Word formation 英语构词法课件一、教学内容二、教学目标1. 理解词根、词缀的概念，掌握常见的词缀及其意义；2. 学会运用词根、词缀进行词汇推导，扩大词汇量；3. 提高英语阅读、写作能力，增强语言运用技巧。
三、教学难点与重点难点：1. 常见词缀的识别与应用；2. 词汇推导过程中的逻辑思维。
重点：1. 词根、词缀的概念及其作用；2. 英语构词法的实际应用。
四、教具与学具准备1. PPT课件：包含词根、词缀的例词、图片等；2. 教学黑板：用于板书；3. 学生笔记本：记录重要知识点；4. 词汇卡片：用于随堂练习。
五、教学过程1. 导入：通过展示一组具有相同词根的单词，引导学生发现词根、词缀在词汇学习中的作用；2. 讲解：详细讲解词根、词缀的概念、常见词缀及其意义；3. 例题讲解：分析典型例题，展示如何运用词根、词缀推导词汇；4. 随堂练习：学生根据所学知识，尝试推导新词汇；6. 作业布置：布置课后作业，巩固所学知识。
六、板书设计1. 板书Word Formation English wordbuilding methods2. 主要内容：词根、词缀的概念；常见前缀、后缀及其意义；词汇推导方法；实例展示。
七、作业设计1. 作业题目：b. 根据所学词根、词缀，推导出5个新词汇，并给出简要解释。
2. 答案：Happy → Unhappy（前缀“un”表示否定）Do → Undo（前缀“un”表示否定）Bind → Unbind（前缀“un”表示否定）Cover → Uncover（前缀“un”表示否定）八、课后反思及拓展延伸拓展延伸：引导学生关注其他语言中的构词法，如法语、德语等，了解不同语言之间的构词特点，提高跨文化交际能力。
重点和难点解析1. 教学难点与重点的识别；2. 教学过程中的例题讲解；3. 作业设计中的词汇推导；4. 课后反思及拓展延伸的实践应用。
一、教学难点与重点的识别在英语构词法的教学中，识别并明确难点和重点是至关重要的。
Lecture 5讲授题目：Word Formation Ⅰ❖所属章节：《现代英语词汇学概论》之第3章❖计划学时：4 periods❖教学方法：传统讲授法❖参考资料：《英语词汇学教程》、《英语词汇学》❖教学目的和要求：通过本单元的学习，学生对英语的构词法有初步了解，尤其是产出新词最多的三种主要构词法：词缀法、复合法、转类法。
❖教学重点：1) Affixation;2) Compounding;3) Conversion.❖教学难点：The above-mentioned word-formations.The expansion of vocabulary in modern English depends chiefly on word-formation. There is a variety of means being at work now. The most productive are affixation, compounding and conversion.According to Pyles and Algeo (1982), words produced through affixation constitute 30% to 40% of the total number of new words; compounding yields 28% to 30% of all the new words; conversion gives us 26% of the new vocabulary. The rest of new words come form shortening including clipping andacronymy, amounting to 8% to 10%, together with 1% to 5% of words born out of blending and other means.Talking about word-forming patterns means dealing with rules. But a rule of word-formation usually differs from a syntactic rule. Not all the words that are produced by applying the rule are acceptable. For example, the existence of the actual English words unclean, unwise, unfair does not ensure the acceptance of unsad, unexcellent.Therefore, rules themselves are not fixed but undergo changes to a certain extent. For example, the Old English –th which is found in warmth, length, depth, width, derived from adjectives warm, long, deep, wide,but broad is no longer used to form new word broadth (※coolth)---(Quirk, et al 1985).By word-formation processes, we concentrate on productive or marginally productive rules. While applying the rules, we should remember that there are always exceptions.(在构词过程中，我们要注意到活跃性和边缘性问题。
