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Lecture 10-《英语词汇学》第10章教案

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Lecture 10 讲授题目： Word Meaning and Context 所属章节：《现代英语词汇学概论》之第10章 计划学时：2 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，学生应对词义与语境，语境的种类和语境的作用有 较好学习掌握。  教学重点： 1) Types of context; 2) The role of context.

 教学难点： The role of context.

As most words have more than one meaning, it is often impossible to tell the meaning of a word before it is used in context. Context is very important for the understanding of word-meaning because the meaning is influenced immediately by the linguistic context, and in many cases by the whole speech situation as well. When a writer or speaker uses a word, she makes it ‘mean just what he chooses it to mean — neither more or less’. Without context, there is no way to determine the very sense of the word that the speaker intended to convey; whereas with context there is generally no danger of misinterpretation, for meaning lives in context and the context defines the meaning. 由于词义受语境的影响较大，语境在词义的理解上起到很大作用。当作者或说话者用词时，他/她要使这个词表达确定的意思。没有语境，就无法确定说话者想要表达的意思。有了语境，就没有了误解的危险。因为意义存在于语境之中，语境决定词义。本讲将讨论词义和语境的关系，以及语境是如何影响词义的。 This lecture will discuss the relationship between meaning and context and the way in which context affects the meaning of words.

1. Types of Context Context is used in different ways. In a narrow sense, it refers to the words, clauses, sentences in which a word appears. This is known as linguistic context which may cover a paragraph, a whole chapter and even the entire book. In a broad sense, it includes the physical situation as well. This is called extra-linguistic context, which embraces the people, time, place, and even the whole cultural background. ※ 语境的含义有多种。狭义地讲，语境是指一个词在词群、从句和句群出现的环境。这叫语言语境。语言语境可以包换一段、一章，甚至整个一本书。广义地讲，语境还包括物理环境。这叫非语言语境。非语言语境包括人物、时间、地点，甚至整个文化背景。

1).Extra-linguistic context / Non-linguistic context When we talk about context, we usually think of linguistic context, hardly aware of the non-linguistic situation, which can often exercise greater influence on the meaning of words than we realize. Brown and Yule (Discourse Analysis) Cambridge university Press. 1983：36 ) invented two situations to illustrate the effect of the extra-context on the meaning of the word quick. ① speaker: a young mother

 hearer: her mother-in-law (婆婆)

 place: park, by a duckpond (鸭池边)  time: sunny afternoon in September in 1962. They are watching the young mother’s two-year-old son chasing ducks and the father, was rather backward at this age. The young mother says: I do think Adam’s quick. ② speaker: a student  hearer: a group of students

 place: sitting around a coffee table in the refectory（食堂，餐厅）  time: evening in March 1980 John, one of the group, has just told a joke. Everyone laughs except Adam. Then Adam laughs. One of the students says: I do think Adam’s quick. In both cases, the speaker says that Adam is quick. It is clear, however, that the utterance in the contexts of situation would be taken to convey very different messages. In ①, Adam is compared-favorably with his father. Quick can be interpreted as meaning quick in developing. It is used in contrast to backward. In ②, ‘Adam’ is compared unfavorably with the group of other students. Therefore, quick must be interpreted as meaning ‘quick to understand the joke’. In this case, quick is used ironically to mean the opposite ‘slow’. The extra-linguistic context may extend to embrace the entire cultural background, which may also affect the meaning of words. ① Take the term trade union for example. In western countries, trade union is an ‘organization of worker, esp. in a particular trade or profession, formed to represent their interests and deal as a group with employer’. Against this cultural background, trade union have strong political overtones. The organizations, which are established purposefully in opposition to the management, struggling for shorter working hours, better working conditions and higher pay. In China, however, the term has quite a different meaning. It is simply an organization of masses under the leadership of the Chinese Communist Party in each working unit,

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冀教版八年级上册英语 Lesson 10 教案(教学设计)

冀教版八年级上册英语 Lesson 10 教案(教学设计)

Unit 2 My Favourite School SubjectLesson 10 Looking for Lisa1.能够掌握课标要求的“四会”词汇：rush,into,shout,quarter2.了解有关图书馆借书的一些表达法。

3.了解一些寻找人或物的句式。

1.掌握一些与寻找人或物有关的词汇：find,rush,look,watch2.激发学生兴趣,让学生学会介绍在图书馆借书的情况。

掌握以下重点句子：①The librarian helped me find some.②No noise,please!③Lisa and I are going to work on our basketball project together.④Have you looked in the gym?Step 1Lead－inLead in by discussing the following question：How do you borrow books from the library？Discuss in groups for three minutes.Then let some students present their answersin front of the class.Step 2ListeningListen to the tape and know about the main points of the dialogue.At the same time,fill in the blanks with the words you hear.1.Jenny has found some Chinese________in the library.2.Lisa and Danny are working on their________project.3.Lisa may be in the________.Finish the task in class in oral.Step 3ReadingRead the dialogue and answer the following questions：What does Bill have for the talk show？When will Danny meet Lisa？Where has Danny looked for Lisa？Read the dialogue and finish the task in class in oral.Step 4PracticeAsk the students to write a short passage to introduce how to borrow books from the library.Work in groups to finish the task.After a while,let some groups present their passages in front of the class.When the students are preparing,the teacher walks around the classroom to solve the problems that probably happen.Step 5Come to “Let’s Do It！”Read the lesson and finish Exercise 1 together.Write out the time of Exercise 2.Finish off Exercise 3 in “Let’s Do It！”.。

《Lesson 10》 导学案

《Lesson 10》 导学案

《Lesson 10》导学案一、学习目标1、掌握本节课的重点词汇和短语，如_____、＿____、＿____等。

2、理解并能够运用本节课的重点句型，如：“＿____” 、“＿____” 。

3、能够熟练阅读和理解与本节课主题相关的短文。

4、通过学习，提高英语语言的综合运用能力。

二、学习重难点1、重点重点词汇的拼写、发音和用法。

重点句型的结构和应用。

课文内容的理解和掌握。

2、难点某些词汇在特定语境中的灵活运用。

复杂句型的理解和翻译。

三、学习方法1、预习提前预习新单词，通过查字典了解其词性、词义和发音。

预习课文，尝试理解大致内容，标记出不理解的地方。

2、课堂学习认真听讲，积极参与课堂互动，回答老师的问题。

做好笔记，记录重点知识点和老师补充的内容。

跟随老师的思路，进行句型操练和对话练习。

3、复习课后及时复习所学内容，背诵重点单词和句型。

完成课后练习题，巩固所学知识。

多读多听英语材料，提高英语语感。

四、学习过程（一）词汇学习1、单词讲解＿____ ：词性为_____，意思是_____。

常见搭配有：＿____ 、＿____ 。

＿____ ：发音为_____，用作_____词，含义是_____。

例如：＿____ 。

……2、词汇练习给出一些单词的中文释义，让学生写出相应的英文单词。

用所给单词进行填空练习，巩固单词的用法。

（二）句型学习1、句型呈现展示重点句型，如：“＿____” 、“＿____” 。

2、句型讲解分析句型的结构和语法规则。

举例说明句型在不同语境中的运用。

3、句型操练让学生模仿例句进行造句练习。

开展小组活动，用所学句型进行对话交流。

（三）课文学习1、课文朗读教师领读课文，学生跟读，注意语音、语调。

学生自由朗读课文，教师巡视指导。

2、课文理解教师讲解课文的大意，帮助学生理解课文内容。

回答学生关于课文的疑问。

3、课文背诵让学生分段背诵课文，逐步完成整篇课文的背诵。

（四）拓展练习1、阅读理解提供一篇与本节课主题相关的短文，让学生阅读并回答问题。

初中英语新目标八年级上Unit10说课稿

初中英语新目标八年级上Unit10说课稿

初中英语新目标八年级上Unit 10 说课稿初中英语新目标八年级上Unit 10 说课稿作为一名教师，常常需要准备说课稿，编写说课稿是提高业务素质的有效途径。

那么大家知道正规的说课稿是怎么写的吗？以下是小编收集整理的初中英语新目标八年级上Unit 10 说课稿，希望对大家有所帮助。

尊敬的各位评委、各位老师：大家好!今天我所说的是人教版初中英语新目标八年级(上)Unit 10 I am going to be a basketball player.( Section A 1a to 2c)的内容。

下面我将从教材、教学重难点、教学目标、学法、教法、教学过程以及设计理念来说说本节课的教学设计。

首先，我想对本节教材进行一些分析：一、教材的结构与内容简析：本节内容在全书及单元的地位：本节课的内容属于初中英语新目标八年级(上)第十单元Section A的内容，其中心话题是学习用be going to谈论理想的职业。

它与七年级(下)Unit 4 I want to be an actor.有着密切的联系。

本课时的学习是为后面Section B及一般将来时的学习做铺垫，所以它在教材中起着承上启下的作用。

英语新课程标准强调：学习英语不仅是语言知识的学习，更重要的是要通过语言知识的学习促进语言实际运用的能力。

通过本节课的学习学生要能对be going to表示“将来”这一结构有一个基本的了解，并能初步运用这个结构进行交谈。

本着以《课程标准》为依据，吃透教材后，我是这样确立本课的重难点的：重点：目标词汇engineer、pilot 、computer programmer、professional、act、grow up及What are you going to be when you grow up? How are you going to do that?的目标语言;难点：be going to结构的基本用法。

Lecture1《英语词汇学》第一章教案

Lecture1《英语词汇学》第一章教案

Lecture1《英语词汇学》第一章教案Self IntroductionName: ZHENG JiaqinProfessional tile: Associate ProfessorAcademic degree: Bachelor?s degreeCellular phone: 135********E-mail:jiaqinzheng1966@/doc/9510006114.html, Ways of MarkingClassroom attendance20%Assignments 20%Final test60%Text Book:《现代英语词汇学概论》张韵斐主编,北京师范大学出版社，2004-10出版◆R eference books:1. 《现代英语词汇学》-新版(陆国强, 2002, 上海:上海外语教育出版社)2.《英语词汇学教程》（汪榕培，卢晓娟，1997,上海: 上海外语教育出版社）Leture 1讲授题目：1. A Brief Introduction to the Course---English Lexicology2. The Development ofEnglish Vocabulary所属章节：《现代英语词汇学概论》第1章计划学时：2 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，学生对英语词汇学的研究对象、性质、特点以及英语语言的发展进程等基本知识有了一定的了解。

IntroductionWhat is linguistics?Generally speaking, linguistics can be defined as the scientificstudy of language. To be more exact, linguistics studies the general principles upon which all human languages areconstructed and operate as systems of human communication.LEXICOLOGY1.The term lexicology contains two Greek morphemes: “lexikon”and “logie”; the former means “word or phrase”, while the latter “learning or the study of”.2. The literal meaning is the “science of the word”.3. It is the study of the signification/meaning and application/uses of words.4. Lexicology is a branch of linguistics inquiring into the origins and meanings of words ( WNWD-Webster?s New World Dictionary of the American Language ).THE FIVE SUB-BRANCHES OF LEXICOLOGY 1.Semantics: the study of the meanings of words and other parts of language.2.Etymology: studies the meanings, origin and history of individual words and their development.3. Historical lexicology: studies from a historical point of viewthe development of vocabulary4. Phraseology(成语学）: mainly deals with set expressionsand idioms.5. Lexicography: studies the writing and making ofdictionaries.English lexicologyEnglish lexicology deals with English words, their origin, meaning, morphological structures, semantic structures, sense relations , idioms, historical development, formation and usages.The Nature of English LexicologyEnglish lexicology is a theoretically-oriented course. It is chiefly concerned with the basic theories of words in general and of English words in particular. However, it is a practical course as well, for in the discussion, we shall inevitably deal with copious stocks of words and idioms, and many usages examples. Naturally, there will be a large quantity of practice involved.THE AIMS OF THIS COURSEOffer an insight into the origin and development of the Englishvocabulary.Give a systematic description of the English vocabulary.Discuss the problems of word-structure and word-formation Study the use of English words , their meanings and changes in meaning, their sense relations.THE SIGNIFICANCE OF THE COURSEDevelop your personal vocabulary and consciously increase your wordpower (active vocabulary).Understand word-meaning and organize, classify and store words moreeffectively.Raise your awareness of meaning and usages, use words more accurately and appropriately.Develop your skills and habits of analyzing and generalizinglinguisticphenomena in your learning experiences.Ultimately improve your receptive and productive skills in languageprocessing as well as language production.TWO APPROACHES TO THE STUDY OF ENGLISHLEXICOLOGYA synchronic approach is an approach to the study of a language at one period of time,A diachronic approach is an approach to the study of the change in a language that took place over a period of time.There are two approaches to the study of words, namely synchronic and diachronic. From a synchronic point of view, words can be studied at a point in time, disregarding whatever changes might be taking place. For example the word …wife? now means ……a married woman, esp. in relation to her husband??. This is the current meaning.It has an obsolete meaning …woman?, which is only preserved in midwife, housewife, Bathwife, etc. However if we take a diachronic perspective, we will consider the word historically, looking into its origin and changes in form and meaning. In this light, the word …wife? evolved from the old English … wif ?, meaning … woman?, but later it became specialized in the course of development to the modern meaning …a married woman?.TWO APPROACHES TO THE STUDY OF ENGLISHLEXICOLOGYModern linguistics is mainly synchronic, focusing on the present-day language (English words), but we need the diachronic approach as a supplement, for a knowledge ofhistorical development of the vocabulary will definitely be of great help to us in our language study.Questions and Tasks1. What is lexicology?2. What is the nature and scope of English lexicology?3. Why should a student of English study English lexicology?。