How to Teach English Vocabulary in Middle Schoo1

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How to Teach Reading in Middle School-最新文档

How to Teach Reading in Middle School: As everyone knows, the classroom teaching is one of the most important ways that the students learn English. As far as the English reading teaching in the middle schools is concerned, teachers have to arouse the students'' reading interest so that they may learn reading better. With the continual reform of English language teaching and learning methods, teachers should have many ways to arouse the students'' reading interest and createEnglish-learning circumstances and help them to learn better. In this paper, the importance and methods of English reading will be further discussed.As we all know, the last also the most important aim for us to learn English as a foreign language is to use it freely in all aspects such as listening, speaking, reading, writing, and translating. Nowadays, in order to keep the closest pace with the rapid development of our modern society, the students'' ability to read or understand English has become most essential. So Classes should be learner-centered, with meaningful, functional activities, often classes begin by finding out what the students don’tknow.I.Why teach readingThere are many reasons why getting students to read English texts is an important part of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.Reading texts provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons.The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experiences in their short lives.II. What kind of reading should students do?When the teachers give reading class to students, they should notice a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. There is someauthentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts. Anyway, the materials to be read should be interesting and meaningful.III. What are the principles behind the teaching of reading?i) Permit Students To ReadIn the teaching of reading teachers often keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.ii) Encourage students to respond to the content of a reading text, not just to the language Of course, it is important to study reading texts for the way they use language, how many paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is much more important. Teachers should help students understand that the mainreason to read is for them. They have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. Students should be encouraged to ask themselves repeatedly.iii) Encourage students to guess or predictReaders’ guesses or predictions are based on the cumulative information and syntactic structure they have been learning as they have been reading. Therefore, their guesses are more often than not appropriate to the materials. Students have to realize that risk taking in reading is appropriate.iv)Match the task to the topicOnce a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tasks—the right kind of questions and useful puzzles, etc. Asking boring and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imaginative and challenging tasks. Working in groups, the English teacher and students take turns asking each otherquestions following the reading.Reference[1] Wilga M.Rivers & Mary S. Temperley, A practical guide to the teaching of English as a second or foreign Language, New York: Oxford University Press, 1978[2]David Freeman&Yvome S. Freeman, A Road to Success for Language, New York: Oxford University Press[3]Smith F.Understanding Reading (2d ed), New York: Holt, Rinehart and Winston。

How to teach vocabulary well in senior middle school

Content1.The importance of a good vocabulary.1.1In speaking1.2In reading1.3In learning1.4 In thinking2. A brief introduction to the problems we have in our vocabulary teaching and learning insenior middle school.2.1Students’ problems in vocabulary learning.2.2Teachers’ neglect in vocabulary teaching.3.The effective ways of vocabulary teaching and learning.3.1Make students become interested in words.3.1.1The ways of arousing students’ interests.3.1.2How to use those ways to teach words.3.2Teach not only the vocabulary itself but also more information of words.3.2.1Teach the history of words.3.2.2Use context to teach words.3.3Make students be dictionary-minded.3.3.1Teach students how to choose a good and useful dictionary.3.3.2Teach students how to use dictionary as a good tool.3.4Make students know word prefixes and roots.3.4.1The importance of learning prefixes and roots.3.5Make students use the words they have learnt before as often as possible.3.5.1Make sentences.3.5.2Write compositions.3.5.3Communicate with others.4.Conclusion.AbstractIt is said that vocabulary is a very important tool for English learners with which they communicate. However, nowadays, more and more teachers and students especially in senior middle school think that vocabulary is very difficult and boring for teaching and learning, so they don’t think highly of it and only spend less time and energy in vocabulary teaching and learning. Actually, according to the “Curriculum Standard for English Teaching and Learning in Senior Middle School “ by Education Depart ment, vocabulary teaching is not becoming less important but more and more essential. In this case, how to treat this problem (Neglect of vocabulary teaching and learning), and how to solve it, is no doubt a vital task for English teachers. This paper want to show people the importance of vocabulary teaching and learning, the situation of vocabulary teaching and learning in today’s China, and the way how to improve it. First, to show people the importance of a good vocabulary in speaking, reading, learning and thinking. Second, give a brief introduction to the problemswe have in our vocabulary teaching and learning in senior middle school. That is students’ problems in vocabulary learning, and teachers’ neglect in vocabulary teaching. Then, give the effective ways of vocabulary teaching and learning, such as: make students become interested in words, teach not only the vocabulary itself but also teach the history of words, and use context to teach words, teach students how to choose a good dictionary and how to use it as a good tool, make students know word prefixes and roots, and still, make students use the words they have learnt before as often as possible.Key words: vocabulary teaching and learningHow to teach vocabulary well in senior middle school1.The important of a good vocabulary.Words are the tools with which we communicate. Words are the currency of communication. A robust vocabulary improves all areas of communication ---- listening, speaking, reading and writing, even thinking. However, a poor vocabulary tends to placea limit on our ability to understand. How many times have you heard teachers ask,“useyour words?”When students improve their vocabulary, their academic and social confidence and competence improve, too.1.1In speakingIt is easy enough to talk about the weather; but it is not so easy to talk about ideas and concepts. How many times have you heard someone say, “I know what I mean, but I just can’t express it?” This is an open confession of an inadequate vocabulary. Plato said that to transmit ideas, a speaker must paint pictures in the minds of listeners through the use of precise words. Although the chances for students to speak in senior middle schools’English class is quite limited, they do need some basic vocabulary to speak or talk about something with others.1.2In readingReading generally requires greater use of a person’s vocabulary than any other act of communication. So in reading it is especially easy to misinterpret meanings because of an imprecise vocabulary. But most of students would rather go on reading and just guess the meanings of words from the context than stop reading to consult a dictionary.Unfortunately, sometimes their thoughts of meanings are not right. And such errors can lead to the complete misinterpretation of an author’s presentation. And that, in turn, can result in a memory full of fuzzy thoughts, instead of crystal clear concepts. So, as students in senior middle school who will have percentage of reading exercises in College Entrance Examination Papers, a good vocabulary is compulsory.1.3In learningWithout an adequate vocabulary, no one can master important principles and ideas. The fundamental building blocks of learning and knowledge are words--- words with precise meanings. Get the meanings wrong, and you have learned false information. If you have no idea of the meanings, then you will have to work harder to learn. Moreover, an inadequate vocabulary can limit your ability to conceptualize; that is , though you may hear and recognize individual words, you will have difficulty grasping the sequence of concepts being developed by a speaker or an author. Thus, students in senior middle school must learn how to learn vocabulary well in order to understand articles in textbooks and exam papers better.1.4In thinkingAs we know, listening, speaking, reading and writing are the most important skills for students in senior middle school. However, actually, they also need good thinking before speaking. J.B.Watson, a noted psychologist, said that thinking is silent speech. This means when we think, there is no magical process taking place in our heads that rearranges some mystical fluff and makes our thoughts out of all that; when we think, we think in words. We rearrange words in our heads, pushing new ones together, putting old ones together with new ones, and rearranging old ones; when we are thinking we are thinking with words. Words are the tools of our thinking, the symbols of our thoughts.Without them our thinking about ideas is impossible. From this line of reasoning, it seems logical to accept the idea that the more carefully we develop our vocabulary, the more careful will be our thinking. As we know words precisely, we are able to think precisely.2. The problems we have in our vocabulary teaching and learning in senior middle school.2.1 Students’ problems in vocabulary learning.Nowadays, more and more students in senior middle school feel that vocabulary is difficult to learn and master. One of the first things they noticed when they study in senior middle schools is the abundance of new words. New words are on the pages of many textbooks, workbooks, exam papers and magazines students pore over. They echo down the halls of the classroom buildings as students and teachers talk to each other.New words will engulf students at every turn when they study in senior middle school.They will become their daily companions whether they wish or not, for the business of senior middle school life is carried out with new words, and these new words are the hardest ones to be memorized by students. Another problem students often have when they study in senior middle school is that they will discover that many of the words they learned to know and use many years ago, they believe they understand what they mean, but they seldom, if ever, speak or write these words. Students are also surprised that some of the words they have used over the years and considered old friends because they understood their meanings are now used in different ways, with different meanings.Those problems they met made lots of students give up vocabulary learning.2.2Teachers’ neglect in vocabulary teaching.And it is a pity that like students in senior middle school, teachers don’t like vocabulary teaching neither. They think that grammar is the most important thing for studentslearning English in senior middle school; vocabulary teaching is only a part of grammar teaching. Thus, they don’t think highly of it and only spend less time and energy in vocabulary teaching, or even neglect it. However, according to the ‘Curriculum Standard for English Teaching and Learning is Senior Middle School’by Education Department, “when students graduate from senior middle school, they must learn and master 3000 words and 400 to 500 phrases or idioms; use vocabulary to help understanding and expressing different functions, ideas and attitudes; use vocabulary to describe some complex things, activities and characteristics and to explain concepts”.(1) Vocabulary teaching is not becoming less important but more and more essential. So what do we need to do is not hate or afraid of or even ignore vocabulary teaching and learning but pay more attention to do it as well as we can.3.The effective ways of vocabulary teaching and learningBy speaking, listening, and associating with people you will be able to increase your vocabulary, this is what this approach suggests. Obviously this is true for the very young child who is just getting acquainted with the language. But for students in senior middle school, there are many times when the opposite is true. That is, the number of words known can actually decrease with time if the words are not used. So we can’t depend on natural growth to increase our vocabularies. On the market today are a number of books designed to improve your vocabulary. They are all do-it-yourself in their approaches and claim that you will be able to improve your supply of usable words by large numbers and in short time. The books are generally easy to read and in some instances even quite entertaining. But by and large they are not going to help you learn the words you need to know to become a successful senior middle school student. On the negative side, what may happen is that you may accumulate a collection of words that simply don’t fit the kind of life you live and the kind of academic situation in which you study. You invested time and energy that could have been better used doing other things.Some people suggest that the best way to improve your vocabulary is by reading ‘ good ‘ books, particularly books that contain words that contain words you don’t know. This system would work if you would stop look up the words you don’t know in a dictionary.But you won’t learn new words automatically by just reading them, not very often anyway. Occasionally, as you’ll see later, it is possible to derive the meaning of words from their context. But this process, too, must be supplemented with dictionary work.Some persons suggest that the simplest way to increase your word power is to go to the dictionary, pull out five or six words that you don’t know, write them and their definitions on card, and then, in off moments during the day, study the card. As we will see later the idea of using a card is not bad. But to pick any five or six words from the dictionary will often leave you with a collection of words you can’t use. Granted, a great deal can be learned from studying the dictionary. And of course you can also learn a great deal from studying the phone book. The problem with “ studying the dictionary “is no different from that associated with making word lists and study vocabulary self-help books: you end up with words that don’t fit anyplace. What is different about studying the dictionary compared with some of the other approaches we have mentioned is that dictionary studying is about the most boring thing I can think of doing. I willquickly add that used as it should be used-to find out something about a word you don’t know-the dictionary can be one of the most exciting books on your shelf. It is all how you use it.3.1 Make students become interested in words.Whatever you learn, you must be interested in it. If not, you can never start it, let alone learn it very well. It is the same to vocabulary learning in English. As we know, interest is the best teacher. You can begin to gather in words immediately by becoming attentive and interested in them. A genuine interest in words is the surest path to a close kinship between students and words. The spark that ignites students’ interest in words will occur in different ways at different times---often by chance and occasionally by luck. It can also come about because they want it to happen. Students can create their own interest in words by reading books like “ The old man and the sea “, or magazines like “ Times ”, or watching cartons like “ King lion “, or listening some English songs like “ My heart will go on “. And teachers should use variety of ways to arouse students’interest in vocabulary learning, such as: teach them to sing English songs, play games with English vocabulary, give them some riddles to guess and some short plays to perform. In this case, the English class will be more vivid and students will be more active in English study.3.2 Teach students not only the vocabulary itself but also more information of words. Words are symbols and we use them as tools. But they also have histories that make them more than abstract symbols that are useful only for communication. If the students are truly interested in words, they will find some most interesting information as they dig into their histories. For example, many words in our English language come from the names of people. It is claimed that on August 6th, 1762, John Montague, the Fourth Earl of Sandwich, ordered cold, thick-sliced beef to be placed between two pieces of toasted bread. Thus was born the sandwich. (2) Another interesting way of studying the history of words is to associate words we use today with the ethnic groups that brought them to this country or with the American Indians. Some of the words we have borrowed from the American Indians include moose, raccoon, teepee and squash; from the French we obtained such words as café, menu, chauffeur and salon; the Spanish gave us indigo, vanilla, cigar and mosquito; also we have waltz, fatherland, kindergarten and poodle from German; and borrowed piano, bass, violin and opera from Italian.And words, like facts, are difficult to remember out of context. Remembering is greatly facilitated when you have a body of information with which to associate either a word or a fact. Students in senior middle school are generally much influenced by context and highly skilled at using it. And when they fail to make good use of context, they may go wildly wrong. Here, teachers’role is a guide who teaches the students what kind of words they can just guess the meaning in context and what kind of words they must consult the dictionary and master the usages of the words. In all, teachers in senior middle school should teach students to use context to help understanding and learning words properly.3.3 Make students be dictionary-minded.Every student in senior middle school should own a good dictionary. Keep a dictionarywithin easy reach as they study and develop the habit of consulting it is necessary. For intensive word study, there is no substitute for an unabridged dictionary. Locate the unabridged dictionaries in Foreign Language Book Stores. An unabridged dictionary gibes more definitions, more about the derivations of words, and more on usage. Good one-volume unabridged works include Webster’s New International Dictionary of the English Language and the New Standard Dictionary, in ten volumes plus supplement, is indispensable for the historical study of words, but more detailed than students will need for west purposes.Students can probably get some idea of the meaning of a new word from its context------how it is used in their reading material. Use context when they can, but be aware that it has its limitations. The safest bet is to aroid all the guesswork and go straight to the dictionary. Buy and use the best abridged dictionary they can afford. Whenever an unabridged dictionary is nearby, use it. But also remember that no word is ever fully defined. The dictionary meaning is good and necessary, but it is only an operational meaning that will solve students’ immediate problem. Words have shades of meaning that add richness but that we come to understand only by reading, hearing, and using words in a variety of contexts.3.4 Make students know word prefixes and roots.A word’s root is the core of a word, the part holds the meaning. A prefix is a word beginning that modifies the root. As students in senior middle school work to make their vocabulary more precise, they will appreciate more and more the value of prefixes and roots. Soon, some of them will become old friends, and students will recognize them almost daily as part of a new word, they will be well on the way to grasping its meaning. The practical, advantage of knowing prefixes and roots is being able to use a few basic definitions that are found again and again in the English language. When find a word that is entirely foreign to you and you go to dictionary to find its meaning, do not overlook the information that is offered concerning the prefixes and roots of that word. This information may be invaluable in helping you discover the meaning of other new words that have the same root or prefix. So as an English teacher in senior middle school, to introduce some information about word formation to students is quite necessary.3.5 Make students use the words they’ve learned before as often as possible.Many students in senior middle school said that they study very hard in memorizing English words; however, they still can’t remember those words very well. The reason that they fail to memorize the words is that they don’t have enough practice. Practice makes perfect. Students must practice more or else they will forget the words they have learned before gradually. Let’s see some techniques for practicing:3.5.1 Use the words to make sentences.Attempt to use the word, first in their writing and then in their speaking. It is through use that the new word will eventually become a part of their vocabulary and will become an old friend like the rest of the words in working vocabulary. Since making sentences is a effective way of memorizing words for students in senior middle school, teacher’s duty is to give students more chance to make sentence and try to give more typical example sentences for them to remember.3.5.2Use the words to write compositions.A good beginning makes a good ending. So after students can make very goodsentences, teachers can make them use the words they have learned before to write compositions or diaries. Because when students write composition, they may come across such problems as ‘ how to choose the right word at a right place ‘ and so on.The process of solving these problems will help them make progress in vocabulary learning.3.5.3Use the words to communicate with others.Language is a tool with which we communicate with other. As students in senior middle school, although the time for them to use English is quite limited, especially to use English for communication, however, if teachers would give more time for communicative activities in English classes, or students themselves can save every minute to do so, they can have enough chance to use the words they have learned to communicate with others, from which they reviewed the words.4ConclusionNothing is difficult if you put your heart into it. If all the teachers in senior middle school can change their former educational concept into a scientific one, and pay more attention in connecting various ways of vocabulary teaching together; all the students in senior middle school can cooperate with their teachers very well, they can surly create a new field for English teaching and learning.Notes:1.教育部《全日制义务教育普通高级中学英语课程标准》（试验稿），北京师范大学出版社，2001，p212.David Wallechinsky and Irving Wallace, The People’s Almanac, Doubleday, New York,1966, p87Bibliography:Campell N. Robin and Macdonald Bowe, “ Text and context in early language comprehension”, 1977Dei ghton Lee. C., “ Vocabulary Development in the classroom”, Teacher’s College Press, New York, 1959Donaldson Margaret, Grieve Robert and Pratt Chris, “ Early Childhood Development and Education” Reading in Psychology, The Guilford Press, New York, London, 1983教育部《全日制义务教育普通高级中学课程标准》（实验稿），北京师范大学出版社，2001 胡文仲《基础英语教学论文集》，外语教学与研究出版社，1985黄新娥“浅析高中生在英语词汇学习中普遍存在的问题及对策”，《基础教育外语教学研究》，2002，3。

how to teach vocabulary

Absolute synonyms are words which are fully identical in meaning . Relative synonyms can be seen everywhere and it differ from absolute synonyms in six aspects: 1.in shade of meaning 2.in stylistic meaning 3.in emotive meaning 4.in range of use 5.in collocation 6.in British and American usages
• 2.Antonyms • They can be classified into three groups • (1)complementary antonyms • Dead—alive true—false male— female • (2)gradable antonyms • Rich—poor old—young big—small • (3) relational antonyms • Wife—husband father—son buy—sell
root
conv ersi on
Word formation
prefix
Compounding words
suffix
• Teaching English words by using wordformation • ing roots of English words to teach new words
How to Teach Vocabulary
Questions: 1.If you were a teacher, how would you teach vocabulary? 2.What do you think is the most important factor in teaching English well? 3.Which aspect do you think is the most important in English learning ?

English Vocabulary Teaching in Middle School

A Study of Student-Centered English Vocabulary TeachingI. IntroductionA. VocabularyIf language structures make up the skeleton of language, it is vocabulary that provides the vital organs and the flesh. Vocabulary is one of the most important essentials of language, and it is also the basis of language communication. In vocabulary researches, vocabulary refers to not only the single words, but also the “chunks” such as phrases and idioms (1). And in Oxford Advanced Learner’s English-Chinese Dictionary, the definition of the vocabulary is a total number of the words that make up a language .It is the basic meaningful unit in language communication.B. English vocabulary teachingEnglish vocabulary teaching is the primary and essential part of English teaching. This is because we cannot express anything perfect without vocabulary; we cannot carry on the basic language communication such as listening, speaking, reading, writing and translation if there has no vocabulary. We need to have a store of vocabulary, which we can select from freely when we wish to express our thoughts. For students, mastering a certain number of vocabularies is the key to learning English. As everyone knows, the greater vocabulary one masters, the stronger skill in applying language he/she will have. But to our Chinese students, the vocabulary learning is a great difficulty in English learning. What is more, many of the students always consider that “vocabulary learning” is to recite the words which are appeared in the text. They thi nk that if they can remember all those words, they will finish their vocabulary learning. As a matter of fact, their vocabulary learning still stays in the combination of “pronunciation, spelling and meaning”, and almost all their time and energy are used in these three parts. This will bring failures to them in learning and communication. Thus, the teacher’s vocabulary teaching becomes especially important.C. Purpose of teaching vocabularyThe purpose of teaching vocabulary is to make the students master the vocabulary, use the vocabulary freely and lay the base for their English learning. In order to achieve this purpose, educators from home and abroad have been researching the approaches of English teaching. No matter what kind of approach they adopt, they must make sure that their teaching is based on the students. Because the student is the body of the teaching, the teacher just plays a leading role. All teaching activities must focus on the students.II. The student-centered vocabulary teachingA. Some factors which affect the students’ vocabulary learningThere is a fact that the students should take notice. That is, some students are successful in vocabulary learning while others are not. If we know the reason, the job of teaching vocabulary would be easy. We don’t, of course. But we can point out a number of factors which seem to have some effect on the students’ success in vocabulary learning.Firstly, it is motivation in learning vocabulary. People involved in English teaching often say that students who really want to learn will succeed. This is their motivation. Motivation refers to the intensity of intention regarding the students’ learning behavior (2). In other words, motivation stands for how much effort the students are ready to put into the learning activity. It is some kind of the internal drive that encourages students to study. The internal drive here may be the parents’hope, the teacher’s appreciation or the students’ eager for study, and so on. Such phenomenon suggests that the motivation the students bring to class is the biggest factor affecting their success. Secondly, method for learning vocabulary is an extremely important factor. We know that if a teacher’s method for teaching vocabulary is deadly boring, the students will probably become uninterested in learning. Therefore, teachers must adjust themselves so as to meet the various situations. Teaching method also has some effect on the students’ learning motivation. Good method can easily rouse students’ learning interests.Finally, the factor affect the students’ vocabulary learning is the teacher himself/herself. Whether the students like the teacher or not may be a problem. Almost all people in their students’ time had this kind of feelings. So, this requires the teacher is not only a deliver of the knowledge, but also a good friend of the students.B. The traditional teachingThe traditional English vocabulary teaching is a “Duck-stuffing” way. It only needs teachers’ mouths and pieces of chalk. The students just act as receivers of knowledge. This kind of teaching greatly prevents the students’ initiative in learning. And this is not what the teaching aims. What the teacher should do is try his/her best to wake up the students’ initiative and interests in learning. First, a teacher should know his/her role in teaching. He/she is not only the deliver of the knowledge, but also the director, conductor and organizer. He/she must be a facilitator for the students. Then, a teacher should teach according to the students’ characteristic a nd nature, change the traditional method. Last, and most important, we know that “teaching” should serve for “learning”. In fact, the effect of English learning depends on the students’ subjective initiative and participation. We should change “teacher-bod ied” into “student-centered”.C. Student-centered teachingStudent-centered teaching takes the students as the body part in class, all the teaching activities must center on the students. This kind of teaching is quite opposite to the traditional teaching. And , the student-centered teaching has a lot of good effects on both teacher and students.1). Student-centered teaching can improve the teacher’s teaching skills. Maybe someone will think that student-centered teaching will lower the teacher’s avail, and it cannot smooth the teacher’s teaching skill. The author thinks that it is no need to be worried about it. Student-centered teaching doesn’t mean that the teacher is superfluous, or the teacher will give up the control to the teaching. On the contrary, this kind of teaching puts a high demand for the teacher. And the whole class needs the teacher’s organization and management. At the same time, the teacher will help the students recognize and tap the latent of their study power. This is also a challenge for the teacher. They must be proficient in their teaching, and above all, they must design a set of student-centered teaching plans supplying the students with real condition. In student-centered vocabulary teaching, the teacher should adjust the relation between a teacher and students, teach them skill about input and output of the knowledge, forecast the difficulties which the students will meet in learning vocabulary, and so on. All of these need the teachers to plan and manage. During this procedure, t he teacher’s teaching skill will get progressed and improved.2). Student-centered teaching can attract the students’ attention and rouse the students’ learning interests. Through this approach, the students’ being eager to study will be raised, and their motivation will become stronger. Student-centered teaching is so far an ideal circumstance in English teaching (3). It can greatly meet the students’ needs and give free rein to their capabilities. Thus, the vocabulary teaching will be no longer boring. It will lead to an excellent result. Andthere is also a fact that in four principles of English teaching, the first one is student-centered principle (4). The students’ ability get a full play in the class, their learning interests will also become strong.3) Student-centered teaching is a challenge to both the teacher and the students. It breaks out the teacher-centered stage, and it does create the students’ studying motivation and open a new space for English teaching. During the whole teaching process, the students play a body role. After all, it is the teacher who builds up the key of student-centered teaching. If a teacher changes his/her teaching idea timely, applying a flexible teaching method, the students will be benefited a lot in vocabulary learni ng. But if the teacher overlooks the students’ body part in teaching, the students will naturally fall into a passive role in class. They will just listen and copy mechanically and receive the knowledge ineffectively. Thus, neither the teacher nor the students will be satisfactory. So, the teacher should pay more attention to the students, arouse their enthusiasm for the study and lead them to a correct and scientific study method.III. The method of student-centered vocabulary teachingWe know the student-centered teaching is effective from the words above, but how to carry on ? There are several suggestions.A. Role exchangeObviously, this method refers that the students change their student role into teacher. They will act as teacher and teach the vocabulary to others. Very often, we read, watch, listen and do something because it interests us, or at least we think it will interest us. This is the same to the teaching and learning. If teaching can interest the students, they will be willing to learn. Let the students act as teacher, they will try their best to have an enough and active preparations. What is more, they will put into a great energy in organizing the teaching. Thus, the students who are listening will feel very fresh and interesting, and they will also listen carefully. Although teaching vocabulary is a rather boring job, we can change this bad situation by exchanging the role in class. With the development of the science and technology, the way of getting knowledge becomes wider and wider. Ma ybe to some extent, the students’ knowledge is larger than the teacher’s. If make them act as teacher, they will study careful at first. Then, they will have a good preparation and be very familiar with the vocabulary which they will teach. They will use all kinds of mean to gain the related knowledge. Maybe they will look up the dictionary to make sure their own pronunciation and usage is correct. Maybe they will think how to make other students understand easily. They will use the network, magazines and some other materials. All these attempts can improve their vocabulary learning. The whole class will be in an active and vivid atmosphere. It is good for the students, and it will also highly interest the students in vocabulary learning. Outside the class, the teacher can spend spare time pointing out the shortcomings of the lesson, helping the students analysis the reason of their mistakes. During such procedure, the students’ interests in learning vocabulary will become stronger and stronger, and at the same time, the boring vocabulary teaching will be changed into interesting one.But this method is not fit for the English learning beginners. It needs the students who will act as teachers have rich knowledge about vocabulary. The beginners are lack of this kind of skill.B. Graphic presentationIn teaching vocabulary the teacher can use some pictures. The pictures can be the board drawings, wall pictures, and charts, and so on . This method can especially be used for teaching a series of words which are close each other in meaning. It has an extremely effect on the beginners. Forexample, when teaching the preposition “on”, “over”, “above” and “beneath”, “under”, “below”, the teacher can draw a simple picture like this:( on ) ( over ) ( above )( beneath ) ( under ) ( below )It is very clear for the students to understand and remember. If teacher just uses Chinese to explain those words, the students will only know the surface meaning of those words. And they will make mistakes or get mixture of them when using these words.This method is very easy for the students to adopt . And it will attract the students’ attention in class, too. By using this method, both the teacher’s teaching and the students’ learning will become relaxing and joyful. Thus, the teaching will get a good effect.C. AssociationAssociation is a psychological procedure of connecting one thing with another. This kind of method makes a good use of human being’s rich association , so the students’ interests in learning vocabulary will be woke up easily. Association can be brought into reality by these two ways. First, we know some letters’ pronunciation is different in different words. Lots of students will get confusion especially when the pronunciation is very similar. For example, the lett ers “oo” in the word “foot” pronounces [u], but in the word “boot”, it pronounces [u:]. In order to make the students distinguish and remember, the teacher can tell the students to imagine it like this: “Because the boot is longer than the foot, we can get our boots on.” In Chinese we say “ 靴子比脚长，我们才能把靴子穿上.” Another example, in the word “food”, ”oo” pronounces [u:], in order to avoid to pronounce it [u], the teacher can teach like this: “We know a small stream flows long, it is the same as food.”(我们知道细水长流，食物也当如此.) Second, some English words’ pronunciation is like Chinese characters, we can take advantage of this characteristic. For example, the pronunciation of the word “barber [ba:b ]” (理发师) is like Chinese character “爸爸(baba)”, so, “爸爸是位理发师(Father is a bar ber.)”; “Vase [va:z]”(花瓶) pronounces like Chinese character “袜子(wazi)”, so, “袜子藏在花瓶中(The sock was hidden in the vase.)”. Examples of this kind are so many. All the two ways of association method are convenience for remember. And it will produce the student s’ initiation and interests in learning vocabulary. Because the association is very rich and vivid, the students’ vocabulary learning will become more active and effective.D. Role playThis kind of method is using the simulative scene. Generally speaking, this simulative scene is special and interesting. In the classroom, the students will get a deep impression. Of course, the scene is not a really one, it needs the teacher and the students create in the classroom. Teacher can ask them to pretend that they are at a special place, such as at an airport, in a telephone call, or organize them to get together to play an imaginary reunion, and so on. In this simulated situation, the students must not think themselves as language students, but as the people in the simulation. Of course, we do not take the students to a real airport---that would no longer be a simulation, it would be a real thing. For example, if the teacher will teach some vocabulary about telephone and want his/her students to master that, he/she can ask the students to play a role like this: first, asking them recall a telephone call which they did before. Then, asking them show that out. The students will be very active because that role-play is rather interesting and like real daily life. After their performances, teacher should help them summarize the phrases and expressions which are often used in telephone. Thus, the students will understand all these phrases and expressions easily and well.Sometimes the students act as themselves (if we ask them to organize a party, for example, we are not asking them to pretend to someone else) and sometimes we ask them to play a role, pretending someone they are not. In the latter case, we are taking about role-plays. And the role-play method can be not only used in teaching vocabulary, but also in teaching sentence structure.After those simulative scene, the teacher should conduct feedback with the students. The object here is to discuss with them whether the activity was successful. This will also be a good opportunity to practice the students’ oral English.E. Vocabulary networkWhen a teacher teaches a new word, he/she often gives several words which have a close relation with the new word. This is a better way to enlarge the students’ vocabulary. For e xample, when teaching the word “house”, the teacher can use “mind map” technique to help the students to recall a series of words around the house. This method can also put a list of words into different groups. Here is a “vocabulary network” about the word “house”:Television cupboardAudio apron refrigeratorCarpe sofa pot gas ovenParlor kitchenHouseBedroom bathroomQuilt towel bathtubBlanket pillow water heaterClothes horse shampooThis method will give the students a clear vocabulary map in their minds and allow the students more involvement than a presentation led by the teacher. Thus , out of the class , the students will have strong interests in learning vocabulary by this way. When they see the word “doctor”, they will remember the word “nurse”,“hospital”, “sick” and so on. Also, this method is more convenience for enriches the students’ vocabulary though some of the vocabulary may be known by them already.F. Other methodsThere are hundreds of methods in English teaching. Of course the word formation in vocabulary teaching is also important and necessary. Teacher can add some knowledge about the word formation during the vocabulary teaching. If the students master more knowledge about the word formation, their skill in learning vocabulary will be stronger. For example, if the students know the prefix “re-” means “again”, they will know the word “replay” means “play again”; “rebuilt” means “build again”, and so on. Thus, the students can not only remember the new words soon, but also solidify the old words. Further more, they can change the limited vocabulary into limitless skill of producing the vocabulary.IV. SummaryDuring the whole procedure of the vocabulary teaching, the students are the body part from beginning to the end. They play a very important role in the teaching. They will absorb the new vocabulary from the teaching and use those vocabulary continuously in order to understand and master them. There are thousands of methods in teaching vocabulary in teaching area. But there is no best plan or proposal. Maybe a better way lies in the students themselves. Every teacher should teach according to the students’ level. The vocabulary learning is the business of the students andthe teacher. The teacher should lead them and organize them cor rectly. So one of the teacher’s tasks is design all kinds of good practice, create good and suitable scene of using vocabulary and make the students raise their vocabulary level. However, the students are the body and the vocabulary learning is the student s’ task. So, we should base on the students and establish the students’ learning motivation and interesting.Student-centered English vocabulary teaching makes entertainment a medium of teaching. It is a challenge for the teacher and a good opportunity for the students. The students will learn, understand and master the vocabulary in an active and vivid atmosphere by the student-centered teaching approach. And the teacher’s teaching will be changed from boring to interesting. The author hopes all these will have some useful implications for the English vocabulary teaching.。

How to Teach English Vocabulary in Middle School

How to Teach English Vocabulary in Middle School作者：郭荣来源：《校园英语·中旬》2017年第11期【Abstract】Vocabulary learning which can be counted as the foundation of English learning has been the student’s Achilles heel. Along with the empirical exploration on Engl ish vocabulary，the author draws on basic principles and the weak points in current vocabulary teaching to analyze three new teaching vocabulary approaches for the sake of improving teaching efficiency.【Key words】New English Curriculum Standard； vocabulary teaching； efficiency1. IntroductionUnder the New English Curriculum Criteria， vocabulary teaching still does not match the new criteria that are held responsible for the consequences：the teacher does not give students much opportunity to practice vocabulary in a pleasurable language atmosphere， but imparts knowledge in a traditional mechanic approach. And vocabulary teaching nowadays is also paucity of system and can hardly cultivate students’ cultural perception. Vocabulary whic h is hailed as one of the three major elements in language leaning is supposed to put forward unprecedented urgent demand to keep abreast of the trend.2. Literature ReviewProfessor Allen， in the light of his teaching experiences， gives us suggested model for teaching vocabulary：expanding vocabulary by mapping within conceptual domains etc. According to the domestic research， from the perspective of the vocabulary classification， it is based on the term “taxonomy” as an independent sense re lationship in lexicon， which can be classified into four parts：basic concepts concerning taxonomy， characteristics of taxonomy， classification of taxonomy and grounds for taxonomy.3. The Contents and Principles of Vocabulary Teaching3.1 The Contents of the Vocabulary TeachingThe paramount importance of vocabulary pronunciation， vocabulary spelling and vocabulary meaning cannot be ignored. It is easy to have spelling mistakes for beginners. The sound reasons attributed to the spelling errors are that mispronounced words， the form of knowledge representation and mistakes relevant to the grammar can be counted as the culprits.3.2 The Principle of Vocabulary TeachingTeaching of the vocabulary also has its own property valued for its principles that encompass various facets which can be basically intended to restore minors’ confidence for English learning.3.2.1 Systematic principle.Learning is the reconstruction of the cognition map. Therefore， it is necessary for teachers to build the relation between new words and prior knowledge. The purpose of the design is to make the cognition structure become more systematic，which can activate beginners’ passion for learning，have them immunized to the native language and can be hailed as a ready-made panacea.3.2.2 Communicative principle.Language is the tool of communication. The ultimate goal of English learning is to communicate with others. Therefore， teachers should create an atmosphere where students can communicate with others and get a glimpse of the diversity of language structures and the various possibilities of language expressions，tapping into the preserve of students’ latent capacity， which is a fixed- solution to improve learning efficiency and can exert tremendous influence on the fledgling birds.4. Vocabulary Teaching Methods4.1 Lexical Chunks TeachingIt simply refers to lexical phrases. Teachers should prepare the frequently used lexical phrases with regard to the word， which has its peculiar structures， basic meanings and can be adjusted subtly as the prototype. It is a special language unit that has been endowed with the characteristics of the vocabulary and grammar.4.2 Context TeachingContext teaching can be specified as the relation in words， phrases， sentences. The best internalization comes from encounters with words within the context surrounding discourse rather than separating words or focusing on dictionary definitions. And most words have more than one interpretation. Without the context surrounding discourse， the word meaning can hardly be defined.4.3 Classification TeachingIt delineates that teachers put some similar words together according to their special characters. Classification teaching can be categorized into three main parts：topic classification， meaning classification and grammar property classification.5. ConclusionIn this dissertation， the author mainly demonstrates the feasible countermeasures to crack the nuts ahead of us. Teachers can explore and innovate the vocabulary teaching approaches to meet the ever-changing standards， avoiding the plain interpretation， which will be the biggest splash.。

How to Teach English Vocabulary in Middle School

- 183 -校园英语 / 基础教育研究How to Teach English Vocabulary in Middle School西安外国语大学/郭荣【Abstract 】Vocabulary learning which can be counted as the foundation of English learning has been the student ’s Achilles heel. Along with the empirical exploration on English vocabulary, the author draws on basic principles and the weak points in current vocabulary teaching to analyze three new teaching vocabulary approaches for the sake of improving teaching efﬁciency.【Key words 】New English Curriculum Standard; vocabulary teaching; efﬁciency1. IntroductionUnder the New English Curriculum Criteria, vocabulary teaching still does not match the new criteria that are held responsible for the consequences ：the teacher does not give students much opportunity to practice vocabulary in a pleasurable language atmosphere, but imparts knowledge in a traditional mechanic approach. And vocabulary teaching nowadays is also paucity of system and can hardly cultivate students ’ cultural perception. Vocabulary which is hailed as one of the three major elements in language leaning is supposed to put forward unprecedented urgent demand to keep abreast of the trend.2. Literature ReviewProfessor Allen, in the light of his teaching experiences, gives us suggested model for teaching vocabulary ：expanding vocabulary by mapping within conceptual domains etc. According to the domestic research, from the perspective of the vocabulary classification, it is based on the term “taxonomy ” as an independent sense relationship in lexicon, which can be classified into four parts ：basic concepts concerning taxonomy, characteristics of taxonomy, classification of taxonomy and grounds for taxonomy.3. The Contents and Principles of V ocabulary Teaching 3.1 The Contents of the V ocabulary TeachingThe paramount importance of vocabulary pronunciation, vocabulary spelling and vocabulary meaning cannot be ignored. It is easy to have spelling mistakes for beginners. The sound reasons attributed to the spelling errors are that mispronounced words, the form of knowledge representation and mistakes relevant to the grammar can be counted as the culprits.3.2 The Principle of V ocabulary TeachingTeaching of the vocabulary also has its own property valued for its principles that encompass various facets which can be basically intended to restore minors ’ confidence for English learning.3.2.1 Systematic principle.Learning is the reconstruction of the cognition map. Therefore, it is necessary for teachers to build the relation between new words and prior knowledge. The purpose of the design is to make the cognition structure become more systematic, which can activate beginners ’ passion for learning, have them immunized to the native language and can be hailed as a ready-made panacea.3.2.2 Communicative principle.Language is the tool of communication. The ultimate goal of English learning is to communicate with others. Therefore, teachers should create an atmosphere where students can communicate with others and get a glimpse of the diversity of language structures and the various possibilities of language expressions, tapping into the preserve of students ’ latent capacity, which is a ﬁxed- solution to improve learning efﬁciency and can exert tremendous inﬂuence on the ﬂedgling birds.4. V ocabulary Teaching Methods 4.1 Lexical Chunks TeachingIt simply refers to lexical phrases. Teachers should prepare the frequently used lexical phrases with regard to the word, which has its peculiar structures, basic meanings and can be adjusted subtly as the prototype. It is a special language unit that has been endowed with the characteristics of the vocabulary and grammar.4.2 Context TeachingContext teaching can be specified as the relation in words, phrases, sentences. The best internalization comes from encounters with words within the context surrounding discourse rather than separating words or focusing on dictionary deﬁnitions. And most words have more than one interpretation. Without the context surrounding discourse, the word meaning can hardly be deﬁned.4.3 Classiﬁcation TeachingIt delineates that teachers put some similar words together according to their special characters. Classification teaching can be categorized into three main parts ：topic classification, meaning classiﬁcation and grammar property classiﬁcation.5. ConclusionIn this dissertation, the author mainly demonstrates the feasible countermeasures to crack the nuts ahead of us. Teachers can explore and innovate the vocabulary teaching approaches to meet the ever-changing standards, avoiding the plain interpretation, which will be the biggest splash.Copyright©博看网 . All Rights Reserved.。

How to Improve English Vocabulary Teaching in Middle School论文定稿

Abstract: English vocabulary is the basic assignment of English learning and it plays a very important role in English acquisiion. This paper first illustrates the significance of vocabulary instruction in middl e school in China. It then discusses problems arising from English vocabulary teaching in today’s middle school, such as sticking to traditional methods too much, neglecting its cultural meaning and so on. It finally explores some effective strategies to improve English vocabulary teaching according to some theories and practical skills of English vocabulary teaching.Key words: English V ocabulary teaching; problems; strategies如何改进中学课堂词汇教学摘要: 英语词汇的学习是学习英语的基本任务，在英语习得中发挥着重要的作用。

本文首先阐述了词汇教学的重要性，继而从当今我国中学课堂英语教学的现状出发，讨论了一些出现在英语词汇教学的典型问题，诸如，过于恪守传统的词汇教学方法和忽略词语所蕴含的文化含义。

这些都大大降低了英语词汇学习的效率。

这些问题的探讨旨在引起学生和老师的深思和重视，进而不断反省和改正。

How to do Vocabulary Teaching in Middle School 怎样教中学英语词汇

How to do Vocabulary Teaching in Middle SchoolAbstract: Word is one of the three basic language units. It is essential to communication. Without vocabulary we can convey nothing, therefore, vocabulary teaching is an indispensable part of English curriculum. But some traditional vocabulary-teaching methods seem to isolate the words from the context or break away from the scientific rules. They can't help students to develop a language competence in the long run but cause them to lose interest in English. Middle school English teachers should pay attention it, since they are the premier ones who introduce students to the field of English .In this paper, I would provide six scientific vocabulary-teaching techniques. I think they could be valuable for middle school English teachers during their teaching process.Key words:technique, vocabulary, context, competence摘要：单词是语言最基本的因素之一。

英语专业HowtoteachEnglish重点笔记

How to teach?Abbreviation:PPP—presentation, practice, and productionOHP—The overhead projectorSARS—select, adapt, reject, supplement.ESL—English as a Second LanguageEFL—English as a Foreign LanguageNCTE—the foundation of National Council of Teachers of EnglishWriting symbols: S—Spelling….WO—word orderESA—Engage-study-activateEAP—English for Academic PurposeESP—English for Specific PurposeIATEFL--The International Association of Teachers of English as a Foreign Language TESOL—Teaching English to Speakers of other languageOHP—the overhead projectorOHTs—overhead transparenciesLCRA—Listening Comprehension Practice PageTTT—Teacher Talk TimeSTT—Student Talk Time(一)?(二)?(三)?(四)Information gap?(speaking activity) where two speakers have different parts of information making up a whole. Because they have different information, there is a ‘gap’ between them.—one popular information-gap activity is called ‘Describe and Draw’.P88(五)Information(一)Principles of Teaching Listening1)???????1 The tape recorder is just as important as the tap2)???????Preparation is vital3)???????Once will not be enough4)???????Students should be encouraged to respond to the context of a listening, not just to the language.5)???????Different listening stages demand different listening tasks.4. Vary the materials in terms of speakers' gender, age, dialect, accent, topic, speed, noice level, genre,5. Always ask students to listen with a purpose and allow them to show their comprehension in a task.6. Language material intended to be used for training listening comprehension should never be presented visually first.(二)Principles of Teaching Speaking1)???????Be aware of the differences between second language and foreign language learning contexts.2)???????Give students practice with both fluency and accuracy3)???????Plan speaking tasks that involve negotiation for meaning.4)???????Design classroom activities that involve guidance and practice in both transactional and interactional speaking.(三)Principles of Teaching reading1)???????Reading is not a passive skill.2)???????Students need to be engaged with what they are reading.3)???????Students should be encouraged to respond to the content of a reading text, not just to the language.4)???????Prediction is a major factor in reading.5)???????Match the task to the topic.6)???????Good teachers exploit reading texts to the full.7)???????Exploit the reader’s background knowledge.(四)Principles of Teaching Writing1)???????Understand your students’ reasons for writing.2)???????Provide opportunities for students to write – practice writing.3)???????Make feedback and correction helpful and meaningful: over-correction?4)???????Clarify for yourself, and for your students, how their writing will be evaluated.(五)??Three special features about teaching listening1)???????Tapes go at the same speed for everybody.2)???????Students have to be encouraged to listen for general understanding first rather than trying to pick out details immediately.3)???????Spoken language has a number of unique features.(六)??Four aspects that should be included in a teaching plan.1)???????Who – detailed information about the students.2)???????What – what do the teacher and students want to do?3)???????How – how should the teacher and students do it?4)???????To predict what might go wrong and how it can be dealt with.(七)Four Teaching methods and approaches that have influenced the current teaching practice.1)???????Grammar-translation method2)???????Audiolingualism3)???????Cognitive approach4)???????Humanistic approach5)???????Communicative language teaching6)???????Task-based teaching and learning(八)Four differences between teaching adults and teaching children1)???????Motivation---Adults are likely to be seeking educational solutions to help them get to where they want to be in life which they will have specifically outlined in their minds prior to joining your class2)???????Direction---As an instructor you can rely on adults to be more self-directed than children who will depend on you for focus and support.3)???????Trust---Adults are more likely to be skeptical about new information and will prefer to test out the information before they believe and accept it.4)???????Experience---Something to remember is that adults have a lot they can bring to the table and they will expect to be able to share their life experiences and knowledge in the learning environment.5)???????Feedback---Finally, adults will be more sensitive to errors and will take constructive criticism more personally.(九)Three reading skills that students need to acquire and explain each of them.1)???????To scan the text for particular bits of information they are searching for.—this means they do not have to read every word and line;???2)???????To skim a text to get a general idea.3)???????To read for detailed comprehension.Or1)???????Scanning: for a specific focusThe technique you use when you're looking up a name in the phone book: you move your eye quickly over the page to find particular words or phrases that are relevant to the task you're doing.2)???????Skimming: for getting the gist of somethingThe technique you use when you're going through a newspaper or magazine: you read quickly to get the main points, and skip over the detail. It's useful to skim:Use skimming when you're trying to decide if a book in the library or bookshop is right for you.3)???????Detailed reading: for extracting information accuratelyWhere you read every word, and work to learn from the text.In this careful reading, you may find it helpful to skim first, to get a general idea, but then go back to read in detail. Use a dictionary to make sure you understand all the words used. (十)………………(十一)?????Four seating arrangements in the class1)???????Orderly rowsT??The teacher and the students can see each other clearly. Discipline and personal??contact is easy.T??The teacher is working with the whole class and every student should be involved. T??One trick that many teachers use is to keep their students guessing. 2)???????Circles?and?horseshoesT??The Round Table LegendT??A far greater feeling of equalityT??Lowering the barriers: greater opportunity to get close to the students.T??All the students can see each other and various contacts are easier. 3)???????Separate tablesT??It is much easier for the teacher to work at one table while the others get on with their own work.T??Students may not always want to be with the same colleagues.T??It makes “whole-class” teaching more difficult, since the students are more separated.(十二)????????Four pieces of equipment that you can make use of in an English class.T??The board/ the computer/ the dictionary/ the overhead projector/pictures and cards/ the tape recorder/ the radio playback machine/ the video camera/(十三)?????Two popular information-gap activitiesDescribe and Drawq??One student has a picture.q??The partner has to draw the picture without looking at the original.q??The one with the picture will give instructions and descriptions, and the “artist” will ask questions and draw.q??It is highly motivating, there is a real purpose for the communication (the information gap, completion of the task), and almost any language can be used. Remember to exchange the students’ roles if the activity is used more than once.Story-telling activityv??Memorizev??Regroupv??Tell pictures and form a new story????The final stories may be different. The groups tell the whole class what their version is, and the teacher can finally re-show the pictures.a)????????put the students into four groups, calling them A, B, C, D, and give one of the following pictures. The groups have to memorize everything they can about the pictures—who’s in them, what’s happening ect.b)???????The teacher now collects back the pictures and asks one student from each group (A, B, C and D) to form a new four-person group. The teacher tells them they have seen a different picture and asks them to talk with each other and tell a story.—the task is for students to work out what the story is. The only way they can do this is by describing their pictures to each other.c)???????The final version may be different. The groups tell the whole class what their version is. The teacher can finally reshow the picture.???Jigsaw activity(十四)?????Three types of writing rubrics1)???????Non-weighted rubric: This type of rubric provides descriptions of writing quality by level across other writing criteria. A brief example of this type of rubric would look like the following:2)???????Weighted rubric:?A weighted rubric is similar to the unweighted one, but itbreaks the writing skills into categories and sub-categories. A specific point value is assigned to each. Converting the organization element of the non-weighted rubric on page 94 into an element in a weighted rubric might3)???????Holistic rubric:?A holistic rubric describes in general terms the qualities ofexcellent, good, fair, and unsatisfactory assignments. These descriptions can be tied to grades or stand on their own. The instructor then chooses the description that fits the assignment. An example of one part of a holistic rubric might look like this:(十五)?????Four alternatives that Neville Grant suggests when the teacher finds the textbook is inappropriate.q???Omission –firstly, he or she might simply decide to omit the lesson.q???Replacement –the second option is to replace the textbook lesson with one of the teacher’s own.q???Addition – third is to add activities or exercises to what is in the book.q???Adaptation—final is for the teacher to adapt what is in the book.(十六)?????Four characteristics of good learners.q??A willingness to listen-listen to what’s going on.q??..to experiment: many good learners are not afraid to ‘have a go’. prepared to take risks.q??..to ask questions: constantly ask questions to know why.q??..to think about how to learn: bring or invent their own study skills when they come toa lesson.q??..to accept correction: are prepared to be corrected if it helps them.(十七)?????Four stages of choosing a textbook.1)???????Analysis—analyzes various books on offer for answers to questions needed to consider when choosing a textbook.??2)???????Piloting –try out the book with a class to find its strengths and weaknesses. Maybe teach two different books to compare them.3)???????Consultation –consult any of their colleagues who have used the book to find out if it is right for them.4)???????Gathering opinions?–anyone who might have an opinion on the book is worth speaking to. Their opinion is important for choosing a book.(十八)?????Three advantages of encouraging students to speak English in class1)???????Rehearsal: A free discussion outside the classroom and a real-life role-play inside the classroom may help students understand what communication is.2)???????Feedback: Speaking activities may provide feedback, which is beneficial to both students and teachers.3)???????Engagement: Speaking activities can be highly motivating and involve more participation and enjoyment.??(十九)?????The natural order of language acquisition1)???????Be exposed to it2)???????Understand its meaning3)???????Understand its form (how it is constructed)4)???????Practice it(二十)?????The purpose of ‘activate’ activities:v??Activate: to get students using language as freely and communicatively as they can; to try out real language use to rehearse for the real world.v??Typical activate activities:q??role-plays, where students act out as realistically as possibleq??advertisement design, where students write and then record a radio commercial q??debates and discussionsq??“Describe and Draw”, where one student tries to get another to draw a picture without that other student being able to see the originalq??story and poem writing or writing in groups(二十一)???????????The purpose of ‘engage’ activities:to arouse the students’ interest, thus involving their emotions.Engage activities:1)???????Games, music, discussions, stimulating pictures, dramatic stories, amusing anecdotes.2)???????Students will be asked what they think of a topic before asking them to read about it.3)???????Students will look at the picture of a person and be asked to guess what hisoccupation is before they listen to that person on tape.4)???????Tell me and I forget, teach me and I remember, involve me and I learn. – The more time students spend in the stage of engagement, the better they learn.(二十二)???????????Two principles of giving instructionsTwo: they must be kept as simple as possible, and they must be logical.The beat activity in the world is a waste a time if the students don’t understand what it is they are supposed to do.Ps. it is important for the teacher to check that the students have understood what they are being asked to do.(二十三)???????????Three basic levels distinctions of language learners. 1)???????Beginners: those who don’t know any English at all. Success is easy to see at this level, and easy for the teacher to arrange. But then so is failure.2)???????Intermediate students: success is not easy to perceive here. Intermediate students have already achieved a lot. Gone are the days they could observe their progress almost daily. Sometimes, it may seem to them, they don’t improve that m uch or that fast anymore. We often call this the Plateau effect. We need to help them to set clear goals for themselves so that they have sth to measure their achievement by.3)???????Advanced students: they already know a lot of English. There is still danger of plateau effect. At the advanced level, we need to be able to show students what still has to be done and we need to provide good clear evidence of progress.。

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How to Teach English Vocabulary in Middle SchoolAbstractThe English vocabulary teaching in the middle school is an indispensable part of English curriculum. Just as a famous linguist Wilkins said, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.”The writer found many drawbacks in the traditional English teaching through the teaching practice, for example, neglecting the scientific rules of study, etc .In order to improve the problem, the writer has done some research in different ways and put them into practice in class teaching. It proves that it is very useful to use different visual props, guessing the meaning of the words and playing games to stimulate students' interests. It will help students to overcome their anxiety and avoid the unfavorable affection from mother tongue and stimulate their motives of studying vocabulary. It has been adopted and proved to be effective in the vocabulary learning.Key words: vocabulary, context, competence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ContentsAbstract 1摘要 2Contents 3Introduction 41. The Importance of Vocabulary Teaching in Middle School 52. The Ways of Teaching Vocabulary in Class 5 2.1 provide a visual or physical demonstration 62.2 Using objects and slides 72.3 Guessing the word's meaning 72.4 Playing games 82.5 Learning in the communication 93. Ways of consolidating vocabulary 103.1 Labelling 103.2 Spot the difference 103.3 Play a game 103.4 Word association 104. The Methods of Improving Their Vocabulary Out of Class 10 4.1 Helping students to remove their anxiety 114.2 Training students' interests and stimulating their motives 12 4.3 Teaching students to overcome the negative effect 12Conclusion 12Bibliography 14Grammar provides the overall patterns, and vocabulary is the material to put in the patterns. Without grammar we can convey a little, but withoutvocabulary we can convey nothing. In the middle school, many students devote large amounts of time and energy to the learning of vocabulary, but they still complain that their vocabulary size is not large enough or they cannot avoid forgetting. It is very important to make students aware not all words are equally important and that effective way of vocabulary learning help to reduce forget. Vocabulary teaching is an indispensable part of English curriculum. However, English teachers sometimes have tendency to overlook the importance of vocabulary teaching. This is especially obvious in the middle school. It is necessary for the teacher to know the importance of vocabulary teaching in the middle school.1.The Importance of Vocabulary Teaching in Middle SchoolThe word is one of the three basic language units (sound, word, grammar). It is essential to communication. One of the famous linguists Wilkins once said that, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.”[1] For little children learn to speak in isolated words and then in chains of nouns and verbs.A child says, “Mum bye-bye bike”, is easily understood byEnglish-speaking adult. Students who are immersed into a new linguistic settling tend to pick up vocabulary first, and then gradually develop a more accurate, structural framework in which to use these words. And they must continually be learning words as they learn structures and as they practice the sound system. Therefore, vocabulary teaching is an indispensable part of English lessons in middle school, and an important task for the teachers. Whether a middle school English teacher can follow scientific methods to teach vocabulary or not directly bring good or bad influence toward the students. If the teachers' methods are suitable for the students and beneficial for them in the long run, the teacher could arouse their interest on English and help them to develop a solid foundation of language acquisition ability, whereas if he fails to do so, it might result in the students’ diffidence toward themselves and might cause them to disgust English. As a teacher, to learn how to teach English vocabulary is very important. Therefore, I will discuss kinds of ways of teaching vocabulary in the following part.2.The Ways of Teaching Vocabulary In ClassThe teacher using the menial method in traditional teaching ofteaching vocabulary, it is bad for the students to learn the vocabulary to keep the students involving at most. It is necessary to adopt various teaching techniques in class.2.1 provide a visual or physical demonstrationProvide a visual or physical demonstration wherever possible,using pictures, photos, video clips, mime or gestures to show meaning. Pictures for vocabulary teaching come from many sources. Pictures that have been cut out of magazines and newspapers are also useful. Many inexpensive books for children have attractive pictures which show meanings of basic words.Often a picture will show a situation or a sconce, in which there are several different things and persons. It is good for students to see the total sconce or picture to see how its parts are related to the whole. It is also helpful to see a picture of single object or a person as the only focus of attention.Pictures show human situations often interest students. Students enjoy imaging who the pictured persons might be, where they are, what happened before the pictured moment, what might happen next．A picture that suggests a story of a situation can be very valuable in the language class. In discussing a picture, students will feel the need to learn English words expressing their idea. Teachers are not native speakers of English sometimes avoid such discussions because they lack confidence in their ability to supply all the words. The students might need for expressing their thought. The more imaginative students enjoy stretching their English while writing stories. When the papers are handed in, Teachers, should not worried about theses errors and we should not make the writer feel ashamed of them. Most of the mistakes should be ignored. A few suggestions will be helpful to the students, but mainly teachers should just show interest in the story and praise the student’s attempts to use English words.For example, we have some pictures: a church, a taxi, a bus, a traffic light, a policeman, and a mailbox. Suppose each of pictures is large enough to be seen by all in the class. The students have seen and hard the English word for each one. And the students have copied the word into their notebooks. Teachers help the students to master the vocabulary. Teachers consider possible techniques, for making students feel it is important to know the English word.The teacher arranges the pictures along the ledge of the blackboard, saying something like this:“we'll put the taxi here. That’s the first picture Then the bus ……then the traffic light…… then church…… then the policeman…… then the mailbox.”Teacher: Lee is going to move one of the pictures for us. We’re goingto tell him which picture to move Lee, please move the policeman first. (Lee moves the picture of the policeman, placing it first in the row on the ledge of the blackboard.)2.2 Using objects and slidesFor the beginning class the teacher can prepare labels for objects in the classroom. For example, in the classroom the door might have a cable reading “Class Two , above the chalkboard might be a sign saying “study hard”. If the lesson is about foods, the teacher could bring a basket of plastic fruit to class. The students will curiosity or interest on this class. Teacher: what is this? Student: It’s a tomato, it’s a pear, and it’s an orange. In teaching about the house, a dollhouse with furniture can be used to teach the names of rooms, floors, and parts of the house, articles of furniture. On the other hand, slides furnish an excellent medium for conveying the connotative cultural meaning of ordinary words in a foreign language. For example, the word “house, ” to American students, denotes an American type of house, while to Chinese students, denotes an American type of house. With the facility of slides, teacher can show students what American—style houses look like. Slides of daily contemporary sconces of foreign scoundrels can frequently be used in vocabulary teaching. Items of clothing might be taught first, with the help of drawings or pictures. A slide of several people going shopping provides an opportunity for the students to talk about what the people are wearing. In this way, foreign words slowly absorb the connotations they have in their own culture.2.3 Guessing the word's meaningEspecially in middle school, students guessing have to work out rules and meanings for themselves rather than being given everything by the teachers. It is an appropriate alternative to standard presentation techniques. This is certainly true of vocabulary where students will often be asked to guess what a word means and how and why it is being used.The teacher can assume students already have a considerable store of vocabulary rather than teach them new words and show them examples of words in action. The teacher ask them to use their pervious knowledge to work out what words can go with others, when they should be used and what connotations they have.The teacher may want to ask students to try to work out what words mean, rather than just handing them the meanings, when students have had a go. With the words we can lead feedback sessions to see it they will understand the words correctly. The teachers know that students will select the words they want to learn and know that the words they have acquired seem to move between active and passive status, and the teacher know the involvement with word is likely to help students to learn andremember them. In other words, if we provide the right kind of exposure to words for the students and we provide opportunities for students to practice these words. It is good chance that the students will learn and rambler some or all of them as Richard Rosser writes: “The factors that are crucial, surely, are those least easily controlled such as the relevance of a word to an individual’s immediate wants, needs and interest, the impact on his of her affect on the first few encounters and the number of opportunities to bring it into active use.”[4]2.4 Playing gamesIn recommending games for vocabulary learning, the aim has no been to suggest pleasant ways of passing time. Time passes too quickly in most classes, and students in middle school are not a teacher’s responsibility. But language teachers are responsible for creating conditions which enough vocabulary expansion, and a well-chosen game can help the students acquire English words.[2]Games are helpful because it can make students feel that certain words are important and necessary, because without those words, the object of the game cannot be achieved. For example, create conditions in which the use of the target language is necessary for leading the players to the correct guess. Here is a guessing game encourages students to learn the English names for animals.·Pictures of ten animals are displayed on the ledge of the blackboard.The teacher says, “We’re going to play a guessing game and you will need to know the English names for theses animals in order to play. Here is the name of each animal. Say after me.” Each name is written on the board after the students have said it.For practice in the meaningful use of the animal names before the game begins, the students are helped to observe and express various facts about the animals are displayed. For instance:Some of the animals are often found in a zoo. The elephant, lion, giraffe, and monkey are found in zoos. The ox and the goat are farm animals. The mouse sometimes lives in a field, but sometimes it lives in a house. The biggest of these animals is the elephant. The smallest is the mouse. The goat is bigger than a mouse but smaller than a horse. The teacher announces that the game will now begin, and it will be played as follows: “I’m going to think if one of these animals. You’ll try to guess which one it is. First you must ask questions like, ‘Does it live on a farm? After you have discovered where it lives, then try to guess it size by asking’. Is it smaller than a horse? Finally, when you think you can guess the name of the animal. I’m thinking of, you may ask a question like, ‘Is it an ox?’ all right. I’m thinking of one of those animals. Ask me some questions about it. I’ll answer only when you ask me in English!·When the students are told, “you will need to know the words. I’m about to give you in order to play a game”. Member of the class who might not be attentive under other circumstances will try very hard to learn the needed vocabulary.·During the discussion that precedes the playing of the game, the students are given lerp with the kinds of questions they will need for success in their guessing. They are therefore more ready to try.·By requiring the players to ask questions like, “Dose it live in a zoo?”And is it smaller than a goat?“Before asking directly.”“Is it a slower students to become participants in the game2.5 Learning in the communicationEnglish should be used for real communication in the classroom as much as possible. Teaching vocabulary by communication means teaching the new words through thinking with students about the things presented or happening in our daily lift, since real experience can deepen the impressions of things upon people, teaching by cementation have a great advantage that the new words presented in the conversation immediately become an active word which students can exploit freely and proper. [5] Fox example, look at the following conversation between a teacher and a student:Teacher: Do you enjoy yourself on the national day?Student: Yes!Teacher: What did you do on national day?Student: My father brought me to Peking and that is the first timeI raveled by plane? It’s very very…Teacher: It is very exciting and pleasant?Student: Yes, yes. It’s very exciting and pleasant.From the communication, the students consciously of unconsciously feel the relation ship between “enjoy”, “the Nation day”, “go to Beijing (travel)”“exciting” and “pleasant”. An important point to note about the extracts above is that the vocabulary is presented in a context, not as isolated words. An appropriate context helps learners begin to understand the use of item as well as its basic meaning another advantage of teaching vocabulary in communication is that it can arouse the students’motive and interest toward enlarging their size of vocabulary when students meet difficulty in communication, they will have the urge to consult the dictionary or ask for the help from the teacher or the other students and try to remember the word students want to express. So that next time students would not be awkward when speaking out.We must learn how to teach vocabulary not only in class, but also out of class. The teacher should pay more attention to helping students to improve ability of learning vocabulary. The students’ psychological obstacles affect the development of their activity and efficiency of study.Bing the teachers of English, we must find out all kinds of psychological reasons which influence the students to study vocabulary and comprehend the psychological regularity of the students in order to get rid of their psychological obstacles.[5] The following discuss some method of reduce their psychological burden and stimulate their activities of vocabulary study out of class.3.Ways of consolidating vocabulary3.1 LabellingStudents are given a picture. They are to write the names of objects in the picture. A competitive element can be introduced by making the first student to finish the winner.3.2 Spot the differenceStudents are put into pairs. Each member of the pair receive a picture which is slightly different from his partner’s. Students hide the pictures from one another and then, by a process of describing, questioning and answering, discover what the difference are.3.3 Play a gameStudent are shown a picture or a tray with many objects on it, or series of different flash cards or magazine pictures. They have two minutes to memories as many of the objects as they can. The cards, pictures or tray are then taken away and the student have to say what they saw, or write down everything they can remember seeing, then compare with the rest of the student.3.4 Word associationThe teacher say a key word, e.g. travelling. The student then have to write down all the words they can think of connected with travelling. They have a time limit, e.g. two minutes. When time is up, the person with the highest number of acceptable words is the winner.4.The Methods of Improving Their Vocabulary Out of ClassWe must learn how to teach vocabulary not only in class, but also out of class. The teacher should pay more attention to helping students to improve ability of learning vocabulary. The students’ psychological obstacles affect the development of their activity and efficiency of study.Bing the teachers of English, we must find out all kinds of psychological reasons which influence the students to study vocabulary and comprehend the psychological regularity of the students in order to get rid of their psychological obstacles.[5] The following discuss some method of reduce their psychological burden and stimulate their activities of vocabulary study out of class.4.1 Helping students to remove their anxietyThe basic principle of study is that removes students’ anxiety and set up their confidence in their study. This principle is especially significant to the students who study foreign language. Many students are very anxious to their learning of vocabulary and lack of confidence in their studies, because they that it is very difficult to learn it .So the teacher must remove the students anxiety and set up confidence at first .If the teacher want to do this successfully. They can’t only teach student’s new words and phrases, but let them grasp correct method of remembering these words and phrases. The students can study vocabulary relaxed and successfully if they are able to remove their sense of anxiety gradually and set up their confidence of studying vocabulary.The teachers should help students to overcome their psychological obstacle of underestimating their abilities of memorizing vocabulary, encourage them to dare to face the difficulties in study vocabulary, and stimulates their interest of remembrance vocabulary .the teacher should be help students to reduce their psychological pressure and remove their sense of anxiety in studying and remembering words and phrases and make the form the happy and relaxed mood of study. Students set up their confidence in a achievement of studying vocabulary and shake them off the vicious circle of study.4.2 Training students' interests and stimulating their motivesThe teacher should situate student’s desire for knowledge. The strong desire for knowledge can bring students interests of study, but it must be simulated by new knowledge and information. The teacher should help student fully recognize their potentialities of studying language and vocabulary and set up their confidence of study. The students who are not interested in the learning of vocabulary frequently suspect their memories. They think that they are not good at reciting and remembering words and phrases and even think that they aren’t fit for studying language. They are short of confidence so that they have strong low self-esteem. The teacher should encourage students to study vocabulary hard, point out their progresses and commend their achievement in studying to help students recognize their potentialities and set up theirconfidence. If the students make progress and are satisfied with their study and be more interested in studying vocabulary, they can gain more knowledge, get enlightenment and inspiration, learn one kind of technical ability in their study and the same time they can also get the sense of satisfied faction in their achievement of their study.4.3 Teaching students to overcome the negative effectIn language learning it’s unavoidable that mother tongue will affect to study foreign language because of generality of all kinds of language. Of course, it’s helpful for students to study English vocabulary with mother tongue when they begin to study English. The students can understand the meaning of new words with mother tongue. However the different between English and Chinese will interfere students to study English vocabulary. The habit of studying mother tongue often affects and disturbs the habit of studying foreign language. So it’s necessary to reduce function of mother tongue and overcome the opposite effect of mother tongue and overcome the opposite effect of mother tongue gradually along with vocabulary study. In order to avoid and reduce the harmful effect of mother tongue, the teachers should teach students not to standardize and compare English vocabulary with Chinese vocabulary mechanically, only find out the literally direct relation. On the other hand, not to avoid the effect of mother tongue totally. So the students should analyze these two kinds of language correctly. Flexibly and necessarily to clarify their difference and generality, find out essence of English vocabulary and grasp intention of that. For example, in Chinese we use “to”to express “看书”、“看戏”、“看电视”，but in English we should say that “red a book”, “see a play”, “watch TV”. If students can distinguish these differences, they can study English vocabulary better achievement of their study.ConclusionEnglish vocabulary develops continuously like any other modern languages with the development of society and science. So it is important for the students to enlarge their vocabulary. Above many factors contribute to the inefficiency in English teaching. Inappropriate teaching methods by teachers are among these factors. But I think the basic reason for the inefficiency lays in the traditional teaching system —teach-dominant curriculum system. So, in order to improve the efficiency of English teaching, the teacher should focus on the reformation of the old teaching system. English teachers in middle school should try to convert their roles for the needs of the students. They should make theclass to be learner—centered, more democratic and less teacher—dominated, and stress on student’s participation in classroom. They also should show more concern for their thinking and their needs for instruction. Only in this way can the teacher help to improve the students’language competence and their ability to use English freely in communication.Bibliography[1] Wilkins. Foreign Language Study Institute [M]. Shanghai: ShanghaiForeign Language Education Press, 2002:25.[2] Allen. Techniques in Teaching Vocabulary [M]. Shanghai: ShanghaiForeign Language Education Press, 2002:18,19.[3] Hedge. Teaching and learning in the language classroom[M]. Shanghai:Shanghai Foreign Language Education Press, 2002:130,135.[4] 戴维斯.英语教学成功之道[M]. 上海：上海外语教育出版社，2002:60.[5] 王蔷.英语教学法教程.高等教育出版社出版（第二版），2006.6.124-127[6] 王华英. 中小学外语教学与研究[M]. 北京：北京外语教学与研究出版社，1997:24-26.。

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