初中英语词汇教学论文word免费下载

初中英语词汇教学论文TheProblemsonTeachingVocabularyinJuniorMiddleSchooltheSolutionsAbstractAtpresent,crammingisstillpopularintheteachercenteredteachingvocabularyTraditionalteachersalwaysspendalotofclasstimeaskingstudentstoreadandwritenewwordsagainandagainThemeaningofnewwordsarepresentedandexplaineddirectlyinChineseAsabovereasons,moreandmoreproblemsappearThepaperwillmentionfourproblemsonteachingvocabulary:TeachingwordsinisolationExposingwordsincompletelyNeglectingtheprocessofmemoryDisconnectingculturebackgroundTheproblemsexisted,theteachermustfindoutscientifictechniquesofteachingvocabularyThispaperwillprovideyoufivesolutions:ObjectlessoninteachingvocabularyPicturesinteachingvocabularyBodylanguageinteachingvocabularyLeadingininteachingvocabularyRiddlesinteachingvocabularyThesesolutionscanstimulatestudentsimaginationsandtheirinterestsinEnglishlearning,andfinallyenlargetheirvocabulariesByadoptingscientificteachingvocabularytechniques,teacherscanhelpstudentsimprovetheirlanguageacquisitionabilityKeyWatedWhyAsallknow,memorizationisimportantforvocabularylearningIfwordscannotberemembered,fewarelikelytobeproducedproperlyTherearetwotypesofmemoryprocesses–shorttermmemoryandlongtermmemoryShorttermmemorymeansthatthestoreofinputonlystayinyourmemorytemporarilywhilethelongtermmemorymeansthestoreofinputcanstayinyourmemoryformorethandays,everforthewholelifeInfact,ourmemoryprocessisarecyclingprocessAccordingtothesurveyoflinguists,themoretimesthewordisused,thebetteryourememberitHowever,manyteacherspartiallyemphasizethefunctionofshorttermmemoryTheyseemtocaremoreabouttheamountofvocabularyinputthanthoseactuallystayinstudentsmemoryBeingforcedtorememberalargeamountofvocabularyinthisway,studentsaretreatedasiftheywereafunnedInappearance,theytakeinthousandsofnewwords,butineffectonlyafewwordsthatarefrequentlyusedreallycanstayintheirstorageandbeexploitedItisnotamazingthataseniormiddleschoolstudentwhoisrequiredtomasterwordshasmisusedormademistakesinwordswhenaskedtowritedownapassageofwordsbecauseofhispoorvocabularystorageManyofteachersputalltheblametothestudentslazinessTheyexplainforthemselvesthatthosestudentsaretoolazytoenlargetheirsizeofvocabularyTheremightbesometeachersseeingthelongtermmemoryruleHowever,theyneversucceedinapplyingthememoryruleinclassroomTheyclaimthatthetimeofeachperiodofclassislimitedthattheycantspendsomuchtimeontherepetitionofvocabularyteachingAsfarasIamconcerned,IdonotthinktheirexcusesmakeanysenseWhatmatteristheirignoranceofscientificteachingtechniquesandirresponsibilityforthedevelopmentofstudentsDisconnectingCultureBackgroundAnotherproblemisdisconnectingculturebackgroundThatmeansmoreandmorestudentsleanwordsseparablefromlearningtheircultureBecauseofculturedifferences,misunderstandingmayarise,althoughthelanguageusedincommunicationmaybefaultlessThesamewordsorexpressionsmaynotmeanthesamethingtodifferentpeopleBecauseofculturaldifferences,aseriousquestionmaycauseamusementorlaughteraharmlessstatementmaycausedispleasureorangerBecauseofculturaldifferences,jokesbyaforeignspeakermaybereceivedwithblankfacesandstonysilenceYetthesamestoriesinthespeakersowncountrywouldleaveaudiencesholdingtheirsideswithlaughterWhenstudentssaythattheyknowthemeaningofanEnglishword,theyusuallymeanthattheyhavefoundanequivalentwordinChineselanguage,butthisequivalentwordmaybemisleadingLetstaketheword“with”forexampleInthesentenceof“Ihavemilkforbreakfast”,theword“milk”inChineseculturereferstohotmilk,becauseChinesepeopleareusedtodrinkinghotmilkwhiletheword“milk”intheAmericanculturereferstocoldmilk,becauseAmericansneverdrinkboiledmilkasweChinesedoThisexampleshowsusthatthesameword“milk”hasdifferentsocialmeaningsindifferentculturesInfact,manylinguistsbelievethatnowordcanbeexactlytranslatedintoanotherlanguageLearningthevocabularyofasecondlanguageisnotjusttomemorizetheequivalentwordsoflanguageone,buttolearnthemeaningrelationshipbetween“milk”andallotherwordsinEnglishwithinthecontextofculturallifeStudentscanseldomasksuchquestionsaswhat“run”meansbecauseitisdifficulttoexplainthemeaningofawordwithoutknowingthecontextsForexample,lookatwhathappensto“run”indifferentcontexts“Dontrunsofast”“Thedieselenginerunsperfectlywell”“Howyourtongueruns”“Thevinerunsovertheporch”“Hemakesarunofgunsacrosstheborder”Thesesentencesshowthat“run”hasmanydifferentmeaningsInfact,theword“run”appearsnottochangeItsthesurroundingsthatchangeThisfunctionofcontextalsoappliestounfamiliarwordsInexpressingtheideaofinferringmeaningfromcontext,Maryprovidesexamplesdefiningtheword“tock”(anonsenseword)ShepouredthewaterintoatockThenliftingthetock,shedrankUnfortunately,asshewassettingitdownagain,thetockslippedfromherhandandbrokeOnlythehandleremainedInthisexample,itisveryclearthatcontexthelpsinferandexplainthemeaningofanunfamiliarwordandhelpstudentshaveamorevividimpressionoftheword,whichishelpfulformemorizationProjectdesignTheproblemsexisted,theteachermustfindoutscientifictechniquesofteachingvocabularyAsallknow,theclassroomteachingisoneofthemostimportantwaysthatthestudentslearnEnglishAsfarastheEnglishteachinginthemiddleschoolsconcerned,theteachersshouldarousethestudentsinterestssothattheycanlearneffectivelyThispaperwillprovidefivesolutions:ObjectlessoninteachingvocabularyPicturesinteachingvocabularyBodylanguageinteachingvocabularyLeadingininteachingvocabularyRiddlesinteachingvocabularyObjectLessoninTeachingVocabularyTheteachercanusesomeobjectstoteachvocabularyForexample,book,bag,desk,map,pen,pencilboxandsoonInteachingvocabulary,allkindsofteachingaidsshouldbeusedmostofthetimetoshowthemeaningofthewords,soweneedsomepicturesinclass,whichhastheadvantageofavoidingthestudentslearningvocabularyTheDefinitionofObjectTeachingGenerallyspeaking,theobjectteachingistousesometeachingaidsorpopularelectricequipmenttoguidethestudentstogetavividimageoftheknowledge,thentorichentheirfeelingsofrecognitioninordertoimprovethestudentsintelligenceWhydoweemphasizetheobjectteachingintheelementaryEnglishteaching,First,theycanrememberpercentofthealllearning,iftheyjustwatchtheamountcanaddtopercent,ifcombinedwiththetwo,itisevenuptopercentTheobjectteachingisnotonlytoformanimage,butalsotostimulatethefeelingsofwatchingandhearingSecond,theobjectteachingisanimportantstageinlearninglanguagescientificallyItisimpossibletoformanabstractthinkingwithoutconcretethingfortheelementarystudentsIfweignoretheobjectteaching,manyelementarystudentscannotachievetheunderstandingfromconcretetoabstractIftheycannot,theyjustdontgetthemeaningreallyTherefore,theobjectteachingshouldbethemainmethodinelementaryeducationItisanecessaryparttolearnEnglishscientifically,effectivelyandvividlyHowtoPresenttheObjectTeachingWhenpreparingfortheobjectteachingaidsormodels,teachersshouldconsidersomethingliketheconditionsofourschools,thehobbiesofthestudentAccordingtoourteachinggoals,teachersshouldtrytomakeourteachingaidsvariousGenerallyspeaking,therearethreeobjectteachingaidsConcretethingsTheyconcludeobjectthings,samplesthatarerelatedtothestudentsexperienceordailylivesTheyareveryhelpfulforrememberingbydeepunderstandingInEnglishteaching,ifteachersjustexplainstraightly,studentswillfeelboringandcannotrememberandunderstandwhattheteachersaidTheresultofthelessonisnotsatisfactoryNevertheless,theteachingmethodofshowingtheconcretethingsisbetterItcanbringeverypositivefactorintoplayStudentscandeepentheirimpressionorunderstandingForexample,whenteachingnounwords,teacherscanuseobjectthingsasanaidWhenteachingthecomparativedegreeoftheadjectivewords,teacherscanusethreerulersofdifferentlengthandthreedifferentsizesofboxes,orthreedifferentheightsofstudentstomakeacontrastandpracticeitAnotherexample,whenteachingthissentencestructure“Whatabout…”teacherscanpreparethreeclothesofred,blue,whiteandputtheminfrontoftheclassroomIntheclass,teacherscancalltwostudentstothefrontandsay,“Letsgoshopping”Thestudentssay“OK”Thentheteacherscometotheclothesandmakeaquestionforthefirststudentwithanairofaskingopinions,“Doyouliketheredone”Thefirstoneanswershappily,“Yes,Ido”Next,theteacherasks,“Whatabouttheblueone”Thefirststudentanswersunwillingly,“No,Idontlikeit”Atlast,theteacherasks,pointingtothewhitecloth,“Whataboutthisone”Thefirststudentanswerswithoutthinking,“No,Idont”Thentheteacherasksthesecondstudent,“Whataboutyou”Thesecondoneanswersatonce,“Iliketheblueone”Throughtheshowingplay,theteacherwrites“Whatabout…”ontheblackboardandexplainsinChineseAllstudentsrelatetheteachersexplanationtotheperformanceandunderstandthesentencestructureverywellModelandvideoModelandvideoconcludepictures,models,andprojectonthescreen,filmsandsoonTheyarepowerfulinrepresentingrespectivelyPicturesinTeachingVocabularyPicturesasonekindofobjectsinteachingvocabularycanbeusedintheclassAsallknow,picturesthatshowhumansituationsoftenintereststudentsatthemiddleschoollevelThepaperwillintroducesomekindsofpicturesLabelsAtthebeginningoftheclass,theteachercanpreparelabelsforobjectsintheclassroomforexample,intheclassroom,thedoorcanhavealabelreading,“CLASSTWO”abovethechalkboardmightbeasignsaying,“STUDYHARD”ThepicturesofmagazineandthechartsTheteachercutthepicturesofmagazinethatillustratewordsindialoguesorbasicsentencesTheseareplacedonthechalkboardoronamagneticboardwithmagnetsTheteacherpointstotheobjectsandgivestheirforeignlanguageequivalents:ThisisarestaurantAndthechartisveryclearSothestudentcanunderstandquicklyIthelpstomemorizeSlidesSlidesareregardedasonekindofmultimediaThemovingpictureswithmusicinitcanstimulatethestudentsenthusiasmWhenlearningEnglishconversation,teacherscanusethemultimediaFirst,justlookcotthemovingpictureandguesswhattheywouldsaySecond,combinewithlisteningThird,imitatetheconversationSlidescanconveytheconnotativeculturalmeaningofordinarywordsinaforeignlanguageForexample,theword“house”toAmericanstudents,denotesanAmericantypeofhousewhiletoChinesestudentsitdenotesaChinesestylehouseWiththefacilityofslides,teachercanshowstudentwhatAmericanstylehouselooklikeSlidesofdailycontemporaryscenesofforeigncountriescanfrequentlybeusedinvocabularyteachingItemsofclothingmightbetaughtfirst,withthehelpofdrawingsorpicturesAslideofseveralpeoplegoingshoppingprovidesanopportunityforthestudenttotalkaboutwhatthepeoplearewearingInthisway,foreignwordsslowlyabsorbtheconnotationstheyhaveintheirowncultureBodyLanguageinTeachingVocabularyWiththecontinualreformoflanguageteachingandlearningmethods,teachersareingreatdemandtoorganizetheclassesinEnglishandcreateEnglishlearningcircumstancesBodylanguageisanimportantmediathroughwhichpeoplecommunicatewitheachotherItreferstothepatternsoffacialexpressions,bodymovementsandgesturesthatpeopleusetoexpresstheirmeaningsandfeelingsincommunicationHowever,withthelimitationofstudentsvocabulary,teachershavetosimplifytheirteachinglanguagewiththehelpofbodymovementssuchasfacialexpressions,gesturesandsoonTheImportanceofUsingBodyLanguageinTeachingVocabularyBodylanguagehasbeenwidelyusedincommunicationoutofclassAtthesametime,itplaysaveryimportantroleinEnglishteachingItcanbevocallanguagesvitalcomplementbyintensifyingthelanguageinformationretentionandleavingthestudentsdeeperimpressionOnonehand,itcancompletelystirthestudentsMoreover,itisatooltocommunicatewithothers,anditdoesnotneedourvocalorgan,butparticipationofthepartsofbodyInexpressingsomesubtleideas,bodylanguagecanbeaverygoodhelperinEnglishteachingsoEnglishstudyisnotdullanymoreOntheotherhand,theteacherscanhaveabetterunderstandingaboutthestudents,theirthoughtsandtheirbehaviorsTheteachersneedtodevelopaskilltoreadthestudentsbodylanguageMoreover,ithelpsthestudentstoimprovelistening,speaking,readingandwritinglevel,andtheteachersandthestudentscandevelopagoodrelationshipHowtoUseBodyLanguageinTeachingVocabularyAccordingtothestudentspresentlevelandpracticalsituation,bodylanguageisrequiredForexample,whenateachergivesaninstruction:“Youtwo,pleasecometotheblackboard”Thestudentscaneasilyunderstanditiftheteacherlooksat(orpointsto)sometwostudentsThen,theteacherpointstotheblackboardThestudentswillcarryouttheorderwithoutobstacleeveniftheydonthearthekeywords“blackboard”clearlyFurthermore,teachersusuallyhavetoexplainsomelanguagepoints,andatthistime,theyhavetodifferentiatetheclassroomexpressionsandtheexamplesTakeitforexample:weoughttousetheform“havedone”suchas“Haveyoufinishedthatjobjet”Tomakethestudentsunderstandclearly,ateacherhaslotsofwaysTodoitbyspeed,heusesacommonspeedwhenreading“weoughttousetheform?havedone”,andreadsslowlywhengivingexampleshecanalsogettheeffectbyrepeatingtheexample“Haveyoufinishedthatjobjet”amorefrequentwayistousegesturestolayemphasisonthekeypointswhenhesaid“havedone”(emphasizingitinvoiceatthesametime),hereachesouthisindexfinger,pausesintheair,andthengivesouttheexampleThisactionwillusuallygivethestudentsadeepimpressionFromtheabovewecanlearn,theuseofbodylanguageinEnglishteachingisnecessaryandpracticalIntheEnglishteachinginmiddleschools,bodylanguageisfrequentlyusedtoimprovetheteachingeffectandthestudentsabilityPrepositionsofplacecanalsobeeffectivelytaughtbymovementsForexample:Teacher:ThebookisonthetableThepencilisonthebookThebookisunderthepencilNowthepencilisbehindthebookActionverbscanbeactedout:TheteacheriseatingTheteacherisdrinkingTheteacherisreadingTeacher:WhatistheteacherdoingStudents:TheteacheriseatingLeadingininTeachingVocabularyLeadinginteachingvocabularyisanimportantwaytomakethememorydeeply,whichmeansteachersdonotcorrectstudentserrorsimmediatelyIfalearnersaysasentenceincorrectly,theteacherwillgethertorepeatthesentencewhileheindicateswithhisfingerseachwordasitissaidWhentheerrorisreachedtheteacherindicatesthatthiswordistheproblembyfacialexpressionoragestureTheteachersvoiceisanotherindirectwaytoinspirestudentsItisimportantforteacherstovarythequalityoftheirvoicesandthevolumetheyspeak,whichdependonthetypeoflessonandthetypeofactivitySothevoiceyouusetogiveinstructionorintroduceanewactivitywillbedifferentfromthevoice,whichismostappropriateforconversationoraninformalexchangeofviewsorinformationIfateacherasksastudentaquestionandhegivesthewronganswer,theteachermaychangehistoneuntilhegivestherightanswerNowIwillgiveanexampleabouthowtousethemethodofleadingininteachingvocabularyTeachingtheword“stubborn”inUnitoftheOxfordJuniorEnglishBookA:Theteachercanpresentitasfollows:IhaveabrotherHeisverystubbornYesterdayhewascoughingallthemorningIpersuadedhimtoseeadoctor,buthedidntwanttogoatallSoIsaidtohim,“DontbetoostubbornYouareseriouslyill”ThiscontextualguessworkaimstoprovideanEnglishplatformforstudentstoguessandcomprehendthemeaningof“stubborn”inanEnglishcontextbythemselvesratherthantheteachersdirectinstruction,whichmaycompelstudentstohavethetargetwordsonthebrainforalongtimeRiddlesinTeachingVocabularyTherearevariousriddlesinChina,soarethereinforeigncountriesJustastheChineseriddles,Englishriddlesplaythewordgames,accordingtothewordform,pronunciationandmeaningWhetheryoucouldworkitoutdependsonasuddeninspirationRiddle–akindofmaterialthatappliesknowledgeintogames,isalsoanassistanttohelpstudentslearnEnglishEspeciallyinvocabularystudy,ifstudentsdoriddlesalternativelywitheachother,surelytheywillbenefitfromthiskindofgameSuchgameforbrainswillstimulatestudentsinterestinEnglishstudyandimprovetheirlisteningandunderstandingWhatsmore,riddleswillhelpstudentstobearthevocabularyinmindmorefirmlywhiletakingpartinsuchgamesBelowareseveralriddlegamesstudentsmayadopttostudyvocabularyRiddlesofWordsThiskindofpuzzlealmostmakesuseofthewordsspellingSomeofthemsuperficiallyseemvery“strange”,butassoonasthekeytothepuzzleisrevealed,itturnsouttobereasonableForexample,studentswilllearnthetwowords“united”and“untied”effectivelyandefficientlyinsuchriddleofwordsWhathasfourlegsbutonlyonefoot(Abed)Whathasabedbutneversleepsamouthbutneverspeaks(Ariver)Whatfruitisneverfoundsingly(Apear)Inaword,fromtheabovementionedvariousriddles,wemayknowthattheynotonlybenefitstudentsintelligence,butalsopromotetheirinterestandconfidenceinEnglishstudyItissuchtrickfullofwitthatitisbelievedthatriddleisworthatry,sothattheenlargingquantityofvocabularycanbeexpectedsoonRebusRebusisrepresentationofawordorwordsbypicturesetcsuggestingitspartItisakindofmoreinterestingriddle“STANDI”Whatcanbeseenfromtherebusisthattheletter“I”isundertheword“STAND”Obviously,theansweris“Iunderstand”“KNEELIGHTS”Similarly,theanswersharesthesameruleasthelastexampleWecansee“KNEE”(is)on“LIGHTS”“Knee”“on”soundslikes“neon”So,thatis“neonlights”Whataneattricktolearnthevocabulary!ProjectimplementationIttookmethreeweekstoimplementmyprojectForeachweekIamscheduledtodothese:Teachingnotes:(ToseeAppendixC)Students’handouts:(ToseeAppendixD)MystudentshandoutsincludesomeexercisesthattheyhavedoneDiarykeeping:(ToseeAppendixE)IboughtadiarybooktotakedownmystudentsresponsesandmyownobservationIhavealsoboughtfourfoldersinfourdifferentcolorsforfilekeepingpurposesIwanttoknowwhetherthemethodshavebeenprovedbythethreeweeksuseofteachingdesignwiththetargetgroupThatistosay,ifmystudentscanrememberthenewwordseasilyIhavethreesourcesofdatathathelpmetofinditoutAllthedetailsofmyprojectimplementationwerecarefullymaintainedTheyaredatacollectionsubmittedaspartmyprojectreportpackThequestionnairesIdidwithmystudentsforthecauseanalysisofmyinitialproblemFromthequestionnairesIknowmystudentsproblemsthatIshouldgivemoreblackboardIpaymoreattentiontothiskindofproblemsAndfindthatthestudentscangowithmeeasilyFromthequestionnaire,thestudentssaytheyarequitesatisfiedwithwhatIhavedoneforthemClassroomobservationItookinmydiaryMystudentsbecamemoreactivethanbeforeTheyarewillingtolearnEnglishnewwordsandlearnthembyheartTheyevenliketotalkwithmewithEnglishItiseasyforthemtoreciteEnglishwordsFromtheaboveanalysisIdrawaconclusion:ThestudentsinterestinlearningEnglishcanbestimulatedProjectevaluationTheproblemIstheproblemaresearchableoneYesIcandosomethingtochangethepresentsituationThemethodsusedinproblemanalysisThemethodsareusedtoanalyzetheproblemacceptable,suitabletoitandproperlyappliedTheprojectdesignThispaperwillprovidefivesolutions:ObjectlessoninteachingvocabularyPicturesinteachingvocabularyBodylanguageinteachingvocabularyLeadingininteachingvocabularyRiddlesinteachingvocabularyTheycanhelpstudentstoimprovetheirEnglishwordstudyIhavecarriedthemoutwellThestageanddetailsofprojectimplementationThestagesarenecessaryandinmycase,IamassessedonthefollowingitemsWeekTeachingnotesStudentshandoutDairykeepingWeekTeachingnotesStudentshandoutWeekTeachingnotesStudentshandoutDairykeepingThemethodsusedinprojectimplementationInwhatwayhastheprojectbeenimplementedInmycase,IfirstsetupcontrolandtargetgroupsandusedtheclassroomteachingThemethodsusedtoobtaintheresultsInwhatwayhastheinvestigatorobtainedtheprojectresultsIsitacceptable,suitableandproperlyusedIusedobservation,dairykeeping,andquestionnairetoobtaintheprojectresultsTheyareallacceptable,suitabletothetaskandproperlyusedTheresultsobtainedfromtheprojectimplementationMyhypothesishasbeenprovedtobecorrectConclusionInaword,teachingvocabularyisanimportantpartofEnglishlanguageteachingWithoutvocabulary,nobodycanlearnEnglishwell,nottomentioncomminutewithothersHowever,rememberingalargenumberofvocabulariesfrustratesmanystudentsThispaperhaspointedoutfourreasonsFirstly,MiddleschoolEnglishteachersinChinausuallyaskstudentstolearnvocabularylistsinwhichwordsareisolatedfromthecontextSecondly,teachersandstudentslearnwordsincompletelywithoutwholemeaningandusageThirdly,bothofthemneglecttheprocessofmemoryThelastoneisdisconnectingculturebackgroundThepaperintroducesdifferentmethodstosolvetheseobstaclesTheyincludeobjectlessons,bodylanguage,picturesandriddlesDifferentmethodsplaydifferentrolesinteachingvocabularyTheyareallusefulandpracticalHowever,vocabularyteachingstrategiesarenot“good“or“bad”inthemselvesTheymayhaveneitherpositivenornegativesidesnosinglemethodcanreallyachievethepurposeofvocabularyacquisitionFortunately,teachershavebecomeawareoftheimportanceofteachingvocabularyPotentiallythismightmeanthatifteachersintroduceabroadrangeofmethods,whicharediscussedinthispaper,learnersmaycorrespondinglyuseabroadrangeofstrategiesHowever,perhapsthemostimportantthingforteachingvocabularyisnottojudgewhichsinglestrategywillbethebestforstudents,buttoinformortrainlearnersaboutsensibleuseofavarietyofdifferentstrategiesThus,vocabularylearningwillbenolongeradifficultthingAsvocabularyaccumulates,thestudentsabilityofEnglishwillbeimprove
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