Reflections on English Lexicology Course 1
Vocabulary teaching in senior high school pays more attention to the support of discourse and the influence of culture. All these require students to seek new vocabulary learning strategies.
Students who have just entered high school often have many unaccustomed phenomena in English learning, such as memorizing a large number of new words, difficult to understand a lot of grammar, and declining interest and confidence in learning. Among them, a large number of vocabulary memories make students daunting and difficult to break through, which has become a bottleneck for students to improve their English.
After investigation, junior high school students are prone to five problems in vocabulary learning. First, pay attention to mastering the meaning of the word in the textbook, ignoring the polysemy and multi-purpose of the word. Some students lose points in exams, not necessarily because they recite fewer words, but because they often don't remember them carefully and accurately. The second is to pay attention to literacy and ignore word discrimination. I don't know the difference between this word and other words, especially its synonyms and synonyms. Third, pay attention to the meaning of words and ignore the usage. A sentence or an article is not a simple combination of words, it needs the coordination between words and sentences. Memorizing words is important, and mastering the usage of words is more important. Fourth, rigid thinking and insufficient change. If you change a word a little, you won't know the true face of Lushan Mountain immediately. For example, practice? Practice? What does the adjective practical mean? Practical, practical? This adverb actually has. Seeking truth from facts? Meaning, what else? Almost? The meaning of. Fifth, memory machinery is not flexible enough. The explanation in the dictionary is dead, and the use of language is alive.
After junior high school students enter high school, vocabulary learning will face two bigger problems. Obstacles . First, the vocabulary has increased dramatically. English Curriculum Standard for Senior High School (Band 8) requires students to learn to use about 3,300 words and 400 words. 500 idioms or fixed collocation. In other words, the number of words and phrases in each unit in English textbooks has increased from thirty or forty in junior high school to seventy or eighty in senior high school. Second, due to the lack of context, vocabulary learning has fallen into? Learn and forget, forget and learn, learn and forget until most students lose confidence? A vicious circle. A vicious circle. A survey report shows that among the ten factors that affect reading efficiency, vocabulary? Is considered to be the most influential factor.
In view of this, ensuring the smooth connection of English vocabulary teaching in junior and senior high schools has become an important problem to be solved urgently after freshmen enter school.
First, guide students to lay a solid foundation for vocabulary learning.
The teaching content of senior one is not the starting point of the new stage, but the continuation of the basic stage. Therefore, we should proceed from reality and take effective measures to completely solve the problems left over from junior high school English vocabulary teaching and lay a solid foundation for vocabulary learning. Consolidate the words learned in junior high school. Although the number of words in junior high school is not too much, it is the most basic and commonly used.
Second, guide students to master vocabulary learning strategies
Senior high school vocabulary learning pays more attention to the understanding of the deep meaning carried by vocabulary, and also pays more attention to the flexibility and appropriateness of expression; Vocabulary teaching in senior high school pays more attention to the support of discourse and the influence of culture. All these require students to seek new vocabulary learning strategies. There are many ways to remember and use vocabulary, but the adaptability of various skills is different for different words, and the strategies used by each student to remember words and master usage are also different to varying degrees. In the usual teaching practice, I summarized several corresponding vocabulary learning strategies according to specific words.
1. Memorize words by word formation.
There will be a lot of derivative words, compound words and lexical changes in college entrance examination questions, which will not be treated as new words without comments, and many students will not understand these words from the perspective of word formation, which will bring great obstacles to reading. The research shows that through the combination of 3000 monosyllabic words and about 1000 root affixes, the vocabulary problems in everyone's life can be solved.
There are three kinds of word formation in English: derivation, synthesis and transformation. Derivative words are new words composed of roots and affixes. Affixes are divided into prefixes and suffixes. The prefix is added before the root and the suffix is added after the root. Prefixes change the meaning of words and suffixes change the part of speech. Therefore, by derivation, we can form word formation systems such as words with the same root, words with the same prefix and words with the same suffix. Therefore, as long as students understand the meaning of the root and analyze the meaning of the prefix and suffix, they can draw inferences and remember more words. Use the synthesis method to combine two or more independent words to form a compound word. General compound words can be judged according to the meaning of the original words. Using the transformation method, the same word is transformed from one part of speech to another, so that the word has new meaning and function and becomes a new word. Word formation is an important means of memorizing words, and it is often the most easily overlooked place for students.
2. Use the context to guess the meaning of words.
Lexical context refers to the environment in which words are located in adjacent words, phrases, sentences or paragraphs. It is found that context is very important for vocabulary learning, because knowledge storage is always carried out by establishing some relationship with other knowledge, and it is always realized through a certain context. Therefore, vocabulary learning is based on context. For example, when people acquire the first language, vocabulary learning is mostly carried out in the natural environment. Without a specific context, words will lose their vitality and be difficult to understand. As the linguist Mr. Lv Shuxiang said:? Words embedded in context are alive, easy to remember and know how to use. ? Learning by using context is the main way of vocabulary learning, and context can provide learners with the meaning and related information of the target words. Vocabulary learning is to use the information provided by the context to locate the part of speech of the target word, find out the collocation of the target word, and straighten out the relationship between the sentence containing the target word and the adjacent sentence, so as to master the target word. For example, putting a safety mark on your bike can act as a thief's detective. It can also help the police find your bike. It should be clearly written, including our postal code and your house or apartment number. This will provide a simple way to identify your bike. According to? Deterrent to thieves? In the context, we can easily guess the main idea, that is, stop others from stealing your bike. So? Deterrence? It means (something) that acts as a deterrent; Containment (factor); Deterrence (strength).
In this case, first of all, I often give some sentences containing the word and sentence for students to guess and understand in a specific context. The given context should be as similar as possible to the context of words and sentences, and should be familiar or easy for students to accept. This not only paves the way for students' understanding, but also helps them to understand and master words and sentences, enhance language practice, effectively improve students' English understanding ability, and help cultivate students' habit of using English thinking. For example, in the vocabulary teaching of compulsory English 4 Unit 3 in senior one, I summarized the key vocabulary of this unit into a context, gave Chinese translation, and asked students to fill in the blanks in the form of hollowing out and initials. Because the topic is closer to real life, students are more interested, the enthusiasm of filling words is higher, and the effect of memorizing vocabulary is strengthened.
Reflections on English Lexicology Course 2
I. teaching material analysis
NSE textbooks are based on the objectives and requirements of National English Curriculum Standards for junior high school English learning. Each module of the textbook revolves around a theme, and vocabulary, grammar, dialogue, reading, activities and exercises all revolve around this theme, so the occurrence rate of words is very high. Each module attaches great importance to the understanding and application of words and phrases, from listening and speaking to reading and writing, which embodies the process from shallow to deep, from concrete to abstract, and conforms to the characteristics of teaching from input to output. In addition, the textbook pays attention to the cultivation of pronunciation, teaching strategies and cultural awareness, which can better consolidate students' foundation and improve cultural awareness.
Two. Lexical importance
Vocabulary is one of the three elements of language (pronunciation, vocabulary and grammar) and is the basic material of language. Without vocabulary, you can't express your thoughts. Without enough vocabulary, you can't listen, speak, read and write effectively, and you can't communicate effectively in English. The famous linguist River thinks? Vocabulary learning is the basis of second language acquisition? Mastering enough vocabulary is the key to the successful use of a foreign language. Without vocabulary, there is no idea to use the structure and function you have learned. Hammer said: If structure is the skeleton of language, then vocabulary is the most important organ and flesh and blood. ? In fact, the size of a person's vocabulary also shows his English level to some extent. This shows the importance of vocabulary. Therefore, teachers should pay attention to vocabulary teaching strategies in the teaching process.
Third, vocabulary teaching strategies
The vocabulary in the textbooks of FLTRP is practical, common words and some new words that keep pace with the times. Therefore, students feel close to life and are interested in learning words, but the vocabulary of teaching materials is large, which greatly increases the difficulty for students to learn words. Most of the words are words that have been touched by primary school, and students with good academic performance can understand them, but they often apply the previous method of learning words-rote memorization. Therefore, teachers do not teach for the sake of teaching words, but teach students the methods and strategies of learning and memorizing words in the process of teaching words. So-called? It is better to teach people to fish than to teach them to fish. ? Let's talk about vocabulary teaching strategies in detail:
1, use phonetics to teach words, so that students can build good phonetics knowledge.
English spelling and spelling are inseparable, and there are certain rules between them. Therefore, in the second and third weeks of school, teachers should focus on phonetic teaching and teach students to spell and memorize words with phonetic syllables, such as coffee-co-ffee, happy-ha-ppen, decode-de-co-rate and so on. Each module has words with the same pronunciation rules. Teachers can sum up these words and teach them together. Through spelling practice, they can help students find and master the pronunciation rules of vowels and consonants in words and the spelling rules of common letter combinations, and then summarize and master the rules and regulations about pronunciation, thus teaching students to infer the pronunciation of words. Judging the spelling form of words from their pronunciation can help students form the ability of independent spelling. For example, the words in module 1: sleeping, seeing, greeting and street are taught together. Let the students read them several times and then sum up the letter combinations of these words. Ee is pronounced as vowel /i:/, and another example is: lake-face-date-page-door-name-hate. It is not difficult for students to find that a is pronounced as a /ei/. After a period of training, students will gradually form good phonetic knowledge and learn to memorize words by using phonetic symbols. In addition, both English and mother tongue belong to the language category, and English beginners, like children who are learning English, are based on listening. Therefore, teachers should also listen to students more when teaching words, so that students will have more acute voice recognition ability and form a good voice knowledge structure.
2. Use visual AIDS to teach words.
Visual teaching refers to the use of pictures, objects, toys, slides and gestures, movements, expressions and a series of auxiliary teaching AIDS. Generally speaking, nouns, verbs, adjectives and verbs expressing specific things can be taught intuitively. The words in each module can be classified according to nouns, verbs and adjectives. Nouns can be taught by objects or pictures. People's first impression of things is the deepest, even unforgettable, so students can remember words well and for a long time. When teaching module 1, place nouns include pub, restaurant, street and Great Wall; Things, photos, postcards, work, hot dogs, coffee and other material nouns. You can use objects or pictures. For verbs or verb phrases, such as: module1&; 2, taking pictures, wearing, sweeping away, cutting, washing, opening and other operability is relatively strong, then the teacher can do actions and the students can guess; Or let the students perform on stage and let them guess. More abstract verbs can be presented in flash through multimedia. Adjectives with expressive feeling can be mastered by students through expression, such as: happy, sad, excited, bored, etc. What some students can touch or feel, students can also experience. For example, when teaching hot and cold, students can put a glass of ice water and hot water to feel, say their feelings, and then teach words. This not only stimulates students' interest in learning English, but also enables students to remember and master words well. In addition, students can memorize words in the form of nursery rhymes. 12 months teaching module 10, some words are long and difficult to read. Let students memorize words quickly in the form of songs, and the class will reach a climax, which will enliven the classroom atmosphere, thus encouraging students to actively participate in learning.
3. Use word formation to teach words.
Although there are millions of English words, the basic word-formation components are limited. There is a connection between words, which is very systematic. Teachers should also make use of these characteristics of vocabulary in teaching and base themselves on the vocabulary system. Of course, teachers can't directly talk about these characteristics. It is best to show it when teaching vocabulary, so that students can sum up their own findings. This kind of learning can let students participate in it personally and cultivate their autonomous learning ability. Such as: necessary process, useful help, useful use, careful care, etc. In this way, students can conclude that -ful is a suffix and put it after the verb to form the corresponding adjective, so that when they encounter similar words in the future, students can draw inferences and master the rules of suffix. In addition, the adjective +ly becomes an adverb with rules to follow, such as: slow-slow, loud-loud, fast-fast, quiet-quiet and so on. , prefixed with un (meaning? No? ), such as: happy-unhappy, fair-unfair, popular-unpopular, friendly-unfriendly, etc. ; If you learn the word care, you can use word formation to extend care? Careful-careful-careful-careless not only lightens students' memory burden, but also learns vocabulary knowledge. English and Chinese are the same. Many words are similar or have the same pronunciation, which is often easy for students to use? Zhang Guan Dai Li? Errors, such as: quiet-quite-quiet, fast-quiet, or they-there, know-no, hours-hours, etc. Let the students sum up these words by themselves to avoid low-level mistakes when using words. Students have gradually mastered certain word formation, greatly reducing the burden of memorizing words and laying a solid foundation for future English learning.
In addition, FLTRP's teaching materials advocate memorizing words in the form of word maps. By memorizing English words in this way, related words can be connected in series for memorization, which is not only convenient for review, but also can clearly distinguish the meanings of words, which is beneficial to writing and word selection. At the same time, it is also very suitable for combing the knowledge learned before the final exam. If you can do more word sorting in this way at ordinary times, students can throw away their textbooks before the exam and memorize the summarized words by divergent association. In this way, it is by no means a boring thing for students to recite words, but a very relaxed and creative pleasure.
4. Use upper and lower cultural and educational words.
Mr. Lv Shuxiang, a linguist, said: Words must be embedded in the context to have life, to be easy to remember and to know usage. ? It can be seen that the context teaching method can make students understand the usage and various meanings of words more deeply through the context, so as to remember words more firmly. When teaching the new word water, you can use some teaching AIDS or actions, such as showering, watering and drinking water, which must be familiar behaviors for students, and then present the following sentences. Such as: (1) me? I'm thirsty. I want to drink some water. The flowers are dry. I must water them every day. There is some water in the bottle. We can drink it. It can be guessed from the context that the water in sentences (1) and (3) is water, and the second sentence means watering. From middle school students, we know the different parts of speech and usage of water. The same is true of the use of cultural and educational words. For example, when teaching jiaozi, you can use the following words: jiaozi is a kind of food that people in northern China eat during the Spring Festival. The glutinous rice pudding is the food that people in southern China eat during the Spring Festival. It's called. Jiaozi? Putting jiaozi in the paragraph in this way not only teaches students words, but also cultivates their thinking ability, especially their reading ability and ability to judge the meaning of words.
In addition, teachers can also use scenes to teach words, which is the favorite method of middle school students, because although the scenes are simulated, they are at least like real communication situations. The activities that these students can really participate in are also scenes that they are familiar with every day. For example, when learning telephone language, they can take two ringing phones and let them learn knowledge in communication as if they were really on the phone. Learning communicative language can also be used in shopping, borrowing things, asking for directions, inviting people, seeing a doctor and so on. In this way, students are not only interested in learning knowledge, but also can participate in it, both speaking and listening, and can also stimulate their enthusiasm for learning English. Of course, using contextual teaching method, the workload of teachers is relatively large, and the requirements for teachers' own quality are also relatively high. First of all, we should be fully prepared before class, and the English words used are familiar to students. We should try our best to teach in English in class and solve the problems in class easily.
Three. Concluding remarks
In short, English teachers must carefully analyze the problems existing in students' English vocabulary learning according to the requirements of the relevant syllabus and the principles of English vocabulary teaching in middle schools, and adopt flexible and diverse vocabulary teaching methods according to different situations, so as to make students interested in English vocabulary learning, develop their thinking and cultivate their autonomous learning ability, thus improving the teaching efficiency of English vocabulary and laying the foundation for students' lifelong learning.
Reflections on the Course of English Lexicology (Ⅲ)
In a study, I saw such a teaching case. Before doing the topic composition, the teacher put forward a brainstorming class activity. This activity requires the whole class to come up with a plan. Earthquake? Related words, and guide the students to classify the words they come up with one by one. The students soon thought of words such as ruins, disasters, survivors, destruction, rescue, excavation, hope, shock, horror and strangeness. These words laid a good foundation for the later task writing. Through this kind of teaching, students can use the vocabulary they have learned and make them have a language environment. I think this kind of teaching activity has a strong purpose, so it is practical for students to review vocabulary and apply it to writing immediately, and it will develop good language application habits for students' writing.
The new curriculum standards promulgated by the Ministry of Education in 20XX put forward higher requirements for vocabulary teaching, which are reflected in the following aspects. Quality? (that is, the depth of mastering vocabulary) and? Quantity? (that is, the number of words). The vocabulary required for students to master has increased significantly, and the requirements for vocabulary learning are not limited to recognition, memory and understanding, but also to use and express; Vocabulary teaching should not only expand students' vocabulary, but also improve their ability to use known vocabulary. Vocabulary learning room runs through the whole process of English learning and is the basis of English teaching, so it also puts forward higher requirements for English vocabulary teaching.
1. Combination of words and sentences, synthesis of text and deepening in context
The meaning of words exists in a specific context, and only in the context can the meaning of words be clear and concrete. If vocabulary is taught out of context, even if students remember the form and meaning of vocabulary, it is difficult to apply it to practical communication activities. Therefore, vocabulary teaching should be integrated into the teaching of sentences and texts, so that words can not be separated from sentences and sentences can not be separated from the beginning. In teaching, we should create an environment for students to use the language they have learned, help them get familiar with the meaning of words in the context, master its usage and deepen their understanding of vocabulary.
2. Apply what you have learned, combine learning with application, and master it in application.
No matter how you learn vocabulary, you should apply what you have learned. Only in the use of language (including listening, speaking, reading and writing) can we deepen and consolidate vocabulary knowledge. In vocabulary teaching, we should not only illustrate the usage with examples, but also provide students with opportunities to use vocabulary. In teaching, we should organize all kinds of task-based or experiential classroom teaching activities, and design oral and written vocabulary exercises for students to use while learning.
3. In-class and out-of-class activities, combining implicit and explicit, expanding vocabulary learning and using channels.
Guide students to acquire vocabulary in reading, audio-visual and other language learning activities. In teaching, we should encourage and guide students to extend vocabulary learning from in-class to out-of-class, make full use of various learning tools and learning resources, especially to carry out vocabulary autonomous learning activities through extensive reading, so as to effectively expand vocabulary and broaden knowledge.
In daily vocabulary teaching, I also apply a traditional model, requiring students to memorize words, then dictation, dictation, or send them to students in the form of test papers, and take a quiz 10 minutes before class to consolidate students' vocabulary learning. On the other hand, I will ask students to start a root, write related words according to the word formation mentioned in the usual class, and add prefixes or suffixes, so that students can learn to learn by themselves and increase their vocabulary.
But I still want to learn and study the link of creating situations for students to remember words, so as to present them to students more intuitively. In addition, sentence training does not fully consider the close relationship with students' vocabulary learning, which is worth discussing and solving.
Reflections on the Course of English Lexicology (Ⅳ)
Some children's English is good enough, but ask his parents how the child learned it. Many parents will say they don't know how to learn. They just follow the English teacher, but why does everyone follow the teacher? Then why do some children study well and some children study poorly? I think this may be because a person's growth environment is different!
How to learn English after 12? It is said that the best age to learn English is before 12, so what if your child misses this age?
Our fish are past this age. /kloc-Before he was 0/2 years old, he was interested in mathematics, but he didn't care much about English. The senior high school entrance examination is just around the corner. As a mother, I have to reflect. Thinking of fish, I can really be said to be his first math teacher. But as for English, my children are weak in this respect because of my neglect and persistence in English.
I asked the parents of many children around me that they did well in the English exam, but most of them failed to satisfy me. Maybe some parents really can't say anything, or maybe their children have been taught English.
I think I knew the English of fish when I was a child. Now in grammar, I can pass last year's tutorial, but it's not too precise, because after all, it takes a lot of practice and it's ok to cope with the junior high school exam. But for words, it's his weakness, so I've been thinking about it for a long time these days, and I made an agreement with the fish to take out the 1600 words that their teacher asked to buy before. This? Back? But it is not the same as simply memorizing words. This time, I must recite the examples in the book. Only if you discuss it with him. The timing is when his English exam is not very good. At this time, he is more likely to accept this suggestion.
Our method is as follows: arrange alphabetically, starting with the letter A, and review the words starting with the letter A, such as taking an exam? Ability? This word, let him write English, and then write the example sentences in the book correctly? How many foreign languages can he speak? Let him translate and write this sentence, five pages a day, or arrange the amount of practice according to the simplicity of the words. When I first read a book about English words in the bookstore, I didn't understand the following example sentences, but with the growth of my children, I understood the importance of this book, and the path taken by predecessors can be used for reference! Because when the child was young, I personally think that the sentences in the book are a bit difficult and not suitable for younger children, which shows that he is still suitable for junior high school students. Of course, this is also related to the child's own level. It's not too late to understand!
Through the practice these days, both fish and I think this method is very good. We can remember words and practice sentences. Through these days' practice, we all feel that we have consolidated the application of some prepositions in sentences. Are you online? 、? Open? When the usage of prepositions and definite articles has been consolidated, I think I will practice other confusing contents with later exercises.
At noon today, when Yu was in the English cram school outside class, I showed his final English test paper to the teacher. The teacher said that the grammar of fish is ok, but there are many mistakes in synonyms and synonyms. I immediately thought it was the number of words, which showed that our main attack direction was right these days.
Guess you like:
1. English Lexicology Learning Methods
2. Learn the new curriculum standards of junior high school English.
3. English Lexicology Papers
4. Foreign language professional resume model essay