2013年9月9日 星期一

學習方法2:教科書.

如果清單的生字之間沒有聯繫那教科書(coursebook)便相反將在相同詞義範疇(same lexical set)的生字展示。

介紹同一個詞義範疇的生字的好處是它符合我們大腦記生字的方法大腦以兩種方法分類詞彙,一是以字的形態分類例如記appleape都是a字頭的字一是以字的意思分類例如將apple, orange, banana歸類為水果來記但主要都是以意思來分類因此教科書以同一類詞義範疇來展示生字符合大腦分類詞彙的方法。

例如一本中二的教科書一課教家居詞彙在家務(household chores)的題目下介紹了一系列家務都是以一個動詞配一個名詞來展現:clean the windows, vacuum the carpets, wash the dishes, iron the clothes, mow the lawn, make the beds, mop the floors. 以上這些動詞配名詞都屬於相同詞義範疇我們用類別字(hyponym, fruit)和類別(superordinate, banana)來代表兩者的關係。

但是研究顯示語言學習者對於同一個lexical set的字很容易混淆例如上述的家務學生可能記錯wash the windows, clean the floors,因為實在太相似了所以最好是採用折衷辦法學一些主題上有聯繫(thematically linked)但不是太相似的字例如介紹家居用語除了介紹家務生字外也學不同房間的傢俬等。

無論如何最重要是跟進練習(follow-up practice),可用單獨練習或雙人訪問對方總之要令學生循環再用(recycle)那些生字和盡量作出在生字之間決定。

不過這只是教科書裡的獨立的生字介紹部份 (segregated vocabulary part)。教科書最常用學習生字的方法閱讀理解 (reading comprehension)。

第三個教科書教生字的方法是透過指引(instruction)學到的生字例如與文法有關的生字, verb, noun, relative clause它們也稱為超語言(metalanguage)。

學字方法1: 詞彙清單

所謂詞彙清單有點似學校老師給的默書範圍老師給學生一些生字教學生讀音解釋字的意思但這些字之間可能沒有什麼聯繫。

 老師可跟學生進行以下活動當溫習:

1. 叫學生從清單中選擇10個字並抄低, 老師亦選擇10個字來讀看看誰選了最多數目跟老師一樣的生字這個遊戲叫BINGO。

2. 叫學生用這些字作句。

3. 難度高一點叫學生用這些字作一個故事。

4. 分組每次每組找一代表出來老師講中文解釋兩組鬥快串字。

5. 分組每次每組找一代表出來老師在POWERPOINT 展示跟詞彙有關的圖畫兩組鬥快串字。

關於字典2: 一個學英文的人會懂多少英文字?

一個學英文的人應懂多少英文字?一個鬼佬比一個英文好的中國人會否識差不多一樣多的生字?

據研究,一個受過教育的鬼佬識約2萬個字,或更貼切地說,2萬個「字根」(例如, 他懂play, 也會識playing,played, player)。而一個普通的第二語言學習者,學了多年英文可能只識約5000字。即是鬼佬比一個讀完大學的香港人識多4倍多生字

當然鬼佬識2萬字比起字典收錄的總少很多。朗文字典(Longman Dictionary of Contemporary English)收錄約8萬個字牛津字典(Oxford English Dictionary)更說自己收錄了50萬字

為什麼鬼佬識咁多生字

當然不是因為鬼佬本身叻一個在外國土生土長的人也可學到那麼4萬個生字。因為他們生活在一個經常使用英文的環境。讀得多聽得多說得多,甚至寫得多,因此,他們一年在生活裡學到的生字,一個如香港的學生般只在班房上,書本上學生字的第二語言學習者需要多18年才學到。

所以以前當香港仍是殖民地時,學校又不是規定用母語學習時,學生的英文整體上是好些,識的生字是多些。現在回歸祖國電視政府都用少了英文,學校又逼學生用中文學生物地理化學,學生識的生字又怎會多呢?

因此中文中學的學生若不勤力點看英文書、英文報紙,英文詞彙很可能連5000字都沒有。

關於字典1:定義性詞彙.

究竟學英文最少要識幾多生字?一個說法是2000為何是2000因為一個西人在生活裡主要用2000識了這2000基本上能讀大部分的英文文本九成的生字。

更加有人說100個英文字其實已經能讀懂大部分文本五成的生字100個字大部分都是所謂的文法字(grammar word),不是內容字(content word)。 例如: a, an, the.

那所謂的2000字是怎樣出現呢?當然那是計算過的西人使用頻率最高的2000個字朗文字典自1935開始計算這最常用的2000並且使用這2000來解釋字典的其他字因此這2000字又叫定義性生字(Defining Vocabulary),因為其他字都需要這2000字來定義。

其實識這2000字不太難一般中三以上比較好的英中學生都一定懂拿以O字開頭的字來舉例2000字裡頭O字頭的包括:o'clock, obedience, obedient, obey, object, obtain, occasion, ocean, odd, of, off, offend, offense, offensive, offer, office,officer,official,often,oil,old,old fashioned,on,once,one,oneself,onion,only,open,operate,operation,opinion,opponent,oppose,opposite,opposition,or,orange,order,ordinary,organ,organization,origin,other,otherwise,ought,our,ours,ourselves,out,outdoor,outdoors,outer,outside,over,owe,owing to,own,oxygen.

是否都是不太難的生字而且有些字實在是一個字家族(word family)的家庭成員如「our家族」的成員有our ours,ourselves。香港學生中四的書閱讀理解的生字比這2000字多和深許多了雖然如此很多中文中學的學生連這2000字都不識。

另外定義性詞彙」當然不是朗文當代高級字典(Longman Dictionary of Contemporary English)的專利牛津高階字典(Oxford Advanced Learner's Dictionary)亦有它的「定義性詞彙」只是稱為「牛津3000(Oxford 3000 ),比起朗文的多1000它的網址有檢查功能只要打一段文字網頁可分析有多少字是屬於這「牛津3000從而辯別文字是屬於低級難度中級難度或高級難度。其網址是: http://oald8.oxfordlearnersdictionaries.com/oxford3000/oxford_3000_profiler.html

無論如何學英文由這20003000「定義性詞彙」學起

2012年12月22日 星期六

Topic: 2008 HKCEE Q2

Your School building is going to be pulled down as part of the redevelopment of the area. Write an article for your school magazine saying why you think this is or is not a good idea.

------------------------------------------------------------------------------------------------

plan:
1. intro- disagree to development
2. argument 1-historical builidng
3. argument 2-pollution
4. counter argu-
5. conclusion

vocabulary needed:


1.

2. heritage, collective memory,

3.

4. development,

2010年11月17日 星期三

ESL Activity Ideas

http://hubpages.com/hub/ESL-Activity-Ideas
Activity: Guessing game-describing people

Below are some celebrities. Who do you like?
1. Eason Chan
2.Andy Lau

3.Tony Leung
4.Jacky Chan
5.Joey Yung

6.Stephy Tang
7. Kay Tse
Kelly Chen

8. Kelly Chan

Your teacher wants you to play a guessing game. Before you start, read the instructions below.

Instructions:
1.Work in pairs.
Note sheet
 
2.Choose four people that you like from the pictures and write their numbers on the note sheet on the right. Don’t show your choices to your partner.
3.Take turns to describe the person you choose,using the words on p.2 of
 Unit 2, listening book.
4. The person with the most correct guesses is the winner.


Oval Callout: She has a ……You can begin like this:
Oval Callout: Kelly Chan!
colonials,communications,conversations,people,persons,talking
 



2010年11月14日 星期日

爛班要教也能教

爛班要教也能教

(2010年11月9日 星期二)

這是個破爛的班,每個學生背後都有一個令人不舒服的故事;天倫給他們的不是喜樂,而是苦悶和傷痛。學生不會準時上學回課室,也不會在老師進入課室前坐好,更不會把課本筆記拿出書桌面。

老師進入課室,只看見不同角落分別坐著零落落的三三兩兩,打機、打瞌睡、打情罵俏……老師開始講課後,陸續有學生零零星星的進入課室。他們的衣衫裙呔,很少合校規的標準。他們有些會輕佻地向老師打招呼示意,有些把老師當隱形人,視而不見。

「為甚麼要返學上課?」「如果有更好去的地方,你一定不會在學校看見我。」在精英教育年代,他們沒有條件讀書,只能夠做童工、街童、飛仔……。在普及教育年代,父母要送他們入學校,學校要接收他們,他們在學校「hea」──嬉「戲」和自暴自「棄」。「為甚麼讀書?我連為甚麼做人也不知道!父母為甚麼要生我出來受苦?」

教師有一百個理由解釋為甚麼在這個爛班無法提高教學質素,但只有一個理由他要想盡辦法教好他們──教育專業的責任和操守;就像醫生在急症室搶救瀕死病人,消防員要想盡辦法從火海中救出活人一樣。

只見老師由始至終保持和顏悅色,沒有辱罵,只有溫和的勸說。她能夠叫出每個學生的名字,盈盈、家輝、樂仔……。學生發脾氣,她輕聲安慰,學生沒有書簿文具,她都已有準備。老師準備了學生喜歡看的短片和學生能夠完成的工作紙,耐心引導他們學習有用的東西。

2010年11月8日 星期一

在薄弱學校教英語

在薄弱學校教英語

文章日期:2010年11月8日




















【明報專訊】這間薄弱學校的校長說,該校有位教初中英文科的老師,上課時全班學生都全神貫注,很少東張西望,沒有一個打瞌睡。校長邀請這位老師向全校同事及友校英文科老師分享教學心得,我要求旁聽,校長答允。
薄弱學校的英文科是淪陷區,英文堂是學生和教師的煉獄。有研究顯示,不少學生聽到看到英語便自動關閉接收系統,有部份甚至產生不安甚至憤怒的情緒;老師施教像老鼠拉,無從入手。這位老師有甚麼板斧?
她擱下課本,也不用《南華早報青年報》,這些教材距離該校學生太遙遠。她選用《虎報》給小學生閱讀的英文報,字大、量小、圖多,學生可望可即。每星期只買一份,不貪。她又用學生經常接觸到的廣告例如Pizza Hut、麥當勞的宣傳單張做英語教材,一份單張學幾個生字。還有,她緊貼時事,把學生近日常聽到的事件為工作紙的材料,例如菲律賓人質事件、劉曉波獲諾貝爾獎等。教材是學生熟悉的,工作紙是學生有能力完成的,伴隨這些教材,有圖片和視訊吸引學生興趣。
不少老師都只用出版社提供的教材和教具,但這些教材教具無法做到生活化和適合不同差異學生的效果。這位老師製作工作紙時,心中除了有課程、考試,還一定有學生;她明白學生的水平和口味,並且經常調整深淺程度和表達方式。在簡介會中看到的豐富教材,只是浮在水面的冰山,更重要的是未看見的教態,體諒學生的心,和收復淪陷區的頑強意志。
[陳漢森chs55255@hkstar.com]

Present and past participles

Grammar: Present and past participles
[Developing skills: Grammar and usage Set B Unit 17; Set A unit 19]

Notes:

1.      Participles are nouns/ adjectives/verbs before or after nouns.
e.g.   the stolen money
      the money stolen
         the falling star
        

or used as adjectives/adverbs/verbs at the beginning of a sentence.

   e.g. Hearing the news, he ran out of the school.     
       Punished by the teacher, she felt angry.

2.      There are __________ kinds of participles:

a.      Present participles

Present participles are ended with ______________.

e.g. interesting , boring

b.      Past participles

e.g. interested, bored, fallen

3.      Usage before or after nouns.

Present participles
Past participles
-to describe a ________________action

e.g. People are running out of the burning building.
-to describe a ____________ action

e.g. The victims looked sadly at their burnt house.
-for _______________actions

e.g. The lesson is boring.
-for ____________ actions

e.g. We are bored by the lessons.
4.      Usage before or after sentences

i.                    When one actions happens in the middle of another

e.g. He hurt his leg while he was playing basketball.

    
________________________________________________________________
    
ii.                  For one of two actions which happen at the same time

e.g. He was playing computer games and listening to the radio.
 


_________________________________________________________________

iii.                When there is causal relationship between two actions

He heard the doorbell, so he ran to open the door.
 


_________________________________________________________________
 
He was hit by another classmate, so he went to report to his class teacher.


________________________________________________________________

iv.                 We can use present prefect participle (having + ppt) to stress that the action is finished:

He brushed his teeth. He went to sleep.


_________________________________________________________________
   

    _________________________________________________________________


Exercise 1: fill in the blanks with present or past participles.
e.g. The police jumped to the (freeze) __frozen____ water to save the child.

1.      The book is (interest) ________________.

2.      My dad fell to sleep (watch) ______________ television.

3.      I felt (tire) _________________ after having PE lessons.

4.      That (amaze) ________________ TV series have won several awards.

5.      She gave us a (welcome) _______________ smile.

Ex.2 Alex and Clare are outside the cinema. Complete their conversation using the adjectives in the box.
Boring   exciting  exhausting   frightening    interesting    tiring
Bored   excited   exhausted   frightened     interested    tired

Alex: What an ________________ film! There was so much action. I loved all the car chases but I was really _________________ when the hero was killed by the bad guy. I couldn’t look!

Clare: I can’t believe you were _____________ by that film. I thought it was ________________ I was so _______ that I thought the trailer was more _________________ than the film!

Alex: That is a shame. I am of thinking of going for a coffee. Are you ___________?

Clare: Not really, thanks. I feel a bit _____________. I have had an __________________ week.

Alex: I am absolutely _____________ too. I never expected the uniform test to be so _________________.

Clare: Would you like to go to the cinema again next week? I have heard there is a really ______________ horror film on.

Alex: Sure! I love horror movies!
Ex 3: Combine the following pairs of sentences using present or past participles.
e.g. He felt tired. He took a rest.
   Feeling tired, he took a rest.

1.      She knew your liked the book. She bought it for you.
__________________________________________________________________

2.      My mother was worried about me. She called me.
__________________________________________________________________

3.      Mr. Lee was busy yesterday. He cancelled his appointment
__________________________________________________________________

4.      Wendy went to bed late last night. She felt tired today.
__________________________________________________________________

5.      Paul was bored with the TV programme. He turned off the TV.
__________________________________________________________________

6.      I found it difficult to do the job myself. I asked Tim for help.
__________________________________________________________________

7.      * Julie had already seen the movie. She did not want to go with us.
__________________________________

2010年11月4日 星期四

Longman activate JS1A unit 1

Unit 2 Family matters
Vocabulary checklist


p.24-25
verbs (動詞)
邀請 ____________ (present tense )
     ____________ ( past tense)
遇見 ____________ (present tense )
     ____________ ( past tense)
享受 ____________ (present tense )
     ____________ ( past tense)
   ____________ (present tense )
     ____________ ( past tense)
忘記 ____________ (present tense )
     ____________ ( past tense)
給予 ____________ (present tense )
     ____________ ( past tense)
看起來____________ (present tense )
     ____________ ( past tense)
發現 ____________ (present tense )
     ____________ ( past tense)
長大 ____________ (present tense )
     ____________ ( past tense)
主角____________ (present tense )
        ____________ ( past tense)
表演 ____________ (present tense )
     ____________ ( past tense)
   ____________ (present tense )
     ____________ ( past tense)
結婚____________ (present tense )
       ____________ ( past tense)
演出 ____________ (present tense )
     ____________ ( past tense)
成為 ____________ (present tense )
     ____________ ( past tense)
返回____________ (present tense )
     ____________ ( past tense)

 

發行 ____________ (present tense )
     ____________ ( past tense)

p.28
Nouns (名詞)
表兄弟姊妹 _________________
女兒 ________________
兒子________________
父親________________
母親________________
祖父________________
祖母________________
祖父母________________
叔伯________________
________________
________________
孫女________________

p.29
part of speech (詞性)

名詞________________
動詞________________
形容詞________________
副詞________________
代名詞________________