In this way, the child will not feel the frustration of being punished, and will be very motivated not to become a "pig head". By third grade students will learn some basic daily conversations and begin to write slightly longer words. You can play some games at this time. For example, if there are words in the word, if there are many children, the children can be divided into groups in the game, and then compete in the game, such as "Word Solitaire" and "Drumming and Passing Flowers" games. But in one-to-one teaching, this kind of game is not very realistic. At the very least, the number of people will not be enough. At this time, the teacher regards himself as the child's playmate and actively interacts with the child. For example, fill in the blanks. For example, write ba_a_, cr_b and many other words with missing letters on the blackboard. The student/teacher flips a coin, heads go to the teacher, tails go to the students (this is customizable). When a coin is thrown to the corresponding side, the corresponding person fills it. There are many ways to play this kind of game, just pay attention to a few points: to do activities that interest students, it does not matter whether the game itself is simple or not, but to think from the child's perspective; the game must be fair and equitable, children attach great importance to this On the other hand, this can also establish a positive image of the teacher as being trustworthy, and at the same time enhance the relationship with the children. Middle School Chapter In middle and high school, the vocabulary has definitely improved compared to the past, and there is pressure to enter higher education. Some students begin to complain that they cannot remember words, cannot read difficult articles, and slowly lose confidence in learning English well. . Therefore, at this time, in addition to imparting basic knowledge points, teachers also encourage students and teach them some effective learning methods. It is more about guiding students to learn by themselves and learn consciously. It is recommended that students improve their memory of English words from the following aspects. (The following content refers to the methods summarized by others) 1. Combination of mechanical memory and comprehension memory Some basic words and word formation methods in English are relatively fixed. For Chinese students, they must be memorized through mechanical memory. For example: Word formation memory: Use word formation methods to memorize words by analyzing root, prefix, suffix, derivation and synthesis. 1) Conversion words: a book—to book the ticket; to walk—to have a walk 2) Compound words: birth day=birthday; play ground=playground 3) Derivative words: prefix; like—dislike; usual—unusual; Suffixes: teach—teacher; art—artist; use—useful; Some words and sentences whose meanings change greatly, but are related to each other, can be completed through understanding and memory. Deepen the impression and enhance the effect by correctly understanding the original meaning, extended meaning and metaphorical meaning of the word. For example: second is "second", which comes from the ancient six-point method, minutes and seconds, which are two divisions, so second is also "second". By extension, it can also be understood as "auxiliary". This method is particularly suitable for words with multiple meanings. In addition, you can also rely on your understanding of the sentence in the article and memorize it along with its several part-of-speech transformations to deepen your impression. 2. Combination of logical memory and associative memory Logical memory is to summarize words that have rules to follow in terms of word formation, spelling, pronunciation, etc., and memorize words through the internal logical relationship of the word itself and the external logical relationship between words. . 1) Memorize several letters as one. Such as: "ight" light, right, fight, night, might, sight, tight 2) Old on the outside and new on the inside, such as: birdge "bridge" is seen as b ridge, ridge is "ridge"; sharp is seen as s harp, harp is "harp". 3) New on the outside and old on the inside, such as: cleave "cleave" is regarded as "c leave, tact; wit: regarded as t act. Associative memory is to associate words that are related in usage, meaning or collocation to memorize them together. Discover The correlation or internal connection between words. For example: 1) The association between sound and form, that is, remembering words according to the pronunciation rules. For example: bike, test, dog, 2) The association between form and meaning. For example: eye combines two words. e is seen as two eyes.Banana regards a as individual bananas. Bird regards b and d as two wings. 3) Onomatopoeia, associated with actual sounds, such as: gong, coo, coo. 3. Combine classification memory and comparative memory. To classify words, you can find a classification dictionary as a reference, such as: 1) Family and character names, such as: grandfather, grandmother, father, mother, husband, wife, man, woman , boy, girl 2) Occupations and positions, such as: engineer, manager, doctor, designer, clerk, teacher, professor 3) Household appliances, such as: chair, sofa,, table, desk, bed, quilt, radio, television, refrigerator 4) School education, such as: classroom, reading room, university, subject, examination. Comparative memory is to memorize factors with similar or relative pronunciation, shape, and meaning together, such as: 1. Comparative memory of pronunciation, such as: ha-- ha, hey--hey, ah--ah, bang--bang 2. Memory of phonetic rules such as: bus/cut/duck/dug, map/bag/bad/dad 3. Decomposition memory 1) Prefix: appear-disappear; clear—unclear; tell—retell; 2) Suffixes: visit—visitor; invent—invention; happy—happiness 3) Compound words: mother land = motherland; birth day = birthday 4. Word form comparison and memory 1) Appearance changes such as: a11-m, lot-not, bag-bad 2) Words within words such as: against—again, already—ready, tall—all 5. Word meaning comparison and memory 1) Synonyms such as; huge—large, nice-beautiful 2) Antonyms such as: small——big, long——short, above——below 3) Polysemy words such as: bank, back, light, like, book In addition, methods such as card memory, coherent memory, comprehensive memory, and passionate memory can also be used , guide students to try methods that suit them and improve the efficiency of vocabulary learning. A large vocabulary will be of great help in listening, speaking, reading and writing. Through a period of persistent scientific learning, you can definitely improve your English scores. Establish correct concepts of vocabulary learning. To learn vocabulary, you must use an excellent double-solution dictionary. The Australian-German Foreign Language Training Center once investigated the relationship between students' English proficiency and the use of double-read dictionaries, and found that students who use double-read dictionaries have better language skills, a good sense of language, and a higher passing rate in exams. Australia and Germany do not encourage students to memorize dictionaries because few people can memorize dictionaries. Aode requires and encourages students to check dictionaries frequently and even develop the habit of reading dictionaries every day. Aode also requires students to learn words in contextual scenes. As long as you accumulate it over time, your vocabulary will definitely increase. When learning words, pronunciation, parts of speech, word meanings, and examples cannot be ignored. Without correct pronunciation, there is no vocabulary learning. Therefore, when learning words, we encourage students to start by listening to the words. Aode's slogan is that if a word cannot be understood, it proves that the word has not been learned. In addition, we also believe that the most important thing in the vocabulary learning process is to learn how to use vocabulary. More important than the meaning of a word is how the word is used in context. Especially at the elementary and intermediate levels, whether you can use the words you have learned to create sentences, and whether you can master the meaning and usage of the word in context is the only way to detect whether you have mastered the word.

Aode encourages junior students to read simple readers and advanced students to read original novels. We do not encourage students to mechanically memorize words. Our proposition is: using a word once is better than mechanically memorizing it three times. Active, purposeful and meaningful use of words is the only way to learn and memorize words. English can only be learned by using English. There will definitely be many people around you telling you that they are memorizing words and have memorized the letter S. Australia and Germany oppose the use of various vocabulary manuals to recite words. Because the explanations in many vocabulary manuals are not accurate enough, it is easy for students to rely on and misunderstand. In addition, the relationship between words in English and Chinese is often a many-to-many relationship, and cannot be simply matched. Students who use vocabulary manuals to mechanically memorize words often only know one but not the other. Aode opposes students' eagerness for success when learning words. The learning of words is accumulated one by one. Aude believes that short-term word memory cannot make an essential leap in English learning. Aode encourages students to use scientific word learning and memory methods. These include: active association, extensive reading, utilizing knowledge of root words and affixes, and active use. To this end, we propose six methods for learning vocabulary: 1. Learn words through context. Read widely and extensively. Understand the meaning of words in sentences. 2. Learn with the help of phonetic materials with standard pronunciation. 3. Insist on using dual-interpretation dictionaries. 4. Master the relevant knowledge of root affixes. 5. Use the words you have learned. 6. Oppose rote memorization. Oppose memorizing word manuals. Vocabulary is the basic component of language. To cultivate language communication skills, you must master a certain amount of vocabulary. At the same time, vocabulary is the basis of English learning, and the amount of vocabulary is one of the most basic standards for measuring the level of English proficiency. Therefore, vocabulary learning always plays an important role in language teaching. How to quickly improve your English scores. First of all, to learn English well, the most important thing is to be interested. As the saying goes: Interest is the best teacher. We were taught English by a young teacher. His lectures were very interesting and he always let us give lectures and perform skits by ourselves. The vivid English teaching made me have a strong interest in English. Just being interested is not enough, we also need to know how to learn. Memorizing words is undoubtedly a very painful thing for many students. When I memorize words, I don't memorize them one by one in the word book. This can easily lead to boredom and forgetfulness. I drew a few memorizations on each page, it was very random. In normal times, we can make some small cards and write down things that are difficult to remember on them, and take them out to read when we have free time. Or we can put some cards by the bedside and read them a few times before going to bed every day. What is more effective is to have a word-guessing competition with classmates in the dormitory before going to bed. Each time everyone guesses the words they learned that day, so that they can be remembered firmly. Of course, the most important thing about memorizing vocabulary is to review it continuously. satellite--sat--tell--lit- e (sitting--speaking--igniting---launching satellite, general--gene--gene, general,---the general has the "gene" of the general) , balloon---ball--o--o-n, there is ball in the balloon, and oo, two balls, plus an exploding n,) The most important thing in learning English is not only the accumulation of vocabulary, but also the quality To solve the problem, the best way is to expand the negative vocabulary (that is, see and understand but not necessarily write and use) through extensive reading, so as to promote the accumulation of positive vocabulary (the four skills of listening, speaking, reading and writing). Memorizing a dictionary has some effects, but it must be consolidated by extensive reading. And memorizing a dictionary is very boring, and it is difficult to achieve without strong perseverance and perseverance. I heard that Wang Tongyi, who has mastered more than 10 foreign languages, learned by memorizing dictionaries, but after he memorized a dictionary, he worked hard to read reading materials one after another. Zhang Sizhong also emphasized focused word recognition, but relied on reading a large number of original works to consolidate it. . I myself have tried it in college or in daily teaching, and it has certain effects.

There are several other methods: 1: Combining sounds, shapes and meanings (separate words that are difficult to remember, find old words that you are familiar with, and associate them with their meanings) fortunately---for tun ate It is a blessing to have a meal of tun Of, restaurant----rest aur ant---eating ants in a restaurant AUR, appreciate---app reciate---appreciate and eat half an apple app-le received, flyover--fly fly over in. ． ． Go up --- overpass, damage dam dam age age -- old dam -- destroyed, manager --man age older people as managers, wrestling --w- rest--l -ing, w and l wrestling , fell to the ground to rest. ． ． ． ． 2: Homophony: ambluence ambulance---I can't die, pest pest--shoot it to death, boss---become a boss after getting a Ph.D. 3: Find the word within the word: reduce the memory unit discourage --dis -c- our- age, con-text, rebelling---re- bell-ing, flight---f-light, phenomenonon phe - no-men-on (no one) on phe "phenomenon" 4: Addition and subtraction letter association: compete----complete (competition---completion) count----account (calculate----as, regarded as), noun---announce (noun---announce), come---- Comedy (come---comedy), come---comera (come--camera) 5: Symmetry and balance: character---r-a-r (character balance), level, level, scale, scale, (more like a scale) madam (e) Crazy girl, tent--t--en--t, church--ch--ur-ch imagine the two chs as the top of the church tower, area --a re—a Vocabulary learning is the key to English learning The most basic part, whether it is listening, speaking, reading and writing, is inseparable from vocabulary. Hammer once said that if structure is the skeleton of language, then vocabulary is the most important organ and flesh and blood. It can be seen that how to effectively carry out vocabulary teaching is very important in our teaching. Regarding this issue discussed by experts, I believe this is the same feeling of everyone who has ever learned English. A student I teach now once said to me with emotion: "Teacher, in fact, learning English is mainly about learning words. If you know the words, you can know everything; if you don't know the words, you can't learn anything." Although it seems that what this student said is a bit too absolute, it also reflects this student's understanding of the importance of vocabulary learning from another perspective. However, with the replacement of teaching materials, the vocabulary has gradually increased, which has increased the difficulty of teaching and learning. As a teacher, I have been worrying about this matter. How to effectively carry out so many words? Teaching, how to make good choices, I found the answer through expert explanations: First, the vocabulary stipulated in the curriculum standards itself is higher than the vocabulary in the past syllabus; in addition, according to the requirements of the new curriculum, primary schools start from the third year of teaching. Learn foreign languages ??in every grade, so that by the time he graduates from elementary school or enters junior high school, his vocabulary will definitely be improved compared to the past. Therefore, according to the current curriculum requirements, junior high school graduation requires 1,600 words. This is one reason. Now all primary school students in the district can have English classes starting from the third grade, and they are all equipped with professional English teachers. In terms of teacher training, the district education committee has also spent a lot of manpower, material and financial resources on training.

English as a major subject appears in the curriculum for primary school students. The purpose is to enable them to reach a certain level of English when they graduate from primary school. Therefore, when they reach junior high school, their vocabulary will definitely be better than those who have not learned English in the past. The children are much older. After three years of primary school English teaching, I have seen this more clearly. The second reason is that the current ideas for compiling textbooks have changed somewhat from those in the past. We require that the content of English teaching materials, such as the selection of language materials, be as authentic and authentic as possible, and can arouse students' interest, etc. In order to achieve this, the materials we choose will definitely involve more vocabulary, and there will be more vocabulary of all kinds. Then the teachers will feel that the vocabulary in this textbook is everywhere, especially compared with past textbooks, we will I think there are more, because when we compiled textbooks in the past, we strictly controlled the vocabulary, how many vocabulary words in each volume, how many new words in each unit, etc., were all strictly controlled. In the past, it was believed that all vocabulary appearing in textbooks must be learned and mastered, and both teachers and students should pay attention to or learn it. There is still this way of thinking. Obviously this idea doesn't work now. Through the above explanations by experts, I understand that another reason for the increase in the vocabulary of textbooks is due to changes in the current thinking of writing textbooks. In order to make the selected content authentic, authentic, and arouse students' interest in learning English, some parts have been added. Students do not need to master the content, such as some uncommon names of people and places. They only need to tell students that they are personal names or place names. Moreover, in some reading articles, students must also learn to remove such obstacles themselves to prevent Causes reading difficulties. Since not all new words appearing in textbooks are taught, we are reminded that teachers should be flexible and students should also be flexible when learning. In particular, teachers must be good at guiding students correctly. In addition, teachers must consider flexibly the extent to which a word needs to be mastered. Even the mastery of key vocabulary is a matter of degree. Experts here deny the idea of ??teaching all the vocabulary in one class. In fact, in my opinion, it is possible to focus on word recognition, and I have been insisting on doing so. I feel that the effect is good, but it is necessary to make it clear that word recognition is done in this concentration. Of course, I can't cover everything, but simply choose one aspect to teach, because vocabulary is a combination of sound, form, meaning, and usage. I usually spend a class focusing on sound. , that is, as long as the students can read the phonetic symbols or words fluently in a class, the usage and writing are put into the process of learning new knowledge, so that the children can learn and memorize the word in a certain context. The writing and application of some nouns, especially some verbs, must be learned in sentence patterns or texts. Memorizing words in isolation will of course only achieve half the result with twice the result. After all, most of the vocabulary that appears in textbooks requires students to memorize, and the best memory is the perfect combination of sound, form, and meaning. If you can only read but not write, or you can only write but not use, None of them are truly mastered, so the teaching of words should be based on easy words first and then difficult ones, parts first and then the whole. The size of the vocabulary will directly determine the effect of students' English learning. Why we should strengthen vocabulary learning: 1. Linguist WILKINS has a famous saying: Without grammar, little information can be conveyed, but without vocabulary, nothing can be conveyed. 2. Continuously expanding the vocabulary is conducive to the improvement of language operation and communicative ability. The size of the vocabulary directly affects the level of students' listening, speaking, reading and writing abilities. 3. The size of vocabulary will also affect students’ confidence and interest in learning a language. Therefore, learning and mastering more vocabulary is the basis for learning a foreign language well. Many students complain that vocabulary is difficult to memorize and remember, and they forget it after reading it. It is difficult to remember it and use it. Kaiyu French experts said that mastering the skills to recognize vocabulary will definitely get twice the result with half the effort.

How to learn vocabulary? 1. Understand the rules of memory and use the body's own memory rules so that every vocabulary learning is no longer in vain; 2. Summarize the rules of vocabulary, learn the relationship between word pairs, master the vocabulary map, and draw inferences from one example to speed up the efficiency and effectiveness of vocabulary learning. Quantity; 3. To increase the frequency of use, the vocabulary you master is divided into passive vocabulary and active vocabulary. Only through more training can you have more active vocabulary. Liu Runqing, Beijing Foreign Studies University When I talk to English self-study students, One of the questions they often ask is, how to memorize audio effectively? Are there any tips for memorizing vocabulary? etc. In order to focus on answering these questions, I now answer several representative questions in the form of interviews as follows for learners’ reference. Question: What is the role of vocabulary learning in foreign language learning? Answer: Someone has said that the three major elements of language are pronunciation, vocabulary and grammar. Recently, some people have said that in addition to these three elements, knowledge and culture, that is, the connotation of language, should also be added. In terms of the form of language, it is good to say that pronunciation, vocabulary and grammar are the three major elements of language. There are a lot of sounds - language must first be spoken and have sounds. The writing thing didn’t appear until a few years later. Vocabulary is like the bricks used to build a building. No matter what kind of skyscraper, it is built with bricks one by one. Therefore, vocabulary is like the most basic building material of language and is indispensable. In terms of content, vocabulary is the carrier of the ideas and concepts we want to express. If the vocabulary is poor, many concepts cannot be expressed. For example, if you want to talk about the concept of "privacy", but you don't know the word privacy, it will take a long time for others to vaguely understand what you mean. Grammar is the method of choosing words to form sentences and arranging sentences into chapters, which is of course very important. The complex relationships between concepts must be expressed in a certain arrangement by creating vocabulary reports. This arrangement is not arbitrary, but follows rules. This "chapter" is grammar. In certain situations, vocabulary plays a key role. If the vocabulary is too small, expression will be severely limited. And if the vocabulary is large enough, others can understand it even if the grammar is not very standardized. A typical example is when two technicians are talking, both of them are not very good at foreign languages, but they have a lot of single vocabulary. A few words, coupled with gestures and physical objects in front of them, they can basically communicate. In other words, if you are familiar with a certain field of knowledge, the vocabulary itself can tell you half of the information. If there is not enough vocabulary, the communication function and the function of absorbing information will be limited. The importance of vocabulary can also be viewed from another perspective: foreign language teaching syllabuses and various language examination syllabuses use vocabulary as an important assessment goal and basis for propositions and material selection. For example, if the selected passage is required to contain no more than 5,000 common words, people can estimate the approximate difficulty level of the passage. When learning a foreign language, you must attach great importance to vocabulary accumulation, otherwise it will be a big mistake. But don’t exaggerate its role too much. Vocabulary alone cannot form a language, grammar is also required. In addition to the three elements, cultural literacy is also required. Q: How many elements does the vocabulary itself have? What to focus on? Answer: The vocabulary itself has three elements: sound, shape, and meaning: how to pronounce it, how to spell it, and what it means. For active words, there is also a use or collocation, that is, pronunciation, spelling, word meaning, and collocation. We only know the general shape and meaning of negative words, but we may not be able to speak them, write them, or use them. Some people like to learn "dumb" English, that is, they only practice reading and writing, but not listening and speaking. Strictly speaking, this cannot be regarded as learning a foreign language. The sound of language is very important. For any language, sound is primary. Before the creation of writing, there was the production of audio language. When a child learns his mother tongue, he first learns to speak, and then learns to write after going to school. Text is the record and extension of audio language. Sound, shape, and meaning are inseparable. Memorizing the three at the same time will definitely be beneficial to expanding the vocabulary. Just remember one of them, the memory clues are very limited, and the effect is naturally very poor. ask:? Are there any tips for memorizing vocabulary? Answer: There is no universal secret to learning English vocabulary. However, there are no rules to follow. There are following points that learners should try consciously.

First, beginners have a very small vocabulary. Each word is independent and fresh. There are no rules or word formation rules. At this time, they have to rely on memory. There is no reason. Don’t ask. For questions like why "table" is called "table", just remember it. When 700-1000 words are learned, learners themselves begin to pay attention to regular things. For example, most words ending in -ly are adverbs. This is the method of word formation. At this time, it is beneficial to consciously learn a little word formation (no more than knowing which prefixes and which suffixes are the most commonly used). Word formation is also referential, with rules and exceptions. However, once you understand some basic word formation methods, English word forms will no longer look like "the world is in chaos", but will have certain rules. Second, assault memory. If necessary, it is feasible to memorize a batch of vocabulary words suddenly. Within a few days, I forcibly memorized 80-120 words every day, pronunciation, spelling, and meaning. Repeat it every two hours and memorize it by force. This way, you can forget something quickly as quickly as you remember it. But don't worry, when you meet again, it will feel like you have known each other before, which will be better than being a "stranger". Sometimes a batch of vocabulary can be assaulted two or three times, and the forgetting rate becomes smaller and smaller. But please note that the words that are suddenly memorized are cognitive words at best, which are passive. Only the meaning of the word is known, and the spelling and usage may not be familiar. Learning any word involves learning to recognize it, and it takes a while to learn to use it. This is an inevitable process. Some cognitive vocabulary will never enter the stage of use. We have a similar situation when we study ancient Chinese. After studying more than a dozen ancient Chinese articles, we begin to be able to understand other similar ancient Chinese articles, but we ourselves cannot write articles in ancient Chinese, not just in vernacular. However, memorizing words suddenly is not the best way. It is okay to use it occasionally, but not frequently, and don’t only use this method. Because words rarely "stand alone," a word is always connected to other words. The Chinese word "jin" alone means "move forward, move in", but it can form 51 phrases, each with its own special meaning and usage, such as "jinshi", "jinshi", "jinshi", "jinshi", "jinshi", "jinshi", etc. "Carry", "Jinxiang", "Jinyan", etc. This is especially true of English vocabulary, which has a rather strict set of collocations (see below). Third, when learning vocabulary, you must learn it together with its collocations. Collocation means that a word is used with some words but not with other words. "Read a book" can only mean read a book, not see a book; "look at a friend" can mean see a friend, visit a friend, but not look at a friend. In fact, this kind of collocation can be divided into two types: one is grammatical collocation, and the other is lexical collocation. The previous examples are all word collocations. Inappropriate collocations are commonly referred to as "improper word choice".