Unit-8-Teaching-Vocabula.ppt
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Unit-8-Teaching-Vocabula.ppt
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,Goodmorning,everyone!
Unit8,TeachingVocabulary,Emission,emit,emitteremittance,emitlightemitfrom,Teachingobjectives:
Tounderstandwhatvocabularyis.Toknowwhatknowingawordinvolve.Toknowthewaysofpresentingvocabulary.Toknowsomeeffectivewaystoconsolidatevocabulary.Tohelpthestudentsdevelopvocabularylearningstrategies.,Teachingkeypoints:
.differentwaysofpresentingvocabulary(usingcommonaffixes).waysofconsolidatingvocabulary(labelling标记).Developingstrategiesofvocabularylearning(reviewregularly),MainTopicsforthisunit:
I.UnderstandingvocabularyII.Whatdoesknowingawordinvolve?
III.WaysofpresentingvocabularyIV.WaysofconsolidatingvocabularyV.Developingvocabularylearningstrategies,I.Understandingvocabularywhatisvocabualry?
ThedefinitionofVocabularyinModernLexicology:
ThetermVocabularyusuallyreferstothewordsandphrasesusedinacertainlanguage.,Thedefinitionofvocabularyindictionary:
Readingcanincreaseyourvocabulary.1.allthewordsthatapersonknowsoruses(某人掌握的或使用的词汇或词汇量),Whatdidtheword“bungalow”firstenterthevocabulary?
2.allthewordsinaparticularlanguage(某一语言的词汇),Thewordhasbecomepartoflegalvocabulary.3.thewordsthatpeopleusewhentheyaretalkingaboutaparticularsubject(某学科中所使用的词汇)4.vocab,II.whatdoesknowingawordinvolve?
Receptivevocabulary(接受性词汇):
wordsthatoneisabletorecognizeandcomprehendinreadingorlisteningbutunabletouseautomaticallyinspeakingorwritingProductivevocabulary(产出性词汇):
wordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeechandwriting.Productiveknowledgeofawordincludesreceptiveknowledgeandextendsit,Morpheme:
thesmallestgrammaticalunitinalanguage.Freestandingmorpheme(自由词素):
canfunctionindependentlyaswords(e.g.town,dog).Boundmorpheme(黏着词素):
appearonlyaspartsofwords,alwaysinconjunctionwitharootandsometimeswithotherboundmorphemes.Forexample,un-appearsonlyaccompaniedbyothermorphemestoformaword.,Denotativemeaning(指示意义):
theprimarymeaningofaword,atranslationofasigntoitsmeaning,moreexactly,toitsliteralmeaning.,Connotativemeaning(内涵意义):
acommonlyunderstoodculturaloremotionalassociationthatsomewordsorphrasescarry,Collocations:
seeamovie,watchaplay,lookatapictureSynonyms:
beat-hitAntonyms:
attractiveuglyold-younghyponyms(下义词),Howdareyouobjecttothisobject?
.Waysofpresentingvocabulary,Differentteachershavedifferentwaystopresentnewwords.,e.g.Thewordgrumble,TeacherA:
wrote“grumble”ontheblackboard;said“grumblemeanstocomplainaboutsomeoneorsomethinginanannoyedway”;translatedthewordintothestudentsnativelanguage;,TeacherB:
Say“somepeoplegrumbleabouteverything,Forexample,iftheywanttogrumbleabouttheweather.Theyalwayssayitistoohotoritistoocold.Theyareneverhappywiththeweather.Theyalwaysgrumbleabouttheweather”.,Thentheteachersetouttocheckthestudentsunderstandingbyasking“Sowhatdoesgrumblemean?
”,Whichoftheabovedoyouthinkismoreeffective?
Why?
Acomparisonbetween2teachers,Trytoprovideavisualorphysicaldemonstrationtoshowmeaning,WaysofPresentingvocabulary,good,Usesynonyms,antonymstoexplainthewordmeaning.,Synonyms:
Antonyms:
Fine、kind、nice,bad、ruin,Translateandexemplify,grumbleTheyalwayssayitistoohotoritistoocold.Theyareneverhappywiththeweather.Theyalwaysgrumbleabouttheweather”.他们总是说天气太冷或太热。
他们从不满意天气。
他们总是抱怨天气。
Usethegrumbletomakeasentence.Hegrumbledthattheappleistoosweet.,Provideaverbalcontexttodemonstratemeaning.,Uselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeaning.,Usewordformationrulesandcommonaffixestobuildnewlexicalknowledgeonwhatisalreadyknown.,ruin、evil,Somemoresuggestedways,Usemultiplesenses.Suchasvisual,auditory,action.Etc;Translateandexemplify(举例说明),esp.withtechnicalorabstractwords;Usewordformationrulesandcommonaffixes.,Forateacher,e.g.agree,disagree,Forastudent:
Needfurtherpracticeofwordsbylistening,speaking,reading,writingandacting.,Tousethewordintheirownwaysthroughtheirpresentknowledge.,Remember:
Awordcannotbelearnedatonce.Ithastobeencounteredatleastseventimesindifferentcontextsortasksbeforebelearnedbythestudents.,Afterlearningthewaysofpresentingvocabulary,whatdoyouthinkweshoulddonext?
.waysofconsolidatingvocabulary,IV.Whydowehavetolearnwaysofconsolidatingvocabulary?
Labelling:
Studentsaregivenapicture.Teacheraskthemtowritedownthenamesofobjectsindicatedinthepicture.Describeanddraw:
Usepairwork.Onedescribesthepicturewhiletheotherdrawswhathehaveheard.Playagame:
Showstudentssomepictureswithmanyobjects.Givethemtwominutestomemorisetheobjects.Thenaskthemtosayorwritedownwhattheyhaveseen.,Spotthedifference,Usepairwork.Eachmemberofthepairreceivesapicturewhichisslightlydifferentfromhispartners.Studentshidethepicturesfromoneanotherandthen,byaprocessofdescribing,questioningandanswering,discoverwhatthedifferencesare.,Usewordseries,Example:
Cutlery:
knife,fork,spoon,sofachairtable,furniture:
Wordbingo,shopper,customer,seller,sale,shop,store,market,supermarket,discount,goods,price,sell,bargain,buy,pay,receipt,Wordassociation,Theteachersaysakeyword.Thestudentsthenhavetowritedownallthewordstheycanthinkofconnectedwiththekeyword.Beijing,synonyms:
goon-continuechoose-selectantonyms:
optimistic-pessimisticclean-dirty,Findsynonymsandantonyms,Categories,Askstudentstogroupwordsintodifferentcategories.,Usingwordnet-work,Studentsfillintheovalsinanet-workwithwordsthatareunderthesamecategoryorsub-category.housebathroomkitchenbedroomknifesofaTVshower,vocabularyconsolidationactivities,1.Labelling2.Spotthedifference3.Describeanddraw4.Playagame5.Usewordseries6.Wordbingo7.Wordassociation8.Findsynonymsandantonyms9.Categories10.Usingwordnet-work.,UsingtheInternetresourcesformoreideas,http:
/www.teachingenglish.org.uk/try/vocabtry/vocab-activities.shtml#bus,V.Developingvocabularylearningstrategies,Reviewregularly:
Supposingthatyoujustfinishedmemorizing100wordsinavocabularybook.Next,whatwillyoudo?
A.Putitasideandneverevengothroughitagaintillyouthinkingofit.B.Markadateandmakeatimescheduleofreviewingwordsandfollowit.,OrganizevocabularyeffectivelyAnotebookorganizedalphabeticallyorbytopic.Asmallcardforeachnewword.AtopicwordspiderAtablewithgroupsofwords.AsmallcardwithadrawingandChinesetextforeachword.Alistofusefulexpressionfordifferentpurposes.,Atablewithgroupsofwords.,Atopicwordspider,3.Guessmeaningfromcontext:
Shehasaloveofrotework,butnofondnessforcreative.Rotemeans_.a.creativeb.mechanicalc.fondnesstherelationshipbetweensynonymsorantonymsthemeaningofthesentenceUsingword-formationcluesthegrammaticalstructure.thelinguisticpatternwherethewordappears.Accordingtothetopic,paragraphsordiscoursecontext.,Useadictionary.Thebilingual(双语的)ormonolingual(单语的)dictionaryCreatingandkeepingavocabularynotebookManagestrategyuse.,.Conclusion,Homework,PleasemakeaminilessonplanabouthowtopresentandpracticenewvocabularyinthepassageforTask7onPage126,Thatsall!
Thankyou!
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