扩大学生词汇,并增强记忆。
3: words标出文中所有的动词，认真观察分类。
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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.
Teaching Content
● How to teach vocabulary ● What students need to know ● Presenting vocabulary ● Consolidating vocabulary ● Developing vocabulary building strategies
● Vocabulary instruction should be a focal point of learning, especially for students impacted by poverty.
● Vocabulary instruction is an excellent advance organizer but also must be taught in context.
nguages consist of “ words ” with equivalents from one language to another.
3.Vocabulary cannot be taught.
It must be learned by the individuals.
4.Both teachers and students need to know that there is a difference between active and passive vocabulary.
With 100,000 words in the English language, teaching vocabulary can seem like a very daunting prospect.
Task : Discuss and answer the following questions:
Task
(7)What is a group of ____called?
Choose the correct answer from Column B.
Column A
Column B
ants fish elephants lions What is a group of geese bees chickens gorillas sheep
Read the following assumptions about vocabulary in English learning and decide if you agree with them or not.
1.A vocabulary item can be more than one word.
5.The best way to explain vocabulary is to translate.
6.English- English explanations aБайду номын сангаасe the best for vocabulary teaching.
7.An English-English dictionary is an important aid for students.
10. If we do not use words, we will forget them
passive and active vocabulary
The passive vocabulary is the set of words which the students recognize and understand when they occur in a context, but which the students can not produce correctly. The active vocabulary is the set of words which the students understand, can pronounce correctly and use constructively in speaking and writing.
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.
(2) Think of three or four typical collocations in English, and try translating them into Chinese. Do the collocations translate exactly? If not, what kinds of learning/teaching problems might this lead to, and what might you do about it?
Task
(8)Tick the verb that appropriately goes with the noun.
your
an
an
your best a dress a speech the
homework exercise effort
shopping
make
do
Presenting new words
(4)Find in both Chinese and English at least one example for each of the main categories of meaning relationships.
Task
(5) What prefixes and suffixes in
What a student may need to know ?
1. Item-----What it means 2. The form 3. How it is pronounced 4. How it is spelt 5. The connotations that the item may have 6. The situations when the word is or is not used 7. How the word is related to others 8. Collocation or the way that words occur together 9. What the affixes may indicate about the meaning?
called?
(1)________ (2)________ (3)________ (4)________ (5)________ (6)________ (7)________ (8)________ (9)________
a. brood b. flock c. band d. colony e. swarm f. gaggle g. pride h. herd i. school
Task
(1) Can you think of five or six examples of items in English whose grammatical characteristics are not obviously covered by a regular grammatical rule, and which you would therefore need to teach when you teach them?
Task
Can you think of 5 or 6 further examples of vocabulary items, in either Chinese or English, that consist of more than one word?
The importance of vocabulary
I. Some suggestions for teachers 1) prepare examples to show
meanings. 2) Ask students to tell the meaning
English would you consider it useful for learners to know?
(6) Try to mark the connotation
of these words as positive (+) or negative (-): confident stubborn extravagant mean famous arrogant determined generous notorious
8. Words can be taught and learned most effectively in groups of words which are related to each other in meaning.
9. Words must be learned in language contexts.
What is vocabulary?
Vocabulary can be defined, roughly, as the words we teach in the foreign language. However, a new item of vocabulary may be more than a single word. There are also multi-word idioms . A useful convention is to cover all such cases by talking about vocabulary “items” rather than “words”.