第一篇：畢業(yè)論文修改注意事項(xiàng)

畢業(yè)論文修改注意事項(xiàng)

1、不要出現(xiàn)錯別字；

2、所有數(shù)字、字母都要在英文狀態(tài)下輸入，字母要傾斜；

3、論文中紅字的地方要注意；

4、封面的版本注意統(tǒng)一，題目下面部分沒有學(xué)號這一行；

5、論文題目太長的可以分成兩行寫，要居中；

6、封面的下劃線注意粗細(xì)長短統(tǒng)一，不要一長一短一粗一細(xì)；

7、目錄中，二級標(biāo)題注意空格，不要頂格寫，和一級標(biāo)題區(qū)分開，有層次；頁碼盡量對齊，不要明顯長短不一；

8、論文中（包括英文翻譯中）不要有你的名字，學(xué)號，指導(dǎo)老師姓名；不要出現(xiàn)“本文”、“我們”等詞語；

9、改的時候，文件保存名，就用答辯序號加“畢業(yè)論文”，如24號.畢業(yè)論文.doc；

10、摘要，關(guān)鍵詞，參考文獻(xiàn)，這幾個字不要用【】括起來，摘要兩字之間有空格；

11、摘要，關(guān)鍵詞，不要頂格寫，要空兩格，包括英文翻譯；

12、每一段空兩格，不要總是頂格開始；

13、英文翻譯注意去掉背景；

14、關(guān)鍵詞，key words，注意加s，因?yàn)殛P(guān)鍵詞有幾個，是復(fù)數(shù)；每個關(guān)鍵詞中間用“；”隔開，英文每個關(guān)鍵詞語第一個字母不要大寫；

15、題目下一行寫“數(shù)學(xué)與應(yīng)用數(shù)學(xué)2008級(1)班”，英文翻譯“Mathematics and applied mathematics2008(1)class”；

16、表格、圖等要居中排列，表名加黑；

17、參考文獻(xiàn)，這四個字頂格寫，序號用[1] [2] [3] [4] [5]，括號不要用【】這種，在序號要后空一格，如

[12] 譚小江，伍勝健，復(fù)變函數(shù)簡明教程.北京:北京大學(xué)出版社，2006.[13] 夏志，一類復(fù)變函數(shù)極點(diǎn)階數(shù)的確定.渤海大學(xué)學(xué)報（自然科學(xué)版），2005.18、行距一般為1.5倍；

這些只是常出錯的地方，具體情況具體分析，不包括所有論文。

大家一定相互傳閱，不要堅定自己的就一定是最標(biāo)準(zhǔn)的格式，多和幾個人比較才能減少問題的出現(xiàn)。修改好后，明天（3月7號）自己發(fā)給黃朝軍老師（hcjh6@163.com）。

第二篇：畢業(yè)論文修改

分類號

UDC

單位代碼

1166

1密 級

公開

學(xué)

號

2009402034

四川民族學(xué)院

學(xué)士學(xué)位論文

高中英語詞匯教學(xué)的探析

(初稿)

論文作者：

周均梅 指導(dǎo)教師：

學(xué)科專業(yè)：

研究方向：

提交日期：

2013年

月

日

中 國 ? 康定

English Department

Sichuan University for Nationalities

Analysis of Lexical Teaching in Senior High Schools

by ZHOU Jun-mei

A Thesis

Submitted to the English Department In Partial Fulfillment of the Requirement For the Degree of B.A.in English

Sichuan University For Nationalities May 2013 Thesis Supervisor:

高中英語詞匯教學(xué)的探析

摘要

愛瑪在高中英語詞匯教學(xué)中，傳統(tǒng)的教學(xué)模式給老師的授課和學(xué)生的學(xué)習(xí)帶來很多問題。致力于語言教學(xué)的國內(nèi)外學(xué)者普遍認(rèn)為詞匯知識在語言運(yùn)用和篇章理解方面有著至關(guān)重要的作用。自新課改以來，大多數(shù)中學(xué)都采用了新思路和新的教學(xué)方法，就本文的問卷調(diào)查來看，其成果不可忽視。該文章意在遵循新課改的要求，探析英語詞匯教學(xué)中的規(guī)律和方法，主要從三個方面進(jìn)行闡述：其一，新課改下,英語詞匯教學(xué)的現(xiàn)狀，從正反兩方面分析，提出問題。其二，.英語詞匯教學(xué)應(yīng)遵循的規(guī)律，著重研究詞匯教學(xué)中應(yīng)注意的單詞固有規(guī)律、學(xué)生生理與心理特點(diǎn)以及學(xué)生的記憶規(guī)律。其三，針對英語詞匯教學(xué)探究的教學(xué)方法，具體有語境記單詞教學(xué)法，以及對所學(xué)單詞的復(fù)現(xiàn)和運(yùn)用。

關(guān)鍵詞：語詞匯教學(xué);注意因素;有效方法

i

Analysis of Lexical Teaching in Senior High Schools

Abstract

In terms of vocabulary teaching in senior high school, the traditional pattern has caused lots of problems to both the teachers and students.The domestic and abroad scholars, devoted to language teaching, generally believe that lexical knowledge is pretty crucial for the use of language and the comprehension of writings.Since the New English Curriculum, innovative ideas and teaching methods are introduced in most senior high.From the survey I conducted, the achievement it has got can’t be ignored.Based on the New English Curriculum, this essay aims at exploring the rules and approaches in vocabulary teaching, and it can be divided into three parts: first, the recent situation of words teaching under the reform.Both the positive and negative sides are presented, and key questions are put forward.Second, the rules one should obey, namely, words’ rules, students’ characteristics on physiology and psychology, and the memory law.Last but not least, some practible ways on this topic, like using contexts together with any other methods(such as roots, affix, and derivative terms), phonetic teaching, classification and utilization of words, and combination of related words, are provided.Key words: vocabulary teaching；factors；effective methods

ii

Acknowledgements

Here I owe the most sincere gratitude to my supervisor, Ms Xiao who leads me to finish this article.I thank her for her endless patience towards me and smart guide in mentality.She impressed the definition of teaching methods on me, and let me know that what I write must be practical and effective.Based on this, a survey among students seems a must.Therefore, I appreciate those friends who helped me finish the survey among freshmen in Southwest Petroleum University.As far as I am concerned, it is tough work to convince the freshmen to believe this is an innocent survey.Obviously, this investigation is very critic to my essay.And I thank them to analyze the questionnaire.I’ll also grateful to my classmates, because they gave me appropriate suggestions, and recommended me many useful books.As to some parts of my essay, they raised very meaningful questions and shared their opinions with me, which benefited my article a lot.Thus I realize that my essay have to be referred to the real situation in the class of senior high schools, the objective of the New English Curriculum, and some rules teachers need to obey.Last but not least, I thank my family very much.During my stay at school, they encourage me all the way, and provide me with careful care and sufficient money.What’s more, they are my inexhaustible.iii

Contents 中文摘要……………………………………………………………………………i Abstract………………..………………………………………………….………ii Acknowledgements..………………………………………………………….iii Introduction………………………………………………………… …………..1 Chapter One The present situation of lexical teaching in Senior High schools.........................................................................................3 1.1 Definition Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.......................3 1.2 Negative aspects: unavoidable problems exist…………………………4 1.3 Questions are put forward…………………………………………………..5 Chapter Two The rules and factors that teachers should obey during their teaching……………………………………………….6 2.1.The rules and factors that teachers should obey during their teaching………………………………………………………………………….…6 2.1.1 The rules in vocabulary itself………….………………………… …… ….6 2.1.2 The factors of students’ physiology and psychology……………………..8 2.1.3 Teaching procedures should be in line with the memory law...................9 2.2 Feasible teaching approaches on English lexicon………………………9 2.2.1 The importance of the context and extra-curriculum reading……………9 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches……………………………………………………………….11 2.2.3 Activities to help remembering words……………………………… ……14 Conclusion……………………………………………………………………....15

Bibliography….………………………………………………….… ……………16 Appendix A….………………………………………………….… …………......17 Appendix B….………………………………………………….… ……………..19

ii

Analysis of Lexical Teaching in Senior High Schools

Introduction

Since 20 century 70s, with the further researches into acquisition of language, we can recognize clearly that the mastery of vocabulary is quite crucial for language understanding and language output(Wang Jing，2009:11).The famous linguist Wilkins said: ―Without grammar, we can hardly express something;while without words, we can not express anything.‖（Wilkins D.A.，1972:85）So if one wants to learn a language well, the most basic thing he needs to do is learn words.While in traditional teaching pattern, teachers usually teach words solely.That is: they teach students to read new words, and give students the meanings, some collocations, and then ask them to remember.That is force-feeding method of teaching，aiming at increasing the quantity of words, not the quality of words’ output.As a result, students will be in a state of ―passive‖, very negative and lack interest, to some extent.Successful learning is forged out of learners’ motive and impulse, compiling methods of studying materials , interesting ,etc（He Keyong,2002:334）.There is no doubt that teachers are supposed to respect students’ emotion and interest, to obey the memory law.Besides, most words have not only a single meaning, and they are connected with other words and phrases closely.Quite a few linguists consider that teachers can not teach vocabulary solely.They should provide concrete context and typical sentences to teach, classify words due to meanings, expand interrelated words(synonyms, antonym, hyponymy),adopt topic inductions(based on a certain topic, students are going to imagine other words and collocations), and also conduct ways of roots、derivatives and compound words.But vocabulary is the sign of one’s thought, we learn and use them constantly because they can convey some meaning, and offer us ideas(He Keyong, 2002:344).To have a solid knowledge of learned words, students should practice them in real situations, and promote ability of using them.There is also another thing we should pay attention to that among the information we have forgotten, 80% is acquired at the first time of learning, and we lost it within 24 hours, after which the forgetting rate will decline(Li Guanyi, 2007:8).Besides observing this rule ,students also need remember the words repeatedly and regularly.Moreover ,as a teacher, presiding students actively output vocabulary rightly by using communicating principles of teaching is necessary In this essay ,I intend to discuss some factors influencing results of teaching and effective teaching methods for vocabulary, coming up with an approach of putting new words in contexts , and then students can think out their own ways to quicken and fortify their memory, such as working in groups to show special ways of remembering words ,using roots and derivatives.Chapter One The present situation of lexical teaching in Senior High schools.1.1 Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.The modern education of China focuses on students’ quality education, and promotes their all-around ability.In line with this objective, the New English Curriculum was conducted at the beginning of 21 century, aiming at upgrading students’ mind, lighten their study burden, and make them more skillful in practice.In terms of the reform, the English teachers are required to plan the classes fit for the traits of teenagers’ physiology and psychology, linguistic rules of acquiring linguistics, in order to meet different needs of students.The questionnaire conducted among the freshmen(whose hometown is Chengdu)in Southwest Petroleum University this year, is named ―Questionnaire on how the Senior High students study English and remember English words‖(It is abbreviated as ―Questionnaire‖ in the following contents).From questions 11-14 in the Questionnaire, one can judge that English teachers have noticed that students play an most important role during lexical teaching, so that they have been adopting a series of effective approaches to present new looks in class:

? To introduce cooperative and inquiry learning process, and lessen students’ study burden to give more time and space.? To change the dubious and sole way of explaining and extending vocabulary, to practice the learnt words in certain contexts, and to set scenes to use them.? To adopt new and interesting ways(the Natural Approach/ Total Physical Response/ the Silent Way/Audio-lingual Method, etc.)based on students’ features.? To apply multimedia which gather pictures/sound/letters/ video together besides the basic teaching device like chalks and blackboards, thus make the word

teaching more vivid and direct, and making the students more impressive on what the teacher imparts.While teachers’ aim is not to teach knowledge but methods, thus drawing out their study potential, achieving the goal of teaching.During the New English Curriculum, students’ study is more and more drew our attention.Among the Questionnaire, questions 6、8、11、17、24、26、27、30、31 have showed that: ? They have realized that they themselves are the master of study;therefore they summarize effective approaches of learning and remembering vocabulary and discuss their doubts actively.? They are exploring the rules of study constantly, classify the words which are similar in pronunciation, spelling, meaning, or have opposite meaning;they are also engaged in analyzing lexical roots, the speech, derivation and collocation.Then they can easily form a memory system.? Besides applying what they have learned in practice, students use their spare time to learn extracurricular material, enriching their mind.From these phenomena we can conclude that the lexical teaching methods of Senior High schools in Chengdu are efficient to some extent.However, there are also many aspects need improving because there are some unavoidable problems.1.2 Negative aspects: unavoidable problems exist

The New English Curriculum is certainly a kind of reform, and it can be more effective in exploiting students’ potential and interest in applying the knowledge, which adapts to the social development better.Nevertheless, the solutions are always accompanied with problems.The reform helps to promote, while it never can achieve its goal in a short of time.The traditional lexical teaching still prevails among the Senior High schools, which means not that all the traditional ways are useless, but one needs to remove its bad ones.From questions 1、15、19、28 , one can conclude some drawbacks: ? The teacher, as a leading factor, and the textbook, as a classroom center unscientifically dominate the whole class, making students have little time and

chance to think and participate.? The teachers teach nonstandard pronunciation, causing students’ difficulties in listening and communication;the teacher imparts words solely without any context and explains words simply, causing students’ great troubles in translation and comprehension.? The teacher goes against the memory law because he/ she doesn’t lead students to do review, and rarely put them in use.? The teacher seldom expand the words to other usage except in the book, making students can’t master and use them flexibly.These problems led to some ―problem students‖.From questions 3, 4, 5,7,25, one can get the following troubles of the students.? Most students are quite reliable on their teachers, short of perseverance, can’t review the learnt vocabulary regularly actively, and don’t look up words in dictionaries.? Most students have got used to the teacher acting as a leading factor in class, reciting words repeatedly in order to pass exams.? Students can use what they have remembered to solve practical problems, and can’t flexibly understand the words in other contexts and scenes.1.3 Questions are put forward.These negative sides are not produced in one day, and they are brought by the traditional teaching which has profound origins.That’s to say, we can’t handle them in one moment.It is the specific situations that one takes in account to reform the previous teaching selectively.Only borrowing the essence of lexical teaching overseas and innovate new approaches, can one succeed.Therefore, what causes these problems in lexical teaching? Certainly it connects closely with the necessary factors of the class: teachers, students, textbooks, the vocabulary itself, teaching approaches, etc.However everything has its rules.So in the teaching procedures, what kind of rules will the teachers obey and what factors they need to notice? Is there any effective lexical teaching methods?

Chapter Two The factors and rules that English teachers need to notice in lexical teaching.2.1 The rules and factors that teachers should obey during their teaching.2.1.1 The rules in vocabulary itself

Each language has an abundant glossary, and every word is unique, but not isolated(Lan Chun, 2009:82).Without connection with those elements to which it closely relates to, the teaching is ineffective, and efforts don’t get reward.In order to make the teaching procedure promptly and effectively, and deepen students’ impression, comprehension and flexibility of using the words, teachers must analyze a certain word in different perspectives, as well as what it is associated with.Phonetic factors.Linguisticians believe that though the definition of vocabulary is various, the relevant basic content it refers to is just a matter of sound and meaning(Lu Guoqiang, 2007:1).From questions 10 and 23, one can judge that it is a popular recognition of students that the standard pronunciation helps a lot to listening and spelling.As a matter of fact, the standard pronunciation can benefits their expressions.Therefore, teachers ought to lead students to analyze phonetic symbols, spell and articulate correctly.Then students practice in this way repeatedly and regard it as a way of remembering words, which can avoid learning by rote.―Tease‖, taken for example, is pronunciated [ti: z].Before teaching students to read it, teachers can ask them to count how many vowels there are, whether every vowel has a corresponding pronunciation, and if they have, then how to?

Through analyzing, one can know that there are 3 vowels, among which, the ―ea‖ in the middle reads [i:], and the ―e‖ at the end is silent.From this, students can see that there is just only one vowel sound in the phonetic symbol, so‖ tease‖ is a single syllable.In that way, it is stressed.Those words like eat, meat, neat, least, beat, contain ―ea‖ reading [i:].Besides, teachers will also guide students to find out differences between [t]and[d], [i:] and[i], [s]and[z].Thus students will master some

pronunciation rules themselves, generalize some words containing the same pronunciation, and they can learn vocabulary by themselves in the long run.Word-formation.Aimed at fostering students’ ability to decompose word-buildings, and strengthen their understanding, the approaches like conversion, derivative, compound, acronym, blend, backformation, etc, are introduced.Here, examples are given about the former three kinds.Conversion.Among the English words one learns, the words whose part of speech can be conversed account a large proportion.For example, ―look‖ is usually used as a verb means ‖看‖ in Chinese.While in the phrase ―have a look‖, it is a noun.What’s more, when it refers to the expressions on face, it is a noun.Another example, ―head‖ is usually used as a noun, meaning ―頭部‖ in Chinese.While when it acts as a verb, it means ―to lead‖, ―to entitle‖.Here examples are given to show nouns changed into verbs.Besides this, there are also adjectives changed into verbs(like better), adverbs changed into verbs(like out), adjectives changed into nouns(like the old), etc.Derivations.Generally prefix and suffix are added to words to alter their part of speech and meaning.For example, ―-r‖ is added to the verb ―write‖, and the noun ―writer‖ is formed.―Dis-‖ is added to the verb ―like‖, then the antonym ―dislike‖ got.―Ness‖ is added to the adjective ―nice‖, and then the noun ―niceness‖ formed.The following are some common affixes:

Noun affixes:-ness,-or,-er,-tion,-ence,-ian,-ess,-ty,-al,-sion； Verb affixes:-fy, en-,-ize,-ate;

Adjective affixes:-y,-ed,-ful,-tive,-able,-ing,-ish,-less,-y;Negative affixes: dis-,il-, im-,-in, anti-, mis-, non-;

If students have mastered these common affixes, they can be more skillful in applying words in practice.Compound.Compound words are formed by two or more words, which are easily understood.For example, a noun and a noun: policeman, blackboard, weekend, airplane, chairman；a gerund and a noun: waiting-room, living-room, dining-room；a adjective and a noun: gentleman, blue-sky, warm-heart, present-day.Besides, there 7

are also compound words that consisting of adjectives and verbs, prepositions and nouns, verbs and adverbs, adjectives and adverbs, etc.Very word has its unique traits and if students find and take advantage of them, they can go further and avoid cram up.2.1.2 The factors of students’ physiology and psychology.Education must adapt to students’ growth.It must be based on the development situation of personal physiology and psychology, development rules, mature mechanism, as well as fit for a certain level of growth, the developing order, all-round cultivation, uniqueness, etc.Thus, education can be a reliable insurance(Li Sen &Chen Xiaorui，2009:59).The Senior High students are transmitting from youngsters to adults, and finalize their shapes and personalities.Though their bodies and minds become mature gradually, their intelligence is more and more perfected, and their improvement on the faculty of memory, judge, logic thinking is outstanding, there appear many conflicts and contradictions.Above all, they strengthen their self-consciousness, independence of judging things, and competence of analyzing;on the other hand, their psychology is so unstable and sentimental that they are easily disturbed by outside things and will easily rebel others.Second, their perseverance increase to a higher level, and they can control and drive themselves to some extent;however, they still lack of willpower, and easily turn impulse and paranoid.Third, they are very enthusiastic and self confident;but they are also conceited.When they fail, they can never recover and then they will feel the study is boring.In addition, the day they step into the Senior High schools, they begin to burden all kinds of pressure, especially the college entrance examination.This results in their anxiety, tense, and tiredness.Based on the above analysis, one can judge that those students’ potential to learn is endless.But if the English teachers merely add the task of remembering and doing exercises, or just tell them some skills to cope with exams, their subjective initiative, activity, and the ability to think can’t find a way out.As a result, teachers, the ones that they can depend on, will one day make them lose their own thinking and creativity.Therefore, under the New English Curriculum, tedious lexical teaching approaches should be renewed, students’ potential needs exploiting, and passing exams is not that important as previous.To find out efficient methods, in what way students want to be taught must be taken into consideration.To sum up, I think that the approaches which can activate students’ initiative and interests, that to say, fit for their physiology and psychology, deserve the description ―efficient‖.2.1.3 Teaching procedures should be in line with the memory law.The great psychologist, H.Ebbinghaus discovered that lethe begins upon the moment the study stops.While the process is not heterogeneous.First, the Lethe’s speed is fast and quantity large, and then its speed will slow down and quantity small(Yang Hong&Wu Tianwu&Wang Chengxiang, 2006:143).As to daily study, teachers need to supervise and urge students to make a plan of remembering vocabulary and conduct it regularly.Sometimes, tests are supposed to be given to help them consolidate their impression and understanding.To deal with the newly learnt words, teachers can introduce this method: remembering the words every a unit time.For example, a student learns 10 words in 5 minutes in the morning;and uses another 5minutes to review in the middle of the morning;and repeats the review in more times until the student can remember all of them.What’s more, in daily class, teachers repeat the words to make them notice and review.In addition, contexts and scenes are supposed to be introduced.2.2 Feasible teaching approaches on English lexicon.2.2.1 The importance of the context and extra-curriculum reading.There is no doubt that all kinds of efficient methods have been put forward and applied in practice.Among these methods, one can find out that the most popular ones are like conversion, derivative, compound, acronym, blend, backformation which have been mentioned above.What’s more, introducing some social common sense by using the target word, giving students some scenes or contexts to figure out the word’s meaning, making some comparison between the similar words and

phrases, using the target words to tell or make up stories which can interest students, are also prevail among the Senior High classes.However, the context is the crucial factor or medium which determines different connotations of the same word, that is to say, without the context, a word’s diverse meaning can’ t be conveyed, and this word means little to the learners.As a result, learners can understand the same word in different texts, let alone use it flexibly.There is a common view that different contexts can endow the same word different connotation.On the other hand, individual words are critical in building blocks in text-meaning construction, efficient in converting graphic symbols into sound or meaning or information, and indispensable in comprehension(Keiko Koda, 2007:29).All in all, reading texts and studying glossary are simultaneous, and each of them benefits the other.From this reason, one can judge that lexical learning or teaching can’t be separated from the context.But in the textbooks, there are indeed many writings and grammar points, which are mastered by the students skillfully.Then why they can’t understand other texts from extra-curriculum materials, consisting of the same vocabulary they have learned? And why they can’t use the same glossary elastically in another way which is different from the usage in the text book?

That’s because students are lack of extra-curriculum reading.Repeated contact with a large amount of words in print is potential to gaining scholarly glossary, and developing techniques for studying new words from texts.It is quite necessary.While in most Senior High schools’ English classes, the textbook is the main-oriented material and teachers spend little time to notice the importance of extra-curriculum reading to students’ study.And then students have the excuse that it is not necessary to read other things because their main objective is to pass exams and get high scores and the teachers design the exams in line with the textbook.So this is a vicious circle in our education.So, from here, one can discover the reason for the students do little extra reading in English.If effective methods are intended to acquire, extra reading must be encouraged and studying new words in personal-suit ways should be incited.Nevertheless, teachers can’t spend much time in guiding students to do extra-reading in class because the class time is limited and the chief aim is to meet the syllabus’ requirements.Therefore there must be a plan, which both can make teachers have time to lead students to do extra-reading, and doesn’t affect the teaching procedures.But how to design that kind of plan? 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches.To assure the normal teaching process, teachers can lead students just do extra-reading once or twice a week.However, there are so many good methods to teach words.And if teachers merely use only the context, that will be tedious and soon the students will get bored.So how can the teachers balance the context and the vivid atmosphere?

As far as I am concerned, using the context as a medium to convey multiple effectual lexical teaching approaches.Well, maybe it makes people feel confused.Let me explain.Teachers can choose one passage from the extra-reading exercises as an example, but the passage must be suitable for students in both the degree of difficulty and rationality of arranging the new words.In that case, teachers have to figure out which level of English and vocabularies have the students are in, which part the students know well and which part they should make efforts to remedy.Referring to the passage ―After Divorce‖ in Appendixⅱ, one can see clearly how to make it.First, the passage is given with the 10 new words which are going to be learnt, and phonetic symbols are showed just after these words to facilitate students to pronounce.Second, after students finish the whole passage, they ought to know the main idea of the passage.Then, they’ll do a test.In the text, 10 questions are designed directed against the 10 words one by one.These questions are mainly about the words’ meaning, and conducted to let the students to dope out their meaning according to the context.Each question has 3 options that show 3 kinds of meaning of the same word, and students are required to choose the best one due to their

understanding.Third, the teacher leads students to analyze these questions one by one.While I have mentioned that each has its own traits, so various ways are encouraged to use that is to say, each word has a special way to learn.The specific learning procedures of each word is showed obviously in Appendixⅱ.And here I just select some typical points to discuss.Take the first word, ―split‖ for example, this word is very simple, but it is not easy to remember because its pronunciation /split/ and spelling will easily make students mix it with ―spilt‖, ―slip‖, ―splice‖, ―spiel‖ etc.So I suggest that teachers can use phonetic factors to remember.Above all, teachers teach students to enunciate the phonetic symbol ―sp‖, and to generalize some words containing the same sound: speed, space, spot, speak, spic, etc.Then, teachers can teach students to articulate the sound ―spl‖, and classify some words owning the articulation, splat, slake , spleen, splice, spore, etc.Therefore, the word ―split‖ can impress students well with its pronunciation.In addition, teachers can introduce the phrases ―split the vote‖, ―split the ticket‖ to students.In this way, students can learn something about the American election as well as the phrases themselves.I think this is better than only explaining the word or phrases.The same way is also applied to explain the second word ―parochial‖, the third word ―welfare‖, the fifth word ―utilities‖, etc.Another way is to use derivatives.For instance, the forth word ―comfortably‖, here I adopt derivatives.First of all, this word is derived from ―comfort‖, from which one can get a series of words.Com-in ―comfort‖ originally means combination/commonness, or serves as a root to stress the tone.And the ―-fort‖ originally refers to strengthen/enhance/reinforce.So the word ―comfort‖ can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Based on this, ―comfortable‖, ―comforts‖, ―comforting‖, ―comforter‖, ―comfortably‖ are got.The same way is suitable for the seventh word the eighth one ―extended‖.Then, I must mention that using interesting story to arouse students’ interest in

learning the knowledge the teachers are talking about is very popular nowadays.In the passage After Divorce, the word, ―teased‖ whose archetype is ―tease‖, is imparted through a fair tale.To explain the phrase, I use the story of the Crow and the Fox which has been very familiar to all the students in their childhood.Here it is used to show the fox cheats the crow to drop the meat from her mouth with a cunning strategy.This action of the fox is called ―to tease out the meat from the crow‖.Among the ten words, the tenth one ―hardship‖ is a compound word.In this situation, when learners meet it, first of all, they need to find how many words subject to ―hardship‖.It is easy to know that there are two words in it: ―hard‖ and ―ship‖.―Hard‖ means strict, severe, difficult, tough, solid, rigid, etc, and ship is a noun and verb meaning a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship, friendship, headship, relationship, etc.In this case, hardship can be explained this way: a sort of difficult situation.Besides all of above, I also use turn scenes into sentences which contain target words to require students to think out the word’s meaning in differences.This is used on the word ―split‖, ―teased‖, ―extended‖ in the passage After Divorce.What’s more, giving students target word’s synonymies and anonyms which I have used to explain nearly all the ten words.Perhaps limited by the passage, many interesting and effective methods are not adopted in these words.While if possible, teachers can integrate more in teaching.For example, telling differences between two or more words and phrases, making dialogues, reciting tongue twisters, making up short stories.Forth, after learning all the words, students are asked to reread the passage and redo the questions.At the same time, their speed should be much quicker.Fifth, students may forget what they have learnt very quickly within 24 hours.Consequently, the next class, teachers have to review those words for them.But, that will make the students passive.Therefore, students need to do the review themselves.They should work in groups, and each group has 2-3 people.The task is

that each group has to come up with a way to deepen the memory of at least two new words.They can copy the teachers’ way but their explanation must be correct;they can also create new ways like singing a song, playing a game, reciting something, doing some comparison, etc.However, since time is limited, their review should be controlled within 10 minutes.And every class, 2 or 3 groups are supposed to perform.As to the rest of the words which have been learnt last time but not reviewed by groups’ performance, teachers can help students go through them in 5 minutes.2.2.3 Activities to help remembering words.Although some students have a very large vocabulary, they always do badly in exams.To some extent, it is because they don’t know how to use them.And they are under great pressure of the college entrance examination, and have much exercise to do.So, English teachers can plan some activities to arouse their initiative in lexical learning, and use their mastered glossary in practice.These activities can be words’ competition, using given words to make up a short story in 5minutes, singing English songs, watching interesting movies and then taking notes to repeat the plots in English, debates, etc.Whatever ways teachers apply, the aim is to enhance the students’ ability of using what they have learnt in practice.This benefits a lot to their listening, reading comprehension, writing, speaking, and even single option.And this method can also lessen their stress, finding some pleasure similar to the undergraduates.14

Conclusion

It’s easy to point out the drawbacks of teachers’ teaching pattern;it’s a bit difficult to figure out the reasons;the most difficult thing is to feel the feasible ways of teaching and they will turn out effective in practice.While teaching lexicon is a very applicative technique, in that case, if one designs new methods to teach, he must conduct it in class.And based on observe and study teaching situation and the average level of the student body in a certain school, one can come up with the authentic problems and set a point where teachers should focus on their weak parts and make great efforts to improve.Only in this way can the methods agree with the real conditions, and turn out successful.As to new teachers, raising some new approaches to solve teaching lexical problems is not an easy thing.Therefore, except doing and analyzing investigates, and comparing different results caused by different methods, they need to consult those teachers who have rich experience, and good at managing the whole class.Perhaps not all the suggestions those teachers give are suitable for a certain school, but one can combine the advice with the local situation, and come up with the way fit for the class.That’s to say, selecting the ones fit the teachers’ personalities and the students’ study.Besides that, as I stated before, taking the factors: rules in vocabulary itself, students’ physiology and psychology, the memory law into consideration is really an important stage.And the method, using the context as a medium to convey multiple effectual lexical teaching approaches is just a minimum one, and whether it suits specific classes, one needs to implement it and refine it.Anyway, this procedure is mainly to explain in all kinds of ways.Thus, it can not be avoided that the students will get tired to some extend.Therefore, I propose some activities which interest students and provoke their potential.And of course, teachers need to consider the local conditions.Generally speaking, watching movies, performing a play, holding a debate, etc are all ways to make students learn something and happy.Bibliography 崔剛，孔憲遂，《英語教學(xué)十六講》，北京:清華大學(xué)出版社，2009。

王晶，《詞匯深度知識及其在教學(xué)上的運(yùn)用》，遼寧：沈陽航空工業(yè)學(xué)院外國語學(xué)院，2009（11）。

Wilkins D.A.Linguistics in Language Teaching.Cambridge: MIT press, 1972.何克勇，《英語詞匯及起源》，北京: 清華大學(xué)出版社，2002。

李觀義，《具有中國特色的外語教學(xué)法》，上海：上海外語教育出版社，2007。Keiko Koda.Insight into Second Language Reading.Beijing: Cambridge University press, 2007.伍謙光，《語義學(xué)導(dǎo)論》，長沙：湖南教育出版社，1998。

李森，陳曉瑞，《現(xiàn)代教育學(xué)基礎(chǔ)》，上海：華東師范大學(xué)出版社,2009。陽紅，吳天武，王呈祥：《心理學(xué)新編》，武漢：華中師范大學(xué)出版社，2006。藍(lán)純，《語言學(xué)概論》，北京：外語教學(xué)與研究出版社，2009。

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Appendix A 新課改下高中學(xué)生對英語學(xué)習(xí)和英語單詞記憶問卷調(diào)查

調(diào)查對象：西南石油大學(xué)2012屆成都籍新生

調(diào)查人數(shù)：100人 調(diào)查時間：2012年9月1日~2012年9月9日

調(diào)查人：周均梅

1.你在做英語試卷的時候，覺得哪部分是最難的？（）

A．聽力（40％）B.單項(xiàng)選擇（4％）C.完形填空（32％）D.閱讀理解（12％）

E.書面表達(dá)

（8％）

F.短文改錯（4％）2.你一周上英語課的節(jié)數(shù)（不含晚自習(xí)）（）

A.14節(jié)（20％）B.12節(jié)（28％）C.11節(jié)（16％）

D.10節(jié)（8％）

E.9節(jié)（4％）F.8節(jié)（0%）

G.7節(jié)（0%）

H.6節(jié)（24%）3.你有沒有制定自己的記憶單詞的計劃？為什么？（）

A.有，這樣可以幫助我更好地鞏固單詞，形成單詞記憶的系統(tǒng)。（12％）B.沒有，感覺沒必要，平時要考試或者聽寫的時候再臨時記憶。（32％）C.有時，但是不能堅持，缺乏毅力。（48％）D.從未，我不喜歡學(xué)習(xí)英語，覺得記憶單詞非常枯燥。（8％）4.在英語課堂上，你喜歡―老師努力講解，學(xué)生認(rèn)真聽和記筆記‖這種教學(xué)方法嗎？（）

A.非常喜歡（8％）B.喜歡（12％）C.還可以（48％）

D.不喜歡（32％）5．你會對學(xué)過的單詞做及時的復(fù)習(xí)嗎？（）

A.會復(fù)習(xí)（28％）B.不會復(fù)習(xí)（24％）

C.有時復(fù)習(xí)（44％）

D.大部分時間會復(fù)習(xí)（4％）

6.到目前為止，你認(rèn)為記憶單詞最有效的方法是？（）

A.老師指導(dǎo)的方法（20％）

B.自己總結(jié)的方法（44％）

C.同學(xué)介紹的方法（20％）D.其他方面的方法（16％）

7.你在讀英語文章碰到生詞時，會查字典嗎 ？（）

A.讀完文章后推測該詞的含義，再查字典（28％）B.先停下來查字典，確定其含義后再繼續(xù)讀。（28％）

C.只要了解文章大意，推斷出文章的大意即可（8％）

D.知道文章的大意就好，沒必要追究每個單詞的含義（36％）

8.你平時記憶單詞的時候，會把拼寫相似、含義相近或相反、發(fā)音相似等詞進(jìn)行聯(lián)系記憶嗎？（）

A.經(jīng)常會(16％)

B.偶爾會（64％）C.一般不會（8％）

D.從不（12％）9.你記憶生詞時會將該詞的名詞形式、動詞形式、形容詞形式、副詞形式以及其基本用法綜合記憶嗎？（）

A.經(jīng)常會（12％）B.偶爾會（48％）

C.一般不會（28％）

D.從不（12％）10.你認(rèn)為標(biāo)準(zhǔn)發(fā)音和單詞記憶有聯(lián)系嗎？（）

A.完全無關(guān)（20％）

B.正確發(fā)音能增強(qiáng)學(xué)生語感，幫助正確拼寫單詞（40％）

C.有一定聯(lián)系，但不大（20％）

D.不清楚（20％）

11.你是喜歡老師以―單詞讀音—單詞含義—單詞運(yùn)用‖的教學(xué)方法一個人講解，還是喜歡參與小組討論、與同學(xué)合作學(xué)習(xí)的方法來記憶單詞？（）

A.老師一個人講解，學(xué)生做筆記（12％）

B.兩種方法都用會比較好（32％）

C.比較喜歡與同學(xué)討論，合作性學(xué)習(xí)（48％）

D.用任何一種都行（8％）12.學(xué)習(xí)新單詞的時候，老師會提供一定的語境進(jìn)行練習(xí)嗎？（）

A.經(jīng)常（44％）

B.偶爾（28％）

C.很少（16％）

D.基本沒有（12％）13.你所在的學(xué)校，已經(jīng)使用多媒體對英語進(jìn)行教學(xué)了嗎？（）

A.是的，全多媒體教學(xué)（32％）

B.是的，偶爾使用（24％）

C.有在用，但是很少（20％）

D.基本沒有（24％）

14.通常你的英語老師會用一些有趣的方法幫你記單詞嗎？（例如：編順口溜、玩游戲、講故事）（）

A.經(jīng)常（14％）

B.偶爾（32％）

C.很少（24％）

D.基本沒有（32％）15.你認(rèn)為老師應(yīng)著重哪些方面的講解（）（可多選）

A、語法（20％）

B、詞匯（28％）C、翻譯（44％）

D、語篇分析

（28％）

E、做題技巧（16％）

16.你認(rèn)為大學(xué)英語教學(xué)的重心應(yīng)該是（）（可多選）

A、語法（16％）

B、聽力（48％）

C、閱讀（20％）

D、口語（44%）

E、寫作（8％）

17.你認(rèn)為在英語課堂中，最有利于提高你的英語能力的活動是：（）（可多選）

A、兩人對話（12％）B、小組討論（28％）C、個人發(fā)言（36％）D、其他（24％）18．每天你課外學(xué)習(xí)英語多長時間？（）

A．2小時以上

（8％）

B、1小時左右（40％）C.一個半小時左右（16%）D、少于1小時（36％）

19． 你閱讀除課文以外的其它英語讀物嗎？（）

A、經(jīng)常（20％）

B、偶爾

（20％）

C、從不（40％）20.在聽英語時，碰到生詞我會跳過生詞繼續(xù)聽下去。（）

A、非常同意（12％）B、同意（48％）

C、不同意（12％）D、無所謂（28％）21.在英語課上，我注意老師在口語表達(dá)中常用的詞語（）。

A、經(jīng)常注意（12％）B、有時注意（52％）C、沒注意過（20％）

D、他用什么詞語與我無關(guān)（16％）

22．我會有選擇的記憶課外閱讀材料中碰到的生詞和未學(xué)過的短語。（）

A：非常同意（18％）

B：同意（30％）C：有點(diǎn)同意（18％）

D：有點(diǎn)不同意（28％）

E：不同意（6%）

F：非常不同意（0%）

23．假如在聽力時碰到生詞，我會盡量記住生詞的發(fā)音，然后根據(jù)發(fā)音在字典上查找它的拼寫及相關(guān)意思。（）

A：非常同意（20％）B：同意（20％）C：有點(diǎn)同意（36％）D：有點(diǎn)不同意（20％）

E：不同意（4％）

F：非常不同意（0%）24．寫作文時我盡量使用剛學(xué)過的生詞和短語。（）

A：非常同意（32％）B：同意（40％）C：有點(diǎn)同意（12％）D：有點(diǎn)不同意（8％）

E：不同意（4％）

F：非常不同意（4％）

25．我用重復(fù)念和重復(fù)拼寫的方法來記生詞。（）

A：非常同意（28％）B：同意（48％）

C：有點(diǎn)同意（8％）D：有點(diǎn)不同意（12％）

E：不同意（4％）F：非常不同意（0%）26．記單詞時，我會聯(lián)想有關(guān)的同義詞或反義詞。（）

A：非常同意（20％）

B：同意（28％）C：有點(diǎn)同意（16％）

D：有點(diǎn)不同意（20％）

E：不同意（16％）

F：非常不同意（0%）27．記單詞時，我經(jīng)常聯(lián)想同詞根的詞。.（）

A：非常同意（8％）B：同意（40％）C：有點(diǎn)同意（44％）D：有點(diǎn)不同意（12％）

E：不同意（16％）F：非常不同意（4％）

28．學(xué)習(xí)單詞時，我只記憶精讀課本詞匯表上列出的詞。（）

A：非常同意（20％）B：同意（28％）C：有點(diǎn)同意（12％）D：有點(diǎn)不同意（20％）

E：不同意（20％）F：非常不同意（0%）

29．我不僅學(xué)習(xí)詞匯在課文中的意思，而且學(xué)習(xí)詞匯在課文以外的意思。（）

A：非常同意（20％）

B：同意（40％）

C：有點(diǎn)同意（12％）

D：有點(diǎn)不同意（16％）

E：不同意（4％）

F：非常不同意（8％）30．我課外主動看英語電視和電影。（）

A：非常同意（12％）B：同意（44％）C：有點(diǎn)同意（28％）D：有點(diǎn)不同意（8％）

E：不同意（8％）

F：非常不同意（0%）31．我堅持每星期用英語寫一篇日記。（）

A：非常同意（8％）B：同意（28％）C：有點(diǎn)同意（24％）D:有點(diǎn)不同意（16％）

E：不同意（24％）F：非常不同意（0%）32．我經(jīng)常去英語角和別人交談。（）

A：非常同意（24％）

B：同意（24％）

C：有點(diǎn)同意（12％）

D：有點(diǎn)不同意（32％）

E：不同意（4％）

F：非常不同意（4％）33．我主動通過生詞的漢語意思來記住所學(xué)的生詞。（）

A：非常同意（4％）B：同意（32％）C：有點(diǎn)同意（24％）D：有點(diǎn)不同意（24％）

E：不同意（12％）

F：非常不同意（4%）

Appendix B After Divorce My parents divorced/ di′v ?:st /（離婚）when I was two, and the repercussions/、ri:p ? ｀k ? ? ? n/(影響)of their split /split/lasted long after it was final.My mother was a parochial /p ?｀r?uki? l/school teacher who earned just enough to stay off welfare/｀welfε? /, but not enough for us to live comfortably/｀k ? mf ? t ? bli/.Utilities /ju:｀tiliti/in our home were shut off（不夠用）from time to time, and it seemed like we would never catch up.My mother also worked nights, so after school I would go to my grandparents' house.I spent little time with my mother because she worked during the week, and eventually(最后)on weekends, too.My most painful memories of that time are not of being teased/ti:zd/ for my limited wardrobe/｀w ?:dr ?u b/, or the times we had no running water because my mother missed payments.The most difficult experience was watching my mother cry at night, while I hugged her and told her I loved her.Through all this, I learned so much.I came to value education, family and faith.I worked hard in school, and earned good grades.I learned from my mother's example(she went back to school after three children and a divorce)that it is important for a woman to go to college and not depend on a man.I came to value extended/iks｀tendid/ family support and developed a close relationship with my grandparents and cousins because I was with them so much while my mother

worked.Last, my faith became very strong.Although my mother was very busy, she made sure we all went to church together every Sunday.Most important, we did not blame God for our situation.Instead, we thanked Him for the good things in our lives.We were grateful for the people who cared about us, for not being on the streets, and for good health when we did not have health insurance/in｀? u?r?ns /.My parents' divorce caused hardships/｀ha:d?ip/ and pain, but it was also an experience that I would not change because of how much I learned.1.What does the word ―split‖ mean?()

A.An opening(裂縫)made violently as by pulling apart;B.A break or separation in some relationship.C.A promised or claimed share of loot(戰(zhàn)利品)or money.2What does the word ―parochial‖ mean?()

A Relating to or supported by or located in a parish(教區(qū))；

B.Narrowly limited in outlook or scope;C.Some place which is too far away or remote.3.What does the word ―welfare‖ mean?()

A.Governmental provision of economic support to people in need.B.Something beneficial that aids or improves someone’s life or well-being.C.A contented(滿足的)state of being happy, healthy and prosperous(繁榮的).4.What does the word ―comfortably‖ mean?()A.In mental comfort(舒適);without stress.B.In physical comfort.C.In financial(經(jīng)濟(jì)的)comfort.5.What does the word ―Utilities‖ mean?()

A A company that performs a public service;subject to government regulation.B Some daily tools or things used in household such as soap(肥皂)and washing powder.C The quality of being of practical use.6.What does the word ―teased‖ mean?()A.Feeling mild pleasurable excitement.B.Mock or make fun of some one;playfully.C.Annoy(使 煩惱)persistently（不斷地）7.What does the word ―wardrobe‖ mean?()

A A tall piece of furniture that provides storage(儲存)space of clothes;has a door and rails or hooks for hanging clothes.B Collection for clothing belonging to one person.C Collection for costumes(服飾)belonging to a theatrical（劇院的）company.8.What does the word ―extended‖ mean?()A Quite long in duration(延長);B Great in rang(范圍)or scope(視野)C Became large in material(物質(zhì))rang or stretched forth 9.What does the word ―insurance‖ mean?()

A Promise of reimbursement(退還，償還)in the case of loss;a kind of business paid to people or companies that so concerned about danger that they have made B Written contract or certificate of insurance;

C Protection for the safety of somebody or something.10.What does the word ―hardships‖ mean?()

A Situation in which your life is difficult or unpleasant, often because you don’t have enough money.B Ships which is old and can’t work well.C Some problems which are hard to solve.Following is the teaching procedures: 1.Split.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Then give them its part of speech.And its elementary meaning is‖分開、分裂、斷裂、分擔(dān)‖，which in English we can connect it with‖cut/share/break/crack/segment/disagree/divide/sever/separate,etc‖.Moreover, Split can be transitive verb, intransitive verb, adjective and noun.What’s more ,students can associate the opposite meaning:―聯(lián)合、團(tuán)結(jié)、聯(lián)系、結(jié)合‖，which in English we can say ―unite/connect/combine/together/same/cooperate, etc‖.②Give students the following sentences and ask them to figure out what split means in each sentence:

*If something splits or you split it, it is broken into parts.*A split in a group is a disagreement between its members.*A split is a long crack.*If some people split something, they share it with each other.③ Giving some usage of split in order to help students to consolidate their impression about it.Ask them whether they know ―split the ticket/split the vote/split one’s side‖.Then Teacher explains them in details.*split the vote:(the candidate, the small parties)to attract another candidate’s or party’s votes causing destruction to both sides and makes the third win.And this usually happens in the western countries.*split the ticket: to vote for more than one party.*split one’s sides: to laugh very happily so that one will press his belly.④Based on these analyses, Teacher lets students look at ―split‖ in the passage, identify its meaning and finish exercise 1.2.Parochial ①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Generally speaking, it is adjective.When teaching this word, Teacher shows the meaning in English;at the same time, students guess it in Chinese.For example, parochial is closely connected with parish;it also refer to ―narrow/limited/ short sighted/small-minded‖ ②Parochial school.It is a kind of religious school, as a sort of assistant education of normal one in West countries, especially America.Another narrow usage is that it refers to the grammar schools of Christianity established by small parishes.As to British education, the parochial schools set up by the national religion form the basis of the educational system assisted by the state.③Some collocations and use in scene.For example: *parochial affairs;

*He is too parochial in his outlook because he is in parish.④Based on these analyses, Teacher lets students look at parochial in the passage, identify its 21

meaning and finish exercise 2.3.Welfare.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with benefit/prosperity/interest/advantage/health/peace.So students can guess its basic meaning is ―福利、健康、安寧、幸福‖.And it is a noun.②Next analyze its formation to make it impressed on students.From its spelling and pronunciation we can jude that welfare consists of two parts: ―wel‖ and ―fare‖.―Wel‖ is similar to well, and we can treat it as ―good/fine/well‖；on the other hand, ―fare‖ convey the meaning ―fee/the price of ticket/food‖.In that case, the compound word ―welfare‖ is associated with benefit/prosperity/interests, etc.③ Teacher gives students some expressions of welfare in our daily life.* welfare fund

*social welfare

*welfare state

*child welfare

④Based on these analyses, Teacher lets students look at ―welfare‖ in the passage, identify its meaning and finish exercise 3.4.Comfortably.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with cosines/ease/pleasure, etc.What’s more, it is an adverb.② Point out that comfort is comfortably’s derivation.Let’s start from the derivation, comfort(it can be a noun and a verb), which can be divided into two parts: ―com‖ and ―fort‖.The root ―com‖ is interrelated with combination/commonness, that is to say, it means ―共同的‖in Chinese;on the other hand, it serves as a root to stress the tone.The root ―fort‖ is closely linked with strengthen/enhance/reinforce, which mostly means ―加強(qiáng)‖in Chinese.So the word comfort can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Comfort +-able(an adjective derivational morpheme, meaning‖可……的‖ in Chinese):comfortable(舒適的)；

Comfort +-ing(an adjective derivational morpheme, meaning possessing a certain quality): comforting(令人舒適的)；

Comfort +-er(an noun derivational morpheme, meaning a kind of people or thing): comforter(安慰者、羊毛圍巾)；

Comfortable +-ly(an adverb derivational morpheme): comfortably(舒適地)；

Comfort +-s(a plural derivational morpheme，standing nouns): comforts(令人愉快的人或物)③Give some expressions used in daily life, and set a scene to make students to use them in conversation.*comfortably off

*creature comforts

* comfortable winner ④Based on these analyses, Teacher lets students look at ―comfortably‖ in the passage, identify its meaning and finish exercise 4.5.Utilities.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher leads students to figure out its archetype ―utility‖, which can be both a noun and a adjective.Being a noun, it possesses two parts of meaning.On the one hand, its meaning is abstract, sharing the same connotation with effectiveness/use/function to some degree;on the other hand, its meaning is concrete, sharing the same connotation with service/ public welfare/tool/implement to some

degree.Being an adjective, it means useful in many ways or works.Teacher gives definitions or examples to make it more clear to students:(1).The utility of something is its usefulness.(2).A utility is an important service such as water, electricity, or gas that is provided for everyone, and that everyone pays for.② In English, the root ―util-‖ refers to ―use‖.In that case, ―-ity‖ is added to it to form a word ―utility‖, connecting with ―use‖.③So Teacher show students some utility’s phrases.First, let them guess;And then give them the answers;Last, set some scenes to practice.*utility pole

*domestic utility

*utility service

*utility room

*utility theory ④Based on these analyses, Teacher lets students look at ―utilities‖ in the passage, identify it-s meaning and finish exercise 5.6.Teased.①Giving basic information about this word, which is: Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher point-s out that its archetype is tease, which can be a noun and a verb.As a noun, it has the meaning of ―someone who likes laughing at or playing jokes on others‖.As a verb, it means ―to laugh at others or make jokes about them in order to embarrass, annoy, or ups-et them.‖ Teacher shows students several sentences to deepen their comprehension.*My brother is such a tease.*The best way to deal with a tease is to ignore him.*The other boys tease him because he is fat.②From tease, one can get teaser, possessing the same meaning as ―someone who likes laughing at or playing jokes on others‖.What’s more, it refers to ―a difficult question, especially in competition‖.For example, whether to accept this offer is really a teaser.③ Teacher uses the tale of the Crow and the Fox to explain the phrase ―tease out‖.ThenTeacher gives a conclusion: the phrase means using some cunning way to get certain information / solution/secret/profit, etc.So in this tale, the fox tries to tease out the meat from the crow.More sentences are imparted: *They try to tease out the answer without appearing to ask him.*The thief intended to tease out the key to the door from the baby.④Based on these analyses, Teacher lets students look at ―teased‖ in the passage, identify its meaning and finish exercise 6.7.Wardrobe.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is a nou-n.When one sees this word, he can get the same meaning from closet/bureau, and kn-o w that it means ―a tall cupboard or cabinet in which one can hang your clothes‖.More sentences are showed to students:

*Someone’s wardrobe is the total collection of clothes that they have.*She stuffed her clothes in the wardrobe.② Wardrobe can be divided into two parts: ―ward‖ and ―robe‖.Ward: as a noun, it means ―a room in a hospital which has beds for many people, ofte-n people who need similar treatment‖(病房)or ―a district which forms part of a political constituency or

local council‖（行政區(qū)、選區(qū)）.*Ward off(v.avoid)

*warder(n.someone who works in a prison supervising the prisoners.)

*warden(n.doorkeeper/the head of a county)

Robe: a loose piece of clothing which covers all of your body and reaches the ground.(睡袍)For example, she put her robe on the chair.*Work robe

*baby robe

To sum up, the word, wardrobe can be explained this way: a cabinet where one’s clot-hes are deposited.③Based on these analyses, Teacher lets students look at ―wardrobe‖ in the passage, identify its meaning and finish exercise 7.8.Extended.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.First, Teach –er shows students its archetype ―extend‖.Extend is a transitive verb and intransitive verb.And ―extend‖ contains two-faced meaning.On the one hand, it approximates to reach /increase/expand /enlarge /stretch/ magnify /broaden/ lengthen out, meaning ―延伸、增大、擴(kuò)大‖ in Chinese.On the other hand, it approximates to donate /give grant supply/ furnish /contribute /allot/ provide /present, meaning ―給予、捐贈、分配‖in Chinese.Some examples are given: *The boss extended money to create new products.*This metal will extend when it is heated.②Extend can be separated into two parts: ―ex-‖ and ―-tend‖.Ex-: A: to make something out, such as exclude/expel/expose/extract, etc.B: something or someone is no longer the one it or he once was, such ex-wife, ex-president, ex-colonial.Tend-: A: to notice/ look after /care/mind, etc.B: something is likely to happen frequently;someone is likely to behave/say in a certain way.To sum up, ―extend‖ basically can be explained this way: something is likely to get larger/more/longer/out/spread.More meaning of it is show in the following sentences: *This speech has extended for two hours.(持續(xù))*This paper extends to a lot of practical problems.(涉及)*I’m glad that you extended my mother an invitation.(發(fā)出)③Based on these analyses, Teacher lets students look at ―extended‖ in the passage, identify its meaning and finish exercise 8.9.Insurance.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Generally speaking, it is a noun, meaning an arrangement where you pay money to a company, and they pay money back once something bad occurs to you, such as if your belongings are stolen or damaged/ if you catch a severe disease(保險);What’s more it also refers to some measures done to make up great loss in future（保險措施）.②Teacher tells students that insurance’s verb is insure(intransitive and transitive).And insure can be analyzed as following: insure consists of two parts: ―in‖ and ―sure‖.In-: inside;in power;on position or it is a negative affix.Sure: certain;firmly assure something;and it can be both an adjective and adverb.Therefore we can explain ―insure‖ in this way: one is certain about something heartily(確

定)；one promises somebody something(保證);one safeguards somebody/something（保護(hù)）.Moreover, some synonyms are offered: *assure

*affirm

*guarantee

*certify ③Teacher introduces some expressions used in daily life: *insurance company

* insurance act

* insurance law

*insurance amount

*insurance industry ④Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 9.10.Hardship.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is usually used as a noun, approximating to ―difficulty/ trouble/ handicap, etc‖.②Two parts(hard and ship)forms ―hardship‖.From this, hardship is defined as a compo--und word.Hard: strict, severe, difficult, tough, solid, rigid, etc.Ship: a noun and verb;a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship/friendship/leadship/relationship, etc.So in hardship,-ship means a kind of situation, and hard refer to difficult.Thus, hards--hip signifies a sort of difficult situation.③Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 10.25

第三篇：畢業(yè)論文注意事項(xiàng)（定稿）

畢業(yè)論文注意事項(xiàng)

1、封面：系別、姓名、班級、學(xué)號、指導(dǎo)教師部分要左對齊，論文題目小初、黑體、加粗、居中。專業(yè)班級格式為09+專業(yè)全稱+班號，如09物流管理1班。封面不加頁碼。

2、摘要：摘要、關(guān)鍵詞兩部分之間按正常段間距，不用空行。關(guān)鍵詞不超過5個，用分號隔開。頁碼居中，用羅馬數(shù)字頁碼（I,II,III），頁腳加一橫線。

3、目錄：目錄嚴(yán)格遵守格式要求，右邊對齊，下面頁碼用羅馬數(shù)字頁碼（I,II,III），頁腳加一橫線。

4、正文：宋體、小

四、1.5倍行距、字?jǐn)?shù)不低于8000字。標(biāo)題統(tǒng)一格式，字體、字號統(tǒng)一，首行縮進(jìn)統(tǒng)一，段間距統(tǒng)一，行間距統(tǒng)一。頁碼用阿拉伯?dāng)?shù)字、居中。

5、參考文獻(xiàn)：嚴(yán)格按照畢業(yè)設(shè)計格式中要求的格式。

6、論文電子稿要求必須發(fā)至各自輔導(dǎo)老師的郵箱。紙質(zhì)稿打印出來后，讓輔導(dǎo)教師簽名。

其余部分嚴(yán)格按照畢業(yè)設(shè)計格式來，不再詳細(xì)闡述。五一之前必須交上，否則影響你的畢業(yè)證領(lǐng)取。

第四篇：畢業(yè)論文定稿注意事項(xiàng)2012

各位畢業(yè)論文指導(dǎo)老師：

你們好，按照本科畢業(yè)論文時間安排，2012屆本科畢業(yè)論文在4月30日前定稿，現(xiàn)將有關(guān)注意事項(xiàng)通知如下：

1、畢業(yè)論文定稿（包括商務(wù)學(xué)院的）統(tǒng)一于五一小長假的第一個工作日（即2012年5月2日早上12點(diǎn)之前）回校交回組長，等老師核查后當(dāng)天交給分院，所交內(nèi)容包括：學(xué)生論文定稿兩份，畢業(yè)論文指導(dǎo)評分手冊 和一張本科生畢業(yè)論文（設(shè)計）鑒定表；

2、論文格式可在教務(wù)系統(tǒng)公共下載中或會計學(xué)院QQ群共享中下載查看；

3、會計學(xué)院的畢業(yè)論文指導(dǎo)手冊封面 “所屬班級”這一欄統(tǒng)一寫成：2012屆會計學(xué)專業(yè)一班或2012屆財務(wù)管理班，商務(wù)學(xué)院的論文指導(dǎo)評分手冊封面按要求實(shí)際填寫；

4、誠信聲明裝訂在封面之后，目錄之前；

5、畢業(yè)論文指導(dǎo)評分手冊的 “指導(dǎo)教師評語”這一欄日期填寫時間不超過4月30日；

6、請各位老師在五一小長假的第一個工作日交回論文前，檢查所有內(nèi)容時候都填完整；

7、學(xué)生論文定稿后，請老師把本科和商務(wù)的論文電子版統(tǒng)一收齊交會計學(xué)院實(shí)踐教學(xué)管理科，每位學(xué)生論文的電子版文件名請寫成：商務(wù)班級+學(xué)號最后兩位+學(xué)生姓名+指導(dǎo)教師

如：商務(wù)0823會計學(xué)9班（33）張健[申平華]

8、2012屆論文答辯時間初步定于：本科、商務(wù)5月19、20日。

9、畢業(yè)論文的定稿封面教務(wù)處正在修訂中，格式一出來會馬上通知到大家，在答辯后完成論文封面的更改即可。

另，如各位老師還有不清楚的地方，請打電話來詢問。

祝各位老師工作順利！

2012年4月16日

論文指導(dǎo)手冊和鑒定表上涉及題目的地方請?zhí)顚?，所有學(xué)生簽名的請簽名。第一次指導(dǎo)選題，20111105.第二次指導(dǎo)開題報告、確定題目，20111210.第三次指導(dǎo)論文提綱，20111230，第四次初稿，20120228.第五次修改稿，20120401.第六次是否定稿，進(jìn)入答辯以及其他指導(dǎo)20120430。寫完申請報告約300——350字。兩樣表填寫完成后請于5月2日早上10點(diǎn)連同正反面打印出的兩份定稿論文交給組長，組長檢查后當(dāng)天交給論文指導(dǎo)老師。論文要達(dá)到70分才能獲得學(xué)位哦。

第五篇：申請書修改注意事項(xiàng)

申請書修改注意事項(xiàng)

1．起止時間統(tǒng)一填寫為：2013年7月至2015年7月。

2．經(jīng)費(fèi)預(yù)算：經(jīng)費(fèi)申請總額一般項(xiàng)目每項(xiàng)不少于0.8萬元，輔導(dǎo)員專題研究項(xiàng)目一般不少于0.6萬元，以1—2萬為宜，學(xué)校管理費(fèi)填“0”（學(xué)校不收取管理費(fèi)）。

3．學(xué)校意見：原表自動生成格式字體不一，建議統(tǒng)一字體和字號。

4．研究現(xiàn)狀及趨勢：應(yīng)緊扣選題針對研究現(xiàn)狀進(jìn)行分析，導(dǎo)出問題，從而明確本項(xiàng)目的研究價值；研究意義要明確，概括要精煉，一般不展開論述。

5.預(yù)期成果：根據(jù)省廳規(guī)定，明確成果形式及數(shù)量。預(yù)期成果為專著的，計劃進(jìn)度中要設(shè)計發(fā)表論文；預(yù)期成果為論文的，要發(fā)表不少于3篇系列論文。

6.課題負(fù)責(zé)人及主要成員：主要成員原則上以3人為宜。

7.表中項(xiàng)目組成員不包括申請人，參加人簽名需本人親筆簽名。未經(jīng)當(dāng)事人同意，不得填寫其為參加人。

8.“是否兼報指導(dǎo)項(xiàng)目”選項(xiàng)中建議選“是”。

9.學(xué)科名稱請參照，輔導(dǎo)員專項(xiàng)“二級學(xué)科名稱”和“三級學(xué)科名稱”不用填寫。

10.校學(xué)術(shù)委員會意見模版“該項(xiàng)目選題新穎，論證周密，富有學(xué)術(shù)價值。課題負(fù)責(zé)人在該研究方向具有較為豐厚的學(xué)術(shù)積累，具有較好的政治素質(zhì)和科學(xué)研究能力。我校能為本項(xiàng)目研究提供充足的時間保證及相關(guān)科研條件，并給予一定的經(jīng)費(fèi)支持。經(jīng)校學(xué)術(shù)委員會評審，同意推薦申報。”各申報人可根據(jù)該項(xiàng)目的不同情況做適當(dāng)調(diào)整，時間統(tǒng)一填寫為2013年4月7日。

11.學(xué)?？蒲泄芾聿块T審核意見模版“經(jīng)審核，《申請書》所填內(nèi)容屬實(shí)，主持人符合申報要求，學(xué)校能保證為該課題的研究提供必要的經(jīng)費(fèi)保障與科研條件，同意對申請人在研究周期內(nèi)完成預(yù)期工作提供信譽(yù)保證。”時間統(tǒng)一填寫為2013年4月7日。