英语词汇学课件 Unit 12

2024年高二英语Unit12构词法课件新课标人教通用一、教学内容二、教学目标1. 掌握构词法的基本概念，了解前缀、后缀、词根的分类及作用；2. 学会运用构词法知识分析、理解和记忆英语词汇；3. 提高学生的词汇运用能力，使他们在实际语境中能灵活运用所学构词法知识。

三、教学难点与重点教学难点：词缀的分类、作用及例词辨析。

教学重点：构词法在实际语境中的应用。

四、教具与学具准备教具：PPT课件、黑板、粉笔学具：教材、笔记本、词典五、教学过程1. 导入：通过展示一组带有词缀的单词，引发学生对构词法的好奇心，进而引入新课。

2. 讲解：详细讲解词缀的分类、作用及例词，结合教材第35章内容，让学生对构词法有更深入的了解。

a. 前缀：改变词义，如un, re等；b. 后缀：改变词性，如ness, ful等；c. 词根：构成基本词汇，如act, love等。

3. 实践：给出一些单词，让学生分析其词缀，并尝试运用构词法知识记忆单词。

4. 例题讲解：挑选教材中的典型例题，进行讲解和示范。

5. 随堂练习：让学生完成教材第35章的练习题，巩固所学知识。

6. 小组讨论：分组讨论构词法在实际语境中的应用，提高学生的词汇运用能力。

六、板书设计1. 构词法基本概念；2. 前缀、后缀、词根分类及作用；3. 常见词缀例词；4. 构词法在实际语境中的应用。

七、作业设计a. unhappyb. kindnessc. rewatchd. joyfulness2. 答案：a. 词性：形容词；词义：不快乐的b. 词性：名词；词义：善良c. 词性：动词；词义：重新观看d. 词性：形容词；词义：快乐的八、课后反思及拓展延伸1. 反思：本节课学生对构词法的基本概念和分类掌握较好，但在实际运用中还存在一定的困难，需要在今后的教学中加强练习。

2. 拓展延伸：鼓励学生在课后阅读中注意观察和积累带有词缀的单词，提高词汇量。

同时，推荐一些关于构词法的课外读物，帮助学生拓宽知识面。

③形容词+动词
safeguard
⑷.合成副词
①副词+副词 ②代词+副词
③ 副词+名词 ④形容 downstairs anyway
⑸.合成代词
some ,any, no可以与-thing, -one, -body 合 成代词.
如: anybody , something
Conversion
转化: 是由一词类转化为另一词类
⑴动词转化为名词 E.g. We paid a visit to the park yesterday.
注意: 英语中常用 give, take, have, make 等词构成这 一类词组,表示一个动作. 如: give a shout , give a kick; take a seat, take a bath; have a swim, have a smoke; make a bet, make a decision
4. 形容词转化为副词
E.g. How long is the line? (adj) How long have you lived in China? (adv)
5. 形容词转化为名词 E.g. There is something wrong with the car.
He didn’t know the difference between right and wrong .(n.)
⑤形容词(数词)+名词/分词 left-hand , good-looking
⑥副词+分词/形容词 ⑦动词+副词 ⑧ 介词+名词
hard-working ,ever-green tree see-through downhill

Secondly, the word order cannot be inverted or changed. For example, by twos and threes and tit for tat are not to be turned into by threes and twos and tat for tit. Similarly, the lion’s share is not to be replaced by the share of the lion though it is a common practice in free phrases.

Many idioms are grammatically wrong, but idiomatically accepted.


Long time no see. Like cures like. Go great guns.
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First, the constituents of idioms cannot be replaced. Take in a brown study for example. Used as a free phrase, we can say in a brown (red, green, white, etc.) study or in a brown study (room, den, hall, studio, cell, etc.). However, as an idiom to mean „deep in thought‟, the structure is fixed.
Translations
Origin of English Idioms

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1) Old English
族
古英语
vocabulary(450—1150 AD公元)
日耳曼语
After Romans罗马, 3 Germanic tribes called Angles , Saxons and Jutes controlled England. Their language—Anglo-Saxon also dominated 支 配 the land. Common practice : combine 2 native words to create new words. It was a highly inflected language with about 50000-60000 words.
3) Modern English 近代英语(1500---now) 2 sub-periods 子周期can be divided: a. Early Modern English (15001700) Because of the Renaissance , many Latin and Greek words entered English and English began to have a Latinate flavor拉丁味.
• C. Productivity衍生(can form new words) • D. Polysemy 一 词 多 义 (various meanings, “book”; “man”: to man a dove) • E. Collocability搭配( form idioms方 言, proverbs谚语)
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