掌握英语构词规律 改进词汇教学方法
本文作者： 21ST
编者按:英语词汇是学习英语的基础。如何有效地进行词汇教学直接关系到学生能否理解和掌握语言。为此，本栏目精选了三例词汇教学方案，从引导学生注意单词具体意义和延伸意义之间的联系、将问卷调查形式引入词汇教学课堂、分析英语词汇构词规律三个视角，探讨了通过课堂教学扩大学生词汇量的有效途径。 The human body: a vocabulary awareness activity in four steps Rolf Palmberg 在词汇教学中，引导学生注意单词具体意义与其延伸意义之间的联系非常重要。本文作者设计如下教案，旨在以让学生体会身体部位词汇具体意义和其抽象意义的关系为例，提高学生对词汇的理解水平。 第一步: 教师发给学生每人一张人体部位图，要求其在图上写出与各个身体部位相对应的英语词汇，如胳膊，头，眼睛，耳朵，脚等。在此过程中，教师既可先让学生将已掌握的单词写出，遇到不会的单词再查阅词典;也可事先列出有关身体部位的词汇，让学生将其与图画上的所指部位一一匹配，必要时再参阅字典。 第二步: 教师将学生分为两人一组，要求其借助词典猜测有关身体部位词汇的字谜，如:（1）椅子和人比较有何相似之处?答案:椅子和人一样，都有胳膊和背，有些椅子还有（扶）手;（2）钟表、硬币、房子和山峰四者之间有何相似之处？答案:四者相似之处在于都有（脸）面;（3）哪些事物有嘴却自己不能”喝水”？答案:瓶有瓶嘴，河有河口，但都不能用来”喝水”。 完成以上步骤后，教师可要求学生自己编写有关身体部位词汇的字谜，使其逐步熟悉身体部位词汇的一些延伸表达。 第三步: 教师让学生查阅字典，列出自己认为最有用的十大涉及到身体部位词汇的短语或表达形式，如二手店、助人一臂之力等。之后，教师让学生相互间传阅列表，并比较每个人列表的不同之处。 第四步: 教师让学生选出五个有关身体部位的词汇，仔细查阅其在词典中的意义。教师要提醒学生注意这些词汇在词典中的延伸意义，并揣摩其在翻译成本族语时是否发生了变化。如果有变化发生，可引导学生讨论这些变化都体现在哪些方面。 This is a vocabulary activity aimed at practicing words related to the human body. At the same time it will increase students’ awareness of word relationships and translational equivalence. Step One Give each student a picture of the human body and ask them to identify the meaning of the main parts of the body, either productively (by filling in the words they already know and using dictionaries to find the remaining ones) or receptively (by combining words with the appropriate parts of the body and, again, using dictionaries if necessary). Relevant vocabulary items include arm, back, chest, ear, eye, face, foot, hand, head, knee, leg, mouth, neck, nose, shoulder etc. Step Two Ask the students (in pairs, and using dictionaries) to answer the following questions: (1) What similarities are there between a chair and a human being? (Answer: Both have legs and a back, and sometimes arms.) (2) What is the similarity between a clock, a coin, a house and a mountain? (Answer: They all have faces.) (3) Who has a mouth but cannot drink? (Answer: a bottle or a river.) When the students have finished, challenge them to come up with similar riddles involving body words. Step Three Ask the students to consult their dictionaries and compose their own TOP TEN lists of useful phrases and expressions that include different body words (e.g. “second-hand shop”“head of department”“give someone a hand”). When they have finished, ask them to share/compare their lists with each other. Step Four Ask the students to choose five of the body words and look them up in a dictionary. What other meanings do they have? Are the additional/extended meanings the same as in the students’native tongue? If not, what differences are there? Next, ask the students to share/compare their findings with each other. Building with character adjectives vocabulary Kenneth Beare 在英语词汇教学中，教师采取的教学方式往往过于单一。本文作者将问卷调查这一形式引入课堂，让学生在回答问卷中问题的同时熟悉并掌握相关词汇，不失为课堂词汇教学的一个好方法。 第一步: 教师在黑板上写出用于人物描写的有关词汇，让学生试着用这些词汇口头描述一位自己的家庭成员。 第二步: 教师发给学生一张问卷调查表，调查的问题围绕描述“朋友”这一话题展开。之后，教师让学生两人一组，就问卷调查表中的具体问题轮流作答。 具体问题有:他/她是否喜欢社交活动？他/她是否工作努力？他/她对未来持何种态度？等等。完成后，教师可让学生根据同组内另一方回答问卷的情况，向全班同学描述其好朋友的特点。 第三步: 教师将学生分成小组，发给每组一张描写人物的词汇表，要求学生将词汇表中所列的词汇与问卷调查表中的问题相匹配。之后，教师以班级为单位核对答案。 第四步: 教师让学生以小组或者班级为单位，写出词汇表中所列词汇的反义词。最后，教师可让学生进行写作描述自己家庭成员的特点。同时，教师应提醒学生行文中注意选用该节课所学的人物描写相关词汇。 This intermediate level lesson employs a fun questionnaire to focus on developing personal description vocabulary. Students can practice conversation skills while also focusing on improving their command of refined character description. This first phase is then followed by a vocabulary development exercise sheet. Step One Ask students to describe a family member, using descriptive adjectives that you write on the board. Step Two Distribute the questionnaire and ask students to pair up and ask each other questions contained in the survey. The sample questionnaire is as follows: Questionnaire: What kind of best friend do you have? Ask your partners the following questions about his/her best friend. Make sure to listen carefully to what your partner has to say. (1) Does your friend work hard? (2) Does your friend think the future will be good? (3) Does your friend like to be with people? (4) Is your friend usually in a good mood? (5) Is it important for your friend to be successful in whatever he/she does? (6) Does your friend notice your feelings? (7) Does your friend keep his/her feelings to herself? Have students report back to the class on what they have learned about their partner’s best friend. Step Three Give students the adjective worksheet. Divide students into small groups and ask them to complete this adjective worksheet. Check the worksheets as a class. The sample worksheet is listed as follows: Worksheet: Which of these adjectives describes the quality asked about in each of the survey questions? (1) generous (2) easygoing (3) ambitious (4) cheerful (5) hardworking (6) optimistic (7) reserved Step Four Ask students to provide the opposite of each adjective given on the worksheet. This activity can be done as a class or in small groups. As a follow-up exercise, have students write a description of one of their family members, friends or relatives with special emphasis on using the adjectives discussed during the lesson. How new words are created Paul Kaye 掌握英语构词规律能极大扩充学生的词汇量。本文作者先让学生通过练习分析、辨别英语构词的一般规律，进而运用此规律揣摩新词的意义，旨在训练学生对于词汇的理解能力。 第一步: 教师首先告诉学生每年英语语言中都会产生大量的新词汇。其中，构词法的丰富多样是产生新词汇的重要原因。 第二步: 教师发给学生作业纸A，让学生进行匹配练习，将练习中所列的词汇与其构词方法一一对应。教师应提醒学生不要将注意力放在词汇的意义上，应注意词汇形式上的变化。教师应引导学生通过练习尝试总结一些基本的构词规律。 第三步: 教师接着发给学生作业纸B、C、D，让学生做更多类似练习。其中，作业纸B练习合成词构词法，即由两个(或以上)独立词结合而成一个表达新语义的词;作业纸C是关于混合构词法，它将两个词混合组成新词;作业纸D练习转化构词法，即把一个词从一种词类转换成另一种词类。 第四步: 教师引导学生运用所学的英语构词规律自己尝试创造一个新词汇。之后，教师应让学生向全班同学解释新词的意义。最后，教师可让学生用新词造句并在小组内传阅、讨论。 This lesson looks at how new words are created in English. It encourages learners to analyze words they already know and to understand more about meaning from form. It also encourages them to experiment with new words and possible meanings. Step One Tell students that new words enter the English language all the time. One important reason is that there are many ways in which new words are created. Step Two Ask students to match words with method of word formation by giving them worksheet A. Avoid too much discussion of meaning at this stage, and encourage students to look at form to help guess meaning. Step Three Ask students to do more exercises concerning method of word formation by giving them worksheet B, worksheet C, and worksheet D. Explain to students three main methods of formation practiced in worksheet B, C, and D: a compound word is made up of two or more words that together express a single idea; blend is a way of mixing two word together, thus generating a new word and a new meaning; conversion means changing the way we use a word. Step Four Ask students to create one new word using each of the processes mentioned above. Explain the new word to the class. Ask students to write a sentence using each new word to share with the group. |  |
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