【正文】 dv. given in the brackets. Now he lives in London.(last year, Paris)We have English and math today. (Yesterday, music and )He gets up at seven. (This morning, eight)Last year he lived in Paris. Yesterday we had music and . This morning he got up at eight.Meaningful Practice In meaningful practice the focus is on the production, prehension or exchange of meanings though the students “keep an eye on ” the way newly learned structures that are used in the process. Meaningful practice usually es after mechanical practice. For example, after the presentation and mechanical practice of adjective paratives and superlatives.Using prompts for practiceUsing prompts has also proved to be an effective way of grammar practice.The prompts can be pictures, mimes, tables or key words. Practice based on prompts is usually meaningful practice.216。 Using picture prompts.216。 Using mime or gestures as prompts216。 Using information sheet as prompts216。Using key words or key phrases as prompts216。 Using chained phrases for story telling216。Using created situations① Using picture prompts: the students are asked to produce sentences based on the pictures provided.② Using mime or gestures as prompts: the teacher can invite the students to ask questions like: “what were you doing at 7 o’clock yesterday evening?” or “What do you like to do in your spare time?” instead of answering the questions directly the teacher acts out the answers by miming and invites the students to guess the answers.③Using information sheet as prompts: Students can be asked to describe each person using the information provided and then add and tell each other their own likes.④Using key phrase or key words as prompts: The students are asked to produce language based on pictures and key phrase provided by the teachers.How many? playgroundboysgirlschildren⑤ Using chained phrase for story telling. The students try to tell a story based on given prompts. Here is an example:7 o’clock –got up –had breakfast – hurried to school – school closed – surprised?⑥ Using created situations. In classroom situations, it is very difficult to find a real need and a real purpose for genuine munication in English among the students. However, teachers can create a situation for students to practice the language in a municative way.Unit 8 Teaching VocabularyAims of the unit:Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary.Assumptions about vocabulary and vocabulary building.Methods for presenting new vocabulary items.Ways to consolidate vocabulary。Ways to help students develop vocabulary building strategies. Vocabulary and vocabulary building Unlike the controversial role of grammar in foreign language learning, the role of vocabulary seems to have received more consistent understanding. However, uncertainty still remains regarding what constitutes a vocabulary item, which vocabulary items should be taught and learned, and how vocabulary can be taught and learned most effectively.Task I Read the following assumptions about vocabulary in English learning and decide if you agree with them or not. 1. A vocabulary item can be more than one word. V2. Language consist of “words” with equivalents from one language to another. X3. Vocabulary cannot be taught. It must be learned by the individuals. V4. Both teachers and students need to know that there is a difference between active and passive vocabulary. V5. The best way to explain vocabulary is to translate. X6. EnglishEnglish explanations are the best for vocabulary teaching. X7. An EnglishEnglish dictionary is an important aid for students. V8. Words can be taught and learned most effectively in groups of words which are related to each other in meaning. V9. Words must be learned in language contexts. V10. If we do not use words, we will forget them. V Presenting new wordsDifferent teachers have different ways to present new words. Whatever methods are used, the following suggestions may help teachers:Prepare examples to show meaning. Examples are best if they are created by the teachers themselves rather than taken from dictionaries.Ask students to tell the meaning first.Think about how to show the meaning of a word with related words such as synonyms, antonyms etc.Think about how to check students’ understanding.Think about the context in real life where the word might be used. Relating newly learned language to real life promotes high motivation.6) Think about possible misunderstanding or confusing that students may have. Consolidating vocabularySome ways are more effective for students to consolidate their vocabulary, say in groups, through various activities and under the teacher’s supervision.Below are some vocabulary consolidating activities that can be done in class.LabellingStudents are given a picture. They are to write the names of objects indicated in the picture. A petitive element can be introduced by making the first student to finish the winner.Spotting the differencesStudents are put into pairs. Each member of the pair receives a picture which is slightly different from one another and then, by a process of describing, questioning and answering, discover what the differences are. Describing and drawing One student has a picture, the other a blank piece of paper and a pencil. The student having the picture must tell his partner what to draw so that the drawing ends up the same as the original picture. Playing a gameStudents are shown a picture or a tray with many objects on it, or a series of different flash cards or magazine pictures. They have one or two minutes to memorise as many of the