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here is my thesis,and i really need someone to modified it,i appreciate what you did

Practical Project Design
Title : Discussion of English vocabulary teaching
Name: 肖杜
Number: 051010610
School: Changsha Radio & TV University
Major: English
Tutor: Liu Renxi
Date: March 10th 2007
Student�s Tel: 13808455243
Email : [email protected]

Project Title:

Discussion of English vocabulary teaching


Investigator

Xiao Du

ChangSha Radio and TV University



Submitted on 28th January 2007

In fulfillment of the course

Practical Project Design
ACKNOWLEDGEMENT


I am mostly grateful to my supervisor Professor Liu renxi without whose support and patience this project would not even have got off the ground.
I am also grateful to my colleagues Zhao Yi ,Long Hao and He Yiyu for their time spent on brainstorming and panel discussions with me.
No amount of thanks will be adequate for my students without whose willing co-operation in my project implementation it would have remained on paper.
Last but not the least, big thanks to my parents and my boy friend who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.


ABSTRACT
This text follows the teaching principle of English vocabulary, through analyzing some problems existing in the English vocabulary teaching of junior middle school at present, probe into and solve the psychological obstacle that students produce because of this, in order to stimulate students and " study actively ", can know and write the word and grasp them very fast with more relaxed mood, thus raise the result of English vocabulary teaching of junior middle school.



Main Headings of the Project Report
Introduction
Summary of the Preliminary Research
1.1 Problem
1.2 Problem Analysis
1.3 Questionnaire Survey
1.4 Possible Solutions
3. Project Object &Hypothesis
4. Project Design
5.Project Implementation
6. Data Analysis
7. Project Findings and Discussion
8. Conclusions

Reference
Appendix 1: The Timetable of the Project
Appendix 2: Questionnaire (1)
Appendix 3: Data Drawn from Questionnaire (1)
Appendix 4: Questionnaire (2)
Appendix 5: Data Drawn from Questionnaire (2)
Appendix 6: Vocabulary Test
Appendix 7: Teacher�s log
Appendix 8: Data from the Vocabulary Test
1.introduction
The total amount of vocabulary of modern English has already been up to more than 2 million, is the biggest language of the vocabulary in the world, and with the development of society, progress but constant renewal of science and technology, expand.And vocabulary teaching has become a troublesome difficult problem of teacher of nowadays making in teaching of English, the vocabulary teaching question of English becomes a subject that is worth probing into junior middle school. This text plans to follow the principle of vocabulary teaching of English, do a discussion on this subject.

2.Summary of the Preliminary Research
This part of my study was conducted during January 3, 2007-March 10, 2007.
2.1 Problem
The problem I have encountered in my teaching is that most of my students don�t know how to memorize the words effectively. They have made great efforts on remembering the words that they have learned, but the result is not satisfactory. A lot of learned vocabulary seen to be new to them.
2.2 Problem Analysis
In my teaching, the problem identified was really a serious problem. In this situation I asked myself a serious of questions and tried to provide some answers with them. Why did most of my students complain about the difficulty in memorizing English words? Is it because they take no efforts on learning and remembering English words? Is it because most of them adopt the method of writing or reading the new words again and again? Is it because their previous English teachers have never mentioned any effective method of word memorizing?
2.3 Questionnaire Survey
In order to get more detailed and more exact opinion from my students, I made a questionnaire (See appendix 2) and asked my students to finish it in class. I tried to make it as scientific and effective as possible. I distributed the questionnaire to my students and gave them ten minuets to fill it out. 58 students returned their questionnaires. The return rare is 100%. (See appendix 3)When all these data was collected, I made some statistical evaluation. The results shows that over 95% of the students thought memorizing the new words is important and necessary and they also indicate some reasons why the students can�t memorize the words very well. 55 % of the students think it�s hard for them to memorize the new words. Nearly 50% of the students seldom memorize the new words on purpose when they are taught. Most of the students often repeat writing and reading the new words so as to memorize them. 46% of the students don�t think the teacher told them the effective ways of memorizing the words. They all think their text books don�t mentioned about any ways of memorizing words. 67% of the students think they memorize the new words by means of its Chinese meaning. Only 23% of the students memorize the new words by means of groups of synonymous words. There are even 12 students don�t know the meaning of �synonymous words�. 23% of the students said that they memorize the new words according to its root, suffix and prefix. As for the last ways of memorizing the new words, 32% of the students take this way to memorize the new words.
2.4 Brainstorming Activation
When I was engaged in the problem analysis, I consulted my thesis supervisor Mr liu and often talked to my colleagues about the problems I met. They gave me a lot of advice and help so that I pondered the problem more deeply and carefully. After these analysis, I determined to launch a project to overcome this problem.
2.5 Possible Solutions
In order to enable student to be participated in studying on the greatest intensity, form a teacher to take as the leading factor, students are the teaching of the subject, the idea of enabling student to form positive study progressively. "The essence of positive study of foreign language is: The teaching course should be under the guidance of teacher, it is foreign language to establish students and study the master's view, fully arouse the initiative of student's study, participate in the studying activities that the ear hears, watches, moves the brain, touches it actively, grasp it since debating, autonomy, taking care of oneself, teaching oneself ability, knowledge skill and ability to use knowledge, develop intelligence, affection, thus make students achieve morally,intelligently physically and aestheticly, work and the purpose with all-round developing individual character. "(Zhang JianZhong ,1995)① profit don't be refined think from the viewpoint of psychology, word whether one compound, irritate too (during the process of perceiving and understanding and mediating a settlement that writes), it is the response that the people's equal structure is complicated (when the mouth or express one's own thought in writing at moment). "(Quote it from emolument, Zhang GuoYang of a generation ,1996)②Because of these characteristics of the word, should try every means to shift student's positive study of foreign language in teaching, only in this way students will not think that it is very dull, uninteresting to study English, will participate in solving many kinds of psychological obstacles produced in above actively only in this way, reach the nticipated results of learning.
2.5.1
Utilize the audio-visual aids to teach words
2.5.2
Utilize sound shape to combine, word-building teach words
2.5.3
English explains the law
2.5.4
Teaching method of linguistic context
2.5.5

Teach words by sentence pattern or context
2.5.6
Teach words through the game

3. Project Object & Hypothesis
My research objective is to help my students memorize the English words effectively. It is hypothesized that learners� memorization of new words can be improved through well-designed teaching. With all these in my mind, I planned a four-week teaching practice. My aim is to help my students memorize English words effectively.
Project Design
This part of my study was conducted for four weeks from January28rd 2007 to March 10th 2007. For this research, I choose my students of Class 83 as subject. I designed four activities to be tried out in four weeks so as to test the hypothesis.
These activities are designed as the followed table:

Week Time Content
Week 1 1.9-1.16 Unit 1 How do you study for a test?
Week 2 1.17-10.24 Unit 3 I only eat food that tastes good.
Week 3 10.25-11.1 Unit 6 Where would like to visit?
Week 4 11.2-11.9 Unit 8 I�ll help clean up the city parks.
At the same time, I made measures to make up for students� lacks in basic knowledge. I have made the same steps with my weekly activities.

4.1 Teaching Activities
4.2 Week One: 2007.1.9--2007.1.17
Teaching contents: Teach students how to make flashcards and tell them how to memorize words by making flashcards.
Teaching purpose: Making flashcards is the way to put the new word on a little card, then students can recite it in their spare time. For example: on their way home, before sleeping, on the bus, waiting for someone. They can memorize the words whenever you can. Sometimes they can think of the Chinese meaning of the word in the flashcards, sometimes they can memorize the words that are difficult for them to memorize by reading the flashcards again and again.
Teaching procedures: First show some flashcards to the students, ask them to name the things in the cards in English. They may feel interesting in doing such kind of exercises. Then the teacher asks the students to find out the flashcards according to the teacher�s words. It�s easier for students to do it . Next, ask the students to repeat the words they just learned by memory. Tell them they can memorize the words by making flashcards. Then ask themselves to make some more flashcards according to the words they learned from unit 1-unit 5. Finally ask them to show their own flashcards. All the students can vote for the best one.

4.3 Week Two: 2007.1.17�2007.1.24
Teaching contents: Teach the students how to learn and memorize the words by reading.
Teaching purpose: choose an article that the students are interested in. Ask students to read it by themselves. Explain how to learn and memorize the words by giving examples.
Teaching procedures: Ask students to read an article. Generally speaking, reading method is to memorize the words by reading. This can help students memorize the words they learned in class. Sometimes when we want to explain something, we�ll use the word again and again. And repeating is the most important way of memorizing. If we only memorize the word itself alone, we can�t memorize it very well, or we can say we can�t remember it for a long time. But if we put the word in a sentence or in an article, we can remember it very well. After reading, check how many words they memorized. Put some words or phrases (in English or in Chinese) on the blackboard , ask students to translate them or use them to make sentences. Finally tell the students this is a good way to memorize words. If they have time, they can memorize more words by reading.
4.4 Week Three: 2007.1.25-2007.2.1
Teaching contents: teach students the methods of learning and memorizing the words according to the word root and affix.
Teaching purpose: There are many adjectives in unit 7, most of them have the same root or suffix and affix. Teach students how to learn and memorize and guess the words according their roots and affix.
Teaching procedures: After listening to a song, (it can make them relax) ask students to watch the screen carefully and say something about the posters with different adjectives. Put some other adjectives on the screen and ask students to read and guess the meaning of each one. Tell students they can enlarge their vocabulary in this way, also they can memorize more words by means of the word root and affix.
4.5 Week Four: 2007.2.2-2007.2.9
Teaching contents: Teach students another way of memorizing words. That is memorizing the new words by means of the groups of the words with the similar meaning.
Teaching purpose: Choose unit 8 as the subject. Because there are many phrasal verbs we�ll learn in this unit. Maybe students will get puzzled about these phrases. Because some of them have the same or similar meanings. So I�ll tell them how to identify them .
Teaching procedures: Ask students to look at some pictures through a video show. Then make them to say something according to these pictures. There are pictures which students don�t know how to express. I put some new phrasal verbs on the screen by a projector. These phrasal verbs are: cheer up , give out , hand out ,come up with, put off, write down, put up, hand out, call up, set up , think up, ring up. After learning, ask them to do some exercises.

5. Full-scaled implementation of the solutions
5.1 Week One: February.10th to February 16th
Teaching contents: Teach students to make flashcards so as to learn English words well.
Teaching purpose: Making flashcards is the way to put the new word on a little card, students can recite it in their spare time. For example: on their way home, before sleeping, on the bus, waiting for someone. They can memorize the words whenever they can. Sometimes they can think of the Chinese meaning of the word on the flashcards, sometimes they can memorize the words that are difficult for them to memorize by reading the flashcards again and again.
Teaching materials: Go For It! Students� Book Grade Nine
some of the words from unit 1 to unit 3
Teaching procedures: First show some flashcards to the students, ask them to name the things on the cards in English. They may feel interesting in doing such kind of exercises. Then the teacher ask students to find out the flashcards according to the teacher�s words. It�s easier for students to do this. Next, the teacher teaches the students how to make flashcards step by step. Tell them they can memorize the words by making flashcards. Then, ask themselves to make some more flashcards according to the words they have learned before. Finally, ask them to show their own flashcards. All the students can vote for the best one.
5.2 Week Two: February 17th to February .24th
Teaching contents: Teach students memorize words through reading some interesting stories or articles. Provide them with some suitable and interesting reading materials
or ask them to choose articles themselves.
Teaching material: Go For It! Students� Book Grade Nine
Unit 6 Reading : I only eat food that tastes good.
Teaching purpose: choose an article that the students are interested in. Ask students to read it by themselves. Explain how to learn and memorize the words by giving examples.
Teaching procedures:
Step 1: Revision
1. Question and answer
Q1: What kind of music do you prefer?
Q2: What�s your favorite group?
Q3: What do you think of it?
Q4: What kind of food do you like?
Step 2: Presentation
Play the recording and ask students to listen to an article with a question: What does this article talk about? ( S: This article talks about food.)
T: Yes, that�s right. The food we eat sometimes can help us keep healthy. Now I�d like you to read the article slowly and find out which things are good for us and which things are bad for us.
Ask several students to answer the question. Make them guess the new words� meaning through contexts. For example: �stay away from�: students can guess the meaning of the phrase. It means not to eat something in this article. �Stay away sugar� means �don�t eat any sugar.� We�ve learned �be good for� before, so the students can guess the meaning of the phrase �be bad for�.
Ask students to read the article again and memorize the phrases in it. The phrases are: keep healthy stay healthy to be honest taste good be good for
be bad for take care of stay away from be in agreement
not at all instead of a balanced diet have a good balance
Step 3: Homework:
Copy the phrases in this article four times and memorize them at home.
5.3 Week Three: February 25th to March.1st
Teaching contents: learn to memorize the words through its construction, its root, suffix and affix.
Teaching material: Go For It! Students� Book Grade Nine
Unit 7 Where would you like to visit?
Teaching purpose: make students memorize English words by this way and make sure that most of them can use this method to memorize the English words effectively and easily.
Teaching procedures:
Step 1: Revision
Greeting
Play the video and ask students to listen to a song.
Step 2: Presentation
Show some posters of vocations to the students and ask them to watch the posters carefully.
After watching the posters, ask students to describe the vocations in the posters by using adjectives
Ask students to read the adjectives on the blackboard. The adjectives are: beautiful, relaxing, tiring, dangerous, educational, peaceful, fascinating, interesting, fun, boring, thrilling, exciting.
Practice reading these words.
Question students according to the posters
Q: Where would you like to visit?
A: I�d like to trek through the jungle. I like exciting vocations.
Ask pairs of students to practice the conversations with the adjectives on the blackboard.
After practicing the conversations, ask students to watch the screen again. There are many other words on it. Ask students try to read them and guess the meaning of each one.
tire tired tiring beauty beautiful relax relaxing danger dangerous education educational peace peaceful fascinate fascinating fun funny bore bored boring thriller thrilling excite excited exciting
8. Tell students they can memorize more words through its construction, its root, suffix and affix.
Step 3. Homework: Ask students to copy these words and memorize them at home. Practice the conversation on page 52 with classmates.
5.4 Week Four: March.2nd to . March 10th
Teaching contents: Teach students another way of memorizing the words. That is memorizing the new words by means of the groups of the words of the same kind.
Teaching materials: Go For It! Students� Book Grade Nine
Unit 8 I�ll help clean up the city parks.
Teaching purpose: In this unit , we�ll learn some phrasal verbs. I�ll tell my students that the same words with different adverbs or prepositions have different meanings and usages. Of course, different words with different adverbs or prepositions also have different meanings and usages. In this way, they can understand more phrases. They can use them freely by memorizing them.
Step 1: Ask students to look at some pictures through a video show. Then make them to say something according to these pictures. For example: Q: What are they doing? A: They�re cleaning up the city parks. In this step, I want my students to use the phrasal verbs they learned before.
Step 2: There are pictures which students don�t know how to express. I put some new phrasal verbs on the screen by a projector. These phrasal verbs are: cheer up , give out , hand out ,come up with, put off, write down, put up, hand out, call up, set up , think up, ring up. First I teach them to read each one. Then I�ll explain them to my students by different body language or gestures.
Step 3: exercise: Ask them to match the phrasal verbs with the correct words or phrases.
set up make someone happier
put up make someplace clean
hand out establish start
come up with give something to everyone
call up do it later
cheer up think up
clean up put something on the wall
put off make a telephone to someone
Step 4: Listening practice: Ask students to listen to the tapes and fill in the blanks.
Teach students memorize these phrasal verbs in sentences.
1. We need to come up with a plan.
2. We can�t put off making a plan.
3. I�ll write down all our ideas.
4. We could put up signs.
5. I�ll hand out advertisements after school.
6. We could each call up ten students and ask them to come.
Step 5: Ask students to make sentences with the phrasal verbs they learned today. When they practice making sentences , the teacher can walk around and give advice to the students if necessary.
Step 6: Homework. Try to memorize these phrasal verbs and use them to make more sentences. .
6. Data Analysis
After four weeks� action research, I made Questionnaire Two (See appendix 4). All my students returned their answers to me immediately. I found that nearly 70% of the students think that memorizing words isn�t very difficult any more. 65% of the students memorize the words on purpose. Only 23% of the students still memorize the words by writing and reading them again and again. Nearly 93% of the students agree that it is necessary for the teacher to teach them how to memorize the words. Half of the students don�t memorize the words by means of Chinese meaning any more. 58% of the students think it�s a good way to memorize the words by means of groups of synonymous words. There are 54% of the students memorize the words according to its root, suffix and prefix. 68% of the students memorize the words by means of the groups of the words of the same kind. Half of the students often make flashcards. It also enlarge their vocabulary. So I made another vocabulary test to check them. Most of them get higher marks this time, this made them feel very happy, I was happy too. And all of us believed that if we can use the effective ways to memorize the words, we can do well in listening, speaking, reading and writing. Also we can get good grades. (See appendix 5 and 6)
7. Project Findings and Discussions
The project lasts four weeks. After my students have learned so many ways of memorizing the words, they find it less difficult for them to memorize the new words than before. Most of them choose the effective ways to memorize the words. They think it�s much easier for them to memorize the words .
The first, they are interested in memorizing English words and they are not afraid of having dictations before class. For example, Li Jie, she never passed the test before, because she didn�t remember the words she learned . But now she learned much about how to memorize the words. It wasn�t difficult for her to memorize the words, so she became more confident and she did well in the vocabulary test. Also she told me that she would study harder in the future. You can imagine how happy I am.
The second, most students are now trying to use many different ways to memorize words. The ability of memorizing words has been improved
The third, students have quit the old and bad habit --- memorize the words by mechanical memory, that is, writing and reading it again and again so as to memorize them.
Of course, no pure gold, no perfect person, the project I have taken has its advantages; meanwhile it has its disadvantages. Looking back upon the project, I realize there is something I have not done well.
At first, I haven�t provided them with the effective ways of how to memorize the words according to their own situations. So not every student get the right way and not all of them do well in the test.
The second, while I teach with these methods, I should give them more exercises to practice memorizing the words and design more activities to improve their interest of learning and memorizing English words.
Conclusions
In a word, English teacher must be at the request of relevant syllabuses junior middle school, follow the principle of English vocabulary teaching of middle school, analyze conscientiously students study the problem that exist in English vocabulary, the situation that should be different, adopt different vocabulary teaching methods, could make students interested in study of words of English, could have law can follow, have kind can study, study actively, reach, raise junior middle school English teaching result of vocabulary.

References:
1 English language Teaching Methodology (1) (2)(Gu Yueguo)(Foreign Language Teaching and Research Press)
2 谈谈英语单词的记忆五法
3 记忆英语单词方法20种��� ��
4 英语教育专家推荐单词记忆技巧13种
5 Go for it! Grade Nine 人民教育出版社
6 Practical Project Design Gu Yueguo (Foreign Language Teaching And Research Press)
7(Zhang JianZhong ,1995)①
(Quote it from emolument, Zhang GuoYang of a generation ,1996)②

Appendix 1: The Timetable of the Project

Stage Calendar date Tasks
Ⅰ Sep 3--
Sep.17 1 Be familiar with the textbook << Practical Project Design>>
2 Identify a problem
3 Analyzing the teaching situation
4 Timetable of the project design
Ⅱ Feb.18-. Feb 2 1 Analyze the problem using scientific methods of investigation
●get information by giving the students questionnaires
●analyzing the information
●take out the problem
Ⅲ Feb.3�. Feb .8 1 Analyze the problem
2 Take measures to the problem
3 Design a problem-solving project and state the Rationale
Ⅳ Feb.9- Feb.13 Implement the project
1 Week1 Some of the words From Unit 1-5
2 week2 Unit 6 I only eat food that tastes good.
3 week3 Unit 7 Where would you like to visit?
4 week4 Unit 8.I�ll help clean up the city parks.
Ⅴ Feb.13�Feb.17 Evaluate the project against a checklist
●collecting the research data
Ⅵ Feb.18�Mar.10 Write the project report
Appendix 2. Questionnaire (1)

Answers for choosing
A B C
1. Do you think it hard for you to learn and memorize English new words? Very hard Sometimes hard sometimes easy Very easy
2. Do you often memorize the new words on purpose when they are taught? often sometimes seldom
3. Do you often repeat writing and reading the new words so as to memorize them? often sometimes seldom
4. Has your English teacher told you how to memorize new words? Yes, he has taught a lot about it Yes, a little knowledge about it No
5. Have your textbooks mentioned about the methods of memorizing words effectively? Many contents about the methods Few contents about the methods No
6. Do you often memorize the new words by means of its Chinese meaning? often sometimes seldom
7. Do you often memorize the new words by means of the groups of synonymous words? often sometimes seldom
8. Do you often memorize the new word according to its root, suffix and prefix? often sometimes seldom
9. Do you often memorize the words by means of the groups of the words of the same kind? often sometimes seldom
Appendix 3 Data Drawn from Questionnaire (1)

Answers for choosing
A B C
1. Do you think it hard for you to learn and memorize English new words? 55% 28% 17%
2. Do you often memorize the new words on purpose when they are taught? 27% 23% 50%
3. Do you often repeat writing and reading the new words so as to memorize them? 76% 15% 9%
4. Has your English teacher told you how to memorize new words? 16% 36% 48%
5. Have your textbooks mentioned about the methods of memorizing words effectively? 0% 0% 100%
6. Do you often memorize the new words by means of its Chinese meaning? 65% 23% 12%
7. Do you often memorize the new words by means of the groups of synonymous words (同义词)? 26% 54% 20%
8. Do you often memorize the new word according to its root, suffix and prefix? 23% 48% 29%
9. Do you often memorize the words by means of the groups of the words of the same kind? 32% 45% 23%
Appendix 4 Questionnaire (2)

Answers for choosing
A B C
1. After learning the methods of memorizing the words, do you think it hard for you to learn and memorize English new words? Very hard Sometimes hard sometimes easy Very easy
2. Do you often memorize the new words on purpose when they are taught? often sometimes seldom
3. Do you still repeat writing and reading the new words so as to memorize them? yes no sometimes
4. Do you think it�s necessary for your teacher to teach you the methods of memorizing the words? yes no
5. Do you often memorize the new words by means of its Chinese meaning? often sometimes seldom
6. Do you often memorize the new words by means of the groups of synonymous words? often sometimes seldom
7. Do you often memorize the new word according to its root, suffix and prefix? often sometimes seldom
8. Do you often memorize the words by means of the groups of the words of the same kind? often sometimes seldom
9. Do you often memorize the words by making flashcards? often sometimes seldom
Appendix 5 Data Drawn from Questionnaire (2)

Answers for choosing
A B C
1. After learning the methods of memorizing the words, do you think it hard for you to learn and memorize English new words? 10% 20% 70%
2. Do you often memorize the new words on purpose when they are taught? 65% 30% 5%
3. Do you still repeat writing and reading the new words so as to memorize them? 23% 67% 10%
4. Do you think it is necessary for your teacher to teach you the methods of memorizing the words? 93% 7%
5. Do you often memorize the new words by means of its Chinese meaning? 35% 13% 52%
6. Do you often memorize the new words by means of the groups of synonymous words? 58% 34% 8%
7. Do you often memorize the new word according to its root, suffix and prefix? 54% 30% 16%
8. Do you often memorize the words by means of the groups of the words of the same kind? 68% 25% 7%
9. Do you often memorize the words by making flashcards? 51% 38% 11%
Appendix 6 Vocabulary Test Paper
Translate the following phrases or words into English or Chinese
make mistakes be afraid to
take notes look up
be interested in put off
in stead of set up
take it easy use up
尽快地 机会， 时机
知识渊博的， 下决心
一点也， 根本 想出， 提出
使。。。。记起 与。。。。保持距离
熬夜 无家可归的
Choose synonymous of the words or phrases which are underlined.
We need to come up with some good ideas.
A. think up B. think of C. think over
If I were you , I wouldn�t eat any sugar.
A. give away B. get away C. stay away from
I think she takes after her mother.
A. takes care of B. looks like C. looks after
I have run out of money to buy beautiful clothes.
A. have no money B. have lots of money
C. run every day
She has to fix up her new bicycle.
A. wash B. repair C. buy
Translate the sentences into English.
我想加入学校自愿者计划， 但是我不知道我该做什么？
I�d like to the school volunteer project, but I�m what I should do?
八中就是我们的家。
No.8 middle school is us.
我想帮助无家可归的人， 你可以去食物救济中心分发食物。
I�d like to help people. You could help food at the food bank.
他看起来很哀伤， 让我们逗他开心吧。
He looks sad. Let�s him .
他现在有16辆单车要修并且要把它们捐给没有单车的孩子。
He now has 16 bikes to and to children who don't have bikes.
Jim很像他父亲。 他们都很聪明而且有点文静。
Jim his father. They are both clever and a bit quiet.
我想去某个休闲的地方。
I�d like to go .
在我的梦中， 我梦见自己在纸的汪洋中游泳。
In my dream, I was swimming of paper.
因为天气不好， 他们决定推迟去度假。
They going on vacation the bad weather.
10． 它们是用来在黑暗中照明的。 They seeing in the dark.
Appendix 7 Teacher�s Log
Week one:
Date : Monday 2007.1.28
Today I taught my students how to make flashcards. It seemed that most of them were interested in it. Because most of them made many beautiful flashcards. They showed their cards to me as soon as they finished. I felt very happy. All of us thought this is a happy and effective way to memorize English words. Because it can make them memorize the words whenever they can. They liked it very much.
Week two;
Date: Friday 2007.1.28
This week I told my students memorizing the words by reading. Generally speaking Chinese students don�t like reading English articles. Because they can�t understand some of the words in the articles. So they may feel frustrated in reading. In order to change this situation and tell students that they can memorize more words by reading, first I choose some interesting articles for them to read ( I only eat food that tastes good. Is one of them.) Then I ask them to play some games when they finished reading. For example: guessing game. In this way , they become interested in reading now. Sometimes they ask me to read some stories to them in English at their spare time. So I think this is a good way to memorize words.
Week three
Date: Thursday 2007.2.13
This week I spent much time explaining root, suffix and affix to them. It was difficult for them to understand this grammar notes. So I ask them to do more exercises to practice. Also I told my students they can use this way to memorize more and more words. But it didn�t help a lot. So I think I should spend more time on this part in the future. I hope all of my students can memorize words by this way effectively.
Week four:
Date: Wednesday 2007.3.10
Today I had a vocabulary test for my students. I hope they can get a good grades after they learned so many ways of memorizing words. They do get good grades. Even the students who were not interested in learning English before also passed the test. Both I and my students were very happy and they required me to tell them more effective ways to memorize the words. I think I will.
Appendix 8 : Data Drawn from the Vocabulary Test


Score Population Frequencies
90----100 29 59.2%
80---90 15 30.6%
70---80 3 6.1%
60---70 1 2.05%
50---60 1 2.05%
40---50 0 0