(完整版)《英語(yǔ)教學(xué)法》Unit-8-Teaching-vocabulary

ACourseinEnglishLanguageTeachingUnit8Teachingvocabulary

Vocabularyisaweakareaformanystudents,much“vocabularyinstruction”endsupbeinghandwritingpractice."Withoutgrammarverylittlecanbeconveyed;withoutvocabularynothingcanbeconveyed.""Whenstudentstravel,theydon'tcarrygrammarbooks,theycarrydictionaries.”

Vocabularyteachingisanindispensable

partofEnglishcurriculum.

I.Theimportanceofvocabulary

●Thesingularimportanceofvocabularyhasbecomeapowerfulinsighttoraiseachievement.●Thewordsweknowhelpusorganizeourlearning.●Thecreationofwordsisourtoolforincreasinglearning.●Vocabularyinstructionshouldbeafocalpointoflearning,especiallyforstudentsimpactedbypoverty.●Vocabularyinstructionisanexcellentadvanceorganizerbutalsomustbetaughtincontext.IntroductionofThisUnitTodiscusshowtoteachvocabulary.Althoughvocabularyisusuallyintegratedwiththeteachingofreading,westillconsideritnecessarytointroducewaystolearnandconsolidatevocabulary.TeachingContent●Howtoteachvocabulary●

Whatstudentsneedtoknow●

Presentingvocabulary●

Consolidatingvocabulary●

Developingvocabulary

buildingstrategies

1.IntroductionVocabularyplaysanimportantpartinlearningtoread.Beginningreadersmustusethewordstheyhearorallytomakesenseofthewordstheyseeinprint.

With100,000wordsintheEnglishlanguage,teachingvocabularycanseemlikeaverydauntingprospect.Theaveragenativespeakerusesaroundonly5000wordsineverydayspeech.Yourstudentswon'tneedtoproduceeverywordtheylearn,sometheywilljustneedtorecognize.

2.

WaysforTeachingTeachersshouldchooseproperwaystoinstructwords.Manyteachersoftenwritenewwordstheywanttoteachontheblackboard,thenexplainthemonebyone.Thewayiseasyforteacherstoteach,whileitisn'tinterestingforstudentstolearn．Itmakesstudentsfeelbored.Selectingwhattoteach,basedonfrequencyandusefulnesstotheneedsofyourparticularstudentsisthereforeessential.CriteriaDefinitionRange

theextenttowhichawordoccursinthedifferenttypesoftextsCoverage

thecapacityofawordtoreplaceotherwordsfrequency

thenumberofoccurrencesofawordinthetargetlanguagelearnability

theextenttowhichawordcanbelearnedwithoutdifficultylanguageneeds

theextenttowhichawordisregardedas"required"bythelearnerinordertocommunicate

3.

Selectingwhattoteach,basedon

4.WhattoTeachWhileTeachingVocabulary

item

Formpronunciation

spelling

derivations

Meaning

basicandliteralmeanings,

derivedandfigurativemeanings,

semanticrelationand

connotation

Usage

sub-categorization,collocationsociolinguisticandstylisticrestrictions,

slangsandidioms

II.HowToTeachVocabulary

1.ThemosteffectivewayisteachingvocabularyINCONTEXT.Therearetwoadvantages:

1)studentsrememberthewordsbetter.

2)studentsseeHOWthewordsareused.2.Useallkindsofstories:children'sstories,newsstories,jokes,magazinearticles.3.Teachingbyusingword-formation:

4.Modeltheactivitiesfirst.

5.Keepanongoinglistprominently

posted.

6.Gobeyondthedefinitionsofthewords.

7.

Mostworkwithvocabularyshouldbe

donewiththemeaningsavailable.

8.Incorporatemultisensorylearning

fromthebeginning.

9.Havestructureandorganization

behindthewordsyoupresent.

10.offeringwordswhichhavethesamesemanticfieldoffunction.11.offeringdifferentpartsofspeech.12.makingsentences.13.askingstudentstoreadadditionalEnglisharticles.14.learningtextsinEnglishtextbooks.15.listeningtothetapesforEnglishtextbooksIII.Whatastudentmayneedtoknow?

1.Item-----Whatitmeans

Itisvitaltogetacrossthemeaningoftheitemclearlyandtoensurethatyourstudentshaveunderstoodcorrectlywithcheckingquestions.

Wordscanbeclassifiedintomanypartsofspeech:noun,verb,adjective,adverbandsoon.Studentsneedtoknowwhatformitistobeabletouseiteffectively.Forexample,water(n.)—water(v.)

2.Theform

3.

Howitispronounced

ThiscanbeparticularlyproblematicforlearnersofEnglishbecausethereisoftennoclearrelationbetweenhowawordiswrittenandhowitispronounced.ItisveryimportanttousethephonemicscriptinsuchcasessotheSshaveaclearwrittenrecordofthepronunciation.Don'tforgetalsotodrillwordsthatyouthinkwillcausepronunciationproblemsforyourstudentsandhighlightthewordstresses.

4.

Howitisspelt

ThisisalwaysdifficultinEnglishteaching.Remembertoclarifythepronunciationbeforeshowingthewrittenform.

5.Theconnotationsthattheitemmayhave

Bachelorisaneutral

/positivewordwhereasspinster

conjuresamorenegativeimage.

6.Thesituationswhenthewordisorisnotused

Isitformal/neutral/informal?-----spectacles/glasses/specs.Isitusedmainlyinspeechorinwriting?-----Tosumupisusuallywrittenwhereasmindyouisspoken.Isitoutdated?-----Wirelessinsteadofradio.7.HowthewordisrelatedtoothersSynonyms----wordsdifferentinsoundandspellingbutmostnearlyalikeorexactlythesameinmeaning.Therearetwokindsofsynonyms.

(1)Absolutesynonyms;(2)Relativesynonyms.

Antonyms---wordswhichareoppositeinmeaning.Theycanbeclassifiedintothreemajorgroups.

(1)Contradictoryterms;(2)Contraryterms;

(3)Relativeterms.

lexicalsets---wordsthatbelongtoaparticulargroup.(1)Semanticgroup;(2)Syntacticalgroup;(3)Functionalgroup.

8.Collocation

orthewaythatwordsoccurtogether

Youdescribethings‘ingreatdetail’not‘inbigdetail’,andtoaskaquestionyou‘raiseyourhand’,youdon't'liftyourhand'.Itisimportanttohighlightthistostudentstopreventmistakesinusagelater.

9.Whattheaffixes

mayindicateaboutthemeaning?(theprefixesandsuffixes)

Prefixes---changethemeaningsofroots.

(1)

Negativeprefixes：dis-,non-un-.(2)Prefixesofdegreeorsize：micro-,over-,under-.Suffixes---changethegrammaticalfunctionofroots.

(1)

nounsuffixes:-er,-ese,-tion.(2)

verbsuffixes:-fy,-ize.(3)

adverbsuffixes:-ly,-wards.(4)

Adjectivesuffixes：-able,-al,-ful,-y.Thisisparticularlyusefulatahigherlevel.Whichoftheseareasyouchoosetohighlightwilldependontheitemyouareteachingandthelevelofyourstudents.Nowit'stimetothinkabouthowtopresentvocabulary.Therearelotsofwaysofgettingacrossthemeaningofalexicalitem.

IV.

Waystopresentvocabulary

Waystopresentvocabulary

1.Presentingvocabulariesbystickdrawings,models,slides,films,videotapes,radiosandTVs.

2.CreatingaMonster

Ifteachingbodylanguages,youcanuse----BasicbuildingblocksRedhairandgreenfur.Amonstrouswardrobe.Doyouknowwhereyourmonsteris?

Fiveeyesandtwofangs.

Twoclaws.3.Illustration

Thisisveryusefulformoreconcretewords(dog,rain,tall)andforvisuallearners.Ithasitslimitsthough,notallitemscanbedrawn.4.Mime

Thislendsitselfparticularlywelltoactionverbsanditcanbefunandmemorable.

5.Synonyms/Antonyms/Gradableitems

Usingthewordsthestudentsalreadyknowcanbeeffectiveforgettingmeaningacross.

6.Definition

Makesurethatitisclear(maybecheckinalearnerdictionary)beforethelessonifyouarenotconfident.Remembertoaskquestionstochecktheyhaveunderstoodproperly.7.Translation

Ifyouknowthestudents'L1,thenitisfastandefficient.Rememberthatnoteverywordhasadirecttranslation.8.Context

Thinkofaclearcontextwhenthewordisusedandeitherdescribeittothestudentsorgivethemexamplesentencestoclarifymeaningfurther.Againwhichyouchoosewilldependontheitemyouarepresenting.Somearemoresuitableforparticularwords.Oftenacombinationoftechniquescanbebothhelpfulandmemorable

VI.Consolidatingvocabulary1.Labeling;2.Spotthedifferences;3.Describeanddraw;4.Playagame;5.Useawordthermometers;6.Usewordseries;7.Wordbingo;8.Wordassociation;9.Oddmanout;10.Synonymsandantonyms;11.Usingwordcategories;12.Usingwordnet-work.13.Usingtheinternetresourcesformoreideas

Usingwordcategories:

countriesmilk,typist,apples,pigs,shirts,Germany,chickens,Japan,shoes,oranges,peaches,wine,cows,butcher,tea,driver,Greece,socks,Turkey,trousers,banker,dogs,sheep,coffee,plums,pears DrinksFruitsAnimalsJobsClothes

Usingwordnet-work:

sittingroombathroom

ktichen

bedroom

knife

HOUSEVII.Developingvocabularybuilding

strategies1.Reviewregularly2.Guessmeaningfromcontext1)synonymsorantonymsinthecontext2)referencewords3)collocationsbetweenwords3.Organizevocabularyeffectively1)imagesandassociations2)grouping(semanticmeaning,use,collocation,synonyms)4.Useadictionary5.Managestrategyuse6.UselearnedvocabularyVIII.Alternativewaysofteachingvocabulary

1.Giveyourstudentsafewitemsofvocabularyandtellthemtofindthemeaning,pronunciationandwriteanexamplesentencewiththewordin.Theycanthenteacheachotheringroups.2.Prepareworksheetsandaskyourstudentstomatchwordstodefinitions.3.Askstudentstoclassifyagroupofwordsintodifferentcategories.Forexample,alistoftransportwordsintoair/sea/land.4.Askstudentstofindnewvocabularyfromreadinghomeworkandteachtheotherstudentsintheclass.IX.

Otherthingstoconsider1.Reviewthevocabularyyouteachthroughagameoractivityandencourageyourstudentstodothesameathome.2.Encourageautonomyinyourlearners.Tellthemtoread,watchfilms,listentosongsetc.andnotetheusefulwords.3.Haveasectionofyourboardforvocabularyitemsthatcomeupasyouareteaching.Usedifferentcolorsfortheword/thephonemics/theprepositions/thepartofspeech.Riddle

ClimbingtheladderWe’rethewinner.Passthepictureand

repeattheword

What’sinthepicture?

PairscomparePictureAPictureBUsingarhymeOnepotato,twopotatoes,threepotatoes,four;Fivepotatoes,sixpotatoes,sevenpotatoes,more.