文档介绍：单词教学的第一步是将单词呈现给学生,使学生对单词的音、形有初步的感知,对其意义有初步的了解。呈现单词的方式方法是多种多样的。以下是一些可能的方法:
   。如,指着一个订书机说:This is a 。
   。如,指着一张救护车的图片说:This is an 。
   。如:用一只手的食指和拇指做一个小圈,说small;用双手做环抱大物状,说big,并将这两词写在黑板上。
   。如,怒目圆睁,双手叉腰,说:I'm 。
   。如,上体育课的学生的打闹声干扰了正在上课的学生,老师可以指教室外并捂着耳朵说:These children are too ,然后将教室门关上。
   。如,板书relaxed一词,并说:I?蒺m not nervous at 'm very relaxed.
   。如,板书regulation一词,并解释:A regulation is an official rule or order.
   。如,板书building一词,并说:A house is a building. A hotel is a building. A church is a building.
   。如,板书ambulance一词,说:An ambulance is like a car or a bus. It takes sick people to the hospital. Usually there are doctors or nurses on an you call 120, an ambulance e at once.
   。如,将run out of :My car ran out of oil,and there was no gas station nearby. I had to walk. When I finally got to my office, it was 9:30. I was 45 minutes late. My boss was really angry.
   。如,板书nightclub一词,然后呈现相关信息:A nightclub is about night, people,food, drink, dancing, and show.
   。如,板书relaxed一词,并将其中文意思写在一旁。
   以上单词呈现的方式各有特点。前四种方式直接生动,也比较方便,对学生有一定的吸引力,但不方便呈现抽象的词汇,学生得到的语言练习也较少;反义词、定义、例子、描述、上下文、相关信息等呈现方式的优点在于给学生创设了复习已有知识的机会,有利于他们听、读能力的提高。对比2)和9)两种呈现ambulance的方式,显然,前者简单快捷,不需要花太多时间准备,后者比较繁复,但可以激活已有的