高中英语词汇教学课件

第二部分：词汇教学
牛津高中英语词汇教学要点.ppt I. 词汇教学的问题和困难 孤立教词，讲得过多，消化不良 接触少，重复少，吸收少 主次不分，平均用力，负担过重 系统性不够强，边学习边遗忘

II. 影响词汇学习的三大因素 词汇输入因素： 频率（frequency） 语音（pronunciation: stress pattern） 语境（contextualization） 记忆因素： 处理深度（depth of processing） 词汇网络的建立（building of word networks） 文化因素: 词汇的文化内涵差异对词汇意义建构的 影响
III. What do we know about the learning of grammar?

Learners receive information about language from a variety of sources in their environment and in the classroom: the teacher, the textbook, recordings, other students, reference books, and so on. This input has to be worked on for acquisition. It is generally acknowledged that acquisition involves the following processes:

III. 词汇教学的两种观点
孤立主义观点 联系主义观点
何为“孤立主义”？
孤立主义亦称“辞典观” 是一种把目标词从语言中孤立出来并单 独进行学习的观点。 按照这种观点进行的英语词汇教学，针 对的是一个个孤立的英语单词所拥有的 全部相关特征。 英语词汇教学的主要内容.doc

何为“联系主义”？
关于语法教学或学习过程的几种看法
高中英语词汇、语法、Task教学述要
南京师范大学外国语学院 张伊娜
第一部分：关于评课

I. Five key issues for lesson planning 1. Defining clear teaching aims and learning objectives 2. Selecting suitable materials 3. Selecting suitable activities/tasks 4. Planning lesson phases and activities (i.e. what to do and when) 5. Planning how to manage activities (i.e. how students will be organized & fully/productively engaged)

你的观点？
我的看法： 对于高中英语教学而言，应该孤立与联 系相结合。 路径：联系→孤立→联系

IV. 英语词汇学习的三维途径
直接词汇教学 附带词汇学习 独立策略发展

直接词汇教学指对词汇进行刻意的、有针 对性的专门教学，其方式通常是对词汇的 语义、语音、结构、用法以及其他相关方 面进行讲解、说明、操练等。 附带词汇学习主要指学习者在进行其他学 习活动时，如看英语电影、听英语歌、与 人进行英语对话等，附带的、自然而然地 习得英语单词。 独立策略发展指学习者有意识的使用和优 化词汇学习策略，以扩大词汇量。
II. Some common problems in classroom teaching

1. Presentation Phase --Poor modeling of language --De-contextualizing the language item --Telling instead of eliciting --Emphasis on repetition/drills (parroting) without giving students enough time to think and digest --Emphasis on performance (Performance is not the same as learning.)
关于Task板块的教学
牛津高中英语Task教学要点.ppt 重点：完成任务 路径：明确任务→获取完成任务所需的 信息→指导学生完成任务的具体方法 （discourse framework and language support） 目的与意义：在学生完成任务的过程中 培养学生综合运用语言的能力

教师应该做的？
一方面，采用有效的方法进行直接词汇 教学，帮助学生掌握基本的词汇量；另 一方面，随着学生掌握的基础词汇量的 不断扩大，鼓励和引导学生积极主动地 在各种活动中附带习得词汇和发展独立 策略，有效地扩大学生的词汇量。 词汇学习策略.ppt

第三部分：语法教学
I. 牛津高中英语语法教学要点.ppt II. 关于语法教学\语法教学的两种路径.ppt
4. Automatizing

Once a learner can achieve regular and consistent responses in conversation to a certain type of input, then it can be said that the language involved has been automatized.
2. Reasoning and hypothesizing
Biblioteka Baidu

Adult learners in particular tend to use their capacity to analyze new language. They are able to see the patterns in the language, create hypotheses about the rules these patterns might demonstrate, and gradually revise their hypotheses according to new information. They seem to use the following strategies for analyzing and reasoning about it:
Reasoning deductively: Learners apply rule they already know to working out the meaning of what they hear or to the formulation of what they want to say. Analyzing contrastively: A learner may compare his or her first and second languages and work out their similarities and differences. Translating: The learner may feel the need to translate mentally in the early and consolidation stages of foreign language learning. Transferring: Transferring is what learners do when they apply knowledge of one language to the understanding or production of another.

3. Production Phase Pseudo-production (i.e. no room for creativity) No time for the students to think and recall what they have learnt Poor preparation（i.e. no brainstorming of ideas and no language framework for the students） Absence of written tasks/work

1. Noticing

2. Reasoning and hypothesizing: Reasoning deductively Analyzing contrastively Translating Transferring 3. Structuring and restructuring 4. Automatizing
1. Noticing



Several criteria for being noticeable: it occurs frequently, it relates to the learner’s common sense about basic functions of language, and its functions are those to which a learner would be likely to pay attention. After items have been noticed and the relationship between form and meaning interpreted, these items become part of intake into the learning process. Learners then analyze the forms in order to reason out how they fit into their existing knowledge of the language.

3. Structuring and restructuring

As learners work out new rules, these have to be integrated into the representation of English grammar they hold in their minds, and this information has to be restructured as the learner moves on to another stage of development.
联系主义亦称“篇章观” 联系主义观点认为，一个个孤立的英语单词本 身是没有任何意义的，孤立的英语单词的意义 全部来源并实现于语境中。 因此，词汇教学应该把目标词置身于语境中来 学习；词汇教学的内容应该是有单词组合而成 的句子、段落和篇章。 认识一个目标词必须与其所在的具体的篇章联 系起来，学习目标单词应该始于并终于其所在 的篇章的特定意义和用法。

2. Practice Phase Unclear instruction Poor organization Lack of language support Lack of effective monitoring (i.e. the teacher’s area of interaction with the students is limited) Emphasis on speed (i.e. activities are too rushed and superficial) Lack of error correction