Unit 6 Vocabulary
第 6 单元词汇

【章节指导】

第六单元是词汇教学，与形态学联系紧密，可根据“Why-What-How”三大逻辑搭建框架。此部分为考试重点，需扎实掌握，部分内容 (如教学活动设计)无固定标准答案，学习时以理解逻辑和原则为主，阐述言之成理即可，不强求唯一表述.在舒白梅参考书上的最后部分basic issues中讨论的是关于教学方面的开放性问题，可自主阅读与思考，拓展批判性思维。

本单元内容以术语、简答题考查为主，考过一道简答题，核心知识点 (如原则、技巧)需重点记忆。本单元增加了胡壮麟书中的重点语言学术语，有许多相似术语，注意理解概念之间的区别与联系 (如区分“关系”和“词”的后缀)，拓展阅读可参考《星火语言学》C3形态学.

本单元对应徐泉 Unit3、舒白梅 C5、王蔷 Unit8、胡壮麟 C3、C5.

【Key questions】
【关键问题】

1. What are the goals of vocabulary teaching? 【了解】
1. 词汇教学的目标是什么？【了解】

2. What are the principles of vocabulary teaching? 【简答】
2. 词汇教学的原则是什么？【简答】

3. What are the activities/ techniques for presenting vocabulary items?【积累】
3. 词汇项目呈现的活动/技巧有哪些？【积累】

4. What are the activities/ techniques for practicing vocabulary items? 【积累】
4. 练习词汇项目有哪些活动/技巧？【积累】

5. What are the activities/ techniques for consolidating vocabulary? 【积累】
5. 巩固词汇的活动/技巧有哪些？【积累】

6. What are some useful ways of learning and memorizing vocabulary?/ How to enlarge students' vocabulary? 【简答】
6. 有哪些有用的学习和记忆词汇的方法？/ 如何扩大学生的词汇量？【简答】

7. What is incidental vocabulary learning? 【简答】
7. 什么是附带词汇学习？【简答】

【思维导图】

一. Why:
一、为什么：

i \ccalular) is the base fu rt the acquisition of a certain language.
i \ccalular）是习得某种语言的基础。

C English in said to have the largest vocabulary in the world.
C 英语据说拥有世界上最大的词汇量。

1. \ocabulary learning has always been one of the major problems to English learners in China.
1. \ocabulary 学习一直是中国英语学习者面临的主要问题之一。

二. What:
二、内容：

Knowing a word Intutes knowing its meaning, form, and use.
认识一个词 Intutes 知道它的含义、形式和用法。

(一) Meaning meaning can very according to style, dislect, register, time, province, status, modality(态) and singularity
（一）意义意义可以非常根据风格、类型、注册、时间、省份、地位、情态和奇异性

| Conceptual menting/ Denotation: it is concerned with the relationship benween a word and the thing:refers to.
|概念性提及/外延：它关注一个词和事物的关系：指。

refers to these words that we use to label things about real objects, such as a name or a sign. E. g. desk, its real meaning in the world
指我们用来标记真实物体的这些词，例如名称或标志。例如，书桌，它在世界上的真正含义

2. Connoutive meaning/ Connotation, means what is communicated by sirtue of what language refers to. It's the addinetal meaning that a word or a phrase has beyond its central meaning.
2. Connoutive meaning/Conmeanation，是指语言所指的 sirtue 所传达的内容。这是一个单词或短语超出其中心含义的附加含义。

eg. dug—— loyalty, friend. Bluc—— sadness.
例如。挖——忠诚，朋友。布鲁克——悲伤。

Werds can be categorized as having either positive, negative, or neutral connotation.
Werds 可以分为具有积极、消极或中性含义。

e g. the difference between politician and statoman is countative in that the former is derogatory while fie latter is commendatory.
例如，政治家和 statoman 之间的区别是计数性的，因为前者是贬义的，而后者是赞扬的。

3. Affective meaning
3. 情感意义

4. Appropriateness: it indicates whether a particular item is the appropriate one to use in a certain context or not Pragmatic competence kid. minor. child
4. 适当性：它表明某个特定项目是否适合在特定情况下使用实用能力孩子。次要。孩子

5. Meaning relationships/ sense relations:
5. 意义关系/意义关系：

1) Hyponymy:【2021复试】 it is a matter of class membership.
1）Hyponymy：【2021 复试】是阶级成员的问题。

Hyponyms: words which can be grouped together under the same superordinate concept.
下位词：可以在同一个上级概念下组合在一起的词。

Co-ordinates/ Co-bypoinyms: words that share the same level of specificity and belong to the same broader category(hypernym/ superordinate). They are" sibling terms" under a common parent category.
坐标/共指词：具有相同特异性水平并属于同一更广泛类别的单词（上位词/上位）。它们是共同父类别下的“兄弟术语”。

Super ordinates: words that represent broad, general categories which encompass more specific subordinate terms(hyponyms). They sit at a higher level in lexical hierarchies.
超纵坐标：代表广泛、一般类别的词，包括更具体的从属术语（下位词）。它们在词汇层次结构中处于更高级别。

c. g animal (supo ordinate) — — cow, dog, cat, pig, mouse
c. g 动物（supo 纵坐标） — — 牛、狗、猫、猪、老鼠

Mouse is a hyponym of animal.
老鼠是动物的下位词。

Cow. dog, pig are co-ordinates.
牛。狗、猪是坐标。

2) Synonymy【2017】: Synonyms
2） 同义词【2017】：同义词

Synonymy refers to the sameness or close similarity of meaning. Two or more words have the same meaning. Words that are close in meaning are called synonyms. But total synonymy is rure. The so-called synonyms are context dependent.
同义词是指含义的相同性或密切相似性。两个或多个单词具有相同的含义。含义接近的单词称为同义词。但完全的同义词是 rure。所谓的同义词是上下文依赖的。

≥ Dialcctal synonyms: words which have same conceptual meaning but used in different regional dialects.e. g., British English: autumn, lift A: fall, clevatorEnglish dialect: mother; Scottish dialect: mummy
≥ Dialcctal 同义词：具有相同概念含义但在不同地区方言中使用的单词。g.，英式英语：秋天，lift A：秋天，clevator 英语方言：mother;苏格兰方言：木乃伊

Collocational synonyms: words which have same conceptual meaning but differ in their collocations.e. g., accuse, charge, rebuke.. accuse of, charge with, rebuke for(take someone to court)
搭配同义词：具有相同概念含义但搭配不同的单词。g.，指责，指控，斥责..指控、指控、斥责（将某人告上法庭）

> Stylistic synonyms: words have same conceptual meaning but differ in style or dogree of formality.
> 文体同义词：单词具有相同的概念含义，但风格或形式不同。

Oldman, daddy, dad, father
老德曼，爸爸，爸爸，爸爸

Emotional synonyms: words have same conceptual meaning but differ in their emotive and evaluative meaning and express different emotions of the user.
情感同义词：词语具有相同的概念含义，但情感和评价含义不同，表达用户的不同情绪。

Semantic shades synonyms: words have same conceptual meaning but differ slightly in what they mean.
语义阴影同义词：单词具有相同的概念含义，但含义略有不同。

3) Antonymy: Antonyms
3） Antonymy：反义词

Antonymy refers to the oppositeness of meaning. Words that are opposite in meaning are called antonyms.
安东尼米指的是意义的对立面。含义相反的词称为反义词。

> Gradable antonyms: antonyms which differ in terms of degree. There is an intermediate ground between two antonyms. For example, something which is not good, is not necessarily bad. It maybe“so-so” or“average”.
> 可分级反义词：程度不同的反义词。两个反义词之间有一个中间地带。例如，不好的事情不一定是坏事。也许是“马马虎虎”或“一般”。

> Converse antonyms: reciprocal relation; buy-sell; lend and borrow
> 匡威反义词：互惠关系;买卖;借贷

> Complementary antonyms: dead-alive; female-male; married-single 要么死要么活
> 互补反义词：dead-alive;雌雄;已婚单身 要么死要么活

4) Homonymy: refers to a single word form (sound or spelling) has several different meanings which are not closely related.
4）同音异义：指单一词形（发音或拼写）具有几种不同含义，但关系不密切。

> Homophones: write/ right; for/ four
> 同音字：写/右;对于/四

Homographs: desert, desert; record, record
同形异义词：沙漠、沙漠;记录， 记录

> Complete homonyms: file means文件或锉刀 完全同音同形异义

5) Polysemy: a single word form may have several different but closely related meaning. E. g., head of a person, head of a pin, head of an organization;
5）多义性：单个词形可能有几种不同但密切相关的含义。例如，一个人的头、别针的头、一个组织的头;

6) Incompatibles: some of are closed systems, having a strictly limited number. Using one item from the set excludes all the others in the same system. e. g., spring, summer, autumn, winter
6） 不兼容：有些是封闭系统，数量严格限制。使用集合中的一个项目会排除同一系统中的所有其他项目。例如，春季、夏季、秋季、冬季

7) Part-whole relations: It defines how components integrate into larger systems. It underpins language, logic.and human cognition, enabling us to decompose and reconstruct complex ideas. e. g., face: forehead eyebrow, eyelash, nose
7） 部分-整体关系：它定义了组件如何集成到更大的系统中。它支撑着语言、逻辑和人类认知，使我们能够分解和重建复杂的想法。例如，面部：额头、眉毛、睫毛、鼻子

(二) Form: pronunciation, spelling, word grammar
（二）形式：发音、拼写、单词语法

1. Pronunciation and spelling:
1. 发音和拼写：

Teaching variations of the spelling. E. g., center and centre; organize and organise. Get a better acquisition of certain vocabulary items.
教授拼写的变化。例如，中心和中心;组织和组织。更好地获取某些词汇项目。

2. Word grammar:
2. 单词语法：

1) Regular and irregular forms:
1）规则和不规则形式：

The grammar of a new vocabulary item needs to be taught if this is not covered by general grammatical rules. For example, when a new verb is taught, in order to make students grasp the new item better, the teacher should note whether it is transitive【及物】 or intransitive【不及物】, whether it is used together with-ing form or infinitive【不定式】, etc.
如果一般语法规则未涵盖新词汇项的语法，则需要教授该语法。例如，在教授一个新动词时，为了让学生更好地掌握新项目，教师应该注意它是及物【及物】还是不及物【不及物】，是与 ing 形式一起使用还是不定式【不定式】等。

2) Word formation: help students guess the meaning of certain words and enable them to memorize vocabulary more efficiently and effectively.
2）构词：帮助学生猜测某些单词的含义，使他们能够更高效、更有效地记忆词汇。

> Lexeme:A family of words that differ only in their grammatical endings, such as the endings for number,case(格), tense, participle form. E. g., the lexeme buy has the form buy, buys, buying, bought.
> 词位：仅语法词尾不同的词族，例如数字、格、时态、分词形式的词尾。例如，词位 buy 的形式为 buys、buys、buying、buyht。

≥ Lexical item: A lexical item is any item that functions as a single meaning unit. E,g., for example, spill the beans(说漏嘴) a single word, a part of a word, or a chain of words that forms the basic elements of a language's vocabulary.
≥ 词汇项：词汇项是作为单个含义单元发挥作用的任何项。例如，例如，将构成语言词汇基本元素的单个单词、单词的一部分或单词链洒出来。

> Morpheme【语素】: the smallest unit of language that carry meaning.
> 语素：承载意义的最小语言单位。

> Allomorph【语素变体】: Those morphs that represent the same morpheme are called the allomorphs of the same morpheme. For example,
> 同种异形【语素变体】：那些代表同一语素的变体称为同一语素的同种异体。例如

which involves phonologically distinct variants of the same abstract morpheme in terms of meaning or grammatical function. E. g., intolerable, irregular, impossible, in, ir, im are all allomorphs; go变 went; e. g.,-s 表复数 plurality in desks, 表人称 person in speaks, 表格 case in girl's
它涉及同一抽象语素在含义或语法功能方面的语音学上不同的变体。例如，不可忍受的、不规则的、不可能的、in、ir、im 都是同异形体;去变去了;例如，-s 表复数 复数 在办公桌中，表人称 person in speaks，表格 case in girl's

◇Types of morphemes:
◇语素的种类：

> Free morpheme【自由词素】【2017】: it refers to those morphemes that can stand by themselves. E. g.,boy
> 自由语素【自由词素】【2017】：指那些可以独立存在的语素。例如，男孩

≥Bound morpheme【黏着词素】: it refers to those morphemes that cannot stand by themselves. They can only be attached to other morphemes. For example,-s in dogs, dis-in dislike.
≥绑定语素【黏着词素】：指那些不能自立的语素。它们只能附加到其他语素上。例如，狗的 -s，dis-in dis 喜欢。

Root【词根】【2017】: the base form of a word that cannot be further analyzed without destroying its meaning.
词根【词根】【2017】：一个词的基本形式，在不破坏其含义的情况下无法进一步分析。

> Stem【词干】: a root is combined with an extra bound morpheme, which can be either an independent word, or a base to which an extra bound morpheme can be added.
> 词干【词干】：词根与额外绑定语素组合，该语素可以是独立的单词，也可以是可以添加额外绑定语素的基数。

Root: construct stem: construction stem: constructional
根：构造茎：构造茎：构造

> Affix【词缀】【2023】:a bound morpheme that cannot serve as a root, if it precedes other morphemes in a word, it is a Prefix, and if it follows other morphemes, it is a Suffix【2017】.
> 词缀【词缀】【2023】：不能作为词根的绑定语素，如果在一个词中位于其他语素之前，则为前缀，如果在其他语素之后，则为后缀【2017】。

> Inflectional affixes【屈折词缀】: attached only when a word is used in a sentence, as this type of affixation is required by grammar. They don't change the category. E. g,-s,-ed,-ing,-er,-est... 表语法功能
> 屈折词缀【屈折词缀】：仅在句子中使用单词时才附加，因为语法需要这种类型的词缀。他们不会改变类别。例如，-s，-ed，-ing，-er，-est...表语法功能

> Derivational affixes【派生词缀】: more productive. when it is attached to a lexeme, it may involve the change of category范畴/类型. E. g.-ion, construct-construction; color-colorful
> 派生词缀【派生词缀】：更有成效。当它附加到词位时，可能涉及范畴/类型的类别变化。 例如离子，构造结构;彩色彩色

Major morphological processes:
主要形态过程：

Inflection: it does not give rise to a new lexeme, but only yields different word forms of the same lexeme through the addition of inflectional affixes such as number, person, case, tense, etc. E. g. foot-feet; star-stars; look-looked.
屈折变化：它不会产生新的词位，而只是通过添加屈折词缀（如数字、人称、大小写、时态等）产生同一词位的不同词形。例如脚脚;星辰;看。

Derivation/ Affixation【2017】: the process by which new words are formed by adding affixes to a root or base word, which changes the meaning or function of the word. It includes prefixation, suffixation, and even both. Good-goodness; construct-construction, possible-impossible
派生/词缀【2017】：通过在词根或词根上添加词缀来形成新词的过程，从而改变单词的含义或功能。它包括前缀、后缀，甚至两者兼而有之。善良;构造-构造，可能-不可能

Compounding: the combination of lexemes/ free morphemes,e. g. Blackmail(compound)
复合：词位/自由语素的组合，例如勒索（复合）

Bloomfield:
布卢姆菲尔德：

① Endocentric /ˌendəʊ'sentrIk/ compounds: it refers to a compound which has a center or a head word.e. g., Pain-killer, core meaning, eye-entertaining, self-control.
（1） 内心 /ˌendəʊ'sentrIk/ 复合词：指具有中心词或词头词的复合词，例如，止痛药、核心含义、娱乐眼球、自我控制。

② Exocentric /ˌeksəʊ'sentrIk/ compounds: it refers to a compound which has no center or head word.e. g., Playboy, runaway
（2） 外心 /ˌeksəʊ'sentrIk/ 复合词：指没有中心词或词头词的复合词，例如，花花公子，失控

① Attributive compounds: made of two lexemes, with one modifying the other; modifier+ head e. g., Windmill, bookstore
（1）定语复合词：由两个词位组成，一个修饰另一个;修饰符+头部，例如，风车、书店

② Coordinative compounds: the two sub-components are equal, without one modifying the other.e. g., Teacher-student
（2）配位化合物：两个子组分相等，一个不修饰另一个。g.，师生

③ Subordinative compounds: one of the sub-components is understood to be the argument of the other.e. g., Truck-driver, cigarette-smoking, can-opener
（3）从属化合物：其中一个子成分被理解为另一个子成分的论证。g.、卡车司机、抽烟、开罐器

Minor morphological processes:
次要形态过程：

> Conversion(n-v): also called zero or null derivation; categorization takes place without affixation. e. g.,have a swim, swim. Convert
> 转换（n-v）：也称为零或零推导;分类是在没有附加的情况下进行的。例如，游泳，游泳。转换

Coinage/ Invention: the introduction of a completely new word.
造币/发明：引入一个全新的词。

Borrowing: it means the words have been borrowed from other languages. Tea, Chinatown
借用：表示单词是从其他语言借来的。茶，唐人街

Acronyms: words creating by combing the first letters of the words of a phrase or a name. e. g. , AIDS(acquired immune deficiency syndrome)
首字母缩略词：通过梳理短语或名称单词的首字母来创建的单词。例如，艾滋病（获得性免疫缺陷综合症）

Initials/ Initialisms【2020】: words creating by combing the first letters of the words of a phrase or a name.E. g. WTO
首字母/首字母【2020】：通过梳理短语或名称单词的首字母来创建的单词。例如：WTO

区别: Initials differ from acronym in that whereas initials are read letter by letter, acronyms are pronounced as independent words.
区别：首字母缩略词与首字母缩略词的不同之处在于，首字母缩略词是逐个字母阅读的，而首字母缩略词是作为独立单词发音的。

Clipping: shortening of an existing longer word. E. g., laboratory-lab; Ad
剪辑：缩短现有较长的单词。例如，实验室实验室;广告

Blending:a process of combing parts of two lexemes which themselves are not morphemes such as brunch,motel.
混合：梳理两个词位的部分的过程，这些词位本身不是语素，例如 brunch，motel。

Backformation: the process of creating a new lexeme by removing actual or supposed affixes. E. g.Television—— Televise
反向形成：通过删除实际或假定的词缀来创建新词位的过程。例如：电视——电视

(三) Use: To help students know how to use the new item in an accurate, natural and standard manner.
（三）使用：帮助学生知道如何准确、自然、规范地使用新项目。

1. Collocation【2016】: words that co-occur with high frequency and have been accepted as ways for the use of words;a relationship observable between items when they are arranged in texts, spoken or written.e. g. It sounds natural to say make a decision, while odd to say come a decision.
1. 搭配【2016】：高频率共出现并已被接受为词语使用方式的词语;当项目排列在文本、口头或书面中时，它们之间可观察到的关系。g.说做出决定听起来很自然，而说做出决定听起来很奇怪。

2. Register: varieties of language defined by their topic and context of use, such as the language of medicine education, law, computer. A form of a language used for a particular purpose or in a particular social setting
2. 注册：根据其主题和使用上下文定义的语言种类，例如医学、教育、法律、计算机的语言。用于特定目的或特定社会环境的一种语言形式

3. Style: level of formality(slang, colloquialism; informal, neutral, formal, frozen), humorous, ironic, poetk literary, etc.
3、风格：形式程度（俚语、口语化、非正式、中性、正式、冻结）、幽默、讽刺、诗人文学等。

4. Dialect【2022】:a term used to describe differences in geographical variation.
4. 方言【2022】：用于描述地理差异差异的术语。

5. Idiom:a group of words whose meaning is different from the meanings of the individual words; the meaning of the whole cannot be deduced from an understanding of the parts:
5、成语：含义与单个词义不同的一组词;整体的意义不能从对部分的理解中推断出来：

An idiom is a form of expression that is particular to a certain person or group of people.
习语是特定于某个人或一群人特有的表达形式。

6. Multiple-word verbs/ phrasal verbs: a large number of English words consist of two, or sometimes three parts,e. g. look into, break down
6. 多词动词/短语动词：大量的英语单词由两部分或有时由三部分组成，例如：look into、break down

三、 How
三、如何

(一) Goal
（一）目标

1. Lexical competence: knowing a word involves knowing its meaning, its form and its use.
1. 词汇能力：了解一个单词涉及了解它的含义、形式和用法。

2. The central purpose:
2. 中心目的：

1) Be more aware of how native speakers and other proficiency speakers use the target language.
1） 更加了解母语人士和其他熟练人士如何使用目标语言。

2) Be more sensitive to differences in nuances and shades of meaning. 细微的差别和意思的深浅In a word, to make learners more discriminating of word meaning and word use.
2） 对含义的细微差别和深浅的差异更加敏感。细微的差别和意思的深浅，一句话，就是让学习者对词义和用词更加有辨别力。

(二) Principles
（二）原则

Preparation
制备

1. Choose vocabulary items that are suitable and necessary for teaching according to some factors:
1.根据一些因素选择适合教学和必要的词汇项目：

1) The frequency of their occurrences or how useful they could be in communication.
1） 它们出现的频率或它们在交流中的用处。

2) Need and level: Active vocabulary; passive yocabulary; need analysis
2）需求和水平：活跃词汇;被动性 yocabulary;需求分析

3) Cultural factors
3）文化因素

2. Select techniques that are appropriate at each stage of instruction.
2. 选择适合每个教学阶段的技术。

Presentation what/ how
演示内容/方式

1. Teach lexical items rather than individual words. Lexical item is family of words that differ only in their grammatical endings.
1. 教授词汇项目而不是单个单词。词汇项是仅语法词尾不同的词族。

2. Present new võcabulary in meaningful contexts and in an interesting and memorable way.
2. 在有意义的环境中以有趣和令人难忘的方式呈现新的 võcabulary。

3. Present new vocabulary in spoken form first and written form later. 考过判断
3. 先以口语形式呈现新词汇，然后以书面形式呈现。考过判断

Practice
实践

1. Expose students to new items frequently and help them guess out the meaning by making full use of the context in which those items occur. Guessing
1. 让学生经常接触新项目，并充分利用这些项目出现的上下文，帮助他们猜测其含义。猜

2. Practice should be stressed. To make it, teachers should design a great variety of appropriate activities for practice.
2、要强调实践。为了做到这一点，教师应该设计各种适当的练习活动。

3. Practicing activities should be organized from easy to difficult, from simple to complex.
3、实践活动要从易到难，从简单到复杂地组织起来。

4. Review often.
4. 经常复习。

Evaluation
评估

1. Check students' performance constantly.
1. 不断检查学生的表现。

2. Evaluate students' performances positively.
2. 积极评价学生的表现。

(三) Methods: The selection of methods is largely determined by the types and features of the vocabulary items we teach, the teaching targets and the level of students.
（三）方法：方法的选择很大程度上取决于我们所教授的词汇项目的类型和特点、教学对象和学生的水平。

● Presentation: we'd better present all the important aspects of the frequently used words, such as pronunciation, spelling, meaning, and use.
● 呈现：我们最好呈现常用单词的所有重要方面，例如发音、拼写、含义和用法。

1. Presenting pronunciation:
1. 呈现发音：

1) Tape-recorder or computer.
1） 录音机或电脑。

2) Teacher' voice: the teacher says words clearly and loudly.
2）老师的声音：老师说话清晰、响亮。

3) Blackboard
3） 黑板

2. Presenting spelling:
2. 呈现拼写：

1) Slides or flashcards; Blackboard.
1） 幻灯片或抽认卡;黑板。

2) Air-spelling and oral spelling: teacher air-spells the words while spelling orally.
2） 空拼和口头拼写：老师在口头拼写时空拼单词。

3. Presenting meaning:
3. 呈现含义：

1) Traditional way:
1）传统方式：

> Translation: it is useful when presenting difficult items.
> 翻译：在呈现困难的项目时很有用。

> Visual techniques: pictures, charts, slides, real objects, facial expressions, gestures, mime. E. g. jumping
> 视觉技术：图片、图表、幻灯片、真实物体、面部表情、手势、哑剧。例如跳跃

> Verbal techniques: simple sentences, give examples, definition, sense relations;
> 语言技巧：简单的句子，给出例子、定义、意义关系;

2) Student-centered way:
2）以学生为中心的方式：

> Contextual guesswork
> 上下文猜测

> Asking others
> 询问他人

> Using a dictionary
> 使用字典

4. Presenting usage:
4. 介绍用法：

> Giving examples:
> 举例：

∑Explaining how to use them, either in Chinese or in English.
∑用中文或英文解释如何使用它们。

● Practice
● 实践

1. Practice on pronunciation:参考上一章
1.发音练习：参考上一章

1) Mechanical practice on spelling:
1）拼写的机械练习：

> Imitation and repetition: The teacher can ask students to imitate and repeat the correct pronunciations presented by the teacher himself or audio devices like a tape-recorder or computer. This kind of practice can be done in chorus, in groups, in pairs, or individually.
> 模仿和重复：教师可以要求学生模仿并重复教师本人或录音机或计算机等音频设备呈现的正确发音。这种练习可以合唱、小组、结对或单独进行。

> C hants; Tongue twisters:
> C 汉茨;绕口令：

2) Meaningful practice:
2）有意义的练习：

> Role play; questioning and answering; blank filling
> 角色扮演;问答;空白填充

2. Practice on spelling:
2. 拼写练习：

1) Mechanical practice:
1）机械实践：

> Oral spelling and air-spelling: students are guided to spell the new word in the air and say the letter aloud along with the movements of their fingers.
> 口头拼写和空中拼写：引导学生在空中拼写新单词，并随着手指的动作大声说出字母。

> Copying and dictation: although they seem to be mechanical and boring, they are rather effective. And they can be done in class as classroom activities or after class as homework.
> 抄写和听写：虽然它们看起来机械而乏味，但它们相当有效。它们可以在课堂上作为课堂活动完成，也可以在课后作为家庭作业完成。

2) Meaningful practice on spelling: Games and activities 195 words
2） 有意义的拼写练习：游戏和活动 195 个单词

Word search puzzle:
单词搜索谜题：

It is a game which provides a list of words to be found which hide in the puzzle.
这是一款游戏，提供了隐藏在拼图中的单词列表。

> Crossword puzzle:填字游戏/纵横字游戏

It is a game in which words are fitted into a pattern of numbered squares / in answer to correspondingly numbered clues/ in such a way the words can be read across as well as down/ when the game is completed.
在这款游戏中，单词被放入编号方块的模式中/以相应编号的线索作为答案/这样，当游戏完成时，单词可以被阅读和向下阅读。

> Word riddle:
> 单词谜语：

They are riddles answered by a word. For example, the teacher can ask students“What starts with a T, ends with a T, and is full of T(tea)?” And students are to answer it as“T-E-A-P-O-T” by spelling the word orally.
它们是一个词来回答的谜语。例如，老师可以问学生“什么以 T 开头，以 T 结尾，充满 T（茶）？学生要通过口头拼写这个词来回答“T-E-A-P-O-T”。

→Chain spelling:魔法链
→链拼写：魔法链

The teacher starts the game with“jump, J-U-M-P”. And the students must present another word beginning with the ending letter of jump,i. e. “p”.
老师以“跳跃，J-U-M-P”开始游戏。学生必须展示另一个以跳跃结尾字母开头的单词，即“p”。

> Spelling race:
> 拼写竞赛：

The teacher divides the whole class into several groups and then each group chooses a representative. The teacher reads a list of words one after another. At the same time, the representatives are asked to write these words correctly on the blackboard. The first student to finish the spelling will get one point for the group.
老师将全班分成几组，然后每组选出一名代表。老师一个接一个地阅读单词列表。同时，要求代表们在黑板上正确地写下这些单词。第一个完成拼写的学生将获得该组一分。

3. Practice on meaning and usage/ Communicative practice:【2018简答】
3. 意义与用法练习/交际练习：【2018简答】

1) Putting words into simple commands: e. g. touch your nose, shake your hands. The Total PhysicalResponse Method.
1） 将单词转化为简单的命令：例如触摸鼻子、握手。Total PhysicalResponse 方法。

2) Making dialogues:e. g. Is this your book?
2）进行对话：例如。这是你的书吗？

3) Telling stories or making up short stories
3）讲故事或编短篇小说

4) Drawing pictures or describing pictures: listen and draw, draw and guess, see and describe, draw and describe;
4）画图或描写图：听画、画猜、看描写、画描写;

5) Interactive vocabulary games: guessing games, opinion-sharing games, information-gap activitiesAll in all, try to make students practice items through communication, especially by dealing with real problems in eal situations.
5）互动词汇游戏：猜谜游戏、意见分享游戏、信息差距活动总而言之，尽量让学生通过交流来练习项目，特别是通过处理现实情境中的实际问题。

Consolidation and checking: help retention of words in a long-term memory.
巩固和检查：帮助在长期记忆中保留单词。

Games: Word games or puzzles; Word bingo
游戏：文字游戏或拼图;单词宾果游戏

Creativity and imagination activities: Draw and describe; Guessing meaning from context
创造力和想象力活动：绘画和描述;从上下文中猜测含义

Exercise: Collocation exercise; Word distinction/ Spot the difference
运动：搭配练习;词语区分/找茬

Organize words effectively:
有效组织单词：

g word net-work; Grouping words/ categories; Find synonyms and antonyms; Use word series;
G 字网络;对单词/类别进行分组;查找同义词和反义词;使用单词系列;

Word-field/ word association/ brainstorming: give students a word, and then give them one minute to write down all the words they can think of which are connected with the given word.
词域/词联想/头脑风暴：给学生一个词，然后给他们一分钟的时间写下他们能想到的所有与给定词相关的词。

Implication: when teaching new vocabulary, we should begin by teaching the new items in context, but at a later stage learners should be given opportunities of dealing with the words out of context.
含义：在教授新词汇时，我们应该从上下文中教授新项目开始，但在后期阶段，应该给学习者断章取义处理单词的机会。

5. Others: Labelling; Using the internet resources for more ideas
5、其他：贴标;利用互联网资源获取更多想法

(四) Self-study strategies of vocabulary/ How to enlarge students’ vocabulary?283words
（四）词汇自学策略/如何扩大学生词汇量？283字

As the saying goes: Give a man a fish and you feed him for a day. Teach a man how to fish and you feed him for a lifetime. Due to limited class time, students cannot study all vocabulary in class. Teachers need to help students develop some strategies so that they can effectively acquire more vocabulary on their own.
俗话说：给人一条鱼，你养活他一天。教一个人如何钓鱼，你养活他一辈子。由于上课时间有限，学生无法在课堂上学习所有词汇。教师需要帮助学生制定一些策略，以便他们能够有效地自己获得更多的词汇量。

“组织情境练习管理策略工具复习语法”

1. Organizing vocabulary effectively.
1. 有效地组织词汇。

Grouping words in one way or another could help retention of words in long-term memory. Here are some grouping techniques, such as looking for synonyms or antonyms, using labels, using visuals, using personal category sheets, using an alphabetical index file.
以一种或另一种方式对单词进行分组可以帮助在长期记忆中保留单词。以下是一些分组技术，例如查找同义词或反义词、使用标签、使用视觉效果、使用个人类别表、使用按字母顺序排列的索引文件。

2. Taking contextualized practice.
2. 进行情境化练习。

Teachers should develop students’ ability of guessing meaning based on contextual clues as definition clues,synonyms and antonyms clues, example clues, and common-sense clues.
教师应培养学生以上下文线索为定义线索、同义词和反义词线索、例证线索和常识线索的含义猜测能力。

3. Managing strategy use.
3. 管理策略使用。

Teachers should guide and help students monitor and manage their own learning strategies so that they can make use of strategies most suitable for their learning,
教师应指导和帮助学生监控和管理自己的学习策略，以便他们能够使用最适合自己学习的策略，

4. Making full use of tools.
4、充分利用工具。

Dictionary or internet are helpful. Dictionaries provide learners a powerful analytical tool, not only for finding out meanings and checking spellings, but also for gaining insights into the grammatical aspects of the item in question.
字典或互联网很有帮助。词典为学习者提供了一个强大的分析工具，不仅可以找出含义和检查拼写，还可以深入了解相关项目的语法方面。

5. Learning word grammar rules.
5. 学习单词语法规则。

Get students practicing on knowledge of word formation such affication, inflection, compounding,conversion, blending, etc.
让学生练习构词知识，如亲和、词形变化、复合、转换、混合等。

6. Reviewing regularly.
6. 定期复习。

Learning is relative permanent but subject to forgetting. In order to keep vocabulary in long-term memory,students need review learned vocabulary on a regular basis.
学习是相对永久的，但容易被遗忘。为了将词汇量保持在长期记忆中，学生需要定期复习所学词汇。

All in all, the idea is to expose them to a variety of techniques and with guidance, they can be helped to discover which method best suite their own learning style, and then review vocabulary regularly.
总而言之，我们的想法是让他们接触各种技术，在指导下，可以帮助他们发现哪种方法最适合他们自己的学习风格，然后定期复习词汇。

(五) Incidental vocabulary learning: 187 words 习得
（五）附带词汇学习：187字习得

Vocabulary can be taught incidentally and intentionally. Incidental vocabulary learning is the learning that occurs when the mind is focused elsewhere, such as on understanding a text or using language for communicative purposes. A two-to-three-thousand-word is the minimum threshold. Learners benefit from it in especially two aspects:
词汇可以偶然和有意地教授。附带词汇学习是当大脑专注于其他地方时发生的学习，例如理解文本或将语言用于交流目的。两到三千字是最低门槛。学习者尤其在两个方面从中受益：

1. Getting multiple exposures. It is known that lacking of exposure is a common problem facing language learners.In this sense, incidental vocabulary learning is a good way to combat this problem, exposing students to
1. 获得多次曝光。众所周知，缺乏接触是语言学习者面临的常见问题。从这个意义上说，附带词汇学习是解决这个问题的好方法，让学生接触到

extensive reading, sometimes referred to as a“book flood” approach, in which reading is done consistently over a period of time. Students of different levels can adopt different types of exposure.
广泛阅读，有时被称为“书籍泛滥”方法，在一段时间内持续阅读。不同程度的学生可以采用不同类型的接触。

2. Developing independent vocabulary learning abilities. Incidental learning will be facilitated if learners use some vocabulary learning strategies, such as guessing meaning from context, keyword method,vocabulary notebook, etc. These strategies will undoubtedly encourage students’ independent learning by determining the meanings of the less frequent words they hear or read.
2. 培养独立的词汇学习能力。如果学习者使用一些词汇学习策略，例如从上下文中猜测含义、关键字方法、词汇笔记本等，则有助于附带学习。这些策略无疑将通过确定学生听到或阅读的不常见单词的含义来鼓励学生的独立学习。

All in all, the aim is to develop students’ ability of approaching independent learning by using a combination of extensive reading and self-study strategies.
总而言之，目的是通过结合广泛阅读和自学策略来培养学生进行独立学习的能力。

六、 Basic issues
六、基本问题

1. Metaphor【重要术语】:

1) Definition: it is a device for creating and extending meaning. It is a way of talking about one thing in term of another.
1）定义：它是创造和扩展意义的手段。这是一种用另一件事来谈论一件事的方式。

2) Reasons: making difficult concepts easier, serve as aesthetic/i:s'θetIk/ function.
2）原因：使困难的概念变得更容易，作为美学/i：s'θetIk/功能。

3) How: you construct it by analogy, from your linguistic knowledge of words involved and from pragmatic clues.
3）如何：你通过类比、对所涉及单词的语言知识和语用线索来构建它。

2. The relation of meaning and form.
2. 意义与形式的关系。

3. Whether to present words in or out of context: de-contextualize.去语境化
3. 是断章取义还是断章取义地呈现单词：去语境化

4. The use of translation.
4. 翻译的使用。

5. Whether to pre-teach vocabulary or not
5. 是否预教词汇

【本章真题】

I. Understanding of terminologies.
I. 对术语的理解。

1.【2016】 They are pairs or groups of words that co-occur with very high frequency, such as" interfere with". They are important in vocabulary learning to assist learners in committing these words to memory.
1.【2016】它们是以非常高的频率同时出现的成对或组词，例如“干扰”。它们在词汇学习中很重要，可以帮助学习者记住这些单词。

2.【2017】 Inflection is one of the two main processes of word formation, called morphosyntactic operation. What is the other process?
2.【2017】词形变化是词形成的两个主要过程之一，称为形态句法作。另一个过程是什么？

3.【2017】 It is a morpheme, a grammatical unit that can occur by itself. However, other morphemes,such as affixes can be attached to it.
3.【2017】它是一个语素，一个可以单独出现的语法单位。但是，其他语素，例如词缀可以附加到它上面。

4.【2017】 As a portion of a word, it carries the principle portion of meaning of the word in which it functions. For example, " establish" is a principle portion of" establishment". What is" establish" called?
4.【2017】作为单词的一部分，它承载着它所用词的主要含义部分。例如，“建立”是“建立”的主要部分。“建立”叫什么？

5.【2017】A collection of senses organized according to lexical category, conceptual extendedness or semantic similarity.
5.【2017】根据词汇类别、概念扩展性或语义相似性组织的意义集合。

6.【2017】 An affix that is attached to the end of a root or stem, for example,-ed is attached to the end of the stem walk to form the past tense verb walked.
6.【2017】附加在词根或词干末端的词缀，例如，-ed 附加在词干的末尾 walk 形成过去时动词 walked。

7.【2020】A set of letters containing the first letter of a group of words that is a name or phrase,e. g.,ELT (English Language Teaching).
7.【2020】一组字母，包含一组单词的第一个字母，即名称或短语，例如，ELT（英语语言教学）。

8.【2022】 The term refers to words or expressions, usually of a negative nature, that are considered offensive or embarrassing and that are discouraged in public usage.
8.【2022】该术语是指通常具有负面性质的、被认为具有冒犯性或令人尴尬且不鼓励在公共场合使用的词语或表达方式。

9.【2022】 The term refers to a speech variety used by a particular group of people, usually sharing the same occupation(e. g. doctors, lawyers) or the same interests (e. g. stamp collectors, baseball fans).
9.【2022年】该术语是指特定人群使用的言语种类，通常具有相同的职业（例如医生、律师）或相同的兴趣（例如集邮者、棒球迷）。

10.【2022】 The term refers to a speech variety differing in its pronunciation from other varieties. The variation may be due to regional factors, social factors or whether a speaker is a native speaker or not.
10.【2022】该术语是指发音与其他变体不同的语音变体。这种差异可能是由于地区因素、社会因素或说话者是否以母语为母语的人造成的。

11.【2023】 Affix
11.【2023】词缀

12.【2025】 Polysemy
12.【2025】多义

13.【2025】 Morpheme
13.【2025】语素

II. Questions and answers.
II. 问答。

1.【2018】 Is communicative practice necessary in senior high lexical teaching, why or why not?List at least three communicative activities for practicing meaning and usage in lexical teaching
1.【2018】高中词汇教学是否需要交际练习，为什么或为什么不？列出至少三个交际活动，以练习词汇教学中的意义和用法