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1、单击此处编辑母版标题样式单击此处编辑母版副标题样式1English Language Teaching MethodologyoUnit 8 oTeaching VocabularyOutlineoPresentation(G7): vocabulary teachingoA brief revision of Unit 8oUnit 9 Teaching Listening2Presentation: Mini-demonstration of vocabulary teachingoDesign a lesson plan for teaching some new vocabulary
2、items to senior high school students. Focus on (1) 3 effective ways of presenting the items; (2) 3 ways of consolidating the newly learned vocabulary.oDemonstrate to the class next week.oFor Group 7. 3A revision of Teaching Vocabulary1.What are some of the assumptions about vocabulary learning?2.Wha
3、t does knowing a word involve?3.How can we present new vocabulary items?4.What are some effective ways to consolidate vocabulary?5.How do we help students develop vocabulary learning strategies?48.1 Assumptions about vocabulary learning1.Vocabulary items can be words, compounds, phrases, sentences.2
4、.Not every single word has an equivalent in another language, e.g. “the”. 3.Vocabulary can be taught.4.Both teachers and students should be aware of the difference between active and passive vocabulary, and then treat them differently.55. Translation is not the best way to explain new words.6. Engli
5、sh-English explanations are not the best. There are many other more effective ways.7. An English-English dictionary is very helpful.8. It is more effective when words of related meaning are taught and learned together.9. Studying vocabulary in language contexts are more effective.10. Forgetting is i
6、nevitable. But if words are frequently used, they are less easy to forget.68.2 What does knowing a word involve?oKnowing a word means knowingnits pronunciation and stress;nits spelling and grammatical properties;nits meaning;nhow and when to use it to express the intended meaning.oLearning a word in
7、volves learning more than just the word itself. Lexical items can be phrases, clauses or sentences.7Hedge (2000)oVocabulary learning “involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understand
8、ing the sense relations collocations, synonyms, antonyms, hyponyms among words.”88.3 How can we present new vocabulary items?1.Provide a visual or physical demonstration;2.Provide a verbal context to demonstrate meaning;3.Use synonyms or antonyms;4.Use lexical sets or hyponyms to show relations of w
9、ords and their meanings;5.Translate and exemplify, if words with abstract meaning;6.Use word formation rules;7.Teach vocabulary in chunks;8.Relate words to contexts in real life;9.Provide different contexts;10.Prepare for possible misunderstanding or confusion.98.4 What are some effective ways to co
10、nsolidate vocabulary?oSome vocabulary consolidation activities suggested:1.Labelling2.Spot the difference3.Describe and draw4.Play a game5.Use word series6.Word bingo7.Word association8.Find synonyms and antonyms9.Categories 10.Using word net-work11.Using the Internet resources for more ideas108.5 H
11、ow do we help students develop vocabulary learning strategies?1.Review regularly2.Guess meaning from contextocontextual clue: the topic, the grammatical structure, meaning connect between the given word and other words, linguistic pattern3.Organize vocabulary effectively (p.131)4.Use a dictionary (w
12、hat dictionary, how to use, what to look for, when to use) 5.keep a vocabulary notebook (in different formats)6.Manage strategy use: self-evaluate; share experiences1112Unit 9 Teaching Listening1.Why does listening seem so difficult for students?2.What do we listen to in everyday life?3.What are the
13、 characteristics of the listening process?4.What are the principles and models of teaching listening?5.What are the common activities in teaching listening?139.1 Why does listening seem so difficult?oImportance of listeningnOf the total time an individual is engaged in communication, approximately 9
14、% is devoted to writing, 16% to reading, 30% to speaking, and 45% to listening (Rivers & Temperley, 1978)=Listening should be given more attention in language teaching.149.1.1 Problems in listeningoGoh (2000) listed some problems reported by learners when listening to an English text.1.Quickly forge
15、t what is heard.2.Do not recognize words they know.3.Understand the words but not the intended message.4.Neglect the next part when thinking about meaning.5.Unable to form a mental representation from words heard.6.Do not understand subsequent parts of input because of earlier problems.159.1.2 Reaso
16、ns for difficulty in listeningoListening is often neglected in language teaching due to lack of teaching materials, lack of equipment in some schools, and lack of real-life situations where learners need to understand spoken English.oEven if listening were not neglected,nDifferent speakers produce the same sounds in different ways (dialects, accents, stresses, rhythms, intonations);nThe listener has little or no control over the speed of the input of spoken material;nSpeech is likely to be disto
