词汇教学
six dimension
recognition=认字
production=生成
breadth=广度
form- sound=形+音
depth=深度
Form-meaning=形+义
activity
先让学生记住有哪些词汇，然后让学生闭上眼睛，趴在桌子上。教师在原有的词汇中拿掉两个词汇（例如：踢足球、看电影、弹吉他、打网球、听音乐、跑步），打乱原有的粘贴顺序。
黑板上一边贴着词汇，另一边贴着相应的图片
老师其中两个词汇，学生睁眼后需要拿走对应的图片Or老师给学生一些活动的图片，让学生从板上拿走图片里没有对应的活动
老师在黑板上粘贴这些词汇。然后读出下面的句子“我喜欢踢球、看电影、打网球、跑步”。让学生拿走老师不喜欢的活动
让学生睁眼，看哪个词汇被拿走了， 并说出来
老师给出一些爱好的图片，让学生写出哪些爱好和他相同，哪些爱好和他不同
Form-sound link production 形-音-产
Form-meaning link recognition 形-义-认
Form-sound link recognition 形-音-认
Form-meaning link production
形-义-产
Morphology：Match the pictures of hobbies with the following characters:弹/打。
Character Morphology
Circle out the hobby vocabularies that is related to hand or related to foot. 手/脚
process fo vocabulary instruction
instruction
Meaning-focused input
review
Language-focused learning (key words）
Meaning-focused output
Vocabulary Review
Fluency development
Rehearsal tasks [recognition + production]
Easy readers/speed reading/listen to easy input [recognition]
10-minute writing [production]
Focus on high-frequency words
Vocabulary learning strategies (word morphology, etc.)
95%+ coverage readers or communication tasks
Guessing from context; incidental attention drawing
Oral/written communication tasks
阅读来习得词汇-难度不能太高.阅读 听力 TBLT-输入型
高频词/重点词汇-深入学习 -集中在深度/广度
快速写作/阅读-限时-使用词汇的流畅度
Form-meaning mapping;
Form-sound mapping;
Recognition
Breadth of knowledge
Form-meaning mapping;
Form-sound mapping;
Production
Breadth of knowledge
Form-meaning mapping;
Form-sound mapping;
Recognition + Production
Depth of knowledge
Form-meaning mapping;
Form-sound mapping;
Recognition + Production
Breadth + Depth of knowledge
低水平：communication task(Pre-&during task); 高水平：reading passage(pre&during reading activity/idea extension in the after reading stage activity)
vocabulary study&extension at the after-task stage+after reading stage
review session at the end of each lesson
Quizlet;
Missing words;
Mystery word
Take one of the words off the word wall and rearrange the remaining words. Students scan the word wall and figure out which word is missing. Give clues to help to determine the missing word.
Introduce a new word by writing the letters in a scrambled order. To assist students in unscrambling the word, give clues, either about the word’s meaning or about how it is spelled. Students apply their knowledge of spelling patterns, as well as activate their prior knowledge, depending on the clues given.
review
词汇卡片-老师给提示，谁先说出来谁得到，两次课后找同学来做
上课前词卡放在桌子上，鼓励复习/自学-造句或者说定义-上课救开始做活动,小组竞争-小组成员说近义词-一个成员猜，轮流换人
bingo活动/ kahoot
match
Match the places with the hobby activities
Match the weather with the hobby activities
Ask students to write their own schedule and activities during free time in a week, and then work in pairs to find a common time they can do an activity together
Ask students to check the weather for the next 10 days on a Chinese weather broadcast website and then based on their activity schedule to make appointments on activity together
Contextualized Learning and Use
本体研究-六书
Pictographic-象形字
Self-explanatory- 指事字
Idiographic-会意字
Semantic-phonetic-形声字
Semantic-phonetic-形声字
semantic radical-教学侧重点
phonetic radical-教学辅助点
65%合成字是形声字，与形旁又关系
18.5%高频词有声旁
26.3%形声字与声旁表读音
Instruction of Semantic Radicals?
Implicit 隐性
Explicit 显性
不教学，给大量的练习/例句-让学生自己找到语言的规律
教学-让学生应用到实例上，explicit优于Implicit
greater long-term retention
intensive teaching
extensive teaching
集中教学-把所有“巴”集中一起教学-提供大量developed material
unit inquiry（theme）-围绕一个主题组织=interesting and relevant to students’ life
多种形式；报纸，日记，广告，说明书，杂志
deductive
inductive
演绎法-：三点水-物-与水有关的动作-形旁有多重意思
归纳法-先给例子，自己观察-一起找规则
guided inductive instruction-对“具有多重意义的形旁的汉字”效果更好点。形旁意义单纯的汉字-归纳/演绎法都差不多
演绎法比归纳法更有效
图片话
给汉字上面画与字义有关的画-想象力
strategies
Strategy 3: Guess Chinese Characters from Associated Characters in Words
Character morphology（构字法） contributed more to Chinese reading and writing than word morphology (Wu et al., 2009)
Strategy 4: Rote Rehearsal of the Characters with the Help of Pinyin and English Translations via Flashcard
直接对应-vertical-空间上跟近-process起来更简单
展示汉字-几秒后读音和英语释义出现-学生掌握汉字效果更好=学生先要思考-confirm with delayed information
Strategy 5: View and Follow Stroke Orders
空书效果好-视觉动作整体同步-对汉字整体和形义记忆有益
stroke order+handwriting has the most benefit-meaningful context里写字
Strategy 7: Produce Chinese via Handwriting
typing -字形和字音的connection-教学中想强调语音方面可以选择
handwriting - 字形和字义connection
集中汉字教学，每单元有一两次课的安排学习
Strategy 6: Produce Chinese via Pinyin
Strategy 2: Use Visual Images
给汉字 图片+故事的效果跟深刻跟有效果；汉字和图片如何在一起/汉字和图片分开的 情况哪个学生在记忆效果更好？-研究看看
学生自己创造图片+汉字
抽象的汉字效果不好
早期初级学生效果跟好-会当作图片记忆 ；中高级则效果一般-用形旁，意义去记忆
Strategy 1: Apply Orthographic Knowledge
semantic radical+phonetic radical