Some Tips Building English Vocabulary inWord下载.docx

Some Tips Building English Vocabulary inWord下载.docx

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GuizhouProvinceRadio&

TVUniversity

Submittedon15thNov.2009

Infulfillmentofthecourse

PracticalProjectDesign

Acknowledgment

ThetutorofmyprojectisMr.LiAiguo.Mr.LiisateacherofpatienceduringmystudyinGuizhouprovinceRadio&

TVUniversity,whoseproperguidanceaccountsformysmoothcompletionofmyprojectontime.Consequently,heissupposedtobeappreciated

firstly.

Ialsofeelgratefultomycolleagues.EspeciallyChenYingyanandZhangZhibangofthemcomeupwithformequitealotofusefulsuchsuggestionsashowtoanalyze

problemsusingscientificmethodsofinvestigation.

Nomuchthankswouldbeexpressedadequatelytomystudents，whoareprettycuteandsmart.Becauseoftheiractiveparticipationintheprojectimplementation,I’vegotafewimportantteachingexperiencesthatwouldhelpmetackletheotherprobleminfuture

asastart.

Finally,beforetheprojectreporterisreadIreallywanttosay:

“Thankyoufromthebottomofmyheart!

”

摘要

长期以来，英语成为中学生最为头痛的科目之一，英语教师在不断地探索有效的教学方法试图提高英语教学质量。

英语作为一门语言，学习英语实际上是在学习英语词汇；

无论考试还是英语口语交际，都关联到词汇的积累与运用。

可是，中学英语词汇教学本身就是英语教学的难点之一，我们常常听到大部分学生诉苦，他们常常感叹单词记不住。

因此我将解决提高英语教学质量这一问题的切入点聚焦在如何教学英语词汇上。

我的假设是：

在英语教学中贯穿记忆单词的方法，重点以语音和构词法为教学基础。

根据英语本身的词汇特点，掌握了一部分有用的英语语音和构词法，识记的单词不是一个、一些，而是大量的。

实施假设的另一个重点是，教师引导学生如何用英语语音和构词法知识记忆单词，这是个关键。

最后，以单词复习作为牢记单词的要点，这一点以爱宾浩斯遗忘曲线作为理论得到了验证。

关键词：

词汇；

记忆；

遗忘曲线

Abstract

Asmid-schoolstudentsfeeldifficultinlearningEnglishsincebefore,EnglishteacherstrytoacquireeffectivemethodstoimproveEnglishteachingquality.Asalanguage,vocabularyislearntmainly,whoseaccumulationandapplicationarerelatedtoEnglishtestororalcommunication.However,Englishvocabularyseemstobequitehardtobuild,andmanystudentssaywithsighEnglishwordsaredifficulttocommittomemory.

Consequently,vocabularyteachingisfocusedontotackletheproblem.

Itishypothesizedthatwaystobuildvocabularyistaughtinthewholeteachingwithpronunciationandword-formationasfoundation.Knowledgeofthisaspectbeinglearntbystudents,asinglewordorwordsofapoornumberwouldn’tbememorized,butamountainofwordswouldbe.Anotherkeyofimplementationofmyhypothesisishowtoenlightenstudentstobuildvocabularyusingknowledgeabove.Finally,reviewofwordscommittedtomemoryactasanecessarystep,whichisprovedtobepracticalintermsofEbbinghaus

ForgettingCurve.

Keywords:

vocabulary;

memory;

forgettingcurve

Contents

1

2

3

4

5

6

7

8

9

10

11

1.Introduction

2.Problem

3.Problemanalysis

3.1Analyticalmethod

3.2Causeanalysis

3.3Questionnaire

4.ProjectObjectives

5.Projecthypothesis

6.ProjectRationale

7.ProjectDesign

7.1Descriptionofsubject

7.2Teachingplan

7.2.1OpenSyllablewithSilentE

7.2.2Derivative

7.2.3RevisingWords:

anInformation-gapCrossword

8.ProjectImplementationandDataAnalysis

9.ProjectEvaluation

10.ConclusionBibliography

Appendix

1．Introduction

SinceSep.2006I’veworkedasanEnglishteacherformorethanthreeyears.Iwasalwaysfacedwithaclassofstudentswhoarereallysmart,toomanyproblemsappearinginteachingaswell.Althoughsomestudentswouldcomeandsharewithmemyunhappinessfromteaching,it’sthelowaverageofeachpapertestthatreallymakesmeconfused.Thatisaveryobvioushotpotatotobetackledthere,butIfailedtomanagetofindanyway.However,afterthegraduationofthelastgradeIII,anewclassturnsup.IacquiredalittlesuchinformationonthemasinterestlearningEnglish.AlotofthemarefondofEnglish,feelitishardtomemorizenewEnglish

wordsmeanwhile,though.

2．Problem

IhaveayoungersisterstudyinginMiddleSchoolintown.OnceIaskedheraquestionshowingsolicitudeforherstudy:

“What’syourfavoritesubject?

”“Err,itcouldbeMath.”ItiswhatI’vetoldthanherhesitationtoreplythatletsmedown.IcouldhavegivenhersomepossiblyusefuladviceonhowtolearnEnglishiftoldutteranceinconfidentvoice“IlikeEnglish.Englishisprettyinteresting!

”AsEnglishwasmycupofteaofallthesubjectswhilebeingaMid-Schoolstudents,IhopethatshedosewellasIdidbefore,evenbetter.Therefore,IcommandhertotakeoutherEnglishtestpaperforme.Surprisedtoseethebadmarksshe’dgot,Imademoreenquiriesintohersituationwithoutintervals,andthusmoreinformationwasexpressed,whichreallymademeinshock,perhapsyouaswell:

theaverageofeachtestpaperwasnotbynomeansupto30points,theatmosphereofthewholeclasswassolacklusterthatafewstudentstendedtoplaytruant,anditseemedtobe

oneofthepetphrasesofthestudentsthatEnglishvocabularyissohardtobuild.

Thephenomenonstatedaboveisnotexceptionalbutappeargeneral,whichisalsoencounteredinmypracticalEnglishteachingthatisoneoftasksrequiredonthepointof

mygraduatingfromtheCenterRadioTVUniversity.

Inquiringintotheproblems,wecouldpointoutthatitisnaturallyamatterofwriting,essentiallyamatterofnewwordslearning,i.e.vocabularybuilding,whenteachersexaminestudentsontestpaper.Consequently,next,sometipsexperiencedinmypracticalteachingshallconversewithyouasareferenceandinhopetotackleyouaboutdifficultyin

helpingstudentsincreasetheirvocabulary.

3．ProblemAnalysis

3.1Analyticalmethod

Graph3.1

HermanEbbinghaus（1850—1909）wasaGermanpsycho-

logistwhopioneeredtheex-

perimentalstudyofmemory.Heissuedhisexperimentalreporterin1885,thatretentionandforgettingarethefunctionoftime,andaccordinglyacurve（seenontheleft）wasdepictedindicatingthatthespeedofforgettingismuchfast,yetproceedstobeslow.ThiscurveisjustsocalledEbbinghausForgettingCurveaspeopleknow.Itisalotmeaningfulforstudents’committingnewwordstomemorytounderstandwhattheForgettingCurvemeans.Observingthispicturecarefully,we’dbetoldthatthehorizontalaxisinthedrawingstandsfortime（days）,theverticaloneforthequantityofknowledge,andthatforgettingisnotirregular,whoseprocedureisnotstableasmentionedabovebutspeedsintheprimarystage,whencomesslow,stopseventuallyinquitealongtime;

Fastfirst,slowthencouldbesummarizedinshort.Inaddition,wefigureoutthattheaccountofsomethinglearntinadaywouldbekeptonly25percentinbrain,ifnotreviewedintime.Consequently,wehavetoreviewnewinformationsystematicallyandintimetomakeitmoreresistanttodisruptionorloss,asretentioninmemoryisactuallysothaturgentforrepetition.

However,thepressurethatteachersandstudentshavetoprepareforthestateexaminations,issobiggestthatquiteplentyofclassroomteachingtimeisarrangedtotestswhichareusuallyboringanduncreative.So,insteadofaskingstudentstorevisethevocabularyunitsandthentestthem,reviewshouldbemadecommunicativeandenjoyable.

3.2Causeanalysis

Generallyspeaking,thelocaleducationisofalowlevel,Englishofthatisespeciallyevi-

dent.AmassofteachersteachingEnglisharejustnotprofessional,whoseteachingthoughtsaremuchtootraditionalandobsolete.Thisisoneofthecausesthatresultsina

poormarksofEnglishtestpaper.

Thesecondcausecouldbethefamilytutorialofmuchpity.Nearlyallthestudentsarefromcountryside,whoseparentsaresooriginalfarmersandbusywithfarmingalldaylongthattheyhavenotimeorenergytohelptheirkidswithhomeworkandgiveproperadviceonhowtostudyEnglish.Inaddition,evenifourstudentsweresupposedtosharetheirholidaytimethatcanbeusedtobeintouchofEnglish,theyarejustparticipatorsin

farmingwhichbringsthemtoomuchwearinesstoreadoncemore.

Undoubtedly,toimprovethequalityofEnglish,thereissuchastrongatmosphereasoralEnglishcommutationtobeunderconstructing.However,aswe’veseen,becausethe

studentsarelackofEnglishvocabulary,theirtalkingisofashortduration.

3.3Questionnaire

content

waysofquestioning

Feedback

attitude,evaluationinterestandofstudentsstudyingEnglish

questioning:

（1）“DoyoulikeEnglish?

”

（2）“DoyouthinkEnglishimportant”

ManystudentshaverealizedtheimportanceofEnglishstudy,andtheytaketherightattitude;

apartofthemfeelEnglishuninteresting

wayschoosedtoteachbyEnglishteachers,i.e.theteachingways

shareandevaluateEnglishlessonsgivenbytheothers;

talkwiththemaboutteachingexperience

Englishteachersfocusongrammarteaching,andvocabularyteachingisnotbeemphasized

methodstomemorizenewwords;

itsefficiency

wordsdictation

Waysofbuildingvocabularyarenotscientific,mainlybyspelling.Studentswhosemarksofdictationareabove60arefew.

Asstatedabove,inrecentyearstheEnglishteachersputemphasisongrammar.Thestudentsareaskedtocommitnewwordsintomemorystrictly,butthewaystheychoosetodoaremainlybyreadingorsimplespelling.Undersuchcircumstancethestudent