发布时间 : 星期日 文章Some Tips Building English Vocabulary in更新完毕开始阅读947d4b4f852458fb770b56ae
Abstract
As mid-school students feel difficult in learning English since before, English teachers try to acquire effective methods to improve English teaching quality. As a language, vocabulary is learnt mainly, whose accumulation and application are related to English test or oral communication. However, English vocabulary seems to be quite hard to build, and many students say with sigh English words are difficult to commit to memory. Consequently, vocabulary teaching is focused on to tackle the problem.
It is hypothesized that ways to build vocabulary is taught in the whole teaching with pronunciation and word-formation as foundation. Knowledge of this aspect being learnt by students, a single word or words of a poor number wouldn’t be memorized, but a mountain of words would be. Another key of implementation of my hypothesis is how to enlighten students to build vocabulary using knowledge above. Finally, review of words committed to memory act as a necessary step, which is proved to be practical in terms of Ebbinghaus Forgetting Curve.
Key words: vocabulary; memory; forgetting curve
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Contents
1. Introduction 1 2. Problem 3. Problem analysis 3.1 Analytical method 1
2 2 3.2 Cause analysis 2 3.3 Questionnaire 3 4. Project Objectives 4 5. Project hypothesis 4 6. Project Rationale 7. Project Design 4 5 7.1 Description of subject 5 7.2 Teaching plan 6 7.2.1 Open Syllable with Silent E 6 7.2.2 Derivative 7 7.2.3 Revising Words: an Information-gap Crossword 7 8. Project Implementation and Data Analysis 8 9. Project Evaluation 10. Conclusion 9 10 Bibliography 11 Appendix
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1．Introduction
Since Sep. 2006 I’ve worked as an English teacher for more than three years. I was always faced with a class of students who are really smart, too many problems appearing in teaching as well. Although some students would come and share with me my unhappiness from teaching, it’s the low average of each paper test that really makes me confused. That is a very obvious hot potato to be tackled there, but I failed to manage to find any way. However, after the graduation of the last grade III, a new class turns up. I acquired a little such information on them as interest learning English. A lot of them are fond of English, feel it is hard to memorize new English words meanwhile, though.
2．Problem
I have a younger sister studying in Middle School in town. Once I asked her a question showing solicitude for her study: “What’s your favorite subject?” “Err, it could be Math.” It is what I’ve told than her hesitation to reply that lets me down. I could have given her some possibly useful advice on how to learn English if told utterance in confident voice “I like English. English is pretty interesting!” As English was my cup of tea of all the subjects while being a Mid-School students, I hope that she dose well as I did before, even better. Therefore, I command her to take out her English test paper for me. Surprised to see the bad marksshe’d got, I made more enquiries into her situation without intervals, and thus more information was expressed, which really made me in shock, perhaps you as well: the average of each test paper was not by no means up to 30 points, the atmosphere of the whole class was so lackluster that a few students tended to play truant, and it seemed to be one of the pet phrases of the students that English vocabulary is so hard to build.
The phenomenon stated above is not exceptional but appear general, which is also encountered in my practical English teaching that is one of tasks required on the point of my graduating from the Center Radio TV University.
Inquiring into the problems, we could point out that it is naturally a matter of writing, essentially a matter of new words learning, i.e. vocabulary building, when teachers examine students on test paper. Consequently, next, some tips experienced in my practical teaching shall converse with you as a reference and in hope to tackle you about difficulty in
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helping students increase their vocabulary.
3．Problem Analysis
3.1 Analytical method
HermanEbbinghaus(1850—
1909)was a German psycho-
logist who pioneered the ex- perimental study of memory. He issued his experimental reporter in 1885, that retention and forgetting are the function of time, and accordingly a
Graph 3.1
curve (seen on the left) was
depicted indicating that the speed of forgetting is much fast, yet proceeds to be slow. This curve is just so called Ebbinghaus Forgetting Curve as people know. It is a lot meaningful for students ’committing new words to memory to understand what the Forgetting Curve means. Observing this picture carefully, we’d be told that the horizontal axis in the drawing stands for time (days), the vertical one for the quantity of knowledge, and that forgetting is not irregular, whose procedure is not stable as mentioned above but speeds in the primary stage, when comes slow, stops eventually in quite a long time; Fast first, slow then could be summarized in short. In addition, we figure out that the account of something learnt in a day would be kept only 25 percent in brain, if not reviewed in time. Consequently, we have to review new information systematically and in time to make it more resistant to disruption or loss, as retention in memory is actually so that urgent for repetition. However, the pressure that teachers and students have to prepare for the state examinations, is so biggest that quite plenty of classroom teaching time is arranged to tests which are usually boring and uncreative. So, instead of asking students to revise the vocabulary units and then test them, review should be made communicative and enjoyable. 3.2 Cause analysis
Generally speaking, the local education is of a low level, English of that is especially evi- dent. A mass of teachers teaching English are just not professional, whose teaching
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