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1、1Analysis of teaching high school English vocabulary skillsPaper Keywords: English vocabulary teaching techniques Abstract: This paper follows the principles of English vocabulary teaching, teaching practice and exploration through a variety of effective vocabulary teaching methods to stimulate stud
2、ents interest and make them relaxed and happy mood quickly memorizing words and master them to improve the effectiveness of teaching junior high school English vocabulary. Vocabulary is the language of the three elements (voice, vocabulary, grammar, one is the language of construction materials. Wor
3、ds can not express our thoughts away, vocabulary is not rich, but also bound to affect the exchange of ideas, but in the current teaching process, the vocabulary of students the biggest stumbling block, vocabulary complexity, variability to enable students to stay away. Junior High School English te
4、aching three years learning about the vocabulary of more than two thousand large addition, the original meaning of English words have it, escape and meaning, 2usage with another complex relationship is indeed difficult for the students. So how to overcome this difficulty for students to master a cer
5、tain number of words has become an important task of teaching high school English one. After many years of teaching practice, I have a few words summed up the following teaching skills: First, the use of the pronunciation of letters and letter combinations rules, master the spelling of the word form
6、 English is phonetic, pronunciation and spelling of a word closely related. Although the word sound and form link is not entirely absolute and intuitive, but still there is a pattern through to the correct pronunciation of English words correctly spelling words related to beginners through a shortcu
7、t. English Approximately 70% of the words we can know the time - Spelling - memory of the organic unity, so in the teaching process, we should pay attention to the pronunciation of letters and letter combinations rules, inspire students to perceive speech and spelling organic 3link between, and the
8、timely use of mechanical memory to master the pronunciation of letters and letter combinations change, looking for word pronunciation rules. Second, the use of specific situations to teach the word, to enable students to master the pronunciation of words and semantics Bloom said: The success of fore
9、ign language teaching should be more in the creation of curricular contexts, so that students have the opportunity to have learned to use the language of materials. Context to teach the use of the word, is more like high school students a way, because it not only remember the word in isolation can b
10、e overcome easily forgotten defects, but also to train students the ability to make flexible use of the word, learn to use the word in communication, but also to stimulate their enthusiasm for learning English. For example: in the study and ask directions, I give them the creation of a scenario, a s
11、tudent really did not know, but another student gave him directions, so that they learned in the communication of knowledge, such as: Millie: Where can I buy some postcards, Simon? 4Simon: Go to the bookshop in the shopping mall in the Old Street. You will find a lot of postcards there. Millie: Can
12、you tell me how I can get to the shopping mall? Simon: Walk across the footbridge. Then walk along New Road until you see the traffic lights. Cross New Road, turn left at the corner and walk straight on. The shopping mall is on your left. You cannot miss it. Millie: Im going to buy ten postcards. I
13、will send some of them to my parents. Third, strengthen the word-building method to learn and master, to expand students vocabulary, looking for a shortcut word memory As students increase vocabulary, word formation analysis can be used to explain the meaning of new words. This approach allows stude
14、nts to understand the natural geographical meaning, knowledge and memory of words with word-building, but also can develop the ability of students to analyze the phenomenon of language. 51 using the same root method, such as taught care, after morphological analysis, students can be inferred careful
15、, careless, carefully, carelessly meaning. Links to free download http:/2. The use of analytical methods prefix, such as: teaching unhappy, unkind, the students have mastered the happy, kind, as long as they explain to the un-is no meaning, students can be inferred unimportant, ungrateful, unhelpful
16、 and so many similar adjectives mean. 3 using the method of analysis of the suffix, such as: -er/-or that people who take the initiative to implement, as long as the master wait, support, visit it can be inferred waiter, supporter, visitor meaning. 4 using the method of analysis of compound words, such as a sit in school and on the basis of room, students will be able to assume a natural sitting-room mean. Fourth, the English Interpretatio
