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Tips for Teaching Vocabulary","","文章以作者的课堂经历切入，反思“抄写词汇表—查字典—反复誊写”的传统做法难以真正提升词汇掌握。文中提出有效学习需要对同一词汇多次、多样化接触，并在语境中通过阅读逐步内化。同时，文章介绍选择词汇的做法（让学生参与挑选并自评）以及分层策略，重点指导对二阶高频学术词的教学。最后结合研究者Marzano的六步直接词汇教学流程，强调解释、复述、非语言表征、活动深化、讨论与游戏复习。",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/doing-it-differently-tips-for-teaching-vocabulary/417475/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/doing-it-differently-tips-for-teaching-vocabulary/417475.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"为什么仅靠抄写词典定义和重复书写不利于词汇学习？","Question",{"text":113,"@type":114},"作者认为这是被动学习方式，通常无法让学生充分理解并应用词汇。词汇学习需要多次、不同方式的接触，并放在语境中学习。","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"如何让学生参与选择需要教学的词汇？",{"text":118,"@type":114},"让学生在预读后建立词汇选择表，自评“know it/ sort of know it/ don't know it at all”，并在不使用字典的情况下写下词义猜测。再通过表格结果进行形成性评估。",{"name":120,"@type":111,"acceptedAnswer":121},"Isabel Beck提出的三层词汇如何指导教学重点？",{"text":122,"@type":114},"Tier One较基础，通常不需重点教学；Tier Two高频且跨领域，适合作为主要教学重点；Tier Three频率低且多限于特定学科，可适当选择但要与当前阅读内容直接相关。",{"name":124,"@type":111,"acceptedAnswer":125},"Marzano的六步直接词汇教学具体包含哪些活动？",{"text":126,"@type":114},"包括教师解释新词（结合学生已有经验与形象化）、学生用自己的话复述、用非语言表征表达含义、通过比较分类与写比喻类活动深化、进行讨论，以及用游戏定期复习新词。","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},417475,1791038021,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":52,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","Doing It Differently: Tips for Teaching Vocabulary  \nRebecca Alber  \nEvery Monday my seventh grade English teacher would have us copy a list of 25 words she'd written on the board. We'd then look up the dictionary definitions and copy those down. For homework, we'd re-write each word seven times.  \nGood, now you know it. Test on Friday and never for those 25 words to be seen again. Poof. Old school, yes. Mundane task, yes. Did it work? I don't remember. Probably not.  \nCopying definitions from the dictionary we would probably all agree is not an effective way to learn vocabulary. Passive learning hardly ever is. It's just often the way we learned, and as teachers, we sometimes fall back on using these ways when teaching rather than taking a good look at student data, the latest research, and then trying something new.  \nThe truth is, and the research shows, students need multiple and various exposures to a word before they fully understand that word and can apply it. They need also to learn words in context, not stand alone lists that come and go each week. Of course the way we learn words in context, or implicitly, is by reading, then reading some more. (This is why every classroom should have a killer classroom library stocked full of high-interest, age appropriate books. )  \nSelecting Words  \nAh, so many words, so little time. When choosing which words deserve special instructional time, we don't have to do it alone. One of the biggest mistakes we teachers make in vocabulary instruction is selecting all the words for the students and not giving them a say in the matter.  \nMy first year teaching, before my tenth graders began reading Lord of the Flies , I went through every chapter and made lists of all the vocabulary words I thought they'd have trouble with, so that I could pre-teach them.  \nWhen I looked at those long lists, I began to freak out. How will I teach all these words, and still have class time for all the other things we need to do? First off, rather than waste my time compiling lists, I should have let the kids skim the text in chapter one and select their own words.  \nThen, here's what to do after the students pick their own words:  \n• Ask each child to create a chart where he/she writes down words of choice, and rates each one as \"know it,\" \"sort of know it,\" or \"don't know it at all”.  \n• Then, on the same paper, have them write a definition or \"my guess on meaning\" for the words they know and kind of know (No dictionaries!)  \nBefore they turn in these pre-reading charts, be sure to emphasize this is not about \"being right\"but that they are providing you with information to guide next steps in class vocabulary instruction.  \nRead through them all and use the results as a formative assessment. This data will show you which words they know, those they have some understanding of, and those words that are completely foreign to them.  \nThe kids have selected and rated the words, and now it's your turn.  \nRanking Words  \nWhen considering which words need the most instructional attention, let's turn to Isabel Beck's practical way of categorizing vocabulary words into three tiers:  \nTier One: Basic words that rarely require instructional focus (door, house, book) .  \nTier Two: Words that appear with high frequency, across a variety of domains, and are crucial when using mature, academic language (coincidence, reluctant, analysis) .  \nTier Three: Frequency of these words is quite low and often limited to specific fields of study (isotope, Reconstruction, Buddhism ) .  \nBeck suggests that students will benefit the most academically by focusing instruction on the tier two words (since these appear with much higher frequency than tier three words, and are used across domains) . So, this is when you take a look at the pre-reading vocabulary charts your kids created and choose \"kind of\" and \"don't know at all\" words that you deem to be tier two words. Go ahead and select some content-specific words (tier three) but only ","cbCaidEY3xnQCaYR","https://ap.wps.com/l/cbCaidEY3xnQCaYR","pdf",115569,"English","# Selecting Words\n# Ranking Words\n# Teaching Words\n# The Rationale","[{\"question\":\"为什么仅靠抄写词典定义和重复书写不利于词汇学习？\",\"answer\":\"作者认为这是被动学习方式，通常无法让学生充分理解并应用词汇。词汇学习需要多次、不同方式的接触，并放在语境中学习。\"},{\"question\":\"如何让学生参与选择需要教学的词汇？\",\"answer\":\"让学生在预读后建立词汇选择表，自评“know it/ sort of know it/ don't know it at all”，并在不使用字典的情况下写下词义猜测。再通过表格结果进行形成性评估。\"},{\"question\":\"Isabel Beck提出的三层词汇如何指导教学重点？\",\"answer\":\"Tier One较基础，通常不需重点教学；Tier Two高频且跨领域，适合作为主要教学重点；Tier Three频率低且多限于特定学科，可适当选择但要与当前阅读内容直接相关。\"},{\"question\":\"Marzano的六步直接词汇教学具体包含哪些活动？\",\"answer\":\"包括教师解释新词（结合学生已有经验与形象化）、学生用自己的话复述、用非语言表征表达含义、通过比较分类与写比喻类活动深化、进行讨论，以及用游戏定期复习新词。\"}]","Doing It Differently - Tips for Teaching Vocabulary | PDF",1790609329]