与老师们谈初中英语词汇教学.ppt

Teaching Methodology Vocabulary What does knowing a word involve? Four major categories —Framework for analysis in lexical field: a. words (e.g. push, exit, fruit) b. polywords (e.g. by the way, on the other hand) (relatively fixed) collocations or word partnerships (e.g. an initial reaction, to assess the situation) Four major categories —Framework for analysis in lexical field: institutionalized utterances or fixed expressions (e.g. I’ll see what I can do; It’s not the sort of thing you think will ever happen to you) sentence frames or heads (e.g. Considerable research has been done in recent years on the question of…; At present, however, expert opinion remains divided; some experts believe… etc.) 英语词汇的本质特征 1.词汇量大: 世界上词汇量最大的语言。由于: a. 英语语言的开放性、建构性强； b. 国际化； c. 民族特点(英、美两国的发展特点)； d. 科学技术的发展：网络等。 2.拼音文字: 极强(较强)的可拼读性 3.词形结构具有极强的可变性: 方便、灵活的构词法给词汇的发展带来了极大的便利条件，造成这一语言词汇使用上的灵便(灵活、方便)。 4.词汇语体/语域(register)性强: 口语/书面语: bro/brother; run away/escape 正式/非正式: children/kids; profession/job 地域(英国/美国): colour/color; sweet/candy 年龄: bye-bye/goodbye(bye) … … 5.词义的动态性及发展性 核心/主词义(core meaning/main meaning) 分支/辅助词义(sub-meaning) 有效及均衡的词汇储备 nouns (the vast majority of the words of any language) a sufficient number of verbs (with their collocational ranges), adjectives, and adverbs. sentence adjuncts and polyword adverbials 不同阶段词汇教学的重心(侧重点) ● 过单词拼写关：从语音教单词，建立音形联系 整体音节拼读 元音字母+辅音字母(an; en; on; in; im; at; et等) 字母组合(ai; ay; ee; ea; oo; oa; ew; ow; igh等) -r音节组合(ar; ear; er; ir; or; oar; oor等) 多音节拼读 重读和弱读(以a为例: cake; cat; about; China; apple; tomato; potato) 例外性(as in was ; arm in warm; cute in flute等) 注意词形和词性的发展 名词词尾: -tion; -ness; -er/-or/-ist/-(i)an/-ess; etc. 形容词词尾: -y; -al; -ish; -ful; -er/-est; etc. 动词词尾: -s; -ing; -ed; etc. 表否定: un-; im-; in-; dis-; -less; etc. 词的合成和转化 关注词义 近、反义词 变意——旧词新意 更加丰富的词形和词性的变化 注意语块及多词素单词(含idioms): Chunks: over and over years after; soon in the coming future; play in the open; etc. Polywords: the day after tomorrow; once upon a tim