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Goodmorning,everyone!Unit8
Teaching
VocabularyEmissionemitemitteremittanceemitlightemitfromTeachingobjectives:ⅠTounderstandwhatvocabularyis.Ⅱ.Toknowwhatknowingawordinvolve.Ⅲ.Toknowthewaysofpresentingvocabulary.Ⅳ.Toknowsomeeffectivewaystoconsolidatevocabulary.Ⅴ.Tohelpthestudentsdevelopvocabularylearningstrategies.Teachingkeypoints:Ⅰ.differentwaysofpresentingvocabulary(usingcommonaffixes)Ⅱ.waysofconsolidatingvocabulary(labelling
标记)Ⅲ.Developingstrategiesofvocabularylearning(reviewregularly)MainTopicsforthisunit:I.
UnderstandingvocabularyII.Whatdoesknowingawordinvolve?III.WaysofpresentingvocabularyIV.WaysofconsolidatingvocabularyV.DevelopingvocabularylearningstrategiesI.
Understandingvocabulary
whatisvocabualry?
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.vocabII.whatdoesknowingawordinvolve?Receptivevocabulary(接受性词汇):wordsthatoneisabletorecognizeandcomprehendinreadingorlisteningbutunabletouseautomaticallyinspeakingorwritingProductivevocabulary(产出性词汇):wordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeechandwriting.ProductiveknowledgeofawordincludesreceptiveknowledgeandextendsitMorpheme:thesmallestgrammaticalunitinalanguage.Freestandingmorpheme(自由词素):
canfunctionindependentlyaswords(e.g.
town,
dog).Boundmorpheme(黏着词素):appearonlyaspartsofwords,alwaysinconjunctionwitha
root
andsometimeswithotherboundmorphemes.Forexample,
un-
appearsonlyaccompaniedbyothermorphemestoformaword.Denotativemeaning(指示意义):theprimarymeaningofaword,atranslationofa
sign
toits
meaning,moreexactly,toits
literal
meaning.Connotativemeaning(内涵意义):acommonlyunderstood
cultural
or
emotional
associationthatsomewordsorphrasescarryCollocations:seeamovie,watchaplay,lookatapictureSynonyms:beat-hitAntonyms:attractive——uglyold-younghyponyms(下义词)
Howdareyouobjecttothisobject?
Ⅲ.WaysofpresentingvocabularyDifferentteachershavedifferentwaystopresentnewwords.e.g.Theword‘grumble’TeacherA:wrote“grumble”ontheblackboard;said“grumblemeanstocomplainaboutsomeoneorsomethinginanannoyedway”;translatedthewordintothestudents’nativelanguage;TeacherB:Say“somepeoplegrumbleabouteverythingForexample,if
theywant
togrumbleabouttheweather.Theyalwayssayitistoohotor
itistoocold.Theyareneverhappywiththeweather.Theyalwaysgrumbleabouttheweather”.Thentheteachersetouttocheckthestudents’understandingbyasking“Sowhatdoes‘grumble’mean?”
Whichoftheabovedoyouthinkismoreeffective?Why?Acomparisonbetween2teachersTrytoprovideavisualorphysicaldemonstrationtoshowmeaningWaysofPresentingvocabularygoodUsesynonyms,antonymstoexplainthewordmeaning.Synonyms:Antonyms:Fine、
kind、nicebad、ruinTranslateandexemplify‘grumble’Theyalwayssayitistoohotor
itistoocold.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。Usethe‘grumble’tomakeasentence.Hegrumbledthattheappleistoosweet.Provide
averbalcontexttodemonstratemeaning.Uselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeaning.Usewordformationrulesandcommonaffixestobuildnewlexicalknowledgeonwhatisalreadyknown.
……ruin、evilSomemoresuggestedwaysUsemultiplesenses.Suchasvisual,auditory,action.Etc;Translateandexemplify(举例说明),esp.withtechnicalorabstractwords;Usewordformationrulesandcommonaffixes.
Forateachere.g.
agree,disagreeForastudent:
Needfurtherpracticeofwordsbylistening,speaking,reading,writingandacting.
Tousethewordintheirownwaysthroughtheirpresentknowledge.Remember:Awordcannotbelearnedatonce.Ithastobeencounteredatleastseventimesindifferentcontextsortasksbeforebelearnedbythestudents.Afterlearningthewaysofpresentingvocabulary,whatdoyouthinkweshoulddonext?Ⅳ.waysofconsolidatingvocabulary
IV.Whydowehavetolearnwaysofconsolidatingvocabulary?
Labelling:Studentsaregivenapicture.Teacheraskthemtowritedownthenamesofobjectsindicatedinthepicture.Describeanddraw:Usepairwork.Onedescribesthepicturewhiletheotherdrawswhathehaveheard.Playagame:Showstudentssomepictureswithmanyobjects.Givethemtwominutestomemorisetheobjects.Thenaskthemtosayorwritedownwhattheyhaveseen.
Spotthedifference
Usepairwork.Eachmemberofthepairreceivesapicturewhichisslightlydifferentfromhispartner's.Studentshidethepicturesfromoneanotherandthen,byaprocessofdescribing,questioningandanswering,discoverwhatthedifferencesare.UsewordseriesExample:Cutlery:knife,fork,spoon
sofachairtablefurniture:Wordbingoshopper,customer,seller,sale,shop,store,market,supermarket,discount,goods,price,sell,bargain,buy,pay,receipt
sellermarketshoppricebuyreceiptshoppersalesupermarketWordassociationTheteachersaysakeyword.Thestudentsthenhavetowritedownallthewordstheycanthinkofconnectedwiththekeyword.Beijing
synonyms:gooncontinuechooseselect
antonyms:optimistic--pessimisticcleandirty
Findsynonymsandantonyms
fulljumperoptim-isticgoonchooseselectawakedirtywaitaminutecontinuepessimisticrudecleanpulloverhangonemptyasleeplazyAwfulhard-workingimpoliteterriblethinthickCategoriesAskstudentstogroupwordsintodifferentcategories.Usingwordnet-workStudentsfillintheovalsinanet-workwithwordsthatareunderthesamecategoryorsub-category.housebathroomkitchenbedroomknifesofaTVshowervocabularyconsolidationactivities1.Labelling2.Spotthedifference3.Describeanddraw4.Playagame5.Usewordseries6.Wordbingo7.Wordassociation8.Findsynonymsandantonyms9.Categories10.Usingwordnet-work.UsingtheInternetresourcesformoreideas.uk/try/vocabtry/vocab-activities.shtml#bus
V.DevelopingvocabularylearningstrategiesReviewregularly:
Supposingthatyoujustfinishedmemorizing100wordsinavocabularybook.Next,whatwillyoudo?A.Putitasideandneverevengothroughitagaintillyouthinkingofit.B.Markadateandmakeatimescheduleofreviewingwordsandfollowit.OrganizevocabularyeffectivelyAnotebookorganizedalphabeticallyorbytopic.Asmallcardforeachnewword.AtopicwordspiderAtablewithgroupsofwords.AsmallcardwithadrawingandChinese
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