Ｈｏｗ?。簦铩。欤澹幔颍睢。睿澹鳌。鳎铮颍洌蟆。鳎椋簦琛。纾铮铮洹。恚澹恚铮颍?/h1>
2009-08-11 04:24:12韓麗
現(xiàn)代教師與教學(xué) 2009年3期
韓 麗
【Abstract】Vocabulary development is difficult for many English learners.With effective memory strategies, however,it is possible to attain word power very quickly .Useful strategies discussed in this paper include faciliting comprehension by placing new words in context ,creating mental linkages by association and elaboration,applying images by semantic mapping and imagery, structuring review by classification,engancing word retention by learning synonyms and antonyms, expanding vocabulary by word formation,etc.Of course,learmers must explore vocabulary development strategies that are most effective for themselves.
【Key words】new words 、learn、good memory
Among the most frequent questions students ask after they've read about memnory research are,"How can l put the information to immediate use?How will this research help me prepare for my next exam?"Let's see what types of advice we can generate from the resesrch conclusions:
Encoding specificity.As you'll recall,the principle of encoding specificity suggests that the context of retrieval should match the context of encoding ln school settings,"context"often will mean "the context of other informa-tion. If a teacher's questions approach a topic in a slightly unusual way ,you might be entirely at a loss. Rearrange the order of your notes Ask yourself ques-tions that mix different topics together .Try to make your own novel combinations,But if you get stuck while you're taking an exam,try to generate as many retrieval cues as you can that reinstate the original context,“Let's see.we heard about this in the same lecture about short-term memory……”
when you're listening to a lecture,you should remind yourself to pay special attention in the middle of the session.When it comes time to study,you should devote some extra time and effort to that material-and make sure not to study the material in the same order each time,You might also note that the you're reading now is about at the middle of psychology and life. If you have a final examination that covers all the course material,you're going to want to make an especially careful review of this paper.
sometimes when you study for exams,you will feel as if you are trying to acquire “unstructured information,”You might,for example,be asked to memorize the functions of different parts of the brain. Under these circumstances.you need to find ways to provide the structure yourself. Try to from visual images or make up sentences or stories that use the concepts in creative ways. One of your authors still remembers his mnemonic form introductory paychology to remember the function of the ventromedial hypothalamus ,which is often abbreviated VMH:Very Much. Hungry .Elaborative rehearsal allows you to use what you know already to make new material more memorable.
Metamemory.Resarch on metamemory suggest that people generally have good intuitions about what they know and what they don't know if you are in an exam situation in which there is time pressure, you should allow those intuitions to guide how you allocate your time .You might, for example, read the whole test over quickly and see which question give you the strongerst feelings-of-knowing If you are taking an exam on which you lose points for giving wrong answers(which happens, for example on SAT and some GRE exams),you should be particualarly attentive to your metamemory intuitions to should be particularly attentive to your metamemory intuitions,so you can avoid answering those questions on which you "sense"you are most likely to be incorrect.
We hope you now have now have several concrete ideas about how memory research can help you to prepare for you next exam! .
For example ,we asked you, "what planet is the largest in our solar system?" Do you know the answer? If you don't remember the answer now ,do I know the answer to the extent that I could pick the correct the question Hart put to his participants. He allowed them to give rating from 1, to say they were quite sure to 6, to say they were quite sure they would choose correctly. What would your rating be? Now here are your alternatives:
a. Pluto b. Venus c. Earth d. Jupiter
If you made an accurate feeling-of-knowing judgment, you should have been less likely to get the correct (Of course, to have a fair test, we'd want to give you a long series of questions.)Hart found that when participants gave 1 ratings, they answered the questions correctly only 30 percent of the time,where 6 ratings predicted 75 percent success. That's pretty impressive evidence that feelings-of-knowing can be accurate.
The cue familiarity bypotbesis suggests that people base their feelings-of-knowing on their familiarity with the retrieval cue. Supposets that people base their feeling-of-knowing on their familianity with the retrieval cue. Suppose you were asked,"What is the last name of the composer of with the 'Maple Leaf Rag'?"If you have prior familiarity with"Maple Leaf Rag,"you might think that you probably would be able to recognize the correct alternative when give the multiple choice
1.Talk about disability.
2.Practise talking about ability and inability.
3.Review Direct and Indirect Objects.
4.Write an argumentative essay.
Ⅲ.Background Information
1.Will Inspired Life
The little country schoolhouse was heated by an old-fashioned, pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.
One morning they arrived to find the schoolhouse engulfed in flames. They dragged the unconscious little boy out of the flaming building more dead than alive. He had major burns over the lower half of his body and was taken to a nearby county hospital. From his bed the dreadfully burned, semiconscious little boy faintly heard the doctor talking to his mother. The doctor told his mother that her son would surely die-which was for the best, really-for the terrible fire had devastated the lower half of his body.
But the brave boy didn't want to die. He made up his mind that he would survive. Somehow, to the amazement of the physician, he did survive. When the mortal danger was past, he again heard the doctor and his mother speaking quietly. The mother was told that since the fire had destroyed so much flesh in the lower part of his body, it would almost be better if he had died, since he was doomed to be a lifetime cripple with no use at all of his lower limbs.
Once more the brave boy made up his mind. He would not be a cripple. He would walk. But unfortunately, from the waist down, he had no motor ability. His thin legs just dangled there, all but lifeless. Ultimately he was released from the hospital. Every day his mother would massage his little legs, but there was no feeling, no control, nothing. Yet his determination that he would walk was as strong as ever. When he wasn't in bed, he was confined to a wheelchair. One sunny day his mother wheeled him out into the yard to get some fresh air. This day, instead of sitting there, he threw himself from the chair. He pulled himself across the grass, dragging his legs behind him. He worked his way to the white picket fence bordering their lot. With great effort, he raised himself up on the fence. Then, stake by stake, he began dragging himself along the fence, resolved that he would walk. He started to do this every day until he wore a smooth path all around the yard beside the fence. There was nothing he wanted more than to develop life in those legs. Ultimately through his daily massages, his iron persistence and his resolute determination, he did develop the ability to stand up, then to walk haltingly, then to walk by himself-and then-to run. He began to walk to school, then to run to school, to run for the sheer joy of running. Later in college he made the track team. Still later in Madison Square Garden this young man who was not expected to survive, who would surely never walk, who could never hope to run-this determined young man, Dr. Glenn Cunningham, ran the world's fastest mile!
2. Helen Keller
Helen Keller(1880~1968) was a famous author and educator. She was stricken at the age of 19 months with an illness that left her deaf and blind. She became mute shortly thereafter. Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perking's School for the Blind in Boston. A remarkable, close relationship developed between teacher and pupil. Within two years, Miss Keller was able to read and write in Braille. She graduated(1904)from Radcliffe College, where Miss Sullivan had spelled the lectures into her hand.
Helen Keller devoted her life to publicly aiding the deaf and blind. With the aid of a translator, she toured the world to promote the education of persons similarly afflicted. She wrote numerous books, including"The Story of My Life"(1902).
Ⅳ.Teaching Time: Four periods
The First Period
Teaching Aims:
1. Learn and master the following:
Phrases: deal with, overcome the difficulties
Sentence Patterns:
If you were in a wheelchair, you wouldn't be able to…
If I were blind, I would need a/an…
2.Train the students' listening ability.
3.Improve the students' speaking ability by describing, talking and discussion.
Teaching Important Points:
1.Train the students' listening ability.
2.Make the students master the sentence patterns and describe the pictures freely.
Teaching Difficult Point:
How to improve the students' speaking ability.
Teaching Methods:
1.Listening-and-answering activity to help the students go through with the listening materials.
2.Individual,pair of group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching Procedures:
CStep Ⅰ Greetings and Lead-in
T: Good morning/afternoon, everyone.
Ss: Good morning / afternoon, Mr/Ms.
T: Sit down, please. First I want to ask you some questions. Have you been to some places of interest? Have you climbed the mountains?
Ss: Yes.(Students may have different answers.)
T: How can you get there?
Ss: We can get to…by bus/by train/on foot…
T: Now please look at the screen.
(The teacher shows a picture of a wheelchair on the screen.)
How do you say it in English?
Ss: Wheelchair.
T: What kind of people uses it?
Ss: People with disabilities/who couldn't stand up.
T: Good. Now, tell me if you were in a wheelchair, would you be able to get to some places like tall buildings, high mountains?
Ss: I can go to…by myself, because there's no step. It's easy for me to get there.
T: Who has different answers?
S1:I can go to…with the help of my friends. They can carry me up there.
S2:I can't go to…,because it's high on the top of the hill. What a pity! I can only look at it from far away.
Teaching methods:
1.Carry out the ideological education through the teaching process using task-based instruction.
2.Brainstorm
3.Communicative Approach
4.Teach the students in accordance with love, using Audio-lingual Method
Learning methods
Co-operative learning /discovery learning/Experiential Learning
Step1 Brainstorm (5 minutes)
1. Show some photos of Stephen Hawking/ Thomas Edison/ Zhang Haidi/ Sang Lan. Do you know any other famous person who is disabled?
2. How many different types of disabilities do you know?
Step2 warming up
It is reported that one in twenty persons is disabled. There are many disabled people in the world and they usually have more troubles than normal people.
What troubles may they have?
picturesituationdifficulty/ problem
picture 1In a wheel chair
picture 2blind
picture 3In a wheel chair
picture 4In a wheel chair
Purpose: This step will practise their abilities of watching things and speaking in simple English. Pictures and the form help the students to consider the difficulties a disabled person might encounter. The students will get ready to think of ways to make public places safer and better.
Step 3 Speaking
1. talk freely
Do you know anyone who is disabled in your daily life?
How does he or she deal with the difficulty?
Purpose: This step is employed to check if the students are aware of the difficulties their disabled acquaintance face and provide the students with a chance to consider how to help them.
Step 4 Debate
we should help the disabled if they need help. But the most important thing is that we should respect them. Because they need recognition more than sympathy and help. The disabled are equal to normal people. They can make contributions to human beings too. There are many great people who are disabled. They set an example to us:
There is nothing difficult in the world if we stick to it. When God closes a door he will always open a window.
Step 5 Homework
Surf the Internet or go to the library to find out more information about the disabled
Bibliograph
[1][4]文秋芳、俞洪亮、周維杰.《應(yīng)用語言學(xué)研究方法與論文寫作》.外語教學(xué)與研究出版社
[2]束定芳.《外語教學(xué)改革:問題與對(duì)策》.上海外語教育出版社
[3]<英>弗雷德里克?C?巴特萊著,黎煒譯.《記憶:一個(gè)實(shí)驗(yàn)的與社會(huì)的心理學(xué)研究》
收稿日期:2009-05-10
韓 麗
【Abstract】Vocabulary development is difficult for many English learners.With effective memory strategies, however,it is possible to attain word power very quickly .Useful strategies discussed in this paper include faciliting comprehension by placing new words in context ,creating mental linkages by association and elaboration,applying images by semantic mapping and imagery, structuring review by classification,engancing word retention by learning synonyms and antonyms, expanding vocabulary by word formation,etc.Of course,learmers must explore vocabulary development strategies that are most effective for themselves.
【Key words】new words 、learn、good memory
Among the most frequent questions students ask after they've read about memnory research are,"How can l put the information to immediate use?How will this research help me prepare for my next exam?"Let's see what types of advice we can generate from the resesrch conclusions:
Encoding specificity.As you'll recall,the principle of encoding specificity suggests that the context of retrieval should match the context of encoding ln school settings,"context"often will mean "the context of other informa-tion. If a teacher's questions approach a topic in a slightly unusual way ,you might be entirely at a loss. Rearrange the order of your notes Ask yourself ques-tions that mix different topics together .Try to make your own novel combinations,But if you get stuck while you're taking an exam,try to generate as many retrieval cues as you can that reinstate the original context,“Let's see.we heard about this in the same lecture about short-term memory……”
when you're listening to a lecture,you should remind yourself to pay special attention in the middle of the session.When it comes time to study,you should devote some extra time and effort to that material-and make sure not to study the material in the same order each time,You might also note that the you're reading now is about at the middle of psychology and life. If you have a final examination that covers all the course material,you're going to want to make an especially careful review of this paper.
sometimes when you study for exams,you will feel as if you are trying to acquire “unstructured information,”You might,for example,be asked to memorize the functions of different parts of the brain. Under these circumstances.you need to find ways to provide the structure yourself. Try to from visual images or make up sentences or stories that use the concepts in creative ways. One of your authors still remembers his mnemonic form introductory paychology to remember the function of the ventromedial hypothalamus ,which is often abbreviated VMH:Very Much. Hungry .Elaborative rehearsal allows you to use what you know already to make new material more memorable.
Metamemory.Resarch on metamemory suggest that people generally have good intuitions about what they know and what they don't know if you are in an exam situation in which there is time pressure, you should allow those intuitions to guide how you allocate your time .You might, for example, read the whole test over quickly and see which question give you the strongerst feelings-of-knowing If you are taking an exam on which you lose points for giving wrong answers(which happens, for example on SAT and some GRE exams),you should be particualarly attentive to your metamemory intuitions to should be particularly attentive to your metamemory intuitions,so you can avoid answering those questions on which you "sense"you are most likely to be incorrect.
We hope you now have now have several concrete ideas about how memory research can help you to prepare for you next exam! .
For example ,we asked you, "what planet is the largest in our solar system?" Do you know the answer? If you don't remember the answer now ,do I know the answer to the extent that I could pick the correct the question Hart put to his participants. He allowed them to give rating from 1, to say they were quite sure to 6, to say they were quite sure they would choose correctly. What would your rating be? Now here are your alternatives:
a. Pluto b. Venus c. Earth d. Jupiter
If you made an accurate feeling-of-knowing judgment, you should have been less likely to get the correct (Of course, to have a fair test, we'd want to give you a long series of questions.)Hart found that when participants gave 1 ratings, they answered the questions correctly only 30 percent of the time,where 6 ratings predicted 75 percent success. That's pretty impressive evidence that feelings-of-knowing can be accurate.
The cue familiarity bypotbesis suggests that people base their feelings-of-knowing on their familiarity with the retrieval cue. Supposets that people base their feeling-of-knowing on their familianity with the retrieval cue. Suppose you were asked,"What is the last name of the composer of with the 'Maple Leaf Rag'?"If you have prior familiarity with"Maple Leaf Rag,"you might think that you probably would be able to recognize the correct alternative when give the multiple choice
1.Talk about disability.
2.Practise talking about ability and inability.
3.Review Direct and Indirect Objects.
4.Write an argumentative essay.
Ⅲ.Background Information
1.Will Inspired Life
The little country schoolhouse was heated by an old-fashioned, pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.
One morning they arrived to find the schoolhouse engulfed in flames. They dragged the unconscious little boy out of the flaming building more dead than alive. He had major burns over the lower half of his body and was taken to a nearby county hospital. From his bed the dreadfully burned, semiconscious little boy faintly heard the doctor talking to his mother. The doctor told his mother that her son would surely die-which was for the best, really-for the terrible fire had devastated the lower half of his body.
But the brave boy didn't want to die. He made up his mind that he would survive. Somehow, to the amazement of the physician, he did survive. When the mortal danger was past, he again heard the doctor and his mother speaking quietly. The mother was told that since the fire had destroyed so much flesh in the lower part of his body, it would almost be better if he had died, since he was doomed to be a lifetime cripple with no use at all of his lower limbs.
Once more the brave boy made up his mind. He would not be a cripple. He would walk. But unfortunately, from the waist down, he had no motor ability. His thin legs just dangled there, all but lifeless. Ultimately he was released from the hospital. Every day his mother would massage his little legs, but there was no feeling, no control, nothing. Yet his determination that he would walk was as strong as ever. When he wasn't in bed, he was confined to a wheelchair. One sunny day his mother wheeled him out into the yard to get some fresh air. This day, instead of sitting there, he threw himself from the chair. He pulled himself across the grass, dragging his legs behind him. He worked his way to the white picket fence bordering their lot. With great effort, he raised himself up on the fence. Then, stake by stake, he began dragging himself along the fence, resolved that he would walk. He started to do this every day until he wore a smooth path all around the yard beside the fence. There was nothing he wanted more than to develop life in those legs. Ultimately through his daily massages, his iron persistence and his resolute determination, he did develop the ability to stand up, then to walk haltingly, then to walk by himself-and then-to run. He began to walk to school, then to run to school, to run for the sheer joy of running. Later in college he made the track team. Still later in Madison Square Garden this young man who was not expected to survive, who would surely never walk, who could never hope to run-this determined young man, Dr. Glenn Cunningham, ran the world's fastest mile!
2. Helen Keller
Helen Keller(1880~1968) was a famous author and educator. She was stricken at the age of 19 months with an illness that left her deaf and blind. She became mute shortly thereafter. Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perking's School for the Blind in Boston. A remarkable, close relationship developed between teacher and pupil. Within two years, Miss Keller was able to read and write in Braille. She graduated(1904)from Radcliffe College, where Miss Sullivan had spelled the lectures into her hand.
Helen Keller devoted her life to publicly aiding the deaf and blind. With the aid of a translator, she toured the world to promote the education of persons similarly afflicted. She wrote numerous books, including"The Story of My Life"(1902).
Ⅳ.Teaching Time: Four periods
The First Period
Teaching Aims:
1. Learn and master the following:
Phrases: deal with, overcome the difficulties
Sentence Patterns:
If you were in a wheelchair, you wouldn't be able to…
If I were blind, I would need a/an…
2.Train the students' listening ability.
3.Improve the students' speaking ability by describing, talking and discussion.
Teaching Important Points:
1.Train the students' listening ability.
2.Make the students master the sentence patterns and describe the pictures freely.
Teaching Difficult Point:
How to improve the students' speaking ability.
Teaching Methods:
1.Listening-and-answering activity to help the students go through with the listening materials.
2.Individual,pair of group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching Procedures:
CStep Ⅰ Greetings and Lead-in
T: Good morning/afternoon, everyone.
Ss: Good morning / afternoon, Mr/Ms.
T: Sit down, please. First I want to ask you some questions. Have you been to some places of interest? Have you climbed the mountains?
Ss: Yes.(Students may have different answers.)
T: How can you get there?
Ss: We can get to…by bus/by train/on foot…
T: Now please look at the screen.
(The teacher shows a picture of a wheelchair on the screen.)
How do you say it in English?
Ss: Wheelchair.
T: What kind of people uses it?
Ss: People with disabilities/who couldn't stand up.
T: Good. Now, tell me if you were in a wheelchair, would you be able to get to some places like tall buildings, high mountains?
Ss: I can go to…by myself, because there's no step. It's easy for me to get there.
T: Who has different answers?
S1:I can go to…with the help of my friends. They can carry me up there.
S2:I can't go to…,because it's high on the top of the hill. What a pity! I can only look at it from far away.
Teaching methods:
1.Carry out the ideological education through the teaching process using task-based instruction.
2.Brainstorm
3.Communicative Approach
4.Teach the students in accordance with love, using Audio-lingual Method
Learning methods
Co-operative learning /discovery learning/Experiential Learning
Step1 Brainstorm (5 minutes)
1. Show some photos of Stephen Hawking/ Thomas Edison/ Zhang Haidi/ Sang Lan. Do you know any other famous person who is disabled?
2. How many different types of disabilities do you know?
Step2 warming up
It is reported that one in twenty persons is disabled. There are many disabled people in the world and they usually have more troubles than normal people.
What troubles may they have?
picturesituationdifficulty/ problem
picture 1In a wheel chair
picture 2blind
picture 3In a wheel chair
picture 4In a wheel chair
Purpose: This step will practise their abilities of watching things and speaking in simple English. Pictures and the form help the students to consider the difficulties a disabled person might encounter. The students will get ready to think of ways to make public places safer and better.
Step 3 Speaking
1. talk freely
Do you know anyone who is disabled in your daily life?
How does he or she deal with the difficulty?
Purpose: This step is employed to check if the students are aware of the difficulties their disabled acquaintance face and provide the students with a chance to consider how to help them.
Step 4 Debate
we should help the disabled if they need help. But the most important thing is that we should respect them. Because they need recognition more than sympathy and help. The disabled are equal to normal people. They can make contributions to human beings too. There are many great people who are disabled. They set an example to us:
There is nothing difficult in the world if we stick to it. When God closes a door he will always open a window.
Step 5 Homework
Surf the Internet or go to the library to find out more information about the disabled
Bibliograph
[1][4]文秋芳、俞洪亮、周維杰.《應(yīng)用語言學(xué)研究方法與論文寫作》.外語教學(xué)與研究出版社
[2]束定芳.《外語教學(xué)改革:問題與對(duì)策》.上海外語教育出版社
[3]<英>弗雷德里克?C?巴特萊著,黎煒譯.《記憶:一個(gè)實(shí)驗(yàn)的與社會(huì)的心理學(xué)研究》
收稿日期:2009-05-10
