Based on specific cases, talk about your scientific teaching methods in high school English vocabulary teaching.
I found some for you and see if you can use it~
Vocabulary is one of the three major elements of language and the building material of language. How to teach students to master certain vocabulary? Quantitative vocabulary is one of the important tasks of middle school English teaching. This is also the key reason why many students cannot learn English well. This article talks about my personal views on the art of teaching English vocabulary in middle schools.
1. In the initial stage of learning English, use the pronunciation rules of letters and letter combinations to master the spelling forms of words. The pronunciation and spelling form of a word are the basis of word existence and the first factor that distinguishes each word from each other. In vocabulary teaching, we should pay attention to the unity and combination of sounds and shapes, so that students can connect certain sounds with possible corresponding shapes, and also connect certain shapes with certain sounds that may correspond to them. Through repeated practice, students can Establish the connection between the sound and shape patterns of one type of words, for example, let students connect the long vowel [i:] with the vowel letters and vowel letter combinations in words such as she, see, sea, piece, etc.
2. Master the pronunciation and semantics of words based on specific situations. Specific scenarios refer to life scenarios, simulation scenarios, performance scenarios, visual teaching aid scenarios, and imaginary scenarios. Teaching and learning words in specific scenarios can not only overcome the shortcomings of memorizing words in isolation and being easy to forget, but also cultivate students' flexible use of words. The ability to learn to use words in communication. In fact, many students have always complained that there are too many English vocabulary words that are difficult to remember. They memorize them today and forget them the next day, and they memorize them every day and forget them every day. This is because they do not memorize the vocabulary in combination with specific situations.
3. The art of teaching new words
1) Introduce new vocabulary (let students stop reading the book first and watch the teacher’s demonstration performance.)
1. Translation Law. Write the words on the blackboard, and then translate them into Chinese and introduce them to the students. This way of teaching words is quick and easy, and is suitable for first and second grade students in junior high schools. This is exactly what many teachers used to do, but by the time senior students find it boring.
2. Intuitive method.
1) Use physical objects to introduce new vocabulary. For example: A: what’s this? B: It’s a watch. (The teacher prepared a new watch before class).
2) Use pictures or simple drawings to introduce vocabulary, such as: pick, pick, dig, wash, sew, make, cook, and cook. The simple drawings must be drawn quickly and communicate while drawing, so as to express the meaning of words through drawings. . Students become interested in memorizing English vocabulary.
3) Use simulations, demonstrated movements or facial expressions to introduce vocabulary. For example: A: what is lucy doing? B: she is opening the door? (Ask student lucy to open the door) Use gestures and movements to guide students to imitate.
In short, using the intuitive method to teach vocabulary is lively, efficient and rapid, stimulating students' interest, leaving a deep impression on students, and making them difficult to forget.
3. Use examples to introduce vocabulary. For example: when teaching the word lazy, you can say: All of you study hard, but Xiao Ming doesn't study hard. He is very lazy. He gets up late and then does nothing all day. He is not a good student. In this way, through an example, students can not only practice sentences, but also clearly and accurately understand the meaning of the word lazy and how to use it flexibly.
4. Use several methods to introduce vocabulary at the same time. For example: Look, he is smiling. Now look at me. I am smiling, too. (Use facial expression) We smile when we are happy (Gesture for students to repeat), Student: smile. Teacher: Good, what does it mean ? (Students say "smile" in Chinese)
5. Use underlines to introduce new words. For example: I go home on foot. He goes to school on foot. Give a sentence or a word next to the underline. The purpose is to put the underlined word in a meaningful situation to distinguish the difference in usage of the word.
6. Use induction methods to introduce new vocabulary.
7. Use the definition method. For example: breakfast-----the first meal of a day.
8. Use various relationships to explain the meaning of words.
1) Make use of the characteristics of things:
Ice is cold.Water turns into ice in winter.
2) Make use of causal relationships:
< p> Xiao Li has not taken his lunch, so he is hungry.3) Use sequence relationship or natural order:
Spring comes before summer
Sunday comes before Monday.
2) How to practice and use new vocabulary. Introducing new vocabulary is to allow students to initially perceive the vocabulary, while the purpose of practicing and using vocabulary is to ensure that students can speak the new vocabulary correctly and quickly.
1. Practice methods:
1) The teacher proposes vocabulary for the whole class to think about, and on the basis of everyone's thinking, let individual students speak and let the students correct.
2) Let students talk to each other (question and answer). Everyone participates, everyone speaks, and no student is left behind. From the teaching experience, poor students lack training at this time, resulting in poor English. The worse you learn.
3) Do dictation exercises. Let representatives of the upper, middle and lower levels of students go to the blackboard to dictate, and the rest of the students dictate in their original seats, and then let the students correct first.
2. Use new vocabulary. For example, when learning the word look, the teacher asks questions continuously around the word, allowing students to answer, and uses the word repeatedly to enable students to master the word in a specific language environment. Such as:
What are you looking at?
I am looking up a word.
Lucy is looking after her sister.
Lucy is looking for her wallet.
Three ) vocabulary expansion. When students learn a new vocabulary, they often want to know some other words related to it, which provides a natural opportunity for vocabulary expansion. Here are several methods of vocabulary expansion:
1. Use associated word groups or associative word groups. For example: when teaching meat, point out that this is the general term for meat. In order to let students associate with words related to meat, the teacher indicates the related word groups on the blackboard: beef, pork, fish, chicken, duck.
Associate in this way , can satisfy the desire for knowledge of students with different levels, so that every student can learn something.
2. Strengthen memory on the basis of understanding, and closely combine mechanical memory and understanding memory. For example:
1) Use spelling rules: After students know the rules for pronouncing ar [a:], it can help them remember words such as arm, art, part, party, dark, argue, etc.
2) Use word form change planning. To summarize the changes of irregular verbs, they can be divided into:
Type A-A-A: cut-cut-cut
Type A-B-B: build-built-built
i-a-u type: begin-began-begun
3) Use the knowledge of word formation to memorize vocabulary.
a. Use words with the same root: After teaching use, students can infer the meanings of useful, useful, and user through word formation analysis. The teacher can say: "useful" comes from "use". It means "of use". "Useful" comes from "use", too. It means "of no use" or "not useful".
< p> b. Use the method of analyzing prefixes. For example, when teaching retell and rewrite, students have already mastered tell and write. It is necessary to explain to them the meaning of the prefix re-, which means "again". On this basis, students can infer the meaning of retell and rewrite. The teacher can say "Retell" comes from "tell". "Retell" means "to tell again."c. Use the method of analyzing suffixes. For example, if students have already learned about China and Japan and point out the meaning of the suffix -ese, students can easily deduce the meaning of Chinese and Japanese.
d. Use the method of analyzing compound words.
For example, after students have learned wait and room, they can naturally infer the meaning of waiting-room and reading-room. Using this method can expand students' vocabulary.
4) Use induction and comparison methods.
a. Use synonyms. Synonyms are relative. For example, in different contexts, the synonyms of nice may be pleasant, kind, fine, etc. According to this feature, don't look at the synonyms of a word in isolation, but put it in a sentence to see if it is a synonym. For example: The weather is nice today. and The weather is fine today. In these two sentences, nice and fine are synonyms and can replace each other. How are you? I’m well. The man works well. Although the two wells in the sentence are synonyms, they cannot replace each other.
b. Use antonyms. Words expressing relative concepts are often encountered in English. For example, after learning big, when learning small, you can point out that Small means not big. In this way, students can easily understand the meaning of small. There are many common words with opposite meanings, such as: tall-short, long-short, heavy-light.
c. Use the comparison of homophones and different words. Such as: sea, see.
5) Use association to find patterns. For example, tree is associated with branch, leaf, green, yellow, color, flower, etc.
4. Use jingles to break through the vocabulary
In the face of complicated vocabulary, it is indeed a bit difficult to memorize them in a short period of time. Even if you remember them, it is easy to forget them. , so you might as well write your own jingle to guide students to memorize vocabulary, so that vocabulary memory can be followed and students will not be bored. The following jingles are written by the author myself for reference.
1. Usage tips for be:
I use am, you use are, and is to connect him, her, and it; use is with singular nouns, and are with plural nouns. To change the question, go to the premise, and don’t discard the question mark at the end of the sentence. It's easier to become negative. Don't forget it after be. You can change the negative of a question as you wish, and don’t hesitate to capitalize the beginning of a sentence.
2. Shorthand for prepositions used before time:
In is used before year, month and week, but not before day. Use on when encountering a certain number, and in in the morning or afternoon. To say the morning and afternoon of a certain day, use on for in. You must use at at midnight and dusk, and it is also good to use it at dawn. At is also used before hours and minutes. When you say "bad", you can use to. When you say "pass", you can only use past. Say it more and practice more and keep it in mind. Don't let the years go to waste.
3. Plural nouns ending in F (e):
The wife went to kill the wolf with a knife, and the thief panicked; she hid behind the rack to save her life, half covered by a leaf. look.
4. Some special uses of non-predicate verbs:
1). Some common verbs that only take infinitives as objects.
The infinitives after the verb want, hope and wish, agree, decide, mean, manage, promise, expect, predict, and the two digits are included here. Remember, remember, you have to master them by yourself. .
2). Follow the infinitive of the verb as an object complement, and omit some three verbs with the infinitive symbol "to": some verbs need to be mastered, have, let and make, these three verbs are causative, " "See, observe, hear", as well as "feel" and "watch", use them carefully, and be sure to remember this when followed by "object complement" and omit "to".
3). In addition, you can also master the "eight-character dialect": first, feel, second, hear, listen to, third, have, let, make, fourth, see, look at, observe. ,watch.
Some common verbs followed only by a gerund as object.
4) Special verbs are followed by "gerunds". Remember to use them clearly.
"Give up" and "enjoy" can "regret"
" "Persistence" and "practice" must be "completed"
"Delay" and "avoid" are not "mind"
5) The functions of gerunds in sentences and others:
< p> 1. The function of "gerund" grammar is that it has verb and form characteristics. It can be used as a definite subject or object. You must clearly understand "gerund" and "present part", and do not use "object" and "present part" as "object" or "object". "Master", it is not acceptable to use the verb name as "Zhuang". Both words can be used as attributives, and it is not allowed to confuse them together. The subject-predicate relationship is participle, and the word "gerund" has no such meaning.2. The form of the present participle and its role in the sentence (including the role of the past participle); the present participle is so easy to remember, and it plays a big role after the verb, and can be used as a definite form. There are also object complements, so don’t forget this.
1) The position of participle as attributive and others
There are two positions of "definite part", the definite part is determined before the word and after the word.
A single participle comes before the word, sometimes this rule can be reversed.
The participle phrase is after the word, and "dingcong" contrasts with it.
When the "current point" action is in progress, and when the "excessive" action is completed.
(Note: "definite participle": the attributive participle; "definitive participle": attributive clause; "present participle": present participle; "too much": past participle.)
2) The participle serves as the meaning expressed by the adverbial in the sentence.
Participles are used as adverbials and have seven meanings.
"Time" and "Cause", "Result" and "Purpose".
Add "accompaniment" to "method", and "condition" is always present.
Let’s talk about the subject, the * before the predicate.
To remember it, you must practice it often. (* refers to the subject of the sentence)
3. Independent nominative structure.
The independent structure should be recognized clearly: name, generation, adverb or form. Or participle or "introduction", the with structure should not be ignored, the noun and pronoun are its "main", and the sentence structure must be clear. The independent structure is easy to master, and there is only one function in the sentence: all the changes are "state", and there is not much meaning in it. "Time", "condition" and "reason", "means" and "accompaniment" are nothing else. (English Weekly Junior High School Teachers Edition 2005: Issue 32)
Mastering them is a must now. In the face of messy English, write jingles to keep the English you have learned vividly in your mind so that you will never forget it. This shows the importance of jingles. Students also remember the English they learn in their minds like poems.
5. To cultivate students’ ability to think creatively and learn English vocabulary
When explaining exercises or reviewing test papers, I always pay attention to guiding students to learn to capture the context, not only knowing what is happening , and know why; not only know why it is right, but also why it is wrong. For example, when answering multiple-choice questions, students can experience corresponding changes in answers by constantly changing the context, so that students' language use ability can be cultivated. Try the following questions:
A: Why did you ask Jack for help instead of Jim? B: He is ＿＿helpful than Jim, I think.
A. no more B. any more C. not more D. some more
The answer is D.
But once the context changes, the results will change accordingly (the following question options are the same as the above):
(1) A: Why didn't you ask Jack for help instead of Jim?
B: He is＿＿helpful than Jim, I think.
Answer: C
(2) A: Why didn't you ask Jack for help instead of Jim?
B: Is he ＿＿help than Jim? Answer: B
(3) A: Jim is unable to help you. Why not ask Jack to help you ?
B: He is ＿＿helpful than Jim would be, I'm afraid. Answer: A.
In addition, during the review, the teacher designates one of the interference items as the correct answer, requiring students to use creative thinking and reasonably change the question stem. This is an effective way to cultivate students' ability to analyze and solve problems. For example:
This is the farm ＿＿they'll visit tomorrow.
A.to which B.where C.Leave blank D.what
The answer is C .
If the teacher specifies B as the correct answer, students can change the question stem to:
This is the farm ＿＿they'll work tomorrow.
Specify A If D is the correct answer, the question stem can be changed to:
This is the farm ＿＿they'll pay a visit tomorrow.
If D is designated as the correct answer, the question stem can be changed to:< /p>
The farm is ＿＿they'll visit tomorrow.
Psychology knowledge tells us that a democratic and harmonious classroom atmosphere is a prerequisite for cultivating students' excellent thinking qualities and expanding their thinking space. The exchange of information between teachers and students in the classroom is often carried out in an emotional atmosphere. The transfer of knowledge and the cultivation of students' skills are based on the psychological mutual influence between teachers and students. Teachers' understanding, trust, enthusiastic encouragement and patient expectations for students may be transformed into students' self-confidence, thirst for knowledge and active participation in classroom activities. On the contrary, even a little bit of anxiety, disgust and disappointment on the part of teachers will affect students' creativity and narrow or even close students' thinking space. Therefore, teachers should strive to cultivate their own good psychological quality, so that students can constantly be in a state of active excitement in a relaxed psychological environment and develop the thinking qualities of being happy to think, good at thinking, and daring to think. (English Teaching and Research in Primary and Secondary Schools 2000: Issue 2)
6. In short, using the above methods to teach vocabulary can overcome the isolation of vocabulary teaching in the past, which involves teaching too much and not being able to digest it; primary and secondary No distinction, equal effort, overburden; weak systematicity, defects of forgetting while learning. On the contrary, it can implement the vocabulary system, focus on vocabulary teaching, focus on decentralization, and alternate and complement the principles and methods. At the same time, the teaching of vocabulary pronunciation and spelling can be closely integrated, so that students do not feel confused when learning English vocabulary and written forms, and students' enthusiasm for learning English is greatly improved.
Students' English scores will naturally improve. However, vocabulary teaching is also an arduous and complex topic. The above five aspects discussed are just some of my personal opinions or summaries. If there are any inaccuracies, please forgive me!