实用英语词汇学
教 案
授课教师：外国语学院 覃建巧
2012-2.18
Teaching Contents : Chapter 1
Lexicology and basic concepts of words and vocabulary
2 课时
Part A Explaining curriculum requirements
(讲解课程要求)
Part B Lecturing on the text（授课）
授课顺序：
• A. do warming-up discussion
• B. answer some questions and learn some concepts
1
• C. quickly go through the whole text
• D. get help
• E. conclude main points for today’s learning
• F. group work
• G. assign homework or exercise
Step 1
Pre-learning Activities
Check Students’ Preparation (检查预习情况)
Step 2
Warming-up discussion
• Discussion 1 : What is a word?
• Page 3
• Word can be defined as a meaningful group of letters printed or written horizontally across a piece of paper. The definition of a word will cover the
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following points:
• a) a minimal free form of a language
• b) a sound unity
• c) a unit of meaning
• d) a form that can function alone in a sentence
• Discussion 2
• What is vocabulary?
• Page 3
• All the words in a language make up what is generally known as its vocabulary. Vocabulary is most commonly used to refer to the sum total of all the words of a language.
Step 3
Answer some questions and learn some concepts
• Questions to think over:
3
• 1. Explain briefly the two methods of the study of lexicology.
• Page 2
• 2. Explain briefly transparent words and opaque words.
• Page 4
• 3. How do you account for the role of native words in English in relation to loan-words?
• page 4 and page 133
• Questions to think over:
• 4. What are the classifications of words?(如何分类单词)
• Page 3-4
• 1) full words and form words
• 2) popular word and learned word
• 3) abstract word and concrete word
• 4) transparent word and opaque words
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• 5) polysemic word and monosemic word
• 6) native word and loan word
• Concepts to learn:
• Lexicology Page 1
• Lexicology, as the science of words, is a branch of linguistics, inquiring into the origins and meanings of words. English lexicology aims at investigating and studying the morphological structures of English words and word equivalents, their semantic structures, relations, historical development, formation, and usages.
• 2. word
• (We learned just now!)
• 3. vocabulary
• (We also learned just now!)
Step 4
Go through the whole text
• 1.1 The definition of lexicology
5
• 1.1.1 The domains of English lexicology • First…Secondly… • Thirdly…Lastly… • 1.1.2 Methods of study of lexicology • 1.2 The definition of word • 1.3 The definition of vocabulary • 1.4 Classification of words
Step 5
Helping time for solving problems.
Put up your hand and let me know if you still don’come to help !!
Step 6
Conclude main points for today’s learning
• Main points for today
t understand the text. I will 6
• 1. the definition of English lexicology
• Page 1
• 2. the domains of English lexicology
• Page 1
• 3. methods of study of lexicology
• Page 2
• 4. the definition of word
• Page 3
5. the definition of vocabulary
• Page 3
• 6. Classification of words
• Page 3---4
Step 7
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Group work
• Discussing, writing and speaking :
• Work in groups of threes or fours and think over and write on the topic Why Should a Chinese Student of English Study English Lexicology? When the
group is ready, please choose one student to represent the group to make a presentation in front of the class.（先进行小组讨论，然后选一位代表来到台前陈述小组的想法和讨论结果。）
Step 8
Homework /Assignment
• 1. Work on all the exercises on page 5
• 2． Prepare for Chapter 2.
Teaching Contents : Chapter 2
The development of the English vocabulary
3 课时
Part A Lecturing on exercises(讲解前一课练习)
8
Part B Lecturing on the text（授课）
授课顺序：
• A. do warming-up discussion
• B. answer some questions and learn some concepts
• C. quickly go through the whole text
• D. get help
• E. conclude main points for today’s learning
• F. group work
• G. assign homework or exercise
Step 1
Pre-learning Activities
Check Students’ Preparation (检查预习、作业情况)
Step 2
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Warming-up discussion
• Discussion 1 : How many languages are there in the world? How many languages families can they be grouped into?
• Page 6
• It is assumed that the world has 5,000 languages, which can be grouped into roughly 25 language families on the basis of similarities in their basic word stock and grammar. They are Sino-Tibetan Family; Indo-European Family, and other 23 ones. The Indo-European language family is made up of most languages of Europe, the Near East, and India. The English language is not the language of the early inhabitants of the British Isles. The early history of English belongs to the Indo-European language family.
• Discussion 2
• What are the two kinds of methods to classify the world languages?
• Page 6
• One kind is morphological classification, and the other is structural classification.
• （说明：有两种方法可对世界上的所有语言进行分类，一种是形态划分，即根据语言的语法形态，对语言进行划分，通俗地说就是根据词的外形对语言进行划分；另一种是结
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构划分，即根据句法结构对语言进行划分）
Step 3
Answer some questions and learn some concepts
• Questions to think over:
• 1. Why do we say “English is a heavy borrower?”
• Page 14 and Page 135
English owes 80% of its vocabulary to other languages. That is to say English has borrowed 80 percent of its vocabulary from other languages. In fact, the English vocabulary contains words from all the major languages of the world. No other language of the world has borrowed so heavily. Therefore, the name “ heavy borrower” best describes the characteristic of the English vocabulary.
• 2. Enumerate the major modes of modern vocabulary development.(说出英语词汇发展的三种主要模式)
• Page 14
• Modern English vocabulary develops through three channels: creation, semantic change, and borrowing.
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• For details see page14 and page 136.
• Concepts to learn:
• 1. Isolating language
Page 7
Isolating language is a language in which each word form consists typically of a single morpheme. Examples are Classical Chinese and Vietnamese. An isolating language tends also to be an analytic language.(孤立语往往也是分析性语言 ‘analytic language’，孤立语的特点就是每一个词就是一个独立的词素，没有词尾变化) • 2. Inflected language
• Page 7
• Inflected language is a language whose nouns show their grammatical function in the sentence by changes in the noun itself, and not by position. (通过词尾变化来实现语法功能的语言叫屈折语，英语可以作为其代表，屈折语也是综合性语言 ‘synthetic language’。)
• 3. synthetic language
• Page 7
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• Synthetic language refers to any language in which syntactic relations within sentences are expressed by inflection or by agglutination(黏着). （综合性语言主要通过词尾的格、时态、语态、性、数、词素等的变化来实现句法功能。其代表有拉丁语、英语。综合性语言也可看成屈折语）
• 4. analytic language
• Page 8
• Analytic language refers to any language that uses specific grammatical words, or particles, rather than inflection, to express syntactic relations within sentences. （分析性语言主要通过具体的语法词、或小品词来实现句法功能，而不是通过单词本身的词尾变化。其代表有古汉语、越南语。可把分析性语看成孤立语。）
Step 4
Go through the whole text
• 2.1 The world languages • (Key words : 5000, 25, Sino-Tibetan Family, Indo-European Family) Page 6-8 • 2.1 Language classifications 13
• 2.2.1 Morphological classification • …….Isolating language • ……Inflected language • ……Agglutinative language • …..Polysynthetic language
• 2.2.2 Structural classification
• ….Synthetic language
• ….Analytic language
• 2.3 The Indo-European language family
• See the tree diagram on page 8 !
• 2.4 The historical overview of English vocabulary • 2.4.1 Old English (450-1150) • Page 9-11 14
• Key words: Celts→the Romans’ Latin→ Angles, Saxons, and Jutes→ Angles’ land→England→ English→ the Roman missionaries→Norwegian and Danish Vikings→ Scandinavian words→pronunciation→ Vocabulary • 2.4.2 Middle English (1150-1500) • Page 11 • Key words: →1066 Normans→Norman French →characteristics (9000 French words, many inflections retained, spelling and pronunciation)
• 2.4.3 Modern English(1500-up to now)
• Page 12 • Key words: →the Renaisssance→the Bourgeois Revolution →Industrial Revolution →thousands of new words were created or translated into English→characteristics( word endings were lost, rapid expansion of English vocabulary) • 2.5 Three main sources of new words of the present-day English vocabulary 15
• Page 13 • 2.5.1 The rapid development of modern science and technology(software, input, etc.) • 2.5.2 Social, economic, and political changes (credit card, sexism etc.) • 2.5.3 The influence of other cultures and languages • 2.6 Modes of the development of the English vocabulary • Page 14 • 2.6.1 Creation • 2.6.2 Semantic change • 2.6.3 Borrowing Step 5
Helping time for solving problems.
Put up your hand and let me know if you still don’t understand the text. I will come to help !!
16
Step 6
Conclude main points for today’s learning
• 1. the definition of isolating language
• Page 7
• 2. the definition of inflected language
• Page 7
• 3. the definition of synthetic language
• Page 7
• 4. the definition of analytic language
• Page 8
5. the tree diagram for the Indo-European language family
• Page 8
• 6. The historical overview of English vocabulary
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• Page 9---12
• Old English (450-1150)
• Middle English(1150-1500)
• Modern English(1500-up to now)
7. Three main sources of new words of the present-day English vocabulary
----The rapid development of modern science and technology
----Social, economic, and political changes
----The influence of other cultures and languages
8. Modes of the development of the English vocabulary
----Creation
----Semantic change
----Borrowing
Step 7
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Group work
• Discussing, writing and speaking :
• Work in groups of threes or fours and think over and write on the topic Why should a Student of English Lexicology Study the Knowledge of the Indo-European Language Family? When the group is ready, please choose one
student to represent the group to make a presentation in front of the class.（先进行小组讨论，然后选一位代表来到台前陈述小组的想法和讨论结果。）
Step 8
Homework /Assignment
• 1. Work on all the exercises on page 15-16
• 2． Prepare for Chapter 3.
Teaching Contents : Chapter 3
The structure of English words and word-formation in English
6课时
Part A Lecturing on exercises(讲解前一课练习)
19
Part B Lecturing on the text（授课）
授课顺序：
• A. do warming-up discussion
• B. answer some questions and learn some concepts
• C. quickly go through the whole text
• D. get help
• E. conclude main points for today’s learning
• F. group work
• G. assign homework or exercise
Step 1
Pre-learning Activities
Check Students’ Preparation (检查预习、作业情况)
Step 2
20
Warming-up discussion
• Discussion 1 : Can you guess the meaning of some words by their roots? Give an example.
• Page 17
• Of course! We can guess words’ meaning if they have roots. Learn the 100 Latin and Greek roots that among them yield 5000 derivatives. Once you know these terms, you can sight-read(轻易辨认)the literal meaning or words derived from them. For example, if you know the meaning of the word teach, you will know a teacher is a person who instructs others.
• Discussion 2
• What is morphology?
• Page 17
• Morphology is a term for the branch of linguistics, which is concerned with the forms of words in different uses and constructions.
• 说明：形态学是语言学分支的一个术语，研究的是不同的使用和结构中的词形，通俗地说，就是研究单词的外形结构。例如，某个单词是以ed为结尾的（regarded），而另一个单词是以im为词头（impossible）
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Step 3
Answer some questions and learn some concepts
• Questions to think over:
• 1. How many word-formations are mentioned in the text? (构词法)
• Page 22 and Page 32
Seven word-formations are mentioned . They are:
1) Affixation: Prefixation & Suffixation
2) Compounding
3) Conversion
4) Blending
5) Clipping
6) Acronymy
7) Back-formation
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2. Both initialisms and acronyms are formed to a certain extent from initial letters. Is there any difference between them? Please explain them with examples.
• Page 43
• Initialism is a word formed from initial letters and pronounced as a normal word. BBC, GMT, WHO, ISBN, FBI are all initialisms and SARS, ROM, UNESCO are acronyms.
• Concepts to learn:
• 1. morphemes （词素） Page 17
• A morpheme is the minimal meaningful units of which the language is composed. (词素是构成语言的最小的、有意义的单位。)
• 2. morphs （形素）
• The phonetic or orthographic strings or segments, which realize morphemes are termed “morphs”. Thus in the form –un, touch, -able, -s, the segmented portions are morphs, each of which represents a morpheme. Morphs are said to represent morphemes; morphemes may be represented by one or more than one morph.
• Page 18 (用来具体实现词素的字母组合或片段，称作形素。词素是要通过形素来体现的，同一个词素可由一个或一个以上的词素来体现。例如，词素“un-”表达的是否
23
定的意思，但是有时候un会演变为ir、im、ir等等，但是，他们都表达同一个意思，那就是‘否定’。)
• 3. allomorphs
• Page 18 词素变体
• The various morphs, which represent one morpheme, are called allomorphs. Some morphemes are realized by more than one morph according to their position in a words. Such alternative(不同的) morphs are known as allomorphs.
• 4. free morpheme & bound morpheme
• Page 19
• A free morpheme is one that can be uttered alone with meaning. A free morpheme is viewed as a word, in the traditional sense, for example, sag, rye, woo, are free morphemes.
• A bound morpheme never occurs in isolation, that is , is not regularly uttered alone in normal situations. Therefore, we say that a bound morpheme cannot stand by itself as a complete utterance; it must apppear with at least one other morpheme, free or bound.
• 5. bound root
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• Page 20
• A bound root is that part of the word that carries the fundamental meaning like a free root. It is a bound form, so it has to combine with other morphemes to make words.
• 6. affixes
• Page 20 词缀
• Some bound morphemes（affixes） are attached to the end of words to indicate grammatical relationships, thus they are known as inflectional morphemes.
• 7. derivational affixes
• Page 21
• Derivational affixes are affixes added to other morphemes to create new words. Derivational affixes can be further divided into prefixes and suffixes. Prefixes come before the word and the suffixes after the word, for instance, teach+ er=teacher, boss+y=bossy.
• 8. root
• Page 21
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• A root is the basic form of a word, which cannot be further analyzed. The root, whether free or bound, generally carries the main component of meaning in a word.
Step 4
Go through the whole text
• 3.1 The structure of English words • 3.1.1 The morphological structures of words. • Key words: • morphology • morpheme • morphs • allomorphs • 3.1..2 Types of morphemes • free morphemes 26
• bound morphemes: • bound roots • affixes : • ..inflectional affixes • ..derivational affixes • 3.1.3 Root, stem and base • 3.2 Word-formation in English（构词法） • 3.2.1 Affixation(prefixation and suffixation) • 3.2.2 Compounding （复合词） • 3.2.3 Conversion(转类法） • 3.2.4 Blending （拼缀法） • 3.2.5 Clipping （截短法） • 3.2.6 Acronymy (首字母拼音法：包含首字母缩 27
略和首字母拼音） • 3.2.7 Back-formation (逆生法：去掉或脱落一个现存的词的词缀以构成新词的方法叫逆生构词法) Step 5
Helping time for solving problems.
Put up your hand and let me know if you still don’come to help !!
Step 6
Conclude main points for today’s learning
• Main points for today
• 1. the definition of morphology
• Page 17
• 2. the definition of morpheme
• Page 17
t understand the text. I will 28
• 3. the definition of morph
• Page 18
• 4. the definition of allomorph
• Page 18
5. the definition of free morpheme & bound morpheme
• Page 19
• 6. the definition of inflectional affixes and derivational affixes
• Page 20-21
• 7. the definition of root Page 21
• 8. Eight ways of word-formation in English
• Page 22-33
Step 7
Group work
29
• Discussing, writing and speaking :
• Work in groups of threes or fours and think over and write on the topic How Word-formation Has Benefited Me in English Vocabulary Learning? When
the group is ready, please choose one student to represent the group to make a presentation in front of the class.（先进行小组讨论，然后选一位代表来到台前陈述小组的想法和讨论结果。）
Step 8 (老师将选择部分重点讲解)
Homework /Assignment
• 1. Work on the exercises on page 33-43，just do those numbered 1, 2, 3, 5, 10, 11,12, 13(重点)， 14， 15，16，17，18，19，20，21，22。本课练习较多，比较花时间，请大家认真完成，因为很实用。
• 2． Prepare for Chapter 4.
Teaching Contents : Chapter 4
Word meaning
4课时
Part A Lecturing on exercises(讲解前一课练习)
30
Part B Lecturing on the text（授课）
授课顺序：
• A. do warming-up discussion
• B. answer some questions and learn some concepts
• C. quickly go through the whole text
• D. get help
• E. conclude main points for today’s learning
• F. group work
• G. assign homework or exercise
Step 1
Pre-learning Activities
Check Students’ Preparation (检查预习、作业情况)
Step 2
31
Warming-up discussion
• Discussion 1 : When talking about meaning, broadly speaking, there are two schools of thoughts in present-day linguistics, what are they?
• Page 44
• Broadly speaking, there are two schools of thoughts in present-day linguistics; the “analytical” or “referential” approach, which seeks to grasp the essence of meaning by resolving it into its main components, and the “operational” or “contextual” approach, which studies words in action and is less interested in what meaning is than in how it works.
• Discussion 2
• What is motivation? How many motivations are mentioned in the text?
• Page 47 理据
• Motivation accounts for the connection between the linguistic symbol and its meaning . A great many words are entirely conventional, and other words are motivated in various ways.
• The four motivations are:
• 1) Onomatopoeic motivation
32
• 2) Morphological motivation
• 3) Semantic motivation
• 4) Etymological motivation
Step 3
Answer some questions and learn some concepts
• Questions to think over:
1. How many types of meaning are mentioned in the text?
• Page 50-54
Four types of meaning are mentioned . They are:
1) Grammatical meaning 语法意义
2) Lexical meaning 词汇意义
3) Conceptual meaning 概念意义
4) Associative meaning 关联意义(包含以下4点)
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-----Connotative meaning(内涵意义)
------Stylistic meaning(文体意义)
------Affective meaning（感情意义）
-------Collocative（搭配意义）
• 2. What does semantic motivation mean? According to semantic motivation, words’ meaning develops by two patterns, what are they?
• Page 48-49
• Semantic motivation refers to the mental associations suggested by the conceptual meaning of a word. It explains the connection between the literal sense and figurative sense of the word. The two patterns that words’ meaning develops are: the pattern of inwards and outwards， and the pattern of wider pattern.
• Concepts to learn:
• 1. reference（所指关系）
• Page 45
• Reference is the relationship between language and the world. By means of reference, a speaker indicates which things in the world are being talked about. In
34
other words, only when a connection has been established between the linguistic sign and a referent(所指物), i. e. an object, a phenomenon, a person, etc, does the sign become meaningful. Reference is the essential element of semantics. （所指关系是语义的基本要素）
• 2. Concept
• Page 46 概念
• Concept, which is beyond language, is the result of human cognition, reflecting the objective world in the human mind. It is universal to all men alike regardless of culture, race, and language.
• 3. Sense
• Page 46-47
• Generally speaking, the meaning of “ meaning” , is what is termed “sense”. Unlike reference, “sense” denotes the relationships inside the language. Every word that has meaning has sense, but not every word has reference. Sense is the meaning of a word in a language. (注：Sense强调语言内的语义，有的语言学家干脆把sense=concept=reference)
• 4. Connotative meaning
• Page 51 (内涵意义)
35
• Connotative meaning refers to associations suggested by the conceptual meaning, traditionally known as connotations. It is not an essential part of the word meaning, but associations that might occur in the mind of a particular user of the language. These connotations/associations are not given in the dictionary, but associated with the word in actual context to particular readers or speakers.(内涵意义不是字典里的意义，而是不同的人和语境之下的关联意义)
• 5. affective meaning
• Page 53 感情意义
• Affective meaning indicates the speaker’s attitude towards the person or thing in question.
• 6. Collocative meaning 搭配意义 Page 54
• Collocative meaning consists of the associations (关联) a word acquires in its collocation. In other words, it is that part of the word meaning suggested by the words before or after the word in discussion. （由某词前后的词汇给该词所带来的那部分意义）
• 7. Conceptual meaning
• Page 51 概念意义
• Conceptual meaning is the meaning given in the dictionary and forms the
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core of word meaning. Conceptual meaning forms the basis for communication and it is constant and relatively stable.
• 8. Associative meaning
• Page 51 关联意义
• Associative meaning is a summary term, consisting of collocative meaning, affective meaning, stylistic meaning, and connotative meaning, for they all have the same open-ended, indeterminate character, and lend themselves to analysis in terms of scales or ranges, rather than in discrete either-this-or-that-terms. (关联意义是开放性的，并非“非此即彼”。受诸多因素的影响，即便是同一个单词，在不同的环境下，其意义或许是很不同的。)
Step 4
Go through the whole text
• 4.1 Meaning • 4.1.1 Analytical (referential )definitions of meaning • Key words: • Basic triangle(强调词汇内部的静态涵义),注意语义三角的关系。 37
• 4.1.2 Operational /contextual definitions of meaning（研究词汇实际运用中的意义）
• Key words:
• The meaning of a word is its use in the language.
• 4.2 Meanings of meaning • 4.2.1 Reference Page 45 • 4.2.2 Concept Page 46 • 4.2.3 Sense Page 46 • 4.3 Types of motivation Page 47-50 • *** Onomatopoeic motivation • *** Morphological motivation • *** Semantic motivation( two patterns) • *** Etymological motivation • 4.4 Types of meaning
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• 4.4.1 Grammatical meaning Page 50 • 4.4.2 Lexical meaning Page 51 • 4.4.3 Conceptual meaning Page 51 • 4.4.4 Associative meaning Page 51-54 • including : Connotative meaning • Stylistic meaning • Affective meaning • Collocative meaning Step 5
Helping time for solving problems.
Put up your hand and let me know if you still don’come to help !!
Step 6
Conclude main points for today’s learning
t understand the text. I will 39
• Main points for today
• 1. the definition of reference
• Page 45
• 2. the definition of concept
• Page 46
• 3. the definition of motivation
• Page 47
• 4. the definition of associaative meaning
• Page 51
• 5. The “basic triangle” on page 44
• 6. What is semantic motivation? What are the two patterns that words’ meaning develops according to semantic motivation?
• Page 48-49
• 7. The four types of motivation
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• Page 47-50
• 8. The four types of meaning
• Page 50-54
Step 7
Group work
• Discussing, writing and speaking :
• Work in groups of threes or fours and think over and write on the topic
Affective meaning varies from individual to individual, from culture to culture, from generation to generaation, from society to society. When the group is
ready, please choose one student to represent the group to make a presentation in front of the class.（先进行小组讨论，然后选一位代表来到台前陈述小组的想法和讨论结果。）
Step 8 (老师将选择部分重点讲解)
Homework /Assignment
• 1. Work on the exercises on page 54-56，just do those numbered 1, 2, 3, 4, 6, 7
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• 2． Prepare for Chapter 5.
Teaching Contents : Chapter 5
Sense relations 语义关系
5 课时
Part A Lecturing on exercises(讲解前一课练习)
Part B Lecturing on the text（授课）
授课顺序：
• A. do warming-up discussion
• B. answer some questions and learn some concepts
• C. quickly go through the whole text
• D. get help
• E. conclude main points for today’s learning
• F. group work
42
• G. assign homework or exercise
Step 1
Pre-learning Activities
Check Students’ Preparation (检查预习、作业情况)
Step 2
Warming-up discussion
• Discussion 1 : How are words related to each other?
• Page 57
• A word, which is related to other words is related to them in sense, hense is called sense relations. So, words are related to each other by sense.
• Discussion 2 : How many sense relations of words are mentioned in the text ? What are they?
• Page 57-73
• Seven sense relations are mentioned:
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• 1) Polysemy 多义关系
• 2）Homonymy 同音异义关系
• 3）Synonymy 同义关系
• 4）Antonymy 反义关系
• 5）Hyponymy 上下义关系
Step 3
Answer some questions and learn some concepts
• Questions to think over:
• 1. What are the two approaches to polysemy? Page 57-59
• 1) Diachronic approach: From the diachronic point of view, polysemy is assumed to be the result of growth and development of the semantic structure. After a word was created with one meaning, with the advance of time and the development of language, it took on more and more meanings. The later meanings are called derived meanings.
• 2) Synchronic approach: Polysemy is viewed as the coexistence of various meanings of the same word in a certain historical period of time. In this way, the
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basic meaning of a word is the core of word meaning, also called the central meaning. The derived meanings, no matter how many, are secondary in comparison.
• 2. What are the two processes of word meaning development?
• Page 59-60
• Radiation is a semantic process in which the primary meaning stands at the center and the secondary meanings proceed out of it in every direction like rays. The meanings are independent of one another, but all can be traced back to the central meaning. 辐射
• Concatenation is the sementic process in which the meaning reached by the first shift may be shifted a second time, and so on until in the end the original meaning is totally lost. 连锁
• 3. What are the three sources of synonyms?
(同义词的来源, 或者说为什么存在同义词)
• Page 64-65
• 1）Borrowing
• 2) Dialects and regional Egnlish
45
• 3) Figurative and euphemistic use of words
• 4. What are the three ways for discrimination of synonyms? 区分同义词的三种方式是什么？
• Page 65-68
• We can observe the differences between synonyms from the following three areas:
• 1) Difference denotation(外延的差异，主要从程度、强度、范围大小上进行词义对比)
• 2）Difference in connotation(内涵的差异，主要从文体色彩、感情色彩上进行词义对比)
• 3）Difference in application(运用上的差异，主要从固定搭配上以及使用的不同进行对比)
• Concepts to learn:
• 1. Homonym（同形同音异义词）
• Page 61
• Homonyms are generally defined as word different in meaning but either
46
identical both in sound and spelling or identical only in sound or spelling.
• 2. Antonymy 反义词
• Page 69-70 Antonymy deals with semantic opposition. It can be defined as words which are opposite in meaning. Antonyms include cotradictory terms, contrary terms and relative terms.
• 3. Hyponymy
• Page 72 上下义关系
• Hyponymy deals with the relationship of semantic inclusion. That is , the meaning of a more specific word is included in that of another more general word. These words are known as hyponyms.
Step 4
Go through the whole text
• 5.1 Polysemy • Page 57-59 • 5.1.1 Two approaches to polysemy 47
• 1) Diachronic approach • 2) Synchronic approach
• 5.1.2 Two processes
• of development
• 1)Radiation
• 2)Concatenation
• 5.2 Homonymy • 5.2.1 Types of homonyms Page 61-62 见62页表 • 1) Perfect homonyms • 2) Homographs • 3) Homophones • 5.2.2 Origins of homonyms Page 62 • *** Change in sound and spelling 48
• *** Borrowing • *** Shortening • 5.3 Synonymy • 5.3.1 Sources of synonyms Page 64-65 • 1) Borrowing • 2) Dialects and regional English • 3) Figurative and euphemistic use of words • 5.3.2 Discrimination of synonyms Page 65-68 • 1) Difference in denotation • 2) Difference in connotation • 3) Difference in application
• 5.3.3 Association and collocation Page 68 49
• (这个横组合和纵组合关系比较难理解。可以这么简单地理解：两个同义词能否替换，不仅要看他们在纵向上能够替换，即意思要接近，还要看替换后其左右的词能否与其匹配，否则替换不成立，两个同义词就不能互用。如果既满足了纵向替换，又满足了横向搭配，那么，这两个同义词就可以替换了。对于本小节，能够这样理解就够了，无需过多复杂纠缠。) • 5.4 Antonymy • 1) Contradictary terms 互补反义词 • 2）Contraary terms 分级反义词 • 3）Relative terms 相关反义词 • 5.5 Hyponymy 上下义关系 • 1） Superordinate 上义词 • 2） Subordinate 下义词 Step 5
Helping time for solving problems.
Put up your hand and let me know if you still don’come to help !!
t understand the text. I will 50
Step 6
Conclude main points for today’s learning
• Main points for today
• 1. Two approaches to polysemy
• Page 57
• Diachronic approach & Synchronic • 2. the definition of Radiation
• Page 59
• 3. the definition of Concatenation
• Page 60
• 4. the definition of Homonyms
• Page 61
5. Sources of synonyms
approach
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• Page 64-65:
• Borrowing
• Dialects and regional English
• Firurative and euphemistic use of words
• 6. Discrimination of synonyms
• Page 66-68
• Difference in denotation
• Difference in connotation
• Difference in application
7. the definition of Antonymy
• Page 69
• 8. Types of antonyms Page 70
• Contradictory terms
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• Contrary terms
• Relative terms
• 8. the definition of Hyponymy and the two types of hyponyms
• Page 72
• Superordinate and subordinate terms
Step 7
Group work
• Discussing, writing and speaking :
Work in groups of threes or fours and think over and write on the topic Why Should a Student of English Lexicology Study Sense Relations? When the group
is ready, please choose one student to represent the group to make a presentation in front of the class.（先进行小组讨论，然后选一位代表来到台前陈述小组的想法和讨论结果。）
Step 8 (老师将选择部分重点讲解)
Homework /Assignment
53
• 1. Work on the exercises on page 73-88, do those numbered 1, 2, 4, 5, 6,7,8, 9,10, 11, 12, 13, 14, 15, 16, 17, 18, 20
• 2． Prepare for Chapter 6.
Teaching Contents : Chapter 6
Change in word meaning
词义的变化
4 课时
Part A Lecturing on exercises(讲解前一课练习)
Part B Lecturing on the text（授课）
授课顺序：
• A. do warming-up discussion
• B. answer some questions and learn some concepts
• C. quickly go through the whole text
• D. get help
54
• E. conclude main points for today’s learning
• F. group work
• G. assign homework or exercise
Step 1
Pre-learning Activities
Check Students’ Preparation (检查预习、作业情况)
Step 2
Warming-up discussion
• Discussion : Can meaning change?
• Page 89
• Vocabulary is the most unstable element of a language as it is undergoing constant changes both in form and meaning. Comparatively speaking, the meaning is even more unstable than the form. Almost every word we use today has a slightly different meaning from the one it had a century ago; and a century ago it had a slightly different meaning from the one it had a century before that.
55
Step 3
Answer some questions and learn some concepts
• Questions to think over:
• 1. How many types of changes in word meaning do we have? they?
• Page 89-93
• 1) Extension 词义扩大
• 2） Narrowing 词义缩小
• 3） Elevation 词义升华
• 4） Degradation 词义降格
• 2. What are the causes of changes in word meaning?
• Page 92-93
• 1) Linguistic factors
• --The influx of borrowings has caused the
What are 56
change.
--Some phrases are shortened. Only one word is left to retain the meaning of the whole. 如：Morning! =God give you a good morning.
• 2) Extra-linguistic factors
• ----Historical reason. For example, pen.
• ----Class reason. People from different social classes have different attitudes towards word meaning.
• Concepts to learn:
• 1. Extension
• Page 89 词义扩大
• Extension of meaning, also known as generalization(词义泛化：the enlarging, widening, expansion of meaning), is the name given to the widening of meaning.
• 2. Narrowing 词义缩小
• Page 90 Narrowing of meaning, also called specialization(缩小), is the opposite of widening meaning. It is a process by which a word of wide meaning acquires a narrower or specialized sense. In other words, a word, which used to
57
have a more general sense becomes restricted in its application and conveys a special meaning in present-day English.
• 3. Elevation 词义升华
• Page 90
• Elevation refers to the process by which words rise from humble beginning to positions of importance. Some words early in their history signified(表示) something quite low or humble, but changed as time went by to designate something agreeable or plesant.
• 4. Euphemism 委婉语
• Page 90
• Euphemism is one kind of the elevation of word meaning. It is the figure of speech by which one seeks to disguise the real nature of an unpleasant idea by giving it an inoffensive name, and many words have changed their meanings as a result of being used as euphemism.
• 5. Degradation 词义降格
• Page 92
• Degradation of meaning is the opposite of semantic elevation. It is a process
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by which words of good origin fall into ill reputation or non-affective words and finally they come to be used in a derogatory sense.
Step 4
Go through the whole text
• 6.1 Can meaning change? • Page 89 • 6.2 Types of changes • 1) Extension • 2) Narrowing • 3) Elevation (Including euphemism and taboos) • 4) Degradation • 6.3 Cause of changes • 1) Linguistic factors
• --the influx of borrowings
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• --some phrases are shortened
• 2) Extra-linguistic factors
• ---Historical reason
• ---Class reason Step 5
Helping time for solving problems.
Put up your hand and let me know if you still don’come to help !!
Step 6
Conclude main points for today’s learning
• Main points for today
• 1. Types of changes in word meaning
• Page 89-93
• --- Extension
t understand the text. I will 60
• ---Narrowing
• ---Elevation
• ---Degradation]
• 2. the definition of Extension
• Page 89
• 3. the definition of Narrowing
• Page 90
• 4. the definition of Elevation
• Page 91
5. the definition of Euphemism
• Page 91
• 6. the definition of Degradation
• Page 92
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• 7. Cause of changes in word meaning
• 1) Linguistic factors
• --the influx of borrowings
• --some phrases are shortened
• 2) Extra-linguistic factors
• ---Historical reason
• ---Class reason Step 7
Group work
• Discussing, writing and speaking :
Work in groups of threes or fours and think over and write on the topic How Do You Account for the Semantic Change in Living Language?(怎样解释现今语言的语义变化？) When the group is ready, please choose one student to represent
the group to make a presentation in front of the class.（先进行小组讨论，然后选一位代表来到台前陈述小组的想法和讨论结果。）
62
Step 8 (老师将选择部分重点讲解)
Homework /Assignment
• 1. Work on the exercises on page 93-94, do those numbered 1, 4， 5， 6
• 2． Prepare for Chapter 7.
Teaching Contents : Chapter 7
Meaning and context
词汇的语境意义
4 课时
Part A Lecturing on exercises(讲解前一课练习)
Part B Lecturing on the text（授课）
授课顺序：
• A. do warming-up discussion
• B. answer some questions and learn some concepts
63
• C. quickly go through the whole text
• D. get help
• E. conclude main points for today’s learning
• F. group work
• G. assign homework or exercise
Step 1
Pre-learning Activities
Check Students’ Preparation (检查预习、作业情况)
Step 2
Warming-up discussion
• Discussion : What does context mean?
• Page 95
• Context means the total environment in which the word appears; when we speak of context, however, we most often mean the sentence context, or discourse
64
or text because they are where a word normally acquires its meaning. Without context, there is no way to determine the very sense of the word that the speaker intends to convey; while with context, there is generally no danger of misinterpretation, for meaning lives in context and context defines meaning.
Step 3
Answer some questions and learn some concepts
• Questions to think over:
• 1. How many types of context are mentioned in the text? What are they?
• Page 95-97
• 1) Linguistic context 语言语境 。 包含：
• a) Lexical context 词汇语境
• b) Grammatical context 语法语境
• 2)Extra-linguistic context 非语言语境 Page 97
• The extra-linguistic context may extend to embrace the entire cultural background, which may also affect the meaning of words. 非语言语境可以泛指整个文化背景。
65
• 2. What is the role of context? 语境的作用？
• Page 97-100
• 1) Elimination of ambiguity : Ambiguity often arises due to polysemy and homonymy. When a word with multiple meanings is used in inadequate context, it creates ambiguity. This ambiguity can only be eliminated by adequate context. 语境可以消除歧义，达到准确定位词义。
• 2) As clues for inferring word meaning in context : Context provides a variety of clues for inference of word meaning. Contextual clues help un in arriving at the meanings. Contextual clues vary a great deal but can be summed up as follows. 可作为语境线索的有：
• 1) Definition 2) Explanation 3) Example
• 4) Synonymy 5) Antonymy 6) Hyponymy
• 7) Relavant details 8) Word structure (word-formation)
• Concepts to learn:
• 1. Lexical context
• Page 95 词汇语境
66
• Lexical context refers to the words that occur together with the word in question. The meaning of the word is often affected and defined by the neighboring words.
• 2. Grammatical context 语法语境
• Page 96
• In some cases, the meaning of a word may be influenced by the structure in which it occurs. This is what we call grammatical context.
Step 4
Go through the whole text
• 7.1 Types of context • Page 95-97
• 1) Linguistic context 语言语境 。 包含：
• a) Lexical context 词汇语境
• b) Grammatical context 语法语境
• 2)Extra-linguistic context 非语言语境 Page 97
67
• The extra-linguistic context may extend to embrace the entire cultural background, which may also affect the meaning of words. 非语言语境可以泛指整个文化背景。
7.2 The role of context Page 97-100
• 1) Elimination of ambiguity : 语境可以消除歧义，达到准确定位词义。
• 2) As clues for inferring word meaning in context : 可作为语境线索的有：
• 1) Definition 2) Explanation 3) Example
• 4) Synonymy 5) Antonymy 6) Hyponymy
• 7) Relavant details 8) Word structure (word-formation)
Step 5
Helping time for solving problems.
Put up your hand and let me know if you still don’t understand the text. I will come to help !!
Step 6
Conclude main points for today’s learning
68
• Main points for today
• 1. the definition of Context Page 95
• 2. the definition of Lexical context Page 95
• 3. the definition of Grammatical context
• Page 96
• 4. the types of context Page 95-97
• ----Linguistic context( Lexical and Grammatical context)
• -----Extra-linguistic context(cultural background)
5. The role of context
• Page 97-100
• 1) Elimination of ambituity
• 2) As clues for inferring word meaning in context : 可作为语境线索的有：• 1) Definition 2) Explanation 3) Example
69
• 4) Synonymy 5) Antonymy 6) Hyponymy
• 7) Relavant details 8) Word structure (word-formation)
Step 7
Group work
• Discussing, writing and speaking :
• Work in groups of threes or fours and think over and write on the topic State the roles of “context”(陈述语境的作用) When the group is ready, please choose
one student to represent the group to make a presentation in front of the class.（先进行小组讨论，然后选一位代表来到台前陈述小组的想法和讨论结果。）
Step 8 (老师将选择部分重点讲解)
• 1. Work on the exercises on page 100-115, do those numbered 1, 2，3，5，6，7， 9.
• 2． Prepare for Chapter 8.
Teaching Contents : Chapter 8
English dictionaries 英语字典
70
4 课时
Part A Lecturing on exercises(讲解前一课练习)
Part B Lecturing on the text（授课）
授课顺序：
• A. do warming-up discussion
• B. answer some questions and learn some concepts
• C. quickly go through the whole text
• D. get help
• E. conclude main points for today’s learning
• F. group work
• G. assign homework or exercise
Step 1
Pre-learning Activities
71
Check Students’ Preparation (检查预习、作业情况)
Step 2
Warming-up discussion
• Discussion : What does dictionary mean?
• Page 116
• The dominant sense of the word dictionary for English-speaking people is a book which presents in alphabetic order the words of the English language, with information as to its spelling, pronunciation, meaning and its etymology.
Step 3
Answer some questions and learn some concepts
• Questions to think over:
• 1. In what language were the first dictionaries in England printed? Why?
• Page 116
• The first dictionaries in England were printed in Latin. Latin at this time was the international language of scholars, who considered it a more refined and
72
important language than English. Latin carried the weight and prestige of the centuries. It was also the language of the church, the most important institution(机构) of the Middle ages.
• 2. When using a dictionary, what information should we pay attention to? 查阅字典，我们往往需要关注什么信息？
• Page 127-131
• 1) Spelling
• 2) Pronunciation
• 3) Parts of speech and inflected forms of words
• (词类和屈折变化)
• 4) Label（标签）
• 5）The definition
• 6) Etymology
• 7) Synonyms
• 3. Name some of the first English dictionaries. Who were their authors? What
73
common characteristics did these dictionaries have?
• Page 116-117
• Among the first English dictionaries published were Robert Cawdrey’s Table Alphabetical of Hard Words, John Bollokar’s An Enlgish Expositor, and Henry
Cockeram’s The English Dictionarie. All of these were in the “hard words” tradition: they defined in simple language only what the English called “hard words”. Cawdrey’s book was the first in English to use the word dictionary in the title.
• 4.We should remember 4 men as to modern English dictionaries. Who are they? What dictionaries did they write or edited? Who was an American?
• Page 117-124
• a) Nathaniel Bailey: An Universal Etymological • English Dictionary (1721)
• b) Samuel Johnson: A Dictionary of the English • Language(1755)
• c) Noah Webster: An American Dictionary of 74
• the English Language • d) James A. H. Murray(主编): Oxford English Dictionary • Noah Webster was an American.
• 5. How does a dictionary give a definition?
• Page 129 (借鉴字典给词汇的定义方式，对我们的写作能力的提高是大有好处的！)
• A good definition must be concise, accurate, and clear. It must be short enough to fit into the very small space alotted it, but it must be complete enough to satisfy the reader. Words are defined in more than one way: phrasal explanations, synonyms, illustrative sentences, and even pictures are used to make meanings clear. Writing a good definition is not easy, but there is a pattern of definition which fits some kinds of words. Both verbs and nouns can often be defined by more general words—infinitives(动词不定式)and nouns to which limiting or distinguishing information is added.
• 6. What are the three labels that are attached to words in the dictionary?
• Page 128
• There are three kinds of labels: status labels, regional labels, and subject labels.
75
• 7. In what aspects was Noah Webster’s dictionary somewhat different from British Dictionaries?
• Page 121-122
• 1) His definitions pointed out differences between American and British usage and meaning. The dictionary included many words of American origin which did not appear in any British dictionary.
• 2) Webster saw his dictionary as a moral guide as well as a reference book. He was not willing do admit(引用)many vulgar(低俗的) words into his dictionary.
• 3) Webster took courage to try to change American
• Concepts to learn:
• 1. Monolingual and bilingual dictionaries
• Page 125
• Monolingual dictionaries are written in one language, e.g. Chinese-Chinese Dictionary, English-English Dictionary. Bilingual dictionaries are written in two languages.
• 2. General-purpose dictionaries Page 125
76
• A general-purpose dictionary is the presentation in the alphabeticl order of the spelling, pronunciation, meaning, usage, rules of grammar and etymology of words. Such dictionaries are compiled for general use—to look for spelling, meaning, pronunciation, usage, etc.
• 3. Specific-purpose dictionaries
• Page 126
• Specialized dictionaries concentrate exclusively on a particular area of language or knowledge, treating such diverse topics as etymology, synonyms, idioms, pronunciation, usages in language, and special subjects like architecture, engineering, gardening and literature.
Step 4
Go through the whole text
• 8.1 The development of dictionaries? • Page 116-124 • 8.1 The origins of English Dictionaries • Key words: first dictionaries →Latin 77
• 8.1.2 The first English dictionaries • ---Robert Cawdrey’s Table Alphabetical of Hard Words • ---John Bollokar’s An Enlgish Expositor • ---Henry Cockeram’s The English Dictionarie
• 8.1.3 Modern English dictionaries
• a) Nathaniel Bailey: An Universal Etymological • English Dictionary (1721)
• b) Samuel Johnson: A Dictionary of the English Language(1755)• 8.2 Types of dictionaries Page 124-126 • c) Noah Webster: An American Dictionary of • the English Language • d) James A. H. Murray(主编): Oxford English Dictionary
• 8.2.1 Linguistic and non-linguistic dictionaries(可忽略)
78
• 8.2.2 Monolingual and bilingual dictionaries • 8.2.3 General-purpose and specific-purpose dictionaries • 8.3 Using a dictionary(attention should be paid to) • 1)Spelling • 2)Pronunciation • 3)Parts of speech and inflected forms of words • 4)Labels • 5)The definition • 6)Etymology • 7)Synonyms Step 5
Helping time for solving problems.
Put up your hand and let me know if you still don’come to help !!
t understand the text. I will 79
Step 6
Conclude main points for today’s learning
• Main points for today
• 1. the definition of dictionary
• Page 116
• 2. the definition of General-purpose dictionaries
• Page 125
• 3. the definition of Specific-purpose dictionaries
• Page 126
• 4. the definition of Monolingual and bilingual dictionaries
• Page 125
5. The first English dictionaries
• Page 116-117(Robert, John, Henry)
80
• 6. Modern English dictionaries
• Page 117-124
• a) Nathaniel Bailey: An Universal Etymological • English Dictionary (1721)
• b) Samuel Johnson: A Dictionary of the English • Language(1755)
• c) Noah Webster: An American Dictionary of • the English Language • d) James A. H. Murray(主编): Oxford English Dictionary
• 7. Monolingual and bilingual dictionaries • Page 125 • 8. General-purpose and specific-purpose dictionaries Page 125 -126 • 9. Using a dictionary Page127-130 81
• 1)Spelling • 2)Pronunciation • 3)Parts of speech and inflecte forms of words • 4)Labels • 5)The definition • 6)Etymology • 7)Synonyms Step 7
Group work
• Discussing, writing and speaking :
• Work in groups of threes or fours and think over and write on the topic Why Is the Study of Dictionary Necessary in Lexicology? When the group is ready,
please choose one student to represent the group to make a presentation in front of the class.（先进行小组讨论，然后选一位代表来到台前陈述小组的想法和讨论结果。）
Step 8 (老师将选择部分重点讲解)
82
• 1. Work on the exercises on page 93-94, do those numbered 1, 4, 5
• 2. Think over and write on: What Have You Learned from the Book English Lexicology? How are you going to put what you have learned into practice?
----------------------------------------------------------------------------
考 试 题 型 说 明
大题数: 7
计分: 100
时间: 120分钟
(1) 单项选择题 10分（每小题1分）
(2) 教程内容填空题 10分（每空1分）
(3) 匹配题20分（每小题1分，分为词根与其意义 匹配以及词汇与词义匹配两个小部分）
(4) 判断题 15分（True or False, 每小题1分，
共15小题）
83
(5) 术语解释题 15分（每小题3分，共5小题）
(6) 简答题 15分（每小题5分，共3小题）
(7) 论述题 15分（1小题，15分）
考试以及学习能力层次要求的分数比例：
记忆： 20%
理解： 30%
简单运用： 30%
综合运用： 20%
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