How to Teach English Vocabulary in Middle School 英語專業(yè)畢業(yè)論文

HowTeachEnglishinAbstract:

teachinginthemiddleschoolanofcurriculum.Justaslinguist“Withoutgrammarcanwithoutbeconveyed.Thewriterfoundtraditionaltheforneglectingtherules.InorderimprovethethewriterdonesomeresearchinwaysandthemintoinclassItprovesthatitisusedifferentvisualguessingtheofandplayinggamesinterests.Itwillstudentstoovercometheiravoidtheunfavorablefrommothermotivesofvocabulary.IthasandbeeffectiveintheKey:

vocabulary,context,competence,1

摘：沒有語法我們想而如關(guān)詞2

ContentsAbstract摘Contents

iiiiiiofVocabularyTeachinginMiddleSchool1TheWaysofTeachingVocabularyin22.1Usingpictures2.2drawings2.3andslides2.4the2.5games

2.6Learninginthecommunication10TheMethodsofImprovingOut113.1studentsremovetheiranxiety123.2Trainingstimulatingmotives

3.3tothe13Bibliography

3

overallpatterns,isthematerialputthepatterns.Withoutgrammarcanlittle,butwithoutwenothing.Intheschool,manylargeamountsofandtheofvocabulary,stillsizenotlargeenoughoravoidforgetting.Itisveryimportantwordsareequallyimportantthateffectiveofforget.isofEnglishcurriculum.sometimeshavetotheimportanceofisintheschool.Itisfortheteacherknowtheimportanceofteachingintheschool.1.TheVocabularyTeachinginMiddleSchoolwordoneofthelanguageunits(sound,,grammar).Itistoofthelinguistsonced“Withoutlittlecanbecanbe”

[1]

Forspeakisolatedwordsandnounsverbs.Achildbye-”understoodbyadult.4

intosettlingpickupfirst,developmoreframeworkinwhichtousemustcontinuallybewordspracticeTherefore,isanindispensablepartofEnglishlessonsinschool,animportanttasktheEnglishcannotIfaretheandbeneficialforthelongrun,theteachercouldtheironEnglishandthemtosolidfoundationlanguageacquisitionability,ifdoso,itmightinandmightthemtoEnglish.Asatohowtoimportant.Therefore,Iwilldiscusskindsofwaysofthepart.TheWaysofTeachingInteachermethodinofvocabulary,itisbadforthethetokeeptheinvolvingIttovariousin2.1Pictures5

teachingcomesources.thatoutofandnewspapersalsobookschildrenhavepictureswhichshowofOftenawillaorasconce,inwhichareseveraldifferentandpersons.ItisforseetheortoarerelatedItishelpfultoseeaofsingleorathefocusofshowhumanimagingthepersonsmightwheretheyare,whathappenedmoment,whatmighthappennextApicturesuggestsastoryofcanbeveryinthelanguageIndiscussingpicture,willneedtoidea.Teachersarenotnativeofsometimesavoidsuchconfidenceintheirabilitytothewords.Thetheirmoreimaginativestudentstheirwhilestories.thearein,shouldnotworriedabouterrorsandshouldnotthewriterofMosttheshouldbeAwillbethebutmainlyshowthestorysuse6

[2][2]Forexample,wehavepictures:aalight,mailbox.ofenoughbeseentheclass.Theandhardthewordforeachone.Andthehavecopiedtheintonotebooks.Teacherstothevocabulary.Teacherspossiblefeelitimportanttoknowtheteacherthepicturesledgeoftheblackboard,this:we'llthehere.ThatThenthethenthe…thenthenthethe”Teacher:goingmoveoneofthepicturesus.goingtowhichpicturetomovemovethefirst.thepictureofplacingittherowledgeoftheblackboard.)Teacher:the(Leedo).2.2UsingDrawingsIthinkwaysofdrawingattentiontobytheseswordsthewordsIfewpossibilitiesandsome.Forcouldpointagirlasawayoftothewordsboyand7

Ifhasathatadirecttofocustheblackboard.However,ImaywanttodrawasetillustrativeIfwordsman/men,woman/womenhavealreadybeennottointroducewordsnow.Itisveryhowever,thewillwordswhentheyseetheandWhenthatofcourse,wearedelightedtosupplythoseItisperfectconditionforvocabulary.WhenthestudentsofferstheEnglishwords,ofhisclassmateswilllearnit.

[3]Ifaretotallytodraw,canasksomeoneintheclasstodrownsetofstickthebegins.Attheoflesson,wecallstudentsthesetofthefigures.canbedonebypointing,oneofapieceoforbydrawingframearoundfigures.Assoonasitthearewegivethewordsspeakersofsuchbeings.Ipointtoagainsaid,“A”“aboyInthesamewayofgirlisindicatedandgiven.BeloweachofwewriteorIfwish,mayandawomanatCertainlywewillwishtoiftheforpicturedmenandaretaughtnow.However,figureswillpurpose:willshowthewordsgirl8

andboydonotusuallyrepresentadultpersons.Itshouldthispresentationmeaningsthenofwords.NowitwillimportantgivethesomeexperiencewiththeItcanbeitrequiretheuseofthewordspersongiving2.3UsingForthebeginningclasstheteachercanforobjectstheclassroom.example,inthedoormighthaveacableClass”thechalkboardmightsignsaying

“studyhard”.Iftheisaboutthecouldbringabasketofplasticfruitwillcuriosityoronthisclass.Teacher:this?Student:Itaitpear,anditan.Inthedollhousewithcanbeusednamesoffloors,andpartsofthehouse,articlesoffurniture.Onexcellentforconveyingtheculturalofordinaryexample,word“house,”anofwhileanofofslides,teachershowwhatstylehouseslooklike.ofdailycontemporarysconcescanfrequentlybeteaching.Itemsofclothingmightbefirst,theofdrawingsorpictures.Aslideofseveralpeoplegoingan9

opportunityfortalkaboutwhatpeoplewearing.thisway,foreignwordsslowlyabsorbtheinownculture.2.4GuessingtheWord'sMeaningguessingtoworkoutandmeaningsforthemselvesrathereverythingbytheItisstandardpresentationisofwherewillbetowordandhowandwhyitisbeingused.teachercanalreadyofratherteachwordsandofwordsinaction.teacherthemtotheirworkwordsgowhentheyusedandtheyteachermaytoaskworkoutwhatwordshandingthemmeanings,studentshadgo.thecantoseeitwillthewordsthatstudentswillthewordswanttolearnandknowthatthewordshaveseemtomovebetweenactivetheteachertheinvolvementwithwordislikelytohelptoandIniftherightkindofexposurewordsforthe10

[4][2][4][2]andwepracticetheseItisgoodchancewillorthemRosserwrites:“thatcrucial,leastcontrolledsuchasthetoindividualimmediateandinterest,theofaffectonthethenumberopportunitiesitintoactive”2.5PlayingGamesInrecommendingtheaimtoofpassingtime.Timetooquicklyinclasses,andinmiddleareteacherButlanguageforcreatingwhichenoughandwell-chosencanhelpacquirewords.arehelpfulitthatcertainwordsimportantnecessary,withoutthosewords,objectthegamecannotachieved.example,createwhichthelanguageleadingaguessingtotheanimals.·Picturesoftenanimalsdisplayedtheoftheblackboard.teacher“WegoingplayguessinggameyouwillneedtheEnglishorderplay.11

thenameof”Eachnamewrittentheboardthestudentssaidit.Formeaningfulofthegamebegins,thearetoobserveandexpressvariousaboutaredisplayed.Someoftheareoftenazoo.lion,giraffe,andmonkeyfoundinzoos.oxthegoatarefarmanimals.sometimeslivesfield,butsometimesitliveshouse.Theofthesetheelephant.Thethegoatissmallerhorse.Thethatthegamewillbegin,itwillbeplayedasfollows:“Igoingthinkifonetheseanimals.lltrywhichoneitis.Firstmustquestionslike,itliveonayoudiscovereditthentoitsizebyIsitsmalleraFinally,whenthinkyoucanthenameofImof,askIsitox?allright.Ithinkingofanimals.Askquestionsaboutit.IllonlyinEnglish!Whentold,willneedtheItoyouinorderplaya”Memberofwhomightbeattentivecircumstanceswillhardtolearntheneededvocabulary.12

Duringthediscussiontheplayingofthethegivenlerpthekindsquestionstheywillintheirarethereforemorereadytotry.requiringthetoquestionslike,Doseitliveazoo”Andisitagoat?Before”“Isitrabbit”rangeofallowtimeforthestudentstobecomethe2.6LearningintheCommunicationusedcommunicationthemuchasbycommunicationthewordsthinkingstudentsaboutthingspresentedindailylift,realtheimpressionspeople,bycementationhaveathewordspresentedinimmediatelyactivewhichcanexploitandproper.

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example,lookattheteacherstudent:Teacher:enjoyyourselfTeacher:WhatdidyouonMyandistheIraveledItvery…Teacher:Itisveryexcitingand13

[5[5yes.Itsveryexcitingthecommunication,consciouslyunconsciouslythebetweenenjoy“theNationday”goBeijing””.importantpointnoteaboutextractsisthepresentedanotisolatedwords.contextlearnersuseofaswellasmeaningadvantageofinisitthestudentsinterestenlargingtheirsizeofwhenmeetincommunication,willtheurgedictionarytheteacherortheandtrytothewordexpress.Sowouldbe3.TheMethodsofImprovingTheirVocabularyOutofClassWemustlearnonlybutoutofteachertohelpingimproveoflearningvocabulary.thedevelopmentoftheirefficiencyofstudy.theofEnglish,mustkindsofwhichinfluencethestudyvocabularyregularityofordergetofobstacles.14

discussmethodofreducetheirburdentheirofoutof3.1HelpingStudentstoRemoveTheirAnxietyofthatanxietyandtheirconfidenceinprincipleisespeciallythestudyforeignManyareoflackoftheirstudies,itisdifficultlearnittheteacherremovetheanxietyupconfidence.Iftheteacherwantdothiscantonlyteachswordsandphrases,butletthemgraspcorrectmethodofrememberingphrases.studyrelaxedsuccessfullyifaretheirofgraduallysettheirconfidenceofvocabulary.shouldovercomeoftheirabilitiesofvocabulary,themthedifficultiesstudyvocabulary,theirinterestofteachershouldtheirpsychologicalpressureandremovetheirofanxietyinandwordsandphrasesandtheformtheandrelaxedmoodofstudy.setconfidenceinaachievementandshakethemofftheof15

[6]3.2TrainingandTheirMotivesteachershouldsforknowledge.Thestrongforknowledgecanofbutitsimulatedbynewandinformation.teachershouldfullyrecognizeoflanguageandandupconfidenceofnotinterestedtheoffrequentlyTheythinkarenotatandrememberingwordsphrasesandeventhinkfitTheyshortofconfidencehavestrongteachershouldstudentsstudyvocabularypointandcommendtheirtorecognizetheiranduptheirIfprogresssatisfiedwiththeirstudybemorevocabulary,moregetenlightenmentandinspiration,learnonekindoftechnicalintheiralsotheofsatisfiedfactioninachievementtheirstudy.3.3OvercometheEffectInlanguagelearningitunavoidablewillaffecttostudylanguageofgeneralityofkindsofOfitsforstudymother16

tonguestudyEnglish.canwordsmothertongue.thedifferentandwillstudyvocabulary.ofstudyingoftendisturbsthehabitofforeignitoftonguean