学习单词好方法 联系语境和词形
本文作者： 21ST
编者按:本期本栏目精选了三例国外教师进行词汇教学的实例，从利用上下文语境中学习单词和联系词形与词义两大方面探讨词汇教学新方法。 Teaching vocabulary in the content areas Allene Chriest VOCABULARY learning is a major focus in English classrooms because the words students use while speaking, reading, and writing will influence their success in any academic area. In order to understand words, it is important for students to construct meaning in many ways. You can practice the following activities. * Vocabulary development Step 1: Provide students with direct or indirect experiences for new words through classroom discussions, activities, or personal examples from your experience. Step 2: Ask students to describe (rather than define) the new word in terms of their experiences. Step 3: Ask students to form a mental image of the new word by using the information generated in steps 1 and 2. Step 4: Ask students to compare related words to develop sensitivity to word meanings. Step 5: Provide students with synonyms, relationships, approximations, or categories for words. * Keeping a vocabulary notebook Step 1: Ask students to describe the context of their initial encounter with the word. Step 2: Ask them to discuss and formulate a definition related to that context. Step 3: Ask them to write a definition in their own words and then compare it with a dictionary or glossary. Step 4: Develop appropriate attribute charts, and comparison diagrams to help students with vocabulary acquisition. 词汇教学是英语课堂的重点，因为学生在进行说、读、写训练时运用到的词汇会影响到他们所学的任何科目的学习效果。为了达到更好的理解效果，学生应该通过多种渠道掌握词汇的含义。以下是作者建议的课堂教学活动。 * 扩大词汇量 第一步:老师通过组织课堂讨论、活动或者列举关于自己亲身经历的例子为学生提供直接或间接的了解单词含义的途径。 第二步:让学生按自己的理解描述单词的含义（而不是为单词下定义）。 第三步:让学生根据上两步得出的关于单词含义的信息想象单词代表的形象。 第四步:让学生比较相关的单词来培养他们对于单词含义的敏感性。 第五步:老师为学生提供单词的同义词、关联词、近义词或单词所属的范畴。 * 做词汇笔记 第一步:让学生描述单词初次出现的上下文语境。 第二步:让学生讨论并得出该语境中的单词含义。 第三步:让他们写出单词的定义，然后和字典或词汇表中给出的定义相比较。 第四步:老师通过单词属性图或比较图帮助学生学习单词。 Vocabulary learning strategies Sandra Kostos Jensen Step 1: List all the words from a text that you feel may give students difficulty on a piece of paper. After each word, provide space for note taking. Step 2: Distribute the words to students. Ask them to circle all the words that they do not know. Step 3: Put students in pairs. Student A asks student B to define and use any uncircled (familiar) word on his/her paper in a sentence. When they have discussed those words and feel comfortable with all the uncircled words, ask them to compare meanings of the circled words on either student’s paper. When agreement is reached on a word meaning, they should both make sure that it is recorded on their word list sheet. Step 4: Students group in fours and continue the process. A fifth person (the “contact” person) who will be the only person with a dictionary/thesaurus and the textbook may be added. This student may speak only when spoken to, and he/she will settle disputes and look up the words. Step 5: By this time all the words should be defined. The teacher then asks the “contact” students to report which words were the most difficult. Step 6: List the reported difficult words in the order that they appear in the text on the blackboard. Ask students to read the text, and then verify the definition, changing their original definition when necessary. 第一步:老师在纸上列举出课文中出现的可能会对学生造成理解困难的单词。在每个单词后面留出做笔记的空间。 第二步:把这些词发给学生，让他们圈出所有不认识的词。 第三步:把学生每两人分成一组。学生A让学生B任选一个他/她的纸上没有圈中的（熟悉的）单词，先给单词下定义，再用这个词造句。当他们把所有认识的单词练习一遍之后，相互比较他们对于圈中的单词的理解。当他们就某个单词的含义达成共识之后，他们应该确定这个词的含义已经被记录在他们的词汇表中。 第四步:学生每四人结成一组，另外每组加上“第五人”（“联系人”）继续练习，只有这个人手里有词典和课本。这个人只有在别人问到他/她时才能说话，当出现争论时，这个人负责查字典解决争论。 第五步:在学生定义完所有单词的含义之后，老师询问“联系人”哪些单词难度最大。 第六步:把学生们认为难度大的单词按它们在课文中出现的先后顺序列举在黑板上。让学生阅读课文，在语境中检验单词的含义是否正确。如果有必要，修改他们最初得出的单词含义。 Learning vocabulary: connecting form and meaning Simon Mumford * Guess the word Step 1: Choose a word and write a number instead of each letter plus an extra number representing the word’s synonym at random on the blackboard. If the word is “pretend”, you will have numbers “one” to “eight”. The extra number represents “acting in a different way to how you really are”. Step 2: Put students in two teams and ask them to choose a number in turns. Step 3: Replace the chosen number with the letter it represents, and then let them guess the word until one team wins. * Spell aloud Step 1: Spell out the words and synonyms aloud, such as “d-i-s-p-l-a-y = s-h-o-w”. While students listen, they cannot see the words or hear them said as words. Step 2: After each word pair is spelt, ask students to say them aloud, and give help if necessary. Step 3: Write all the words and synonyms on the blackboard at random and ask students to try to match them. * Vocabulary tables Step 1: Take one piece of A4 paper for each word. Fold the papers in half lengthwise. Write the new word on one half and the synonym on the other. The words should be upside down to each other when the paper is open so that when the paper is folded, the words appear on opposite sides, with the tops of the letters near the fold. Step 2: Put a table at the front of the classroom. Open the pieces of paper a little so they stand up, and so that one side of the papers can be seen from one end, and the other side can be seen from the other end. Step 3: Ask a student to stand at either end of the table. One calls out a word that he/she can see; the other has to find the appropriate synonym from the words that he/she can see. Step 4: If the second student is right, he/she chooses a word from his/her side, and so on. Increase the number of students involved by immediately replacing a student who gives a wrong answer, or having teams of two, three, four on either side of the table. * Vocabulary testers Step 1: Ask four or five student “testers” stand at the front of the classroom with a list of three to four words. Their job is to ask other students the meaning of these words. Step 2: Ask students to form queues in front of each tester, and the first in line is asked to give a meaning of a word from the list. Step 3: If he/she gets it right, he/she goes to one of the other queues. If not, he/she goes to the back of the same queue and tries again. Step 4: The tester alternates between the different words on his/her list, so the same word is not asked to two students consecutively. Step 5: When a student has visited all testers, he has finished. * 猜词 第一步:选择一个单词，用任意数字代替单词的字母写在黑板上，并附加上一个额外的代表单词的同义词的数字。例如，如果选择的单词是pretend，则准备从1到8八个数字，额外的数字代表“acting in a different way to how you really are”。 第二步:将学生分成两组轮流选择数字，每组每次选择一个数字。 第三步:学生每选择一个数字，将其所代表的字母公布并让学生猜测单词，直到一方获胜。 * 大声拼读单词 第一步:老师大声拼出单词和其同义词，如d-i-s-p-l-a-y = s-h-o-w。学生看不到单词，只能听老师拼读单词的字母。 第二步:每拼读完一对单词，让学生大声说出所拼的词。老师可在必要的时候提供帮助。 第三步:将所有拼读过的单词和同义词写在黑板上，让学生配对。 * 单词桌 第一步:为每个单词准备一张A4纸。将纸对折，一边写上生词，一边写上该词的同义词。当纸张展开时，两个单词的方向是相对的;纸折上的时候单词分别位于折叠线的两边。 第二步:在教室前放置一张桌子。把折叠过的A4纸展开一些立于桌上，在桌子两侧只能分别看到纸张的一半。 第三步:让两名学生各站桌子一边，其中一个说出他/她看见的一个单词，另一个找出与之匹配的同义词。 第四步:如后者回答正确，让他/她选择一个单词来考对方;如回答错误，让其他同学代替他/她，或者可让桌子两边各站两到四名同学完成练习。 * 单词考官 第一步:选择四到五名学生“考官”站到教室前面，每人拿着一个3至4个单词的列表，他们的任务是让其他学生解释这些单词的意思。 第二步:学生在每个“考官”面前排成一队，排在最前面的学生要解释列表上一个单词的含义。 第三步:如果学生答对了，就可以排到其它队伍去;如果答错了，就要回到自己队伍的队尾。 第四步:“考官”在单词列表上选择不同单词，确保两名学生不被连续问到同一个单词。 第五步:当学生见过了每一位“考官”，他/她的任务就完成了。 |  |
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