Magazine pictures（图片） Props（实物道具） Toys (玩具) Classroom objects（教室内 物品） Slides（幻灯片） Gestures（手势，肢体语言）
good, excellent
表示周围事物的table, chair等
red, yellow, blue, black, white, green, purple
T: Did you enjoy yourself on the National Day? S: Yes! T: What did you do on National Day? S: My father took me to Beijing and that is the first time I traveled by plane！ It’s very, very… T: Is it very exciting and pleasant? S: Yes, yes, it’s very exciting and pleasant.
1 )含有相同的发音 shirt skirt red dress
June July chicken fish
2）单词同音异形 see sea ； meat meet； son sun
3）合成词： schoolbag policeman
football homework
classroom blackboard
b) Clock face （1-12，数字教学）
c) Blackboard （月份，星期，按顺序写在黑板）
Communication
通过交际教词汇，把词汇教学融入日常交际之中。 能加深印象，交际对话中学会的词汇能立即运用，且 表达准确。 将词汇放在一定的语境里教，使学生能更好地掌 握单词的词义、词类和习惯用语及固定搭配。
context
grouping
Direct vision
paraphrase comparison
translation
ordering
communication
Game
游戏是操练、巩固词汇的有效方法，必须有正确的语 言输入做前提和保障。
Intuitive Method
直观教学是采用如图片、 实物、玩具、幻灯片、多媒 体等一系列辅助教具及手势、 动作、表情开展的手段，对 于一些表示具体事物的名词、 表示具体动作的动词、表示 情感的动词及形容词一般可 采用直观教学。
Apple, apple, apple pie.
______, pear, _____ pie.
______, _____, _____ pie. ______, _____, _____, ______.
pizza
pizza
pizza
pizza
pizza
pizza
I love you!
ppiizzzzaa, pizza,
without vocabulary, nothing can be conveyed. ”
Discussion
How to teach?
What would be taught?
List out the framework of words teaching?
Show some methods of words teaching.
1 finger=1 time 2 fingers=3 times 4 fingers=2 times
● 2.Take a deep breath:
教师和学生均深呼吸一口气，看看谁一 口气说的次数多（输入游戏）
● 3.Trick or belief: 陷阱游戏形式多样 （输入和输出游戏） ● point and reading ● actions and reading ● change fingers and reading ● monster cards and reading
Using the native language
Speak English as possible, speak Chinese as necessary.
Direct use of the native language: 电，远足 Indirect use of the native language: gesture Symbols : simple drawings
4）转换词：(词性发生了改变)
teach------teacher play---player
rain—rainy
tooth---toothache
Paraphrase (using known words)
用熟悉的词汇解释生词。 （高年级使用较多）
(1) holiday: We don’t need to work. It’s time for rest. (2) afternoon: between 12:00 and 6:00 in the daytime. (3) different: not the same (4) parents: father and mother
Serial Method
小学词汇中有很多词是以连续的 形式出现的。 Students readily memorize the series, but they then have difficulty in using the words out of sequence.
a) Flash cards (一周几天，缩写，不断变换）
I love to eat.
How is the pizza? The pizza is ____ .
Make a chant:
Cake_____, cake_____, Cake ,cake ,I love you. Cake _____,I love to eat.
Vocabulary Teaching Methods
Comparison
将词汇进行对比教学 ⑴ 反义词对比 long—short east—difficult cheap— expensive
⑵ 动词对比： “看”: watch TV ,see a movie ，read a book “看朋友”可以说to see a friend；to visit a friend，而不说watch a friend
Teaching Procedure 小学英语词汇教学的框架
Procedure
Phase 1
Warm up
Phase 2
Present ation
Phase 3 Phase 4 Phase 5
Practice
Commun ication
Extensi on
Kk ittyen
duck but
p u_ p p y
小学英语词汇教学游戏
Look and match
GAMES
Listen and point
The odd one out
Tape recorder
Put the words into the box
课堂游戏汇总
小学英语教学技能训练
1.Magic Fingers: 教师伸出几个手指头，学 生就说几遍；此游戏适用于操练单词和较短 的句子。（输入游戏） 游戏变化：
低年级段要求
1.将单词和相应的实物或概念联系起来。 2.掌握正确的读音和拼写。 3.以适当的形式运用它。
高年级段要求
1.知道单词的正确搭配形式。
如：play football , play basketball, play the piano, play the guitar.
2.了解词的构成以及词性如：合成词
football分开讲解。
ቤተ መጻሕፍቲ ባይዱ
高年级段要求
3.弄清同义、反义关系以及近义词的区 别和联系。
例如：
反义词：answer 与 ask ，cold 与 hot 同义词： game, match ( 比赛, 竞赛 ) 近义词：cap ( hat ) eraser ( rubber )
table ( desk ) near ( next to)
4. 能灵活运用于对话或写作中。
Content of Vocabulary
教常用词汇，并不断丰富词汇 教理解词义，掌握词的发音和拼写 教在听说读写各技能中正确运用词汇
Pronunciation and stress
Spelling and grammatical properties Meaning Use
双写 + ing
Teaching Vocabulary in Context
1. 推测上下文中的词义能帮 助学生发展学习策略，随 着学习的深入，自主学习， 形成语言学习能力 。
2. 系统地感知语段中的词汇， 能明确词汇在交际中的作 用。
3. 上下文能让学生明确怎样 在真实情景中运用词汇。
The same word can have various meanings in different contexts. To convey the meaning of a new word exactly, it is better to present the word in the sentence or in the text.
Teaching Vocabulary
小学英语教学技能训练
Importance
Content and aim Procedures Methods
Task
Video (示范)
Importance of Vocabulary Teaching
学生的词汇量越大，对语言输入内容的理解 能力就越强，输出语言材料时质量就越高。
Teaching Aims 词汇教学目标