How to Effectively Set the Context of High School English Vocabulary Teaching

Compared with middle school students, high school students have already accumulated a certain amount of vocabulary, and are no longer so resistant to the learning of new vocabulary and new phrases. However, because teachers use a single boring vocabulary teaching mode, the classroom teaching atmosphere is dull, teaching efficiency is low, and students are not interested in learning vocabulary. Many high school students rely on "rote memorization" for vocabulary learning, which has the disadvantages of slow speed and low memorization efficiency, and students do not pay attention in class, resulting in less significant learning results. In order to create a harmonious, open, diverse and efficient vocabulary teaching mode, teachers need to break the traditional teaching mode and set up an innovative teaching mode, so as to stimulate students' interest in learning and improve the quality of classroom teaching.

I. Creating Specific Contexts

In the process of oral communication in English, students express their thoughts through sentences, and words are the key elements of sentences. Therefore, the purpose of students learning English words is not simply to memorize it or spell it, but to learn to use it. Teachers need to break the traditional methods of vocabulary teaching and use innovative teaching concepts to create teaching situations to achieve the purpose of stimulating students' interest in learning and improving teaching efficiency.

At present, most English teachers still use the traditional teaching mode, from beginning to end, they are all alone in explaining, and the students' main job is to record and listen, which leads to a dull and boring atmosphere in the classroom, and the students are not interested in the content of the teacher, which is not in line with the concept of the new standard at all. Based on this situation, teachers should change the traditional teaching mode, set up innovative teaching consciousness, create teaching situations to achieve the purpose of stimulating students' interest in learning and improving the efficiency of English learning. The so-called contextual teaching refers to the teacher in the actual teaching with the help of multimedia technology or a storyline and other forms, so that the students around the content of the teaching and discussion of the topic.

First of all, the task is to prepare a vocabulary-centered Daily

report of any content and genre, and the students can collect relevant real-time news, stories, or reviews of books of interest to the students on the computer, or they can write a short story about a topic of interest to them. Students are not forced to memorize all the content they have prepared, they can read it out from the script, but it is better to memorize and recite it in their minds to accumulate writing materials. For example, a student described the concert he listened to yesterday like this:

If your actions inspire others to dream more, learn more, do more and

become more, you are a leader. this album band is This album band is such a person. A world

of imagination, passion, fantasy, reflection. I must say that rather

shocked me...

The student then presents the new words that appeared in the Daily report on the board:

album band

Get in the Pita Bread Pit is the second full-length studio album by

Israeli punk band Useless ID, released in 1999.

inspire v. motivate; inspire Of course, blind optimism isn't a good thing, but optimistic leaders can inspire and motivate.

passion n.v passion; enthusiasm He has developed a consuming passion for chess.

shock v.shocked I was so shocked that I went numb.

Secondly, the teacher is

After the students finish the Daily

report, the teacher needs to play the role of a mentor and guide the students to learn from each other. At this time, the teacher's questions about the content of the Daily

report that the students have just stated is the key point to deepen the students' vocabulary memorization of the words. For example, "On his statement, do you have any

questions or suggestion?", students make a short comment on the teacher's question. For example, a student answered: The language of your

organization, the voices are very good, also very confident, I really

like. I look forward to your next

With the help of the Daily report teaching mode to create a teaching situation, is an important way to effectively stimulate students' interest in learning and improve teaching efficiency.

II. Vocabulary testing diversification

Vocabulary testing diversification requires teachers to give full play to their subjective initiative to create new vocabulary contexts: measure, valuable, doubt, local, consider, wooden, design, fancy, style, decorated, perception, select, and so on. At the same time, the teacher uses innovative means to stimulate students' cognitive motivation and make them acquire useful information in the text in a positive and active manner. After comprehending the lexical nature and usage of the words in the context, students can quickly memorize the vocabulary information and achieve the effect of vocabulary testing.M6U1Project

Unit 1 "Putting on an paly", in which the homework of Step

6 requires students to talk in class about a movie the students have seen. There is no doubt that it is very difficult to ask high school students to tell a complete movie in spoken English. Such a teaching requirement can be accomplished if cooperative groups are utilized. Teachers can divide the class into different groups, and the group members can be responsible for different teaching tasks with their own advantages, for example, some group members can be responsible for the selection of movie clips, some group members can be responsible for the translation of movie clips, and some group members can be responsible for the elaboration of the class. Meanwhile, the teaching tasks of Question, Analyse and Conclude are included in this section, which require students to analyze other students' narration of the movie in the class for any incorrect usage of grammar, vocabulary and so on. Teachers can likewise use cooperative groups in which other group members listen and take notes during the students' narrations, and then elaborate on the questions through group representatives. In this way, applying the teaching mode of cooperative group to the teaching of new textbooks, it can complete the extracurricular teaching tasks of the textbooks in an effective time, so that the advantages of teaching can help students to improve the ability of practical use of English, while cultivating cooperation and communication among students, and creating a good atmosphere for English teaching.

Three, conclusion

High school English vocabulary teaching mode has diversity, teachers in the teaching process need to establish a sense of innovative teaching, change the traditional single teaching method, create a specific contextual teaching mode, so as to achieve the purpose of enhancing the learning effect of students. Regardless of which method teachers use, they need to design a scientific, professional and systematic teaching policy and teaching program according to the actual situation of students' learning and teaching content, and give full play to the subjective initiative of students' learning, so as to achieve the purpose of stimulating students' interest in learning and improving the efficiency of teaching.