On English Vocabulary Teching in the Junior School论中学英语词汇教的艺术.docx

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1、On English Vocabulary Teching in the Junior SchoolAbstract: During vocabulary teaching in junior school, teachers only emphasize the pronunciation, spelling and meaning in dictionary, but ignore their match, use, inner meaning and grammatical characteristics. The importance of context is also ignore

2、d, which makes students just recite the words, but not know how to use them. If they use the words, they just misuse them. This essay provides some methods of teaching English vocabulary. They should also make full use of class time to help students to master the use of words they have learned. Keyw

3、ords: Vocabulary teaching, Junior school English, Teaching methods论中学英语词汇教的艺术 摘 要：中学英语词汇教学,过分强调学生死记硬背单词的读音、词形和字典意义, 而忽略了词汇的搭配、用法、实际含义和语法特征,以及语境在词汇学习中的重要性, 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的用法。 关键词：词汇教学；中学英语；教学方法1. IntroductionA famous scholar said, “Without gramm

4、ar, very little can be conveyed; without vocabulary, nothing can be conveyed. One linguist also said, a student who learns a second foreign language, he can t convey his idea, if he masters very few words, no matter how well he learns the grammar or how nice his pronunciation is.Therefore, ones mind

5、 and ability of communication is influenced directly by his vocabulary he has learned. As an important component in learning English, vocabulary is especially important to improve students English. To master a lot of words is the basic in learning English. However, in middle school, there are a lot

6、of problems. Teachers just emphasize the spelling and the meaning in dictionary, but ignore the match, usage, inner meaning and grammatical characteristics. And the methods teachers use to teach vocabulary are not proper. Or teachers dont have enough theory or experience. This phenomenon worries us

7、a lot.Both teachers and students are dissatisfied with the present mode of English teaching. As an English teacher, his responsibility is not just to criticize this phenomenon, but also to seek feasible new way and embrace new ideas. This is a challenging breakthrough to the traditional teaching pri

8、nciples. The purpose of this thesis is to explore and examine the theoretical feasibility and significance of this paper to English vocabulary teaching in middle school. The author hopes that there will be more and more good methods for vocabulary teaching, and teachers can choose some methods suita

9、ble for students. 2. The situation of English vocabulary teaching in junior school In the teaching activities of middle school, there are a lot of problems in vocabulary teaching,such as:Teachers usually teach new words in isolation. However, English vocabulary is not isolated. It is related to pron

10、unciation, grammar, sentence pattern and text. It also shows in listening, speaking, reading and writing. Comprehensive teaching methods should be used in vocabulary teaching, too. But, some teachers insist one unchangeable method to teach vocabulary, that is, firstly teaching pronunciation; secondl

11、y explaining its formation and related grammar; then listing its meaning and usage; at last making sentences. This way takes too much time in teaching process and it seems that teachers just take the dictionaries to class. It has been proven that teaching vocabulary in isolation makes students feel

12、bored and they cant master the new words. Teachers just focus on mechanical memory. Class begins, and the teachers just tell students to turn to the word list, then in the same method he uses every day to explain the meaning, the phrases about this word and simple use of it which just appears in the

13、 text. And in one class, teacher will teach so many words and then tell students to recite them. The students just do it.However, memory is the mother of intelligence. Lack of memorizing process, students cannot memorize numbers of words. So its impossible to learn English well. Besides diligence an

14、d hard work, one key way to memorize a lot of words is to know how to memorize them. However, instead of telling the method to memorize new words, some teachers just tell students to recite words mechnically. Students will spend too much time, but they may not memorize them well so that their abilit

15、y of listening, speaking, reading and writing will be influenced and fail in communication.The homework about vocabulary is also boring. Most of time, the homework is just to let students recite the new words repeatedly totally ignoring students needs and interest, and the next day they will be chec

16、ked. Its so boring and simple that teachers ignore the importance of homework, which disobeys the rules of English study. And it makes students feel unpleasant. Certainly it will be also effective at the very beginning, but after a long time, students will lose the interest, let alone the effect.3.

17、English vocabulary teaching in junior schoolIn this paper, some good methods of vocabulary teaching are introduced. These methods are suitable for teachers to use.3.1 The related teaching rules when teaching vocabularyInterest can motivate students to study. It is the internal stimulus for students

18、to overcome the difficulty they meet in study and improve their study. Therefore, students interest can not only be transformed to studying stimulus, but also develop their intelligence. On the contrary, if students lost interest, study would be a heavy burden instead of a happy thing. If teachers w

19、ant 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 stude

20、nts. Teachers need to have the same attitude to different students and dig potentiality of each student. In English teaching, chances that show students intellect should be given to each student. As long as teachers treat students kindly, they can go into students innermost being, understand student

21、s demands, inspire students thirst for knowledge and develop students intellectual resources. Teachers duty is not only teaching but also protecting students self-respect and creating a relaxed learning atmosphere. Scateky is an expert in modern teaching and learning whose “positive affective backgr

22、ound principles” stress the affective state of teaching atmosphere and students learning attitude. Teachers regulating their feelings in the teaching process naturally affects the mood of each student. Teachers behaviors have a certain effect on students classroom learning.According to their answers

23、, 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. This kind of relaxing, pleasant atmosphere not only motivates inner power of students learning but

24、also lays a foundation of successful English teaching. In the teachers trustful eyes, students learn pleasurably and in the students trustful eyes, teachers teach happily.3.2 The teaching methods in vocabulary teachingThere are various methods of vocabulary teaching, which are effective. To avoid ma

25、king students feel bored, teachers should use proper methods. For example, if possible, teachers can take proper objects to the classroom, but if impossible, teachers can use stick figure instead. Teachers can also use some interesting ways, such as, playing games, singing songs, guessing puzzles, e

26、tc. as assistant methods to teach new words. And its also a good way to recite the new words according to structure. They are as follows. 3.2.1 Using direct teaching aids to teach vocabularyObjective teaching Taking the concrete objects to the classroom is audio-visual and easing-taking. When showin

27、g the objects, teachers try to explain in English. Students can easily conjoin the object to the word and may have 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 im

28、itate. Concrete and vivid content can be easily accepted by them. Audio-visual lesson strengthen their memory. For example, when teaching the word “pen”, teachers can hold a pen to attract students attention. Speak out “pen” as showing it. Then ask students to read after you until they can speak out

29、 “pen” correctly. In fact there is no need to say Chinese meaning and students just can understand it. Using this audio-visual method can make it with half effort. When students see real apple, pear, orange and banana, they can recite the words “apple, pear, orange and banana” immediately. When teac

30、hing words “car, bus and train”, teachers can use their modles or toys. In the English books of middle school, there are a lot of words, which express the concrete things and they are suitable for this method. Moreover, this method can conjoin the word and the concrete object, which is good for deve

31、loping students ability of thinking with English.Stick figuresThis 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

32、way. It can also deepen the affect.Stick figures can be used to explain the nouns, verbs, adjectives, prepositions, pronouns and so on. According to the different characteristics of vocabulary, objects, pictures, facial expressions, movements and different methods of translation can be used to teach

33、 new words. 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 teacher

34、s 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 d

35、ifferences between the prepositions.The picture, as one of audio-visual aids, is novel, vivid and direct-viewing. It may turn abstract and complex things visualized. It makes the teaching content abundant and elegant, sound and shape both present, the classroom atmosphere spirited. The pictures cont

36、ain lots of information and knowledge density. Moreover its easy to collect pictures. It is not limited by time and concrete conditions. Therefore using this method to teach has incomparable superiority.So long as pictures can be made good, wondrous, skillfully use of, it may enable the picture to d

37、isplay 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 pictu

38、res can also arouse the students study interest, power of observation, the attention, so new words can be recited well.Body languageThe body language, as one of humanitys communicative ways, plays the vital role in humanitys human communicative activity. In English classroom, this kind of special hu

39、man communicative environment, this kind of function manifests especially obviously. Students psychology and the cognition rules have 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 E

40、nglish class effectively. It is also advantageous for students to form the ability of thinking with English.It also helps to organize teaching in class, improve the relationship between teachers and students, stimulate students study interest, prominent the focal points, regulate teaching advancemen

41、t, and raise students abilities of expression and imitation.Body language can be used to convey the ideas. It is a good assistant method to teach. Teachers properly use facial expressions and other gestures can strengthen the affection. For example, teachers can ask students to know words, “happy, s

42、ad and angry” and use the action to act “run, jump, pull and push”.3.2.2 Teaching vocabulary in gamesTeaching games, including intelligence, activities and competition, are assistant methods to organize classroom simulation, to diversify, to be fun and to improve the quality of classroom teaching. P

43、laying games in classroom can help students master some words, which are difficult for them to master, in the relaxing and interesting activities. Students are very interested in games. During a period of time, all the students will master the added new words. In addition, the students themselves co

44、uld also be encouraged to use their brains to recall the words previously learned and put new vocabulary into the game. After a certain period of time, repeat this game in order to consolidate the contents they have learned.Another interesting method is to use songs, proverbs, idioms, maxims, tongue

45、 twisters, rap, poetry, jokes, riddles and other teaching aids as assistant methods to teach vocabulary as assistant methods, for a method frequently used will make students feel bored. Therefore, teaching vocabulary, teachers should always change methods in order to give students freshness and attr

46、act their attention. To achieve this, teachers usually need to pay attention to some more interesting sentences, and recall a number of successful teaching experience in vocabulary teaching and learn from the failure. Teachers should use their brains when preparing lessons and carefully design every

47、 lesson.3.2.3 Teaching vocabulary according to the structureAccording to parts of speech exchangingTeaching new words can be connected with exchanging the parts of speech. For example, after being taught “help”, according to the formation, students can surmise the meaning of helpful and helpless. Te

48、achers can say “helpful” comes from “help”. It means “of help”; “helpless” comes from “help”, too. It means “not helpful”. Another example is that “true is a root and its an adjective. “Truly” and “truth” come from it. We know the meaning of “true”, so according to the rules of words formation, students can surmise the meaning of them.According to prefix and suffixTeaching students prefixes and suffixes can help them to know the formation of words and understand the meaning better. For example, when teaching the word “retell” and “rewrite”, tell students what the prefix “re” means. They