因詞施教，不可千詞一法。豐富的想象力能促進詞彙教學。有的詞可以諧音記憶，有的詞要分解開，從構詞角度看，還有的要從象音角度讓學生體會，比如，down 物體下落的聲音，zoom飛速駛過的聲音，crack 壓碎堅果的聲音等等。詞彙教學一定要先分析，找準單詞的記憶點，讓學生隨後在回憶該詞時有線索可循。

我覺得想讓詞彙教學更有效就要改變傳統的死記硬背的教學方法，一方面要結合新課改背景下的教育觀，把詞彙教學運用到情景當中。採取一些學生感興趣的方式來教授詞彙。比如我們可以運用單詞卡片，圖文並茂學生很容易記住所學的單詞。其次對於低年級的學生，我們可以選用一些詩文與繪本閱讀。把單詞放在情境中去學習，而不是孤立的學習。接著，我們可以分角色朗讀這些單詞，男生讀，女生讀，大家一起讀學習興趣會很大的提高。

除此之外呢，我認為我們有能力的老師可以把這些單詞編成一首歌，透過唱歌的方式，營造一種輕鬆快樂的學習氛圍，這樣會讓複雜的記憶單詞的過程變得簡單。

最後，我們還可以透過做一些遊戲來讓學生鞏固利用這些單詞，加深記憶和印象。擊鼓傳花，小組競賽，搶答，都是可以的。讓學生去讀這些單詞，用所學過的單詞造句，教授學生們有關單詞的短語。讓學生領讀這些單詞等等。

總之，我們要遵循素質教育觀，不斷提高我們的教學技能，不斷創新，用學生喜聞樂見的方式去呈現教授知識。

興趣是最好的老師，在我們給學生上課的時候，一定要把握學生的心理，知道學生學習英語的重要性。

我在教學生學習許多固定搭配，或者是單詞的時候，我會用許多的方法去激勵學生。比如用影片，圖片等，雖然這樣會費時間，但是也會有一定的效果。

其次在學習的時候，我會盡量用許多鮮活的例子，讓學生知道，以後的路基本離不開英語，因為這是一個越來越國際化的舞臺，學好英語，會讓自己以後的路更好走。

在詞彙教學過程中，一些教師將詞彙教學理解為傳統意義上的"認字"教學，往往在一節課的起始部分進行"詞彙教學"，以掃除教學難點，將詞彙教學與學生的整個英語學習過程割裂開。在這樣的學習中，學生缺乏相應的語境，無法理解詞彙在語境中的意義，造成在教學中常出現"前學後忘"、"快學快忘"的現象，究其原因，主要是缺乏在語境中對詞彙的理解。因此，教師應充分利用直觀情境，在一定的語境中進行詞彙教學，能幫助學生理解詞義，正確掌握詞彙的用法，在聽說讀寫中鞏固和正確使用詞彙。

利用直觀情境幫助學生理解詞義並鞏固詞彙的關鍵在於直觀情境的創設是否給學生以感性的、形象的、具體的認識，使抽象的知識變為形象的知識，靜態的知識變為動態的知識；能否幫助學生在直觀情境中迅速而準確地理解詞彙意義，促進學生積極學習，主動參與，提高學生的興趣，減少學習的枯燥感。

根據不同的教學內容，採用不同的形式來創設直觀情境，或描繪畫面，呈現形象，產生美感，使學生因愛美而學；或出示實物，在觀察中引起思考，使學生因探究而要學；或聯絡學生已有的生活經驗，重現生活場景，使學生產生親切感，因學習內容貼近生活形成關注而要學；或觸及學生的情緒領域，喚起心靈的共鳴，是學生因情感的驅動而要學……無論是好奇求知還是情感、關注的需求求知，都能促使學生形成一種努力去探究的心理，從而激發內在學習動機的產生。

As a student who major in English for teachers, as a teacher in the future, teaching methods will play an considerably significant role in my future class.

There are a lot of kinds of teaching methods, for example, the grammar translation method, the direct method, the audio-lingual method, the cognitive approach, the communicative approach, the task-based teaching approach, etc. Among these teaching methods we have learned, what impressed me the most was the audio-visual method.

Audio-visual method also called the situational approach, it bases on the direct method and the audio-lingual method, and emphasis that the skills of listening and speaking should be taught before reading and writing in order to develop oral language skills. It combines language and real situations in our daily life to improve students’speaking ability. What’s more, the textbook of audio-visual method mainly consists of daily dialogues. Mother language doesn’t appear frequently in the process of the teaching.

According to my observation, the situational approach is frequently used by the teachers. The teaching order is “dialogue-sentence-vocabulary-pronunciation”. First, teachers may ask some questions about the topic to lead in. They will discuss the questions together, then the students share their own opinions. Teachers always focus on the text on their textbooks, especially the dialogues. They will read for the students or play the type. After listening, the whole class will read loudly together in order to keep the right pronunciation in mind. After this, teachers will explain the corresponding meanings in Chinese. Second, every sentence in the dialogue will be explained, including the pronunciation and the Chinese meanings. This part will mainly focus on the grammar. Once a new sentence pattern or language point shows up, teachers will teach the students not only to understand it, but also to have the ability to change it. They usually do some exercises , like writing some sentences by their own, or creating new dialogues with their partners. Third, teachers may highlight the key words in the dialogues which they should fully master in this class. Vocabulary learning contains pronunciation, writing, English meaning and Chinese meaning. And they will memorize these words through their homework after class. Last, the students may work in pairs to begin the role play activity, and act their dialogues to the whole class.

In my opinion, just like every coin has two sides, every teaching method has its own advantages and disadvantages. The audio-visual method is not perfect, it always provide a designed situation on the textbook to the students, in stead of offering students the chance to find more practical dialogues which can be used frequently in their daily life. However, there is no doubt that this method can intrigue students’ interests of any topic.