On English Vocabulary Teching in the Junior School.doc

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 ignored, 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. keywords: 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 grammar, 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 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 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 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 principles. 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 suitable 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 pronunciation, 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; secondly 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 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 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 and 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 ability 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 checked. 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. 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 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 want 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 students. 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 students 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 background 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, 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 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 making 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, etc. 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 showing 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 imitate. 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 “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 teaching 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 developing 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 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 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 teachers 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 differences 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 contain 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 display 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 pictures 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 human 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 english 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 advancement, 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, sad 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. playing 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 could 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 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 attract 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 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. teachers 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 have already know the meaning of “tell” and “write”, so students can say out what these two new words mean. teachers can say that “retell” comes from “tell” and “re” means “again”, so “retell” means “to tell again”. compound wordsin english vocabulary, there are a number of compound words made up of several words. according to the meaning of the single words, the meaning of most compound words can be known. for example, “wait” and “room” are known, so students can also know what “waiting room” means. there are also a lot of compound words in the textbook, so if only know some simple rules of the fomation of compound words formation, students may understand their meaning.3.2.4 teaching vocabulary under certain situationthe context is extremely important. it is better to take time to teach the vocabulary in context and have the students fully understand the vocabulary, rather than just to teach the word in isolation and risk lack of understanding.if you go to wales, or ireland or scotland, or new york, or charlotte north carolina, or maine, you will hear different accents and pronunciations of words. there are regionalizations in terms of use of vocabulary as well.in some places in the u.s. they say soda, but in others pop, in others cola. but generally people will understand each other because of the context. that is why teaching words in context is important. even native speakers use context to understand each other. in vocabulary teaching, teachers should avoid teaching new words in isolation. the real meaning of vocabulary can be shown in certain context. without context, new words will be mechanical and lack of vigour for students to recite.to put new words in the contextthis way helps to supply the cognitive hooks which will help the students to reciter better. teaching vocabulary in context not only helps students to understand the meanings, but it gives them some hooks to hang the memory to.first, when teaching new words, teachers can use the sentence pattern. teachers say a sentence first. then according to students need and condition, teachers should make students practice the new words. the sentence patterns in the textbook of middle school provide good conditions for explaining and practicing new words. therefore, its a good way to connect sentence patterns with teaching new words. thus, students can have the hooks to hang their memory to, because its difficult for them to find out the hooks. in this way, students can know the real use of the words.to speculate meaning in the context. with regard to english vocabulary teaching, many scholars believe that, the best way to teach new words is through the chapter to show them, and allow students to speculate words based on semantic context. speculate meaning of words is a complex psychological process. it is a method to deal with words in a deep level. many words, only determined in the context, can show their meaning. for example: man, meaning people. however, in practical ap