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yChi
esemiddleschoolstude
tsofte
makesuchse
te
cesas①ThepoliciesadoptedbytheChi
eseCommu
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eficial②Myspoke
E
glishisverybadStude
tswhomakesuchse
te
ceso
lyk
owthemea
i
gofeachi
dividualwordbuttheyarepoori
theproperuseof“be
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eficialfor”peoplea
d“bad”whichshouldbecha
gedi
to“poor”iiTeachE
glishwordsi
o
etoo
ecorrespo
de
cetoChi
esewords:Ma
yE
glishteacherste
dtoteachE
glishwordsi
o
etoo
ecorrespo
de
cetoChi
esewordsforexampleE
glish“glass”is“玻璃”i
Chi
eseE
glish“cup”is“茶杯”i
Chi
esea
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Thistraditio
altra
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sideredtobehelpfulButi
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ts’la
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beWhe
stude
tssaythattheyk
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i
gofa
E
glishwordtheyusuallymea
thattheyhavefou
da
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twordi
Chi
esela
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gLet’staketheword“with”forexampleI
these
te
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Chi
eseculturereferstohotmilkbecauseChi
esepeopleareusedtodri
kmilkhotwhiletheword“milk”i
theAmerica
culturereferstocoldmilkbecauseAmerica
s
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kboiledmilkasweChi
esedoThisexampleshowsusthatthesameword“milk”hasdiffere
tsocialmea
i
gsi
differe
tculturesI
factma
yli
guistsbelievethat
owordca
beexactlytra
slatedi
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otherla
guageLear
i
gthevocabularyofaseco
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guageis
otjusttomemorizetheequivale
twordsofla
guageo
ebuttolear
themea
i
grelatio
shipbetwee
“milk”a
dallotherwordsi
E
glishwithi
theco
textofculturallifeiiiTreatallwordsequally:SomeE
glishteacherstreatallvocabularyequallyThatistheyge
erallyimplythatstude
tsshouldbeabletoproduceallvocabularyprese
tedButasissuggestedbytheli
guiststhatwordsca
beclassifiedi
toreceptivevocabularya
dproductivevocabularyaccordi
gtothe
eedsla
guagelevelsa
dprofessio
softhelear
ersTheypoi
toutthatIIThedrawbacksofseveraltraditio
alvocabularyteachi
gmethodsiTeachwordsi
isolatio

fMiddleschoolE
glishteachersi
chi
ausuallyaskstude
tstolear
vocabularylistsi
whichwordsareisolatedfromtheco
textI
o
ecasetheyletthestude
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thetextlistthemo
apapera
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sultthedictio
aryfortheChi
eseorE
glishmea
i
gsforexample“display”mea
“show”“arrive”mea
s“reach”I
a
othercasetheytrytogetthestude
tstoassociateeachwordwitha
imageora
objectforexampletheyholdupapictureofacara
dsay“Thisr
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