How to Teach English Vocabulary in Middle School如何开展中学英语词汇教学.docx

How to Teach English Vocabulary in Middle School如何开展中学英语词汇教学.docx

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HowtoTeachEnglishVocabularyinMiddleSchool如何开展中学英语词汇教学

HowtoTeachEnglishVocabularyinMiddleSchool

如何开展中学英语词汇教学

Abstract:

TheEnglishvocabularyteachinginthemiddleschoolisanindispensablepartofEnglishcurriculum.JustasafamouslinguistWilkinssaid,“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”ThewriterfoundmanydrawbacksinthetraditionalEnglishteachingthroughtheteachingpractice,forexample,neglectingthescientificrulesofstudy,etc.Inordertoimprovetheproblem,thewriterhasdonesomeresearchindifferentwaysandputthemintopracticeinclassteaching.Itprovesthatitisveryusefultousedifferentvisualprops,guessingthemeaningofthewordsandplayinggamestostimulatestudents'interests.Itwillhelpstudentstoovercometheiranxietyandavoidtheunfavorableaffectionfrommothertongueandstimulatetheirmotivesofstudyingvocabulary.Ithasbeenadoptedandprovedtobeeffectiveinthevocabularylearning.

Keywords:

vocabulary,context,competence,stimulate

摘要：

中学英语的词汇教学是教学的重要环节。

正如著名的语言学家维尔金斯所说，没有语法，我们几乎不能明确地表达思想;而如果没有词汇我们则完全无法表达任何东西。

作者通过教学实践发现了传统中学英语词汇教学的不足，如忽略了科学的学习规律等。

针对目前中学英语课堂这些问题，笔者在课堂上尝试用不来同的方法来改善这一现状，并在教学实践中进行深入的探讨和充分运用。

结果发现在课堂内，使用不同的直观教具、猜测词意、做游戏等方法来激发学生的学习欲望是非常有用的。

在课堂外，应帮助学生克服学习词汇时的焦虑思想以及强调学习词汇的目的等方法解决学生的心理障碍。

关键词：

词汇；语境；能力；刺激

Contents

Abstract………………………………………………………………………i

摘要…………………………………………………………………………ii

Contents……………………………………………………………………iii

Introduction…………………………………………………………………1

1.TheImportanceofVocabularyTeachinginMiddleSchool……………1

2.TheWaysofTeachingVocabularyinClass……………………………2

2.1Usingpictures………………………………………………………2

2.2Usingdrawings…………………………………………………………4

2.3Usingobjectsandslides………………………………………………6

2.4Guessingtheword'smeaning…………………………………………7

2.5Playinggames…………………………………………………………8

2.6Learninginthecommunication………………………………………10

3.TheMethodsofImprovingTheirVocabularyOutofClass…………11

3.1Helpingstudentstoremovetheiranxiety……………………………12

3.2Trainingstudents'interestsandstimulatingtheirmotives………13

3.3Teachingstudentstoovercomethenegativeeffect…………………13

Conclusion…………………………………………………………………14

Bibliography………………………………………………………………16

Acknowledgement………………………………………………………17

Introduction

Grammarprovidestheoverallpatterns,andvocabularyisthematerialtoputinthepatterns.Withoutgrammarwecanconveyalittle,butwithoutvocabularywecanconveynothing.Inthemiddleschool,manystudentsdevotelargeamountsoftimeandenergytothelearningofvocabulary,buttheystillcomplainthattheirvocabularysizeisnotlargeenoughortheycannotavoidforgetting.Itisveryimportanttomakestudentsawarenotallwordsareequallyimportantandthateffectivewayofvocabularylearninghelptoreduceforget.VocabularyteachingisanindispensablepartofEnglishcurriculum.However,Englishteacherssometimeshavetendencytooverlooktheimportanceofvocabularyteaching.Thisisespeciallyobviousinthemiddleschool.Itisnecessaryfortheteachertoknowtheimportanceofvocabularyteachinginthemiddleschool.

1.TheImportanceofVocabularyTeachinginMiddleSchool

Thewordisoneofthethreebasiclanguageunits（sound,word,grammar）.Itisessentialtocommunication.OneofthefamouslinguistsWilkinsoncesaidthat,“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”[1]ForLittlechildrenlearntospeakinisolatedwordsandtheninchainsofnounsandverbs.Achildsays,“Mumbye-byebike”,iseasilyunderstoodbyEnglish-speakingadult.Studentswhoareimmersedintoanewlinguisticsettlingtendtopickupvocabularyfirst,andthengraduallydevelopamoreaccurate,structuralframeworkinwhichtousethesewords.Andtheymustcontinuallybelearningwordsastheylearnstructuresandastheypracticethesoundsystem.Therefore,vocabularyteachingisanindispensablepartofEnglishlessonsinmiddleschool,andanimportanttaskfortheteachers.WhetheramiddleschoolEnglishteachercanfollowscientificmethodstoteachvocabularyornotdirectlybringgoodorbadinfluencetowardthestudents.Iftheteachers'methodsaresuitableforthestudentsandbeneficialfortheminthelongrun,theteachercouldarousetheirinterestonEnglishandhelpthemtodevelopasolidfoundationoflanguageacquisitionability,whereasifhefailstodoso,itmightresultinthestudents’diffidencetowardthemselvesandmightcausethemtodisgustEnglish.Asateacher,tolearnhowtoteachEnglishvocabularyisveryimportant.Therefore,Iwilldiscusskindsofwaysofteachingvocabularyinthefollowingpart.

2.TheWaysofTeachingVocabularyInClass

Theteacherusingthemenialmethodintraditionalteachingofteachingvocabulary,itisbadforthestudentstolearnthevocabularytokeepthestudentsinvolvingatmost.Itisnecessarytoadoptvariousteachingtechniquesinclass.

2.1UsingPictures

Picturesforvocabularyteachingcomefrommanysources.Picturesthathavebeencutoutofmagazinesandnewspapersarealsouseful.Manyinexpensivebooksforchildrenhaveattractivepictureswhichshowmeaningsofbasicwords.

Oftenapicturewillshowasituationorasconce,inwhichthereareseveraldifferentthingsandpersons.Itisgoodforstudentstoseethetotalsconceorpicturetoseehowitspartsarerelatedtothewhole.Itisalsohelpfultoseeapictureofsingleobjectorapersonastheonlyfocusofattention.

Picturesshowhumansituationsoftenintereststudents.Studentsenjoyimagingwhothepicturedpersonsmightbe,wheretheyare,whathappenedbeforethepicturedmoment,whatmighthappennext．

Apicturethatsuggestsastoryofasituationcanbeveryvaluableinthelanguageclass.Indiscussingapicture,studentswillfeeltheneedtolearnEnglishwordsexpressingtheiridea.TeachersarenotnativespeakersofEnglishsometimesavoidsuchdiscussionsbecausetheylackconfidenceintheirabilitytosupplyallthewords.Thestudentsmightneedforexpressingtheirthought.ThemoreimaginativestudentsenjoystretchingtheirEnglishwhilewritingstories.Whenthepapersarehandedin,Teachers,shouldnotworriedabouttheseserrorsandweshouldnotmakethewriterfeelashamedofthem.Mostofthemistakesshouldbeignored.Afewsuggestionswillbehelpfultothestudents,butmainlyteachersshouldjustshowinterestinthestoryandpraisethestudent’sattemptstouseEnglishwords.

Forexample,wehavesomepictures:

achurch,ataxi,abus,atrafficlight,apoliceman,andamailbox.Supposeeachofpicturesislargeenoughtobeseenbyallintheclass.ThestudentshaveseenandhardtheEnglishwordforeachone.Andthestudentshavecopiedthewordintotheirnotebooks.Teachershelpthestudentstomasterthevocabulary.Teachersconsiderpossibletechniques,formakingstudentsfeelitisimportanttoknowtheEnglishword.

Theteacherarrangesthepicturesalongtheledgeoftheblackboard,sayingsomethinglikethis:

“we'llputthetaxihere.That’sthefirstpictureThenthebus……thenthetrafficlight……thenchurch……thenthepoliceman……thenthemailbox.”

Teacher:

Leeisgoingtomoveoneofthepicturesforus.We’regoingtotellhimwhichpicturetomoveLee,pleasemovethepolicemanfirst.（Leemovesthepictureofthepoliceman,placingitfirstintherowontheledgeoftheblackboard.）

Teacher:

Putthetaxifirst（Leedoesdo）.[2]

2.2UsingDrawings

Ithinkaboutwaysofdrawingstudents’attentiontotheideasrepresentedbytheseswords（nottothewordsthemselves）.Iconsiderafewpossibilitiesandrejectsome.Forinstance,wecouldpointtoaboyandagirlinourclassasawayofpreparingstudentstolearnthewordsboyandgirl.

Ifthetextbookhasapicturethatshowsaboyandagirl,wecandirectattentiontothatpicturefocusattentionontheblackboard.However,Imaywanttodrawasetofillustrativestickfigures.IftheEnglishwordsman/men,woman/womenhavenotalreadybeentaught,wedonotneedtointroducetheseswordsnow.Itisverypossible,however,thestudentswillrequesttheEnglishwordswhentheyseethepicturemenandwomen.Whenthathappens,ofcourse,wearedelightedtosupplythosewords.Itistheperfectconditionforlearningvocabulary.WhenthestudentsofferstheEnglishwords,manyofhisclassmateswillquicklylearnit.[3]

Ifwearetotallyunabletodraw,wecanasksomeoneintheclasstodrownthesetofstickfiguresontheblackboardbeforethelessonbegins.Atthebeginningofthevocabularylesson,wecallstudents’attractiontothesetofthefigures.Thiscanbedonebypointing,orbycoveringoneoffigureswithapieceofpaper,orbydrawingaframearoundthefigures.Assoonasitappearsthatthestudentsarepayingattention,wegivethemthewordsthatspeakersofEnglishuseforsuchhumanbeings.Ipointtoanotherboyandagainsaid,“Aboy”or“Thatisaboy”Inthesamewayeachofthegirlfiguresisindicatedandthewordwasgiven.

Beloweachofthosefigures,thenwewriteaboyoragirl.Ifwewish,wemayalsoteachamanandawomanatthistime.CertainlywewillwishtodosoiftheEnglishwordsforthepicturedmenandwomenarenottaughtnow.However,thefigureswillserveapurpose:

theywillshowthatthewordsgirlandboydonotusuallyrepresentadultpersons.Itshouldbegiventothispresentationofmeaningsandthenofwords.Nowitwillbeimportanttogivethestudentssomeexperiencewiththeuseofthosewordsforcommunication.Itcanbeaverysimpleexperience,butitmustrequiretheuseofthewordsgirl,boy,orpersonforgivingandreceivinginformation.

2.3UsingObjectsandSlides

Forthebeginnin