Transcript 8.2 What does knowing a word involve?

Unit 8 Teaching Vocabulary
Aims of the unit:
1.What does knowing a word involve?
2.Methods for presenting new vocabulary items
3.Ways to consolidate vocabulary
4.Ways to help students develop vocabulary
building strategies
Prerequisites
Students should preview the unit (P116) for the
main idea before they come to the class.
Students should prepare TASK 2(P117), read the
assumptions about vocabulary in English
learning and try to give reasons for their
decisions.
8.1 Understanding vocabulary &
vocabulary learning
People have different understandings of:
What a vocabulary item is;
How an item can be learned and consolidate;
Which items should be learned;
To what extent the items should be learned and
practised. (p. 117, Task 2)
8.2 What does knowing a word involve?
A simple answer would be
(1)knowing its pronunciation & stress;
(2) knowing its spelling & grammar;
(3) knowing its meaning;
(4) knowing how & when to use it to express the intended
meaning.
Passive & active vocabulary(p.120)
Receptive/Passive vocabulary被动词汇: refers to words
that one is able to recognize and comprehend in reading
or listening but unable to use automatically in speaking
or writing.
Productive/Active vocabulary主动词汇: refers to words
that one is not only able to recognize but also able to use
in speech and writing.
8.3 Ways of Presenting new words (p.124)
Different teachers have different ways to present new
words.
Some suggestions:
Try to provide a visual or physical demonstration to
show meaning
Provide a verbal context to demonstrate meaning.
Use synonyms, antonyms etc. to explain meaning.
Use lexical sets or hyponyms to show relations of
words and their meaning.
Translate and exemplify.
Use word formation rules and common affixes to
build new lexical knowledge on what is already
known.
Teach vocabulary in chunks.
Think about the context in real life where the word
might be used.
Introduce new words in real-life context.
happy / glad / pleased/ delighted…
surprised / amazed / shocked /
astonished / startled …
sad / depressed / sorrowful / blue…
afraid / scared / fearful / frightened /
horrified …
Various Degrees of Emotions
happy
pleased
excited
A comparison between 2 teachers
Teacher A:
a) wrote “grumble” on the blackboard;
b) said “grumble means to complain about
someone or something in an annoyed way”;
c) translated the word into the students’ native
language;
d) gave more examples (sentences) for the
students to translate into their native language.
Teacher B:
Said “some people grumble about everything. For
example, they grumbled about the weather. If it is
sunny, they say it is too hot. If it is cool, they say it is
too cold. They are never happy with the weather. They
always grumble about the weather”.
Then set out to check the students’ understanding by
asking “So what does ‘grumble’ mean?”
Which of the above do you
think is more effective? Why?
词汇教学可采用3C模式，即Convey meaning（呈现
词义），Check understanding（检查理解）和
consolidation（巩固运用）。运用这一模式时，教师应
首先通过实物、动作、图画和语言描述等方式介绍生
词的意思，帮助学生理解词义；然后再通过提问或其
他方式检查学生是否正确理解了该生词的含义；最后
，创设情景，帮助学生在真实的语境中运用所学词汇
，从而在实际运用中加深对生词的理解和记忆。以单
词boring的教学为例，其3C模式的实施过程如下：
Step 1: Convey meaning
教师创设语言情景：Last night I went to see a movie. It was
not interesting. It made me fall asleep. Not interesting. It
was boring.
Step 2: Check understanding
T: Do you understand the word “boring”? what does it mean
in Chinese?
S1 : 枯燥的，没有意思的。Ｔ: Good! (to S1) Do you like
boring movies?
S1: …
T: (to S2 ) Is this lesson boring?
S2: …
T: (to S3) Is this book boring?
S3: …
Step 3: Consolidation
T: Ask the persons next to you if they had a boring
weekend. If they say “yes”, find out the reason.
Some more suggested ways
Use pictures, diagrams and maps to show the
meaning;
Use realia (plural of realis);
Use pantomimes or actions;
Use lexical sets, superordinate and hyponymy;
e.g. cook: fry, boil, bake, grill, roast
Translate and exemplify( 举例 说 明 ), esp. with
technical or abstract words;
Use word formation rules and common affixes.
e.g. deduction, induction
M3 Unit 2 Healthy eating
Pork
chicken
beef
mutton
duck
bacon
steak
⑥
in
on
②
over ③
above
⑤
through
①
across
④
below
under
⑦
⑧
8.4 Ways of consolidating vocabulary
Since learning is subject to forgetting, it is
normal that we hear students complain that they
keep learning and forgetting, especially when
they do not understand the meaning of the
vocabulary item.
When students study vocabulary individually,
very often it is rote learning.
Group learning through various activities
and under the teacher’s supervision can be
more fun and effective.
Some vocabulary consolidation activities:
Labelling. Use pictures. Write down the names.
Spotting the differences. Use pair work and
pictures.
e.g.:
Describing and drawing. Use
pair work. One describes while the
other draws.
Playing a game.
Show the students some
words/objects, and then ask:
“What did you see just now?”
Using word series. e.g.
Example: Cutlery: knife, fork, spoon
Transport:
,
,
;
Vehicles:
,
,
;
Furniture:
,
,
;
Buildings:
,
,
;
Word bingo.
e.g. Suppose you have learned the following words
that are related to shopping:
shopper, customer, seller, sale, shop, store, market,
supermarket, discount, goods, price, sell, bargain,
buy, pay, receipt
Now make a table of 9 blocks. Write 9
words of shopping in the table, then listen to
me. When you hear the word that you have
written, cross it out in your table. e.g.:
Now make a table of 9 blocks. Write 9 words of
shopping in the table, then listen to me. When you
hear the word that you have written, cross it out in
your table. e.g.:
seller
market
shop
price
buy
receipt
shopper
sale
supermarket
If you have crossed out all the 9 words in your
table, say “Bingo!(猜中了)” If you are the
first one to say “Bingo!” in your group, you
are the winner.
Word association.
The teacher says “travelling”, and then the students
write some words connected with travelling.
Odd man out. e.g.
cheese, eggs, oranges, bread, soap, meat
Synonyms and antonyms.
e.g.
e.g. Find Synonyms and antonyms.
full
jumper
optimistic
go on
choose
dirty
awake
select
wait a
minute
clean
continue
hang on
empty
asleep
lazy
Awful
hardworking
impolite
terrible
thin
thick
pullover pessimistic rude
Using word categories
Using word net-work
toothpaste, TV, alarm clock, stove, video, towel,
cupboard, sofa, dressing table, wash-basin, slippers,
mirror, shower
（鲁子问：2005）
词 汇
交际活动
用单词
造 句
解决问题
编 写
小故事
角色扮演
猜词游戏
8.5 Developing vocabulary building strategies
Vocabulary building strategies are very important outside the
class.
Review regularly.
Forgetting curve:
Forgetting law is
slow after the first
fast, just keep in
mind that material is
forgotten fastest in
the early hours.
•Guess meaning from context. e.g.:
1. The captain asked the seamen to throw
the anchor
2. Let’s synchronize our watch so that we
can start the game at exactly the same
time.
3. Susan went to the shop and bought
some bananas, mangoes, and
cherimoyas.
Expanding meaning of familiar words
Zhang ziyi bagged five last night.
章子怡昨晚囊获了五项大奖。
My experience shapes me a lot.
我的经历造就了我。
Mum milks her child at every effort.
母亲尽一切所能哺育她的孩子。
Organize vocabulary effectively.
Use a dictionary.
Manage strategy use
How do we teach the new words, e.g., 20
new words, in a unit of a textbook?
Do we teach all the 20 word at a time in an
isolated way, i.e., without context? or:
Do we use context and allow the new words to
occur in a natural way?
A possible way
Before reading the text:
T: We are going to read a story about Nelson
Mandela, the first black president of South Africa.
Which of the following words do you think may
be used in the story?
prison, rights, violence, lawyer, youth, league,
position, matter, fact, president;
vote, accept; continue
black, equal, poor, young, wrong, worried
Make a guess.
While reading the text:
The students can guess the meaning of some
new words from the context.
After reading the text:
The teacher can ask the students which words in
the text they don’t know, and help them to know
the meaning of the words, and if necessary the
teacher can translate the words into Chinese.
Summary
Two problems in vocabulary learning:
Students treat vocabulary items
indiscriminately, or without context.
Many students learn vocabulary in ineffective
ways such as rote learning.
The teacher should help the students to use
the context in vocabulary learning.
Besides, the teacher should also help the
students to develop vocabulary building
strategies.
Homework
1. What does knowing a word involve?
2. How can we present new vocabulary items
effectively?
3. What are some effective ways to consolidate
vocabulary?