Effects of vocabulary teaching of thinking.docVIP

Effects of vocabulary teaching of thinking How to enable students to grasp the outline of requirements at the secondary level vocabulary and a number of idioms and fixed with, and correctly is to understand its language the meaning of paragraph or discourse, in high school English teaching very important. As students at the junior secondary voice, grammar, listening, and speaking to lay a certain foundation, so in high school offered to the teaching of thinking as the core vocabulary model to drive Zhuzhong capacity (in particular, reading ability) it is feasible to increase the English vocabulary seems a one is kind of boring, and many students find difficult to remember them and grasp the more difficult and the law, resulting in “Left Behind” phenomenon, but in fact, if a teacher can be depending on the actual situation, using the law of choice of thinking teachings, to help students continue to enrich and flexible use of existing knowledge and experience, and strengthen the second signaling system to stimulate the students to achieve sufficient input, the students may form a word or word group of the ability of abstract thinking and feeling. 1. The creation of scenarios (situation) and Context (context) Contextualism is based on the presumption that one can derive meaning from or reduce it to observable context. The creation of situational or contextual language vocabulary acquisition, such as beautiful, when in school, you can think of handsome, ugly. Teachers to students to ask hypothetical: Because of her look, he loves her. Then teachers ask students to feedback: Is she beautiful or ugly? Students understand the emotional response with joy after the beautiful. Personal pronoun her teachers to transform into his, he transforms into a she, students answer handsome. Teachers if the students ask a hypothetical: In spite of her look, he loves her. Teachers if the students ask a hypothetical: In spite of her look, he loves her. Teachers ask questions ask