Some Tips Building English Vocabulary inWord下载.docx

1、Guizhou Province Radio & TV UniversitySubmitted on 15th Nov. 2009In fulfillment of the coursePractical Project DesignAcknowledgmentThe tutor of my project is Mr. Li Aiguo. Mr. Li is a teacher of patience during my study in Guizhou province Radio & TV University, whose proper guidance accounts for my

2、 smooth completion of my project on time. Consequently, he is supposed to be appreciated firstly.I also feel grateful to my colleagues. Especially Chen Yingyan and Zhang Zhibang of them come up with for me quite a lot of useful such suggestions as how to analyzeproblems using scientific methods of i

3、nvestigation.No much thanks would be expressed adequately to my students，who are pretty cute and smart. Because of their active participation in the project implementation, Ive got a few important teaching experiences that would help me tackle the other problem in futureas a start.Finally, before th

4、e project reporter is read I really want to say:“Thank you from the bottom of my heart!” 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

5、，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AbstractAs mid-school students feel difficult in learning English since before, English teachers try to acquire effective methods to improv

6、e English teaching quality. As a language, vocabulary is learnt mainly, whose accumulation and application are related to English test or oral communication. However, English vocabulary seems to be quite hard to build, and many students say with sigh English words are difficult to commit to memory.C

7、onsequently, vocabulary teaching is focused on to tackle the problem. It is hypothesized that ways to build vocabulary is taught in the whole teaching with pronunciation and word-formation as foundation. Knowledge of this aspect being learnt by students, a single word or words of a poor number would

8、nt be memorized, but a mountain of words would be. Another key of implementation of my hypothesis is how to enlighten students to build vocabulary using knowledge above. Finally, review of words committed to memory act as a necessary step, which is proved to be practical in terms of EbbinghausForget

9、ting Curve.Key words: vocabulary; memory; forgetting curveContents12345678910111. Introduction 2. Problem 3. Problem analysis 3.1 Analytical method 3.2 Cause analysis 3.3 Questionnaire 4. Project Objectives 5. Project hypothesis 6. Project Rationale 7. Project Design 7.1 Description of subject 7.2 T

10、eaching plan 7.2.1 Open Syllable with Silent E 7.2.2 Derivative 7.2.3 Revising Words: an Information-gap Crossword 8. Project Implementation and Data Analysis 9. Project Evaluation 10. Conclusion Bibliography Appendix1IntroductionSince Sep. 2006 Ive worked as an English teacher for more than three y

11、ears. I was always faced with a class of students who are really smart, too many problems appearing in teaching as well. Although some students would come and share with me my unhappiness from teaching, its the low average of each paper test that really makes me confused. That is a very obvious hot

12、potato to be tackled there, but I failed to manage to find any way. However, after the graduation of the last grade III, a new class turns up. I acquired a little such information on them as interest learning English. A lot of them are fond of English, feel it is hard to memorize new Englishwords me

13、anwhile, though.2ProblemI have a younger sister studying in Middle School in town. Once I asked her a question showing solicitude for her study: “Whats your favorite subject?” “Err, it could be Math.” It is what Ive told than her hesitation to reply that lets me down. I could have given her some pos

14、sibly useful advice on how to learn English if told utterance in confident voice “I like English. English is pretty interesting!” As English was my cup of tea of all the subjects while being a Mid-School students, I hope that she dose well as I did before, even better. Therefore, I command her to ta

15、ke out her English test paper for me. Surprised to see the bad marksshed got, I made more enquiries into her situation without intervals, and thus more information was expressed, which really made me in shock, perhaps you as well: the average of each test paper was not by no means up to 30 points, t

16、he atmosphere of the whole class was so lackluster that a few students tended to play truant, and it seemed to be one of the pet phrases of the students that English vocabulary is so hard to build.The phenomenon stated above is not exceptional but appear general, which is also encountered in my prac

17、tical English teaching that is one of tasks required on the point of my graduating from the Center Radio TV University.Inquiring into the problems, we could point out that it is naturally a matter of writing, essentially a matter of new words learning, i.e. vocabulary building, when teachers examine

18、 students on test paper. Consequently, next, some tips experienced in my practical teaching shall converse with you as a reference and in hope to tackle you about difficulty in helping students increase their vocabulary.3Problem Analysis3.1 Analytical methodGraph 3.1 Herman Ebbinghaus（18501909） was

19、a German psycho-logist who pioneered the ex-perimental study of memory. He issued his experimental reporter in 1885, that retention and forgetting are the function of time, and accordingly a curve （seen on the left） was depicted indicating that the speed of forgetting is much fast, yet proceeds to b

20、e slow. This curve is just so called Ebbinghaus Forgetting Curve as people know. It is a lot meaningful for students committing new words to memory to understand what the Forgetting Curve means. Observing this picture carefully, wed be told that the horizontal axis in the drawing stands for time （da

21、ys）, the vertical one for the quantity of knowledge, and that forgetting is not irregular, whose procedure is not stable as mentioned above but speeds in the primary stage, when comes slow, stops eventually in quite a long time; Fast first, slow then could be summarized in short. In addition, we fig

22、ure out that the account of something learnt in a day would be kept only 25 percent in brain, if not reviewed in time. Consequently, we have to review new information systematically and in time to make it more resistant to disruption or loss, as retention in memory is actually so that urgent for rep

23、etition.However, the pressure that teachers and students have to prepare for the state examinations, is so biggest that quite plenty of classroom teaching time is arranged to tests which are usually boring and uncreative. So, instead of asking students to revise the vocabulary units and then test th

24、em, review should be made communicative and enjoyable.3.2 Cause analysisGenerally speaking, the local education is of a low level, English of that is especially evi-dent. A mass of teachers teaching English are just not professional, whose teaching thoughts are much too traditional and obsolete. Thi

25、s is one of the causes that results in a poor marks of English test paper. The second cause could be the family tutorial of much pity. Nearly all the students are from countryside, whose parents are so original farmers and busy with farming all day long that they have no time or energy to help their

26、 kids with homework and give proper advice on how to study English. In addition, even if our students were supposed to share their holiday time that can be used to be in touch of English, they are just participators in farming which brings them too much weariness to read once more. Undoubtedly, to i

27、mprove the quality of English, there is such a strong atmosphere as oral English commutation to be under constructing. However, as weve seen, because the students are lack of English vocabulary, their talking is of a short duration.3.3 Questionnairecontentways of questioningFeedbackattitude, evaluat

28、ion interest and of students studying Englishquestioning: （1） “Do you like English?” （2） “Do you think English important”Many students have realized the importance of English study, and they take the right attitude; a part of them feel English uninterestingways choosed to teach by English teachers,

29、i.e. the teaching waysshare and evaluate English lessons given by the others; talk with them about teaching experienceEnglish teachers focus on grammar teaching, and vocabulary teaching is not be emphasizedmethods to memorize new words; its efficiencywords dictationWays of building vocabulary are no

30、t scientific, mainly by spelling. Students whose marks of dictation are above 60 are few.As stated above, in recent years the English teachers put emphasis on grammar. The students are asked to commit new words into memory strictly, but the ways they choose to do are mainly by reading or simple spelling. Under such circumstance the student