l小学英语词汇教学模式及方法.pptVIP

Receptive vocabulary （接受性词汇量） Productive/expressive vocabulary （产出性词汇量 ） A all speakers are able to recognize more words than they usually use on a productive level. Productive vocabulary is that utilized in everyday speech. Receptive vocabulary, on the other hand, although needed for comprehension, is not necessarily essential for production in speaking and writing. 等同对待，给学生带来沉重的负担，导致学生厌倦并害怕记忆词汇 3.Treat all words equally（词汇等同对待） Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd. 从教学的角度来看，把词汇区分为认知型词汇、活用型词汇、核心词汇有助于学生词汇的习得和巩固，使得学生知道在某一阶段哪些词汇应优先学习并运用，哪些词汇只需懂得它在文章中的意义，这样不仅可以使学生比较牢固地掌握好核心词汇，而且可以扩大他们的词汇认知量。 PEP教材中*号词汇，△词汇，黑体词汇 Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd. 单词有音、形、义三个方面，教授单词也可以从单词的这三个方面综合进行。 学生对于这三个方面识记同时进行，就可以使发音器官熟悉单词的读音、听觉器官感受词的发音，视觉器官观察词的拼写，手写词的拼写形式，大脑积极思维记忆词的意义。 这样综合运用口、眼、耳、手、脑等器官，全面识记，才能使单词的音、形、义、用法等多方面得到练习与巩固，就能迅速地、正确地、牢固地识记单词。 4.Neglecting the cooperation of sense organs (忽视多种感官的综合运用） Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd. Learning Style(听觉、视觉、触觉） 形成听觉关联 That means students are able to link the pronunciation to the word when they hear it in a conversation. 构成视觉关联 That is to say, when students come across this word in reading materials, they can understand it. 形成单词的心理图像 The third stage is more difficult to achieve but very important. That means they can imitate, choose and give the reign to it freely and accurately in speaking and writing as if it is their native word. Most students can only achieve the first and second stages but never reach the third stage partly due to their poor cooperation of the sense organs. 我们的教学也应该遵循这个步骤 Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd. Immediate memory（瞬间记忆） Short-term memory ( 短时记忆 ) Long-term memory ( 长效记忆）