How to teach vocabulary in junior high school English reading teaching

For students, improving reading comprehension is an important aspect of foreign language learning. Research shows that vocabulary knowledge is highly correlated with reading comprehension. Therefore, teachers must attach great importance to the teaching of vocabulary knowledge in classroom teaching. However, from the examination papers of the senior high school entrance examination in recent years, the proportion of English reading is increasing. Therefore, many students think that more time should be spent on solving the problem of reading comprehension. So as to relax the study of vocabulary. This makes many of our teachers quite confused, and some ignore vocabulary teaching. Therefore, they stick to the old vocabulary teaching methods and spend more time on developing reading ability and test-taking skills.

At present, the methods of vocabulary teaching in junior middle school English reading teaching are relatively simple, and repeated reading, spelling, dictation and doing exercises account for a large proportion. This simple and boring vocabulary teaching can help students to remember the words they have learned in the short term, but in the long run, it will definitely make students feel bored, thus affecting the whole English learning and the teaching effect will be greatly reduced. There are also many teachers who simply put vocabulary into pre-class teaching.

So, what is the situation of open reading class? After listening to many open reading classes inside and outside the school, the author found that teachers have their own unique skills in the arrangement of reading classes, and they are also trying their best to guide reading strategies. However, the treatment of vocabulary teaching, which is crucial in the classroom, seems to be somewhat consistent. Some teachers use some pictures or auxiliary teaching AIDS to teach new words, and some teachers introduce some new words in the introduction part and teach them in free conversation with students. Some teachers use vocabulary review, such as filling in the blanks with the first letter and matching words with their correct meanings. These teaching methods are lack of innovation, and students are easy to lack interest in the unchangeable mode, which also affects the teaching effect. In addition, it is not conducive to the sustainable development of students themselves.

Then, according to the current situation of reading class and the importance of vocabulary teaching, "innovation" has become a good medicine for vocabulary teaching in junior high school English reading class. The author once listened to a teacher's open class, and she broke the traditional teaching method in dealing with vocabulary: first set the situation for students and let them have an experience. The content of the activity is: How would you feel if you were blind? This leads to the new word disabled, so what is disabled? The students learned the new word deaf, and took sign language teaching for the deaf as the theme. Next, the teacher uses sign language while teaching. This method is relatively novel and students are very interested. In the process of reading words while doing sign language with teachers, they unconsciously learned these words and were impressed. Because of the teacher's innovation, the whole class is alive. It also makes the process of students' language acquisition relaxed and pleasant, and deepens their impression. Therefore, vocabulary teaching plays an important role in classroom teaching. If handled properly, not only can students firmly grasp the vocabulary they want to learn, but also other links can be carried out smoothly, thus making the whole classroom have a good atmosphere and a lively rhythm.

By reading various magazines and books, the author found two theoretical methods of English vocabulary teaching: direct vocabulary teaching and indirect vocabulary teaching. The so-called direct vocabulary teaching refers to explicitly taking vocabulary as the direct goal of teaching. Through the analysis, explanation and practice of pronunciation, morphology, semantics and usage of words, learners can master vocabulary. Indirect vocabulary teaching is a teaching method that instructs students to acquire vocabulary in other teaching tasks, such as listening, speaking, reading and writing, and it is also a by-product of communicative learning activities to maintain the smooth progress of activities. In reading teaching, teachers can consider combining these two methods, and reading teaching should include the following two aspects.

1. Choose some words for direct teaching.

The general principle of vocabulary selection is to choose words that are often used but not fully mastered by students and are related to the content and theme of reading articles. The content to be taught should include all aspects of vocabulary knowledge, such as spelling, pronunciation, syntax, relative word frequency, collocation, word restriction, word composition (word formation) and the relationship with other words. Through direct vocabulary teaching, students can understand all kinds of knowledge and relationships of words more clearly.

2. Teach some vocabulary learning strategies

Through direct vocabulary teaching, students' vocabulary is very limited. Teachers should guide students to use vocabulary learning strategies to read fluently in reading teaching, and accumulate and expand vocabulary through reading, such as (1) guiding students to guess the meaning of words by using context. This method can not only cultivate students' ability to guess words, but also promote the development of students' vocabulary knowledge. (2) Teaching students to use associative strategies to enlarge their vocabulary. Teachers can use associative strategies in pronunciation, word form and word meaning. In pronunciation, they can associate through the pronunciation rules of English words. You can also associate words in your mother tongue with sounds and images. In morphology, students can learn similar words by comparison. In terms of meaning, students can associate words through synonyms and antonyms, hyponymy, part and whole, grammar and so on. (3) Teachers can also guide students to systematize the words they have learned through association. Most words in English can be classified in a certain way. In a reading article, similar words are more likely to appear at the same time. Therefore, the association method is used to classify similar words.

On the basis of these methods, if we can innovate in English reading class in time, then reading class can achieve twice the result with half the effort.

According to the educational theory of the famous American writer and educator, Mr. Langhaber, vocabulary is the most important factor affecting understanding and application. Indeed, vocabulary is the most basic unit of language and the most important. It is impossible to master a language without mastering vocabulary skillfully. Whether a person grasps vocabulary directly affects his language expression ability and the richness and accuracy of thought expression. In this sense, mastering vocabulary represents the level of a foreign language.