Talk about the teaching of high school English vocabularyWord下载.docx

Talk about the teaching of high school English vocabularyWord下载.docx

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1）cancorrectpronunciation

2）cancorrectspelling

3）knowitslexicalcategory

4）canrecognizeitswrittenandspokenlanguageform

5）canrecallthematwill

6）canuseitanappropriatethingortheconceptrelates

7）beabletouseitinanappropriategrammaticalform

8）canrecognizeanduseitskilledinthespokenandwrittenlanguage

9）knowitsmatchingrelation

Certainlyinaddition,butstudentsshouldalsohavetheabilitytograduallygraspEnglishglossarytostudyindependentlyandformthegoodstudyhabitsandsoon.

Second,teachingdifficultyandanalysisinEnglishglossary

Intheteachingwearenotdifficulttodiscoverthatthedifferentstudentintheglossarystudy,asaresultofthestudymanner,thecustom,theinterest,thememory,theattentionandsoonnon-extraneousfactorsandsoonintelligencefactorandintelligencefactorandschool,teacher,family.Ithasmanyproblems,mainpresentfollowingtwoaspects:

1.Whenstudentsseetheword,theycannottoread.Whentheylisten,theycannotwrite.Thewordspellingrepleteswitherrorsandforgettingrateishigh.

Thebasisoflearningawordispronunciation.Injuniorone,schoolstartsEnglishteachingwithphoneticsymbols.Wespendaboutonemonthinteachingstudentsallthebasicphoneticsymbols.Firstly,weteachsingleones,correctstudents'

pronunciations.Then,weputsingleonestogetherformingdifferentphoneticwords.Andweaskstudentstoreadthemaccordingtothebasiconesandtheruleswe'

vetaught.Accordingtomyknowledge,mostofthestudentscanmasterthisandtheyareabletotellthecorrectpronunciation.Thesecondstepgoestomatchthephoneticsymbolswithwordsbytherulesexisting.Wetellstudentssomerulesthatcanhelpthemtoknowlettersmatchingtogethercanhavesomebasicpronunciations.Butherecomessomeshortcomings.Somestudentscan'

tremembertherulesandmemorizethosewordsaccordingtothesimplespelling,nottherulesforpronunciations.Suchas:

picture,p-i-c-t-u-r-e.Notrememberlike"

ture"

reads[tʃə].Itmaysolvethespellingproblemwhenthewordsarenotlongordifficult.Oncethewordsbecomecomplicated,thissimplespellingwayofmemorizingvocabularymayleadmanystudentsnottobeabletorememberwordsandtheusages.Inmanyotherschools,whatisthesituationlike?

Studentsmayonlymemorizewordslistedinthebackoftheirtextbooks.TeacherstranslatesingleEnglishwordsintoChineseinordertomakethemunderstandthemeanings.Butstudentsfailtoexpresstheirideasbyusingwordstogethertoformcorrectsentences.Manystudents,therefore,haveabadhabitoflearningEnglish.Thatis,translateeverysinglewordintoChineseinordertounderstandthewholesentence.Ifthere'

snotranslation,theycannotunderstandthesentenceletaloneuseitcorrectly.Howcanstudentsexpresstheirideasbyusingthiskindofway.Then,wemayfindtheveryfamousphenomenonthatdrawsgreatattentionacrossChina:

DumbEnglishandChinglish.Forexample,studentsmaymakeupasentencelikethis:

"

Thetwofloorlivetheteachers."

Andactually,itmaybe:

"

Theteacherslivesonthesecondfloor."

Whenwetalkaboutvocabulary,weshouldconsiderhowtoorganizethesewords.Ifwefailtousethemtoexpressourideas,whatisthepurposeoflearningalanguage?

Then,whatonearthisthewayoflearningandteachingvocabulary?

2.Withouttheabilitytousethewordcorrectlyandskilled

Englishwordisextremelyrich,ithasmanyhomophonyunisonantonym,butalsohasthemassivecolloquialphrase,moreoveranEnglishwordequivocalandwordmulti-thephenomenonisalsoveryprominent,becausesimultaneouslytheWestdifferenthistoricalperspective,thehabitsandcustomsandthelocalconditionsandsocialcustoms,formthethoughtcondition,thethinkingmodeandthereflectionobjectivereality'

slanguage,includingthewordsound,thewordmeaning,themorphologystructureandthematchingusagehastheverystrongnationalcharacteristic.Althoughthiscausesthestudenttobeabletoreaditssound,torecognizeitsshape,understanditsmeanings,butmustcarryoncorrectlyusingEnglishappropriateheardthattheread-writethehumanrelationsactivity,stillmadethemtofeelisbesetwithdifficulties,donotsaythebasiscontextguesswordmeaning.

Therefore,thattheglossaryteachingliesinwithemphasishelpsthestudenttosolvethedifficultywhichintheglossarystudyfaces,istheystudieseffectivelygraspstheglossary,achievesthetwicetheresultwithhalftheefforteffect,reducesstudent'

sschoolworkburden,causesthemwhiletheknowledgeskillgrasps,understoodthattakesthenativelanguagewithEnglishthenationalthoughtcustom,helpsthemtodevelopthefieldofvision,theenhancementtotheChineseandforeignculturesimilaritiesanddifferencessensitivityandresolutioncapability,thenenhancementTrans-Cultureconsciousnessandhumanrelationsability.

Third,SolutionEnglishglossaryteachingdifficultycountermeasure

AccordingtoEnglishglossaryteaching'

scharacteristicandstudent'

sbodyandminddevelopmentcharacteristicandthestudyEnglish'

sreality,needstosolvetheglossaryteachingdifficulty,shouldfromenhancethestudenttostudytheinteresttoobtain,strengthenstheclassroomtobeinterestingasfaraspossible,attractsstudent'

sattentiondiligently;

Simultaneouslystrengthenstheresearchmethodinstruction,hasittotheslowreaction,thememorybadstudent,mustfirstteachtheirwordthepronunciation,canlisten,tobeablesay,onlythenquickerlearnsthewrittenlanguage.

1.Thestimulationinterest,experiencessuccessfully.

TheinterestwithinstudyofhighschoolEnglishisdecidedbytherenewalofeducationprinciple.Thecommonsayingsaystheinterestisthebestteacher.Ifthestudentisn'

tinterestedinEnglish,tolearnEnglishwellisaverydifficulttask.Therefore,traditionalteachingmethodsmakemoststudentshavetodroptheEnglishstudy.Everyoneknowsthattraditionalteachingordersdevolveintoteachingmaterialanddesignprocess.Theteacherprepareslessons,andtheteachingisforthesakeofcompletionofteachingplan.Thestudentisundertheguideoftheteacher,butthecontentsareselected,neglectingtheoftheabilityofthestudents.Asaresult,theydevelopedonelargenumberof"

deafanddumb"

student,andthe 

interestinEnglishallgone.

2.Thelaminationdoesmissionarywork,workingaccordingtoability.

Intheteaching,tothedifferentchromatographicanalysis'

sstudentproposedthatdifferentgraspstheglossarytherequest,createsmoresuccessesandthedevelopmentopportunityforthedifferentlevel'

sstudent,unearthstheirpotentialfully,layeruponlayerprogressives,toenableeachstudentstotaketheirproperplace.Like,becausestudiestheleveldifferentlythestudenttotheidenticalnewknowledgethetimedifferencewhichgraspsneeds,thereforeintheglossaryteaching,inviewofthevocabularymany,readsthedifficultcharacteristic,mayarrange5minutestime,knewthatthestudydifficultstudentrecognizesrepeatedlyreads,theunderstandingtograsp:

Butthefoundationgoodstudentmaythroughtheinductionantonym,nearrighteousnessword,thepartofspeechtransformationandthewordusagecreatessentencesandsoonwaystofurtherdevelopandtoenhance,thusachievesthevaryingdegreestudentcommunaldevelopmentthegoal.Simultaneouslymayalsocarryouttheneterogenygroupmutualcooperationstudy,increasesthelevelstudent'

sparticipation,tiestheantitheticalcoupletform,isbadbythesuperiorbelt,providesthestudyandthedevelopmentopportunityforthestudydifficultstudent.

3.Strengthentherelationofthesound,shapeandrighteousness.

Graspingoneofwordoptimalpathsisthesound,theshape,righteousnessunifies,activatesthespecificspeechact,themobilizationvividbrain,talks,begins,guaranteedthattheinputtheinformationentersproducesthenaturetorememberforalongtime.Solvingthesoundandtheshaperesultsintherelationtotrainthestudentaccordingtotheletter,thelettercombinationpronunciationrulet