初中英語詞匯教學(xué)技巧

【標題】初中英語詞匯教學(xué)技巧【作者】龔燕【關(guān)鍵詞】詞匯；教學(xué)；技巧【指導(dǎo)老師】蔡洪【專業(yè)】英語【正文】

I.Introduction

The21stcenturyisdominatedbyscience,technologyandeducation.Thewordchangeseveryday.Economicglobalizationandinternationalexchangesareincreasingconstantly.Foreignlanguage,especiallyEnglish,hasbecomeandwillcontinuetobeanimportanttoolofinternationalcommunication.Besides,ChinahasjoinedtheWTOandsucceededinbiddingtohostWorldExposition,whichmeanEnglishwillbeusedmoreandmorewidelyinChina.Therefore,Englishteachingwillundertakearduoustasks.Nowadays,someEnglishteachersspendmostofthetimeinteachingpronunciation,grammarandsomeotherskills,butignoretheimportanceofvocabularyteaching.Vocabulary,likepronunciationandgrammar,isanelementarybuildingblockforalanguage.Manylinguistshavepointedoutthatvocabularyisthefoundationoflanguagelearning.DuringthecourseofEnglishteachingandlearning,vocabularyteachingandlearningisoneofthevitalparts.EnglishCurriculumStandardofOrdinaryJuniorMiddleSchoolpointsout,thejuniormiddlestudentsmustmaster1600wordsbeforetheirgraduation.Itisnodoubtthatthedemandisabigchallengeforstudents.Therefore,howtoteachvocabularyscientificallyisabigproblem.Thispaperintendstofocusontheimportanceofvocabularyteachinginjuniormiddleschools,andpointthemainproblemsofstudents’vocabularylearning,andoffersomescientificteachingtechniquesforjuniormiddleschoolteachers.

II.TheImportanceofVocabularyTeachinginJuniorMiddleSchools

Asoneofthethreebasiclanguageunits

(sound,word,grammar),wordisessentialtocommunication.Wilkinsstated:“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”1Whenyouspendmostofyourtimelearninggrammar,yourEnglishwillnotimproveverymuch.However,youwillmakemuchprogresswithyourEnglishifyoulearnmorewordsandexpressions.Aswordsarethebasicandcorepartofcommunication,whichdirectlyinfluencesone'sabilityoflistening,speaking,reading,writingandtranslating.Soonlyaftermasteringenoughvocabularycanyoupossiblyunderstandwhatotherssayandwhatotherswrite,andcanyouexpressyourthoughtfluentlyandcommunicatewithotherssuccessfully.Infact,thedifficultiesincommunicationoftenresultfrominsufficientvocabulary.Hubbardbelievesthatthemostimportantfactorinfluencingunderstandingandusingthelanguageisvocabulary.2Allenwritesinhisbook,TechniquesinTeachingVocabulary,

“experiencedESLorEFLteachersofEnglishknowverywellhowimportantvocabularyis.”3TheyknowstudentsmustbetaughtthousandsofwordsthatnativeEnglishspeakersandwritersuse.Fortunately,mostteachersandstudentsnowagreethataccumulationofvocabularyisessential.

StudentsinjuniormiddleschoolsaremostlyEnglishbeginners.WhetheranEnglishteacherinjuniormiddleschoolcanfollowscientificmethodsinteachingvocabularyornotdirectlyhasagoodorbadinfluenceonstudents.Ifhismethodsaresuitableforstudents,hecouldarousetheirinterestinEnglishandhelpthembuildupasolidfoundationforfuturelanguagelearning,whereasifteachers’methodsaren’tsuitableforstudents,itmightaddmoredifficultiesforstudentsinEnglishlearningandmakethemfeelbored.

Therefore,ascientificmethodinEnglishvocabularyteachingisofgreatimportance.AllEnglishteachersinjuniormiddleschoolsshouldbearthisinmindbecausevocabularyisthebaseforEnglishlearning.ItshouldbeunderstoodthatvocabularyteachingisoneofthemostimportantpartsinthewholeprocedureofEnglishteaching.

III.SomeSymptomsofPoorVocabularyLearninginJuniorMiddleSchools

A.StudyingWordsOutofContext

MiddleschoolstudentsinChinausuallylearnvocabularylistsinwhichwordsareisolatedfromthecontext.Theypickoutallthenewwordsinthetext,listthemonapaper,andconsultthedictionaryfortheChineseorEnglishmeanings;forexample,

“display”means

“show”,

“arrive”means

“reach”.Thislearningmethodimpliesthatlearningvocabularymeanslearningindividualwordoneatatime.Itmaybefast-effective.However,therelationshipsbetweenwordsareasimportantasthemeaningofthewordinisolation:how

“display”contrastswith

“play”;how

“arrive”compareswith

“arrival”.

StudyingEnglishvocabularyinisolationmightresultinstudents’slownessincomprehensionandstudents’inappropriatenessinexploitingtheEnglishwords.StudyingEnglishwordsinthiswaywithoutachange,studentsmighthavedifficultyinworkingoutthemeaningsofsomewords,suchas

“time”inthefollowingthreesentences:

①Sheisnearhertime.

(means

“Shewoulddiesoon.”)

②Theumpirecalledtime.

(means

“Theumpirecalledforastop.”)

③Heisinthetimeofhislife.

(means

“Thedaysheisexperiencingareveryenjoyable.”)

AndmanyChinesemiddleschoolstudentsoftenmakesuchsentencesas:

①ThepoliciesadoptedbytheChineseCommunistPartyisbeneficial.

②Myspoken-Englishisverybad.

Studentswhomakesuchsentencesonlyknowthemeaningofeachindividualword,buttheyarepoorintheproperuseof

“beneficial”

(whichshould

“bebeneficialfor”people)and

“bad”

(whichshouldbechangedinto

“poor”).Thereasonwhystudentscan’tusewordsinappropriatenessisthattheylearnvocabularyinisolation,notfromthecontext.Inordertohelpstudentslearnwordseffectively,teachershavetoadoptscientificmethodsinteachingvocabulary.

B.LearningEnglishWordsinOne-to-OneCorrespondencetoChineseWords

ManystudentstendtolearnEnglishwordsinone-to-onecorrespondencetoChinesewords;forexample,English

“glass”is

“玻璃”inChinese,English

“cup”is

“茶杯”inChinese,andsoon.ThistraditionaltranslationlearningmethodwhichhasbeenadoptedinChinaforalongtimeisconsideredtobehelpful.Butinthelongruntheoveruseofthismethodisharmfultothedevelopmentofstudents’languagecompetence,especiallyintheelementarystage.Sothismethodshouldbeavoidedaspossibleasitcanbe.

WhenstudentssaythattheyknowthemeaningofanEnglishword,theyusuallymeanthattheyhavefoundanequivalentwordinChineselanguage,butthisequivalentwordmaybemisleading.Let’staketheword

“dragon”forexample.TheEasternDragon,whichiscalled

“龍”inChinamaybeacompletelydifferentcreaturefromtheWesternone.TheEastseemedtovaluedragonsfortheirmagicandbeauty.DragonsareheldwithhighrespectbythepeopleintheEast.However,thisviewisdrasticallychangedintheWest,wheredragonsareviewedasmonsters.Thisexampleshowsusthatthesameword

“dragon”hasdifferentsocialmeaningsindifferentcultures.Infact,manylinguistsbelievethatnowordcanbeexactlytranslatedintoanotherlanguage.Learningthevocabularyofasecondlanguageisnotjusttomemorizetheequivalentwordsofmothertongue,buttolearntheimplicationsofthewordsinEnglishwithintheculturalbackground.

C.NeglectingtheCooperationofSenseOrgans

Accordingtotheexperimentsoflinguists,anaverageEnglishlearnerwillrememberanewwordbetterandmakeitbecomemoreactiveoneifheobserves,reads,hears,andwritesaswellasrecitesit.Butstudentsseemtobeunawareofthisrulesothattherearefewstudentswhocanremembervocabularyinashorttime.Ontheonehand,theytreatthenewwordsasiftheyweretelephonenumbers.Theyreadthenewwordsletterbyletterwithoutobservingthepronunciationrules.Forexample,whentheyreadtheword

“classroom”,theydoitinthisway:

“c-l-a-s-s-r-o-o-m,classroom”insteadof

“cl[kl]-a[a:]-ss[s]-r[r]-oo[u:]-m[m],classroom”.Thiskindofmethodaddsmoredifficultyinmemorizingnewwords.Ontheotherhand,iftheteachersdonotaskstudentstonoticethekeypartsofthenewwords,theywillmeetmuchdifficultywhenrememberingthem;forexample,whenateacherteachestheword

“mouth”and

“month”,ifheasksthestudentstopayattentiontothekeypartsofthesetwowords,andtounderline

“ou”in

“mouth”with

[au]aboveitandunderline

“on”in

“month”with

/?n/aboveit,studentswouldrememberthesetwowordseasilywithoutamistake.ButmanymiddleschoolEnglishteachersdonotseetheadvantageofconcentratingonkeyparts,andtheyarbitrarilyrequirestudentstowritedownthewordmechanicallywiththefalsebeliefthatthemoreyouwritedown,thebetteryoucanrememberit.Finally,moststudentsdonotcooperatethefunctionsofeyes,ears,mouthandhandswhenmemorizingnewwords.

Generally,anewwordwouldwellturnintoanactiveoneinstudents’mindsafteratleastthreestages:Thefirststageisknownasforminganacousticlink.Inotherwordsstudentsareabletolinkthepronunciationtothewordwhentheyhearitinaconversation.Thesecondstageisprobablyformingausuallink.Thatistosay,whenstudentscomeacrossthiswordinreadingmaterials,theycanunderstandit.Thethirdstageismoredifficulttoachievebutveryimportant.Itistoformmentalimageoftheword.Inotherwords,theycanchooseandusetheEnglishwordfreelyandaccuratelyinspeakingandwritingasiftheywerenativespeakersaswell.Moststudentscanonlyachievethefirstandsecondstagesbutneverreachthethirdstagepartlyduetotheirpoorcooperationofthesenseorgans.

IV.TechniquesofTeachingJuniorSchoolStudentstoLearnVocabulary

A.UsingtheDirectMethodtoTeachVocabulary

Asthemiddleschoolstudentsareyoung,theirimaginationisnotverystrong,soteachersoughttoteachsomewordswiththehelpoftheobjects.TheEnglishtextbooksofmiddleschoolhavealargenumberofwordsandphrases.Whenteachingaforeignlanguage,iftheteacherusesadirectmeanstoteachaword,hecanmakethestudentsunderstanditatonceatthesightoftherealobject.

1.UsingVisualObjects

(1)Classroomobjects:Inthevocabularyteaching,teachersshoulduserealobjectstoshowwordmeaningsaspossibleastheycan.Forexample,whenteachingtheword

“wall,desk,blackboard,door,etc”,teacherscanpointtotherealobjectintheclassroomandsay,

“thisisawall

(desk,blackboardanddoor).”Thenteachersask,

“whatisthis

(that)?”Studentswillanswerthesequestionscorrectlyaccordingtowhattheyhaveheardandseenjustnow.

(2)Labels:Intheclassroom,thedoormightbeasignsayingCLASSTWO.AbovetheblackboardmightbeasignsayingSTUDYHARD.TheclasstimetablemightbegiveninEnglish.Usingvisualobjectscanhelpstudentsformmentalimageofthewordquickly.

2.UsingPictures

Ifateacherdrawsastickfigureontheblackboardwithfunnyfeatures,thestudentswillbeinterestedinit.It'sveryeasyforateachertogoonhisteachinginthisway.Whentalkingaboutlikesanddislikesforfood,theteachercanmakealistoffoodontheblackboard.Besideeachkindoffood,thereisastickpicture.Ithinkitwillbegreatlyhelpfulforthestudentstounderstandthemeaningofthewords.Therefore,weshouldn'tignoretheimportantfunctionsofpictures.Ateachercancollectsomestars'postersandbringthemtoschool.It'squiteeasierforteacherstoteachnewwordsaboutsportsandmusicwithstars’posters.

3.UsingGestures

Gesturesmaybeusedtoconveythemeaningsofsomewords.Certaindescriptiveadjectives,suchas

“tall”,

“thin”,

“fat”,

“happy”,and

“sad”,canlendthemselvestogestures.Forexample,whenyouteachthewords

“short”,

“tall”,

“fat”,

“thin”,ateachercanasktwostudentstostandinfront,oneisfat,andtheotheristhin.Thentheteachercandescribetwostudents'characteristicslikethis:Therearetwoboysstandinginfrontofourclass,Oneisfat,butheisshort;theotheristhinbuttall.Movementscanalsobeusedtoteachprepositionsofplace.Whenteachingtheprepositions

“on”

“under”and

“behind”,teacherscanusethefollowingmovements:thebookisonthetable,thepencilisonthebook,thebookisunderthepencilandnowthepencilisbehindthebook.Besides,actionverbscanalsobeactedout.Whenteachingtheverbs

“eat”

“drink”and

“read”,teacherscanadoptactionsofeating,drinkingandreading.Itwon’tbedifficultforstudentstounderstandthemeaningoftheseverbs.

B.TeachingEnglishVocabularyaccordingtoSpellingRules

Invocabularyteaching,wecangetdowntothesoundandformofthewordatfirst.Theyarethefoundationofthewordandthefirstessentialfactortodistinguishonewordfromanother.Byusingcertainmethods,thestudentswillmasterthebasicruleofpronunciationandspelling,andstudywordsregularlyandcorrectly.Firstofall,languageisatoolforcommunication,solearnersneedtopronouncethewordsaccurately.Asweknow,wordsaremadeupofoneormoreseparatelypronouncedparts,calledsyllables.Ifweknowwhattheseparatepartsofanysinglewordare,wewillbeabletopronouncethiswordcorrectlyandtounderstandhowitispronouncedandbuilt,otherwiseitisverydifficultforustorememberit,formostwordsaremadeupofseverallettersandthearrangementordercanbeeasilyconfused.Thusteachersshouldtellstudentstomemorizenewwordsdependingontheirpronunciation.

1.AnalogizingtheWordswiththeSameSyllable

Thepronunciationofeverywordalmostcorrespondswithitsspelling,forexample,lookatthefollowingtwolistsofwords:

①old,cold,hold,whole,so

[

?u

]

②smart,artist,mark,garden

[a:

]

Inlist

①theletter

“o”inthefivewordsareallpronouncedas

[?u];andinlist

②thelettercombination

“ar”inthefourwordsarepronouncedas

[a:].IfstudentshavenoticedthisrelationshipbetweenEnglishpronunciationandspelling,itwouldbemoresimpleforstudentstopronounceandmemorizethenewwords.Butwithalonghistoryofdevelopmentandvariation,andwiththeinfluencebyotherlanguages,thespellingofEnglishwordsdon’talwaysobservethisrule;forexample,theletter

“u”ispronounceddifferentlyinthefollowingwords:Uncle[?],until[?],full[u],music[ju:],truth[u:].Inanothercase,withtheinfluenceofAmericanaccent,theword

“clerk

[klɑ:k

]”isalsopronouncedas

[kl?k].Therefore,it’snecessaryforstudentstosummarizepronunciationrulesinlearningvocabulary.

2.ChangingConsonantsintheSameWord

Havingtaughtoneword,teacherscanletstudentspracticebychangingtheconsonantoftheword.Forexample,turntheconsonant

“b”inthewordof

“book”tootherconsonants,suchas

“c”(cook)or

“l(fā)”(look)andsoon.Learningwordswiththismethodcancultivatestudents’spellingability.

C.ApplyingtheWord-FormationKnowledgetoTeachingVocabulary

DennisKeenstated:

“Oneofthemosteffectivemethodsofvocabularybuildingistostudythepartsofawordwhichgivecluestothemeaningofwholewords,andthentomakesuretheroughorliteraldefinitionyouformmakessenseinrelationtowhatyouarereading.”4Studentsneedtoknowfactsaboutwordformationandhowtomemorizethevocabularyaccordingtotheirwordformation.Itisaveryusefulwaytoremembernewwords.Therearethreebasicword-formationforms.

1.EnlargingStudents’VocabularybyUsingRootsofEnglishWords

“Arootisthebaseformofawordthatexpressesitsessentialmeaning,ameaningthatneverchanges,eventhoughaffixesmaybeaddedatthebeginningofawordorattheendofaword.”5Generally,itcarriesthemaincomponentofmeaninginaword.Sowhenthestudentshavelearnttherootoftheword,itiseasierforstudentstolearnotherformsaboutthiswordanditisalsoeasiertoenlargetheirvocabulary.Forexample,havingtaughttheword

“use”,teacherscansaythat

“useful”comesform

“use”.Itmeans

“ofuse”.Teacheralsocansaythattheword

“useless”comesfromtheword

“use”.Itmeans

“ofnouse”or

“notuseful”.Bybreakingthe

worddownintomeaningfulparts,studentscanoftenformaroughdefinitionormakeareasonableguessatthemeaningofaword.

2.EnlargingStudents’VocabularybyAnalysingthePrefixes

“Prefixationisamaintypeofword-formationputtingaprefixinfrontofthebase,sometimeswith,butmoreusuallywithoutachangeofwordclass.”6

①negativeprefixes:dis-,non-,un-.Forinstance,

“dislike”means

“nottolike”;

“nonempty”means

“notempty”;

“unfriendly”means

“notfriendly”;

②prefixesofdegreeorsize:mini-,super-,under-.Forexample,

“minidress”means

“averyshortdress”;

“superstar”means

“anunusuallyfamousandpopularperformer”;

“undereducated”means

“notnormallyoradequatelyeducated”

;

③prefixesoftimeandorder:fore-,re-.Forexample,

“foretell”means

“tellbeforehappening”;

“reconsider”means

“consideragain”;

④numberprefixes:bi-,multi-,semi-.Forexample,

“bilateral”means

“betweenorconcerningtwoparties”;

“multilingualism”means

“theuseofortheabilitytouseseverallanguages”;

“semicircle”means

“halfacircle”.

3.EnlargingStudents’VocabularybyAnalysingtheSuffixes

“Suffixationisamaintypeofword-formation,puttingasuffixafterthebase,sometimeswithout,butmoreusuallywithachangeofwordclass.”7

①Nounsuffixes:

-er,

-hood,

-ese,

-ist,

-tion.Forexample,

“worker”means

“apersonwhoworks”,

“childhood”means

“conditionofbeingachild”,

“Chinese”means

“apersonfromChina”,

“pianist”means

“apersonwhoplaysthepianowithskill”,

“collection”means

“theactofcollecting”.

②Verbsuffixes:

-fy,

-ize,

-en.Forinstance,

“beautify”means

“tomakebeautiful”,

“apologize”means

“tomakeanapology”,

“darken”means

“tomakedark”.

③Adverbsuffixes:

-ly,

-wards.Forinstance,

“badly”means

“toaseriousdegree”,

“forwards”means

“towardsthefront”.

④Adjectivesuffixed:

-able,

-al,

-ful,

-y.Forexample,

“acceptable”means

“thatcanbeallowed”,

“national”means

“ofanation”,

“careful”means

“showingattentiontodetails”,

“rainy”means

“havingalotofrain”.

D.TeachingEnglishVocabularybyMeansoftheAssociativeMemory

Theassociativememorypalysanimportantroleinthevocabularyteaching.Itcanarousestudents’interestandenlargetheirvocabulary.Therefore,it’sverynecessaryforteacherstoteachsomewordsorphraseswhicharerelativetotheword.

1.IntroducingNewWordswithItsAntonymsandSynonyms

Introducingnewwordswithsynonymsandantonymsoutofcontextorincontextcanhelpstudentsunderstandthemeaningsofthenewwords.

(1)Synonymsandantonymsoutofcontext:

①Asynonymof

“fast”is

“rapidly”.Whatisthesynonymof

“rapidly”?

②Theoppositeof

“big”is

“l(fā)ittle”.Whatistheoppositeof

“l(fā)ittle”?

(2)Synonymsandantonymsinsentencecontext:

Usethenewwordinsentencesthatcontainanantonymorcontraryexpression:

①Itwasthebestoftimes,itwastheworstoftimes,itwastheageofwisdom,itwastheageoffoolishness,itwastheepochofbelief,itwastheepochofincredulity,itwastheseasonoflight,itwastheseasonofdarkness,itwasthespringofhope,itwasthewinterofdespair,wehadeverythingbeforeus,wewereallgoingdirecttoHeaven,wewereallgoingdirecttheotherway…(Ch.Dickens,ATaleofTwoCities)8

②Thismeatistough.Icanonlyeattendermeat.

Usethenewwordinsentencesthatcontainasynonymorequivalentexpression:

①Johnwasexhausted.Hisbrother,too,wasextremelytired.

②Mary,whyareyoutalkingsofast?TheChinesedon’tunderstandyouwhenyouspeaksoquickly.

2.IntroducingNewWordswithHyponymy

“Hyponymyincludestheuppertermandthelowerterm.Theuppertermiscalledthesuperordinatewhilethelowertermiscalledthehyponym.”9Whenstudentsarelearningoneword,teacherscantelltheword’shyponymorsuperordinatetoenlargestudents’vocabulary.Forexample,afterlearningthewordof

“sheep”,teacherscantellstudentsthattheword

“sheep”isthesuperordinatetermwhilethewords

“l(fā)amb”

(youngsheep),

“ewe”

(femalsheep),

“ram”

(uncastratedmalesheep),etc.arehyponyms.Therefore,studentscanbegoodatmemoryingthesewords.

E.TeachingVocabularywiththeHelpofCulturalBackground

Manyyearsago,aChinesemanshowedaphotoofhiswifetosomeAmericanvisitors.Outofcourtesy,theyallsaid,“Sheisverybeautiful.”Alsooutofcourtesy,themanrepliedwithwhathewouldhavedoneinChineseunderthecircumstance,“Where!Where!”Quitetakenaback,nobodysaidanythingforamoment,untilthemostingeniousoneamongthevisitors,takinganotherlookatthephoto,said

,“Oh,everywhere!”Thisfunnystoryisagoodexampletosuggestthatwordsorexpressionsweuseareundertheculture.Howtoavoidstudentsbeinginsuchtroubleisquitenecessaryforteachers.Therefore,Englishteachersshouldteachstudentsvocabularywiththeknowledgeofculturebackground.

Takinganexample,

“uncle”inEnglishmeansallmalerelativeswhichbelongtofather’sgeneration.ButinChinese,thiswordhasseveralequivalents,suchas

“叔叔”、“伯伯”、“姑父”、“姨夫”、“舅舅”andsoon.

“Aunt”meanswivesofthesethatmentionedabove.Takingtheword

“dog”asanexample,toChinese,thedogdoesnotcarrythesameassociationsasitdoestoEnglishspeakingpeople.ThedogisconsideredtobederogatoryinChinese,forexample,“癩皮狗”、“喪家之犬”、“走狗”、“狗頭軍師”etc,areoftenusedtodescribedisgustingpeople.ButdoginEnglish,especiallyinproverbs,isacommendatoryterm.

Withtheknowledgeofculturebackground,teacherscanhelpstudentsremembervocabularyeasily.Forexample,whenteachingtheword

“NEWS”,teachercantellthestudentshowthiswordcameintobeing.Itissaidthat,

“NEWS”originatedfromthefirstletterofthefourdirections---N(nouth),E(east),W(west)andS(south)---indicatingthatnewscomesfromandspreadstoallovertheworld.Takeanotherexample,whenstudentscomeacrosssuchsentenceas

“It’srainingcatsanddogs.”Theniftheteacherknowstheculturebackgroundofthisidiom,thestudentswouldfeelitinterestingandnotsostrange.Legendsaidthatthereisagalewithinthecat’stail,sothecatisconsideredasasymbolofthestrongwind;andawisemannamedOdinusuallycarriedwithhimawolfandadogwithhimtopromptthefarmersthattherainstormwascoming.So

“rainscatsanddogs”means

“rainsheavily”.

Withtheknowledgeoftheculturalbackgroundofthevocabulary,teachercanmakevocabularyteachingmorevivid,interestingandimpressive.Atthesametime,itwillalsoimprovestudents’communicativecompetence.

F.TeachingVocabularyinContext

Thesamewordcanhavevariousmeaningsindifferentcontext.Toconveythemeaningofanewwordexactly,itisbettertopresentthewordinthesentence.Thereareatleastthreeadvantagesofteachingvocabularyincontext:Firstly,guessingthemeaningofawordincontextforcesthelearnertodevelopstrategies,suchasanticipatingandinference,whichbecomeincreasinglyprofitableinlearningprogressesbecausetheyinstillanattitudeofself-reliancethatisthehallmarkofproficiency.Secondly,systematicallymeetingnewwordsincontextprovesthefactthatwordsareindeedusedindiscourseforpurposesofcommunication.Finally,sentencesprovideanindicationofthewaythewordsareused.Allthesefactorsmaycontributetoalearner’sautonomytolearnEnglish.Forexample,whenteachingtheword

“water”,theteachercanusegestures,suchasdrinkingwater,wateringtheflower.Studentsmustbefamiliarwiththesegestures.Thentheteachercanpresentthefollowingsentences.

(1)I’mverythirsty.Iwanttodrinksomewater.

(2)Theflowersaredr