第十讲：小学英语词汇教学模式及方法PPT.pptVIP

例 讲授食品单元的时候，可以将食品或者食品的卡片，直接呈现在学生面前，学生可以在比较真实的语言环境中进行语言交际，可以达到比较好的教学效果。 1) Labels: （标签） 2) Magazine pictures（图片） 3) Props（实物道具） 4) Classroom objects（教室内物品） The calendar may be used to teach “today”, “yesterday”, “tomorrow”, as well as “last week”, “next week”, “next month”, “in two weeks 5)Slides（幻灯片）  更多直观教学法举例 Gestures may be used to convey the meanings of some words. Certain descriptive adjectives, such as “tall”, “thin”, “fat”, “happy”, and “dumb”, can lend themselves to gestures.  Prepositions of place can also be effectively taught by movements; Action verbs can be acted out: The teacher is eating. The teacher is drinking. The teacher is reading. Teacher: What is the teacher doing?Students: The teacher is eating. Using gestures（手势，肢体语言） 更多直观教学法举例  Drawings illustrating vocabulary may be hung around the classroom. These are especially effective if they illustrate points where learning problems tend to occur. Drawings（stick pictures） 更多直观教学法举例 Teaching vocabulary in context The same word can have various meanings in different contexts. To convey the meaning of a new word exactly, it is better to present the word in the sentence or in the text. 3 2.语境法 1、推测上下文中的词义能帮助学生发展学习策略，随着学习的深入，自主学习，形成语言学习能力 。 2、系统地感知语段中的词汇，能明确词汇在交际中的作用。 3、上下文能让学生明确怎样在真实情景中运用词汇。 This method of teaching not only help the students to understand the exact meaning of a new word, but let them have an idea about the group of words that often appear simultaneously in harmony. ? “watch out”这个新词组，不借助语言环境单独进行讲解，难度比较大，很容易让学生错误地理解成look outside. 如果能借助语言环境如图： 学生就很容易将watch out , 理解成be careful. 更多语境教学法举例 通过句型或上下文来教单词 当遇到讲授新单词时，教师课前花时间来准备。 如：water这个词，在讲授时可以借助一些教具或动作，如花洒、浇水的动作和喝水的动作等，这些都必须是学生熟悉的行为，再呈现以下的句子。 1）I’m very thirsty, I want to drink some water. 2) The flowers are dry, I must water them every day. 请仔细观察Peter做梦情况的记载表。表示Peter周几梦到了某种人或者动物。同学们，你们知道always, often, sometimes, never分别表示什么意思吗？ 在教授频率副词的时候，也可以运用语境教学的方法，如下图： Sun Mon Tue Wed Thu Fri Sat alway