Some Tips Building English Vocabulary inWord下载.docx
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Some Tips Building English Vocabulary inWord下载.docx
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GuizhouProvinceRadio&
TVUniversity
Submittedon15thNov.2009
Infulfillmentofthecourse
PracticalProjectDesign
Acknowledgment
ThetutorofmyprojectisMr.LiAiguo.Mr.LiisateacherofpatienceduringmystudyinGuizhouprovinceRadio&
TVUniversity,whoseproperguidanceaccountsformysmoothcompletionofmyprojectontime.Consequently,heissupposedtobeappreciated
firstly.
Ialsofeelgratefultomycolleagues.EspeciallyChenYingyanandZhangZhibangofthemcomeupwithformequitealotofusefulsuchsuggestionsashowtoanalyze
problemsusingscientificmethodsofinvestigation.
Nomuchthankswouldbeexpressedadequatelytomystudents,whoareprettycuteandsmart.Becauseoftheiractiveparticipationintheprojectimplementation,I’vegotafewimportantteachingexperiencesthatwouldhelpmetackletheotherprobleminfuture
asastart.
Finally,beforetheprojectreporterisreadIreallywanttosay:
“Thankyoufromthebottomofmyheart!
”
摘要
长期以来,英语成为中学生最为头痛的科目之一,英语教师在不断地探索有效的教学方法试图提高英语教学质量。
英语作为一门语言,学习英语实际上是在学习英语词汇;
无论考试还是英语口语交际,都关联到词汇的积累与运用。
可是,中学英语词汇教学本身就是英语教学的难点之一,我们常常听到大部分学生诉苦,他们常常感叹单词记不住。
因此我将解决提高英语教学质量这一问题的切入点聚焦在如何教学英语词汇上。
我的假设是:
在英语教学中贯穿记忆单词的方法,重点以语音和构词法为教学基础。
根据英语本身的词汇特点,掌握了一部分有用的英语语音和构词法,识记的单词不是一个、一些,而是大量的。
实施假设的另一个重点是,教师引导学生如何用英语语音和构词法知识记忆单词,这是个关键。
最后,以单词复习作为牢记单词的要点,这一点以爱宾浩斯遗忘曲线作为理论得到了验证。
关键词:
词汇;
记忆;
遗忘曲线
Abstract
Asmid-schoolstudentsfeeldifficultinlearningEnglishsincebefore,EnglishteacherstrytoacquireeffectivemethodstoimproveEnglishteachingquality.Asalanguage,vocabularyislearntmainly,whoseaccumulationandapplicationarerelatedtoEnglishtestororalcommunication.However,Englishvocabularyseemstobequitehardtobuild,andmanystudentssaywithsighEnglishwordsaredifficulttocommittomemory.
Consequently,vocabularyteachingisfocusedontotackletheproblem.
Itishypothesizedthatwaystobuildvocabularyistaughtinthewholeteachingwithpronunciationandword-formationasfoundation.Knowledgeofthisaspectbeinglearntbystudents,asinglewordorwordsofapoornumberwouldn’tbememorized,butamountainofwordswouldbe.Anotherkeyofimplementationofmyhypothesisishowtoenlightenstudentstobuildvocabularyusingknowledgeabove.Finally,reviewofwordscommittedtomemoryactasanecessarystep,whichisprovedtobepracticalintermsofEbbinghaus
ForgettingCurve.
Keywords:
vocabulary;
memory;
forgettingcurve
Contents
1
2
3
4
5
6
7
8
9
10
11
1.Introduction
2.Problem
3.Problemanalysis
3.1Analyticalmethod
3.2Causeanalysis
3.3Questionnaire
4.ProjectObjectives
5.Projecthypothesis
6.ProjectRationale
7.ProjectDesign
7.1Descriptionofsubject
7.2Teachingplan
7.2.1OpenSyllablewithSilentE
7.2.2Derivative
7.2.3RevisingWords:
anInformation-gapCrossword
8.ProjectImplementationandDataAnalysis
9.ProjectEvaluation
10.ConclusionBibliography
Appendix
1.Introduction
SinceSep.2006I’veworkedasanEnglishteacherformorethanthreeyears.Iwasalwaysfacedwithaclassofstudentswhoarereallysmart,toomanyproblemsappearinginteachingaswell.Althoughsomestudentswouldcomeandsharewithmemyunhappinessfromteaching,it’sthelowaverageofeachpapertestthatreallymakesmeconfused.Thatisaveryobvioushotpotatotobetackledthere,butIfailedtomanagetofindanyway.However,afterthegraduationofthelastgradeIII,anewclassturnsup.IacquiredalittlesuchinformationonthemasinterestlearningEnglish.AlotofthemarefondofEnglish,feelitishardtomemorizenewEnglish
wordsmeanwhile,though.
2.Problem
IhaveayoungersisterstudyinginMiddleSchoolintown.OnceIaskedheraquestionshowingsolicitudeforherstudy:
“What’syourfavoritesubject?
”“Err,itcouldbeMath.”ItiswhatI’vetoldthanherhesitationtoreplythatletsmedown.IcouldhavegivenhersomepossiblyusefuladviceonhowtolearnEnglishiftoldutteranceinconfidentvoice“IlikeEnglish.Englishisprettyinteresting!
”AsEnglishwasmycupofteaofallthesubjectswhilebeingaMid-Schoolstudents,IhopethatshedosewellasIdidbefore,evenbetter.Therefore,IcommandhertotakeoutherEnglishtestpaperforme.Surprisedtoseethebadmarksshe’dgot,Imademoreenquiriesintohersituationwithoutintervals,andthusmoreinformationwasexpressed,whichreallymademeinshock,perhapsyouaswell:
theaverageofeachtestpaperwasnotbynomeansupto30points,theatmosphereofthewholeclasswassolacklusterthatafewstudentstendedtoplaytruant,anditseemedtobe
oneofthepetphrasesofthestudentsthatEnglishvocabularyissohardtobuild.
Thephenomenonstatedaboveisnotexceptionalbutappeargeneral,whichisalsoencounteredinmypracticalEnglishteachingthatisoneoftasksrequiredonthepointof
mygraduatingfromtheCenterRadioTVUniversity.
Inquiringintotheproblems,wecouldpointoutthatitisnaturallyamatterofwriting,essentiallyamatterofnewwordslearning,i.e.vocabularybuilding,whenteachersexaminestudentsontestpaper.Consequently,next,sometipsexperiencedinmypracticalteachingshallconversewithyouasareferenceandinhopetotackleyouaboutdifficultyin
helpingstudentsincreasetheirvocabulary.
3.ProblemAnalysis
3.1Analyticalmethod
Graph3.1
HermanEbbinghaus(1850—1909)wasaGermanpsycho-
logistwhopioneeredtheex-
perimentalstudyofmemory.Heissuedhisexperimentalreporterin1885,thatretentionandforgettingarethefunctionoftime,andaccordinglyacurve(seenontheleft)wasdepictedindicatingthatthespeedofforgettingismuchfast,yetproceedstobeslow.ThiscurveisjustsocalledEbbinghausForgettingCurveaspeopleknow.Itisalotmeaningfulforstudents’committingnewwordstomemorytounderstandwhattheForgettingCurvemeans.Observingthispicturecarefully,we’dbetoldthatthehorizontalaxisinthedrawingstandsfortime(days),theverticaloneforthequantityofknowledge,andthatforgettingisnotirregular,whoseprocedureisnotstableasmentionedabovebutspeedsintheprimarystage,whencomesslow,stopseventuallyinquitealongtime;
Fastfirst,slowthencouldbesummarizedinshort.Inaddition,wefigureoutthattheaccountofsomethinglearntinadaywouldbekeptonly25percentinbrain,ifnotreviewedintime.Consequently,wehavetoreviewnewinformationsystematicallyandintimetomakeitmoreresistanttodisruptionorloss,asretentioninmemoryisactuallysothaturgentforrepetition.
However,thepressurethatteachersandstudentshavetoprepareforthestateexaminations,issobiggestthatquiteplentyofclassroomteachingtimeisarrangedtotestswhichareusuallyboringanduncreative.So,insteadofaskingstudentstorevisethevocabularyunitsandthentestthem,reviewshouldbemadecommunicativeandenjoyable.
3.2Causeanalysis
Generallyspeaking,thelocaleducationisofalowlevel,Englishofthatisespeciallyevi-
dent.AmassofteachersteachingEnglisharejustnotprofessional,whoseteachingthoughtsaremuchtootraditionalandobsolete.Thisisoneofthecausesthatresultsina
poormarksofEnglishtestpaper.
Thesecondcausecouldbethefamilytutorialofmuchpity.Nearlyallthestudentsarefromcountryside,whoseparentsaresooriginalfarmersandbusywithfarmingalldaylongthattheyhavenotimeorenergytohelptheirkidswithhomeworkandgiveproperadviceonhowtostudyEnglish.Inaddition,evenifourstudentsweresupposedtosharetheirholidaytimethatcanbeusedtobeintouchofEnglish,theyarejustparticipatorsin
farmingwhichbringsthemtoomuchwearinesstoreadoncemore.
Undoubtedly,toimprovethequalityofEnglish,thereissuchastrongatmosphereasoralEnglishcommutationtobeunderconstructing.However,aswe’veseen,becausethe
studentsarelackofEnglishvocabulary,theirtalkingisofashortduration.
3.3Questionnaire
content
waysofquestioning
Feedback
attitude,evaluationinterestandofstudentsstudyingEnglish
questioning:
(1)“DoyoulikeEnglish?
”
(2)“DoyouthinkEnglishimportant”
ManystudentshaverealizedtheimportanceofEnglishstudy,andtheytaketherightattitude;
apartofthemfeelEnglishuninteresting
wayschoosedtoteachbyEnglishteachers,i.e.theteachingways
shareandevaluateEnglishlessonsgivenbytheothers;
talkwiththemaboutteachingexperience
Englishteachersfocusongrammarteaching,andvocabularyteachingisnotbeemphasized
methodstomemorizenewwords;
itsefficiency
wordsdictation
Waysofbuildingvocabularyarenotscientific,mainlybyspelling.Studentswhosemarksofdictationareabove60arefew.
Asstatedabove,inrecentyearstheEnglishteachersputemphasisongrammar.Thestudentsareaskedtocommitnewwordsintomemorystrictly,butthewaystheychoosetodoaremainlybyreadingorsimplespelling.Undersuchcircumstancethestudent
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