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单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,单击此处编辑母版标题样式,*,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,单击此处编辑母版标题样式,*,Teaching Vocabulary,“,If there is no grammar, people can only express something; but if there is no vocabulary, people can express nothing .”,Wilkins,In this session, we are going to explore:,1. What is vocabulary?,2. Factors affecting vocabulary acquisition;,3. What needs to be taught?,4. Methods for presenting new vocabulary items;,5. Ways to consolidate vocabulary;,6. Ways to help students develop vocabulary building strategies,Major Topics,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;,- spell it correctly;,- be aware of its connotation.,words,forms,meanings,use,Word grammar: the underlying form of a word and the derivatives that can be made from it,- regular and irregular forms,- the knowledge of word building,Pronunciation,- the relationship of sound and spelling,- sound-spelling patterns,- stress patterns,Words and their forms,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),Connotative meaning (Affective meaning):,- dog, friendship, loyalty,- spinster vs. single woman,Words and their meanings,Style,: level of formality, as well as styles such as humorous, ironic, literary, etc.,e.g. similar in conceptual meaning but differ in style,-,children,: neutral,-,offspring,: formal, sometimes humorous,-,nippers,: colloquial, often humorous,-,kids,: colloquial,Words and their Use,Whats the problem with the following sentence:,There isnt sufficient milk for breakfast.,Correct in form, not so in style,Register,:,varieties of language defined by their topic and context of use, for example, the language of medicine, education, law, computer, etc.,- minor: the legal term for “child”,- cardiac arrest: the medical term for “heart attack”,Dialect,: difference in geographical variation,- sidewalk (US) = pavement (UK),Collocation,: what words are most likely to occur together,problem,amount,shame,man,large,great,big,major,Sense 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.,Form:,- pronunciation and spelling,- grammar,- Word formation,Aspects of meaning,- denotation, connotation,- meaning relationships,Use:,- Collocation,- appropriateness,What needs to be taught?,Factors affecting vocabulary acquisition,frequency,pronunciation,contextualization,input,storage,depth of processing,building networks,free,自由,free,自由,free,自由,L2,L1,Separate L1 and L2 stores,L2,L2,L2,L1,L1,L1,+,L2 store dependent on L1 store,Overlapping L1 and L2 stores,Single L1 and L2 store,自由,How do we store L1 & L2 in the brain?,free,Teacher A: a) wrote “grumble” on the blackboard,b) said “complain about someone or something in an annoyed way”,c) translated the word into the students native language.,d) gave more example sentences for the students to translate into,their native language.,How do your teachers usually teach vocabulary in the class?,Teacher B: said “ some people grumble about everything. For example, they,grumble about the weather. If it is sunny, they say it is too hot. If,it is cool, they say it is too cold. They are never happy with the,weather”. Then the teacher set out to check the students,understanding by asking “ so what does grumble mean?”,-,concise definition,- detailed description,- examples (hyponyms),- illustration (picture, object),- demonstration (acting, mime),- context (story or sentence),- synonyms,- antonyms,- translation,- associated ideas, collocations,Presenting new words,What kind of techniques does the teacher use in presenting new words?,Practice:,Try to present the following words,mushroom, shove, earrings, newspaper, dependent, dance, expensive, congratulations, picture, scream, president, teenager,Ways to present vocabulary,1.,Presenting vocabularies by stick drawings, models, slides, films, videotapes, radios and TVs.,2.,Creating a Monster,If teaching body languages, you can use -,Basic building blocks,Red hair and green fur. A monstrous wardrobe.,Do you know where your monster is?,Five eyes and two fangs,.,Two,claws.,What you choose will depend on the item you are presenting. Some are more suitable for particular words. Often a combination of techniques can be both helpful and memorable.,Consolidating vocabulary,Labeling,Spotting the difference,Describing and drawing,Playing a game,Using word series,Word bingo,Word association,Odd one out,Synonyms and antonyms,Using word categories,Using word net-work,Complete the questionnaire below by choosing the correct preposition. Then use the questionnaire to interview your partner.,1. In your family, who is usually the first person to,turn to/on,the TV when you get home?,2,What,programmes,make you want to,turn off/over,to another channel?,3. Do you ever,turn,the volume of the TV,up/off,or down? Why?,4. If somebody,turns up/on,at your house, do you,turn,the TV,over/off,or do you leave it on?,Example 1: Using questionnaire,Example 2: using word network,Politics,Politics,Parliament,1) Choose a topic, for example politics. Write it in the middle,of a blank sheet of paper.,2) What is the first word that comes into your mind which is,connected with it? Write the word and join it to the first word.,3) Continue in this way, adding new words as you think of them.,Politics,Politician,House of,commons,lobby,Policy,Left wing,Polling,station,To vote,Ballot box,election,Parliament,scandal,Prime minister,House,of lords,constituency,Member,of parliament,Political parties,Right wing,打电话,call /phone sb. give sb. a ring,ring sb. up make a call,拨电话,dial a number,电话占线,busy/engaged,重拨电话,redial,接通电话,get through,接电话,answer the phone,别挂电话,hang on,挂断电话,hang up/ring off,回电话,call/ring back,Example 3: Word games or puzzles,Each student chooses a letter of the alphabet and fills in the,following text with words beginning with the letter.,I know a(n),(adj.),man whose name is,(mans name),. He,lives in,(country),. He is a(n),(job),. He likes,(v.)ing,. He,eats,(food),and he drinks,(drink),. He has a(n),(animal).,Here is a complete example with the letter “B”.,I know a(n),bad,man whose name is,Brian,. He lives in,Britain,. He is a(n),butcher,. He likes,bowling,. He eats,beef,and he drinks,beer,. He has a(n),bear,.,Example 4: Word distinction,List all the places you can think of in which people live,and then fill in the following table:,Places in which people live,Number of floors,Number of rooms,Big / small,Town /country,Old / new,1.,palace,1+,20+,Big,Either,Either,2.,hut,One,One,Small,Country,Usu. old,3.,flat,4.,villa,5.,cottage,For more ideas of teaching vocabulary, visit the following website:,http:/www.teachingenglish.org.uk/try/vocabtry/vocab_activities.shtml,Developing vocabulary building strategies,Review regularly,Guess meaning from the context,Use learned vocabulary,Organize vocabulary,记忆英语单词方法,20,种,1.,逻辑记忆：,通过词本身内部逻辑关系，词与词之间的外部逻辑关系记忆单词。,1),把几个字母看作一个来记， 如：,ight, light, right, fight, night, sight, tight,2),外旧内新，如：,bridge,“,桥,”,看成,b+ridge,ridge,“,山脊,”,sharp,看成,s+harp,“,竖琴。,3),外新内旧，如：,cleave,“,劈开,”,看成,c+leave, tact ,机智：看成,t+act,2,联想记忆：,1),音与形的联想，即根据读音规则记忆单词。,2),形与义的联想。如：,eye,把两个,e,看成两个眼；,banana,把,a,看成一个个的香蕉；,bird,把,b,和,d,看成两个翅膀。,3),象声词，联想实际的声音。如：,gong,锣,coo,咕咕声。,3.,构词记忆：,利用构词法，通过分析词根、前缀、后缀、派生和合成等记忆单词。,4.,分类记忆：,把单词进行分门类 如：动物，植物等，进行分类记忆。你可以找一本分类字典作为参考。,5.,卡片记忆：,自制单词卡片随时随地记单词，卡片写上单词的词形、词性、词义、音标、搭配、例句等。,6.,词典记忆：,这是一种强行记忆的方法。它的缺点是容易忘记，只是孤立记住单词的意义。可以作为一种短时间的强化手段。,7.,比较记忆：,1),英汉比较 如：,mama, cigar, beer, bar, fee,等。,2),单复数的比较 如：,good-goods, spirit-spirits wood-woods,3),同音词的比较 如：,right-write, eye-I,4),词的阴阳性的比较 如：,actor-actress host-hostess,8.,理解记忆：,通过正确理解单词的本义、引申义和比喻义等,如：,second,是,“,秒,”,，它来源于古代的六分法，分，秒，它是二次划分， 因此,second,也是,“,第二,”,，进一步引申，还可理解为,“,辅助,”,用这种方法特别适合那些一词多义的词。,9.,联系记忆：,记忆单词最好不要孤立地记，尽可能地和有关的东西联系来记。,1),联系所学的文章大概意义，联系上下文。,2),联系短语和搭配,10.,感官记忆：,记单词时，不要只用一种感官，尽可能地用多个感官，耳听、嘴读、手写、眼看、心记等。,11.,软件记忆：,利用电脑软件记单词。如：,开心背单词,、,开天辟地背单词,、,我爱背单词,等。,12.,阅读记忆：,通过阅读英语文章、小说等记忆单词，注意难度要适宜。,13.,同义记忆：,通过同义词记忆单词，可确切理解词义，这时不必注意它们意义的区别。,14.,反义记忆：,通过反义词记忆单词，扩大词义。,15.,图表记忆：,利用形象的图表进行记忆，它的优点是意、形、物直观的结合到一起。你可以找一本英语图解字典作为参考。,16.,游戏记忆：,通过做游戏在轻松愉快的气氛中进行单词记忆。,17.,歌曲记忆：,通过唱英语歌曲记忆单词，,“,听霸,”“,听力超人,”,等软件中有许多英文歌曲，并配有歌词和译文。,18.,复习记忆：,单词记住了，很快会忘掉，每隔一段时间要进行复习，巩固所学单词,19.,商标记忆：,通过看到的商标和广告随时随地进行记忆单词。,20.,综合记忆：,记忆单词最好综合利用多种方法，而不是一种，利用各自的优点。,Further reading:,Allen, V. F. (2002).,Techniques in teaching vocabulary,. Shanghai: Shanghai Foreign Language Education Press.,Nation, I.S.P. (2003). Vocabulary. In D. Nunan. (ed.),Practical English Language Teaching,(pp.129-152). New York: McGraw Hill.,Nation, I.S.P. (1998). Helping learners take control of their vocabulary learning.,GRETA,6, 1: 9-18.,Skmen, A. J. (1992). Students as vocabulary generators.,TESOL Journal 1,4: 16-18.,
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