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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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。
词汇教学 Vocabulary Teaching
Face to face
face to fact — face-to-face Similar patterns:
heart to heart shoulder to shoulder back to back
Face to face
She stood ___________ face to face with him. We had a ____________ face-to-face talk. That night they talked ________________ heart to heart （坦诚地）with each other
Questions to Answer: about increasing vocabulary
Do you expect most learning to occur during or outside class? Which skills – listening, speaking, reading or writing – will involve most of your vocabulary learning program? Will you be concentrating on receptive or productive vocabulary learning? Will you be aiming at quality of vocabulary learning or quantity?
Sample 2:
share
A. do something together with somebody else B. divide something with somebody else C. have or use something with others together D. tell somebody about something
小学英语教学技能训练 Teaching Vocabulary
1 )含有相同的发音 shirt skirt red dress
June July chicken fish
2）单词同音异形 see sea ； meat meet； son sun
3）合成词： schoolbag policeman
football homework
classroom blackboard
Teaching Procedure 小学英语词汇教学的框架
Procedure
Phase 1
Warm up
Phase 2
Present ation
Phase 3 Phase 4 Phase 5
Practice
Commun ication
Extensi on
Kk ittyen
duck but
p u_ p p y
good, excellent
表示周围事物的table, chair等
red, yellow, blue, black, white, green, purple
表示事物外在特征的：big, small
表示 事物 外在 特征 的： thin,
fat
表示性别的：
boy
girl
词义解释： one, half, quarter
Serial Method
小学词汇中有很多词是以连续的 形式出现的。 Students readily memorize the series, but they then have difficulty in using the words out of sequence.
a) Flash cards (一周几天，缩写，不断变换）
2. 系统地感知语段中的词汇， 能明确词汇在交际中的作 用。
How to Teach Vocabulary in Middle School中学如何教英语词汇
How to Teach Vocabulary in Middle SchoolAbstract:As we all know, a word is like a brick, it is the most basic material for putting up a high building.vocabulary teaching is an indispensable part of English cur riculum. But some traditional vocabulary-teaching methods seem to isolate the words from the context or break away from the scientific rules,so that they can’t help students to develop a language competence in the long run but cause them to lose interest in English.Middle school English teachers should take great responsibility for this, since they are the initial ones who introduce students to the field of English.This article first analyse the importance of vocabulary teaching in middle schools. Then it reviews some traditional vocabulary teaching methods and tries to tell the teachers how to teach vocabulary effectively from different perspectives, such as teaching meaning and use in communication, teaching pronunciation and spelling, teaching grammar. Lastly it suggests some practical vocabulary teaching ideas in my teaching practice.Key Words: English V ocabulary，interests, Context，Teaching.1. IntroductionI have been teaching the students who are in their third year of a middle school .In my teaching, I’ve found there are some problems , Now I’ll finish my study in Hunan Radio & TV university . I hope I can solve the problems that have troubled me for some time. Through the action research so that I can apply my knowledge and theory into practice which I learned from Hunan Radio & TV University. English is an international language and English is becoming more and more important. I am an English teacher , But in my teaching experience, there is one problem that some of my students don’t like English and especially don’t like to memorize the vocabulary. They think it is difficult to memorize the words easily and effectively. Vocabulary is one of the fundamentals of English. Students need to be prepared with a wide and vivid vocabulary to compete in the world's marketplace. The challenge of teachingvocabulary is creating lesson plans that are both effective and entaining.2 .Problems and problem analysis(1) Students interestsA lot of students don’t like to memorize the vacabularies. Because they think it is boring and difficult.(2) Teach words in isolationMiddle school English teachers in china usually ask students to learn vocabulary lists in which words are isolated from the context. In one case, they let the students pick out all the new words in the text, list them on a paper, and consult the dictionary for the Chinese or English meanings. Neglecting the study of the relationships in English vocabulary system might result in students’ slowness in comprehension and inappropriateness in exploiting the English words. Being taught in these ways withouta change, students might have difficulty in working out the meanings of some words(3)Teach English words in one-to-one correspondence to Chinese wordsMany English teachers tend to teach English words in one-to-one correspondence to Chinese words; for example, English “milk” is “牛奶” in Chinese. This traditional translation teaching method which has been adopted in china for a long time is considered to be helpful. But in the long run the overuse of this method is harmful to the development of students’language competence. especially in the elementary stage. In fact, many linguists believe that no word can be exactly translated into another language. Learning the vocabulary of a second language is not just to memorize the equivalent words of language one, but to learn the meaning relationship between “milk” and all other words in English within the context of cultural life.(4) Treat all words equallySome English teachers treat all vocabulary equally. That is, they generally imply that students should be able to produce all vocabulary presented. But as is suggested by the linguists that words can be classified into receptive vocabulary and productive vocabulary according to the needs, language levels and professions of the learners. They point out that all speakers are able to recognize more words than they usually use on a productive level. Productive vocabulary is that utilized in everyday speech.Receptive vocabulary, on the other hand, although needed for comprehension, is not necessarily essential for production in speaking and writing. Teachers who do notice this fact ask students to concentrate equally on the acquisition of both receptive vocabulary and productive vocabulary. This method of vocabulary teaching adds much burden to students, and would cause them to become tired of vocabulary learning.Possible SolutionsWith these reasons ,I have corresponding provided some possible solutions which are as followsing interesting pictures, real things, to help my students to understand and study the new words.anizing helpful and interesting activities to motivate the students to memorize the words .3.Guide the vivid situations to let the students guess the meaning of the words.4.Creating a harmonious teaching circumstance and a good teacher-student relationship.5. Choose a list of words to focus on that's an integral part of the students' existing curriculum. Include words that students find in their everyday lives. Provide vocabulary words that are age appropriate.6.Motivate students by creating rewards, games, puzzles and other fun activities. Mixa variety of activities centered on vocabulary to reach a broader range of students.creatively and with gusto. Have fun with your own vocabulary and students will want to have fun with theirs.Refer to the wall often during class so students become familiar with it and its purpose.learning vocabulary, of the quiz. Explain that quizzes and tests only help the teacher know how well the students have been taught.e the old vocabulary words often. Bring them up casually in class and on quizzes. Tell students that learning does not end after the test. It is important for them to recall vocabulary words.3.Project objectiveMy research objective is that to enhance my students’ ability to memorize the vocabulary easily and correctly by using the new methods.4.Project hypothesisIt is hypothesized that pictures ,real things,comunication , context, pronunciation and spelling can increase my students’ ability to memorize the vocabu lary.5.Project rationaleAs we know interest is the best teacher of the students. Interest is one of the most important factor in learning a foreign language .As Darwin said “Just as eating without liking does harm to one’s health, learning without int erest harms memory and retains nothing when one takes in it” Former experiments show that among the factors contributing to success of learners ,interest accounts for about 35%.Psychological studies indicate that human beings mainly depend on eyes and ears to obtain information received by eyes which will remain 60% in memory after 3 hours and only 40% after 3days while the information obtained both by eyes and ears will obtain 90% in memory after 3 hours and still 75% after3days .Another study indicat e that the development of human beings’ ideation is a process from thinkingfrom images to abstraction. The teenagers in middle school have developed thinking more in images thanin abstraction. Application of pictures and real things in English teaching will create languagecircumstances for students and mobilize their interest in thinking in mages ,for the abstract languagematerial to turn into concrete images hence pictures and real things are suitable for the psychologicaldevelopment of teenagers. It is not only a better way to improve students’ interest and remove theiranxiety ,but also helpful to their memory.First I can solve the problem that many of my students are not interested in memorizing the words.They learn cultural information in a very easy and relaxing way. Interesting pictures and real things make them memorize the words and arouse their interets to search for more vocabulary like this.Second method is associations. I love to take a word and show people how the word has been in a movie, in a movie title, in a song that they like. There's a deodorant I think called Arid Extra Dry for example. So arid it turns out means very dry. So when you learn that arid means very dry. You associate it with this deodorant, which obviously, you know, Arid Extra Dry is not going to be a deodorant that's called wet or smelly or something like that. It's going to be dry. That's what it's doing. It's an antiperspirant deodorant. So, it's a great association for arid and then people will never forget it. And again I love to do this with movies. A lot of movies have really great vocab in them and when you point that out to students... even watch a movie in class. Monty Python and the Holy Grail, Pirates of the Caribbean... these are some movies that actually have great vocab. And when you put it in you can even watch the movie together and then go over the fifty or more words that are in the movie.In order to arouse the students’ interest in learning vocabulary and memorize efficiently, the teacher may have specific vocabulary exercise and organize practice activities in class warm-ups or in the lead-ins to the presentation of new items when establishing the context or situation.6.Project DesignOn the basis of the rationale .I plan to use some units in Grade9 Students’ Book Go for it as my language materials.New teaching methods and new tasks were designed with the aims of providing students with a chance to memorize and guess the meaning of the vocabularies by using the pictures and real things and vivid situations.Before class, I collected some pictures and real things and design some situations related to the lesson. At initial stages, the pictures are made up of what students want to know and later on the teacher might bring some more complicated pictures or real things in order to arouse the students’ interest.Guide clear instruction try to explain correctly and try to memorize the words efficiently.Encourage the students to use as more English words as they can and solve the problem with other students’ and the teacher’s proper help.I design four activities to tried it out in four weeks so as to test the hypothesis.Timetable of the project design.Grade 9 in Junior schoolWeek 1 Activity 1Unit 6 Grade 9 Students’ Book Go for itPurpose : To talk about things students like.Instructions: To teach new words with real thingsProcedures: First ,talk about some students’ hobbies in order to increase their interests.Then ask students to listen to the music. Finally, guide them how to express the feeling about different kinds of music. Then make the conversations in pairs face to face and guess the new words in their dialogues and textbooks.Week 2 Activity 2Unit 9 Grade 9 Students’ Book Go for itPurpose : To deal with grammar FocusInstructions: First, show some pictures of some inventions in order to increase students’ interests. Then tell them to gather the expression of inventions, guide them to practice the answers. Finally, give some pictures to some students to read the words aloud. Give them topics with pictures and cards and then make them practice the drills face to face, then ask them to read and memorize the new words.Week 3 Activity 3Unit 13 Grade 9 Students’ Book Go for itPurpose : To summarize the nouns and adjective words about the weather,music,color. Instructions : To teach the vocabulary in contexts and situations.Procedure: Classificate the words of weather ,music and color.Then show some real thing to the students and ask them to talk about their feelings about weather, music and color. Divide students into several groups to do this job and finally check which have used the most words.Week 4 Activity4Unit 15 Grade 9 Students’ Book Go for itPurpose : To understand the new words about animalsInstructions: To teach new words with picturesProcedure: First, I ask a student to stand in the front of the classroom,and then I ask him:Do you like these animals?Why? Tiger and lion are dangerous animals.They bite people.Encourage Students to guess the meaning of bite.7.Project implementationIt took me four weeks to carry out my project design .The followings are my project implements.Week 1 Activity 1Date : Monday March 20th Class 14Contents: Unit 6 Section A 1a Grade 9 SB Go for itStep 1 RevisionCheck the homeworkStep 2 Pre-speakingT: In this class ,we are going to talk about music ,before we talk about it, let’s listen to the music.(the teacher play a piece of rock music and then ask students to answer what kind of music it is)Use the same way to teach other kinds of new words about music.Step 3 While speakingShow the new words on the blackboardFirstly, I play the different kinds of music and ask them to read the words about music aloud.Secondly, Let them talk about what kind of music they like.Finally ,give several minutes to Ss to practice saying the new wordsStep 4 Post-speakingT: Please turn to your books to Page 24 Activity 1a. Organize Ss to look at the pictures carefully ,and write the correct letter (a—m ) for each sentence.Ask Ss to fill in the blanks and then check the answer with the whole class.Step 5 homeworkRemember the new wordsWeek 2 Activity 2Date : Monday March 28th Class 12Contents: Unit 9 2a and Grammar Focus. Grade 9 SB Go for itStep 1 RevisionCheck the homeworkStep 2 Pre-speakingSB Page 36 2aT: In this unit ,we will talk about some inventions.Look, what is this? ( show a mobile phone )Show the other inventions in the same way. Students can take an interest in the real things and they also interested in the names of these things.Step 3 While speakingShow the new words and time on the Bb .Firstly ,show different things with new phrases and say : what is this ? It is a pair of slippers…The Ss read after me .Do you know when they were invented? Students just guess one of the time on the Bb. (Teach the other words and sentences in the same way) Secondly , divide the class into two groups and show the things one by one to let one group ask and other groups ,then exchange the partners,Finally ,ask several Ss to stand in the front of the classroom ,each of them holds a thing or a picture that I well designed to practice the structures :What’s this? It is a car. When was it invented?Step 4 Post- speakingSB Page 36 Grammar FocusT: Please turn your books to page 36 and then ask the Ss to talk about things in their daily life.Step4 Home workRemember the useful expressionsWeek 3 Activity 3Date : Tuesday April 11th Class 14Contents: Unit13 Section A Grade 9 SB Go for itStep 1 RevisionCheck the homeworkStep 2 Pre-speaking1: In this unit ,we talk about our feelings about the weather, music and color and so on.Firstly, show a piece of sad music and ask Students what do you feel about this music?Students answer It makes me sad.Secondly, guide different situations to ask students to express their feelings. Such as embarrassed, guilty and uncomfortable.Step 3 PracticeShow the conversation on the blackboard . I divide students into small groups in class and ask them to make conversations to express their feelings by using the new vocabularies .T: Please turn to your books to Page 7 Activity 1a. Organize Ss to look at the pictures carefully ,and write the correct letter (a—m ) for each blank.Ask Ss to fill in the blanks and then check the answer with the whole class.Step 5 homeworkRemember the new wordsStep4 Home workI give a well-designed picture to every group with some new words and phrases.I ask them to make new conversations with the pictures in small groups. Students can share the sentence patterns they have made with other groups and practice them together. Working in small groups would not only make students feel secure but also develop the good relationship with their learning parttners.Week 4 Activity 4Date : Wednesday April 19th Class 12Contents: Unit15 Section A 1c Grade 8 SB Go for itStep 1 RevisionCheck the homeworkStep 2 Pre-speakingSB Page 25 Unit13 Section A 1c1: In this unit ,we talk about animals and endangered animals.First, we have a revision of animals we have learned about.Second, Design an interesting situation to let students guess the meaning of words,For example,T: Do you like these animals?(show the pictures of tiger and lion)T:Why?Ss: Tiger and lion are dangerous animals.They bite people.(Encourage Students to guess the meaning of bite.)Finally, ask students to make conversations by using the new words.Step 3 PracticeAsk the Ss to make their own conversations according to different pictures and words. Finally ,give some pictures and words about activities to some Ss to make conversations, and then encourage the Ss to practice the drills face to face in the front of the classroom.Step4 HomeworkI ask them to work together. And after read the words and I will have a dictation in class.8.Data analysisAfter I use the new teaching methods ,I have done a survey. Here is the data of my survey:In both questionnaires, the students were requested to answer questions concerning their interests in memorizing the English words.Table 1 ---comparison of students’ interest in memorizing the English wordsAccording to the table ,there are 89% of the subjects liked learning English. The number of the students who were interested in English increased by 40%. a certain extent implies that better-design work with pictures and cards instruction in vocabulary te aching really contributes to students’ motivation and confidence.Questionair Two: Effectiveness of better-design work with pictures and real things and well designed situations in English lessons.This question is to check if the better-design work with pictures and real things instruction are helpful to the students in learning English.Table 2------Effectiveness of better-design work with pictures and real things instruction in digestion of English lessonAccording to the survey, we can see the new methods I have used are very helpful to the students . The number of the students who report to be able to express what they have learnt in English lessons in class has distinctly increased , from 10 and 10 to 16and 23. Only a small number of students report they cannot digest the contents of lessons . This indicates the effectiveness of my new vocabulary teaching.From the comparison of the results of the two questionnaires and from interview and my observation, I found the students’ interest in learning English had risen.9.Problem EvaluationI spent four weeks finishing my project. My project hypothesis is that learner’s memorizing ability is improved by better-designed work with pictures ,real things. The students were asked to do a lot of tasks in English.And I also found out that although atmosphere in the memorizing tasks has been improved a lot through the full-scaled implementation , there was still much that would need further improvement .The most frequently of mentioned problems can be categorized into four aspects:Firstly : the way of leaning ,Some students are lacking interest in studies. They have some wrong ideas about their studies .They are afraid of making mistakes when they use English.They muddle with their work; Some students enjoy playing ,so they have not enough time to finish their homework ;Other students are weak in English .Secondly : I should provide more interesting and practical situations,and I also need to improne my teaching way to interest more students. When I teach, I use all kinds of stories. I use children's stories,news stories, jokes, magazine articles. Sometimes I introduce the difficult vocabulary first, sometimes I let students read quickly first to get the main idea. I always have many questions prepared before class. Some are relatively simple comprehension questions, some are discussion questions. Most of the questions encourage students to use the vocabulary when speaking, but I don't want to force them to use any words unnaturally.Thirdly : English practice in the textbook is too simple. there is one advantage to teaching vocabulary out of context, from word lists or with games of any kind. Students see the words they are supposed to study and believe they must be making progress. At least, they feel that way in class. When they leave the class, they don't remember the words or don't use them correctly and so are misunderstood. By then, of course, they can't blame the teacher, they blame themselves! So teaching vocabulary'out of context' is safer for the teacher. Teaching vocabulary 'in context' is more effective.Fourthly,I think before teaching vocabulary, we need to choose active and passive vocabulary. For passive words, we only realize and don't spend a lot of time to explain them. Students will research themselves by looking up in the dictionary or guessing from the context. Thus, we have to define which word as a passive or active vocabulary to teach.For active words, we should save time by choosing the real active words which are needed to teach. By eliciting or brainstorming, we will find out which words are really new words and which words are needed to review. Sometimes ,we have to ask directly our students which words they don't know.The best way to teach active words is setting up the context (as Mr Joe has mentioned) by realia, real object, real story, pictures, visual aids, mapped- dialogue etc...Translation is obviously one way round the problem of difficult concept ,however it's not good for grasping the meaning. A suitable mother tongue equivalent is not always available.Besides,we can use synonym, a quick and efficient way of explaining unknown words. With simple English, we explain new words by antonym and words family including suffixe and prefixe.Gestures and mimic play an important role when conveying new words. To understand a new word fully, a student must know not only what it refers to but also where their boundaries are separate.In other words, the affective meaning of an item can vary according to the context and speaker.The meaning of a word can only be understood in terms of its relationship with other words in the language.This is why translation is the brief way of explanation and necessary in some situation but it's not suitable to target the language.10.ConclusionI conducted this paper in September 2011,which aimed at enhancing students’ interests in memorizing and overcoming their difficults in English learning. From this project , I learned that learner’s interest is very important.And English language learning is a two-way process that demands the joint efforts of both teachers andstudents. Only through the mutual adjustment and adaptation, can the expected target be achieved. Therefore, with statistic-supported result, several implications are advanced not only for learners but also for teachers. First, students’ awareness of learning styles should be raised. Second, teachers’ teaching style should be recreated. In order to solve the identified problem, several solutions were implemented. From the results I know from now on, I have to provide more interesting and practical tasks.I also need to spend more time on my teaching before class and make sure it is useful to improve the students’ creation and master the words and drills.In the future ,I will pay more attention on my teaching, and I’ll also try my best to serve to my students to improve their English.11.References:1.Go for it _Students’ Book 2A People Education Press 20102.Go for it _Teacher’s Book 2A People Education Press 20103.Gu Yueguo ,English Language Teaching Methodology ,Foreign Language Teaching and Research Press 19994.Teaching English in China ,Cultural and Education Section. the British Embassy, Beijing19985.梁承峰张丹《初中英语新课程教学法》首都师范大学出版社20076.朱晓燕徐俊仪《新课程课堂教学技能与学科教学》世界知识出版社20077.滕云《中学初中英语教学初探》乌鲁木齐教育出版杜19998.李洪玉何一栗《学习动力》湖北教育出版社19999.阴国恩李洪玉《非智力因素及其培养》浙江人民出版社199810.《新课程理念与初中英语课堂教学实施》首都师范大学出版社200511.张世富《心理学》（人民出版社）1999。
Unit-8-Teaching-VocabularyPPT课件
charts, key words, created situations) has proved to be an effective way of grammar practice.
Estimates indicate that about 7,000 words for Tier 2 or about 700 words per year.
Beck, McKeown, and Kucan (2002) recommend teaching about 400 words per year K-12.
2021
6
Can You Find a Tier II Word?
2021
7
Can You Find a Tier III Word?
2021
8
Vocabulary Instruction: Three Tiers
Estimates indicate that about 8,000 basic words need no instruction – Tier 1
2021
10
2.They frequently have more than one meaning (一词多义)
必须通过词语所处的上下文，才能理解单 词真正的含义。
In other words, students need to understand the importance of meaning in context.
Book n I love this book.
Techniquesinteachingvocabulary英语词汇教学技能
T echniques in T eaching 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. Co nstant 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. Y ou 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.。
第二语言教学法流派之间的关系
第二语言教学法流派之间的关系以第二语言教学法流派之间的关系为标题，我们将探讨不同的第二语言教学法流派以及它们之间的关系。
第二语言教学法是指在教授学习者的第二语言时所采用的不同教学方法和策略。
这些流派根据不同的理论基础和教学原则而形成，并在实践中得到不同程度的应用和发展。
下面将介绍几种常见的第二语言教学法流派以及它们之间的关系。
1. 语言交际法（Communicative Language Teaching, CLT）语言交际法是一种以语言交际为中心的教学方法，强调学习者在真实的交际环境中运用语言进行交流。
该流派关注学习者的交际能力，鼓励学习者通过真实的语言使用情境来提高语言能力。
与传统的语法翻译法相比，语言交际法注重学习者的实际运用能力，更加强调交际功能和交际策略的培养。
2. 任务型教学法（T ask-based Language Teaching, TBLT）任务型教学法是一种以任务为核心的教学方法，通过给学习者提供具体任务来促进语言学习。
该流派认为学习者通过解决真实的语言任务，能够在实践中有效地学习语言。
任务型教学法注重学习者的积极参与和合作，强调学习者在任务完成过程中的语言运用和交际能力的提高。
3. 词汇教学法（Vocabulary Teaching, VT）词汇教学法是一种专注于词汇学习和教学的教学方法。
该流派认为词汇是语言学习的基础，通过有目的地教授和练习词汇可以提高学习者的语言能力。
词汇教学法注重词汇的系统性教学和练习，通过词汇的积累和运用来促进学习者的语言发展。
4. 学习策略教学法（Learning Strategies Teaching, LST）学习策略教学法是一种强调学习者自主学习和学习策略培养的教学方法。
该流派认为学习者在学习过程中使用有效的学习策略可以提高学习效果。
学习策略教学法注重培养学习者的元认知能力和学习策略的使用，通过教授和训练学习策略来帮助学习者更好地掌握语言知识和技能。
英语教学法教程unit8Teaching-Vocabulary
“词汇之于语法，有如砖之如混凝土，它们共同构 筑意义的大厦”。（丁建新，2004：前言）
Receptive 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.
8.2 What does knowing a word involve?
What does knowing a word involve?
Knowing a word means knowing its pronunciation and stress;
Knowing a word means knowing its spelling and grammatical properties;
neither friend or foe, wanted dead or alive, to sink or swim (成功或失败), to have an old head on young shoulders (少年老成), Easy come, easy go.
Hyponyms 下义词
--words which can be grouped together under the same superordinate (上义词) concept
Hedge (2000)
英语教学法Teaching_vocabulary
Discussion:
What does knowing a word involve?
If we say that we know a word, we must be able to: -- recognize it in written and spoken forms; -- recall it at once; -- relate it to appropriate object or concept; -- use it in appropriate grammatical forms; -- use it in correct collocation; -- use it at appropriate level of formality; -- pronounce it in a recognizable way; forms -- spell it correctly; -- be aware of its connotation.
problem large great big major
am relations: -- synonymy -- antonymy -- (non-gradable) complementary opposites: male-female -- gradable opposites: large-small -- different opposites in different context: light bag-heavy bag; light wind-strong wind; light color-dark color -- hyponymy -- incompatibles: spring, summer, autumn, winter -- part-whole relation: face: forehead. eyebrow, eyelash, nose, mouth, etc.
vocabulary tblt教学法
vocabulary tblt教学法Vocabulary TBLT教学法TBLT（Task-Based Language Teaching，基于任务的语言教学法）是一种以任务为核心的语言教学方法。
在这种教学法中，学生通过执行真实的任务来学习语言，这样能够提高他们的语言能力和交际能力。
Vocabulary TBLT教学法则是在TBLT的基础上特别针对词汇教学而设计的一种教学方法。
Vocabulary TBLT教学法的核心理念是通过真实的任务来帮助学生掌握和应用新的词汇。
这种教学法充分考虑到学生的学习需求和兴趣，通过提供有意义的任务来激发学生的学习动机。
以下是Vocabulary TBLT教学法的一些关键要点。
1. 任务设计：任务应该有明确的目标，能够激发学生的兴趣，并且与学生的实际生活和学习经验相关。
任务可以是真实场景中的沟通活动，如讨论旅行计划、写电子邮件等。
通过执行任务，学生能够在实践中使用新的词汇。
2. 词汇选择：教师在设计任务时应选择与学生学习目标相关的词汇。
这些词汇应该是学生在实际交际中常用的词汇，能够帮助学生提高他们的交际能力。
3. 词汇教学：在执行任务之前，教师可以通过一些课堂活动来教授新的词汇。
这些活动可以包括词汇练习、词汇游戏和词汇拓展等。
教师可以使用不同的教学资源，如课本、词汇卡片和多媒体材料，以帮助学生掌握新的词汇。
4. 任务执行：在执行任务时，学生应使用他们学习到的词汇来完成任务。
教师可以提供必要的支持和指导，鼓励学生主动运用词汇进行交流。
学生可以在小组或整个班级的合作中完成任务，这样能够增加他们的互动和合作能力。
5. 反馈和评估：在任务完成后，教师应给予学生及时的反馈。
这可以是口头反馈，如对学生的表现进行评价和指导；也可以是书面反馈，如批改学生的作业。
教师还可以通过课堂讨论和小组分享的方式让学生互相评价和反馈。
Vocabulary TBLT教学法的优势在于它能够将语言学习与实际应用结合起来，帮助学生更好地掌握和运用新的词汇。
Unit 8 Teaching Vocabulary(英语教学法)
• Use synonyms, antonyms to explain the word meaning.
good
Synonyms: Fine、 kind 、nice
Antonyms: bad、ruin
Translate and exemplify
• „grumble‟ • They always say it is too hot or it is too cold. They are never happy with the weather. They always grumble about the weather”.
•
ask them to write down the names of objects indicated in the picture.
Labelling:Students are given a picture.Teacher
• Describe and draw:Use pair work.One
ruin 、evil
……
Some more suggested ways
For a teacher
• Use multiple senses. Such as visual, auditory, action. Etc; • Translate and exemplify(举例说明), esp. with technical or abstract words; • Use word formation rules and common affixes.
Good morning, everyone!
Unit 8
Teaching Vocabulary
Emission
emitter emittance
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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”.