培养学生词汇兴趣

PAGEPAGE22PreparedforChinaCentralRadio&TelevisionAnhuiRadioTVUniversityPracticalProjectDesignTitle:OnImprovingStudents’VocabularyLearningInterestName:xxNumber:xxSchool:HuaibeiMajor:(educationoriented):EnglishTutor:xxDate:xxStudent’sTel:xxEmail:xx@ProjectTitle: OnImprovingStudents’VocabularyLearningInterest Investigator xx HuaibeiRadioandTelevisionSubmittedon20thOct,2011InfulfillmentofthecoursePracticeProjectDesignAcknowledgmentIammostlygratefultoLiHong,withoutwhosesupportthisprojectwouldnotImplement.Iamalsogratefultomycolleaguesfortheirtimespentonbrainstormingandpaneldiscussionswithme.Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.Lastbutnottheleast,bigthankstomyfriends,withoutwhosesupport,Iwouldnothaveself-confidencetofinishthisproject.AbstractThispaperpresentsthestudyonthevocabularyteaching,inwhichalotofproblemsfacedwithmystudents,andIdesignedthispapertoinvestigatehowtomakethevocabularyteachinglivelyandhowtoimprovethestudents’interestinlearningthevocabulary.Ofcourse,IwillpresentalotofquestionsonhowtolearnEnglishvocabularywellandmemorizetheEnglishwords.Then,Iaskedmyfriendstohelpmetosurveytheinterestsandpuzzlesinlearningthevocabulary.Particularly,thereasonswhythestudentshavenointerestsinlearningEnglisharetheEnglishvocabulary.Lastly,Iprovidesomegoodmethodsandstrategiesinmemorizingthewords.Methodologically,fourmethodsareusedandtheyareanalyticmethod,causeanalysis,questionnairesurvey,andbrainstormingactivation.MainHeadingoftheProjectReportIntroductionThemethodsofproblemanalysis⒊Projectobjective⒋Projecthypothesis⒌Projectrationale⒍Projectsolutions7.Projectimplementation8.Projectevaluation9.ConclusionReferenceAppendixA.ThetimetableoftheprojectB.TeachingnotesC.DiariesOnImprovingStudents’VocabularyLearningInterest1.IntroductionIhavebeenteachingthestudentswhoareintheirsecondyearofajuniormiddle.Certainly,thereexistalotofproblemsanddifficultiesinmyteaching,includinggrammar,readingandlistening.However,themostessentialproblemthatIwanttotalkaboutisthatmoststudentsinseniorhavenointerestsinlearningEnglish.butfortheexaminationofcollegeentrance.Asamatteroffact,IhadaskedseveralstudentsabouttheirproblemsthattheyfacedupwithintheEnglishlearning.Buttheresultsshockedme,mostofthestudentsfinditdifficultforthemtomemorizethewordsandhavenocorrectmethodstogetthetruemeaningofthewords.Now,Iwillpresentthispapertosolvethisproblem,inordertohelpthesestudentstoimprovetheirmethodsinlearningvocabulary,andstimulatetheirinterestsinlearningthevocabulary.

ThispartofmystudywasconductedduringAug202011-Nov82011.Iidentifyaproblembasedonmyteachingexperience.ThatisalthoughIspendalotoftimeteachingvocabulary;themostofmystudentsalwaysseemtonointerestingtolearnvocabulary.Iexaminedmyproblemscientificallytoseewhetheritisreachable.Idiscussedandagreedtheproblemwiththetutor.Atthesametime,Iworkedoutthetimetableofmyproject.(ToseeappendixA)Iusedseveralmethodsofproblemanalysistoanalyzetheproblem.Thoughtheproblemanalysis,Icametoknowthat.2.Themethodsofproblemanalysis2.1.Theanalyticmethod:SomeofmystudentshavelittleinterestinlearningEnglishvocabularyandtheyhavedifficultyinmemorizingEnglishbetter.ThisproblemmakesmethinkofthereasonwhysomeofmystudentsfeelthatitisdifficultyforthemtolearnEnglishvocabularywellandtheycannottakeenoughinterestsinEnglishlearning.Itmademethinkofthese:Whysomedon’t,whileotherdoes?Whoarethosethatdon’tandwhoaretheothersthatdo?Sincesomeofmystudentstakelittleornointerestinlisteningtomylessons,it’sverylikelythattheydonotreallywanttogiveuptheirEnglishlearning,instead,theyareeagertolearn,buttheydonotknowhowto,thisisoneofthereasons.Apartfromthis,anotherreasonwhysomeofmystudentscannotlearnEnglishvocabularywellisthatit’snotstudents’fault,thentheproblemisactuallycausedbyme,notbymystudents.Perhapsmyteachingprocedureisnotsatisfyingormyteachingmethodsarenotveryinterestingandeffectiveinattractingstudents’attention,arousingtheirinterestinginlearningEnglishvocabulary.Thatis,mylessonplanispoorlydesigned.ThroughtheaboveanalysisIrealizedthatmyproblemisprobablycausedbymyteachingtechnique.2.2CauseanalysisTheteacher’sside—thatismyself.Isitbecausetheteachingstepispoorlydesigned?Isitbecausemyteachingisnotattractive?Maybetheteacherisnotenthusiasticmyself.Isitbecausetheexamplesofmyteachingarenotefficient?Thestudents’sideFirstofall,mystudentsdonotknowhowtomemorizeEnglishvocabularyineffectiveandefficientways,especiallywithinashorttime.WhenIteachthemintheclassroomforsometime,someofthemtendtopaylessattentionorlittleattentiontowhatIteach;instead,theywillfocusonsomethingunimportant.Theteacherastheirhelper?Someabsent-mindedstudents?Isitbecausetheyarenotmotivated?IsitbecausetheypaylittleattentiontothewayinwhichtheylearnEnglish?TheclasssizeMyclasshas48students.Theclasssizeof48studentsmayhavesomenegativeeffect.Theclassroomisnoisysometimes.Ofallthecauses,Ibelievethattheteacherismainlyresponsibleforthefailure.Iwanttoknowwhatmystudentsthinkabouttheproblem.2.3BrainstormingSincetheproblemmaybecausedbothbythestudentsandtheteacher,itwouldbeunwiseformetojustthinkitoverallbymyself.Instead,Idoneedtohearthevoicefromthestudents.Therefore,Idiscusstheproblemwithmystudentsandsometeachers.Atlast,Ihaveobtainedsatisfyingresultbybrainstorming.2.4InterviewIinterviewedseveralstudentsandfindoutmyweakpoints.Myteachingtechniqueisnoteffective.TheactivitiesIonceheldintheclassroomwasnotveryattractiveandeffective,whichwasthereasonwhystudentshaddifficultyinlearningEnglishvocabulary.Theresultsoftheinterviewandbrainstorming.ThestudentsneedpreparationworkbeforememorizingEnglishvocabularyintheclassinordertoputonbetterperformanceoftellingstoriesinEnglish.Theytendtocollectsomeinformationabouttellingstories,suchastoprepareforthestoriesandhowtotellittointheclassroom;therefore,theywillberequiredtopracticetheiroralEnglishandtheirwrittenEnglishattheverybeginning.Inthemeantime,studentsneedtobemotivatedbytheteachersoastolearnEnglishwell.Besides,studentsshouldawareofthesignificantrolediscussingtheirproblemswiththeirpeersortheteacherwhenhavingproblems.While,studentsgivemesomesuggestions.Theywantmetotellthemsomeusefulandinterestingstories,whichcansurelyarousetheirinterestsinlearningEnglish.Theywantmetoofferthemsomemoreinteractionforthemtotakepartin.TheyareeagertobecapableofusingEnglish,insteadofjuststoringsomedeadknowledgeandgrammaticalpoints,whichwillhavenegativeeffectontheirmakingprogressinlearningEnglish.TheywantmetogivethemsomenecessaryguidanceandhelpastohowtouseEnglishtoexpress,suchastousesomeEnglishwordsoracertainkindoftopictomakeupandstoryandsucceedintellingitintheclassroom.4.Theywanttobemoreenthusiasticandmorehumorouswhileteaching,makingtheclasslivelyandinteresting.Theytellmethattheatmosphereoftheclasscallsforimproving.MostofmystudentsforgettingvocabularyquicklyandusingthemincorrectlybecauseIhadjustgivenstudentspronunciationandmeaningwithlittleoralmostnoguidanceduringtheirvocabularylearning.Imadeupmymadetosolvetheproblem.3.ProjectobjectiveToimprovingstudents’vocabularylearninginterest.4.ProjecthypothesisItishypothesizedthatifvocabularyteachingisbetterdesigned,andthenthestudents’interestinlearningwillincreaseaccordingly.5.ProjectrationaleInmyteaching,theproblemidentifiedwasreallyaseriousproblem.Mypreliminaryresearchconfirmedthattherewerefourmainreasonsthataffectstudents’vocabularylearninginterest.WhydomostofmanystudentsseemtoforgettheVocabularyquicklyandnottousethemcorrectly?1)Theroleoftheteachers:Asateacher,Iamnotjustthatofevaluator.Iwouldshowthemdifferentrolesteachersplaysotheycanrealizethatwhentheteachertakesamajorinstructionalroleinclassandwhenhetakesonlyaminorhelpingrole.Iwouldlikestudentstogetusedtobeingresponsibleforownlearninganddonotdependontheteacherallthetime.Beside,Iwilldesignsometeachingtechniquessoastomakethevocabularyteachingandlearninglivelyandattractive.2)TheroleofthestudentsIwouldlikethestudentstofeelthatEnglishvocabularylearningisanenjoyableissuewhichisnotjustaboringtaskforthem,apartfromthetraditionalteachingtechnique,therearestillsomemore,suchasteachingvocabularybyintroducingprefix,rootandsuffix.3)Analyzemethodandsurveymethod

Inthispart,Iaskedmyfriendtohelpmedothequestionnaires.Besides,aftertheinvestigations,wedoalotofinterviewwithmyclassmatesandkeeptheirproblemsinthepaper,whichcanhelpmeimprovemyteachinginthevocabulary..

Throughcarefulanalysis,Iwasledtoaseriesofquestions:forinstance,IfoundmostofmystudentshaterecitingaloudinmemorizingthewordsandIwantedtopersuadetheminterestingtolearnvocabulary.Besides,Iaskedmanystudentsonwhatstrategiestheyusuallyperforminlearningthevocabulary,andIassignedthemtowritedowntheirmethodsinlearningvocabulary,andcollectedtheirlearningstrategiesasfollows:association,consultingdictionary,affixandsoon.Ofcourse,therearesomestudentswhostilldidnotknowwhatthevocabularylearningstrategieswere,so,theydidnothandinthehomework.4)Thequestiondiscussion

Aftercollectingallofthepapers,Ibegantostatisticthedataanddiscusstheresultswithmycolleague,whohadprovidedalotoftrueevidenceofthereasonsthatthestudentsrefusetomemorizethewords,sothatIcansolvethestudents’problemandhelpmepondertheproblemmoredeeplyandcarefully.Afteralengthyproblemanalysis,Ideterminedtofindthereasonstoovercometheproblemthatthestudentshadinmemorizingthewords.Judgingfromthequestionsabove,wecaneasilyfinditverydifficultforthestudentstomemorizethewords,fortheirlackofinterestsandtherightlearningstrategies.Therefore,mycolleaguesandIbegantothinkaboutthisdifficultproblem,whichhadtroubledthemiddleschoolstudentsofalongtime.Andwedotheproject.6.ProjectsolutionIdesignedanadequateamountofactivitiestotestthehypothesis.Withtheobjectiveinmymind,Ihavecorrespondinglyprovidedsomepossiblesolutionsasfollow:1.Useprefix,rootandsuffixandsoon.Wordmemoryychologist,ifweknowinthisvocabularyhasaroot.Ycho-,yche-,meaning"心理、灵魂、精神",andthesuffix-ologymean"……学",-istthisaffixmean"……学家，……主义者",sothatthemeaningofwordscanbequicklycombined,thatthiswordmeans"心理学家，研究心理学者".Usingwordformationmethodcannotonlyquicklyandrememberthemeaningoftheword,wealsocanremembersomeoftheseroots,whichrelatedtootherwords,suchas:ychology(心理学),ychic(精神的),ychiatry(精神病学，精神病治疗法),ychological(心理上的，心理的)etc..2.ShowthemsomeinterestingmethodsinlearningtheEnglishvocabulary,suchasdrawing,acting,defining...Getthemtohaveanactivewayoflearningwordsinsteadofpassivelymemorizing.Thesongteachingisinlinewiththestudents'knowledgebase,physicalandmentalcharacteristicsandlawsofcognition,andconsistentwiththephysiology,psychologyandaestheticsprinciple.Intheboringtoreadback,dictation,dictationinEnglishsongsandlearn,tobringthestudentstorelaxandenjoythemselvesbutalsoenablestudentstolearntosingtheEnglishsongmemoryvocabulary.Gradeseven1-6unitreviewofsongs:Where’sthelionfrom?He’sfromAfrica.He’sveryscary.What’shedoing?He’slookingforhisdinner.How’stheweatherinAfrica?It’shotandhumid.Where’sthekoalafrom?It’sfromAustralia.He’sverycute.………………Inthissong,studentslearntosingtorememberAfrica,China,Australianamethreecountries,aswellasthewordsaboutweather.Hot,humid,warm,sunny,coldandwindy,aswellastheanimalnameskoala,panda,lion,anddescribethepersonalityofthewordcute,shy,scary.Sonotonlyisthetextavailableonthemusicteachersshouldteachstudentslearntosing,andshouldusuallylearnedvocabularyregularintegrationintoachantorsongtoteaching.3.Remembervocabularyintheclassgame.Althoughthejuniormiddleschoolstudentsintermsofrelativetotheprimaryschoolstudentshavegrownup,butmostofthestudentslikegames.Thegamecanbeactiveclassroomatmosphere,arousestudents'learninginterestandenthusiasm.Forexample,EightGradeEnglishtextbookmid-term,finalreviewthefirstpartofthecrosswordpuzzle.Havethesenseofachievementcanmakestudentsmoreactive.Ofcoursewehavesomeothergamestoplay,forexamplethewordSolitaire,intheletterboxtofindasmanywordsaspossible,andbyawordyoucanrelatetowhatotherwordsgame.4.CombinewithpronunciationRememberaword,weusuallyguessawordpronunciationunconscious,suchas[gud],andthenspelloutthewordletterg-o-o-d.Rememberthewords,notbyrote,andyoumustcombinewithpronunciationandpronunciationrulestoremembervocabulary.7.ProjectimplementationTheimplementationoftheprojecttakesfourweeks.ItwasconductedduringOct1.2011-Oct29.2011Week1Activity1Purpose:Togetanunderstandingofprefix,rootandsuffix.(1).Iwillshowsomewordsaccordingtoprefix,forexample,illegal,impossible,informal.Allthesewordsarerelatedwithnot,forthe“il,im,in”means“not”.ThisisjusttheexampleIgivethem,andthenIwillaskthemtogivemethewords,whichcanbeanalyzedinthismethod.(2).Icangivethisword,forexample:“walk”istherootof“walks,walked,walkingandwalker,”thismeans“walk”isthesewords’root.(3).Ialsogivethesesuffixwords,“stomachache,headache,earache,backaches,andtoothache.”Thismeans“ache”isthesewords’suffix.Afteremployingthismethod,theycangettheattentiononhowtoacknowledgethewords,andtheybegintohavesomeinterestsontheanalysisofwords.Introductions:StudentslookatsomeEnglishwords,whichbeginorendwiththesameletter,.thentrytofindoutthesimilarityaccordingtothesamepartofeachwords.Atlast,theteacherwillgivethemexplanationofeachprefix,rootandsufix.Tohelpthemknowprefix,root,andsuffixrespectively.Procedure:Studentshavealookatsomewords,andthentrytofindoutthesimilarityofthem,afterwards,withtheguidanceandexplanationoftheteacher,studentshaveaclearunderstandingofwhatprefix,rootandsuffixrespectively.Forthestudents:Youaregoingtotrytofindoutsomethingaboutprefix,rootandsuffix.BycomparingsomeEnglishwords,youarerequiredtograspsomebasicprefix,rootandsuffix.Week2Activity2Purpose:ShowthestudentsinterestingmethodsinlearningtheEnglishvocabulary.Imakealistofthewaysofpresentingnewvocabulary.Suchasdrawingpictures,mimingoracting,givingexamplesanddefiningandsoon.Ourstudentsmightenjoyusingthetechniquesinourlessonsforelicitingknownvocabularyandforaddingnewitems.AndImightgivethemideasabouthowtheycanlearnnewwords.Inthispart,Iteachapen/desk/window/boyusingrealobjects.It’squiteeasytodrawthemoon/apark/afoxandsoon.Ialsoletthemactdancing/swimming/sleeping/singing.Association,weknowthatEnglishwordsmayhavesomeconnectionwiththeChinesecharacter.Theyhavealotincommon,suchas,wecanlearntheChinesecharacterbythevoiceorthesoundofit,similarly,andsoaretheEnglishwords,besides,moststudentsliketoemploytheassociation,becauseitiseasiertothinkinChineseway,andtoattaintheaimofmemorizingtheEnglishwords.Letmeshowyouanexample.WeChinesecharacter“马”andmeanwhile,therearesomeEnglishwordsrelatedwith“马”suchashackney(普通马),hansom（双轮双座马车）,harness（马具）,halter（马绳）,heel（马后跟）hippo（河马）,hoof（马蹄）,horse（马）.Asthismethodisveryeasytounderstand,somanystudentsthinkitasthemosteffectivemethodintheEnglishwordlearning.

Introductions:.Thisisjusttheexamplelgivethem,andthenlwillaskthemtogivemethewords,whichcanheanalyzedinthismethod.Afteremployingthismethod,theyaregettingattentiononhowtoacknowledgetheWords,andtheybegintohavesomeinterestsontheanalysisofwords.Procedure:Ourstudentsmightenjoyusingthetechniquesinourlessonsforelicitingknownvocabularyandforaddingnewitems.Week3Activity3Purpose:Toremembervocabularyintheclassgame

Inmyclass,therewere48students,soIdividedtheminto2groups.whenIdidthework,Ifollowedthreeprinciples:(1).Membersofeachgroupmayhavethesimilarageandalwaystalkeachother,andtheyspendalotofsparetimetogether.(2).Ofcourse,eachgroupwascomposedofthestudentsofdifferentEnglishlevelssothatgoodstudentshelpthosewhohadlaggedbehind.

(3).Eachgroupwasmadeupofstudentsofdifferentsex,forthedifferentideabetweentheboysandgirls.Instructions:Studentsplaythegameintheclasstorememberontheblackboardbytheteacher.Thentheteacherwillaskstudentstorecitethesewordsandphrases.Finally,teacherwillcorrectthemandgivethemsomesuggestionsandadvice.Procedure:Theteacherwritessomenewwordsandphraseontheblackboard.Afterwards,theteacherwilldesignsomerelaxedandinterestgamestohelpstudentsmemorizethesenewwordsandphrases.Finally,theteacherwillgivesomecommentstodeepentheircommandofthesenewwordsandphrases.Forthestudents:Youaregoingtorememberthenewwordsandphrasesintheclassgames.Thenrecitethemonebyone.Week4Activity4Purpose:TocombinespellwithpronunciationInthispart,Ishowsomewordstocombinespellwithpronunciation.(1).//--cheachmuchteachsuchwatchchairchest/k/--chchemistachestomach(2).//--tionstationinformationinjunctionapplication(3).//--erhertermverb//--erpaperoverriverThisisjusttheexampleIgivethem,andthenIwillaskthemtogivemethesimilarwords.Whichcanbeanalyzedinthismethod?Introductions:Studentswillpronounceandspellsomenewwordsontheblackboard,thenmemorizethesewordsbyheart.Atlast,theteacherwillasksomestudenttodictatethesewordsontheblackboard.Forthestudents:Youaregoingtopronounceandspellsomenewwords,thenyouwillmemorizethevocabularybyheartandbeasktodictatethesewords.Finally,youwillbegivensomesuggestionsandadviceondoingsuchguessingactivity.8.ProjectevaluationAfterfourweeks’actionresearch,bynowIwasmoreconsciousoftheusefulnessofthevocabularylearningmanagementIsuggested.Iespeciallyhopedtoknowwhatmystudentshadgainedwhichmethodstheypreferred.FromtheprojectIhavelearnedthatstudents‘interestinlearningvocabularycanbeincreasedbyvariedvocabularyteachingtechniques.Ifindmyweakpointsbefore.Ijusttoldthepronunciationandmeaning.Igavelittleanalysisandseldomemphasizetheusage.AndIdon’tlikewritingthewordsontheblackboard.AfterIthoughtseriouslyandhadexchangesofviewsontheprojectwithmystudents,Ifoundoutthatalthoughatmosphereinthevocabularytaskshadbeenimprovedalotthroughthefull-scaledimplementation,therewasstillmuchthatwouldneedfurtherimprovement.OnlywhenImakecontinuousreflectioninmyteaching,Icanmakegreaterprogress.Themostfrequentlymentionedproblemscouldbecategorizedintotwoaspects.Firstly,Ishouldprovidemoreinterestingandpracticalwordtasks.Studentsarelackinginterestinlearningvocabulary.Theyhavesomewrongideasabouttheirstudies.Theymuddlewiththeirwork.Secondly,somestudentsenjoyplaying,sotheyalwayshavenoenoughtimetodotheirhomework.OtherstudentsareweakinEnglishwords.Theycan’tcompletetheirhomeworkbythemselvesquietoften.Mystudentslearnedalot.Theirinterestinlearningvocabularyhasincreasedalotsincetheprojectimplemented.Wecansaytheyhadmaderapidprogress.AtthesametimeIfeelthatIshouldhavedonebetter,ifIimplementtheprojectearlierandwasgivenplentyoftime.9.ConclusionFromtheproject,Ihavelearnedthatlearners’interestandtheirEnglishlevelcanbeimprovedbylearningwordsandphrases.Wecansaytheyhavemaderapidprogress.Atthesametime,feelthatIshouldhavedonebetter,ifIimplementtheprojectearlierandwasgivenplentyoftime.Inthefuture,Iwilldosuchprojectasearlyaspossible.Englishvocabularydevelopscontinuouslylikeanyothermodernlanguageswiththedevelopmentofsocietyandscience.Soit’simportantfortheEnglishlearnerstoenlargetheirvocabulary,sotheaimofteachingvocabularyistoenlargestudents’vocabulary,toincreasethenumberofwordsandphraseswhichthestudentsuseindailycommunication.Englishvocabularyisalsoimportanttocommunication.Withoutvocabulary,however,communicationisnexttoimpossible.WecanexperiencethisinthelearningandteachingofvocabularyintheteachingofEnglish.Ofcourse,iftheEnglishteacherswanttoteachvocabularywell,theymustnotonlyunderstandthestudents’difficultiesofvocabularystudy,butalsousesomeusefulmethodsinvocabularyteachingtohelpstudentsovercometheirdifficulties.TheteacherofEnglishmustacceptnewinformationandaccumulateexperienceinthepracticeofvocabularyteaching.References(1)GuYueguo,practicalprojectDesign,ForeignLanguageTeachingandResearchPress,2002(2)GuYueguo,EnglishTeachingMethodology,ForeignLanguageandResearchPress,1999(3)LiuZuohuan,TheGeneralityofEnglishTeachingMethods,Chinauniversity(4)WangHuaYing,AnalysisandPreclusionofPsychologicalobstaclesintheLearningofEnglishVocabulary,TeachingandResearchonPremierandMiddleschool,1997AppendixA:thetimetableoftheprojectStageWeekCalendardateTasksⅠ1Aug20-31IdentifyaproblemⅡ2-3Sep1-15AnalyzetheproblemusingscientificmethodsofinvestigationAnalyzingtheteachingsituationAnalyzingtheteachingobjectives/teacher’sroles/task/types/students’roles,etc.Analyzingthepossiblecausesoftheidentifiedproblem.Ⅲ4-5Sep16--25Designaproblem-solvingprojectFormulatingtheprojectobjectiveandhypothesis.Makingalessonplan.Preparingmaterialsandresourcesneeded.Proposingdatacollectionsmethod:teachingjournal/quetionnaire/suivey/interviews/etc.Ⅳ6-9Sep26-Oct10Implementtheproject.Reportoftheclassroomimplementationofthelessonplan.Reportofthedatacollection.Ⅴ10Oct11-Oct18Evaluatetheprojectagainstachecklist.Criticalcommentonmyownteachingbycheckingmysubjectivecommentsagainstthecollecteddata.Suggestionsforfutureteaching.Ⅵ11-12Oct19—Nov8WritetheprojectreportAppendixB:TeachingnotesWeek1:Date:Monday,Sep1,2011Today’sobjectives:Togetanunderstandingofprefix,rootandsuffix.Teachingmethods:TellingandansweringOrderofdoingthings:Step1:Studentshavealookatsomewordsatfirst.Step2:studentstrytofindoutthesimilarityofthesewordsandphrases.Step3:TeacherwillgivesomenecessaryguidanceandexplanationofthesenewwordsandphrasesStep4:Checktowhatextentstudentsgraspthesenewwordsandphrases.Week2Date:Monday.Sep10,2011Today’sobjectives:toletstudentstrytodoareadingtaskontheirownfirst.Teachingmethods:methods:drawingandwriting.Step1theteacherwritessomeEnglishwordsontheblackboard.Step2Thentheteachergavethemanotherheadword.Step3Teacherchecksthestudents’understandingandmasteryofeachnewwordandphrase.Step4Givesomecommentsandadviceforstudentstohelpthemperformbetternexttime.Week3Date:Tuesday,Sep18,2011Today’sobjectives:tocombinespellwithpronunciationTeachingmethods:practicingStep1StudentswillpronounceandspellsomenewwordsontheblackboardStep2StudentswillmemorizethesewordsbyheartStep3Atlast,theteacherwillasksomestudenttodictatethesewordsontheblackboard.Week4Date:Thursday,Sep2011Today’sobjectives:ToremembervocabularyintheclassgameTeachingmethods:ExplanationandparticipationStep1Studentsplaythegameintheclasstorememberonblackboardbytheteacher.Step2Teacherwillaskthestudentstorecitethesewordsandphrases.Step3Teacherwillcorrectthemandgivethemsomesuggestionsandadvice.AppendixC:DiariesWeek1Date:Monday,Sep1,2011Today’sobjective—togetanunderstandingofprefix,rootandsuffix.Asfortheteachingmethods,employedtellingandanswering.Atthebeginningoftheclass,Iaskedallthestudentstohavealookatsomewordswrittenontheblackboardbyme.ThenIaskedthemtotrytofindoutthesimilarityoftheewordsandphrases.Afterwards,Igavethemsomenecessaryguidanceandexplanationofthesenewwordsandphrases.Finally,Icheckedthemtowhatextenttheygraspthesenewwordsandphrases.DuringtheteachingofEnglishvocabulary,mostofmystudentsfeltveryexcitedandcooperativeintakingpartintheactivity.TheresultwasmuchbetterthanIhadexpected.Week2Date:Monday,Sep10,2011I’mverygladthatmystudentsbecomemoreactiveintheirlearning.TheylikewhatIhavedoneforthem.ItisimportantthatIthinkcriticallyaboutallthenewtechniques.Iencounter.Itwouldbeusefultomystudents,itcouldfitintomyteachingsyllabus,sanditisgoodtotryoutnewideastoprovidevarietyinmylessonsandkeepthestudentsinterested.Thewholeclasswentsmoothly.Ifoundeveryonewassmiling.Theydidwell.Iwassurprisedtoseeit.