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1.Introduction
At present， because of the influence of “the one-sided pursuing of the proportion of students’ entering schools of a higher grade”， the middle school foreign language teaching stresses on memorizing vocabulary mechanically， and neglects actual practice. Finally the knowledge students have learned can not be applied actively， and they even can not carry on the simplest English conversation. In the traditional vocabulary teaching， students read the words after the teacher， the teacher explains the words to students， and students learn the words by heart and then write them down from memory. Obviously， this kind of teaching method is a boring and time-wasting way， and students can not benefit much from it .What’s worse， students’ interest in English will be inclined to be affected by it in the long run， and may be tired of school. During the learning of English vocabulary， students have all kinds of psychological barriers， like paying no attention to words， being tired of words， being affected by their mother language and so on. Some students think learning vocabulary is just to spending some time memorizing them. When memorizing the words， quite a few students usually read the words by one letter after another， and they don’t attach much importance to the relationship between the pronunciations and letters of the words. Thus they can not use their eyes， ears， mouth hands and brain together. More and more students seem to believe that， now that more and more importance is attached to reading comprehension in English examinations， and the proportion of objective questions in tests is becoming larger and larger， there is no need to spend too much time in learning vocabulary. To make the matter worse， many teachers also hold this view. Therefore， In the teaching process， teachers spend more and more time in training students’ reading ability and skills for tests， but spend less and less time on vocabulary teaching. Even if they spend some time in teaching vocabulary， they don’t have enough theory and convincing experience to guide vocabulary teaching and help students to learn vocabulary. This phenomenon is worrying. In fact， with reading comprehension and practical part becoming more and more important in tests， vocabulary teaching should become more and more important but not less and less important in English teaching. It is no doubt that to correct this problem is an important topic for us to do well in English teaching.
2.The importance of English vocabulary teaching of high school Vocabulary is one of the three essential factors of a language. phonetics、grammar and vocabulary are the three essential factors of a language. They are not only a means of expression but also an important means of communication and thinking. Vocabulary is the main and basic unit of a language， and is the unity of structure and meaning in linguistic system. We can not communicate without vocabulary such as houses can not be built without materials. The famous British linguist D.A. Wilkins once said， “Without grammar very little can be conveyed； Without vocabulary nothing can be conveyed”， Therefore， vocabulary is the main way to express the meaning of a language .Murcia Rosensweig once pointed out， “People who master the minimum amount of structures but a large amount of words will do better than those who have almost all the structures but only a few words in comprehension and the most basic communication.”. His viewpoint not only shows the importance of vocabulary， but also points out that vocabulary is the most efficient way of reading comprehension and communication. The goal of high school English vocabulary teaching is to let students be able to communicate with others in English， that is， to master the four basic skills of English， listening， speaking， reading and writing. Vocabulary size directly influences the development of English listening， speaking， reading and writing ability. Only when students have had enough vocabulary， can they listen， speak， read and write in English. Vocabulary is the foundation of learning a language well， and vocabulary teaching is the base of English teaching. Therefore， vocabulary teaching is a very important part in high school English teaching.
3.English vocabulary teaching methods in high school
3.1 Strengthening the teaching of pronunciation of vocabulary. Generally speaking， vocabulary teaching adopts the order， from the pronunciation to the shape of a word. Students’ first impression of a word is its pronunciation， so pronouncing a word correctly is the essential condition to learn English and is also the foundation to learn vocabulary well. In the class of words， teachers should help students to pronounce the words correctly， review some important rules of pronunciations， pay attention to some words of special pronunciations， and encourage students to memorize words according to their pronunciations. As to most of the words， as long as you can pronounce them correctly， you can memorize half of them. The pronunciation and the shape of a word is the base of a word’s existence， and is the most important factor to distinguish one word from another. In the vocabulary teaching， teachers should pay attention to the unity of the pronunciation and the shape of a word. As to some longer words， students can learn them by syllable. Such as con-gra-tu-la-tion， con-sti-tu-tion， ad-ver-tise-ment， and so on. Teachers should input students the concept： the longer a word is， the easier it is to memorize it， because it accords with the rule of pronunciation. Thus students will not be afraid of long words and memorize them more efficiently 3.2 Using idioms and proverbs to stimulate students’ interest in studying English.Idioms and proverbs are often created on the basis of alliteration， rhyme， euphony， and repetition， and they are vivid in language， terse in wording， and especially pleasant in sound. They are regarded as the most expressive and time-honored usage and form a vigorous part of the language. Therefore， it is interesting and easy to memorize them. In the teaching practice， teachers can properly quote some idioms and proverbs to create a pleasant learning atmosphere for students so they will not feel learning words is boring， but an interesting activity. For example， “Men are mortal.”（人生自古谁无死。）， through this sentence， students can easily understand the meaning of “mortal” （必死的，不能永存的）. And students can also infer its antonym “immortal”（不朽的，不死的）. “Many kiss the baby for the nurse’s sake.”（醉翁之意不在酒。）， students can master the meaning of “for one’s sake” （为了某人的好处，看在某人的份上），and teachers can teach students other phrases， such as “for God’s /goodness’ sake”（看在上帝/老天的份上），“for pity’s sake”（请可怜可怜），“for mercy’s sake”（请发发慈悲）。
3.3 Learning vocabulary in the context.The meaning of a word is not only depends on a particular pronunciation but also on the context it is in. context is plays an very important part in understanding and using the meanings of words. One of the words in the vocabulary of textbook has its special meaning in the specific context. Therefore， learning vocabulary should combine the context with the communicator. Now， let’s take “tough” as an example. Usually its Chinese meaning is坚忍不拔的，but it doesn’t make any sense in the following sentences .
a. she was having a tough time with the rough and cold water
b. Mr. Wang is known as a tough teacher.
c. Digging a tunnel under the river will be a tough job.
d. They are tough criminal.
e. The boss is a tough man to convince.
f. The competition is really tough.
Another example， the word “count” has different meanings in different contexts.
a. He counted the books and found there were fifty
b. Bill is out of work now， therefore， to him every penny counts.
Therefore， learning words in the context will make students get a deep impression on the words， and keep them firmly in mind.
3.4 Strengthening the four language skills and widely using English vocabulary.Listening， speaking， reading and writing are the four basic skills of communication. They are very important to a language. Each of them has close relationship with vocabulary. a.Listening： Making full use of the origin tapes of the textbook， additional reading materials and complementary exercises， requiring students to understand the key words and sentences of the materials they have heard. Students can get a large amount of language information through wide listening.
b.Speaking： Trying to ask students to use the words that they have learned to do some interpretational practice through questions and answers， text retelling， free dialogue or topic discussion. The sentences teachers choose for students should be practical， close to life， and full of sense of the times， so that students can use what they have learn and will feel learning is useful and interesting. Thus it can stimulate their interest in learning. Take “potential” for example， teachers can ask students to translate a sentence： In china，the Ministry of Education has encouraged schools to provide quality education to top students’ potential. “Hit” is a word of many usages， teachers can associate it with “The 21st Century” to discuss some topics that interest students， such as “Hawking fever hits China”， or “Tennis princess is a big hit in China” and so on.
c.reading： widely reading passages to make words and idioms stimulate students’ brains constantly， to solidify and enlarge their vocabulary， and then get an instinctive feel for the language.
d.Writing： writing does not mean copying the passages or the phrases mechanically， but translating some sentences on the basis of some words， or rewriting the passage and some materials that students have just learned according to some key words. Sometimes， teachers can assign students some opening-up exercise. After a passage is finished， teachers can try to ask students to write a follow-up using the words in the passage. This kind of exercise can not only stimulate students’ creation， but also help students to use the words they have just learned for writing， so that they can really master the words in practice.
4.Conclusion
Vocabulary is playing a very important part in communication and English teaching， especially in the new situation. Teachers should adopt all kinds of effective teaching methods to analyze words and help students to find out the structures of words and the association between words and words. Thus students can understand and master words correctly， draw inferences about other words from one word， and then improve their basic communicative skills： listening， speaking， reading and writing
References：
[1]陈娅.高中英语词汇教学的几点体会[J].林区教学，2006（05）.
[2]李冬梅.高中词汇教学研究[J].林区教学，2006（07）.
[3]林承璋，刘世平.英语词汇学引论[M].武汉大学出版社，2005.
[4]陆国强.现代英语词汇学[M].上海外语教育出版社，1991.
[5]Nation.英语词汇教与学[M].外语教学与研究出版社，2004.
[6]Norbert Schmitt and Michael McCarthy.词汇：描述，习得与教学[M].上海外语教育出版社，1997.
[7]周和松.高中英语词汇教学浅探[J].中小学教学研究，2006.
At present， because of the influence of “the one-sided pursuing of the proportion of students’ entering schools of a higher grade”， the middle school foreign language teaching stresses on memorizing vocabulary mechanically， and neglects actual practice. Finally the knowledge students have learned can not be applied actively， and they even can not carry on the simplest English conversation. In the traditional vocabulary teaching， students read the words after the teacher， the teacher explains the words to students， and students learn the words by heart and then write them down from memory. Obviously， this kind of teaching method is a boring and time-wasting way， and students can not benefit much from it .What’s worse， students’ interest in English will be inclined to be affected by it in the long run， and may be tired of school. During the learning of English vocabulary， students have all kinds of psychological barriers， like paying no attention to words， being tired of words， being affected by their mother language and so on. Some students think learning vocabulary is just to spending some time memorizing them. When memorizing the words， quite a few students usually read the words by one letter after another， and they don’t attach much importance to the relationship between the pronunciations and letters of the words. Thus they can not use their eyes， ears， mouth hands and brain together. More and more students seem to believe that， now that more and more importance is attached to reading comprehension in English examinations， and the proportion of objective questions in tests is becoming larger and larger， there is no need to spend too much time in learning vocabulary. To make the matter worse， many teachers also hold this view. Therefore， In the teaching process， teachers spend more and more time in training students’ reading ability and skills for tests， but spend less and less time on vocabulary teaching. Even if they spend some time in teaching vocabulary， they don’t have enough theory and convincing experience to guide vocabulary teaching and help students to learn vocabulary. This phenomenon is worrying. In fact， with reading comprehension and practical part becoming more and more important in tests， vocabulary teaching should become more and more important but not less and less important in English teaching. It is no doubt that to correct this problem is an important topic for us to do well in English teaching.
2.The importance of English vocabulary teaching of high school Vocabulary is one of the three essential factors of a language. phonetics、grammar and vocabulary are the three essential factors of a language. They are not only a means of expression but also an important means of communication and thinking. Vocabulary is the main and basic unit of a language， and is the unity of structure and meaning in linguistic system. We can not communicate without vocabulary such as houses can not be built without materials. The famous British linguist D.A. Wilkins once said， “Without grammar very little can be conveyed； Without vocabulary nothing can be conveyed”， Therefore， vocabulary is the main way to express the meaning of a language .Murcia Rosensweig once pointed out， “People who master the minimum amount of structures but a large amount of words will do better than those who have almost all the structures but only a few words in comprehension and the most basic communication.”. His viewpoint not only shows the importance of vocabulary， but also points out that vocabulary is the most efficient way of reading comprehension and communication. The goal of high school English vocabulary teaching is to let students be able to communicate with others in English， that is， to master the four basic skills of English， listening， speaking， reading and writing. Vocabulary size directly influences the development of English listening， speaking， reading and writing ability. Only when students have had enough vocabulary， can they listen， speak， read and write in English. Vocabulary is the foundation of learning a language well， and vocabulary teaching is the base of English teaching. Therefore， vocabulary teaching is a very important part in high school English teaching.
3.English vocabulary teaching methods in high school
3.1 Strengthening the teaching of pronunciation of vocabulary. Generally speaking， vocabulary teaching adopts the order， from the pronunciation to the shape of a word. Students’ first impression of a word is its pronunciation， so pronouncing a word correctly is the essential condition to learn English and is also the foundation to learn vocabulary well. In the class of words， teachers should help students to pronounce the words correctly， review some important rules of pronunciations， pay attention to some words of special pronunciations， and encourage students to memorize words according to their pronunciations. As to most of the words， as long as you can pronounce them correctly， you can memorize half of them. The pronunciation and the shape of a word is the base of a word’s existence， and is the most important factor to distinguish one word from another. In the vocabulary teaching， teachers should pay attention to the unity of the pronunciation and the shape of a word. As to some longer words， students can learn them by syllable. Such as con-gra-tu-la-tion， con-sti-tu-tion， ad-ver-tise-ment， and so on. Teachers should input students the concept： the longer a word is， the easier it is to memorize it， because it accords with the rule of pronunciation. Thus students will not be afraid of long words and memorize them more efficiently 3.2 Using idioms and proverbs to stimulate students’ interest in studying English.Idioms and proverbs are often created on the basis of alliteration， rhyme， euphony， and repetition， and they are vivid in language， terse in wording， and especially pleasant in sound. They are regarded as the most expressive and time-honored usage and form a vigorous part of the language. Therefore， it is interesting and easy to memorize them. In the teaching practice， teachers can properly quote some idioms and proverbs to create a pleasant learning atmosphere for students so they will not feel learning words is boring， but an interesting activity. For example， “Men are mortal.”（人生自古谁无死。）， through this sentence， students can easily understand the meaning of “mortal” （必死的，不能永存的）. And students can also infer its antonym “immortal”（不朽的，不死的）. “Many kiss the baby for the nurse’s sake.”（醉翁之意不在酒。）， students can master the meaning of “for one’s sake” （为了某人的好处，看在某人的份上），and teachers can teach students other phrases， such as “for God’s /goodness’ sake”（看在上帝/老天的份上），“for pity’s sake”（请可怜可怜），“for mercy’s sake”（请发发慈悲）。
3.3 Learning vocabulary in the context.The meaning of a word is not only depends on a particular pronunciation but also on the context it is in. context is plays an very important part in understanding and using the meanings of words. One of the words in the vocabulary of textbook has its special meaning in the specific context. Therefore， learning vocabulary should combine the context with the communicator. Now， let’s take “tough” as an example. Usually its Chinese meaning is坚忍不拔的，but it doesn’t make any sense in the following sentences .
a. she was having a tough time with the rough and cold water
b. Mr. Wang is known as a tough teacher.
c. Digging a tunnel under the river will be a tough job.
d. They are tough criminal.
e. The boss is a tough man to convince.
f. The competition is really tough.
Another example， the word “count” has different meanings in different contexts.
a. He counted the books and found there were fifty
b. Bill is out of work now， therefore， to him every penny counts.
Therefore， learning words in the context will make students get a deep impression on the words， and keep them firmly in mind.
3.4 Strengthening the four language skills and widely using English vocabulary.Listening， speaking， reading and writing are the four basic skills of communication. They are very important to a language. Each of them has close relationship with vocabulary. a.Listening： Making full use of the origin tapes of the textbook， additional reading materials and complementary exercises， requiring students to understand the key words and sentences of the materials they have heard. Students can get a large amount of language information through wide listening.
b.Speaking： Trying to ask students to use the words that they have learned to do some interpretational practice through questions and answers， text retelling， free dialogue or topic discussion. The sentences teachers choose for students should be practical， close to life， and full of sense of the times， so that students can use what they have learn and will feel learning is useful and interesting. Thus it can stimulate their interest in learning. Take “potential” for example， teachers can ask students to translate a sentence： In china，the Ministry of Education has encouraged schools to provide quality education to top students’ potential. “Hit” is a word of many usages， teachers can associate it with “The 21st Century” to discuss some topics that interest students， such as “Hawking fever hits China”， or “Tennis princess is a big hit in China” and so on.
c.reading： widely reading passages to make words and idioms stimulate students’ brains constantly， to solidify and enlarge their vocabulary， and then get an instinctive feel for the language.
d.Writing： writing does not mean copying the passages or the phrases mechanically， but translating some sentences on the basis of some words， or rewriting the passage and some materials that students have just learned according to some key words. Sometimes， teachers can assign students some opening-up exercise. After a passage is finished， teachers can try to ask students to write a follow-up using the words in the passage. This kind of exercise can not only stimulate students’ creation， but also help students to use the words they have just learned for writing， so that they can really master the words in practice.
4.Conclusion
Vocabulary is playing a very important part in communication and English teaching， especially in the new situation. Teachers should adopt all kinds of effective teaching methods to analyze words and help students to find out the structures of words and the association between words and words. Thus students can understand and master words correctly， draw inferences about other words from one word， and then improve their basic communicative skills： listening， speaking， reading and writing
References：
[1]陈娅.高中英语词汇教学的几点体会[J].林区教学，2006（05）.
[2]李冬梅.高中词汇教学研究[J].林区教学，2006（07）.
[3]林承璋，刘世平.英语词汇学引论[M].武汉大学出版社，2005.
[4]陆国强.现代英语词汇学[M].上海外语教育出版社，1991.
[5]Nation.英语词汇教与学[M].外语教学与研究出版社，2004.
[6]Norbert Schmitt and Michael McCarthy.词汇：描述，习得与教学[M].上海外语教育出版社，1997.
[7]周和松.高中英语词汇教学浅探[J].中小学教学研究，2006.