DIY手工网actually是什么意思
呀，凌哥，你说好的原创呢？怎么照搬起老外的文章来啦？
话可不能这么说嘛。素材，经过加工，当然也可以算是原创。不信，您看看凌哥以往写的文章，比如解释词汇的，说鞋码的，就是照搬词典或者网络信息的啊。
今天凌哥读到这篇文章，很有感触，老泪纵横，比读了情书还要感动啊！您先读，您先读，其中夹杂了凌哥的一些汉语注释或翻译。在末尾，可以看到凌哥的简评。
Have you ever considered why a learner (even an advanced one) can hear a difficult English word or phrase literally thousands of times and still not use that word in the way that a native speaker does?（为何我们学了那么多词，却不会像老外一样地运用？）
You might expect that, after having been exposed to a word in ten, twenty, or maybe at the very most thirty, contexts, a learner will gradually piece together the word’s meaning and start to use it correctly, appropriately and fluently.
Classroom context
Seven steps to vocabulary learning
Conclusion
Classroom context
Seven steps to vocabulary learning
actually的意思是“实际上”，那么学生就不太可能掌握这个词的用法。)
Step 1 提供真实语料
Here are the dialogues I use for ‘actually’:
Do you want a chocolate?
Do you want a coffee?
Could I just borrow your book for a moment?
How’s John doing?
Ready to go?
I see you’re still following your diet! (meant sarcastically)
I think the students need at least six contexts to start to understand all the different nuances(细微差别) of meaning of a difficult target item.
Step 2 让学生自己研究语境，体会actually的语用
Step 3 提出“概念性问题”，认知词汇的语用含义
Examples of concept questions for actually might be:
Is the speaker saying something quite important?
Does the speaker give the other person the answer they want / expect?
Is the speaker asserting him/herself?(表达自己的立场、观点、想法)
After doing such concept question work, I use a summing up concept statement, like this one: “So we use ‘actually’ after someone asks us a question (often a request or offer), and we don’t give them the answer they want or expect.”
Step 4 关注和练习词汇的发音
I provide a phonological model (including pronunciation, stress, and intonation) in a surrounding sentence.
Most native speakers devote three syllables to ‘actually’, the stress is on the first syllable, and there is a rise/fall/rise intonation pattern (which signals the conflict in the situation).
Step 5 在恰当的语境中操练运用词汇
“So what do you think of __________ ?” (London) I use a facial expression to show that I expect a positive response.
“Would you like a cigarette?”
“Shall we go out for a meal tonight?”
“How’s your friend Bill?”
If I don’t get the response I want, I repeat and try to get another student to help. Then, if necessary, I get individual students to repeat the response until they feel completely comfortable with it.
Step 6 创设情境，真实运用词汇
I set up a simulation, providing students with the chance to say the word in a natural situation. I distribute the following scenario and get two of my stronger students to act it in front of the class and then I get all the students to act it in closed pairs (rotating roles). This is an example scenario I have used for ‘actually’.
John and Mary are in a pub.
2. Mary declines this (as she doesn’t drink alcohol).
4. Mary suggests sitting down.
6. John asks if it’s OK to light a cigarette.
Step 7 适时回顾，激活自发输出
Conclusion
Further reading(参考阅读)
Giorgi and Longobardi The Syntax of Noun Phrases, Cambridge University Press
Spontaneous Spoken Discourse, Oxford University Press
Paul Bress
(source:http://www.teachingenglish.org.uk/article/seven-steps-vocabulary-learning)
【凌哥点评】
尽管从内容中可以看到，实例actually应该是相当于我们的初中生的，但是其中的一些理念，对于小学和初中都有启发。
一、语言输入要丰富多样。
如果语言输入单一，学生看到的词汇是“平面”的，而在丰富多样的语境和情境中，学生看到的词汇就是“立体”的。
二、培养学生发现词汇的语用区别，比告知词义更重要。
最近，有初中老师说，要让学生在听写单词的时候标注词性。凌哥傻了！词性，是语用范畴。比如summer这个词，既是名词又是动词，可以当主语、表语、宾语和定语。如果听写单词的时候，要标注这一些，还不如让学生在不同的语境中填入这个单词。
三、训练时，要区分语境和情境。
在有的小学英语对话操练环节，有的教师为学生设置的新情境中，只有人物和地点，而没有事件过程（比如来龙去脉、目的等）。在这样的情境中，学生往往只能生硬地替换人称和名词。而对照Step 5和Step 6，我们可以明白情境和语境的区别。在情境中，小学生要么完全自编对话，在这种情况下，学生很有可能挑选简单易用熟悉的词句；要么背诵教材对话，替换其中的个别关键词汇。而在语境当中，学生必须根据上下文来确定自己的输出内容和语言结构。因此，恰当情境有助于学生自主输出，而语境有助于学生精确输出。
