阐述TeachingVocabulary试述Teaching试述in试述Middle试述School设计

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ABSTRACT：In the 21st century, with the rapid development of our society, the science and technology, especially with China’s entry into the WTO, China and other countries will he more and more co-operation. And English penetrates into our daily life more and more. But in English learning, word remembering confuses many English learners.This essay provides some methods of teaching English vocabulary. They should also make full use of class time to help student master the use of words they he learned.
Keywords: Vocabulary teaching; Junior school English; Teaching methods
摘　要：在21世纪， 随着社会与科学技术的发展， 特别是中国加入世贸组织以后，中国与其他国家的交流越来越多。英语也越来越多的深入到我们的生活当中。但是，在英语学习中，词汇困扰着许多人。能否有效地更多的记忆词汇将直接影响对英语学习的兴趣和实效性。词汇是语言的基础与核心。人们知道，如果没有词汇的话，就没有语言。没有语言，就没有语言学。但所有的词语在语言上的词汇。词汇是语言的基础。这将是不可能的，学习语言没有学习词汇。但是，词汇学习是外语学习中的一个大课题。以后作为一名英语教师，以帮助学生有效学习英语，我们有必要探讨词汇教学和学习方法可以改善小学和中学水平，探讨了一些可能的战略，提高学生的词汇中学英语词汇教学，过分强调学生死记硬背单词的读音、词行和字典意义，而忽略了词汇的搭配、用法和语法特征，以及语境在语法学习中的重要性，导致学生对许多单词只会记而不会用。本文提出一些相应的解决方法，采用适合学生的教授词汇的方法，要充分利用常规课堂教学时间，帮助学生掌握基本词汇。
关键词：词汇教学　中学英语　教学方法
Part One The problems in English vocabulary teaching and learning

1. Teacher’s Problem and solutions

In the teaching of middle school, there are a lot of problems in vocabulary teaching,
Teachers usually teach new words in isolation. However, English vocabulary is not isolated. It is related to pronunciation, grammar, sentence pattern and text. It also shows in listening, speaking, reading and writing. Some teachers insist one unchangeable method to teach vocabulary, that is, firstly teaching pronunciation; secondly explaining its formation and related grammar; then listing its meaning and usage; at last making sentences. This way takes too much time and makes students feel bored.
Interest can motivate students to stud论文导读：s’interestinlearningwordsandacertainexcitementinpersonaldevelopmentinthisarea.Wecanhelpourstudentsbygivingthemideasonhowtolearnvocabularyandsomeguidanceonwhattolearn.2.Student’sproblemandsolutionsIndailylife,manystudents源于：毕业设计论文致谢{#Get
y. It is the internal stimulus for students to overcome the difficulty they meet in study and improve their study. Therefore, students’ interest can not only be tranormed to studying stimulus, but also develop their intelligence. If teachers want to motivate students interest, teachers should not only just tell students how important English is, but also create conditions and atmosphere to let students practice English more and make them feel happy.
Teachers should sincerely care for students; especially concern the slow and problem students. Teachers need to he the same attitude to different students and dig potentiality of each student. Teachers’ duty is not only teaching but also protecting students’ self-respect and creating a relaxed learning atmosphere. According to their answers, teachers should give an encouraging evaluation like “OK!”, “Very good!”, “You are very clever!” Although it is easy for teachers to do so, for the students that are praised, it surpasses a big meal. As an English teachers, we must arouse students’ interest in learning words and a certain excitement in personal development in this area. We can help our students by giving them ideas on how to learn vocabulary and some guidance on what to learn.

2. Student’s problem and solutions

In daily life, many students 源于：毕业设计论文致谢www.7ctime.com
consider remembering words as a painful task. They just enforce themselves to do it mechanically, and he no confidence and patient. Before they begin, they desire anxiously some day when they can speak out any word. And it is impossible to master the words if论文导读：ectly.InfactthereisnoneedtosayChinesemeaningandstudentsjustcanunderstandit.Usingthiethod,studentsarefullytrained.Makeitw上一页12345下一页
the learners just aspire to remember them but not to apply them in various environments.
As a matter of fact, the applying of the language is a skill, which depends on practice. And practice makes perfect. What is more, the process of mastering a skill needs lots of time. But if the learners want to climb up the peak, they should be patient and keep on learning. Virtually, remembering words is not as difficult as most students think. In fact study is not difficult, and the really difficult thing is the learners’ fear of the difficulties. Therefore, as long as the English learners can overcome the fear of difficulties and build a right attitude, they should succeed some day. In psychology, it is said that things will get on as people’s will. If you pretend to be active, and energetic before you launch something, and soon your body and faith will reach that state, and vice versa.
Part two Teaching Methods

1. Using teaching aids

Taking the concrete objects to the classroom is audio-visual and easing-taking. When showing the objects, teachers try to explain in English. Students can easily conjoin the object to the word and may he a deep impression in their mind. Students in Grade One are relatively younger, so they may be easy to divert their attention. They are active and studious. And they are also eager to imitate. Concrete and vivid content can be easily accepted by them. Audio-visual lesson strengthen their memory. For example, when teaching the word “book”, teachers can hold a book to attract students’ attention. Speak out “book” as showing it. Then ask students to read after you until they can speak out “book” correctly. In fact there is no need to say Chinese meaning and students just can understand it. Using this method, students are fully trained. Make it w论文导读：Moreover,thiethodcanconjointhewordandtheconcreteobject,whichisgoodfordevelopingstudents’abilityofthinkingwithEnglishandhelpthemremembervocabulary.2.UsingpicturesThepicture,asoneofaudio-visualaids,isnovel,vividanddirect-viewin
ith half effort. When students see real apple, pear, orange and banana, they can recite the words “apple, pear, orange and banana” immediately. When teaching words “car, bus and train”, teachers can use some pictures. Moreover, this method can conjoin the word and the concrete object, which is good for developing students’ ability of thinking with English and help them remember vocabulary.

2. Using pictures

The picture, as one of audio-visual aids, is novel, vivid and direct-viewing. By this way, sound and shape both present, the classroom atmosphere spirited. The pictures contain lots of information and knowledge density. It is not limited by time and concrete conditions.
This is complement to object teaching. Some objects are not convenient for teacher to carry, such as some special or abstract things of English speaking countries. Teachers can use pictures to show. And drawing simple pictures is a quick way. It can also deepen the affect.
But sometimes cars, mountains and other “monsters” can not be brought into the classroom, and the words cannot be interpreted clearly using speech or action. At that time stick figures can be used as a solution. For example: when the new word “quarter” is taught, it is not easy for teachers just to give oral presentations to students. Students may not master it. Well, stick figures can show them the meaning at a glance.
Stick figures may also be applied in the prepositions explanation, making their meaning image direct-viewing expression. And it may also be used to explain the usage diffe论文导读：hedecidedthenecessityandthepossibilityofusingbodylanguage.Thebodylanguageplaystheauxiliaryroleintheclassroom,thusitreducestheuseofChineseinEnglishclasseffectively.ItisalsoadvantageouorstudentstoformtheabilityofthinkingwithEnglish.
rences between the prepositions.
So long as pictures can be made good, wondrous, skillfully use of, it may enable the picture to display its biggest function and achieve twice the result with half the effort. In order to display the superiority of the pictures in English vocabulary teaching in middle school well, teachers must understand the function of pictures and how to make pictures functional in English class. Using pictures can also arouse the students’ study interest, power of observation, the attention, so new words can be recited well.

3. Using body language

The body language, as one of humanity’s communicative ways, plays the vital role in humanity’s human communicative activity. In English classroom, this kind of special human communicative environment, this kind of function manifests especially obviously. Student’s psychology and the cognition rules he decided the necessity and the possibility of using body language. The body language plays the auxiliary role in the classroom, thus it reduces the use of Chinese in English class effectively. It is also advantageous for students to form the ability of thinking with English. 源于：论文开题报告范文www.7ctime.com