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1、 Sep. 20, 2012外国语学院英语词汇基础知识与中学英语教学ABC of EFL Vocabulary and the EFL Teaching in High SchoolTeacher: L Wenpeng（吕文澎）3 lectures, 6 class hoursTeaching PlanLectureCentral topics1 Questionnaire about the EFL Vocabulary Teaching in High School Group discussion about the EFL Vocabulary Teaching in High Sch
2、ool Mnemonics for EFL Words2 3 Case studies of the EFL Vocabulary Teaching in High SchoolQuestions and answers to EFL Vocabulary teaching in high school3My Study on Mnemonics for Difficult Words in an EFL SituationCase studies of the EFL Vocabulary Teaching in High SchoolCase 1 ContentsUnit 1 How of
3、ten do you exercise? Unit 2 Whats the matter? Unit 3 What are you doing for vacation? Unit 4 How do you get to school? Unit 5 Can you come to my party? Unit 6 Im more outgoing than my sisiter. Unit 7 How do you make a milk banana shake?Unit 8 How was your school trip? Unit 9 When was he born? Unit 1
4、0 Im going to be a basketball player. Unit 11 Could you please clean your room? Unit 12 Whats the best radio station? Section A Language points基本的语言内容Section B Language performance知识的扩展和综合的语言运用Vocabulary of Unit 4(13 words & expressions)get to, how far, bicycle, subway, car, train, bus station, subw
5、ay station, minute, kilometer, mile, transportation, calendarUnit 4 How do you get to school? 语言要点 1. - How do you get to school?- I take the bus.2. - How long does it take?- It takes 20 minutes.3. - How far is it?- Its 10 miles.4. - It takes sb. some time to do something.5. bicycle, subway, car, tr
6、ain, bus station, bus stop, minute, kilometer, mile, transportation6. get to, ride, walk, take, depend, depend on, by bus How will you teach (or: How have you taught) Section A in Unit 4, especially the vocabulary in it?Unit 4 How do you get to school?Vocabulary of Unit 4 (13 words & expressions)get
7、 to, how far, bicycle, subway, car, train, bus station, subway station, minute, kilometer, mile, transportation, calendar A better courseware for Section A in Unit 4. Make comments on the better courseware for Section A in Unit 4. My comments1. New words are taught in context. “Fish cannot live with
8、out water”. Students are encouraged to learn new words in context. bicycleride the bicycleHow does he get to school?He rides the bicycle to school.He goes to school by bicycle.2. Learners are encouraged / forced to use new words on purpose in language production (speaking and writing). Model/Pair wo
9、rk/Group workA: How get to ?B: ride(s)/walk(s) toOr: take(s) a train/bus/to Or: go(es) to by .Homework: Write a short passage using “How do my classmates get to school?” as the title.Case 2 Future ChampionsExperiments have proved that children can be instructed in swimming at a very early age. At a
10、special swimming pool in Los Angeles, children become expert at holding their breath under water even before they can walk. Babies of two months old do not appear to be reluctant to enter the water. It is not long before they are so accustomed to swimming that they can pick up weights from the floor
11、 of the pool. A game that is very popular with these young swimmers is the under water tricycle race. Tricycles are lined up on the floor of the pool seven feet under water. The children compete against each other to reach the other end of the pool. Many pedal their tricycles, but most of them prefe
12、r to push or drag them. Some children can cover the whole length of the pool without coming up for breath even once. Whether they will ever become future Olympic champions, only time will tell. Meanwhile, they should encourage those among us who cannot swim five yards before they are gasping for air
13、.8 new words in the textFuture ChampionsExperiments have proved that children can be instructed in swimming at a very early age. At a special swimming pool in Los Angeles, children become expert at holding their breath under water even before they can walk. Babies of two months old do not appear to
14、be reluctant to enter the water. It is not long before they are so accustomed to swimming that they can pick up weights from the floor of the pool. A game that is very popular with these young swimmers is the under water tricycle trai.sikl race. Tricycles are lined up on the floor of the pool seven
15、feet under water. The children compete against each other to reach the other end of the pool. Many pedal their tricycles, but most of them prefer to push or drag them. Some children can cover the whole length of the pool without coming up for breath even once. Whether they will ever become future Ol
16、ympic champions, only time will tell. Meanwhile, they should encourage those among us who cannot swim five yards before they are gasping for air.How will you teach the 8 new words in the text? A possible activity in the classroom:Guessing Words in ContextProcedure:1. Individual work (10)2. Pair work
17、 (5)3. Class work (10)Procedure:1. Individual work (10)Read the text “Future Champions”, and fill in the table below. You have to select eight words from the text that fit with the meanings on the table, and say what evidence you used to find the words.Finding the wordsMeaningThe words that fits the
18、 meaningsThe evidence from the textAm I right or wrong?1. person who is unbeaten in competitions of courage, strength or skill2. distance from one end to the other3. unwilling, and therefore perhaps slow to act4. a bicycle with three wheels, two at the back and one at the front5. breathe quickly, es
19、pecially with difficulty, making a sudden noise6. in the habit of / used to7. give knowledge or information to8. move along by pressing the bar-like part of a machine with the foot to drive the machine along2. Pair work (5)Compare your answers with those of your partner. If you cannot answer a quest
20、ion, ask another pair.3. Class work (10)The teacher checks the answers with students.Finding the wordsMeaningThe words that fits the meaningsThe evidence from the text1. person who is unbeaten in competitions of courage, strength or skillchampionits clear that they refer to peoplecover the whole len
21、gth of the pool without coming up for breath even once(can swim very will)2. distance from one end to the otherlengthto reach the other end of the pool (sounds like to cover the distance from one end to the other)3. unwilling, and therefore perhaps slow to actreluctantas children can be instructed t
22、o hold their breath under water, they wont be afraid of swimming in the pool, and will think that swimming is really fun4. a bicycle with three wheels, two at the back and one at the fronttricycletraisikltri-, prefix, means three or three timescycle has the same meaning as bicyclesomething can be pu
23、shed or dragged5. breathe quickly, especially with difficulty, making a sudden noisegasp-a:-gasping for air seems to have a similar meaning to coming up for air6. in the habit of / used toaccustomedword has the same stem as custom“be accustomed to doing” sounds like “be used to doing”7. give knowled
24、ge or information toinstructinstruct and instruction have the same stemchildren, especially little ones should be guided and trained while learning how to swim8. move along by pressing the bar-like part of a machine with the foot to drive the machine alongpedalvt. 踩的踏板it is clear that tricycles can
25、be moved or driven alongQuestions on the evidence If you look at the evidence from the text on the table above, you will see that a number of strategies have been used. Some of the strategies are listed below. Can you find examples of these strategies in the evidence column of the table?A. Using the
26、 morphology of the word, that is, the stem, prefix, suffix, and so onB. Using ones general knowledgeC. Using the structure of the textD. Using the immediate context of the word Keys to questions on the evidenceA. 4, 6, 7B. 3, 7C. 5, 8D. 1, 2, 4, 5Sometimes we use more than one strategy at a time.Cas
27、e 3Discovering New Words in a TextIndividual work (5)Look through the following passage quickly to find answers to the questions attached behind.The Capture of a MonkeyFew animals besides monkeys have handlike paws. The monkey, like man, has an opposable thumb: that is, it can place its thumb opposi
28、te its other fingers. By pressing its first finger against its thumb, a monkey can pick up things as thin as a flea. Because other animals lack this thumb, it is difficult for them to pick up small things and carry them. The monkeys ability to grasp rice with its paw often leads to its capture. Hunt
29、ers put some rice inside a coconut, leaving a hole in the shell of the nut. The monkey has no trouble sliding its paw through the hole. But it cant draw the paw out while it is holding the rice with its paw. Since it is often too stupid or greedy to open its hand, the monkey is unable to free itself
30、 from this simple trap.Questions1) How does the writer describe the monkeys paws?2) What is the name of the smallest creature that monkeys can pick up?3) What do you call the hard covering of a fruit or nut?4) What does the monkeys ability to grasp rice with its paw often lead to?5) Why is the monke
31、y unable to free itself from the simple trap? Keys to the 5 questions:1) Monkeys have handlike paws. The monkey, like man, has an opposable thumb: that is, it can place its thumb opposite its other fingers. By pressing its first finger against its thumb, a monkey can pick up things as thin as a flea
32、. Because other animals lack this thumb, it is difficult for them to pick up small things and carry them.2) Flea3) Shell4) Its capture5) It is often too stupid or greedy to open its hand. Suggestions for EFL vocabulary teaching1. It is always best to let students do a reading or listening task on th
33、eir own first, as they need to concentrate on the text without being disturbed. Then when they have done all they can by themselves, they can discuss the questions with their partners, it is during this discussion that different strategies used to discover meaning are described and exchanged, they c
34、an learn from each other. If the pair is stuck on a question, they should be allowed to consult and learn from another pair. In this way, perhaps another strategy for discovering meaning can be identified. 2. Encourage the students to work out words from context, and show them how they can discover
35、information using an English text. Learning something new from a text in English, without being given any help in Chinese, will make participants aware of the value of reading or listening in English.3. It is important for the participants to get the gist of the text without understanding every word
36、: they should be able to use the gist to work out the meaning of new words. Questions and answers to EFL Vocabulary teaching in high school 人民教育出版社中学英语编辑室人民教育出版社网址(Peoples Education Press)：http:/ 客观地讲，由于词汇量的要求提高到了3300词，新高中英语模块18每个单元的词汇量达到了3050个左右。面对这样一个词汇量，如果还是采用原来那些机械的方法教授词汇，不对学生的词汇学习方法加以正确的引导是不行的；
37、想不分重点对每个词语都深挖细抠一番也是不现实的，因为时间不允许我们这样做。新高中英语主张教师在使用精心设计的各种词汇练习、活动和任务的过程中，引导学生发现、掌握英语的构词规律，掌握词汇学习和词汇记忆的方法。教师要利用好教材中丰富的听力和阅读语篇，把它们作为课堂词汇教学的主要资源，通过有情景的语篇教学，使学生在听说读写的活动和任务中，在交际和语言运用过程中记忆、掌握词汇。词汇教学采用英语释义、类比、联想等方法，并注意不断复现（刘道义，2006）。具体来说，新高中英语建议用以下的方法进行词汇教学。（1）坚持语篇教学原则，给学生创造自主学习的空间。当学生遇到生词时，不要急于进行讲解或建议他们马上去查
38、词汇表或字典。而是引导学生进行正确地生词学习。首先，教师要引导学生认识到并不是所有的生词都同等重要。其次，可以组织学生进行结对活动，让两个学生互相解释单词，都充当教师的角色。这个过程势必能够加深学生对词汇的记忆和理解。再次，教师集中讲解生词还是非常重要的。不过在讲解方式和方法上要花些心思。一般来说我们建议教师不必急着把中英文释义和例句给出，而是借助语篇的上下文联系、运用构词法等知识，引导学生推测生词的意思。另外，在新高中英语中，有大量不同类型的词汇练习帮助学生建立词与词之间的联系： 按构词法成串记忆 近义词比较 反义词比较 动词的搭配 联想成串记忆 归类成串记忆 归纳总结（2）教师还可利用新高
39、中英语中的语言材料，采用以下方式教学词汇：结合单词的音（Pronunciation）、形（Spelling）、义（Meaning），除了让学生利用“拼读规则”记忆单词以外，还可以把同音异义、同形异义等类别的词汇放在一起教学；或把音似、形似和义近的词汇放在一处进行比较。直观教学词汇。教师要利用图片、视频、实物的直观效果，帮助学生用形象的方式记忆词汇。 组块记忆词汇。词块(lexical chunks)是真实交际中高频率出现的大于词的语言现象，形式相对稳定。一般来说，词块包括习语、词语搭配、短语等等。这些词块有完整的意义，可以直接运用于口笔头交际。因此，运用词块学习词汇，能很好地促进第二语言学习者
40、语言交际能力的提高。新高中英语中有很多动词短语的归纳总结，也有以话题为中心呈现的词块，便于教师进行语块教学。 这些丰富的词汇教学形式，不仅有利于提高教师的词汇教学效果和学生的词汇学习效果，而且如果教师对学生加以适当的引导和策略培养，还有利于学生词汇自学能力的提高。词汇问题（二）人民教育出版社中学英语编辑室如何把握词汇教学的深度和广度？关于词汇教学的深度和广度，我们在教材编写中有所考虑。例如，今年修订后的教材附录的词汇表，我们在课标词汇中又作了区分，标出了黑体词，这些黑体词一般都是Longman或Collins的口语和/或书面语前3000词，我们认为学生应该重点掌握，即在深度和广度上要有延伸和拓
41、展。也就是说，不仅要记住词汇的音形义，而且要知道这个词一般在什么情况下使用，怎样使用，即掌握其语用信息，能够通过语篇学习、听说读写活动的参与，会说（或）会写。在教材中我们提供了一些词汇活用的任务，以及听说读写的活动，都是在力图为学生提供使用这些词汇的空间，让学生通过使用这些词汇，达到掌握、活用的目的。同时，要对其派生词、同义词、反义词、相关主题词等有一定的了解和把握，在教材编写过程中我们也很注意编写这些词汇活动，老师在教学中可以留意一下。不过，我们所作的黑体标注只是为师生提供一个参考，教师可以根据自己的经验和学生的情况进行调整。词汇问题（三）人民教育出版社中学英语编辑室有些专有名词在阅读理解中
42、很有可能出现，很重要，为什么不要求掌握？我们要求掌握的都是课标词汇，每个单元的课标词汇一般在30-50之间（模块9-11会达到80个左右），这些是课程标准中明确要求学生掌握的词汇。对于非课标词汇，即课标不要求掌握的词汇，教师可以根据学生的情况，以及对词汇功用的把握，区分对待，如果认为某些词汇比较重要，学生又学有余力，当然可以个别要求。这里我们是把灵活度留给了老师，而没有作硬性要求。2007-12-11词汇问题（四）人民教育出版社中学英语编辑室很多在听力和练习（特别是Workbook）里出现的单词都没收编到生词表里，这样是不是不利学生读背单词？生词是应该放在每一单元前先教还是放在阅读主篇（Rea
43、ding） 中教？在听力和练习里，我们一般严格控制生词的出现。在练习册的编写中对于一些无法避免的常用生词，我们采用在括号中给出中文释义的方法，这样做是为了不给学生增加负担，而这些词汇也是不要求学生掌握的，原则上不要求学生读背，所以也不进入词表。一般来说，我们不主张先教生词后教课文，而是主张先对课文进行整体处理，鼓励学生采用发现探究的方式，去主动学习词汇。这之后再对新的词汇进行集中的学习和处理。具体来说，教师要对新的词汇进行分层处理。对于那些不会影响到学生对文章的理解的生词，不必重点处理；对于某些可以根据上下文或其他线索理解或猜测其意义的生词，学生可以自己学。教师的任务是教给学生猜测词义的方法并
44、设计相应的活动来检查学生的理解情况。而对于那些会直接影响到学生对文章理解的生词，而且学生也很难根据在上下文或其他线索猜测词义的生词，我们建议教师要设计专门的活动，在处理课文之前，帮助学生扫除理解上的障碍。词汇问题（五）人民教育出版社中学英语编辑室讲解词汇时，构词法讲了很多，但几次词汇测试学生成绩都不理想，教词汇有什么好的方法？要想使学生有效的记住生词，需要引导学生在理解的基础上去记忆、运用目标词汇。单纯地讲解构词法也许并不能达到比较理想的效果。建议教师在领会新高中英语词汇教学的编排思路的基础上，更新整体教学思路，结合多种词汇教学方法；同时，更为重要的是要引导学生转变词汇学习观念和策略。首先，要
45、引导学生从“运用”的角度出发去接触、学习词汇，不要去机械地背诵词汇表。比如，我们主张学生采用的探究的方式学习词汇。在学习阅读主篇（Reading）时，先尝试通过上下文猜测词义，然后再对生词进行集中的学习（Learning about Language）。在这个阶段，教师一方面要注意引导学生进行积极主动地探究，另一方面，要利用好教材中提供的渗透各种词汇学习方法和策略的练习和活动（如构词法、同义词比较等等），培养学生正确的词汇学习观念和多种方法策略。然后，在语言运用（Using Language）阶段，通过与听、说、读、写、译各项技能的结合，在语境中去进一步记忆掌握这些词汇。新高中英语练习册中的多
46、项活动也对词汇学习进行了考虑和安排。单词和习语的运用（Using words and expressions）是对生词的进一步巩固、扩展和复习，接下来的各项任务和项目为进一步使用这些生词提供了有意义的情景和更广阔的空间。具体说来，教师在教学过程中，不仅自己要善于利用记忆规律，还要引导学生使用正确有效的记忆方法，使学生有效地记住单词。（1）在课堂上，教师选择重点词汇，并加快生词讲解速度。要避免没有重点，无限扩展的情况，这样往往是重要常用词汇记不住，一般词汇也印象不深。单词的导入应当简洁明了，更多的时间应用于怎样在听说读写的过程中处理单词，以及如何运用这些单词进行口笔头交际和表达。（2）很多学生花了大量时间和精力，记忆