小学英语词汇教学策略及活动设计 Vocabulary Teaching and Learning in Primary School.ppt

Ways to help students creative using the new vocabulary Production (Speaking Writing) Cloze Connecting the words to be a sentence or conversation Making sentence or conversation with specific words Describing sth. or discussing sth. with the help of word box How to test vocabulary–pronunciation, spelling, meaning, collocation Read Mark the stress Category Matching Dictation Filling in the blanks Translation Multiple choice Definition Recognition Writing Activities for producing Crossword Network building Dictation Filling in the blanks Answering questions Guessing games: I’m thinking of: Picture description Making sentences Making a story Miming Role-play Discussion Interview Multiple choice Add-on Teach the students, not the book. Teach English with the book, not the book. Learning is more important than teaching. Students need practice, not you. Resources Games ? Practice--分组设计词汇教学案例 对词汇分层（听?说？认读？写？；重难点?;顺序） 教学环节 复习上节课内容，（并引出新词） 呈现新词 （意义，音，形） 操练（2-3个活动 词不离句） 使用 （2-3个活动） 检测 Who will be in the game? The athletes or their coaches? Teachers Learners The object of teaching a child is to enable him to get along without his teacher. Elbert Hubbard * 昨天大家学习了故事在小学英语教学中的作用，那我们今天就从几个小故事开始吧 故事1： * 昨天大家学习了故事在小学英语教学中的作用，那我们今天就从几个小故事开始吧 故事1： * 昨天大家学习了故事在小学英语教学中的作用，那我们今天就从几个小故事开始吧 故事1： * 我们有三种老师，看看你是哪一种 * 大家一定有所了解了，再快速复习一下 * * 综合语言运用能力的分级描述 * * 综合语言运用能力的分级描述 * 这些活动不是截然分开的 教师在单词教学中3帮助学生从“quickly forgotten”– “never forgotten” Repetition （＞7 over spaced intervals）≠rote learning Spacing: 间隔 Pacing: individual rates 速度 Use: use it or lose it? Cognitive depth 认知深度: drilling or understanding (learning)? Matching or completing a sentence? Personal organizing Imaging: mental picture Mnemonics:记忆术 Motivation: Attention: play recorder while sleeping? Affective depth: 情感深度 do I like the sound or the word represented? Principles of memory 记忆原则对词汇教学的启发 教师应给学生有意义的教学任务或活动帮助学生建构词汇的联想网络； 教师应理解学生在学生词时会出错会不清楚； 教师应在语境中呈现生词； 生词的音、形、义应同时出现； 学生应主动参与词汇的呈现； 教师需多