詞匯語境教學(xué)

1、English Vocabulary Learning through Context in Primary School英語教學(xué)中的困難大班教學(xué)缺少全英語言環(huán)境非母語教師隊伍?很多教師重視了學(xué)生的興趣、課堂的氛圍，卻忽視了最基本的詞匯教學(xué)，從現(xiàn)狀看，詞匯教學(xué)中普遍存在著詞匯輸入少，學(xué)習(xí)過程枯燥，客觀上也影響了提高學(xué)生詞匯量的增加。衡量學(xué)生英語水平的指標(biāo)有不少，而“詞匯量”居于重要位置。豐富的詞匯、精準(zhǔn)的語音、良好的語貌，成為英語學(xué)習(xí)初步成功的最好證明。國家課程標(biāo)準(zhǔn)專輯：英語課程標(biāo)準(zhǔn)規(guī)定：基礎(chǔ)教育階段語言知識二級目標(biāo)是學(xué)習(xí)有關(guān)本級話題范圍的 600700 個單詞和50 個左右的習(xí)慣用語。從語言

2、習(xí)得和語言教學(xué)的角度來說，詞匯是學(xué)習(xí)第二語言的基礎(chǔ)，過少的詞匯量會影響第二語言的聽說讀寫等各方面的能力，并且學(xué)習(xí)者自己認為詞匯錯誤是所有錯誤中最嚴(yán)重的，大量的錯誤語料也表明詞匯錯誤在二語學(xué)習(xí)者中最為普遍。與語法錯誤相比，詞匯錯誤的后果更嚴(yán)重。研究的意義英語教材是英語知識的載體，是學(xué)生進行英語學(xué)習(xí)的主要來源，但通過教師有針對性地調(diào)整和梳理，特別是符合學(xué)生心理特點和生活需要的詞匯語料進入課堂可大大提高學(xué)生學(xué)習(xí)英語、掌握詞匯的興趣和動機。詞匯習(xí)得理論發(fā)展60 年代以前，語法翻譯法60 年代后，聽說領(lǐng)先法-主要以對話（dialogue）為語言材料，內(nèi)含語法線索和句型結(jié)構(gòu)交際教學(xué)法（Communicat

3、ive Approach）隨著二語習(xí)得研究的深入，很多學(xué)者的研究重點逐漸轉(zhuǎn)向詞匯習(xí)得的研究語言的習(xí)得很大程度上可以歸結(jié)為詞匯的習(xí)得-The Minimalist Program by Chomsky語境可分為語言學(xué)語境與非語言學(xué)語境（陳珍珍, 2009）。語言學(xué)語境指的是詞匯與語法語境；非語言學(xué)語境指的是詞匯所處的上下文、文化和文體。教學(xué)語境與自然語境。教學(xué)語境則指專為教授目標(biāo)字詞設(shè)計的句段。語境？語境可理解為語言環(huán)境，包括上下文，一定的文化、社會和政治背景，發(fā)生言語行為的現(xiàn)實情況等。語境學(xué)習(xí)要求學(xué)習(xí)者運用各種語境線索對目標(biāo)詞進行猜測、推理，實際上，語境在提供目標(biāo)詞時，還提供了附加的語言學(xué)、語

4、義學(xué)、社會學(xué)方面的知識，這些知識可幫助學(xué)習(xí)者理解目標(biāo)詞。同時，語境還提供了使用目標(biāo)詞的短語、例句、適當(dāng)場合及其搭配等，這些信息是詞表式的詞匯學(xué)習(xí)無法獲取的。小學(xué)生語境式英語詞匯學(xué)習(xí)原則語境聯(lián)系原則語境生成原則語境趣味原則語境遷移原則虛擬現(xiàn)實原則文化過渡原則不適合的例子Whats your father?Whats your mother?Whats your grandfather?聽力語境學(xué)習(xí)詞匯語篇閱讀語境學(xué)習(xí)詞匯兒歌語境學(xué)習(xí)詞匯多媒體語境學(xué)習(xí)詞匯圖片語境學(xué)習(xí)詞匯廣告語境學(xué)習(xí)詞匯聽力語境學(xué)習(xí)詞匯問題的有效性Do you understand?Ive been working here fo

5、r 3 years.When did I start my work?Am I working here now?語篇閱讀語境學(xué)習(xí)詞匯語篇閱讀語境學(xué)習(xí)詞匯教學(xué)案例段落 1. Grandma: Wheres my bird? It was in the cage.Peter: Look! The door is open.段落 2. Narrator: It was in the cage. Now it is in the tree. It was in the tree. Now it is under the bench. It was in the bench. Now it is on

6、 the bench. It was on the bench.段落 3. Grandma: Wheres my bird?Peter: It was in the tree. Now it is in the cage.主要環(huán)節(jié)I. Warming-upQuestion1: What can you do in the park?Question2: If youre a bird, what can you do in the park?說明：用有關(guān) park 和 bird 的問題，激發(fā)學(xué)生思考，喚起想象。聯(lián)系已知，構(gòu)建情境。II. Read a short story. Spring i

7、s coming. Grandma and Peter go to the park for a walk with their pet TWEET. They both love their pet. Thats a nice bird. It likes to eat corn. It can sing like a great singer. This bird also can say “hello” to Peter every morning. However, the lovely bird is a little naughty. It likes to open the ca

8、ge and fly to other places.Questions:Where are Grandma and Peter now?Is TWEET naughty?What does it like to do?III. Listen and fill.Its in the cage.It was in the cage. Now it is in the tree.It was in the tree. Now it is _.It _. Now it is _.It was on the bench. Now it is _.Act the short play1. Arrange

9、 the task and characters2. Ask kids to get ready for a play show3. Act it outV. Act the short play1. Arrange the task and characters2. Ask kids to get ready for a play show3. Act it out說明：在任務(wù)準(zhǔn)備中，熟練語言。請學(xué)生分角色表演，教師參與和組織。VI. More questionsDo you want to be a bird in the cage? Why?Do you like to stay at

10、school all day and all night? Why?說明：學(xué)生情感引導(dǎo)，聯(lián)系自身談感受。VII. Try to make. The bird was in the tree. Now its in the cage. I was in the park. Now m_. He was in the playground. Now he is_. My dog was on the chair. Now it is _. Linda was behind the tree. Now she is _. _ was _. Now_.說明：通過半開放式和開放式句型的使用，強化認識一般

11、過去式與一般現(xiàn)在時的區(qū)別及其適當(dāng)表達?？崭裉幮枰獙W(xué)生把聽到的單詞根據(jù)情景內(nèi)容需要填入。VII. Read and fill.The English class begins. All the students are in the classroom now. But several minutes ago, Mary was in the reading-room. John _ in the library. Bon _ in the garden. Jack _ in the restroom. Lily _ in the teachers office. Lisa and Carol

12、were inthe music room. Look! Miss Liu is coming. Ash! Be quiet!說明：教師編寫情境短文，讓學(xué)生進一步感受一般過去式的表達，并強化 is 向 was 的變化。were 一詞的出現(xiàn)，使學(xué)生注意到 was 使用的局限。為下節(jié)課 were 的教學(xué)提供鋪墊。VIII. Assignment Retell the story Write your own story: Wheres _?說明：用轉(zhuǎn)述的方法復(fù)習(xí)故事；與課堂內(nèi)容相關(guān)的半開放式作文，有助于讓學(xué)生在支架上攀爬，同時又有自由發(fā)揮的余地。Your taskHow to teach the

13、words “open”, ”bench”?（二）語篇語境學(xué)習(xí)詞匯The bread was stale,It was four days old.The milk was sour.The coffee was cold.The butter was rancid.The steak was tough.The service was dreadful.The waiter was rough.My bill was huge.His tip was small.Im sorry I went to that place at all.Can you do more for your stu

14、dents?(三)兒歌語境學(xué)習(xí)詞匯An Apple a DayThe color train song（三）多媒體語境學(xué)習(xí)詞匯（四）圖片（四）圖片找不同（位置詞匯等）描繪圖片（story picture）迷宮（串句子）（五）廣告語境學(xué)習(xí)詞匯Good teeth, good health.牙齒好，身體就好。(高露潔牙膏)The taste is great.味道好極了。（雀巢咖啡）Impossible made possible使不可能變?yōu)榭赡堋＃涯艽蛴C）Mosquito Bye Bye Bye. (RADAR)蚊子殺殺殺。(雷達牌驅(qū)蟲劑)Focus on life.瞄準(zhǔn)生活。(奧林巴斯相機

15、) Where there is a way, there is a Toyota。有路就有豐田車.(豐田汽車) No business too small, no problem too big.沒有不做的小生意，沒有解決不了的大問題。（IBM 公司）Take TOSHIBA, take the world.擁有東芝，擁有世界。（東芝電子） Lets make thing better.讓我們做得更好。（飛利浦電子） Just do it.只管去做。（耐克運動鞋）Ask for more.渴望無限。（百事流行鞋） Feel the new space.感受新境界。（三星電子）語音語調(diào)3.1Train to oxford-intonation