cold, especially in the north of the country.
The temperature may fall below 0゜, and
then there is often snow and ice. The best
season of the year is probably late spring.
英语词汇学习策略(1)
Zip was stopped during the war and only after the war did it become popular. What a difference it has made to our lives? It keeps people at home much more. It has made the remote parts of the world more real to us. Photographs show a country, but only zip makes us feel that a foreign country is real. Also we can see scenes in the street, big occasions are zipped, such as the coronation (加冕典礼) in 1953 and the Opening of Parliament. Perhaps the sufferers from zip are the notable people, who, as they step out of an airplane, have to face the battery of zip cameras and know that every movement, every gesture will be seen by millions of people. Politicians not only have to speak well, they now have to have what is called a “zip personality”. Perhaps we can sympathize when Members of Parl英ia语m词汇e学习n策t略s(1a) y that they do not want debates to be zipped.
英语词汇学习策略(1)
2020/12/17
英语词汇学习策略(1)
一、英语词汇学习
1、英语词汇学习的要求
级别
相对
知识
目标描述
年级
二级
小学 毕业
词汇
1.学习有关本级话题范围的600-700个单词和 50个左右的习惯用语；
2.了解单词是由字母构成的。
五级
初中 毕业
词汇
1.了解英语单词包括单词、短语、习惯用语和固 定搭配等形式；
even in summer the average temperature is
only 16゜. Sometimes the sun shines, but at
other times the sky is covered in cloud, and
it often rains. In winter it is sometimes very
例2： He is a five-foot-tall man. The building is 40 feet high.
英语词汇学习策略(1)
二、英语词汇学习策略
1、利用语境 我们认为教师仅仅提倡还是不够的，教师需 要引导、培养、训练学生具有从上下文中猜 测单词词义的能力。关于从上下文猜测词义 我们建议有以下几种做法：
2、为什么要学习词汇？ 其实，每个英语学习者都有不同的学习目的， 同一个学习者在不同的学习阶段也有不同 的学习目标。词汇学习也是这样。学习词 汇时，每个学习者都应该问自己一个问题： 在目前阶段我为什么要学习英语词汇？对 这个问题的回答会直接影响学习者对词汇 的选择和词汇学习策略的运用。
英语词汇学习策略(1)
英语词汇学习策略(1)
这种鼓励脱离语境地记单词的结果是：学习 者只能记忆单词的一两种意思，忽视了该单 词的其他意思，而且还不知道如何在不同的 语境中灵活地使用这些单词。
英语词汇学习策略(1)
例1： A: Can we have a meeting sometime
next week? B: Well, let me check my diary.
thought about the matter more carefully,
he regretted having made such a hasty
decision.
英语词汇学习策略(1)
2)根据反义关系猜测词义
例如：
(1)She has a love of rote work, but no fondness for creative
英语词汇学习策略(1)
1）根据同义关系猜测词义
例如：
(1) In order to discover who had a natural ability to learn languages, the students were given tests to determine their language aptitude.
jobs. Rote means ______.
a. creative
b. mechanical
c. fondness
(2) It is better to be reflective about problems than to be
thoughtless. Reflective means _______.
and sat down on the settee. (3) Look! There’s a big fly on the
window.
英语词汇学习策略(1)
4) 根据段落或篇章的上下文来猜测词义 在理解段落或篇章的大环境时，根据文章中 的各种关系，读者可能会发现猜测词义的 另一些线索，从而推断出生词的大意。
Zip means
a. cinema. b. photography. c. television. d. telephone.
英语词汇学习策略(1)
5)利用构词线索猜测词义 （1）根据前缀来猜测和推测词义： 例如：
Read the following sentences， and guess the meaning of the italicized words.
a. thoughtful b. uncaring
c. problem
(3) Today’s teenagers seem to be more liberal in their ideas than their conservative grandparents. Conservative means ________.
3、应该学习哪些词汇？ 一般的学习者和初学英语的学习者，中学生 应该将精力和时间投入到那些频率更高的词 汇的学习上。 那么什么是使用频率高的词？什么是使用频 率低的词呢？
英语词汇学习策略(1)
总的来说，我们可以把英语词汇分为两类：
1）积极词汇：active vocabulary又泽：主动性词 汇
a. free-thinking b. traditional
c. old
英语词汇学习策略(1)
3)根据整个句子的意思猜测词义 例如： (1)She loves music: she can play the
guitar, the piano and the cello. (2) He walked into the sitting-room
At this time of year the Weather is often
.
英语词汇学习策略(1)
sunny and quite warm; the countryside looks very green, and there are wild flowers everywhere.
英语词汇学习策略(1)
Active Passive
Active weather cloud spring sunny (snow?) (ice?)
Passive varied temperature average season countryside (snow?)
英语词汇学习策略(1)
4、词汇应该学习到什么程度？ 对于英语学习者来说，确定目标词汇的范围之后， 还应该考虑词汇应该掌握到什么程度。过去的英 语教学大纲把词汇分为“掌握“和“理解”两类。 所以，中学英语教材中经常在单词表上标注出 “四会”、“三会”、“两会”等标准来决定词 汇学习和掌握的程度。 其实，这种标准只有一定的合理性，并不完全合 理。教育部于2001年指定的《全日制义务教育、 普通高级中学英语课程标准》（实验稿已经不再 使用“掌握“和“理解”这样的术语来规定词汇 学习的程度了。
(2) The job applicant sat in the personnel office and filled out a vita. When she finished the resume, she gave it to the secretary.
(3) Tom answered quickly. But after he
英语词汇学习策略(1)
2）消极词汇：(passive vocabulary) 又泽：应 接性词汇
“Words which we want students to understand (e.g. when reading a text), but which they will not need to use themselves. We call this passive vocabulary. To save time, it is often best to present it quite quickly, with a simple example. If it appears as part of a text or dialogue, we can often leave students to guess the word from the context.”