七年级英语词汇教学
单词教学教案初中
单词教学教案初中教学目标：1. 学生能够掌握一定数量的基础词汇。
2. 学生能够正确拼读和理解词汇的含义。
3. 学生能够运用所学词汇进行简单的句子构建。
教学内容：1. 单词的拼读规则。
2. 单词的记忆方法。
3. 单词的应用练习。
教学过程：一、导入（5分钟）1. 教师通过图片、实物或情境引入本课的主题。
2. 引导学生观察图片或实物，并用英语描述，激发学生的学习兴趣。
二、单词拼读规则讲解（10分钟）1. 教师讲解单词的拼读规则，如元音、辅音的发音规则，单词的重音等。
2. 学生跟随教师一起拼读单词，加强记忆。
三、单词记忆方法讲解（10分钟）1. 教师介绍一些记忆单词的方法，如联想记忆、分类记忆、情境记忆等。
2. 学生尝试运用这些方法记忆单词，提高记忆效果。
四、单词应用练习（10分钟）1. 教师给出一些单词的例句，学生跟读并模仿。
2. 学生运用所学单词进行句子构建，教师进行点评和指导。
五、课堂小结（5分钟）1. 教师对本节课的单词进行回顾，巩固记忆。
2. 学生分享自己在课堂上学习到的单词记忆方法和应用经验。
六、课后作业（课后自主完成）1. 学生根据所学单词，编写一篇小短文。
2. 学生复习本节课的单词，为下次课做好准备。
教学评价：1. 学生对单词的掌握程度。
2. 学生对单词记忆方法和应用能力的掌握程度。
教学反思：教师在课后要对本次教学进行反思，看是否达到了教学目标，学生是否掌握了所学知识，教学方法是否适合学生，有何改进之处等。
七年级英语词汇教学方法的几种尝试
1.以主题为基础的词汇教学
可以根据不同主题设计词汇教学内容，如“家庭”、“动物”、“食物”等。
通过图片、生活实例、视频等多种材料引入相关词汇，帮助学生
掌握和理解词汇的意义和用法。
2.词汇列表法
将需要教授的词汇按照字母顺序列成列表，供学生学习和记忆。
可以
通过词汇卡片、词汇墙贴等方式帮助学生逐个记忆和巩固词汇。
3.词汇游戏法
利用各种有趣的游戏形式，如单词拼图、词汇接龙、词汇大挑战等，
增加学生对词汇的兴趣和积极性。
通过游戏的方式，学生可以在轻松愉快
的氛围中学习和记忆词汇。
4.词根词缀法
通过讲解词根和词缀的意义和用法，帮助学生理解和记忆词汇。
例如，通过教授“un-”表示“不”的意义，学生可以学会很多带有“un-”前缀
的词汇，如“unhappy”、“unfair”等。
5.反义词法
对于一些形容词，可以通过教授其反义词来帮助学生记忆和理解词汇。
例如，通过教授“happy”和“sad”的对比，学生可以更容易地记住这两
个词汇的意义。
6.词汇扩展法
在教授基本词汇的同时，引入一些相关的高级词汇，帮助学生扩展词汇量和提高词汇的灵活运用能力。
例如，在教授“big”、“small”等词汇的同时，可以引入“huge”、“tiny”等高级词汇。
以上是七年级英语词汇教学的几种尝试方法，可根据实际教学情况和学生需求进行选择和调整。
初中英语词汇教学的方法与技巧
初中英语词汇教学的方法与技巧
1.分类教学法：将词汇按照不同的类别进行分类，比如动词、名词、
形容词等，然后分别进行教学。
这样可以帮助学生更好地理解和记忆词汇。
2. 使用词根词缀法：教授一些常用的词根和词缀，如“tele-”表示“远”，“-ion”表示“名词”，学生通过掌握这些词根和词缀，可以更
好地理解和记忆词汇。
3.采用情境教学法：在真实的情境中使用词汇，比如通过图片、文章、对话等来让学生感受和理解词汇的具体含义和用法。
4.多媒体教学法：利用多媒体教学工具，比如幻灯片、视频等，呈现
生动有趣的词汇教学内容，增强学生的学习兴趣和参与度。
5.反复复习法：词汇的记忆需要反复巩固，可以通过定期的复习和总
结来帮助学生巩固所学的词汇。
6.创设情境：通过创设学习情境来激发学生的学习兴趣，可以设计一
些游戏、小组活动等来进行词汇教学。
7.引导学生自主学习：鼓励学生积极参与词汇学习的过程，并提供一
些学习方法和工具，如电子词典、词汇笔记本等，让学生有意识地进行自
主学习。
8.多样化的评估方式：除了常规的课堂测验外，可以设计一些有趣的
评估方式，如课堂口头表达、写作、角色扮演等，以帮助学生更好地运用
所学的词汇。
9.培养学习策略：教授一些学习策略，如通过词汇卡片记忆、词根词
缀分析、上下文推测等方法，帮助学生更高效地学习和记忆词汇。
10.鼓励词汇拓展：除了教授常用词汇外，还可以鼓励学生积极拓展
词汇，比如学习一些同义词、反义词、近义词等，以提高学生的词汇水平。
初中单词新授课教案
初中单词新授课教案课时：1课时年级：七年级教材：《新目标》英语七年级上册教学目标：1. 学生能够掌握本节课所学的单词。
2. 学生能够正确拼写和运用所学单词。
3. 学生能够提高词汇量，培养良好的学习习惯。
教学内容：1. 单词：mother, father, sister, brother, family, school, teacher, student, friend, happy, good, morning, afternoon, evening, day, night。
2. 句型：What's your name? My name is...3. 语法：一般现在时。
教学过程：Step 1: 热身（5分钟）1. 教师与学生进行简单的英语对话，激发学生的学习兴趣。
2. 学生进行简单的自我介绍，复习已学的单词和句型。
Step 2: 引入新课（10分钟）1. 教师展示本节课所学的单词，让学生初步认识这些单词。
2. 教师通过图片和实物，帮助学生理解和记忆单词。
Step 3: 讲解和练习（15分钟）1. 教师讲解单词的拼写、词性和意义。
2. 学生跟读单词，确保正确发音。
3. 教师举例说明单词的用法，让学生进行模仿练习。
4. 学生进行小组活动，用所学单词造句。
Step 4: 巩固练习（10分钟）1. 教师设计一些有趣的游戏，如单词接龙、猜谜语等，让学生在游戏中巩固所学单词。
2. 学生进行听力练习，听录音并写出所听到的单词。
Step 5: 总结和作业布置（5分钟）1. 教师对本节课所学内容进行总结，强调重点单词和句型。
2. 学生回家后，复习本节课所学单词，并完成相应的作业。
教学评价：1. 课后收集学生的作业，检查单词拼写和运用的情况。
2. 在下一节课开始时，进行单词测验，了解学生对单词的掌握程度。
3. 观察学生在课堂上的表现，了解他们的学习兴趣和积极性。
教学反思：本节课通过图片、实物和游戏等多种教学手段，激发学生的学习兴趣，帮助他们理解和记忆单词。
《七年级词汇教学》学情分析方案
《七年级词汇教学》学情分析方案
微能力点：1-1技术支持的学情分析
教学环境：多媒体教学环境
课题名称：
《七年级英语词汇教学学情分析案例》
教学对象：八年级
教学目标：
1 能完成老师的摸底对应小测
2 用思维导图快速掌握教学词汇，并延伸巩固已掌握词汇。
3 总结思维导图运用的发散性和迁移性。
学情分析重难点
1、如何运用技术分析学生的基本情况，运用信息技术手段提高教学效果，提高学生的学习效率。
2、从前期的摸底对应考试可以看到，学生词汇量的储备情况，通过思维导图的教学培养学生的思维发散能力，是打开大脑潜能的强有力的图解工具，更有效的提高了学生词汇的学习力。
学情分析工具
1希沃白板
2.微信：利用微信助学提高了学生学习的兴趣和主动性，使辅导可视、可听，提高学习效率。
3.思维导图：使用摸底对应考试，利用思维导图了解学生对教学内容已有的准备状况，便于教师找准学生的真实起点。
学情分析方法
1 统计法---学生完成摸底对应考试后，教师获取结果数据，了解学生词汇的前期基础，并进行分析和整理。
2 归因法---通过学生访谈，摸底对应考试和思维导图，将所得综合分析，发现学生学习的词汇储备和思维能力。
学情分析实践方案：本堂课为七年级英语的词汇教学，利用技术手段分析学情的目的是为了了解学生的现有词汇储备量、学习能力、学习习惯和兴趣等，通过对数据和信息的处理分析，能够了解学生的学习起点，精准确定教学目标，为教学重难点的突破、教学策略的选择和教学活动的设计提供科学依据。
初中英语词汇教学的方法和技巧
初中英语词汇教学的方法和技巧初中英语词汇教学是英语教学中的基础环节之一，对学生的语言能力的提高起着重要的作用。
以下是一些初中英语词汇教学的方法和技巧。
一、创设情境，提高学习兴趣在教学中，可以通过创设情境的方式，使学生感兴趣、主动参与词汇学习。
可以使用图片、视频等教具，向学生展示一些有趣、生活化的情境，通过教师的口语和肢体语言，引导学生理解和学习新的词汇。
二、利用联想和类比，扩展词汇网络在教学中，可以引导学生通过联想和类比的方式学习和记忆新的词汇。
可以通过与学生的生活经验和感知相联系，让学生想象、联想出词汇的意义和用法，以帮助学生更好地理解和记忆新的词汇。
可以引导学生在学习过程中，将新的词汇与已学过的相关词汇进行类比，扩展词汇网络。
三、尽量使用英语进行词汇教学在初中英语词汇教学中，教师可以尽量使用英语进行教学，以帮助学生更好地培养英语思维和表达的能力。
在教学中，可以使用英语进行词汇的解释、例句的讲解和学生的指导反馈等环节，同时鼓励学生在学习过程中多用英语进行交流和表达。
四、注重词汇的应用和复习在初中英语词汇教学中，教师要注重词汇的应用和复习，以帮助学生巩固和掌握新学的词汇。
可以通过课堂练习、游戏和活动等方式，让学生进行词汇的运用和巩固，同时定期进行词汇复习，加深学生对词汇的记忆和理解。
五、激发学生的学习兴趣和学习动机初中学生的学习兴趣和学习动机对词汇学习的效果具有重要影响。
在教学中，教师要灵活运用各种教学手段和方法，如游戏、竞赛、小组合作学习等，激发和培养学生的学习兴趣和学习动机，使他们在积极探索、实践中主动参与词汇学习。
六、与日常生活结合，提升词汇运用能力除了在教学中注重词汇的基础记忆和理解外，教师还要与学生的日常生活结合，引导学生将所学的词汇应用到实际生活中。
可以通过多听、多说、多读、多写的方式，提高学生的词汇运用能力，使词汇学习更加实用和有效。
初中英语词汇教学应该注重创设情境，通过联想和类比来扩展词汇网络，尽量使用英语进行教学，注重词汇的应用和复习，激发学生的学习兴趣和学习动机，并与日常生活结合，提升词汇运用能力。
如何设计初中英语的词汇教学
如何设计初中英语的词汇教学在英语教学中，词汇是学习语言的基本材料，是语言的三要素之一。
学生掌握的词汇愈多，他们运用英语的能力就愈强。
词汇教学一直是令教师和学生十分头痛的问题，尤其现在《新目标》教材中生词量增大，若词汇关不过，就谈不上英语其他方面的学习。
因此，词汇教学是英语课堂教学的重要环节。
下面谈谈我教学词汇的几点方法：1. 重视词的读音和拼写由于英语单词在读音和拼写方面存在不少矛盾，在教学新词时，要启发学生注意每个词在读音与拼写之间的联系和矛盾，及时分析归纳基本的拼读规则。
在多数单词中，字母或字母组合的读音是有一定的规律可循的。
为了使学生迅速掌握正确的学习和记忆单词的方法，从一开始就要教学生按照拼读规则拼词、读词、记词，使他们掌握拼读规则，培养起独立拼词、读词、记词的能力。
2. 用直观手段解释词义使用直观手段是利用实物、图画、模型、动作、表情等解释词义。
使用直观教学方法教学单词，形象、生动、具体，可以使单词直接与实物联系起来，有利于培养学生用外语思维的能力，便于学生接受。
例如，在教学介词on时，教师可以把钢笔放在自己的课桌上，然后自问自答：This is my pen .It's on the desk. Where's my pen ? It's on the desk..接着让几个学生跟着说Where's the pen ?It's on the desk. 然后再把笔放在书包里自问自答：Where's my pen. It's in the bag. 让学生跟着自己说Where's the pen? It's in the bag.接着再用同样的方法教学under 和behind。
还可以用动作解释sit, stand , walk , jump , run 等词的词义，用手势解释here , there ,this ,that等词的词义。
初一英语词汇优秀教学方法
AbstractV ocabulary acquisition is the main task of learning a second language. Therefore, vocabulary teaching is a significant procedure in Englishteaching; effective vocabulary teaching plays an important role in learners’learning. This thesis is mainly aiming at exploring the vocabulary learning strategies used by the sampled students and providing several vocabulary teaching and learning methods. It is hoped that the learners can employ effective vocabulary learning strategies to improve their vocabulary learning. The thesis aims to offer help for both English teachers and beginners in junior school.Key words: beginners in junior school; vocabulary learning; vocabulary teaching strategy摘要词汇地获取是第二语言学习地主要任务，因此词汇教学是英语教学中一个重要地组成部分，有效地词汇教学对于初学者学习语言有着重要地影响.本文通过对部分学生词汇策略使用地调查，讨论了较为科学地词汇教学方法和学习方法，旨在为中学英语教师地词汇教学和中学生词汇学习提供参考.关键词：初学者；词汇学习；词汇教学Content1. Introduction (1)1.1Backgroundof theResearch (1)1.2 Significance of the PresentStudy (1)1.3 Aim of the Present Study (2)2. Literature Review (2)2.1Learning Strategies (2)2.2 Related Theory (3)3. Research Design (3)3.1 Research Question (4)3.2 Research Subjects (4)3.3 Research Instruments (4)3.4 Data Collection (4)3.5 The Results and Analysis ofQ uestionnaire (4)4.Vocabulary Teaching Strategies for Beginners (8)4.1Learning the List on the Textbook Page………………………………………84.1.1 Pronunciation and Spelling (9)4.1.2 Showing the Meaning of the Words (10)4.2 Learning V ocabulary in Context (10)4.3 Cultivating Learners’Motivation (12)4.3.1 Classifying Words (12)4.3.2 ReviewingV ocabulary Regularly (13)5. Conclusion (14)References (16)Appendices (17)1.Introduction1.1 Background of the ResearchAs is known, grammar,sound and vocabulary are the three main elements of a language. Just as Wilkins said if there is no vocabulary, people can express nothing (Wilkins, 1972). However, it is a common phenomenonin junior school that many students have no interests in learning English after they learn English for a few days or a few months because they cannot keep new words in minds. Many Englishbeginners complain that they spend a large amount of time in memorizing new words but with poor results. As Allen (2002) points out, “Pronunciation and grammar were emphasized, but there was little or no emphasis on vocabulary”. Most language learners begin learning another language by starting with vocabulary and the learning of vocabulary seems to accompany a learner throughout the learning process even after all the basic grammatical rules have been learned (Wang, 2006).What’s more,language teachers give little attention to techniques for helping beginners learn vocabulary. That is the main reason why beginners find it difficult to learn a new language and gradually lose confidence in English learning. Therefore, vocabulary isa bigobstacle in English learning.1.2 Significance of the Present StudyWilkins indicates: “If there is no grammar, people can only express something; but if there is no vocabulary, people can express nothing (Wilkins, 1972:36)”. The acquisition of vocabulary is an integral part of English teaching and the success ofvocabulary teaching has a bearing on improvement of students’ English competence for the beginners. Especially, vocabulary is the most fundamental when learners begin to learn a language.McCarthy indicates that “No matter how good one’s grammar is and how beautiful one’s pronunciation is, but if one has no adequate vocabulary to express one’s own feelings or to understand other’opinions, one still cannot communicate with others in this language”(1990:140). Harmer (1990) also points out that “If we compare language structure as the sketch of language, vocabulary is the thing that provides important organ as well as blood and flesh.” Teaching beginners good vocabulary learningknowledge can not only enable them to memorize, classify and store words more efficiently, but alsoto raise their studyinterests.1.3 Aim of the Present StudyIn this paper, the author focuses on vocabulary teaching techniques and aims at demonstrating the application of vocabulary teaching techniques with the hope that it can offer both teachers and students something useful.2.Literature Review2.1Learning StrategiesEnglish learning strategy, which derives from the terms “learning strategy”, refers to techniques and approaches or deliberate actions that learners of English take in order to facilitate the acquiring, storing, retrieving and manipulating of information while learning English(Li, 2005:80).Learning strategies are the particular approaches or techniques that learnersused to learn a second language. They can be mental, for example, using the linguistic or situational contexts to infer the meaning of new word.2.2RelatedTheory“Phonetics is defined as the study of the phonetic medium of language; it is concerned with all the sounds that occur in the world’s language (He, 1999)”;The lexicologist McCarthy (1990) echoed that learning grammar well and mastering the sound of a L2 successfully are far from enough. Communication in a certain language can happen on the basis that there are words to express a wide range of meaning. Schmitt (1997:213) claims that culture is another learner’s characteristic that has been shown to be important for vocabulary. Wangsaid: “mechanical practice is necessary for many skills” (Wang, 2006:94).So after teaching, the long lists of vocabulary and their translations in the exercise books we find what we do somehow always seem to defy memory, and recall the vocabulary we want, it does not always seem to fit comfortably into our own sentence (Jim Scrivener, 2002:73). A word can not be encountered at least seven times in different context before it can be produced by the students(Wang, 2006:125). From the above theories, it is easy to know that teaching strategiesplay an important role in language learning, and any language learning needs to have good teaching methods.3. Research Design3.1Research QuestionTheresearch mainly focuses on one question, thatis, what problemsexist invocabulary teaching.3.2SubjectsThis study chooses a sample of 40 students in two classes, all of whom are from Class 96 and 97in Grade One of Man Wanmiddle school.3.3Research InstrumentsIn this thesis, only questionnaire(see Appendix I) isused,which focuses on surveying beginners’vocabulary learning strategies.The questionnaire provides 15 questions forstudents; they choose “often”, “seldom” or “no” to express their views about learning strategies.3.4Data CollectionAt the beginning of the study, the researcher selected twoclassesfrom junior school with 40 students as the subject.Then, they are requested to finishthe questionnairewithin 20 minutes and torespond honestly to each question. Because the students are all beginners, the researcher put the Chinese meaning after each question (see Appendix II).After students finished answering the questionnaires, answers to the questionnaire were collected and scored.3.5 The Results and Analysis of QuestionnaireFrom the questionnaire above, we wan easily find that Englishbeginners do not have the realizations that they should use strategies to learn vocabulary. According to the questionnaire, there are three problems in vocabulary teaching:(1)From question 1 to 4, we can see that beginners do not know what strategy is, and the methods they chose are very simple, usually most of which are some traditional ways, such as reading and writing by repetition. What’s more, beginners even choose Chinese words instead of English sound,and they try their best to find a similar Chinese sound to replace the words pronunciation, sincetheyare afraid of forgetting the pronunciation of the words. Being taught in this way, beginners might lose interests in English learning.(2) From question 5 to 8, it appears that most students adopt the traditional strategies to learn vocabulary meaning, that is, learning words one by one to Chinese.Some interesting methods are not used in their vocabulary learning, for instance, marking story, putting the words into context, or real communication.In the longrun, the overuse of this method is harmful to the development of students’ language competence,especially in the elementary stage.(3) Fromquestion 9 to question15, in beginners’minds,learning is boring, and they think English vocabulary is difficult and useless for them,they cannot remember words, and it is easy to forget.Some of them do review the words after class, but with a poor result because of lacking some effective methods, such as classifying the words, keeping a notebook, using synonyms andantonyms.From the questionnaire, it showsthat students’strategies of learning vocabulary are very poor. Therefore, teachers should give some effective and interesting skills to guide them.4.VocabularyTeaching Strategies for BeginnersV ocabulary teaching is of great significance in foreign language teaching and learning. Language teaching experts have provided a lot of methods of teaching the vocabulary in their articles or books, which are certainly very useful to us. But sometimes we may feel it very difficult to follow their advice when we are teaching the vocabulary in a class consisting of so many students. For effective teaching of vocabulary, it is always useful for a teacher to have a repertoire of techniques, many students devote large amounts of time and energy to the learning of vocabulary, but often end up with dissatisfaction with the learning results as they still fail to achieve the expected level of comprehension or they complain that they cannot help forgetting (Wang, 2006:133). Therefore, it is important for the teacher to introduce vocabulary learning strategies to the beginner so that they can choose through their own experiences after trying them on.4.1Learning the List on the Textbook PageAlthough asking students to learn vocabulary list isolated is not scientific, it is very important that much of the basic vocabulary in lessons for beginners will be needed for writing and speaking English in future months and years, it is necessary to present the list words for beginners.4.1.1Pronunciation and SpellingDifferent from Chinese vocabulary, English vocabularies are spelling letters. The sound and form of a vocabulary are highly united. The speech sound of a vocabulary may influence its spelling, learner’s memory and the amount of English vocabulary. The sound of a vocabulary is the key point. It concludes its pronunciation and its pronunciation rules, which includes stress syllable, open syllable, closed syllable, monogram, and soon. Only when students pronounce well, they can spell those vocabularies correctly according to pronunciation rules.InEnglish the pronunciation of each word is corresponded to its spelling. Each word has a close connection with other words in pronunciation, spelling and meaning. So one of the key steps in English vocabulary teaching is to show the nature of English vocabulary system and connection, making students acquire the rules in variation and conversion of English vocabulary, encouraging students to learn, observe and think over the connection in pronunciation, and spelling.However, many beginners cannot grasp the rules among pronunciation, phonetic and spelling. Therefore,teachers can generalize the rules according to phoneticand spelling while presenting the list of words. For example,A ask basket class father glass ／a:／B age baby cake eraser game ／ei／C eachtearead teach reach ／i:／In listA, the letter “a” in the five words are all pronounced as /a:/; and in listB the letter “a” in the five words are pronounced as /ei/; and in the list C “ea” in the five words are pronounced as /i:/There is no harm in realizing this relationship for learners,since they tend to remember a word more easily if they hear, see and say each word. But with the influence of other languages, the spelling of English words don’t always observe this rule; for example,” a” in the word “each” is pronounced/i:/,while in the word “sweater” is pronounced /e /.In a word, pronunciation and spelling is a long-term training for the beginners, which requires teachers have the ability to guide learners gradually possess the ability of combination pronunciation and structure after learning the rules of spelling and pronunciation, this way of learning vocabulary should be profitable for learners to have a good starting on learning a new language.Just as Wangsaid: “mechanical practice is necessary for many skills” (Wang, 2006:94).4.1.2 Showing the Meaning of the WordsJust as Allen(2002) pointed out teachers could use many ways to present the meanings invocabulary lesson for the beginners. Pictures,labels, real objects, actions, diagrams and maps,comparison and association could be used in showing meanings. In English teaching, those methods could provide opportunities for students to use multiple senses to get familiar with the newly learned words.4.2Learning Vocabulary in ContextLanguage is the tool of communication. The aim of language study is to communicate. The most important thing in language communication is the meaning produced by combining vocabulary and context. A word can not be encountered at least seven times in different context before it can be produced by the students. (Wang, 2006:125).So,teachers should create contexts closely related to learners’ lifeexperiences where the newly learned words might be used. Creating real situation to teach vocabulary in scene, playing games like songs are most welcomed by students. They can help and encourage students to sustain their interest in learning, help to create contexts in which the language is useful and meaningful (Yuan, 1998).Let’s take “name” for example, the teacher could make learner do dialogue.Sa: what’s your name?Sb: my name is Allen Green.Then the teacher could make students c and d do the continue dialogue.Sc: Hi, what’s Sa’s first name?Sd: his first name is …Throughout the dialogue,learners have the information gap to use the word “name”and get involved in the situation, practicing (especially outside classroom) and listening to the teachers’repetition can arouse the interest for them to learn. If the context is not enough, the meaning of vocabulary can not come up. So when teachers introduce, explain and practice the meaning and usage of a new word, they must try to set up all kinds of language communicating context. Since real experience can deepen the impressions of things for students, teaching by communication has a great advantage that the new words presented in the conversation immediately become an active word which students can exploit freely and properly. In this way students can acquire the vocabulary and the ability to communicate in a real context or mock context.4.3CultivatingLearners’MotivationDue to limited class time, students will not able to learn all the vocabulary simply from class teaching, considering the massiveEnglish vocabulary, thus it is necessary for the teacher to guide students to organize the words they encounter so that they are able to take ownership of the words, start using them confidently and form a good habit of learning a new language, especially for the beginners. “Habit is a constant and often an unconscious inclination to perform and act. It is acquired through frequent repetition and practice. The good habit is benefit for the arrangement of one’s own and collective life and study and poses a good effect on these activities, while the bad habit poses a negative effect (Yuan, 1998:304).”4.3.1 Classifying WordsTheclassification of English words means putting the words which have similar or same meanings together to be convenient for studying. The process of classifying is also the process of learning and memorizing. When we classify some English words, we need to pay special attention to the meaning, quality and so on of the words. Thus the process of classifying English words leaves deep impression on the students. Therefore, the classifying of the English words is one of the most important vocabulary learning strategies. As it is known, the words which could be mainly classified into noun, verb, adjective, for the beginners’ in junior school get closely to the students’ life experience,when the students try to classify these words according to which they belong to, they not only acquire these words, but also cultivate a kind of awareness to classify the words they will learn in the future.1 noun: noun could be grouped in many families.Fruit: apple, pear, banana, orange...Color: black, white, red, pink…Study things: eraser, pen, pencil, pencil case…The name of dresses: skirt, T-shirt, sweater, shorts, jackets…4.3.2 Reviewing Vocabulary RegularlyThere is evidence that regular review helps maintain the largest amount of recall. It is too often that we hear students complain that they forget the words when they learn them for a short period time, at this time learners need more support to help them recycle and consolidate the learned vocabulary. Therefore, teacher could do a lot in class; learners can find the appropriate one for themselves to become independentoutside classroom.1 Playing games. Students are shown a picture with many objects on it,they have two minutes to memorize as many of the objects as they can, then the picture are taken away and the students have to write down everything they can, then compare with the rest of the class.2 Word association or word net-word. The teacher says a key word, then the learner have to write down all the words they can think of connected with the word teacher said. They have a time limit, when time is up; the learners with the highest number of acceptable words is the winner and get a gift or using word net-work as followed:(Wang, 2006:133)3 Finding synonyms and antonyms. The learners are given a list of words and asked to find pairs of words, either synonyms or antonyms.4 Making conversations. The teacher says some key words including nouns, verbs and adjectives, and then the learners try to use them to communicate.5 Keeping a vocabulary notebook. Schmitt and Schmitt (1995) argue that keeping vocabulary notebooks is one way of promoting learner independence. Keeping vocabulary notebook also could empower the learners to become more independent in their learning, which could remind them whether they learn the vocabulary or not.5.ConclusionThe purpose of this study is to investigate vocabulary teaching methods for beginners in junior middle school. Thus, in the paper, the researcher analyzes thestudents’methods used for English vocabulary and factors involved in vocabulary learning. According to the questionnaire, (1) beginners adopt the traditional learning methods, such as, reading and writing, repetition and so on; (2) theyhaven’t had the vocabulary learning habit ;( 3)they do not know learning strategies.It is believed that attempts to teach students to use learning strategies have produced good results. V ocabulary learning strategies can give a direct influence on the effect of vocabulary learning. It is necessary for teachers tointroduce some vocabulary learning strategies to their students, for example,combining the words’pronunciation, formation and meaning, grouping words, learning vocabulary in meaningful context. Therefore, it is inferred that there is a close relationship between English learning strategies and English achievement.This study was conducted in a limited scope. Only a small part of middle school students were investigated. With the development of Chinese economy, English teaching methods need improving, so the research in this aspect should be done continually.ReferencesAllen,V.F. 2002. Techniques in Teaching Vocabulary [M]. Shanghai: Foreign Language Education Press: 1.Harmer, J. 1990. The Practice of English Language Teaching[M]. London: Longman.McCarthy, M. 1990.Vocabulary [M]. Oxford: Oxford University Press: 140-158. Rubin, J. ＆I,Tompson. 2004. How To Be A More Successful Language Learner [M]. 北京：北京外语教学与研究出版社.Schmitt, N＆Schmitt, D .1995.V ocabulary notebooks:ELT journal 49/2: 133-143. Scrivener, J. 2002. Learning Teaching: A Guidebook for English Language Teacher［Z］. Shanghai: Foreign Language Teaching. Press: 73.Wilkins, D.A. 1972. Linguistics in Language Teaching[M]. London: Edward Arnold.李力、陈治安、蒋宇红, 2005.《策略、风格、归因：学会学英语》[M]. 上海: 上海外语教育出版社: 4-80.王蔷，2006. A Course in English Language Teaching[M]. 北京: 高等教育出版社.袁士朴、齐德峰，1998.《英语教育学》[M]. 北京：北京教育科学出版社.Appendices Appendix IAppendix II版权申明本文部分内容，包括文字、图片、以及设计等在网上搜集整理.版权为个人所有This article includes some parts, including text, pictures, and design. Copyright is personal ownership.qd3Yf。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
浅谈初中英语词汇教学法词汇是语言的基本材料，如果说我们把语言比作一幢高楼，那么词汇就是建起这高楼的一砖一瓦。
离开它，语言就无法矗立，很难清晰地表达思想。
词汇学家麦加锡（1990）说：一个学生学习第二语言，其语法无论学得多么好，语音无论掌握得多么漂亮，没有词汇来表达各种意义，语言交际就难以实现。
正因为如此，一个人掌握词汇的多寡和牢固与否，直接影响他的语言表达能力，影响他思想表达的丰富与准确程度。
因此，作为英语教学的重要环节的词汇教学对提高学生的英语水平就显得尤其重要了。
作为一名农村乡镇中学英语教学工作者，是学生学习英语的启蒙老师，如何有效地进行英语词汇教学，将直接关系到学生能否真正理解掌握英语，能否切实有效地运用英语进行交际。
很多教师花在词汇教学上的时间并不少，可是方法单一，难以激起学生们学习的兴趣：心理学家研究认为“兴趣可增强记忆，兴趣是人对事物的积极而持久的认识倾向”。
兴趣能影响结果，学生的学习兴趣往往跟教师教学的生动性和启发性有密切关系。
教师在教词汇时，如果只是呆板僵硬的灌输，只领着学生有口无心地去重复生词，不注意教学的生动性，学生肯定会没有多少兴趣去学去听，效果势必会不好，没有好的输入，肯定就没有好的输出。
但是如果教师们能够注意到教授单词绝对不是只采用一种或两种方法，对于不同类型的词汇或根据词汇的特点，找出一种最适合教某个单词和最吸引学生注意力的方法，那一定会达到事半功倍的效果，而且久而久之也提高了学生的理解力。
在这里谈谈自己的一些思考和感触：一、实物和看图导入生词，把单词放在句中进行教学人教版go for it中，大部份单词都比较具体，可借助实物(pen, eraser)、挂图、简笔画以及动作，表情等进行直观情景教学，使学生眼看实物、耳听声音、口头拼读、音、形、义三者相结合，这样不仅使单词教学具体、生动、形象、而且能激发学生学单词的兴趣。
语言的应用单位是句子，从教学法的角度看，整句学习，学生可以学会单词的意思和用法，能逐步学会流利自然的语音和语调。
1．实物：用实物教学单词是学生最容易接受、记忆最深、保持最久的方法，它把单词的发音、拼写与实物直接联系在一起，有助于记忆，如：教七年级：“This is an apple. That's a ruler"等句式时，我和学生都带一些苹果、橘子、鸡蛋、直尺等，教学中让学生拿实物问答：如：What's this ? It's an egg. What's that ? It's an orange/a cake/a pear等。
在教学过程中，学生纷纷拿出自己的学习用具进行问答，课堂气氛活跃，学生口语得到充分训练，不但学习了知识，训练了语音、语调，而且表达能力得到了提高案例：我在教授unit3 this is my sister时，我利用电视剧《家有儿女》中的人物夏雨为主人公，然后引申到他们家的成员，这样就很直观的教授了家庭成员称呼。
（ brother，sister，mother……）再让学生自已用这几个词来说说自己家庭成员。
通过实物和学生的亲身感受的事物相对应，把单词的音和义结合了起来，加深学生的印象，使他们有兴趣并能记住这些词2.通过游戏教单词；游戏是一种集知识性和趣味性为一体的娱乐方式，也是七年级的孩子们偏爱的一种学习方式，沉闷、枯燥的课堂学生的学习积极性几乎为零，要想调动他们的积极性，就让孩子们在“玩中学，学中玩”吧，在词汇教学中更要采取活泼多样的形式，来减轻学生对单词厌烦和焦虑的心理。
比如，Add-on这个游戏，很适合用来巩固一节课新学的单词，如果学习了很多表示职业的单词，可以这样来游戏，一个学生说：“I have a pen.”第二个学生说：“I have a pen and a ruler.”第三个学生说：“I have a pen , a ruler and a dictionary.”第四个学生说：“I have a pen , a ruler , a dictionary and a pencil.” 如此类推，看谁坚持说得最长时间、最多的词汇，这样帮他们复现所学单词，同时也培养学生的口头表达能力、复述能力，而且他们还乐此不疲。
3.用动作和表情来吸引学生，师生、生生互动教单词；老师在课堂上要充分发挥自己和学生们的表演才能，用各种形体语言将单词的意思表达出来，这样不但能活跃课堂气氛，也能让同学们对所学词印象深刻、念念不忘。
如在教授介词：in, on, at，outside, inside，in front of, between… and, behind, beside等，老师可以利用手和书本变换位置、人体走动或队列变化等进行教学；如在教授形容词：sweet，salty，spicy，sour，tasty等，可以利用各种脸部表情和动作，老师和同学都可参与进来。
4.使用生动活泼的教学语言；教学语言的运用是一门艺术。
这种语言艺术使用得当与否，与教学效果有着非常直接的影响。
讲解词汇时如果用语单一枯燥，学生必然会感觉索然寡味，如果运用生动的语言，并将与此单词有关联的习语、谚语、幽默、笑话、小故事及相关典故一并讲解时，学生们的兴趣就会大多了，还可以扩大其知识面、开阔其视野。
例如，有一个关于单词like的有趣故事，点菜时，一个中国的宾馆服务生热情地想问一位外籍客人喜不喜欢土豆，可他说出来的句子却是：“Are you like potatoes?” 外籍客人听后很生气。
后来那个服务生才知道“Are you like potatoes? ”是“你像土豆吗？”“Do you like potatoes?”才是“你喜欢土豆吗？”老师在讲解like这个词时如果能讲出这个小故事，学生们哈哈大笑的同时也一定会对这个词的用法有较深刻的印象。
二、提高学生学习和记忆的方法和能力英语单词数量多，记忆难。
作为第二语言的学习，在初学英语的阶段，教师不仅要引导学生机械记忆的学习，更要有意识地引导学生用理解记忆的方法掌握单词就。
理解记忆的方法很多，例如：1、利用构词法：①、如：work-worker, teach-teacher, clean-cleaner,drive-driver; Educate-educator, visit-visitor等（引导学生通过观察、分析、、归纳出-er或-or加在动词后面，表示做这个动作的“人”。
这样就可避免靠死记来记忆单词）。
②、同义词与反义词的比较： long-short new-old③、数词的比较：four-fourteen-fortyfive-fifteen-fifty④、同音异形词的辨别：who's-whose there--their⑤、近音词的比较 :horse-house hair-here⑥、兼类词的介绍:in (prep/adv) one(num pron)2.利用同类题材：people(man, woman) child(boy, girl)4. 寻旧联想：在单词学习过程中，教师引导学生利用英语单词的构词特点，找出生词中所蕴含的旧词或旧词根、词缀（旧组块），挖掘生词与旧词的内在联系或结合已有知识经验人为地建立形象联系，形成新的组块，从而记住生词。
主要引导学生掌握新旧词之间的以下几种联系：一是生词中包含旧词，在新旧词之间人为地建立联系，如学习practice时，将其划分为pr-act-ice，就可发现旧词act、ice，并将之与生词practice的词义联系起来——“在冰上做练习”，从而完整记住其拼写及词义。
二是合成词中包含的旧词，在新旧词之间建立内在联系，如学习weekend时，将其划分week-end，使旧词week（周）、end（结束）与其词义联系起来，可想象“一周结束了就是周末”。
这样新旧单词有机地联系起来记忆，不但复习、巩固了旧词，还使新词记起来更容易，减轻了记忆负担。
5、经常做词的归类工作：如：将已学的表方位的介词归类，BOOKI 中有：at, behind, in, on, under, from等。
6、注意词的搭配及用法：如：look at, look after, look like, look young, put...away, put on, take off 等。
7、经常进行听写练习，提高学生单词拼写的熟练程度。
三、词汇教学中音与形的关系强化语音教学，教师应教授学生正确的记忆单词方法——音形结合；在英语学习中，有些学生虽然学了好几年，但还是不能照着音标正确拼读单词，这无疑给记忆单词带来了困难，因为英语是音形结合非常紧密的语言，音和形之间有一种必然的联系，一个单词如果读不出音，就记不住形，无音无形就更谈不上义了。
为什么有些学生一直说在背单词，却一直都记不住单词，因为他们不能照音标读单词，无法依据音形结合记单词，他们记单词就像在背电话号码，背一大堆没有规律的字母组合，花了很大的力气背，可惜背过就忘。
因此，要牢记一个单词首先应把音念准，要念准单词就要教会学生读音规则，音节划分，以及各字母在其音节中的读音。
有了正确的发音，才会有正确的拼写。
英语单词绝大部分是符合读音规则的，对于很长的单词要求学生按音节划分来记忆。
一个单词，不管有几个音节，只要读得准，一般都能拼得准，无需一个一个字母地死记硬背。
学生们从小学进入到初中七年级，会渐渐发现所学单词数量增多，单词也是越来越长，要想有效地记忆单词，音形结合法就显得尤为重要了。
总之，在英语教学中教师要重视词汇教学，七年级的孩子年纪尚小，教师们要尤其注意词汇教学的趣味性和多样化，要让学生善于思考，教师首先要勤于思考，勇于创新，充分发挥教师教学的的主导功能，充分调动和发挥学生的主观能动性和主体作用，使学生在初中七年级阶段能为今后的英语学习打下坚实的基础。