How to deal with vocabulary in high school English reading texts

I. The Problems of Vocabulary Teaching in Current High School Reading Classes

Vocabulary teaching is an important content throughout the whole secondary classroom teaching, and the effectiveness of vocabulary treatment directly affects the effect of reading. However, in the current teaching of high school English reading class, vocabulary teaching is relatively little, little attention or no use of appropriate teaching methods. By analyzing the data of more than 30 reading lessons in high school English, it was found that only two of them were directly involved in vocabulary teaching, which was not even 10% of the total.

Observations were made and it was found that the classroom teaching process basically consisted of the following links: lead-in-+pre-reading-reading-post reading.Almost all of the classes went directly to the reading session, and the whole Almost all of the classes go directly to reading, and the whole reading process basically does not involve vocabulary teaching. The textbook used in these classes is basically the Experimental Textbook of General High School Curriculum Standards of the Renminjiao Edition. From the "Vocabulary and idioms of each unit" in the back of the textbook, it can be seen that almost every reading material has more than 20 vocabulary words. In all of the reading classes that did not involve vocabulary instruction, the vocabulary was "processed" prior to the reading class. Twenty-five, or nearly 90%, of these were addressed in the "morning reading student preview": two, or 7%, were addressed in the "waning-up" of the first lesson. There was no treatment of l section, i.e., 3% of the cases "solved by the students themselves".

From the observations. Most of the teachers solved the vocabulary words through early reading. "There are several ways of solving vocabulary words in the morning reading: first, the teacher or the recorded material leads the reading and corrects the pronunciation. Then students read and memorize the words by themselves, which accounted for 71%; secondly, students try to read by themselves first, then the teacher or the recorded material leads them to read and correct the pronunciation, then students read and memorize the words by themselves, which accounted for ll%. Thirdly, the teacher led the reading and explained some of the words, accounting for 4%; fourthly, there were students who previewed the words completely by themselves. Accounting for 14%.

So how effective is the first method, which accounts for 71% of the students, students reading on their own to master the vocabulary? We did the following experiment in two classes of the first year of high school in a school. The textbook for the experiment is the Humanist version of the Experimental Textbook of General High School Curriculum Standards, English Compulsory Book 1, Unit 4, reading: A Night the Earth Didn't Sleep. The vocabulary list at the end of the class involves 35 vocabulary words*** in the reading article, including three words with triangular symbols (the triangular symbols indicate that the words are not The three words with triangular symbols are) The three words with triangular symbols are: crack, survivor, and miner, which are actually high-frequency words. The school's morning reading is 20 minutes long. At the beginning of the morning reading, the teacher led the reading once, and then the students previewed and memorized on their own. Throughout the 20 minutes of morning reading, the teacher was in the classroom observing to ensure the quality of students' independent learning. 2 hours later, in the English class, the 35 vocabulary words were dictated. Dictation was done by the teacher reading the English words and asking the students to write the English words and note the Chinese word meanings. There were 96 students in the two classes***.

II. Effective Strategies for Vocabulary Teaching in Reading Classes

So, how can teachers combine vocabulary teaching and reading teaching scientifically and rationally in reading teaching? Teachers can infiltrate the vocabulary teaching in the three stages of reading teaching: that is, pre-reading perception, reading comprehension and post-reading use, so as to achieve the combination of reading materials to make the students really master and consolidate the vocabulary of the teaching objectives.

1. Pre-reading perception stage: presenting the target vocabulary at the right time Teachers can create a certain scenario in this part of the process, introduce new vocabulary, and explain and lead the reading. In this way of presenting the vocabulary before reading, and explaining and reading, the students will pay more attention to the relevant vocabulary, and the effect of vocabulary teaching is relatively good.

2. Reading comprehension stage: designing flexible vocabulary teaching methods and guiding students to use vocabulary learning strategies. Students will inevitably encounter vocabulary in the reading process. If you are looking for a dictionary when you encounter a new word, you will be interrupted in your reading. Therefore, teachers must pay attention to cultivating students' ability to guess words according to the context of the words. However, in fact, most teachers seldom deal with related vocabulary in the stage of comprehension in reading. Then, the author suggests that at this stage teachers can skillfully design questions to direct students' attention to related vocabulary, and then apply the following effective vocabulary teaching methods.

(1) Contextual comprehension method. "If vocabulary teaching is carried out out out of context, even if students memorize the forms and meanings of vocabulary, it is difficult for them to apply them in actual communicative activities, therefore, vocabulary teaching should be integrated into the teaching of sentences and parts of speech, so as to make the words not separate from the sentences and the sentences not separate from the parts of speech" (Wei Hengjian, 2007).

(2) Use of word formation. The word formation methods usually include derivation, transformation and synthesis.

(3) English-English paraphrase. Teachers should use English as much as possible in reading teaching, which can be explained through near-synonyms, antonyms or English statements to cultivate students' habit of thinking and expressing in English.

(4) Learn to use the dictionary correctly. For the vocabulary that you really can't guess, go to the dictionary. The example sentences in the dictionary provide the necessary and most common contexts for the interpretation of vocabulary. Consulting the dictionary should be read carefully, which is conducive to understanding, memorizing and using vocabulary correctly.

3. Post-reading use stage: Design authentic communicative tasks to provide students with opportunities to use vocabulary. For example, after learning Module 1Unit 4 Earthquakes, the following kinds of exercises can be designed:

(1) Finish the sentences. So that the students can use the new vocabulary they have learned, feel a sense of accomplishment inside, and experience the fun of using vocabulary in sentences.

(2) Fill in the blanks. Teachers can select the key words in the text, and then rewrite the content of the text, and then set a blank on the rewritten text to test the key words learned, so that students can not only further comprehend the meaning and usage of the new vocabulary in the context, but also deepen their understanding of the content of the text.

(3) Retelling of the text. Retelling the text can help students understand the content of the text, familiarize themselves with the relevant vocabulary, and also improve their oral and written expression. In order to make the retelling of the text go smoothly, the teacher can list the key words and outlines learned on the blackboard, or show pictures and charts, etc., so that the students can enrich the content; or sometimes ask a big question, sometimes ask a few small questions about the details, and ask the students to retell orally according to the questions, and then retell them in writing. In this way, not only can we check the students' pronunciation and the use of related vocabulary, but also their ability to use it in writing. (4) Combining inside and outside the classroom. Vocabulary mastery is not enough to study the text alone, but needs to be further consolidated by reading books outside the classroom. Reading books outside the classroom can expose students to a large number of useful vocabulary reproduced, but also gives students the opportunity to use existing vocabulary learning strategies to link vocabulary and known vocabulary. Teachers should instruct students to read as many original English books as possible to increase the amount of information they receive in English and enable them to master as much English vocabulary as possible. Reading teaching is the most important part of high school English teaching, and vocabulary is an indispensable part of reading comprehension. Only by combining the articles and vocabulary and language point learning scientifically and rationally can we drive vocabulary with reading and promote reading with vocabulary, so that it is easier to get a win-win situation of reading and vocabulary and really improve students' English ability.