理论基础2.1.1 词汇教学原则多数的初中生认为，他们在学习词汇方面存

The theoretical basis of <br>teaching the principles of vocabulary 2.1.1 <br>Most of the students think that they there are significant barriers to learning vocabulary, especially fresh from primary to junior high school started this year, the first new academic because the sudden increase is not able to well adapted. Many students enough vocabulary, learn new words or forget the old word, resulting in speaking and writing can not be carried out smoothly in the long run lead to the loss of interest in learning English. Everything in the world, have their own rules, learning is no exception, therefore, many scholars will study the principles of teaching junior high school English vocabulary. As follows: <br>1. The words sound, form, meaning the combination of the principles of <br>the so-called figural meaning, it refers to a word's pronunciation, spelling and meaning. Want to really master a word, we must first learn to remember a word pronunciation, spelling and meaning. Word phonetic meaning of these three areas is an important part of teachers to teach vocabulary, it is an integral part of a process. <br>When this principle refers to explain the pronunciation of a word, pay attention to the special pronunciation of the word, such as mild or reread the words of a syllable, but also to pay attention to in connection with the spelling of the word, so that students will come to understand the rules of pronunciation, but also read more easily achieved from the pronunciation of the word easy to write the spelling words. But only the sound and shape combine is not enough, but also to pay attention to where the meaning of a word. When explaining the meaning of the word, not only to talk clearly, more high frequency words meaning you want to appear in the junior that focused on. Three can not be biased, as a whole. <br>2. The word principle leave the sentence <br>vocabulary is a huge system language. In a different sentence, with the meaning of the expression of a word is not the same. For example the word dog: <br>①You are A Lucky dog. <br>②Tom Likes at The White dog.<br>Both in the same word dog, different meanings expressed in different sentences. The first sentence is say you are a lucky, while the second sentence says Tom likes only white dog. Meaning expressed by the words themselves are ambiguous, meaning expressed by the sentence can not do without a word composed of the word. So, we want students to be able to really grasp the meaning of words, to get started, you need to sentence as an auxiliary tool, otherwise, the student will be difficult to correctly apply the vocabulary to express.

理论基础<br>2.1.1 词汇教学原则<br>多数的初中生认为，他们在学习词汇方面存在着很大的障碍，特别是刚从小学升入初中的初一年级，初一新生因为课业骤然增多，还不能够很好地适应。很多学生由于词汇量不够，或者学着新单词忘了旧单词，导致听说读写不能够顺利进行，长此以往导致学习英语的兴趣丧失。世界万物，各有规则，学习也不例外，因此，许多学者便研究了初中英语词汇教学原则。如下：<br>1.单词的音、形、义相结合原则<br>所谓音形意，是指一个单词的读音、拼写和意思。想要真正掌握一个单词，则首先要学会记忆一个单词的读音、拼写和意思。单词的音形意这三个方面是教师教授词汇的重要环节，是不可或缺的一个过程。<br>这个原则是指讲解一个单词的读音时，要注意单词的特殊读音，比如重读或轻度单词的某一音节，而且要注意与单词的拼写相联系，这样会使学生逐渐明白读音规则，也能更加容易实现从读出单词的发音容易写出单词的拼写。但仅仅把音与形结合起来是不行的，更要注重一个单词的意思所在。在讲解词的意思时，不仅要讲清楚，更要将在初中阶段出现频率高的单词意思着重讲解。三者不可偏颇，作为一个整体。<br>2.词不离句原则<br>词汇是语言中的一个庞大系统。在不同的句子中，同一个单词所表达的含义却不尽相同。例如dog这个单词：<br>①You are a lucky dog.<br>②Tom likes the white dog.<br>这两者中的同一个单词dog，在不同的句子中所表达的含义不同。第一个句子是说你是一个幸运儿，而第二个句子是说汤姆喜欢这只白色的狗。词汇本身所表达的含义是模棱两可的，一个词所表达的意思离不开由这个词所组成的句子。因此，想要学生能够真正掌握词汇的意思，掌握其用法，则需要将句子作为辅助工具，否则，学生将难以正确运用所学词汇来进行表达。

theoretical basis<br>2.1.1 vocabulary teaching principles<br>Most junior high school students think that they have a lot of obstacles in learning vocabulary, especially in the first year of junior high school, because of the sudden increase in the curriculum, they are not able to adapt well. Many students can't hear, read and write smoothly because they don't have enough vocabulary or forget the old words when they learn new words, which in the long run leads to the loss of interest in learning English. All things in the world have their own rules, and learning is no exception. Therefore, many scholars have studied the principles of junior high school English vocabulary teaching. As follows:<br>1. The principle of combining sound, form and meaning of words<br>The so-called phonographic meaning refers to the pronunciation, spelling and meaning of a word. If you want to master a word, you must first learn to remember the pronunciation, spelling and meaning of a word. The three aspects of the sound, shape and meaning of words are the important links in teaching vocabulary, which is an indispensable process.<br>This principle refers to that when explaining the pronunciation of a word, pay attention to the special pronunciation of the word, such as a syllable of stressed or light words, and pay attention to the connection with the spelling of the word, so that students will gradually understand the pronunciation rules, and it is easier to write the spelling of the word from the pronunciation of the single word. But it's not enough to combine sound with form. We should pay more attention to the meaning of a word. When explaining the meaning of words, we should not only make it clear, but also focus on explaining the meaning of words with high frequency in junior high school. The three should not be biased, as a whole.<br>2. The principle that words are inseparable from sentences<br>Vocabulary is a huge system in language. In different sentences, the meaning of the same word is different. For example, the word dog:<br>①You are a lucky dog.<br>②Tom likes the white dog.<br>The same word dog in the two has different meanings in different sentences. The first sentence is that you are a lucky man, and the second sentence is that Tom likes the white dog. The meaning of the word itself is ambiguous, and the meaning of a word can not be separated from the sentence made up of the word. Therefore, if students want to be able to really master the meaning and usage of vocabulary, they need to use sentences as auxiliary tools, otherwise, students will be difficult to correctly use the vocabulary they have learned to express.