不知道大家在教学生或自己孩子英语单词的时候，有没有遇到以下这些让人头疼的情况：学生老读不准单词，学生的单词拼写老是出错，学生明白了单词读音和意思但是又不知道要怎么用。
针对以上这些情况，我们今天给大家分享十个能更有效教会学生英语单词的小帖士！
一
词语配对法
对初学者来说，最简单的配对方法就是直接告诉学生这个词的中文解释，但问题是，很多时候，一个英文的单词和另一个看似能够配对的中文词汇并不能完全划上等号。
如果一直用这样的方法，学生的语言能力最终会受限于错误的英汉配对，难以提高。所以除了简单粗暴的英汉配对，我们还可以使用图画、实物、动作、英文释义等方式，让学生对新单词在英文语境下的含义有更准确的理解。
二
探索词汇基本意义
英语中很多词都属于一词多义，在教学的时候，有必要对重点词汇的多个词义进行有逻辑的梳理。先教会它的基本义，然后分析其他含义和这个基本义的联系。
这个过程最好是引导学生自己来完成，而不是教师一味地灌输自己的想法。印象才会更深刻。
三
构词法原则
学习一个词的时候，如果能一并学习它相关的派生词，其实就相当于按照构词法的原则提供了一个组织信息的线索。
当然，补充相关派生词的时候要注意参照真题考点，不然浪费师生双方的精力。
四
词语序列教学
指的是和这个词同属一个话题的词汇或其他相关的搭配词汇。这一点主要是从词汇使用的角度出发。教授相关词汇，可以让学生遇到含有这些词的语篇时，更容易理解。
五
Visual techniques
单词可视化技术
Teaching vocabulary can become easier with the use of cards with pictures, diagrams，actions and liberal colour coding for grammatical clarity.
通过使用闪卡、图表、动作以及可以展示不同语法成分的颜色标记，词汇教学将能变得更加简单。
(闪卡）
（颜色标记不同语法部分）
六
Prefixes and suffixes
前缀与后缀
Prefixes can make a word negative, for example, adding ‘un-’, ‘a-‘ or ‘dis-’. These inflections are vital for students’ understanding of words and can increase their vocabulary substantially simply by inflecting words they already know.
Suffixes work in this same vocabulary enhancing way, by adding endings such as ‘ing’, ‘less’ and ‘ly’.
Teaching the prefixes and suffixes appropriate to new vocabulary can help students to guess what a new word might mean by reference to words they already know. In this way, prefixes and suffixes can help to introduce new words easily.
For example, knowledge of the word ‘care’ can help a student to guess the meaning of the word ‘careless’.
当小朋友们学习新词汇的时候，新词汇里面可能会有一些“线索”帮助孩子理解它们，这些线索就是前缀和后缀。
比如学习‘dislike’这个词，孩子们本身已经明白'like'是喜欢的意思，而前缀dis-表示否定，因此孩子便能猜出‘dislike'表示“不喜欢”；又比如孩子要学习‘careless'这个词，孩子已知‘care'是“小心”，而后缀-less表示“没有”，因此孩子们可以猜出‘careless'的意思是“不关心的”、“粗心大意的”。孩子掌握了大量的前缀和后缀后，便能通过已知的知识学到更多的未知知识。
七
Present vocabulary with realia
用实物教授单词
Realia is essential to the learning of ESL vocabulary. For a lesson on how to describe the flavors of different foods, for example, there is nothing better than to have students taste a variety of foods, condiments, herbs, and spices. As you give your class a taste of each ingredient, announce what it is, and give them the accompanying statement that incorporates the vocabulary you are teaching. Examples: This is sugar. Sugar is sweet. These are potato chips. Potato chips are salty. This is mustard. Mustard is sour.
在教孩子不同食物的味道的时候，没有比让孩子直接尝试食物或者是调味料更好的方法了！一边尝试，一边输出跟食物和味道相关的句子，既有趣又有效！
八
Vocabulary in Context
联系上下文学习单词
You don't always have to use a dictionary to learn the meaning of new words in your reading.You can often use context clues to figure out the meaning of a word.
There are four kinds of context clues:
----Examples of the new word
----Synonyms(words that mean the same as the new word)
----Antonyms(words that mean the opposite of the new word)
----The rest of the sentence or the passage
不用词典！也可以知道英文阅读里一些新词的意思！比如下方两张图，我们可以根据段落里面某个新单词的反义词猜出它的意思，比如孩子可以通过图一的'harmful'（有害的）判断出‘salutary'是“有益的”；通过图二的'quiet'(安静的）推测出‘garrulous'是“爱说话的”。
九
Have students develop their OWN connections, illustrations, and examples.
把新单词与生活联系起来，创造出对单词的描述。
In the final step of direct instruction, students need to personalize the information and capture experiences to develop a growing understanding of the contexts in which words can be used.
For example, if a student heard the word ‘wrangle’ used in one of their favorite movies, have them sketch the scene and describe why ‘wrangle’ was chosen by the scriptwriters.
让孩子们把新单词与他们生活实际联系起来，并创造出他们自己对单词的描述。比如新词汇‘wrangle'可能出现在A学生看过的一部电影里，那老师便可以让他延伸思考一下为什么它会被编剧使用，加深学生对这个词的理解。
(Voca-to-Self)
十
Create quality vocabulary practices
创造一些有意思的单词练习方法
What are some ways students can practice vocabulary without just copying definitions from the dictionary?
除了查词典，有什么好用又有意思的单词练习方法呢？
Sorting — Guided word sorts consist of telling students the categories in which to sort a list of words. This could be “adjectives,” “nouns,” etc.. For example, students might sort words related to ancient Egypt into people, places and things.
单词分类--给孩子安排一些单词分类活动，比如让孩子把跟古埃及相关的单词分为人、地点和物品三大类。
On-purpose errors — The teacher or a member of a small group uses a vocabulary word incorrectly in a sentence (either aloud or in print). Students are then tasked with determining which word fixes the mistake and should replace the erroneous word in the sentence.
故意读错或者印错单词--比如老师故意在这个句子"I am an English teacher."里故意把'an'读成'a'，然后让孩子们发现并去纠正自己。
Word races — Even older students like a good game. Have students line up in teams.Then, you could say the definition and have the students race to the whiteboard to write the word. You could make this more complex, too.
单词赛跑--让孩子分组排好队，然后老师说出一个单词的定义，学生比赛跑向白板写出对应的单词。
Mind mapping — Mind maps allow visual representations of connections through the use of branches (like a tree) or colors or pictures. Students can use pencil and paper or digital tools to create a semantic map of how they connect to the vocabulary words. Some might choose images. Some might choose song lyrics, colors, or a tree. This is where with instruction, individuals can develop their own creative methods of building a vocabulary.
思维导图--孩子们可以运用色彩图案丰富的思维导图记下单词以及创建单词之间的联系。
转自：“初高中英语学科教研”微信公众号
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