AStudyonEnglishVocabularyTeachingStrategiesinPrimarySchools淺談小學(xué)英語(yǔ)詞匯教學(xué)策略IAStudyonEnglishVocabularyTeachingStrategiesinPrimarySchoolsIntroductionVocabularyteachingplayanimportantroleinprimaryschoolEnglishclassroom.ThelinguistWilkinspointedoutthatnolanguagecangoonwithoutvocabulary.Meanwhile,Linguistshavefoundthatthenumberofwordstherearefoundtothecorrectrateofreadingquestoins.Thatistosay,themorewordsyouremember,theeasierthecorrectly.Atthisstageofpupils,students’maintaskinEnglishlearningistolayagoodfoundation,becauseonlywhenthefoundationisstrongenough,cantheystudydeeply.Therefore,primaryschoolEnglishteachersshouldfocusonvocabularyteachingandexplainvocabularywithprofessionalknowledgeandhumorouslanguage.Theauthorthinksthatteachershavetheirownuniqueteachingcharm,whichisveryattractivetostudents.Andusehispersonalcharmtoattractstudentstolearnvocabulary,improvetheeffectofmemorizingvocabulary.Firstly,afterconsultingandsortingouttheliterature,theauthorsummarizestheviewsofscholarsathomeandabroadonvocabularyteaching,thusreflectingtheimportanceandnecessityofvocabularyteaching.Secondly,throughthereviewandobservation,thepresentsituationandexistingproblemsofvocabularyteaching,thusreflectingtheimportanceandnecessity.Thisisthetopictheyneedtocontinuetolearn.Afterreviewingandobservingtheliterature,theauthorfindsouttheproblemsinthetraditionalvocabularyteachingclassroomandtheproblemsinthevocabularyteachingbetweenteachersandstudents,andsummarizesthem.Ithastobeexplainedthatthepresentsituationandproblemsofvocabularyteachingarethebasisofprogressivevocabularyteachingstrategies,becausetheycanbeperfectedaccordingtotheexistingproblems.Thethirdpartisalsothemostimportantpartofthearticle.Theauthorrecordedtheclassroomobservationoftwoexperiencedteachersanduseditasacasestudytofindandsummarizetheadvantagesanddisadvantagesbetweenthemandthecommonpointsoftheirvocabularyteaching.Althoughthissmallsurveycan’tfullypresentthevocabularyteachingstrategiesofallteachers,itstillhassomereferencevalue.Finally,intheendofthispaper,wegetarelativelyreasonablevocabularyteachingstrategyforprimaryschoolstudents.LiteratureReview1.1AreviewofvocabularyteachingstrategiesathomeandabroadTherearedifferentopinionsonvocabularyteachingathomeandabroad.Andtheyfocusonvocabularyteachingandputforwardmanysuggestions.1.1.1ResearchonvocabularyteachingstrategiesinchinaForvocabularyteaching,HongMei,aChinesescholar,pointedoutinherarticle“EnglishVocabularyTeachingStrategiesforPrimarySchools”,thatweshouldbaseourselvesonthereversalofEnglishclasses,notjusttheteacher’sexplanation,butalsothestudents’participation.Andthroughrichandinterestinggamestostimulatepupils’interestinEnglishlearning,soastomakestudentsmoreeffectiveandefficientintheprocessofEnglishlearning.Atthesametime,theauthorZouXiaolanholdsthesameview.Inherarticle“OnEnglishVocabularyTeachingStrategiesandSpecificMeansinPrimarySchools”,shealsoproposesthatweshoulduseavarietyofinterestinggamestomobilizetheclassroomlearningatmosphere,attracttheattentionofprimaryschoolstudents,makevocabularyteachingfulloffun,andstudentscanactivelylearnEnglishwords.Inaddition,YangXianyan,aChinesescholar,hasalsomadeanin-depthstudyofvocabularyteachingstrategies,shealsoputsforwardherownsuggestionsinthearticle“AStudyofVocabularyTeachingStrategiesinPrimarySchoolEnglish”.Firstofall,shebelievesthatinvocabularyteachingclassesinourcountrytoday,teachersoftenignorethedifferencesbetweeneasternandWesternculturalconnotations.Thepowerofhabitisverypowerful.Itenablesustothinkaccordingtoourpreviousinertia.BecauseChineseisourmothertongue,Englishisaforeignlanguageforstudents,theycannotthinkinEnglishmodeofthinking,ofteninfluencedbytheirmothertongue.However,inEnglishlearning,itisnotdifficulttofindthattherearedifferencesbetweenChineseandWesternculturalconnotationsofsomewords,whichcannotbeunderstoodaccordingtothemeaningofChinese.Therefore,shesuggeststhatinvocabularyteaching,teachersshouldpayattentiontotheculturalconnotation,andusevariedmethodstoexplain,soastoexplainmorethoroughly.1.1.2AstudyofvocabularyteachingstrategiesabroadVocabularylearningisaveryimportantfactorforWesternscholars.Becausewithoutvocabulary,therewillbenoefficiencyinEnglishteaching.Forvocabularyteaching,hepointedoutthatinordertomakestudentsmasterawordcompletely,theymustteachstudentsspelling,pronunciation,meaning,collocation,grammaticalform,andguidestudentstoassociatenewwordswithwordstheyhavelearned,anduseassociativememorytomemorizewords.InthebookVocabulary,SemanticsandLinguisticsEducation,theauthortalksabouttheteachingstrategiesofvocabulary.Hepointsoutthatvocabularyteachingneedsteacherstoclarifytheirideas,constructtheirownteachingframeworktocarryoutvocabularyteachinginaplannedway,andclarifythekeyanddifficultpoints.Manywesternscholarsholddifferentviewsonvocabularyteaching.DirectTeachingMethod,someEuropeanandAmericanscholarsbelievethatteachersoftenusetheirmothertonguetoexplainthemeaningofaword,whichresultsinstudent’understandingofthemeaningofawordbeinginfluencedbytheirmothertongue.Therefore,theybelievethatusingdirectteachingmethodtocreatealanguageenvironment,fromthebeginningoflanguagelearningtogivestudentsanauthenticlanguageenvironment,isverybeneficialfortheuseofvocabulary.TheTotalPhysicalResponseMethod,thewholebodyreactionmethodwasfoundedbyAmericanpsychologistAsherinthe1960s.Histheoryisalsoapplicabletovocabularyteaching.Hebelievesthatstudents’vocabularylearningshouldfirsthaveacertainlisteningfoundation,andthencombineslanguagesensewithbodyreaction,sothatstudentscanunderstandtheabstractmeaningofwords.CommunityLanguageLearning,CommunityLanguageLearning(CLL)isacooperativeapproachthatenablesstudentstoformasenseofteamwork,encourageandsuperviseeachothertolearn,andcorrecttheirmisunderstandingsthroughcontinuouscommunicationwithothers.Thisteachingmethodallowsteacherstospendmoretimeexplainingkeyanddifficultknowledge.1.2ThesignificanceofvocabularyinEnglishlearningVocabularyislikeabigmountainandEnglishlearningislikethesceneryinthedistance,andyoucan’tseethebeautifulscenerybeyondthemountain.Therefore,inordertolearnEnglishwell,itisnecessarytograspalotofvocabulary.AndvocabularylearningshouldbethefocusofEnglishlearning.Especiallyforpupils,asthenewlearnerswhohavejustcomeintocontactwithEnglish,itismuchmoreimportanttolearnvocabularywellthantolearncomplexgrammaticalstructureswell.Fromthiswecanseethatvocabularyteachingisveryimportant,becausestudentsinvocabularylearningiscloselyrelatedtoteachersteachingmethods.ProblemsexistingincurrentEnglishvocabularycourseMisunderstandingsintraditionalvocabularyteachingAsfarasweknow,traditionalvocabularyteachingfocusesmoreontheteachingofgrammaticalstructureandignoresvocabularyteaching.Inorderforteachertomeettherequirementsoftheschoolcurriculum,aswellasstudentstocopewiththetest,grammarstructurehasbecomethefocusofteaching.However,theteachingofvocabularyonlyfocusesonexplainingthemeaningofwordsandreadaftertheteacher.Astimepasses,thetraditionalvocabularyclassgraduallyevolvedintoasingleandmechanicalteachingmodeinwhichteachersexplainedthemeaningofwordsandreadthemaloudandstudentsfollowedandmemorizedthewords.Especiallyforelementaryschoolstudents,becausetheydonothavetheirownindependentideasandopinions,theyareinarelativelyeasystagetoacceptnewthings.Aslongasteacherstellthemtheimportanceofvocabularyandhaveteachingstrategiestoattractthem,vocabularylearningshouldnotbetooproblematic.Butitisobviousthatthetraditionalvocabularyteachingclassisrelativelyboring.Problemsofteachersinvocabularyteaching2.2.1SingleteachingmodeThepupilsareinastateofinattention,forthem,testsneedtobedesignedanddevelopedtomaketheclassmoreinteresting.However,invocabularyteaching,manyteachersfailstoadoptdiversifiedvocabularyteachingmethodaccordingtothephysicalandmentaldevelopmentrulesandthinkingpatternsofprimaryschoolstudents.Theteachingmethodisverysimple,whichislimitedtowritingthewordsontheblackboard,explainingthemeaningofthewordsandreadthemaloud.Thisteachingmethodwillmakestudentsfeelboring,andmakethemtiredofEnglishlearningandunabletoattractstudentstolearnEnglish,whichfinallyleadtounsatisfactoryabsorptioneffectforstudents.2.2.2LackingofconnectionbetweenwordsDuetothedesignofmanytextbooks,theunitsarenotcloselyconnected,textbooksareclassifiedinmodules.Therefore,sometimes,accordingtothesequenceofteachingmaterials,knowledgeisnotestablishedcontact.Inaddition,fortheknowledgethatwehavelearned,wecannotreviewandconsolidate.Invocabularyteaching,manyteachersexplainthevocabularyofeachunitseparately,andthevocabularyisscattered,withoutestablishingconnectionsbetweenwordsorexpandingword.Forexample,theword“fruit”,whentheteacherwantstotellthestudentsthemeaningoffruit,youcangiveanexampletosaythattheappleandbananathatweusuallyeatisakindoffruit.Oryoucanaskstudents,“What’syourfavoritefruit?”Suchassociativememorymethodismoreconducivetostudents’memoryofword.2.2.3TeachingisnotcomprehensiveManyteachersdonotincludevocabularyteachingintheimportantteachinglinksofthesyllabus,sovocabularyteachingisnotcomprehensive.Sothatstudentsonlyknowthegeneralmeaningofvocabulary,butnottheextendedmeaningofwordsindifferentcontexts.Forexample,inthesentence“Helaydownforarest”,theword“l(fā)ie”meanstolayorlain,butinthesentence“heliedabouthisage”,theword“l(fā)ie”means“l(fā)ied”.2.2.4CopyingwordasaformofpunishmentManyEnglishteachersoftenpunishstudentsforcopingwordswhentheymakemistakes.Theythinkitisagoodwaytokilltwobirdswithonestone,teachersbelievethatitisagoodwayforstudentstomemorizewordsbypunishment,whichcanhelpthemreflectonmistakesandlearnwords.However,theyignorethefactdoingsowillleadtostudents’boredomandrejectionofwordleaning.Anditwillkillstudent’interestinEnglishlearning,itwillaffectstudents’vocabularylearninginthefuture.2.3Problemsofstudentsinvocabularylearning2.3.1PoorlearningautonomyAlargenumberofstudentsneedtobeunderthesupervisionandrequirementsoftheexaminationtostudy,forlearningisusuallyinaverypassivestate.Vocabularylearningisalong-termprocess,whichrequiresstudentstoreviewandaccumulateconstantly.Becausethepersonhasacycletothememoryofthing,ifdonotreviewapplyforlong,canforgetcompletely.Theteachersneedtopayattentiontoeachstudent’slearning,butstudentsonlyneedtopayattentiontotheirownlearning.2.3.2SinglelearningmethodManystudentsmemorizewordsbyreadingafterthemandcopyingthemoverandoveronscratchpaper,itisundeniablethatthismethodiseffectivetoalargeextent,butitmakethebrainextremelytiredandthememorycycleisshot.Infact,wecanlearnwordsinavarietyofways.Forexample,IlikeTaylorSwiftverymuch.Ithinksheisbeautifulandsingsverywell.Ifeelhappytolistentohersongs.SoIoftenlearnnewwordsbylisteningtohersongs.Ofcourse,itisnotenoughtolearnEnglishonlybylisteningtosongs.IoftentaketimetowatchAmericandramas.ResearchmethodPurposeofthecasestudyAimingatthetopicofvocabulary,theauthorchosesDanzhouNo.3primaryschoolinHainanprovinceforclassroomobservation.Thereasonsforchoosingthisschoolasanobjectofobservationareverysimple.Onaonehand,thisprimaryschoolisakeyprimaryinthecity.Althoughitisnotpossibletogeneralizetheteachingmodeofallprimaryschoolsthroughoneschool,theteachingmodeofthecentralschoolcanserveasatypicalresearchobject.Ontheotherhand,thisprimaryschoolismyAlmamater,andIamfamiliarwithitspreviousteachingmodel.AndtheauthorcanobservetheEnglishclasstodayandcompareitwiththetraditionalvocabularyclass.Finally,theauthorchosestwoexperiencedEnglishteachersinthethirdgradeforobservation,andtheirclasseswillbeanalyzedascases.AndFocusonthevocabularyteacherlink,andthenitsummarizeswhattheirvocabularyteachingstrategiesareworthlearningfromandwhatneedstobeprogressivelyimproved.ProcedureoftheStudyThecaseoneThefollowingchartistherecordofthelessonextractTable1Teachingaid:theteacherpreparedcardsofdifferentcolorsandahand-drawrainbowTeachingprocess:1.theteacherposterahand-drawdrawingoftherainbowontheblackboardT:What’sthis?T:verygood,itisrainbow.T:whocantellhowmanycolorsthereareinrainbow,anyvolunteer?S:sevencolorsT:Ok,todaywewilllearnnewlessonaboutthewordofcolor.2.redwhitebluegreenpurpleorangeyellow3.Audiofrequencyandtheteacherreadthesewordsonceandthestudentsreadthemaftertheteacherthreetimes4.T:What’syourfavoritecolor?S:redT:Okandyoucansay“myfavoritecolorisred.”5.Practice（multimediadisplay）1.Picturesofapples2.thepictureofgrapeA. redB.greenA.blueB.purple6.HomeworkAfterclass,askyourparentswhatcolortheylikebest.ThecasetwoThefollowingchartisarecordofthesecondlessonextractTable2Teachingaims:knowthecountryandlearnitsnameTeachingprocess:1.TheteacherLeadthestudentstoreviewwhattheylearnedlastlessonabout"What'syourname?"Knowledgepointsofthislesson2.T:Lastclasswemettwonewfriends.Doyourememberwheretheycamefrom?T：Yes,ZhangPengandAmy.A：ZhangPeng,whereareyoufrom?B:IamfromShandong.A:Whereareyoufrom,Amy?Oh,IcomefromtheUK.3.ThroughmultimediadisplayofthenationalflagsofchinaandBritain,studentscanmatchthenationalnamewithnationalnamewithnationalflag.T:TheBritishflagisverysimilartotheChinesecharacter“米”,maybeyoucantrytodrawafterclass4.Enhancingthememoryoflearnedwordsthroughnationalfamousbuilding T：WeallknowthereisafamousscenicspotinChina,thatistheGreatwall，andmanyforeignfriendscametovisit.5.ExplainwordsbylinkingthemtosimilarwordsT：Ok,Mike,whereareyoufrom?IcomefromCanadaOk,CanadaT：ThewordCanadaissimilartoananimalword,whichoneisit?T:Yes,theyarepandaandCanada.AndifwegotoCanada,wecangototheCNTowerT：OK，Sarah,whereareyoufrom?Ok,theSarahcomesfromtheUSA1.Teachingstudentshowtowritenationalnames（Abbreviationsofcountrynamesneedcapitalization）theUKtheUSACanadaChinaPractice(Practicevocabularybypracticing)SarahisfromtheUSAA.AmericanFlagPicturesB.ChinaFlagPicturesMikeisfromCanadaA.ChinaFlagPicturesB.CanadaFlagPicturesAmyisfromtheUKChinaFlagPicturesB.AmericanFlagPicturesZhangPengisfromchinaA.ChinaFlagPicturesB.ChinaFlagPictures7.HomeworkTrytodrawthenationalflagwearelearningtodayandshareitwithusnextclass.CasesanalysisVocabularyteachingstrategiesincaseoneFirstofall,Mr.Huplayedthesong“AppleSong”throughmultimedia.Afterthesongwasplayed,itwasobviousthattheclassroomatmospherewasfullymobilized.Thestudentshummedalongwiththemusicandlookedforwardtotoday’sEnglishclassverymuch.Andtheteacheruseteachingaidstoturnabstractknowledgeintoconcrete,makingiteasierforstudentstoaccept.Theteacherdidnotexplainthewordstiffly,butonlyintroducednewKnowledgepointsafterfullclassintroduction.Besides,practicethewordthroughinteractivegames.Ithinkthisisagoodmethod.Becauseitcannotonlygettoknowstudentsbetter,butalsobebeneficialtovocabularylearninginclass.Atlast,practicethewordsbypracticingthesentencepatterns.Inordertoletthestudentslearnthepronunciationofwords,shedownloadedtheaudioofthewordsinthislesson,letthestudentslistentothem,andwriteoutthephoneticsymbolsofthewords,andtellthestudentshowtospellthem.Ingeneral,theteacher’sthinkingisveryclear;theteachingfocusisalsoveryprominent.Mr.Huisaverygentleteacher,butsheisverydignifiedintheclassroom.Shehasbeenteachinginprimaryschoolformanyyears,presumablyshehasmanywaystodealwithpupils.Thedisciplineofthewholeclassroomisverygood,andtheabilitytocontroltheclassroomisamazing.Buttherearestillsomeshortcomings.Forexample,thereisalackofgamesinclasstomakeitmoreinteresting.Teacherspaytoomuchattentiontoexplainingthesentencepatternsofinquiringaboutcolorandneglectthespecificteachingofnewcolorwords.VocabularyteachingstrategiesincasetwoFromtheknowledgethathaslearnedledtonewknowledgepoints,bothreviewstoconsolidatethevocabulary,andeasyforstudentstoacceptthenewknowledge.Theteachingthoughtisveryclear,andusesthepictureteachingtomaketheclassroommorevivid.Andtheteacherexpandedthevocabularyappropriatelywhenexplainingthewords.Theteachermadeconnectionsbetweensimilarwords.Forexample,theword“Canada”andtheword“pandas”.TheadvantageisthatwhenstudentsmemorizethewordCanada,theyalsoassociatethewordpanda.Notonlydoesitimpressyourbrain,butit'salsoeasier.Inaddition,theteacheranalyzedtheshapesofthepatternsanddrawstickfigurestohelpstudentsdistinguishthenationalflagsoastomasterthenameofthecountry.Teachersdesignteachinglinksforvocabulary,eachstepiscohesive;thevocabularyteachingprinciplesarealsofromsimpletodifficult.Amongthem,whatattractedmemostinthisclasswasthattheteacherreaditoutsmoothlyhenthemultimediaaudiocouldnotbeplayed,andthepronunciationandintonationwereverypleasanttohear.Andtheteachercarefullynoticedtheproblemofwritingwords,sotheteacherdesignedalinktoteachstudentstowritenationalnames.However,theteachingclassroomisstillnotactiveenough,andthereisstillsomedistancefromtheenergeticelementaryschoolclassroomthatmypsychologyexpects.CommonproblemsconcerningthetwocasesAfterwatchingthetwoteacher’sclasses,IfoundthattheywerebothveryfluentinoralEnglishandaccurateinpronunciation.Becausethetwoteachersareallexperiencedteacherswithclearteachingideasandstrongabilitytocontroltheclass.Bothteachersusemultimediareasonablytoexplainvocabulary,makingiteasierforstudentstounderstandwordthroughpictures.Atthesametime,theypracticethewordsthattheyhavelearnedbyrepeatingthesentences,helpingthemtomemorizethewordsfasterandknowhowtousethem.However,bothclassroomcasesofvocabularyteachingareshortofinteractivegames,andthereislackofcommunicationbetweenteachersandstudents.However,theyallpracticevocabularythroughexercises,sothatstudentscanunderstandvocabularymoredeeply.AfterobservingtheclassesoftwoexperiencedteachersinDanzhouNo.3PrimarySchool,Ifindthattherearemanysimilaritiesintheirvocabularyteachingstrategies,andthesesimilaritiescanmoreorlessreflecttheminorproblemsintoday’svocabularyteachingclasses.thatis,inourEnglishclassroomtoday,theteacher’steachingideasarecorrect,butgivemethefeelingthattoomuchtimetocatchupwiththeteachingprogressandneglectthevocabularyteaching.Classroomisnotinterestingenough;vocabularyexpansionisnotcomprehensive,lackofinterestinggamestomobilizestudents’enthusiasmforvocabularylearning.Theclassroomisstilltoomuchteacher-led;studentsdonotparticipatein,soastomakestudentstiredofvocabularylearningovertime.SuggestionsForvocabularyteaching,everyonemusthavedifferentideas.Herearemysuggestionsonvocabularyteachingstrategies.UsingvisualteachingmethodtocreatevisualcontextsFirstofall,theintuitiveteachingmethodreferstosatisfyingthestudent’intuitivevisualperceptionandusingsomethingasamediumforteaching.So,Ithinktheintuitiveteachingmethod,asavocabularyteachingstrategy,playsacertainroleinprimaryschoolstudents’Englishteaching.Becausethethinkingmodeofprimaryschoolstudentsisnotenoughtounderstandabstractthings,weneedtohelpthemunderstandbetterwithconcretethings.Asthesayinggoes,it'sbettertohearthantosee.Audiocanletusreceivealotofinformation,butit’sbettertofeelitthantoseeitwithone’sowneyes.Therefore,intuitiveteachingmethodisaverygoodteachingmethodforpupils.Amongthem,thetypesofintuitiveteachingincludephysicalintuitionmethod,imageintuitionmethodandspeechintuitionmethod.Inelementaryschoolvocabularyteaching,teacherscanfullyconnectAbstractEnglishwordswithobjectsbyusingobjectsasteachingaids,sothatstudentscanunderstandthemeaningofwordsmorequickly.Atthesametime,pupilsareatastagewheretheycan’tconcentrateforalongtime.It’sagoodwaytoattracttheirattentiontousecommonobjectsasmedia.Forexample,whenweexplaintheword“pencil”,wecanuseapencilasateachingaid,sothatstudentscanquicklyunderstandandrememberdeeply.However,notallEnglishwordscanbedisplayedinkind.Atthistime,weneedtoresorttodifferentwaysofintuitiveteaching.Usingmultimediatodisplayvideo,animationorpicturesisalsoanintuitiveandconcretevisualeffect.Infact,wecaneasilyfindthatmultimediateachinghasbecomeameansofmodernteaching,becauseitisnotsubjecttophysicalconstraints,whetherintimeorspace,hasbroughtusalotofconvenienceintheclassroom.Themostimportantmultimediapicturescansatisfyteachers’designandopeningtotheclassroom,becausethefunctionsarediverse,teacherscanaddeffectsandtexttopicturesaccordingtotheirdesiredeffects.Apsychologistonceconductedasurvey.Teacherswhooftendressbeautifullyaremorepopularwithpupilsthanthosewhodon’t.Thisprovesthatpupilslikechangeableandcolorfulthings.Sousingintuitiveteachingmethodtopresentthisteachingeffectwillreducemanystudents’fatigueintheclassroom.Forexample,whenexplainingthenameofacountry,itwillbebettertoshowthenationalflagthroughpictures,whichcanalsomaketheclassroommorevivid.Atthesametime,bydiscussingspecificexamplestoexplainthewordsvividlyandvividly,studentscanalsounderstandthewordsbyfeelingtheexamples.ButIthinktheintuitivemethodofspeechshouldnotbelimitedtotheuseoforallanguage.Itisalsoaverygoodteachingmethodtoconveytheinformationofwordsthroughvividbodylanguage.Forexample,whenexplainingthewordswimming,theteachercanplayagamewiththestudents.Thenameofthegameis“Idoit”andguess.Teachersusetheirhandstocomparethesymbolicactionofswimmingandletstudentsguesswhattheactionisdoing.Theycanremindstudentsthatitisasport.Thismethodnotonlyinteractswithstudentsthroughgames,butalsohelpsstudentsunderstandthemeaningofwordsmorequicklythroughbodylanguageandspeechexpression.Inaword,Ithinkthatusingintuitiveteachingmethodtoteachvocabularyisinlinewiththecharacteristicsofpupils’thinkingmodeandphysicalandmentaldevelopment.Intheprimaryvocabularyteachingclassroom,intuitiveteachingmethodcancreateintuitiveteachingsituation,sothatpupilshaveaspecificimpressionofwords,whichplaysanimportantroleintheuseofwordsinthefuture.CombininggameswithvocabularyteachingInthefirstplace,theintuitiveteachingmethodcanpresentthenewwordswearegoingtolearnmoreappropriatelyinfrontofus,whichisitsuniqueplace.However,invocabularyteaching,itisabsolutelyimpossibleforteacherstofullyexplainwordsbyusingonlyintuitivemethod,whichisasingleanddefectiveteachingmethodinclassroomdevelopment.Theintuitiveteachingmethodislimitedtomakingstudentsunderstandthesuperficialthingsofwordsintheclassroom,butstudentscannotunderstandthemeaningofwordsdeeply,soteachersneedtodesignsituationssothatstudentscaninferthemeaningofwordsthroughtheirownthinkinginsituations.Inmanycases,vocabularyteachingisoftenthroughexplanation,andstudentscanonlylearnbyrote,whichfinallymakesstudentsconflictingwithvocabularylearning.Butcreatingsituationswillarousestudents’thinkingaboutthemeaningofwords.Invisibly,itwillenablestudentstounderstandthemeaningofwordsmoredeeply.Mostimportantly,itwillmaketheclassroomatmospheremoreactive.Forexample,whenateacherteachesalessonabouttheinternalarchitectureanditsfunctionsofaschool,hecandesignateachingsituationcalledtakingfreshmantovisitourschool.Supposeyouhaveanewclassmate.Asamonitor,youneedtobringyournewclassmatestoknowtheschool.Inthisway,studentscanfeelthattheyareintherealsituationandhavemorepassiontolearnvocabulary.Inaddition,Teachersneedtouseexamplesofdifferentmeaningsofwordsindifferentcontextstotellstudentsthatthemeaningsofwordsneedtobedeterminedincombinationwithcontext.Forinstance,theword“l(fā)eave”,thesentence“SheleftforHainanlastnight”,theword“l(fā)eft”Itmeansgoingsomewhere.Andthesentence“Helefthisloosecoatherelastweekanditisgoneyesterday”Itreferstosomethingleftbehindbycarelessforgetting.Itisafeasiblevocabularyteachingstrategyforp