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1、How to Teach English Vocabulary in Middle SchoolAbstract: The 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
2、 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
3、 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 adop
4、ted and proved to be effective in the vocabulary learning.Key words: vocabulary, context, competence, stimulate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
5、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ContentsAbstracti摘要iiContentsiiiIntroduction11.The Importance of Vocabulary Teaching in Middle School12. The Ways of Teaching Vocabulary in Class22.1 Using pictures 22.2 Using drawings42.3 Using objects and
6、slides62.4 Guessing the words meaning72.5 Playing games82.6 Learning in the communication103. The Methods of Improving Their Vocabulary Out of Class113.1 Helping students to remove their anxiety123.2 Training students interests and stimulating their motives13 3.3 Teaching students to overcome the ne
7、gative effect13Conclusion14Bibliography16Acknowledgement17IntroductionGrammar provides the overall patterns, and vocabulary is the material to put in the patterns. Without grammar we can convey a little, but without vocabulary we can convey nothing. In the middle school, many students devote large a
8、mounts 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 reduc
9、e 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 tea
10、ching 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 v
11、ocabulary 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 by English-speaking adult. Students who are immersed into a new linguistic settling tend to pick up vocabulary first
12、, 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
13、 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 c
14、ould 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 vocabular
15、y is very important. Therefore, I will discuss kinds of ways of teaching vocabulary in the following part.2. The Ways of Teaching Vocabulary In Class The teacher using the menial method in traditional teaching of teaching vocabulary, it is bad for the students to learn the vocabulary to keep the stu
16、dents involving at most. It is necessary to adopt various teaching techniques in class.2.1 Using PicturesPictures 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
17、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 objec
18、t 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 v
19、aluable 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 nee
20、d 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 su
21、ggestions will be helpful to the students, but mainly teachers should just show interest in the story and praise the students 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 eno
22、ugh 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
23、the English word. The teacher arranges the pictures along the ledge of the blackboard, saying something like this:“well put the taxi here. Thats 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 fo
24、r us. Were going to 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.)Teacher: Put the taxi first (Lee does do).2 2.2 Using DrawingsI think about ways of drawing students attention
25、 to the ideas represented by theses words (not to the words themselves). I consider a few possibilities and reject some. For instance, we could point to a boy and a girl in our class as a way of preparing students to learn the words boy and girl. If the textbook has a picture that shows a boy and a
26、girl, we can direct attention to that picture focus attention on the blackboard. However, I may want to draw a set of illustrative stick figures. If the English words man/men, woman/women have not already been taught, we do not need to introduce theses words now. It is very possible, however, the st
27、udents will request the English words when they see the picture men and women. When that happens, of course, we are delighted to supply those words. It is the perfect condition for learning vocabulary. When the students offers the English words, many of his classmates will quickly learn it. 3If we a
28、re totally unable to draw, we can ask someone in the class to drown the set of stick figures on the blackboard before the lesson begins. At the beginning of the vocabulary lesson, we call students attraction to the set of the figures. This can be done by pointing, or by covering one of figures with
29、a piece of paper, or by drawing a frame around the figures. As soon as it appears that the students are paying attention, we give them the words that speakers of English use for such human beings. I point to another boy and again said, “A boy ”or “That is a boy” In the same way each of the girl figu
30、res is indicated and the word was given.Below each of those figures, then we write a boy or a girl. If we wish, we may also teach a man and a woman at this time. Certainly we will wish to do so if the English words for the pictured men and women are not taught now. However, the figures will serve a
31、purpose: they will show that the words girl and boy do not usually represent adult persons. It should be given to this presentation of meanings and then of words. Now it will be important to give the students some experience with the use of those words for communication. It can be a very simple expe
32、rience, but it must require the use of the words girl, boy, or person for giving and receiving information.2.3 Using Objects and Slides For 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 ”,
33、 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: Its a tomato, its a pear, and its an orange. In teaching about t
34、he 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 “ho
35、use, ” 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 Americanstyle houses look like. Slides of daily contemporary sconces of foreign scoundrels can frequently be used
36、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
37、their own culture.2.4 Guessing the Words 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 vocabu
38、lary 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 k
39、nowledge 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
40、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 a
41、nd remember 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 cruci
42、al, surely, are those least easily controlled such as the relevance of a word to an individuals 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.”42.5 Playing GamesIn recommending games for vo
43、cabulary 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 teachers responsibility. But language teachers are responsible for creating conditions which enough vocabulary expansion, and a well-chose
44、n game can help the students acquire English words.2Games 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 ne
45、cessary 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, “Were going to play a guessing game and you will need to know the English n
46、ames 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 abou
47、t 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 elepha
48、nt. 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: “Im going to think if one of these animals. Youll 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,